Science.gov

Sample records for semantic concept learning

  1. A robotic framework for semantic concept learning.

    SciTech Connect

    Squire, Kevin M.; Levinson, Stephen E.; Xavier, Patrick Gordon

    2004-09-01

    This report describes work carried out under a Sandia National Laboratories Excellence in Engineering Fellowship in the Department of Electrical and Computer Engineering at the University of Illinois at Urbana-Champaign. Our research group (at UIUC) is developing a intelligent robot, and attempting to teach it language. While there are many aspects of this research, for the purposes of this report the most important are the following ideas. Language is primarily based on semantics, not syntax. To truly learn meaning, the language engine must be part of an embodied intelligent system, one capable of using associative learning to form concepts from the perception of experiences in the world, and further capable of manipulating those concepts symbolically. In the work described here, we explore the use of hidden Markov models (HMMs) in this capacity. HMMs are capable of automatically learning and extracting the underlying structure of continuous-valued inputs and representing that structure in the states of the model. These states can then be treated as symbolic representations of the inputs. We describe a composite model consisting of a cascade of HMMs that can be embedded in a small mobile robot and used to learn correlations among sensory inputs to create symbolic concepts. These symbols can then be manipulated linguistically and used for decision making. This is the project final report for the University Collaboration LDRD project, 'A Robotic Framework for Semantic Concept Learning'.

  2. Concept-based lexical-semantic unsupervised learning system

    NASA Astrophysics Data System (ADS)

    Filatov, V. I.

    2014-09-01

    Concept learning is essential for automatic knowledge acquisition and consists in linking semantic and linguistic data together. In this work, a system of concept learning, which mimics to some extent human infant learning, is presented. This system performs visual and audial feature extraction and construction of concept database by maximizing of their mutual information. Experiments show 90% recognition rate of learnt concepts.

  3. The Semantic Learning Organization

    ERIC Educational Resources Information Center

    Sicilia, Miguel-Angel; Lytras, Miltiadis D.

    2005-01-01

    Purpose: The aim of this paper is introducing the concept of a "semantic learning organization" (SLO) as an extension of the concept of "learning organization" in the technological domain. Design/methodology/approach: The paper takes existing definitions and conceptualizations of both learning organizations and Semantic Web technology to develop…

  4. Semantic Features, Perceptual Expectations, and Frequency as Factors in the Learning of Polar Spatial Adjective Concepts.

    ERIC Educational Resources Information Center

    Dunckley, Candida J. Lutes; Radtke, Robert C.

    Two semantic theories of word learning, a perceptual complexity hypothesis (H. Clark, 1970) and a quantitative complexity hypothesis (E. Clark, 1972) were tested by teaching 24 preschoolers and 16 college students CVC labels for five polar spatial adjective concepts having single word representations in English, and for three having no direct…

  5. Behavioral semantics of learning and crossmodal processing in auditory cortex: the semantic processor concept.

    PubMed

    Scheich, Henning; Brechmann, André; Brosch, Michael; Budinger, Eike; Ohl, Frank W; Selezneva, Elena; Stark, Holger; Tischmeyer, Wolfgang; Wetzel, Wolfram

    2011-01-01

    Two phenomena of auditory cortex activity have recently attracted attention, namely that the primary field can show different types of learning-related changes of sound representation and that during learning even this early auditory cortex is under strong multimodal influence. Based on neuronal recordings in animal auditory cortex during instrumental tasks, in this review we put forward the hypothesis that these two phenomena serve to derive the task-specific meaning of sounds by associative learning. To understand the implications of this tenet, it is helpful to realize how a behavioral meaning is usually derived for novel environmental sounds. For this purpose, associations with other sensory, e.g. visual, information are mandatory to develop a connection between a sound and its behaviorally relevant cause and/or the context of sound occurrence. This makes it plausible that in instrumental tasks various non-auditory sensory and procedural contingencies of sound generation become co-represented by neuronal firing in auditory cortex. Information related to reward or to avoidance of discomfort during task learning, that is essentially non-auditory, is also co-represented. The reinforcement influence points to the dopaminergic internal reward system, the local role of which for memory consolidation in auditory cortex is well-established. Thus, during a trial of task performance, the neuronal responses to the sounds are embedded in a sequence of representations of such non-auditory information. The embedded auditory responses show task-related modulations of auditory responses falling into types that correspond to three basic logical classifications that may be performed with a perceptual item, i.e. from simple detection to discrimination, and categorization. This hierarchy of classifications determine the semantic "same-different" relationships among sounds. Different cognitive classifications appear to be a consequence of learning task and lead to a recruitment of

  6. Semantic Categories and Context in L2 Vocabulary Learning

    ERIC Educational Resources Information Center

    Bolger, Patrick; Zapata, Gabriela

    2011-01-01

    This article extends recent findings that presenting semantically related vocabulary simultaneously inhibits learning. It does so by adding story contexts. Participants learned 32 new labels for known concepts from four different semantic categories in stories that were either semantically related (one category per story) or semantically unrelated…

  7. Enhancing clinical concept extraction with distributional semantics

    PubMed Central

    Cohen, Trevor; Wu, Stephen; Gonzalez, Graciela

    2011-01-01

    Extracting concepts (such as drugs, symptoms, and diagnoses) from clinical narratives constitutes a basic enabling technology to unlock the knowledge within and support more advanced reasoning applications such as diagnosis explanation, disease progression modeling, and intelligent analysis of the effectiveness of treatment. The recent release of annotated training sets of de-identified clinical narratives has contributed to the development and refinement of concept extraction methods. However, as the annotation process is labor-intensive, training data are necessarily limited in the concepts and concept patterns covered, which impacts the performance of supervised machine learning applications trained with these data. This paper proposes an approach to minimize this limitation by combining supervised machine learning with empirical learning of semantic relatedness from the distribution of the relevant words in additional unannotated text. The approach uses a sequential discriminative classifier (Conditional Random Fields) to extract the mentions of medical problems, treatments and tests from clinical narratives. It takes advantage of all Medline abstracts indexed as being of the publication type “clinical trials” to estimate the relatedness between words in the i2b2/VA training and testing corpora. In addition to the traditional features such as dictionary matching, pattern matching and part-of-speech tags, we also used as a feature words that appear in similar contexts to the word in question (that is, words that have a similar vector representation measured with the commonly used cosine metric, where vector representations are derived using methods of distributional semantics). To the best of our knowledge, this is the first effort exploring the use of distributional semantics, the semantics derived empirically from unannotated text often using vector space models, for a sequence classification task such as concept extraction. Therefore, we first

  8. Semantic search via concept annealing

    NASA Astrophysics Data System (ADS)

    Dunkelberger, Kirk A.

    2007-04-01

    Annealing, in metallurgy and materials science, is a heat treatment wherein the microstructure of a material is altered, causing changes in its properties such as strength and hardness. We define concept annealing as a lexical, syntactic, and semantic expansion capability (the removal of defects and the internal stresses that cause term- and phrase-based search failure) coupled with a directed contraction capability (semantically-related terms, queries, and concepts nucleate and grow to replace those originally deformed by internal stresses). These two capabilities are tied together in a control loop mediated by the information retrieval precision and recall metrics coupled with intuition provided by the operator. The specific representations developed have been targeted at facilitating highly efficient and effective semantic indexing and searching. This new generation of Find capability enables additional processing (i.e. all-source tracking, relationship extraction, and total system resource management) at rates, precisions, and accuracies previously considered infeasible. In a recent experiment, an order magnitude reduction in time to actionable intelligence and nearly three orderss magnitude reduction in false alarm rate was achieved.

  9. The semantic richness of abstract concepts

    PubMed Central

    Recchia, Gabriel; Jones, Michael N.

    2012-01-01

    We contrasted the predictive power of three measures of semantic richness—number of features (NFs), contextual dispersion (CD), and a novel measure of number of semantic neighbors (NSN)—for a large set of concrete and abstract concepts on lexical decision and naming tasks. NSN (but not NF) facilitated processing for abstract concepts, while NF (but not NSN) facilitated processing for the most concrete concepts, consistent with claims that linguistic information is more relevant for abstract concepts in early processing. Additionally, converging evidence from two datasets suggests that when NSN and CD are controlled for, the features that most facilitate processing are those associated with a concept's physical characteristics and real-world contexts. These results suggest that rich linguistic contexts (many semantic neighbors) facilitate early activation of abstract concepts, whereas concrete concepts benefit more from rich physical contexts (many associated objects and locations). PMID:23205008

  10. Semantic-gap-oriented active learning for multilabel image annotation.

    PubMed

    Tang, Jinhui; Zha, Zheng-Jun; Tao, Dacheng; Chua, Tat-Seng

    2012-04-01

    User interaction is an effective way to handle the semantic gap problem in image annotation. To minimize user effort in the interactions, many active learning methods were proposed. These methods treat the semantic concepts individually or correlatively. However, they still neglect the key motivation of user feedback: to tackle the semantic gap. The size of the semantic gap of each concept is an important factor that affects the performance of user feedback. User should pay more efforts to the concepts with large semantic gaps, and vice versa. In this paper, we propose a semantic-gap-oriented active learning method, which incorporates the semantic gap measure into the information-minimization-based sample selection strategy. The basic learning model used in the active learning framework is an extended multilabel version of the sparse-graph-based semisupervised learning method that incorporates the semantic correlation. Extensive experiments conducted on two benchmark image data sets demonstrated the importance of bringing the semantic gap measure into the active learning process.

  11. E-Learning for Depth in the Semantic Web

    ERIC Educational Resources Information Center

    Shafrir, Uri; Etkind, Masha

    2006-01-01

    In this paper, we describe concept parsing algorithms, a novel semantic analysis methodology at the core of a new pedagogy that focuses learners attention on deep comprehension of the conceptual content of learned material. Two new e-learning tools are described in some detail: interactive concept discovery learning and meaning equivalence…

  12. Implicit Learning of Semantic Preferences of Verbs

    ERIC Educational Resources Information Center

    Paciorek, Albertyna; Williams, John N.

    2015-01-01

    Previous studies of semantic implicit learning in language have only examined learning grammatical form-meaning connections in which learning could have been supported by prior linguistic knowledge. In this study we target the domain of verb meaning, specifically semantic preferences regarding novel verbs (e.g., the preference for a novel verb to…

  13. LEARNING SEMANTICS-ENHANCED LANGUAGE MODELS APPLIED TO UNSUEPRVISED WSD

    SciTech Connect

    VERSPOOR, KARIN; LIN, SHOU-DE

    2007-01-29

    An N-gram language model aims at capturing statistical syntactic word order information from corpora. Although the concept of language models has been applied extensively to handle a variety of NLP problems with reasonable success, the standard model does not incorporate semantic information, and consequently limits its applicability to semantic problems such as word sense disambiguation. We propose a framework that integrates semantic information into the language model schema, allowing a system to exploit both syntactic and semantic information to address NLP problems. Furthermore, acknowledging the limited availability of semantically annotated data, we discuss how the proposed model can be learned without annotated training examples. Finally, we report on a case study showing how the semantics-enhanced language model can be applied to unsupervised word sense disambiguation with promising results.

  14. Representations for Semantic Learning Webs: Semantic Web Technology in Learning Support

    ERIC Educational Resources Information Center

    Dzbor, M.; Stutt, A.; Motta, E.; Collins, T.

    2007-01-01

    Recent work on applying semantic technologies to learning has concentrated on providing novel means of accessing and making use of learning objects. However, this is unnecessarily limiting: semantic technologies will make it possible to develop a range of educational Semantic Web services, such as interpretation, structure-visualization, support…

  15. Modeling Spatial Dependencies and Semantic Concepts in Data Mining

    SciTech Connect

    Vatsavai, Raju

    2012-01-01

    Data mining is the process of discovering new patterns and relationships in large datasets. However, several studies have shown that general data mining techniques often fail to extract meaningful patterns and relationships from the spatial data owing to the violation of fundamental geospatial principles. In this tutorial, we introduce basic principles behind explicit modeling of spatial and semantic concepts in data mining. In particular, we focus on modeling these concepts in the widely used classification, clustering, and prediction algorithms. Classification is the process of learning a structure or model (from user given inputs) and applying the known model to the new data. Clustering is the process of discovering groups and structures in the data that are ``similar,'' without applying any known structures in the data. Prediction is the process of finding a function that models (explains) the data with least error. One common assumption among all these methods is that the data is independent and identically distributed. Such assumptions do not hold well in spatial data, where spatial dependency and spatial heterogeneity are a norm. In addition, spatial semantics are often ignored by the data mining algorithms. In this tutorial we cover recent advances in explicitly modeling of spatial dependencies and semantic concepts in data mining.

  16. Learning the Semantics of Structured Data Sources

    ERIC Educational Resources Information Center

    Taheriyan, Mohsen

    2015-01-01

    Information sources such as relational databases, spreadsheets, XML, JSON, and Web APIs contain a tremendous amount of structured data, however, they rarely provide a semantic model to describe their contents. Semantic models of data sources capture the intended meaning of data sources by mapping them to the concepts and relationships defined by a…

  17. Semantic Generalization in Implicit Language Learning

    ERIC Educational Resources Information Center

    Paciorek, Albertyna; Williams, John N.

    2015-01-01

    Despite many years of investigation into implicit learning in nonlinguistic domains, the potential for implicit learning to deliver the kinds of generalizations that underlie natural language competence remains unclear. In a series of experiments, we investigated implicit learning of the semantic preferences of novel verbs, specifically, whether…

  18. Semantic Learning Modifies Perceptual Face Processing

    ERIC Educational Resources Information Center

    Heisz, Jennifer J.; Shedden, Judith M.

    2009-01-01

    Face processing changes when a face is learned with personally relevant information. In a five-day learning paradigm, faces were presented with rich semantic stories that conveyed personal information about the faces. Event-related potentials were recorded before and after learning during a passive viewing task. When faces were novel, we observed…

  19. Learning semantic and visual similarity for endomicroscopy video retrieval.

    PubMed

    Andre, Barbara; Vercauteren, Tom; Buchner, Anna M; Wallace, Michael B; Ayache, Nicholas

    2012-06-01

    Content-based image retrieval (CBIR) is a valuable computer vision technique which is increasingly being applied in the medical community for diagnosis support. However, traditional CBIR systems only deliver visual outputs, i.e., images having a similar appearance to the query, which is not directly interpretable by the physicians. Our objective is to provide a system for endomicroscopy video retrieval which delivers both visual and semantic outputs that are consistent with each other. In a previous study, we developed an adapted bag-of-visual-words method for endomicroscopy retrieval, called "Dense-Sift," that computes a visual signature for each video. In this paper, we present a novel approach to complement visual similarity learning with semantic knowledge extraction, in the field of in vivo endomicroscopy. We first leverage a semantic ground truth based on eight binary concepts, in order to transform these visual signatures into semantic signatures that reflect how much the presence of each semantic concept is expressed by the visual words describing the videos. Using cross-validation, we demonstrate that, in terms of semantic detection, our intuitive Fisher-based method transforming visual-word histograms into semantic estimations outperforms support vector machine (SVM) methods with statistical significance. In a second step, we propose to improve retrieval relevance by learning an adjusted similarity distance from a perceived similarity ground truth. As a result, our distance learning method allows to statistically improve the correlation with the perceived similarity. We also demonstrate that, in terms of perceived similarity, the recall performance of the semantic signatures is close to that of visual signatures and significantly better than those of several state-of-the-art CBIR methods. The semantic signatures are thus able to communicate high-level medical knowledge while being consistent with the low-level visual signatures and much shorter than them

  20. How Do Korsakoff Patients Learn New Concepts?

    ERIC Educational Resources Information Center

    Pitel, Anne Lise; Beaunieux, Helene; Guillery-Girard, Berengere; Witkowski, Thomas; de la Sayette, Vincent; Viader, Fausto; Desgranges, Beatrice; Eustache, Francis

    2009-01-01

    The goal of the present investigation was to assess semantic learning in Korsakoff patients (KS), compared with uncomplicated alcoholics (AL) and control subjects (CS), taking the nature of the information to-be-learned and the episodic memory profiles of the three groups into account. Ten new complex concepts, each illustrated by a photo and…

  1. Science Concepts in Semantic Space--A Multidimensional Scaling Study

    ERIC Educational Resources Information Center

    Preece, P. F. W.

    1976-01-01

    Data on the semantic proximity of classical mechanics concepts, obtained by means of a cross-sectional investigation (100 subjects) using a continued word association test, were analyzed by individual difference multidimensional scaling to permit the mapping of semantic space for individual subjects. (JC)

  2. Collaborative E-Learning Using Semantic Course Blog

    ERIC Educational Resources Information Center

    Lu, Lai-Chen; Yeh, Ching-Long

    2008-01-01

    Collaborative e-learning delivers many enhancements to e-learning technology; it enables students to collaborate with each other and improves their learning efficiency. Semantic blog combines semantic Web and blog technology that users can import, export, view, navigate, and query the blog. We developed a semantic course blog for collaborative…

  3. Concepts as Semantic Pointers: A Framework and Computational Model.

    PubMed

    Blouw, Peter; Solodkin, Eugene; Thagard, Paul; Eliasmith, Chris

    2016-07-01

    The reconciliation of theories of concepts based on prototypes, exemplars, and theory-like structures is a longstanding problem in cognitive science. In response to this problem, researchers have recently tended to adopt either hybrid theories that combine various kinds of representational structure, or eliminative theories that replace concepts with a more finely grained taxonomy of mental representations. In this paper, we describe an alternative approach involving a single class of mental representations called "semantic pointers." Semantic pointers are symbol-like representations that result from the compression and recursive binding of perceptual, lexical, and motor representations, effectively integrating traditional connectionist and symbolic approaches. We present a computational model using semantic pointers that replicates experimental data from categorization studies involving each prior paradigm. We argue that a framework involving semantic pointers can provide a unified account of conceptual phenomena, and we compare our framework to existing alternatives in accounting for the scope, content, recursive combination, and neural implementation of concepts.

  4. An Intelligent Semantic E-Learning Framework Using Context-Aware Semantic Web Technologies

    ERIC Educational Resources Information Center

    Huang, Weihong; Webster, David; Wood, Dawn; Ishaya, Tanko

    2006-01-01

    Recent developments of e-learning specifications such as Learning Object Metadata (LOM), Sharable Content Object Reference Model (SCORM), Learning Design and other pedagogy research in semantic e-learning have shown a trend of applying innovative computational techniques, especially Semantic Web technologies, to promote existing content-focused…

  5. Learning contextualized semantics from co-occurring terms via a Siamese architecture.

    PubMed

    Sandouk, Ubai; Chen, Ke

    2016-04-01

    One of the biggest challenges in Multimedia information retrieval and understanding is to bridge the semantic gap by properly modeling concept semantics in context. The presence of out of vocabulary (OOV) concepts exacerbates this difficulty. To address the semantic gap issues, we formulate a problem on learning contextualized semantics from descriptive terms and propose a novel Siamese architecture to model the contextualized semantics from descriptive terms. By means of pattern aggregation and probabilistic topic models, our Siamese architecture captures contextualized semantics from the co-occurring descriptive terms via unsupervised learning, which leads to a concept embedding space of the terms in context. Furthermore, the co-occurring OOV concepts can be easily represented in the learnt concept embedding space. The main properties of the concept embedding space are demonstrated via visualization. Using various settings in semantic priming, we have carried out a thorough evaluation by comparing our approach to a number of state-of-the-art methods on six annotation corpora in different domains, i.e., MagTag5K, CAL500 and Million Song Dataset in the music domain as well as Corel5K, LabelMe and SUNDatabase in the image domain. Experimental results on semantic priming suggest that our approach outperforms those state-of-the-art methods considerably in various aspects.

  6. Shared Features Dominate Semantic Richness Effects for Concrete Concepts

    PubMed Central

    Grondin, Ray; Lupker, Stephen J.; McRae, Ken

    2009-01-01

    When asked to list semantic features for concrete concepts, participants list many features for some concepts and few for others. Concepts with many semantic features are processed faster in lexical and semantic decision tasks (Pexman, Holyk, & Monfils, 2003; Pexman, Lupker, & Hino, 2002). Using both lexical and concreteness decision tasks, we provided further insight into these number-of-features (NoF) effects. We began by replicating the effect using a larger and better controlled set of items. We then investigated the relationship between NoF and feature distinctiveness and found that features shared by numerous concrete concepts such as facilitate decisions to a greater extent than do distinctive features such as . Finally, we showed that NoF effects are carried by shared visual form and surface, encyclopedic, tactile, and taste knowledge. We propose a decision-making account of these results, rather than one based on the computation of word meaning. PMID:20046224

  7. Measure Transformer Semantics for Bayesian Machine Learning

    NASA Astrophysics Data System (ADS)

    Borgström, Johannes; Gordon, Andrew D.; Greenberg, Michael; Margetson, James; van Gael, Jurgen

    The Bayesian approach to machine learning amounts to inferring posterior distributions of random variables from a probabilistic model of how the variables are related (that is, a prior distribution) and a set of observations of variables. There is a trend in machine learning towards expressing Bayesian models as probabilistic programs. As a foundation for this kind of programming, we propose a core functional calculus with primitives for sampling prior distributions and observing variables. We define combinators for measure transformers, based on theorems in measure theory, and use these to give a rigorous semantics to our core calculus. The original features of our semantics include its support for discrete, continuous, and hybrid measures, and, in particular, for observations of zero-probability events. We compile our core language to a small imperative language that has a straightforward semantics via factor graphs, data structures that enable many efficient inference algorithms. We use an existing inference engine for efficient approximate inference of posterior marginal distributions, treating thousands of observations per second for large instances of realistic models.

  8. Thinking to Learn Concepts.

    ERIC Educational Resources Information Center

    Parker, Walter C.

    1988-01-01

    States that programs which link the teaching of thinking with content have the greatest instructional value. Presents a concept formation lesson, based on the works of Taba (1967) and Ehrenberg (1978), which requires students to learn a concept by studying several examples and noting their similarities and differences. Includes a sample…

  9. Learning semantic histopathological representation for basal cell carcinoma classification

    NASA Astrophysics Data System (ADS)

    Gutiérrez, Ricardo; Rueda, Andrea; Romero, Eduardo

    2013-03-01

    Diagnosis of a histopathology glass slide is a complex process that involves accurate recognition of several structures, their function in the tissue and their relation with other structures. The way in which the pathologist represents the image content and the relations between those objects yields a better and accurate diagnoses. Therefore, an appropriate semantic representation of the image content will be useful in several analysis tasks such as cancer classification, tissue retrieval and histopahological image analysis, among others. Nevertheless, to automatically recognize those structures and extract their inner semantic meaning are still very challenging tasks. In this paper we introduce a new semantic representation that allows to describe histopathological concepts suitable for classification. The approach herein identify local concepts using a dictionary learning approach, i.e., the algorithm learns the most representative atoms from a set of random sampled patches, and then models the spatial relations among them by counting the co-occurrence between atoms, while penalizing the spatial distance. The proposed approach was compared with a bag-of-features representation in a tissue classification task. For this purpose, 240 histological microscopical fields of view, 24 per tissue class, were collected. Those images fed a Support Vector Machine classifier per class, using 120 images as train set and the remaining ones for testing, maintaining the same proportion of each concept in the train and test sets. The obtained classification results, averaged from 100 random partitions of training and test sets, shows that our approach is more sensitive in average than the bag-of-features representation in almost 6%.

  10. Getting connected: Both associative and semantic links structure semantic memory for newly learned persons.

    PubMed

    Wiese, Holger; Schweinberger, Stefan R

    2015-01-01

    The present study examined whether semantic memory for newly learned people is structured by visual co-occurrence, shared semantics, or both. Participants were trained with pairs of simultaneously presented (i.e., co-occurring) preexperimentally unfamiliar faces, which either did or did not share additionally provided semantic information (occupation, place of living, etc.). Semantic information could also be shared between faces that did not co-occur. A subsequent priming experiment revealed faster responses for both co-occurrence/no shared semantics and no co-occurrence/shared semantics conditions, than for an unrelated condition. Strikingly, priming was strongest in the co-occurrence/shared semantics condition, suggesting additive effects of these factors. Additional analysis of event-related brain potentials yielded priming in the N400 component only for combined effects of visual co-occurrence and shared semantics, with more positive amplitudes in this than in the unrelated condition. Overall, these findings suggest that both semantic relatedness and visual co-occurrence are important when novel information is integrated into person-related semantic memory.

  11. Improved verbal learning in the semantic variant of primary progressive aphasia when using semantic cues.

    PubMed

    Milano, Nicholas J; Williamson, John B; Heilman, Kenneth M

    2015-01-01

    The semantic variant of primary progressive aphasia (PPA-S) is characterized by impairments in confrontation naming and single word comprehension. Although episodic memory may be relatively spared, there can be impairment in verbal learning tasks. We report a patient with PPA-S and impaired verbal learning who was tested to learn if when provided with semantic categories, her learning would improve. A 70-year-old right-handed woman with a 2-year history of progressive difficulties with word finding, naming, and memory was tested for language and memory deficits using the Hopkins Verbal Learning Test-Revised (HVLT-R). She was then retested with the HVLT-R after being provided with the three semantic categories to which these words belonged. Confrontation naming was impaired on the Boston Naming Test. Sentence repetition was normal. Comprehension testing with word picture matching and sentence comprehension was normal. On a test of semantic associations, Pyramids and Palm Trees, she was impaired. She was also impaired on tests of verbal learning (HVLT-R) (total: 13) but not recall. When a different version of the HVLT-R was given with the semantic categories of the words given beforehand, her scores improved (total: 26). This patient with PPA-S had an impairment of verbal learning, but not delayed recall. When given a semantic category cue beforehand, her verbal learning performance improved. This observation suggests that this patient did not spontaneously use semantic encoding. Using a semantic cueing strategy may help other patients with PPA-S improve their capacity for verbal learning.

  12. Learning Statistical Concepts

    ERIC Educational Resources Information Center

    Akram, Muhammad; Siddiqui, Asim Jamal; Yasmeen, Farah

    2004-01-01

    In order to learn the concept of statistical techniques one needs to run real experiments that generate reliable data. In practice, the data from some well-defined process or system is very costly and time consuming. It is difficult to run real experiments during the teaching period in the university. To overcome these difficulties, statisticians…

  13. Concept-Based Learning

    ERIC Educational Resources Information Center

    Schill, Bethany; Howell, Linda

    2011-01-01

    A major part of developing concept-based instruction is the use of an overarching idea to provide a conceptual lens through which students view the content of a particular subject. By using a conceptual lens to focus learning, students think at a much deeper level about the content and its facts (Erickson 2007). Therefore, the authors collaborated…

  14. Competencies in Organizational E-Learning: Concepts and Tools

    ERIC Educational Resources Information Center

    Sicilia, Miguel-Angel, Ed.

    2007-01-01

    "Competencies in Organizational E-Learning: Concepts and Tools" provides a comprehensive view of the way competencies can be used to drive organizational e-learning, including the main conceptual elements, competency gap analysis, advanced related computing topics, the application of semantic Web technologies, and the integration of competencies…

  15. E-Learning System Overview Based on Semantic Web

    ERIC Educational Resources Information Center

    Alsultanny, Yas A.

    2006-01-01

    The challenge of the semantic web is the provision of distributed information with well-defined meaning, understandable for different parties. e-Learning is efficient task relevant and just-in-time learning grown from the learning requirements of the new dynamically changing, distributed business world. In this paper we design an e-Learning system…

  16. Linked Forests: Semantic similarity of geographical concepts "forest"

    NASA Astrophysics Data System (ADS)

    Čerba, Otakar; Jedlička, Karel

    2016-01-01

    Linked Data represents the new trend in geoinformatics and geomatics. It produces a structure of objects (in a form of concepts or terms) interconnected by object relations expressing a type of semantic relationships of various concepts. The research published in this article studies, if objects connected by above mentioned relations are more similar than objects representing the same phenomenon, but standing alone. The phenomenon "forest" and relevant geographical concepts were chosen as the domain of the research. The concepts similarity (Tanimoto coefficient as a specification of Tversky index) was computed on the basis of explicit information provided by thesauri containing particular concepts. Overall in the seven thesauri (AGROVOC, EuroVoc, GEMET, LusTRE/EARTh, NAL, OECD and STW) there was tested if the "forest" concept interconnected by the relation skos:exactMatch are more similar than other, not interlinked concepts. The results of the research are important for the sharing and combining of geographical data, information and knowledge. The proposed methodology can be reused to a comparison of other geographical concepts.

  17. Priming semantic concepts affects the dynamics of aesthetic appreciation.

    PubMed

    Faerber, Stella J; Leder, Helmut; Gerger, Gernot; Carbon, Claus-Christian

    2010-10-01

    Aesthetic appreciation (AA) plays an important role for purchase decisions, for the appreciation of art and even for the selection of potential mates. It is known that AA is highly reliable in single assessments, but over longer periods of time dynamic changes of AA may occur. We measured AA as a construct derived from the literature through attractiveness, arousal, interestingness, valence, boredom and innovativeness. By means of the semantic network theory we investigated how the priming of AA-relevant semantic concepts impacts the dynamics of AA of unfamiliar product designs (car interiors) that are known to be susceptible to triggering such effects. When participants were primed for innovativeness, strong dynamics were observed, especially when the priming involved additional AA-relevant dimensions. This underlines the relevance of priming of specific semantic networks not only for the cognitive processing of visual material in terms of selective perception or specific representation, but also for the affective-cognitive processing in terms of the dynamics of aesthetic processing.

  18. RuleML-Based Learning Object Interoperability on the Semantic Web

    ERIC Educational Resources Information Center

    Biletskiy, Yevgen; Boley, Harold; Ranganathan, Girish R.

    2008-01-01

    Purpose: The present paper aims to describe an approach for building the Semantic Web rules for interoperation between heterogeneous learning objects, namely course outlines from different universities, and one of the rule uses: identifying (in)compatibilities between course descriptions. Design/methodology/approach: As proof of concept, a rule…

  19. Semantic Network Analysis of Earth ScienceTextbooks Focus on Learning Objectives in Korea

    NASA Astrophysics Data System (ADS)

    Chung, Duk Ho

    2014-05-01

    The purpose of this study was to investigate how congruently the learning objectives of Earth Science textbooks match the 2009 revised Earth Science curriculum in Korea. For this purpose, we classified the learning objectives of curriculum and textbooks were into three factors including ability, cross-cutting concepts, and behavioral verbs. The text data were analyzed using the semantic network analysis method. The results are as follows. The learning objectives of textbooks with regard to ability factors mainly emphasized the cognitive and affective domain. In addition, the ability of inquiry performance was emphasized in the learning objective of the curriculum. The textbooks used various sub-frame of cross-cutting concepts in comparison with the curriculum. Both textbooks and curriculum used the term 'comprehension' the most as behavioral verbs. However, most behavioral verbs just remained at the level of cognitive system. Keywords: curriculum, textbook, learning objectives, semantic network analysis

  20. Social Concepts and Judgments: A Semantic Differential Analysis of the Concepts Feminist, Man, and Woman

    ERIC Educational Resources Information Center

    Pierce, W. David; Sydie, R. A.; Stratkotter, Rainer

    2003-01-01

    Male and female participants (N = 274) made judgments about the social concepts of "feminist," "man," and "woman" on 63 semantic differential items. Factor analysis identified three basic dimensions termed evaluative, potency, and activity as well as two secondary factors called expressiveness and sexuality. Results for the evaluative dimension…

  1. Semantic Priming for Coordinate Distant Concepts in Alzheimer's Disease Patients

    ERIC Educational Resources Information Center

    Perri, R.; Zannino, G. D.; Caltagirone, C.; Carlesimo, G. A.

    2011-01-01

    Semantic priming paradigms have been used to investigate semantic knowledge in patients with Alzheimer's disease (AD). While priming effects produced by prime-target pairs with associative relatedness reflect processes at both lexical and semantic levels, priming effects produced by words that are semantically related but not associated should…

  2. Procedural learning of semantic categorization in Parkinson's disease.

    PubMed

    Arroyo-Anlló, Eva M; Ingrand, Pierre; Neau, Jean-Philippe; Gil, Roger

    2015-01-01

    This paper studies the procedural learning of semantic categorization in 29 patients with non-demented Parkinson's disease (PD). We investigated whether the PD group was able to develop semantic skill, using a cognitive procedural task developed in our laboratory, applying a manual and serial reaction time paradigm to semantic categorization. The PD group showed similar scores to those of the control group on semantic categorization. Both groups showed reaction time reduction over the semantic procedural task, but the PD group produced longer reaction times than the control subjects. Contrary to our prediction, we observed an improvement in semantic categorization reaction times with practice, even with new verbal material for the PD patients to categorize despite their motor impairments and executive deficits. By contrast, we found a significant negative correlation between axial motor signs and the ratio of semantic procedural learning, but not for lateral motor signs. The present results support the notion that non-demented PD patients may be capable of acquiring comparable semantic skill to those of the control group.

  3. Concept Representation Reflects Multimodal Abstraction: A Framework for Embodied Semantics.

    PubMed

    Fernandino, Leonardo; Binder, Jeffrey R; Desai, Rutvik H; Pendl, Suzanne L; Humphries, Colin J; Gross, William L; Conant, Lisa L; Seidenberg, Mark S

    2016-05-01

    Recent research indicates that sensory and motor cortical areas play a significant role in the neural representation of concepts. However, little is known about the overall architecture of this representational system, including the role played by higher level areas that integrate different types of sensory and motor information. The present study addressed this issue by investigating the simultaneous contributions of multiple sensory-motor modalities to semantic word processing. With a multivariate fMRI design, we examined activation associated with 5 sensory-motor attributes--color, shape, visual motion, sound, and manipulation--for 900 words. Regions responsive to each attribute were identified using independent ratings of the attributes' relevance to the meaning of each word. The results indicate that these aspects of conceptual knowledge are encoded in multimodal and higher level unimodal areas involved in processing the corresponding types of information during perception and action, in agreement with embodied theories of semantics. They also reveal a hierarchical system of abstracted sensory-motor representations incorporating a major division between object interaction and object perception processes.

  4. Concept Learning through Image Processing.

    ERIC Educational Resources Information Center

    Cifuentes, Lauren; Yi-Chuan, Jane Hsieh

    This study explored computer-based image processing as a study strategy for middle school students' science concept learning. Specifically, the research examined the effects of computer graphics generation on science concept learning and the impact of using computer graphics to show interrelationships among concepts during study time. The 87…

  5. Using semantics to enhance new word learning: an ERP investigation.

    PubMed

    Angwin, Anthony J; Phua, Bernadette; Copland, David A

    2014-07-01

    This study aimed to investigate whether the addition of meaning (semantics) would enhance new word learning for novel objects, and whether it would influence the neurophysiological response to new words. Twenty-five young healthy adults underwent 4 days of training to learn the names of 80 novel objects. Half of the items were learnt under a 'semantic' condition, whereby the name consisted of a legal nonword and two adjectives denoting semantic attributes. The remaining items were learnt under a 'name' condition, whereby the name consisted of a legal nonword and two proper names. Participants demonstrated superior recognition of names in the semantic condition compared to the name condition during training sessions 1-3. On the 5th day, following training, ERPs were recorded whilst participants performed a picture-word judgement task including familiar items. Analysis of the results revealed an N400 for incongruent items in the semantic condition, whilst no ERP component was observed for the name condition. These findings suggest that items learnt with semantic information form stronger associations than those trained without semantics.

  6. Learning document semantic representation with hybrid deep belief network.

    PubMed

    Yan, Yan; Yin, Xu-Cheng; Li, Sujian; Yang, Mingyuan; Hao, Hong-Wei

    2015-01-01

    High-level abstraction, for example, semantic representation, is vital for document classification and retrieval. However, how to learn document semantic representation is still a topic open for discussion in information retrieval and natural language processing. In this paper, we propose a new Hybrid Deep Belief Network (HDBN) which uses Deep Boltzmann Machine (DBM) on the lower layers together with Deep Belief Network (DBN) on the upper layers. The advantage of DBM is that it employs undirected connection when training weight parameters which can be used to sample the states of nodes on each layer more successfully and it is also an effective way to remove noise from the different document representation type; the DBN can enhance extract abstract of the document in depth, making the model learn sufficient semantic representation. At the same time, we explore different input strategies for semantic distributed representation. Experimental results show that our model using the word embedding instead of single word has better performance.

  7. How do Korsakoff patients learn new concepts?

    PubMed

    Pitel, Anne Lise; Beaunieux, Hélène; Guillery-Girard, Bérengère; Witkowski, Thomas; de la Sayette, Vincent; Viader, Fausto; Desgranges, Béatrice; Eustache, Francis

    2009-02-01

    The goal of the present investigation was to assess semantic learning in Korsakoff patients (KS), compared with uncomplicated alcoholics (AL) and control subjects (CS), taking the nature of the information to-be-learned and the episodic memory profiles of the three groups into account. Ten new complex concepts, each illustrated by a photo and composed of a label, a category and three features, were taught to 13 KS, 23 AL and 45 CS. When examined independently of the main experimental task, the two patients' groups presented episodic memory, working memory and executive impairments but episodic memory was more severely impaired in KS. Both AL and KS exhibited label learning deficits but KS were more severely impaired than AL. The episodic memory results were the main factor accounting for label learning performance when the three groups were pooled together. When examined within each group, the correlation was significant in CS and AL but not in KS. Only KS exhibited impaired category and feature learning results. Episodic memory did not account for category and feature learning performance. New label learning may be equivalent to that of proper names, requiring the involvement of episodic memory notably to arbitrarily associate a meaningless word with a specific identity. However, when episodic memory is severely impaired like in KS, an alternative neocortical learning route, bypassing episodic memory, may be invoked. Category and feature seem to be acquired independently of episodic memory. The specific impairment in category and feature learning in KS may therefore reflect a genuine deficit of semantic memory in Korsakoff's syndrome.

  8. Case-Based Learning, Pedagogical Innovation, and Semantic Web Technologies

    ERIC Educational Resources Information Center

    Martinez-Garcia, A.; Morris, S.; Tscholl, M.; Tracy, F.; Carmichael, P.

    2012-01-01

    This paper explores the potential of Semantic Web technologies to support teaching and learning in a variety of higher education settings in which some form of case-based learning is the pedagogy of choice. It draws on the empirical work of a major three year research and development project in the United Kingdom: "Ensemble: Semantic…

  9. Verbal Memory and Semantic Organization of Children with Learning Disabilities

    ERIC Educational Resources Information Center

    Polychroni, Fotini; Economou, Alexandra; Printezi, Anna; Koutlidi, Ifigeneia

    2011-01-01

    The present study examined the verbal learning performance and the semantic organization used by Greek reading-disabled readers as compared to a control group using a list-learning task. The sample consisted of 45 elementary school children with reading difficulties and 45 comparison children matched for age and gender. Tests of reading ability,…

  10. Orthographic Learning in Learning to Spell: The Roles of Semantics and Type of Practice

    ERIC Educational Resources Information Center

    Ouellette, Gene

    2010-01-01

    This study investigated the relevance of type of practice and presence of semantic representation for orthographic learning in learning to spell. A total of 36 students in Grade 2 (mean age = 7 years 10 months) were exposed to 10 novel nonwords, 5 of which were paired with semantic information. Half of the participants practiced reading these new…

  11. Multimodal visual dictionary learning via heterogeneous latent semantic sparse coding

    NASA Astrophysics Data System (ADS)

    Li, Chenxiao; Ding, Guiguang; Zhou, Jile; Guo, Yuchen; Liu, Qiang

    2014-11-01

    Visual dictionary learning as a crucial task of image representation has gained increasing attention. Specifically, sparse coding is widely used due to its intrinsic advantage. In this paper, we propose a novel heterogeneous latent semantic sparse coding model. The central idea is to bridge heterogeneous modalities by capturing their common sparse latent semantic structure so that the learned visual dictionary is able to describe both the visual and textual properties of training data. Experiments on both image categorization and retrieval tasks demonstrate that our model shows superior performance over several recent methods such as K-means and Sparse Coding.

  12. Concept-oriented indexing of video databases: toward semantic sensitive retrieval and browsing.

    PubMed

    Fan, Jianping; Luo, Hangzai; Elmagarmid, Ahmed K

    2004-07-01

    Digital video now plays an important role in medical education, health care, telemedicine and other medical applications. Several content-based video retrieval (CBVR) systems have been proposed in the past, but they still suffer from the following challenging problems: semantic gap, semantic video concept modeling, semantic video classification, and concept-oriented video database indexing and access. In this paper, we propose a novel framework to make some advances toward the final goal to solve these problems. Specifically, the framework includes: 1) a semantic-sensitive video content representation framework by using principal video shots to enhance the quality of features; 2) semantic video concept interpretation by using flexible mixture model to bridge the semantic gap; 3) a novel semantic video-classifier training framework by integrating feature selection, parameter estimation, and model selection seamlessly in a single algorithm; and 4) a concept-oriented video database organization technique through a certain domain-dependent concept hierarchy to enable semantic-sensitive video retrieval and browsing.

  13. Semantics boosts syntax in artificial grammar learning tasks with recursion.

    PubMed

    Fedor, Anna; Varga, Máté; Szathmáry, Eörs

    2012-05-01

    Center-embedded recursion (CER) in natural language is exemplified by sentences such as "The malt that the rat ate lay in the house." Parsing center-embedded structures is in the focus of attention because this could be one of the cognitive capacities that make humans distinct from all other animals. The ability to parse CER is usually tested by means of artificial grammar learning (AGL) tasks, during which participants have to infer the rule from a set of artificial sentences. One of the surprising results of previous AGL experiments is that learning CER is not as easy as had been thought. We hypothesized that because artificial sentences lack semantic content, semantics could help humans learn the syntax of center-embedded sentences. To test this, we composed sentences from 4 vocabularies of different degrees of semantic content due to 3 factors (familiarity, meaning of words, and semantic relationship between words). According to our results, these factors have no effect one by one but they make learning significantly faster when combined. This leads to the assumption that there were different mechanisms at work when CER was parsed in natural and in artificial languages. This finding questions the suitability of AGL tasks with artificial vocabularies for studying the learning and processing of linguistic CER.

  14. German norms for semantic typicality, age of acquisition, and concept familiarity.

    PubMed

    Schröder, Astrid; Gemballa, Teresa; Ruppin, Steffie; Wartenburger, Isabell

    2012-06-01

    The present study introduces the first substantial German database with norms for semantic typicality, age of acquisition, and concept familiarity for 824 exemplars of 11 semantic categories, including four natural (ANIMALS, BIRDS, FRUITS,: and VEGETABLES: ) and five man-made (CLOTHING, FURNITURE, VEHICLES, TOOLS: , and MUSICAL INSTRUMENTS: ) categories, as well as PROFESSIONS: and SPORTS: . Each category exemplar in the database was collected empirically in an exemplar generation study. For each category exemplar, norms for semantic typicality, estimated age of acquisition, and concept familiarity were gathered in three different rating studies. Reliability data and additional analyses on effects of semantic category and intercorrelations between age of acquisition, semantic typicality, concept familiarity, word length, and word frequency are provided. Overall, the data show high inter- and intrastudy reliabilities, providing a new resource tool for designing experiments with German word materials. The full database is available in the supplementary material of this file and also at www.psychonomic.org/archive .

  15. Semantic Concept Co-Occurrence Patterns for Image Annotation and Retrieval.

    PubMed

    Feng, Linan; Bhanu, Bir

    2016-04-01

    Describing visual image contents by semantic concepts is an effective and straightforward way to facilitate various high level applications. Inferring semantic concepts from low-level pictorial feature analysis is challenging due to the semantic gap problem, while manually labeling concepts is unwise because of a large number of images in both online and offline collections. In this paper, we present a novel approach to automatically generate intermediate image descriptors by exploiting concept co-occurrence patterns in the pre-labeled training set that renders it possible to depict complex scene images semantically. Our work is motivated by the fact that multiple concepts that frequently co-occur across images form patterns which could provide contextual cues for individual concept inference. We discover the co-occurrence patterns as hierarchical communities by graph modularity maximization in a network with nodes and edges representing concepts and co-occurrence relationships separately. A random walk process working on the inferred concept probabilities with the discovered co-occurrence patterns is applied to acquire the refined concept signature representation. Through experiments in automatic image annotation and semantic image retrieval on several challenging datasets, we demonstrate the effectiveness of the proposed concept co-occurrence patterns as well as the concept signature representation in comparison with state-of-the-art approaches.

  16. Integrating Experiential and Distributional Data to Learn Semantic Representations

    ERIC Educational Resources Information Center

    Andrews, Mark; Vigliocco, Gabriella; Vinson, David

    2009-01-01

    The authors identify 2 major types of statistical data from which semantic representations can be learned. These are denoted as "experiential data" and "distributional data". Experiential data are derived by way of experience with the physical world and comprise the sensory-motor data obtained through sense receptors. Distributional data, by…

  17. Learning for Semantic Parsing Using Statistical Syntactic Parsing Techniques

    DTIC Science & Technology

    2010-05-01

    Vasin Punyakanok, Dan Roth and Wen-tau Yih (2005). Generalized inference with multiple semantic role labeling systems. In Proceedings of the Ninth...Uncertainty in Artificial Intelligence (UAI- 2005). Edinburgh, Scotland . Luke S. Zettlemoyer and Michael Collins (2007). Online learning of relaxed

  18. Does Learning to Count Involve a Semantic Induction?

    ERIC Educational Resources Information Center

    Davidson, Kathryn; Eng, Kortney; Barner, David

    2012-01-01

    We tested the hypothesis that, when children learn to correctly count sets, they make a semantic induction about the meanings of their number words. We tested the logical understanding of number words in 84 children that were classified as "cardinal-principle knowers" by the criteria set forth by Wynn (1992). Results show that these children often…

  19. How Visual and Semantic Information Influence Learning in Familiar Contexts

    ERIC Educational Resources Information Center

    Goujon, Annabelle; Brockmole, James R.; Ehinger, Krista A.

    2012-01-01

    Previous research using the contextual cuing paradigm has revealed both quantitative and qualitative differences in learning depending on whether repeated contexts are defined by letter arrays or real-world scenes. To clarify the relative contributions of visual features and semantic information likely to account for such differences, the typical…

  20. Concept Model on Topological Learning

    NASA Astrophysics Data System (ADS)

    Ae, Tadashi; Kioi, Kazumasa

    2010-11-01

    We discuss a new model for concept based on topological learning, where the learning process on the neural network is represented by mathematical topology. The topological learning of neural networks is summarized by a quotient of input space and the hierarchical step induces a tree where each node corresponds to a quotient. In general, the concept acquisition is a difficult problem, but the emotion for a subject is represented by providing the questions to a person. Therefore, a kind of concept is captured by such data and the answer sheet can be mapped into a topology consisting of trees. In this paper, we will discuss a way of mapping the emotional concept to a topological learning model.

  1. Learning Our Concepts

    ERIC Educational Resources Information Center

    Laverty, Megan J.

    2009-01-01

    Richard Stanley Peters appreciates the centrality of concepts for everyday life, however, he fails to recognize their pedagogical dimension. He distinguishes concepts employed at the first-order (our ordinary language-use) from second-order conceptual clarification (conducted exclusively by academically trained philosophers). This distinction…

  2. Intelligent Discovery for Learning Objects Using Semantic Web Technologies

    ERIC Educational Resources Information Center

    Hsu, I-Ching

    2012-01-01

    The concept of learning objects has been applied in the e-learning field to promote the accessibility, reusability, and interoperability of learning content. Learning Object Metadata (LOM) was developed to achieve these goals by describing learning objects in order to provide meaningful metadata. Unfortunately, the conventional LOM lacks the…

  3. Phonological Concept Learning

    ERIC Educational Resources Information Center

    Moreton, Elliott; Pater, Joe; Pertsova, Katya

    2017-01-01

    Linguistic and non-linguistic pattern learning have been studied separately, but we argue for a comparative approach. Analogous inductive problems arise in phonological and visual pattern learning. Evidence from three experiments shows that human learners can solve them in analogous ways, and that human performance in both cases can be captured by…

  4. The Effect of Semantic Set Size on Word Learning by Preschool Children

    ERIC Educational Resources Information Center

    Storkel, Holly L.; Adlof, Suzanne M.

    2009-01-01

    Purpose: The purpose was to determine whether semantic set size, a measure of the number of semantic neighbors, influenced word learning, and whether the influence of semantic set size was broad, showing effects on multiple measures both during and after learning. Method: Thirty-six preschool children were exposed to 10 nonobjects, varying in…

  5. A Learning Content Authoring Approach Based on Semantic Technologies and Social Networking: An Empirical Study

    ERIC Educational Resources Information Center

    Nesic, Sasa; Gasevic, Dragan; Jazayeri, Mehdi; Landoni, Monica

    2011-01-01

    Semantic web technologies have been applied to many aspects of learning content authoring including semantic annotation, semantic search, dynamic assembly, and personalization of learning content. At the same time, social networking services have started to play an important role in the authoring process by supporting authors' collaborative…

  6. Semantic Learning Designs: Recording Assumptions and Guidelines

    ERIC Educational Resources Information Center

    Sicilia, Miguel-Angel

    2006-01-01

    Recent developments in the standardisation of learning technology have resulted in models of learning activities and resources including descriptive metadata and definitions of conditional flows for multirole activities. Nonetheless, such "learning designs" are actually representations of the "results" of the design process and do not provide…

  7. Learning to Use Scientific Concepts

    ERIC Educational Resources Information Center

    Wells, Gordon

    2008-01-01

    In responding to the research on conceptual change, this article attempts to make two points. First, scientific concepts are not possessed by individuals; rather, they are part of a culture's resources, which individuals learn to use for their own or for group purposes. Second, particular concepts are most effectively mastered when the learner is…

  8. The Concept of Developmental Learning.

    ERIC Educational Resources Information Center

    Fowler, William

    Cognitive developmental learning is a concept expressing the hypothesis that learning has a continuing, cumulative, and transformational function in the development of intelligence. Two important questions are, "How much do we know about methods?" and "What classes of knowledge and abilities should we develop?" An analysis of past investigations,…

  9. Acquiring concepts and features of novel words by two types of learning: direct mapping and inference.

    PubMed

    Chen, Shuang; Wang, Lin; Yang, Yufang

    2014-04-01

    This study examined the semantic representation of novel words learnt in two conditions: directly mapping a novel word to a concept (Direct mapping: DM) and inferring the concept from provided features (Inferred learning: IF). A condition where no definite concept could be inferred (No basic-level meaning: NM) served as a baseline. The semantic representation of the novel word was assessed via a semantic-relatedness judgment task. In this task, the learned novel word served as a prime, while the corresponding concept, an unlearned feature of the concept, and an unrelated word served as targets. ERP responses to the targets, primed by the novel words in the three learning conditions, were compared. For the corresponding concept, smaller N400s were elicited in the DM and IF conditions than in the NM condition, indicating that the concept could be obtained in both learning conditions. However, for the unlearned feature, the targets in the IF condition produced an N400 effect while in the DM condition elicited an LPC effect relative to the NM learning condition. No ERP difference was observed among the three learning conditions for the unrelated words. The results indicate that conditions of learning affect the semantic representation of novel word, and that the unlearned feature was only activated by the novel word in the IF learning condition.

  10. Learning to use scientific concepts

    NASA Astrophysics Data System (ADS)

    Wells, Gordon

    2008-07-01

    In responding to the research on conceptual change, this article attempts to make two points. First, scientific concepts are not possessed by individuals; rather, they are part of a culture's resources, which individuals learn to use for their own or for group purposes. Second, particular concepts are most effectively mastered when the learner is deeply engaged in solving a problem for which they function as effective semiotic tools in achieving a solution. On these grounds, it is argued that the mastering of scientific concepts is best achieved through learning to use them in motivated inquiry.

  11. Learning new meanings for old words: effects of semantic relatedness.

    PubMed

    Rodd, Jennifer M; Berriman, Richard; Landau, Matt; Lee, Theresa; Ho, Carol; Gaskell, M Gareth; Davis, Matthew H

    2012-10-01

    Changes to our everyday activities mean that adult language users need to learn new meanings for previously unambiguous words. For example, we need to learn that a "tweet" is not only the sound a bird makes, but also a short message on a social networking site. In these experiments, adult participants learned new fictional meanings for words with a single dominant meaning (e.g., "ant") by reading paragraphs that described these novel meanings. Explicit recall of these meanings was significantly better when there was a strong semantic relationship between the novel meaning and the existing meaning. This relatedness effect emerged after relatively brief exposure to the meanings (experiment 1), but it persisted when training was extended across 7 days (experiment 2) and when semantically demanding tasks were used during this extended training (experiment 3). A lexical decision task was used to assess the impact of learning on online recognition. In Experiment 3, participants responded more quickly to words whose new meaning was semantically related than to those with an unrelated meaning. This result is consistent with earlier studies showing an effect of meaning relatedness on lexical decision, and it indicates that these newly acquired meanings become integrated with participants' preexisting knowledge about the meanings of words.

  12. Transforming Selected Concepts into Dimensions in Latent Semantic Analysis

    ERIC Educational Resources Information Center

    Olmos, Ricardo; Jorge-Botana, Guillermo; León, José Antonio; Escudero, Inmaculada

    2014-01-01

    This study presents a new approach for transforming the latent representation derived from a Latent Semantic Analysis (LSA) space into one where dimensions have nonlatent meanings. These meanings are based on lexical descriptors, which are selected by the LSA user. The authors present three analyses that provide examples of the utility of this…

  13. Concept Map Engineering: Methods and Tools Based on the Semantic Relation Approach

    ERIC Educational Resources Information Center

    Kim, Minkyu

    2013-01-01

    The purpose of this study is to develop a better understanding of technologies that use natural language as the basis for concept map construction. In particular, this study focuses on the semantic relation (SR) approach to drawing rich and authentic concept maps that reflect students' internal representations of a problem situation. The…

  14. Semantic Indexing of Medical Learning Objects: Medical Students' Usage of a Semantic Network

    PubMed Central

    Gießler, Paul; Ohnesorge-Radtke, Ursula; Spreckelsen, Cord

    2015-01-01

    Background The Semantically Annotated Media (SAM) project aims to provide a flexible platform for searching, browsing, and indexing medical learning objects (MLOs) based on a semantic network derived from established classification systems. Primarily, SAM supports the Aachen emedia skills lab, but SAM is ready for indexing distributed content and the Simple Knowledge Organizing System standard provides a means for easily upgrading or even exchanging SAM’s semantic network. There is a lack of research addressing the usability of MLO indexes or search portals like SAM and the user behavior with such platforms. Objective The purpose of this study was to assess the usability of SAM by investigating characteristic user behavior of medical students accessing MLOs via SAM. Methods In this study, we chose a mixed-methods approach. Lean usability testing was combined with usability inspection by having the participants complete four typical usage scenarios before filling out a questionnaire. The questionnaire was based on the IsoMetrics usability inventory. Direct user interaction with SAM (mouse clicks and pages accessed) was logged. Results The study analyzed the typical usage patterns and habits of students using a semantic network for accessing MLOs. Four scenarios capturing characteristics of typical tasks to be solved by using SAM yielded high ratings of usability items and showed good results concerning the consistency of indexing by different users. Long-tail phenomena emerge as they are typical for a collaborative Web 2.0 platform. Suitable but nonetheless rarely used keywords were assigned to MLOs by some users. Conclusions It is possible to develop a Web-based tool with high usability and acceptance for indexing and retrieval of MLOs. SAM can be applied to indexing multicentered repositories of MLOs collaboratively. PMID:27731860

  15. Semantic Annotation of Ubiquitous Learning Environments

    ERIC Educational Resources Information Center

    Weal, M. J.; Michaelides, D. T.; Page, K.; De Roure, D. C.; Monger, E.; Gobbi, M.

    2012-01-01

    Skills-based learning environments are used to promote the acquisition of practical skills as well as decision making, communication, and problem solving. It is important to provide feedback to the students from these sessions and observations of their actions may inform the assessment process and help researchers to better understand the learning…

  16. Episodic Representations Support Early Semantic Learning: Evidence from Midazolam Induced Amnesia

    ERIC Educational Resources Information Center

    Merritt, Paul; Hirshman, Elliot; Zamani, Shane; Hsu, John; Berrigan, Michael

    2006-01-01

    Current controversy exists regarding the role of episodic representations in the formation of long-term semantic memories. Using the drug "midazolam" to induce temporary amnesia we tested participants' memories for newly learned facts in a semantic cue condition or an episodic and semantic cue condition. Following midazolam administration, memory…

  17. Knowledge represented using RDF semantic network in the concept of semantic web

    NASA Astrophysics Data System (ADS)

    Lukasova, A.; Vajgl, M.; Zacek, M.

    2016-06-01

    The RDF(S) model has been declared as the basic model to capture knowledge of the semantic web. It provides a common and flexible way to decompose composed knowledge to elementary statements, which can be represented by RDF triples or by RDF graph vectors. From the logical point of view, elements of knowledge can be expressed using at most binary predicates, which can be converted to RDF-triples or graph vectors. However, it is not able to capture implicit knowledge representable by logical formulas. This contribution shows how existing approaches (semantic networks and clausal form logic) can be combined together with RDF to obtain RDF-compatible system with ability to represent implicit knowledge and inference over knowledge base.

  18. Designing Collaborative E-Learning Environments Based upon Semantic Wiki: From Design Models to Application Scenarios

    ERIC Educational Resources Information Center

    Li, Yanyan; Dong, Mingkai; Huang, Ronghuai

    2011-01-01

    The knowledge society requires life-long learning and flexible learning environment that enables fast, just-in-time and relevant learning, aiding the development of communities of knowledge, linking learners and practitioners with experts. Based upon semantic wiki, a combination of wiki and Semantic Web technology, this paper designs and develops…

  19. A lifespan perspective on semantic processing of concrete concepts: does a sensory/motor model have the potential to bridge the gap?

    PubMed

    Antonucci, Sharon M; Alt, Mary

    2011-12-01

    Research regarding semantic knowledge of objects is often conducted independently in children and adults. Review of these bodies of evidence suggests that the two literatures are often complementary. It seems critical to determine what we can learn from a developmental perspective, toward the common goal of understanding semantic organization. Here we focus on the proposal that semantic knowledge about concrete concepts may be built on the foundation of sensory/motor processes. In particular, we focus on a moderate formulation of this viewpoint, the sensory/motor model of semantic representations of objects (e.g., Gainotti 2007; Martin 2007), which has been examined utilizing behavioral, neuroimaging, and neuropsychological evidence. Taken together, behavioral and neuroimaging studies with infants, older children, and adults have suggested that patterns laid down in early childhood remain salient throughout the lifespan and may also predict patterns of deficit that emerge following brain injury.

  20. Dynamics of activation of semantically similar concepts during spoken word recognition.

    PubMed

    Mirman, Daniel; Magnuson, James S

    2009-10-01

    Semantic similarity effects provide critical insight into the organization of semantic knowledge and the nature of semantic processing. In the present study, we examined the dynamics of semantic similarity effects by using the visual world eyetracking paradigm. Four objects were shown on a computer monitor, and participants were instructed to click on a named object, during which time their gaze position was recorded. The likelihood of fixating competitor objects was predicted by the degree of semantic similarity to the target concept. We found reliable, graded competition that depended on degree of target-competitor similarity, even for distantly related items for which priming has not been found in previous priming studies. Time course measures revealed a consistently earlier fixation peak for near semantic neighbors relative to targets. Computational investigations with an attractor dynamical model, a spreading activation model, and a decision model revealed that a combination of excitatory and inhibitory mechanisms is required to obtain such peak timing, providing new constraints on models of semantic processing.

  1. Learning Styles: Concepts and Evidence.

    PubMed

    Pashler, Harold; McDaniel, Mark; Rohrer, Doug; Bjork, Robert

    2008-12-01

    The term "learning styles" refers to the concept that individuals differ in regard to what mode of instruction or study is most effective for them. Proponents of learning-style assessment contend that optimal instruction requires diagnosing individuals' learning style and tailoring instruction accordingly. Assessments of learning style typically ask people to evaluate what sort of information presentation they prefer (e.g., words versus pictures versus speech) and/or what kind of mental activity they find most engaging or congenial (e.g., analysis versus listening), although assessment instruments are extremely diverse. The most common-but not the only-hypothesis about the instructional relevance of learning styles is the meshing hypothesis, according to which instruction is best provided in a format that matches the preferences of the learner (e.g., for a "visual learner," emphasizing visual presentation of information). The learning-styles view has acquired great influence within the education field, and is frequently encountered at levels ranging from kindergarten to graduate school. There is a thriving industry devoted to publishing learning-styles tests and guidebooks for teachers, and many organizations offer professional development workshops for teachers and educators built around the concept of learning styles. The authors of the present review were charged with determining whether these practices are supported by scientific evidence. We concluded that any credible validation of learning-styles-based instruction requires robust documentation of a very particular type of experimental finding with several necessary criteria. First, students must be divided into groups on the basis of their learning styles, and then students from each group must be randomly assigned to receive one of multiple instructional methods. Next, students must then sit for a final test that is the same for all students. Finally, in order to demonstrate that optimal learning requires

  2. Learning from Weak and Noisy Labels for Semantic Segmentation.

    PubMed

    Lu, Zhiwu; Fu, Zhenyong; Xiang, Tao; Han, Peng; Wang, Liwei; Gao, Xin

    2016-04-08

    A weakly supervised semantic segmentation (WSSS) method aims to learn a segmentation model from weak (image-level) as opposed to strong (pixel-level) labels. By avoiding the tedious pixel-level annotation process, it can exploit the unlimited supply of user-tagged images from media-sharing sites such as Flickr for large scale applications. However, these 'free' tags/labels are often noisy and few existing works address the problem of learning with both weak and noisy labels. In this work, we cast the WSSS problem into a label noise reduction problem. Specifically, after segmenting each image into a set of superpixels, the weak and potentially noisy image-level labels are propagated to the superpixel level resulting in highly noisy labels; the key to semantic segmentation is thus to identify and correct the superpixel noisy labels. To this end, a novel L1-optimisation based sparse learning model is formulated to directly and explicitly detect noisy labels. To solve the L1-optimisation problem, we further develop an efficient learning algorithm by introducing an intermediate labelling variable. Extensive experiments on three benchmark datasets show that our method yields state-of-the-art results given noise-free labels, whilst significantly outperforming the existing methods when the weak labels are also noisy.

  3. Harmonisation of the Educational Concept "Learning Outcome" in the Lithuanian Language

    ERIC Educational Resources Information Center

    Pukelis, Kestutis; Smetona, Antanas

    2011-01-01

    In this article, an example of translation of the English term "learning outcome" into the Lithuanian system of educational terms is used to discuss semantic peculiarities of translating professional terms. Consistency of a concept signifier and content of a concept, as well as their tune with already existing systems of educational…

  4. Constructivism, the so-called semantic learning theories, and situated cognition versus the psychological learning theories.

    PubMed

    Aparicio, Juan José; Rodríguez Moneo, María

    2005-11-01

    In this paper, the perspective of situated cognition, which gave rise both to the pragmatic theories and the so-called semantic theories of learning and has probably become the most representative standpoint of constructivism, is examined. We consider the claim of situated cognition to provide alternative explanations of the learning phenomenon to those of psychology and, especially, to those of the symbolic perspective, currently predominant in cognitive psychology. The level of analysis of situated cognition (i.e., global interactive systems) is considered an inappropriate approach to the problem of learning. From our analysis, it is concluded that the pragmatic theories and the so-called semantic theories of learning which originated in situated cognition can hardly be considered alternatives to the psychological learning theories, and they are unlikely to add anything of interest to the learning theory or to contribute to the improvement of our knowledge about the learning phenomenon.

  5. Learning Semantic Tags from Big Data for Clinical Text Representation.

    PubMed

    Li, Yanpeng; Liu, Hongfang

    2015-01-01

    In clinical text mining, it is one of the biggest challenges to represent medical terminologies and n-gram terms in sparse medical reports using either supervised or unsupervised methods. Addressing this issue, we propose a novel method for word and n-gram representation at semantic level. We first represent each word by its distance with a set of reference features calculated by reference distance estimator (RDE) learned from labeled and unlabeled data, and then generate new features using simple techniques of discretization, random sampling and merging. The new features are a set of binary rules that can be interpreted as semantic tags derived from word and n-grams. We show that the new features significantly outperform classical bag-of-words and n-grams in the task of heart disease risk factor extraction in i2b2 2014 challenge. It is promising to see that semantics tags can be used to replace the original text entirely with even better prediction performance as well as derive new rules beyond lexical level.

  6. Grounded understanding of abstract concepts: The case of STEM learning.

    PubMed

    Hayes, Justin C; Kraemer, David J M

    2017-01-01

    Characterizing the neural implementation of abstract conceptual representations has long been a contentious topic in cognitive science. At the heart of the debate is whether the "sensorimotor" machinery of the brain plays a central role in representing concepts, or whether the involvement of these perceptual and motor regions is merely peripheral or epiphenomenal. The domain of science, technology, engineering, and mathematics (STEM) learning provides an important proving ground for sensorimotor (or grounded) theories of cognition, as concepts in science and engineering courses are often taught through laboratory-based and other hands-on methodologies. In this review of the literature, we examine evidence suggesting that sensorimotor processes strengthen learning associated with the abstract concepts central to STEM pedagogy. After considering how contemporary theories have defined abstraction in the context of semantic knowledge, we propose our own explanation for how body-centered information, as computed in sensorimotor brain regions and visuomotor association cortex, can form a useful foundation upon which to build an understanding of abstract scientific concepts, such as mechanical force. Drawing from theories in cognitive neuroscience, we then explore models elucidating the neural mechanisms involved in grounding intangible concepts, including Hebbian learning, predictive coding, and neuronal recycling. Empirical data on STEM learning through hands-on instruction are considered in light of these neural models. We conclude the review by proposing three distinct ways in which the field of cognitive neuroscience can contribute to STEM learning by bolstering our understanding of how the brain instantiates abstract concepts in an embodied fashion.

  7. Associative concept learning in animals.

    PubMed

    Zentall, Thomas R; Wasserman, Edward A; Urcuioli, Peter J

    2014-01-01

    Nonhuman animals show evidence for three types of concept learning: perceptual or similarity-based in which objects/stimuli are categorized based on physical similarity; relational in which one object/stimulus is categorized relative to another (e.g., same/different); and associative in which arbitrary stimuli become interchangeable with one another by virtue of a common association with another stimulus, outcome, or response. In this article, we focus on various methods for establishing associative concepts in nonhuman animals and evaluate data documenting the development of associative classes of stimuli. We also examine the nature of the common within-class representation of samples that have been associated with the same reinforced comparison response (i.e., many-to-one matching) by describing manipulations for distinguishing possible representations. Associative concepts provide one foundation for human language such that spoken and written words and the objects they represent become members of a class of interchangeable stimuli. The mechanisms of associative concept learning and the behavioral flexibility it allows, however, are also evident in the adaptive behaviors of animals lacking language.

  8. ASSOCIATIVE CONCEPT LEARNING IN ANIMALS

    PubMed Central

    Zentall, Thomas R.; Wasserman, Edward A.; Urcuioli, Peter J.

    2014-01-01

    Nonhuman animals show evidence for three types of concept learning: perceptual or similarity-based in which objects/stimuli are categorized based on physical similarity; relational in which one object/stimulus is categorized relative to another (e.g., same/different); and associative in which arbitrary stimuli become interchangeable with one another by virtue of a common association with another stimulus, outcome, or response. In this article, we focus on various methods for establishing associative concepts in nonhuman animals and evaluate data documenting the development of associative classes of stimuli. We also examine the nature of the common within-class representation of samples that have been associated with the same reinforced comparison response (i.e., many-to-one matching) by describing manipulations for distinguishing possible representations. Associative concepts provide one foundation for human language such that spoken and written words and the objects they represent become members of a class of interchangeable stimuli. The mechanisms of associative concept learning and the behavioral flexibility it allows, however, are also evident in the adaptive behaviors of animals lacking language. PMID:24170540

  9. IPSILON: incremental parsing for semantic indexing of latent concepts.

    PubMed

    Bae, Soo Hyun; Juang, Biing-Hwang

    2010-07-01

    A new framework for content-based image retrieval, which takes advantage of the source characterization property of a universal source coding scheme, is investigated. Based upon a new class of multidimensional incremental parsing algorithm, extended from the Lempel-Ziv incremental parsing code, the proposed method captures the occurrence pattern of visual elements from a given image. A linguistic processing technique, namely the latent semantic analysis (LSA) method, is then employed to identify associative ensembles of visual elements, which lay the foundation for intelligent visual information analysis. In 2-D applications, incremental parsing decomposes an image into elementary patches that are different from the conventional fixed square-block type patches. When used in compressive representations, it is amenable in schemes that do not rely on average distortion criteria, a methodology that is a departure from the conventional vector quantization. We call this methodology a parsed representation. In this article, we present our implementations of an image retrieval system, called IPSILON, with parsed representations induced by different perceptual distortion thresholds. We evaluate the effectiveness of the use of the parsed representations by comparing their performance with that of four image retrieval systems, one using the conventional vector quantization for visual information analysis under the same LSA paradigm, another using a method called SIMPLIcity which is based upon an image segmentation and integrated region matching, and the other two based upon query-by-semantic-example and query-by-visual-example. The first two of them were tested with 20,000 images of natural scenes, and the others were tested with a portion of the images. The experimental results show that the proposed parsed representation efficiently captures the salient features in visual images and the IPSILON systems outperform other systems in terms of retrieval precision and distortion

  10. Relational, Structural, and Semantic Analysis of Graphical Representations and Concept Maps

    ERIC Educational Resources Information Center

    Ifenthaler, Dirk

    2010-01-01

    The demand for good instructional environments presupposes valid and reliable analytical instruments for educational research. This paper introduces the "SMD Technology" (Surface, Matching, Deep Structure), which measures relational, structural, and semantic levels of graphical representations and concept maps. The reliability and validity of the…

  11. An Approach to Formalizing Ontology Driven Semantic Integration: Concepts, Dimensions and Framework

    ERIC Educational Resources Information Center

    Gao, Wenlong

    2012-01-01

    The ontology approach has been accepted as a very promising approach to semantic integration today. However, because of the diversity of focuses and its various connections to other research domains, the core concepts, theoretical and technical approaches, and research areas of this domain still remain unclear. Such ambiguity makes it difficult to…

  12. Implicit Word Learning Benefits from Semantic Richness: Electrophysiological and Behavioral Evidence

    ERIC Educational Resources Information Center

    Rabovsky, Milena; Sommer, Werner; Abdel Rahman, Rasha

    2012-01-01

    Words differ considerably in the amount of associated semantic information. Despite the crucial role of meaning in language, it is still unclear whether and how this variability modulates language learning. Here, we provide initial evidence demonstrating that implicit learning in repetition priming is influenced by the amount of semantic features…

  13. Intelligent Learning Infrastructure for Knowledge Intensive Organizations: A Semantic Web Perspective

    ERIC Educational Resources Information Center

    Lytras, Miltiadis, Ed.; Naeve, Ambjorn, Ed.

    2005-01-01

    In the context of Knowledge Society, the convergence of knowledge and learning management is a critical milestone. "Intelligent Learning Infrastructure for Knowledge Intensive Organizations: A Semantic Web Perspective" provides state-of-the art knowledge through a balanced theoretical and technological discussion. The semantic web perspective…

  14. A Research on E - learning Resources Construction Based on Semantic Web

    NASA Astrophysics Data System (ADS)

    Rui, Liu; Maode, Deng

    Traditional e-learning platforms have the flaws that it's usually difficult to query or positioning, and realize the cross platform sharing and interoperability. In the paper, the semantic web and metadata standard is discussed, and a kind of e - learning system framework based on semantic web is put forward to try to solve the flaws of traditional elearning platforms.

  15. Hypermedia-Assisted Instruction and Second Language Learning: A Semantic-Network-Based Approach.

    ERIC Educational Resources Information Center

    Liu, Min

    This literature review examines a hypermedia learning environment from a semantic network basis and the application of such an environment to second language learning. (A semantic network is defined as a conceptual representation of knowledge in human memory). The discussion is organized under the following headings and subheadings: (1) Advantages…

  16. How visual and semantic information influence learning in familiar contexts.

    PubMed

    Goujon, Annabelle; Brockmole, James R; Ehinger, Krista A

    2012-10-01

    Previous research using the contextual cuing paradigm has revealed both quantitative and qualitative differences in learning depending on whether repeated contexts are defined by letter arrays or real-world scenes. To clarify the relative contributions of visual features and semantic information likely to account for such differences, the typical contextual cuing procedure was adapted to use meaningless but nevertheless visually complex images. The data in reaction time and in eye movements show that, like scenes, such repeated contexts can trigger large, stable, and explicit cuing effects, and that those effects result from facilitated attentional guidance. Like simpler stimulus arrays, however, those effects were impaired by a sudden change of a repeating image's color scheme at the end of the learning phase (Experiment 1), or when the repeated images were presented in a different and unique color scheme across each presentation (Experiment 2). In both cases, search was driven by explicit memory. Collectively, these results suggest that semantic information is not required for conscious awareness of context-target covariation, but it plays a primary role in overcoming variability in specific features within familiar displays.

  17. Conceptions of Learning versus Conceptions of Web-Based Learning: The Differences Revealed by College Students

    ERIC Educational Resources Information Center

    Tsai, Chin-Chung

    2009-01-01

    Past research has shown the variations of students' conceptions of learning, but little has been especially undertaken to address students' conceptions of web-based learning and to make comparisons between students' conceptions of learning in general and their conceptions of web-based learning in particular. By interviewing 83 Taiwanese college…

  18. Learning word meanings during reading: effects of phonological and semantic cues on children with language impairment.

    PubMed

    Steele, Sara C; Willoughby, Lisa M; Mills, Monique T

    2013-04-01

    Phonological and semantic deficits in spoken word learning have been documented in children with language impairment (LI), and cues that address these deficits have been shown to improve their word learning performance. However, the effects of such cues on word learning during reading remain largely unexplored. This study investigated whether (a) control, (b) phonological, (c) semantic, and (d) combined phonological-semantic conditions affected semantic word learning during reading in 9- to 11-year-old children with LI (n = 12) and with typical language (TL, n = 11) from low-income backgrounds. Children were exposed to 20 novel words across these four conditions prior to reading passages containing the novel words. After reading, a dynamic semantic assessment was given, which included oral definitions, contextual clues, and multiple choices. Results indicated that the LI group performed more poorly than the TL group in phonological and combined conditions, but not in the control or semantic conditions. Also, a similar trend for both groups was suggested, with improved performance in the semantic and combined conditions relative to the control and phonological conditions. Clinical implications include a continued need for explicit instruction in semantic properties of novel words to facilitate semantic word learning during reading in children with LI.

  19. Adaptive Semantic and Social Web-based learning and assessment environment for the STEM

    NASA Astrophysics Data System (ADS)

    Babaie, Hassan; Atchison, Chris; Sunderraman, Rajshekhar

    2014-05-01

    We are building a cloud- and Semantic Web-based personalized, adaptive learning environment for the STEM fields that integrates and leverages Social Web technologies to allow instructors and authors of learning material to collaborate in semi-automatic development and update of their common domain and task ontologies and building their learning resources. The semi-automatic ontology learning and development minimize issues related to the design and maintenance of domain ontologies by knowledge engineers who do not have any knowledge of the domain. The social web component of the personal adaptive system will allow individual and group learners to interact with each other and discuss their own learning experience and understanding of course material, and resolve issues related to their class assignments. The adaptive system will be capable of representing key knowledge concepts in different ways and difficulty levels based on learners' differences, and lead to different understanding of the same STEM content by different learners. It will adapt specific pedagogical strategies to individual learners based on their characteristics, cognition, and preferences, allow authors to assemble remotely accessed learning material into courses, and provide facilities for instructors to assess (in real time) the perception of students of course material, monitor their progress in the learning process, and generate timely feedback based on their understanding or misconceptions. The system applies a set of ontologies that structure the learning process, with multiple user friendly Web interfaces. These include the learning ontology (models learning objects, educational resources, and learning goal); context ontology (supports adaptive strategy by detecting student situation), domain ontology (structures concepts and context), learner ontology (models student profile, preferences, and behavior), task ontologies, technological ontology (defines devices and places that surround the

  20. Evaluation of unsupervised semantic mapping of natural language with Leximancer concept mapping.

    PubMed

    Smith, Andrew E; Humphreys, Michael S

    2006-05-01

    The Leximancer system is a relatively new method for transforming lexical co-occurrence information from natural language into semantic patterns in a nunsupervised manner. It employs two stages of co-occurrence information extraction-semantic and relational-using a different algorithm for each stage. The algorithms used are statistical, but they employ nonlinear dynamics and machine learning. This article is an attempt to validate the output of Leximancer, using a set of evaluation criteria taken from content analysis that are appropriate for knowledge discovery tasks.

  1. At the edge of semantic space: the breakdown of coherent concepts in semantic dementia is constrained by typicality and severity but not modality.

    PubMed

    Mayberry, Emily J; Sage, Karen; Ralph, Matthew A Lambon

    2011-09-01

    Hub-and-spoke models of semantic representation suggest that coherent concepts are formed from the integration of multiple, modality-specific information sources with additional modality-invariant representations-most likely stored in the ventrolateral anterior temporal lobe (vATL). As well as providing the necessary computational mechanisms for the complexities of feature integration, these modality-invariant representations also license a key aspect of semantic memory-semantic-based generalization. Semantic dementia allows us to investigate this aspect of conceptual knowledge because (a) the patients have a selective and progressive semantic degradation and (b) this is associated with profound ventrolateral ATL atrophy. Specifically, the boundaries between concepts become degraded in semantic dementia and, when tested using the appropriate materials, the patients make simultaneous under- and overgeneralization errors. We found that the rate of these errors were a function of typicality and pseudotypicality of the items as well as the severity of the patients' semantic impairment. Following the modality-invariant nature of the vATL hub representation, we also confirmed that the patients were impaired on both verbal- and picture-based versions of the same task.

  2. SOLE: Applying Semantics and Social Web to Support Technology Enhanced Learning in Software Engineering

    NASA Astrophysics Data System (ADS)

    Colomo-Palacios, Ricardo; Jiménez-López, Diego; García-Crespo, Ángel; Blanco-Iglesias, Borja

    eLearning educative processes are a challenge for educative institutions and education professionals. In an environment in which learning resources are being produced, catalogued and stored using innovative ways, SOLE provides a platform in which exam questions can be produced supported by Web 2.0 tools, catalogued and labeled via semantic web and stored and distributed using eLearning standards. This paper presents, SOLE, a social network of exam questions sharing particularized for Software Engineering domain, based on semantics and built using semantic web and eLearning standards, such as IMS Question and Test Interoperability specification 2.1.

  3. Simulating Expert Clinical Comprehension: Adapting Latent Semantic Analysis to Accurately Extract Clinical Concepts from Psychiatric Narrative

    PubMed Central

    Cohen, Trevor; Blatter, Brett; Patel, Vimla

    2008-01-01

    Cognitive studies reveal that less-than-expert clinicians are less able to recognize meaningful patterns of data in clinical narratives. Accordingly, psychiatric residents early in training fail to attend to information that is relevant to diagnosis and the assessment of dangerousness. This manuscript presents cognitively motivated methodology for the simulation of expert ability to organize relevant findings supporting intermediate diagnostic hypotheses. Latent Semantic Analysis is used to generate a semantic space from which meaningful associations between psychiatric terms are derived. Diagnostically meaningful clusters are modeled as geometric structures within this space and compared to elements of psychiatric narrative text using semantic distance measures. A learning algorithm is defined that alters components of these geometric structures in response to labeled training data. Extraction and classification of relevant text segments is evaluated against expert annotation, with system-rater agreement approximating rater-rater agreement. A range of biomedical informatics applications for these methods are suggested. PMID:18455483

  4. Effects of Semantic Web Based Learning on Pre-Service Teachers' ICT Learning Achievement and Satisfaction

    ERIC Educational Resources Information Center

    Karalar, Halit; Korucu, Agah Tugrul

    2016-01-01

    Although the Semantic Web offers many opportunities for learners, effects of it in the classroom is not well known. Therefore, in this study explanations have been stated as how the learning objects defined by means of using the terminology in a developed ontology and kept in objects repository should be presented to learners with the aim of…

  5. Concepts as Semantic Pointers: A Framework and Computational Model

    ERIC Educational Resources Information Center

    Blouw, Peter; Solodkin, Eugene; Thagard, Paul; Eliasmith, Chris

    2016-01-01

    The reconciliation of theories of concepts based on prototypes, exemplars, and theory-like structures is a longstanding problem in cognitive science. In response to this problem, researchers have recently tended to adopt either hybrid theories that combine various kinds of representational structure, or eliminative theories that replace concepts…

  6. From Distributional Semantics to Conceptual Spaces: A Novel Computational Method for Concept Creation

    NASA Astrophysics Data System (ADS)

    McGregor, Stephen; Agres, Kat; Purver, Matthew; Wiggins, Geraint A.

    2015-12-01

    We investigate the relationship between lexical spaces and contextually-defined conceptual spaces, offering applications to creative concept discovery. We define a computational method for discovering members of concepts based on semantic spaces: starting with a standard distributional model derived from corpus co-occurrence statistics, we dynamically select characteristic dimensions associated with seed terms, and thus a subspace of terms defining the related concept. This approach performs as well as, and in some cases better than, leading distributional semantic models on a WordNet-based concept discovery task, while also providing a model of concepts as convex regions within a space with interpretable dimensions. In particular, it performs well on more specific, contextualized concepts; to investigate this we therefore move beyond WordNet to a set of human empirical studies, in which we compare output against human responses on a membership task for novel concepts. Finally, a separate panel of judges rate both model output and human responses, showing similar ratings in many cases, and some commonalities and divergences which reveal interesting issues for computational concept discovery.

  7. Learning with Retrieval-Based Concept Mapping

    ERIC Educational Resources Information Center

    Blunt, Janell R.; Karpicke, Jeffrey D.

    2014-01-01

    Students typically create concept maps while they view the material they are trying to learn. In these circumstances, concept mapping serves as an elaborative study activity--students are not required to retrieve the material they are learning. In 2 experiments, we examined the effectiveness of concept mapping when it is used as a retrieval…

  8. The Role of Self-Teaching in Learning Orthographic and Semantic Aspects of New Words

    ERIC Educational Resources Information Center

    Ricketts, Jessie; Bishop, Dorothy V. M.; Pimperton, Hannah; Nation, Kate

    2011-01-01

    This study explores how children learn the meaning (semantics) and spelling patterns (orthography) of novel words encountered in story context. English-speaking children (N = 88) aged 7 to 8 years read 8 stories and each story contained 1 novel word repeated 4 times. Semantic cues were provided by the story context such that children could infer…

  9. Collaborative Concept Mapping in a Web-Based Learning Environment: A Pedagogic Experience in Architectural Education.

    ERIC Educational Resources Information Center

    Madrazo, Leandro; Vidal, Jordi

    2002-01-01

    Describes a pedagogical work, carried out within a school of architecture, using a Web-based learning environment to support collaborative understanding of texts on architectural theory. Explains the use of concept maps, creation of a critical vocabulary, exploration of semantic spaces, and knowledge discovery through navigation. (Author/LRW)

  10. Exploiting Semantic Annotations and Q-Learning for Constructing an Efficient Hierarchy/Graph Texts Organization

    PubMed Central

    El-Said, Asmaa M.; Eldesoky, Ali I.; Arafat, Hesham A.

    2015-01-01

    Tremendous growth in the number of textual documents has produced daily requirements for effective development to explore, analyze, and discover knowledge from these textual documents. Conventional text mining and managing systems mainly use the presence or absence of key words to discover and analyze useful information from textual documents. However, simple word counts and frequency distributions of term appearances do not capture the meaning behind the words, which results in limiting the ability to mine the texts. This paper proposes an efficient methodology for constructing hierarchy/graph-based texts organization and representation scheme based on semantic annotation and Q-learning. This methodology is based on semantic notions to represent the text in documents, to infer unknown dependencies and relationships among concepts in a text, to measure the relatedness between text documents, and to apply mining processes using the representation and the relatedness measure. The representation scheme reflects the existing relationships among concepts and facilitates accurate relatedness measurements that result in a better mining performance. An extensive experimental evaluation is conducted on real datasets from various domains, indicating the importance of the proposed approach. PMID:25685832

  11. Exploiting semantic annotations and Q-learning for constructing an efficient hierarchy/graph texts organization.

    PubMed

    El-Said, Asmaa M; Eldesoky, Ali I; Arafat, Hesham A

    2015-01-01

    Tremendous growth in the number of textual documents has produced daily requirements for effective development to explore, analyze, and discover knowledge from these textual documents. Conventional text mining and managing systems mainly use the presence or absence of key words to discover and analyze useful information from textual documents. However, simple word counts and frequency distributions of term appearances do not capture the meaning behind the words, which results in limiting the ability to mine the texts. This paper proposes an efficient methodology for constructing hierarchy/graph-based texts organization and representation scheme based on semantic annotation and Q-learning. This methodology is based on semantic notions to represent the text in documents, to infer unknown dependencies and relationships among concepts in a text, to measure the relatedness between text documents, and to apply mining processes using the representation and the relatedness measure. The representation scheme reflects the existing relationships among concepts and facilitates accurate relatedness measurements that result in a better mining performance. An extensive experimental evaluation is conducted on real datasets from various domains, indicating the importance of the proposed approach.

  12. Evidence for semantic learning in profound amnesia: an investigation with patient H.M.

    PubMed

    O'Kane, Gail; Kensinger, Elizabeth A; Corkin, Suzanne

    2004-01-01

    Until recently, it seemed unlikely that any semantic knowledge could be acquired following extensive bilateral damage to the medial temporal lobes (MTL). Although recent studies have demonstrated some semantic learning in amnesic patients, questions remain regarding the limits of this capacity and the extent to which it relies on those patients' residual MTL function. The present study examined whether detailed, semantic memory could be acquired by a patient with no functioning hippocampus. We used cued recall and forced-choice recognition tasks to investigate whether the patient H.M. had acquired knowledge of people who became famous after the onset of his amnesia. Results revealed that, with first names provided as cues, he was able to recall the corresponding famous last name for 12 of 35 postoperatively famous personalities. This number nearly doubled when semantic cues were added, suggesting that his knowledge of the names was not limited to perceptual information, but was incorporated in a semantic network capable of supporting explicit recall. In forced-choice recognition, H.M. discriminated 87% of postmorbid famous names from foils. Critically, he was able to provide uniquely identifying semantic facts for one-third of these recognized names, describing John Glenn, for example, as "the first rocketeer" and Lee Harvey Oswald as a man who "assassinated the president." Although H.M.'s semantic learning was clearly impaired, the results provide robust, unambiguous evidence that some new semantic learning can be supported by structures beyond the hippocampus proper.

  13. Semantic Lexicon Construction: Learning from Unlabeled Data via Spectral Analysis

    DTIC Science & Technology

    2004-01-01

    SVD). In this paper, we generally call such SVD- based subspace construction spectral analysis. Latent Semantic Indexing (LSI) (Deerwester et al...Richard Harshman. 1990. Indexing by Latent Semantic Analysis. Journal of the Society for Information Science, 41:391–407. A. Dempster, N. Laird, and D...and Knowledge Management. Christos H. Papadimitriou, Prabhakar Raghavan, Hisao Tamaki, and Santosh Vempala. 2000. Latent Semantic Indexing: A

  14. Concept indexing and expansion for social multimedia websites based on semantic processing and graph analysis

    NASA Astrophysics Data System (ADS)

    Lin, Po-Chuan; Chen, Bo-Wei; Chang, Hangbae

    2016-07-01

    This study presents a human-centric technique for social video expansion based on semantic processing and graph analysis. The objective is to increase metadata of an online video and to explore related information, thereby facilitating user browsing activities. To analyze the semantic meaning of a video, shots and scenes are firstly extracted from the video on the server side. Subsequently, this study uses annotations along with ConceptNet to establish the underlying framework. Detailed metadata, including visual objects and audio events among the predefined categories, are indexed by using the proposed method. Furthermore, relevant online media associated with each category are also analyzed to enrich the existing content. With the above-mentioned information, users can easily browse and search the content according to the link analysis and its complementary knowledge. Experiments on a video dataset are conducted for evaluation. The results show that our system can achieve satisfactory performance, thereby demonstrating the feasibility of the proposed idea.

  15. Semantic Mistakes and Didactic Difficulties in Teaching the "Amount of Substance" Concept: A Useful Model

    ERIC Educational Resources Information Center

    Pekdag, Bulent; Azizoglu, Nursen

    2013-01-01

    Textbooks still have the distinction of being the most dominant teaching tool in science teaching. The manner in which a scientific concept is expressed in a textbook is of importance in the in-depth learning process of that concept. With this in mind, problems with expressing the "amount of substance" concept were reviewed in 15…

  16. Influences of Concept Mapping and Learning Styles on Learning.

    ERIC Educational Resources Information Center

    Taricani, Ellen

    Concept mapping is a technique for visually representing the structure of information, concepts, and the relationships between them. Concept maps are useful tools that help students learn about how they structure knowledge while supporting the process of knowledge construction or metaknowledge. This paper discusses the effect of concept mapping…

  17. Student Conceptions of Peer-Assisted Learning

    ERIC Educational Resources Information Center

    Hodgson, Yvonne; Benson, Robyn; Brack, Charlotte

    2015-01-01

    This article reports on a programme in which peer-assisted learning (PAL) was combined with case-based learning (CBL) in a second-year radiologic biology unit of study. Our aim is to explore evidence of whether PAL supported the development of qualitative conceptions of learning. The programme involved students in small PAL groups preparing and…

  18. International Concepts and Agendas of Lifelong Learning

    ERIC Educational Resources Information Center

    Schuetze, Hans G.

    2006-01-01

    International organisations were the main proponents of Lifelong Learning when the concept was first developed in the early 1970s. Although different organisations used different labels--Lifelong Learning, recurrent education, education permanente--they all emphasised that learning is a lifelong process and that all education should be organised…

  19. Syntactic and Semantic Reasoning in Mathematics Teaching and Learning

    ERIC Educational Resources Information Center

    Easdown, David

    2009-01-01

    This article discusses a variety of examples in errors in mathematical reasoning, the source of which is due to the tension between the syntax (form of mathematical expression) and semantics (underlying ideas or meaning). This article suggests that the heightened awareness of syntactic and semantic reasoning, and the consequent resolution of the…

  20. A Hybrid Knowledge-Based and Data-Driven Approach to Identifying Semantically Similar Concepts

    PubMed Central

    Pivovarov, Rimma; Elhadad, Noémie

    2012-01-01

    An open research question when leveraging ontological knowledge is when to treat different concepts separately from each other and when to aggregate them. For instance, concepts for the terms "paroxysmal cough" and "nocturnal cough" might be aggregated in a kidney disease study, but should be left separate in a pneumonia study. Determining whether two concepts are similar enough to be aggregated can help build better datasets for data mining purposes and avoid signal dilution. Quantifying the similarity among concepts is a difficult task, however, in part because such similarity is context-dependent. We propose a comprehensive method, which computes a similarity score for a concept pair by combining data-driven and ontology-driven knowledge. We demonstrate our method on concepts from SNOMED-CT and on a corpus of clinical notes of patients with chronic kidney disease. By combining information from usage patterns in clinical notes and from ontological structure, the method can prune out concepts that are simply related from those which are semantically similar. When evaluated against a list of concept pairs annotated for similarity, our method reaches an AUC (area under the curve) of 92%. PMID:22289420

  1. An evaluation of concept based latent semantic indexing for clinical information retrieval.

    PubMed Central

    Chute, C. G.; Yang, Y.

    1992-01-01

    Latent Semantic Indexing (LSI) of surgical case report text using ICD-9-CM procedure codes and index terms was evaluated. The precision-recall performance of this two-step matrix retrieval process was compared with the SMART Document retrieval system, surface word matching, and humanly assigned procedure codes. Human coding performed best, two-step LSI did less well than surface matching or SMART. This evaluation suggests that concept-based LSI may be compromised by its two-stage nature and its dependence upon a robust term database linked to main concepts. However, the potential elegance of partial- credit concept matching merits the continued evaluation of LSI for clinical case retrieval. PMID:1482949

  2. The neural correlates of semantic richness: evidence from an fMRI study of word learning.

    PubMed

    Ferreira, Roberto A; Göbel, Silke M; Hymers, Mark; Ellis, Andrew W

    2015-04-01

    We investigated the neural correlates of concrete nouns with either many or few semantic features. A group of 21 participants underwent two days of training and were then asked to categorize 40 newly learned words and a set of matched familiar words as living or nonliving in an MRI scanner. Our results showed that the most reliable effects of semantic richness were located in the left angular gyrus (AG) and middle temporal gyrus (MTG), where activation was higher for semantically rich than poor words. Other areas showing the same pattern included bilateral precuneus and posterior cingulate gyrus. Our findings support the view that AG and anterior MTG, as part of the multimodal network, play a significant role in representing and integrating semantic features from different input modalities. We propose that activation in bilateral precuneus and posterior cingulate gyrus reflects interplay between AG and episodic memory systems during semantic retrieval.

  3. Density: A measure of the diversity of concepts addressed in semantic networks

    NASA Astrophysics Data System (ADS)

    Pereira, H. B. B.; Fadigas, I. S.; Monteiro, R. L. S.; Cordeiro, A. J. A.; Moret, M. A.

    2016-01-01

    In this paper, we studied density effects in semantic networks constructed from a database of titles of papers published in scientific journals as a parameter to indicate the diversity of concepts in a journal. The proposed method essentially consists of fixing the number of titles for all of the studied scientific journals and analyzing the behavior of the density variation curves with regard to the inclusion of cliques (that is, complete networks associated with the titles). We observed that density behaves as a critically self-organized object when titles (cliques) are included in the network.

  4. Biologically Inspired Model for Visual Cognition Achieving Unsupervised Episodic and Semantic Feature Learning.

    PubMed

    Qiao, Hong; Li, Yinlin; Li, Fengfu; Xi, Xuanyang; Wu, Wei

    2016-10-01

    Recently, many biologically inspired visual computational models have been proposed. The design of these models follows the related biological mechanisms and structures, and these models provide new solutions for visual recognition tasks. In this paper, based on the recent biological evidence, we propose a framework to mimic the active and dynamic learning and recognition process of the primate visual cortex. From principle point of view, the main contributions are that the framework can achieve unsupervised learning of episodic features (including key components and their spatial relations) and semantic features (semantic descriptions of the key components), which support higher level cognition of an object. From performance point of view, the advantages of the framework are as follows: 1) learning episodic features without supervision-for a class of objects without a prior knowledge, the key components, their spatial relations and cover regions can be learned automatically through a deep neural network (DNN); 2) learning semantic features based on episodic features-within the cover regions of the key components, the semantic geometrical values of these components can be computed based on contour detection; 3) forming the general knowledge of a class of objects-the general knowledge of a class of objects can be formed, mainly including the key components, their spatial relations and average semantic values, which is a concise description of the class; and 4) achieving higher level cognition and dynamic updating-for a test image, the model can achieve classification and subclass semantic descriptions. And the test samples with high confidence are selected to dynamically update the whole model. Experiments are conducted on face images, and a good performance is achieved in each layer of the DNN and the semantic description learning process. Furthermore, the model can be generalized to recognition tasks of other objects with learning ability.

  5. Integration of nursing assessment concepts into the medical entities dictionary using the LOINC semantic structure as a terminology model.

    PubMed Central

    Cieslowski, B. J.; Wajngurt, D.; Cimino, J. J.; Bakken, S.

    2001-01-01

    Recent investigations have tested the applicability of various terminology models for the representing nursing concepts including those related to nursing diagnoses, nursing interventions, and standardized nursing assessments as a prerequisite for building a reference terminology that supports the nursing domain. We used the semantic structure of Clinical LOINC (Logical Observations, Identifiers, Names, and Codes) as a reference terminology model to support the integration of standardized assessment terms from two nursing terminologies into the Medical Entities Dictionary (MED), the concept-oriented, metadata dictionary at New York Presbyterian Hospital. Although the LOINC semantic structure was used previously to represent laboratory terms in the MED, selected hierarchies and semantic slots required revisions in order to incorporate the nursing assessment concepts. This project was an initial step in integrating nursing assessment concepts into the MED in a manner consistent with evolving standards for reference terminology models. Moreover, the revisions provide the foundation for adding other types of standardized assessments to the MED. PMID:11825165

  6. Recommendation of standardized health learning contents using archetypes and semantic web technologies.

    PubMed

    Legaz-García, María del Carmen; Martínez-Costa, Catalina; Menárguez-Tortosa, Marcos; Fernández-Breis, Jesualdo Tomás

    2012-01-01

    Linking Electronic Healthcare Records (EHR) content to educational materials has been considered a key international recommendation to enable clinical engagement and to promote patient safety. This would suggest citizens to access reliable information available on the web and to guide them properly. In this paper, we describe an approach in that direction, based on the use of dual model EHR standards and standardized educational contents. The recommendation method will be based on the semantic coverage of the learning content repository for a particular archetype, which will be calculated by applying semantic web technologies like ontologies and semantic annotations.

  7. Effects of Semantic Ambiguity Detection Training on Reading Comprehension Achievement of English Learners with Learning Difficulties

    ERIC Educational Resources Information Center

    Jozwik, Sara L.; Douglas, Karen H.

    2016-01-01

    This study examined how explicit instruction in semantic ambiguity detection affected the reading comprehension and metalinguistic awareness of five English learners (ELs) with learning difficulties (e.g., attention deficit/hyperactivity disorder, specific learning disability). A multiple probe across participants design (Gast & Ledford, 2010)…

  8. Visual Statistical Learning Based on the Perceptual and Semantic Information of Objects

    ERIC Educational Resources Information Center

    Otsuka, Sachio; Nishiyama, Megumi; Nakahara, Fumitaka; Kawaguchi, Jun

    2013-01-01

    Five experiments examined what is learned based on the perceptual and semantic information of objects in visual statistical learning (VSL). In the familiarization phase, participants viewed a sequence of line drawings and detected repetitions of various objects. In a subsequent test phase, they watched 2 test sequences (statistically related…

  9. The Influence of Consistency, Frequency, and Semantics on Learning to Read: An Artificial Orthography Paradigm

    ERIC Educational Resources Information Center

    Taylor, J. S. H.; Plunkett, Kim; Nation, Kate

    2011-01-01

    Two experiments explored learning, generalization, and the influence of semantics on orthographic processing in an artificial language. In Experiment 1, 16 adults learned to read 36 novel words written in novel characters. Posttraining, participants discriminated trained from untrained items and generalized to novel items, demonstrating extraction…

  10. An Analysis of the Semantic Relationships Among Words and Their Effect Upon Learning. Final Report.

    ERIC Educational Resources Information Center

    Weber, James M.

    The purpose of this study was to (1) compare the semantic relationships among common nouns obtained via two different measurement procedures and (2) determine if the use of these relationships to classify the various words results in differential degrees of learning when the stimuli are cast in terms of the paired-associate learning paradigm.…

  11. A Semantic-Oriented Approach for Organizing and Developing Annotation for E-Learning

    ERIC Educational Resources Information Center

    Brut, Mihaela M.; Sedes, Florence; Dumitrescu, Stefan D.

    2011-01-01

    This paper presents a solution to extend the IEEE LOM standard with ontology-based semantic annotations for efficient use of learning objects outside Learning Management Systems. The data model corresponding to this approach is first presented. The proposed indexing technique for this model development in order to acquire a better annotation of…

  12. Learning from Text: Matching Readers and Texts by Latent Semantic Analysis.

    ERIC Educational Resources Information Center

    Wolfe, Michael B. W.; Schreiner, M. E.; Rehder, Bob; Laham, Darrell; Foltz, Peter W.; Kintsch, Walter; Landauer, Thomas K

    1998-01-01

    Uses Latent Semantic Analysis (LSA) to predict how much readers would learn from texts based on the estimated conceptual match between their topic knowledge and the text information. Shows a nonmonotonic relationship in which learning was greatest for texts that were neither too easy nor too difficult. Finds LSA was as effective at predicting…

  13. A Metadata Model for E-Learning Coordination through Semantic Web Languages

    ERIC Educational Resources Information Center

    Elci, Atilla

    2005-01-01

    This paper reports on a study aiming to develop a metadata model for e-learning coordination based on semantic web languages. A survey of e-learning modes are done initially in order to identify content such as phases, activities, data schema, rules and relations, etc. relevant for a coordination model. In this respect, the study looks into the…

  14. Concept Learning in Early Childhood.

    ERIC Educational Resources Information Center

    Fowler, William

    1965-01-01

    Because disadvantaged children have usually experienced sensory-cognitive deprivation or distortion, it is necessary to discover ways to offset this deficit. A program is being conducted to learn to what degree the introduction of systematic programing, while motivation techniques are retained, can reorient essentially noncognitive learning styles…

  15. Picture Chunking Effects in Concept Learning.

    ERIC Educational Resources Information Center

    Furukawa, James M.; Sunshine, Phyllis M.

    Thirty-three second graders participated in a study to discover the value of teaching concepts using picture attribute chunking (PAC). It was hypothesized that PAC would yield superior concept learning performances compared to a picture attribute list (PAL) treatment and a word-alone treatment. The children, selected on the basis of a pretest that…

  16. Context and Concepts in Mobile Learning

    ERIC Educational Resources Information Center

    Jaldemark, Jimmy

    2013-01-01

    This reflective paper discusses the contextual and situated character of concepts in mobile learning. It aims at challenging current conceptualizations of mobile learning by utilizing ideas from pragmatist and socio-cultural perspectives. This challenge includes a framework that embraces a distinction between interactional and transactional…

  17. The Learning Resources Center: Concepts and Designs.

    ERIC Educational Resources Information Center

    Ducote, Richard

    The need to change the conventional library into a learning resource center is stressed. With the learning resources concept, instructors will be more prone to look upon media not with the idea of why it should be used in teaching, but how it can be used in order to do a more effective job of teaching. The effective use of media will necessarily…

  18. Apples are not the only fruit: the effects of concept typicality on semantic representation in the anterior temporal lobe

    PubMed Central

    Woollams, Anna M.

    2012-01-01

    Intuitively, an apple seems a fairly good example of a fruit, whereas an avocado seems less so. The extent to which an exemplar is representative of its category, referred to here as concept typicality, has long been thought to be a key dimension determining semantic representation. Concept typicality is, however, correlated with a number of other variables, in particular age of acquisition (AoA) and name frequency. Consideration of picture naming accuracy from a large case-series of semantic dementia (SD) patients demonstrated strong effects of concept typicality that were maximal in the moderately impaired patients, over and above the impact of AoA and name frequency. Induction of a temporary virtual lesion to the left anterior temporal lobe, the region most commonly affected in SD, via repetitive Transcranial Magnetic Stimulation produced an enhanced effect of concept typicality in the picture naming of normal participants, but did not affect the magnitude of the AoA or name frequency effects. These results indicate that concept typicality exerts its influence on semantic representations themselves, as opposed to the strength of connections outside the semantic system. To date, there has been little direct exploration of the dimension of concept typicality within connectionist models of intact and impaired conceptual representation, and these findings provide a target for future computational simulation. PMID:22529789

  19. Do semantic contextual cues facilitate transfer learning from video in toddlers?

    PubMed Central

    Zimmermann, Laura; Moser, Alecia; Grenell, Amanda; Dickerson, Kelly; Yao, Qianwen; Gerhardstein, Peter; Barr, Rachel

    2015-01-01

    Young children typically demonstrate a transfer deficit, learning less from video than live presentations. Semantically meaningful context has been demonstrated to enhance learning in young children. We examined the effect of a semantically meaningful context on toddlers’ imitation performance. Two- and 2.5-year-olds participated in a puzzle imitation task to examine learning from either a live or televised model. The model demonstrated how to assemble a three-piece puzzle to make a fish or a boat, with the puzzle demonstration occurring against a semantically meaningful background context (ocean) or a yellow background (no context). Participants in the video condition performed significantly worse than participants in the live condition, demonstrating the typical transfer deficit effect. While the context helped improve overall levels of imitation, especially for the boat puzzle, only individual differences in the ability to self-generate a stimulus label were associated with a reduction in the transfer deficit. PMID:26029131

  20. "Clicking through" or Learning Concepts

    ERIC Educational Resources Information Center

    Stidwell, Peter

    2005-01-01

    The author has developed an innovative science website resource that also shows how engineers use science. As well as addressing scientific facts and concepts, the resource also engages children in the process of scientific enquiry, using graph tools and data interpretation. Part of the resource helps children to understand that much of what they…

  1. Navigation as a New Form of Search for Agricultural Learning Resources in Semantic Repositories

    NASA Astrophysics Data System (ADS)

    Cano, Ramiro; Abián, Alberto; Mena, Elena

    Education is essential when it comes to raise public awareness on the environmental and economic benefits of organic agriculture and agroecology (OA & AE). Organic.Edunet, an EU funded project, aims at providing a freely-available portal where learning contents on OA & AE can be published and accessed through specialized technologies. This paper describes a novel mechanism for providing semantic capabilities (such as semantic navigational queries) to an arbitrary set of agricultural learning resources, in the context of the Organic.Edunet initiative.

  2. A Proof-of-Concept for Semantically Interoperable Federation of IoT Experimentation Facilities

    PubMed Central

    Lanza, Jorge; Sanchez, Luis; Gomez, David; Elsaleh, Tarek; Steinke, Ronald; Cirillo, Flavio

    2016-01-01

    The Internet-of-Things (IoT) is unanimously identified as one of the main pillars of future smart scenarios. The potential of IoT technologies and deployments has been already demonstrated in a number of different application areas, including transport, energy, safety and healthcare. However, despite the growing number of IoT deployments, the majority of IoT applications tend to be self-contained, thereby forming application silos. A lightweight data centric integration and combination of these silos presents several challenges that still need to be addressed. Indeed, the ability to combine and synthesize data streams and services from diverse IoT platforms and testbeds, holds the promise to increase the potentiality of smart applications in terms of size, scope and targeted business context. In this article, a proof-of-concept implementation that federates two different IoT experimentation facilities by means of semantic-based technologies will be described. The specification and design of the implemented system and information models will be described together with the practical details of the developments carried out and its integration with the existing IoT platforms supporting the aforementioned testbeds. Overall, the system described in this paper demonstrates that it is possible to open new horizons in the development of IoT applications and experiments at a global scale, that transcend the (silo) boundaries of individual deployments, based on the semantic interconnection and interoperability of diverse IoT platforms and testbeds. PMID:27367695

  3. A Proof-of-Concept for Semantically Interoperable Federation of IoT Experimentation Facilities.

    PubMed

    Lanza, Jorge; Sanchez, Luis; Gomez, David; Elsaleh, Tarek; Steinke, Ronald; Cirillo, Flavio

    2016-06-29

    The Internet-of-Things (IoT) is unanimously identified as one of the main pillars of future smart scenarios. The potential of IoT technologies and deployments has been already demonstrated in a number of different application areas, including transport, energy, safety and healthcare. However, despite the growing number of IoT deployments, the majority of IoT applications tend to be self-contained, thereby forming application silos. A lightweight data centric integration and combination of these silos presents several challenges that still need to be addressed. Indeed, the ability to combine and synthesize data streams and services from diverse IoT platforms and testbeds, holds the promise to increase the potentiality of smart applications in terms of size, scope and targeted business context. In this article, a proof-of-concept implementation that federates two different IoT experimentation facilities by means of semantic-based technologies will be described. The specification and design of the implemented system and information models will be described together with the practical details of the developments carried out and its integration with the existing IoT platforms supporting the aforementioned testbeds. Overall, the system described in this paper demonstrates that it is possible to open new horizons in the development of IoT applications and experiments at a global scale, that transcend the (silo) boundaries of individual deployments, based on the semantic interconnection and interoperability of diverse IoT platforms and testbeds.

  4. Event-related potential study of dynamic neural mechanisms of semantic organizational strategies in verbal learning.

    PubMed

    Blanchet, Sophie; Gagnon, Geneviève; Bastien, Célyne

    2007-09-19

    Neuroimaging and neuropsychological data indicate that the frontal regions are implicated in semantic organizational strategies in verbal learning. Whereas these approaches tend to adopt a localizationist view, we used event-related potentials (ERPs) to investigate the dynamic neural mechanisms involved in these strategies. We recorded ERPs using a 128-channel system in 12 young adults (23.75+/-3.02 years) during 3 encoding conditions that manipulated the levels of semantic organization demands. In the Unrelated condition, the words to encode did not share any semantic attributes. For both Spontaneous and Guided conditions, the words in each list were drawn from four semantic categories. In the Spontaneous condition, participants were not informed about the semantic relationship between items. In contrast, in the Guided condition, participants were instructed to improve their subsequent recall by mentally regrouping related items with the aid of category labels. Results indicated that the P200 amplitude increased with the greater organizational demand of semantic strategies. In contrast, the late positive component (LPC) amplitude was larger in both encoding conditions with semantic related words regardless of their instructions as compared to the Unrelated condition. Finally, there was greater right frontal sustained activity in the Spontaneous condition than in the Unrelated condition. Thus, our data indicate that the P200 is sensitive to attentional processes that increase with the organizational semantic demand. The LPC indexes associative processes voluntarily involved in linking related items together. Finally, the right frontal region appears to play an important role in the self-initiation of semantic organizational strategies.

  5. Grounding Collaborative Learning in Semantics-Based Critiquing

    ERIC Educational Resources Information Center

    Cheung, William K.; Mørch, Anders I.; Wong, Kelvin C.; Lee, Cynthia; Liu, Jiming; Lam, Mason H.

    2007-01-01

    In this article we investigate the use of latent semantic analysis (LSA), critiquing systems, and knowledge building to support computer-based teaching of English composition. We have built and tested an English composition critiquing system that makes use of LSA to analyze student essays and compute feedback by comparing their essays with…

  6. Semantic Category Effects in Second Language Word Learning.

    ERIC Educational Resources Information Center

    Finkbeiner, Matthew; Nicol, Janet

    2003-01-01

    Addresses a long-standing assumption that presenting new second language (L2) vocabulary in semantically grouped sets is an effective method of teaching. Discusses findings in terms of theoretical models of second language lexical representation and development, as well as in more practical terms of L2 curriculum design and vocabulary instruction.…

  7. Investigating alternative conceptions in learning disabled students

    NASA Astrophysics Data System (ADS)

    Cole, Terry Stokes

    Science teachers have long noticed the fact that their students come to school with their own concepts, produced from daily experiences and interactions with the world around them. Sometimes these ideas are in agreement with accepted scientific theories, but often they are not. These "incorrect" ideas, or "misconceptions" have been the focus of many studies, which can be helpful to teachers when planning their lessons. However, there is a dearth of information that is geared specifically to students with learning disabilities. These students generally have deficits in areas of perception and learning that could conceivably influence the way they formulate concepts. The purpose of this study was to examine the concepts held by students with learning disabilities on the causes of the day/night cycle, the phases of the moon, and the seasons. An interview format was judged to be the best method of ensuring that the students' ideas were clearly documented. The subjects were five, sixth-grade students in a city school, who had been determined to have a learning disability. In examining the results, there did not seem to be any direct link between the type of misconception formed and the learning deficit of the child. It seemed more likely that students formed their concepts the way students usually do, but the various disabilities they exhibited interfered with their learning of more appropriate conceptions. The results of this study will be helpful to science teachers, curriculum planners, or anyone who works with students who have learning disabilities. It is hoped that this will begin to fill a void in the area of learning disabilities research.

  8. Actively learning human gaze shifting paths for semantics-aware photo cropping.

    PubMed

    Zhang, Luming; Gao, Yue; Ji, Rongrong; Xia, Yingjie; Dai, Qionghai; Li, Xuelong

    2014-05-01

    Photo cropping is a widely used tool in printing industry, photography, and cinematography. Conventional cropping models suffer from the following three challenges. First, the deemphasized role of semantic contents that are many times more important than low-level features in photo aesthetics. Second, the absence of a sequential ordering in the existing models. In contrast, humans look at semantically important regions sequentially when viewing a photo. Third, the difficulty of leveraging inputs from multiple users. Experience from multiple users is particularly critical in cropping as photo assessment is quite a subjective task. To address these challenges, this paper proposes semantics-aware photo cropping, which crops a photo by simulating the process of humans sequentially perceiving semantically important regions of a photo. We first project the local features (graphlets in this paper) onto the semantic space, which is constructed based on the category information of the training photos. An efficient learning algorithm is then derived to sequentially select semantically representative graphlets of a photo, and the selecting process can be interpreted by a path, which simulates humans actively perceiving semantics in a photo. Furthermore, we learn a prior distribution of such active graphlet paths from training photos that are marked as aesthetically pleasing by multiple users. The learned priors enforce the corresponding active graphlet path of a test photo to be maximally similar to those from the training photos. Experimental results show that: 1) the active graphlet path accurately predicts human gaze shifting, and thus is more indicative for photo aesthetics than conventional saliency maps and 2) the cropped photos produced by our approach outperform its competitors in both qualitative and quantitative comparisons.

  9. Vocabulary relearning in semantic dementia: Positive and negative consequences of increasing variability in the learning experience

    PubMed Central

    Hoffman, Paul; Clarke, Natasha; Jones, Roy W.; Noonan, Krist A.

    2015-01-01

    Anomia therapy typically aims to improve patients' communication ability through targeted practice in naming a set of particular items. For such interventions to be of maximum benefit, the use of trained (or relearned) vocabulary must generalise from the therapy setting into novel situations. We investigated relearning in three patients with semantic dementia, a condition that has been associated with poor generalisation of relearned vocabulary. We tested two manipulations designed to improve generalisation of relearned words by introducing greater variation into the learning experience. In the first study, we found that trained items were retained more successfully when they were presented in a variety of different sequences during learning. In the second study, we found that training items using a range of different pictured exemplars improved the patients' ability to generalise words to novel instances of the same object. However, in one patient this came at the cost of inappropriate over-generalisations, in which trained words were incorrectly used to name semantically or visually similar objects. We propose that more variable learning experiences benefit patients because they shift responsibility for learning away from the inflexible hippocampal learning system and towards the semantic system. The success of this approach therefore depends critically on the integrity of the semantic representations of the items being trained. Patients with naming impairments in the context of relatively mild comprehension deficits are most likely to benefit from this approach, while avoiding the negative consequences of over-generalisation. PMID:25585251

  10. New Semantic Learning in Patients With Large Medial Temporal Lobe Lesions

    PubMed Central

    Bayley, P.J.; O'Reilly, R.C.; Curran, T.; Squire, L.R.

    2008-01-01

    Two patients with large lesions of the medial temporal lobe were given four tests of semantic knowledge that could only have been acquired after the onset of their amnesia. In contrast to previous studies of postmorbid semantic learning, correct answers could be based on a simple, nonspecific sense of familiarity about single words, faces, or objects. According to recent computational models (for example, Norman and O'Reilly (2003) Psychol Rev 110:611–646), this characteristic should be optimal for detecting the kind of semantic learning that might be supported directly by the neocortex. Both patients exhibited some capacity for new learning, albeit at a level substantially below control performances. Notably, the correct answers appeared to reflect declarative memory. It was not the case that the correct answers simply popped out in some automatic way in the absence of any additional knowledge about the items. Rather, the few correct choices made by the patients tended to be accompanied by additional information about the chosen items, and the available knowledge appeared to be similar qualitatively to the kind of factual knowledge that healthy individuals gradually acquire over the years. The results are consistent with the idea that neocortical structures outside the medial temporal lobe are able to support some semantic learning, albeit to a very limited extent. Alternatively, the small amount of learning detected in the present study could depend on tissue within the posterior medial temporal lobe that remains intact in both patients. PMID:18306299

  11. New semantic learning in patients with large medial temporal lobe lesions.

    PubMed

    Bayley, P J; O'Reilly, R C; Curran, T; Squire, L R

    2008-01-01

    Two patients with large lesions of the medial temporal lobe were given four tests of semantic knowledge that could only have been acquired after the onset of their amnesia. In contrast to previous studies of postmorbid semantic learning, correct answers could be based on a simple, nonspecific sense of familiarity about single words, faces, or objects. According to recent computational models (for example, Norman and O'Reilly (2003) Psychol Rev 110:611-646), this characteristic should be optimal for detecting the kind of semantic learning that might be supported directly by the neocortex. Both patients exhibited some capacity for new learning, albeit at a level substantially below control performances. Notably, the correct answers appeared to reflect declarative memory. It was not the case that the correct answers simply popped out in some automatic way in the absence of any additional knowledge about the items. Rather, the few correct choices made by the patients tended to be accompanied by additional information about the chosen items, and the available knowledge appeared to be similar qualitatively to the kind of factual knowledge that healthy individuals gradually acquire over the years. The results are consistent with the idea that neocortical structures outside the medial temporal lobe are able to support some semantic learning, albeit to a very limited extent. Alternatively, the small amount of learning detected in the present study could depend on tissue within the posterior medial temporal lobe that remains intact in both patients.

  12. Learning computer science concepts with Scratch

    NASA Astrophysics Data System (ADS)

    Meerbaum-Salant, Orni; Armoni, Michal; (Moti) Ben-Ari, Mordechai

    2013-09-01

    Scratch is a visual programming environment that is widely used by young people. We investigated if Scratch can be used to teach concepts of computer science (CS). We developed learning materials for middle-school students that were designed according to the constructionist philosophy of Scratch and evaluated them in a few schools during two years. Tests were constructed based upon a novel combination of the revised Bloom taxonomy and the Structure of the Observed Learning Outcome taxonomy. These instruments were augmented with qualitative tools, such as observations and interviews. The results showed that students could successfully learn important concepts of CS, although there were problems with some concepts such as repeated execution, variables, and concurrency. We believe that these problems can be overcome by modifications to the teaching process that we suggest.

  13. A Concept Transformation Learning Model for Architectural Design Learning Process

    ERIC Educational Resources Information Center

    Wu, Yun-Wu; Weng, Kuo-Hua; Young, Li-Ming

    2016-01-01

    Generally, in the foundation course of architectural design, much emphasis is placed on teaching of the basic design skills without focusing on teaching students to apply the basic design concepts in their architectural designs or promoting students' own creativity. Therefore, this study aims to propose a concept transformation learning model to…

  14. Context-Adaptive Learning Designs by Using Semantic Web Services

    ERIC Educational Resources Information Center

    Dietze, Stefan; Gugliotta, Alessio; Domingue, John

    2007-01-01

    IMS Learning Design (IMS-LD) is a promising technology aimed at supporting learning processes. IMS-LD packages contain the learning process metadata as well as the learning resources. However, the allocation of resources--whether data or services--within the learning design is done manually at design-time on the basis of the subjective appraisals…

  15. VastMM-Tag: Semantic Indexing and Browsing of Videos for E-Learning

    ERIC Educational Resources Information Center

    Morris, Mitchell J.

    2012-01-01

    Quickly accessing the contents of a video is challenging for users, particularly for unstructured video, which contains no intentional shot boundaries, no chapters, and no apparent edited format. We approach this problem in the domain of lecture videos though the use of machine learning, to gather semantic information about the videos; and through…

  16. Semantic Web-Driven LMS Architecture towards a Holistic Learning Process Model Focused on Personalization

    ERIC Educational Resources Information Center

    Kerkiri, Tania

    2010-01-01

    A comprehensive presentation is here made on the modular architecture of an e-learning platform with a distinctive emphasis on content personalization, combining advantages from semantic web technology, collaborative filtering and recommendation systems. Modules of this architecture handle information about both the domain-specific didactic…

  17. Testing the Statistical Learning of Spelling Patterns by Manipulating Semantic and Orthographic Frequency

    ERIC Educational Resources Information Center

    Deacon, S. Helene; Leung, Dilys

    2013-01-01

    This study tested the diverging predictions of recent theories of children's learning of spelling regularities. We asked younger (Grades 1 and 2) and older (Grades 3 and 4) elementary school-aged children to choose the correct endings for words that varied in their morphological structure. We tested the impacts of semantic frequency by…

  18. Investigating Orthographic and Semantic Aspects of Word Learning in Poor Comprehenders

    ERIC Educational Resources Information Center

    Ricketts, Jessie; Bishop, Dorothy V. M.; Nation, Kate

    2008-01-01

    This study compared orthographic and semantic aspects of word learning in children who differed in reading comprehension skill. Poor comprehenders and controls matched for age (9-10 years), nonverbal ability and decoding skill were trained to pronounce 20 visually presented nonwords, 10 in a consistent way and 10 in an inconsistent way. They then…

  19. Contribution of Prior Semantic Knowledge to New Episodic Learning in Amnesia

    ERIC Educational Resources Information Center

    Kan, Irene P.; Alexander, Michael P.; Verfaellie, Mieke

    2009-01-01

    We evaluated whether prior semantic knowledge would enhance episodic learning in amnesia. Subjects studied prices that are either congruent or incongruent with prior price knowledge for grocery and household items and then performed a forced-choice recognition test for the studied prices. Consistent with a previous report, healthy controls'…

  20. What Exactly is a "Yait" Anyway: The Role of Semantics in Orthographic Learning

    ERIC Educational Resources Information Center

    Ouellette, Gene; Fraser, Jillian R.

    2009-01-01

    This study investigated whether semantic information presented along with novel printed nonwords facilitates orthographic learning and examined predictors of individual differences in this important literacy skill. A sample of 35 fourth graders was tested on a variety of language and literacy tests, and participants were then exposed to 10 target…

  1. Event-Related EEG Oscillations to Semantically Unrelated Words in Normal and Learning Disabled Children

    ERIC Educational Resources Information Center

    Fernandez, Thalia; Harmony, Thalia; Mendoza, Omar; Lopez-Alanis, Paula; Marroquin, Jose Luis; Otero, Gloria; Ricardo-Garcell, Josefina

    2012-01-01

    Learning disabilities (LD) are one of the most frequent problems for elementary school-aged children. In this paper, event-related EEG oscillations to semantically related and unrelated pairs of words were studied in a group of 18 children with LD not otherwise specified (LD-NOS) and in 16 children with normal academic achievement. We propose that…

  2. Semantic Search of Tools for Collaborative Learning with the Ontoolsearch System

    ERIC Educational Resources Information Center

    Vega-Gorgojo, Guillermo; Bote-Lorenzo, Miguel L.; Asensio-Perez, Juan I.; Gomez-Sanchez, Eduardo; Dimitriadis, Yannis A.; Jorrin-Abellan, Ivan M.

    2010-01-01

    This paper introduces Ontoolsearch, a new search system that can be employed by educators in order to find suitable tools for supporting collaborative learning settings. Current tool search facilities commonly allow simple keyword searches, limiting the accuracy of obtained results. In contrast, Ontoolsearch supports semantic querying of tool…

  3. Animated and Static Concept Maps Enhance Learning from Spoken Narration

    ERIC Educational Resources Information Center

    Adesope, Olusola O.; Nesbit, John C.

    2013-01-01

    An animated concept map represents verbal information in a node-link diagram that changes over time. The goals of the experiment were to evaluate the instructional effects of presenting an animated concept map concurrently with semantically equivalent spoken narration. The study used a 2 x 2 factorial design in which an animation factor (animated…

  4. Timely Diagnostic Feedback for Database Concept Learning

    ERIC Educational Resources Information Center

    Lin, Jian-Wei; Lai, Yuan-Cheng; Chuang, Yuh-Shy

    2013-01-01

    To efficiently learn database concepts, this work adopts association rules to provide diagnostic feedback for drawing an Entity-Relationship Diagram (ERD). Using association rules and Asynchronous JavaScript and XML (AJAX) techniques, this work implements a novel Web-based Timely Diagnosis System (WTDS), which provides timely diagnostic feedback…

  5. Role of Concept Cartoons in Chemistry Learning

    ERIC Educational Resources Information Center

    Gafoor, Kunnathodi Abdul; Shilna, V.

    2013-01-01

    Cartoons are valuable aids that prompt interest and foster genuine student engagement in the classroom. Cartoons are part of a much larger effort to introduce rare and amusing activities to boost learning and student participation. Concept cartoons are visual tools composed of three or more characters' proposing ideas, discussing or thinking…

  6. Learning Disabled: Number Concepts, Primary Grades.

    ERIC Educational Resources Information Center

    National Center on Educational Media and Materials for the Handicapped, Columbus, OH.

    Selected from the National Instructional Materials Information System (NIMIS)--a computer based on-line interactive retrieval system on special education materials--the bibliography covers 62 materials for teaching number concepts to learning disabled students at the primary grades. Entries are presented in order of NIMIS accession number and…

  7. Learning Computer Science Concepts with Scratch

    ERIC Educational Resources Information Center

    Meerbaum-Salant, Orni; Armoni, Michal; Ben-Ari, Mordechai

    2013-01-01

    Scratch is a visual programming environment that is widely used by young people. We investigated if Scratch can be used to teach concepts of computer science (CS). We developed learning materials for middle-school students that were designed according to the constructionist philosophy of Scratch and evaluated them in a few schools during two…

  8. Learning the Concept of Inverse Function.

    ERIC Educational Resources Information Center

    Vidakovic, Draga

    1996-01-01

    Reports on part of a study that was conducted with individual students (n=5) and five groups of students who worked together in the first course of experimental calculus classes. The goal of the study was to discover how the concept of inverse function can be learned. (26 references) (DDR)

  9. Conceptions of Research in Student Learning.

    ERIC Educational Resources Information Center

    Marton, Ference; Svensson, Lennart

    1979-01-01

    Differences in approaches to research into student learning are analyzed in terms of differences in the conception of six aspects of the research process. It is argued that underlying various strategies there is a variation in perspective, description, conceptualization, relations of categories, comprehension, and application of findings.…

  10. Use of analogy in learning scientific concepts.

    PubMed

    Donnelly, C M; McDaniel, M A

    1993-07-01

    Four experiments compared learning of scientific concepts as expressed in either traditional literal form or through an analogy. Comprehension of basic-level details and inferential implications was measured through multiple-choice testing. In Experiment 1, literal or analogical renditions were presented in textual form only. In Experiment 2, text was accompanied by a dynamic video. In Experiment 3, the video and text literal rendition was compared with a text-only analogical rendition. In Experiment 4, subjects read only about a familiar domain. Subjects consistently answered basic-level questions most accurately when concepts were expressed literally, but answered inferential questions most accurately when concepts were expressed analogically. Analysis of individual differences (Experiment 2) indicated that this interaction strongly characterized the conceptual learning of science novices. The results are discussed within the framework of schema induction.

  11. Toward Semantic Interoperability in Home Health Care: Formally Representing OASIS Items for Integration into a Concept-oriented Terminology

    PubMed Central

    Choi, Jeungok; Jenkins, Melinda L.; Cimino, James J.; White, Thomas M.; Bakken, Suzanne

    2005-01-01

    Objective: The authors aimed to (1) formally represent OASIS-B1 concepts using the Logical Observation Identifiers, Names, and Codes (LOINC) semantic structure; (2) demonstrate integration of OASIS-B1 concepts into a concept-oriented terminology, the Medical Entities Dictionary (MED); (3) examine potential hierarchical structures within LOINC among OASIS-B1 and other nursing terms; and (4) illustrate a Web-based implementation for OASIS-B1 data entry using Dialogix, a software tool with a set of functions that supports complex data entry. Design and Measurements: Two hundred nine OASIS-B1 items were dissected into the six elements of the LOINC semantic structure and then integrated into the MED hierarchy. Each OASIS-B1 term was matched to LOINC-coded nursing terms, Home Health Care Classification, the Omaha System, and the Sign and Symptom Check-List for Persons with HIV, and the extent of the match was judged based on a scale of 0 (no match) to 4 (exact match). OASIS-B1 terms were implemented as a Web-based survey using Dialogix. Results: Of 209 terms, 204 were successfully dissected into the elements of the LOINC semantics structure and integrated into the MED with minor revisions of MED semantics. One hundred fifty-one OASIS-B1 terms were mapped to one or more of the LOINC-coded nursing terms. Conclusion: The LOINC semantic structure offers a standard way to add home health care data to a comprehensive patient record to facilitate data sharing for monitoring outcomes across sites and to further terminology management, decision support, and accurate information retrieval for evidence-based practice. The cross-mapping results support the possibility of a hierarchical structure of the OASIS-B1 concepts within nursing terminologies in the LOINC database. PMID:15802480

  12. The Influence of Prosodic Stress Patterns and Semantic Depth on Novel Word Learning in Typically Developing Children.

    PubMed

    Gladfelter, Allison; Goffman, Lisa

    2013-01-01

    The goal of this study was to investigate the effects of prosodic stress patterns and semantic depth on word learning. Twelve preschool-aged children with typically developing speech and language skills participated in a word learning task. Novel words with either a trochaic or iambic prosodic pattern were embedded in one of two learning conditions, either in children's stories (semantically rich) or picture matching games (semantically sparse). Three main analyses were used to measure word learning: comprehension and production probes, phonetic accuracy, and speech motor stability. Results revealed that prosodic frequency and density influence the learnability of novel words, or that there are prosodic neighborhood density effects. The impact of semantic depth on word learning was minimal and likely depends on the amount of experience with the novel words.

  13. Relearning in Semantic Dementia Reflects Contributions from Both Medial Temporal Lobe Episodic and Degraded Neocortical Semantic Systems: Evidence in Support of the Complementary Learning Systems Theory

    ERIC Educational Resources Information Center

    Mayberry, Emily J.; Sage, Karen; Ehsan, Sheeba; Ralph, Matthew A. Lambon

    2011-01-01

    When relearning words, patients with semantic dementia (SD) exhibit a characteristic rigidity, including a failure to generalise names to untrained exemplars of trained concepts. This has been attributed to an over-reliance on the medial temporal region which captures information in sparse, non-overlapping and therefore rigid representations. The…

  14. What Is Learned when Concept Learning Fails?--A Theory of Restricted-Domain Relational Learning

    ERIC Educational Resources Information Center

    Wright, Anthony A.; Lickteig, Mark T.

    2010-01-01

    Two matching-to-sample (MTS) and four same/different (S/D) experiments employed tests to distinguish between item-specific learning and relational learning. One MTS experiment showed item-specific learning when concept learning failed (i.e., no novel-stimulus transfer). Another MTS experiment showed item-specific learning when pigeons'…

  15. Improving EFL Writing through Study of Semantic Concepts in Formulaic Language

    ERIC Educational Resources Information Center

    Schenck, Andrew D.; Choi, Wonkyung

    2015-01-01

    Within Asian EFL contexts such as South Korea, large class sizes, poor sources of input and an overreliance on the Grammar-Translation Method may negatively impact semantic and pragmatic development of writing content. Since formulaic language is imbued with syntactic, semantic and pragmatic linguistic features, it represents an ideal means to…

  16. Lifelong learning: Established concepts and evolving values

    PubMed Central

    Talati, Jamsheer Jehangir

    2014-01-01

    Objective To summarise the concepts critical for understanding the content and value of lifelong learning (LL). Methods Ideas generated by personal experience were combined with those of philosophers, social scientists, educational institutions, governments and UNESCO, to facilitate an understanding of the importance of the basic concepts of LL. Results Autopoietic, continuous, self-determined, informal, vicarious, biographical, lifelong reflexive learning, from and for society, when supported by self-chosen formal courses, can build capacities and portable skills that allow useful responses to challenges and society’s new structures of governance. The need for LL is driven by challenges. LL flows continuously in pursuit of one agenda, which could either be citizenship, as is conventional, or as this article proposes, health. LL cannot be wholly centred on vocation. Continuous medical education and continuous professional development, important in their own right, cannot supply all that is needed. LL aids society with its learning, and it requires an awareness of the environment and structures of society. It is heavily vicarious, draws on formal learning and relies for effectiveness on reflection, self-assessment and personal shaping of views of the world from different perspectives. Conclusion Health is critical to rational thought and peace, and determines society’s capacity to govern itself, and improve its health. LL should be reshaped to focus on health not citizenship. Therefore, embedding learning in society and environment is critical. Each urologist must develop an understanding of the numerous concepts in LL, of which ‘biographicisation’ is the seed that will promote innovative strategies. PMID:26019932

  17. An Enhanced Personal Learning Environment Using Social Semantic Web Technologies

    ERIC Educational Resources Information Center

    Halimi, Khaled; Seridi-Bouchelaghem, Hassina; Faron-Zucker, Catherine

    2014-01-01

    Compared with learning in classrooms, classical e-learning systems are less adaptive and once a system that supports a particular strategy has been designed and implemented, it is less likely to change according to student's interactions and preferences. Remote educational systems should be developed to ensure as much as necessary the…

  18. Evaluating Learning Objects across Boundaries: The Semantics of Localization

    ERIC Educational Resources Information Center

    Li, Jerry Z.; Nesbit, John C.; Richards, Griff

    2006-01-01

    Learning object repositories and evaluation tools have the potential to serve as sites for interaction among different cultures and communities of practice. This article outlines Web-based learning object evaluation tools that we have developed, describes our current efforts to extend those tools to a wider range of user communities, and considers…

  19. Concept Maps for Evaluating Learning of Sustainable Development

    ERIC Educational Resources Information Center

    Shallcross, David C.

    2016-01-01

    Concept maps are used to assess student and cohort learning of sustainable development. The concept maps of 732 first-year engineering students were individually analyzed to detect patterns of learning and areas that were not well understood. Students were given 20 minutes each to prepare a concept map of at least 20 concepts using paper and pen.…

  20. Students' Conceptions of Constructivist Learning in Different Programme Years and Different Learning Environments

    ERIC Educational Resources Information Center

    Loyens, Sofie M. M.; Rikers, Remy M. J. P.; Schmidt, Henk G.

    2009-01-01

    Background: Constructivist views of learning have brought conceptions of learning to attention again. Conceptions are considered important determinants of effective learning. Students can differ in their conceptions depending on their educational experience. Aims: The present study investigated students' conceptions of constructivist learning. Do…

  1. The New Challenges for E-learning: The Educational Semantic Web

    ERIC Educational Resources Information Center

    Aroyo, Lora; Dicheva, Darina

    2004-01-01

    The big question for many researchers in the area of educational systems now is what is the next step in the evolution of e-learning? Are we finally moving from a scattered intelligence to a coherent space of collaborative intelligence? How close we are to the vision of the Educational Semantic Web and what do we need to do in order to realize it?…

  2. The Construction of Semantic Memory: Grammar-Based Representations Learned from Relational Episodic Information

    PubMed Central

    Battaglia, Francesco P.; Pennartz, Cyriel M. A.

    2011-01-01

    After acquisition, memories underlie a process of consolidation, making them more resistant to interference and brain injury. Memory consolidation involves systems-level interactions, most importantly between the hippocampus and associated structures, which takes part in the initial encoding of memory, and the neocortex, which supports long-term storage. This dichotomy parallels the contrast between episodic memory (tied to the hippocampal formation), collecting an autobiographical stream of experiences, and semantic memory, a repertoire of facts and statistical regularities about the world, involving the neocortex at large. Experimental evidence points to a gradual transformation of memories, following encoding, from an episodic to a semantic character. This may require an exchange of information between different memory modules during inactive periods. We propose a theory for such interactions and for the formation of semantic memory, in which episodic memory is encoded as relational data. Semantic memory is modeled as a modified stochastic grammar, which learns to parse episodic configurations expressed as an association matrix. The grammar produces tree-like representations of episodes, describing the relationships between its main constituents at multiple levels of categorization, based on its current knowledge of world regularities. These regularities are learned by the grammar from episodic memory information, through an expectation-maximization procedure, analogous to the inside–outside algorithm for stochastic context-free grammars. We propose that a Monte-Carlo sampling version of this algorithm can be mapped on the dynamics of “sleep replay” of previously acquired information in the hippocampus and neocortex. We propose that the model can reproduce several properties of semantic memory such as decontextualization, top-down processing, and creation of schemata. PMID:21887143

  3. Toward a Semantic Forum for Active Collaborative Learning

    ERIC Educational Resources Information Center

    Li, Yanyan; Dong, Mingkai; Huang, Ronghuai

    2009-01-01

    Online discussion forums provide open workspace allowing learners to share information, exchange ideas, address problems and discuss on specific themes. But the substantial impediment to its promotion as effective e-learning facility lies in the continuously increasing messages but with discrete and incoherent structure as well as the loosely-tied…

  4. Semantic Linking of Learning Object Repositories to DBpedia

    ERIC Educational Resources Information Center

    Lama, Manuel; Vidal, Juan C.; Otero-Garcia, Estefania; Bugarin, Alberto; Barro, Senen

    2012-01-01

    Large-sized repositories of learning objects (LOs) are difficult to create and also to maintain. In this paper we propose a way to reduce this drawback by improving the classification mechanisms of the LO repositories. Specifically, we present a solution to automate the LO classification of the Universia repository, a collection of more than 15…

  5. Data mining learning bootstrap through semantic thumbnail analysis

    NASA Astrophysics Data System (ADS)

    Battiato, Sebastiano; Farinella, Giovanni Maria; Giuffrida, Giovanni; Tribulato, Giuseppe

    2007-01-01

    The rapid increase of technological innovations in the mobile phone industry induces the research community to develop new and advanced systems to optimize services offered by mobile phones operators (telcos) to maximize their effectiveness and improve their business. Data mining algorithms can run over data produced by mobile phones usage (e.g. image, video, text and logs files) to discover user's preferences and predict the most likely (to be purchased) offer for each individual customer. One of the main challenges is the reduction of the learning time and cost of these automatic tasks. In this paper we discuss an experiment where a commercial offer is composed by a small picture augmented with a short text describing the offer itself. Each customer's purchase is properly logged with all relevant information. Upon arrival of new items we need to learn who the best customers (prospects) for each item are, that is, the ones most likely to be interested in purchasing that specific item. Such learning activity is time consuming and, in our specific case, is not applicable given the large number of new items arriving every day. Basically, given the current customer base we are not able to learn on all new items. Thus, we need somehow to select among those new items to identify the best candidates. We do so by using a joint analysis between visual features and text to estimate how good each new item could be, that is, whether or not is worth to learn on it. Preliminary results show the effectiveness of the proposed approach to improve classical data mining techniques.

  6. Learning style preference and student aptitude for concept maps.

    PubMed

    Kostovich, Carol T; Poradzisz, Michele; Wood, Karen; O'Brien, Karen L

    2007-05-01

    Acknowledging that individuals' preferences for learning vary, faculty in an undergraduate nursing program questioned whether a student's learning style is an indicator of aptitude in developing concept maps. The purpose of this research was to describe the relationship between nursing students' learning style preference and aptitude for concept maps. The sample included 120 undergraduate students enrolled in the adult health nursing course. Students created one concept map and completed two instruments: the Learning Style Survey and the Concept Map Survey. Data included Learning Style Survey scores, grade for the concept map, and grade for the adult health course. No significant difference was found between learning style preference and concept map grades. Thematic analysis of the qualitative survey data yielded further insight into students' preferences for creating concept maps.

  7. Linking descriptive geology and quantitative machine learning through an ontology of lithological concepts

    NASA Astrophysics Data System (ADS)

    Klump, J. F.; Huber, R.; Robertson, J.; Cox, S. J. D.; Woodcock, R.

    2014-12-01

    Despite the recent explosion of quantitative geological data, geology remains a fundamentally qualitative science. Numerical data only constitute a certain part of data collection in the geosciences. In many cases, geological observations are compiled as text into reports and annotations on drill cores, thin sections or drawings of outcrops. The observations are classified into concepts such as lithology, stratigraphy, geological structure, etc. These descriptions are semantically rich and are generally supported by more quantitative observations using geochemical analyses, XRD, hyperspectral scanning, etc, but the goal is geological semantics. In practice it has been difficult to bring the different observations together due to differing perception or granularity of classification in human observation, or the partial observation of only some characteristics using quantitative sensors. In the past years many geological classification schemas have been transferred into ontologies and vocabularies, formalized using RDF and OWL, and published through SPARQL endpoints. Several lithological ontologies were compiled by stratigraphy.net and published through a SPARQL endpoint. This work is complemented by the development of a Python API to integrate this vocabulary into Python-based text mining applications. The applications for the lithological vocabulary and Python API are automated semantic tagging of geochemical data and descriptions of drill cores, machine learning of geochemical compositions that are diagnostic for lithological classifications, and text mining for lithological concepts in reports and geological literature. This combination of applications can be used to identify anomalies in databases, where composition and lithological classification do not match. It can also be used to identify lithological concepts in the literature and infer quantitative values. The resulting semantic tagging opens new possibilities for linking these diverse sources of data.

  8. Mining e-Learning Domain Concept Map from Academic Articles

    ERIC Educational Resources Information Center

    Chen, Nian-Shing; Kinshuk; Wei, Chun-Wang; Chen, Hong-Jhe

    2008-01-01

    Recent researches have demonstrated the importance of concept map and its versatile applications especially in e-Learning. For example, while designing adaptive learning materials, designers need to refer to the concept map of a subject domain. Moreover, concept maps can show the whole picture and core knowledge about a subject domain. Research…

  9. Learning from Concept Mapping and Hypertext: An Eye Tracking Study

    ERIC Educational Resources Information Center

    Amadieu, Franck; Salmerón, Ladislao; Cegarra, Julien; Paubel, Pierre-Vincent; Lemarié, Julie; Chevalier, Aline

    2015-01-01

    This study examined the effects of prior domain knowledge and learning sequences on learning with concept mapping and hypertext. Participants either made a concept map in a first step and then read the hypertext's contents combined with concept mapping (high activating condition), or they read the hypertext's contents first and then made a concept…

  10. How Effective Is Example Generation for Learning Declarative Concepts?

    ERIC Educational Resources Information Center

    Rawson, Katherine A.; Dunlosky, John

    2016-01-01

    Declarative concepts (i.e., key terms and corresponding definitions for abstract concepts) represent foundational knowledge that students learn in many content domains. Thus, investigating techniques to enhance concept learning is of critical importance. Various theoretical accounts support the expectation that example generation will serve this…

  11. Conception of Learning Outcomes in the Bloom's Taxonomy Affective Domain

    ERIC Educational Resources Information Center

    Savickiene, Izabela

    2010-01-01

    The article raises a problematic issue regarding an insufficient base of the conception of learning outcomes in the Bloom's taxonomy affective domain. The search for solutions introduces the conception of teaching and learning in the affective domain as well as presents validity criteria of learning outcomes in the affective domain. The…

  12. CASE--A PROGRAM FOR SIMULATION OF CONCEPT LEARNING.

    ERIC Educational Resources Information Center

    BAKER, FRANK B.

    THE "CASE" PROGRAM WAS DEVELOPED TO PROVIDE A VEHICLE FOR UNDERSTANDING THE PSYCHOLOGICAL PROCESSES INVOLVED IN CONCEPT LEARNING BY MEANS OF COMPUTER SIMULATION TECHNIQUES. BECAUSE THE MAJORITY OF PUBLISHED "SIMULATION OF CONCEPT LEARNING" PROGRAMS PROVIDED FEW INSIGHTS INTO THE LEARNING PROCESS, THE "CASE" PROGRAM…

  13. Effects of Variation and Prior Knowledge on Abstract Concept Learning

    ERIC Educational Resources Information Center

    Braithwaite, David W.; Goldstone, Robert L.

    2015-01-01

    Learning abstract concepts through concrete examples may promote learning at the cost of inhibiting transfer. The present study investigated one approach to solving this problem: systematically varying superficial features of the examples. Participants learned to solve problems involving a mathematical concept by studying either superficially…

  14. Concept-based learning of personalized prescribing

    PubMed Central

    Rissmann, Robert; Dubois, Eline A; Franson, Kari L; Cohen, Adam F

    2012-01-01

    The variability of drug response in different patients can be caused by various factors including age, change in renal function, co-medication and genotype. Traditionally, these personal variables are considered by clinicians prior to issuing a prescription. This paper provides an overview of a process to individualize prescribing for a patient with an emphasis on how to train (learning) clinicians in skillful rational prescribing. For this purpose the 6STEP methodology, a concept-based learning strategy to achieve a structured therapeutic plan, has been introduced. In contrast to older educational approaches which focused primarily on the drugs or the process of prescribing, the 6STEP is a patient-centred method resulting in individualized therapy. The six interlinked steps provide the (training) prescriber with a structured framework that facilitates a rationalized therapeutic decision by focusing on the individual patient parameters that influence drug response. Educational tools for rational prescribing involve understanding of basic and clinical pharmacological principles, practicing to write 6STEP therapeutic plans, learning from feedback sessions on these plans and actively obtaining up to date information on drugs and therapeutic standards from online resources. PMID:22420749

  15. The Influence of Prosodic Stress Patterns and Semantic Depth on Novel Word Learning in Typically Developing Children

    ERIC Educational Resources Information Center

    Gladfelter, Allison; Goffman, Lisa

    2013-01-01

    The goal of this study was to investigate the effects of prosodic stress patterns and semantic depth on word learning. Twelve preschool-aged children with typically developing speech and language skills participated in a word learning task. Novel words with either a trochaic or iambic prosodic pattern were embedded in one of two learning…

  16. Concept learning set-size functions for Clark's nutcrackers.

    PubMed

    Wright, Anthony A; Magnotti, John F; Katz, Jeffrey S; Leonard, Kevin; Kelly, Debbie M

    2016-01-01

    Same/Different abstract-concept learning by Clark's nutcrackers (Nucifraga columbiana) was tested with novel stimuli following learning of training set expansion (8, 16, 32, 64, 128, 256, 512, and 1024 picture items). The resulting set-size function was compared to those from rhesus monkeys (Macaca mulatta), capuchin monkeys (Cebus apella), and pigeons (Columba livia). Nutcrackers showed partial concept learning following initial eight-item set learning, unlike the other species (Magnotti, Katz, Wright, & Kelly, 2015). The mean function for the nutcrackers' novel-stimulus transfer increased linearly as a function of the logarithm of training set size, which intersected its baseline function at the 128-item set size. Thus, nutcrackers on average achieved full concept learning (i.e., transfer statistically equivalent to baseline performance) somewhere between set sizes of 64 to 128 items, similar to full concept learning by monkeys. Pigeons required a somewhat larger training set (256 items) for full concept learning, but results from other experiments (initial training and transfer with 32- and 64-item set sizes) suggested carryover effects with smaller set sizes may have artificially prolonged the pigeon's full concept learning. We find it remarkable that these diverse species with very different neural architectures can fully learn this same/different abstract concept, and (at least under some conditions) do so with roughly similar sets sizes (64-128 items) and numbers of training exemplars, despite initial concept learning advantages (nutcrackers), learning disadvantages (pigeons), or increasing baselines (monkeys).

  17. Topographical Subcomponents of Electrical Brain Activity Allow to Identify Semantic Learning.

    PubMed

    Skrandies, Wolfgang; Shinoda, Haruo

    2017-03-03

    We investigated the change of event-related brain activity elicited by reading meaningful or meaningless Japanese symbols in 20 healthy German adults. In a learning phase of about 20 min, subjects acquired the meaning of 20 Kanji characters. As control stimuli 20 different Kanji characters were presented. Electrical brain activity was obtained before and after learning, The mean learning performance of all subjects was 92.5% correct responses. EEG was measured simultaneously from 30 channels, artifacts were removed offline, and the data before and after learning were compared. We found five spatial principal components that accounted for 83.8% of the variance. A significant interaction between training time (before/after learning) and stimulus (learning/control) illustrates a significant relation between successful learning and topographical changes of brain activity elicited by Kanji characters. Effects that were induced by learning were seen at short latencies in the order of 100 ms. In addition, we present evidence that differences in the weighted combination of spatial components allow to identify experimental conditions successfully by linear discriminant analysis using topographical ERP data of a single time point. In conclusion, semantic meaning can be aquired rapidly and it is associated with specific changes of ERP components.

  18. Design of Learning Objects for Concept Learning: Effects of Multimedia Learning Principles and an Instructional Approach

    ERIC Educational Resources Information Center

    Chiu, Thomas K. F.; Churchill, Daniel

    2016-01-01

    Literature suggests using multimedia learning principles in the design of instructional material. However, these principles may not be sufficient for the design of learning objects for concept learning in mathematics. This paper reports on an experimental study that investigated the effects of an instructional approach, which includes two teaching…

  19. Integrating Statistical Machine Learning in a Semantic Sensor Web for Proactive Monitoring and Control.

    PubMed

    Adeleke, Jude Adekunle; Moodley, Deshendran; Rens, Gavin; Adewumi, Aderemi Oluyinka

    2017-04-09

    Proactive monitoring and control of our natural and built environments is important in various application scenarios. Semantic Sensor Web technologies have been well researched and used for environmental monitoring applications to expose sensor data for analysis in order to provide responsive actions in situations of interest. While these applications provide quick response to situations, to minimize their unwanted effects, research efforts are still necessary to provide techniques that can anticipate the future to support proactive control, such that unwanted situations can be averted altogether. This study integrates a statistical machine learning based predictive model in a Semantic Sensor Web using stream reasoning. The approach is evaluated in an indoor air quality monitoring case study. A sliding window approach that employs the Multilayer Perceptron model to predict short term PM 2 . 5 pollution situations is integrated into the proactive monitoring and control framework. Results show that the proposed approach can effectively predict short term PM 2 . 5 pollution situations: precision of up to 0.86 and sensitivity of up to 0.85 is achieved over half hour prediction horizons, making it possible for the system to warn occupants or even to autonomously avert the predicted pollution situations within the context of Semantic Sensor Web.

  20. Cognitive neuroscience studies of semantic memory in Alzheimer's disease.

    PubMed

    Chertkow, Howard; Whatmough, Christine; Saumier, Daniel; Duong, Anh

    2008-01-01

    Semantic memory is the component of long-term memory that stores our concepts about the world. The disruption of semantic memory as a result of brain damage may have profound negative consequences on an individual's ability to name objects and process concepts. This can be disrupted as a result of many forms of brain damage, particularly Alzheimer's disease (AD). The current paper reviews research demonstrating that semantics deteriorates early in AD, particularly on effortful semantic tasks. There is a "category effect", meaning that AD preferentially affects concepts dealing with living things and abstract concepts compared to non-living objects and verbs/actions. While this pattern of deterioration, specific for AD, may reflect a breakdown within a distributed semantic system (where living things are distinguished by a high rate of inter-correlations between concepts or by a particular mode of being learned), it is equally possible that there is a regional distribution of semantic knowledge, with living things preferentially involving left temporal regions which become damaged early on in AD. Evidence from patients with strokes and semantic dementia, as well as activation studies in normal individuals, implicates the left posterior temporal region in semantic processing for pictures, abstract words, and concrete words. AD individuals, who are impaired in a variety of semantic tasks, show functional deficits in this area, and fail to activate it normally.

  1. Learning new vocabulary during childhood: effects of semantic training on lexical consolidation and integration.

    PubMed

    Henderson, Lisa; Weighall, Anna; Gaskell, Gareth

    2013-11-01

    Research suggests that word learning is an extended process, with offline consolidation crucial for the strengthening of new lexical representations and their integration with existing lexical knowledge (as measured by engagement in lexical competition). This supports a dual memory systems account, in which new information is initially sparsely encoded separately from existing knowledge and integrated with long-term memory over time. However, previous studies of this type exploited unnatural learning contexts, involving fictitious words in the absence of word meaning. In this study, 5- to 9-year-old children learned real science words (e.g., hippocampus) with or without semantic information. Children in both groups were slower to detect pauses in familiar competitor words (e.g., hippopotamus) relative to control words 24h after training but not immediately, confirming that offline consolidation is required before new words are integrated with the lexicon and engage in lexical competition. Children recalled more new words 24h after training than immediately (with similar improvements shown for the recall and recognition of new word meanings); however, children who were exposed to the meanings during training showed further improvements in recall after 1 week and outperformed children who were not exposed to meanings. These findings support the dual memory systems account of vocabulary acquisition and suggest that the association of a new phonological form with semantic information is critical for the development of stable lexical representations.

  2. Supervised Learning of Semantics-Preserving Hash via Deep Convolutional Neural Networks.

    PubMed

    Yang, Huei-Fang; Lin, Kevin; Chen, Chu-Song

    2017-02-09

    This paper presents a simple yet effective supervised deep hash approach that constructs binary hash codes from labeled data for large-scale image search. We assume that the semantic labels are governed by several latent attributes with each attribute on or off, and classification relies on these attributes. Based on this assumption, our approach, dubbed supervised semantics-preserving deep hashing (SSDH), constructs hash functions as a latent layer in a deep network and the binary codes are learned by minimizing an objective function defined over classification error and other desirable hash codes properties. With this design, SSDH has a nice characteristic that classification and retrieval are unified in a single learning model. Moreover, SSDH performs joint learning of image representations, hash codes, and classification in a point-wised manner, and thus is scalable to large-scale datasets. SSDH is simple and can be realized by a slight enhancement of an existing deep architecture for classification; yet it is effective and outperforms other hashing approaches on several benchmarks and large datasets. Compared with state-of-the-art approaches, SSDH achieves higher retrieval accuracy, while the classification performance is not sacrificed.

  3. Concept of coherence of learning physical optics

    NASA Astrophysics Data System (ADS)

    Colombo, Elisa M.; Jaen, Mirta; de Cudmani, Leonor C.

    1995-10-01

    The aim of the actual paper is to enhance achievements of the text 'Optica Fisica Basica: estructurada alrededor del concepto de coherencia luminosa' (in English 'Basic Physical Optics centered in the concept of coherence'). We consider that this book is a very worth tool when one has to learn or to teach some fundamental concepts of physical optics. It is well known that the topics of physical optics present not easy understanding for students. Even more they also present some difficulties for the teachers when they have to introduce them to the class. First, we think that different phenomena like diffraction and polarization could be well understood if the starting point is a deep comprehension of the concept of interference of light and, associated with this, the fundamental and nothing intuitive concept of coherence of the light. In the reference text the authors propose the use of expression 'stable interference pattern of no uniform intensity' instead of 'pattern of interference' and 'average pattern of uniform untested' instead of 'lack of interference' to make reference that light always interfere but just under restrictive conditions it can be got temporal and spatial stability of the pattern. Another idea we want to stand out is that the ability to observe a 'stable interference pattern of no uniform intensity' is associated not only with the coherence of the source but also with the dimensions of the experimental system and with the temporal and spatial characteristics of the detector used - human eye, photographic film, etc. The proposal is well support by quantitative relations. With an alternate model: a train of waves with a finite length of coherence, it is possible to get range of validity of models, to decide when a source could be considered a 'point' or 'monochromatic' or 'remote', an 'infinite' wave or a train of waves, etc. Using this concept it is possible to achieve a better understanding of phenomena like the polarization of light. Here, it

  4. The Development of the Conceptions of Learning Management Inventory

    ERIC Educational Resources Information Center

    Lin, Hung-Ming; Tsai, Chin-Chung

    2013-01-01

    The purpose of this study was to develop a questionnaire (called the Conceptions of Learning Management [COLM] inventory) to assess students' six categories of learning management (i.e. the learning of management), including learning management as "memorizing," "testing,'" "applying," "gaining higher…

  5. Organizational Learning and the Concept of Learning Schools.

    ERIC Educational Resources Information Center

    Reed, Heather A.; Kinzie, Mable B.; Ross, Melvin V.

    2001-01-01

    Reviews organizational learning and learning organizations literature, especially the work of Peter Senge. Discusses requirements to transform schools into learning organizations (learning schools). (Contains 22 references.) (PKP)

  6. Concept Mapping Using Cmap Tools to Enhance Meaningful Learning

    NASA Astrophysics Data System (ADS)

    Cañas, Alberto J.; Novak, Joseph D.

    Concept maps are graphical tools that have been used in all facets of education and training for organizing and representing knowledge. When learners build concept maps, meaningful learning is facilitated. Computer-based concept mapping software such as CmapTools have further extended the use of concept mapping and greatly enhanced the potential of the tool, facilitating the implementation of a concept map-centered learning environment. In this chapter, we briefly present concept mapping and its theoretical foundation, and illustrate how it can lead to an improved learning environment when it is combined with CmapTools and the Internet. We present the nationwide “Proyecto Conéctate al Conocimiento” in Panama as an example of how concept mapping, together with technology, can be adopted by hundreds of schools as a means to enhance meaningful learning.

  7. Leveraging Large-Scale Semantic Networks for Adaptive Robot Task Learning and Execution.

    PubMed

    Boteanu, Adrian; St Clair, Aaron; Mohseni-Kabir, Anahita; Saldanha, Carl; Chernova, Sonia

    2016-12-01

    This work seeks to leverage semantic networks containing millions of entries encoding assertions of commonsense knowledge to enable improvements in robot task execution and learning. The specific application we explore in this project is object substitution in the context of task adaptation. Humans easily adapt their plans to compensate for missing items in day-to-day tasks, substituting a wrap for bread when making a sandwich, or stirring pasta with a fork when out of spoons. Robot plan execution, however, is far less robust, with missing objects typically leading to failure if the robot is not aware of alternatives. In this article, we contribute a context-aware algorithm that leverages the linguistic information embedded in the task description to identify candidate substitution objects without reliance on explicit object affordance information. Specifically, we show that the task context provided by the task labels within the action structure of a task plan can be leveraged to disambiguate information within a noisy large-scale semantic network containing hundreds of potential object candidates to identify successful object substitutions with high accuracy. We present two extensive evaluations of our work on both abstract and real-world robot tasks, showing that the substitutions made by our system are valid, accepted by users, and lead to a statistically significant reduction in robot learning time. In addition, we report the outcomes of testing our approach with a large number of crowd workers interacting with a robot in real time.

  8. Categorizing the Relationships between Structurally Congruent Concepts from Pairs of Terminologies for Semantic Harmonization.

    PubMed

    He, Zhe; Geller, James; Elhanan, Gai

    2014-01-01

    In this paper, we are using "structurally congruent concepts" in pairs of terminologies to suggest methods for harmonizing the terminologies. Two concepts are structurally congruent if they are children of the same more general concept and parents of the same more specific concept in two different terminologies. We show that structurally congruent concepts can be interpreted in six useful ways, e.g., as new synonyms. All structurally congruent concepts were found for six terminologies from the UMLS, each paired with SNOMED CT. In total, 1384 concept pairs were discovered. Concepts from a sample of 241 pairs were analyzed by a human expert. It was found that 59.3% indicated alternative classifications of the same general concept. This discovery allows an ontology designer to make existing, implicit knowledge explicit. Another 14.5% were newly discovered synonyms, 23.6% suggested the import of a concept into a terminology and 2.5% indicated errors in a terminology.

  9. From bird to sparrow: Learning-induced modulations in fine-grained semantic discrimination.

    PubMed

    De Meo, Rosanna; Bourquin, Nathalie M-P; Knebel, Jean-François; Murray, Micah M; Clarke, Stephanie

    2015-09-01

    Recognition of environmental sounds is believed to proceed through discrimination steps from broad to more narrow categories. Very little is known about the neural processes that underlie fine-grained discrimination within narrow categories or about their plasticity in relation to newly acquired expertise. We investigated how the cortical representation of birdsongs is modulated by brief training to recognize individual species. During a 60-minute session, participants learned to recognize a set of birdsongs; they improved significantly their performance for trained (T) but not control species (C), which were counterbalanced across participants. Auditory evoked potentials (AEPs) were recorded during pre- and post-training sessions. Pre vs. post changes in AEPs were significantly different between T and C i) at 206-232ms post stimulus onset within a cluster on the anterior part of the left superior temporal gyrus; ii) at 246-291ms in the left middle frontal gyrus; and iii) 512-545ms in the left middle temporal gyrus as well as bilaterally in the cingulate cortex. All effects were driven by weaker activity for T than C species. Thus, expertise in discriminating T species modulated early stages of semantic processing, during and immediately after the time window that sustains the discrimination between human vs. animal vocalizations. Moreover, the training-induced plasticity is reflected by the sharpening of a left lateralized semantic network, including the anterior part of the temporal convexity and the frontal cortex. Training to identify birdsongs influenced, however, also the processing of C species, but at a much later stage. Correct discrimination of untrained sounds seems to require an additional step which results from lower-level features analysis such as apperception. We therefore suggest that the access to objects within an auditory semantic category is different and depends on subject's level of expertise. More specifically, correct intra

  10. Conceptual Learning and the Self-Concept.

    ERIC Educational Resources Information Center

    Meinke, Dean L.

    Using subjects classified on the basis of positive and less positive self-concepts, this study investigates the effects of instructions, a principle, and practice with four concept-attainment problems on the efficiency of the attainment of concepts among subjects. The findings indicate the subjects with more positive self-concepts attain abstract…

  11. Development of Preschoolers' Learning, Retention, and Generalization of Concepts.

    ERIC Educational Resources Information Center

    Becker, Judith A.; Perlmutter, Marion

    This study, which indicates that both age and variation in training affect children's concept formation, provides a basis for explaining the effect of age. Sixty-four 4- and 5-year-olds learned three novel concepts (animal-like, plant-like, and machine-like). Subjects were presented with either four different examples of each concept (multiple…

  12. Teaching and Learning the Concept of Chemical Bonding

    ERIC Educational Resources Information Center

    Levy Nahum, Tami; Mamlok-Naaman, Rachel; Hofstein, Avi; Taber, Keith S.

    2010-01-01

    Chemical bonding is one of the key and basic concepts in chemistry. The learning of many of the concepts taught in chemistry, in both secondary schools as well as in the colleges, is dependent upon understanding fundamental ideas related to chemical bonding. Nevertheless, the concept is perceived by teachers, as well as by learners, as difficult,…

  13. Embedding of Semantic Predications.

    PubMed

    Cohen, Trevor; Widdows, Dominic

    2017-03-08

    This paper concerns the generation of distributed vector representations of biomedical concepts from structured knowledge, in the form of subject-relation-object triplets known as semantic predications. Specifically, we evaluate the extent to which a representational approach we have developed for this purpose previously, known as Predication-based Semantic Indexing (PSI), might benefit from insights gleaned from neural-probabilistic language models, which have enjoyed a surge in popularity in recent years as a means to generate distributed vector representations of terms from free text. To do so, we develop a novel neural-probabilistic approach to encoding predications, called Embedding of Semantic Predications (ESP), by adapting aspects of the Skipgram with Negative Sampling (SGNS) algorithm to this purpose. We compare ESP and PSI across a number of tasks including recovery of encoded information, estimation of semantic similarity and relatedness, and identification of potentially therapeutic and harmful relationships using both analogical retrieval and supervised learning. We find advantages for ESP in some, but not all of these tasks, revealing the contexts in which the additional computational work of neural-probabilistic modeling is justified.

  14. GenieTutor: A Computer Assisted Second-Language Learning System Based on Semantic and Grammar Correctness Evaluations

    ERIC Educational Resources Information Center

    Kwon, Oh-Woog; Lee, Kiyoung; Kim, Young-Kil; Lee, Yunkeun

    2015-01-01

    This paper introduces a Dialog-Based Computer-Assisted second-Language Learning (DB-CALL) system using semantic and grammar correctness evaluations and the results of its experiment. While the system dialogues with English learners about a given topic, it automatically evaluates the grammar and content properness of their English utterances, then…

  15. Concept Mapping as a Learning Tool in Occupational Therapy Education.

    PubMed

    Grice, Kimatha

    2016-07-01

    This paper describes concept mapping and its use as a teaching and learning tool in an entry level occupational therapy program. In order for students to demonstrate their mastery of the concepts associated with a particular topic or body of knowledge, assignments involving concept maps were developed and used in two courses in an entry level occupational therapy program. Students were then surveyed about their perceptions and attitudes regarding the assignments. Students found the process of creating concept maps valuable to their learning of the content and the majority also enjoyed the process as a learning activity. The use of concept mapping as a way to encourage independent, individualized, and student-centered learning is discussed.

  16. What's in a Word? Concept mapping: a graphical tool to reinforce learning of epidemiological concepts.

    PubMed

    Berglund, Anita

    2015-12-01

    Epidemiology is founded on central concepts and principles, essential for conducting, reporting and critically assessing epidemiological studies. Definitions of the many concepts used in the field can be found in textbooks and via the Dictionary of Epidemiology. However, central epidemiological concepts are labelled and used in multiple ways, leading to potential misunderstanding when communicating in different fora. The aim here is to describe collaborative concept mapping, and illustrate how it can be used in teaching and learning epidemiology. Concept mapping is a cognitive technique that is widely used in the education of medical and allied health professions as a tool for critical thinking, and to assimilate new knowledge, but it is still under-utilised in epidemiology. A specific concept map is defined by the aim and question in focus; it is thus framed by a context. The concept map is constructed using a set of concepts (nodes) that are linked with arrows or lines (links). Words and phrases (connective terms) are used to explain relationships between the concepts linked. Different domains can be interconnected by linking concepts in different areas (cross-links). The underlying structure of knowledge is often complex, and consequently concept maps can be constructed using different topological features. Here we provide an illustrative example of concept mapping, based on a set of 'basic' concepts introduced in a doctoral course in epidemiology. In summary, concept mapping is a compelling, active learning tool, which can promote shared deeper knowledge of concepts and their complex interconnections, thereby facilitating a better understanding of epidemiological research.

  17. Lessons learned in the generation of biomedical research datasets using Semantic Open Data technologies.

    PubMed

    Legaz-García, María del Carmen; Miñarro-Giménez, José Antonio; Menárguez-Tortosa, Marcos; Fernández-Breis, Jesualdo Tomás

    2015-01-01

    Biomedical research usually requires combining large volumes of data from multiple heterogeneous sources. Such heterogeneity makes difficult not only the generation of research-oriented dataset but also its exploitation. In recent years, the Open Data paradigm has proposed new ways for making data available in ways that sharing and integration are facilitated. Open Data approaches may pursue the generation of content readable only by humans and by both humans and machines, which are the ones of interest in our work. The Semantic Web provides a natural technological space for data integration and exploitation and offers a range of technologies for generating not only Open Datasets but also Linked Datasets, that is, open datasets linked to other open datasets. According to the Berners-Lee's classification, each open dataset can be given a rating between one and five stars attending to can be given to each dataset. In the last years, we have developed and applied our SWIT tool, which automates the generation of semantic datasets from heterogeneous data sources. SWIT produces four stars datasets, given that fifth one can be obtained by being the dataset linked from external ones. In this paper, we describe how we have applied the tool in two projects related to health care records and orthology data, as well as the major lessons learned from such efforts.

  18. Deep Learning through Concept-Based Inquiry

    ERIC Educational Resources Information Center

    Donham, Jean

    2010-01-01

    Learning in the library should present opportunities to enrich student learning activities to address concerns of interest and cognitive complexity, but these must be tasks that call for in-depth analysis--not merely gathering facts. Library learning experiences need to demand enough of students to keep them interested and also need to be…

  19. Integrating Concept Mapping and the Learning Cycle To Teach Diffusion and Osmosis Concepts to High School Biology Students.

    ERIC Educational Resources Information Center

    Odom, Arthur L.; Kelly, Paul V.

    2001-01-01

    Explores the effectiveness of concept mapping, the learning cycle, expository instruction, and a combination of concept mapping/learning cycle in promoting conceptual understanding of diffusion and osmosis. Concludes that the concept mapping/learning cycle and concept mapping treatment groups significantly outperformed the expository treatment…

  20. Semantic Domain-Specific Functional Integration for Action-Related vs. Abstract Concepts

    ERIC Educational Resources Information Center

    Ghio, Marta; Tettamanti, Marco

    2010-01-01

    A central topic in cognitive neuroscience concerns the representation of concepts and the specific neural mechanisms that mediate conceptual knowledge. Recently proposed modal theories assert that concepts are grounded on the integration of multimodal, distributed representations. The aim of the present work is to complement the available…

  1. Fast and accurate semantic annotation of bioassays exploiting a hybrid of machine learning and user confirmation.

    PubMed

    Clark, Alex M; Bunin, Barry A; Litterman, Nadia K; Schürer, Stephan C; Visser, Ubbo

    2014-01-01

    Bioinformatics and computer aided drug design rely on the curation of a large number of protocols for biological assays that measure the ability of potential drugs to achieve a therapeutic effect. These assay protocols are generally published by scientists in the form of plain text, which needs to be more precisely annotated in order to be useful to software methods. We have developed a pragmatic approach to describing assays according to the semantic definitions of the BioAssay Ontology (BAO) project, using a hybrid of machine learning based on natural language processing, and a simplified user interface designed to help scientists curate their data with minimum effort. We have carried out this work based on the premise that pure machine learning is insufficiently accurate, and that expecting scientists to find the time to annotate their protocols manually is unrealistic. By combining these approaches, we have created an effective prototype for which annotation of bioassay text within the domain of the training set can be accomplished very quickly. Well-trained annotations require single-click user approval, while annotations from outside the training set domain can be identified using the search feature of a well-designed user interface, and subsequently used to improve the underlying models. By drastically reducing the time required for scientists to annotate their assays, we can realistically advocate for semantic annotation to become a standard part of the publication process. Once even a small proportion of the public body of bioassay data is marked up, bioinformatics researchers can begin to construct sophisticated and useful searching and analysis algorithms that will provide a diverse and powerful set of tools for drug discovery researchers.

  2. Fast and accurate semantic annotation of bioassays exploiting a hybrid of machine learning and user confirmation

    PubMed Central

    Bunin, Barry A.; Litterman, Nadia K.; Schürer, Stephan C.; Visser, Ubbo

    2014-01-01

    Bioinformatics and computer aided drug design rely on the curation of a large number of protocols for biological assays that measure the ability of potential drugs to achieve a therapeutic effect. These assay protocols are generally published by scientists in the form of plain text, which needs to be more precisely annotated in order to be useful to software methods. We have developed a pragmatic approach to describing assays according to the semantic definitions of the BioAssay Ontology (BAO) project, using a hybrid of machine learning based on natural language processing, and a simplified user interface designed to help scientists curate their data with minimum effort. We have carried out this work based on the premise that pure machine learning is insufficiently accurate, and that expecting scientists to find the time to annotate their protocols manually is unrealistic. By combining these approaches, we have created an effective prototype for which annotation of bioassay text within the domain of the training set can be accomplished very quickly. Well-trained annotations require single-click user approval, while annotations from outside the training set domain can be identified using the search feature of a well-designed user interface, and subsequently used to improve the underlying models. By drastically reducing the time required for scientists to annotate their assays, we can realistically advocate for semantic annotation to become a standard part of the publication process. Once even a small proportion of the public body of bioassay data is marked up, bioinformatics researchers can begin to construct sophisticated and useful searching and analysis algorithms that will provide a diverse and powerful set of tools for drug discovery researchers. PMID:25165633

  3. Temporal Representation in Semantic Graphs

    SciTech Connect

    Levandoski, J J; Abdulla, G M

    2007-08-07

    A wide range of knowledge discovery and analysis applications, ranging from business to biological, make use of semantic graphs when modeling relationships and concepts. Most of the semantic graphs used in these applications are assumed to be static pieces of information, meaning temporal evolution of concepts and relationships are not taken into account. Guided by the need for more advanced semantic graph queries involving temporal concepts, this paper surveys the existing work involving temporal representations in semantic graphs.

  4. Introducing Machine Learning Concepts with WEKA.

    PubMed

    Smith, Tony C; Frank, Eibe

    2016-01-01

    This chapter presents an introduction to data mining with machine learning. It gives an overview of various types of machine learning, along with some examples. It explains how to download, install, and run the WEKA data mining toolkit on a simple data set, then proceeds to explain how one might approach a bioinformatics problem. Finally, it includes a brief summary of machine learning algorithms for other types of data mining problems, and provides suggestions about where to find additional information.

  5. The impact of second language learning on semantic and nonsemantic first language reading.

    PubMed

    Nosarti, Chiara; Mechelli, Andrea; Green, David W; Price, Cathy J

    2010-02-01

    The relationship between orthography (spelling) and phonology (speech sounds) varies across alphabetic languages. Consequently, learning to read a second alphabetic language, that uses the same letters as the first, increases the phonological associations that can be linked to the same orthographic units. In subjects with English as their first language, previous functional imaging studies have reported increased left ventral prefrontal activation for reading words with spellings that are inconsistent with their orthographic neighbors (e.g., PINT) compared with words that are consistent with their orthographic neighbors (e.g., SHIP). Here, using functional magnetic resonance imaging (fMRI) in 17 Italian-English and 13 English-Italian bilinguals, we demonstrate that left ventral prefrontal activation for first language reading increases with second language vocabulary knowledge. This suggests that learning a second alphabetic language changes the way that words are read in the first alphabetic language. Specifically, first language reading is more reliant on both lexical/semantic and nonlexical processing when new orthographic to phonological mappings are introduced by second language learning. Our observations were in a context that required participants to switch between languages. They motivate future fMRI studies to test whether first language reading is also altered in contexts when the second language is not in use.

  6. Meaningful learning: theoretical support for concept-based teaching.

    PubMed

    Getha-Eby, Teresa J; Beery, Theresa; Xu, Yin; O'Brien, Beth A

    2014-09-01

    Novice nurses’ inability to transfer classroom knowledge to the bedside has been implicated in adverse patient outcomes, including death. Concept-based teaching is a pedagogy found to improve knowledge transfer. Concept-based teaching emanates from a constructivist paradigm of teaching and learning and can be implemented most effectively when the underlying theory and principles are applied. Ausubel’s theory of meaningful learning and its construct of substantive knowledge integration provides a model to help educators to understand, implement, and evaluate concept-based teaching. Contemporary findings from the fields of cognitive psychology, human development, and neurobiology provide empirical evidence of the relationship between concept-based teaching, meaningful learning, and knowledge transfer. This article describes constructivist principles and meaningful learning as they apply to nursing pedagogy.

  7. Latent Semantic Analysis As a Tool for Learner Positioning in Learning Networks for Lifelong Learning

    ERIC Educational Resources Information Center

    van Bruggen, Jan; Sloep, Peter; van Rosmalen, Peter; Brouns, Francis; Vogten, Hubert; Koper, Rob; Tattersall, Colin

    2004-01-01

    As we move towards distributed, self-organised learning networks for lifelong learning to which multiple providers contribute content, there is a need to develop new techniques to determine where learners can be positioned in these networks. Positioning requires us to map characteristics of the learner onto characteristics of learning materials…

  8. Threshold Concepts, Systems and Learning for Sustainability

    ERIC Educational Resources Information Center

    Sandri, Orana Jade

    2013-01-01

    This paper presents a framework for understanding the role that systems theory might play in education for sustainability (EfS). It offers a sketch and critique of Land and Meyer's notion of a "threshold concept", to argue that seeing systems as a threshold concept for sustainability is useful for understanding the processes of…

  9. Situated Language Learning: Concept, Significance and Forms

    ERIC Educational Resources Information Center

    Abdallah, Mahmoud M. S.

    2015-01-01

    Currently, there is a shift in language learning from the "acquisition" metaphor to the "participation" metaphor. This involves viewing learners as active constructors of knowledge who can collaborate together to create meaningful language learning situations and contextualised practices. Thus, this worksheet aims at exploring…

  10. Aging and Semantic Activation.

    ERIC Educational Resources Information Center

    Howard, Darlene V.

    Three studies tested the theory that long term memory consists of a semantically organized network of concept nodes interconnected by leveled associations or relations, and that when a stimulus is processed, the corresponding concept node is assumed to be temporarily activated and this activation spreads to nearby semantically related nodes. In…

  11. An Introduction to Self Concept. Learning Package 1.

    ERIC Educational Resources Information Center

    Naegler, Robert; Anderson, Rosalie

    This instructional booklet is part of Learning Package #1 introducing self-concept development used in conjunction with the Child Development Training Program at Bemidji, Minnesota. This booklet is divided into 4 chapters and examines the following areas: (1) basic definitions and concepts of self; (2) how and why self development occurs; (3)…

  12. Stimulus Sequence and Concept Learning. Experiment II. Monograph Number 2.

    ERIC Educational Resources Information Center

    Anderson, Richard C.; Guthrie, John T.

    Though previous studies had suggested a link between the rate of concept learning and instructional formats in which instances of concepts were held constant or grouped together, a 1964 study by Richard Anderson questioned the conclusion, suggesting that previous studies had been confounded by other irrelevant attributes that changed from trial to…

  13. Factors Related to Students' Learning of Biomechanics Concepts

    ERIC Educational Resources Information Center

    Hsieh, ChengTu; Smith, Jeremy D.; Bohne, Michael; Knudson, Duane

    2012-01-01

    The purpose of this study was to replicate and expand a previous study to identify the factors that affect students' learning of biomechanical concepts. Students were recruited from three universities (N = 149) located in the central and western regions of the United States. Data from 142 students completing the Biomechanics Concept Inventory…

  14. The Twisting Path of Concept Development in Learning to Teach.

    ERIC Educational Resources Information Center

    Smagorinsky, Peter; Cook, Leslie Susan; Johnson, Tara Star

    2003-01-01

    Asserts that teacher education programs should emphasize pedagogical concepts that interweave theory and practice so that preservice teachers learn consistent, unified approaches to teaching, noting that the theory-practice dichotomy lacks the richness of Vygotsky's notion of concepts and recommending that teacher educators strive to teach…

  15. Students' Modelling in Learning the Concept of Speed

    ERIC Educational Resources Information Center

    Khikmiyah, Fatimatul; Lukito, Agung; Patahudin, Sitti Maesuri

    2012-01-01

    Previous research shows that speed is one of the most difficult in the upper grades of primary school. It is because students must take into consideration two variables; distance and time. Nevertheless, Indonesian students usually learn this concept as a transmission subject and teacher more emphasizes on formal mathematics in which the concept of…

  16. Conceptions of Efficiency: Applications in Learning and Problem Solving

    ERIC Educational Resources Information Center

    Hoffman, Bobby; Schraw, Gregory

    2010-01-01

    The purpose of this article is to clarify conceptions, definitions, and applications of learning and problem-solving efficiency. Conceptions of efficiency vary within the field of educational psychology, and there is little consensus as to how to define, measure, and interpret the efficiency construct. We compare three diverse models that differ…

  17. Testing a Conception of How School Leadership Influences Student Learning

    ERIC Educational Resources Information Center

    Leithwood, Kenneth; Patten, Sarah; Jantzi, Doris

    2010-01-01

    Purpose: This article describes and reports the results of testing a new conception of how leadership influences student learning ("The Four Paths"). Framework: Leadership influence is conceptualized as flowing along four paths (Rational, Emotions, Organizational, and Family) toward student learning. Each path is populated by multiple…

  18. Learning Essential Terms and Concepts in Statistics and Accounting

    ERIC Educational Resources Information Center

    Peters, Pam; Smith, Adam; Middledorp, Jenny; Karpin, Anne; Sin, Samantha; Kilgore, Alan

    2014-01-01

    This paper describes a terminological approach to the teaching and learning of fundamental concepts in foundation tertiary units in Statistics and Accounting, using an online dictionary-style resource (TermFinder) with customised "termbanks" for each discipline. Designed for independent learning, the termbanks support inquiring students…

  19. Threshold Concepts: Impacts on Teaching and Learning at Tertiary Level

    ERIC Educational Resources Information Center

    Peter, Mira; Harlow, Ann

    2014-01-01

    This project explored teaching and learning of hard-to-learn threshold concepts in first-year English, an electrical engineering course, leadership courses, and in doctoral writing. The project was envisioned to produce disciplinary case studies that lecturers could use to reflect on and refine their curriculum and pedagogy, thereby contributing…

  20. Thematic knowledge, artifact concepts, and the left posterior temporal lobe: Where action and object semantics converge.

    PubMed

    Kalénine, Solène; Buxbaum, Laurel J

    2016-09-01

    Converging evidence supports the existence of functionally and neuroanatomically distinct taxonomic (similarity-based; e.g., hammer-screwdriver) and thematic (event-based; e.g., hammer-nail) semantic systems. Processing of thematic relations between objects has been shown to selectively recruit the left posterior temporoparietal cortex. Similar posterior regions have also been shown to be critical for knowledge of relationships between actions and manipulable human-made objects (artifacts). Based on the hypothesis that thematic relationships for artifacts rely, at least in part, on action relationships, we assessed the prediction that the same regions of the left posterior temporoparietal cortex would be critical for conceptual processing of artifact-related actions and thematic relations for artifacts. To test this hypothesis, we evaluated processing of taxonomic and thematic relations for artifacts and natural objects as well as artifact action knowledge (gesture recognition) abilities in a large sample of 48 stroke patients with a range of lesion foci in the left hemisphere. Like control participants, patients identified thematic relations faster than taxonomic relations for artifacts, whereas they identified taxonomic relations faster than thematic relations for natural objects. Moreover, response times (RTs) for identifying thematic relations for artifacts selectively predicted performance in gesture recognition. Whole brain Voxel-based Lesion-Symptom Mapping (VLSM) analyses and Region of Interest (ROI) regression analyses further demonstrated that lesions to the left posterior temporal cortex, overlapping with LTO and visual motion area hMT+, were associated both with relatively slower RTs in identifying thematic relations for artifacts and poorer artifact action knowledge in patients. These findings provide novel insights into the functional role of left posterior temporal cortex in thematic knowledge, and suggest that the close association between thematic

  1. Motor Knowledge Is One Dimension for Concept Organization: Further Evidence from a Chinese Semantic Dementia Case

    ERIC Educational Resources Information Center

    Lin, Nan; Guo, Qihao; Han, Zaizhu; Bi, Yanchao

    2011-01-01

    Neuropsychological and neuroimaging studies have indicated that motor knowledge is one potential dimension along which concepts are organized. Here we present further direct evidence for the effects of motor knowledge in accounting for categorical patterns across object domains (living vs. nonliving) and grammatical domains (nouns vs. verbs), as…

  2. Categorization, concept learning, and behavior analysis: an introduction.

    PubMed

    Zentall, Thomas R; Galizio, Mark; Critchfied, Thomas S

    2002-11-01

    Categorization and concept learning encompass some of the most important aspects of behavior, but historically they have not been central topics in the experimental analysis of behavior. To introduce this special issue of the Journal of the Experimental Analysis of Behavior (JEAB), we define key terms; distinguish between the study of concepts and the study of concept learning; describe three types of concept learning characterized by the stimulus classes they yield; and briefly identify several other themes (e.g., quantitative modeling and ties to language) that appear in the literature. As the special issue demonstrates, a surprising amount and diversity of work is being conducted that either represents a behavior-analytic perspective or can inform or constructively challenge this perspective.

  3. Concept-Based Word Learning in Human Infants.

    PubMed

    Yin, Jun; Csibra, Gergely

    2015-08-01

    Whether infants initially learn object labels by mapping them onto similarity-defining perceptual features or onto concepts of object kinds remains under debate. We addressed this question by attempting to teach infants words for behaviorally defined action roles. In a series of experiments, we found that 14-month-olds could rapidly learn a label for the role played by the chaser in a chasing scenario, even when the different instances of chasers did not share perceptual features. Furthermore, when infants could choose, they preferred to interpret a novel label as expressing the agent's role within the observed interaction rather than as being associated with the agent's appearance. These results demonstrate that infants can learn labels as easily (or even more easily) for concepts identified by abstract behavioral characteristics as for objects identified by perceptual features. Thus, at early stages of word learning, infants already expect that novel words express concepts.

  4. Effects of induced orthographic and semantic knowledge on subsequent learning: A test of the partial knowledge hypothesis.

    PubMed

    Adlof, Suzanne; Frishkoff, Gwen; Dandy, Jennifer; Perfetti, Charles

    2016-03-01

    Word learning can build the high-quality word representations that support skilled reading and language comprehension. According to the partial knowledge hypothesis, words that are partially known, also known as "frontier words" (Durso & Shore, 1991), may be good targets for instruction precisely because they are already familiar. However, studies investigating this question have produced mixed findings, and individual differences in baseline knowledge have complicated results both within and across studies. We present two studies that took a different approach, controlling both familiarity and the nature of the familiarizing episode. We controlled familiarity with novel words through pre-exposure ("pre-familiarization") in isolation, to induce form-based familiarity, or in sentences that provided few clues to meaning, to induce partial semantic knowledge. The number of pre-exposures varied (0, 1, or 4). After the pre-familiarization phase, we presented the words in several highly informative sentences to support meaning acquisition. Participants included both adults and typically developing children, ages 9-12. Participants' self-rated familiarity with target words, and their knowledge of the words' meanings and orthography were each measured at baseline, immediately after learning, and one week later. Orthographic and semantic word learning showed contrasting effects of pre-familiarization. For orthographic learning, it was the number, rather than the type, of pre-familiarizations that mattered most. By contrast, the number of pre-familiarizations had little impact on word semantic learning; further, pre-familiarization in low-constraint sentences did not consistently boost subsequent learning. These findings suggest that familiarity with a word prior to instruction does not necessarily improve word-learning outcomes, and they highlight the importance of repeated exposures to high quality contexts for robust word learning.

  5. Effects of induced orthographic and semantic knowledge on subsequent learning: A test of the partial knowledge hypothesis

    PubMed Central

    Adlof, Suzanne; Frishkoff, Gwen; Dandy, Jennifer; Perfetti, Charles

    2016-01-01

    Word learning can build the high-quality word representations that support skilled reading and language comprehension. According to the partial knowledge hypothesis, words that are partially known, also known as “frontier words” (Durso & Shore, 1991), may be good targets for instruction precisely because they are already familiar. However, studies investigating this question have produced mixed findings, and individual differences in baseline knowledge have complicated results both within and across studies. We present two studies that took a different approach, controlling both familiarity and the nature of the familiarizing episode. We controlled familiarity with novel words through pre-exposure (“pre-familiarization”) in isolation, to induce form-based familiarity, or in sentences that provided few clues to meaning, to induce partial semantic knowledge. The number of pre-exposures varied (0, 1, or 4). After the pre-familiarization phase, we presented the words in several highly informative sentences to support meaning acquisition. Participants included both adults and typically developing children, ages 9–12. Participants’ self-rated familiarity with target words, and their knowledge of the words’ meanings and orthography were each measured at baseline, immediately after learning, and one week later. Orthographic and semantic word learning showed contrasting effects of pre-familiarization. For orthographic learning, it was the number, rather than the type, of pre-familiarizations that mattered most. By contrast, the number of pre-familiarizations had little impact on word semantic learning; further, pre-familiarization in low-constraint sentences did not consistently boost subsequent learning. These findings suggest that familiarity with a word prior to instruction does not necessarily improve word-learning outcomes, and they highlight the importance of repeated exposures to high quality contexts for robust word learning. PMID:27777496

  6. How Do Young Children Learn Geometric Concepts.

    ERIC Educational Resources Information Center

    Ohe, Pia

    Twenty children (ages 5 and 6) from each of seven cultural groups (Caucasian, Black, Jewish, Puerto Rican, Chinese, Korean-American and native Korean) were given a copying task of 21 geometric shapes to test the cultural invariancy of Piaget's topological-projective-Euclidean concept acquisition sequence. All subjects were either middle or lower…

  7. Learning Low-Dimensional Representations of Medical Concepts.

    PubMed

    Choi, Youngduck; Chiu, Chill Yi-I; Sontag, David

    2016-01-01

    We show how to learn low-dimensional representations (embeddings) of a wide range of concepts in medicine, including diseases (e.g., ICD9 codes), medications, procedures, and laboratory tests. We expect that these embeddings will be useful across medical informatics for tasks such as cohort selection and patient summarization. These embeddings are learned using a technique called neural language modeling from the natural language processing community. However, rather than learning the embeddings solely from text, we show how to learn the embeddings from claims data, which is widely available both to providers and to payers. We also show that with a simple algorithmic adjustment, it is possible to learn medical concept embeddings in a privacy preserving manner from co-occurrence counts derived from clinical narratives. Finally, we establish a methodological framework, arising from standard medical ontologies such as UMLS, NDF-RT, and CCS, to further investigate the embeddings and precisely characterize their quantitative properties.

  8. Learning Low-Dimensional Representations of Medical Concepts

    PubMed Central

    Choi, Youngduck; Chiu, Chill Yi-I; Sontag, David

    2016-01-01

    We show how to learn low-dimensional representations (embeddings) of a wide range of concepts in medicine, including diseases (e.g., ICD9 codes), medications, procedures, and laboratory tests. We expect that these embeddings will be useful across medical informatics for tasks such as cohort selection and patient summarization. These embeddings are learned using a technique called neural language modeling from the natural language processing community. However, rather than learning the embeddings solely from text, we show how to learn the embeddings from claims data, which is widely available both to providers and to payers. We also show that with a simple algorithmic adjustment, it is possible to learn medical concept embeddings in a privacy preserving manner from co-occurrence counts derived from clinical narratives. Finally, we establish a methodological framework, arising from standard medical ontologies such as UMLS, NDF-RT, and CCS, to further investigate the embeddings and precisely characterize their quantitative properties. PMID:27570647

  9. Introducing the concept of learning styles in rehabilitation.

    PubMed

    Smits, Dirk-Wouter; Verschuren, Olaf; Ketelaar, Marjolijn; van Heugten, Caroline

    2010-07-01

    A major focus of rehabilitation is that of optimizing patients' activities. Learning and teaching are key elements in this respect, but raise important questions: what do rehabilitation professionals know with respect to learning and teaching, what do they do, and what do they need? This paper discusses the issue of learning and teaching in rehabilitation practice, and introduces the concept of learning styles. This concept, new in the field of rehabilitation, but well-known in other areas, is presumed to benefit both patients and professionals, as it allows teaching strategies to be matched to individual patients. As a consequence, the process of learning may be more efficient and optimizing activities may be more effective.

  10. Incremental learning of concept drift in nonstationary environments.

    PubMed

    Elwell, Ryan; Polikar, Robi

    2011-10-01

    We introduce an ensemble of classifiers-based approach for incremental learning of concept drift, characterized by nonstationary environments (NSEs), where the underlying data distributions change over time. The proposed algorithm, named Learn(++). NSE, learns from consecutive batches of data without making any assumptions on the nature or rate of drift; it can learn from such environments that experience constant or variable rate of drift, addition or deletion of concept classes, as well as cyclical drift. The algorithm learns incrementally, as other members of the Learn(++) family of algorithms, that is, without requiring access to previously seen data. Learn(++). NSE trains one new classifier for each batch of data it receives, and combines these classifiers using a dynamically weighted majority voting. The novelty of the approach is in determining the voting weights, based on each classifier's time-adjusted accuracy on current and past environments. This approach allows the algorithm to recognize, and act accordingly, to the changes in underlying data distributions, as well as to a possible reoccurrence of an earlier distribution. We evaluate the algorithm on several synthetic datasets designed to simulate a variety of nonstationary environments, as well as a real-world weather prediction dataset. Comparisons with several other approaches are also included. Results indicate that Learn(++). NSE can track the changing environments very closely, regardless of the type of concept drift. To allow future use, comparison and benchmarking by interested researchers, we also release our data used in this paper.

  11. Curious Conceptions: Learning to Be Old

    ERIC Educational Resources Information Center

    Carroll, Trish

    2007-01-01

    The ageing of the population in western societies has aroused great concern and interest in recent years as the so-called "baby-boomers" begin to retire, leaving a seemingly depleted workforce. Society and the individuals within it learn the "truths" of being aged or old through the normalizing of gerontological, demographic…

  12. Machine learning approaches to diagnosis and laterality effects in semantic dementia discourse.

    PubMed

    Garrard, Peter; Rentoumi, Vassiliki; Gesierich, Benno; Miller, Bruce; Gorno-Tempini, Maria Luisa

    2014-06-01

    Advances in automatic text classification have been necessitated by the rapid increase in the availability of digital documents. Machine learning (ML) algorithms can 'learn' from data: for instance a ML system can be trained on a set of features derived from written texts belonging to known categories, and learn to distinguish between them. Such a trained system can then be used to classify unseen texts. In this paper, we explore the potential of the technique to classify transcribed speech samples along clinical dimensions, using vocabulary data alone. We report the accuracy with which two related ML algorithms [naive Bayes Gaussian (NBG) and naive Bayes multinomial (NBM)] categorized picture descriptions produced by: 32 semantic dementia (SD) patients versus 10 healthy, age-matched controls; and SD patients with left- (n = 21) versus right-predominant (n = 11) patterns of temporal lobe atrophy. We used information gain (IG) to identify the vocabulary features that were most informative to each of these two distinctions. In the SD versus control classification task, both algorithms achieved accuracies of greater than 90%. In the right- versus left-temporal lobe predominant classification, NBM achieved a high level of accuracy (88%), but this was achieved by both NBM and NBG when the features used in the training set were restricted to those with high values of IG. The most informative features for the patient versus control task were low frequency content words, generic terms and components of metanarrative statements. For the right versus left task the number of informative lexical features was too small to support any specific inferences. An enriched feature set, including values derived from Quantitative Production Analysis (QPA) may shed further light on this little understood distinction.

  13. Learning for School Leadership: Using Concept Mapping to Explore Learning from Everyday Experience

    ERIC Educational Resources Information Center

    Pegg, Ann Elizabeth

    2007-01-01

    This study explores concepts of learning used by leaders, focusing on learning for leadership through day-to-day workplace experiences. The participants were drawn from the senior management team within a school, the chair of governors of the school and the local authority school improvement advisor. Concept mapping was used as a participatory…

  14. Self Concept: Learning Disabled vs. Non-Learning Disabled College Students.

    ERIC Educational Resources Information Center

    Flom, Barbara

    Learning disabled (LD) (N=16) and non-learning disabled (non-LD) (N=16) college students completed the Tennessee Self-Concept Scale and were compared with regard to various aspects of self-concept. Mean scores of LD students were higher than those of non-LD subjects on the overall scale and all eight subscales, but differences between group means…

  15. The Analysis of High School Students' Conceptions of Learning in Different Domains

    ERIC Educational Resources Information Center

    Sadi, Özlem

    2015-01-01

    The purpose of this study is to investigate whether or not conceptions of learning diverge in different science domains by identifying high school students' conceptions of learning in physics, chemistry and biology. The Conceptions of Learning Science (COLS) questionnaire was adapted for physics (Conceptions of Learning Physics, COLP), chemistry…

  16. Kindergarteners' concept development in science and literacy learning through Concept-Oriented Reading Instruction (CORI)

    NASA Astrophysics Data System (ADS)

    Moffit, Char Adelia

    The notion that "real work" is somehow different from authentic and engaging discovery is troublesome. (Passman, 2001, p.196) This qualitative case study examined science concept and literacy learning along with engagement of the students in a Kindergarten class in which science and literacy instruction was integrated through Concept-Oriented Reading Instruction (CORI). CORI is an instructional framework created to increase reading engagement by teaching reading comprehension strategies along with science concepts (Guthrie, et al., 1996). This study explored CORI at the Kindergarten level to examine how this curriculum framework engaged young learners in science concept and literacy learning. The study was grounded in the belief that concept learning can be engaging and motivating (Csikszentmihalyi, 1978). Data analysis resulted in five metaphors that show how the students took on multiple identities while engaged in learning concepts during CORI. Students took on the following identities: learner as docent, learner as explorer, learner as researcher, learner as author, and learner as expert. Prior to this study, the lowest grade level that CORI had been researched was 3rd grade. The present study examined the benefits of utilizing CORI with early literacy at the Kindergarten level and contributes to the body of CORI research demonstrating the potential of utilizing CORI at lower grade levels.

  17. Undergraduate students' earth science learning: relationships among conceptions, approaches, and learning self-efficacy in Taiwan

    NASA Astrophysics Data System (ADS)

    Shen, Kuan-Ming; Lee, Min-Hsien; Tsai, Chin-Chung; Chang, Chun-Yen

    2016-06-01

    In the area of science education research, studies have attempted to investigate conceptions of learning, approaches to learning, and self-efficacy, mainly focusing on science in general or on specific subjects such as biology, physics, and chemistry. However, few empirical studies have probed students' earth science learning. This study aimed to explore the relationships among undergraduates' conceptions of, approaches to, and self-efficacy for learning earth science by adopting the structural equation modeling technique. A total of 268 Taiwanese undergraduates (144 females) participated in this study. Three instruments were modified to assess the students' conceptions of, approaches to, and self-efficacy for learning earth science. The results indicated that students' conceptions of learning made a significant contribution to their approaches to learning, which were consequently correlated with their learning self-efficacy. More specifically, students with stronger agreement that learning earth science involves applying the knowledge and skills learned to unknown problems were prone to possess higher confidence in learning earth science. Moreover, students viewing earth science learning as understanding earth science knowledge were more likely to adopt meaningful strategies to learn earth science, and hence expressed a higher sense of self-efficacy. Based on the results, practical implications and suggestions for future research are discussed.

  18. Brazilian and Nigerian International Students' Conceptions of Learning in Higher Education

    ERIC Educational Resources Information Center

    Ashong, Carol; Commander, Nannette

    2017-01-01

    The growth of international students compels examination of introspective aspects of learning experiences such as conceptions of learning. Additionally, learning conceptions profoundly impact learning outcomes (Tsai, 2009). To address the lack of research on learning conceptions of students from Africa and South America, this study examines…

  19. Semantics for E-Learning: An Advanced Knowledge Management Oriented Metadata Schema for Learning Purposes.

    ERIC Educational Resources Information Center

    Lytras, Miltiadis D.

    The research described in this paper is concentrated on the demand for high quality interchangeable knowledge objects capable of supporting dynamic learning initiatives. The general metadata models (Dublin Core, IMS, LOM, SCORM) for knowledge objects enrichment are reviewed and a critique is provided in order to claim the importance of the…

  20. A Climate for Learning Science. Concept Paper. SEL (The Skills Essential to Learning Project) Phase II.

    ERIC Educational Resources Information Center

    Goldberg, Lazer

    Commissioned for use during the design phase of the "Skills Essential to Learning" (SEL) video project, this concept paper makes a number of suggestions for facilitating effective scientific learning. These include: (1) establishing a positive climate for science learning in which the student can ask and pursue questions, change routes,…

  1. Reciprocity as a Threshold Concept for Faculty Who Are Learning to Teach with Service-Learning

    ERIC Educational Resources Information Center

    Harrison, Barbara; Clayton, Patti H.

    2012-01-01

    Requiring and fostering shifts in perspective, practice, and identity, the counter-normative pedagogy of service-learning can be challenging for faculty to learn. Meyer and Land's (2003, 2005) work on threshold concepts may enhance understanding of the troublesome yet transformative nature of learning to collaborate reciprocally with students and…

  2. Undergraduate Students' Earth Science Learning: Relationships among Conceptions, Approaches, and Learning Self-Efficacy in Taiwan

    ERIC Educational Resources Information Center

    Shen, Kuan-Ming; Lee, Min-Hsien; Tsai, Chin-Chung; Chang, Chun-Yen

    2016-01-01

    In the area of science education research, studies have attempted to investigate conceptions of learning, approaches to learning, and self-efficacy, mainly focusing on science in general or on specific subjects such as biology, physics, and chemistry. However, few empirical studies have probed students' earth science learning. This study aimed to…

  3. Decreased Fronto-Limbic Activation and Disrupted Semantic-Cued List Learning in Major Depressive Disorder

    PubMed Central

    Kassel, Michelle T.; Rao, Julia A.; Walker, Sara J.; Briceño, Emily M.; Gabriel, Laura B.; Weldon, Anne L.; Avery, Erich T.; Haase, Brennan D.; Peciña, Marta; Considine, Ciaran M.; Noll, Douglas C.; Bieliauskas, Linas A.; Starkman, Monica N.; Zubieta, Jon-Kar; Welsh, Robert C.; Giordani, Bruno; Weisenbach, Sara L.; Langenecker, Scott A.

    2016-01-01

    Objective Individuals with Major Depressive Disorder (MDD) demonstrate poorer learning and memory skills relative to never-depressed comparisons (NDC). Previous studies report decreased volume and disrupted function of frontal lobes and hippocampi in MDD during memory challenge. However, it has been difficult to dissociate contributions of short-term memory and executive functioning to memory difficulties from those that might be attributable to long-term memory deficits. Method Adult males (MDD, n=19; NDC, n=22) and females (MDD, n=23; NDC, n=19) performed the Semantic List Learning Task (SLLT) during fMRI. The SLLT Encoding condition consists of 15 lists, each containing 14 words. After each list, a Distractor condition occurs, followed by cued Silent Rehearsal instructions. Post-scan recall and recognition were collected. Groups were compared using block (Encoding-Silent Rehearsal) and event-related (Words Recalled) models. Results MDD displayed lower recall relative to NDC. NDC displayed greater activation in several temporal, frontal, and parietal regions, for both Encoding-Silent Rehearsal and the Words Recalled analyses. Groups also differed in activation patterns in regions of the Papez circuit in planned analyses. The majority of activation differences were not related to performance, presence of medications, presence of comorbid anxiety disorder, or decreased gray matter volume in MDD. Conclusions Adults with MDD exhibit memory difficulties during a task designed to reduce the contribution of individual variability from short-term memory and executive functioning processes, parallel with decreased activation in memory and executive functioning circuits. Ecologically valid long-term memory tasks are imperative for uncovering neural correlates of memory performance deficits in adults with MDD. PMID:26831638

  4. Cosmic Concepts: A Video Series for Scaffolded Learning

    NASA Astrophysics Data System (ADS)

    Eisenhamer, Bonnie; Summers, Frank; Maple, John

    2016-01-01

    Scaffolding is widely considered to be an essential element of effective teaching and is used to help bridge knowledge gaps for learners. Scaffolding is especially important for distance-learning programs and computer-based learning environments. Preliminary studies are showing that when students learn about complex topics within computer-based learning environments without scaffolding, they fail to gain a conceptual understanding of the topic. As a result, researchers have begun to emphasize the importance of scaffolding for web-based as well as in-person instruction.To support scaffolded teaching practices and techniques, while addressing the needs of life-long learners, we have created the Cosmic Concepts video series. The series consists of short, one-topic videos that address scientific concepts with a special emphasis on those that traditionally cause confusion or are layered with misconceptions. Each video focuses on one idea at a time and provides a clear explanation of phenomena that is succinct enough for on-demand reference usage by all types of learners. Likewise, the videos can be used by educators to scaffold the scientific concepts behind astronomical images, or can be sequenced together to create well-structured pathways for presenting deeper and more layered ideas. This approach is critical for communicating information about astronomical discoveries that are often dense with unfamiliar concepts, complex ideas, and highly technical details. Additionally, learning tools in video formats support multi-sensory presentation approaches that can make astronomy more accessible to a variety of learners.

  5. Bow Your Head in Shame, or, Hold Your Head Up with Pride: Semantic Processing of Self-Esteem Concepts Orients Attention Vertically

    PubMed Central

    Taylor, J. Eric T.; Lam, Timothy K.; Chasteen, Alison L.; Pratt, Jay

    2015-01-01

    Embodied cognition holds that abstract concepts are grounded in perceptual-motor simulations. If a given embodied metaphor maps onto a spatial representation, then thinking of that concept should bias the allocation of attention. In this study, we used positive and negative self-esteem words to examine two properties of conceptual cueing. First, we tested the orientation-specificity hypothesis, which predicts that conceptual cues should selectively activate certain spatial axes (in this case, valenced self-esteem concepts should activate vertical space), instead of any spatial continuum. Second, we tested whether conceptual cueing requires semantic processing, or if it can be achieved with shallow visual processing of the cue words. Participants viewed centrally presented words consisting of high or low self-esteem traits (e.g., brave, timid) before detecting a target above or below the cue in the vertical condition, or on the left or right of the word in the horizontal condition. Participants were faster to detect targets when their location was compatible with the valence of the word cues, but only in the vertical condition. Moreover, this effect was observed when participants processed the semantics of the word, but not when processing its orthography. The results show that conceptual cueing by spatial metaphors is orientation-specific, and that an explicit consideration of the word cues’ semantics is required for conceptual cueing to occur. PMID:26368276

  6. Effect of congenital blindness on the semantic representation of some everyday concepts.

    PubMed

    Connolly, Andrew C; Gleitman, Lila R; Thompson-Schill, Sharon L

    2007-05-15

    This study explores how the lack of first-hand experience with color, as a result of congenital blindness, affects implicit judgments about "higher-order" concepts, such as "fruits and vegetables" (FV), but not others, such as "household items" (HHI). We demonstrate how the differential diagnosticity of color across our test categories interacts with visual experience to produce, in effect, a category-specific difference in implicit similarity. Implicit pair-wise similarity judgments were collected by using an odd-man-out triad task. Pair-wise similarities for both FV and for HHI were derived from this task and were compared by using cluster analysis and regression analyses. Color was found to be a significant component in the structure of implicit similarity for FV for sighted participants but not for blind participants; and this pattern remained even when the analysis was restricted to blind participants who had good explicit color knowledge of the stimulus items. There was also no evidence that either subject group used color knowledge in making decisions about HHI, nor was there an indication of any qualitative differences between blind and sighted subjects' judgments on HHI.

  7. Remote semantic memory is impoverished in hippocampal amnesia.

    PubMed

    Klooster, Nathaniel B; Duff, Melissa C

    2015-12-01

    The necessity of the hippocampus for acquiring new semantic concepts is a topic of considerable debate. However, it is generally accepted that any role the hippocampus plays in semantic memory is time limited and that previously acquired information becomes independent of the hippocampus over time. This view, along with intact naming and word-definition matching performance in amnesia, has led to the notion that remote semantic memory is intact in patients with hippocampal amnesia. Motivated by perspectives of word learning as a protracted process where additional features and senses of a word are added over time, and by recent discoveries about the time course of hippocampal contributions to on-line relational processing, reconsolidation, and the flexible integration of information, we revisit the notion that remote semantic memory is intact in amnesia. Using measures of semantic richness and vocabulary depth from psycholinguistics and first and second language-learning studies, we examined how much information is associated with previously acquired, highly familiar words in a group of patients with bilateral hippocampal damage and amnesia. Relative to healthy demographically matched comparison participants and a group of brain-damaged comparison participants, the patients with hippocampal amnesia performed significantly worse on both productive and receptive measures of vocabulary depth and semantic richness. These findings suggest that remote semantic memory is impoverished in patients with hippocampal amnesia and that the hippocampus may play a role in the maintenance and updating of semantic memory beyond its initial acquisition.

  8. Remote semantic memory is impoverished in hippocampal amnesia

    PubMed Central

    Klooster, Nathaniel B.; Duff, Melissa C.

    2015-01-01

    The necessity of the hippocampus for acquiring new semantic concepts is a topic of considerable debate. However, it is generally accepted that any role the hippocampus plays in semantic memory is time limited and that previously acquired information becomes independent of the hippocampus over time. This view, along with intact naming and word-definition matching performance in amnesia, has led to the notion that remote semantic memory is intact in patients with hippocampal amnesia. Motivated by perspectives of word learning as a protracted process where additional features and senses of a word are added over time, and by recent discoveries about the time course of hippocampal contributions to on-line relational processing, reconsolidation, and the flexible integration of information, we revisit the notion that remote semantic memory is intact in amnesia. Using measures of semantic richness and vocabulary depth from psycholinguistics and first and second language-learning studies, we examined how much information is associated with previously acquired, highly familiar words in a group of patients with bilateral hippocampal damage and amnesia. Relative to healthy demographically matched comparison participants and a group of brain-damaged comparison participants, the patients with hippocampal amnesia performed significantly worse on both productive and receptive measures of vocabulary depth and semantic richness. These findings suggest that remote semantic memory is impoverished in patients with hippocampal amnesia and that the hippocampus may play a role in the maintenance and updating of semantic memory beyond its initial acquisition. PMID:26474741

  9. The semantic pathfinder: using an authoring metaphor for generic multimedia indexing.

    PubMed

    Snoek, Cees G M; Worring, Marcel; Geusebroek, Jan-Mark; Koelma, Dennis C; Seinstra, Frank J; Smeulders, Arnold W M

    2006-10-01

    This paper presents the semantic pathfinder architecture for generic indexing of multimedia archives. The semantic pathfinder extracts semantic concepts from video by exploring different paths through three consecutive analysis steps, which we derive from the observation that produced video is the result of an authoring-driven process. We exploit this authoring metaphor for machine-driven understanding. The pathfinder starts with the content analysis step. In this analysis step, we follow a data-driven approach of indexing semantics. The style analysis step is the second analysis step. Here, we tackle the indexing problem by viewing a video from the perspective of production. Finally, in the context analysis step, we view semantics in context. The virtue of the semantic pathfinder is its ability to learn the best path of analysis steps on a per-concept basis. To show the generality of this novel indexing approach, we develop detectors for a lexicon of 32 concepts and we evaluate the semantic pathfinder against the 2004 NIST TRECVID video retrieval benchmark, using a news archive of 64 hours. Top ranking performance in the semantic concept detection task indicates the merit of the semantic pathfinder for generic indexing of multimedia archives.

  10. Using Cognitive Tutor Software in Learning Linear Algebra Word Concept

    ERIC Educational Resources Information Center

    Yang, Kai-Ju

    2015-01-01

    This paper reports on a study of twelve 10th grade students using Cognitive Tutor, a math software program, to learn linear algebra word concept. The study's purpose was to examine whether students' mathematics performance as it is related to using Cognitive Tutor provided evidence to support Koedlinger's (2002) four instructional principles used…

  11. Instance, Cue, and Dimension Learning in Concept Shift Task.

    ERIC Educational Resources Information Center

    Prentice, Joan L.; Panda, Kailas C.

    Experiment I was designed to demonstrate that young children fail to abstract the positive cue as the relevant stimulus event in a restricted concept-learning task. Sixteen kindergarten and 16 fourth grade subjects were trained to criterion on a Kendler-type task, whereupon each subject was presented a pair of new instances which contrasted only…

  12. Exploring Primary School Teachers' Conceptions of "Assessment for Learning"

    ERIC Educational Resources Information Center

    Rashid, Rosdinah Abdul; Jaidin, Jainatul Halida

    2014-01-01

    This paper presents primary school teachers' conceptions of "assessment for learning" in government schools in Brunei Darussalam. The Ministry of Education in Brunei introduced a 21st century education system (codenamed SPN21) in 2007 and one of the initiatives brought by SPN21 was the implementation of School Based Assessment for…

  13. Reexamining the Role of Cognitive Conflict in Science Concept Learning

    ERIC Educational Resources Information Center

    Kang, Sukjin; Scharmann, Lawrence C.; Noh, Taehee

    2004-01-01

    In this study, we defined and quantified the degree of cognitive conflict induced by a discrepant event from a cognitive perspective. Based on the scheme developed, we investigated the relationship between cognitive conflict and conceptual change, and the influences of students' cognitive characteristics on conflict in learning the concept of…

  14. Implementing Concept-Based Learning in a Large Undergraduate Classroom

    ERIC Educational Resources Information Center

    Morse, David; Jutras, France

    2008-01-01

    An experiment explicitly introducing learning strategies to a large, first-year undergraduate cell biology course was undertaken to see whether awareness and use of strategies had a measurable impact on student performance. The construction of concept maps was selected as the strategy to be introduced because of an inherent coherence with a course…

  15. Science Concepts Young Children Learn through Water Play

    ERIC Educational Resources Information Center

    Gross, Carol M.

    2012-01-01

    Water is fascinating, fun, and multifaceted. Children can play with it endlessly. But play, for play's sake, is not water's only value (Crosser, 1994, Tovey, 1993). Indeed, water play is a compelling focus of study for young children (Chalufour & Worth, 2005). The concepts that young children learn from water play are essential for early childhood…

  16. Family Concepts in Early Learning and Development Standards

    ERIC Educational Resources Information Center

    Walsh, Bridget A.; Sanchez, Claudia; Lee, Angela M.; Casillas, Nicole; Hansen, Caitlynn

    2016-01-01

    This exploratory study investigated the use of concepts related to families, parents, and the home in 51 state-level early learning and development standards documents. Guidelines from six national family involvement, engagement, and school-partnership models were used to create the Family Involvement Models Analysis Chart (FIMAC), which served as…

  17. Kindergarteners' Concept Development in Science and Literacy Learning through Concept-Oriented Reading Instruction (CORI)

    ERIC Educational Resources Information Center

    Moffit, Char Adelia

    2013-01-01

    The notion that "real work" is somehow different from authentic and engaging discovery is troublesome. (Passman, 2001, p.196). This qualitative case study examined science concept and literacy learning along with engagement of the students in a Kindergarten class in which science and literacy instruction was integrated through…

  18. Role of Concept Definition, Teaching Examples, and Practice on Concept Learning from Prose.

    ERIC Educational Resources Information Center

    Hamilton, Richard

    1989-01-01

    Two experiments, each with 132 undergraduates, evaluated the effects of definition adjunct questions on concept learning. In both experiments, only unmatched application adjunct questions preceded by a definition question produced higher performance on criterion questions than did definition questions only. The effective use of definition…

  19. Interpreting concept learning in cognitive informatics and granular computing.

    PubMed

    Yao, Yiyu

    2009-08-01

    Cognitive informatics and granular computing are two emerging fields of study concerning information and knowledge processing. A central notion to this processing is information and knowledge granularity. Concepts, as the basic units of thought underlying human intelligence and communication, may play a fundamental role when integrating the results from the two fields in terms of information and knowledge coding, representation, communication, and processing. While cognitive informatics focuses on information processing in the abstract, in machines, and in the brain, granular computing models such processing at multiple levels of granularity. In this paper, we examine a conceptual framework for concept learning from the viewpoints of cognitive informatics and granular computing. Within the framework, we interpret concept learning based on a layered model of knowledge discovery.

  20. Same/Different Abstract Concept Learning by Archerfish (Toxotes chatareus)

    PubMed Central

    Newport, Cait; Wallis, Guy; Siebeck, Ulrike E.

    2015-01-01

    While several phylogenetically diverse species have proved capable of learning abstract concepts, previous attempts to teach fish have been unsuccessful. In this report, the ability of archerfish (Toxotes chatareus) to learn the concepts of sameness and difference using a simultaneous two-item discrimination task was tested. Six archerfish were trained to either select a pair of same or different stimuli which were presented simultaneously. Training consisted of a 2-phase approach. Training phase 1: the symbols in the same and different pair did not change, thereby allowing the fish to solve the test through direct association. The fish were trained consecutively with four different sets of stimuli to familiarize them with the general procedure before moving on to the next training phase. Training phase 2: six different symbols were used to form the same or different pairs. After acquisition, same/different concept learning was tested by presenting fish with six novel stimuli (transfer test). Five fish successfully completed the first training phase. Only one individual passed the second training phase, however, transfer performance was consistent with chance. This individual was given further training using 60 training exemplars but the individual was unable to reach the training criterion. We hypothesize that archerfish are able to solve a limited version of the same/different test by learning the response to each possible stimulus configuration or by developing a series of relatively simple choice contingencies. We conclude that the simultaneous two-item discrimination task we describe cannot be successfully used to test the concepts of same and different in archerfish. In addition, despite considerable effort training archerfish using several tests and training methods, there is still no evidence that fish can learn an abstract concept-based test. PMID:26599071

  1. Acquisition and Retention of STEM Concepts through Inquiry Based Learning

    NASA Astrophysics Data System (ADS)

    Lombardi, Candice

    This study explores the integration of STEM (science, technology, engineering, and mathematics) concepts through inquiry based learning. Students are exposed to a constructivist style learning environment where they create understanding for themselves. This way of learning lets students plan and justify their ideas and beliefs while discussing and examining the ideas of their classmates. Students are engaged in solving a scientific problem in a meaningful, inquiry-based manner through hypothesis testing, experimentation, and investigation. This mode of learning introduces students to real life, authentic science experiences within the confines of a typical classroom. The focus of the unit is for the students to create connections and understanding about geography and the globe in order to ultimately identify the exact latitude and longitude of 10 mystery sites. The students learn about latitude and longitude and apply their knowledge through a set of clues to determine where their Mystery Class is located. Journey North provides an internationally accessed game of hide-and-seek called Mystery Class Seasons Challenge. Throughout this challenge, over the course of eleven weeks, students will record, graph, interpret and analysis data and research to ultimate identify the location of ten mystery locations. Students will track seasonal changes in sunlight while investigating, examining and researching clues to find these ten secret sites around the world. My research was done to prove the success of students' ability to learn new mathematics, science, technology and engineering concepts through inquiry based design.

  2. Neurocognitive Mechanisms of Learning to Read: Print Tuning in Beginning Readers Related to Word-Reading Fluency and Semantics but Not Phonology

    ERIC Educational Resources Information Center

    Eberhard-Moscicka, Aleksandra K.; Jost, Lea B.; Raith, Margit; Maurer, Urs

    2015-01-01

    During reading acquisition children learn to recognize orthographic stimuli and link them to phonology and semantics. The present study investigated neurocognitive processes of learning to read after one year of schooling. We aimed to elucidate the cognitive processes underlying neural tuning for print that has been shown to play an important role…

  3. Adaptation of Conceptions of Learning Science Questionnaire into Turkish and Science Teacher Candidates' Conceptions of Learning Science

    ERIC Educational Resources Information Center

    Bahçivan, Eralp; Kapucu, Serkan

    2014-01-01

    The purposes of this study were to (1) adapt an instrument "The Conceptions of Learning Science (COLS) questionnaire" into Turkish, and (2) to determine Turkish science teacher candidates' COLS. Adapting the instrument four steps were followed. Firstly, COLS questionnaire was translated into Turkish. Secondly, COLS questionnaire was…

  4. Attaining Meaningful Learning of Concepts in Genetics and Ecology: An Examination of the Potency of the Concept-Mapping Technique.

    ERIC Educational Resources Information Center

    Okebukola, Peter Akinsola

    1990-01-01

    Discussed is the relationship of concept-mapping by students to the meaningful learning of genetics and ecological concepts. The implications of these results for teacher education in biology are addressed. (KR)

  5. Learning and coding of concepts in neural networks.

    PubMed

    Salu, Y

    1985-01-01

    Our environment consists of virtually an infinite number of scenarios in which we have to function. In order to respond properly to an incoming stimulus, the brain has first to analyze it, and to find out the basic familiar elements that are part of it. In other words, by using a library which contains a relatively small number of basic concepts, the brain analyzes the multitude of incoming events. Some of those basic concepts are innate, but many of them must be learned, in order to accommodate for the arbitrary environment around us. A classifying box is defined as the neural network that finds out the familiar concepts that are present in an incoming stimulus. Models for classifying boxes are introduced, and possible mechanisms by which they may establish their libraries of concepts are suggested, and then compared and evaluated by computer simulations.

  6. Enhancing Collaborative and Meaningful Language Learning Through Concept Mapping

    NASA Astrophysics Data System (ADS)

    Marriott, Rita De Cássia Veiga; Torres, Patrícia Lupion

    This chapter aims to investigate new ways of foreign-language teaching/learning via a study of how concept mapping can help develop a student's reading, writing and oral skills as part of a blended methodology for language teaching known as LAPLI (Laboratorio de Aprendizagem de LInguas: The Language Learning Lab). LAPLI is a student-centred and collaborative methodology which encourages students to challenge their limitations and expand their current knowledge whilst developing their linguistic and interpersonal skills. We explore the theories that underpin LAPLI and detail the 12 activities comprising its programme with specify reference to the use of "concept mapping". An innovative table enabling a formative and summative assessment of the concept maps is formulated. Also presented are some of the qualitative and quantitative results achieved when this methodology was first implemented with a group of pre-service students studying for a degree in English and Portuguese languages at the Catholic University of Parana (PUCPR) in Brazil. The contribution of concept mapping and LAPLI to an under standing of language learning along with a consideration of the difficulties encountered in its implementation with student groups is discussed and suggestions made for future research.

  7. Enhancing Collaborative and Meaningful Language Learning through Concept Mapping

    NASA Astrophysics Data System (ADS)

    de Cássia Veiga Marriott, Rita; Torres, Patrícia Lupion

    This chapter aims to investigate new ways of foreign-language teaching/learning via a study of how concept mapping can help develop a student's reading, writing and oral skills as part of a blended methodology for language teaching known as LAPLI (Laboratorio de Aprendizagem de LInguas: The Language Learning Lab). LAPLI is a student-centred and collaborative methodology which encourages students to challenge their limitations and expand their current knowledge whilst developing their linguistic and interpersonal skills. We explore the theories that underpin LAPLI and detail the 12 activities comprising its programme with specify reference to the use of “concept mapping”. An innovative table enabling a formative and summative assessment of the concept maps is formulated. Also presented are some of the qualitative and quantitative results achieved when this methodology was first implemented with a group of pre-service students studying for a degree in English and Portuguese languages at the Catholic University of Parana (PUCPR) in Brazil. The contribution of concept mapping and LAPLI to an understanding of language learning along with a consideration of the difficulties encountered in its implementation with student groups is discussed and suggestions made for future research.

  8. Effects of acoustic and semantic contexts when learning to identify L2 phonemes in words and sentences

    NASA Astrophysics Data System (ADS)

    Ikuma, Yuko; Akahane-Yamada, Reiko

    2004-05-01

    Laboratory training experiment was conducted in order to examine the effect of acoustic and semantic contexts when learning second language phoneme perception. Fifty minimal pairs of English words contrasting in /r/ and /l/ were produced by native speakers of American English in three conditions; in isolation (WD), within semantically neutral carrier sentences (NS), and within semantically contextual carrier sentences (CS). Participants were native speakers of Japanese, and were divided into three groups; each was trained to identify /r/ and /l/ in one of above three conditions. In pretest, identification accuracy varied by condition in the order, NS

  9. Professional Music Training and Novel Word Learning: From Faster Semantic Encoding to Longer-lasting Word Representations.

    PubMed

    Dittinger, Eva; Barbaroux, Mylène; D'Imperio, Mariapaola; Jäncke, Lutz; Elmer, Stefan; Besson, Mireille

    2016-10-01

    On the basis of previous results showing that music training positively influences different aspects of speech perception and cognition, the aim of this series of experiments was to test the hypothesis that adult professional musicians would learn the meaning of novel words through picture-word associations more efficiently than controls without music training (i.e., fewer errors and faster RTs). We also expected musicians to show faster changes in brain electrical activity than controls, in particular regarding the N400 component that develops with word learning. In line with these hypotheses, musicians outperformed controls in the most difficult semantic task. Moreover, although a frontally distributed N400 component developed in both groups of participants after only a few minutes of novel word learning, in musicians this frontal distribution rapidly shifted to parietal scalp sites, as typically found for the N400 elicited by known words. Finally, musicians showed evidence for better long-term memory for novel words 5 months after the main experimental session. Results are discussed in terms of cascading effects from enhanced perception to memory as well as in terms of multifaceted improvements of cognitive processing due to music training. To our knowledge, this is the first report showing that music training influences semantic aspects of language processing in adults. These results open new perspectives for education in showing that early music training can facilitate later foreign language learning. Moreover, the design used in the present experiment can help to specify the stages of word learning that are impaired in children and adults with word learning difficulties.

  10. Millennial Students' Preferred Methods for Learning Concepts in Psychiatric Nursing.

    PubMed

    Garwood, Janet K

    2015-09-01

    The current longitudinal, descriptive, and correlational study explored which traditional teaching strategies can engage Millennial students and adequately prepare them for the ultimate test of nursing competence: the National Council Licensure Examination. The study comprised a convenience sample of 40 baccalaureate nursing students enrolled in a psychiatric nursing course. The students were exposed to a variety of traditional (e.g., PowerPoint(®)-guided lectures) and nontraditional (e.g., concept maps, group activities) teaching and learning strategies, and rated their effectiveness. The students' scores on the final examination demonstrated that student learning outcomes met or exceeded national benchmarks.

  11. Development of Category-based Induction and Semantic Knowledge

    ERIC Educational Resources Information Center

    Fisher, Anna V.; Godwin, Karrie E.; Matlen, Bryan J.; Unger, Layla

    2015-01-01

    Category-based induction is a hallmark of mature cognition; however, little is known about its origins. This study evaluated the hypothesis that category-based induction is related to semantic development. Computational studies suggest that early on there is little differentiation among concepts, but learning and development lead to increased…

  12. The Effects of the Construction of Learning Materials on Concept Learning from Text in Students: Sequence and Hierarchical Structure of Learning Materials.

    ERIC Educational Resources Information Center

    Tatsuki, Toru; Fushimi, Yohji

    2002-01-01

    Investigates the effects of learning material construction on concept learning while aiming for students to acquire the basic concepts of electricity and magnetism. Reports that concept learning of electricity and magnetism is influenced by the hierarchical structure of learning materials, not by sequence. (Contains 14 references.) (Author/YDS)

  13. Concept Learning and Heuristic Classification in Weak-Theory Domains

    DTIC Science & Technology

    1990-03-01

    successful approach to concept learning for heuristic classification. Almost all current programs for this task create or use explicit, abstract...generalizations. These programs are largely ineffective for domains with weak or intractable theories. An exemplar-based approach is suitable for domains with...inadequate theories but raises two additional problems: determining similarity and indexing exemplars. Our approach extends the exemplar-based approach

  14. Lexical selection in the semantically blocked cyclic naming task: the role of cognitive control and learning

    PubMed Central

    Crowther, Jason E.; Martin, Randi C.

    2014-01-01

    Studies of semantic interference in language production have provided evidence for a role of cognitive control mechanisms in regulating the activation of semantic competitors during naming. The present study investigated the relationship between individual differences in cognitive control abilities, for both younger and older adults, and the degree of semantic interference in a blocked cyclic naming task. We predicted that individuals with lower working memory capacity (as measured by word span), lesser ability to inhibit distracting responses (as measured by Stroop interference), and a lesser ability to resolve proactive interference (as measured by a recent negatives task) would show a greater increase in semantic interference in naming, with effects being larger for older adults. Instead, measures of cognitive control were found to relate to specific indices of semantic interference in the naming task, rather than overall degree of semantic interference, and few interactions with age were found, with younger and older adults performing similarly. The increase in naming latencies across naming trials within a cycle was negatively correlated with word span for both related and unrelated conditions, suggesting a strategy of narrowing response alternatives based upon memory for the set of item names. Evidence for a role of inhibition in response selection was obtained, as Stroop interference correlated positively with the change in naming latencies across cycles for the related, but not unrelated, condition. In contrast, recent negatives interference correlated negatively with the change in naming latencies across unrelated cycles, suggesting that individual differences in this tap the degree of strengthening of links in a lexical network based upon prior exposure. Results are discussed in terms of current models of lexical selection and consequences for word retrieval in more naturalistic production. PMID:24478675

  15. The Effects of Learning Disabilities on a Child's Self-Concept.

    ERIC Educational Resources Information Center

    Avazian, Karyn Lorraine Wood

    The review of the literature focuses on research assessing the effects of learning disabilities on a child's self-concept. After an introduction, definitions of "learning disabilities" and "self-concept" are offered. The literature on effects of learning disabilities on self-concept in elementary, middle, and high school age children is then…

  16. The Relationship Between Responses to Science Concepts on a Semantic Differential Instrument and Achievement in Freshman Physics and Chemistry.

    ERIC Educational Resources Information Center

    Rothman, Arthur Israel

    Students taking freshman physics and freshman chemistry at The State University of New York at Buffalo (SUNYAB) were administered a science-related semantic differential instrument. This same test was administered to physics and chemistry graduate students from SUNYAB and the University of Rochester. A scoring procedure was developed which…

  17. Learning Innovative Maternal Instinct: Activity Designing Semantic Factors of Alcohol Modification in Rural Communities of Thailand

    ERIC Educational Resources Information Center

    Yodmongkol, Pitipong; Jaimung, Thunyaporn; Chakpitak, Nopasit; Sureephong, Pradorn

    2014-01-01

    At present, Thailand is confronting a serious problem of alcohol drinking behavior which needs to be solved urgently. This research aimed to identify the semantic factors on alcohol drinking behavior and to use maternal instinct driving for housewives as village health volunteers in rural communities, Thailand. Two methods were implemented as the…

  18. Developmental Differences in the Effects of Phonological, Lexical and Semantic Variables on Word Learning by Infants

    ERIC Educational Resources Information Center

    Storkel, Holly L.

    2009-01-01

    The influence of phonological (i.e. individual sounds), lexical (i.e. whole-word forms) and semantic (i.e. meaning) characteristics on the words known by infants age 1;4 to 2;6 was examined, using an existing database (Dale & Fenson, 1996). For each noun, word frequency, two phonological (i.e. positional segment average, biphone average), two…

  19. Reasoning and Ontologies for Personalized E-Learning in the Semantic Web

    ERIC Educational Resources Information Center

    Henze, Nicola; Dolog, Peter; Nejdl, Wolfgang

    2004-01-01

    The challenge of the semantic web is the provision of distributed information with well-defined meaning, understandable for different parties. Particularly, applications should be able to provide individually optimized access to information by taking the individual needs and requirements of the users into account. In this paper we propose a…

  20. A Mathematical Analysis of Semantic Maps, with Theoretical and Applied Implications for Blended Learning Software

    ERIC Educational Resources Information Center

    Tang, Michael; David, Hyerle; Byrne, Roxanne; Tran, John

    2012-01-01

    This paper is a mathematical (Boolean) analysis a set of cognitive maps called Thinking Maps[R], based on Albert Upton's semantic principles developed in his seminal works, Design for Thinking (1961) and Creative Analysis (1961). Albert Upton can be seen as a brilliant thinker who was before his time or after his time depending on the future of…

  1. Spelling Performance and Semantic Understanding of Compound Words by Greek Students with Learning Disabilities

    ERIC Educational Resources Information Center

    Tsesmeli, Styliani N.; Koutselaki, Despoina

    2013-01-01

    The study aimed to investigate the spelling performance and the semantic understanding of compound words by 103 Greek primary school children (first through sixth grade). The experimental group comprised of 25 children with spelling difficulties and compared with a control group of 78 children of typical development. Children were asked to spell…

  2. Learning the Language of Healthcare Enabling Semantic Web Technology in CHCS

    DTIC Science & Technology

    2013-09-01

    Phase I, we began the task of introducing Semantic Healthcare as an open source project by creating a project on github [4]. The front page...our open source repository [10]. The document is a wide ranging analysis of available technologies and current initiatives and provides a guide for...4 Open Source Development Environment and User Community - Aim 1

  3. The Effects of a Concept Map-Based Support Tool on Simulation-Based Inquiry Learning

    ERIC Educational Resources Information Center

    Hagemans, Mieke G.; van der Meij, Hans; de Jong, Ton

    2013-01-01

    Students often need support to optimize their learning in inquiry learning environments. In 2 studies, we investigated the effects of adding concept-map-based support to a simulation-based inquiry environment on kinematics. The concept map displayed the main domain concepts and their relations, while dynamic color coding of the concepts displayed…

  4. Conceptions of Learning: An Exploratory Study in the Context of Marketing Students

    ERIC Educational Resources Information Center

    Yuksel, Ulku; Sutton-Brady, Catherine

    2007-01-01

    This study investigates marketing three phenomena. First authors examine student's approaches to studying and learning, then they explore their conceptions of learning, and they finally delve into teacher's perceptions of student's learning. Authors recast the conceptions of learning literature in which they classify simplifiers, accountants,…

  5. Latent Semantic Indexing of medical diagnoses using UMLS semantic structures.

    PubMed Central

    Chute, C. G.; Yang, Y.; Evans, D. A.

    1991-01-01

    The relational files within the UMLS Metathesaurus contain rich semantic associations to main concepts. We invoked the technique of Latent Semantic Indexing to generate information matrices based on these relationships and created "semantic vectors" using singular value decomposition. Evaluations were made on the complete set and subsets of Metathesaurus main concepts with the semantic type "Disease or Syndrome." Real number matrices were created with main concepts, lexical variants, synonyms, and associated expressions. Ancestors, children, siblings, and related terms were added to alternative matrices, preserving the hierarchical direction of the relation as the imaginary component of a complex number. Preliminary evaluation suggests that this technique is robust. A major advantage is the exploitation of semantic features which derive from a statistical decomposition of UMLS structures, possibly reducing dependence on the tedious construction of semantic frames by humans. PMID:1807584

  6. The comparative effect of individually-generated vs. collaboratively-generated computer-based concept mapping on science concept learning

    NASA Astrophysics Data System (ADS)

    Kwon, So Young

    Using a quasi-experimental design, the researcher investigated the comparative effects of individually-generated and collaboratively-generated computer-based concept mapping on middle school science concept learning. Qualitative data were analyzed to explain quantitative findings. One hundred sixty-one students (74 boys and 87 girls) in eight, seventh grade science classes at a middle school in Southeast Texas completed the entire study. Using prior science performance scores to assure equivalence of student achievement across groups, the researcher assigned the teacher's classes to one of the three experimental groups. The independent variable, group, consisted of three levels: 40 students in a control group, 59 students trained to individually generate concept maps on computers, and 62 students trained to collaboratively generate concept maps on computers. The dependent variables were science concept learning as demonstrated by comprehension test scores, and quality of concept maps created by students in experimental groups as demonstrated by rubric scores. Students in the experimental groups received concept mapping training and used their newly acquired concept mapping skills to individually or collaboratively construct computer-based concept maps during study time. The control group, the individually-generated concept mapping group, and the collaboratively-generated concept mapping group had equivalent learning experiences for 50 minutes during five days, excepting that students in a control group worked independently without concept mapping activities, students in the individual group worked individually to construct concept maps, and students in the collaborative group worked collaboratively to construct concept maps during their study time. Both collaboratively and individually generated computer-based concept mapping had a positive effect on seventh grade middle school science concept learning but neither strategy was more effective than the other. However

  7. The Effectiveness of Concept Maps in Teaching Physics Concepts Applied to Engineering Education: Experimental Comparison of the Amount of Learning Achieved with and without Concept Maps

    ERIC Educational Resources Information Center

    Martinez, Guadalupe; Perez, Angel Luis; Suero, Maria Isabel; Pardo, Pedro J.

    2013-01-01

    A study was conducted to quantify the effectiveness of concept maps in learning physics in engineering degrees. The following research question was posed: What was the difference in learning results from the use of concept maps to study a particular topic in an engineering course? The study design was quasi-experimental and used a post-test as a…

  8. Why First Language Learning Is Not Second Language Learning--Wittgenstein's Rejection of St. Augustine's Conception of Learning.

    ERIC Educational Resources Information Center

    Erneling, Christina

    1993-01-01

    Paper shows that Wittgenstein, in discussing ostensive definition, understanding, and the private language argument, attacks Saint Augustine's notion of learning. Recently, the Augustinian conception has been resurrected in cognitive theories postulating an innate language of thought, making Wittgenstein's claims that this conception of learning…

  9. Comparison of the traditional recall-based versus a new list-based method for computing semantic clustering on the California Verbal Learning Test: evidence from Alzheimer's disease.

    PubMed

    Delis, Dean C; Fine, Eric M; Stricker, John L; Houston, Wes S; Wetter, Spencer R; Cobell, Krystal; Jacobson, Mark W; Salmon, David P; Bondi, Mark W

    2010-01-01

    For over 50 years, cognitive psychologists and neuropsychologists have relied almost exclusively on a method for computing semantic clustering on list-learning tasks (recall-based formula) that was derived from an outdated assumption about how learning occurs. A new procedure for computing semantic clustering (list-based formula) was developed for the CVLT-II to correct the shortcomings of the traditional method. In the present study we compared the clinical utility of the traditional recall-based method versus the new list-based method using results from the original CVLT administered to 87 patients with Alzheimer's disease and 86 matched normal control participants. Logistic regression and score distribution analyses indicated that the new list-based method enhances the detection of differences in semantic-clustering ability between the groups.

  10. Order Theoretical Semantic Recommendation

    SciTech Connect

    Joslyn, Cliff A.; Hogan, Emilie A.; Paulson, Patrick R.; Peterson, Elena S.; Stephan, Eric G.; Thomas, Dennis G.

    2013-07-23

    Mathematical concepts of order and ordering relations play multiple roles in semantic technologies. Discrete totally ordered data characterize both input streams and top-k rank-ordered recommendations and query output, while temporal attributes establish numerical total orders, either over time points or in the more complex case of startend temporal intervals. But also of note are the fully partially ordered data, including both lattices and non-lattices, which actually dominate the semantic strcuture of ontological systems. Scalar semantic similarities over partially-ordered semantic data are traditionally used to return rank-ordered recommendations, but these require complementation with true metrics available over partially ordered sets. In this paper we report on our work in the foundations of partial order measurement in ontologies, with application to top-k semantic recommendation in workflows.

  11. Concepts first-A small group approach to physics learning

    NASA Astrophysics Data System (ADS)

    Gautreau, Ronald; Novemsky, Lisa

    1997-05-01

    Since 1991, we have been using Alan Van Heuvelen's Overview, Case Study: Physics (OCS physics) methodology in introductory physics courses at New Jersey Institute of Technology (NJIT) with remarkable success. With the OCS method, physics concepts are presented first, with no mathematics. Only after the concepts are understood is math brought into the picture at the appropriate level. In addition, much of the learning is accomplished with students working together in small groups of three or four. In these collaborative settings, students actively engage each other in the learning process, working on specially designed small group problems, while the instructor acts as a facilitator of the on-going learning. We present various comparisons showing the effectiveness of OCS instruction over traditional teaching. In particular, since the introduction of OCS physics into NJIT's summer Educational Opportunity Program (EOP), which involves mostly minority students, EOP students have significantly outperformed non-EOP students in their fall physics courses. Interviews with students and observations of videotapes suggest that "second teaching" takes place in small groups following "first teaching" by the instructor. Second teaching is interpreted on the basis of ideas developed by Vygotsky.

  12. Reexamining the Role of Cognitive Conflict in Science Concept Learning

    NASA Astrophysics Data System (ADS)

    Kang, Sukjin; Scharmann, Lawrence C.; Noh, Taehee

    2004-02-01

    In this study, we defined and quantified the degree of cognitive conflict induced by a discrepant event from a cognitive perspective. Based on the scheme developed, we investigated the relationship between cognitive conflict and conceptual change, and the influences of students'' cognitive characteristics on conflict in learning the concept of density. Subjects were 171 seventh-grade girls from two city middle schools in Korea. Tests regarding logical thinking ability, field dependence/independence, and meaningful learning approach were administered. A preconception test and a test of responses to a discrepant event were also administered. Computer-assisted instruction was then provided to students as a conceptual change intervention. A conception test was administered as a posttest. In analysing students'' responses to the discrepant event, seven types of responses were identified: Rejection, reinterpretation, exclusion, uncertainty, peripheral belief change, belief decrease, and belief change. These types were then ordered into four levels. The results indicated that there existed a significant correlation between cognitive conflict and conceptual change. t-test results revealed that there were statistically significant differences in the degree of cognitive conflict by the levels of students'' logical thinking ability and field dependence/independence. Meaningful learning approach, however, was found to have no statistically significant effect on cognitive conflict. Educational implications are discussed.

  13. Inferring semantic organization from refractory access dysphasia: further replication in the domains of geography and proper nouns but not concrete and abstract concepts.

    PubMed

    Hamilton, A Cris; Martin, Randi C

    2010-12-01

    Patients with "refractory access dysphasia" have been a source of unique insight into the organization of previously unexplored domains of semantic knowledge (i.e., proper nouns, geography, concrete and abstract concepts). However, much of the relevant data have been based on the performance of a small number of patients. Here, we present 2 patients who both display a "refractory access" pattern of performance on spoken-word-written-word matching tasks and test their performance in the domains of famous people, geography, and abstract and concrete words. While these patients show performance similar to that for the previously reported patients in the domains of famous people and geography, they show a very different pattern of performance with abstract and concrete nouns. We discuss possible reasons why patients may differ in performance and evidence for and against the "differential frameworks" hypothesis for the organization of concrete and abstract concepts.

  14. Learning Achievement and the Efficiency of Learning the Concept of Vector Addition at Three Different Grade Levels

    ERIC Educational Resources Information Center

    Gubrud, Allan R.; Novak, Joseph D.

    1973-01-01

    Empirical data relate to Bruner's and Ausubel's theories of learning concepts at different age levels. The concept of vector addition was taught to eighth, ninth, and tenth grade students. The concept was learned and retained by high ability ninth and all tenth grade students. (PS)

  15. On the Accessibility of Phonological, Orthographic, and Semantic Aspects of Second Language Vocabulary Learning and Their Relationship with Spatial and Linguistic Intelligences

    ERIC Educational Resources Information Center

    Zarei, Abbas Ali; Aleali, Maryam

    2015-01-01

    The present study was an attempt to investigate the differences in the accessibility of phonological, semantic, and orthographic aspects of words in L2 vocabulary learning. For this purpose, a sample of 119 Iranian intermediate level EFL students in a private language institute in Karaj was selected. All of the participants received the same…

  16. Semantic and phonological influences on visual word learning in a transparent language.

    PubMed

    Suárez-Coalla, Paz; Cuetos, Fernando

    2017-04-01

    Orthographic representations of words are indispensable for reading fluency. The ways in which these representations are developed and their resistance to decay are hotly debated topics. The aim of this study was to investigate the influence of semantic and phonological representations on the formation of orthographic representations in a transparent orthography. In order to achieve this objective, an experiment with three conditions was carried out. In the first condition, a group of university students were asked to repeatedly read 10 new words after semantic and phonological training, in the second condition another group of participants read the new words after phonological training, and in the third condition participants read without previous training. Finally, a follow-up session was performed to test the resistance to decay of the orthographic representations. The results showed that participants who had received semantic training formed the representations faster than participants in the other conditions, as indicated by the decrease in length effect. These results indicate the important role of previous knowledge when people face new written words. A month later these orthographic representations still remained in the lexicon of the participants.

  17. Effects of aging on value-directed modulation of semantic network activity during verbal learning

    PubMed Central

    Cohen, Michael S.; Rissman, Jesse; Suthana, Nanthia A.; Castel, Alan D.; Knowlton, Barbara J.

    2015-01-01

    While impairments in memory recall are apparent in aging, older adults show a remarkably preserved ability to selectively remember information deemed valuable. Here, we use fMRI to compare brain activation in healthy older and younger adults during encoding of high and low value words to determine whether there are differences in how older adults achieve value-directed memory selectivity. We find that memory selectivity in older adults is associated with value-related changes in activation during word presentation in left hemisphere regions that are involved in semantic processing, similar to young adults. However, highly selective young adults show a relatively greater increase in semantic network activity during encoding of high-value items, whereas highly selective older adults show relatively diminished activity during encoding of low-value items. Additionally, only younger adults showed value-related increases in activity in semantic and reward processing regions during presentation of the value cue preceding each to-be-remembered word. Young adults therefore respond to cue value more proactively than do older adults, yet the magnitude of value-related differences in cue period brain activity did not predict individual differences in memory selectivity. Thus, our data also show that age-related reductions in prestimulus activity do not always lead to inefficient performance. PMID:26244278

  18. Bi-Level Semantic Representation Analysis for Multimedia Event Detection.

    PubMed

    Chang, Xiaojun; Ma, Zhigang; Yang, Yi; Zeng, Zhiqiang; Hauptmann, Alexander G

    2016-03-28

    Multimedia event detection has been one of the major endeavors in video event analysis. A variety of approaches have been proposed recently to tackle this problem. Among others, using semantic representation has been accredited for its promising performance and desirable ability for human-understandable reasoning. To generate semantic representation, we usually utilize several external image/video archives and apply the concept detectors trained on them to the event videos. Due to the intrinsic difference of these archives, the resulted representation is presumable to have different predicting capabilities for a certain event. Notwithstanding, not much work is available for assessing the efficacy of semantic representation from the source-level. On the other hand, it is plausible to perceive that some concepts are noisy for detecting a specific event. Motivated by these two shortcomings, we propose a bi-level semantic representation analyzing method. Regarding source-level, our method learns weights of semantic representation attained from different multimedia archives. Meanwhile, it restrains the negative influence of noisy or irrelevant concepts in the overall concept-level. In addition, we particularly focus on efficient multimedia event detection with few positive examples, which is highly appreciated in the real-world scenario. We perform extensive experiments on the challenging TRECVID MED 2013 and 2014 datasets with encouraging results that validate the efficacy of our proposed approach.

  19. Semantic facilitation in bilingual first language acquisition.

    PubMed

    Bilson, Samuel; Yoshida, Hanako; Tran, Crystal D; Woods, Elizabeth A; Hills, Thomas T

    2015-07-01

    Bilingual first language learners face unique challenges that may influence the rate and order of early word learning relative to monolinguals. A comparison of the productive vocabularies of 435 children between the ages of 6 months and 7 years-181 of which were bilingual English learners-found that monolinguals learned both English words and all-language concepts faster than bilinguals. However, bilinguals showed an enhancement of an effect previously found in monolinguals-the preference for learning words with more associative cues. Though both monolinguals and bilinguals were best fit by a similar model of word learning, semantic network structure and growth indicated that the two groups were learning English words in a different order. Further, in comparison with a model of two-monolinguals-in-one-mind, bilinguals overproduced translational equivalents. Our results support an emergent account of bilingual first language acquisition, where learning a word in one language facilitates its acquisition in a second language.

  20. Personalized Learning Objects Recommendation Based on the Semantic-Aware Discovery and the Learner Preference Pattern

    ERIC Educational Resources Information Center

    Wang, Tzone I; Tsai, Kun Hua; Lee, Ming Che; Chiu, Ti Kai

    2007-01-01

    With vigorous development of the Internet, especially the web page interaction technology, distant E-learning has become more and more realistic and popular. Digital courses may consist of many learning units or learning objects and, currently, many learning objects are created according to SCORM standard. It can be seen that, in the near future,…

  1. Self-Regulated Workplace Learning: A Pedagogical Framework and Semantic Web-Based Environment

    ERIC Educational Resources Information Center

    Siadaty, Melody; Gasevic, Dragan; Jovanovic, Jelena; Pata, Kai; Milikic, Nikola; Holocher-Ertl, Teresa; Jeremic, Zoran; Ali, Liaqat; Giljanovic, Aleksandar; Hatala, Marek

    2012-01-01

    Self-regulated learning processes have a potential to enhance the motivation of knowledge workers to take part in learning and reflection about learning, and thus contribute to the resolution of an important research challenge in workplace learning. An equally important research challenge for the successful completion of each step of a…

  2. Designing a Semantic Bliki System to Support Different Types of Knowledge and Adaptive Learning

    ERIC Educational Resources Information Center

    Huang, Shiu-Li; Yang, Chia-Wei

    2009-01-01

    Though blogs and wikis have been used to support knowledge management and e-learning, existing blogs and wikis cannot support different types of knowledge and adaptive learning. A case in point, types of knowledge vary greatly in category and viewpoints. Additionally, adaptive learning is crucial to improving one's learning performance. This study…

  3. Implications of the HRD Concept.

    ERIC Educational Resources Information Center

    Nadler, Leonard

    1981-01-01

    Reviews the conceptual differences among the various kinds of learning experiences which are provided for adults, particularly by employing organizations. Also examines labels and semantics, implications of the various concepts, who should bear the responsibility for human resource development, mutual expectations, fade-out of unused skills, and…

  4. Explorers of the Universe: Metacognitive Tools for Learning Science Concepts

    NASA Technical Reports Server (NTRS)

    Alvarez, Marino C.

    1998-01-01

    Much of school learning consists of rote memorization of facts with little emphasis on meaningful interpretations. Knowledge construction is reduced to factual knowledge production with little regard for critical thinking, problem solving, or clarifying misconceptions. An important role of a middle and secondary teacher when teaching science is to aid students' ability to reflect upon what they know about a given topic and make available strategies that will enhance their understanding of text and science experiments. Developing metacognition, the ability to monitor one's own knowledge about a topic of study and to activate appropriate strategies, enhances students' learning when faced with reading, writing and problem solving situations. Two instructional strategies that can involve students in developing metacognitive awareness are hierarchical concept mapping, and Vee diagrams. Concept maps enable students to organize their ideas and reveal visually these ideas to others. A Vee diagram is a structured visual means of relating the methodological aspects of an activity to its underlying conceptual aspect in ways that aid learners in meaningful understanding of scientific investigations.

  5. Reframing the Concept of Reflection: Consciousness, Experiential Learning, and Reflective Learning Practices

    ERIC Educational Resources Information Center

    Jordi, Richard

    2011-01-01

    The concept of reflection is common to a range of learning theories and therefore carries various meanings and differing significance. Within theories of adult education, reflection is predominantly conceptualized as the rational analytical process through which human beings extract knowledge from their experience. This article critiques this…

  6. Correlation of Students' Brain Types to Their Conceptions of Learning Science and Approaches to Learning Science

    ERIC Educational Resources Information Center

    Park, Jiyeon; Jeon, Dongryul

    2015-01-01

    The systemizing and empathizing brain type represent two contrasted students' characteristics. The present study investigated differences in the conceptions and approaches to learning science between the systemizing and empathizing brain type students. The instruments are questionnaires on the systematizing and empathizing, questionnaires on the…

  7. Word learning does not end at fast-mapping: evolution of verb meanings through reorganization of an entire semantic domain.

    PubMed

    Saji, Noburo; Imai, Mutsumi; Saalbach, Henrik; Zhang, Yuping; Shu, Hua; Okada, Hiroyuki

    2011-01-01

    This paper explores the process through which children sort out the relations among verbs belonging to the same semantic domain. Using a set of Chinese verbs denoting a range of action events that are labeled by carrying or holding in English as a test case, we looked at how Chinese-speaking 3-, 5-, and 7-year-olds and adults apply 13 different verbs to a range of carrying/holding events. We asked how children learning Chinese originally divide and label the semantic space in this domain, how they discover the boundaries between different words, and how the meanings of verbs in the domain as a whole evolve toward the representations of adults. We also addressed the question of what factors make verb meaning acquisition easy or hard. Results showed that the pattern of children's verb use is largely different from that of adults and that it takes a long time for children to be able to use all verbs in this domain in the way adults do. We also found that children start to use broad-covering and frequent verbs the earliest, but use of these verbs tends to converge on adult use more slowly because children could not use these verbs as adults did until they had identified boundaries between these verbs and other near-synonyms with more specific meanings. This research highlights the importance of systematic investigation of words that belong to the same domain as a whole, examining how word meanings in a domain develop as parts of a connected system, instead of examining each word on its own: learning the meaning of a verb invites restructuring of the meanings of related, neighboring verbs.

  8. Learning Outcomes as a Key Concept in Policy Documents throughout Policy Changes

    ERIC Educational Resources Information Center

    Prøitz, Tine Sophie

    2015-01-01

    Learning outcomes can be considered to be a key concept in a changing education policy landscape, enhancing aspects such as benchmarking and competition. Issues relating to concepts of performance have a long history of debate within the field of education. Today, the concept of learning outcomes has become central in education policy development,…

  9. Concept Map Structure, Gender and Teaching Methods: An Investigation of Students' Science Learning

    ERIC Educational Resources Information Center

    Gerstner, Sabine; Bogner, Franz X.

    2009-01-01

    Background: This study deals with the application of concept mapping to the teaching and learning of a science topic with secondary school students in Germany. Purpose: The main research questions were: (1) Do different teaching approaches affect concept map structure or students' learning success? (2) Is the structure of concept maps influenced…

  10. The Power of Examples: Illustrative Examples Enhance Conceptual Learning of Declarative Concepts

    ERIC Educational Resources Information Center

    Rawson, Katherine A.; Thomas, Ruthann C.; Jacoby, Larry L.

    2015-01-01

    Declarative concepts (i.e., key terms with short definitions of the abstract concepts denoted by those terms) are a common kind of information that students are expected to learn in many domains. A common pedagogical approach for supporting learning of declarative concepts involves presenting students with concrete examples that illustrate how the…

  11. Transformative Learning and Concepts of the Self: Insights from Immigrant and Intercultural Journeys

    ERIC Educational Resources Information Center

    Lange, Elizabeth

    2015-01-01

    This article examines Canadian immigrant and intercultural learning as an insightful context for examining transformative learning. Theories of intercultural communication are explored, particularly the concept of transculturality and Bhabha's concept of "Third Space". Various concepts of the self are also compared, particularly two…

  12. Learning the Attachment Theory with the CM-ED Concept Map Editor

    ERIC Educational Resources Information Center

    Rueda, U.; Arruarte, A.; Elorriaga, J. A.; Herran, E.

    2009-01-01

    This paper presents a study carried out at the University of the Basque Country UPV/EHU with the aim of evaluating the CM-ED (concept map editor) with social education students. Concept mapping is a widely accepted technique that promotes meaningful learning. Graphically representing concepts of the learning domain and relationships between them…

  13. Measurement of Latent Cognitive Abilities Involved in Concept Identification Learning

    PubMed Central

    Thomas, Michael L.; Brown, Gregory G.; Gur, Ruben C.; Moore, Tyler M.; Patt, Virginie M.; Nock, Matthew K.; Naifeh, James A.; Heeringa, Steven; Ursano, Robert J.; Stein, Murray B.

    2016-01-01

    Introduction We used cognitive and psychometric modeling techniques to evaluate the construct validity and measurement precision of latent cognitive abilities measured by a test of concept identification learning: the Penn Conditional Exclusion Test (PCET). Method Item response theory parameters were embedded within classic associative- and hypothesis-based Markov learning models and fitted to 35,553 Army soldiers' PCET data from the Army Study To Assess Risk and Resilience in Servicemembers (Army STARRS). Results Data were consistent with a hypothesis-testing model with multiple latent abilities— abstraction and set shifting. Latent abstraction ability was positively correlated with number of concepts learned, and latent set shifting ability was negatively correlated with number of perseverative errors, supporting the construct validity of the two parameters. Abstraction was most precisely assessed for participants with abilities ranging from one-and-a-half standard deviations below the mean to the mean itself. Measurement of set shifting was acceptably precise only for participants making a high number of perseverative errors. Conclusions The PCET precisely measures latent abstraction ability in the Army STARRS sample, especially within the range of mildly impaired to average ability. This precision pattern is ideal for a test developed to measure cognitive impairment as opposed to cognitive strength. The PCET also measures latent set shifting ability, but reliable assessment is limited to the impaired range of ability reflecting that perseverative errors are rare among cognitively healthy adults. Integrating cognitive and psychometric models can provide information about construct validity and measurement precision within a single analytical framework. PMID:26147832

  14. An Investigation of Two Profiles within Conceptions of Learning Science: An Examination of Confirmatory Factor Analysis

    ERIC Educational Resources Information Center

    Lin, Che-Li; Tsai, Chin-Chung; Liang, Jyh-Chong

    2012-01-01

    Conceptions of learning are drawn from an individuals' learning experiences, which are theoretically built upon the phenomenographic research method. Seven conceptions of learning in the domain of science are identified: "memorizing," "testing," "calculating and practicing," "increase of knowledge," "application," "understanding," and "seeing in a…

  15. Adults' Perceptions of Concept Learning Outcomes: An Initial Study and Discussion.

    ERIC Educational Resources Information Center

    Wilson, Brent G.; Tessmer, Martin

    This paper reports on an empirical study of educators' perceptions of learning concepts, reviews the cognitive learning literature, and argues for an expanded view of conceptual knowledge and its role in education and training. The report begins with discussions of changing views of concept learning and declarative and procedural components of…

  16. Effective Self-Regulated Science Learning through Multimedia-Enriched Skeleton Concept Maps

    ERIC Educational Resources Information Center

    Maree, Ton J.; van Bruggen, Jan M.; Jochems, Wim M. G.

    2013-01-01

    Background: This study combines work on concept mapping with scripted collaborative learning. Purpose: The objective was to examine the effects of self-regulated science learning through scripting students' argumentative interactions during collaborative "multimedia-enriched skeleton concept mapping" on meaningful science learning and…

  17. A Mutually Facilitative Relationship between Learning Names and Learning Concepts in Preschool Children: The Case of Artifacts

    ERIC Educational Resources Information Center

    Nelson, Deborah G. Kemler; O'Neil, Kelly A.; Asher, Yvonne M.

    2008-01-01

    Two studies investigated the relationship between learning names and learning concepts in preschool children. More specifically, we focused on the relationship between learning the names and learning the intended functions of artifacts, given that the intended function of an artifact is generally thought to constitute core conceptual information…

  18. Conceptions of Self-Directed Learning: Theoretical and Conceptual Considerations. LOS, Learning Organized Self-Directed Researchgroup.

    ERIC Educational Resources Information Center

    Straka, Gerald A., Ed.

    This book consists of 15 papers addressing issues and conceptions of self-directed learning. The following are included: "Self-Directed Learning as a Political Idea" (Stephen D. Brookfield); "Social Influences on Individual Commitment to Self-Directed Learning at Work" (Alan J. Brown); "Goals of Self-Learning" (Rosemary S. Caffarella); "From…

  19. Using a Learning Cycle to Deepen Chinese Primary Students' Concept Learning of the "Phases of the Moon"

    ERIC Educational Resources Information Center

    Lin, Jing

    2016-01-01

    This study focuses on the internal conditions of students' concept learning and builds a learning cycle' based on the "phases of the Moon" (MP) to, deepen students' understanding. The learning cycle of MP developed in this study includes three basic learning links, which are: cognitive conflict, abstraction and generalization, and…

  20. Phonological and Semantic Knowledge Are Causal Influences on Learning to Read Words in Chinese

    ERIC Educational Resources Information Center

    Zhou, Lulin; Duff, Fiona J.; Hulme, Charles

    2015-01-01

    We report a training study that assesses whether teaching the pronunciation and meaning of spoken words improves Chinese children's subsequent attempts to learn to read the words. Teaching the pronunciations of words helps children to learn to read those same words, and teaching the pronunciations and meanings improves learning still further.…

  1. The Social Semantic Web in Intelligent Learning Environments: State of the Art and Future Challenges

    ERIC Educational Resources Information Center

    Jovanovic, Jelena; Gasevic, Dragan; Torniai, Carlo; Bateman, Scott; Hatala, Marek

    2009-01-01

    Today's technology-enhanced learning practices cater to students and teachers who use many different learning tools and environments and are used to a paradigm of interaction derived from open, ubiquitous, and socially oriented services. In this context, a crucial issue for education systems in general, and for Intelligent Learning Environments…

  2. Comparative Effects of Computer-Based Concept Maps, Refutational Texts, and Expository Texts on Science Learning

    ERIC Educational Resources Information Center

    Adesope, Olusola O.; Cavagnetto, Andy; Hunsu, Nathaniel J.; Anguiano, Carlos; Lloyd, Joshua

    2017-01-01

    This study used a between-subjects experimental design to examine the effects of three different computer-based instructional strategies (concept map, refutation text, and expository scientific text) on science learning. Concept maps are node-link diagrams that show concepts as nodes and relationships among the concepts as labeled links.…

  3. Concept Mapping as a Learning Tool for the Employment Relations Degree

    ERIC Educational Resources Information Center

    Martinez-Canas, Ricardo; Ruiz-Palomino, Pablo

    2011-01-01

    Concept mapping is a technique to represent relationships between concepts that can help students to improve their meaningful learning. Using the cognitive theories proposed by Ausubel (1968), concept maps can help instructors and students to enhance their logical thinking and study skills by revealing connections among concepts that can simplify…

  4. LEARNING FROM OTHERS: CHILDREN’S CONSTRUCTION OF CONCEPTS

    PubMed Central

    Gelman, Susan A.

    2010-01-01

    Much of children’s knowledge is derived not from their direct experiences with the environment but rather from the input of others. However, until recently, the focus in studies of concept development was primarily on children’s knowledge, with relatively little attention paid to the nature of the input. The last 10 years have seen an important shift in focus. This chapter reviews this approach, by examining the nature of the input, and the nature of the learner, to shed light on early conceptual learning. These findings argue against the simple notion that conceptual development is either supplied by the environment or innately specified, and instead demonstrate how the two work together. The implications for how children reconcile competing belief systems are also discussed. PMID:18631027

  5. Improving Student Understanding of Lipids Concepts in a Biochemistry Course Using Test-Enhanced Learning

    ERIC Educational Resources Information Center

    Horn, Savannah; Hernick, Marcy

    2015-01-01

    Test-enhanced learning has successfully been used as a means to enhance learning and promote knowledge retention in students. We have examined whether this approach could be used in a biochemistry course to enhance student learning about lipids-related concepts. Students were provided access to two optional learning modules with questions related…

  6. Teachers' Conceptions of e-Learning in Chinese Higher Education: A Phenomenographic Analysis

    ERIC Educational Resources Information Center

    Zhao, Jianhua; McConnell, David; Jiang, Yinjian

    2009-01-01

    Purpose: This paper aims to first, examine teachers' conception of e-learning and second, is to reveal how e-learning is applied in teaching and learning in the field of Chinese higher education. Design/methodology/approach: Various issues are reviewed in the instruction part, i.e. e-learning applications in China, research and practices of…

  7. The Impact of the Flipped Classroom on Mathematics Concept Learning in High School

    ERIC Educational Resources Information Center

    Bhagat, Kaushal Kumar; Chang, Cheng-Nan; Chang, Chun-Yen

    2016-01-01

    The present study aimed to examine the effectiveness of the flipped classroom learning environment on learner's learning achievement and motivation, as well as to investigate the effects of flipped classrooms on learners with different achievement levels in learning mathematics concepts. The learning achievement and motivation were measured by the…

  8. Differential Resting State Connectivity Patterns and Impaired Semantically Cued List Learning Test Performance in Early Course Remitted MDD

    PubMed Central

    Rao, Julia A.; Jenkins, Lisanne M.; Hymen, Erica; Feigon, Maia; Weisenbach, Sara L.; Zubieta, Jon-Kar; Langenecker, Scott A.

    2016-01-01

    Objective There is a well-known association between memory impairment and Major Depressive Disorder (MDD). Additionally, recent studies are also showing resting-state (rs) fMRI abnormalities in active and remitted MDD. However, no studies to date have examined both resting state connectivity and memory performance in early course remitted MDD, nor the relationship between connectivity and semantically-cued episodic memory. Method Resting state MRI (rsMRI) data from two 3.0 Tesla GE scanners were collected from 34 unmedicated young adults with remitted MDD (rMDD) and 23 healthy controls (HCs) between 18–23 years of age using bilateral seeds in the hippocampus. Participants also completed a semantically-cued list-learning test and their performance was correlated with hippocampal seed-based rsMRI. Regression models were also used to predict connectivity patterns from memory performance. Results After correcting for sex, rMDD performed worse than HCs on the total number of words recalled and recognized. rMDD demonstrated significant in-network hypoactivation between the hippocampus and multiple fronto-temporal regions, and multiple extra-network hyperconnectivities between the hippocampus and fronto-parietal regions when compared to HCs. Memory performance negatively predicted connectivity in HCs and positively predicted connectivity in rMDD. Conclusions Even when individuals with a history of MDD are no longer displaying active depressive symptoms, they continue to demonstrate worse memory performance, disruptions in hippocampal connectivity, and a differential relationship between episodic memory and hippocampal connectivity. PMID:26888619

  9. Self-esteem, academic self-concept, and achievement: how the learning environment moderates the dynamics of self-concept.

    PubMed

    Trautwein, Ulrich; Lüdtke, Oliver; Köller, Olaf; Baumert, Jürgen

    2006-02-01

    The authors examine the directionality of effects between global self-esteem, domain-specific academic self-concepts, and academic achievement. Special emphasis is placed on learning environments as potential moderators of the direction of these effects. According to the meritocracy principle presented here, so-called bottom-up effects (i.e., self-esteem is influenced by academic self-concept) are more pronounced in meritocratic learning environments than in ego-protective learning environments. This hypothesis was examined using a three-wave cross-lagged panel design with a large sample of 7th graders from East and West Germany, a total of 5,648 students who were tested shortly after German reunification. Reciprocal effects were found between self-esteem, academic self-concept, and academic achievement. In conformance with the meritocracy principle, support for bottom-up effects was stronger in the meritocratic learning environment.

  10. Surgical and nonsurgical periodontal therapy. Learned and unlearned concepts.

    PubMed

    Heitz-Mayfield, Lisa J A; Lang, Niklaus P

    2013-06-01

    This review aims to highlight concepts relating to nonsurgical and surgical periodontal therapy, which have been learned and unlearned over the past few decades. A number of treatment procedures, such as gingival curettage and aggressive removal of contaminated root cementum, have been unlearned. Advances in technology have resulted in the introduction of a range of new methods for use in nonsurgical periodontal therapy, including machine-driven instruments, lasers, antimicrobial photodynamic therapy and local antimicrobial-delivery devices. However, these methods have not been shown to offer significant benefits over and above nonsurgical debridement using hand instruments. The method of debridement is therefore largely dependent on the preferences of the operator and the patient. Recent evidence indicates that specific systemic antimicrobials may be indicated for use as adjuncts to nonsurgical debridement in patients with advanced disease. Full-mouth disinfection protocols have been proven to be a relevant treatment option. We have learned that while nonsurgical and surgical methods result in similar long-term treatment outcomes, surgical therapy results in greater probing-depth reduction and clinical attachment gain in initially deep pockets. The surgical technique chosen seems to have limited influence upon changes in clinical attachment gain. What has not changed is the importance of thorough mechanical debridement and optimal plaque control for successful nonsurgical and surgical periodontal therapy.

  11. Semantic Feature Distinctiveness and Frequency

    ERIC Educational Resources Information Center

    Lamb, Katherine M.

    2012-01-01

    Lexical access is the process in which basic components of meaning in language, the lexical entries (words) are activated. This activation is based on the organization and representational structure of the lexical entries. Semantic features of words, which are the prominent semantic characteristics of a word concept, provide important information…

  12. A Semantic Web-Based Authoring Tool to Facilitate the Planning of Collaborative Learning Scenarios Compliant with Learning Theories

    ERIC Educational Resources Information Center

    Isotani, Seiji; Mizoguchi, Riichiro; Isotani, Sadao; Capeli, Olimpio M.; Isotani, Naoko; de Albuquerque, Antonio R. P. L.; Bittencourt, Ig. I.; Jaques, Patricia

    2013-01-01

    When the goal of group activities is to support long-term learning, the task of designing well-thought-out collaborative learning (CL) scenarios is an important key to success. To help students adequately acquire and develop their knowledge and skills, a teacher can plan a scenario that increases the probability for learning to occur. Such a…

  13. A Practical Ontology Query Expansion Algorithm for Semantic-Aware Learning Objects Retrieval

    ERIC Educational Resources Information Center

    Lee, Ming-Che; Tsai, Kun Hua; Wang, Tzone I.

    2008-01-01

    Following the rapid development of Internet, particularly web page interaction technology, distant e-learning has become increasingly realistic and popular. To solve the problems associated with sharing and reusing teaching materials in different e-learning systems, several standard formats, including SCORM, IMS, LOM, and AICC, etc., recently have…

  14. Semantic Features of Math Problems: Relationships to Student Learning and Engagement

    ERIC Educational Resources Information Center

    Slater, Stefan; Baker, Ryan; Ocumpaugh, Jaclyn; Inventado, Paul; Scupelli, Peter; Heffernan, Neil

    2016-01-01

    The creation of crowd-sourced content in learning systems is a powerful method for adapting learning systems to the needs of a range of teachers in a range of domains, but the quality of this content can vary. This study explores linguistic differences in teacher-created problem content in ASSISTments using a combination of discovery with models…

  15. Mining Concept Maps to Understand University Students' Learning

    ERIC Educational Resources Information Center

    Yoo, Jin Soung; Cho, Moon-Heum

    2012-01-01

    Concept maps, visual representations of knowledge, are used in an educational context as a way to represent students' knowledge, and identify mental models of students; however there is a limitation of using concept mapping due to its difficulty to evaluate the concept maps. A concept map has a complex structure which is composed of concepts and…

  16. X-Informatics: Practical Semantic Science

    NASA Astrophysics Data System (ADS)

    Borne, K. D.

    2009-12-01

    The discipline of data science is merging with multiple science disciplines to form new X-informatics research disciplines. They are almost too numerous to name, but they include geoinformatics, bioinformatics, cheminformatics, biodiversity informatics, ecoinformatics, materials informatics, and the emerging discipline of astroinformatics. Within any X-informatics discipline, the information granules are unique to that discipline -- e.g., gene sequences in bio, the sky object in astro, and the spatial object in geo (such as points, lines, and polygons in the vector model, and pixels in the raster model). Nevertheless the goals are similar: transparent data re-use across subdisciplines and within education settings, information and data integration and fusion, personalization of user interactions with the data collection, semantic search and retrieval, and knowledge discovery. The implementation of an X-informatics framework enables these semantic e-science research goals. We describe the concepts, challenges, and new developments associated with the new discipline of astroinformatics, and how geoinformatics provides valuable lessons learned and a model for practical semantic science within a traditional science discipline through the accretion of data science methodologies (such as formal metadata creation, data models, data mining, information retrieval, knowledge engineering, provenance, taxonomies, and ontologies). The emerging concept of data-as-a-service (DaaS) builds upon the concept of smart data (or data DNA) for intelligent data management, automated workflows, and intelligent processing. Smart data, defined through X-informatics, enables several practical semantic science use cases, including self-discovery, data intelligence, automatic recommendations, relevance analysis, dimension reduction, feature selection, constraint-based mining, interdisciplinary data re-use, knowledge-sharing, data use in education, and more. We describe these concepts within the

  17. Effect of Instructor-Provided Concept Maps and Self-Directed Learning Ability on Students' Online Hypermedia Learning Performance

    ERIC Educational Resources Information Center

    Chou, Pao-Nan

    2013-01-01

    The purpose of this experimental study was to explore the instructional effectiveness of integrating varied instructor-provided concept maps into an online hypertext learning environment, and the effect of learners' self-directed learning abilities on their learning performance. The research adopted a randomized posttest with two-control-group…

  18. High School Students' Approaches to Learning Physics with Relationship to Epistemic Views on Physics and Conceptions of Learning Physics

    ERIC Educational Resources Information Center

    Chiou, Guo-Li; Lee, Min-Hsien; Tsai, Chin-Chung

    2013-01-01

    Background and purpose: Knowing how students learn physics is a central goal of physics education. The major purpose of this study is to examine the strength of the predictive power of students' epistemic views and conceptions of learning in terms of their approaches to learning in physics. Sample, design and method: A total of 279 Taiwanese high…

  19. Examining High-School Students' Preferences toward Learning Environments, Personal Beliefs and Concept Learning in Web-Based Contexts

    ERIC Educational Resources Information Center

    Yang, Fang-Ying; Chang, Cheng-Chieh

    2009-01-01

    The purpose of the study is to explore three kinds of personal affective traits among high-school students and their effects on web-based concept learning. The affective traits include personal preferences about web-based learning environments, personal epistemological beliefs, and beliefs about web-based learning. One hundred 11th graders…

  20. An Investigation of Taiwanese High School Students' Science Learning Self-Efficacy in Relation to Their Conceptions of Learning Science

    ERIC Educational Resources Information Center

    Lin, Tzung-Jin; Tsai, Chin-Chung

    2013-01-01

    Background: Past studies have shown significant associations between students' conceptions of learning science and their science learning self-efficacy. However, in most of the studies, students' science learning self-efficacy has often been measured by a singular scale. Purpose: Extending the findings of these studies, the present study adopted a…

  1. The Conceptions of Learning Science for Science-Mathematics Groups and Literature-Mathematics Groups in Turkey

    ERIC Educational Resources Information Center

    Sadi, Ozlem; Lee, Min-Hsien

    2015-01-01

    Background: The conceptions of learning have a deep effect on the learning process, and accordingly on learning outcomes. Some researchers emphasize that conceptions of learning are domain-dependent and there should be more research in different domains (e.g. science, literature) to enhance students' understanding of conceptions of learning…

  2. Bottom-Up Gazetteers: Learning from the Implicit Semantics of Geotags

    NASA Astrophysics Data System (ADS)

    Keßler, Carsten; Maué, Patrick; Heuer, Jan Torben; Bartoschek, Thomas

    As directories of named places, gazetteers link the names to geographic footprints and place types. Most existing gazetteers are managed strictly top-down: entries can only be added or changed by the responsible toponymic authority. The covered vocabulary is therefore often limited to an administrative view on places, using only official place names. In this paper, we propose a bottom-up approach for gazetteer building based on geotagged photos harvested from the web. We discuss the building blocks of a geotag and how they relate to each other to formally define the notion of a geotag. Based on this formalization, we introduce an extraction process for gazetteer entries that captures the emergent semantics of collections of geotagged photos and provides a group-cognitive perspective on named places. Using an experimental setup based on clustering and filtering algorithms, we demonstrate how to identify place names and assign adequate geographic footprints. The results for three different place names (Soho, Camino de Santiago and Kilimanjaro), representing different geographic feature types, are evaluated and compared to the results obtained from traditional gazetteers. Finally, we sketch how our approach can be combined with other (for example, linguistic) approaches and discuss how such a bottom-up gazetteer can complement existing gazetteers.

  3. Spelling performance and semantic understanding of compound words by Greek students with learning disabilities.

    PubMed

    Tsesmeli, Styliani N; Koutselaki, Despoina

    2013-01-01

    The study aimed to investigate the spelling performance and the semantic understanding of compound words by 103 Greek primary school children (first through sixth grade). The experimental group comprised of 25 children with spelling difficulties and compared with a control group of 78 children of typical development. Children were asked to spell and define 20 concrete and abstract compounds. They were also asked to spell 20 different compounds after providing their definitions in terms of their morphological constituents. Main results indicated that concrete compounds were spelled and defined better than abstract ones, but the experimental group performed significantly lower than the control group on both word types. Children with spelling disabilities were able to use less etymological information in defining compound words than their typical classmates, suggesting that they understand less the internal structure of morphologically complex words. These results are compatible with the experimental literature and are discussed in terms of the morphophonemic nature of Greek language as a transparent orthography with a rich morphology.

  4. Secondary School Students' Conceptions of Learning and Their Relationship to Achievement

    ERIC Educational Resources Information Center

    Peterson, Elizabeth R.; Brown, Gavin T. L.; Irving, S. Earl

    2010-01-01

    Conceptions of learning were investigated in three studies. Study 1 piloted a modified version of Purdie and Hattie's (2002) Conceptions of Learning Inventory (COLI-I) with 236 secondary students. Multilog analysis was used to remove items with poor measurement characteristics. Study 2 used a nationally representative sample of 701 New Zealand…

  5. Concept Development in Learning Physics: The Case of Electric Current and Voltage Revisited

    ERIC Educational Resources Information Center

    Koponen, Ismo T.; Huttunen, Laura

    2013-01-01

    In learning conceptual knowledge in physics, a common problem is the development and differentiation of concepts in the learning process. An important part of this development process is the re-organisation or re-structuring process in which students' conceptual knowledge and concepts change. This study proposes a new view of concept…

  6. Joining the Pieces: Using Concept Maps for Integrated Learning and Assessment in an Introductory Management Course

    ERIC Educational Resources Information Center

    Connolly, Heather; Spiller, Dorothy

    2016-01-01

    This paper reports on and evaluates the use of concept mapping as a learning tool in a large first year Management course. The goal was to help students make personal sense of course learning and to build their understanding of links and relationships between key course ideas. Concept mapping was used for three summative assessment pieces,…

  7. Analyzing the Relationship between Learning Styles and Basic Concept Knowledge Level of Kindergarten Children

    ERIC Educational Resources Information Center

    Balat, Gülden Uyanik

    2014-01-01

    Most basic concepts are acquired during preschool period. There are studies indicating that the basic concept knowledge of children is related to language development, cognitive development, academic achievement and intelligence. The relationship between learning behaviors (sometime called learning or cognitive styles) and a child academic success…

  8. Measuring Student Learning Using Initial and Final Concept Test in an STEM Course

    ERIC Educational Resources Information Center

    Kaw, Autar; Yalcin, Ali

    2012-01-01

    Effective assessment is a cornerstone in measuring student learning in higher education. For a course in Numerical Methods, a concept test was used as an assessment tool to measure student learning and its improvement during the course. The concept test comprised 16 multiple choice questions and was given in the beginning and end of the class for…

  9. A Confirmatory Factor Analysis of the Teaching and Learning Conceptions Questionnaire (TLCQ)

    ERIC Educational Resources Information Center

    Sahin, Sami; Yilmaz, Harun

    2011-01-01

    This study examines pre-service teachers' conception about teaching and learning using the perspectives of Traditional Teaching (TT) and Constructivist Teaching (CT). Using the Teaching and Learning Conceptions Questionnaire (TLCQ) by Chan and Elliot (2004), data were collected from 460 pre-service teachers in Turkey through an online…

  10. Three Key Concepts of the Theory of Objectification: Knowledge, Knowing, and Learning

    ERIC Educational Resources Information Center

    Radford, Luis

    2013-01-01

    In this article I sketch three key concepts of a cultural-historical theory of mathematics teaching and learning--the theory of objectification. The concepts are: knowledge, knowing and learning. The philosophical underpinning of the theory revolves around the work of Georg W. F. Hegel and its further development in the philosophical works of K.…

  11. Developing iPad-Based Physics Simulations That Can Help People Learn Newtonian Physics Concepts

    ERIC Educational Resources Information Center

    Lee, Young-Jin

    2015-01-01

    The aims of this study are: (1) to develop iPad-based computer simulations called iSimPhysics that can help people learn Newtonian physics concepts; and (2) to assess its educational benefits and pedagogical usefulness. To facilitate learning, iSimPhysics visualizes abstract physics concepts, and allows for conducting a series of computer…

  12. Effects of Learning with Gesture on Children's Understanding of a New Language Concept

    ERIC Educational Resources Information Center

    Wakefield, Elizabeth M.; James, Karin H.

    2015-01-01

    Asking children to gesture while being taught a concept facilitates their learning. Here, we investigated whether children benefitted equally from producing gestures that reflected speech (speech-gesture matches) versus gestures that complemented speech (speech-gesture mismatches), when learning the concept of palindromes. As in previous studies,…

  13. The Role of Cognitive Organizers in the Facilitation of Concept Learning in Elementary School Science.

    ERIC Educational Resources Information Center

    Schulz, Richard William

    Studied was the effect of advance organizers, as defined by Ausubel, on the learning of concepts in science. Sixth grade classes studied two sequences of major concept-centered learning tasks developed by the investigator. The first had 12 lessons about energy forms and transformations; the second had five about photosynthesis and respiration as…

  14. A Model of Conceptual Learning and Development: Empirical Validation of the Concept Attainment Levels.

    ERIC Educational Resources Information Center

    Ingison, Linda J.

    Four hundred students, ranging from 5 to 15 years of age, were administered a series of tests of concept learning and development as a test of the Conceptual Learning and Development (CLD) model. Various levels of attainment of the concept of "equilateral triangle" were measured. The CLD model predicts that a decreasing number of students at a…

  15. Relationships between Intelligence and Concept Identification in Adulthood as a Function of Stage of Learning.

    ERIC Educational Resources Information Center

    Hayship, Bert

    1979-01-01

    Participants aged 17-26, 39-51 and 59-76 solved concept problems to investigate intellectual correlates of concept identification as a function of stage of learning in adulthood. Differential ability-performance relations as a function of stage of learning were considerably less potent in the elderly v the young and middle aged. (Author)

  16. Changing Conceptions of Teaching: A Four-Year Learning Journey for Student Teachers

    ERIC Educational Resources Information Center

    Cheng, Annie Y. N.; Tang, Sylvia Y. F.; Cheng, May M. H.

    2016-01-01

    Understanding student teachers' development of conceptions of teaching and learning is critical for teacher educators. Drawing from the findings of a four-year longitudinal study in Hong Kong, this paper examines the trajectories of the student teachers' changing conceptions of teaching and learning approaches throughout their undergraduate…

  17. Conceptions of Memorizing and Understanding in Learning, and Self-Efficacy Held by University Biology Majors

    NASA Astrophysics Data System (ADS)

    Lin, Tzu-Chiang; Liang, Jyh-Chong; Tsai, Chin-Chung

    2015-02-01

    This study aims to explore Taiwanese university students' conceptions of learning biology as memorizing or as understanding, and their self-efficacy. To this end, two questionnaires were utilized to survey 293 Taiwanese university students with biology-related majors. A questionnaire for measuring students' conceptions of memorizing and understanding was validated through an exploratory factor analysis of participants' responses. As for the questionnaire regarding the students' biology learning self-efficacy (BLSE), an exploratory factor analysis revealed a total of four factors including higher-order cognitive skills (BLSE-HC), everyday application (BLSE-EA), science communication (BLSE-SC), and practical works (BLSE-PW). The results of the cluster analysis according to the participants' conceptions of learning biology indicated that students in the two major clusters either viewed learning biology as understanding or possessed mixed-conceptions of memorizing and understanding. The students in the third cluster mainly focused on memorizing in their learning while the students in the fourth cluster showed less agreement with both conceptions of memorizing and understanding. This study further revealed that the conception of learning as understanding was positively associated with the BLSE of university students with biology-related majors. However, the conception of learning as memorizing may foster students' BLSE only when such a notion co-exists with the conception of learning with understanding.

  18. Learning Relative Motion Concepts in Immersive and Non-Immersive Virtual Environments

    ERIC Educational Resources Information Center

    Kozhevnikov, Michael; Gurlitt, Johannes; Kozhevnikov, Maria

    2013-01-01

    The focus of the current study is to understand which unique features of an immersive virtual reality environment have the potential to improve learning relative motion concepts. Thirty-seven undergraduate students learned relative motion concepts using computer simulation either in immersive virtual environment (IVE) or non-immersive desktop…

  19. Integrating Knowledge Management into Organisational Learning: A Review of Concepts and Models

    ERIC Educational Resources Information Center

    Pun, Kit Fai; Nathai-Balkissoon, Marcia

    2011-01-01

    Purpose: This paper aims to review the concepts and constructs of some common models and frameworks advocated for knowledge management (KM) and organisational learning (OL) in literature. It sets forth a critical enquiry towards the integration of KM and OL practices and their relationship with the concepts of the learning organisation (LO) and…

  20. The Effects of Hypermedia Knowledge and Learning Style on the Construction of Group Concept Maps.

    ERIC Educational Resources Information Center

    Reed, W. Michael; Oughton, John M.

    1998-01-01

    Analyzes students' visual renderings of concepts related to the term "hypermedia" to determine whether groups, membership of which was based on a mixture of learning styles or a mixture of hypermedia knowledge, constructed concept maps that differed in terms of several factors. Learning style seemed to explain the types of interactions more than…

  1. Cognitive Science Questions for Cognitive Development: The Concepts of Learning, Analogy, and Capacity.

    ERIC Educational Resources Information Center

    Halford, Graeme S.; Stewart, J. E. M.

    New conceptions of learning, analogy, and capacity have fundamentally changed scientists' view of cognitive development. New conceptions of learning help to explain how representations of the world are acquired. New models of analogical reasoning have suggested that logical inferences are often made by mapping a problem into a mental model, or…

  2. Environmental Attitudes Semantic Differential.

    ERIC Educational Resources Information Center

    Mehne, Paul R.; Goulard, Cary J.

    This booklet is an evaluation instrument which utilizes semantic differential data to assess environmental attitudes. Twelve concepts are included: regulated access to beaches, urban planning, dune vegetation, wetlands, future cities, reclaiming wetlands for building development, city parks, commercial development of beaches, existing cities,…

  3. A Study on Contingency Learning in Introductory Physics Concepts

    NASA Astrophysics Data System (ADS)

    Scaife, Thomas M.

    Instructors of physics often use examples to illustrate new or complex physical concepts to students. For any particular concept, there are an infinite number of examples, thus presenting instructors with a difficult question whenever they wish to use one in their teaching: which example will most effectively illustrate the concept so that student learning is maximized? The choice is typically made by an intuitive assumption about which exact example will result in the most lucid illustration and the greatest student improvement. By questioning 583 students in four experiments, I examined a more principled approach to example selection. By controlling the manner in which physical dimensions vary, the parameter space of each concept can be divided into a discrete number of example categories. The effects of training with members of each of category was explored in two different physical contexts: projectile motion and torque. In the first context, students were shown two trajectories and asked to determine which represented the longer time of flight. Height, range, and time of flight were the physical dimensions that were used to categorize the examples. In the second context, students were shown a balance-scale with loads of differing masses placed at differing positions along either side of the balance-arm. Mass, lever-arm length, and torque were the physical dimensions used to categorize these examples. For both contexts, examples were chosen so that one or two independent dimensions were varied. After receiving training with examples from specific categories, students were tested with questions from all question categories. Successful training or instruction can be measured either as producing correct, expert-like behavior (as observed through answers to the questions) or as explicitly instilling an understanding of the underlying rule that governs a physical phenomenon. A student's behavior might not be consistent with their explicit rule, so following the

  4. Neural networks involved in learning lexical-semantic and syntactic information in a second language.

    PubMed

    Mueller, Jutta L; Rueschemeyer, Shirley-Ann; Ono, Kentaro; Sugiura, Motoaki; Sadato, Norihiro; Nakamura, Akinori

    2014-01-01

    The present study used functional magnetic resonance imaging (fMRI) to investigate the neural correlates of language acquisition in a realistic learning environment. Japanese native speakers were trained in a miniature version of German prior to fMRI scanning. During scanning they listened to (1) familiar sentences, (2) sentences including a novel sentence structure, and (3) sentences containing a novel word while visual context provided referential information. Learning-related decreases of brain activation over time were found in a mainly left-hemispheric network comprising classical frontal and temporal language areas as well as parietal and subcortical regions and were largely overlapping for novel words and the novel sentence structure in initial stages of learning. Differences occurred at later stages of learning during which content-specific activation patterns in prefrontal, parietal and temporal cortices emerged. The results are taken as evidence for a domain-general network supporting the initial stages of language learning which dynamically adapts as learners become proficient.

  5. Neural networks involved in learning lexical-semantic and syntactic information in a second language

    PubMed Central

    Mueller, Jutta L.; Rueschemeyer, Shirley-Ann; Ono, Kentaro; Sugiura, Motoaki; Sadato, Norihiro; Nakamura, Akinori

    2014-01-01

    The present study used functional magnetic resonance imaging (fMRI) to investigate the neural correlates of language acquisition in a realistic learning environment. Japanese native speakers were trained in a miniature version of German prior to fMRI scanning. During scanning they listened to (1) familiar sentences, (2) sentences including a novel sentence structure, and (3) sentences containing a novel word while visual context provided referential information. Learning-related decreases of brain activation over time were found in a mainly left-hemispheric network comprising classical frontal and temporal language areas as well as parietal and subcortical regions and were largely overlapping for novel words and the novel sentence structure in initial stages of learning. Differences occurred at later stages of learning during which content-specific activation patterns in prefrontal, parietal and temporal cortices emerged. The results are taken as evidence for a domain-general network supporting the initial stages of language learning which dynamically adapts as learners become proficient. PMID:25400602

  6. Realist Ontology and Natural Processes: A Semantic Tool to Analyze the Presentation of the Osmosis Concept in Science Texts

    ERIC Educational Resources Information Center

    Spinelli Barria, Michele; Morales, Cecilia; Merino, Cristian; Quiroz, Waldo

    2016-01-01

    In this work, we developed an ontological tool, based on the scientific realism of Mario Bunge, for the analysis of the presentation of natural processes in science textbooks. This tool was applied to analyze the presentation of the concept of osmosis in 16 chemistry and biology books at different educational levels. The results showed that more…

  7. Meta-cognitive online sequential extreme learning machine for imbalanced and concept-drifting data classification.

    PubMed

    Mirza, Bilal; Lin, Zhiping

    2016-08-01

    In this paper, a meta-cognitive online sequential extreme learning machine (MOS-ELM) is proposed for class imbalance and concept drift learning. In MOS-ELM, meta-cognition is used to self-regulate the learning by selecting suitable learning strategies for class imbalance and concept drift problems. MOS-ELM is the first sequential learning method to alleviate the imbalance problem for both binary class and multi-class data streams with concept drift. In MOS-ELM, a new adaptive window approach is proposed for concept drift learning. A single output update equation is also proposed which unifies various application specific OS-ELM methods. The performance of MOS-ELM is evaluated under different conditions and compared with methods each specific to some of the conditions. On most of the datasets in comparison, MOS-ELM outperforms the competing methods.

  8. New semantic and serial clustering indices for the California Verbal Learning Test-Second Edition: background, rationale, and formulae.

    PubMed

    Stricker, John L; Brown, Gregory G; Wixted, John; Baldo, Juliana V; Delis, Dean C

    2002-03-01

    The original California Verbal Learning Test (CVLT) employed a semantic clustering index that used the words recalled during a given trial as the baseline for calculating expected values of chance clustering (recall-based expectancy). Although commonly used in cognitive psychology, clustering indices that use recall-based calculations of expectancy are implied by the assumption that organizational processes do not occur until after words are retrieved from memory. This assumption contradicts the generally held assumptions among neuropsychologists that (1) organization is an antecedent to recall, and (2) increases in the use of organizational strategies will result in better recall performance. After reviewing a brief history of clustering metrics, we used Monte Carlo simulations, informative examples, and patient data to examine clustering indices that use the word list as a baseline for calculating expectancy and propose these list-based expectancy measures as a refinement of the clustering indices used on the original CVLT. These indices are used on the recently published CVLT-II.

  9. Verb Production during Action Naming in Semantic Dementia

    ERIC Educational Resources Information Center

    Meligne, D.; Fossard, M.; Belliard, S.; Moreaud, O.; Duvignau, K.; Demonet, J.-F.

    2011-01-01

    In contrast with widely documented deficits of semantic knowledge relating to object concepts and the corresponding nouns in semantic dementia (SD), little is known about action semantics and verb production in SD. The degradation of action semantic knowledge was studied in 5 patients with SD compared with 17 matched control participants in an…

  10. Concept Based Approach for Adaptive Personalized Course Learning System

    ERIC Educational Resources Information Center

    Salahli, Mehmet Ali; Özdemir, Muzaffer; Yasar, Cumali

    2013-01-01

    One of the most important factors for improving the personalization aspects of learning systems is to enable adaptive properties to them. The aim of the adaptive personalized learning system is to offer the most appropriate learning path and learning materials to learners by taking into account their profiles. In this paper, a new approach to…

  11. How Have Concepts of Informal Learning Developed over Time?

    ERIC Educational Resources Information Center

    Carliner, Saul

    2013-01-01

    Although the current interest in informal learning seems recent, performance improvement professionals have long had an interest in informal learning-the ways that people learn outside of formal structures. The earliest forms of learning for work were informal, including de facto and formal apprenticeship programs and the "school of…

  12. Effects of Concept Mapping Strategy on Learning Performance in Business and Economics Statistics

    ERIC Educational Resources Information Center

    Chiou, Chei-Chang

    2009-01-01

    A concept map (CM) is a hierarchically arranged, graphic representation of the relationships among concepts. Concept mapping (CMING) is the process of constructing a CM. This paper examines whether a CMING strategy can be useful in helping students to improve their learning performance in a business and economics statistics course. A single…

  13. Changing Concepts in Activity: Descriptive and Design Studies of Consequential Learning in Conceptual Practices

    ERIC Educational Resources Information Center

    Hall, Rogers; Jurow, A. Susan

    2015-01-01

    Concepts and conceptual change have been studied extensively as phenomena of individual thinking and action, but changing circumstances of social or cultural groups using concepts are treated as external conditions. We describe research on consequential learning in conceptual practices, where concepts include representational infrastructure that…

  14. Effects of Multidimensional Concept Maps on Fourth Graders' Learning in Web-Based Computer Course

    ERIC Educational Resources Information Center

    Huang, Hwa-Shan; Chiou, Chei-Chang; Chiang, Heien-Kun; Lai, Sung-Hsi; Huang, Chiun-Yen; Chou, Yin-Yu

    2012-01-01

    This study explores the effect of multidimensional concept mapping instruction on students' learning performance in a web-based computer course. The subjects consisted of 103 fourth graders from an elementary school in central Taiwan. They were divided into three groups: multidimensional concept map (MCM) instruction group, Novak concept map (NCM)…

  15. Mathematical Knowledge for Teaching the Function Concept and Student Learning Outcomes

    ERIC Educational Resources Information Center

    Hatisaru, Vesife; Erbas, Ayhan Kursat

    2017-01-01

    The purpose of this study was to examine the potential interrelationships between teachers' mathematical knowledge for teaching (MKT) the function concept and their students' learning outcomes of this concept. Data were collected from two teachers teaching in a vocational high school and their students through a function concept test for teachers…

  16. Learning, Creating, and Using Knowledge: Concept Maps as Facilitative Tools in Schools and Corporations.

    ERIC Educational Resources Information Center

    Novak, Joseph Donald

    As illustrated by a concept map in chapter 1, this book discusses three concepts: (1) the nature of knowledge, its capture, creation, and use; (2) the nature of human learning; and (3) a theory of education tying together the first two concepts. Chapter 2 discusses the need for a theory of education to resolve numerous questions, issues, and…

  17. The Effects of Integrating Computer-Based Concept Mapping for Physics Learning in Junior High School

    ERIC Educational Resources Information Center

    Chang, Cheng-Chieh; Yeh, Ting-Kuang; Shih, Chang-Ming

    2016-01-01

    It generally is accepted that concept mapping has a noticeable impact on learning. But literatures show the use of concept mapping is not benefit all learners. The present study explored the effects of incorporating computer-based concept mapping in physics instruction. A total of 61 9th-grade students participated in this study. By using a…

  18. Virtual Field Sites: Losses and Gains in Authenticity with Semantic Technologies

    ERIC Educational Resources Information Center

    Litherland, Kate; Stott, Tim A.

    2012-01-01

    The authors investigate the potential of semantic web technologies to enhance "Virtual Fieldwork" resources and learning activities in the Geosciences. They consider the difficulties inherent in the concept of Virtual Fieldwork and how these might be reconciled with the desire to provide students with "authentic" tools for…

  19. Measurement of Learning Process by Semantic Annotation Technique on Bloom's Taxonomy Vocabulary

    ERIC Educational Resources Information Center

    Yanchinda, Jirawit; Yodmongkol, Pitipong; Chakpitak, Nopasit

    2016-01-01

    A lack of science and technology knowledge understanding of most rural people who had the highest education at elementary education level more than others level is unsuccessfully transferred appropriate technology knowledge for rural sustainable development. This study provides the measurement of the learning process by on Bloom's Taxonomy…

  20. The Effect of Semantic Density and Sound Density on Early Word Learning

    ERIC Educational Resources Information Center

    Sahni, Sarah Devi

    2010-01-01

    Early lexical acquisition is affected by biases and constraints within learners, but also by patterns and statistical regularities within a learner's environment. Much of the previous work examining the effect of statistical regularities on word learning has been directed at phonological regularities. Particularly, research has focused on the…

  1. Language Input and Semantic Categories: A Relation between Cognition and Early Word Learning

    ERIC Educational Resources Information Center

    Borovsky, Arielle; Elman, Jeff

    2006-01-01

    Variations in the amount and nature of early language to which children are exposed have been linked to their subsequent ability (e.g. Huttenlocher, Haight, Bryk, Seltzer & Lyons, 1991; Hart & Risley, 1995). In three computational simulations, we explore how differences in linguistic experience can explain differences in word learning ability due…

  2. Development to Learning: Semantic Shifts in Professional Autonomy and School Leadership

    ERIC Educational Resources Information Center

    Stevenson, Michael; Hedberg, John G.; O'Sullivan, Kerry-Ann; Howe, Cathie

    2015-01-01

    In the digital age, technology is playing an important role in changing the nature of professionalism. Newer forms of "professional learning" stand in contrast to more traditional forms of "professional development." The shifting paradigm has implications for school leaders in all contexts. This study sought to qualitatively…

  3. Automatic Evaluation for E-Learning Using Latent Semantic Analysis: A Use Case

    ERIC Educational Resources Information Center

    Farrus, Mireia; Costa-jussa, Marta R.

    2013-01-01

    Assessment in education allows for obtaining, organizing, and presenting information about how much and how well the student is learning. The current paper aims at analysing and discussing some of the most state-of-the-art assessment systems in education. Later, this work presents a specific use case developed for the Universitat Oberta de…

  4. Exploring the Nature of Disciplinary Teaching and Learning Using Legitimation Code Theory Semantics

    ERIC Educational Resources Information Center

    Clarence, Sherran

    2016-01-01

    Teaching and learning is a growing field of research and practice globally, and increasing investments are being made in developing academics as teachers. An inability to adequately account for disciplinary knowledge can lead to academic development inputs that are unable to fully address the needs of students, educators, or disciplines…

  5. College Students' Conceptions of Context-Aware Ubiquitous Learning: A Phenomenographic Analysis

    ERIC Educational Resources Information Center

    Tsai, Pei-Shan; Tsai, Chin-Chung; Hwang, Gwo-Haur

    2011-01-01

    The purpose of this study was to explore students' conceptions of context-aware ubiquitous learning (u-learning). The students participated in a u-learning exercise using PDAs equipped with RFID readers. The data were collected from individual interviews with each of the students by a trained researcher, and the responses of the interviewees were…

  6. Comparative Study between Drill Skill and Concept Attainment Model towards Physics Learning Achievement

    ERIC Educational Resources Information Center

    Wenno, Izaak Hendrik; Wattimena, Pieter; Maspaitela, Luky

    2016-01-01

    Alternative learning model that can be used in teaching physics to overcome the problems of lack of student learning achievement is a model of skill training (drill skills, and the concept attainment model. Drill skill model is a teaching technique in which students carry out training activities on what they have learned, so that the material…

  7. Learning in the Liminal Space: A Semiotic Approach to Threshold Concepts

    ERIC Educational Resources Information Center

    Land, Ray; Rattray, Julie; Vivian, Peter

    2014-01-01

    The threshold concepts approach to student learning and curriculum design now informs an empirical research base comprising over 170 disciplinary and professional contexts. It draws extensively on the notion of troublesomeness in a "liminal" space of learning. The latter is a transformative state in the process of learning in which there…

  8. The Use of Engineering Design Concept for Computer Programming Course: A Model of Blended Learning Environment

    ERIC Educational Resources Information Center

    Tritrakan, Kasame; Kidrakarn, Pachoen; Asanok, Manit

    2016-01-01

    The aim of this research is to develop a learning model which blends factors from learning environment and engineering design concept for learning in computer programming course. The usage of the model was also analyzed. This study presents the design, implementation, and evaluation of the model. The research methodology is divided into three…

  9. Micro Processes of Learning: Exploring the Interplay between Conceptions, Meanings and Expressions

    ERIC Educational Resources Information Center

    Anderberg, Elsie; Alvegard, Christer; Svensson, Lennart; Johansson, Thorsten

    2009-01-01

    The article describes qualitative variation in micro processes of learning, focusing the dynamic interplay between conceptions, expressions and meanings of expressions in students' learning in higher education. The intentional-expressive approach employed is an alternative approach to the function of language use in learning processes. In the…

  10. Students' Understanding of Genetics Concepts: The Effect of Reasoning Ability and Learning Approaches

    ERIC Educational Resources Information Center

    Kiliç, Didem; Saglam, Necdet

    2014-01-01

    Students tend to learn genetics by rote and may not realise the interrelationships in daily life. Because reasoning abilities are necessary to construct relationships between concepts and rote learning impedes the students' sound understanding, it was predicted that having high level of formal reasoning and adopting meaningful learning orientation…

  11. A Case Study in Master Planning the Learning Landscape Hub Concepts for the University at Buffalo

    ERIC Educational Resources Information Center

    Dugdale, Shirley; Torino, Roger; Felix, Elliot

    2009-01-01

    This case study describes concepts for three types of learning spaces that grew out of a Learning Landscape planning process. The process was part of a master plan study for the three campuses of the University at Buffalo. It involved research into user needs and aspirations about future pedagogy, development of learning space strategy,…

  12. Regulation during Cooperative and Collaborative Learning: A Theory-Based Review of Terms and Concepts

    ERIC Educational Resources Information Center

    Schoor, Cornelia; Narciss, Susanne; Körndle, Hermann

    2015-01-01

    This article reviews the terms and concepts that have been used for describing regulation of learning during cooperative and collaborative learning and suggests differentiating them on the basis of which parts of a regulatory feedback loop model are being shared. During cooperative and collaborative learning, not only self-regulation but also the…

  13. Why Do Athletes Drink Sports Drinks? A Learning Cycle to Explore the Concept of Osmosis

    ERIC Educational Resources Information Center

    Carlsen, Brook; Marek, Edmund A.

    2010-01-01

    Why does an athlete reach for a sports drink after a tough game or practice? The learning cycle presented in this article helps students answer this question. Learning cycles (Marek 2009) are designed to guide students through direct experiences with a particular concept. In this article, students learn about "osmosis," or the moving of water into…

  14. Recognizing Disjoint Clinical Concepts in Clinical Text Using Machine Learning-based Methods.

    PubMed

    Tang, Buzhou; Chen, Qingcai; Wang, Xiaolong; Wu, Yonghui; Zhang, Yaoyun; Jiang, Min; Wang, Jingqi; Xu, Hua

    2015-01-01

    Clinical concept recognition (CCR) is a fundamental task in clinical natural language processing (NLP) field. Almost all current machine learning-based CCR systems can only recognize clinical concepts of consecutive words (called consecutive clinical concepts, CCCs), but can do nothing about clinical concepts of disjoint words (called disjoint clinical concepts, DCCs), which widely exist in clinical text. In this paper, we proposed two novel types of representations for disjoint clinical concepts, and applied two state-of-the-art machine learning methods to recognizing consecutive and disjoint concepts. Experiments conducted on the 2013 ShARe/CLEF challenge corpus showed that our best system achieved a "strict" F-measure of 0.803 for CCCs, a "strict" F-measure of 0.477 for DCCs, and a "strict" F-measure of 0.783 for all clinical concepts, significantly higher than the baseline systems by 4.2% and 4.1% respectively.

  15. The Effectiveness of Concept Maps in Teaching Physics Concepts Applied to Engineering Education: Experimental Comparison of the Amount of Learning Achieved With and Without Concept Maps

    NASA Astrophysics Data System (ADS)

    Martínez, Guadalupe; Pérez, Ángel Luis; Suero, María Isabel; Pardo, Pedro J.

    2013-04-01

    A study was conducted to quantify the effectiveness of concept maps in learning physics in engineering degrees. The following research question was posed: What was the difference in learning results from the use of concept maps to study a particular topic in an engineering course? The study design was quasi-experimental and used a post-test as a measuring instrument. The sample included 114 university students from the School of Industrial Engineering who were divided into two equivalent homogeneous groups of 57 students each. The amount of learning attained by the students in each group was compared, with the independent variable being the teaching method; the experimental group (E.G.) used concept maps, while the control group (C.G.) did not. We performed a crossover study with the two groups of students, with one group acting as the E.G. for the topic of optical fibers and as the C.G. for the topic of the fundamental particles of matter and vice versa for the other group. For each of the two topics studied, the evaluation instrument was a test of 100 dichotomous items. The resulting data were subjected to a comparative statistical analysis, which revealed a significant difference in the amount of learning attained by the E.G. students as compared with the C.G. students. The results allow us to state that for the use of concept maps, the average increment in the E.G. students' learning was greater than 19 percentage points.

  16. A Study on Contingency Learning in Introductory Physics Concepts

    ERIC Educational Resources Information Center

    Scaife, Thomas M.

    2010-01-01

    Instructors of physics often use examples to illustrate new or complex physical concepts to students. For any particular concept, there are an infinite number of examples, thus presenting instructors with a difficult question whenever they wish to use one in their teaching: which example will most effectively illustrate the concept so that student…

  17. Putting Order into Our Universe: The Concept of "Blended Learning"--A Methodology within the Concept-Based Terminology Framework

    ERIC Educational Resources Information Center

    Fernandes, Joana; Costa, Rute; Peres, Paula

    2016-01-01

    This paper aims at discussing the advantages of a methodology design grounded on a concept-based approach to Terminology applied to the most prominent scenario of current Higher Education: "blended learning." Terminology is a discipline that aims at representing, describing and defining specialized knowledge through language, putting…

  18. Self-Concept and the Learning Disabled Child.

    ERIC Educational Resources Information Center

    Smith, Gloria B.

    1986-01-01

    Skilled teachers need to structure the instructional process for learning disabled students so that it builds confidence, reduces anxiety, encourages autonomy, and instills a sense of the delight of learning. (Author/DB)

  19. Learning energy literacy concepts from energy-efficient homes

    NASA Astrophysics Data System (ADS)

    Paige, Frederick Eugene

    The purpose of this study is to understand ways that occupants' and visitors' interaction with energy efficient home design affects Energy Literacy. Using a case study approach including interviews, surveys, and observations, I examined the potential for affordable energy efficient homes in the Greenville South Carolina area to "teach" concepts from an Energy Literacy framework developed by dozens of educational partners and federal agencies that comprise the U.S. Global Change Research Program Partners. I paid particular attention to concepts from the framework that are transferable to energy decisions beyond a home's walls. My research reveals ways that interaction with high efficiency homes can effect understanding of the following Energy Literacy concepts: human use of energy is subject to limits and constraints, conservation is one way to manage energy resources, electricity is generated in multiple ways, social and technological innovations effect the amount of energy used by society, and energy use can be calculated and monitored. Examples from my case studies show how the at-home examples can make lessons on energy more personally relevant, easy to understand, and applicable. Specifically, I found that: • Home occupants learn the limits of energy in relation to the concrete and constricting costs associated with their consumption. • Heating and cooling techniques showcase the limits and constraints on different sources of energy. • Relatable systems make it easier to understand energy's limits and constraints. • Indistinct and distant power utilities allow consumers to overlook the root of electricity sources. • Visible examples of electricity generation systems make it clear that electricity is generated in multiple ways. • Small and interactive may mean inefficient electricity generation, but efficient energy education. • Perceptions of expense and complexity create a disconnect between residential energy consumers and renewable electricity

  20. Changing University Students' Alternative Conceptions of Optics by Active Learning

    ERIC Educational Resources Information Center

    Hadžibegovic, Zalkida; Sliško, Josip

    2013-01-01

    Active learning is individual and group participation in effective activities such as in-class observing, writing, experimenting, discussion, solving problems, and talking about to-be-learned topics. Some instructors believe that active learning is impossible, or at least extremely difficult to achieve in large lecture sessions. Nevertheless, the…

  1. Three Problems with the Connectivist Conception of Learning

    ERIC Educational Resources Information Center

    Clarà, M.; Barberà, E.

    2014-01-01

    Connectivism, which has been argued to be a new learning theory, has emerged in the field of online learning during the last decade. On the World Wide Web at least, connectivism promises to establish learning spaces similar to those that Ivan Illich imagined in "Deschooling Society", through so-called massive online open courses (MOOCs).…

  2. Towards Concept Understanding Relying on Conceptualisation in Constructivist Learning

    ERIC Educational Resources Information Center

    Badie, Farshad

    2016-01-01

    This research works within the framework of constructivist learning (based on constructivist epistemology) and examines learning as an activity of construction, and it posits that knowledge acquisition (and learning) are transformative through self-involvement in some subject matter. Thus it leads, through this constructivism to a pedagogical…

  3. An Experiment in Scientific Code Semantic Analysis

    NASA Technical Reports Server (NTRS)

    Stewart, Mark E. M.

    1998-01-01

    This paper concerns a procedure that analyzes aspects of the meaning or semantics of scientific and engineering code. This procedure involves taking a user's existing code, adding semantic declarations for some primitive variables, and parsing this annotated code using multiple, distributed expert parsers. These semantic parser are designed to recognize formulae in different disciplines including physical and mathematical formulae and geometrical position in a numerical scheme. The parsers will automatically recognize and document some static, semantic concepts and locate some program semantic errors. Results are shown for a subroutine test case and a collection of combustion code routines. This ability to locate some semantic errors and document semantic concepts in scientific and engineering code should reduce the time, risk, and effort of developing and using these codes.

  4. Learning for Semantic Parsing and Natural Language Generation Using Statistical Machine Translation Techniques

    DTIC Science & Technology

    2007-08-01

    quite robust to input noise. Wang and Acero (2003) propose an extended HMMmodel for the ATIS do- main, where a multiple-word segment is generated from...tational Natural Language Learning (EMNLP-CoNLL-2007), pp. 22–32. Prague, Czech Republic. Ye-Yi Wang and Alex Acero (2003). Combination of CFG and n-gram...2809–2812. Geneva, Switzerland. Ye-Yi Wang, Li Deng and Alex Acero (2005). Spoken language understanding. IEEE Signal Processing Magazine, 22(5):16–31

  5. Should We Teach Semantic Prosody Awareness?

    ERIC Educational Resources Information Center

    McGee, Iain

    2012-01-01

    While considerable attention has been paid to collocation, and the development of the collocational competence of L2 learners in recent years, very little has been said about a related concept in teaching journals, namely semantic prosody, and L2 learner awareness of this phenomenon. In this paper the concept of semantic prosody is introduced, and…

  6. A Systemic View of the Learning and Differentiation of Scientific Concepts: The Case of Electric Current and Voltage Revisited

    ERIC Educational Resources Information Center

    Koponen, Ismo T.; Kokkonen, Tommi

    2014-01-01

    In learning conceptual knowledge in physics, a common problem is the incompleteness of a learning process, where students' personal, often undifferentiated concepts take on more scientific and differentiated form. With regard to such concept learning and differentiation, this study proposes a systemic view in which concepts are considered as…

  7. A Semantic Analysis Method for Scientific and Engineering Code

    NASA Technical Reports Server (NTRS)

    Stewart, Mark E. M.

    1998-01-01

    This paper develops a procedure to statically analyze aspects of the meaning or semantics of scientific and engineering code. The analysis involves adding semantic declarations to a user's code and parsing this semantic knowledge with the original code using multiple expert parsers. These semantic parsers are designed to recognize formulae in different disciplines including physical and mathematical formulae and geometrical position in a numerical scheme. In practice, a user would submit code with semantic declarations of primitive variables to the analysis procedure, and its semantic parsers would automatically recognize and document some static, semantic concepts and locate some program semantic errors. A prototype implementation of this analysis procedure is demonstrated. Further, the relationship between the fundamental algebraic manipulations of equations and the parsing of expressions is explained. This ability to locate some semantic errors and document semantic concepts in scientific and engineering code should reduce the time, risk, and effort of developing and using these codes.

  8. A Graduate Course on Teaching and Learning in Higher Education: Influences on Conceptions of Teaching and Learning

    ERIC Educational Resources Information Center

    Leger, Andrew B.; Fostaty Young, Sue

    2014-01-01

    This paper reports on the effects of a graduate course on teaching and learning on graduate teaching assistants' conceptions of teaching and on the teaching philosophy statements that arose from those conceptions. Effects are interpreted from three perspectives: 1) course facilitators' reports of their perceptions of course participants'…

  9. Self-Regulated Learning Strategies of Engineering College Students While Learning Electric Circuit Concepts with Enhanced Guided Notes

    ERIC Educational Resources Information Center

    Lawanto, Oenardi; Santoso, Harry

    2013-01-01

    The current study evaluated engineering college students' self-regulated learning (SRL) strategies while learning electric circuit concepts using enhanced guided notes (EGN). Our goal was to describe how students exercise SRL strategies and how their grade performance changes after using EGN. Two research questions guided the study: (1) To what…

  10. Mediated Learning Experience and Concept Maps: A Pedagogical Tool for Achieving Meaningful Learning in Medical Physiology Students

    ERIC Educational Resources Information Center

    Gonzalez, Hilda Leonor; Palencia, Alberto Pardo; Umana, Luis Alfredo; Galindo, Leonor; Villafrade M., Luz Adriana

    2008-01-01

    Even though comprehension of human physiology is crucial in the clinical setting, students frequently learn part of this subject using rote memory and then are unable to transfer knowledge to other contexts or to solve clinical problems. This study evaluated the impact of articulating the concept map strategy with the mediated learning experience…

  11. Predicting Turkish Preservice Elementary Teachers' Orientations to Teaching Science with Epistemological Beliefs, Learning Conceptions, and Learning Approaches in Science

    ERIC Educational Resources Information Center

    Sahin, Elif Adibelli; Deniz, Hasan; Topçu, Mustafa Sami

    2016-01-01

    The present study investigated to what extent Turkish preservice elementary teachers' orientations to teaching science could be explained by their epistemological beliefs, conceptions of learning, and approaches to learning science. The sample included 157 Turkish preservice elementary teachers. The four instruments used in the study were School…

  12. Blended Learning in Vocational Education: Teachers' Conceptions of Blended Learning and Their Approaches to Teaching and Design

    ERIC Educational Resources Information Center

    Bliuc, Ana-Maria; Casey, Grant; Bachfischer, Agnieszka; Goodyear, Peter; Ellis, Robert A.

    2012-01-01

    This paper presents research exploring teachers' experiences of using blended learning in vocational education. Teachers involved in designing and teaching using blended learning from a major Australian vocational education provider participated in the study. They received open-ended questionnaires asking to describe their conceptions of blended…

  13. Scientific Epistemic Beliefs, Conceptions of Learning Science and Self-Efficacy of Learning Science among High School Students

    ERIC Educational Resources Information Center

    Tsai, Chin-Chung; Ho, Hsin Ning Jessie; Liang, Jyh-Chong; Lin, Hung-Ming

    2011-01-01

    This study examined the relationships among Taiwanese high school students' scientific epistemic beliefs, conceptions of learning science, and self-efficacy of learning science. The questionnaire responses gathered from 377 high school students in Taiwan were utilized to elicit such relationships. The analysis of the structural equation model…

  14. [Semantics of learned quackery in the 17th and 18th centuries].

    PubMed

    Füssel, Marian

    2004-06-01

    In the 17th and 18th century republic of letters the problem of scientific fraud was met with a discourse of charlatanism. Departing from Johann Burchhard Menckes famous treatise on the Charlatanry of the learned the following essay traces how the accusations of academic and scientific misconduct put in terms of 'charlatanry' primarily helped to produce the new species of the erudite 'charlatan'. Facing a growing complexity of scientific culture this new frame of meaning, structured by numerous examples of scientific misconduct offered a new way of orientation in the world of learning. But besides its cognitive impacts the discourse of charlatanry allowed to create symbolic boundaries, which determined decisions upon the affiliation or non affiliation to the new forming scientific community by separating honourable from dishonourable scientific personae. Speaking of charlatanry therefore always implied a social distinction as much as a scientific. The discourses on charlatanry also mirror differentiations within the scientific field. At first dominated by a critique built on courteous or bourgeois values, the scientific field later on developed its own criteria of appraisal like authorship, originality, transparency etc. Attracting the attention of a further growing public sphere, the explicit verbalisation of claims not relating to the value system of a republic of letters primarily concerned with the production and distribution of knowledge finally led up to a more implicit moral economy of science. A change that at a large scale level can be described both as an internalisation of the values of scientific conduct and differentiation between justiciable and unjusticiable transgressions of the norms set up by the scientific community.

  15. Exploring Taiwanese High School Students' Conceptions of and Approaches to Learning Science through a Structural Equation Modeling Analysis

    ERIC Educational Resources Information Center

    Lee, Min-Hsien; Johanson, Robert E.; Tsai, Chin-Chung

    2008-01-01

    Previous research has established a close link between students' conceptions of learning and approaches to learning. Until recently, only a few quantitative studies have investigated the relationship between high school students' conceptions of learning science and the approaches they adopt to learning science. This study sought to address this…

  16. Solving problems to learn concepts, how does it happen? A case for buoyancy

    NASA Astrophysics Data System (ADS)

    Buteler, Laura; Coleoni, Enrique

    2016-12-01

    Problem solving is a preferred activity teachers choose to help students learn concepts. At the same time, successful problem solving is widely regarded as a very good indicator of conceptual learning. Many studies have provided evidence that problem solving often improves students' chances of learning concepts. Still, the question remains relatively unexplored as to how this activity is useful to promote concept learning. In this study we explore this question in the setting of three university students solving a problem on hydrostatics, in which the concept of buoyancy is involved. We use coordination class theory to study how these students progress on their conceptual understanding. We were able to describe how this progress is related to contextual traits, as well as to students' particular epistemic stances. Finally, we discuss some implications for research and for teaching.

  17. A Framework of Active Learning by Concept Mapping

    ERIC Educational Resources Information Center

    Chen, Wang-Kun; Wang, Ping

    2012-01-01

    This study presents a student-centered teaching model based on concept mapping and problem-solving. The concept map is used as a tool to develop curriculum and evaluate teaching performance. Case-based teaching was implemented on the course of building energy conservation. The results of this study, which include teaching plans, evaluation tools,…

  18. Learning Portals: Analyzing Threshold Concept Theory for LIS Education

    ERIC Educational Resources Information Center

    Tucker, Virginia M.; Weedman, Judith; Bruce, Christine S.; Edwards, Sylvia L.

    2014-01-01

    This paper explores the theoretical framework of threshold concepts and its potential for LIS education. Threshold concepts are key ideas, often troublesome and counterintuitive, that are critical to profound understanding of a domain. Once understood, they allow mastery of significant aspects of the domain, opening up new, previously inaccessible…

  19. Computer Graphics and Metaphorical Elaboration for Learning Science Concepts.

    ERIC Educational Resources Information Center

    ChanLin, Lih-Juan; Chan, Kung-Chi

    This study explores the instructional impact of using computer multimedia to integrate metaphorical verbal information into graphical representations of biotechnology concepts. The combination of text and graphics into a single metaphor makes concepts dual-coded, and therefore more comprehensible and memorable for the student. Visual stimuli help…

  20. "Variation in Student Learning" as a Threshold Concept

    ERIC Educational Resources Information Center

    Meyer, Jan H. F.

    2012-01-01

    The Threshold Concepts Framework acts as a catalyst in faculty development activities, energising and provoking discussion by faculty about their own courses in their own disciplines, and often leading to the discovery of transformational concepts that occasion epistemic and ontological shifts in their students. The present study focuses on…

  1. Weight, Mass, and Gravity: Threshold Concepts in Learning Science

    ERIC Educational Resources Information Center

    Bar, Varda; Brosh, Yaffa; Sneider, Cary

    2016-01-01

    Threshold concepts are essential ideas about the natural world that present either a barrier or a gateway to a deep understanding of science. Weight, mass, and gravity are threshold concepts that underpin students' abilities to understand important ideas in all fields of science, embodied in the performance expectations in the Next Generation…

  2. Teaching Method and Effect on Learning Piagetian Concepts

    ERIC Educational Resources Information Center

    Swiderski, David J.; Amadio, Dean M.

    2013-01-01

    Instructors of psychology typically use a variety of methods to teach concepts. The present double-blind experiment is intended to determine the effectiveness of popular television clips as exemplars of Piagetian concepts compared to verbal descriptions of the same exemplars among a sample of 86 undergraduate students enrolled in an introductory…

  3. Concept Mapping and Pupils' Learning in Primary Science in Singapore

    ERIC Educational Resources Information Center

    Ling, Yuan; Boo, Hong Kwen

    2007-01-01

    This paper reports on a quasi-experimental study which examined the effectiveness of concept mapping as a revision tool in enhancing pupils' examination performances in primary science. The research objective seeks to determine whether there are significant differences in achievement between the concept mapping and traditional method of revision…

  4. Early Learning and Development: Cultural-Historical Concepts in Play

    ERIC Educational Resources Information Center

    Fleer, Marilyn

    2010-01-01

    "Early Learning and Development" provides a unique synthesis of cultural-historical theory from Vygotsky, Elkonin and Leontiev in the 20th century to the ground-breaking research of scholars such as Siraj-Blatchford, Kratsova and Hedegaard today. It demonstrates how development and learning are culturally embedded and institutionally defined, and…

  5. Transformative Learning and Online Education: Aesthetics, Dimensions and Concepts

    ERIC Educational Resources Information Center

    Yuzer, T. Volkan, Ed.; Kurubacak, Gulsun, Ed.

    2010-01-01

    Understanding how to prepare transformative learning sessions and courses and design an environment for prospective online learners is a critical, as it facilitates the transfer of information, knowledge and learning from theoretical forms to real life experiences. This book provides an understanding and comprehension of aesthetics and its…

  6. Threshold Concepts as Focal Points for Supporting Student Learning

    ERIC Educational Resources Information Center

    Jordan, Katy; Tracy, Frances; Johnstone, Keith

    2011-01-01

    The Plant Sciences Pedagogy Project conducted research into undergraduate teaching and learning in the Department of Plant Sciences at the University of Cambridge and has translated the research findings into interventions to improve support for student learning. A key research objective for the project was to investigate how teachers within the…

  7. Mobilising Concepts: Intellectual Technologies in the Ordering of Learning Societies

    ERIC Educational Resources Information Center

    Edwards, Richard

    2004-01-01

    Lifelong learning and a learning society are important planks of European Union (EU) policy. Drawing upon the work of Foucault and Rose, this article examines some of the intellectual technologies that are deployed in the ordering of these policy goals. It argues that research is one such technology and examines EU Framework Projects to explore…

  8. Mobile English Vocabulary Learning Based on Concept-Mapping Strategy

    ERIC Educational Resources Information Center

    Liu, Pei-Lin

    2016-01-01

    Numerous researchers in education recognize that vocabulary is essential in foreign language learning. However, students often encounter vocabulary that is difficult to remember. Providing effective vocabulary learning strategies is therefore more valuable than teaching students a large amount of vocabulary. The purpose of this study was to…

  9. Neurocognitive mechanisms of learning to read: print tuning in beginning readers related to word-reading fluency and semantics but not phonology.

    PubMed

    Eberhard-Moscicka, Aleksandra K; Jost, Lea B; Raith, Margit; Maurer, Urs

    2015-01-01

    During reading acquisition children learn to recognize orthographic stimuli and link them to phonology and semantics. The present study investigated neurocognitive processes of learning to read after one year of schooling. We aimed to elucidate the cognitive processes underlying neural tuning for print that has been shown to play an important role for reading and dyslexia. A 128-channel EEG was recorded while 68 (Swiss-)German monolingual first grade children (mean age: 7.6) performed a one-back task with different types of letter and false-font strings. Print tuning was indexed by the N1 difference in the ERPs between German words and false-font strings, while the N1 lexicality effect was indexed by the difference between German words and pseudowords. In addition, we measured reading fluency, rapid automatized naming, phonological awareness, auditory memory span, and vocabulary. After one year of formal reading instruction N1 print tuning was clearly present at the group level, and could be detected at the individual level in almost 90% of the children. The N1 lexicality effect, however, could not be reliably found. On the cognitive level, next to word-reading fluency, vocabulary was also associated with N1 print tuning, but not measures reflecting phonological processing. These results demonstrate the presence of print tuning in the first year of reading acquisition and its development at the individual level. Moreover, individual differences in print tuning are not only related to word-reading fluency, but also to semantic knowledge, indicating that at early stages of learning to read the top-down modulation of print tuning is semantic rather than phonological in nature.

  10. Semantics for Biological Data Resource: Cell Image Database

    National Institute of Standards and Technology Data Gateway

    SRD 165 NIST Semantics for Biological Data Resource: Cell Image Database (Web, free access)   This Database is a prototype to test concepts for semantic searching of cell image data based on experimental details.

  11. Effects of learning to ski on the self-concept of mentally retarded children.

    PubMed

    Simpson, H M; Meaney, C

    1979-07-01

    Changes in the self-concept of TMR children as a function of experience in a physical activity program were evaluated. The self-concept of a group of students was measured before and after participation in a 5-week ski program. A control group received similar pre- and postmeasures of self-concept but did not participate in the ski program. Significant changes in self-concept occurred among students in the experimental but not the control group. Furthermore, the magnitude of success in learning to ski was shown to be positively and significantly correlated with magnitude of change in self-concept.

  12. Consonance and Dissonance between Turkish Prospective Teachers' Values and Practices: Conceptions about Teaching, Learning, and Assessment

    ERIC Educational Resources Information Center

    Eren, Altay

    2010-01-01

    This study aimed to examine the consonance and dissonance between prospective teachers' values and practices in terms of their conceptions about teaching/learning and conceptions about assessment, as well as to explore the patterns of those consonance and dissonance between prospective teachers' values and practices. The sample consisted of 304…

  13. Joined up Thinking? Evaluating the Use of Concept-Mapping to Develop Complex System Learning

    ERIC Educational Resources Information Center

    Stewart, Martyn

    2012-01-01

    In the physical and natural sciences, the complexity of natural systems and their interactions is becoming better understood. With increased emphasis on learning about complex systems, students will be encountering concepts that are dynamic, ill-structured and interconnected. Concept-mapping is a method considered particularly valuable for…

  14. The Effectiveness of Concept Mapping and Retrieval Practice as Learning Strategies in an Undergraduate Physiology Course

    ERIC Educational Resources Information Center

    Burdo, Joseph; O'Dwyer, Laura

    2015-01-01

    Concept mapping and retrieval practice are both educational methods that have separately been reported to provide significant benefits for learning in diverse settings. Concept mapping involves diagramming a hierarchical representation of relationships between distinct pieces of information, whereas retrieval practice involves retrieving…

  15. Prospective Teachers' Conceptions of Teaching and Learning and Their Attitudes towards Multicultural Education

    ERIC Educational Resources Information Center

    Koç, Canan; Köybasi, Fatma

    2016-01-01

    This study aims to analyze the conceptions of the senior students at the faculty of education along with their attitudes towards multicultural education according to gender and department variables, and to identify the degree to which their conception of teaching and learning predicts their attitudes towards multicultural education. A total of 278…

  16. Music Performance Teachers' Conceptions about Learning and Instruction: A Descriptive Study of Spanish Piano Teachers

    ERIC Educational Resources Information Center

    Bautista, Alfredo; Echeverria, Ma Del Puy Perez; Pozo, J. Ignacio

    2010-01-01

    There has been little research into the conceptions music performance teachers have about learning and instruction, by either psychological or educational researchers. The main aim of this study was to describe the conceptions of 45 Spanish piano teachers from music conservatories, by analysing their differences according to the variable…

  17. Conceptions of Memorizing and Understanding in Learning, and Self-Efficacy Held by University Biology Majors

    ERIC Educational Resources Information Center

    Lin, Tzu-Chiang; Liang, Jyh-Chong; Tsai, Chin-Chung

    2015-01-01

    This study aims to explore Taiwanese university students' conceptions of learning biology as memorizing or as understanding, and their self-efficacy. To this end, two questionnaires were utilized to survey 293 Taiwanese university students with biology-related majors. A questionnaire for measuring students' conceptions of memorizing and…

  18. Incorporating Learning Motivation and Self-Concept in Mathematical Communicative Ability

    ERIC Educational Resources Information Center

    Rajagukguk, Waminton

    2016-01-01

    This research is trying to determine of the mathematical concepts, instead by integrating the learning motivation (X[subscript 1]) and self-concept (X[subscript 2]) can contribute to the mathematical communicative ability (Y). The test instruments showed the following results: (1) simple regressive equation Y on X[subscript 1] was Y = 32.891 +…

  19. Environmental Connections and Concept Mapping: Implementing a New Learning Technology at Lewis & Clark College

    ERIC Educational Resources Information Center

    Proctor, James D.; Bernstein, Jennifer

    2013-01-01

    What is environment? The answer to this question is fundamental to how we teach environmental studies and sciences (ESS). We follow recent scholarly literature in approaching environment as connection, not as some category of reality, and consider pedagogical implications via concept mapping, a new learning technology. Concept maps potentially…

  20. Fostering Self-Concept and Interest for Statistics through Specific Learning Environments

    ERIC Educational Resources Information Center

    Sproesser, Ute; Engel, Joachim; Kuntze, Sebastian

    2016-01-01

    Supporting motivational variables such as self-concept or interest is an important goal of schooling as they relate to learning and achievement. In this study, we investigated whether specific interest and self-concept related to the domains of statistics and mathematics can be fostered through a four-lesson intervention focusing on statistics.…

  1. Students' Understanding of the Function-Derivative Relationship When Learning Economic Concepts

    ERIC Educational Resources Information Center

    Ariza, Angel; Llinares, Salvador; Valls, Julia

    2015-01-01

    The aim of this study is to characterise students' understanding of the function-derivative relationship when learning economic concepts. To this end, we use a fuzzy metric (Chang 1968) to identify the development of economic concept understanding that is defined by the function-derivative relationship. The results indicate that the understanding…

  2. Does Constructivist Approach Applicable through Concept Maps to Achieve Meaningful Learning in Science?

    ERIC Educational Resources Information Center

    Jena, Ananta Kumar

    2012-01-01

    This study deals with the application of constructivist approach through individual and cooperative modes of spider and hierarchical concept maps to achieve meaningful learning on science concepts (e.g. acids, bases & salts, physical and chemical changes). The main research questions were: Q (1): is there any difference in individual and…

  3. A Novel Approach to Exploring the Concept of Resilience and Principal Drivers in a Learning Environment

    ERIC Educational Resources Information Center

    Matzenberger, Julian

    2013-01-01

    Purpose: The concept of resilience has emerged recently in scientific debate. The aim of this paper is to outline different notions of the term resilience and explore how the concept of resilience can be applied in order to foster the understanding of complex systems in a learning environment. Design/methodology/approach: Characteristics of the…

  4. Trainee Teachers' Conceptions of Teaching and Learning, Classroom Layout and Exam Design

    ERIC Educational Resources Information Center

    Betoret, Fernando Domenech; Artiga, Amparo Gomez

    2004-01-01

    The objective of this study centres on identifying and classifying the conceptions of teaching and learning held by future secondary school teachers, and on analysing the relationship between these conceptions and the way classroom space is organized and exams are designed. The test instruments used were applied to a sample of 138 graduates, who…

  5. Study on Correlation of English Pronunciation Self-Concept to English Learning

    ERIC Educational Resources Information Center

    Tang, Xin; Zhang, Shengqi; Li, Yucong; Zhao, Miqiang

    2013-01-01

    English pronunciation self-concept is formed in the process of pronunciation learning, which refers to the learners' self-conception and assessment of one's English pronunciation proficiency and pronunciation (Gimson, A. C. 1980). This paper reports an investigation on 237 non-English major college students into the relationship between English…

  6. A Teaching Sequence for Learning the Concept of Chemical Equilibrium in Secondary School Education

    ERIC Educational Resources Information Center

    Ghirardi, Marco; Marchetti, Fabio; Pettinari, Claudio; Regis, Alberto; Roletto, Ezio

    2014-01-01

    A novel didactic sequence is proposed for the teaching of chemical equilibrium. This teaching sequence takes into account the historical and epistemological evolution of the concept, the alternative conceptions and learning difficulties highlighted by teaching science and research in education, and the need to focus on both the students'…

  7. Concept Mapping in the Humanities to Facilitate Reflection: Externalizing the Relationship between Public and Personal Learning

    ERIC Educational Resources Information Center

    Kandiko, Camille; Hay, David; Weller, Saranne

    2013-01-01

    This article discusses how mapping techniques were used in university teaching in a humanities subject. The use of concept mapping was expanded as a pedagogical tool, with a focus on reflective learning processes. Data were collected through a longitudinal study of concept mapping in a university-level Classics course. This was used to explore how…

  8. Development and Evaluation of Computerized Problem-based Learning Cases Emphasizing Basic Sciences Concepts.

    ERIC Educational Resources Information Center

    Abate, Marie A.; Meyer-Stout, Paula J.; Stamatakis, Mary K.; Gannett, Peter M.; Dunsworth, Teresa S.; Nardi, Anne H.

    2000-01-01

    Describes development and evaluation of eight computerized problem-based learning (PBL) cases in medicinal chemistry and pharmaceutics concepts. Case versions either incorporated concept maps emphasizing key ideas or did not. Student performance on quizzes did not differ between the different case versions and was similar to that of students who…

  9. Scoping literature review on the Learning Organisation concept as applied to the health system.

    PubMed

    Akhnif, E; Macq, J; Idrissi Fakhreddine, M O; Meessen, B

    2017-03-01

    ᅟ: There is growing interest in the use of the management concept of a 'learning organisation'. The objective of this review is to explore work undertaken towards the application of this concept to the health sector in general and to reach the goal of universal health coverage in particular. Of interest are the exploration of evaluation frameworks and their application in health.

  10. Solving Cordelia's Dilemma: Threshold Concepts within a Punctuated Model of Learning

    ERIC Educational Resources Information Center

    Kinchin, Ian M.

    2010-01-01

    The consideration of threshold concepts is offered in the context of biological education as a theoretical framework that may have utility in the teaching and learning of biology at all levels. Threshold concepts may provide a mechanism to explain the observed punctuated nature of conceptual change. This perspective raises the profile of periods…

  11. The Understanding of "Concept Study" in Teachers' Professional Learning: A Lived Experience of Complexity Inquiry

    ERIC Educational Resources Information Center

    Wang, Xiong

    2015-01-01

    This paper used narrative to present the author's understanding process of "concept study" in teachers' professional learning. The understanding process was advanced by several questions emerging from the preparation of doing "concept study". Thus, the several questions and their solutions became the threads of the narrative.…

  12. NASA and The Semantic Web

    NASA Technical Reports Server (NTRS)

    Ashish, Naveen

    2005-01-01

    We provide an overview of several ongoing NASA endeavors based on concepts, systems, and technology from the Semantic Web arena. Indeed NASA has been one of the early adopters of Semantic Web Technology and we describe ongoing and completed R&D efforts for several applications ranging from collaborative systems to airspace information management to enterprise search to scientific information gathering and discovery systems at NASA.

  13. Kindling Fires: Examining the Potential for Cumulative Learning in a Journalism Curriculum

    ERIC Educational Resources Information Center

    Kilpert, Leigh; Shay, Suellen

    2013-01-01

    This study investigated context-dependency of learning as an indicator for students' potential to continue learning after graduation. We used Maton's theoretical concepts of "cumulative" and "segmented" learning, and "semantic gravity", to look for context-independent learning in students' assessments in a Journalism…

  14. What Does Semantic Tiling of the Cortex Tell us about Semantics?

    PubMed

    Barsalou, Lawrence W

    2017-04-07

    Recent use of voxel-wise modeling in cognitive neuroscience suggests that semantic maps tile the cortex. Although this impressive research establishes distributed cortical areas active during the conceptual processing that underlies semantics, it tells us little about the nature of this processing. While mapping concepts between Marr's computational and implementation levels to support neural encoding and decoding, this approach ignores Marr's algorithmic level, central for understanding the mechanisms that implement cognition, in general, and conceptual processing, in particular. Following decades of research in cognitive science and neuroscience, what do we know so far about the representation and processing mechanisms that implement conceptual abilities? Most basically, much is known about the mechanisms associated with: (1) features and frame representations, (2) grounded, abstract, and linguistic representations, (3) knowledge-based inference, (4) concept composition, and (5) conceptual flexibility. Rather than explaining these fundamental representation and processing mechanisms, semantic tiles simply provide a trace of their activity over a relatively short time period within a specific learning context. Establishing the mechanisms that implement conceptual processing in the brain will require more than mapping it to cortical (and sub-cortical) activity, with process models from cognitive science likely to play central roles in specifying the intervening mechanisms. More generally, neuroscience will not achieve its basic goals until it establishes algorithmic-level mechanisms that contribute essential explanations to how the brain works, going beyond simply establishing the brain areas that respond to various task conditions.

  15. Concept Mapping Assessment of Media Assisted Learning in Interdisciplinary Science Education

    ERIC Educational Resources Information Center

    Schaal, Steffen; Bogner, Franz X.; Girwidz, Raimund

    2010-01-01

    Acquisition of conceptual knowledge is a central aim in science education. In this study we monitored an interdisciplinary hypermedia assisted learning unit on hibernation and thermodynamics based on cooperative learning. We used concept mapping for the assessment, applying a pre-test/post-test design. In our study, 106 9th graders cooperated by…

  16. Threshold Concepts, Student Learning and Curriculum: Making Connections between Theory and Practice

    ERIC Educational Resources Information Center

    Barradell, Sarah; Kennedy-Jones, Mary

    2015-01-01

    Threshold concepts, student learning and curriculum are constructs within a learning and teaching discourse foregrounded by Meyer and Land. In this paper, we introduce a conceptual model that integrates these three constructs and identifies desired outcomes at the intersects: namely the processes of (1) ways of thinking and practising, (2)…

  17. How Does Technology-Enabled Active Learning Affect Undergraduate Students' Understanding of Electromagnetism Concepts?

    ERIC Educational Resources Information Center

    Dori, Yehudit Judy; Belcher, John

    2005-01-01

    Educational technology supports meaningful learning and enables the presentation of spatial and dynamic images, which portray relationships among complex concepts. The Technology-Enabled Active Learning (TEAL) Project at the Massachusetts Institute of Technology (MIT) involves media-rich software for simulation and visualization in freshman…

  18. Design and Effects of a Concept Focused Discussion Environment in E-Learning

    ERIC Educational Resources Information Center

    Yilmaz, Erdi Okan; Yurdugul, Halil

    2016-01-01

    Problem Statement: Within the frame of learning management systems, this study develops a concept focused discussion environment and validates the effectiveness of this environment's use through an experimental study. Purpose of the Study: Online discussion forums, which are commonly used in learning management systems (LMS), can negatively…

  19. The Role of Flipped Learning in Managing the Cognitive Load of a Threshold Concept in Physiology

    ERIC Educational Resources Information Center

    Akkaraju, Shylaja

    2016-01-01

    To help students master challenging, threshold concepts in physiology, I used the flipped learning model in a human anatomy and physiology course with very encouraging results in terms of student motivation, preparedness, engagement, and performance. The flipped learning model was enhanced by pre-training and formative assessments that provided…

  20. The Effect of Concept Mapping on Student Understanding and Correlation with Student Learning Styles

    NASA Astrophysics Data System (ADS)

    Mosley, William G.

    This study investigated the use of concept mapping as a pedagogical strategy to promote change in the learning styles of pre-nursing students. Students' individual learning styles revealed two subsets of students; those who demonstrated a learning style that favors abstract conceptualization and those who demonstrated a learning style that favors concrete experience. Students in the experimental groups performed concept mapping activities designed to facilitate an integrative understanding of interactions between various organ systems of the body while the control group received a traditional didactic instruction without performing concept mapping activities. Both qualitative and quantitative data were collected in order to measure differences in student achievement. Analysis of the quantitative data revealed no significant change in the learning styles of students in either the control or experimental groups. Learning style groups were analyzed qualitatively for recurring or emergent themes that students identified as facilitating their learning. An analysis of qualitative data revealed that most students in the pre-nursing program were able to identify concepts within the class based upon visual cues, and a majority of these students exhibited the learning style of abstract conceptualization. As the laboratory experience for the course involves an examination of the anatomical structures of the human body, a visual identification of these structures seemed to be the most logical method to measure students' ability to identify anatomical structures.

  1. Test-Enhanced Learning of Natural Concepts: Effects on Recognition Memory, Classification, and Metacognition

    ERIC Educational Resources Information Center

    Jacoby, Larry L.; Wahlheim, Christopher N.; Coane, Jennifer H.

    2010-01-01

    Three experiments examined testing effects on learning of natural concepts and metacognitive assessments of such learning. Results revealed that testing enhanced recognition memory and classification accuracy for studied and novel exemplars of bird families on immediate and delayed tests. These effects depended on the balance of study and test…

  2. Concept Mapping: Does It Promote Meaningful Learning in the Clinical Setting?

    ERIC Educational Resources Information Center

    Adema-Hannes, Rachel; Parzen, Maurine

    2005-01-01

    Preparing, organizing and planning care for patients is challenging for nursing students as they must learn to link theory to practice. Concept mapping has been suggested as an effective strategy to facilitate meaningful learning and promote critical thinking among nursing students (Baugh & Mellott, 1998; Schuster, 2003). Utilization of concept…

  3. A Phenomenographic Study of Students' Conceptions of Quality in Learning in Higher Education in Rwanda

    ERIC Educational Resources Information Center

    Mbabazi Bamwesiga, Penelope; Fejes, Andreas; Dahlgren, Lars-Owe

    2013-01-01

    The aim of this study is to understand the different ways that university students conceptualise quality in learning by drawing on a phenomenographic approach. A total of 20 students in higher education in Rwanda were interviewed and analysis of the interviews generated an outcome space of conceptions of quality in learning as transformation,…

  4. Structuring Cooperative Learning for Motivation and Conceptual Change in the Concepts of Mixtures

    ERIC Educational Resources Information Center

    Belge Can, Hatice; Boz, Yezdan

    2016-01-01

    This study investigates the effect of structuring cooperative learning based on conceptual change approach on grade 9 students' understanding the concepts of mixtures and their motivation, compared with traditional instruction. Among six classes of a high school, two of them were randomly assigned to cooperative learning group where students were…

  5. The Effect of a Pretest in an Interactive, Multimodal Pretraining System for Learning Science Concepts

    ERIC Educational Resources Information Center

    Bos, Floris A. B. H.; Terlouw, Cees; Pilot, Albert

    2009-01-01

    In line with the cognitive theory of multimedia learning by Moreno and Mayer (2007), an interactive, multimodal learning environment was designed for the pretraining of science concepts in the joint area of physics, chemistry, biology, applied mathematics, and computer sciences. In the experimental set up, a pretest was embedded in order to…

  6. The Child's Conception of Learning. Goteborg Studies in Educational Sciences 46.

    ERIC Educational Resources Information Center

    Pramling, Ingrid

    The main purpose of this study was to trace the development of children's awareness that they can learn and to describe the forms of their ideas of learning. A complementary aim was to account for the extent to which such conceptions can be found at different levels of development. The investigation consisted of two observational studies and a…

  7. Exploring the Self-concept of Adults with Mild Learning Disabilities

    ERIC Educational Resources Information Center

    Pestana, Claudio

    2015-01-01

    This qualitative study aimed to add to the research on the self-concept of adults with mild learning disabilities and to generate a deeper understanding of their self-perceptions rather than draw generalised quantitative conclusions. Eight adults diagnosed with mild learning disabilities receiving support from a supported living project were…

  8. An Innovative Improvement of Engineering Learning System Using Computational Fluid Dynamics Concept

    ERIC Educational Resources Information Center

    Hung, T. C.; Wang, S. K.; Tai, S. W.; Hung, C. T.

    2007-01-01

    An innovative concept of an electronic learning system has been established in an attempt to achieve a technology that provides engineering students with an instructive and affordable framework for learning engineering-related courses. This system utilizes an existing Computational Fluid Dynamics (CFD) package, Active Server Pages programming,…

  9. The Learning Disabled Adolescent: Eriksonian Psychosocial Development, Self-Concept, and Delinquent Behavior.

    ERIC Educational Resources Information Center

    Pickar, Daniel B.; Tori, Christopher D.

    1986-01-01

    Using a developmental perspective, this study contrasted learning and nonlearning disabled adolescents on three variables: Erikson's stages of psychosocial development; self-concept; and delinquent behavior. The results indicated that the learning disabled subjects, due to years of failing, were unable to develop a sense of industry and…

  10. Conceptual Understanding of Acids and Bases Concepts and Motivation to Learn Chemistry

    ERIC Educational Resources Information Center

    Cetin-Dindar, Ayla; Geban, Omer

    2017-01-01

    The purpose of this study was to investigate the effect of 5E learning cycle model oriented instruction (LCMI) on 11th-grade students' conceptual understanding of acids and bases concepts and student motivation to learn chemistry. The study, which lasted for 7 weeks, involved two groups: An experimental group (LCMI) and a control group (the…

  11. Naïve conceptions about multimedia learning: a study on primary school textbooks

    PubMed Central

    Colombo, Barbara; Antonietti, Alessandro

    2013-01-01

    HIGHLIGHTS This interview study explores beliefs about the instructional role of illustrationsWe compared illustrators', teachers', students' and common people's ideasParticipants' responses were internally coherent and close to multimedia learning theoryWe propose and discuss an integrated multimedia learning model An interview study, based on specific pictures taken from textbooks used in primary schools, was carried out to investigate illustrators', teachers', students', and common people's beliefs about the role that illustrations play in facilitating learning. Participants' responses were internally coherent, indicating a systematic nature of the underlying naïve conceptions. Findings disprove Mayer's pessimistic claim that laypersons' conceptions of multimedia learning fail to match experimentally supported principles and theories. On the contrary, interviewees spontaneously came very close to the multimedia learning theory, which states that students learn better from pictures, which fit specific cognitive principles. Implications for school instruction are highlighted. PMID:23908636

  12. Prior Knowledge Activation: How Different Concept Mapping Tasks Lead to Substantial Differences in Cognitive Processes, Learning Outcomes, and Perceived Self-Efficacy

    ERIC Educational Resources Information Center

    Gurlitt, Johannes; Renkl, Alexander

    2010-01-01

    Two experiments investigated the effects of characteristic features of concept mapping used for prior knowledge activation. Characteristic demands of concept mapping include connecting lines representing the relationships between concepts and labeling these lines, specifying the type of the semantic relationships. In the first experiment,…

  13. Using concept maps in a modified team-based learning exercise.

    PubMed

    Knollmann-Ritschel, Barbara E C; Durning, Steven J

    2015-04-01

    Medical school education has traditionally been driven by single discipline teaching and assessment. Newer medical school curricula often implement an organ-based approach that fosters integration of basic science and clinical disciplines. Concept maps are widely used in education. Through diagrammatic depiction of a variety of concepts and their specific connections with other ideas, concept maps provide a unique perspective into learning and performance that can complement other assessment methods commonly used in medical schools. In this innovation, we describe using concepts maps as a vehicle for a modified a classic Team-Based Learning (TBL) exercise. Modifications to traditional TBL in our innovation included replacing an individual assessment using multiple-choice questions with concept maps as well as combining the group assessment and application exercise whereby teams created concept maps. These modifications were made to further assess understanding of content across the Fundamentals module (the introductory module of the preclerkship curriculum). While preliminary, student performance and feedback from faculty and students support the use of concept maps in TBL. Our findings suggest concept maps can provide a unique means of determining assessment of learning and generating feedback to students. Concept maps can also demonstrate knowledge acquisition, organization of prior and new knowledge, and synthesis of that knowledge across disciplines in a unique way providing an additional means of assessment in addition to traditional multiple-choice questions.

  14. Differentiating Sense through Semantic Interaction Data

    PubMed Central

    Elizabeth Workman, T.; Weir, Charlene; Rindflesch, Thomas C.

    2016-01-01

    Words which have different representations but are semantically related, such as dementia and delirium, can pose difficult issues in understanding text. We explore the use of interaction frequency data between semantic elements as a means to differentiate concept pairs, using semantic predications extracted from the biomedical literature. We applied datasets of features drawn from semantic predications for semantically related pairs to two Expectation Maximization clustering processes (without, and with concept labels), then used all data to train and evaluate several concept classifying algorithms. For the unlabeled datasets, 80% displayed expected cluster count and similar or matching proportions; all labeled data exhibited similar or matching proportions when restricting cluster count to unique labels. The highest performing classifier achieved 89% accuracy, with F1 scores for individual concept classification ranging from 0.69 to 1. We conclude with a discussion on how these findings may be applied to natural language processing of clinical text. PMID:28269921

  15. Semantic mechanisms may be responsible for developing synesthesia

    PubMed Central

    Mroczko-Wąsowicz, Aleksandra; Nikolić, Danko

    2014-01-01

    Currently, little is known about how synesthesia develops and which aspects of synesthesia can be acquired through a learning process. We review the increasing evidence for the role of semantic representations in the induction of synesthesia, and argue for the thesis that synesthetic abilities are developed and modified by semantic mechanisms. That is, in certain people semantic mechanisms associate concepts with perception-like experiences—and this association occurs in an extraordinary way. This phenomenon can be referred to as “higher” synesthesia or ideasthesia. The present analysis suggests that synesthesia develops during childhood and is being enriched further throughout the synesthetes’ lifetime; for example, the already existing concurrents may be adopted by novel inducers or new concurrents may be formed. For a deeper understanding of the origin and nature of synesthesia we propose to focus future research on two aspects: (i) the similarities between synesthesia and ordinary phenomenal experiences based on concepts; and (ii) the tight entanglement of perception, cognition and the conceptualization of the world. Importantly, an explanation of how biological systems get to generate experiences, synesthetic or not, may have to involve an explanation of how semantic networks are formed in general and what their role is in the ability to be aware of the surrounding world. PMID:25191239

  16. Semantic mechanisms may be responsible for developing synesthesia.

    PubMed

    Mroczko-Wąsowicz, Aleksandra; Nikolić, Danko

    2014-01-01

    Currently, little is known about how synesthesia develops and which aspects of synesthesia can be acquired through a learning process. We review the increasing evidence for the role of semantic representations in the induction of synesthesia, and argue for the thesis that synesthetic abilities are developed and modified by semantic mechanisms. That is, in certain people semantic mechanisms associate concepts with perception-like experiences-and this association occurs in an extraordinary way. This phenomenon can be referred to as "higher" synesthesia or ideasthesia. The present analysis suggests that synesthesia develops during childhood and is being enriched further throughout the synesthetes' lifetime; for example, the already existing concurrents may be adopted by novel inducers or new concurrents may be formed. For a deeper understanding of the origin and nature of synesthesia we propose to focus future research on two aspects: (i) the similarities between synesthesia and ordinary phenomenal experiences based on concepts; and (ii) the tight entanglement of perception, cognition and the conceptualization of the world. Importantly, an explanation of how biological systems get to generate experiences, synesthetic or not, may have to involve an explanation of how semantic networks are formed in general and what their role is in the ability to be aware of the surrounding world.

  17. Interactive Learning Program (ILP)- a concept for life long learning and Capacity Building of Stakeholders in Integrated Flood Management (IFM)

    NASA Astrophysics Data System (ADS)

    Pasche, E.; Manojlovic, N.; Basener, S.; Behzadnia, N.

    2009-04-01

    In the paradigm shift in flood management from traditional to more integrated approach the key to initialising this transition stage is capacity building of stakeholders. It supports the effective participation of stakeholders within their role by giving the individuals/professionals and institutions required knowledge and skills. Such a process of empowering targeted stakeholder groups should be based on the interactive learning rather than mere delivering of flood related information. It can be achieved by initiating the learning process and developing life-long learning programs in form of blended learning that combines both, supervised online and face-to-face approaches. The learning concept based on the didactic principle of Kolb/Fry, has been used as a basis for development of the Interactive Learning Program (ILP) presented in this paper. Kolb/Fry define learning as a cyclic process dividing it into four steps: concrete experience, reflection & observation, forming abstract concepts, testing of acquainted knowledge in new situations. As the knowledge to understand the complexity of IFM is extensive and required level usually cannot be achieved within the face-to-face phase, additional autodidactic learning module tailored to the individual skills should be included in the learning program. ILP combines both, the face-to-face sessions following the Kolb?s learning cycle including theoretical and practical aspects and autodidactic phase by means of the e-learning platform based on the web dissemination strategy for IFM- Kalypso Inform (Pasche/Kraus/Manojlovic). According to this strategy, the access to the flood related information is enabled through three different modules Tutorial, Knowledge Base and Virtual Trainer enabling interaction with the system. This ILP is generic and can be tailored to requirements of different stakeholder groups depending on their role and level of integration in IFM. The first results, obtained for both public and private

  18. Collaborative and multilingual approach to learn database topics using concept maps.

    PubMed

    Arruarte, Ana; Calvo, Iñaki; Elorriaga, Jon A; Larrañaga, Mikel; Conde, Angel

    2014-01-01

    Authors report on a study using the concept mapping technique in computer engineering education for learning theoretical introductory database topics. In addition, the learning of multilingual technical terminology by means of the collaborative drawing of a concept map is also pursued in this experiment. The main characteristics of a study carried out in the database subject at the University of the Basque Country during the 2011/2012 course are described. This study contributes to the field of concept mapping as these kinds of cognitive tools have proved to be valid to support learning in computer engineering education. It contributes to the field of computer engineering education, providing a technique that can be incorporated with several educational purposes within the discipline. Results reveal the potential that a collaborative concept map editor offers to fulfil the above mentioned objectives.

  19. Future Time Orientation and Learning Conceptions: Effects on Metacognitive Strategies, Self-Efficacy Beliefs, Study Effort and Academic Achievement

    ERIC Educational Resources Information Center

    Gutiérrez-Braojos, Calixto

    2015-01-01

    During the past decade, research on the constructive learning process has been conducted mainly from two perspectives: student approaches to learning (SAL) and self-regulated learning (SRL). The SAL perspective has highlighted the role of learning conceptions with respect to other topics involved in constructive learning processes, whereas…

  20. Decoding the Formation of New Semantics: MVPA Investigation of Rapid Neocortical Plasticity during Associative Encoding through Fast Mapping

    PubMed Central

    Atir-Sharon, Tali; Gilboa, Asaf; Hazan, Hananel; Koilis, Ester; Manevitz, Larry M.

    2015-01-01

    Neocortical structures typically only support slow acquisition of declarative memory; however, learning through fast mapping may facilitate rapid learning-induced cortical plasticity and hippocampal-independent integration of novel associations into existing semantic networks. During fast mapping the meaning of new words and concepts is inferred, and durable novel associations are incidentally formed, a process thought to support early childhood's exuberant learning. The anterior temporal lobe, a cortical semantic memory hub, may critically support such learning. We investigated encoding of semantic associations through fast mapping using fMRI and multivoxel pattern analysis. Subsequent memory performance following fast mapping was more efficiently predicted using anterior temporal lobe than hippocampal voxels, while standard explicit encoding was best predicted by hippocampal activity. Searchlight algorithms revealed additional activity patterns that predicted successful fast mapping semantic learning located in lateral occipitotemporal and parietotemporal neocortex and ventrolateral prefrontal cortex. By contrast, successful explicit encoding could be classified by activity in medial and dorsolateral prefrontal and parahippocampal cortices. We propose that fast mapping promotes incidental rapid integration of new associations into existing neocortical semantic networks by activating related, nonoverlapping conceptual knowledge. In healthy adults, this is better captured by unique anterior and lateral temporal lobe activity patterns, while hippocampal involvement is less predictive of this kind of learning. PMID:26257961