Let's Waste Less Waste, Level 4. Teacher Guide. Operation Waste Watch.

ERIC Educational Resources Information Center

Virginia State Dept. of Waste Management, Richmond. Div. of Litter & Recycling.

Operation Waste Watch is a series of seven sequential learning units which addresses the subject of litter control and solid waste management. Each unit may be used in a variety of ways, depending on the needs and schedules of individual schools, and may be incorporated into various social studies, science, language arts, health, mathematics, and…

Natural and Man-Made Objects, Level K. Teacher's Guide. Operation Waste Watch.

ERIC Educational Resources Information Center

Virginia State Dept. of Waste Management, Richmond. Div. of Litter & Recycling.

Operation Waste Watch is a series of seven sequential learning units which addresses the subject of litter control and solid waste management. Each unit may be used in a variety of ways, depending on the needs and schedules of individual schools, and may be incorporated into various social studies, science, language arts, health, mathematics, and…

Litter Pollution, Level 2. Teacher Guide. Operation Waste Watch.

ERIC Educational Resources Information Center

Virginia State Dept. of Waste Management, Richmond. Div. of Litter & Recycling.

Operation Waste Watch is a series of seven sequential learning units which addresses the subject of litter control and solid waste management. Each unit may be used in a variety of ways, depending on the needs and schedules of individual schools, and may be incorporated into various social studies, science, language arts, health, mathematics, and…

Waste Out of Place, Level 1. Teacher Guide. Operation Waste Watch.

ERIC Educational Resources Information Center

Virginia State Dept. of Waste Management, Richmond. Div. of Litter & Recycling.

Operation Waste Watch is a series of seven sequential learning units which addresses the subject of litter control and solid waste management. Each unit may be used in a variety of ways, depending on the needs and schedules of individual schools, and may be incorporated into various social studies, science, language arts, health, mathematics, and…

Trash Trends, Level 3. Teacher Guide. Operation Waste Watch.

ERIC Educational Resources Information Center

Virginia State Dept. of Waste Management, Richmond. Div. of Litter & Recycling.

Operation Waste Watch is a series of seven sequential learning units which addresses the subject of litter control and solid waste management. Each unit may be used in a variety of ways, depending on the needs and schedules of individual schools, and may be incorporated into various social studies, science, language arts, health, mathematics, and…

Trash Treasures, Level 5. Teacher Guide. Operation Waste Watch.

ERIC Educational Resources Information Center

Virginia State Dept. of Waste Management, Richmond. Div. of Litter & Recycling.

Operation Waste Watch is a series of seven sequential learning units which addresses the subject of litter control and solid waste management. Each unit may be used in a variety of ways, depending on the needs and schedules of individual schools, and may be incorporated into various social studies, science, language arts, health, mathematics, and…

Community Solutions for Solid Waste Pollution, Level 6. Teacher Guide. Operation Waste Watch.

ERIC Educational Resources Information Center

Virginia State Dept. of Waste Management, Richmond. Div. of Litter & Recycling.

Operation Waste Watch is a series of seven sequential learning units which addresses the subject of litter control and solid waste management. Each unit may be used in a variety of ways, depending on the needs and schedules of individual schools, and may be incorporated into various social studies, science, language arts, health, mathematics, and…

Association of learning styles with research self-efficacy: study of short-term research training program for medical students.

PubMed

Dumbauld, Jill; Black, Michelle; Depp, Colin A; Daly, Rebecca; Curran, Maureen A; Winegarden, Babbi; Jeste, Dilip V

2014-12-01

With a growing need for developing future physician scientists, identifying characteristics of medical students who are likely to benefit from research training programs is important. This study assessed if specific learning styles of medical students, participating in federally funded short-term research training programs, were associated with research self-efficacy, a potential predictor of research career success. Seventy-five first-year medical students from 28 medical schools, selected to participate in two competitive NIH-supported summer programs for research training in aging, completed rating scales to evaluate learning styles at baseline, and research self-efficacy before and after training. We examined associations of individual learning styles (visual-verbal, sequential-global, sensing-intuitive, and active-reflective) with students' gender, ranking of medical school, and research self-efficacy. Research self-efficacy improved significantly following the training programs. Students with a verbal learning style reported significantly greater research self-efficacy at baseline, while visual, sequential, and intuitive learners demonstrated significantly greater increases in research self-efficacy from baseline to posttraining. No significant relationships were found between learning styles and students' gender or ranking of their medical school. Assessments of learning styles may provide useful information to guide future training endeavors aimed at developing the next generation of physician-scientists. © 2014 Wiley Periodicals, Inc.

Sequential detection of learning in cognitive diagnosis.

PubMed

Ye, Sangbeak; Fellouris, Georgios; Culpepper, Steven; Douglas, Jeff

2016-05-01

In order to look more closely at the many particular skills examinees utilize to answer items, cognitive diagnosis models have received much attention, and perhaps are preferable to item response models that ordinarily involve just one or a few broadly defined skills, when the objective is to hasten learning. If these fine-grained skills can be identified, a sharpened focus on learning and remediation can be achieved. The focus here is on how to detect when learning has taken place for a particular attribute and efficiently guide a student through a sequence of items to ultimately attain mastery of all attributes while administering as few items as possible. This can be seen as a problem in sequential change-point detection for which there is a long history and a well-developed literature. Though some ad hoc rules for determining learning may be used, such as stopping after M consecutive items have been successfully answered, more efficient methods that are optimal under various conditions are available. The CUSUM, Shiryaev-Roberts and Shiryaev procedures can dramatically reduce the time required to detect learning while maintaining rigorous Type I error control, and they are studied in this context through simulation. Future directions for modelling and detection of learning are discussed. © 2016 The British Psychological Society.

Involvement of Working Memory in College Students' Sequential Pattern Learning and Performance

ERIC Educational Resources Information Center

Kundey, Shannon M. A.; De Los Reyes, Andres; Rowan, James D.; Lee, Bern; Delise, Justin; Molina, Sabrina; Cogdill, Lindsay

2013-01-01

When learning highly organized sequential patterns of information, humans and nonhuman animals learn rules regarding the hierarchical structures of these sequences. In three experiments, we explored the role of working memory in college students' sequential pattern learning and performance in a computerized task involving a sequential…

A Bayesian Theory of Sequential Causal Learning and Abstract Transfer

ERIC Educational Resources Information Center

Lu, Hongjing; Rojas, Randall R.; Beckers, Tom; Yuille, Alan L.

2016-01-01

Two key research issues in the field of causal learning are how people acquire causal knowledge when observing data that are presented sequentially, and the level of abstraction at which learning takes place. Does sequential causal learning solely involve the acquisition of specific cause-effect links, or do learners also acquire knowledge about…

A Bayesian Theory of Sequential Causal Learning and Abstract Transfer.

PubMed

Lu, Hongjing; Rojas, Randall R; Beckers, Tom; Yuille, Alan L

2016-03-01

Two key research issues in the field of causal learning are how people acquire causal knowledge when observing data that are presented sequentially, and the level of abstraction at which learning takes place. Does sequential causal learning solely involve the acquisition of specific cause-effect links, or do learners also acquire knowledge about abstract causal constraints? Recent empirical studies have revealed that experience with one set of causal cues can dramatically alter subsequent learning and performance with entirely different cues, suggesting that learning involves abstract transfer, and such transfer effects involve sequential presentation of distinct sets of causal cues. It has been demonstrated that pre-training (or even post-training) can modulate classic causal learning phenomena such as forward and backward blocking. To account for these effects, we propose a Bayesian theory of sequential causal learning. The theory assumes that humans are able to consider and use several alternative causal generative models, each instantiating a different causal integration rule. Model selection is used to decide which integration rule to use in a given learning environment in order to infer causal knowledge from sequential data. Detailed computer simulations demonstrate that humans rely on the abstract characteristics of outcome variables (e.g., binary vs. continuous) to select a causal integration rule, which in turn alters causal learning in a variety of blocking and overshadowing paradigms. When the nature of the outcome variable is ambiguous, humans select the model that yields the best fit with the recent environment, and then apply it to subsequent learning tasks. Based on sequential patterns of cue-outcome co-occurrence, the theory can account for a range of phenomena in sequential causal learning, including various blocking effects, primacy effects in some experimental conditions, and apparently abstract transfer of causal knowledge. Copyright © 2015 Cognitive Science Society, Inc.

Similar Neural Correlates for Language and Sequential Learning: Evidence from Event-Related Brain Potentials

PubMed Central

Christiansen, Morten H.; Conway, Christopher M.; Onnis, Luca

2011-01-01

We used event-related potentials (ERPs) to investigate the time course and distribution of brain activity while adults performed (a) a sequential learning task involving complex structured sequences, and (b) a language processing task. The same positive ERP deflection, the P600 effect, typically linked to difficult or ungrammatical syntactic processing, was found for structural incongruencies in both sequential learning as well as natural language, and with similar topographical distributions. Additionally, a left anterior negativity (LAN) was observed for language but not for sequential learning. These results are interpreted as an indication that the P600 provides an index of violations and the cost of integration of expectations for upcoming material when processing complex sequential structure. We conclude that the same neural mechanisms may be recruited for both syntactic processing of linguistic stimuli and sequential learning of structured sequence patterns more generally. PMID:23678205

Decision Making and Learning while Taking Sequential Risks

ERIC Educational Resources Information Center

Pleskac, Timothy J.

2008-01-01

A sequential risk-taking paradigm used to identify real-world risk takers invokes both learning and decision processes. This article expands the paradigm to a larger class of tasks with different stochastic environments and different learning requirements. Generalizing a Bayesian sequential risk-taking model to the larger set of tasks clarifies…

Statistical learning in social action contexts.

PubMed

Monroy, Claire; Meyer, Marlene; Gerson, Sarah; Hunnius, Sabine

2017-01-01

Sensitivity to the regularities and structure contained within sequential, goal-directed actions is an important building block for generating expectations about the actions we observe. Until now, research on statistical learning for actions has solely focused on individual action sequences, but many actions in daily life involve multiple actors in various interaction contexts. The current study is the first to investigate the role of statistical learning in tracking regularities between actions performed by different actors, and whether the social context characterizing their interaction influences learning. That is, are observers more likely to track regularities across actors if they are perceived as acting jointly as opposed to in parallel? We tested adults and toddlers to explore whether social context guides statistical learning and-if so-whether it does so from early in development. In a between-subjects eye-tracking experiment, participants were primed with a social context cue between two actors who either shared a goal of playing together ('Joint' condition) or stated the intention to act alone ('Parallel' condition). In subsequent videos, the actors performed sequential actions in which, for certain action pairs, the first actor's action reliably predicted the second actor's action. We analyzed predictive eye movements to upcoming actions as a measure of learning, and found that both adults and toddlers learned the statistical regularities across actors when their actions caused an effect. Further, adults with high statistical learning performance were sensitive to social context: those who observed actors with a shared goal were more likely to correctly predict upcoming actions. In contrast, there was no effect of social context in the toddler group, regardless of learning performance. These findings shed light on how adults and toddlers perceive statistical regularities across actors depending on the nature of the observed social situation and the resulting effects.

Statistical learning in social action contexts

PubMed Central

Meyer, Marlene; Gerson, Sarah; Hunnius, Sabine

2017-01-01

Sensitivity to the regularities and structure contained within sequential, goal-directed actions is an important building block for generating expectations about the actions we observe. Until now, research on statistical learning for actions has solely focused on individual action sequences, but many actions in daily life involve multiple actors in various interaction contexts. The current study is the first to investigate the role of statistical learning in tracking regularities between actions performed by different actors, and whether the social context characterizing their interaction influences learning. That is, are observers more likely to track regularities across actors if they are perceived as acting jointly as opposed to in parallel? We tested adults and toddlers to explore whether social context guides statistical learning and—if so—whether it does so from early in development. In a between-subjects eye-tracking experiment, participants were primed with a social context cue between two actors who either shared a goal of playing together (‘Joint’ condition) or stated the intention to act alone (‘Parallel’ condition). In subsequent videos, the actors performed sequential actions in which, for certain action pairs, the first actor’s action reliably predicted the second actor’s action. We analyzed predictive eye movements to upcoming actions as a measure of learning, and found that both adults and toddlers learned the statistical regularities across actors when their actions caused an effect. Further, adults with high statistical learning performance were sensitive to social context: those who observed actors with a shared goal were more likely to correctly predict upcoming actions. In contrast, there was no effect of social context in the toddler group, regardless of learning performance. These findings shed light on how adults and toddlers perceive statistical regularities across actors depending on the nature of the observed social situation and the resulting effects. PMID:28475619

Learning Sequential Composition Control.

PubMed

Najafi, Esmaeil; Babuska, Robert; Lopes, Gabriel A D

2016-11-01

Sequential composition is an effective supervisory control method for addressing control problems in nonlinear dynamical systems. It executes a set of controllers sequentially to achieve a control specification that cannot be realized by a single controller. As these controllers are designed offline, sequential composition cannot address unmodeled situations that might occur during runtime. This paper proposes a learning approach to augment the standard sequential composition framework by using online learning to handle unforeseen situations. New controllers are acquired via learning and added to the existing supervisory control structure. In the proposed setting, learning experiments are restricted to take place within the domain of attraction (DOA) of the existing controllers. This guarantees that the learning process is safe (i.e., the closed loop system is always stable). In addition, the DOA of the new learned controller is approximated after each learning trial. This keeps the learning process short as learning is terminated as soon as the DOA of the learned controller is sufficiently large. The proposed approach has been implemented on two nonlinear systems: 1) a nonlinear mass-damper system and 2) an inverted pendulum. The results show that in both cases a new controller can be rapidly learned and added to the supervisory control structure.

Probabilistic learning of nonlinear dynamical systems using sequential Monte Carlo

NASA Astrophysics Data System (ADS)

Schön, Thomas B.; Svensson, Andreas; Murray, Lawrence; Lindsten, Fredrik

2018-05-01

Probabilistic modeling provides the capability to represent and manipulate uncertainty in data, models, predictions and decisions. We are concerned with the problem of learning probabilistic models of dynamical systems from measured data. Specifically, we consider learning of probabilistic nonlinear state-space models. There is no closed-form solution available for this problem, implying that we are forced to use approximations. In this tutorial we will provide a self-contained introduction to one of the state-of-the-art methods-the particle Metropolis-Hastings algorithm-which has proven to offer a practical approximation. This is a Monte Carlo based method, where the particle filter is used to guide a Markov chain Monte Carlo method through the parameter space. One of the key merits of the particle Metropolis-Hastings algorithm is that it is guaranteed to converge to the "true solution" under mild assumptions, despite being based on a particle filter with only a finite number of particles. We will also provide a motivating numerical example illustrating the method using a modeling language tailored for sequential Monte Carlo methods. The intention of modeling languages of this kind is to open up the power of sophisticated Monte Carlo methods-including particle Metropolis-Hastings-to a large group of users without requiring them to know all the underlying mathematical details.

Perceptually Guided Photo Retargeting.

PubMed

Xia, Yingjie; Zhang, Luming; Hong, Richang; Nie, Liqiang; Yan, Yan; Shao, Ling

2016-04-22

We propose perceptually guided photo retargeting, which shrinks a photo by simulating a human's process of sequentially perceiving visually/semantically important regions in a photo. In particular, we first project the local features (graphlets in this paper) onto a semantic space, wherein visual cues such as global spatial layout and rough geometric context are exploited. Thereafter, a sparsity-constrained learning algorithm is derived to select semantically representative graphlets of a photo, and the selecting process can be interpreted by a path which simulates how a human actively perceives semantics in a photo. Furthermore, we learn the prior distribution of such active graphlet paths (AGPs) from training photos that are marked as esthetically pleasing by multiple users. The learned priors enforce the corresponding AGP of a retargeted photo to be maximally similar to those from the training photos. On top of the retargeting model, we further design an online learning scheme to incrementally update the model with new photos that are esthetically pleasing. The online update module makes the algorithm less dependent on the number and contents of the initial training data. Experimental results show that: 1) the proposed AGP is over 90% consistent with human gaze shifting path, as verified by the eye-tracking data, and 2) the retargeting algorithm outperforms its competitors significantly, as AGP is more indicative of photo esthetics than conventional saliency maps.

CT fluoroscopy-assisted puncture of thoracic and abdominal masses: a randomized trial.

PubMed

Kirchner, Johannes; Kickuth, Ralph; Laufer, Ulf; Schilling, Esther Maria; Adams, Stephan; Liermann, Dieter

2002-03-01

We investigated the benefit of real-time guidance of interventional punctures by means of computed tomography fluoroscopy (CTF) compared with the conventional sequential acquisition guidance. In a prospective randomized trial, 75 patients underwent either CTF-guided (group A, n = 50) or sequential CT-guided (group B, n = 25) punctures of thoracic (n = 29) or abdominal (n = 46) masses. CTF was performed on the CT machine (Somatom Plus 4 Power, Siemens Corp., Forchheim, Germany) equipped with the C.A.R.E. Vision application (tube voltage 120 kV, tube current 50 mA, rotational time 0.75 s, slice thickness 10 mm, 8 frames/s). The average procedure time showed a statistically significant difference between the two study groups (group A: 564 s, group B 795 s, P = 0.0032). The mean total mAs was 7089 mAs for the CTF and 4856 mAs for the sequential image-guided intervention, respectively. The sensitivity was 71% specificity 100% positive predictive value 100% and negative predictive value 60% for the CTF-guided puncture, and 68, 100, 100 and 50% for sequential CT, respectively. CTF guidance realizes a time-saving but increases the radiation exposure dosage.

Lifelong Transfer Learning for Heterogeneous Teams of Agents in Sequential Decision Processes

DTIC Science & Technology

2016-06-01

making (SDM) tasks in dynamic environments with simulated and physical robots . 15. SUBJECT TERMS Sequential decision making, lifelong learning, transfer...sequential decision-making (SDM) tasks in dynamic environments with both simple benchmark tasks and more complex aerial and ground robot tasks. Our work...and ground robots in the presence of disturbances: We applied our methods to the problem of learning controllers for robots with novel disturbances in

Multi-Attribute Sequential Search

ERIC Educational Resources Information Center

Bearden, J. Neil; Connolly, Terry

2007-01-01

This article describes empirical and theoretical results from two multi-attribute sequential search tasks. In both tasks, the DM sequentially encounters options described by two attributes and must pay to learn the values of the attributes. In the "continuous" version of the task the DM learns the precise numerical value of an attribute when she…

Acquisition of Inductive Biconditional Reasoning Skills: Training of Simultaneous and Sequential Processing.

ERIC Educational Resources Information Center

Lee, Seong-Soo

1982-01-01

Tenth-grade students (n=144) received training on one of three processing methods: coding-mapping (simultaneous), coding only, or decision tree (sequential). The induced simultaneous processing strategy worked optimally under rule learning, while the sequential strategy was difficult to induce and/or not optimal for rule-learning operations.…

A fast and accurate online sequential learning algorithm for feedforward networks.

PubMed

Liang, Nan-Ying; Huang, Guang-Bin; Saratchandran, P; Sundararajan, N

2006-11-01

In this paper, we develop an online sequential learning algorithm for single hidden layer feedforward networks (SLFNs) with additive or radial basis function (RBF) hidden nodes in a unified framework. The algorithm is referred to as online sequential extreme learning machine (OS-ELM) and can learn data one-by-one or chunk-by-chunk (a block of data) with fixed or varying chunk size. The activation functions for additive nodes in OS-ELM can be any bounded nonconstant piecewise continuous functions and the activation functions for RBF nodes can be any integrable piecewise continuous functions. In OS-ELM, the parameters of hidden nodes (the input weights and biases of additive nodes or the centers and impact factors of RBF nodes) are randomly selected and the output weights are analytically determined based on the sequentially arriving data. The algorithm uses the ideas of ELM of Huang et al. developed for batch learning which has been shown to be extremely fast with generalization performance better than other batch training methods. Apart from selecting the number of hidden nodes, no other control parameters have to be manually chosen. Detailed performance comparison of OS-ELM is done with other popular sequential learning algorithms on benchmark problems drawn from the regression, classification and time series prediction areas. The results show that the OS-ELM is faster than the other sequential algorithms and produces better generalization performance.

A stacked sequential learning method for investigator name recognition from web-based medical articles

NASA Astrophysics Data System (ADS)

Zhang, Xiaoli; Zou, Jie; Le, Daniel X.; Thoma, George

2010-01-01

"Investigator Names" is a newly required field in MEDLINE citations. It consists of personal names listed as members of corporate organizations in an article. Extracting investigator names automatically is necessary because of the increasing volume of articles reporting collaborative biomedical research in which a large number of investigators participate. In this paper, we present an SVM-based stacked sequential learning method in a novel application - recognizing named entities such as the first and last names of investigators from online medical journal articles. Stacked sequential learning is a meta-learning algorithm which can boost any base learner. It exploits contextual information by adding the predicted labels of the surrounding tokens as features. We apply this method to tag words in text paragraphs containing investigator names, and demonstrate that stacked sequential learning improves the performance of a nonsequential base learner such as an SVM classifier.

How Cognitive Styles Affect the Learning Behaviors of Online Problem-Solving Based Discussion Activity: A Lag Sequential Analysis

ERIC Educational Resources Information Center

Wu, Sheng-Yi; Hou, Huei-Tse

2015-01-01

Cognitive styles play an important role in influencing the learning process, but to date no relevant study has been conducted using lag sequential analysis to assess knowledge construction learning patterns based on different cognitive styles in computer-supported collaborative learning activities in online collaborative discussions. This study…

Direct Associations or Internal Transformations? Exploring the Mechanisms Underlying Sequential Learning Behavior

PubMed Central

Gureckis, Todd M.; Love, Bradley C.

2009-01-01

We evaluate two broad classes of cognitive mechanisms that might support the learning of sequential patterns. According to the first, learning is based on the gradual accumulation of direct associations between events based on simple conditioning principles. The other view describes learning as the process of inducing the transformational structure that defines the material. Each of these learning mechanisms predict differences in the rate of acquisition for differently organized sequences. Across a set of empirical studies, we compare the predictions of each class of model with the behavior of human subjects. We find that learning mechanisms based on transformations of an internal state, such as recurrent network architectures (e.g., Elman, 1990), have difficulty accounting for the pattern of human results relative to a simpler (but more limited) learning mechanism based on learning direct associations. Our results suggest new constraints on the cognitive mechanisms supporting sequential learning behavior. PMID:20396653

Heterogeneous Suppression of Sequential Effects in Random Sequence Generation, but Not in Operant Learning.

PubMed

Shteingart, Hanan; Loewenstein, Yonatan

2016-01-01

There is a long history of experiments in which participants are instructed to generate a long sequence of binary random numbers. The scope of this line of research has shifted over the years from identifying the basic psychological principles and/or the heuristics that lead to deviations from randomness, to one of predicting future choices. In this paper, we used generalized linear regression and the framework of Reinforcement Learning in order to address both points. In particular, we used logistic regression analysis in order to characterize the temporal sequence of participants' choices. Surprisingly, a population analysis indicated that the contribution of the most recent trial has only a weak effect on behavior, compared to more preceding trials, a result that seems irreconcilable with standard sequential effects that decay monotonously with the delay. However, when considering each participant separately, we found that the magnitudes of the sequential effect are a monotonous decreasing function of the delay, yet these individual sequential effects are largely averaged out in a population analysis because of heterogeneity. The substantial behavioral heterogeneity in this task is further demonstrated quantitatively by considering the predictive power of the model. We show that a heterogeneous model of sequential dependencies captures the structure available in random sequence generation. Finally, we show that the results of the logistic regression analysis can be interpreted in the framework of reinforcement learning, allowing us to compare the sequential effects in the random sequence generation task to those in an operant learning task. We show that in contrast to the random sequence generation task, sequential effects in operant learning are far more homogenous across the population. These results suggest that in the random sequence generation task, different participants adopt different cognitive strategies to suppress sequential dependencies when generating the "random" sequences.

First year medical students' learning style preferences and their correlation with performance in different subjects within the medical course.

PubMed

Hernández-Torrano, Daniel; Ali, Syed; Chan, Chee-Kai

2017-08-08

Students commencing their medical training arrive with different educational backgrounds and a diverse range of learning experiences. Consequently, students would have developed preferred approaches to acquiring and processing information or learning style preferences. Understanding first-year students' learning style preferences is important to success in learning. However, little is understood about how learning styles impact learning and performance across different subjects within the medical curriculum. Greater understanding of the relationship between students' learning style preferences and academic performance in specific medical subjects would be valuable. This cross-sectional study examined the learning style preferences of first-year medical students and how they differ across gender. This research also analyzed the effect of learning styles on academic performance across different subjects within a medical education program in a Central Asian university. A total of 52 students (57.7% females) from two batches of first-year medical school completed the Index of Learning Styles Questionnaire, which measures four dimensions of learning styles: sensing-intuitive; visual-verbal; active-reflective; sequential-global. First-year medical students reported preferences for visual (80.8%) and sequential (60.5%) learning styles, suggesting that these students preferred to learn through demonstrations and diagrams and in a linear and sequential way. Our results indicate that male medical students have higher preference for visual learning style over verbal, while females seemed to have a higher preference for sequential learning style over global. Significant associations were found between sensing-intuitive learning styles and performance in Genetics [β = -0.46, B = -0.44, p < 0.01] and Anatomy [β = -0.41, B = -0.61, p < 0.05] and between sequential-global styles and performance in Genetics [β = 0.36, B = 0.43, p < 0.05]. More specifically, sensing learners were more likely to perform better than intuitive learners in the two subjects and global learners were more likely to perform better than sequential learners in Genetics. This knowledge will be helpful to individual students to improve their performance in these subjects by adopting new sensing learning techniques. Instructors can also benefit by modifying and adapting more appropriate teaching approaches in these subjects. Future studies to validate this observation will be valuable.

Concurrent Learning of Control in Multi agent Sequential Decision Tasks

DTIC Science & Technology

2018-04-17

Concurrent Learning of Control in Multi-agent Sequential Decision Tasks The overall objective of this project was to develop multi-agent reinforcement...learning (MARL) approaches for intelligent agents to autonomously learn distributed control policies in decentral- ized partially observable...shall be subject to any oenalty for failing to comply with a collection of information if it does not display a currently valid OMB control number

All words are not created equal: Expectations about word length guide infant statistical learning

PubMed Central

Lew-Williams, Casey; Saffran, Jenny R.

2011-01-01

Infants have been described as ‘statistical learners’ capable of extracting structure (such as words) from patterned input (such as language). Here, we investigated whether prior knowledge influences how infants track transitional probabilities in word segmentation tasks. Are infants biased by prior experience when engaging in sequential statistical learning? In a laboratory simulation of learning across time, we exposed 9- and 10-month-old infants to a list of either bisyllabic or trisyllabic nonsense words, followed by a pause-free speech stream composed of a different set of bisyllabic or trisyllabic nonsense words. Listening times revealed successful segmentation of words from fluent speech only when words were uniformly bisyllabic or trisyllabic throughout both phases of the experiment. Hearing trisyllabic words during the pre-exposure phase derailed infants’ abilities to segment speech into bisyllabic words, and vice versa. We conclude that prior knowledge about word length equips infants with perceptual expectations that facilitate efficient processing of subsequent language input. PMID:22088408

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. Copyright © 2016 Elsevier Ltd. All rights reserved.

Predictive Movements and Human Reinforcement Learning of Sequential Action

ERIC Educational Resources Information Center

de Kleijn, Roy; Kachergis, George; Hommel, Bernhard

2018-01-01

Sequential action makes up the bulk of human daily activity, and yet much remains unknown about how people learn such actions. In one motor learning paradigm, the serial reaction time (SRT) task, people are taught a consistent sequence of button presses by cueing them with the next target response. However, the SRT task only records keypress…

Optimal Sequential Rules for Computer-Based Instruction.

ERIC Educational Resources Information Center

Vos, Hans J.

1998-01-01

Formulates sequential rules for adapting the appropriate amount of instruction to learning needs in the context of computer-based instruction. Topics include Bayesian decision theory, threshold and linear-utility structure, psychometric model, optimal sequential number of test questions, and an empirical example of sequential instructional…

Incentive memory: evidence the basolateral amygdala encodes and the insular cortex retrieves outcome values to guide choice between goal-directed actions.

PubMed

Parkes, Shauna L; Balleine, Bernard W

2013-05-15

Choice between goal-directed actions is determined by the relative value of their consequences. Such values are encoded during incentive learning and later retrieved to guide performance. Although the basolateral amygdala (BLA) and the gustatory region of insular cortex (IC) have been implicated in these processes, their relative contribution is still a matter of debate. Here we assessed whether these structures interact during incentive learning and retrieval to guide choice. In these experiments, rats were trained on two actions for distinct outcomes after which one of the two outcomes was devalued by specific satiety immediately before a choice extinction test. We first confirmed that, relative to appropriate controls, outcome devaluation recruited both the BLA and IC based on activation of the immediate early gene Arc; however, we found that infusion of the NMDAr antagonist ifenprodil into the BLA only abolished outcome devaluation when given before devaluation. In contrast, ifenprodil infusion into the IC was effective whether made before devaluation or test. We hypothesized that the BLA encodes and the IC retrieves incentive value for choice and, to test this, developed a novel sequential disconnection procedure. Blocking NMDAr activation unilaterally in the BLA before devaluation and then contralaterally in the IC before test abolished selective devaluation. In contrast, reversing the order of these infusions left devaluation intact. These results confirm that the BLA and IC form a circuit mediating the encoding and retrieval of outcome values, with the BLA encoding and the IC retrieving such values to guide choice.

Impaired capacity of cerebellar patients to perceive and learn two-dimensional shapes based on kinesthetic cues.

PubMed

Shimansky, Y; Saling, M; Wunderlich, D A; Bracha, V; Stelmach, G E; Bloedel, J R

1997-01-01

This study addresses the issue of the role of the cerebellum in the processing of sensory information by determining the capability of cerebellar patients to acquire and use kinesthetic cues received via the active or passive tracing of an irregular shape while blindfolded. Patients with cerebellar lesions and age-matched healthy controls were tested on four tasks: (1) learning to discriminate a reference shape from three others through the repeated tracing of the reference template; (2) reproducing the reference shape from memory by drawing blindfolded; (3) performing the same task with vision; and (4) visually recognizing the reference shape. The cues used to acquire and then to recognize the reference shape were generated under four conditions: (1) "active kinesthesia," in which cues were acquired by the blindfolded subject while actively tracing a reference template; (2) "passive kinesthesia," in which the tracing was performed while the hand was guided passively through the template; (3) "sequential vision," in which the shape was visualized by the serial exposure of small segments of its outline; and (4) "full vision," in which the entire shape was visualized. The sequential vision condition was employed to emulate the sequential way in which kinesthetic information is acquired while tracing the reference shape. The results demonstrate a substantial impairment of cerebellar patients in their capability to perceive two-dimensional irregular shapes based only on kinesthetic cues. There also is evidence that this deficit in part relates to a reduced capacity to integrate temporal sequences of sensory cues into a complete image useful for shape discrimination tasks or for reproducing the shape through drawing. Consequently, the cerebellum has an important role in this type of sensory information processing even when it is not directly associated with the execution of movements.

A Guide to Curriculum Planning in Foreign Language.

ERIC Educational Resources Information Center

Wisconsin State Dept. of Public Instruction, Madison.

A guide designed to help local curriculum planners develop and implement curriculums to provide all students with equal access to foreign languages provides an overview of current philosophies, objectives, methods, materials, and equipment and a guide to sequential program development, articulation, and evaluation. An introductory section…

Information Retrieval: A Sequential Learning Process.

ERIC Educational Resources Information Center

Bookstein, Abraham

1983-01-01

Presents decision-theoretic models which intrinsically include retrieval of multiple documents whereby system responds to request by presenting documents to patron in sequence, gathering feedback, and using information to modify future retrievals. Document independence model, set retrieval model, sequential retrieval model, learning model,…

Should Bilingual Children Learn Reading in Two Languages at the Same Time or in Sequence?

ERIC Educational Resources Information Center

Berens, Melody S.; Kovelman, Ioulia; Petitto, Laura-Ann

2013-01-01

Is it best to learn reading in two languages simultaneously or sequentially? We observed second- and third-grade children in two-way "dual-language learning contexts": (a) 50:50 or Simultaneous dual-language (two languages within same developmental period) and (b) 90:10 or Sequential dual-language (one language, followed gradually by the other).…

Learning Behavior Characterization with Multi-Feature, Hierarchical Activity Sequences

ERIC Educational Resources Information Center

Ye, Cheng; Segedy, James R.; Kinnebrew, John S.; Biswas, Gautam

2015-01-01

This paper discusses Multi-Feature Hierarchical Sequential Pattern Mining, MFH-SPAM, a novel algorithm that efficiently extracts patterns from students' learning activity sequences. This algorithm extends an existing sequential pattern mining algorithm by dynamically selecting the level of specificity for hierarchically-defined features…

Structural drift: the population dynamics of sequential learning.

PubMed

Crutchfield, James P; Whalen, Sean

2012-01-01

We introduce a theory of sequential causal inference in which learners in a chain estimate a structural model from their upstream "teacher" and then pass samples from the model to their downstream "student". It extends the population dynamics of genetic drift, recasting Kimura's selectively neutral theory as a special case of a generalized drift process using structured populations with memory. We examine the diffusion and fixation properties of several drift processes and propose applications to learning, inference, and evolution. We also demonstrate how the organization of drift process space controls fidelity, facilitates innovations, and leads to information loss in sequential learning with and without memory.

On the Use of Adaptive Instructional Images Based on the Sequential-Global Dimension of the Felder-Silverman Learning Style Theory

ERIC Educational Resources Information Center

Filippidis, Stavros K.; Tsoukalas, Ioannis A.

2009-01-01

An adaptive educational system that uses adaptive presentation is presented. In this system fragments of different images present the same content and the system can choose the one most relevant to the user based on the sequential-global dimension of Felder-Silverman's learning style theory. In order to retrieve the learning style of each student…

RACE/A: an architectural account of the interactions between learning, task control, and retrieval dynamics.

PubMed

van Maanen, Leendert; van Rijn, Hedderik; Taatgen, Niels

2012-01-01

This article discusses how sequential sampling models can be integrated in a cognitive architecture. The new theory Retrieval by Accumulating Evidence in an Architecture (RACE/A) combines the level of detail typically provided by sequential sampling models with the level of task complexity typically provided by cognitive architectures. We will use RACE/A to model data from two variants of a picture-word interference task in a psychological refractory period design. These models will demonstrate how RACE/A enables interactions between sequential sampling and long-term declarative learning, and between sequential sampling and task control. In a traditional sequential sampling model, the onset of the process within the task is unclear, as is the number of sampling processes. RACE/A provides a theoretical basis for estimating the onset of sequential sampling processes during task execution and allows for easy modeling of multiple sequential sampling processes within a task. Copyright © 2011 Cognitive Science Society, Inc.

Learning multiple variable-speed sequences in striatum via cortical tutoring.

PubMed

Murray, James M; Escola, G Sean

2017-05-08

Sparse, sequential patterns of neural activity have been observed in numerous brain areas during timekeeping and motor sequence tasks. Inspired by such observations, we construct a model of the striatum, an all-inhibitory circuit where sequential activity patterns are prominent, addressing the following key challenges: (i) obtaining control over temporal rescaling of the sequence speed, with the ability to generalize to new speeds; (ii) facilitating flexible expression of distinct sequences via selective activation, concatenation, and recycling of specific subsequences; and (iii) enabling the biologically plausible learning of sequences, consistent with the decoupling of learning and execution suggested by lesion studies showing that cortical circuits are necessary for learning, but that subcortical circuits are sufficient to drive learned behaviors. The same mechanisms that we describe can also be applied to circuits with both excitatory and inhibitory populations, and hence may underlie general features of sequential neural activity pattern generation in the brain.

Health Curriculum Guide. Grade K. Bulletin 1988, No. 48.

ERIC Educational Resources Information Center

Alabama State Dept. of Education, Montgomery.

This curriculum guide supplements the Alabama "Health Education Course of Study," which offers a comprehensive planned sequential curriculum for grades K-12. The largest section of the guide consists of classroom activities which are tied to specific student outcomes. A list of materials needed to carry out the activities is provided.…

Health Curriculum Guide. Grade 5. Bulletin 1988, No. 53.

ERIC Educational Resources Information Center

Alabama State Dept. of Education, Montgomery.

This curriculum guide supplements the Alabama "Health Education Course of Study," which offers a comprehensive planned sequential curriculum for grades K-12. The largest section of the guide consists of classroom activities which are tied to specific student outcomes. A list of materials needed to carry out the activities is provided.…

C-learning: A new classification framework to estimate optimal dynamic treatment regimes.

PubMed

Zhang, Baqun; Zhang, Min

2017-12-11

A dynamic treatment regime is a sequence of decision rules, each corresponding to a decision point, that determine that next treatment based on each individual's own available characteristics and treatment history up to that point. We show that identifying the optimal dynamic treatment regime can be recast as a sequential optimization problem and propose a direct sequential optimization method to estimate the optimal treatment regimes. In particular, at each decision point, the optimization is equivalent to sequentially minimizing a weighted expected misclassification error. Based on this classification perspective, we propose a powerful and flexible C-learning algorithm to learn the optimal dynamic treatment regimes backward sequentially from the last stage until the first stage. C-learning is a direct optimization method that directly targets optimizing decision rules by exploiting powerful optimization/classification techniques and it allows incorporation of patient's characteristics and treatment history to improve performance, hence enjoying advantages of both the traditional outcome regression-based methods (Q- and A-learning) and the more recent direct optimization methods. The superior performance and flexibility of the proposed methods are illustrated through extensive simulation studies. © 2017, The International Biometric Society.

Gantry for medical particle therapy facility

DOEpatents

Trbojevic, Dejan

2013-04-23

A particle therapy gantry for delivering a particle beam to a patient includes a beam tube having a curvature defining a particle beam path and a plurality of superconducting, variable field magnets sequentially arranged along the beam tube for guiding the particle beam along the particle path. In a method for delivering a particle beam to a patient through a gantry, a particle beam is guided by a plurality of variable field magnets sequentially arranged along a beam tube of the gantry and the beam is alternately focused and defocused with alternately arranged focusing and defocusing variable field magnets.

Gantry for medical particle therapy facility

DOEpatents

Trbojevic, Dejan [Wading River, NY

2012-05-08

A particle therapy gantry for delivering a particle beam to a patient includes a beam tube having a curvature defining a particle beam path and a plurality of fixed field magnets sequentially arranged along the beam tube for guiding the particle beam along the particle path. In a method for delivering a particle beam to a patient through a gantry, a particle beam is guided by a plurality of fixed field magnets sequentially arranged along a beam tube of the gantry and the beam is alternately focused and defocused with alternately arranged focusing and defocusing fixed field magnets.

Do statistical segmentation abilities predict lexical-phonological and lexical-semantic abilities in children with and without SLI?

PubMed Central

Mainela-Arnold, Elina; Evans, Julia L.

2014-01-01

This study tested the predictions of the procedural deficit hypothesis by investigating the relationship between sequential statistical learning and two aspects of lexical ability, lexical-phonological and lexical-semantic, in children with and without specific language impairment (SLI). Participants included 40 children (ages 8;5–12;3), 20 children with SLI and 20 with typical development. Children completed Saffran’s statistical word segmentation task, a lexical-phonological access task (gating task), and a word definition task. Poor statistical learners were also poor at managing lexical-phonological competition during the gating task. However, statistical learning was not a significant predictor of semantic richness in word definitions. The ability to track statistical sequential regularities may be important for learning the inherently sequential structure of lexical-phonology, but not as important for learning lexical-semantic knowledge. Consistent with the procedural/declarative memory distinction, the brain networks associated with the two types of lexical learning are likely to have different learning properties. PMID:23425593

Two Tales of Time: Uncovering the Significance of Sequential Patterns among Contribution Types in Knowledge-Building Discourse

ERIC Educational Resources Information Center

Chen, Bodong; Resendes, Monica; Chai, Ching Sing; Hong, Huang-Yao

2017-01-01

As collaborative learning is actualized through evolving dialogues, temporality inevitably matters for the analysis of collaborative learning. This study attempts to uncover sequential patterns that distinguish "productive" threads of knowledge-building discourse. A database of Grade 1-6 knowledge-building discourse was first coded for…

Real time on-chip sequential adaptive principal component analysis for data feature extraction and image compression

NASA Technical Reports Server (NTRS)

Duong, T. A.

2004-01-01

In this paper, we present a new, simple, and optimized hardware architecture sequential learning technique for adaptive Principle Component Analysis (PCA) which will help optimize the hardware implementation in VLSI and to overcome the difficulties of the traditional gradient descent in learning convergence and hardware implementation.

Sequential and Simultaneous Processing in Children with Learning Disabilities: An Attempted Replication.

ERIC Educational Resources Information Center

Bain, Sherry K.

1993-01-01

Analysis of Kaufman Assessment Battery for Children (K-ABC) Sequential and Simultaneous Processing scores of 94 children (ages 6-12) with learning disabilities produced factor patterns generally supportive of the traditional K-ABC Mental Processing structure with the exception of Spatial Memory. The sample exhibited relative processing strengths…

Sequential Pharmacotherapy for Children with Comorbid Attention-Deficit/hyperactivity and Anxiety Disorders.

ERIC Educational Resources Information Center

Abikoff, Howard; McGough, James; Vitiello, Benedetto; McCracken, James; Davies, Mark; Walkup, John; Riddle, Mark; Oatis, Melvin; Greenhill, Laurence; Skrobala, Anne; March, John; Gammon, Pat; Robinson, James; Lazell, Robert; McMahon, Donald J.; Ritz, Louise

2005-01-01

Objective: Attention-deficit/hyperactivity disorder (ADHD) is often accompanied by clinically significant anxiety, but few empirical data guide treatment of children meeting full DSM-IV criteria for ADHD and anxiety disorders (ADHD/ANX). This study examined the efficacy of sequential pharmacotherapy for ADHD/ANX children. Method: Children, age 6…

Drug Education Curriculum, Junior High. Health Education: Substance Abuse Prevention. Revised 1982.

ERIC Educational Resources Information Center

New York State Education Dept., Albany. Bureau of Health and Drug Education and Services.

This junior high school level curriculum guide on drug education is a revision of a 1981 guide. It is one of nine sequential guides for elementary and secondary teachers and administrators designed to prevent drug misuse and abuse through combined cognitive and affective development. The affective model upon which this curriculum is based has…

Exploring the Perceptions of Core Values of Nursing in Taiwanese Nursing Students at the Baccalaureate Level.

PubMed

Lin, Chun-Chih; Han, Chin-Yen; Pan, I-Ju; Lin, Pi-Li

2016-06-01

The core values of nursing are a standard component of the nursing curriculum in Taiwan. Therefore, these values provide an essential guide for educating and evaluating the learning outcomes of nursing students. Student perceptions of those core values that relate to the process of curricula learning are key to measuring the core values of nursing. This study explores the views on the core values of nursing of baccalaureate-level nursing students at a Taiwanese university. This qualitative study collected data from the reflection reports of 109 students and analyzed these data using thematic content analysis. The results of this study identified that the learning of core values of nursing tends to utilize the latent curriculum rather than the open curriculum. Critical thinking was perceived and experienced by asking "why." General clinical skills and basic biomedical science were categorized collectively as care ability, which relates to the thinking, analysis, and mapping of client health problems. The value of communication and teamwork capability was defined as the sequential process of accepting, interacting, communicating, and collaborating. Caring was defined as contributing empathy with respect to one's self and to others. Ethics was defined as a moral perspective, as respecting others, and as prioritizing the needs of clients. Accountability was defined as a way of observing standards within the role given in a position. Finally, lifelong learning is a process of learning that encourages more aggressive learning. The progress of core values of nursing in this study reflects positive movement and achievement. The participants expressed the perception that the core values of nursing enhance understanding, which enables nursing educators to reframe the nursing curriculum to meet their learning needs. The perceptions of nursing students of core values of nursing may be used as a guide to increase clinical nursing competence in healthcare.

Pure perceptual-based learning of second-, third-, and fourth-order sequential probabilities.

PubMed

Remillard, Gilbert

2011-07-01

There is evidence that sequence learning in the traditional serial reaction time task (SRTT), where target location is the response dimension, and sequence learning in the perceptual SRTT, where target location is not the response dimension, are handled by different mechanisms. The ability of the latter mechanism to learn sequential contingencies that can be learned by the former mechanism was examined. Prior research has established that people can learn second-, third-, and fourth-order probabilities in the traditional SRTT. The present study reveals that people can learn such probabilities in the perceptual SRTT. This suggests that the two mechanisms may have similar architectures. A possible neural basis of the two mechanisms is discussed.

The Effects of Partial Reinforcement in the Acquisition and Extinction of Recurrent Serial Patterns.

ERIC Educational Resources Information Center

Dockstader, Steven L.

The purpose of these 2 experiments was to determine whether sequential response pattern behavior is affected by partial reinforcement in the same way as other behavior systems. The first experiment investigated the partial reinforcement extinction effects (PREE) in a sequential concept learning task where subjects were required to learn a…

Contribution of Implicit Sequence Learning to Spoken Language Processing: Some Preliminary Findings with Hearing Adults

ERIC Educational Resources Information Center

Conway, Christopher M.; Karpicke, Jennifer; Pisoni, David B.

2007-01-01

Spoken language consists of a complex, sequentially arrayed signal that contains patterns that can be described in terms of statistical relations among language units. Previous research has suggested that a domain-general ability to learn structured sequential patterns may underlie language acquisition. To test this prediction, we examined the…

Addressing Challenges in Web Accessibility for the Blind and Visually Impaired

ERIC Educational Resources Information Center

Guercio, Angela; Stirbens, Kathleen A.; Williams, Joseph; Haiber, Charles

2011-01-01

Searching for relevant information on the web is an important aspect of distance learning. This activity is a challenge for visually impaired distance learners. While sighted people have the ability to filter information in a fast and non sequential way, blind persons rely on tools that process the information in a sequential way. Learning is…

Extinction and Renewal of Pavlovian Modulation in Human Sequential Feature Positive Discrimination Learning

ERIC Educational Resources Information Center

Baeyens, Frank; Vansteenwegen, Debora; Beckers, Tom; Hermans, Dirk; Kerkhof, Ineke; De Ceulaer, Annick

2005-01-01

Using a conditioned suppression task, we investigated extinction and renewal of Pavlovian modulation in human sequential Feature Positive (FP) discrimination learning. In Experiment 1, in context a participants were first trained on two FP discriminations, X[right arrow]A+/A- and Y[right arrow]B+/B-. Extinction treatment was administered in the…

Similar Neural Correlates for Language and Sequential Learning: Evidence from Event-Related Brain Potentials

ERIC Educational Resources Information Center

Christiansen, Morten H.; Conway, Christopher M.; Onnis, Luca

2012-01-01

We used event-related potentials (ERPs) to investigate the time course and distribution of brain activity while adults performed (1) a sequential learning task involving complex structured sequences and (2) a language processing task. The same positive ERP deflection, the P600 effect, typically linked to difficult or ungrammatical syntactic…

Simultaneous and Sequential Feature Negative Discriminations: Elemental Learning and Occasion Setting in Human Pavlovian Conditioning

ERIC Educational Resources Information Center

Baeyens, Frank; Vervliet, Bram; Vansteenwegen, Debora; Beckers, Tom; Hermans, Dirk; Eelen, Paul

2004-01-01

Using a conditioned suppression task, we investigated simultaneous (XA-/A+) vs. sequential (X [right arrow] A-/A+) Feature Negative (FN) discrimination learning in humans. We expected the simultaneous discrimination to result in X (or alternatively the XA configuration) becoming an inhibitor acting directly on the US, and the sequential…

Sequential Prediction of Literacy Achievement for Specific Learning Disabilities Contrasting in Impaired Levels of Language in Grades 4 to 9

ERIC Educational Resources Information Center

Sanders, Elizabeth A.; Berninger, Virginia W.; Abbott, Robert D.

2018-01-01

Sequential regression was used to evaluate whether language-related working memory components uniquely predict reading and writing achievement beyond cognitive-linguistic translation for students in Grades 4 through 9 (N = 103) with specific learning disabilities (SLDs) in subword handwriting (dysgraphia, n = 25), word reading and spelling…

Dizocilpine (MK-801) impairs learning in the active place avoidance task but has no effect on the performance during task/context alternation.

PubMed

Vojtechova, Iveta; Petrasek, Tomas; Hatalova, Hana; Pistikova, Adela; Vales, Karel; Stuchlik, Ales

2016-05-15

The prevention of engram interference, pattern separation, flexibility, cognitive coordination and spatial navigation are usually studied separately at the behavioral level. Impairment in executive functions is often observed in patients suffering from schizophrenia. We have designed a protocol for assessing these functions all together as behavioral separation. This protocol is based on alternated or sequential training in two tasks testing different hippocampal functions (the Morris water maze and active place avoidance), and alternated or sequential training in two similar environments of the active place avoidance task. In Experiment 1, we tested, in adult rats, whether the performance in two different spatial tasks was affected by their order in sequential learning, or by their day-to-day alternation. In Experiment 2, rats learned to solve the active place avoidance task in two environments either alternately or sequentially. We found that rats are able to acquire both tasks and to discriminate both similar contexts without obvious problems regardless of the order or the alternation. We used two groups of rats, controls and a rat model of psychosis induced by a subchronic intraperitoneal application of 0.08mg/kg of dizocilpine (MK-801), a non-competitive antagonist of NMDA receptors. Dizocilpine had no selective effect on parallel/sequential learning of tasks/contexts. However, it caused hyperlocomotion and a significant deficit in learning in the active place avoidance task regardless of the task alternation. Cognitive coordination tested by this task is probably more sensitive to dizocilpine than spatial orientation because no hyperactivity or learning impairment was observed in the Morris water maze. Copyright © 2016 Elsevier B.V. All rights reserved.

Index of learning styles in a u.s. School of pharmacy.

PubMed

Teevan, Colleen J; Li, Michael; Schlesselman, Lauren S

2011-04-01

The goal of this study was to assess for a predominance of learning styles among pharmacy students at an accredited U.S. school of pharmacy. Following approval by the Institutional Review Board, the Index of Learning Styles© was administered to 210 pharmacy students. The survey provides results within 4 domains: perception, input, processing, and understanding. Analyses were conducted to determine trends in student learning styles. Within the four domains, 84% of students showed a preference toward sensory perception, 66% toward visual input, and 74% toward sequential understanding. Students showed no significant preference for active or reflective processing. Preferences were of moderate strength for the sensing, visual, and sequential learning styles. Students showed preferences for sensing, visual, and sequential learning styles with gender playing a role in learning style preferences. Faculty should be aware, despite some preferences, a mix of learning styles exists. To focus on the preferences found, instructors should focus teaching in a logical progression while adding visual aids. To account for other types of learning styles found, the instructors can offer other approaches and provide supplemental activities for those who would benefit from them. Further research is necessary to compare these learning styles to the teaching styles of pharmacy preceptors and faculty at schools of pharmacy.

The timing of language learning shapes brain structure associated with articulation.

PubMed

Berken, Jonathan A; Gracco, Vincent L; Chen, Jen-Kai; Klein, Denise

2016-09-01

We compared the brain structure of highly proficient simultaneous (two languages from birth) and sequential (second language after age 5) bilinguals, who differed only in their degree of native-like accent, to determine how the brain develops when a skill is acquired from birth versus later in life. For the simultaneous bilinguals, gray matter density was increased in the left putamen, as well as in the left posterior insula, right dorsolateral prefrontal cortex, and left and right occipital cortex. For the sequential bilinguals, gray matter density was increased in the bilateral premotor cortex. Sequential bilinguals with better accents also showed greater gray matter density in the left putamen, and in several additional brain regions important for sensorimotor integration and speech-motor control. Our findings suggest that second language learning results in enhanced brain structure of specific brain areas, which depends on whether two languages are learned simultaneously or sequentially, and on the extent to which native-like proficiency is acquired.

Self-regulated learning of important information under sequential and simultaneous encoding conditions.

PubMed

Middlebrooks, Catherine D; Castel, Alan D

2018-05-01

Learners make a number of decisions when attempting to study efficiently: they must choose which information to study, for how long to study it, and whether to restudy it later. The current experiments examine whether documented impairments to self-regulated learning when studying information sequentially, as opposed to simultaneously, extend to the learning of and memory for valuable information. In Experiment 1, participants studied lists of words ranging in value from 1-10 points sequentially or simultaneously at a preset presentation rate; in Experiment 2, study was self-paced and participants could choose to restudy. Although participants prioritized high-value over low-value information, irrespective of presentation, those who studied the items simultaneously demonstrated superior value-based prioritization with respect to recall, study selections, and self-pacing. The results of the present experiments support the theory that devising, maintaining, and executing efficient study agendas is inherently different under sequential formatting than simultaneous. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Such Stuff as Habits Are Made on: A Reply to Cooper and Shallice (2006)

ERIC Educational Resources Information Center

Botvinick, Matthew M.; Plaut, David C.

2006-01-01

The representations and mechanisms guiding everyday routine sequential action remain incompletely understood. In recent work, the authors proposed a computational model of routine sequential behavior that took the form of a recurrent neural network (M. Botvinick & D. C. Plaut, 2004). Subsequently, R. P. Cooper and T. Shallice (2006) put forth a…

Read On! II. A Sequential Reading Series. Instructor's Guide.

ERIC Educational Resources Information Center

Lawson, V. K.; And Others

This guide is intended for use by teachers and tutors who are using the assisted reading method to teach reading to adult learners. The introduction describes the contents of the guide and the other materials in the Read On! II series, i.e., six textbooks, six workbooks, and a set of tutor resource sheets for use with learners at the beginning…

Outdoor Education Guide-Handbook, Waukesha Public Schools.

ERIC Educational Resources Information Center

Vitale, Joseph A.

Designed by the Waukesha Public Schools (Wisconsin) specifically for an elementary level three-day camping trip at Camp Phantom Lake, this outdoor education guide presents some activities which suggest adaptation. Activity directions, plans, worksheets, evaluation sheets, and illustrations are presented in sequential order for the following…

Separation of left and right lungs using 3D information of sequential CT images and a guided dynamic programming algorithm

PubMed Central

Park, Sang Cheol; Leader, Joseph Ken; Tan, Jun; Lee, Guee Sang; Kim, Soo Hyung; Na, In Seop; Zheng, Bin

2011-01-01

Objective this article presents a new computerized scheme that aims to accurately and robustly separate left and right lungs on CT examinations. Methods we developed and tested a method to separate the left and right lungs using sequential CT information and a guided dynamic programming algorithm using adaptively and automatically selected start point and end point with especially severe and multiple connections. Results the scheme successfully identified and separated all 827 connections on the total 4034 CT images in an independent testing dataset of CT examinations. The proposed scheme separated multiple connections regardless of their locations, and the guided dynamic programming algorithm reduced the computation time to approximately 4.6% in comparison with the traditional dynamic programming and avoided the permeation of the separation boundary into normal lung tissue. Conclusions The proposed method is able to robustly and accurately disconnect all connections between left and right lungs and the guided dynamic programming algorithm is able to remove redundant processing. PMID:21412104

Separation of left and right lungs using 3-dimensional information of sequential computed tomography images and a guided dynamic programming algorithm.

PubMed

Park, Sang Cheol; Leader, Joseph Ken; Tan, Jun; Lee, Guee Sang; Kim, Soo Hyung; Na, In Seop; Zheng, Bin

2011-01-01

This article presents a new computerized scheme that aims to accurately and robustly separate left and right lungs on computed tomography (CT) examinations. We developed and tested a method to separate the left and right lungs using sequential CT information and a guided dynamic programming algorithm using adaptively and automatically selected start point and end point with especially severe and multiple connections. The scheme successfully identified and separated all 827 connections on the total 4034 CT images in an independent testing data set of CT examinations. The proposed scheme separated multiple connections regardless of their locations, and the guided dynamic programming algorithm reduced the computation time to approximately 4.6% in comparison with the traditional dynamic programming and avoided the permeation of the separation boundary into normal lung tissue. The proposed method is able to robustly and accurately disconnect all connections between left and right lungs, and the guided dynamic programming algorithm is able to remove redundant processing.

The Integration of Study and Work-Integrated Learning Experience through the Sequential, Embedded Completion of Tertiary Qualifications

ERIC Educational Resources Information Center

Whannell, Patricia; Humphries, Judy; Whannell, Robert; Usher, Kim

2015-01-01

A number of different models have been developed to integrate both Vocational Education and Training (VET) and university study with a view to producing work-ready graduates. This paper describes one joint initiative which allows students to integrate their theoretical study and work-integrated learning (WIL) experience by supporting a sequential,…

Exploring the Factors That Affect the Intention to Use Collaborative Technologies: The Differing Perspectives of Sequential/Global Learners

ERIC Educational Resources Information Center

Huang, Yong-Ming

2015-01-01

The use of collaborative technologies in learning has received considerable attention in recent years, but few studies to date have examined the factors that affect sequential and global learners' intention to use such technologies. Previous studies have shown that the learners of different learning styles have different needs for educational…

Commercial Art I and Commercial Art II: An Instructional Guide.

ERIC Educational Resources Information Center

Montgomery County Public Schools, Rockville, MD.

A teacher's guide for two sequential one-year commercial art courses for high school students is presented. Commercial Art I contains three units: visual communication, product design, and environmental design. Students study visual communication by analyzing advertising techniques, practicing fundamental drawing and layout techniques, creating…

Las Matematicas: Lenguaje Universal. Grados Intermedios, Niveles 1-3. Teacher's Guide I (Mathematics: A Universal Language. Intermediate Grades, Level 1-3. Teacher's Guide I).

ERIC Educational Resources Information Center

Dissemination and Assessment Center for Bilingual Education, Austin, TX.

This guide covers the first part of a bilingual, sequential mathematics course. The course integrates culturally relevant situations and illustrations with mathematics to reinforce the student's self-concept and encourage cultural pride. This program may be used as a self-contained continuum, as a supplement to another course of study, for…

Las Matematicas: Lenguaje Universal. Grados Intermedios, Niveles 4-6. Teacher's Guide II (Mathematics: A Universal Language. Intermediate Grades, Levels 4-6. Teacher's Guide II).

ERIC Educational Resources Information Center

Dissemination and Assessment Center for Bilingual Education, Austin, TX.

This guide covers the second part of a bilingual, sequential mathematics course. The course integrates culturally relevant situations and illustrations with mathematics to reinforce the student's self-concept and encourage cultural pride. This program may be used as a self-contained continuum, as a supplement to another course of study, for…

An adaptive sampling method for variable-fidelity surrogate models using improved hierarchical kriging

NASA Astrophysics Data System (ADS)

Hu, Jiexiang; Zhou, Qi; Jiang, Ping; Shao, Xinyu; Xie, Tingli

2018-01-01

Variable-fidelity (VF) modelling methods have been widely used in complex engineering system design to mitigate the computational burden. Building a VF model generally includes two parts: design of experiments and metamodel construction. In this article, an adaptive sampling method based on improved hierarchical kriging (ASM-IHK) is proposed to refine the improved VF model. First, an improved hierarchical kriging model is developed as the metamodel, in which the low-fidelity model is varied through a polynomial response surface function to capture the characteristics of a high-fidelity model. Secondly, to reduce local approximation errors, an active learning strategy based on a sequential sampling method is introduced to make full use of the already required information on the current sampling points and to guide the sampling process of the high-fidelity model. Finally, two numerical examples and the modelling of the aerodynamic coefficient for an aircraft are provided to demonstrate the approximation capability of the proposed approach, as well as three other metamodelling methods and two sequential sampling methods. The results show that ASM-IHK provides a more accurate metamodel at the same simulation cost, which is very important in metamodel-based engineering design problems.

Project Gearing Academics to Individual Needs: Grade Eight.

ERIC Educational Resources Information Center

Bohler, Ann; And Others

This curriculum guide for an eighth grade civics course in a county in Florida was developed to provide a sequential program geared toward development of a positive self concept, "whole-some attitudes," functional citizenship, and educational enrichment. The guide presents five units--family and community, religion and education,…

Guided Writing Lessons: Second-Grade Students' Development of Strategic Behavior

ERIC Educational Resources Information Center

Gibson, Sharan A.

2008-01-01

This study describes intra-individual change in strategic behavior of five second-grade students during three months of guided writing instruction for informational text. Data sources included sequential coding of writing behavior from videotaped writing events and analytic assessment of writing products. Students' development of self-scaffolding…

Energy Conservation Activity Guide, Grades 9-12. Bulletin 1602.

ERIC Educational Resources Information Center

Fraser, Mollie; And Others

As an interdisciplinary, non-sequential teaching guide, this publication was developed to increase awareness and understanding of the energy situation and to encourage individuals to become energy conservationists. Sections provide background information for the teacher followed by a variety of student activities using different subject areas for…

Foreign Languages: A Guide to Curriculum Development [Revision].

ERIC Educational Resources Information Center

Connecticut State Board of Education, Hartford.

The guide is designed to help school district planners develop and implement suitable foreign language curricula. Focusing on programs in grades K-12, it provides an overview of current philosophies, objectives, methods, and materials in foreign language education; illustrates how these may be implemented in a sequential foreign language program…

Contributions of Hippocampus and Striatum to Memory-Guided Behavior Depend on Past Experience

PubMed Central

2016-01-01

The hippocampal and striatal memory systems are thought to operate independently and in parallel in supporting cognitive memory and habits, respectively. Much of the evidence for this principle comes from double dissociation data, in which damage to brain structure A causes deficits in Task 1 but not Task 2, whereas damage to structure B produces the reverse pattern of effects. Typically, animals are explicitly trained in one task. Here, we investigated whether this principle continues to hold when animals concurrently learn two types of tasks. Rats were trained on a plus maze in either a spatial navigation or a cue–response task (sequential training), whereas a third set of rats acquired both (concurrent training). Subsequently, the rats underwent either sham surgery or neurotoxic lesions of the hippocampus (HPC), medial dorsal striatum (DSM), or lateral dorsal striatum (DSL), followed by retention testing. Finally, rats in the sequential training condition also acquired the novel “other” task. When rats learned one task, HPC and DSL selectively supported spatial navigation and cue response, respectively. However, when rats learned both tasks, HPC and DSL additionally supported the behavior incongruent with the processing style of the corresponding memory system. Thus, in certain conditions, the hippocampal and striatal memory systems can operate cooperatively and in synergism. DSM significantly contributed to performance regardless of task or training procedure. Experience with the cue–response task facilitated subsequent spatial learning, whereas experience with spatial navigation delayed both concurrent and subsequent response learning. These findings suggest that there are multiple operational principles that govern memory networks. SIGNIFICANCE STATEMENT Currently, we distinguish among several types of memories, each supported by a distinct neural circuit. The memory systems are thought to operate independently and in parallel. Here, we demonstrate that the hippocampus and the dorsal striatum memory systems operate independently and in parallel when rats learn one type of task at a time, but interact cooperatively and in synergism when rats concurrently learn two types of tasks. Furthermore, new learning is modulated by past experiences. These results can be explained by a model in which independent and parallel information processing that occurs in the separate memory-related neural circuits is supplemented by information transfer between the memory systems at the level of the cortex. PMID:27307234

Contributions of Hippocampus and Striatum to Memory-Guided Behavior Depend on Past Experience.

PubMed

Ferbinteanu, Janina

2016-06-15

The hippocampal and striatal memory systems are thought to operate independently and in parallel in supporting cognitive memory and habits, respectively. Much of the evidence for this principle comes from double dissociation data, in which damage to brain structure A causes deficits in Task 1 but not Task 2, whereas damage to structure B produces the reverse pattern of effects. Typically, animals are explicitly trained in one task. Here, we investigated whether this principle continues to hold when animals concurrently learn two types of tasks. Rats were trained on a plus maze in either a spatial navigation or a cue-response task (sequential training), whereas a third set of rats acquired both (concurrent training). Subsequently, the rats underwent either sham surgery or neurotoxic lesions of the hippocampus (HPC), medial dorsal striatum (DSM), or lateral dorsal striatum (DSL), followed by retention testing. Finally, rats in the sequential training condition also acquired the novel "other" task. When rats learned one task, HPC and DSL selectively supported spatial navigation and cue response, respectively. However, when rats learned both tasks, HPC and DSL additionally supported the behavior incongruent with the processing style of the corresponding memory system. Thus, in certain conditions, the hippocampal and striatal memory systems can operate cooperatively and in synergism. DSM significantly contributed to performance regardless of task or training procedure. Experience with the cue-response task facilitated subsequent spatial learning, whereas experience with spatial navigation delayed both concurrent and subsequent response learning. These findings suggest that there are multiple operational principles that govern memory networks. Currently, we distinguish among several types of memories, each supported by a distinct neural circuit. The memory systems are thought to operate independently and in parallel. Here, we demonstrate that the hippocampus and the dorsal striatum memory systems operate independently and in parallel when rats learn one type of task at a time, but interact cooperatively and in synergism when rats concurrently learn two types of tasks. Furthermore, new learning is modulated by past experiences. These results can be explained by a model in which independent and parallel information processing that occurs in the separate memory-related neural circuits is supplemented by information transfer between the memory systems at the level of the cortex. Copyright © 2016 the authors 0270-6474/16/366459-12$15.00/0.

Forecasting daily streamflow using online sequential extreme learning machines

NASA Astrophysics Data System (ADS)

Lima, Aranildo R.; Cannon, Alex J.; Hsieh, William W.

2016-06-01

While nonlinear machine methods have been widely used in environmental forecasting, in situations where new data arrive continually, the need to make frequent model updates can become cumbersome and computationally costly. To alleviate this problem, an online sequential learning algorithm for single hidden layer feedforward neural networks - the online sequential extreme learning machine (OSELM) - is automatically updated inexpensively as new data arrive (and the new data can then be discarded). OSELM was applied to forecast daily streamflow at two small watersheds in British Columbia, Canada, at lead times of 1-3 days. Predictors used were weather forecast data generated by the NOAA Global Ensemble Forecasting System (GEFS), and local hydro-meteorological observations. OSELM forecasts were tested with daily, monthly or yearly model updates. More frequent updating gave smaller forecast errors, including errors for data above the 90th percentile. Larger datasets used in the initial training of OSELM helped to find better parameters (number of hidden nodes) for the model, yielding better predictions. With the online sequential multiple linear regression (OSMLR) as benchmark, we concluded that OSELM is an attractive approach as it easily outperformed OSMLR in forecast accuracy.

Knowledge-guided golf course detection using a convolutional neural network fine-tuned on temporally augmented data

NASA Astrophysics Data System (ADS)

Chen, Jingbo; Wang, Chengyi; Yue, Anzhi; Chen, Jiansheng; He, Dongxu; Zhang, Xiuyan

2017-10-01

The tremendous success of deep learning models such as convolutional neural networks (CNNs) in computer vision provides a method for similar problems in the field of remote sensing. Although research on repurposing pretrained CNN to remote sensing tasks is emerging, the scarcity of labeled samples and the complexity of remote sensing imagery still pose challenges. We developed a knowledge-guided golf course detection approach using a CNN fine-tuned on temporally augmented data. The proposed approach is a combination of knowledge-driven region proposal, data-driven detection based on CNN, and knowledge-driven postprocessing. To confront data complexity, knowledge-derived cooccurrence, composition, and area-based rules are applied sequentially to propose candidate golf regions. To confront sample scarcity, we employed data augmentation in the temporal domain, which extracts samples from multitemporal images. The augmented samples were then used to fine-tune a pretrained CNN for golf detection. Finally, commission error was further suppressed by postprocessing. Experiments conducted on GF-1 imagery prove the effectiveness of the proposed approach.

Product and Production System Design. Grade 11-12. Course #8175 (Semester). Technology Education Course Guide. Industrial Arts/Technology Education.

ERIC Educational Resources Information Center

North Carolina State Dept. of Public Instruction, Raleigh. Div. of Vocational Education.

This guide is intended for use in teaching a course in the sequential tasks that change a designer's idea into a completed product. Emphasis is placed on the design of a product and the manufacturing system needed to produce it. The first two sections discuss the guide's development within the framework of North Carolina's efforts to improve…

A three-dimensional quality-guided phase unwrapping method for MR elastography

NASA Astrophysics Data System (ADS)

Wang, Huifang; Weaver, John B.; Perreard, Irina I.; Doyley, Marvin M.; Paulsen, Keith D.

2011-07-01

Magnetic resonance elastography (MRE) uses accumulated phases that are acquired at multiple, uniformly spaced relative phase offsets, to estimate harmonic motion information. Heavily wrapped phase occurs when the motion is large and unwrapping procedures are necessary to estimate the displacements required by MRE. Two unwrapping methods were developed and compared in this paper. The first method is a sequentially applied approach. The three-dimensional MRE phase image block for each slice was processed by two-dimensional unwrapping followed by a one-dimensional phase unwrapping approach along the phase-offset direction. This unwrapping approach generally works well for low noise data. However, there are still cases where the two-dimensional unwrapping method fails when noise is high. In this case, the baseline of the corrupted regions within an unwrapped image will not be consistent. Instead of separating the two-dimensional and one-dimensional unwrapping in a sequential approach, an interleaved three-dimensional quality-guided unwrapping method was developed to combine both the two-dimensional phase image continuity and one-dimensional harmonic motion information. The quality of one-dimensional harmonic motion unwrapping was used to guide the three-dimensional unwrapping procedures and it resulted in stronger guidance than in the sequential method. In this work, in vivo results generated by the two methods were compared.

Guided color consistency optimization for image mosaicking

NASA Astrophysics Data System (ADS)

Xie, Renping; Xia, Menghan; Yao, Jian; Li, Li

2018-01-01

This paper studies the problem of color consistency correction for sequential images with diverse color characteristics. Existing algorithms try to adjust all images to minimize color differences among images under a unified energy framework, however, the results are prone to presenting a consistent but unnatural appearance when the color difference between images is large and diverse. In our approach, this problem is addressed effectively by providing a guided initial solution for the global consistency optimization, which avoids converging to a meaningless integrated solution. First of all, to obtain the reliable intensity correspondences in overlapping regions between image pairs, we creatively propose the histogram extreme point matching algorithm which is robust to image geometrical misalignment to some extents. In the absence of the extra reference information, the guided initial solution is learned from the major tone of the original images by searching some image subset as the reference, whose color characteristics will be transferred to the others via the paths of graph analysis. Thus, the final results via global adjustment will take on a consistent color similar to the appearance of the reference image subset. Several groups of convincing experiments on both the synthetic dataset and the challenging real ones sufficiently demonstrate that the proposed approach can achieve as good or even better results compared with the state-of-the-art approaches.

The role of replay and theta sequences in mediating hippocampal-prefrontal interactions for memory and cognition.

PubMed

Zielinski, Mark C; Tang, Wenbo; Jadhav, Shantanu P

2017-12-18

Sequential activity is seen in the hippocampus during multiple network patterns, prominently as replay activity during both awake and sleep sharp-wave ripples (SWRs), and as theta sequences during active exploration. Although various mnemonic and cognitive functions have been ascribed to these hippocampal sequences, evidence for these proposed functions remains primarily phenomenological. Here, we briefly review current knowledge about replay events and theta sequences in spatial memory tasks. We reason that in order to gain a mechanistic and causal understanding of how these patterns influence memory and cognitive processing, it is important to consider how these sequences influence activity in other regions, and in particular, the prefrontal cortex, which is crucial for memory-guided behavior. For spatial memory tasks, we posit that hippocampal-prefrontal interactions mediated by replay and theta sequences play complementary and overlapping roles at different stages in learning, supporting memory encoding and retrieval, deliberative decision making, planning, and guiding future actions. This framework offers testable predictions for future physiology and closed-loop feedback inactivation experiments for specifically targeting hippocampal sequences as well as coordinated prefrontal activity in different network states, with the potential to reveal their causal roles in memory-guided behavior. © 2017 Wiley Periodicals, Inc.

A Comparison of Two Instructional Methods for Teaching Logo to Learning Disabled and Nonlearning Disabled Children.

ERIC Educational Resources Information Center

Mathinos, Debra A.; Leonard, Ann Scheier

The study examines the use of LOGO, a computer language, with 19 learning disabled (LD) and 19 non-LD students in grades 4-6. Ss were randomly assigned to one of two instructional groups: sequential or whole-task, each with 10 LD and 10 non-LD students. The sequential method features a carefully ordered plan for teaching LOGO commands; the…

Disentangling beat perception from sequential learning and examining the influence of attention and musical abilities on ERP responses to rhythm.

PubMed

Bouwer, Fleur L; Werner, Carola M; Knetemann, Myrthe; Honing, Henkjan

2016-05-01

Beat perception is the ability to perceive temporal regularity in musical rhythm. When a beat is perceived, predictions about upcoming events can be generated. These predictions can influence processing of subsequent rhythmic events. However, statistical learning of the order of sounds in a sequence can also affect processing of rhythmic events and must be differentiated from beat perception. In the current study, using EEG, we examined the effects of attention and musical abilities on beat perception. To ensure we measured beat perception and not absolute perception of temporal intervals, we used alternating loud and soft tones to create a rhythm with two hierarchical metrical levels. To control for sequential learning of the order of the different sounds, we used temporally regular (isochronous) and jittered rhythmic sequences. The order of sounds was identical in both conditions, but only the regular condition allowed for the perception of a beat. Unexpected intensity decrements were introduced on the beat and offbeat. In the regular condition, both beat perception and sequential learning were expected to enhance detection of these deviants on the beat. In the jittered condition, only sequential learning was expected to affect processing of the deviants. ERP responses to deviants were larger on the beat than offbeat in both conditions. Importantly, this difference was larger in the regular condition than in the jittered condition, suggesting that beat perception influenced responses to rhythmic events in addition to sequential learning. The influence of beat perception was present both with and without attention directed at the rhythm. Moreover, beat perception as measured with ERPs correlated with musical abilities, but only when attention was directed at the stimuli. Our study shows that beat perception is possible when attention is not directed at a rhythm. In addition, our results suggest that attention may mediate the influence of musical abilities on beat perception. Copyright © 2016 The Authors. Published by Elsevier Ltd.. All rights reserved.

On the specificity of sequential congruency effects in implicit learning of motor and perceptual sequences.

PubMed

D'Angelo, Maria C; Jiménez, Luis; Milliken, Bruce; Lupiáñez, Juan

2013-01-01

Individuals experience less interference from conflicting information following events that contain conflicting information. Recently, Jiménez, Lupiáñez, and Vaquero (2009) demonstrated that such adaptations to conflict occur even when the source of conflict arises from implicit knowledge of sequences. There is accumulating evidence that momentary changes in adaptations made in response to conflicting information are conflict-type specific (e.g., Funes, Lupiáñez, & Humphreys, 2010a), suggesting that there are multiple modes of control. The current study examined whether conflict-specific sequential congruency effects occur when the 2 sources of conflict are implicitly learned. Participants implicitly learned a motor sequence while simultaneously learning a perceptual sequence. In a first experiment, after learning the 2 orthogonal sequences, participants expressed knowledge of the 2 sequences independently of each other in a transfer phase. In Experiments 2 and 3, within each sequence, the presence of a single control trial disrupted the expression of this specific type of learning on the following trial. There was no evidence of cross-conflict modulations in the expression of sequence learning. The results suggest that the mechanisms involved in transient shifts in conflict-specific control, as reflected in sequential congruency effects, are also engaged when the source of conflict is implicit. (c) 2013 APA, all rights reserved.

Smoking and Health. A Guide for School Action Grades 1-12.

ERIC Educational Resources Information Center

Ohio State Dept. of Health, Columbus.

Enabling teachers to present a detailed unit on smoking is an objective of this curriculum guide. It organizes information which, if made a relevant part of the student's experience, attempts to help him effectively resist the pressures to begin smoking. Seventeen units, arranged in sequential order, cover cardiovascular and respiratory systems,…

Risky decision-making in children with and without ADHD: A prospective study.

PubMed

Humphreys, Kathryn L; Tottenham, Nim; Lee, Steve S

2018-02-01

Learning from past decisions can enhance successful decision-making. It is unclear whether difficulties in learning from experience may contribute to risky decision-making, which may be altered among individuals with attention-deficit/hyperactivity disorder (ADHD). This study follows 192 children with and without ADHD aged 5 to 10 years for approximately 2.5 years and examines their risky decision-making using the Balloon Emotional Learning Task (BELT), a computerized assessment of sequential risky decision-making in which participants pump up a series of virtual balloons for points. The BELT contains three task conditions: one with a variable explosion point, one with a stable and early explosion point, and one with a stable and late explosion point. These conditions may be learned via experience on the task. Contrary to expectations, ADHD status was not found to be related to greater risk-taking on the BELT, and among younger children ADHD status is in fact associated with reduced risk-taking. In addition, the typically-developing children without ADHD showed significant learning-related gains on both stable task conditions. However, the children with ADHD demonstrated learning on the condition with a stable and early explosion point, but not on the condition with the stable and late explosion point, in which more pumps are required before learning when the balloon will explode. Learning during decision-making may be more difficult for children with ADHD. Because adapting to changing environmental demands requires the use of feedback to guide future behavior, negative outcomes associated with childhood ADHD may partially reflect difficulties in learning from experience.

Computational Cognitive Neuroscience Modeling of Sequential Skill Learning

DTIC Science & Technology

2016-09-21

101 EAST 27TH STREET STE 4308 AUSTIN , TX 78712 09/21/2016 Final Report DISTRIBUTION A: Distribution approved for public release. Air Force Research ...5f. WORK UNIT NUMBER 7. PERFORMING ORGANIZATION NAME(S) AND ADDRESS(ES) The University of Texas at Austin 108 E Dean Keeton Stop A8000 Austin , TX ...AFRL-AFOSR-VA-TR-2016-0320 Computational Cognitive Neuroscience Modeling of Sequential Skill Learning David Schnyer UNIVERSITY OF TEXAS AT AUSTIN

PARTICLE FILTERING WITH SEQUENTIAL PARAMETER LEARNING FOR NONLINEAR BOLD fMRI SIGNALS.

PubMed

Xia, Jing; Wang, Michelle Yongmei

Analyzing the blood oxygenation level dependent (BOLD) effect in the functional magnetic resonance imaging (fMRI) is typically based on recent ground-breaking time series analysis techniques. This work represents a significant improvement over existing approaches to system identification using nonlinear hemodynamic models. It is important for three reasons. First, instead of using linearized approximations of the dynamics, we present a nonlinear filtering based on the sequential Monte Carlo method to capture the inherent nonlinearities in the physiological system. Second, we simultaneously estimate the hidden physiological states and the system parameters through particle filtering with sequential parameter learning to fully take advantage of the dynamic information of the BOLD signals. Third, during the unknown static parameter learning, we employ the low-dimensional sufficient statistics for efficiency and avoiding potential degeneration of the parameters. The performance of the proposed method is validated using both the simulated data and real BOLD fMRI data.

Probing for hemispheric specialization for motor skill learning: a transcranial direct current stimulation study

PubMed Central

Schambra, Heidi M.; Abe, Mitsunari; Luckenbaugh, David A.; Reis, Janine; Krakauer, John W.

2011-01-01

Convergent findings point to a left-sided specialization for the representation of learned actions in right-handed humans, but it is unknown whether analogous hemispheric specialization exists for motor skill learning. In the present study, we explored this question by comparing the effects of anodal transcranial direct current stimulation (tDCS) over either left or right motor cortex (M1) on motor skill learning in either hand, using a tDCS montage to better isolate stimulation to one hemisphere. Results were compared with those previously found with a montage more commonly used in the field. Six groups trained for three sessions on a visually guided sequential pinch force modulation task with their right or left hand and received right M1, left M1, or sham tDCS. A linear mixed-model analysis for motor skill showed a significant main effect for stimulation group (left M1, right M1, sham) but not for hand (right, left) or their interaction. Left M1 tDCS induced significantly greater skill learning than sham when hand data were combined, a result consistent not only with the hypothesized left hemisphere specialization for motor skill learning but also with possible increased left M1 responsiveness to tDCS. The unihemispheric montage effect size was one-half that of the more common montage, and subsequent power analysis indicated that 75 subjects per group would be needed to detect differences seen with only 12 subjects with the customary bihemispheric montage. PMID:21613597

CLAss-Specific Subspace Kernel Representations and Adaptive Margin Slack Minimization for Large Scale Classification.

PubMed

Yu, Yinan; Diamantaras, Konstantinos I; McKelvey, Tomas; Kung, Sun-Yuan

2018-02-01

In kernel-based classification models, given limited computational power and storage capacity, operations over the full kernel matrix becomes prohibitive. In this paper, we propose a new supervised learning framework using kernel models for sequential data processing. The framework is based on two components that both aim at enhancing the classification capability with a subset selection scheme. The first part is a subspace projection technique in the reproducing kernel Hilbert space using a CLAss-specific Subspace Kernel representation for kernel approximation. In the second part, we propose a novel structural risk minimization algorithm called the adaptive margin slack minimization to iteratively improve the classification accuracy by an adaptive data selection. We motivate each part separately, and then integrate them into learning frameworks for large scale data. We propose two such frameworks: the memory efficient sequential processing for sequential data processing and the parallelized sequential processing for distributed computing with sequential data acquisition. We test our methods on several benchmark data sets and compared with the state-of-the-art techniques to verify the validity of the proposed techniques.

The Development of Man and His Culture: Old World Prehistory. Grade 5. Teacher Guide [And] Pupil Text [And] Pupil Guide [And] Teacher Background Material [And] A Sequential Curriculum in Anthropology. Test Form 5, Composite Form for Pre- and Post-Test. Revised, January 1968. Publications No. 25, 31, 23, 24 and 43.

ERIC Educational Resources Information Center

Potterfield, James E.; And Others

This social studies unit includes a teaching guide, student text, study guide, teacher background material, and composite pretest/posttest covering archaeological methods, evolution, fossils and man, and development of culture during the prehistoric periods in the Old World. It is part of the Anthropology Curriculum Project and is designed for…

Basis Expansion Approaches for Regularized Sequential Dictionary Learning Algorithms With Enforced Sparsity for fMRI Data Analysis.

PubMed

Seghouane, Abd-Krim; Iqbal, Asif

2017-09-01

Sequential dictionary learning algorithms have been successfully applied to functional magnetic resonance imaging (fMRI) data analysis. fMRI data sets are, however, structured data matrices with the notions of temporal smoothness in the column direction. This prior information, which can be converted into a constraint of smoothness on the learned dictionary atoms, has seldomly been included in classical dictionary learning algorithms when applied to fMRI data analysis. In this paper, we tackle this problem by proposing two new sequential dictionary learning algorithms dedicated to fMRI data analysis by accounting for this prior information. These algorithms differ from the existing ones in their dictionary update stage. The steps of this stage are derived as a variant of the power method for computing the SVD. The proposed algorithms generate regularized dictionary atoms via the solution of a left regularized rank-one matrix approximation problem where temporal smoothness is enforced via regularization through basis expansion and sparse basis expansion in the dictionary update stage. Applications on synthetic data experiments and real fMRI data sets illustrating the performance of the proposed algorithms are provided.

Natural Resources and Career Awareness: A Teacher's Guide for Grades K-6.

ERIC Educational Resources Information Center

Ward, George C.

The materials in this teacher's guide have three general divisions that are based on a sequential progression from kindergarten through grade six. Section A (kindergarten through two) explores the world of the child and divides this world into identifiable study groups. Section B (third and fourth grades) deals with the needs of living things and…

Learning Orthographic Structure With Sequential Generative Neural Networks.

PubMed

Testolin, Alberto; Stoianov, Ivilin; Sperduti, Alessandro; Zorzi, Marco

2016-04-01

Learning the structure of event sequences is a ubiquitous problem in cognition and particularly in language. One possible solution is to learn a probabilistic generative model of sequences that allows making predictions about upcoming events. Though appealing from a neurobiological standpoint, this approach is typically not pursued in connectionist modeling. Here, we investigated a sequential version of the restricted Boltzmann machine (RBM), a stochastic recurrent neural network that extracts high-order structure from sensory data through unsupervised generative learning and can encode contextual information in the form of internal, distributed representations. We assessed whether this type of network can extract the orthographic structure of English monosyllables by learning a generative model of the letter sequences forming a word training corpus. We show that the network learned an accurate probabilistic model of English graphotactics, which can be used to make predictions about the letter following a given context as well as to autonomously generate high-quality pseudowords. The model was compared to an extended version of simple recurrent networks, augmented with a stochastic process that allows autonomous generation of sequences, and to non-connectionist probabilistic models (n-grams and hidden Markov models). We conclude that sequential RBMs and stochastic simple recurrent networks are promising candidates for modeling cognition in the temporal domain. Copyright © 2015 Cognitive Science Society, Inc.

Sleep and memory consolidation: motor performance and proactive interference effects in sequence learning.

PubMed

Borragán, Guillermo; Urbain, Charline; Schmitz, Rémy; Mary, Alison; Peigneux, Philippe

2015-04-01

That post-training sleep supports the consolidation of sequential motor skills remains debated. Performance improvement and sensitivity to proactive interference are both putative measures of long-term memory consolidation. We tested sleep-dependent memory consolidation for visuo-motor sequence learning using a proactive interference paradigm. Thirty-three young adults were trained on sequence A on Day 1, then had Regular Sleep (RS) or were Sleep Deprived (SD) on the night after learning. After two recovery nights, they were tested on the same sequence A, then had to learn a novel, potentially competing sequence B. We hypothesized that proactive interference effects on sequence B due to the prior learning of sequence A would be higher in the RS condition, considering that proactive interference is an indirect marker of the robustness of sequence A, which should be better consolidated over post-training sleep. Results highlighted sleep-dependent improvement for sequence A, with faster RTs overnight for RS participants only. Moreover, the beneficial impact of sleep was specific to the consolidation of motor but not sequential skills. Proactive interference effects on learning a new material at Day 4 were similar between RS and SD participants. These results suggest that post-training sleep contributes to optimizing motor but not sequential components of performance in visuo-motor sequence learning. Copyright © 2015 Elsevier Inc. All rights reserved.

Cortical and Hippocampal Correlates of Deliberation during Model-Based Decisions for Rewards in Humans

PubMed Central

Bornstein, Aaron M.; Daw, Nathaniel D.

2013-01-01

How do we use our memories of the past to guide decisions we've never had to make before? Although extensive work describes how the brain learns to repeat rewarded actions, decisions can also be influenced by associations between stimuli or events not directly involving reward — such as when planning routes using a cognitive map or chess moves using predicted countermoves — and these sorts of associations are critical when deciding among novel options. This process is known as model-based decision making. While the learning of environmental relations that might support model-based decisions is well studied, and separately this sort of information has been inferred to impact decisions, there is little evidence concerning the full cycle by which such associations are acquired and drive choices. Of particular interest is whether decisions are directly supported by the same mnemonic systems characterized for relational learning more generally, or instead rely on other, specialized representations. Here, building on our previous work, which isolated dual representations underlying sequential predictive learning, we directly demonstrate that one such representation, encoded by the hippocampal memory system and adjacent cortical structures, supports goal-directed decisions. Using interleaved learning and decision tasks, we monitor predictive learning directly and also trace its influence on decisions for reward. We quantitatively compare the learning processes underlying multiple behavioral and fMRI observables using computational model fits. Across both tasks, a quantitatively consistent learning process explains reaction times, choices, and both expectation- and surprise-related neural activity. The same hippocampal and ventral stream regions engaged in anticipating stimuli during learning are also engaged in proportion to the difficulty of decisions. These results support a role for predictive associations learned by the hippocampal memory system to be recalled during choice formation. PMID:24339770

Implicit learning of sequential bias in a guessing task: failure to demonstrate effects of dopamine administration and paranormal belief.

PubMed

Palmer, John; Mohr, Christine; Krummenacher, Peter; Brugger, Peter

2007-06-01

Previous research suggests that implicit sequence learning (ISL) is superior for believers in the paranormal and individuals with increased cerebral dopamine. Thirty-five healthy participants performed feedback-guided anticipations of four arrow directions. A 100-trial random sequence preceded two 100-trial biased sequences in which visual targets (arrows) on trial t tended to be displaced 90 degrees clockwise (CW) or counter-clockwise (CCW) from those on t - 1. ISL was defined as a positive change during the course of the biased run in the difference between pro-bias and counter-bias responses. It was hypothesized that this difference would be greater for believers in the paranormal than for skeptics, for those who received dopamine than for those who received placebo, and for believers who received dopamine than for the other groups. None of the hypotheses were supported by the data. It is suggested that a simple binary guessing task with a focus on prediction accuracy during early trials should be considered for future explorations.

Sleep to the beat: A nap favours consolidation of timing.

PubMed

Verweij, Ilse M; Onuki, Yoshiyuki; Van Someren, Eus J W; Van der Werf, Ysbrand D

2016-06-01

Growing evidence suggests that sleep is important for procedural learning, but few studies have investigated the effect of sleep on the temporal aspects of motor skill learning. We assessed the effect of a 90-min day-time nap on learning a motor timing task, using 2 adaptations of a serial interception sequence learning (SISL) task. Forty-two right-handed participants performed the task before and after a 90-min period of sleep or wake. Electroencephalography (EEG) was recorded throughout. The motor task consisted of a sequential spatial pattern and was performed according to 2 different timing conditions, that is, either following a sequential or a random temporal pattern. The increase in accuracy was compared between groups using a mixed linear regression model. Within the sleep group, performance improvement was modeled based on sleep characteristics, including spindle- and slow-wave density. The sleep group, but not the wake group, showed improvement in the random temporal, but especially and significantly more strongly in the sequential temporal condition. None of the sleep characteristics predicted improvement on either general of the timing conditions. In conclusion, a daytime nap improves performance on a timing task. We show that performance on the task with a sequential timing sequence benefits more from sleep than motor timing. More important, the temporal sequence did not benefit initial learning, because differences arose only after an offline period and specifically when this period contained sleep. Sleep appears to aid in the extraction of regularities for optimal subsequent performance. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Learning Styles: Fashion Fad or Lever for Change? The Application of Learning Style Theory to Inclusive Curriculum Delivery.

ERIC Educational Resources Information Center

Smith, Jan

2002-01-01

Examines how four classifications of learning styles--field dependence/independence, holistic/sequential, styles linked to the experiential learning cycle, and "deep" and "surface" learning--relate to curriculum values. Draws on research at Sheffield Hallam University into the learning styles of General National Vocational…

Examining Informal Learning in Commercial Airline Pilots' Communities of Practice

ERIC Educational Resources Information Center

Corns, Kevin M.

2014-01-01

A pragmatic sequential mixed methods research methodology was used to examine commercial airline pilots' (N =156) types and frequencies of informal learning activities, perceptions of workplace informal learning, and opinions on how organizations should support workplace informal learning outside of the formal learning environment. This study…

Comparison of Learning Styles of Pharmacy Students and Faculty Members

PubMed Central

Crawford, Stephanie Y.; Alhreish, Suhail K.

2012-01-01

Objectives. To compare dominant learning styles of pharmacy students and faculty members and between faculty members in different tracks. Methods. Gregorc Style Delineator (GSD) and Zubin’s Pharmacists’ Inventory of Learning Styles (PILS) were administered to students and faculty members at an urban, Midwestern college of pharmacy. Results. Based on responses from 299 students (classes of 2008, 2009, and 2010) and 59 faculty members, GSD styles were concrete sequential (48%), abstract sequential (18%), abstract random (13%), concrete random (13%), and multimodal (8%). With PILS, dominant styles were assimilator (47%) and converger (30%). There were no significant differences between faculty members and student learning styles nor across pharmacy student class years (p>0.05). Learning styles differed between men and women across both instruments (p<0.01), and between faculty members in tenure and clinical tracks for the GSD styles (p=0.01). Conclusion. Learning styles differed among respondents based on gender and faculty track. PMID:23275657

Environmental Problems of the United States, Teacher's Guide. Environmental Education Unit, Eleventh Grade American History.

ERIC Educational Resources Information Center

Little Rock School District, AR.

Part of a sequential series of curriculum units in environmental education for grades 4 through 12, this curriculum guide focuses on environmental problems in the United States for eleventh grade students. This unit is designed to make the student aware of how the problems of the past become critical problems of the present. Activities foster an…

Investigating Streams and Rivers. An Interdisciplinary Curriculum Guide for Use with Mitchell and Stapp's "Field Manual for Water Quality Monitoring."

ERIC Educational Resources Information Center

Cromwell, Mare; And Others

This guide contains 12 activities designed to encourage secondary school student inquiry, investigation, and action regarding local streams and rivers. The activities are sequential and organized into three topic areas. The first section consists of three activities that help orient students to their local watercourse. Students map a local…

Enhanced transformation of incidentally learned knowledge into explicit memory by dopaminergic modulation.

PubMed

Clos, Mareike; Sommer, Tobias; Schneider, Signe L; Rose, Michael

2018-01-01

During incidental learning statistical regularities are extracted from the environment without the intention to learn. Acquired implicit memory of these regularities can affect behavior in the absence of awareness. However, conscious insight in the underlying regularities can also develop during learning. Such emergence of explicit memory is an important learning mechanism that is assumed to involve prediction errors in the striatum and to be dopamine-dependent. Here we directly tested this hypothesis by manipulating dopamine levels during incidental learning in a modified serial reaction time task (SRTT) featuring a hidden regular sequence of motor responses in a placebo-controlled between-group study. Awareness for the sequential regularity was subsequently assessed using cued generation and additionally verified using free recall. The results demonstrated that dopaminergic modulation nearly doubled the amount of explicit sequence knowledge emerged during learning in comparison to the placebo group. This strong effect clearly argues for a causal role of dopamine-dependent processing for the development of awareness for sequential regularities during learning.

Control x-ray deformable mirrors with few measurements

NASA Astrophysics Data System (ADS)

Huang, Lei; Xue, Junpeng; Idir, Mourad

2016-09-01

After years of development from a concept to early experimental stage, X-ray Deformable Mirrors (XDMs) are used in many synchrotron/free-electron laser facilities as a standard x-ray optics tool. XDM is becoming an integral part of the present and future large x-ray and EUV projects and will be essential in exploiting the full potential of the new sources currently under construction. The main objective of using XDMs is to correct wavefront errors or to enable variable focus beam sizes at the sample. Due to the coupling among the N actuators of a DM, it is usually necessary to perform a calibration or training process to drive the DM into the target shape. Commonly, in order to optimize the actuators settings to minimize slope/height errors, an initial measurement need to be collected, with all actuators set to 0, and then either N or 2N measurements are necessary learn each actuator behavior sequentially. In total, it means that N+1 or 2N+1 scans are required to perform this learning process. When the actuators number N is important and the actuator response or the necessary metrology is slow then this learning process can be time consuming. In this work, we present a fast and accurate method to drive an x-ray active bimorph mirror to a target shape with only 3 or 4 measurements. Instead of sequentially measuring and calculating the influence functions of all actuators and then predicting the voltages needed for any desired shape, the metrology data are directly used to "guide" the mirror from its current status towards the particular target slope/height via iterative compensations. The feedback for the iteration process is the discrepancy in curvature calculated by using B-spline fitting of the measured height/slope data. In this paper, the feasibility of this simple and effective approach is demonstrated with experiments.

Physics Learning Styles in Higher Education

NASA Astrophysics Data System (ADS)

Loos, Rebecca; Ward, James

2012-03-01

Students in Physics learn in a variety ways depending on backgrounds and interests. This study proposes to evaluate how students in Physics learn using Howard Gardner's Theory of Multiple Intelligences. Physics utilizes numbers, conceptualization of models, observations and visualization skills, and the ability to understand and reflect on specific information. The main objective is to evaluate how Physics students learn specifically using spatial, visual and sequential approaches. This will be assessed by conducting a learning style survey provided by North Carolina State University (NCSU). The survey is completed online by the student after which the results are sent to NCSU. Students will print out the completed survey analysis for further evaluation. The NCSU results categorize students within five of ten learning styles. After the evaluation of Howard Gardner's Theory of Multiple Intelligences and the NCSU definitions of the ten learning styles, the NCSU sensing and visual learning styles will be defined as the Gardener's spatial, visual learning styles. NCSU's sequential learning style will be looked at separately. With the survey results, it can be determined if Physics students fall within the hypothesized learning styles.

Information Management: Publishing and Printing: Army Publishing: Action Officers Guide

DTIC Science & Technology

2002-04-30

types of lists: ordered (such as numerical, alphabetical, or sequential ), bulleted, or dashed. (4) Extracted material in an appendix must be identified...provide supporting, expanded, or sequential doctrinal manuals within a functional field (this number group must not exceed 3 digits). Table 13–2...rubup, opaquing, lineup , and register, and so forth 1,2 190 DA PAM 25–40 • 30 April 2002 Table J–5 Camera, platemaking, and related equipment—Continued

Basic Electricity/Electronics. Learning Guides.

ERIC Educational Resources Information Center

Eggett, A. J.

This packet consists of 22 student learning guides for high school vocational education students in Illinois. The guides contain tasks for a course in electricity/electronics. Each task guide identifies the task and its purpose and provides a learning contract for the student and teacher to sign. Information on the learning contract consists of a…

The Development of Man and His Culture: New World Prehistory. Grade Two. Teacher's Guide [And] Teacher Background Material [And] Pupil Text [And] Pupil's Study Guide [And] A Sequential Curriculum in Anthropology. Test: Form 2, Composite Form for Pre- and Post-test. Publications No. 28, 29, 30, 33 and 41.

ERIC Educational Resources Information Center

Austin, Carol E.; And Others

The social studies unit includes a teaching guide, teacher background material, student text, study guide, and composite pretest/posttest. Subject matter focuses on archaeological methods, history of man in America, and the Hopi Indians in the past and present. The unit is part of the Anthropology Curriculum Project and is designed to be used in…

Theorising Teaching and Learning: Pre-Service Teachers' Theoretical Awareness of Learning

ERIC Educational Resources Information Center

Brante, Göran; Holmqvist Olander, Mona; Holmquist, Per-Ola; Palla, Marta

2015-01-01

We examine pre-service teachers' theoretical learning during one five-week training module, and their educators' learning about better lecture design to foster student learning. The study is iterative: interventions (one per group) were implemented sequentially in student groups A-C, the results of the previous intervention serving as the baseline…

Variable complexity online sequential extreme learning machine, with applications to streamflow prediction

NASA Astrophysics Data System (ADS)

Lima, Aranildo R.; Hsieh, William W.; Cannon, Alex J.

2017-12-01

In situations where new data arrive continually, online learning algorithms are computationally much less costly than batch learning ones in maintaining the model up-to-date. The extreme learning machine (ELM), a single hidden layer artificial neural network with random weights in the hidden layer, is solved by linear least squares, and has an online learning version, the online sequential ELM (OSELM). As more data become available during online learning, information on the longer time scale becomes available, so ideally the model complexity should be allowed to change, but the number of hidden nodes (HN) remains fixed in OSELM. A variable complexity VC-OSELM algorithm is proposed to dynamically add or remove HN in the OSELM, allowing the model complexity to vary automatically as online learning proceeds. The performance of VC-OSELM was compared with OSELM in daily streamflow predictions at two hydrological stations in British Columbia, Canada, with VC-OSELM significantly outperforming OSELM in mean absolute error, root mean squared error and Nash-Sutcliffe efficiency at both stations.

Learning style and teaching method preferences of Saudi students of physical therapy

PubMed Central

Al Maghraby, Mohamed A.; Alshami, Ali M.

2013-01-01

Context: To the researchers’ knowledge, there are no published studies that have investigated the learning styles and preferred teaching methods of physical therapy students in Saudi Arabia. Aim: The study was conducted to determine the learning styles and preferred teaching methods of Saudi physical therapy students. Settings and Design: A cross-sectional study design. Materials and Methods: Fifty-three Saudis studying physical therapy (21 males and 32 females) participated in the study. The principal researcher gave an introductory lecture to explain the different learning styles and common teaching methods. Upon completion of the lecture, questionnaires were distributed, and were collected on completion. Statistical Analysis Used: Percentages were calculated for the learning styles and teaching methods. Pearson’s correlations were performed to investigate the relationship between them. Results: More than 45 (85%) of the students rated hands-on training as the most preferred teaching method. Approximately 30 (57%) students rated the following teaching methods as the most preferred methods: “Advanced organizers,” “demonstrations,” and “multimedia activities.” Although 31 (59%) students rated the concrete-sequential learning style the most preferred, these students demonstrated mixed styles on the other style dimensions: Abstract-sequential, abstract-random, and concrete-random. Conclusions: The predominant concrete-sequential learning style is consistent with the most preferred teaching method (hands-on training). The high percentage of physical therapy students whose responses were indicative of mixed learning styles suggests that they can accommodate multiple teaching methods. It is recommended that educators consider the diverse learning styles of the students and utilize a variety of teaching methods in order to promote an optimal learning environment for the students. PMID:24672278

Using Mobile Devices to Enhance the Interactive Learning for Spatial Geometry

ERIC Educational Resources Information Center

Chang, Kuo-En; Wu, Lin-Jung; Lai, Shing-Chuang; Sung, Yao-Ting

2016-01-01

The purpose of this research is to develop a hands-on spatial geometry learning system to facilitate the learning of geometry. The development of this system was based on Duval's four critical elements of geometric learning: perceptual apprehension, sequential apprehension, operative apprehension, and discursive apprehension. The system offers…

A Humbug Approach to Economics. Division of Labor-Specialization. Teacher's Guide [and] Student Package, Capsules No. 1, 2, and 3.

ERIC Educational Resources Information Center

Humburg, Judy

Intended for above average students in grades 4-6, this unit contains student materials and teacher's guide for three sequential lessons on the economic concepts of specialization and division of labor. The units are presented in story form accompanied by cartoon illustrations. In section one students distinguish between goods and services and…

Apprentissage naturel et apprentissage guide (Natural Learning and Guided Learning).

ERIC Educational Resources Information Center

Veronique, Daniel

1984-01-01

Although second language pedagogy has tended increasingly toward simulation, role-playing, and natural communication, it has not profited from existing research on natural learning in second languages. The emphasis should be on understanding how the processes of guided learning and natural learning differ, psychologically and sociologically, and…

Overcoming catastrophic forgetting in neural networks

PubMed Central

Kirkpatrick, James; Pascanu, Razvan; Rabinowitz, Neil; Veness, Joel; Desjardins, Guillaume; Rusu, Andrei A.; Milan, Kieran; Quan, John; Ramalho, Tiago; Grabska-Barwinska, Agnieszka; Hassabis, Demis; Clopath, Claudia; Kumaran, Dharshan; Hadsell, Raia

2017-01-01

The ability to learn tasks in a sequential fashion is crucial to the development of artificial intelligence. Until now neural networks have not been capable of this and it has been widely thought that catastrophic forgetting is an inevitable feature of connectionist models. We show that it is possible to overcome this limitation and train networks that can maintain expertise on tasks that they have not experienced for a long time. Our approach remembers old tasks by selectively slowing down learning on the weights important for those tasks. We demonstrate our approach is scalable and effective by solving a set of classification tasks based on a hand-written digit dataset and by learning several Atari 2600 games sequentially. PMID:28292907

Episodic Contributions to Sequential Control: Learning from a Typist's Touch

ERIC Educational Resources Information Center

Crump, Matthew J. C.; Logan, Gordon D.

2010-01-01

Sequential control over routine action is widely assumed to be controlled by stable, highly practiced representations. Our findings demonstrate that the processes controlling routine actions in the domain of skilled typing can be flexibly manipulated by memory processes coding recent experience with typing particular words and letters. In two…

Guided Learning at Work.

ERIC Educational Resources Information Center

Billett, Stephen

2000-01-01

Guided learning (questioning, diagrams/analogies, modeling, coaching) was studied through critical incident interviews in five workplaces. Participation in everyday work activities was the most effective contributor to workplace learning. Organizational readiness and the efficacy of guided learning in resolving novel tasks were also important. (SK)

Recurrent Network models of sequence generation and memory

PubMed Central

Rajan, Kanaka; Harvey, Christopher D; Tank, David W

2016-01-01

SUMMARY Sequential activation of neurons is a common feature of network activity during a variety of behaviors, including working memory and decision making. Previous network models for sequences and memory emphasized specialized architectures in which a principled mechanism is pre-wired into their connectivity. Here, we demonstrate that starting from random connectivity and modifying a small fraction of connections, a largely disordered recurrent network can produce sequences and implement working memory efficiently. We use this process, called Partial In-Network training (PINning), to model and match cellular-resolution imaging data from the posterior parietal cortex during a virtual memory-guided two-alternative forced choice task [Harvey, Coen and Tank, 2012]. Analysis of the connectivity reveals that sequences propagate by the cooperation between recurrent synaptic interactions and external inputs, rather than through feedforward or asymmetric connections. Together our results suggest that neural sequences may emerge through learning from largely unstructured network architectures. PMID:26971945

Enhancement of Self Efficacy of Vocational School Students in Buffer Solution Topics through Guided Inquiry Learning

NASA Astrophysics Data System (ADS)

M, Ardiany; W, Wahyu; A, Supriatna

2017-09-01

The more students who feel less confident in learning, so doing things that are less responsible, such as brawl, drunkenness and others. So researchers need to do research related to student self efficacy in learning, in order to reduce unwanted things. This study aims to determine the effect of guided inquiry learning on improving self-efficacy of learners in the buffer solution topics. The method used is the mixed method which is the two group pretest postest design. The subjects of the study are 60 students of class XI AK in one of the SMKN in Bandung, consisting of 30 experimental class students and 30 control class students. The instruments used in this study mix method consist of self-efficacy questionnaire of pretest and posttest learners, interview guides, and observation sheet. Data analysis using t test with significant α = 0,05. Based on the result of inquiry of guided inquiry study, there is a significant improvement in self efficacy aspect of students in the topic of buffer solution. Data of pretest and posttest interview, observation, questionnaire showed significant result, that is improvement of experimental class with conventionally guided inquiry learning. The mean of self-efficacy of student learning there is significant difference of experiment class than control class equal to 0,047. There is a significant relationship between guided inquiry learning with self efficacy and guided inquiry learning. Each correlation value is 0.737. The learning process with guided inquiry is fun and challenging so that students can expose their ideas and opinions without being forced. From the results of questionnaires students showed an attitude of interest, sincerity and a good response of learning. While the results of questionnaires teachers showed that guided inquiry learning can make students learn actively, increased self-efficacy.

Task Rotation: Strategies for Differentiating Activities and Assessments by Learning Style. A Strategic Teacher PLC Guide

ERIC Educational Resources Information Center

Silver, Harvey; Moirao, Daniel; Jackson, Joyce

2011-01-01

One of the hardest jobs in teaching is to differentiate learning activities and assessments to your students' learning styles. But you and your colleagues can learn how to do this together when each of you has this guide to the Task Rotation strategy from our ultimate guide to teaching strategies, "The Strategic Teacher". Use the guide in your…

Discovering Our Delta: A Learning Guide for Community Research. Teacher Guide [and] Student Community Research Guide.

ERIC Educational Resources Information Center

Smithsonian Institution, Washington, DC. Center for Folklife Programs and Cultural Studies.

This teacher guide and student community research guide unit are intended to help students learn to conduct research in their community and to communicate the results of that research to classmates and others. The unit, which can be used in conjunction with a video, helps students learn about community research, oral history, and folklore…

The Learning Preferences among Nursing Students in the King Saud University in Saudi Arabia: A Cross-Sectional Survey

PubMed Central

Almutairi, Adel F.; Alhelih, Eyad M.; Alshehry, Abdualrahman S.

2017-01-01

Objective The present study aimed to identify the most common learning preferences among the nursing students in Saudi Arabia and to investigate the associations of certain demographic variables with the learning preferences. Methods All the undergraduate nursing students in the nursing college were requested to participate in this descriptive cross-sectional study. An Arabic version of the Felder-Silverman learning style model (FSLSM) questionnaire was used to examine the learning preferences among undergraduate nursing students. Results A total of 56 (43%) completed questionnaires were included in the final analysis. Results of the present study indicate that the most common learning preferences among the nursing students were visual (67.9%), followed by active (50%) and sequential (37.5%) learning preferences. The verbal style was the least common learning preference (3.6%) among the nursing students. There was no association between gender and learning preferences (p > .05). Conclusion The present study concluded that the visual, active, and sequential styles are the commonest learning preferences among the nursing students. The nursing educators should emphasize the use of this information in their teaching methods to improve learning skills among the nursing students. PMID:28630767

Medical Assisting. A Learning Guide.

ERIC Educational Resources Information Center

Meyer, Rosemarie

This competency-based, individualized learning package, consisting of 50 learning guides, is designed for use by students who are studying to become medical assistants. Included among the topics addressed in the individual learning guides are the following: using and caring for microscopes, understanding medical ethics and law, developing…

Developing and Implementing a Framework of Participatory Simulation for Mobile Learning Using Scaffolding

ERIC Educational Resources Information Center

Yin, Chengjiu; Song, Yanjie; Tabata, Yoshiyuki; Ogata, Hiroaki; Hwang, Gwo-Jen

2013-01-01

This paper proposes a conceptual framework, scaffolding participatory simulation for mobile learning (SPSML), used on mobile devices for helping students learn conceptual knowledge in the classroom. As the pedagogical design, the framework adopts an experiential learning model, which consists of five sequential but cyclic steps: the initial stage,…

Diesel Equipment Department. Student Learning Guide.

ERIC Educational Resources Information Center

Palm Beach County Board of Public Instruction, West Palm Beach, FL.

Eleven student learning guides are provided for the duty entitled "completing core curriculum" of the diesel equipment program. Each learning guide concerns one of the tasks that comprise the duty. Introductory materials for each guide include the purpose and performance and enabling objectives. For each enabling objective, these materials are…

Psychological Principles in Materials Selection.

ERIC Educational Resources Information Center

Colvin, Cynthia M.

Those psychological principles which might aid the teacher in the selection of instructional materials are examined. Since learning is a process which builds sequentially on past learning, beginning reading materials should include words that have personal relevance for the individual child. Meaningful material is learned more quickly than…

Promoting Climate Literacy within the 21CCLC Afterschool Community through the Development of a GLOBE Atmosphere Investigation: A Partnership between the United States Department of Education and NASA

NASA Astrophysics Data System (ADS)

Harte, T.; Taylor, J.

2017-12-01

NASA Langley Research Center, in partnership with the United States Department of Education, developed and supported implementation of a GLOBE Atmosphere Investigation project designed for the US Department of Education's afterschool program, 21st Century Community Learning Centers (21CCLC). This project was developed for the middle school audience with the informal educator in mind, with guided activities to ensure successful completion of the investigation. Through an integration of GLOBE Program data collection protocols and NASA learning activities the content unfolded within a set of sequential learning outcomes resulting in a product suited to a variety of informal education settings. To further ensure the success of the project, 21CCLC facilitators attended an in-person GLOBE training during which they received a step-by-step pacing guide for implementing each of the learning activities. As part of the in-person training facilitators participated in each of the learning activities, increasing their confidence and ability to implement them successfully with their students. In the spring, facilitators implementing the investigation with students participated in bi-weekly phone calls with the project lead as a means of monitoring the status of the investigation and providing support. During the investigation, students conducted "real science" through authentic data collection that focused on relationships between clouds, surface temperature and our Earth's energy budget. Each student received a science research journal in which they conducted their investigation and recorded their data, with the option of entering their data into the GLOBE database, providing them an opportunity to compare their data with that of other locations around the world. Data entry was simplified by using the GLOBE Observer App, making this option much more feasible for the afterschool audience. Students presented the results of their project to their peers, community, and state-level afterschool participants and stakeholders in a culminating project event, highlighting their successes and promoting communication as a key element of the scientific research process.

The Camera Lens: A Window into the [World]; Film Study and Film Making: Resource Suggestions for the English Class.

ERIC Educational Resources Information Center

Mihalka, Gwendolyn C.; Bolton, Gerre M.

This guide for film study and film making in the secondary English class arranges materials in a sequential order and divides them into four major sections. The section on background information includes: Table of Contents, Design for Use of the Guide, Rationale for the Use of Film Study in the English Class, Objectives for a Film Study and Film…

Medical Assisting Learning Guides.

ERIC Educational Resources Information Center

Meyer, Rose

Eight student learning guides are provided for a medical assisting program at the secondary, postsecondary, or adult level. Each learning guide is composed of these component parts: a title page that states the task, purpose, program and task numbers, estimated time, and prerequisites; an optional learning contract that includes terminal…

11.2 YIP Human In the Loop Statistical RelationalLearners

DTIC Science & Technology

2017-10-23

learning formalisms including inverse reinforcement learning [4] and statistical relational learning [7, 5, 8]. We have also applied our algorithms in...one introduced for label preferences. 4 Figure 2: Active Advice Seeking for Inverse Reinforcement Learning. active advice seeking is in selecting the...learning tasks. 1.2.1 Sequential Decision-Making Our previous work on advice for inverse reinforcement learning (IRL) defined advice as action

Confirmatory factor analysis of teaching and learning guiding principles instrument among teacher educators in higher education institutions

NASA Astrophysics Data System (ADS)

Masuwai, Azwani; Tajudin, Nor'ain Mohd; Saad, Noor Shah

2017-05-01

The purpose of this study is to develop and establish the validity and reliability of an instrument to generate teaching and learning guiding principles using Teaching and Learning Guiding Principles Instrument (TLGPI). Participants consisted of 171 Malaysian teacher educators. It is an essential instrument to reflect in generating the teaching and learning guiding principles in higher education level in Malaysia. Confirmatory Factor Analysis has validated all 19 items of TLGPI whereby all items indicated high reliability and internal consistency. A Confirmatory Factor Analysis also confirmed that a single factor model was used to generate teaching and learning guiding principles.

Teaching Improvisation through Melody and Blues-Based Harmony: A Comprehensive and Sequential Approach

ERIC Educational Resources Information Center

Heil, Leila

2017-01-01

This article describes a sequential approach to improvisation teaching that can be used with students at various age and ability levels by any educator, regardless of improvisation experience. The 2014 National Core Music Standards include improvisation as a central component in musical learning and promote instructional approaches that are…

Effects of neostriatal 6-OHDA lesion on performance in a rat sequential reaction time task.

PubMed

Domenger, D; Schwarting, R K W

2008-10-31

Work in humans and monkeys has provided evidence that the basal ganglia, and the neurotransmitter dopamine therein, play an important role for sequential learning and performance. Compared to primates, experimental work in rodents is rather sparse, largely due to the fact that tasks comparable to the human ones, especially serial reaction time tasks (SRTT), had been lacking until recently. We have developed a rat model of the SRTT, which allows to study neural correlates of sequential performance and motor sequence execution. Here, we report the effects of dopaminergic neostriatal lesions, performed using bilateral 6-hydroxydopamine injections, on performance of well-trained rats tested in our SRTT. Sequential behavior was measured in two ways: for one, the effects of small violations of otherwise well trained sequences were examined as a measure of attention and automation. Secondly, sequential versus random performance was compared as a measure of sequential learning. Neurochemically, the lesions led to sub-total dopamine depletions in the neostriatum, which ranged around 60% in the lateral, and around 40% in the medial neostriatum. These lesions led to a general instrumental impairment in terms of reduced speed (response latencies) and response rate, and these deficits were correlated with the degree of striatal dopamine loss. Furthermore, the violation test indicated that the lesion group conducted less automated responses. The comparison of random versus sequential responding showed that the lesion group did not retain its superior sequential performance in terms of speed, whereas they did in terms of accuracy. Also, rats with lesions did not improve further in overall performance as compared to pre-lesion values, whereas controls did. These results support previous results that neostriatal dopamine is involved in instrumental behaviour in general. Also, these lesions are not sufficient to completely abolish sequential performance, at least when acquired before lesion as tested here.

Online Sequential Projection Vector Machine with Adaptive Data Mean Update

PubMed Central

Chen, Lin; Jia, Ji-Ting; Zhang, Qiong; Deng, Wan-Yu; Wei, Wei

2016-01-01

We propose a simple online learning algorithm especial for high-dimensional data. The algorithm is referred to as online sequential projection vector machine (OSPVM) which derives from projection vector machine and can learn from data in one-by-one or chunk-by-chunk mode. In OSPVM, data centering, dimension reduction, and neural network training are integrated seamlessly. In particular, the model parameters including (1) the projection vectors for dimension reduction, (2) the input weights, biases, and output weights, and (3) the number of hidden nodes can be updated simultaneously. Moreover, only one parameter, the number of hidden nodes, needs to be determined manually, and this makes it easy for use in real applications. Performance comparison was made on various high-dimensional classification problems for OSPVM against other fast online algorithms including budgeted stochastic gradient descent (BSGD) approach, adaptive multihyperplane machine (AMM), primal estimated subgradient solver (Pegasos), online sequential extreme learning machine (OSELM), and SVD + OSELM (feature selection based on SVD is performed before OSELM). The results obtained demonstrated the superior generalization performance and efficiency of the OSPVM. PMID:27143958

Online Sequential Projection Vector Machine with Adaptive Data Mean Update.

PubMed

Chen, Lin; Jia, Ji-Ting; Zhang, Qiong; Deng, Wan-Yu; Wei, Wei

2016-01-01

We propose a simple online learning algorithm especial for high-dimensional data. The algorithm is referred to as online sequential projection vector machine (OSPVM) which derives from projection vector machine and can learn from data in one-by-one or chunk-by-chunk mode. In OSPVM, data centering, dimension reduction, and neural network training are integrated seamlessly. In particular, the model parameters including (1) the projection vectors for dimension reduction, (2) the input weights, biases, and output weights, and (3) the number of hidden nodes can be updated simultaneously. Moreover, only one parameter, the number of hidden nodes, needs to be determined manually, and this makes it easy for use in real applications. Performance comparison was made on various high-dimensional classification problems for OSPVM against other fast online algorithms including budgeted stochastic gradient descent (BSGD) approach, adaptive multihyperplane machine (AMM), primal estimated subgradient solver (Pegasos), online sequential extreme learning machine (OSELM), and SVD + OSELM (feature selection based on SVD is performed before OSELM). The results obtained demonstrated the superior generalization performance and efficiency of the OSPVM.

Comparison of performance due to guided hyperlearning, unguided hyperlearning, and conventional learning in mathematics: an empirical study

NASA Astrophysics Data System (ADS)

Fathurrohman, Maman; Porter, Anne; Worthy, Annette L.

2014-07-01

In this paper, the use of guided hyperlearning, unguided hyperlearning, and conventional learning methods in mathematics are compared. The design of the research involved a quasi-experiment with a modified single-factor multiple treatment design comparing the three learning methods, guided hyperlearning, unguided hyperlearning, and conventional learning. The participants were from three first-year university classes, numbering 115 students in total. Each group received guided, unguided, or conventional learning methods in one of the three different topics, namely number systems, functions, and graphing. The students' academic performance differed according to the type of learning. Evaluation of the three methods revealed that only guided hyperlearning and conventional learning were appropriate methods for the psychomotor aspects of drawing in the graphing topic. There was no significant difference between the methods when learning the cognitive aspects involved in the number systems topic and the functions topic.

Young Children's Development of Scientific Knowledge Through the Combination of Teacher-Guided Play and Child-Guided Play

NASA Astrophysics Data System (ADS)

Sliogeris, Marija; Almeida, Sylvia Christine

2017-09-01

Play-based approaches to science learning allow children to meaningfully draw on their everyday experiences and activities as they explore science concepts in context. Acknowledging the crucial role of the teacher in facilitating science learning through play, the purpose of this qualitative study was to examine how teacher-guided play, in conjunction with child-guided play, supports children's development of science concepts. While previous research on play-based science learning has mainly focused on preschool settings, this study explores the possibilities of play-based approaches to science in primary school contexts. Using a qualitative methodology grounded in the cultural-historical theoretical perspective, children's learning was examined during a science learning sequence that combined teacher-guided and child-guided play. This study revealed that the teacher-guided play explicitly introduced science concepts which children then used and explored in subsequent child-guided play. However, intentional teaching during the child-guided play continued to be important. Play-based approaches to science allowed children to make sense of the science concepts using familiar, everyday knowledge and activities. It became evident that the expectations and values communicated through classroom practices influenced children's learning through play.

NanoShuttles: Harnessing Motor Proteins to Transport Cargo in Synthetic Environments

NASA Astrophysics Data System (ADS)

Vogel, V.; Hess, H.

Motors have become a crucial commodity in our daily lives, from transportation to driving conveyor belts that enable the sequential assembly of cars and other industrial machines. For the sequential assembly of building blocks at the nanoscale that would not assemble spontaneously into larger functional systems, however, active transport systems are not yet available. In contrast, cells have evolved sophisticated molecular machinery that drives movement and active transport. Driven by the conversion of chemical into mechanical energy, namely through hydrolysis of the biological fuel ATP, molecular motors enable cells to operate far away from equilibrium by transporting organelles and molecules to designated locations within the cell, often against concentration gradients. Inspired by the biological concept of active transport, major efforts are underway to learn how to build nanoscale transport systems that are driven by molecular motors. Emerging engineering principles are discussed of how to build tracks and junctions to guide such nanoshuttles, how to load them with cargo and control their speed, how to use active transport to assemble mesoscopic structures that would otherwise not assemble spontaneously and what polymeric materials to choose to integrate motors into MEMS and other biohybrid devices. Finally, two applications that exploit the physical properties of microtubules are discussed, surface imaging by a swarm of microtubules and a self-assembled picoNewton force meter to probe receptor-ligand interactions.

The guided autobiography method: a learning experience.

PubMed

Thornton, James E

2008-01-01

This article discusses the proposition that learning is an unexplored feature of the guided autobiography method and its developmental exchange. Learning, conceptualized and explored as the embedded and embodied processes, is essential in narrative activities of the guided autobiography method leading to psychosocial development and growth in dynamic, temporary social groups. The article is organized in four sections and summary. The first section provides a brief overview of the guided autobiography method describing the interplay of learning and experiencing in temporary social groups. The second section offers a limited review on learning and experiencing as processes that are essential for development, growth, and change. The third section reviews the small group activities and the emergence of the "developmental exchange" in the guided autobiography method. Two theoretical constructs provide a conceptual foundation for the developmental exchange: a counterpart theory of aging as development and collaborative-situated group learning theory. The summary recaps the main ideas and issues that shape the guided autobiography method as learning and social experience using the theme, "Where to go from here."

The Effectiveness of Guided Inquiry Learning for Comparison Topics

NASA Astrophysics Data System (ADS)

Asnidar; Khabibah, S.; Sulaiman, R.

2018-01-01

This research aims at producing a good quality learning device using guided inquiry for comparison topics and describing the effectiveness of guided inquiry learning for comparison topics. This research is a developmental research using 4-D model. The result is learning device consisting of lesson plan, student’s worksheet, and achievement test. The subjects of the study were class VII students, each of which has 46 students. Based on the result in the experimental class, the learning device using guided inquiry for comparison topics has good quality. The learning device has met the valid, practical, and effective aspects. The result, especially in the implementation class, showed that the learning process with guided inquiry has fulfilled the effectiveness indicators. The ability of the teacher to manage the learning process has fulfilled the criteria good. In addition, the students’ activity has fulfilled the criteria of, at least, good. Moreover, the students’ responses to the learning device and the learning activities were positive, and the students were able to complete the classical learning. Based on the result of this research, it is expected that the learning device resulted can be used as an alternative learning device for teachers in implementing mathematic learning for comparison topics.

On the Modularity of Implicit Sequence Learning: Independent Acquisition of Spatial, Symbolic, and Manual Sequences

ERIC Educational Resources Information Center

Goschke, Thomas; Bolte, Annette

2012-01-01

Learning sequential structures is of fundamental importance for a wide variety of human skills. While it has long been debated whether implicit sequence learning is perceptual or response-based, here we propose an alternative framework that cuts across this dichotomy and assumes that sequence learning rests on associative changes that can occur…

Executive function skills and academic achievement gains in prekindergarten: Contributions of learning-related behaviors.

PubMed

Nesbitt, Kimberly Turner; Farran, Dale Clark; Fuhs, Mary Wagner

2015-07-01

Although research suggests associations between children's executive function skills and their academic achievement, the specific mechanisms that may help explain these associations in early childhood are unclear. This study examined whether children's (N = 1,103; M age = 54.5 months) executive function skills at the beginning of prekindergarten (pre-K) predict their learning-related behaviors in the classroom and whether these behaviors then mediate associations between children's executive function skills and their pre-K literacy, language, and mathematic gains. Learning-related behaviors were quantified in terms of (a) higher levels of involvement in learning opportunities; (b) greater frequency of participation in activities that require sequential steps; (c) more participation in social-learning interactions; and (d) less instances of being unoccupied, disruptive, or in time out. Results indicated that children's learning-related behaviors mediated associations between executive function skills and literacy and mathematics gains through children's level of involvement, sequential learning behaviors, and disengagement from the classroom. The implications of the findings for early childhood education are discussed. (c) 2015 APA, all rights reserved).

Implicit transfer of reversed temporal structure in visuomotor sequence learning.

PubMed

Tanaka, Kanji; Watanabe, Katsumi

2014-04-01

Some spatio-temporal structures are easier to transfer implicitly in sequential learning. In this study, we investigated whether the consistent reversal of triads of learned components would support the implicit transfer of their temporal structure in visuomotor sequence learning. A triad comprised three sequential button presses ([1][2][3]) and seven consecutive triads comprised a sequence. Participants learned sequences by trial and error, until they could complete it 20 times without error. Then, they learned another sequence, in which each triad was reversed ([3][2][1]), partially reversed ([2][1][3]), or switched so as not to overlap with the other conditions ([2][3][1] or [3][1][2]). Even when the participants did not notice the alternation rule, the consistent reversal of the temporal structure of each triad led to better implicit transfer; this was confirmed in a subsequent experiment. These results suggest that the implicit transfer of the temporal structure of a learned sequence can be influenced by both the structure and consistency of the change. Copyright © 2013 Cognitive Science Society, Inc.

A fast and precise indoor localization algorithm based on an online sequential extreme learning machine.

PubMed

Zou, Han; Lu, Xiaoxuan; Jiang, Hao; Xie, Lihua

2015-01-15

Nowadays, developing indoor positioning systems (IPSs) has become an attractive research topic due to the increasing demands on location-based service (LBS) in indoor environments. WiFi technology has been studied and explored to provide indoor positioning service for years in view of the wide deployment and availability of existing WiFi infrastructures in indoor environments. A large body of WiFi-based IPSs adopt fingerprinting approaches for localization. However, these IPSs suffer from two major problems: the intensive costs of manpower and time for offline site survey and the inflexibility to environmental dynamics. In this paper, we propose an indoor localization algorithm based on an online sequential extreme learning machine (OS-ELM) to address the above problems accordingly. The fast learning speed of OS-ELM can reduce the time and manpower costs for the offline site survey. Meanwhile, its online sequential learning ability enables the proposed localization algorithm to adapt in a timely manner to environmental dynamics. Experiments under specific environmental changes, such as variations of occupancy distribution and events of opening or closing of doors, are conducted to evaluate the performance of OS-ELM. The simulation and experimental results show that the proposed localization algorithm can provide higher localization accuracy than traditional approaches, due to its fast adaptation to various environmental dynamics.

Exploring E-Learning. IES Report 376.

ERIC Educational Resources Information Center

Pollard, E.; Hillage, J.

This guide summarizes current research and commentary on e-learning, examining the key issues facing organizations exploring e-learning for employee development. The guide contains six sections. The first section provides an introduction to the issue of e-learning and a summary of the issues discussed in the remainder of the guide. Section 2…

Industrial Electrical Maintenance Learning Guides and Task Listing by Occupational Titles.

ERIC Educational Resources Information Center

Whitmer, Melvin

Seven student learning guides are provided for an industrial electrical maintenance program at the secondary, postsecondary, or adult level. Each learning guide is composed of these component parts: a title page that states the task, purpose, program and task numbers, estimated time, and prerequisites; an optional learning contract that includes…

Validation of "Teaching and Learning Guiding Principles Instrument" for Malaysian Higher Learning Institutions

ERIC Educational Resources Information Center

Rahman, Nurulhuda Abd; Masuwai, Azwani; Tajudin, Nor'ain Mohd; Tek, Ong Eng; Adnan, Mazlini

2016-01-01

Purpose: This study was aimed at establishing, through the validation of the "Teaching and Learning Guiding Principles Instrument" (TLGPI), the validity and reliability of the underlying factor structure of the Teaching and Learning Guiding Principles (TLGP) generated by a previous study. Method: A survey method was used to collect data…

Managing Home and Work Responsibilities. Secondary Learning Guide 9. Project Connect. Linking Self-Family-Work.

ERIC Educational Resources Information Center

Emily Hall Tremaine Foundation, Inc., Hartford, CT.

This competency-based secondary learning guide on managing home and work responsibilities is part of a series that are adaptations of guides developed for adult consumer and homemaking education programs. The guides provide students with experiences that help them learn to do the following: make decisions; use creative approaches to solve…

Strengthening Parenting Skills: Teenagers. Secondary Learning Guide 3. Project Connect. Linking Self-Family-Work.

ERIC Educational Resources Information Center

Emily Hall Tremaine Foundation, Inc., Hartford, CT.

This competency-based secondary learning guide on strengthening parenting skills is part of a series that are adaptations of guides developed for adult consumer and homemaking education programs. The guides provide students with experiences that help them learn to do the following: make decisions; use creative approaches to solve problems;…

Progressive Assessment of Student Engagement with Web-Based Guided Learning

ERIC Educational Resources Information Center

Katuk, Norliza

2013-01-01

Purpose: The purpose of this research is to investigate student engagement in guided web-based learning systems. It looks into students' engagement and their behavioral patterns in two types of guided learning systems (i.e. a fully- and a partially-guided). The research also aims to demonstrate how the engagement evolves from the…

Making Consumer Choices. Secondary Learning Guide 6. Project Connect. Linking Self-Family-Work.

ERIC Educational Resources Information Center

Emily Hall Tremaine Foundation, Inc., Hartford, CT.

This competency-based secondary learning guide on making consumer choices is part of a series that are adaptations of guides developed for adult consumer and homemaking education programs. The guides provide students with experiences that help them learn to do the following: make decisions; use creative approaches to solve problems; establish…

Strengthening Parenting Skills: School Age. Secondary Learning Guide 2. Project Connect. Linking Self-Family-Work.

ERIC Educational Resources Information Center

Emily Hall Tremaine Foundation, Inc., Hartford, CT.

This competency-based secondary learning guide on strengthening parenting skills is part of a series that are adaptations of guides developed for adult consumer and homemaking education programs. The guides provide students with experiences that help them learn to do the following: make decisions; use creative approaches to solve problems;…

Conserving Limited Resources. Secondary Learning Guide 14. Project Connect. Linking Self-Family-Work.

ERIC Educational Resources Information Center

Emily Hall Tremaine Foundation, Inc., Hartford, CT.

This competency-based secondary learning guide on conserving limited resources is part of a series that are adaptations of guides developed for adult consumer and homemaking education programs. The guides provide students with experiences that help them learn to do the following: make decisions; use creative approaches to solve problems; establish…

Preventing Teen Pregnancy. Secondary Learning Guide 4. Project Connect. Linking Self-Family-Work.

ERIC Educational Resources Information Center

Emily Hall Tremaine Foundation, Inc., Hartford, CT.

This competency-based secondary learning guide on preventing teen pregnancy is part of a series that are adaptations of guides developed for adult consumer and homemaking education programs. The guides provide students with experiences that help them learn to do the following: make decisions; use creative approaches to solve problems; establish…

Balancing Work and Family. Secondary Learning Guide 5. Project Connect. Linking Self-Family-Work.

ERIC Educational Resources Information Center

Emily Hall Tremaine Foundation, Inc., Hartford, CT.

This competency-based secondary learning guide on balancing work and family is part of a series that are adaptations of guides developed for adult consumer and homemaking education programs. The guides provide students with experiences that help them learn to do the following: make decisions; use creative approaches to solve problems; establish…

Assisting At-Risk Populations. Secondary Learning Guide 11. Project Connect. Linking Self-Family-Work.

ERIC Educational Resources Information Center

Emily Hall Tremaine Foundation, Inc., Hartford, CT.

This competency-based secondary learning guide on assisting at-risk populations (dropouts and homeless people) is part of a series that are adaptations of guides developed for adult consumer and homemaking education programs. The guides provide students with experiences that help them learn to do the following: make decisions; use creative…

Learning Orthographic Structure with Sequential Generative Neural Networks

ERIC Educational Resources Information Center

Testolin, Alberto; Stoianov, Ivilin; Sperduti, Alessandro; Zorzi, Marco

2016-01-01

Learning the structure of event sequences is a ubiquitous problem in cognition and particularly in language. One possible solution is to learn a probabilistic generative model of sequences that allows making predictions about upcoming events. Though appealing from a neurobiological standpoint, this approach is typically not pursued in…

Patients with Parkinson's Disease Learn to Control Complex Systems via Procedural as Well as Non-Procedural Learning

ERIC Educational Resources Information Center

Osman, Magda; Wilkinson, Leonora; Beigi, Mazda; Castaneda, Cristina Sanchez; Jahanshahi, Marjan

2008-01-01

The striatum is considered to mediate some forms of procedural learning. Complex dynamic control (CDC) tasks involve an individual having to make a series of sequential decisions to achieve a specific outcome (e.g. learning to operate and control a car), and they involve procedural learning. The aim of this study was to test the hypothesis that…

RACE/A: An Architectural Account of the Interactions between Learning, Task Control, and Retrieval Dynamics

ERIC Educational Resources Information Center

van Maanen, Leendert; van Rijn, Hedderik; Taatgen, Niels

2012-01-01

This article discusses how sequential sampling models can be integrated in a cognitive architecture. The new theory Retrieval by Accumulating Evidence in an Architecture (RACE/A) combines the level of detail typically provided by sequential sampling models with the level of task complexity typically provided by cognitive architectures. We will use…

Sequential Pattern Analysis: Method and Application in Exploring How Students Develop Concept Maps

ERIC Educational Resources Information Center

Chiu, Chiung-Hui; Lin, Chien-Liang

2012-01-01

Concept mapping is a technique that represents knowledge in graphs. It has been widely adopted in science education and cognitive psychology to aid learning and assessment. To realize the sequential manner in which students develop concept maps, most research relies upon human-dependent, qualitative approaches. This article proposes a method for…

Technology: Digital Photography in an Inner-City Fifth Grade, Part 1

ERIC Educational Resources Information Center

Riner, Phil

2005-01-01

Research tells us we can learn complex tasks most easily if they are taught in "small sequential steps." This column is about the small sequential steps that unlocked the powers of digital photography, of portraiture, and of student creativity. The strategies and ideas described in this article came as a result of working with…

Harmonizing and Improvising in the Choral Rehearsal: A Sequential Approach

ERIC Educational Resources Information Center

Bell, Cindy L.

2004-01-01

This article challenges choral teachers to motivate their choirs to a new level of choral singing and harmonic creativity and outlines a sequential process for introducing improvisation into the daily warm-up. It argues that students can learn to harmonize and improvise by ear as part of each day's warm-up period. Sections include: (1) Chord…

Lexical and Grammatical Associations in Sequential Bilingual Preschoolers

ERIC Educational Resources Information Center

Kohnert, Kathryn; Kan, Pui Fong; Conboy, Barbara T.

2010-01-01

Purpose: The authors investigated potential relationships between traditional linguistic domains (words, grammar) in the first (L1) and second (L2) languages of young sequential bilingual preschool children. Method: Participants were 19 children, ages 2;11 (years;months) to 5;2 (M = 4;3) who began learning Hmong as the L1 from birth and English as…

Optimal medication dosing from suboptimal clinical examples: a deep reinforcement learning approach.

PubMed

Nemati, Shamim; Ghassemi, Mohammad M; Clifford, Gari D

2016-08-01

Misdosing medications with sensitive therapeutic windows, such as heparin, can place patients at unnecessary risk, increase length of hospital stay, and lead to wasted hospital resources. In this work, we present a clinician-in-the-loop sequential decision making framework, which provides an individualized dosing policy adapted to each patient's evolving clinical phenotype. We employed retrospective data from the publicly available MIMIC II intensive care unit database, and developed a deep reinforcement learning algorithm that learns an optimal heparin dosing policy from sample dosing trails and their associated outcomes in large electronic medical records. Using separate training and testing datasets, our model was observed to be effective in proposing heparin doses that resulted in better expected outcomes than the clinical guidelines. Our results demonstrate that a sequential modeling approach, learned from retrospective data, could potentially be used at the bedside to derive individualized patient dosing policies.

A common neural circuit mechanism for internally guided and externally reinforced forms of motor learning.

PubMed

Hisey, Erin; Kearney, Matthew Gene; Mooney, Richard

2018-04-01

The complex skills underlying verbal and musical expression can be learned without external punishment or reward, indicating their learning is internally guided. The neural mechanisms that mediate internally guided learning are poorly understood, but a circuit comprising dopamine-releasing neurons in the midbrain ventral tegmental area (VTA) and their targets in the basal ganglia are important to externally reinforced learning. Juvenile zebra finches copy a tutor song in a process that is internally guided and, in adulthood, can learn to modify the fundamental frequency (pitch) of a target syllable in response to external reinforcement with white noise. Here we combined intersectional genetic ablation of VTA neurons, reversible blockade of dopamine receptors in the basal ganglia, and singing-triggered optogenetic stimulation of VTA terminals to establish that a common VTA-basal ganglia circuit enables internally guided song copying and externally reinforced syllable pitch learning.

Comparison of sequential vs same-day simultaneous collagen cross-linking and topography-guided PRK for treatment of keratoconus.

PubMed

Kanellopoulos, Anastasios John

2009-09-01

The safety and efficacy of corneal collagen cross-linking (CXL) and topography-guided photorefractive keratectomy (PRK) using a different sequence and timing were evaluated in consecutive keratoconus cases. This study included a total of 325 eyes with keratoconus. Eyes were divided into two groups. The first group (n=127 eyes) underwent CXL with subsequent topography-guided PRK performed 6 months later (sequential group) and the second group (n=198 eyes) underwent CXL and PRK in a combined procedure on the same day (simultaneous group). Statistical differences were examined for pre- to postoperative changes in uncorrected (UCVA, logMAR) and best-spectacle-corrected visual acuity (BSCVA, logMAR), manifest refraction spherical equivalent (MRSE), keratometry (K), topography, central corneal thickness, endothelial cell count, corneal haze, and ectatic progression. Mean follow-up was 36+/-18 months (range: 24 to 68 months). At last follow-up in the sequential group, the mean UCVA improved from 0.9+/-0.3 logMAR to 0.49+/-0.25 logMAR, and mean BSCVA from 0.41+/-0.25 logMAR to 0.16+/-0.22 logMAR. Mean reduction in spherical equivalent refraction was 2.50+/-1.20 diopters (D), mean haze score was 1.2+/-0.5, and mean reduction in K was 2.75+/-1.30 D. In the simultaneous group, mean UCVA improved from 0.96+/-0.2 logMAR to 0.3+/-0.2 logMAR, and mean BSCVA from 0.39+/-0.3 logMAR to 0.11+/-0.16 logMAR. Mean reduction in spherical equivalent refraction was 3.20+/-1.40 D, mean haze score was 0.5+/-0.3, and mean reduction in K was 3.50+/-1.3 D. Endothelial cell count preoperatively and at last follow-up was unchanged (P<.05) in both groups. Statistically, the simultaneous group did better (P<.05) in all fields evaluated, with improvement in UCVA and BSCVA, a greater mean reduction in spherical equivalent refraction and keratometry, and less corneal haze. Same-day simultaneous topography-guided PRK and CXL appears to be superior to sequential CXL with later PRK in the visual rehabilitation of progressing keratoconus. Copyright 2009, SLACK Incorporated.

Peer-Led Guided in Calculus at University of South Florida

ERIC Educational Resources Information Center

Bénéteau, Catherine; Fox, Gordon; Xu, Xiaoying; Lewis, Jennifer E.; Ramachandran, Kandethody; Campbell, Scott; Holcomb, John

2016-01-01

This paper describes the development of a Peer-Led Guided Inquiry (PLGI) program for teaching calculus at the University of South Florida. This approach uses the POGIL (Process Oriented Guided Inquiry Learning) teaching strategy and the small group learning model PLTL (Peer-Led Team Learning). The developed materials used a learning cycle based on…

Nebraska Work Based Learning Manual. Planning and Implementation Guides for Educators, Employers, Policymakers, and Parents.

ERIC Educational Resources Information Center

Nebraska State Dept. of Education, Lincoln.

This manual contains a series of 10 detailed guides for school practitioners who are beginning to create work-based learning programs at their schools. Work-Based Learning Overview defines the different elements of work-based learning and describes the roles of program participants. Program Planning Guide offers suggestions about how to plan…

Education Leaders' Guide to Transforming Student and Learning Supports. A Center Guide

ERIC Educational Resources Information Center

Center for Mental Health in Schools at UCLA, 2014

2014-01-01

New directions for student and learning supports are key to systemically addressing barriers to learning and teaching. The aim is to unify and then develop a comprehensive and equitable system of student/learning supports at every school. This guide incorporates years of research and prototype development and a variety of examples from…

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…

Improving Responses to Individual and Family Crises. Secondary Learning Guide 10. Project Connect. Linking Self-Family-Work.

ERIC Educational Resources Information Center

Emily Hall Tremaine Foundation, Inc., Hartford, CT.

This competency-based secondary learning guide on improving responses to crises is part of a series that are adaptations of guides developed for adult consumer and homemaking education programs. The guides provide students with experiences that help them learn to do the following: make decisions; use creative approaches to solve problems;…

Improving Individual, Child, and Family Nutrition, Health and Wellness. Secondary Learning Guide 8. Project Connect. Linking Self-Family-Work.

ERIC Educational Resources Information Center

Emily Hall Tremaine Foundation, Inc., Hartford, CT.

This competency-based secondary learning guide on improving individual, child, and family nutrition is part of a series that are adaptations of guides developed for adult consumer and homemaking education programs. The guides provide students with experiences that help them learn to do the following: make decisions; use creative approaches to…

Applying Consumer and Homemaking Skills to Jobs and Careers. Secondary Learning Guide 13. Project Connect. Linking Self-Family-Work.

ERIC Educational Resources Information Center

Emily Hall Tremaine Foundation, Inc., Hartford, CT.

This competency-based secondary learning guide on applying consumer and homemaking skills to jobs and careers is part of a series that are adaptations of guides developed for adult consumer and homemaking education programs. The guides provide students with experiences that help them learn to do the following: make decisions; use creative…

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.

Intertextual learning strategy with guided inquiry on solubility equilibrium concept to improve the student’s scientific processing skills

NASA Astrophysics Data System (ADS)

Wardani, K. U.; Mulyani, S.; Wiji

2018-04-01

The aim of this study was to develop intertextual learning strategy with guided inquiry on solubility equilibrium concept to enhance student’s scientific processing skills. This study was conducted with consideration of some various studies which found that lack of student’s process skills in learning chemistry was caused by learning chemistry is just a concept. The method used in this study is a Research and Development to generate the intertextual learning strategy with guided inquiry. The instruments used in the form of sheets validation are used to determine the congruence of learning activities by step guided inquiry learning and scientific processing skills with aspects of learning activities. Validation results obtained that the learning activities conducted in line with aspects of indicators of the scientific processing skills.

Comparing cluster-level dynamic treatment regimens using sequential, multiple assignment, randomized trials: Regression estimation and sample size considerations.

PubMed

NeCamp, Timothy; Kilbourne, Amy; Almirall, Daniel

2017-08-01

Cluster-level dynamic treatment regimens can be used to guide sequential treatment decision-making at the cluster level in order to improve outcomes at the individual or patient-level. In a cluster-level dynamic treatment regimen, the treatment is potentially adapted and re-adapted over time based on changes in the cluster that could be impacted by prior intervention, including aggregate measures of the individuals or patients that compose it. Cluster-randomized sequential multiple assignment randomized trials can be used to answer multiple open questions preventing scientists from developing high-quality cluster-level dynamic treatment regimens. In a cluster-randomized sequential multiple assignment randomized trial, sequential randomizations occur at the cluster level and outcomes are observed at the individual level. This manuscript makes two contributions to the design and analysis of cluster-randomized sequential multiple assignment randomized trials. First, a weighted least squares regression approach is proposed for comparing the mean of a patient-level outcome between the cluster-level dynamic treatment regimens embedded in a sequential multiple assignment randomized trial. The regression approach facilitates the use of baseline covariates which is often critical in the analysis of cluster-level trials. Second, sample size calculators are derived for two common cluster-randomized sequential multiple assignment randomized trial designs for use when the primary aim is a between-dynamic treatment regimen comparison of the mean of a continuous patient-level outcome. The methods are motivated by the Adaptive Implementation of Effective Programs Trial which is, to our knowledge, the first-ever cluster-randomized sequential multiple assignment randomized trial in psychiatry.

Adult learning theories: implications for learning and teaching in medical education: AMEE Guide No. 83.

PubMed

Taylor, David C M; Hamdy, Hossam

2013-11-01

There are many theories that explain how adults learn and each has its own merits. This Guide explains and explores the more commonly used ones and how they can be used to enhance student and faculty learning. The Guide presents a model that combines many of the theories into a flow diagram which can be followed by anyone planning learning. The schema can be used at curriculum planning level, or at the level of individual learning. At each stage of the model, the Guide identifies the responsibilities of both learner and educator. The role of the institution is to ensure that the time and resources are available to allow effective learning to happen. The Guide is designed for those new to education, in the hope that it can unravel the difficulties in understanding and applying the common learning theories, whilst also creating opportunities for debate as to the best way they should be used.

An Initial Analysis of Learning Styles Exhibited by High School Science Students

NASA Astrophysics Data System (ADS)

Donelson, Frederick; Bensel, H.; Miller, D.; Seebode, S.; Ciardi, D. R.; Howell, S. B.

2014-01-01

Educational research magazines are filled with information on learning styles and how they affect the learning process, but few studies have been conducted to specifically look at learning styles exhibited by high school science students. This project attempted to obtain a general “snapshot” of learning styles found in the high school science classroom, and then compare that to one derived from a subgroup of highly motivated science students involved in a NITARP student team. Control students (N=54) from elective science courses at four high schools (urban, suburban, and rural) were administered the Felder Learning Style (FLS) assessment and rated on Likert scales in four learning constructs: Active/Reflective, Sensing/Intuitive, Visual/Verbal, and Sequential/Global. NITARP student team members (N=7) were given the FLS before project work began, and then re-tested approximately three months later, after project work concluded. Chi Square Analysis showed no clear significant difference between the general group and the NITARP group (p = .52). Both groups tended to be very visual and sequential, but more reflective than active. The results suggest several concerns that science teachers may need to address: (1) Research shows best practice science classes often are hands on, yet a majority of students are more reflective than active; (2) Big ideas tend to be better understood by global students, but a majority are more sequential; (3) Since a majority of students are visual, information given verbally may not be very effective. Further research is indicated for these areas of discontinuity. This research was conducted as part of the NASA/IPAC Training in Archival Research Project (NITARP) and was funded by NASA Astrophysics Data Program and Archive Outreach funds.

Proactive and retroactive transfer of middle age adults in a sequential motor learning task.

PubMed

Verneau, Marion; van der Kamp, John; Savelsbergh, Geert J P; de Looze, Michiel P

2015-03-01

We assessed the effects of aging in the transfer of motor learning in a sequential manual assembly task that is representative for real working conditions. On two different days, young (18-30 years) and middle-aged adults (50-65 years) practiced to build two products that consisted of the same six components but which had to be assembled in a partly different order. Assembly accuracy and movement time during tests, which were performed before and after the practice sessions, were compared to determine proactive and retroactive transfer. The results showed proactive facilitation (i.e., benefits from having learned the first product on learning the second one) in terms of an overall shortening of movement time in both age-groups. In addition, only the middle-aged adults were found to show sequence-specific proactive facilitation, in which the shortening of movement time was limited to components that had the same the order in the two products. Most likely, however, the sequence-specific transfer was an epiphenomenon of the comparatively low rate of learning among the middle-aged adults. The results, however, did reveal genuine differences between the groups for retroactive transfer (i.e., effects from learning the second product on performance of the first). Middle-aged adults tended to show more pronounced retroactive interference in terms of a general decrease in accuracy, while younger adults showed sequence-specific retroactive facilitation (i.e., shortening of movement times for components that had the same order in the two products), but only when they were fully accurate. Together this suggests that in the learning of sequential motor tasks the effects of age are more marked for retroactive transfer than for proactive transfer. Copyright © 2015 Elsevier B.V. All rights reserved.

Evaluating the Reliability and Impact of a Quality Assurance System for E-Learning Courseware

ERIC Educational Resources Information Center

Sung, Yao-Ting; Chang, Kuo-En; Yu, Wen-Cheng

2011-01-01

Assuring e-learning quality is of interest worldwide. This paper introduces the methods of e-learning courseware quality assurance (a quality certification system) adopted by the eLQSC (e-Learning Quality Service Centre) in Taiwan. A sequential/explanatory design with a mixed methodology was used to gather research data and conduct data analyses.…

A Growth Curve Analysis of Novel Word Learning by Sequential Bilingual Preschool Children

ERIC Educational Resources Information Center

Kan, Pui Fong; Kohnert, Kathryn

2012-01-01

Longitudinal word learning studies which control for experience can advance understanding of language learning and potential intra- and inter-language relationships in developing bilinguals. We examined novel word learning in both the first (L1) and the second (L2) languages of bilingual children. The rate and shape of change as well as the role…

Exploring Learners' Sequential Behavioral Patterns, Flow Experience, and Learning Performance in an Anti-Phishing Educational Game

ERIC Educational Resources Information Center

Sun, Jerry Chih-Yuan; Kuo, Cian-Yu; Hou, Huei-Tse; Lin, Yu-Yan

2017-01-01

The purposes of this study were to provide a game-based anti-phishing lesson to 110 elementary school students in Taiwan, explore their learning behavioral patterns, and investigate the effects of the flow states on their learning behavioral patterns and learning achievement. The study recorded behaviour logs, and applied a pre- and post-test on…

A Randomized Controlled Trial Evaluating the See, Tilt, Align, and Rotate (STAR) Maneuver on Skill Acquisition for Simulated Ultrasound-Guided Interventional Procedures.

PubMed

Lam, Nicholas C K; Fishburn, Steven J; Hammer, Angie R; Petersen, Timothy R; Gerstein, Neal S; Mariano, Edward R

2015-06-01

Achieving the best view of the needle and target anatomy when performing ultrasound-guided interventional procedures requires technical skill, which novices may find difficult to learn. We hypothesized that teaching novice performers to use 4 sequential steps (see, tilt, align, and rotate [STAR] method) to identify the needle under ultrasound guidance is more efficient than training with the commonly described probe movements of align, rotate, and tilt (ART). This study compared 2 instructional methods for transducer manipulation including alignment of a probe and needle by novices during a simulated ultrasound-guided nerve block. Right-handed volunteers between the ages of 18 and 55 years who had no previous ultrasound experience were recruited and randomized to 1 of 2 groups; one group was trained to troubleshoot misalignment with the ART method, and the other was trained with the new STAR maneuver. Participants performed the task, consisting of directing a needle in plane to 3 targets in a standardized gelatin phantom 3 times. The performance assessor and data analyst were blinded to group assignment. Thirty-five participants were recruited. The STAR group was able to complete the task more quickly (P < .001) and visualized the needle in a greater proportion of the procedure time (P = .004) compared to the ART group. All STAR participants were able to complete the task, whereas 41% of ART participants abandoned the task (P = .003). Novices are able to complete a simulated ultrasound-guided nerve block more quickly and efficiently when trained with the 4-step STAR maneuver compared to the ART method. © 2015 by the American Institute of Ultrasound in Medicine.

Dealing Out Sequentiality.

ERIC Educational Resources Information Center

Mugane, John

2001-01-01

Looks at the elaboration and exploration of content in the Swahili learning site SALAMA. Identifies within SALAMA design and implementation methods that ardently and perennially seek to lead learners to evolve learning habits of their own beyond formal instruction and textbooks. (Author/VWL)

Effective Online Bayesian Phylogenetics via Sequential Monte Carlo with Guided Proposals

PubMed Central

Fourment, Mathieu; Claywell, Brian C; Dinh, Vu; McCoy, Connor; Matsen IV, Frederick A; Darling, Aaron E

2018-01-01

Abstract Modern infectious disease outbreak surveillance produces continuous streams of sequence data which require phylogenetic analysis as data arrives. Current software packages for Bayesian phylogenetic inference are unable to quickly incorporate new sequences as they become available, making them less useful for dynamically unfolding evolutionary stories. This limitation can be addressed by applying a class of Bayesian statistical inference algorithms called sequential Monte Carlo (SMC) to conduct online inference, wherein new data can be continuously incorporated to update the estimate of the posterior probability distribution. In this article, we describe and evaluate several different online phylogenetic sequential Monte Carlo (OPSMC) algorithms. We show that proposing new phylogenies with a density similar to the Bayesian prior suffers from poor performance, and we develop “guided” proposals that better match the proposal density to the posterior. Furthermore, we show that the simplest guided proposals can exhibit pathological behavior in some situations, leading to poor results, and that the situation can be resolved by heating the proposal density. The results demonstrate that relative to the widely used MCMC-based algorithm implemented in MrBayes, the total time required to compute a series of phylogenetic posteriors as sequences arrive can be significantly reduced by the use of OPSMC, without incurring a significant loss in accuracy. PMID:29186587

Simultaneous versus Sequential Accelerated Corneal Collagen Cross-Linking and Wave Front Guided PRK for Treatment of Keratoconus: Objective and Subjective Evaluation

PubMed Central

El Emam, Dalia Sabry; Farag, Rania Kamel; Abouelkheir, Hossam Youssef

2016-01-01

Aim. To compare objective and subjective outcome after simultaneous wave front guided (WFG) PRK and accelerated corneal cross-linking (CXL) in patients with progressive keratoconus versus sequential WFG PRK 6 months after CXL. Methods. 62 eyes with progressive keratoconus were divided into two groups; the first including 30 eyes underwent simultaneous WFG PRK with accelerated CXL. The second including 32 eyes underwent subsequent WFG PRK performed 6 months later after accelerated CXL. Visual, refractive, topographic, and aberrometric data were determined preoperatively and during 1-year follow-up period and the results compared in between the 2 studied groups. Results. All evaluated visual, refractive, and aberrometric parameters demonstrated highly significant improvement in both studied groups (all P < 0.001). A significant improvement was observed in keratometric and Q values. The improvement in all parameters was stable till the end of follow-up. Likewise, no significant difference was determined in between the 2 groups in any of recorded parameters. Subjective data revealed similarly significant improvement in both groups. Conclusions. WFG PRK and accelerated CXL is an effective and safe option to improve the vision in mild to moderate keratoconus. In one-year follow-up, there is no statistically significant difference between the simultaneous and sequential procedure. PMID:28127465

Simultaneous versus Sequential Accelerated Corneal Collagen Cross-Linking and Wave Front Guided PRK for Treatment of Keratoconus: Objective and Subjective Evaluation.

PubMed

Abou Samra, Waleed Ali; El Emam, Dalia Sabry; Farag, Rania Kamel; Abouelkheir, Hossam Youssef

2016-01-01

Aim . To compare objective and subjective outcome after simultaneous wave front guided (WFG) PRK and accelerated corneal cross-linking (CXL) in patients with progressive keratoconus versus sequential WFG PRK 6 months after CXL. Methods . 62 eyes with progressive keratoconus were divided into two groups; the first including 30 eyes underwent simultaneous WFG PRK with accelerated CXL. The second including 32 eyes underwent subsequent WFG PRK performed 6 months later after accelerated CXL. Visual, refractive, topographic, and aberrometric data were determined preoperatively and during 1-year follow-up period and the results compared in between the 2 studied groups. Results . All evaluated visual, refractive, and aberrometric parameters demonstrated highly significant improvement in both studied groups (all P < 0.001). A significant improvement was observed in keratometric and Q values. The improvement in all parameters was stable till the end of follow-up. Likewise, no significant difference was determined in between the 2 groups in any of recorded parameters. Subjective data revealed similarly significant improvement in both groups. Conclusions . WFG PRK and accelerated CXL is an effective and safe option to improve the vision in mild to moderate keratoconus. In one-year follow-up, there is no statistically significant difference between the simultaneous and sequential procedure.

Engaging Parents in Early Head Start Home-Based Programs: How Do Home Visitors Do This?

PubMed

Shanti, Caroline

2017-01-01

Parental engagement is considered elemental to successful outcomes for parents and their children in early childhood home visiting programs. Engagement is that piece of parental involvement that refers to the working relationship between the parent and the home visitor. Multiple papers have called for research to pinpoint the ways in which home visitors work with parents to form these working relationships, and form partnerships to achieve positive outcomes. Analysis revealed that in individualizing their efforts to each family, home visitors follow semi-sequential steps in implementing engagement. This article presents a model of the process home visitors describe that resulted from analysis. Grounded theory techniques were used to analyze 29 interviews with Early Head Start (EHS) home visitors and 11 supervisors across four EHS programs in one region of the United States. The process of engagement as described emerges in three phases: (1) learning the parent's culture and style; (2) deepening the working partnership; and (3) balancing the ongoing work. Analysis further revealed specific strategies and goals that guide the work of home visitors in each of these three phases. This not only adds rich detail to the literature, but also provides a useful guide for programs and policy makers through identifying the areas where training and support will increase home visitor ability to engage parents.

Learning of state-space models with highly informative observations: A tempered sequential Monte Carlo solution

NASA Astrophysics Data System (ADS)

Svensson, Andreas; Schön, Thomas B.; Lindsten, Fredrik

2018-05-01

Probabilistic (or Bayesian) modeling and learning offers interesting possibilities for systematic representation of uncertainty using probability theory. However, probabilistic learning often leads to computationally challenging problems. Some problems of this type that were previously intractable can now be solved on standard personal computers thanks to recent advances in Monte Carlo methods. In particular, for learning of unknown parameters in nonlinear state-space models, methods based on the particle filter (a Monte Carlo method) have proven very useful. A notoriously challenging problem, however, still occurs when the observations in the state-space model are highly informative, i.e. when there is very little or no measurement noise present, relative to the amount of process noise. The particle filter will then struggle in estimating one of the basic components for probabilistic learning, namely the likelihood p (data | parameters). To this end we suggest an algorithm which initially assumes that there is substantial amount of artificial measurement noise present. The variance of this noise is sequentially decreased in an adaptive fashion such that we, in the end, recover the original problem or possibly a very close approximation of it. The main component in our algorithm is a sequential Monte Carlo (SMC) sampler, which gives our proposed method a clear resemblance to the SMC2 method. Another natural link is also made to the ideas underlying the approximate Bayesian computation (ABC). We illustrate it with numerical examples, and in particular show promising results for a challenging Wiener-Hammerstein benchmark problem.

Interaction between Gaming and Multistage Guiding Strategies on Students' Field Trip Mobile Learning Performance and Motivation

ERIC Educational Resources Information Center

Chen, Chih-Hung; Liu, Guan-Zhi; Hwang, Gwo-Jen

2016-01-01

In this study, an integrated gaming and multistage guiding approach was proposed for conducting in-field mobile learning activities. A mobile learning system was developed based on the proposed approach. To investigate the interaction between the gaming and guiding strategies on students' learning performance and motivation, a 2 × 2 experiment was…

Moving to Learn: How Guiding the Hands Can Set the Stage for Learning

ERIC Educational Resources Information Center

Brooks, Neon; Goldin-Meadow, Susan

2016-01-01

Previous work has found that guiding problem-solvers' movements can have an immediate effect on their ability to solve a problem. Here we explore these processes in a learning paradigm. We ask whether guiding a learner's movements can have a delayed effect on learning, setting the stage for change that comes about only after instruction. Children…

Understanding the Impact of New Technology on Life and Work. Secondary Learning Guide 12. Project Connect. Linking Self-Family-Work.

ERIC Educational Resources Information Center

Emily Hall Tremaine Foundation, Inc., Hartford, CT.

This competency-based secondary learning guide on understanding the impact of new technology is part of a series that are adaptations of guides developed for adult consumer and homemaking education programs. The guides provide students with experiences that help them learn to do the following: make decisions; use creative approaches to solve…

The Relationships between Language Learning Strategies and Positive Emotions among Malaysian ESL Undergraduates

ERIC Educational Resources Information Center

Mohammadipour, Mohammad; Rashid, Sabariah Md; Rafik-Galea, Shameem; Thai, Yap Ngee

2018-01-01

Emotions are an indispensable part of second language learning. The aim of this study is to determine the relationship between the use of language learning strategies and positive emotions. The present study adopted a sequential mixed methods design. The participants were 300 Malaysian ESL undergraduates selected through stratified random sampling…

Discovering the Effects of Metacognitive Prompts on the Sequential Structure of SRL-Processes Using Process Mining Techniques

ERIC Educational Resources Information Center

Sonnenberg, Christoph; Bannert, Maria

2015-01-01

According to research examining self-regulated learning (SRL), we regard individual regulation as a specific sequence of regulatory activities. Ideally, students perform various learning activities, such as analyzing, monitoring, and evaluating cognitive and motivational aspects during learning. Metacognitive prompts can foster SRL by inducing…

Non-Adjacent Dependency Learning in Infants at Familial Risk of Dyslexia

ERIC Educational Resources Information Center

Kerkhoff, Annemarie; de Bree, Elise; de Klerk, Maartje; Wijnen, Frank

2013-01-01

This study tests the hypothesis that developmental dyslexia is (partly) caused by a deficit in implicit sequential learning, by investigating whether infants at familial risk of dyslexia can track non-adjacent dependencies in an artificial language. An implicit learning deficit would hinder detection of such dependencies, which mark grammatical…

Neural Correlates of Sequence Learning with Stochastic Feedback

ERIC Educational Resources Information Center

Averbeck, Bruno B.; Kilner, James; Frith, Christopher D.

2011-01-01

Although much is known about decision making under uncertainty when only a single step is required in the decision process, less is known about sequential decision making. We carried out a stochastic sequence learning task in which subjects had to use noisy feedback to learn sequences of button presses. We compared flat and hierarchical behavioral…

Implementation of Ptechls Modules in Rural Malaysian Secondary School: A Needs Analysis

ERIC Educational Resources Information Center

Alias, Norlidah; DeWitt, Dorothy; Siraj, Saedah; Rahman, Mohd Nazri Abdul; Gelamdin, Rashidah Begum; Rauf, Rose Amnah Abd

2014-01-01

Research has shown that the strategy of matching learning style with certain technology enhances students' learning experience. This study seeks to identify the learning styles among students in a rural secondary school, based on the Felder Silverman Model (1988) which comprises four dimensions (visual/verbal, active/reflective, sequential/global,…

The Philosophical and Pedagogical Underpinnings of Active Learning in Engineering Education

ERIC Educational Resources Information Center

Christie, Michael; de Graaff, Erik

2017-01-01

In this paper the authors draw on three sequential keynote addresses that they gave at Active Learning in Engineering Education (ALE) workshops in Copenhagen (2012), Caxias do Sol (2014) and San Sebastian (2015). Active Learning in Engineering Education is an informal international network of engineering educators dedicated to improving…

Lecture Recording: Structural and Symbolic Information vs. Flexibility of Presentation

ERIC Educational Resources Information Center

Stolzenberg, Daniel; Pforte, Stefan

2007-01-01

Rapid eLearning is an ongoing trend which enables flexible and cost-effective creation of learning materials. Especially, lecture recording has turned out to be a lightweight method particularly suited for existing lectures and blended learning strategies. In order to not only sequentially play back but offer full fledged navigation, search and…

Implicit Learning of Predictive Relationships in Three-element Visual Sequences by Young and Old Adults

PubMed Central

Howard, James H.; Howard, Darlene V.; Dennis, Nancy A.; Kelly, Andrew J.

2008-01-01

Knowledge of sequential relationships enables future events to be anticipated and processed efficiently. Research with the serial reaction time task (SRTT) has shown that sequence learning often occurs implicitly without effort or awareness. Here we report four experiments that use a triplet-learning task (TLT) to investigate sequence learning in young and older adults. In the TLT people respond only to the last target event in a series of discrete, three-event sequences or triplets. Target predictability is manipulated by varying the triplet frequency (joint probability) and/or the statistical relationships (conditional probabilities) among events within the triplets. Results revealed that both groups learned, though older adults showed less learning of both joint and conditional probabilities. Young people used the statistical information in both cues, but older adults relied primarily on information in the second cue alone. We conclude that the TLT complements and extends the SRTT and other tasks by offering flexibility in the kinds of sequential statistical regularities that may be studied as well as by controlling event timing and eliminating motor response sequencing. PMID:18763897

Investigating student communities with network analysis of interactions in a physics learning center

NASA Astrophysics Data System (ADS)

Brewe, Eric; Kramer, Laird; Sawtelle, Vashti

2012-06-01

Developing a sense of community among students is one of the three pillars of an overall reform effort to increase participation in physics, and the sciences more broadly, at Florida International University. The emergence of a research and learning community, embedded within a course reform effort, has contributed to increased recruitment and retention of physics majors. We utilize social network analysis to quantify interactions in Florida International University’s Physics Learning Center (PLC) that support the development of academic and social integration. The tools of social network analysis allow us to visualize and quantify student interactions and characterize the roles of students within a social network. After providing a brief introduction to social network analysis, we use sequential multiple regression modeling to evaluate factors that contribute to participation in the learning community. Results of the sequential multiple regression indicate that the PLC learning community is an equitable environment as we find that gender and ethnicity are not significant predictors of participation in the PLC. We find that providing students space for collaboration provides a vital element in the formation of a supportive learning community.

Reduction of cognitive conflict and learning style impact towards student-teacher's misconception load

NASA Astrophysics Data System (ADS)

A'yun, Kurroti; Suyono, Poedjiastoeti, Sri; Bin-Tahir, Saidna Zulfiqar

2017-08-01

The most crucial issue in education is a misconception that is caused by the misconception of the students themselves. Therefore, this study provided the solution to improve the quality of teaching chemistry in the schools through the remediation of misconceptions to the chemistry teacher candidates. This study employed a mixed method approach using concurrent embedded designs where it tended more to the qualitative research, but it still relied on the quantitative research in the assessment of the learning impact. The results of this study were the students with higher levels of cognitive conflict still have high loads of misconceptions (MC), it possibly due to the type of students' learning styles that is the sequential-global balanced. To facilitate the cognitive conflict character and the learning style of sequential-global balanced, the researchers created an integrated worksheet conceptual change with peer learning (WCCPL). The peer learning undertaken in the last stages of conceptual change of WCCPL can increase the resistance of students' concept in a category of knowing the concept significantly, but it should be examined in an in-depth study related to the long-term memory.

Language experience changes subsequent learning

PubMed Central

Onnis, Luca; Thiessen, Erik

2013-01-01

What are the effects of experience on subsequent learning? We explored the effects of language-specific word order knowledge on the acquisition of sequential conditional information. Korean and English adults were engaged in a sequence learning task involving three different sets of stimuli: auditory linguistic (nonsense syllables), visual non-linguistic (nonsense shapes), and auditory non-linguistic (pure tones). The forward and backward probabilities between adjacent elements generated two equally probable and orthogonal perceptual parses of the elements, such that any significant preference at test must be due to either general cognitive biases, or prior language-induced biases. We found that language modulated parsing preferences with the linguistic stimuli only. Intriguingly, these preferences are congruent with the dominant word order patterns of each language, as corroborated by corpus analyses, and are driven by probabilistic preferences. Furthermore, although the Korean individuals had received extensive formal explicit training in English and lived in an English-speaking environment, they exhibited statistical learning biases congruent with their native language. Our findings suggest that mechanisms of statistical sequential learning are implicated in language across the lifespan, and experience with language may affect cognitive processes and later learning. PMID:23200510

Incremental Bayesian Category Learning From Natural Language.

PubMed

Frermann, Lea; Lapata, Mirella

2016-08-01

Models of category learning have been extensively studied in cognitive science and primarily tested on perceptual abstractions or artificial stimuli. In this paper, we focus on categories acquired from natural language stimuli, that is, words (e.g., chair is a member of the furniture category). We present a Bayesian model that, unlike previous work, learns both categories and their features in a single process. We model category induction as two interrelated subproblems: (a) the acquisition of features that discriminate among categories, and (b) the grouping of concepts into categories based on those features. Our model learns categories incrementally using particle filters, a sequential Monte Carlo method commonly used for approximate probabilistic inference that sequentially integrates newly observed data and can be viewed as a plausible mechanism for human learning. Experimental results show that our incremental learner obtains meaningful categories which yield a closer fit to behavioral data compared to related models while at the same time acquiring features which characterize the learned categories. (An earlier version of this work was published in Frermann and Lapata .). Copyright © 2015 Cognitive Science Society, Inc.

Guia de Educacion Ambiental para Maestros del Nivel Primario. Los Recursos Naturales en la Ensenanza Primaria. Segunda Edicion. (Environmental Education Guide for Teachers of Primary Level. Natural Resources in Primary Instruction. Second Edition.)

ERIC Educational Resources Information Center

Morillo, Alfredo; Del Valle, Ramona

This guide contains six elementary grade units which focus on environmental concepts considered of major importance by the agricultural personnel of the Dominican Republic. Each of the units shows a cumulative and sequential building of these concepts. Unit 1 (grade 1) focuses on the basics of plant and animal differentiation and on the properties…

The Guided Autobiography Method: A Learning Experience

ERIC Educational Resources Information Center

Thornton, James E.

2008-01-01

This article discusses the proposition that learning is an unexplored feature of the guided autobiography method and its developmental exchange. Learning, conceptualized and explored as the embedded and embodied processes, is essential in narrative activities of the guided autobiography method leading to psychosocial development and growth in…

Computers and Cooperative Learning. Tech Use Guide: Using Computer Technology.

ERIC Educational Resources Information Center

Council for Exceptional Children, Reston, VA. Center for Special Education Technology.

This guide focuses on the use of computers and cooperative learning techniques in classrooms that include students with disabilities. The guide outlines the characteristics of cooperative learning such as goal interdependence, individual accountability, and heterogeneous groups, emphasizing the value of each group member. Several cooperative…

Hands-Only CPR

MedlinePlus

... Training CPR In Schools Training Kits RQI AHA Blended Learning & eLearning Guide AHA Instructors ECC Educational Conferences Programs ... Training CPR In Schools Training Kits RQI AHA Blended Learning & eLearning Guide AHA Instructors ECC Educational Conferences Programs ...

The Neurodevelopmental Evaluation in a Private Pediatric Setting.

ERIC Educational Resources Information Center

Fomalont, Robert

1986-01-01

A comprehensive neurodevelopment evaluation technique known as PEERAMID is recommended for pediatricians in the evaluation of learning disabilities. This multifaceted system assesses the learning process individually, analyzing: minor neurological indicators, fine and gross motor function, language ability, temporal-sequential organization,…

Automotive Mechanics. Student Learning Guides.

ERIC Educational Resources Information Center

Ridge Vocational-Technical Center, Winter Haven, FL.

These 33 learning guides are self-instructional packets for 33 tasks identified as essential for performance on an entry-level job in automotive mechanics. Each guide is based on a terminal performance objective (task) and 1-9 enabling objectives. For each enabliing objective, some or all of these materials may be presented: learning steps…

Mechanical Drafting. Student Learning Guides.

ERIC Educational Resources Information Center

Ridge Vocational-Technical Center, Winter Haven, FL.

These four learning guides are self-instructional packets for four tasks identified as essential for performance on an entry-level job in mechanical drafting. Each guide is based on a terminal performance objective (task) and 2-4 enabling objectives. For each enabling objective, some or all of these materials may be presented: learning steps…

Livestock. Student Learning Guides.

ERIC Educational Resources Information Center

Ridge Vocational-Technical Center, Winter Haven, FL.

These 25 learning guides are self-instructional packets for 25 tasks identified as essential for performance on an entry-level job in livestock production. Each guide is based on a terminal performance objective (task) and 1-4 enabling objectives. For each enabling objective, some or all of these materials may be presented: learning steps (outline…

Family Learning Outdoors: Guided Participation on a Nature Walk

ERIC Educational Resources Information Center

Zimmerman, Heather Toomey; McClain, Lucy R.

2016-01-01

This informal learning research project examined how guided participation processes support the use of cultural tools (such as scientific equipment) during a nature walk at one nature center. This paper analyzed family interactions outdoors using microethnographic methods. An informal learning framework based on guided participation and cultural…

Learning by Doing: A Handbook for Professional Learning Communities at Work™ (Second Edition)-- Action Guide

ERIC Educational Resources Information Center

Solution Tree, 2010

2010-01-01

This action guide is intended to assist in the reading of and reflection upon "Learning by Doing: A Handbook for Professional Learning Communities at Work, Second Edition" by Richard DuFour, Rebecca DuFour, Richard Eaker, and Thomas Many. The guide can be used by an individual, a small group, or an entire faculty to identify key points,…

CPR Facts and Stats

MedlinePlus

... Training CPR In Schools Training Kits RQI AHA Blended Learning & eLearning Guide AHA Instructors ECC Educational Conferences Programs ... Training CPR In Schools Training Kits RQI AHA Blended Learning & eLearning Guide AHA Instructors ECC Educational Conferences Programs ...

Impaired sequential and partially compensated probabilistic skill learning in Parkinson's disease.

PubMed

Kemény, Ferenc; Demeter, Gyula; Racsmány, Mihály; Valálik, István; Lukács, Ágnes

2018-06-08

The striatal dopaminergic dysfunction in Parkinson's disease (PD) has been associated with deficits in skill learning in numerous studies, but some of the findings remain controversial. Our aim was to explore the generality of the learning deficit using two widely reported skill learning tasks in the same group of Parkinson's patients. Thirty-four patients with PD (mean age: 62.83 years, SD: 7.67) were compared to age-matched healthy adults. Two tasks were employed: the Serial Reaction Time Task (SRT), testing the learning of motor sequences, and the Weather Prediction (WP) task, testing non-sequential probabilistic category learning. On the SRT task, patients with PD showed no significant evidence for sequence learning. These results support and also extend previous findings, suggesting that motor skill learning is vulnerable in PD. On the WP task, the PD group showed the same amount of learning as controls, but they exploited qualitatively different strategies in predicting the target categories. While controls typically combined probabilities from multiple predicting cues, patients with PD instead focused on individual cues. We also found moderate to high correlations between the different measures of skill learning. These findings support our hypothesis that skill learning is generally impaired in PD, and can in some cases be compensated by relying on alternative learning strategies. © 2018 The Authors. Journal of Neuropsychology published by John Wiley & Sons Ltd on behalf of British Psychological Society.

A Fast and Precise Indoor Localization Algorithm Based on an Online Sequential Extreme Learning Machine †

PubMed Central

Zou, Han; Lu, Xiaoxuan; Jiang, Hao; Xie, Lihua

2015-01-01

Nowadays, developing indoor positioning systems (IPSs) has become an attractive research topic due to the increasing demands on location-based service (LBS) in indoor environments. WiFi technology has been studied and explored to provide indoor positioning service for years in view of the wide deployment and availability of existing WiFi infrastructures in indoor environments. A large body of WiFi-based IPSs adopt fingerprinting approaches for localization. However, these IPSs suffer from two major problems: the intensive costs of manpower and time for offline site survey and the inflexibility to environmental dynamics. In this paper, we propose an indoor localization algorithm based on an online sequential extreme learning machine (OS-ELM) to address the above problems accordingly. The fast learning speed of OS-ELM can reduce the time and manpower costs for the offline site survey. Meanwhile, its online sequential learning ability enables the proposed localization algorithm to adapt in a timely manner to environmental dynamics. Experiments under specific environmental changes, such as variations of occupancy distribution and events of opening or closing of doors, are conducted to evaluate the performance of OS-ELM. The simulation and experimental results show that the proposed localization algorithm can provide higher localization accuracy than traditional approaches, due to its fast adaptation to various environmental dynamics. PMID:25599427

Defining the learning curve for multiparametric magnetic resonance imaging (MRI) of the prostate using MRI-transrectal ultrasonography (TRUS) fusion-guided transperineal prostate biopsies as a validation tool.

PubMed

Gaziev, Gabriele; Wadhwa, Karan; Barrett, Tristan; Koo, Brendan C; Gallagher, Ferdia A; Serrao, Eva; Frey, Julia; Seidenader, Jonas; Carmona, Lina; Warren, Anne; Gnanapragasam, Vincent; Doble, Andrew; Kastner, Christof

2016-01-01

To determine the accuracy of multiparametric magnetic resonance imaging (mpMRI) during the learning curve of radiologists using MRI targeted, transrectal ultrasonography (TRUS) guided transperineal fusion biopsy (MTTP) for validation. Prospective data on 340 men who underwent mpMRI (T2-weighted and diffusion-weighted MRI) followed by MTTP prostate biopsy, was collected according to Ginsburg Study Group and Standards for Reporting of Diagnostic Accuracy standards. MRI data were reported by two experienced radiologists and scored on a Likert scale. Biopsies were performed by consultant urologists not 'blinded' to the MRI result and men had both targeted and systematic sector biopsies, which were reviewed by a dedicated uropathologist. The cohorts were divided into groups representing five consecutive time intervals in the study. Sensitivity and specificity of positive MRI reports, prostate cancer detection by positive MRI, distribution of significant Gleason score and negative MRI with false negative for prostate cancer were calculated. Data were sequentially analysed and the learning curve was determined by comparing the first and last group. We detected a positive mpMRI in 64 patients from Group A (91%) and 52 patients from Group E (74%). The prostate cancer detection rate on mpMRI increased from 42% (27/64) in Group A to 81% (42/52) in Group E (P < 0.001). The prostate cancer detection rate by targeted biopsy increased from 27% (17/64) in Group A to 63% (33/52) in Group E (P < 0.001). The negative predictive value of MRI for significant cancer (>Gleason 3+3) was 88.9% in Group E compared with 66.6% in Group A. We demonstrate an improvement in detection of prostate cancer for MRI reporting over time, suggesting a learning curve for the technique. With an improved negative predictive value for significant cancer, decision for biopsy should be based on patient/surgeon factors and risk attributes alongside the MRI findings. © 2014 The Authors BJU International © 2014 BJU International Published by John Wiley & Sons Ltd.

Near-IR Image-Guided Laser Ablation of Demineralization on Tooth Occlusal Surfaces

PubMed Central

Tom, Henry; Chan, Kenneth H.; Darling, Cynthia L.; Fried, Daniel

2016-01-01

Introduction Studies have shown that reflectance images at near-IR wavelengths coincident with higher water absorption are well-suited for image-guided laser ablation of carious lesions since the contrast between sound and demineralized enamel is extremely high and interference from stains is minimized. The objective of this study was to demonstrate that near-IR reflectance images taken at a wavelength range of 1,500–1,700 nm can be used to guide a 9.3 μm CO2 laser for the selective ablation of early demineralization on tooth occlusal surfaces. Methods The occlusal surfaces of ten sound human molars were used in this in vitro study. Shallow simulated caries lesions with random patterns and varying depth and position were produced on tooth occlusal surfaces. Sequential near-IR reflectance images at 1,500–1,700 nm were used to guide the laser for the selective removal of the demineralized enamel. Digital microscopy and polarization sensitive optical coherence tomography (PS-OCT) were used to assess selectivity. Results Images taken before and after lesion removal suggest that the demineralized areas were removed with high selectivity. Although the estimated volume of tissue ablated was typically higher than the initial lesion volume measured with PS-OCT, the volume of enamel removed by the laser correlated well with the initial lesion volume. Conclusion Sequential near-IR reflectance images at 1,500–1,700 nm can be used to guide a 9.3 μm CO2 laser for the selective ablation of early demineralization on tooth occlusal surfaces. PMID:26763111

Promote the Vocational Education Program. Competency-Based Vocational Education Administrator Module Series. Leadership and Training Series No. 58B-9.

ERIC Educational Resources Information Center

Quinn, Karen M.; And Others

Designed to provide pre- and inservice administrators with the skills necessary to select appropriate program development and implementation, and monitor and evaluate their success, this competency-based learning module consists of an introduction and four sequential learning experiences. Each learning experience contains an overview, required and…

Learning a Generative Probabilistic Grammar of Experience: A Process-Level Model of Language Acquisition

ERIC Educational Resources Information Center

Kolodny, Oren; Lotem, Arnon; Edelman, Shimon

2015-01-01

We introduce a set of biologically and computationally motivated design choices for modeling the learning of language, or of other types of sequential, hierarchically structured experience and behavior, and describe an implemented system that conforms to these choices and is capable of unsupervised learning from raw natural-language corpora. Given…

Performance of Children with Developmental Dyslexia on High and Low Topological Entropy Artificial Grammar Learning Task

ERIC Educational Resources Information Center

Katan, Pesia; Kahta, Shani; Sasson, Ayelet; Schiff, Rachel

2017-01-01

Graph complexity as measured by topological entropy has been previously shown to affect performance on artificial grammar learning tasks among typically developing children. The aim of this study was to examine the effect of graph complexity on implicit sequential learning among children with developmental dyslexia. Our goal was to determine…

Speech Motor Sequence Learning: Acquisition and Retention in Parkinson Disease and Normal Aging

ERIC Educational Resources Information Center

Whitfield, Jason A.; Goberman, Alexander M.

2017-01-01

Purpose: The aim of the current investigation was to examine speech motor sequence learning in neurologically healthy younger adults, neurologically healthy older adults, and individuals with Parkinson disease (PD) over a 2-day period. Method: A sequential nonword repetition task was used to examine learning over 2 days. Participants practiced a…

Hyper-Binding across Time: Age Differences in the Effect of Temporal Proximity on Paired-Associate Learning

ERIC Educational Resources Information Center

Campbell, Karen L.; Trelle, Alexandra; Hasher, Lynn

2014-01-01

Older adults show hyper- (or excessive) binding effects for simultaneously and sequentially presented distraction. Here, we addressed the potential role of hyper-binding in paired-associate learning. Older and younger adults learned a list of word pairs and then received an associative recognition task in which rearranged pairs were formed from…

Implicit Learning of Predictive Relationships in Three-Element Visual Sequences by Young and Old Adults

ERIC Educational Resources Information Center

Howard, James H., Jr.; Howard, Darlene V.; Dennis, Nancy A.; Kelly, Andrew J.

2008-01-01

Knowledge of sequential relationships enables future events to be anticipated and processed efficiently. Research with the serial reaction time task (SRTT) has shown that sequence learning often occurs implicitly without effort or awareness. Here, the authors report 4 experiments that use a triplet-learning task (TLT) to investigate sequence…

Sharing "Cat Games" and Cookies: Special Education Students Investigate Division

ERIC Educational Resources Information Center

Taber, Susan B.; Canonica, Michele

2008-01-01

Learning mathematics has traditionally been thought of as a sequential progression. Children learn to count to 10, then to 20, and then to 100. They learn to add without regrouping and then with regrouping. The authors teach addition before multiplication and the two-times table before the six-times table. They usually teach division as a separate…

Learning by Teaching: Can It Be Utilized to Develop Inquiry Skills?

ERIC Educational Resources Information Center

Aslan, Safiye

2017-01-01

This study aims to investigate the effect of learning by teaching on inquiry skills. With its explanatory sequential design, this particular study focuses on interrogating whether learning by teaching has an effect on prospective science teachers' inquiry skills and to unveil how it does so, only if it had an effect. The current research is…

Parts Marketing. A Student Learning Guide.

ERIC Educational Resources Information Center

Ridge Vocational-Technical Center, Winter Haven, FL.

This learning guide is a self-instructional packet for one task identified as essential for performance on an entry-level job in parts marketing. The guide is based on a terminal performance objective (task) and two enabling objectives. For each enabling objective, some or all of these materials may be presented: learning steps (outline of student…

Welding. Student Learning Guides.

ERIC Educational Resources Information Center

Ridge Vocational-Technical Center, Winter Haven, FL.

These 23 learning guides are self-instructional packets for 23 tasks identified as essential for performance on an entry-level job in welding. Each guide is based on a terminal performance objective (task) and 1-4 enabling objectives. For each enabling objective, some or all of these materials may be presented: learning steps (outline of student…

Plumbing and Pipefitting. Student Learning Guides.

ERIC Educational Resources Information Center

Ridge Vocational-Technical Center, Winter Haven, FL.

These 32 learning guides are self-instructional packets for 32 tasks identified as essential for performance on an entry-level job in plumbing and pipefitting. Each guide is based on a terminal performance objective (task) and 1-4 enabling objectives. For each enabling objective, some or all of these materials may be presented: learning steps…

Clothing Production. Student Learning Guides.

ERIC Educational Resources Information Center

Ridge Vocational-Technical Center, Winter Haven, FL.

These 59 learning guides are self-instructional packets for 59 tasks identified as essential for performance on an entry-level job in clothing production. Each guide is based on a terminal performance objective (task) and 2-5 enabling objectives. For each enabling objective, some or all of these materials may be presented: learning steps (outline…

Comparison of Performance Due to Guided Hyperlearning, Unguided Hyperlearning, and Conventional Learning in Mathematics: An Empirical Study

ERIC Educational Resources Information Center

Fathurrohman, Maman; Porter, Anne; Worthy, Annette L.

2014-01-01

In this paper, the use of guided hyperlearning, unguided hyperlearning, and conventional learning methods in mathematics are compared. The design of the research involved a quasi-experiment with a modified single-factor multiple treatment design comparing the three learning methods, guided hyperlearning, unguided hyperlearning, and conventional…

Writing To Learn in Science: A Curriculum Guide.

ERIC Educational Resources Information Center

Chatel, Regina G.

This curriculum guide supports and gives structure to engaging students in writing-to-learn activities in science classes by delineating writing outcomes and assessment. The guide is structured according to the beliefs that students need models, revision is the key to successful writing, writing is a tool for demonstrating learning, and writing is…

Frequency guided methods for demodulation of a single fringe pattern.

PubMed

Wang, Haixia; Kemao, Qian

2009-08-17

Phase demodulation from a single fringe pattern is a challenging task but of interest. A frequency-guided regularized phase tracker and a frequency-guided sequential demodulation method with Levenberg-Marquardt optimization are proposed to demodulate a single fringe pattern. Demodulation path guided by the local frequency from the highest to the lowest is applied in both methods. Since critical points have low local frequency values, they are processed last so that the spurious sign problem caused by these points is avoided. These two methods can be considered as alternatives to the effective fringe follower regularized phase tracker. Demodulation results from one computer-simulated and two experimental fringe patterns using the proposed methods will be demonstrated. (c) 2009 Optical Society of America

Acetylcholine-modulated plasticity in reward-driven navigation: a computational study.

PubMed

Zannone, Sara; Brzosko, Zuzanna; Paulsen, Ole; Clopath, Claudia

2018-06-21

Neuromodulation plays a fundamental role in the acquisition of new behaviours. In previous experimental work, we showed that acetylcholine biases hippocampal synaptic plasticity towards depression, and the subsequent application of dopamine can retroactively convert depression into potentiation. We also demonstrated that incorporating this sequentially neuromodulated Spike-Timing-Dependent Plasticity (STDP) rule in a network model of navigation yields effective learning of changing reward locations. Here, we employ computational modelling to further characterize the effects of cholinergic depression on behaviour. We find that acetylcholine, by allowing learning from negative outcomes, enhances exploration over the action space. We show that this results in a variety of effects, depending on the structure of the model, the environment and the task. Interestingly, sequentially neuromodulated STDP also yields flexible learning, surpassing the performance of other reward-modulated plasticity rules.

Precision alignment and mounting apparatus

NASA Technical Reports Server (NTRS)

Preston, Dennis R. (Inventor)

1993-01-01

An alignment and mounting apparatus for mounting two modules (10,12) includes a first portion having a cylindrical alignment pin (16) projecting normal to a module surface, a second portion having a three-stage alignment guide (18) including a shoehorn flange (34), a Y-slot (42) and a V-block (22) which sequentially guide the alignment pin (16) with successively finer precision and a third portion in the form of a spring-loaded captive fastener (20) for connecting the two modules after alignment is achieved.

Implementing Quality Criteria in Designing and Conducting a Sequential Quan [right arrow] Qual Mixed Methods Study of Student Engagement with Learning Applied Research Methods Online

ERIC Educational Resources Information Center

Ivankova, Nataliya V.

2014-01-01

In spite of recent methodological developments related to quality assurance in mixed methods research, practical examples of how to implement quality criteria in designing and conducting sequential QUAN [right arrow] QUAL mixed methods studies to ensure the process is systematic and rigorous remain scarce. This article discusses a three-step…

AED (Automated External Defibrillator) Programs: Questions and Answers

MedlinePlus

... Training CPR In Schools Training Kits RQI AHA Blended Learning & eLearning Guide AHA Instructors ECC Educational Conferences Programs ... Training CPR In Schools Training Kits RQI AHA Blended Learning & eLearning Guide AHA Instructors ECC Educational Conferences Programs ...

Train the Trainer. Facilitator Guide Sample. Basic Blueprint Reading (Chapter One).

ERIC Educational Resources Information Center

Saint Louis Community Coll., MO.

This publication consists of three sections: facilitator's guide--train the trainer, facilitator's guide sample--Basic Blueprint Reading (Chapter 1), and participant's guide sample--basic blueprint reading (chapter 1). Section I addresses why the trainer should learn new classroom techniques; lecturing versus facilitating; learning styles…

COMOPTEVFOR Acronym and Abbreviation List (CAAL).

DTIC Science & Technology

1981-10-01

KAST Kalman Automatic Sequential THA KIAS Knots Indicated Airspeed r4 .,-. , ......... :.77 -7 .. :7 LAAWC Local...Fo.Lce Issue MFON Missile Firing Oi-der Normal MFP Main Fr7ed Pump MGG ~ d1;Li Guided LGlide Bomb *MGS Motot Generator Set SMGU Midcourse. Guidance Unit Mi

Use of personalized Dynamic Treatment Regimes (DTRs) and Sequential Multiple Assignment Randomized Trials (SMARTs) in mental health studies

PubMed Central

Liu, Ying; ZENG, Donglin; WANG, Yuanjia

2014-01-01

Summary Dynamic treatment regimens (DTRs) are sequential decision rules tailored at each point where a clinical decision is made based on each patient’s time-varying characteristics and intermediate outcomes observed at earlier points in time. The complexity, patient heterogeneity, and chronicity of mental disorders call for learning optimal DTRs to dynamically adapt treatment to an individual’s response over time. The Sequential Multiple Assignment Randomized Trial (SMARTs) design allows for estimating causal effects of DTRs. Modern statistical tools have been developed to optimize DTRs based on personalized variables and intermediate outcomes using rich data collected from SMARTs; these statistical methods can also be used to recommend tailoring variables for designing future SMART studies. This paper introduces DTRs and SMARTs using two examples in mental health studies, discusses two machine learning methods for estimating optimal DTR from SMARTs data, and demonstrates the performance of the statistical methods using simulated data. PMID:25642116

Win-Stay, Lose-Sample: a simple sequential algorithm for approximating Bayesian inference.

PubMed

Bonawitz, Elizabeth; Denison, Stephanie; Gopnik, Alison; Griffiths, Thomas L

2014-11-01

People can behave in a way that is consistent with Bayesian models of cognition, despite the fact that performing exact Bayesian inference is computationally challenging. What algorithms could people be using to make this possible? We show that a simple sequential algorithm "Win-Stay, Lose-Sample", inspired by the Win-Stay, Lose-Shift (WSLS) principle, can be used to approximate Bayesian inference. We investigate the behavior of adults and preschoolers on two causal learning tasks to test whether people might use a similar algorithm. These studies use a "mini-microgenetic method", investigating how people sequentially update their beliefs as they encounter new evidence. Experiment 1 investigates a deterministic causal learning scenario and Experiments 2 and 3 examine how people make inferences in a stochastic scenario. The behavior of adults and preschoolers in these experiments is consistent with our Bayesian version of the WSLS principle. This algorithm provides both a practical method for performing Bayesian inference and a new way to understand people's judgments. Copyright © 2014 Elsevier Inc. All rights reserved.

Discrete Circuits Support Generalized versus Context-Specific Vocal Learning in the Songbird.

PubMed

Tian, Lucas Y; Brainard, Michael S

2017-12-06

Motor skills depend on the reuse of individual gestures in multiple sequential contexts (e.g., a single phoneme in different words). Yet optimal performance requires that a given gesture be modified appropriately depending on the sequence in which it occurs. To investigate the neural architecture underlying such context-dependent modifications, we studied Bengalese finch song, which, like speech, consists of variable sequences of "syllables." We found that when birds are instructed to modify a syllable in one sequential context, learning generalizes across contexts; however, if unique instruction is provided in different contexts, learning is specific for each context. Using localized inactivation of a cortical-basal ganglia circuit specialized for song, we show that this balance between generalization and specificity reflects a hierarchical organization of neural substrates. Primary motor circuitry encodes a core syllable representation that contributes to generalization, while top-down input from cortical-basal ganglia circuitry biases this representation to enable context-specific learning. Copyright © 2017 Elsevier Inc. All rights reserved.

Curriculum Guide for Fashion Merchandising (Fashion Salesperson).

ERIC Educational Resources Information Center

Gregory, Margaret R.

This curriculum guide is designed to help teachers teach a course in fashion merchandising to high school students. The guide contains eight performance-based learning modules, each consisting of one to seven units. Each unit teaches a job-relevant task, and includes performance objectives, performance guides, resources, learning activities,…

Washington State Guide to Planning, Implementing and Improving Work-based Learning. A Guide for Educators at All Levels.

ERIC Educational Resources Information Center

Highline Community Coll., Des Moines, WA.

This guide, which is intended primarily for school and college personnel interested in initiating or improving work-based learning, examines the development and implementation of work-based education programs in Washington. The following topics are discussed: the rationale for work-based learning (legislative and educational change information,…

Improving Responses to Individual and Family Crises. Learning Guide 10. Project Connect. Linking Self-Family-Work.

ERIC Educational Resources Information Center

Emily Hall Tremaine Foundation, Inc., Hartford, CT.

This learning guide on improving responses to individual and family crises is part of a series of learning guides developed for competency-based adult consumer and homemaking education programs in community colleges, adult education centers, community centers, and the workplace. Focus is on the connections among personal, family, and job…

Business and Office Education: Accounting, Clerk. Instructor's Manual [and] Student Learning Activity Guide. Kit No. 204.

ERIC Educational Resources Information Center

Cliatt, Katherine H.

This learning activity guide and instructor's manual provide information and exercises for an exploratory activity in accounting. Instructional objectives covered in the guide are for the students to learn (1) reasons for studying accounting and related job descriptions, (2) definitions for accounting terms, (3) the accounting equation, (4) how to…

Learning for the Future: Neighborhood Renewal through Adult and Community Learning. A Guide for Local Authorities.

ERIC Educational Resources Information Center

Merton, Bryan; Turner, Cheryl; Ward, Jane; White, Lenford

This guide is intended to assist managers within England's local authority adult and community education services in supporting neighborhood renewal through adult and community learning (ACL). The guide's overall aim is to promote the skills, knowledge, and understanding that underpin the following items: (1) identification and development of…

The Relationship between Nutrition & Learning. A School Employee's Guide to Information and Action.

ERIC Educational Resources Information Center

Parker, Lynn; And Others

The physical, emotional, and intellectual impact of nutrition on children's ability to learn is the subject of this guide for school personnel. The guide is divided into two parts and includes two appendices. Part 1, "What We Know About the Relationship Between Nutrition and Learning," reviews research linking nutrition and academic…

Does Language Help Regularity Learning? The Influence of Verbalizations on Implicit Sequential Regularity Learning and the Emergence of Explicit Knowledge in Children, Younger and Older Adults

ERIC Educational Resources Information Center

Ferdinand, Nicola K.; Kray, Jutta

2017-01-01

This study aimed at investigating the ability to learn regularities across the life span and examine whether this learning process can be supported or hampered by verbalizations. For this purpose, children (aged 8-10 years) and younger (aged 19-30 years) and older (aged 70-80 years) adults took part in a sequence learning experiment. We found that…

Effect of Kolb's Learning Styles under Inductive Guided-Inquiry Learning on Learning Outcomes

ERIC Educational Resources Information Center

Sudria, Ida Bagus Nyoman; Redhana, I. Wayan; Kirna, I. Made; Aini, Diah

2018-01-01

This study aimed to examine the effect of Kolb's learning styles on chemical learning activities and achievement of reaction rate taught by inductive guided inquiry learning. The population was eleventh grade Science students of a senior secondary school having relatively good academic input based on national testing results in Bali, Indonesia.…

Learning and Behavior

MedlinePlus

... Aggression Sensory Processing Disorder Social Interactions Book: The Psychology of Duchenne (download) Guide: Learning & Behavior (download) Home ❯ ... a teen and adult. Additional Resources Book: The Psychology of Duchenne (download) Education Matters Guide: Learning & Behavior ( ...

Risk-aware multi-armed bandit problem with application to portfolio selection

PubMed Central

Huo, Xiaoguang

2017-01-01

Sequential portfolio selection has attracted increasing interest in the machine learning and quantitative finance communities in recent years. As a mathematical framework for reinforcement learning policies, the stochastic multi-armed bandit problem addresses the primary difficulty in sequential decision-making under uncertainty, namely the exploration versus exploitation dilemma, and therefore provides a natural connection to portfolio selection. In this paper, we incorporate risk awareness into the classic multi-armed bandit setting and introduce an algorithm to construct portfolio. Through filtering assets based on the topological structure of the financial market and combining the optimal multi-armed bandit policy with the minimization of a coherent risk measure, we achieve a balance between risk and return. PMID:29291122

Risk-aware multi-armed bandit problem with application to portfolio selection.

PubMed

Huo, Xiaoguang; Fu, Feng

2017-11-01

Sequential portfolio selection has attracted increasing interest in the machine learning and quantitative finance communities in recent years. As a mathematical framework for reinforcement learning policies, the stochastic multi-armed bandit problem addresses the primary difficulty in sequential decision-making under uncertainty, namely the exploration versus exploitation dilemma, and therefore provides a natural connection to portfolio selection. In this paper, we incorporate risk awareness into the classic multi-armed bandit setting and introduce an algorithm to construct portfolio. Through filtering assets based on the topological structure of the financial market and combining the optimal multi-armed bandit policy with the minimization of a coherent risk measure, we achieve a balance between risk and return.

Method of Real-Time Principal-Component Analysis

NASA Technical Reports Server (NTRS)

Duong, Tuan; Duong, Vu

2005-01-01

Dominant-element-based gradient descent and dynamic initial learning rate (DOGEDYN) is a method of sequential principal-component analysis (PCA) that is well suited for such applications as data compression and extraction of features from sets of data. In comparison with a prior method of gradient-descent-based sequential PCA, this method offers a greater rate of learning convergence. Like the prior method, DOGEDYN can be implemented in software. However, the main advantage of DOGEDYN over the prior method lies in the facts that it requires less computation and can be implemented in simpler hardware. It should be possible to implement DOGEDYN in compact, low-power, very-large-scale integrated (VLSI) circuitry that could process data in real time.

Transformative Learning: Reader's Guide

ERIC Educational Resources Information Center

Chang, Bo

2017-01-01

Mezirow's (1978) transformative learning was influenced by Kuhn's (1962) paradigm and Freire's (1970) emancipatory learning. In this paper, the author provides readers a clear guide about the main components of transformative learning: Experience, critical reflection, and rational discourse. The author emphasizes that experience in transformative…

Investigating the Effect of the Activities Based on Explanation Assisted REACT Strategy on Learning Impulse, Momentum and Collisions Topics

ERIC Educational Resources Information Center

Ültay, Eser; Alev, Nedim

2017-01-01

The purpose of this study was to investigate the effect of explanation assisted REACT strategy which was based on context-based learning approach on prospective science teachers' (PSTs) learning in impulse, momentum and collisions topics. The sequential explanatory strategy within mixed methods design was employed in this study. The first phase of…

Language experience changes subsequent learning.

PubMed

Onnis, Luca; Thiessen, Erik

2013-02-01

What are the effects of experience on subsequent learning? We explored the effects of language-specific word order knowledge on the acquisition of sequential conditional information. Korean and English adults were engaged in a sequence learning task involving three different sets of stimuli: auditory linguistic (nonsense syllables), visual non-linguistic (nonsense shapes), and auditory non-linguistic (pure tones). The forward and backward probabilities between adjacent elements generated two equally probable and orthogonal perceptual parses of the elements, such that any significant preference at test must be due to either general cognitive biases, or prior language-induced biases. We found that language modulated parsing preferences with the linguistic stimuli only. Intriguingly, these preferences are congruent with the dominant word order patterns of each language, as corroborated by corpus analyses, and are driven by probabilistic preferences. Furthermore, although the Korean individuals had received extensive formal explicit training in English and lived in an English-speaking environment, they exhibited statistical learning biases congruent with their native language. Our findings suggest that mechanisms of statistical sequential learning are implicated in language across the lifespan, and experience with language may affect cognitive processes and later learning. Copyright © 2012 Elsevier B.V. All rights reserved.

Constrained Bayesian Active Learning of Interference Channels in Cognitive Radio Networks

NASA Astrophysics Data System (ADS)

Tsakmalis, Anestis; Chatzinotas, Symeon; Ottersten, Bjorn

2018-02-01

In this paper, a sequential probing method for interference constraint learning is proposed to allow a centralized Cognitive Radio Network (CRN) accessing the frequency band of a Primary User (PU) in an underlay cognitive scenario with a designed PU protection specification. The main idea is that the CRN probes the PU and subsequently eavesdrops the reverse PU link to acquire the binary ACK/NACK packet. This feedback indicates whether the probing-induced interference is harmful or not and can be used to learn the PU interference constraint. The cognitive part of this sequential probing process is the selection of the power levels of the Secondary Users (SUs) which aims to learn the PU interference constraint with a minimum number of probing attempts while setting a limit on the number of harmful probing-induced interference events or equivalently of NACK packet observations over a time window. This constrained design problem is studied within the Active Learning (AL) framework and an optimal solution is derived and implemented with a sophisticated, accurate and fast Bayesian Learning method, the Expectation Propagation (EP). The performance of this solution is also demonstrated through numerical simulations and compared with modified versions of AL techniques we developed in earlier work.

The effect of conceptual metaphors through guided inquiry on student's conceptual change

NASA Astrophysics Data System (ADS)

Menia, Meli; Mudzakir, Ahmad; Rochintaniawati, Diana

2017-05-01

The purpose of this study was to identify student's conceptual change of global warming after integrated science learning based guided inquiry through conceptual metaphors. This study used a quasi-experimental with a nonequivalent control group design. The subject was students of two classes of one of MTsN Salido. Data was collected using conceptual change test (pretest and posttest), observation sheet to observe the learning processes, questionnaire sheet to identify students responses, and interview to identifyteacher'srespons of science learning with conceptual metaphors. The results showed that science learning based guided inquiry with conceptual metaphors is better than science learning without conceptual metaphors. The average of posttest experimental class was 79,40 and control class was 66,09. The student's conceptual change for two classes changed significantly byusing mann whitney U testwith P= 0,003(P less than sig. value, P< 0,05). This means that there was differenceson student's conceptual changebeetwen integrated science learning based guided inquiry with conceptual metaphors class and integrated science learning without conceptual metaphors class. The study also showed that teachers and studentsgive positive responsesto implementation of integrated science learning based guided inquiry with conceptual metaphors.

NUCLEAR SCIENCE, AN INTRODUCTORY COURSE.

ERIC Educational Resources Information Center

SULCOSKI, JOHN W.

THIS CURRICULUM GUIDE DESCRIBES A TWELFTH-GRADE INTERDISCIPLINARY, INTRODUCTORY NUCLEAR SCIENCE COURSE. IT IS BELIEVED TO FILL THE NEED FOR AN ADVANCED COURSE THAT IS TIMELY, CHALLENGING, AND APPROPRIATE AS A SEQUENTIAL ADDITION TO THE BIOLOGY-CHEMISTRY-PHYSICS SEQUENCE. PRELIMINARY INFORMATION COVERS SUCH MATTERS AS (1) RADIOISOTOPE WORK AREAS,…

Early Learning Canada: Workshop Leader Guide [and] Participant Resource [and] Trainer Manual. Learning & Reading Partners Adult Learning System.

ERIC Educational Resources Information Center

Estey, Nancy; MacIsaac, Maitland; Rendell, Sandra

Based on the understanding that the capacity to learn is optimized in the early years, Early Learning Canada (ELC) is a community workshop program for parents and adults who work with children from birth to age 6 and their families to facilitate life-long learning. This workshop leader guide explains the ELC principles, examines learning styles…

Master Skills Check List and Diagnostics.

ERIC Educational Resources Information Center

Cherokee Nation of Oklahoma, Tahlequah.

This publication contains master skills checklists originating from a project to develop instructional materials which are geared to individualized, self-paced learning strategies for Cherokee adults. These checklists break down learning into discrete components that can be sequentially mastered by the student. The master skills checklists are a…

Physical versus Virtual Manipulative Experimentation in Physics Learning

ERIC Educational Resources Information Center

Zacharia, Zacharias C.; Olympiou, Georgios

2011-01-01

The aim of this study was to investigate whether physical or virtual manipulative experimentation can differentiate physics learning. There were four experimental conditions, namely Physical Manipulative Experimentation (PME), Virtual Manipulative Experimentation (VME), and two sequential combinations of PME and VME, as well as a control condition…

Nourishing the Learning Spirit: Living Our Way to New Thinking

ERIC Educational Resources Information Center

Battiste, Marie

2010-01-01

Learning, as Aboriginal people have come to know it, is holistic, lifelong, purposeful, experiential, communal, spiritual, and learned within a language and a culture. What guides their learning (beyond family, community, and Elders) is spirit, their own learning spirits who travel with them and guide them along their earth walk, offering them…

Actively Teaching Research Methods with a Process Oriented Guided Inquiry Learning Approach

ERIC Educational Resources Information Center

Mullins, Mary H.

2017-01-01

Active learning approaches have shown to improve student learning outcomes and improve the experience of students in the classroom. This article compares a Process Oriented Guided Inquiry Learning style approach to a more traditional teaching method in an undergraduate research methods course. Moving from a more traditional learning environment to…

Waste in Place. A New Sequential Curriculum Covering the Behavioral Aspects of Waste Management for Grades K-6. [Teacher Background and Seven Units].

ERIC Educational Resources Information Center

Keep America Beautiful, Inc., New York, NY.

"Waste in Place" is an interdisciplinary, sequential curriculum for kindergarten through sixth grade. The eight units in the curriculum (one offering background information for teachers and one for each grade level) offer students the opportunity to learn about proper management of solid waste and the role of the individual in determining the best…

Science Teacher Education in the Twenty-First Century: a Pedagogical Framework for Technology-Integrated Social Constructivism

NASA Astrophysics Data System (ADS)

Barak, Miri

2017-04-01

Changes in our global world have shifted the skill demands from acquisition of structured knowledge to mastery of skills, often referred to as twenty-first century competencies. Given these changes, a sequential explanatory mixed methods study was undertaken to (a) examine predominant instructional methods and technologies used by teacher educators, (b) identify attributes for learning and teaching in the twenty-first century, and (c) develop a pedagogical framework for promoting meaningful usage of advanced technologies. Quantitative and qualitative data were collected via an online survey, personal interviews, and written reflections with science teacher educators and student teachers. Findings indicated that teacher educators do not provide sufficient models for the promotion of reform-based practice via web 2.0 environments, such as Wikis, blogs, social networks, or other cloud technologies. Findings also indicated four attributes for teaching and learning in the twenty-first century: (a) adapting to frequent changes and uncertain situations, (b) collaborating and communicating in decentralized environments, (c) generating data and managing information, and (d) releasing control by encouraging exploration. Guided by social constructivist paradigms and twenty-first century teaching attributes, this study suggests a pedagogical framework for fostering meaningful usage of advanced technologies in science teacher education courses.

The School for Science and Math at Vanderbilt: An Innovative Research-Based Program for High School Students

PubMed Central

Eeds, Angela; Vanags, Chris; Creamer, Jonathan; Loveless, Mary; Dixon, Amanda; Sperling, Harvey; McCombs, Glenn; Robinson, Doug

2014-01-01

The School for Science and Math at Vanderbilt (SSMV) is an innovative partnership program between a Research I private university and a large urban public school system. The SSMV was started in 2007 and currently has 101 students enrolled in the program, with a total of 60 students who have completed the 4-yr sequential program. Students attend the SSMV for one full day per week during the school year and 3–6 wk in the summers following their ninth- to 11th-grade years, with each grade of 26 students coming to the Vanderbilt campus on a separate day. The research-based curriculum focuses on guiding students through the process of learning to develop questions and hypotheses, designing projects and performing analyses, and communicating results of these projects. The SSMV program has elevated the learning outcomes of students as evidenced by increased achievement scores relative to a comparison group of students; has provided a rigorous research-based science, technology, engineering, and mathematics elective curriculum that culminates in a Summer research internship; has produced 27 Intel and Siemens semifinalists and regional finalists over the past 4 yr; and has supported the development of writing and communication skills resulting in regional and national oral presentations and publications in scientific journals. PMID:26086660

Field Testing Competency-Based Vocational Education Student Learning Guides Developed at Ridge Vocational-Technical Center. From August 1, 1981 to June 30, 1982. Final Report.

ERIC Educational Resources Information Center

Andreyka, Robert E.

This project's main objective was to field test competency-based vocational education (CBVE) student learning guides developed during 1979-1981 at Ridge Vocational-Technical Center (RVTC) (Florida). The learning guides were for six programs: clerical occupations, cosmetology, heavy duty truck/bus mechanics, industrial electricity, masonry, and…

Communication through the Arts. The Arts and Learning: Interdisciplinary Resources for Education Resource Guide 4.

ERIC Educational Resources Information Center

Adelson, Esther; And Others

One of eight guides in the Arts and Learning series, this guide, which was originally developed through the arts in education program of the Syracuse (New York) City School District, is designed to integrate the arts into a portion of the social studies program, focusing on learning activities for verbal and nonverbal communication. The…

V-TECS Guide for Medical Assistant.

ERIC Educational Resources Information Center

South Carolina State Dept. of Education, Columbia. Office of Vocational Education.

This V-TECS (Vocational-Technical Consortium of States) Guide is an extension or continuation of the V-TECS catalog for the occupation of medical assistant. The guide is designed to help South Carolina teachers to promote the art of learning while teaching subject matter. The guide addresses the three domains of learning: psychomotor, cognitive,…

Modelling dynamic fronto-parietal behaviour during minimally invasive surgery--a Markovian trip distribution approach.

PubMed

Leff, Daniel Richard; Orihuela-Espina, Felipe; Leong, Julian; Darzi, Ara; Yang, Guang-Zhong

2008-01-01

Learning to perform Minimally Invasive Surgery (MIS) requires considerable attention, concentration and spatial ability. Theoretically, this leads to activation in executive control (prefrontal) and visuospatial (parietal) centres of the brain. A novel approach is presented in this paper for analysing the flow of fronto-parietal haemodynamic behaviour and the associated variability between subjects. Serially acquired functional Near Infrared Spectroscopy (fNIRS) data from fourteen laparoscopic novices at different stages of learning is projected into a low-dimensional 'geospace', where sequentially acquired data is mapped to different locations. A trip distribution matrix based on consecutive directed trips between locations in the geospace reveals confluent fronto-parietal haemodynamic changes and a gravity model is applied to populate this matrix. To model global convergence in haemodynamic behaviour, a Markov chain is constructed and by comparing sequential haemodynamic distributions to the Markov's stationary distribution, inter-subject variability in learning an MIS task can be identified.

Vocal Generalization Depends on Gesture Identity and Sequence

PubMed Central

Sober, Samuel J.

2014-01-01

Generalization, the brain's ability to transfer motor learning from one context to another, occurs in a wide range of complex behaviors. However, the rules of generalization in vocal behavior are poorly understood, and it is unknown how vocal learning generalizes across an animal's entire repertoire of natural vocalizations and sequences. Here, we asked whether generalization occurs in a nonhuman vocal learner and quantified its properties. We hypothesized that adaptive error correction of a vocal gesture produced in one sequence would generalize to the same gesture produced in other sequences. To test our hypothesis, we manipulated the fundamental frequency (pitch) of auditory feedback in Bengalese finches (Lonchura striata var. domestica) to create sensory errors during vocal gestures (song syllables) produced in particular sequences. As hypothesized, error-corrective learning on pitch-shifted vocal gestures generalized to the same gestures produced in other sequential contexts. Surprisingly, generalization magnitude depended strongly on sequential distance from the pitch-shifted syllables, with greater adaptation for gestures produced near to the pitch-shifted syllable. A further unexpected result was that nonshifted syllables changed their pitch in the direction opposite from the shifted syllables. This apparently antiadaptive pattern of generalization could not be explained by correlations between generalization and the acoustic similarity to the pitch-shifted syllable. These findings therefore suggest that generalization depends on the type of vocal gesture and its sequential context relative to other gestures and may reflect an advantageous strategy for vocal learning and maintenance. PMID:24741046

Sequential Prediction of Literacy Achievement for Specific Learning Disabilities Contrasting in Impaired Levels of Language in Grades 4 to 9.

PubMed

Sanders, Elizabeth A; Berninger, Virginia W; Abbott, Robert D

Sequential regression was used to evaluate whether language-related working memory components uniquely predict reading and writing achievement beyond cognitive-linguistic translation for students in Grades 4 through 9 ( N = 103) with specific learning disabilities (SLDs) in subword handwriting (dysgraphia, n = 25), word reading and spelling (dyslexia, n = 60), or oral and written language (oral and written language learning disabilities, n = 18). That is, SLDs are defined on the basis of cascading level of language impairment (subword, word, and syntax/text). A five-block regression model sequentially predicted literacy achievement from cognitive-linguistic translation (Block 1); working memory components for word-form coding (Block 2), phonological and orthographic loops (Block 3), and supervisory focused or switching attention (Block 4); and SLD groups (Block 5). Results showed that cognitive-linguistic translation explained an average of 27% and 15% of the variance in reading and writing achievement, respectively, but working memory components explained an additional 39% and 27% of variance. Orthographic word-form coding uniquely predicted nearly every measure, whereas attention switching uniquely predicted only reading. Finally, differences in reading and writing persisted between dyslexia and dysgraphia, with dysgraphia higher, even after controlling for Block 1 to 4 predictors. Differences in literacy achievement between students with dyslexia and oral and written language learning disabilities were largely explained by the Block 1 predictors. Applications to identifying and teaching students with these SLDs are discussed.

Forging Professional Learning Communities: The Role of External Agency

ERIC Educational Resources Information Center

Sperandio, Jill; Kong, Peggy A.

2018-01-01

This article explored the effects of external agency on the establishment of professional learning communities (PLCs). The research was undertaken in the context of schools that have chosen to adopt the Primary Years Programme (PYP) of the International Baccalaureate (IB) worldwide. The study employed a two-stage qualitative sequential design…

The Role of Principals in Professional Learning Communities

ERIC Educational Resources Information Center

Buttram, Joan L.; Farley-Ripple, Elizabeth N.

2016-01-01

The purpose of this article is to identify how principals shape the adoption and implementation of professional learning communities. The study employed a sequential mixed-methods approach in which interviews, observations, and document analysis informed survey design. Teachers were surveyed in four elementary schools about the practices and…

Normative Feedback Effects on Learning a Timing Task

ERIC Educational Resources Information Center

Wulf, Gabriele; Chiviacowsky, Suzete; Lewthwaite, Rebecca

2010-01-01

This study investigated the influence of normative feedback on learning a sequential timing task. In addition to feedback about their performance per trial, two groups of participants received bogus normative feedback about a peer group's average block-to-block improvement after each block of 10 trials. Scores indicated either greater (better…

Learning Styles and Continuing Medical Education.

ERIC Educational Resources Information Center

Van Voorhees, Curtis; And Others

1988-01-01

The Gregorc Style Delineator--Word Matrix was administered to 2,060 physicians in order to gain a better understanding of their participation in continuing medical education. The study showed that 63 percent preferred the concrete sequential learning style. Different style preferences may account for some of the apparent disparity between…

Diagnostic Utility of the Bannatyne WISC-III Pattern. Learning Disabilities Practice

ERIC Educational Resources Information Center

Smith, Courtney B.; Watkins, Marley W.

2004-01-01

Regrouping Wechsler Intelligence Scale for Children-Third Edition (WISC-III) subtests into Bannatyne's spatial, conceptual, and sequential patterns has been thought by many to identify children with learning disabilities (LD). This study investigated the prevalence and diagnostic utility of WISC-III Bannatyne patterns by comparing 1,302 children…

The Effectiveness of Project-Based Learning on Mathematics Proficiency with African American Students

ERIC Educational Resources Information Center

Jenkins, Justina

2017-01-01

This sequential exploratory mixed methods study addressed the problem of low academic achievement in mathematics, specifically for African American middle school students who historically score below proficient levels on standardized mathematics assessments. The purpose was to investigate the effectiveness of the Project-Based Learning (PBL)…

How Temporal and Spatial Aspects of Presenting Visualizations Affect Learning about Locomotion Patterns

ERIC Educational Resources Information Center

Imhof, Birgit; Scheiter, Katharina; Edelmann, Jorg; Gerjets, Peter

2012-01-01

Two studies investigated the effectiveness of dynamic and static visualizations for a perceptual learning task (locomotion pattern classification). In Study 1, seventy-five students viewed either dynamic, static-sequential, or static-simultaneous visualizations. For tasks of intermediate difficulty, dynamic visualizations led to better…

Learning about Locomotion Patterns from Visualizations: Effects of Presentation Format and Realism

ERIC Educational Resources Information Center

Imhof, Birgit; Scheiter, Katharina; Gerjets, Peter

2011-01-01

The rapid development of computer graphics technology has made possible an easy integration of dynamic visualizations into computer-based learning environments. This study examines the relative effectiveness of dynamic visualizations, compared either to sequentially or simultaneously presented static visualizations. Moreover, the degree of realism…

Personalized Recommendation of Learning Material Using Sequential Pattern Mining and Attribute Based Collaborative Filtering

ERIC Educational Resources Information Center

Salehi, Mojtaba; Nakhai Kamalabadi, Isa; Ghaznavi Ghoushchi, Mohammad Bagher

2014-01-01

Material recommender system is a significant part of e-learning systems for personalization and recommendation of appropriate materials to learners. However, in the existing recommendation algorithms, dynamic interests and multi-preference of learners and multidimensional-attribute of materials are not fully considered simultaneously. Moreover,…

Improving Mathematics Achievement of Indonesian 5th Grade Students through Guided Discovery Learning

ERIC Educational Resources Information Center

Yurniwati; Hanum, Latipa

2017-01-01

This research aims to find information about the improvement of mathematics achievement of grade five student through guided discovery learning. This research method is classroom action research using Kemmis and Taggart model consists of three cycles. Data used in this study is learning process and learning results. Learning process data is…

Sequential Levels of Reading Skills, Prekindergarten--Grade 12.

ERIC Educational Resources Information Center

New York City Board of Education, Brooklyn, NY.

This guide is designed to help teachers, staff members responsible for teacher training, and reading supervisors provide better reading instruction. The skills that lead to mature reading are arranged on eight levels of developmental sequence. Level A is concerned with developing prereading skills. Levels B to D treat initiating and developing…

"Let There Be Light" Minicourse, Career Oriented Pre-Technical Physics.

ERIC Educational Resources Information Center

Dallas Independent School District, TX.

This instructional guide, intended for student use, develops the concept of light through a series of sequential activities. A technical development of the subject is pursued with examples stressing practical aspects of the concepts. Included in the minicourse are: (1) the rationale, (2) terminal behavioral objectives, (3) enabling behavioral…

Machine Shop: Scope and Sequence.

ERIC Educational Resources Information Center

Nashville - Davidson County Metropolitan Public Schools, TN.

Intended for use by all machine shop instructors in the Metropolitan Nashville Public Schools, this guide provides a sequential listing of course content and scope. A course description provides a brief overview of the content of the courses offered in the machine shop program. General course objectives are then listed. Outlines of the course…

Trowel Trades: Scope and Sequence.

ERIC Educational Resources Information Center

Nashville - Davidson County Metropolitan Public Schools, TN.

Intended for use by all trowel trade instructors in the Metropolitan Nashville Public Schools, this guide provides a sequential listing of course content and scope. A course description provides a brief overview of the content of the courses offered in the trowel trades (masonry) program. General course objectives are then listed. Outlines of the…

Printing (Graphic Arts): Scope and Sequence.

ERIC Educational Resources Information Center

Nashville - Davidson County Metropolitan Public Schools, TN.

Intended for use by all printing (graphic arts) instructors in the Metropolitan Nashville Public Schools, this guide provides a sequential listing of course content and scope. A course description provides a brief overview of the content of the courses offered in the printing (graphic arts) program. General course objectives are then listed.…

Radioactivity and Man Minicourse, Career Oriented Pre-Technical Physics.

ERIC Educational Resources Information Center

Dallas Independent School District, TX.

This instructional guide, intended for student use, develops the subject of radioactivity and man through a series of sequential activities. A technical development of the subject is pursued with examples stressing practical aspects of the concepts. Included in the minicourse are: (1) the rationale, (2) terminal behavioral objectives, (3) enabling…

Making Health Communication Programs Work. A Planner's Guide.

ERIC Educational Resources Information Center

Arkin, Elaine Bratic

This manual, designed to assist professionals in health and health-related agencies, offers guidance for planning a health communication program about cancer based on social marketing and other principles as well as the experiences of National Cancer Institute staff and other practitioners. The six chapters are arranged by sequentially ordered…

Drug Education Curriculum: Junior High. Health Education: Substance Abuse Prevention.

ERIC Educational Resources Information Center

New York State Education Dept., Albany. Bureau of Drug Education.

This curriculum guide, one of nine sequential manuals for elementary and secondary teachers and administrators, is designed to prevent drug misuse and abuse through activities for developing students' cognitive and affective skills. The materials emphasize the involvement of parents and community members and resources in implementing drug abuse…

Drug Education Curriculum: Grade Two. Health Education: Substance Abuse Prevention. Revised.

ERIC Educational Resources Information Center

New York State Education Dept., Albany. Bureau of Drug Education.

This revised curriculum guide, one of nine sequential manuals for elementary and secondary teachers and administrators, is designed to prevent drug misuse and abuse through activities for developing students' affective and cognitive skills. The introductory section presents the rationale for the school-community drug abuse prevention program…

An Evaluation of Evidence-Based Interventions to Increase Compliance among Children with Autism

ERIC Educational Resources Information Center

Fischetti, Anthony T.; Wilder, David A.; Myers, Kristin; Leon-Enriquez, Yanerys; Sinn, Stephanie; Rodriguez, Rebecka

2012-01-01

We evaluated 4 evidence-based interventions to increase compliance. Three children with autism who exhibited noncompliance when asked to relinquish a preferred toy were exposed sequentially to interventions that included a reduction in response effort, differential reinforcement, and guided compliance. Results indicated that effort reduction alone…

Understanding the Impact of New Technology on Life and Work. Learning Guide 12. Project Connect. Linking Self-Family-Work.

ERIC Educational Resources Information Center

Emily Hall Tremaine Foundation, Inc., Hartford, CT.

This learning guide on understanding the impact of new technology on life and work is part of a series of learning guides developed for competency-based adult consumer and homemaking education programs in community colleges, adult education centers, community centers, and the workplace. Focus is on the connections among personal, family, and job…

Mediating Content Area Learning through the Use of Flip-Flop Study Guides.

ERIC Educational Resources Information Center

Chalmers, Lynne

1995-01-01

Students with learning disabilities may gain from use of "flip-flop" study guides to gain key vocabulary and concepts. Rather than providing definitions for terms, the student provides terms for definitions and concepts in the study guide. Such guides allow the teacher to focus on particular concepts and provide repetition of information for…

Threat captures attention but does not affect learning of contextual regularities.

PubMed

Yamaguchi, Motonori; Harwood, Sarah L

2017-04-01

Some of the stimulus features that guide visual attention are abstract properties of objects such as potential threat to one's survival, whereas others are complex configurations such as visual contexts that are learned through past experiences. The present study investigated the two functions that guide visual attention, threat detection and learning of contextual regularities, in visual search. Search arrays contained images of threat and non-threat objects, and their locations were fixed on some trials but random on other trials. Although they were irrelevant to the visual search task, threat objects facilitated attention capture and impaired attention disengagement. Search time improved for fixed configurations more than for random configurations, reflecting learning of visual contexts. Nevertheless, threat detection had little influence on learning of the contextual regularities. The results suggest that factors guiding visual attention are different from factors that influence learning to guide visual attention.

Simultaneous sequential monitoring of efficacy and safety led to masking of effects.

PubMed

van Eekelen, Rik; de Hoop, Esther; van der Tweel, Ingeborg

2016-08-01

Usually, sequential designs for clinical trials are applied on the primary (=efficacy) outcome. In practice, other outcomes (e.g., safety) will also be monitored and influence the decision whether to stop a trial early. Implications of simultaneous monitoring on trial decision making are yet unclear. This study examines what happens to the type I error, power, and required sample sizes when one efficacy outcome and one correlated safety outcome are monitored simultaneously using sequential designs. We conducted a simulation study in the framework of a two-arm parallel clinical trial. Interim analyses on two outcomes were performed independently and simultaneously on the same data sets using four sequential monitoring designs, including O'Brien-Fleming and Triangular Test boundaries. Simulations differed in values for correlations and true effect sizes. When an effect was present in both outcomes, competition was introduced, which decreased power (e.g., from 80% to 60%). Futility boundaries for the efficacy outcome reduced overall type I errors as well as power for the safety outcome. Monitoring two correlated outcomes, given that both are essential for early trial termination, leads to masking of true effects. Careful consideration of scenarios must be taken into account when designing sequential trials. Simulation results can help guide trial design. Copyright © 2016 Elsevier Inc. All rights reserved.

The Effectiveness of Guided Inquiry-based Learning Material on Students’ Science Literacy Skills

NASA Astrophysics Data System (ADS)

Aulia, E. V.; Poedjiastoeti, S.; Agustini, R.

2018-01-01

The purpose of this research is to describe the effectiveness of guided inquiry-based learning material to improve students’ science literacy skills on solubility and solubility product concepts. This study used Research and Development (R&D) design and was implemented to the 11th graders of Muhammadiyah 4 Senior High School Surabaya in 2016/2017 academic year with one group pre-test and post-test design. The data collection techniques used were validation, observation, test, and questionnaire. The results of this research showed that the students’ science literacy skills are different after implementation of guided inquiry-based learning material. The guided inquiry-based learning material is effective to improve students’ science literacy skills on solubility and solubility product concepts by getting N-gain score with medium and high category. This improvement caused by the developed learning material such as lesson plan, student worksheet, and science literacy skill tests were categorized as valid and very valid. In addition, each of the learning phases in lesson plan has been well implemented. Therefore, it can be concluded that the guided inquiry-based learning material are effective to improve students’ science literacy skills on solubility and solubility product concepts in senior high school.

Concept of Culture. Grade 4. Teacher's Background Material: Enculturation, Cultural Variation, Culture Dynamics [And] Pupil Text [And] Pupil Study Guide [And] A Sequential Curriculum in Anthropology. Test: Form 4, Composite Form for Pre- And Post-Test. (Revised, January 1968). Publications No. 13-17 and 42.

ERIC Educational Resources Information Center

Georgia Univ., Athens. Anthropology Curriculum Project.

This social studies unit includes teacher background material, a student text, study guide, and composite pretest/posttest explaining and discussing cultural concepts. It is part of the Anthropology Curriculum Project and is designed to be used in grade 4. The unit objective is to provide students with a background for understanding man and his…

Supporting Student Nurses Learning in and through Clinical Practice: The Role of the Clinical Guide.

ERIC Educational Resources Information Center

Andrews, Margaret; Roberts, Debbie

2003-01-01

A clinical guide is an experienced nurse who supports nursing students throughout the program, particularly in clinical placements. More than a mentor, a guide is fully involved in promoting deep learning in clinical settings. (SK)

Student Analysis of Handout Development based on Guided Discovery Method in Process Evaluation and Learning Outcomes of Biology

NASA Astrophysics Data System (ADS)

Nerita, S.; Maizeli, A.; Afza, A.

2017-09-01

Process Evaluation and Learning Outcomes of Biology subjects discusses the evaluation process in learning and application of designed and processed learning outcomes. Some problems found during this subject was the student difficult to understand the subject and the subject unavailability of learning resources that can guide and make students independent study. So, it necessary to develop a learning resource that can make active students to think and to make decisions with the guidance of the lecturer. The purpose of this study is to produce handout based on guided discovery method that match the needs of students. The research was done by using 4-D models and limited to define phase that is student requirement analysis. Data obtained from the questionnaire and analyzed descriptively. The results showed that the average requirement of students was 91,43%. Can be concluded that students need a handout based on guided discovery method in the learning process.

Effectiveness of motor sequential learning according to practice schedules in healthy adults; distributed practice versus massed practice

PubMed Central

Kwon, Yong Hyun; Kwon, Jung Won; Lee, Myoung Hee

2015-01-01

[Purpose] The purpose of the current study was to compare the effectiveness of motor sequential learning according to two different types of practice schedules, distributed practice schedule (two 12-hour inter-trial intervals) and massed practice schedule (two 10-minute inter-trial intervals) using a serial reaction time (SRT) task. [Subjects and Methods] Thirty healthy subjects were recruited and then randomly and evenly assigned to either the distributed practice group or the massed practice group. All subjects performed three consecutive sessions of the SRT task following one of the two different types of practice schedules. Distributed practice was scheduled for two 12-hour inter-session intervals including sleeping time, whereas massed practice was administered for two 10-minute inter-session intervals. Response time (RT) and response accuracy (RA) were measured in at pre-test, mid-test, and post-test. [Results] For RT, univariate analysis demonstrated significant main effects in the within-group comparison of the three tests as well as the interaction effect of two groups × three tests, whereas the between-group comparison showed no significant effect. The results for RA showed no significant differences in neither the between-group comparison nor the interaction effect of two groups × three tests, whereas the within-group comparison of the three tests showed a significant main effect. [Conclusion] Distributed practice led to enhancement of motor skill acquisition at the first inter-session interval as well as at the second inter-interval the following day, compared to massed practice. Consequentially, the results of this study suggest that a distributed practice schedule can enhance the effectiveness of motor sequential learning in 1-day learning as well as for two days learning formats compared to massed practice. PMID:25931727

Different propagation speeds of recalled sequences in plastic spiking neural networks

NASA Astrophysics Data System (ADS)

Huang, Xuhui; Zheng, Zhigang; Hu, Gang; Wu, Si; Rasch, Malte J.

2015-03-01

Neural networks can generate spatiotemporal patterns of spike activity. Sequential activity learning and retrieval have been observed in many brain areas, and e.g. is crucial for coding of episodic memory in the hippocampus or generating temporal patterns during song production in birds. In a recent study, a sequential activity pattern was directly entrained onto the neural activity of the primary visual cortex (V1) of rats and subsequently successfully recalled by a local and transient trigger. It was observed that the speed of activity propagation in coordinates of the retinotopically organized neural tissue was constant during retrieval regardless how the speed of light stimulation sweeping across the visual field during training was varied. It is well known that spike-timing dependent plasticity (STDP) is a potential mechanism for embedding temporal sequences into neural network activity. How training and retrieval speeds relate to each other and how network and learning parameters influence retrieval speeds, however, is not well described. We here theoretically analyze sequential activity learning and retrieval in a recurrent neural network with realistic synaptic short-term dynamics and STDP. Testing multiple STDP rules, we confirm that sequence learning can be achieved by STDP. However, we found that a multiplicative nearest-neighbor (NN) weight update rule generated weight distributions and recall activities that best matched the experiments in V1. Using network simulations and mean-field analysis, we further investigated the learning mechanisms and the influence of network parameters on recall speeds. Our analysis suggests that a multiplicative STDP rule with dominant NN spike interaction might be implemented in V1 since recall speed was almost constant in an NMDA-dominant regime. Interestingly, in an AMPA-dominant regime, neural circuits might exhibit recall speeds that instead follow the change in stimulus speeds. This prediction could be tested in experiments.

Social competence and collaborative guided inquiry science activities: Experiences of students with learning disabilities

NASA Astrophysics Data System (ADS)

Taylor, Jennifer Anne

This thesis presents a qualitative investigation of the effects of social competence on the participation of students with learning disabilities (LD) in the science learning processes associated with collaborative, guided inquiry learning. An inclusive Grade 2 classroom provided the setting for the study. Detailed classroom observations were the primary source of data. In addition, the researcher conducted two interviews with the teacher, and collected samples of students' written work. The purpose of the research was to investigate: (a) How do teachers and peers mediate the participation of students with LD in collaborative, guided inquiry science activities, (b) What learning processes do students with LD participate in during collaborative, guided inquiry science activities, and (c) What components of social competence support and constrain the participation of students with LD during collaborative, guided inquiry science activities? The findings of the study suggest five key ideas for research and teaching in collaborative, guided inquiry science in inclusive classrooms. First, using a variety of collaborative learning formats (whole-class, small-group, and pairs) creates more opportunities for the successful participation of diverse students with LD. Second, creating an inclusive community where students feel accepted and valued may enhance the academic and social success of students with LD. Third, careful selection of partners for students with LD is important for a positive learning experience. Students with LD should be partnered with academically successful, socially competent peers; also, this study suggested that students with LD experience more success working collaboratively in pairs rather than in small groups. Fourth, a variety of strategies are needed to promote active participation and positive social interactions for students with and without LD during collaborative, guided inquiry learning. Fifth, adopting a general approach to teaching collaborative inquiry that crosses curriculum borders may enhance success of inclusive teaching practices.

Learning Strategies Used by High School Students Learning English as a Second Language

DTIC Science & Technology

1985-02-01

Discussion 34 REFERENCES 39 APPENDICES Z1 A Teachers Interview Guide 43 B Student Interview Guide 55 C Classroom Observation Guide 67 ix LIST OF TABLES...and teacher interviews were performed individually. There were only 3.7 strategies per classroom observation . Because roughly equal amounts of time...FOR SPEAKING AND UNDERSTANDING ENGLISH Classroom Observation Guide The purpose of this observation guide is to describe an approach for cot- lecting

Investigating the Link between Self Directed Learning Readiness and Project-Based Learning Outcomes: The Case of International Masters Students in an Engineering Management Course

ERIC Educational Resources Information Center

Stewart, Rodney A.

2007-01-01

Modern learning approaches increasingly have fewer structured learning activities and more self-directed learning tasks guided through consultation with academics. Such tasks are predominately project-/problem-based where the student is required to follow a freely guided road map to self discovery while simultaneously achieving desired learning…

Action Learning. A Guide for Professional, Management and Educational Development. Second Edition.

ERIC Educational Resources Information Center

McGill, Ian; Beaty, Liz

Action learning is a process of learning and reflection that happens with the support of a group of colleagues ("set") working with real problems with the intention of getting things done. This guide is for those who want to practice action learning. It can be used to introduce the concepts of action learning to others and as a manual…

Professional Learning Communities Facilitator's Guide for the What Works Clearinghouse™ Practice Guide: Teaching Academic Content and Literacy to English Learners in Elementary and Middle School. REL 2015-105

ERIC Educational Resources Information Center

Dimino, Joseph A.; Taylor, Mary Jo; Morris, Joan

2015-01-01

This facilitator's guide is designed to assist professional learning communities (PLCs) in applying evidence-based strategies to help K-8 English learners acquire the language and literacy skills needed to succeed academically. Through this collaborative learning experience, educators will expand their knowledge base as they read, discuss, share,…

Sequence learning in Parkinson's disease: Focusing on action dynamics and the role of dopaminergic medication.

PubMed

Ruitenberg, Marit F L; Duthoo, Wout; Santens, Patrick; Seidler, Rachael D; Notebaert, Wim; Abrahamse, Elger L

2016-12-01

Previous studies on movement sequence learning in Parkinson's disease (PD) have produced mixed results. A possible explanation for the inconsistent findings is that some studies have taken dopaminergic medication into account while others have not. Additionally, in previous studies the response modalities did not allow for an investigation of the action dynamics of sequential movements as they unfold over time. In the current study we investigated sequence learning in PD by specifically considering the role of medication status in a sequence learning task where mouse movements were performed. The focus on mouse movements allowed us to examine the action dynamics of sequential movement in terms of initiation time, movement time, movement accuracy, and velocity. PD patients performed the sequence learning task once on their regular medication, and once after overnight withdrawal from their medication. Results showed that sequence learning as reflected in initiation times was impaired when PD patients performed the task ON medication compared to OFF medication. In contrast, sequence learning as reflected in the accuracy of movement trajectories was enhanced when performing the task ON compared to OFF medication. Our findings suggest that while medication enhances execution processes of movement sequence learning, it may at the same time impair planning processes that precede actual execution. Overall, the current study extends earlier findings on movement sequence learning in PD by differentiating between various components of performance, and further refines previous dopamine overdose effects in sequence learning. Copyright © 2016 Elsevier Ltd. All rights reserved.

Process-Oriented Guided Inquiry Learning: POGIL and the POGIL Project

ERIC Educational Resources Information Center

Moog, Richard S.; Creegan, Frank J.; Hanson, David M.; Spencer, James N.; Straumanis, Andrei R.

2006-01-01

Recent research indicates that students learn best when they are actively engaged and they construct their own understanding. Process-Oriented Guided Inquiry Learning (POGIL) is a student-centered instructional philosophy based on these concepts in which students work in teams on specially prepared activities that follow a learning cycle paradigm.…

Process-Oriented Guided-Inquiry Learning Improves Long-Term Retention of Information

ERIC Educational Resources Information Center

Vanags, Thea; Pammer, Kristen; Brinker, Jay

2013-01-01

Many chemistry educators have adopted the process-oriented guided instructional learning (POGIL) pedagogy. However, it is not clear which aspects of POGIL are the most important in terms of actual learning. We compared 354 first-year undergraduate psychology students' learning in physiological psychology using four teaching methods: control,…

Work-Based Learning: A Resource Guide for Change. Test Draft.

ERIC Educational Resources Information Center

Hudson River Center for Program Development, Glenmont, NY.

This resource guide is intended to provide New York schools, business/industry, and others with resources to develop work-based learning strategies and components. Section 1 examines the scope, foundation, categories, and operation of work-based learning. Section 2 presents detailed information about the following forms of work-based learning:…

Implementation of Process Oriented Guided Inquiry Learning (POGIL) in Engineering

ERIC Educational Resources Information Center

Douglas, Elliot P.; Chiu, Chu-Chuan

2013-01-01

This paper describes implementation and testing of an active learning, team-based pedagogical approach to instruction in engineering. This pedagogy has been termed Process Oriented Guided Inquiry Learning (POGIL), and is based upon the learning cycle model. Rather than sitting in traditional lectures, students work in teams to complete worksheets…

Rural Learning: A Practical Guide to Developing Learning Opportunities in the Countryside.

ERIC Educational Resources Information Center

Payne, John

This guide to rural learning is intended to help those developing learning opportunities in the United Kingdom countryside--teachers, program organizers, project and development workers, and health and housing workers. Section 1 supplies up-to-date facts and figures and useful information about living in the rural context. It highlights issues…

Benefits of Guided Self-Management of Attention on Learning Accounting

ERIC Educational Resources Information Center

Sithole, Seedwell T. M.; Chandler, Paul; Abeysekera, Indra; Paas, Fred

2017-01-01

This research investigated the effects of 3 instructional design formats on learning introductory accounting. In accordance with cognitive load theory, it was predicted that students who would learn with a guided self-managed instructional design format would outperform students who would learn with a conventional split-attention format or an…

Musical Sequence Learning and EEG Correlates of Audiomotor Processing

PubMed Central

Schalles, Matt D.; Pineda, Jaime A.

2015-01-01

Our motor and auditory systems are functionally connected during musical performance, and functional imaging suggests that the association is strong enough that passive music listening can engage the motor system. As predictive coding constrains movement sequence selections, could the motor system contribute to sequential processing of musical passages? If this is the case, then we hypothesized that the motor system should respond preferentially to passages of music that contain similar sequential information, even if other aspects of music, such as the absolute pitch, have been altered. We trained piano naive subjects with a learn-to play-by-ear paradigm, to play a simple melodic sequence over five days. After training, we recorded EEG of subjects listening to the song they learned to play, a transposed version of that song, and a control song with different notes and sequence from the learned song. Beta band power over sensorimotor scalp showed increased suppression for the learned song, a moderate level of suppression for the transposed song, and no suppression for the control song. As beta power is associated with attention and motor processing, we interpret this as support of the motor system's activity during covert perception of music one can play and similar musical sequences. PMID:26527118

Sequential Nonlinear Learning for Distributed Multiagent Systems via Extreme Learning Machines.

PubMed

Vanli, Nuri Denizcan; Sayin, Muhammed O; Delibalta, Ibrahim; Kozat, Suleyman Serdar

2017-03-01

We study online nonlinear learning over distributed multiagent systems, where each agent employs a single hidden layer feedforward neural network (SLFN) structure to sequentially minimize arbitrary loss functions. In particular, each agent trains its own SLFN using only the data that is revealed to itself. On the other hand, the aim of the multiagent system is to train the SLFN at each agent as well as the optimal centralized batch SLFN that has access to all the data, by exchanging information between neighboring agents. We address this problem by introducing a distributed subgradient-based extreme learning machine algorithm. The proposed algorithm provides guaranteed upper bounds on the performance of the SLFN at each agent and shows that each of these individual SLFNs asymptotically achieves the performance of the optimal centralized batch SLFN. Our performance guarantees explicitly distinguish the effects of data- and network-dependent parameters on the convergence rate of the proposed algorithm. The experimental results illustrate that the proposed algorithm achieves the oracle performance significantly faster than the state-of-the-art methods in the machine learning and signal processing literature. Hence, the proposed method is highly appealing for the applications involving big data.

Power in the Classroom VI: Verbal Control Strategies, Nonverbal Immediacy and Affective Learning.

ERIC Educational Resources Information Center

Plax, Timothy G.; And Others

Recognizing that nonverbal behaviors typically provide the framework for interpreting verbal messages, this project (the sixth in a series of projects designed to examine teacher power in the classroom) proposed and sequentially tested a heuristic model of student affective learning as a function of behavior alteration techniques and teacher…

Non-formal Education in the Philippines: A Fundamental Step towards Lifelong Learning.

ERIC Educational Resources Information Center

Gonzales, Ma. Celeste T.; Pijano, Ma. Concepcion V.

In order to significantly contribute to human resource development, the Philippines must develop an integrated educational system of lifelong learning, with a special emphasis on non-formal education. Despite the value that is placed on formal, or sequential academic schooling, it is non-formal schooling that makes accessible the acquisition of…

Introducing Science Experiments to Rote-Learning Classes in Pakistani Middle Schools

ERIC Educational Resources Information Center

Pell, Anthony William; Iqbal, Hafiz Muhammad; Sohail, Shahida

2010-01-01

A mixed-methods sequential research design has been used to test the effect of introducing teacher science demonstrations to a traditional book-learning sample of 384 Grade 7 boys and girls from five schools in Lahore, Pakistan. In the quasi-experimental quantitative study, the eight classes of comparable ability were designated either…

Sensor-Augmented Virtual Labs: Using Physical Interactions with Science Simulations to Promote Understanding of Gas Behavior

ERIC Educational Resources Information Center

Chao, Jie; Chiu, Jennifer L.; DeJaegher, Crystal J.; Pan, Edward A.

2016-01-01

Deep learning of science involves integration of existing knowledge and normative science concepts. Past research demonstrates that combining physical and virtual labs sequentially or side by side can take advantage of the unique affordances each provides for helping students learn science concepts. However, providing simultaneously connected…

Self-Controlled Practice Enhances Motor Learning in Introverts and Extroverts

ERIC Educational Resources Information Center

Kaefer, Angélica; Chiviacowsky, Suzete; Meira, Cassio de Miranda, Jr.; Tani, Go

2014-01-01

Purpose: The purpose of the present study was to investigate the effects of self-controlled feedback on the learning of a sequential-timing motor task in introverts and extroverts. Method: Fifty-six university students were selected by the Eysenck Personality Questionnaire. They practiced a motor task consisting of pressing computer keyboard keys…

The Implications of Learners' Goal Orientation in a Prior Learning Assessment Program

ERIC Educational Resources Information Center

McClintock, Patricia

2013-01-01

This mixed methods sequential explanatory study was designed to investigate students' persistence in an online Prior Learning Assessment (PLA) Program by researching the implications of goal orientation and other academic, institutional, and student-related factors of non-traditional students enrolled in such a program at the University of St.…

Effective Teaching Strategies for Gifted/Learning-Disabled Students with Spatial Strengths

ERIC Educational Resources Information Center

Mann, Rebecca L.

2006-01-01

This study sought to determine effective teaching strategies for use with high-ability students who have spatial strengths and sequential weaknesses. Gifted students with spatial strengths and weak verbal skills often struggle in the traditional classroom. Their learning style enables them to grasp complex systems and excel at higher levels of…

Foundations of Sequential Learning

DTIC Science & Technology

2018-02-01

is not sufficient to estimate the payoff. The learned must use a strategy that balances exploration (learning new information by pulling arms that...specifications, or other data does not license the holder or any other person or corporation ; or convey any rights or permission to manufacture, use, or sell any...ABSTRACT This report summarizes the research done under FA8750-16-2-0173. This research advanced understanding of bandit algorithms and exploration in

"Read a Hundred Times and the Meaning Will Appear..." Changes in Chinese University Students' Views of the Temporal Structure of Learning

ERIC Educational Resources Information Center

Marton, Ference; Wen, Qiufang; Wong, Kam Cheung

2005-01-01

It has been shown earlier that while some high school students (younger on the average) do not differentiate between memorization and understanding, others (older on the average) do so (Marton, Watkins and Tang, Learning and Instruction 7, 21-48, 1997). Those who do differentiate impose a sequential ordering on the two: "When you learn you…

Cultural Conflict: School-Community-Curriculum.

ERIC Educational Resources Information Center

Central Consolidated School District No. 22, Shiprock, NM.

This teacher training guide provides information about Navajo cultural beliefs that conflict with learning in the dominant society's educational system. The guide offers rationales for the taboos and recommendations for providing appropriate learning situations, materials, and multicultural learning styles. Section 1 contains information on Navajo…

Professional Learning Communities Facilitator's Guide for the What Works Clearinghouse Practice Guide: Foundational Skills to Support Reading for Understanding in Kindergarten through 3rd Grade. REL 2016-277

ERIC Educational Resources Information Center

Kosanovich, Marcia; Foorman, Barbara

2016-01-01

The Regional Educational Laboratory (REL) Southeast developed a Professional Learning Community (PLC) Facilitators Guide to support educators in the implementation of recommendations from the What Works Clearinghouse's. The practice guide focuses on the foundational reading skills that enable students to read words, relate those words to their…

Computer-mediated instructional video: a randomised controlled trial comparing a sequential and a segmented instructional video in surgical hand wash.

PubMed

Schittek Janda, M; Tani Botticelli, A; Mattheos, N; Nebel, D; Wagner, A; Nattestad, A; Attström, R

2005-05-01

Video-based instructions for clinical procedures have been used frequently during the preceding decades. To investigate in a randomised controlled trial the learning effectiveness of fragmented videos vs. the complete sequential video and to analyse the attitudes of the user towards video as a learning aid. An instructional video on surgical hand wash was produced. The video was available in two different forms in two separate web pages: one as a sequential video and one fragmented into eight short clips. Twenty-eight dental students in the second semester were randomised into an experimental (n = 15) and a control group (n = 13). The experimental group used the fragmented form of the video and the control group watched the complete one. The use of the videos was logged and the students were video taped whilst undertaking a test hand wash. The videos were analysed systematically and blindly by two independent clinicians. The students also performed a written test concerning learning outcome from the videos as well as they answered an attitude questionnaire. The students in the experimental group watched the video significantly longer than the control group. There were no significant differences between the groups with regard to the ratings and scores when performing the hand wash. The experimental group had significantly better results in the written test compared with those of the control group. There was no significant difference between the groups with regard to attitudes towards the use of video for learning, as measured by the Visual Analogue Scales. Most students in both groups expressed satisfaction with the use of video for learning. The students demonstrated positive attitudes and acceptable learning outcome from viewing CAL videos as a part of their pre-clinical training. Videos that are part of computer-based learning settings would ideally be presented to the students both as a segmented and as a whole video to give the students the option to choose the form of video which suits the individual student's learning style.

Social Studies Scope & Sequence Learner Outcomes: [Grades K-8].

ERIC Educational Resources Information Center

Duluth Public Schools, MN.

The goal of this K-8 social studies curriculum guide is to ensure instructional consistency at each grade level and sequential growth in content and process skills. Within the K-6 grade levels, the curriculum objectives are itemized under the discipline areas of geography, history, cultures/ethnicity, citizenship/government, economics, and…

From Ethnography to Items: A Mixed Methods Approach to Developing a Survey to Examine Graduate Engineering Student Retention

ERIC Educational Resources Information Center

Crede, Erin; Borrego, Maura

2013-01-01

As part of a sequential exploratory mixed methods study, 9 months of ethnographically guided observations and interviews were used to develop a survey examining graduate engineering student retention. Findings from the ethnographic fieldwork yielded several themes, including international diversity, research group organization and climate,…

Political and Economic Behavior of Man: A Course of Study.

ERIC Educational Resources Information Center

Cooperative Curriculum Service Center, Centerville, MD.

This curriculum guide is designed to assist teachers in using such innovative techniques in the new social studies as concept teaching and inquiry with below average students. It is divided into two non-sequential semesters. Each of eleven units emphasize a single concept, in economics: 1) consumption, consumer purchasing, credit, deception,…

So You "Gotta" Wear Glasses Minicourse, Career Oriented Pre-Technical Physics.

ERIC Educational Resources Information Center

Dallas Independent School District, TX.

This instructional guide, intended for student use, develops the topic of optics through a series of sequential activities. A technical development of the subject is pursued with examples stressing practical aspects of the concepts. Included in the minicourse are: (1) the rationale, (2) terminal behavioral objectives, (3) enabling behavioral…

Education Policy Influence Efficacy: Teacher Beliefs in Their Ability to Change Education Policy

ERIC Educational Resources Information Center

Hinnant-Crawford, Brandi

2016-01-01

Guided by Social Cognitive Theory (SCT) this study sought to understand how teachers view themselves as educational policy actors and to construct an instrument that measures teacher beliefs about their aptitude to advocate for changes in educational policy. This study employed a sequential explanatory design, characterized by quantitative data…

Developing a Web-Based Hiring Resource at a State Medical College

ERIC Educational Resources Information Center

Drane, Daniel, III

2017-01-01

This study uses a sequential, mixed method, action research, quantitative to qualitative research design. The purpose of this study was to develop a useful standardized hiring process at a state medical college that brings clarity to the hiring process and policies. Two conceptual frameworks guided the innovations in this study--communities of…

Foreign Languages Course of Study, Junior & Senior High Schools. Draft.

ERIC Educational Resources Information Center

Dade County Public Schools, Miami, FL. Div. of Elementary and Secondary Instruction.

The study guide outlining the modern foreign language courses for English speakers in Dade County's secondary schools establishes a uniform sequential program for instruction in French, German, Hebrew, Italian, and Spanish. Program expectancies are described for each level and type of course, to serve as a basis for planning appropriate…

A Critical Examination of Senior Executive Leadership Succession Planning and Management with Implications for Underrepresented Minorities

ERIC Educational Resources Information Center

Jackson, LeKeisha D.

2017-01-01

Guided by the research questions, this study utilized a sequential explanatory mixed methods research design to examine senior executive leadership succession planning at four-year, predominately white, doctoral universities in the state of Georgia. Utilizing the Representative Bureaucracy theory and the Mateso SPM conceptual model, this study…

Master Planning Guide for Instructional Objectives. Colorado State Plan for the Developmentally Disabled.

ERIC Educational Resources Information Center

Myers, Marvin L.; And Others

Presented by the Master Planning Committee of the Colorado Department of Institutions and the Division of Developmental Disabilities is a behavior inventory of sequential skills in four areas basic to the normalization of developmentally disabled persons. Instructional objectives are listed in the following areas: physical, including perceptual…

European Civilization. Teacher's Manual.

ERIC Educational Resources Information Center

Leppert, Ella C.; Halac, Dennis

The instructional materials in this teaching guide for Course II, Unit IV, follow and build upon a previous sequential course described in SO 003 169 offering ninth grade students a study on the development of Western European Civilization. Focus is upon four periods of high development: The High Middle Ages (12th Century), The Renaissance (15th…

AFATL TOODY Users Guide.

DTIC Science & Technology

1977-02-15

those variables DQXX, DQXZ and DQZZ are used to store strain values. The zone variable lineup now is MAT Material indicator X Value of X coordinate Z...ANY TOODY MAIN UPDATE CARDS 6/7/8/9 85 IS It is assumed that TDPREP and TDMAIN are separate OLDPL files in a sequential (W) format. U b. 866 0_a

Sequential and Mixed Genetic Algorithm and Learning Automata (SGALA, MGALA) for Feature Selection in QSAR

PubMed Central

MotieGhader, Habib; Gharaghani, Sajjad; Masoudi-Sobhanzadeh, Yosef; Masoudi-Nejad, Ali

2017-01-01

Feature selection is of great importance in Quantitative Structure-Activity Relationship (QSAR) analysis. This problem has been solved using some meta-heuristic algorithms such as GA, PSO, ACO and so on. In this work two novel hybrid meta-heuristic algorithms i.e. Sequential GA and LA (SGALA) and Mixed GA and LA (MGALA), which are based on Genetic algorithm and learning automata for QSAR feature selection are proposed. SGALA algorithm uses advantages of Genetic algorithm and Learning Automata sequentially and the MGALA algorithm uses advantages of Genetic Algorithm and Learning Automata simultaneously. We applied our proposed algorithms to select the minimum possible number of features from three different datasets and also we observed that the MGALA and SGALA algorithms had the best outcome independently and in average compared to other feature selection algorithms. Through comparison of our proposed algorithms, we deduced that the rate of convergence to optimal result in MGALA and SGALA algorithms were better than the rate of GA, ACO, PSO and LA algorithms. In the end, the results of GA, ACO, PSO, LA, SGALA, and MGALA algorithms were applied as the input of LS-SVR model and the results from LS-SVR models showed that the LS-SVR model had more predictive ability with the input from SGALA and MGALA algorithms than the input from all other mentioned algorithms. Therefore, the results have corroborated that not only is the predictive efficiency of proposed algorithms better, but their rate of convergence is also superior to the all other mentioned algorithms. PMID:28979308

Sequential and Mixed Genetic Algorithm and Learning Automata (SGALA, MGALA) for Feature Selection in QSAR.

PubMed

MotieGhader, Habib; Gharaghani, Sajjad; Masoudi-Sobhanzadeh, Yosef; Masoudi-Nejad, Ali

2017-01-01

Feature selection is of great importance in Quantitative Structure-Activity Relationship (QSAR) analysis. This problem has been solved using some meta-heuristic algorithms such as GA, PSO, ACO and so on. In this work two novel hybrid meta-heuristic algorithms i.e. Sequential GA and LA (SGALA) and Mixed GA and LA (MGALA), which are based on Genetic algorithm and learning automata for QSAR feature selection are proposed. SGALA algorithm uses advantages of Genetic algorithm and Learning Automata sequentially and the MGALA algorithm uses advantages of Genetic Algorithm and Learning Automata simultaneously. We applied our proposed algorithms to select the minimum possible number of features from three different datasets and also we observed that the MGALA and SGALA algorithms had the best outcome independently and in average compared to other feature selection algorithms. Through comparison of our proposed algorithms, we deduced that the rate of convergence to optimal result in MGALA and SGALA algorithms were better than the rate of GA, ACO, PSO and LA algorithms. In the end, the results of GA, ACO, PSO, LA, SGALA, and MGALA algorithms were applied as the input of LS-SVR model and the results from LS-SVR models showed that the LS-SVR model had more predictive ability with the input from SGALA and MGALA algorithms than the input from all other mentioned algorithms. Therefore, the results have corroborated that not only is the predictive efficiency of proposed algorithms better, but their rate of convergence is also superior to the all other mentioned algorithms.

Implementing Process Oriented Guided Inquiry Learning (POGIL) in Undergraduate Biomechanics: Lessons Learned by a Novice

ERIC Educational Resources Information Center

Simonson, Shawn R.; Shadle, Susan E.

2013-01-01

Process Oriented Guided Inquiry Learning (POGIL) uses specially designed activities and cooperative learning to teach content and to actively engage students in inquiry, analytical thinking and teamwork. It has been used extensively in Chemistry education, but the use of POGIL is not well documented in other physical and biological sciences. This…

A Guided Inquiry Activity for Teaching Ligand Field Theory

ERIC Educational Resources Information Center

Johnson, Brian J.; Graham, Kate J.

2015-01-01

This paper will describe a guided inquiry activity for teaching ligand field theory. Previous research suggests the guided inquiry approach is highly effective for student learning. This activity familiarizes students with the key concepts of molecular orbital theory applied to coordination complexes. Students will learn to identify factors that…

Student Guide for Documenting Experiential Learning: Accounting.

ERIC Educational Resources Information Center

Coastline Community Coll., Fountain Valley, CA.

Coastline Community College has developed a series of guides to assist adults who wish to obtain college credit or advanced standing in evaluating and verifying their non-college learning experiences. This guide lists the competency requirements of six courses within the Accounting program: two Principles of Accounting courses, Intermediate…

Collaboration and Team Science Field Guide - Center for Research Strategy

Cancer.gov

Collaboration and Team Science: A Field Guide provides insight into the practices of conducting collaborative work. Since its 2010 publication, the authors have worked and learned from teams and organizations all over the world. Learn from these experiences in the second edition of the Team Science Field Guide.

Secondary Social Studies: Alaska Curriculum Guide. Second Edition.

ERIC Educational Resources Information Center

Alaska State Dept. of Education, Juneau. Office of Curriculum Services.

A secondary social studies model curriculum guide for Alaska is presented. The body of the guide lists topics/concepts, learning outcomes/objectives, and sample learning activities in a 3 column format. The first column, topics/concepts, describes the content area, defining the subject broadly and listing subconcepts or associated vocabulary. The…

Contextual Cueing: Implicit Learning and Memory of Visual Context Guides Spatial Attention.

ERIC Educational Resources Information Center

Chun, Marvin M.; Jiang, Yuhong

1998-01-01

Six experiments involving a total of 112 college students demonstrate that a robust memory for visual context exists to guide spatial attention. Results show how implicit learning and memory of visual context can guide spatial attention toward task-relevant aspects of a scene. (SLD)

Introduction to the MCS. Visual Media Learning Guide.

ERIC Educational Resources Information Center

Spokane Falls Community Coll., WA.

This student learning guide is designed to introduce graphics arts students t the MCS (Modular Composition System) compugraphic typesetting system. Addressed in the individual units of the competency-based guide are the following tasks: programming the compugraphic typesetting system, creating a new file and editing a file, operating a…

Student Guide for Documenting Experiential Learning: Travel Agency Operation.

ERIC Educational Resources Information Center

Coastline Community Coll., Fountain Valley, CA.

Coastline Community College has developed a series of guides to assist adults who wish to obtain college credit or advanced standing in evaluating and verifying their non-college learning experiences. This guide lists the competency requirements of four courses within the Travel Agency Operation program: Domestic Air Transportation; International…

Carpentry. Student Learning Guide.

ERIC Educational Resources Information Center

Palm Beach County Board of Public Instruction, West Palm Beach, FL.

This student learning guide contains 17 modules for completing a course in carpentry. It is designed especially for use in secondary schools in Palm Beach County, Florida. Each module covers one task, and consists of a purpose, performance objective, enabling objectives, learning activities keyed to resources, information sheets, student…

Masonry. Student Learning Guide.

ERIC Educational Resources Information Center

Palm Beach County Board of Public Instruction, West Palm Beach, FL.

This student learning guide contains nine modules for completing a course in masonry. It is designed especially for use in secondary schools in Palm Beach County, Florida. Each module covers one task, and consists of a purpose, performance objective, enabling objectives, learning activities keyed to resources, information sheets, student…

The Theory-based Influence of Map Features on Risk Beliefs: Self-reports of What is Seen and Understood for Maps Depicting an Environmental Health Hazard

PubMed Central

Vatovec, Christine

2013-01-01

Theory-based research is needed to understand how maps of environmental health risk information influence risk beliefs and protective behavior. Using theoretical concepts from multiple fields of study including visual cognition, semiotics, health behavior, and learning and memory supports a comprehensive assessment of this influence. We report results from thirteen cognitive interviews that provide theory-based insights into how visual features influenced what participants saw and the meaning of what they saw as they viewed three formats of water test results for private wells (choropleth map, dot map, and a table). The unit of perception, color, proximity to hazards, geographic distribution, and visual salience had substantial influences on what participants saw and their resulting risk beliefs. These influences are explained by theoretical factors that shape what is seen, properties of features that shape cognition (pre-attentive, symbolic, visual salience), information processing (top-down and bottom-up), and the strength of concrete compared to abstract information. Personal relevance guided top-down attention to proximal and larger hazards that shaped stronger risk beliefs. Meaning was more local for small perceptual units and global for large units. Three aspects of color were important: pre-attentive “incremental risk” meaning of sequential shading, symbolic safety meaning of stoplight colors, and visual salience that drew attention. The lack of imagery, geographic information, and color diminished interest in table information. Numeracy and prior beliefs influenced comprehension for some participants. Results guided the creation of an integrated conceptual framework for application to future studies. Ethics should guide the selection of map features that support appropriate communication goals. PMID:22715919

The theory-based influence of map features on risk beliefs: self-reports of what is seen and understood for maps depicting an environmental health hazard.

PubMed

Severtson, Dolores J; Vatovec, Christine

2012-08-01

Theory-based research is needed to understand how maps of environmental health risk information influence risk beliefs and protective behavior. Using theoretical concepts from multiple fields of study including visual cognition, semiotics, health behavior, and learning and memory supports a comprehensive assessment of this influence. The authors report results from 13 cognitive interviews that provide theory-based insights into how visual features influenced what participants saw and the meaning of what they saw as they viewed 3 formats of water test results for private wells (choropleth map, dot map, and a table). The unit of perception, color, proximity to hazards, geographic distribution, and visual salience had substantial influences on what participants saw and their resulting risk beliefs. These influences are explained by theoretical factors that shape what is seen, properties of features that shape cognition (preattentive, symbolic, visual salience), information processing (top-down and bottom-up), and the strength of concrete compared with abstract information. Personal relevance guided top-down attention to proximal and larger hazards that shaped stronger risk beliefs. Meaning was more local for small perceptual units and global for large units. Three aspects of color were important: preattentive "incremental risk" meaning of sequential shading, symbolic safety meaning of stoplight colors, and visual salience that drew attention. The lack of imagery, geographic information, and color diminished interest in table information. Numeracy and prior beliefs influenced comprehension for some participants. Results guided the creation of an integrated conceptual framework for application to future studies. Ethics should guide the selection of map features that support appropriate communication goals.

In vivo comparison of simultaneous versus sequential injection technique for thermochemical ablation in a porcine model.

PubMed

Cressman, Erik N K; Shenoi, Mithun M; Edelman, Theresa L; Geeslin, Matthew G; Hennings, Leah J; Zhang, Yan; Iaizzo, Paul A; Bischof, John C

2012-01-01

To investigate simultaneous and sequential injection thermochemical ablation in a porcine model, and compare them to sham and acid-only ablation. This IACUC-approved study involved 11 pigs in an acute setting. Ultrasound was used to guide placement of a thermocouple probe and coaxial device designed for thermochemical ablation. Solutions of 10 M acetic acid and NaOH were used in the study. Four injections per pig were performed in identical order at a total rate of 4 mL/min: saline sham, simultaneous, sequential, and acid only. Volume and sphericity of zones of coagulation were measured. Fixed specimens were examined by H&E stain. Average coagulation volumes were 11.2 mL (simultaneous), 19.0 mL (sequential) and 4.4 mL (acid). The highest temperature, 81.3°C, was obtained with simultaneous injection. Average temperatures were 61.1°C (simultaneous), 47.7°C (sequential) and 39.5°C (acid only). Sphericity coefficients (0.83-0.89) had no statistically significant difference among conditions. Thermochemical ablation produced substantial volumes of coagulated tissues relative to the amounts of reagents injected, considerably greater than acid alone in either technique employed. The largest volumes were obtained with sequential injection, yet this came at a price in one case of cardiac arrest. Simultaneous injection yielded the highest recorded temperatures and may be tolerated as well as or better than acid injection alone. Although this pilot study did not show a clear advantage for either sequential or simultaneous methods, the results indicate that thermochemical ablation is attractive for further investigation with regard to both safety and efficacy.

Professional Learning Communities Facilitator's Guide Handouts for the What Works Clearinghouse™ Practice Guide: Teaching Academic Content and Literacy to English Learners in Elementary and Middle School. REL 2015-105

ERIC Educational Resources Information Center

Dimino, Joseph A.; Taylor, Mary Jo; Morris, Joan

2015-01-01

These handouts, which are meant to accompany the facilitator's guide, are designed to assist professional learning communities (PLCs) in applying evidence-based strategies to help K-8 English learners acquire the language and literacy skills needed to succeed academically. The facilitator's guide uses a five-step process for collaborative…

Welding. Student Learning Guide.

ERIC Educational Resources Information Center

Palm Beach County Board of Public Instruction, West Palm Beach, FL.

This student learning guide contains 30 modules for completing a course in welding. It is designed especially for use in secondary schools in Palm Beach County, Florida. Each module covers one task, and consists of a purpose, performance objective, enabling objectives, learning activities keyed to resources, information sheets, student self-check…

Teacher's Guide for Competency-Based Education Curriculum for Floriculture.

ERIC Educational Resources Information Center

Associated Educational Consultants, Inc., Pittsburgh, PA.

This teacher's guide is designed to facilitate use of the West Virginia floriculture competency-based education (CBE) curriculum by instructors in floriculture programs. The curriculum is organized into 13 learning units, correlated with specific competencies. Each competency includes a learning checklist, learning activities, and evaluative…

A service-based BLAST command tool supported by cloud infrastructures.

PubMed

Carrión, Abel; Blanquer, Ignacio; Hernández, Vicente

2012-01-01

Notwithstanding the benefits of distributed-computing infrastructures for empowering bioinformatics analysis tools with the needed computing and storage capability, the actual use of these infrastructures is still low. Learning curves and deployment difficulties have reduced the impact on the wide research community. This article presents a porting strategy of BLAST based on a multiplatform client and a service that provides the same interface as sequential BLAST, thus reducing learning curve and with minimal impact on their integration on existing workflows. The porting has been done using the execution and data access components from the EC project Venus-C and the Windows Azure infrastructure provided in this project. The results obtained demonstrate a low overhead on the global execution framework and reasonable speed-up and cost-efficiency with respect to a sequential version.

Pathways for learning two languages: lexical and grammatical associations within and across languages in sequential bilingual children*

PubMed Central

PHAM, GIANG

2018-01-01

This study examines the strength and direction of lexical-grammatical associations within and between first and second languages (L1 and L2) in a longitudinal sample of sequential bilinguals. Thirty-three children who spoke Vietnamese (L1) and English (L2) completed picture-naming and story-telling tasks in each language at four yearly intervals. Hierarchical linear modeling across Years 1–4 revealed bidirectional within-language associations and a unidirectional cross-language association from the L1 to L2. Results suggest a conditional relationship between languages in which the L1 supports L2 growth, but not vice versa. Findings contribute to defining pathways for L1 and L2 learning across domains and languages. PMID:29670455

gSRT-Soft: a generic software application and some methodological guidelines to investigate implicit learning through visual-motor sequential tasks.

PubMed

Chambaron, Stéphanie; Ginhac, Dominique; Perruchet, Pierre

2008-05-01

Serial reaction time tasks and, more generally, the visual-motor sequential paradigms are increasingly popular tools in a variety of research domains, from studies on implicit learning in laboratory contexts to the assessment of residual learning capabilities of patients in clinical settings. A consequence of this success, however, is the increased variability in paradigms and the difficulty inherent in respecting the methodological principles that two decades of experimental investigations have made more and more stringent. The purpose of the present article is to address those problems. We present a user-friendly application that simplifies running classical experiments, but is flexible enough to permit a broad range of nonstandard manipulations for more specific objectives. Basic methodological guidelines are also provided, as are suggestions for using the software to explore unconventional directions of research. The most recent version of gSRT-Soft may be obtained for free by contacting the authors.

The Heuristic Method, Precursor of Guided Inquiry: Henry Armstrong and British Girls' Schools, 1890-1920

ERIC Educational Resources Information Center

Rayner-Canham, Geoff; Rayner-Canham, Marelene

2015-01-01

Though guided-inquiry learning, discovery learning, student-centered learning, and problem-based learning are commonly believed to be recent new approaches to the teaching of chemistry, in fact, the concept dates back to the late 19th century. Here, we will show that it was the British chemist, Henry Armstrong, who pioneered this technique,…

Using Learning Analytics to Enhance Student Learning in Online Courses Based on Quality Matters Standards

ERIC Educational Resources Information Center

Martin, Florence; Ndoye, Abdou; Wilkins, Patricia

2016-01-01

Quality Matters is recognized as a rigorous set of standards that guide the designer or instructor to design quality online courses. We explore how Quality Matters standards guide the identification and analysis of learning analytics data to monitor and improve online learning. Descriptive data were collected for frequency of use, time spent, and…

The development of CERDAS learning strategy guide for science education students of distance education

NASA Astrophysics Data System (ADS)

Rahayu, U.; Darmayanti, T.; Widodo, A.; Redjeki, S.

2017-02-01

Self-regulated learning (SRL) is a part of students’ skills in which they manage, regulate, and monitor their learning process so they can reach their study goal. Students of distance education should comprise this skill. The aim of this research is to describe the development of distance students learning guide, namely “CEDAS strategy” designed for science students. The students’ guidance consists of seven principles, they are; selecting and applying learning strategy appropriately, managing time effectively, planning of learning realistically and accurately, achieving study goal, and doing self-evaluation continuously. The research method was qualitative descriptive. The research involved the students of Universitas Terbuka’ Biology education who participated in Animal Embryology course. The data were collected using a questionnaire and interview. Furthermore, it was analyzed by descriptive analyses. Research finding showed that during try out, most of the students stated that the learning guide was easy to understand, concise, interesting and encouraging for students to continue reading and learning. In the implementation stage, most students commented that the guide is easy to understand, long enough, and helpful so it can be used as a reference to study independently and to apply it in the daily basis.

The 4A Metric Algorithm: A Unique E-Learning Engineering Solution Designed via Neuroscience to Counter Cheating and Reduce Its Recidivism by Measuring Student Growth through Systemic Sequential Online Learning

ERIC Educational Resources Information Center

Osler, James Edward

2016-01-01

This paper provides a novel instructional methodology that is a unique E-Learning engineered "4A Metric Algorithm" designed to conceptually address the four main challenges faced by 21st century students, who are tempted to cheat in a myriad of higher education settings (face to face, hybrid, and online). The algorithmic online…

Library Online! A Guide to Computer Research.

ERIC Educational Resources Information Center

Turrell, Linda

The world of electronic technology is opening up vast new opportunities for learning, gathering, and sharing information. This guide is for teachers and students in grades 4-8 to learn how to use electronic tools to conduct research to find information at school or around the world. The guide includes introductory pages for each topic, student…

Back to School: A Guide to Continuing Your Education after Prison

ERIC Educational Resources Information Center

Crayton, Anna; Lindahl, Nicole

2015-01-01

This guide is designed to help readers take the first steps towards continuing their education, whether that means learning English, working towards a High School Equivalency (HSE), learning an occupation, or building on college credits already earned. This guide walks readers through the process of setting educational goals and getting organized;…

Careers Going Global. Curriculum Resource Guide.

ERIC Educational Resources Information Center

Partridge, Chrystal L.; And Others

This guide contains 164 suggested learning activities that are designed for use in helping middle and high school students learn to think in global terms rather than in terms of city, state, and national boundaries. The guide's organization and framework are based on 5th- through 12th-grade social studies, geography, language arts, mathematics,…

Workplace Learning Curriculum Guides. Volume V: Functional Skills.

ERIC Educational Resources Information Center

Colorado Community Coll. and Occupational Education System, Denver.

This volume, one of a series of eight curriculum guides compiled by the Colorado Workplace Learning Initiative: 1991-92, includes five courses on functional skills for a workplace literacy curriculum. Introductory materials include a table of contents, a list of the curriculum topics covered in each guide, and a section called "Hello…

The Black Female Experience in America: A Learning/Teacher Guide.

ERIC Educational Resources Information Center

Allman, Joanna; And Others

This book provides a guide for teaching and learning about the experiences of Black females in America, and particularly about psychosocial issues in Black female development. The guide is divided into topic units. "Black Women in History" contains lessons of Black women in slavery, in the twentieth century, and historical and contemporary role…

Guided Imagery in the Classroom: An Enhancement to Learning.

ERIC Educational Resources Information Center

Herr, Kay U.

The use of guided imagery meshes with recent insights into right and left brain learning. Guided imagery engages the right brain processes such as imagination, emotion, creative, and intuitive activities. While much instruction is concerned with left brain activity, that is, the processsing of information through words, the addition of right brain…

Critical Reading: A Guide for Faculty and Students in Economics and History. Final Report, Second Year.

ERIC Educational Resources Information Center

Bean, Thomas W.

The first year of California State University's program to improve university students' critical reading of introductory texts had two objectives: to develop professors' available repertoire of strategies for guiding students' independent learning from texts and to develop students' facility in learning from texts with adjunct guide materials…

Student Guide for Documenting Experiential Learning: Business Management and Marketing.

ERIC Educational Resources Information Center

Coastline Community Coll., Fountain Valley, CA.

Coastline Community College has developed a series of guides to assist adults who wish to obtain college credit or advanced standing in evaluating and verifying their non-college learning experiences. This guide lists the competency requirements of seven courses within the Business Management and Marketing program: Principles of Accounting,…

Student Guide for Documenting Experiential Learning: Sales and Marketing Management.

ERIC Educational Resources Information Center

Coastline Community Coll., Fountain Valley, CA.

Coastline Community College has developed a series of guides to assist adults who wish to obtain college credit or advanced standing in evaluating and verifying their non-college learning experiences. This guide lists the competency requirements of six courses in the Sales and Marketing Management program: Principles of Accounting, Salesmanship,…

How To Create Effective Information and Communication Technology Learning Programmes. A Guide.

ERIC Educational Resources Information Center

Clarke, Alan

This guide, which is intended for information and communication technology (ICT) tutors and tutor managers in Great Britain's further education sector, explains how to create effective ICT learning programs for adults. The guide emphasizes developing students' confidence and providing them with a sound foundation for further study. The following…

Machine Transcription. Vocational Education Curriculum Guide. Business Education.

ERIC Educational Resources Information Center

West Virginia State Vocational Curriculum Lab., Cedar Lakes.

This curriculum guide provides the basic curriculum components required to develop lesson plans that address the learning outcomes for the area of machine transcription. It is not a complete, self-contained curriculum. Instead, the guide provides the teacher with a number of informational items related to the learning outcomes and allows him/her…

A Cursive Handwriting Skills Program for LD Students To Be Used by Regular and LD Teachers.

ERIC Educational Resources Information Center

McMillan, Ida L.

Many learning disabled students attending Avocado Elementary School in Homestead, Florida, were unable to write legibly when taught with available cursive handwriting programs. To redress the problem, a complete, sequential cursive handwriting program was devised for use with learning disabled and other students. The program combined tracing and…

Secondary School Senior Capstone Projects: A Descriptive and Interpretive Case Study on Post-Secondary Students' Perspectives of Learning Transfer

ERIC Educational Resources Information Center

Yasuda, Vanessa Applbaum

2017-01-01

This descriptive and interpretive case study investigates how 12 undergraduate college students perceived participation in their high school Senior Capstone Project (SCP) impacted their college academic experience. Learning transfer was explored from the learner's perspective. Data was collected using qualitative methods in three sequential phases…

The Effects of a Collaborative Problem-Based Learning Experience on Students' Motivation in Engineering Capstone Courses

ERIC Educational Resources Information Center

Jones, Brett D.; Epler, Cory M.; Mokri, Parastou; Bryant, Lauren H.; Paretti, Marie C.

2013-01-01

We identified and examined how the instructional elements of problem-based learning capstone engineering courses affected students' motivation to engage in the courses. We employed a two-phase, sequential, explanatory, mixed methods research design. For the quantitative phase, 47 undergraduate students at a large public university completed a…

Exploring Students' Knowledge Construction Strategies in Computer-Supported Collaborative Learning Discussions Using Sequential Analysis

ERIC Educational Resources Information Center

Shukor, Nurbiha A.; Tasir, Zaidatun; Van der Meijden, Henny; Harun, Jamalludin

2014-01-01

Online collaborative learning allows discussion to occur at greater depth where knowledge can be constructed remotely. However students were found to construct knowledge at low-level where they discussed by sharing and comparing opinions; those are inadequate for new knowledge creation. As such, this research attempted to investigate the students'…

Individual Differences and Intervention Flaws: A Sequential Explanatory Study of College Students' Copy-and-Paste Note Taking

ERIC Educational Resources Information Center

Igo, L. Brent; Kiewra, Kenneth A.; Bruning, Roger

2008-01-01

In this study, qualitative themes and quantitative findings from previous research were used to justify the exploration of four experimental, note-taking conditions and the impact of those conditions on student learning from Web-based text. However, puzzling results obtained from dependent measures of student learning were quite inconsistent with…

A Serious Look at the 4MAT Model.

ERIC Educational Resources Information Center

Scott, Harry V.

4MAT is an 8-step, sequential instructional model based on two theoretical constructs: Kolb's model of learning styles and the concept of brain hemisphericity. The model, developed by B. McCarthy (1987), is derived by interacting each of Kolb's four quadrants with both left and right brain. Kolb outlined four learning styles based on the four…

Novel Word Retention in Sequential Bilingual Children

ERIC Educational Resources Information Center

Kan, Pui Fong

2014-01-01

Children's ability to learn and retain new words is fundamental to their vocabulary development. This study examined word retention in children learning a home language (L1) from birth and a second language (L2) in preschool settings. Participants were presented with sixteen novel words in L1 and in L2 and were tested for retention after…

Adapting the Training Site to Training Needs. Self-Paced Instructional Module. Module Number VII-A.

ERIC Educational Resources Information Center

King, Sylvester; Brooks, Kent

One of 33 self-paced instructional modules for training industry services leaders to provide guidance in the performance of manpower services by public agencies to new and expanding private industry, this module contains three sequential learning activities on adapting the training site to training needs. The first learning activity is designed to…

The Effect of English Language Learning on Creative Thinking Skills: A Mixed Methods Case Study

ERIC Educational Resources Information Center

Sehic, Sandro

2017-01-01

The purpose of this sequential explanatory mixed-methods case study was to investigate the effects of English language learning on creative thinking skills in the domains of fluency, flexibility, originality, and elaboration as measured with the Alternate Uses Test. Unlike the previous research studies that investigated the links between English…

Enhancing Learning from Dynamic and Static Visualizations by Means of Cueing

ERIC Educational Resources Information Center

Kuhl, Tim; Scheiter, Katharina; Gerjets, Peter

2012-01-01

The current study investigated whether learning from dynamic and two presentation formats for static visualizations can be enhanced by means of cueing. One hundred and fifty university students were randomly assigned to six conditions, resulting from a 2x3-design, with cueing (with/without) and type of visualization (dynamic, static-sequential,…

Applying Learning Analytics to Explore the Effects of Motivation on Online Students' Reading Behavioral Patterns

ERIC Educational Resources Information Center

Sun, Jerry Chih-Yuan; Lin, Che-Tsun; Chou, Chien

2018-01-01

This study aims to apply a sequential analysis to explore the effect of learning motivation on online reading behavioral patterns. The study's participants consisted of 160 graduate students who were classified into three group types: low reading duration with low motivation, low reading duration with high motivation, and high reading duration…

Learning to Design Backwards: Examining a Means to Introduce Human-Centered Design Processes to Teachers and Students

ERIC Educational Resources Information Center

Gibson, Michael R.

2016-01-01

"Designing backwards" is presented here as a means to utilize human-centered processes in diverse educational settings to help teachers and students learn to formulate and operate design processes to achieve three sequential and interrelated goals. The first entails teaching them to effectively and empathetically identify, frame and…

Random Boolean networks for autoassociative memory: Optimization and sequential learning

NASA Astrophysics Data System (ADS)

Sherrington, D.; Wong, K. Y. M.

Conventional neural networks are based on synaptic storage of information, even when the neural states are discrete and bounded. In general, the set of potential local operations is much greater. Here we discuss some aspects of the properties of networks of binary neurons with more general Boolean functions controlling the local dynamics. Two specific aspects are emphasised; (i) optimization in the presence of noise and (ii) a simple model for short-term memory exhibiting primacy and recency in the recall of sequentially taught patterns.

Off-line simulation inspires insight: A neurodynamics approach to efficient robot task learning.

PubMed

Sousa, Emanuel; Erlhagen, Wolfram; Ferreira, Flora; Bicho, Estela

2015-12-01

There is currently an increasing demand for robots able to acquire the sequential organization of tasks from social learning interactions with ordinary people. Interactive learning-by-demonstration and communication is a promising research topic in current robotics research. However, the efficient acquisition of generalized task representations that allow the robot to adapt to different users and contexts is a major challenge. In this paper, we present a dynamic neural field (DNF) model that is inspired by the hypothesis that the nervous system uses the off-line re-activation of initial memory traces to incrementally incorporate new information into structured knowledge. To achieve this, the model combines fast activation-based learning to robustly represent sequential information from single task demonstrations with slower, weight-based learning during internal simulations to establish longer-term associations between neural populations representing individual subtasks. The efficiency of the learning process is tested in an assembly paradigm in which the humanoid robot ARoS learns to construct a toy vehicle from its parts. User demonstrations with different serial orders together with the correction of initial prediction errors allow the robot to acquire generalized task knowledge about possible serial orders and the longer term dependencies between subgoals in very few social learning interactions. This success is shown in a joint action scenario in which ARoS uses the newly acquired assembly plan to construct the toy together with a human partner. Copyright © 2015 Elsevier Ltd. All rights reserved.

77 FR 8846 - Notice of Submission for OMB Review

Federal Register 2010, 2011, 2012, 2013, 2014

2012-02-15

..., Evaluation and Policy Development Type of Review: New. Title of Collection: 21st Century Community Learning Centers: Lessons Learned Guides. OMB Control Number: Pending. Total Estimated Number of Annual Responses... guides for the 21st Century Community Learning Centers (21st CCLC) program that will assist the U.S...

Learning Strategy Instruction in the Foreign Language Classroom: Writing.

ERIC Educational Resources Information Center

Chamot, Anna Uhl; And Others

This resource guide is designed to provide foreign language teachers with suggestions for helping students learn how to become better language learners. The five chapters of the guide for teaching writing skills are as follows: (1) Teaching Learning Strategies (e.g., rationale for teaching, types, useful strategies, guidelines, instructional…

Commercial Foods and Culinary Arts. Student Learning Guide.

ERIC Educational Resources Information Center

Palm Beach County Board of Public Instruction, West Palm Beach, FL.

This student learning guide contains one module for completing a course in commercial foods and culinary arts. It is designed especially for use in secondary schools in Palm Beach County, Florida. The module covers one task, and consists of a purpose, performance objective, enabling objectives, learning activities keyed to resources, information…

Guide for Planning a Learning Expedition.

ERIC Educational Resources Information Center

Campbell, Meg, Ed.; Liebowitz, Martin, Ed.; Mednick, Amy, Ed.; Rugen, Leah, Ed.

This guide aims to help teachers plan, reflect on, and revise learning expeditions. Growing out of the metaphor of an Outward Bound wilderness expedition, learning expeditions are long-term, in-depth investigations of a topic that engage students in the world through authentic projects, fieldwork, and service. The work centers on critical…

Machine Shop. Student Learning Guide.

ERIC Educational Resources Information Center

Palm Beach County Board of Public Instruction, West Palm Beach, FL.

This student learning guide contains eight modules for completing a course in machine shop. It is designed especially for use in Palm Beach County, Florida. Each module covers one task, and consists of a purpose, performance objective, enabling objectives, learning activities and resources, information sheets, student self-check with answer key,…

Understanding Learning Disabilities: Guide for Faculty.

ERIC Educational Resources Information Center

Georgetown Univ., Washington, DC. Office of Student Affairs.

This guide provides information about the nature of learning disabilities in higher education and about ways of assisting students with learning disabilities at Georgetown University (Washington, D.C.) to fulfill their potential. The booklet uses the metaphor of a "zig zag lightning in the brain" to describe the erratic thinking style…

Design Guide for Earth System Science Education: Common Student Learning Objectives and Special Pedagogical Approaches

NASA Astrophysics Data System (ADS)

Baker, D.

2006-12-01

As part of the NASA-supported undergraduate Earth System Science Education (ESSE) program, fifty-seven institutions have developed and implemented a wide range of Earth system science (ESS) courses, pedagogies, and evaluation tools. The Teaching, Learning, and Evaluation section of USRA's online ESSE Design Guide showcases these ESS learning environments. This Design Guide section also provides resources for faculty who wish to develop ESS courses. It addresses important course design issues including prior student knowledge and interests, student learning objectives, learning resources, pedagogical approaches, and assessments tied to student learning objectives. The ESSE Design Guide provides links to over 130 ESS course syllabi at introductory, senior, and graduate levels. ESS courses over the past 15 years exhibit common student learning objectives and unique pedagogical approaches. From analysis of ESS course syllabi, seven common student learning objectives emerged: 1) demonstrate systems thinking, 2) develop an ESS knowledge base, 3) apply ESS to the human dimension, 4) expand and apply analytical skills, 5) improve critical thinking skills, 6) build professional/career skills, and 7) acquire an enjoyment and appreciation for science. To meet these objectives, ESSE often requires different ways of teaching than in traditional scientific disciplines. This presentation will highlight some especially successful pedagogical approaches for creating positive and engaging ESS learning environments.

Sequential vs simultaneous encoding of spatial information: a comparison between the blind and the sighted.

PubMed

Ruotolo, Francesco; Ruggiero, Gennaro; Vinciguerra, Michela; Iachini, Tina

2012-02-01

The aim of this research is to assess whether the crucial factor in determining the characteristics of blind people's spatial mental images is concerned with the visual impairment per se or the processing style that the dominant perceptual modalities used to acquire spatial information impose, i.e. simultaneous (vision) vs sequential (kinaesthesis). Participants were asked to learn six positions in a large parking area via movement alone (congenitally blind, adventitiously blind, blindfolded sighted) or with vision plus movement (simultaneous sighted, sequential sighted), and then to mentally scan between positions in the path. The crucial manipulation concerned the sequential sighted group. Their visual exploration was made sequential by putting visual obstacles within the pathway in such a way that they could not see simultaneously the positions along the pathway. The results revealed a significant time/distance linear relation in all tested groups. However, the linear component was lower in sequential sighted and blind participants, especially congenital. Sequential sighted and congenitally blind participants showed an almost overlapping performance. Differences between groups became evident when mentally scanning farther distances (more than 5m). This threshold effect could be revealing of processing limitations due to the need of integrating and updating spatial information. Overall, the results suggest that the characteristics of the processing style rather than the visual impairment per se affect blind people's spatial mental images. Copyright © 2011 Elsevier B.V. All rights reserved.

Double Guiding Catheters for Complex Percutaneous Coronary Intervention

PubMed Central

Chou, Shing-Hsien; Lin, Chia-Pin; Lin, Yen-Chen; Kuo, Chi-Tai; Lin, Ming-Shyan; Chang, Chi-Jen

2012-01-01

A large-lumen guiding catheter is often used for complex percutaneous coronary intervention—particularly when a final kissing-balloon or 2-stent technique is required. However, catheter insertion is sometimes restricted by diseased vascular access sites or a tortuous vascular route. We report 2 cases in which a unique double guiding catheter technique was used to create a lumen of sufficient size for complex percutaneous coronary intervention. In each patient, two 6F guiding catheters were used concurrently to engage the ostium of 1 target vessel. In 1 patient, these catheters were used for the delivery of 2 balloons to complete kissing-balloon dilation after single-stent placement. In the other patient, the catheters were used to deliver 2 stents sequentially to their respective target lesions. The stents were then deployed simultaneously as kissing stents, followed by high-pressure kissing-balloon postdilation. PMID:22412243

Automated Inference of Chemical Discriminants of Biological Activity.

PubMed

Raschka, Sebastian; Scott, Anne M; Huertas, Mar; Li, Weiming; Kuhn, Leslie A

2018-01-01

Ligand-based virtual screening has become a standard technique for the efficient discovery of bioactive small molecules. Following assays to determine the activity of compounds selected by virtual screening, or other approaches in which dozens to thousands of molecules have been tested, machine learning techniques make it straightforward to discover the patterns of chemical groups that correlate with the desired biological activity. Defining the chemical features that generate activity can be used to guide the selection of molecules for subsequent rounds of screening and assaying, as well as help design new, more active molecules for organic synthesis.The quantitative structure-activity relationship machine learning protocols we describe here, using decision trees, random forests, and sequential feature selection, take as input the chemical structure of a single, known active small molecule (e.g., an inhibitor, agonist, or substrate) for comparison with the structure of each tested molecule. Knowledge of the atomic structure of the protein target and its interactions with the active compound are not required. These protocols can be modified and applied to any data set that consists of a series of measured structural, chemical, or other features for each tested molecule, along with the experimentally measured value of the response variable you would like to predict or optimize for your project, for instance, inhibitory activity in a biological assay or ΔG binding . To illustrate the use of different machine learning algorithms, we step through the analysis of a dataset of inhibitor candidates from virtual screening that were tested recently for their ability to inhibit GPCR-mediated signaling in a vertebrate.

Ring/Flash: Telephone Skills for Deaf and Hard of Hearing Students. Teacher Guide and Student Workbook.

ERIC Educational Resources Information Center

Deyo, David

The curriculum is designed to teach elementary level deaf and hard of hearing students telephone skills. The program provides sequential activities to teach both voice and TDD communication methods. Suggested activities are detailed for each skill. The first unit on TDD communication is divided into the following sections: keyboard skills,…

Environmental Studies Center Teacher Books. 1st Grade - Habitats.

ERIC Educational Resources Information Center

Martin County Schools, Jensen Beach, FL. Environmental Studies Center.

This teacher's guide, one of nine teacher packages developed for use in the sequential, hands-on, field-oriented, K-8 environmental education program of the Martin County Schools in Florida, was developed for use with elementary children in grade one prior to and after a visit to an environmental studies center located near an estuarine area. This…

Building Level Administrators' Attitudes toward Teacher Effectiveness at the High School and Middle School Levels

ERIC Educational Resources Information Center

Hanson, Nathan K.

2010-01-01

This study investigated the attitudes of administrators about differences and similarities between middle and high school teachers. The research question that guided the study was, "Do attitudes about what makes an effective educator differ between building administrators at the middle and high school levels?" A formal, sequential, mixed-methods…

Framework for Health Instruction in California Public Schools Kindergarten Through Grade Twelve.

ERIC Educational Resources Information Center

Fodor, John T.; And Others

This guide has been designed to assist school districts in developing a comprehensive program of health instruction from kindergarten through grade twelve. It is a framework that provides structure for the development of a sequential, but flexible health education curriculum to meet local needs and provide for the changing health problems facing…

Relaxation for Children. (Revised and Expanded Edition.)

ERIC Educational Resources Information Center

Rickard, Jenny

Intended as a guide to reduce negative stress in children, this book suggests relaxation and meditation techniques to help children cope with stressful events. Part 1 provides an introduction to the format of the book. Part 2 contains summaries of the 10 sessions that make up the program. Each session has six sequential stages in which students…

A Guide to Analyzing Message-Response Sequences and Group Interaction Patterns in Computer-Mediated Communication

ERIC Educational Resources Information Center

Jeong, Allan

2005-01-01

This paper proposes a set of methods and a framework for evaluating, modeling, and predicting group interactions in computer-mediated communication. The method of sequential analysis is described along with specific software tools and techniques to facilitate the analysis of message-response sequences. In addition, the Dialogic Theory and its…

Environmental Studies Center Teacher Books. 6th Grade - River Investigation.

ERIC Educational Resources Information Center

Martin County Schools, Jensen Beach, FL. Environmental Studies Center.

This teacher's guide, one of nine teacher packages developed for use in the sequential, hands-on, field-oriented, K-8 environmental education program of the Martin County Schools in Florida, was developed for use with elementary children in grade six prior to and after a visit to an environmental studies center located near an estuarine area. The…

Every Body Needs First Aid... A Manual for LEP Students [Draft] and Teacher Guide.

ERIC Educational Resources Information Center

Adachi, Patricia

The manual contains both student and teacher materials for instruction in basic physiology and first aid. The instructional materials were developed for use with limited-English-proficient high school students, but are suitable for high school first aid classes because of their simplified English and format, sequential organization, detailed table…

Environmental Studies Center Teacher Books. 4th Grade - Mangrove Communities.

ERIC Educational Resources Information Center

Martin County Schools, Jensen Beach, FL. Environmental Studies Center.

This teacher's guide, one of nine teacher packages developed for use in the sequential, hands-on, field-oriented, K-8 environmental education program of the Martin County Schools in Florida, was developed for use with elementary children in grade four prior to and after a visit to an environmental studies center located near an estuarine area. The…

Guiding Biliteracy Development: Appropriating Cross-Linguistic and Conceptual Knowledge to Sustain Second-Language Reading Comprehension

ERIC Educational Resources Information Center

Soto Huerta, Mary Esther

2012-01-01

To examine the second-language reading development of 45 fourth-grade Latino bilinguals, a sequential mixed methods study was conducted in two phases (Creswell, 2009). The quantitative data collected in the first phase generated an index of the group's reading performance based on two grade-level assessments, a state-mandated standardized reading…

Using Innovative Tools to Teach Computer Application to Business Students--A Hawthorne Effect or Successful Implementation Here to Stay

ERIC Educational Resources Information Center

Khan, Zeenath Reza

2014-01-01

A year after the primary study that tested the impact of introducing blended learning and guided discovery to help teach computer application to business students, this paper looks into the continued success of using guided discovery and blended learning with learning management system in and out of classrooms to enhance student learning.…

Students concept understanding of fluid static based on the types of teaching

NASA Astrophysics Data System (ADS)

Rahmawati, I. D.; Suparmi; Sunarno, W.

2018-03-01

This research aims to know the concept understanding of student are taught by guided inquiry based learning and conventional based learning. Subjects in this study are high school students as much as 2 classes and each class consists of 32 students, both classes are homogen. The data was collected by conceptual test in the multiple choice form with the students argumentation of the answer. The data analysis used is qualitative descriptive method. The results of the study showed that the average of class that was using guided inquiry based learning is 78.44 while the class with use conventional based learning is 65.16. Based on these data, the guided inquiry model is an effective learning model used to improve students concept understanding.

Squad Overmatch Study: Training Human Dimension to Enhance Performance

DTIC Science & Technology

2014-09-30

warrior skills training programs across the Soldier training continuum, using adult learning strategies with facilitated and self -guided After Action...warrior skills AARs were supplemented with facilitated and self -guided ASA and resilience discussions, reinforcing previously learned skills. 4...coaching and feedback with guided team self -correction Implementation Strategy 1. Single Army HD Requirements Integration Manager: The Big

Exploring the Extreme: High Performance Learning Activities in Mathematics, Science and Technology. An Educator's Guide. EG-2002-10-001-DFRC

ERIC Educational Resources Information Center

Dana, Judi; Kock, Meri; Lewis, Mike; Peterson, Bruce; Stowe, Steve

2010-01-01

The many activities contained in this teaching guide emphasize hands-on involvement, prediction, data collection and interpretation, teamwork, and problem solving. The guide also contains background information about aeronautical research that can help students learn how airplanes fly. Following the background sections are a series of activities…

Learning to Live Safely: Persisting Life Situation No. 6. A Resource Guide for the Wisconsin EMR Curriculum.

ERIC Educational Resources Information Center

Quackenboss, Rita, Ed.; And Others

Presented in the resource guide for the Wisconsin curriculum for educable mentally retarded students are safety education teaching units. Learning to Live Safely" is the sixth in a series of persisting life situations. The guide lists behavioral objectives, activities, and annotated resource materials (with distributors' addresses) for…

Involvement of the Rat Anterior Cingulate Cortex in Control of Instrumental Responses Guided by Reward Expectancy

ERIC Educational Resources Information Center

Schweimer, Judith; Hauber, Wolfgang

2005-01-01

The anterior cingulate cortex (ACC) plays a critical role in stimulus-reinforcement learning and reward-guided selection of actions. Here we conducted a series of experiments to further elucidate the role of the ACC in instrumental behavior involving effort-based decision-making and instrumental learning guided by reward-predictive stimuli. In…

Commercial Foods and Culinary Arts. Student Learning Guides.

ERIC Educational Resources Information Center

Ridge Vocational-Technical Center, Winter Haven, FL.

These 13 learning guides are self-instructional packets for 13 tasks identified as essential for performance on an entry-level job in commercial foods and culinary arts. Each guide is based on a terminal performance objective (task) and 1-4 enabling objectives. For each enabling objective, some or all of these materials may be presented: learning…

Do Carrots Make You See Better? A Guide to Food and Nutrition in Early Childhood Programs.

ERIC Educational Resources Information Center

Appleton, Julie; McCrea, Nadine; Patterson, Carla

Noting that young children learn about food and nutrition through food preparation, eating together, play, science activities, and games, this resource guide addresses food learning and nutritional provisions in early childhood programs. The guide is designed to meet the needs of children and adults in child care centers, family child care…

Mobile City and Language Guides--New Links between Formal and Informal Learning Environments

ERIC Educational Resources Information Center

Bo-Kristensen, Mads; Ankerstjerne, Niels Ole; Neutzsky-Wulff, Chresteria; Schelde, Herluf

2009-01-01

One of the major challenges in second and foreign language education, is to create links between formal and informal learning environments. Mobile City and Language Guides present examples of theoretical and practical reflections on such links. This paper presents and discusses the first considerations of Mobile City and Language Guides in…

AIDS: What Young Adults Should Know. Instructor's Guide and Student Guide.

ERIC Educational Resources Information Center

Yarber, William L.

This curriculum allows students to learn about Acquired Immune Deficiency Syndrome (AIDS) at their own pace. The Instructor's manual presents the goals of AIDS education in a three-session lesson plan. The manual also outlines eight learning opportunities to reinforce in students the personal health behaviors and attitudes emphasized in the guide.…

"Visual Learning Is the Best Learning--It Lets You Be Creative while Learning": Exploring Ways to Begin Guided Writing in Second Language Learning through the Use of Comics

ERIC Educational Resources Information Center

Rossetto, Marietta; Chiera-Macchia, Antonella

2011-01-01

This study investigated the use of comics (Cary, 2004) in a guided writing experience in secondary school Italian language learning. The main focus of the peer group interaction task included the exploration of visual sequencing and visual integration (Bailey, O'Grady-Jones, & McGown, 1995) using image and text to create a comic strip narrative in…

The Relevance of Workplace Learning in Guiding Student and Curriculum Development

ERIC Educational Resources Information Center

Nduna, N. J.

2012-01-01

In an attempt to demonstrate the relevance of workplace learning (previously known as "cooperative education") in guiding student and curriculum development, this article presents findings from a research project on the current practice of workplace learning, drawn from an analysis of evaluation reports in a university of technology.…

Work-Related Learning Guide for Family Literacy and Adult Education Organizations.

ERIC Educational Resources Information Center

Jobs for the Future, Boston, MA.

This guide assists family literacy and adult education organizations considering ways in which work and learning can be integrated in their educational programs. Part I addresses influences motivating the family literacy and adult education fields to incorporate work-related learning into their efforts. Part II provides a framework for designing…

Learning To Learn: A Guide to Becoming Information Literate.

ERIC Educational Resources Information Center

Riedling, Ann Marlow

This guide is designed to help students from middle school through the beginning college level master the essential information literacy skills and become effective, efficient learners. It covers the entire process of the research experience from choosing a topic and learning how to explore it effectively, to using the library and its resources,…

Learning to Program in KPL through Guided Collaboration

ERIC Educational Resources Information Center

Hsiao, Sheng-Che; Lin, Janet Mei-Chuen; Kang, Jiin-Cherng

2011-01-01

A quasi-experiment was conducted at an elementary school to investigate if guided collaboration would facilitate programming learning of 6 graders. Sixty-six students of two intact classes learned to program in KPL (kid's programming language) for 18 weeks during the experiment. One class was randomly assigned to the control group (i.e.,…

Learning Outdoors: Leader Guide, Grade 3. 4-H Discovery.

ERIC Educational Resources Information Center

Abell, John R.; Newman, Jerry A.

The United States has a rich natural resource heritage. It is important to educate students in the principles of conservation so that these natural resources may endure for generations. This guide is designed to help leaders to learn to organize groups of children and conduct successful meetings; provide fun, safe, outdoor learning experiences for…

Writing in the Majors: A Guide for Disciplinary Faculty.

ERIC Educational Resources Information Center

Brand, Alice G.

At the intersection of teaching and learning, this guide is intended to introduce and update disciplinary faculty on contemporary writing principles and pedagogy. In addition, it is designed to: alert faculty to the ways in which effective writing helps students not only show what they have learned but also to learn, generate, and communicate…

Bubble Festival: Presenting Bubble Activities in a Learning Station Format. Teacher's Guide.

ERIC Educational Resources Information Center

Barber, Jacqueline; Willard, Carolyn

This learning station guide adapts the Bubble Festival, an all-school event, for individual classrooms. It presents students with a variety of different challenges at learning stations set up around the classroom. The activities are student-centered and involve open-ended investigations. Also included are ways to extend students' experiences at…

Towards Online Delivery of Process-Oriented Guided Inquiry Learning Techniques in Information Technology Courses

ERIC Educational Resources Information Center

Trevathan, Jarrod; Myers, Trina

2013-01-01

Process-Oriented Guided Inquiry Learning (POGIL) is a technique used to teach in large lectures and tutorials. It invokes interaction, team building, learning and interest through highly structured group work. Currently, POGIL has only been implemented in traditional classroom settings where all participants are physically present. However,…

The Cispus Experience: A Curriculum Guide for the Cispus Learning Center.

ERIC Educational Resources Information Center

Association of Washington School Principals, Olympia.

This curriculum guide presents lesson plans for outdoor and environmental education at the Cispus Learning Center, a camp in Randle, Washington. Objectives for the Cispus experience cover student learning of content, socialization as a team member, development of aesthetic awareness of nature and art, and increased physical wellness. Lesson plans…

A Guided Discovery Approach for Learning Metabolic Pathways

ERIC Educational Resources Information Center

Schultz, Emeric

2005-01-01

Learning the wealth of information in metabolic pathways is both challenging and overwhelming for students. A step-by-step guided discovery approach to the learning of the chemical steps in gluconeogenesis and the citric acid cycle is described. This approach starts from concepts the student already knows, develops these further in a logical…

Florida's Work-Based Learning and Child Labor Law. Resource Guide.

ERIC Educational Resources Information Center

Florida State Univ., Tallahassee. School-to-Work Clearinghouse.

This guide was developed to address issues related to work-based learning experiences at an employer's worksite and to explain when and how federal and state (Florida) labor laws and minimum wage provisions apply. It includes the following documents: "Definitions of Terms--Work Based Learning" (Institute for Workforce Competitiveness);…

John Tracy Clinic Correspondence Learning Program for Parents of Preschool Deaf-Blind Children. Teacher's Guide.

ERIC Educational Resources Information Center

Thielman, Virginia B.; And Others

The teacher's guide outlines lessons from a correspondence learning program for parents of preschool deaf blind children. Learning steps and objectives are listed for eight areas covered by the program: communication, gross motor development, fine motor development, eating, sleeping, toilet training, dressing/undressing, and personal hygiene.…

The Good CPD Guide Janet Grant The Good CPD Guide Radcliffe Publishing £29.99 190pp 9781846195709 1846195705 [Formula: see text].

PubMed

2012-08-31

THE AUTHOR provides a four-step approach to coherent and relevant continuing professional development programmes. Content includes: identifying what and how best to learn, how to relate this learning to personal development planning and demonstrating the effects of learning in practice.

Mystery Boxes, X Rays, and Radiology.

ERIC Educational Resources Information Center

Thomson, Norman

2000-01-01

Indicates the difficulties of teaching concepts beyond light and color and creating memorable learning experiences. Recommends sequential activities using the mystery box approach to explain how scientists and doctors use photon applications. (YDS)

Success Teaching Spelling with Music.

ERIC Educational Resources Information Center

Martin, Mariellen

1983-01-01

A spelling approach which incorporates music on a cassette with spelling, pronunciation, and definition of specific words was successful in improving junior high learning disabled students' spelling performance, self-esteem, and sequential memories. (CL)

Proceedings of the NATO IST-128 Workshop: Assessing Mission Impact of Cyberattacks Held in Istanbul, Turkey on 15-17 June 2015

DTIC Science & Technology

2015-12-01

combine satisficing behaviour with learning and adaptation through environmental feedback. This a sequential decision making with one alternative...next action that an opponent will most likely take in a strategic interaction. Also, cognitive models derived from instance- based learning theory (IBL... through instance- based learning . In Y. Li (Ed.), Lecture Notes in Computer Science (Vol. 6818, pp. 281-293). Heidelberg: Springer Berlin. Gonzalez, C

Should bilingual children learn reading in two languages at the same time or in sequence?

PubMed Central

Berens, Melody S.; Kovelman, Ioulia; Petitto, Laura-Ann

2013-01-01

Is it best to learn reading in two languages simultaneously or sequentially? We observed 2nd and 3rd grade children in two-way dual-language learning contexts: (i) 50:50 or Simultaneous dual-language (two languages within same developmental period) and (ii) 90:10 or Sequential dual-language (one language, followed gradually by the other). They were compared to matched monolingual English-only children in single-language English schools. Bilinguals (home language was Spanish only, English-only, or Spanish and English in dual-language schools), were tested in both languages, and monolingual children were tested in English using standardized reading and language tasks. Bilinguals in 50:50 programs performed better than bilinguals in 90:10 programs on English Irregular Words and Passage Comprehension tasks, suggesting language and reading facilitation for underlying grammatical class and linguistic structure analyses. By contrast, bilinguals in 90:10 programs performed better than bilinguals in the 50:50 programs on English Phonological Awareness and Reading Decoding tasks, suggesting language and reading facilitation for surface phonological regularity analysis. Notably, children from English-only homes in dual-language learning contexts performed equally well, or better than, children from monolingual English-only homes in single-language learning contexts. Overall, the findings provide tantalizing evidence that dual-language learning during the same developmental period may provide bilingual reading advantages. PMID:23794952

Predictive Place-Cell Sequences for Goal-Finding Emerge from Goal Memory and the Cognitive Map: A Computational Model

PubMed Central

Gönner, Lorenz; Vitay, Julien; Hamker, Fred H.

2017-01-01

Hippocampal place-cell sequences observed during awake immobility often represent previous experience, suggesting a role in memory processes. However, recent reports of goals being overrepresented in sequential activity suggest a role in short-term planning, although a detailed understanding of the origins of hippocampal sequential activity and of its functional role is still lacking. In particular, it is unknown which mechanism could support efficient planning by generating place-cell sequences biased toward known goal locations, in an adaptive and constructive fashion. To address these questions, we propose a model of spatial learning and sequence generation as interdependent processes, integrating cortical contextual coding, synaptic plasticity and neuromodulatory mechanisms into a map-based approach. Following goal learning, sequential activity emerges from continuous attractor network dynamics biased by goal memory inputs. We apply Bayesian decoding on the resulting spike trains, allowing a direct comparison with experimental data. Simulations show that this model (1) explains the generation of never-experienced sequence trajectories in familiar environments, without requiring virtual self-motion signals, (2) accounts for the bias in place-cell sequences toward goal locations, (3) highlights their utility in flexible route planning, and (4) provides specific testable predictions. PMID:29075187

Effectiveness of guided inquiry learning model to improve students’ critical thinking skills at senior high school

NASA Astrophysics Data System (ADS)

Nisa, E. K.; Koestiari, T.; Habibbulloh, M.; Jatmiko, Budi

2018-03-01

This research aimed to describe the effectiveness of guided inquiry learning model to improve students' critical thinking skills. Subjects in the research were 90 students at three groups of senior high school grade X on Tarik (Indonesia), which follows a physics lesson on static fluid material in academic year 2016/2017. The research was used one group pre-test and post-test design. Before and after being given physics learning with guided discovery learning model, students in the three groups were given the same test (pre-test and post-test). The results of this research showed: 1) there is an increased score of students' critical thinking skills in each group on α = 5%; 2) average N-gain of students' critical thinking skills of each group is a high category; and 3) average N-gain of the three groups did not differ. The conclusion of this research is that learning model of guided inquiry effective to improve students' critical thinking skills.

Supporting Learning and Promoting Conceptual Change with Box and AVOW Diagrams. Part 2: Their Impact on Student Learning at A-Level.

ERIC Educational Resources Information Center

Cheng, Peter C-H.; Shipstone, David M.

2003-01-01

Presents results of preliminary trials that suggest that the program devised helped UK Year 12 (A-level) learners develop useful concepts of current and voltage, acquire a more integrated understanding of circuit behavior, and overcome their tendencies towards localized and sequential reasoning. Provides learners with a valuable aid for problem…

Null EPAC Mutants Reveal a Sequential Order of Versatile cAMP Effects during "Drosophila" Aversive Odor Learning

ERIC Educational Resources Information Center

Richlitzki, Antje; Latour, Philipp; Schwärzel, Martin

2017-01-01

Here, we define a role of the cAMP intermediate EPAC in "Drosophila" aversive odor learning by means of null epac mutants. Complementation analysis revealed that EPAC acts downstream from the "rutabaga" adenylyl cyclase and in parallel to protein kinase A. By means of targeted knockdown and genetic rescue we identified mushroom…

An Investigation of University Students' Collaborative Inquiry Learning Behaviors in an Augmented Reality Simulation and a Traditional Simulation

ERIC Educational Resources Information Center

Wang, Hung-Yuan; Duh, Henry Been-Lirn; Li, Nai; Lin, Tzung-Jin; Tsai, Chin-Chung

2014-01-01

The purpose of this study is to investigate and compare students' collaborative inquiry learning behaviors and their behavior patterns in an augmented reality (AR) simulation system and a traditional 2D simulation system. Their inquiry and discussion processes were analyzed by content analysis and lag sequential analysis (LSA). Forty…

Research Needs and Learning Format Preferences of Graduate Students at a Large Public University: An Exploratory Study

ERIC Educational Resources Information Center

Bussell, Hilary; Hagman, Jessica; Guder, Christopher S.

2017-01-01

This article reports on a study of research needs and learning preferences of graduate students at a public research university. A sequential exploratory mixed-method design was used, with a survey instrument developed from an initial qualitative stage. Significant differences were found between master's and doctoral students' and on-campus and…

Evidence for a Double Dissociation between Spatial-Simultaneous and Spatial-Sequential Working Memory in Visuospatial (Nonverbal) Learning Disabled Children

ERIC Educational Resources Information Center

Mammarella, Irene C.; Cornoldi, Cesare; Pazzaglia, Francesca; Toso, Cristina; Grimoldi, Mario; Vio, Claudio

2006-01-01

The paper describes the performance of three children with specific visuospatial working memory (VSWM) impairments (Study 1) and three children with visuospatial (nonverbal) learning disabilities (Study 2) assessed with a battery of working memory (WM) tests and with a number of school achievement tasks. Overall, performance on WM tests provides…

A Markov-Based Recommendation Model for Exploring the Transfer of Learning on the Web

ERIC Educational Resources Information Center

Huang, Yueh-Min; Huang, Tien-Chi; Wang, Kun-Te; Hwang, Wu-Yuin

2009-01-01

The ability to apply existing knowledge in new situations and settings is clearly a vital skill that all students need to develop. Nowhere is this truer than in the rapidly developing world of Web-based learning, which is characterized by non-sequential courses and the absence of an effective cross-subject guidance system. As a result, questions…

Context-dependent decision-making: a simple Bayesian model

PubMed Central

Lloyd, Kevin; Leslie, David S.

2013-01-01

Many phenomena in animal learning can be explained by a context-learning process whereby an animal learns about different patterns of relationship between environmental variables. Differentiating between such environmental regimes or ‘contexts’ allows an animal to rapidly adapt its behaviour when context changes occur. The current work views animals as making sequential inferences about current context identity in a world assumed to be relatively stable but also capable of rapid switches to previously observed or entirely new contexts. We describe a novel decision-making model in which contexts are assumed to follow a Chinese restaurant process with inertia and full Bayesian inference is approximated by a sequential-sampling scheme in which only a single hypothesis about current context is maintained. Actions are selected via Thompson sampling, allowing uncertainty in parameters to drive exploration in a straightforward manner. The model is tested on simple two-alternative choice problems with switching reinforcement schedules and the results compared with rat behavioural data from a number of T-maze studies. The model successfully replicates a number of important behavioural effects: spontaneous recovery, the effect of partial reinforcement on extinction and reversal, the overtraining reversal effect, and serial reversal-learning effects. PMID:23427101

Context-dependent decision-making: a simple Bayesian model.

PubMed

Lloyd, Kevin; Leslie, David S

2013-05-06

Many phenomena in animal learning can be explained by a context-learning process whereby an animal learns about different patterns of relationship between environmental variables. Differentiating between such environmental regimes or 'contexts' allows an animal to rapidly adapt its behaviour when context changes occur. The current work views animals as making sequential inferences about current context identity in a world assumed to be relatively stable but also capable of rapid switches to previously observed or entirely new contexts. We describe a novel decision-making model in which contexts are assumed to follow a Chinese restaurant process with inertia and full Bayesian inference is approximated by a sequential-sampling scheme in which only a single hypothesis about current context is maintained. Actions are selected via Thompson sampling, allowing uncertainty in parameters to drive exploration in a straightforward manner. The model is tested on simple two-alternative choice problems with switching reinforcement schedules and the results compared with rat behavioural data from a number of T-maze studies. The model successfully replicates a number of important behavioural effects: spontaneous recovery, the effect of partial reinforcement on extinction and reversal, the overtraining reversal effect, and serial reversal-learning effects.

Congruency sequence effect without feature integration and contingency learning.

PubMed

Kim, Sanga; Cho, Yang Seok

2014-06-01

The magnitude of congruency effects, such as the flanker-compatibility effects, has been found to vary as a function of the congruency of the previous trial. Some studies have suggested that this congruency sequence effect is attributable to stimulus and/or response priming, and/or contingency learning, whereas other studies have suggested that the control process triggered by conflict modulates the congruency effect. The present study examined whether sequential modulation can occur without stimulus and response repetitions and contingency learning. Participants were asked to perform two color flanker-compatibility tasks alternately in a trial-by-trial manner, with four fingers of one hand in Experiment 1 and with the index and middle fingers of two hands in Experiment 2, to avoid stimulus and response repetitions and contingency learning. A significant congruency sequence effect was obtained between the congruencies of the two tasks in Experiment 1 but not in Experiment 2. These results provide evidence for the idea that the sequential modulation is, at least in part, an outcome of the top-down control process triggered by conflict, which is specific to response mode. Copyright © 2014 Elsevier B.V. All rights reserved.

Differentiating Visual from Response Sequencing during Long-term Skill Learning.

PubMed

Lynch, Brighid; Beukema, Patrick; Verstynen, Timothy

2017-01-01

The dual-system model of sequence learning posits that during early learning there is an advantage for encoding sequences in sensory frames; however, it remains unclear whether this advantage extends to long-term consolidation. Using the serial RT task, we set out to distinguish the dynamics of learning sequential orders of visual cues from learning sequential responses. On each day, most participants learned a new mapping between a set of symbolic cues and responses made with one of four fingers, after which they were exposed to trial blocks of either randomly ordered cues or deterministic ordered cues (12-item sequence). Participants were randomly assigned to one of four groups (n = 15 per group): Visual sequences (same sequence of visual cues across training days), Response sequences (same order of key presses across training days), Combined (same serial order of cues and responses on all training days), and a Control group (a novel sequence each training day). Across 5 days of training, sequence-specific measures of response speed and accuracy improved faster in the Visual group than any of the other three groups, despite no group differences in explicit awareness of the sequence. The two groups that were exposed to the same visual sequence across days showed a marginal improvement in response binding that was not found in the other groups. These results indicate that there is an advantage, in terms of rate of consolidation across multiple days of training, for learning sequences of actions in a sensory representational space, rather than as motoric representations.

Social and Emotional Learning: A Resource Guide and New Approach to Measurement in ExpandED Schools. A TASC Resource Guide

ERIC Educational Resources Information Center

ExpandED Schools, 2014

2014-01-01

This guide is a list of tools that can be used in continued implementation of strong programming powered by Social and Emotional Learning (SEL) competencies. This curated resource pulls from across the landscape of policy, research and practice, with a description of each tool gathered directly from its website.

Building a Linked Learning Pathway: A Guide for Transforming High Schools for College and Career Success

ERIC Educational Resources Information Center

Atterbury, Rob

2014-01-01

This guide provides an overview of a more robust online guide and toolkit available through ConnectEd Studios. It supplies a glimpse of the sequence of steps involved in creating a new Linked Learning pathway. This publication can help coaches, district leadership, and pathway teams gain an understanding of the overall process of designing and…

Principles Guiding Vocabulary Learning through Extensive Reading

ERIC Educational Resources Information Center

Nation, Paul

2015-01-01

Extensive reading is one of a range of activities that can be used in a language learning course. Ideally, the choice of activities to go into a course should be guided by principles which are well supported by research. Similarly, the way each of those activities is used should be guided by well-justified principles. In this article, we look at…

Designing LibGuides as Instructional Tools for Critical Thinking and Effective Online Learning

ERIC Educational Resources Information Center

Baker, Ruth L.

2014-01-01

Did you ever wish for an easy-to-maintain tool to create course-level or assignment-level instruction for online or distance students? LibGuides can provide the solution! LibGuides provide a versatile and easy-to-maintain platform for delivering step-by-step, scaffolded tutorials that enhance learning outcomes through chunking, reduced strain on…

Comparing self-guided learning and educator-guided learning formats for simulation-based clinical training.

PubMed

Brydges, Ryan; Carnahan, Heather; Rose, Don; Dubrowski, Adam

2010-08-01

In this paper, we tested the over-arching hypothesis that progressive self-guided learning offers equivalent learning benefit vs. proficiency-based training while limiting the need to set proficiency standards. We have shown that self-guided learning is enhanced when students learn on simulators that progressively increase in fidelity during practice. Proficiency-based training, a current gold-standard training approach, requires achievement of a criterion score before students advance to the next learning level. Baccalaureate nursing students (n = 15/group) practised intravenous catheterization using simulators that differed in fidelity (i.e. students' perceived realism). Data were collected in 2008. Proficiency-based students advanced from low- to mid- to high-fidelity after achieving a proficiency criterion at each level. Progressive students self-guided their progression from low- to mid- to high-fidelity. Yoked control students followed an experimenter-defined progressive practice schedule. Open-ended students moved freely between the simulators. One week after practice, blinded experts evaluated students' skill transfer on a standardized patient simulation. Group differences were examined using analyses of variance. Proficiency-based students scored highest on the high-fidelity post-test (effect size = 1.22). An interaction effect showed that the Progressive and Open-ended groups maintained their performance from post-test to transfer test, whereas the Proficiency-based and Yoked control groups experienced a significant decrease (P < 0.05). Surprisingly, most Open-ended students (73%) chose the progressive practice schedule. Progressive training and proficiency-based training resulted in equivalent transfer test performance, suggesting that progressive students effectively self-guided when to transition between simulators. Students' preference for the progressive practice schedule indicates that educators should consider this sequence for simulation-based training.

Guiding dental student learning and assessing performance in critical thinking with analysis of emerging strategies.

PubMed

Johnsen, David C; Lipp, Mitchell J; Finkelstein, Michael W; Cunningham-Ford, Marsha A

2012-12-01

Patient-centered care involves an inseparable set of knowledge, abilities, and professional traits on the part of the health care provider. For practical reasons, health professions education is segmented into disciplines or domains like knowledge, technical skills, and critical thinking, and the culture of dental education is weighted toward knowledge and technical skills. Critical thinking, however, has become a growing presence in dental curricula. To guide student learning and assess performance in critical thinking, guidelines have been developed over the past several decades in the educational literature. Prominent among these guidelines are the following: engage the student in multiple situations/exercises reflecting critical thinking; for each exercise, emulate the intended activity for validity; gain agreement of faculty members across disciplines and curriculum years on the learning construct, application, and performance assessment protocol for reliability; and use the same instrument to guide learning and assess performance. The purposes of this article are 1) to offer a set of concepts from the education literature potentially helpful to guide program design or corroborate existing programs in dental education; 2) to offer an implementation model consolidating these concepts as a guide for program design and execution; 3) to cite specific examples of exercises and programs in critical thinking in the dental education literature analyzed against these concepts; and 4) to discuss opportunities and challenges in guiding student learning and assessing performance in critical thinking for dentistry.

The analysis of scientific communications and students’ character development through guided inquiry learning

NASA Astrophysics Data System (ADS)

Sarwi, S.; Fauziah, N.; Astuti, B.

2018-03-01

This research is setting by the condition of students who have difficulty in ideas delivery, written scientific communication, and still need the development of student character. The objectives of the research are to determine the improvement of concept understanding, to analyze scientific communication skills and to develop the character of the students through guided inquiry learning. The design in this research is quasi experimental control group preposttest, with research subject of two group of grade X Senior High School in Semarang. One group of controller uses non tutorial and treatment group using tutorial in guided inquiry. Based on result of gain test analysis, obtained = 0.71 for treatment and control group = 0.60. The t-test result of mean mastery of concept of quantity and unit using t-test of right side is t count = 2.37 (p=0.003) while t table = 1.67 (α = 5%), which means that the results of the study differed significantly. The results of the students' scientific communication skills analysis showed that the experimental group was higher than the control, with an average of 69% and 63% scientific communication skills. The character values are effective developed through guided inquiry learning. The conclusion of the study is guided inquiry learning tutorial better than guided inquiry non tutorial learning in aspect understanding concept, scientific communication skills; but the character development result is almost the same.

Does Staff Development in Cognitively Guided Instructional Theory Change Middle School Teachers' Mental Models about Teaching and Learning?

ERIC Educational Resources Information Center

Schmitz, Judith R.

This practicum was designed to increase middle-level teaching teams' understanding of cognitively guided instructional strategies or brain-based learning theories and to promote the incorporation of these strategies into the teaching of cross-curriculum thematic units. Twelve staff development modules based on a new perspective of learning which…

Managing Individual and Family Resources. Learning Guide 7. Project Connect. Linking Self-Family-Work.

ERIC Educational Resources Information Center

Emily Hall Tremaine Foundation, Inc., Hartford, CT.

This learning guide is designed to connect personal, family, and job responsibilities for adults and out-of-school youth in economically depressed areas of the state (including transitional ex-offenders and corrections populations) so that these individuals learn to manage and balance these aspects of their lives in order to prepare for or…

Managing Home and Work Responsibilities. Learning Guide 9. Project Connect. Linking Self-Family-Work.

ERIC Educational Resources Information Center

Emily Hall Tremaine Foundation, Inc., Hartford, CT.

This learning guide is designed to connect personal, family, and job responsibilities for adults and out-of-school youth in economically depressed areas of the state (including transitional ex-offenders and corrections populations) so that these individuals learn to manage and balance these aspects of their lives in order to prepare for or…

Strengthening Parenting Skills: School Age. Learning Guide 2. Project Connect. Linking Self-Family-Work.

ERIC Educational Resources Information Center

Emily Hall Tremaine Foundation, Inc., Hartford, CT.

This learning guide is designed to connect personal, family, and job responsibilities for adults and out-of-school youth in economically depressed areas of the state (including transitional ex-offenders and corrections populations) so that these individuals learn to manage and balance these aspects of their lives in order to prepare for or…

Guided Learning at Workstations about Drug Prevention with Low Achievers in Science Education

ERIC Educational Resources Information Center

Thomas, Heyne; Bogner, Franz X.

2012-01-01

Our study focussed on the cognitive achievement potential of low achieving eighth graders, dealing with drug prevention (cannabis). The learning process was guided by a teacher, leading this target group towards a modified learning at workstations which is seen as an appropriate approach for low achievers. We compared this specific open teaching…

The Whole World Guide to Language Learning.

ERIC Educational Resources Information Center

Marshall, Terry

An in situ or "on location" approach to language learning is presented for people going abroad for an extended period of time. The approach features two components: (1) the use of a mentor (native speaker who lives in the community and serves as a guide); and (2) the "daily learning cycle" of planning, practicing, communicating face-to-face, and…

Making Consumer Choices. Learning Guide 6. Project Connect. Linking Self-Family-Work.

ERIC Educational Resources Information Center

Emily Hall Tremaine Foundation, Inc., Hartford, CT.

This learning guide is designed to connect personal, family, and job responsibilities for adults and out-of-school youth in economically depressed areas of the state (including transitional ex-offenders and corrections populations) so that these individuals learn to manage and balance these aspects of their lives in order to prepare for or…

The Effectiveness of WhatsApp Mobile Learning Activities Guided by Activity Theory on Students' Knowledge Management

ERIC Educational Resources Information Center

Barhoumi, Chokri

2015-01-01

This research paper explores the effectiveness of using mobile technologies to support a blended learning course titled Scientific Research Methods in Information Science. Specifically, it discusses the effects of WhatsApp mobile learning activities guided by activity theory on students' knowledge Management (KM). During the 2014 academic year,…

Does a Repeated Guided-Instruction Approach with Multiple Assessments Increase Student Learning of Science?

ERIC Educational Resources Information Center

Smith, Robert; Peethambaran, Bela; Pontiggia, Laura; Blumberg, Phyllis

2013-01-01

Guided instruction is an approach that fully explains the concepts and procedures that students are required to learn. It seems intuitive that this approach should increase student learning; however, there is evidence in the literature that this may not always be the case. We wanted to assess the effectiveness of our own repeated…

Conducting Studies of Transfer of Learning: A Practical Guide. Final Report.

ERIC Educational Resources Information Center

Payne, Thomas A.

This document is a guide for use by the practical researcher concerned with conducting studies of transfer of learning from pretraining of pilots in ground-based environments to performance in aircraft. While the material addresses principally transfer of learning of pilots, many of the issues should be applicable to other contexts, to include…