"Flipping" the introductory clerkship in radiology: impact on medical student performance and perceptions.

PubMed

Belfi, Lily M; Bartolotta, Roger J; Giambrone, Ashley E; Davi, Caryn; Min, Robert J

2015-06-01

Among methods of "blended learning" (ie, combining online modules with in-class instruction), the "flipped classroom" involves student preclass review of material while reserving class time for interactive knowledge application. We integrated blended learning methodology in a "flipped" introductory clerkship in radiology, and assessed the impact of this approach on the student educational experience (performance and perception). In preparation for the "flipped clerkship," radiology faculty and residents created e-learning modules that were uploaded to an open-source website. The clerkship's 101 rising third-year medical students were exposed to different teaching methods during the course, such as blended learning, traditional lecture learning, and independent learning. Students completed precourse and postcourse knowledge assessments and surveys. Student knowledge improved overall as a result of taking the course. Blended learning achieved greater pretest to post-test improvement of high statistical significance (P value, .0060) compared to lecture learning alone. Blended learning also achieved greater pretest to post-test improvement of borderline statistical significance (P value, .0855) in comparison to independent learning alone. The difference in effectiveness of independent learning versus lecture learning was not statistically significant (P value, .2730). Student perceptions of the online modules used in blended learning portions of the course were very positive. They specifically enjoyed the self-paced interactivity and the ability to return to the modules in the future. Blended learning can be successfully applied to the introductory clerkship in radiology. This teaching method offers educators an innovative and efficient approach to medical student education in radiology. Copyright © 2015 AUR. Published by Elsevier Inc. All rights reserved.

A study of students' learning styles and mathematics anxiety amongst form four students in Kerian Perak

NASA Astrophysics Data System (ADS)

Esa, Suraya; Mohamed, Nurul Akmal

2017-05-01

This study aims to identify the relationship between students' learning styles and mathematics anxiety amongst Form Four students in Kerian, Perak. The study involves 175 Form Four students as respondents. The instrument which is used to assess the students' learning styles and mathematic anxiety is adapted from the Grasha's Learning Styles Inventory and the Mathematics Anxiety Scale (MAS) respectively. The types of learning styles used are independent, avoidant, collaborative, dependent, competitive and participant. The collected data is processed by SPSS (Statistical Packages for Social Sciences 16.0). The data is analysed by using descriptive statistics and inferential statistics that include t-test and Pearson correlation. The results show that majority of the students adopt collaborative learning style and the students have moderate level of mathematics anxiety. Moreover, it is found that there is significant difference between learning style avoidant, collaborative, dependent and participant based on gender. Amongst all students' learning style, there exists a weak but significant correlation between avoidant, independent and participant learning style and mathematics anxiety. It is very important for the teachers need to be concerned about the effects of learning styles on mathematics anxiety. Therefore, the teachers should understand mathematics anxiety and implement suitable learning strategies in order for the students to overcome their mathematics anxiety.

The correlation between effective factors of e-learning and demographic variables in a post-graduate program of virtual medical education in Tehran University of Medical Sciences.

PubMed

Golband, Farnoosh; Hosseini, Agha Fatemeh; Mojtahedzadeh, Rita; Mirhosseini, Fakhrossadat; Bigdeli, Shoaleh

2014-01-01

E-learning as an educational approach has been adopted by diverse educational and academic centers worldwide as it facilitates learning in facing the challenges of the new era in education. Considering the significance of virtual education and its growing practice, it is of vital importance to examine its components for promoting and maintaining success. This analytical cross-sectional study was an attempt to determine the relationship between four factors of content, educator, learner and system, and effective e-learning in terms of demographic variables, including age, gender, educational background, and marital status of postgraduate master's students (MSc) studying at virtual faculty of Tehran University of Medical Sciences. The sample was selected by census (n=60); a demographic data gathering tool and a researcher-made questionnaire were used to collect data. The face and content validity of both tools were confirmed and the results were analyzed by descriptive statistics (frequency, percentile, standard deviation and mean) and inferential statistics (independent t-test, Scheffe's test, one-way ANOVA and Pearson correlation test) by using SPSS (V.16). The present study revealed that There was no statistically significant relationship between age and marital status and effective e-learning (P>0.05); whereas, there was a statistically significant difference between gender and educational background with effective e-learning (P<0.05). Knowing the extent to which these factors can influence effective e-learning can help managers and designers to make the right decisions about educational components of e-learning, i.e. content, educator, system and learner and improve them to create a more productive learning environment for learners.

Statistical learning of an auditory sequence and reorganization of acquired knowledge: A time course of word segmentation and ordering.

PubMed

Daikoku, Tatsuya; Yatomi, Yutaka; Yumoto, Masato

2017-01-27

Previous neural studies have supported the hypothesis that statistical learning mechanisms are used broadly across different domains such as language and music. However, these studies have only investigated a single aspect of statistical learning at a time, such as recognizing word boundaries or learning word order patterns. In this study, we neutrally investigated how the two levels of statistical learning for recognizing word boundaries and word ordering could be reflected in neuromagnetic responses and how acquired statistical knowledge is reorganised when the syntactic rules are revised. Neuromagnetic responses to the Japanese-vowel sequence (a, e, i, o, and u), presented every .45s, were recorded from 14 right-handed Japanese participants. The vowel order was constrained by a Markov stochastic model such that five nonsense words (aue, eao, iea, oiu, and uoi) were chained with an either-or rule: the probability of the forthcoming word was statistically defined (80% for one word; 20% for the other word) by the most recent two words. All of the word transition probabilities (80% and 20%) were switched in the middle of the sequence. In the first and second quarters of the sequence, the neuromagnetic responses to the words that appeared with higher transitional probability were significantly reduced compared with those that appeared with a lower transitional probability. After switching the word transition probabilities, the response reduction was replicated in the last quarter of the sequence. The responses to the final vowels in the words were significantly reduced compared with those to the initial vowels in the last quarter of the sequence. The results suggest that both within-word and between-word statistical learning are reflected in neural responses. The present study supports the hypothesis that listeners learn larger structures such as phrases first, and they subsequently extract smaller structures, such as words, from the learned phrases. The present study provides the first neurophysiological evidence that the correction of statistical knowledge requires more time than the acquisition of new statistical knowledge. Copyright © 2016 Elsevier Ltd. All rights reserved.

Learning Object Names at Different Hierarchical Levels Using Cross-Situational Statistics.

PubMed

Chen, Chi-Hsin; Zhang, Yayun; Yu, Chen

2018-05-01

Objects in the world usually have names at different hierarchical levels (e.g., beagle, dog, animal). This research investigates adults' ability to use cross-situational statistics to simultaneously learn object labels at individual and category levels. The results revealed that adults were able to use co-occurrence information to learn hierarchical labels in contexts where the labels for individual objects and labels for categories were presented in completely separated blocks, in interleaved blocks, or mixed in the same trial. Temporal presentation schedules significantly affected the learning of individual object labels, but not the learning of category labels. Learners' subsequent generalization of category labels indicated sensitivity to the structure of statistical input. Copyright © 2017 Cognitive Science Society, Inc.

Laparoscopic varicocelectomy: virtual reality training and learning curve.

PubMed

Wang, Zheng; Ni, Yuhua; Zhang, Yinan; Jin, Xunbo; Xia, Qinghua; Wang, Hanbo

2014-01-01

To explore the role that virtual reality training might play in the learning curve of laparoscopic varicocelectomy. A total of 1326 laparoscopic varicocelectomy cases performed by 16 participants from July 2005 to June 2012 were retrospectively analyzed. The participants were divided into 2 groups: group A was trained by laparoscopic trainer boxes; group B was trained by a virtual reality training course preoperatively. The operation time curves were drafted, and the learning, improving, and platform stages were divided and statistically confirmed. The operation time and number of cases in the learning and improving stages of both groups were compared. Testicular artery sparing failure and postoperative hydroceles rate were statistically analyzed for the confirmation of the learning curve. The learning curve of laparoscopic varicocelectomy was 15 cases, and with 14 cases more, it came into the platform stage. The number of cases for the learning stages of both groups showed no statistical difference (P=.49), but the operation time of group B for the learning stage was less than that of group A (P<.00001). The number of cases of group B for the improving stage was significantly less than that of group A (P=.005), but the operation time of both groups in the improving stage showed no difference (P=.30). The difference of testicular artery sparing failure rates among these 3 stages was proved significant (P<.0001), the postoperative hydroceles rate showed no statistical difference (P=.60). The virtual reality training shortened the operation time in the learning stage and hastened the trainees' steps in the improving stage, but did not shorten the learning curve as expected to.

College Students Attitudes toward Learning Process and Outcome of Online Instruction and Distance Learning across Learning Styles

ERIC Educational Resources Information Center

Nguyen, Dat-Dao; Zhang, Yue

2011-01-01

This study uses the Learning-Style Inventory--LSI (Smith & Kolb, 1985) to explore to what extent student attitudes toward learning process and outcome of online instruction and Distance Learning are affected by their cognitive styles and learning behaviors. It finds that there are not much statistically significant differences in perceptions…

Course Format Effects on Learning Outcomes in an Introductory Statistics Course

ERIC Educational Resources Information Center

Sami, Fary

2011-01-01

The purpose of this study was to determine if course format significantly impacted student learning and course completion rates in an introductory statistics course taught at Harford Community College. In addition to the traditional lecture format, the College offers an online, and a hybrid (blend of traditional and online) version of this class.…

Learning styles of medical students, general surgery residents, and general surgeons: implications for surgical education.

PubMed

Engels, Paul T; de Gara, Chris

2010-06-30

Surgical education is evolving under the dual pressures of an enlarging body of knowledge required during residency and mounting work-hour restrictions. Changes in surgical residency training need to be based on available educational models and research to ensure successful training of surgeons. Experiential learning theory, developed by David Kolb, demonstrates the importance of individual learning styles in improving learning. This study helps elucidate the way in which medical students, surgical residents, and surgical faculty learn. The Kolb Learning Style Inventory, which divides individual learning styles into Accommodating, Diverging, Converging, and Assimilating categories, was administered to the second year undergraduate medical students, general surgery resident body, and general surgery faculty at the University of Alberta. A total of 241 faculty, residents, and students were surveyed with an overall response rate of 73%. The predominant learning style of the medical students was assimilating and this was statistically significant (p < 0.03) from the converging learning style found in the residents and faculty. The predominant learning styles of the residents and faculty were convergent and accommodative, with no statistically significant differences between the residents and the faculty. We conclude that medical students have a significantly different learning style from general surgical trainees and general surgeons. This has important implications in the education of general surgery residents.

Does peer learning or higher levels of e-learning improve learning abilities? A randomized controlled trial

PubMed Central

Worm, Bjarne Skjødt; Jensen, Kenneth

2013-01-01

Background and aims The fast development of e-learning and social forums demands us to update our understanding of e-learning and peer learning. We aimed to investigate if higher, pre-defined levels of e-learning or social interaction in web forums improved students’ learning ability. Methods One hundred and twenty Danish medical students were randomized to six groups all with 20 students (eCases level 1, eCases level 2, eCases level 2+, eTextbook level 1, eTextbook level 2, and eTextbook level 2+). All students participated in a pre-test, Group 1 participated in an interactive case-based e-learning program, while Group 2 was presented with textbook material electronically. The 2+ groups were able to discuss the material between themselves in a web forum. The subject was head injury and associated treatment and observation guidelines in the emergency room. Following the e-learning, all students completed a post-test. Pre- and post-tests both consisted of 25 questions randomly chosen from a pool of 50 different questions. Results All students concluded the study with comparable pre-test results. Students at Level 2 (in both groups) improved statistically significant compared to students at level 1 (p>0.05). There was no statistically significant difference between level 2 and level 2+. However, level 2+ was associated with statistically significant greater student's satisfaction than the rest of the students (p>0.05). Conclusions This study applies a new way of comparing different types of e-learning using a pre-defined level division and the possibility of peer learning. Our findings show that higher levels of e-learning does in fact provide better results when compared with the same type of e-learning at lower levels. While social interaction in web forums increase student satisfaction, learning ability does not seem to change. Both findings are relevant when designing new e-learning materials. PMID:24229729

Does peer learning or higher levels of e-learning improve learning abilities? A randomized controlled trial.

PubMed

Worm, Bjarne Skjødt; Jensen, Kenneth

2013-01-01

Background and aims The fast development of e-learning and social forums demands us to update our understanding of e-learning and peer learning. We aimed to investigate if higher, pre-defined levels of e-learning or social interaction in web forums improved students' learning ability. Methods One hundred and twenty Danish medical students were randomized to six groups all with 20 students (eCases level 1, eCases level 2, eCases level 2+, eTextbook level 1, eTextbook level 2, and eTextbook level 2+). All students participated in a pre-test, Group 1 participated in an interactive case-based e-learning program, while Group 2 was presented with textbook material electronically. The 2+ groups were able to discuss the material between themselves in a web forum. The subject was head injury and associated treatment and observation guidelines in the emergency room. Following the e-learning, all students completed a post-test. Pre- and post-tests both consisted of 25 questions randomly chosen from a pool of 50 different questions. Results All students concluded the study with comparable pre-test results. Students at Level 2 (in both groups) improved statistically significant compared to students at level 1 (p>0.05). There was no statistically significant difference between level 2 and level 2+. However, level 2+ was associated with statistically significant greater student's satisfaction than the rest of the students (p>0.05). Conclusions This study applies a new way of comparing different types of e-learning using a pre-defined level division and the possibility of peer learning. Our findings show that higher levels of e-learning does in fact provide better results when compared with the same type of e-learning at lower levels. While social interaction in web forums increase student satisfaction, learning ability does not seem to change. Both findings are relevant when designing new e-learning materials.

A Path Model of Effective Technology-Intensive Inquiry-Based Learning

ERIC Educational Resources Information Center

Avsec, Stanislav; Kocijancic, Slavko

2016-01-01

Individual aptitude, attitudes, and behavior in inquiry-based learning (IBL) settings may affect work and learning performance outcomes during activities using different technologies. To encourage multifaceted learning, factors in IBL settings must be statistically significant and effective, and not cognitively or psychomotor intensive. We…

Functional differences between statistical learning with and without explicit training

PubMed Central

Reber, Paul J.; Paller, Ken A.

2015-01-01

Humans are capable of rapidly extracting regularities from environmental input, a process known as statistical learning. This type of learning typically occurs automatically, through passive exposure to environmental input. The presumed function of statistical learning is to optimize processing, allowing the brain to more accurately predict and prepare for incoming input. In this study, we ask whether the function of statistical learning may be enhanced through supplementary explicit training, in which underlying regularities are explicitly taught rather than simply abstracted through exposure. Learners were randomly assigned either to an explicit group or an implicit group. All learners were exposed to a continuous stream of repeating nonsense words. Prior to this implicit training, learners in the explicit group received supplementary explicit training on the nonsense words. Statistical learning was assessed through a speeded reaction-time (RT) task, which measured the extent to which learners used acquired statistical knowledge to optimize online processing. Both RTs and brain potentials revealed significant differences in online processing as a function of training condition. RTs showed a crossover interaction; responses in the explicit group were faster to predictable targets and marginally slower to less predictable targets relative to responses in the implicit group. P300 potentials to predictable targets were larger in the explicit group than in the implicit group, suggesting greater recruitment of controlled, effortful processes. Taken together, these results suggest that information abstracted through passive exposure during statistical learning may be processed more automatically and with less effort than information that is acquired explicitly. PMID:26472644

Immersive Theater - a Proven Way to Enhance Learning Retention

NASA Astrophysics Data System (ADS)

Reiff, P. H.; Zimmerman, L.; Spillane, S.; Sumners, C.

2014-12-01

The portable immersive theater has gone from our first demonstration at fall AGU 2003 to a product offered by multiple companies in various versions to literally millions of users per year. As part of our NASA funded outreach program, we conducted a test of learning in a portable Discovery Dome as contrasted with learning the same materials (visuals and sound track) on a computer screen. We tested 200 middle school students (primarily underserved minorities). Paired t-tests and an independent t-test were used to compare the amount of learning that students achieved. Interest questionnaires were administered to participants in formal (public school) settings and focus groups were conducted in informal (museum camp and educational festival) settings. Overall results from the informal and formal educational setting indicated that there was a statistically significant increase in test scores after viewing We Choose Space. There was a statistically significant increase in test scores for students who viewed We Choose Space in the portable Discovery Dome (9.75) as well as with the computer (8.88). However, long-term retention of the material tested on the questionnaire indicated that for students who watched We Choose Space in the portable Discovery Dome, there was a statistically significant long-term increase in test scores (10.47), whereas, six weeks after learning on the computer, the improvements over the initial baseline (3.49) were far less and were not statistically significant. The test score improvement six weeks after learning in the dome was essentially the same as the post test immediately after watching the show, demonstrating virtually no loss of gained information in the six week interval. In the formal educational setting, approximately 34% of the respondents indicated that they wanted to learn more about becoming a scientist, while 35% expressed an interest in a career in space science. In the informal setting, 26% indicated that they were interested in pursuing a career in space science.

The Effect of a Read Aloud Accommodation on Test Scores of Students with and without a Learning Disability in Reading.

ERIC Educational Resources Information Center

Meloy, Linda L.; Deville, Craig; Frisbie, David A.

2002-01-01

A study examined the effect of a read aloud testing accommodation on 260 middle school students with and without learning disabilities in reading. Students with learning disabilities in reading, as well as those without, exhibited statistically significant gains with the read aloud test administration. Interaction effects were not significant.…

Potential Values of Incorporating a Multiple-Choice Question Construction in Physics Experimentation Instruction

NASA Astrophysics Data System (ADS)

Yu, Fu-Yun; Liu, Yu-Hsin

2005-09-01

The potential value of a multiple-choice question-construction instructional strategy for the support of students’ learning of physics experiments was examined in the study. Forty-two university freshmen participated in the study for a whole semester. A constant comparison method adopted to categorize students’ qualitative data indicated that the influences of multiple-choice question construction were evident in several significant ways (promoting constructive and productive studying habits; reflecting and previewing course-related materials; increasing in-group communication and interaction; breaking passive learning style and habits, etc.), which, worked together, not only enhanced students’ comprehension and retention of the obtained knowledge, but also helped distil a sense of empowerment and learning community within the participants. Analysis with one-group t-tests, using 3 as the expected mean, on quantitative data further found that students’ satisfaction toward past learning experience, and perceptions toward this strategy’s potentials for promoting learning were statistically significant at the 0.0005 level, while learning anxiety was not statistically significant. Suggestions for incorporating question-generation activities within classroom and topics for future studies were rendered.

A Tablet-PC Software Application for Statistics Classes

ERIC Educational Resources Information Center

Probst, Alexandre C.

2014-01-01

A significant deficiency in the area of introductory statistics education exists: Student performance on standardized assessments after a full semester statistics course is poor and students report a very low desire to learn statistics. Research on the current generation of students indicates an affinity for technology and for multitasking.…

Development of inquiry-based learning activities integrated with the local learning resource to promote learning achievement and analytical thinking ability of Mathayomsuksa 3 student

NASA Astrophysics Data System (ADS)

Sukji, Paweena; Wichaidit, Pacharee Rompayom; Wichaidit, Sittichai

2018-01-01

The objectives of this study were to: 1) compare learning achievement and analytical thinking ability of Mathayomsuksa 3 students before and after learning through inquiry-based learning activities integrated with the local learning resource, and 2) compare average post-test score of learning achievement and analytical thinking ability to its cutting score. The target of this study was 23 Mathayomsuksa 3 students who were studying in the second semester of 2016 academic year from Banchatfang School, Chainat Province. Research instruments composed of: 1) 6 lesson plans of Environment and Natural Resources, 2) the learning achievement test, and 3) analytical thinking ability test. The results showed that 1) student' learning achievement and analytical thinking ability after learning were higher than that of before at the level of .05 statistical significance, and 2) average posttest score of student' learning achievement and analytical thinking ability were higher than its cutting score at the level of .05 statistical significance. The implication of this research is for science teachers and curriculum developers to design inquiry activities that relate to student's context.

New insights into the endophenotypic status of cognition in bipolar disorder: genetic modelling study of twins and siblings.

PubMed

Georgiades, Anna; Rijsdijk, Fruhling; Kane, Fergus; Rebollo-Mesa, Irene; Kalidindi, Sridevi; Schulze, Katja K; Stahl, Daniel; Walshe, Muriel; Sahakian, Barbara J; McDonald, Colm; Hall, Mei-Hua; Murray, Robin M; Kravariti, Eugenia

2016-06-01

Twin studies have lacked statistical power to apply advanced genetic modelling techniques to the search for cognitive endophenotypes for bipolar disorder. To quantify the shared genetic variability between bipolar disorder and cognitive measures. Structural equation modelling was performed on cognitive data collected from 331 twins/siblings of varying genetic relatedness, disease status and concordance for bipolar disorder. Using a parsimonious AE model, verbal episodic and spatial working memory showed statistically significant genetic correlations with bipolar disorder (rg = |0.23|-|0.27|), which lost statistical significance after covarying for affective symptoms. Using an ACE model, IQ and visual-spatial learning showed statistically significant genetic correlations with bipolar disorder (rg = |0.51|-|1.00|), which remained significant after covarying for affective symptoms. Verbal episodic and spatial working memory capture a modest fraction of the bipolar diathesis. IQ and visual-spatial learning may tap into genetic substrates of non-affective symptomatology in bipolar disorder. © The Royal College of Psychiatrists 2016.

The relationship between procrastination, learning strategies and statistics anxiety among Iranian college students: a canonical correlation analysis.

PubMed

Vahedi, Shahrum; Farrokhi, Farahman; Gahramani, Farahnaz; Issazadegan, Ali

2012-01-01

Approximately 66-80%of graduate students experience statistics anxiety and some researchers propose that many students identify statistics courses as the most anxiety-inducing courses in their academic curriculums. As such, it is likely that statistics anxiety is, in part, responsible for many students delaying enrollment in these courses for as long as possible. This paper proposes a canonical model by treating academic procrastination (AP), learning strategies (LS) as predictor variables and statistics anxiety (SA) as explained variables. A questionnaire survey was used for data collection and 246-college female student participated in this study. To examine the mutually independent relations between procrastination, learning strategies and statistics anxiety variables, a canonical correlation analysis was computed. Findings show that two canonical functions were statistically significant. The set of variables (metacognitive self-regulation, source management, preparing homework, preparing for test and preparing term papers) helped predict changes of statistics anxiety with respect to fearful behavior, Attitude towards math and class, Performance, but not Anxiety. These findings could be used in educational and psychological interventions in the context of statistics anxiety reduction.

Learning styles of medical students, general surgery residents, and general surgeons: implications for surgical education

PubMed Central

2010-01-01

Background Surgical education is evolving under the dual pressures of an enlarging body of knowledge required during residency and mounting work-hour restrictions. Changes in surgical residency training need to be based on available educational models and research to ensure successful training of surgeons. Experiential learning theory, developed by David Kolb, demonstrates the importance of individual learning styles in improving learning. This study helps elucidate the way in which medical students, surgical residents, and surgical faculty learn. Methods The Kolb Learning Style Inventory, which divides individual learning styles into Accommodating, Diverging, Converging, and Assimilating categories, was administered to the second year undergraduate medical students, general surgery resident body, and general surgery faculty at the University of Alberta. Results A total of 241 faculty, residents, and students were surveyed with an overall response rate of 73%. The predominant learning style of the medical students was assimilating and this was statistically significant (p < 0.03) from the converging learning style found in the residents and faculty. The predominant learning styles of the residents and faculty were convergent and accommodative, with no statistically significant differences between the residents and the faculty. Conclusions We conclude that medical students have a significantly different learning style from general surgical trainees and general surgeons. This has important implications in the education of general surgery residents. PMID:20591159

Gender differences in learning physical science concepts: Does computer animation help equalize them?

NASA Astrophysics Data System (ADS)

Jacek, Laura Lee

This dissertation details an experiment designed to identify gender differences in learning using three experimental treatments: animation, static graphics, and verbal instruction alone. Three learning presentations were used in testing of 332 university students. Statistical analysis was performed using ANOVA, binomial tests for differences of proportion, and descriptive statistics. Results showed that animation significantly improved women's long-term learning over static graphics (p = 0.067), but didn't significantly improve men's long-term learning over static graphics. In all cases, women's scores improved with animation over both other forms of instruction for long-term testing, indicating that future research should not abandon the study of animation as a tool that may promote gender equity in science. Short-term test differences were smaller, and not statistically significant. Variation present in short-term scores was related more to presentation topic than treatment. This research also details characteristics of each of the three presentations, to identify variables (e.g. level of abstraction in presentation) affecting score differences within treatments. Differences between men's and women's scores were non-standard between presentations, but these differences were not statistically significant (long-term p = 0.2961, short-term p = 0.2893). In future research, experiments might be better designed to test these presentational variables in isolation, possibly yielding more distinctive differences between presentational scores. Differences in confidence interval overlaps between presentations suggested that treatment superiority may be somewhat dependent on the design or topic of the learning presentation. Confidence intervals greatly overlap in all situations. This undercut, to some degree, the surety of conclusions indicating superiority of one treatment type over the others. However, confidence intervals for animation were smaller, overlapped nearly completely for men and women (there was less overlap between the genders for the other two treatments), and centered around slightly higher means, lending further support to the conclusion that animation helped equalize men's and women's learning. The most important conclusion identified in this research is that gender is an important variable experimental populations testing animation as a learning device. Averages indicated that both men and women prefer to work with animation over either static graphics or verbal instruction alone.

Exploring Meteorology Education in Community College: Lecture-based Instruction and Dialogue-based Group Learning

NASA Astrophysics Data System (ADS)

Finley, Jason Paul

This study examined the impact of dialogue-based group instruction on student learning and engagement in community college meteorology education. A quasi-experimental design was used to compare lecture-based instruction with dialogue-based group instruction during two class sessions at one community college in southern California. Pre- and post-tests were used to measure learning and interest, while surveys were conducted two days after the learning events to assess engagement, perceived learning, and application of content. The results indicated that the dialogue-based group instruction was more successful in helping students learn than the lecture-based instruction. Each question that assessed learning had a higher score for the dialogue group that was statistically significant (alpha < 0.05) compared to the lecture group. The survey questions about perceived learning and application of content also exhibited higher scores that were statistically significant for the dialogue group. The qualitative portion of these survey questions supported the quantitative results and showed that the dialogue students were able to remember more concepts and apply these concepts to their lives. Dialogue students were also more engaged, as three out of the five engagement-related survey questions revealed statistically significantly higher scores for them. The qualitative data also supported increased engagement for the dialogue students. Interest in specific meteorological topics did not change significantly for either group of students; however, interest in learning about severe weather was higher for the dialogue group. Neither group found the learning events markedly meaningful, although more students from the dialogue group found pronounced meaning centered on applying severe weather knowledge to their lives. Active engagement in the dialogue approach kept these students from becoming distracted and allowed them to become absorbed in the learning event. This higher engagement most likely contributed to the resulting higher learning. Together, these results indicate that dialogue education, especially compared to lecture methods, has a great potential for helping students learn meteorology. Dialogue education can also help students engage in weather-related concepts and potentially develop better-informed citizens in a world with a changing climate.

Student Attitudes to Learning Business Statistics: Comparison of Online and Traditional Methods

ERIC Educational Resources Information Center

Suanpang, Pannee; Petocz, Peter; Kalceff, Walter

2004-01-01

Worldwide, electronic learning (E-learning) has become an important part of the education agenda in the last decade. The Suan Dusit Rajabhat University (SDRU), Thailand has made significant efforts recently to use Internet technologies to enhance learning opportunities. The results reported here are part of a pioneering study to determine the…

Addressing astronomy misconceptions and achieving national science standards utilizing aspects of multiple intelligences theory in the classroom and the planetarium

NASA Astrophysics Data System (ADS)

Sarrazine, Angela Renee

The purpose of this study was to incorporate multiple intelligences techniques in both a classroom and planetarium setting to create a significant increase in student learning about the moon and lunar phases. Utilizing a free-response questionnaire and a 25 item multiple choice pre-test/post-test design, this study identified middle school students' misconceptions and measured increases in student learning about the moon and lunar phases. The study spanned two semesters and contained six treatment groups which consisted of both single and multiple interventions. One group only attended the planetarium program. Two groups attended one of two classes a week prior to the planetarium program, and two groups attended one of two classes a week after the planetarium program. The most rigorous treatment group attended a class both a week before and after the planetarium program. Utilizing Rasch analysis techniques and parametric statistical tests, all six groups exhibited statistically significant gains in knowledge at the 0.05 level. There were no significant differences between students who attended only a planetarium program versus a single classroom program. Also, subjects who attended either a pre-planetarium class or a post- planetarium class did not show a statistically significant gain over the planetarium only situation. Equivalent effects on student learning were exhibited by the pre-planetarium class groups and post-planetarium class groups. Therefore, it was determined that the placement of the second intervention does not have a significant impact on student learning. However, a decrease in learning was observed with the addition of a third intervention. Further instruction and testing appeared to hinder student learning. This is perhaps an effect of subject fatigue.

Emotional Intelligence Profiles and Learning Strategies in Secondary School Students

ERIC Educational Resources Information Center

Inglés, Cándido J.; Martínez-Monteagudo, María C.; Pérez Fuentes, Maria C.; García-Fernández, José M.; Molero, María del Mar; Suriá-Martinez, Raquel; Gázquez, José J.

2017-01-01

The aim of this study was to analyse the relationship among emotional intelligence (EI) and learning strategies, identifying different emotional intelligence profiles and determining possible statistically significant differences in learning strategies through the identified profiles. Thousand and seventy-one Spaniards secondary school students…

Efficacy of plaque removal and learning effect of a powered and a manual toothbrush.

PubMed

Lazarescu, D; Boccaneala, S; Illiescu, A; De Boever, J A

2003-08-01

Subjects with high plaque and gingivitis scores can profit most from the introduction of new manual or powered tooth brushes. To improve their hygiene, not only the technical characteristics of new brushes but also the learning effect in efficient handling are of importance. : The present study compared the efficacy in plaque removal of an electric and a manual toothbrush in a general population and analysed the learning effect in efficient handling. Eighty healthy subjects, unfamiliar with electric brushes, were divided into two groups: group 1 used the Philips/Jordan HP 735 powered brush and group 2 used a manual brush, Oral-B40+. Plaque index (PI) and gingival bleeding index (GBI) were assessed at baseline and at weeks 3, 6, 12 and 18. After each evaluation, patients abstained from oral hygiene for 24 h. The next day a 3-min supervised brushing was performed. Before and after this brushing, PI was assessed for the estimation of the individual learning effect. The study was single blinded. Over the 18-week period, PI reduced gradually and statistically significantly (p<0.001) in group 1 from 2.9 (+/-0.38) to 1.5 (+/-0.24) and in group 2 from 2.9 (+/-0.34) to 2.2 (+/-0.23). From week 3 onwards, the difference between groups was statistically significant (p<0.001). The bleeding index decreased in group 1 from 28% (+/-17%) to 7% (+/-5%) (p<0.001) and in group 2 from 30% (+/-12%) to 12% (+/-6%) (p<0.001). The difference between groups was statistically significant (p<0.001) from week 6 onwards. The learning effect, expressed as the percentage of plaque reduction after 3 min of supervised brushing, was 33% for group 1 and 26% for group 2 at week 0. This percentage increased at week 18 to 64% in group 1 and 44% in group 2 (difference between groups statistically significant: p<0.001). The powered brush was significantly more efficient in removing plaque and improving gingival health than the manual brush in the group of subjects unfamiliar with electric brushes. There was also a significant learning effect that was more pronounced with the electric toothbrush.

Do sophisticated epistemic beliefs predict meaningful learning? Findings from a structural equation model of undergraduate biology learning

NASA Astrophysics Data System (ADS)

Lee, Silvia Wen-Yu; Liang, Jyh-Chong; Tsai, Chin-Chung

2016-10-01

This study investigated the relationships among college students' epistemic beliefs in biology (EBB), conceptions of learning biology (COLB), and strategies of learning biology (SLB). EBB includes four dimensions, namely 'multiple-source,' 'uncertainty,' 'development,' and 'justification.' COLB is further divided into 'constructivist' and 'reproductive' conceptions, while SLB represents deep strategies and surface learning strategies. Questionnaire responses were gathered from 303 college students. The results of the confirmatory factor analysis and structural equation modelling showed acceptable model fits. Mediation testing further revealed two paths with complete mediation. In sum, students' epistemic beliefs of 'uncertainty' and 'justification' in biology were statistically significant in explaining the constructivist and reproductive COLB, respectively; and 'uncertainty' was statistically significant in explaining the deep SLB as well. The results of mediation testing further revealed that 'uncertainty' predicted surface strategies through the mediation of 'reproductive' conceptions; and the relationship between 'justification' and deep strategies was mediated by 'constructivist' COLB. This study provides evidence for the essential roles some epistemic beliefs play in predicting students' learning.

The Impact of Team-Based Learning on Nervous System Examination Knowledge of Nursing Students.

PubMed

Hemmati Maslakpak, Masomeh; Parizad, Naser; Zareie, Farzad

2015-12-01

Team-based learning is one of the active learning approaches in which independent learning is combined with small group discussion in the class. This study aimed to determine the impact of team-based learning in nervous system examination knowledge of nursing students. This quasi-experimental study was conducted on 3(rd) grade nursing students, including 5th semester (intervention group) and 6(th) semester (control group). The traditional lecture method and the team-based learning method were used for educating the examination of the nervous system for intervention and control groups, respectively. The data were collected by a test covering 40-questions (multiple choice, matching, gap-filling and descriptive questions) before and after intervention in both groups. Individual Readiness Assurance Test (RAT) and Group Readiness Assurance Test (GRAT) used to collect data in the intervention group. In the end, the collected data were analyzed by SPSS ver. 13 using descriptive and inferential statistical tests. In team-based learning group, mean and standard deviation was 13.39 (4.52) before the intervention, which had been increased to 31.07 (3.20) after the intervention and this increase was statistically significant. Also, there was a statistically significant difference between the scores of RAT and GRAT in team-based learning group. Using team-based learning approach resulted in much better improvement and stability in the nervous system examination knowledge of nursing students compared to traditional lecture method; therefore, this method could be efficiently used as an effective educational approach in nursing education.

Mathematics Intervention Utilizing Carnegie Learning's Cognitive Tutor® and Compass Learning's Odyssey Math®

ERIC Educational Resources Information Center

Barton, James M.

2016-01-01

Carnegie Learning's Cognitive Tutor®The purpose of this study is to determine whether there is a statistically significant difference between pre-test and post-test achievement scores when Compass Learning's Odyssey Math® is used together with Carnegie Learning's Math Cognitive Tutor® in a mathematics intervention program at ABC Middle School. The…

Impact of e-learning on nurses' and student nurses knowledge, skills, and satisfaction: a systematic review and meta-analysis.

PubMed

Lahti, Mari; Hätönen, Heli; Välimäki, Maritta

2014-01-01

To review the impact of e-learning on nurses' and nursing student's knowledge, skills and satisfaction related to e-learning. We conducted a systematic review and meta-analysis of randomized controlled trials (RCT) to assess the impact of e-learning on nurses' and nursing student's knowledge, skills and satisfaction. Electronic databases including MEDLINE (1948-2010), CINAHL (1981-2010), Psychinfo (1967-2010) and Eric (1966-2010) were searched in May 2010 and again in December 2010. All RCT studies evaluating the effectiveness of e-learning and differentiating between traditional learning methods among nurses were included. Data was extracted related to the purpose of the trial, sample, measurements used, index test results and reference standard. An extraction tool developed for Cochrane reviews was used. Methodological quality of eligible trials was assessed. 11 trials were eligible for inclusion in the analysis. We identified 11 randomized controlled trials including a total of 2491 nurses and student nurses'. First, the random effect size for four studies showed some improvement associated with e-learning compared to traditional techniques on knowledge. However, the difference was not statistically significant (p=0.39, MD 0.44, 95% CI -0.57 to 1.46). Second, one study reported a slight impact on e-learning on skills, but the difference was not statistically significant, either (p=0.13, MD 0.03, 95% CI -0.09 to 0.69). And third, no results on nurses or student nurses' satisfaction could be reported as the statistical data from three possible studies were not available. Overall, there was no statistical difference between groups in e-learning and traditional learning relating to nurses' or student nurses' knowledge, skills and satisfaction. E-learning can, however, offer an alternative method of education. In future, more studies following the CONSORT and QUOROM statements are needed to evaluate the effects of these interventions. Copyright © 2013 Elsevier Ltd. All rights reserved.

Mutual interference between statistical summary perception and statistical learning.

PubMed

Zhao, Jiaying; Ngo, Nhi; McKendrick, Ryan; Turk-Browne, Nicholas B

2011-09-01

The visual system is an efficient statistician, extracting statistical summaries over sets of objects (statistical summary perception) and statistical regularities among individual objects (statistical learning). Although these two kinds of statistical processing have been studied extensively in isolation, their relationship is not yet understood. We first examined how statistical summary perception influences statistical learning by manipulating the task that participants performed over sets of objects containing statistical regularities (Experiment 1). Participants who performed a summary task showed no statistical learning of the regularities, whereas those who performed control tasks showed robust learning. We then examined how statistical learning influences statistical summary perception by manipulating whether the sets being summarized contained regularities (Experiment 2) and whether such regularities had already been learned (Experiment 3). The accuracy of summary judgments improved when regularities were removed and when learning had occurred in advance. In sum, calculating summary statistics impeded statistical learning, and extracting statistical regularities impeded statistical summary perception. This mutual interference suggests that statistical summary perception and statistical learning are fundamentally related.

Supply side management innovation: —Analysis on Enterprises in Scientific Industry Park Based on Market Orientation

NASA Astrophysics Data System (ADS)

Li, Xing; Mao, Fenlan; Lin, Mian; Yadi, Nan

2017-12-01

This research presents a conceptual framework for incorporating organizational learning and innovations as the mediating variables between market orientation and organizational performance. The samples of this study include 145 companies from the information technology industry in the Scientific Industry Parks. The global model fit is acceptable. This empirical result supports the constructs mentioned above. 1. Market orientation has a positive and direct impact on organizational learning, administrative and technical innovation. 2. Organizational learning has a positive and direct impact on administrative and technical innovation, but with no statistically significant direct impact on performance. 3. Organizational learning does have a positive and indirect impact on performance by means of organizational innovations. 4. It is not statistically significant that the impact of the two innovation types (both administrative and technical) interact with each other.

The neural correlates of statistical learning in a word segmentation task: An fMRI study

PubMed Central

Karuza, Elisabeth A.; Newport, Elissa L.; Aslin, Richard N.; Starling, Sarah J.; Tivarus, Madalina E.; Bavelier, Daphne

2013-01-01

Functional magnetic resonance imaging (fMRI) was used to assess neural activation as participants learned to segment continuous streams of speech containing syllable sequences varying in their transitional probabilities. Speech streams were presented in four runs, each followed by a behavioral test to measure the extent of learning over time. Behavioral performance indicated that participants could discriminate statistically coherent sequences (words) from less coherent sequences (partwords). Individual rates of learning, defined as the difference in ratings for words and partwords, were used as predictors of neural activation to ask which brain areas showed activity associated with these measures. Results showed significant activity in the pars opercularis and pars triangularis regions of the left inferior frontal gyrus (LIFG). The relationship between these findings and prior work on the neural basis of statistical learning is discussed, and parallels to the frontal/subcortical network involved in other forms of implicit sequence learning are considered. PMID:23312790

The Effects of Haloperidol on Learning and Behavior in Autistic Children.

ERIC Educational Resources Information Center

Campbell, Magda; And Others

1982-01-01

Statistically, haloperidol was significantly superior to placebo in reducing behavioral symptoms. In a discrimination learning paradigm, autistic children receiving haloperidol learned the discrimination while those on placebo did not. Discrimination attained on haloperidol was retained when the children were switched to placebo. (Author)

Exploring Organizational Learning Mechanisms in Small-Size Business Enterprises

ERIC Educational Resources Information Center

Graham, Carroll M.; Nafukho, Fredrick M.

2008-01-01

The primary purpose of this study was to determine the importance of existing organizational learning mechanisms and establish the size and magnitude of the relationship among the organizational learning mechanisms. Of great import also was to determine whether statistically significant relationships existed among the organizational learning…

Integrating the ACR Appropriateness Criteria Into the Radiology Clerkship: Comparison of Didactic Format and Group-Based Learning.

PubMed

Stein, Marjorie W; Frank, Susan J; Roberts, Jeffrey H; Finkelstein, Malka; Heo, Moonseong

2016-05-01

The aim of this study was to determine whether group-based or didactic teaching is more effective to teach ACR Appropriateness Criteria to medical students. An identical pretest, posttest, and delayed multiple-choice test was used to evaluate the efficacy of the two teaching methods. Descriptive statistics comparing test scores were obtained. On the posttest, the didactic group gained 12.5 points (P < .0001), and the group-based learning students gained 16.3 points (P < .0001). On the delayed test, the didactic group gained 14.4 points (P < .0001), and the group-based learning students gained 11.8 points (P < .001). The gains in scores on both tests were statistically significant for both groups. However, the differences in scores were not statistically significant comparing the two educational methods. Compared with didactic lectures, group-based learning is more enjoyable, time efficient, and equally efficacious. The choice of educational method can be individualized for each institution on the basis of group size, time constraints, and faculty availability. Copyright © 2016 American College of Radiology. Published by Elsevier Inc. All rights reserved.

Significant Statistics: Viewed with a Contextual Lens

ERIC Educational Resources Information Center

Tait-McCutcheon, Sandi

2010-01-01

This paper examines the pedagogical and organisational changes three lead teachers made to their statistics teaching and learning programs. The lead teachers posed the research question: What would the effect of contextually integrating statistical investigations and literacies into other curriculum areas be on student achievement? By finding the…

The Impact of Learning Styles on Student Achievement in a Web-Based versus an Equivalent Face-to-Face Course

ERIC Educational Resources Information Center

Zacharis, Nick Z.

2010-01-01

This study investigated the relationship between students' learning styles and their achievement in two different learning environments: online instruction and traditional instruction. The results indicated that a) students in the traditional learning group had higher, but not statistically significant higher, levels of achievement than students…

Instructional strategies for online introductory college physics based on learning styles

NASA Astrophysics Data System (ADS)

Ekwue, Eleazer U.

The practical nature of physics and its reliance on mathematical presentations and problem solving pose a challenge toward presentation of the course in an online environment for effective learning experience. Most first-time introductory college physics students fail to grasp the basic concepts of the course and the problem solving skills if the instructional strategy used to deliver the course is not compatible with the learners' preferred learning styles. This study investigates the effect of four instructional strategies based on four learning styles (listening, reading, iconic, and direct-experience) to improve learning for introductory college physics in an online environment. Learning styles of 146 participants were determined with Canfield Learning Style inventory. Of the 85 learners who completed the study, research results showed a statistically significant increase in learning performance following the online instruction in all four learning style groups. No statistically significant differences in learning were found among the four groups. However, greater significant academic improvement was found among learners with iconic and direct-experience modes of learning. Learners in all four groups expressed that the design of the unit presentation to match their individual learning styles contributed most to their learning experience. They were satisfied with learning a new physics concept online that, in their opinion, is either comparable or better than an instructor-led classroom experience. Findings from this study suggest that learners' performance and satisfaction in an online introductory physics course could be improved by using instructional designs that are tailored to learners' preferred ways of learning. It could contribute toward the challenge of providing viable online physics instruction in colleges and universities.

Evaluating a Health Educational First aid Program with the Implementation of Synchronous Distance Learning.

PubMed

Ponirou, Paraskevi; Diomidous, Marianna; Mantas, John; Kalokairinou, Athena; Kalouri, Ourania; Kapadochos, Theodoros; Tzavara, Chara

2014-01-01

The education in First Aid through health education programs can help in promoting the health of the population. Meanwhile, the development of alternative forms of education with emphasis on distance learning implemented with e-learning creates an innovative system of knowledge and skills in different population groups. The main purpose of this research proposal is to investigate the effectiveness of the educational program to candidates educators about knowledge and emergency preparedness at school. The study used the Solomon four group design (2 intervention groups and 2 control groups). Statistical analysis showed significant difference within the four groups. Intervention groups had improved significantly their knowledge showing that the program was effective and that they would eventually deal with a threatening situation with right handlings. There were no statistical significant findings regarding other independent variables (p>0,05).The health education program with the implementation of synchronous distance learning succeeded to enhance the knowledge of candidates educators.

[E-learning and problem based learning integration in cardiology education].

PubMed

Gürpinar, Erol; Zayim, Neşe; Başarici, Ibrahim; Gündüz, Filiz; Asar, Mevlüt; Oğuz, Nurettin

2009-06-01

The aim of this study was to determine students' satisfaction with an e-learning environment which is developed to support classical problem-based learning (PBL) in medical education and its effect on academic achievement. In this cross-sectional study, students were provided with a web-based learning environment including learning materials related to objectives of the subject of PBL module, which could be used during independent study period. The study group comprised of all of the second year students (164 students) of Akdeniz University, Medical Faculty, during 2007-2008 education period. In order to gather data about students' satisfaction with learning environment, a questionnaire was administered to the students. Comparison of students' academic achievement was based on their performance score in PBL exam. Statistical analyses were performed using unpaired t test and Mann Whitney U test. Findings indicated that 72.6% of the students used e-learning practice. There is no statistically significant difference between mean PBL performance scores of users and non-users of e-learning practice (103.58 vs. 100.88) (t=-0.998, p=0.320). It is found that frequent users of e-learning application had statistically significant higher scores than non-frequent users (106.28 vs. 100.59) (t=-2.373, p=0.01). In addition, 72.6% of the students declared they were satisfied with the application. Our study demonstrated that the most of the students use e-learning application and are satisfied with it. In addition, it is observed that e-learning application positively affects the academic achievement of the students. This study gains special importance by providing contribution to limited literature in the area of instructional technology in PBL and Cardiology teaching.

Comparison between project-based learning and discovery learning toward students' metacognitive strategies on global warming concept

NASA Astrophysics Data System (ADS)

Tumewu, Widya Anjelia; Wulan, Ana Ratna; Sanjaya, Yayan

2017-05-01

The purpose of this study was to know comparing the effectiveness of learning using Project-based learning (PjBL) and Discovery Learning (DL) toward students metacognitive strategies on global warming concept. A quasi-experimental research design with a The Matching-Only Pretest-Posttest Control Group Design was used in this study. The subjects were students of two classes 7th grade of one of junior high school in Bandung City, West Java of 2015/2016 academic year. The study was conducted on two experimental class, that were project-based learning treatment on the experimental class I and discovery learning treatment was done on the experimental class II. The data was collected through questionnaire to know students metacognitive strategies. The statistical analysis showed that there were statistically significant differences in students metacognitive strategies between project-based learning and discovery learning.

Fostering Students' Statistical Literacy through Significant Learning Experience

ERIC Educational Resources Information Center

Krishnan, Saras

2015-01-01

A major objective of statistics education is to develop students' statistical literacy that enables them to be educated users of data in context. Teaching statistics in today's educational settings is not an easy feat because teachers have a huge task in keeping up with the demands of the new generation of learners. The present day students have…

The Impact of Workplace Learning on Job Satisfaction in Small US Commercial Banks

ERIC Educational Resources Information Center

Rowden, Robert W.; Conine, Clyde T., Jr.

2005-01-01

Purpose: This study aims to examine workplace learning and job satisfaction in small, commercial US banks. Design/methodology/approach: Survey data collection with correlational procedure. Findings: The study found a statistically significant relationship between the workplace learning variables and the job satisfaction variables. Research…

Evaluating the Security of Machine Learning Algorithms

DTIC Science & Technology

2008-05-20

Two far-reaching trends in computing have grown in significance in recent years. First, statistical machine learning has entered the mainstream as a...computing applications. The growing intersection of these trends compels us to investigate how well machine learning performs under adversarial conditions... machine learning has a structure that we can use to build secure learning systems. This thesis makes three high-level contributions. First, we develop a

The impact of the learning contract on self-directed learning and satisfaction in nursing students in a clinical setting.

PubMed

Sajadi, Mahboobeh; Fayazi, Neda; Fournier, Andrew; Abedi, Ahmad Reza

2017-01-01

Background: The most important responsibilities of an education system are to create self-directed learning opportunities and develop the required skills for taking the responsibility for change. The present study aimed at determining the impact of a learning contract on self-directed learning and satisfaction of nursing students. Methods: A total of 59 nursing students participated in this experimental study. They were divided into six 10-member groups. To control the communications among the groups, the first 3 groups were trained using conventional learning methods and the second 3 groups using learning contract method. In the first session, a pretest was performed based on educational objectives. At the end of the training, the students in each group completed the questionnaires of self-directed learning and satisfaction. The results of descriptive and inferential statistical methods (dependent and independent t tests) were presented using SPSS. Results: There were no significant differences between the 2 groups in gender, grade point average of previous years, and interest toward nursing. However, the results revealed a significant difference between the 2 groups in the total score of self-directed learning (p= 0.019). Although the mean satisfaction score was higher in the intervention group, the difference was not statistically significant. Conclusion: This study suggested that the use of learning contract method in clinical settings enhances self-directed learning among nursing students. Because this model focuses on individual differences, the researcher highly recommends the application of this new method to educators.

Machine learning approach for automated screening of malaria parasite using light microscopic images.

PubMed

Das, Dev Kumar; Ghosh, Madhumala; Pal, Mallika; Maiti, Asok K; Chakraborty, Chandan

2013-02-01

The aim of this paper is to address the development of computer assisted malaria parasite characterization and classification using machine learning approach based on light microscopic images of peripheral blood smears. In doing this, microscopic image acquisition from stained slides, illumination correction and noise reduction, erythrocyte segmentation, feature extraction, feature selection and finally classification of different stages of malaria (Plasmodium vivax and Plasmodium falciparum) have been investigated. The erythrocytes are segmented using marker controlled watershed transformation and subsequently total ninety six features describing shape-size and texture of erythrocytes are extracted in respect to the parasitemia infected versus non-infected cells. Ninety four features are found to be statistically significant in discriminating six classes. Here a feature selection-cum-classification scheme has been devised by combining F-statistic, statistical learning techniques i.e., Bayesian learning and support vector machine (SVM) in order to provide the higher classification accuracy using best set of discriminating features. Results show that Bayesian approach provides the highest accuracy i.e., 84% for malaria classification by selecting 19 most significant features while SVM provides highest accuracy i.e., 83.5% with 9 most significant features. Finally, the performance of these two classifiers under feature selection framework has been compared toward malaria parasite classification. Copyright © 2012 Elsevier Ltd. All rights reserved.

The Relationship Between Procrastination, Learning Strategies and Statistics Anxiety Among Iranian College Students: A Canonical Correlation Analysis

PubMed Central

Vahedi, Shahrum; Farrokhi, Farahman; Gahramani, Farahnaz; Issazadegan, Ali

2012-01-01

Objective: Approximately 66-80%of graduate students experience statistics anxiety and some researchers propose that many students identify statistics courses as the most anxiety-inducing courses in their academic curriculums. As such, it is likely that statistics anxiety is, in part, responsible for many students delaying enrollment in these courses for as long as possible. This paper proposes a canonical model by treating academic procrastination (AP), learning strategies (LS) as predictor variables and statistics anxiety (SA) as explained variables. Methods: A questionnaire survey was used for data collection and 246-college female student participated in this study. To examine the mutually independent relations between procrastination, learning strategies and statistics anxiety variables, a canonical correlation analysis was computed. Results: Findings show that two canonical functions were statistically significant. The set of variables (metacognitive self-regulation, source management, preparing homework, preparing for test and preparing term papers) helped predict changes of statistics anxiety with respect to fearful behavior, Attitude towards math and class, Performance, but not Anxiety. Conclusion: These findings could be used in educational and psychological interventions in the context of statistics anxiety reduction. PMID:24644468

Computer and laboratory simulation in the teaching of neonatal nursing: innovation and impact on learning 1

PubMed Central

Fonseca, Luciana Mara Monti; Aredes, Natália Del' Angelo; Fernandes, Ananda Maria; Batalha, Luís Manuel da Cunha; Apóstolo, Jorge Manuel Amado; Martins, José Carlos Amado; Rodrigues, Manuel Alves

2016-01-01

ABSTRACT Objectives: to evaluate the cognitive learning of nursing students in neonatal clinical evaluation from a blended course with the use of computer and laboratory simulation; to compare the cognitive learning of students in a control and experimental group testing the laboratory simulation; and to assess the extracurricular blended course offered on the clinical assessment of preterm infants, according to the students. Method: a quasi-experimental study with 14 Portuguese students, containing pretest, midterm test and post-test. The technologies offered in the course were serious game e-Baby, instructional software of semiology and semiotechnique, and laboratory simulation. Data collection tools developed for this study were used for the course evaluation and characterization of the students. Nonparametric statistics were used: Mann-Whitney and Wilcoxon. Results: the use of validated digital technologies and laboratory simulation demonstrated a statistically significant difference (p = 0.001) in the learning of the participants. The course was evaluated as very satisfactory for them. The laboratory simulation alone did not represent a significant difference in the learning. Conclusions: the cognitive learning of participants increased significantly. The use of technology can be partly responsible for the course success, showing it to be an important teaching tool for innovation and motivation of learning in healthcare. PMID:27737376

Undergraduate medical student's perceptions on traditional and problem based curricula: pilot study.

PubMed

Meo, Sultan Ayoub

2014-07-01

To evaluate and compare students' perceptions about teaching and learning, knowledge and skills, outcomes of course materials and their satisfaction in traditional Lecture Based learning versus Problem-Based Learning curricula in two different medical schools. The comparative cross-sectional questionnaire-based study was conducted in the Department of Physiology, College of Medicine, King Saud University, Riyadh, Saudi Arabia, from July 2009 to January 2011. Two different undergraduate medical schools were selected; one followed the traditional curriculum, while the other followed the problem-based learning curriculum. Two equal groups of first year medical students were selected. They were taught in respiratory physiology and lung function lab according to their curriculum for a period of two weeks. At the completion of the study period, a five-point Likert scale was used to assess students' perceptions on satisfaction, academic environment, teaching and learning, knowledge and skills and outcomes of course materials about effectiveness of problem-based learning compared to traditional methods. SPSS 19 was used for statistical analysis. Students used to problem-based learning curriculum obtained marginally higher scores in their perceptions (24.10 +/- 3.63) compared to ones following the traditional curriculum (22.67 +/- 3.74). However, the difference in perceptions did not achieve a level of statistical significance. Students following problem-based learning curriculum have more positive perceptions on teaching and learning, knowledge and skills, outcomes of their course materials and satisfaction compared to the students belonging to the traditional style of medical school. However, the difference between the two groups was not statistically significant.

Strategies to improve learning of all students in a class

NASA Astrophysics Data System (ADS)

Suraishkumar, G. K.

2018-05-01

The statistical distribution of the student learning abilities in a typical undergraduate engineering class poses a significant challenge to simultaneously improve the learning of all the students in the class. With traditional instruction styles, the students with significantly high learning abilities are not satisfied due to a feeling of unfulfilled potential, and the students with significantly low learning abilities feel lost. To address the challenge in an undergraduate core/required course on 'transport phenomena in biological systems', a combination of learning strategies such as active learning including co-operative group learning, challenge exercises, and others were employed in a pro-advising context. The short-term and long-term impacts were evaluated through student course performances and input, respectively. The results show that it is possible to effectively address the challenge posed by the distribution of student learning abilities in a class.

A Comparison of Online, Video Synchronous, and Traditional Learning Modes for an Introductory Undergraduate Physics Course

NASA Astrophysics Data System (ADS)

Faulconer, E. K.; Griffith, J.; Wood, B.; Acharyya, S.; Roberts, D.

2018-05-01

While the equivalence between online and traditional classrooms has been well-researched, very little of this includes college-level introductory Physics. Only one study explored Physics at the whole-class level rather than specific course components such as a single lab or a homework platform. In this work, we compared the failure rate, grade distribution, and withdrawal rates in an introductory undergraduate Physics course across several learning modes including traditional face-to-face instruction, synchronous video instruction, and online classes. Statistically significant differences were found for student failure rates, grade distribution, and withdrawal rates but yielded small effect sizes. Post-hoc pair-wise test was run to determine differences between learning modes. Online students had a significantly lower failure rate than students who took the class via synchronous video classroom. While statistically significant differences were found for grade distributions, the pair-wise comparison yielded no statistically significance differences between learning modes when using the more conservative Bonferroni correction in post-hoc testing. Finally, in this study, student withdrawal rates were lowest for students who took the class in person (in-person classroom and synchronous video classroom) than online. Students that persist in an online introductory Physics class are more likely to achieve an A than in other modes. However, the withdrawal rate is higher from online Physics courses. Further research is warranted to better understand the reasons for higher withdrawal rates in online courses. Finding the root cause to help eliminate differences in student performance across learning modes should remain a high priority for education researchers and the education community as a whole.

Blended learning with Moodle in medical statistics: an assessment of knowledge, attitudes and practices relating to e-learning.

PubMed

Luo, Li; Cheng, Xiaohua; Wang, Shiyuan; Zhang, Junxue; Zhu, Wenbo; Yang, Jiaying; Liu, Pei

2017-09-19

Blended learning that combines a modular object-oriented dynamic learning environment (Moodle) with face-to-face teaching was applied to a medical statistics course to improve learning outcomes and evaluate the impact factors of students' knowledge, attitudes and practices (KAP) relating to e-learning. The same real-name questionnaire was administered before and after the intervention. The summed scores of every part (knowledge, attitude and practice) were calculated using the entropy method. A mixed linear model was fitted using the SAS PROC MIXED procedure to analyse the impact factors of KAP. Educational reform, self-perceived character, registered permanent residence and hours spent online per day were significant impact factors of e-learning knowledge. Introversion and middle type respondents' average scores were higher than those of extroversion type respondents. Regarding e-learning attitudes, educational reform, community number, Internet age and hours spent online per day had a significant impact. Specifically, participants whose Internet age was no greater than 6 years scored 7.00 points lower than those whose Internet age was greater than 10 years. Regarding e-learning behaviour, educational reform and parents' literacy had a significant impact, as the average score increased 10.05 points (P < 0.0001). This educational reform that combined Moodle with a traditional class achieved good results in terms of students' e-learning KAP. Additionally, this type of blended course can be implemented in many other curriculums.

Learning style preferences of first-year dental students at King Saud University in Riyadh, Saudi Arabia: influence of gender and GPA.

PubMed

Al-Saud, Loulwa Mohammed Saad

2013-10-01

The aim of this study was to investigate the learning style preferences of a group of first-year dental students and their relation to gender and past academic performance. A total of 113 first-year dental students (forty-two female, seventy-one male) at King Saud University in Riyadh, Saudi Arabia, participated. The Visual, Aural, Read-write, and Kinesthetic (VARK) questionnaire was used to determine the students' preferred mode of learning. This sixteen-item questionnaire defines preference of learning based on the sensory modalities: visual, aural, reading/writing, and kinesthetic. More than half (59 percent) of the students were found to have multimodal learning preferences. The most common single learning preferences were aural (20 percent) followed by kinesthetic (15.2 percent). Gender differences were not statistically significant. However, a statistically significant difference was found in the mean values of GPA in relation to the students' learning style preferences (p=0.019). Students with a single learning style preference had a lower mean GPA than those with multiple (quad-modal) learning style preferences. For effective instruction, dental educators need to broaden their range of presentation styles to help create more positive and effective learning environments for all students.

Auditory Magnetoencephalographic Frequency-Tagged Responses Mirror the Ongoing Segmentation Processes Underlying Statistical Learning.

PubMed

Farthouat, Juliane; Franco, Ana; Mary, Alison; Delpouve, Julie; Wens, Vincent; Op de Beeck, Marc; De Tiège, Xavier; Peigneux, Philippe

2017-03-01

Humans are highly sensitive to statistical regularities in their environment. This phenomenon, usually referred as statistical learning, is most often assessed using post-learning behavioural measures that are limited by a lack of sensibility and do not monitor the temporal dynamics of learning. In the present study, we used magnetoencephalographic frequency-tagged responses to investigate the neural sources and temporal development of the ongoing brain activity that supports the detection of regularities embedded in auditory streams. Participants passively listened to statistical streams in which tones were grouped as triplets, and to random streams in which tones were randomly presented. Results show that during exposure to statistical (vs. random) streams, tritone frequency-related responses reflecting the learning of regularities embedded in the stream increased in the left supplementary motor area and left posterior superior temporal sulcus (pSTS), whereas tone frequency-related responses decreased in the right angular gyrus and right pSTS. Tritone frequency-related responses rapidly developed to reach significance after 3 min of exposure. These results suggest that the incidental extraction of novel regularities is subtended by a gradual shift from rhythmic activity reflecting individual tone succession toward rhythmic activity synchronised with triplet presentation, and that these rhythmic processes are subtended by distinct neural sources.

Differences in academic performance and self-regulated learning based on level of student participation in supplemental instruction

NASA Astrophysics Data System (ADS)

Mack, Ana C.

This study examined differences in academic performance and self-regulated learning based on levels of student participation in Supplemental Instruction (SI) sessions in two introductory undergraduate biology and chemistry courses offered at University of Central Florida in the Spring 2006 semester. The sample consisted of 282 students enrolled in the biology class and 451 students enrolled in chemistry. Academic performance was measured using students' final course grades and rates of withdrawal from the courses. The self-regulated learning constructs of motivation, cognition, metacognition, and resource management were measured using the Motivated Strategies for Learning Questionnaire (MSLQ). Relationships between students' gender and ethnic background and levels of SI participation were also analyzed in this research. Findings in both biology and chemistry courses revealed a statistically significant decrease in student motivation from beginning to end of semester. In chemistry, frequent SI participants also showed statistically significantly higher levels of motivation at the end of the semester than occasional and non-SI participants. There were no statistically significant gains in cognitive, metacognitive, and resource management strategies from beginning to end of semester. However, statistically significant differences in resource management were observed at the end of the semester among SI attendance groups in both courses. Students in the high SI attendance group were more likely to use learning resources than those who did not participate regularly or did not participate at all. Statistically significant differences in academic performance based on students' SI participation were found in both biology and chemistry courses. Frequent SI participants had significantly higher final percentage grades and were more likely to receive grades of A, B, or C, than those who either did not attend SI regularly of did not participate at all. They were also less likely to withdraw from the course than occasional or non-SI participants. In biology, no relationship between SI participation, gender, and student ethnic background was found. In chemistry, female students were significantly more likely to attend SI regularly than males. Chemistry minority students had significantly higher representation among occasional SI participants. An important implication involved the use of pedagogical approaches that make lecture classrooms more interactive and encourage student motivation and engagement. This study could be replicated in other science and non-science courses that offer SI sessions. Additional factors in the success of SI programs and student motivation can be added, such as SI leaders' experience and major. Follow-up studies on students who completed the courses included in this study can be conducted to determine whether they reenrolled in other science courses, continued attending SI sessions, and gained self-regulated learning skills.

Participatory Equity and Student Outcomes in Living-Learning Programs of Differing Thematic Types

ERIC Educational Resources Information Center

Soldner, Matthew Edward

2011-01-01

This study evaluated participatory equity in varying thematic types of living-learning programs and, for a subset of student group x program type combinations found to be below equity, used latent mean modeling to determine whether statistically significant mean differences existed between the outcome scores of living-learning participants and…

Adult Learners' Preferred Methods of Learning Preventative Heart Disease Care

ERIC Educational Resources Information Center

Alavi, Nasim

2016-01-01

The purpose of this study was to investigate the preferred method of learning about heart disease by adult learners. This research study also investigated if there was a statistically significant difference between race/ethnicity, age, and gender of adult learners and their preferred method of learning preventative heart disease care. This…

Rapid Statistical Learning Supporting Word Extraction From Continuous Speech.

PubMed

Batterink, Laura J

2017-07-01

The identification of words in continuous speech, known as speech segmentation, is a critical early step in language acquisition. This process is partially supported by statistical learning, the ability to extract patterns from the environment. Given that speech segmentation represents a potential bottleneck for language acquisition, patterns in speech may be extracted very rapidly, without extensive exposure. This hypothesis was examined by exposing participants to continuous speech streams composed of novel repeating nonsense words. Learning was measured on-line using a reaction time task. After merely one exposure to an embedded novel word, learners demonstrated significant learning effects, as revealed by faster responses to predictable than to unpredictable syllables. These results demonstrate that learners gained sensitivity to the statistical structure of unfamiliar speech on a very rapid timescale. This ability may play an essential role in early stages of language acquisition, allowing learners to rapidly identify word candidates and "break in" to an unfamiliar language.

Novelty or knowledge? A study of using a student response system in non-major biology courses at a community college

NASA Astrophysics Data System (ADS)

Thames, Tasha Herrington

The advancement in technology integration is laying the groundwork of a paradigm shift in the higher education system (Noonoo, 2011). The National Dropout Prevention Center (n.d.) claims that technology offers some of the best opportunities for presenting instruction to engage students in meaningful education, addressing multiple intelligences, and adjusting to students' various learning styles. The purpose of this study was to investigate if implementing clicker technology would have a statistically significant difference on student retention and student achievement, while controlling for learning styles, for students in non-major biology courses who were and were not subjected to the technology. This study also sought to identify if students perceived the use of clickers as beneficial to their learning. A quantitative quasi-experimental research design was utilized to determine the significance of differences in pre/posttest achievement scores between students who participated during the fall semester in 2014. Overall, 118 students (n = 118) voluntarily enrolled in the researcher's fall non-major Biology course at a southern community college. A total of 71 students were assigned to the experimental group who participated in instruction incorporating the ConcepTest Process with clicker technology along with traditional lecture. The remaining 51 students were assigned to the control group who participated in a traditional lecture format with peer instruction embedded. Statistical analysis revealed the experimental clicker courses did have higher posttest scores than the non-clicker control courses, but this was not significant (p >.05). Results also implied that clickers did not statistically help retain students to complete the course. Lastly, the results indicated that there were no significant statistical difference in student's clicker perception scores between the different learning style preferences.

Domain general learning: Infants use social and non-social cues when learning object statistics

PubMed Central

Barry, Ryan A.; Graf Estes, Katharine; Rivera, Susan M.

2015-01-01

Previous research has shown that infants can learn from social cues. But is a social cue more effective at directing learning than a non-social cue? This study investigated whether 9-month-old infants (N = 55) could learn a visual statistical regularity in the presence of a distracting visual sequence when attention was directed by either a social cue (a person) or a non-social cue (a rectangle). The results show that both social and non-social cues can guide infants’ attention to a visual shape sequence (and away from a distracting sequence). The social cue more effectively directed attention than the non-social cue during the familiarization phase, but the social cue did not result in significantly stronger learning than the non-social cue. The findings suggest that domain general attention mechanisms allow for the comparable learning seen in both conditions. PMID:25999879

Can blended learning and the flipped classroom improve student learning and satisfaction in Saudi Arabia?

PubMed

Sajid, Muhammad R; Laheji, Abrar F; Abothenain, Fayha; Salam, Yezan; AlJayar, Dina; Obeidat, Akef

2016-09-04

To evaluate student academic performance and perception towards blended learning and flipped classrooms in comparison to traditional teaching. This study was conducted during the hematology block on year three students. Five lectures were delivered online only. Asynchronous discussion boards were created where students could interact with colleagues and instructors. A flipped classroom was introduced with application exercises. Summative assessment results were compared with previous year results as a historical control for statistical significance. Student feedback regarding their blended learning experience was collected. A total of 127 responses were obtained. Approximately 22.8% students felt all lectures should be delivered through didactic lecturing, while almost 35% felt that 20% of total lectures should be given online. Students expressed satisfaction with blended learning as a new and effective learning approach. The majority of students reported blended learning was helpful for exam preparation and concept clarification. However, a comparison of grades did not show a statistically significant increase in the academic performance of students taught via the blended learning method. Learning experiences can be enriched by adopting a blended method of instruction at various stages of undergraduate and postgraduate education. Our results suggest that blended learning, a relatively new concept in Saudi Arabia, shows promising results with higher student satisfaction. Flipped classrooms replace passive lecturing with active student-centered learning that enhances critical thinking and application, including information retention.

Medical students preference of problem-based learning or traditional lectures in King Abdulaziz University, Jeddah, Saudi Arabia.

PubMed

Ibrahim, Nahla Khamis; Banjar, Shorooq; Al-Ghamdi, Amal; Al-Darmasi, Moroj; Khoja, Abeer; Turkistani, Jamela; Arif, Rwan; Al-Sebyani, Awatif; Musawa, Al-Anoud; Basfar, Wijdan

2014-01-01

Problem-based learning (PBL) is the most important educational innovations in the past 4 decades. The objective of the study was to compare between the preference of medical students for PBL and the preference for traditional lectures regarding learning outcomes (e.g., knowledge, attitude, and skills) gained from both methods. A cross-sectional study was conducted among medical students who studied the hybrid curriculum (PBL and traditional lectures) in King Abdulaziz University, Jeddah, in 2011. Data was collected through a pre-constructed, validated, confidentially anonymous, and self-administered questionnaire. Students' perceptions toward PBL and traditional lectures were assessed through their response to 20 statements inquired about both methods of learning using a five-point Likert scale. Descriptive and analytic statistics were performed using SPSS, version 21 (SPSS Inc, Chicago, Ill., USA). Learners preferred PBL more to traditional lectures for better linking the knowledge of basic and clinical sciences (t test=10.15, P < .001). However, no statistical significant difference (P > .05) was observed regarding the amount of basic knowledge recalled from both methods. Students preferred PBL more to lectures for better learning attitudes, skills, future outcomes, and learning satisfaction (P < .05). PBL motivates students to learn better than lecturing (P < .05). From students' opinion, the mean total skill gained from PBL (47.2 [10.6]) was much higher than that of lectures (33.0 [9.9]), and a highly statistical significant difference was observed (t test=20.9, P < .001). Students preferred PBL more to traditional lectures for improving most of learning outcome domains, especially, learning attitudes and skills. Introducing hybrid-PBL curriculum in all Saudi universities is highly recommended.

[Effects of Self-directed Feedback Practice using Smartphone Videos on Basic Nursing Skills, Confidence in Performance and Learning Satisfaction].

PubMed

Lee, Seul Gi; Shin, Yun Hee

2016-04-01

This study was done to verify effects of a self-directed feedback practice using smartphone videos on nursing students' basic nursing skills, confidence in performance and learning satisfaction. In this study an experimental study with a post-test only control group design was used. Twenty-nine students were assigned to the experimental group and 29 to the control group. Experimental treatment was exchanging feedback on deficiencies through smartphone recorded videos of nursing practice process taken by peers during self-directed practice. Basic nursing skills scores were higher for all items in the experimental group compared to the control group, and differences were statistically significant ["Measuring vital signs" (t=-2.10, p=.039); "Wearing protective equipment when entering and exiting the quarantine room and the management of waste materials" (t=-4.74, p<.001) "Gavage tube feeding" (t=-2.70, p=.009)]. Confidence in performance was higher in the experimental group compared to the control group, but the differences were not statistically significant. However, after the complete practice, there was a statistically significant difference in overall performance confidence (t=-3.07. p=.003). Learning satisfaction was higher in the experimental group compared to the control group, but the difference was not statistically significant (t=-1.67, p=.100). Results of this study indicate that self-directed feedback practice using smartphone videos can improve basic nursing skills. The significance is that it can help nursing students gain confidence in their nursing skills for the future through improvement of basic nursing skills and performance of quality care, thus providing patients with safer care.

Active Learning with Rationales for Identifying Operationally Significant Anomalies in Aviation

NASA Technical Reports Server (NTRS)

Sharma, Manali; Das, Kamalika; Bilgic, Mustafa; Matthews, Bryan; Nielsen, David Lynn; Oza, Nikunj C.

2016-01-01

A major focus of the commercial aviation community is discovery of unknown safety events in flight operations data. Data-driven unsupervised anomaly detection methods are better at capturing unknown safety events compared to rule-based methods which only look for known violations. However, not all statistical anomalies that are discovered by these unsupervised anomaly detection methods are operationally significant (e.g., represent a safety concern). Subject Matter Experts (SMEs) have to spend significant time reviewing these statistical anomalies individually to identify a few operationally significant ones. In this paper we propose an active learning algorithm that incorporates SME feedback in the form of rationales to build a classifier that can distinguish between uninteresting and operationally significant anomalies. Experimental evaluation on real aviation data shows that our approach improves detection of operationally significant events by as much as 75% compared to the state-of-the-art. The learnt classifier also generalizes well to additional validation data sets.

Impact of audio-visual storytelling in simulation learning experiences of undergraduate nursing students.

PubMed

Johnston, Sandra; Parker, Christina N; Fox, Amanda

2017-09-01

Use of high fidelity simulation has become increasingly popular in nursing education to the extent that it is now an integral component of most nursing programs. Anecdotal evidence suggests that students have difficulty engaging with simulation manikins due to their unrealistic appearance. Introduction of the manikin as a 'real patient' with the use of an audio-visual narrative may engage students in the simulated learning experience and impact on their learning. A paucity of literature currently exists on the use of audio-visual narratives to enhance simulated learning experiences. This study aimed to determine if viewing an audio-visual narrative during a simulation pre-brief altered undergraduate nursing student perceptions of the learning experience. A quasi-experimental post-test design was utilised. A convenience sample of final year baccalaureate nursing students at a large metropolitan university. Participants completed a modified version of the Student Satisfaction with Simulation Experiences survey. This 12-item questionnaire contained questions relating to the ability to transfer skills learned in simulation to the real clinical world, the realism of the simulation and the overall value of the learning experience. Descriptive statistics were used to summarise demographic information. Two tailed, independent group t-tests were used to determine statistical differences within the categories. Findings indicated that students reported high levels of value, realism and transferability in relation to the viewing of an audio-visual narrative. Statistically significant results (t=2.38, p<0.02) were evident in the subscale of transferability of learning from simulation to clinical practice. The subgroups of age and gender although not significant indicated some interesting results. High satisfaction with simulation was indicated by all students in relation to value and realism. There was a significant finding in relation to transferability on knowledge and this is vital to quality educational outcomes. Copyright © 2017. Published by Elsevier Ltd.

Selective social learning in infancy: looking for mechanisms.

PubMed

Crivello, Cristina; Phillips, Sara; Poulin-Dubois, Diane

2018-05-01

Although there is mounting evidence that selective social learning begins in infancy, the psychological mechanisms underlying this ability are currently a controversial issue. The purpose of this study is to investigate whether theory of mind abilities and statistical learning skills are related to infants' selective social learning. Seventy-seven 18-month-olds were first exposed to a reliable or an unreliable speaker and then completed a word learning task, two theory of mind tasks, and a statistical learning task. If domain-general abilities are linked to selective social learning, then infants who demonstrate superior performance on the statistical learning task should perform better on the selective learning task, that is, should be less likely to learn words from an unreliable speaker. Alternatively, if domain-specific abilities are involved, then superior performance on theory of mind tasks should be related to selective learning performance. Findings revealed that, as expected, infants were more likely to learn a novel word from a reliable speaker. Importantly, infants who passed a theory of mind task assessing knowledge attribution were significantly less likely to learn a novel word from an unreliable speaker compared to infants who failed this task. No such effect was observed for the other tasks. These results suggest that infants who possess superior social-cognitive abilities are more apt to reject an unreliable speaker as informant. A video abstract of this article can be viewed at: https://youtu.be/zuuCniHYzqo. © 2017 John Wiley & Sons Ltd.

Relationship between the learning style preferences of medical students and academic achievement

PubMed Central

Almigbal, Turky H.

2015-01-01

Objectives: To investigate the relationship between the learning style preferences of Saudi medical students and their academic achievements. Methods: A cross-sectional study was conducted among 600 medical students at King Saud University in Riyadh, Kingdom of Saudi Arabia from October 2012 to July 2013. The Visual, Aural, Read/Write, and Kinesthetic questionnaire (VARK) questionnaire was used to categorize learning style preferences. Descriptive and analytical statistics were used to identify the learning style preferences of medical students and their relationship to academic achievement, gender, marital status, residency, different teaching curricula, and study resources (for example, teachers’ PowerPoint slides, textbooks, and journals). Results: The results indicated that 261 students (43%) preferred to learn using all VARK modalities. There was a significant difference in learning style preferences between genders (p=0.028). The relationship between learning style preferences and students in different teaching curricula was also statistically significant (p=0.047). However, learning style preferences are not related to a student’s academic achievements, marital status, residency, or study resources (for example, teachers’ PowerPoint slides, textbooks, and journals). Also, after being adjusted to other studies’ variables, the learning style preferences were not related to GPA. Conclusion: Our findings can be used to improve the quality of teaching in Saudi Arabia; students would be advantaged if teachers understood the factors that can be related to students’ learning styles. PMID:25737179

Relationship between the learning style preferences of medical students and academic achievement.

PubMed

Almigbal, Turky H

2015-03-01

To investigate the relationship between the learning style preferences of Saudi medical students and their academic achievements. A cross-sectional study was conducted among 600 medical students at King Saud University in Riyadh, Kingdom of Saudi Arabia from October 2012 to July 2013. The Visual, Aural, Read/Write, and Kinesthetic questionnaire (VARK) questionnaire was used to categorize learning style preferences. Descriptive and analytical statistics were used to identify the learning style preferences of medical students and their relationship to academic achievement, gender, marital status, residency, different teaching curricula, and study resources (for example, teachers' PowerPoint slides, textbooks, and journals). The results indicated that 261 students (43%) preferred to learn using all VARK modalities. There was a significant difference in learning style preferences between genders (p=0.028). The relationship between learning style preferences and students in different teaching curricula was also statistically significant (p=0.047). However, learning style preferences are not related to a student's academic achievements, marital status, residency, or study resources (for example, teachers' PowerPoint slides, textbooks, and journals). Also, after being adjusted to other studies' variables, the learning style preferences were not related to GPA. Our findings can be used to improve the quality of teaching in Saudi Arabia; students would be advantaged if teachers understood the factors that can be related to students' learning styles.

The results of STEM education methods for enhancing critical thinking and problem solving skill in physics the 10th grade level

NASA Astrophysics Data System (ADS)

Soros, P.; Ponkham, K.; Ekkapim, S.

2018-01-01

This research aimed to: 1) compare the critical think and problem solving skills before and after learning using STEM Education plan, 2) compare student achievement before and after learning about force and laws of motion using STEM Education plan, and 3) the satisfaction of learning by using STEM Education. The sample used were 37 students from grade 10 at Borabu School, Borabu District, Mahasarakham Province, semester 2, Academic year 2016. Tools used in this study consist of: 1) STEM Education plan about the force and laws of motion for grade 10 students of 1 schemes with total of 14 hours, 2) The test of critical think and problem solving skills with multiple-choice type of 5 options and 2 option of 30 items, 3) achievement test on force and laws of motion with multiple-choice of 4 options of 30 items, 4) satisfaction learning with 5 Rating Scale of 20 items. The statistics used in data analysis were percentage, mean, standard deviation, and t-test (Dependent). The results showed that 1) The student with learning using STEM Education plan have score of critical think and problem solving skills on post-test higher than pre-test with statistically significant level .01. 2) The student with learning using STEM Education plan have achievement score on post-test higher than pre-test with statistically significant level of .01. 3) The student'level of satisfaction toward the learning by using STEM Education plan was at a high level (X ¯ = 4.51, S.D=0.56).

Attitudes toward statistics in medical postgraduates: measuring, evaluating and monitoring.

PubMed

Zhang, Yuhai; Shang, Lei; Wang, Rui; Zhao, Qinbo; Li, Chanjuan; Xu, Yongyong; Su, Haixia

2012-11-23

In medical training, statistics is considered a very difficult course to learn and teach. Current studies have found that students' attitudes toward statistics can influence their learning process. Measuring, evaluating and monitoring the changes of students' attitudes toward statistics are important. Few studies have focused on the attitudes of postgraduates, especially medical postgraduates. Our purpose was to understand current attitudes regarding statistics held by medical postgraduates and explore their effects on students' achievement. We also wanted to explore the influencing factors and the sources of these attitudes and monitor their changes after a systematic statistics course. A total of 539 medical postgraduates enrolled in a systematic statistics course completed the pre-form of the Survey of Attitudes Toward Statistics -28 scale, and 83 postgraduates were selected randomly from among them to complete the post-form scale after the course. Most medical postgraduates held positive attitudes toward statistics, but they thought statistics was a very difficult subject. The attitudes mainly came from experiences in a former statistical or mathematical class. Age, level of statistical education, research experience, specialty and mathematics basis may influence postgraduate attitudes toward statistics. There were significant positive correlations between course achievement and attitudes toward statistics. In general, student attitudes showed negative changes after completing a statistics course. The importance of student attitudes toward statistics must be recognized in medical postgraduate training. To make sure all students have a positive learning environment, statistics teachers should measure their students' attitudes and monitor their change of status during a course. Some necessary assistance should be offered for those students who develop negative attitudes.

The Role of Feedback in Implicit and Explicit Artificial Grammar Learning: A Comparison between Dyslexic and Non-Dyslexic Adults

ERIC Educational Resources Information Center

Schiff, Rachel; Sasson, Ayelet; Star, Galit; Kahta, Shani

2017-01-01

The importance of feedback for learning has been firmly established over the past few decades. The question of whether feedback plays a significant role in the statistical learning abilities of adults with dyslexia, however, is currently unresolved. Here, we examined the role of feedback in grammaticality judgment, type of structural knowledge,…

Online incidental statistical learning of audiovisual word sequences in adults: a registered report.

PubMed

Kuppuraj, Sengottuvel; Duta, Mihaela; Thompson, Paul; Bishop, Dorothy

2018-02-01

Statistical learning has been proposed as a key mechanism in language learning. Our main goal was to examine whether adults are capable of simultaneously extracting statistical dependencies in a task where stimuli include a range of structures amenable to statistical learning within a single paradigm. We devised an online statistical learning task using real word auditory-picture sequences that vary in two dimensions: (i) predictability and (ii) adjacency of dependent elements. This task was followed by an offline recall task to probe learning of each sequence type. We registered three hypotheses with specific predictions. First, adults would extract regular patterns from continuous stream (effect of grammaticality). Second, within grammatical conditions, they would show differential speeding up for each condition as a factor of statistical complexity of the condition and exposure. Third, our novel approach to measure online statistical learning would be reliable in showing individual differences in statistical learning ability. Further, we explored the relation between statistical learning and a measure of verbal short-term memory (STM). Forty-two participants were tested and retested after an interval of at least 3 days on our novel statistical learning task. We analysed the reaction time data using a novel regression discontinuity approach. Consistent with prediction, participants showed a grammaticality effect, agreeing with the predicted order of difficulty for learning different statistical structures. Furthermore, a learning index from the task showed acceptable test-retest reliability ( r  = 0.67). However, STM did not correlate with statistical learning. We discuss the findings noting the benefits of online measures in tracking the learning process.

Online incidental statistical learning of audiovisual word sequences in adults: a registered report

PubMed Central

Duta, Mihaela; Thompson, Paul

2018-01-01

Statistical learning has been proposed as a key mechanism in language learning. Our main goal was to examine whether adults are capable of simultaneously extracting statistical dependencies in a task where stimuli include a range of structures amenable to statistical learning within a single paradigm. We devised an online statistical learning task using real word auditory–picture sequences that vary in two dimensions: (i) predictability and (ii) adjacency of dependent elements. This task was followed by an offline recall task to probe learning of each sequence type. We registered three hypotheses with specific predictions. First, adults would extract regular patterns from continuous stream (effect of grammaticality). Second, within grammatical conditions, they would show differential speeding up for each condition as a factor of statistical complexity of the condition and exposure. Third, our novel approach to measure online statistical learning would be reliable in showing individual differences in statistical learning ability. Further, we explored the relation between statistical learning and a measure of verbal short-term memory (STM). Forty-two participants were tested and retested after an interval of at least 3 days on our novel statistical learning task. We analysed the reaction time data using a novel regression discontinuity approach. Consistent with prediction, participants showed a grammaticality effect, agreeing with the predicted order of difficulty for learning different statistical structures. Furthermore, a learning index from the task showed acceptable test–retest reliability (r = 0.67). However, STM did not correlate with statistical learning. We discuss the findings noting the benefits of online measures in tracking the learning process. PMID:29515876

DOE Office of Scientific and Technical Information (OSTI.GOV)

Akcakaya, Murat; Nehorai, Arye; Sen, Satyabrata

Most existing radar algorithms are developed under the assumption that the environment (clutter) is stationary. However, in practice, the characteristics of the clutter can vary enormously depending on the radar-operational scenarios. If unaccounted for, these nonstationary variabilities may drastically hinder the radar performance. Therefore, to overcome such shortcomings, we develop a data-driven method for target detection in nonstationary environments. In this method, the radar dynamically detects changes in the environment and adapts to these changes by learning the new statistical characteristics of the environment and by intelligibly updating its statistical detection algorithm. Specifically, we employ drift detection algorithms to detectmore » changes in the environment; incremental learning, particularly learning under concept drift algorithms, to learn the new statistical characteristics of the environment from the new radar data that become available in batches over a period of time. The newly learned environment characteristics are then integrated in the detection algorithm. Furthermore, we use Monte Carlo simulations to demonstrate that the developed method provides a significant improvement in the detection performance compared with detection techniques that are not aware of the environmental changes.« less

Learning styles of postgraduate and undergraduate medical students.

PubMed

Shukr, Irfan; Zainab, Roop; Rana, Mowadat H

2013-01-01

To compare learning styles of undergraduate and postgraduate medical students. Observational, comparative study. Department of Medical Education, Army Medical College, NUST, Rawalpindi, Pakistan, during February and March 2012. A total of 170 students were divided into two equal groups of undergraduate students of Army Medical College, and postgraduate students of Armed Forces Post Graduate Medical Institute, Rawalpindi. Learning Style Questionnaire (LSQ) was used to assess and categorize the participants into Honey and Mumford classification of learning styles. The responses of each student ranging from 'very strong,' 'strong', 'moderate', and 'low' preference towards activist, theorist, reflector and pragmatist learning styles were compiled. The two groups were compared using SPSS version 17, using Fisher's exact test and the chi-square test. A p-value of $lt; 0.05 was considered significant. Preferences for all four learning styles were present in both groups. The results reveal an overall statistically significant difference in the 'very strong' preference in learning styles between the two study groups (p=0.002). Among the undergraduate students, 45% had a very strong preference for being an activist, whereas in postgraduate students, 38% had very strong preference for reflector, and 35% for theorist. This was statistically significant for activist, and reflector, and attained a p-value of < 0.001, for activist, and of 0.018 for reflector. The most uncommon 'very strong', and 'strong preference' for learning style was pragmatist in both undergraduate and postgraduate students. Diversity of learning styles at undergraduate and postgraduate level of medical education calls for multiplicity of instructional and assessment modalities to match them. The learning styles amongst the undergraduate medical students are different from the postgraduates. The postgraduates commonly have the reflector learning style while the undergraduates are predominantly activists and theorists.

A novel data-driven learning method for radar target detection in nonstationary environments

DOE PAGES

Akcakaya, Murat; Nehorai, Arye; Sen, Satyabrata

2016-04-12

Most existing radar algorithms are developed under the assumption that the environment (clutter) is stationary. However, in practice, the characteristics of the clutter can vary enormously depending on the radar-operational scenarios. If unaccounted for, these nonstationary variabilities may drastically hinder the radar performance. Therefore, to overcome such shortcomings, we develop a data-driven method for target detection in nonstationary environments. In this method, the radar dynamically detects changes in the environment and adapts to these changes by learning the new statistical characteristics of the environment and by intelligibly updating its statistical detection algorithm. Specifically, we employ drift detection algorithms to detectmore » changes in the environment; incremental learning, particularly learning under concept drift algorithms, to learn the new statistical characteristics of the environment from the new radar data that become available in batches over a period of time. The newly learned environment characteristics are then integrated in the detection algorithm. Furthermore, we use Monte Carlo simulations to demonstrate that the developed method provides a significant improvement in the detection performance compared with detection techniques that are not aware of the environmental changes.« less

Can blended learning and the flipped classroom improve student learning and satisfaction in Saudi Arabia?

PubMed Central

Sajid, Muhammad R.; Abothenain, Fayha; Salam, Yezan; AlJayar, Dina; Obeidat, Akef

2016-01-01

Objectives To evaluate student academic performance and perception towards blended learning and flipped classrooms in comparison to traditional teaching. Methods This study was conducted during the hematology block on year three students. Five lectures were delivered online only. Asynchronous discussion boards were created where students could interact with colleagues and instructors. A flipped classroom was introduced with application exercises. Summative assessment results were compared with previous year results as a historical control for statistical significance. Student feedback regarding their blended learning experience was collected. Results A total of 127 responses were obtained. Approximately 22.8% students felt all lectures should be delivered through didactic lecturing, while almost 35% felt that 20% of total lectures should be given online. Students expressed satisfaction with blended learning as a new and effective learning approach. The majority of students reported blended learning was helpful for exam preparation and concept clarification. However, a comparison of grades did not show a statistically significant increase in the academic performance of students taught via the blended learning method. Conclusions Learning experiences can be enriched by adopting a blended method of instruction at various stages of undergraduate and postgraduate education. Our results suggest that blended learning, a relatively new concept in Saudi Arabia, shows promising results with higher student satisfaction. Flipped classrooms replace passive lecturing with active student-centered learning that enhances critical thinking and application, including information retention.  PMID:27591930

Teaching MBA Statistics Online: A Pedagogically Sound Process Approach

ERIC Educational Resources Information Center

Grandzol, John R.

2004-01-01

Delivering MBA statistics in the online environment presents significant challenges to education and students alike because of varying student preparedness levels, complexity of content, difficulty in assessing learning outcomes, and faculty availability and technological expertise. In this article, the author suggests a process model that…

Using Computer Technology to Foster Learning for Understanding

PubMed Central

VAN MELLE, ELAINE; TOMALTY, LEWIS

2000-01-01

The literature shows that students typically use either a surface approach to learning, in which the emphasis is on memorization of facts, or a deep approach to learning, in which learning for understanding is the primary focus. This paper describes how computer technology, specifically the use of a multimedia CD-ROM, was integrated into a microbiology curriculum as part of the transition from focusing on facts to fostering learning for understanding. Evaluation of the changes in approaches to learning over the course of the term showed a statistically significant shift in a deep approach to learning, as measured by the Study Process Questionnaire. Additional data collected showed that the use of computer technology supported this shift by providing students with the opportunity to apply what they had learned in class to order tests and interpret the test results in relation to specific patient-focused case studies. The extent of the impact, however, varied among different groups of students in the class. For example, students who were recent high school graduates did not show a statistically significant increase in deep learning scores over the course of the term and did not perform as well in the course. The results also showed that a surface approach to learning was an important aspect of learning for understanding, although only those students who were able to combine a surface with a deep approach to learning were successfully able to learn for understanding. Implications of this finding for the future use of computer technology and learning for understanding are considered. PMID:23653533

Dynamics of EEG functional connectivity during statistical learning.

PubMed

Tóth, Brigitta; Janacsek, Karolina; Takács, Ádám; Kóbor, Andrea; Zavecz, Zsófia; Nemeth, Dezso

2017-10-01

Statistical learning is a fundamental mechanism of the brain, which extracts and represents regularities of our environment. Statistical learning is crucial in predictive processing, and in the acquisition of perceptual, motor, cognitive, and social skills. Although previous studies have revealed competitive neurocognitive processes underlying statistical learning, the neural communication of the related brain regions (functional connectivity, FC) has not yet been investigated. The present study aimed to fill this gap by investigating FC networks that promote statistical learning in humans. Young adults (N=28) performed a statistical learning task while 128-channels EEG was acquired. The task involved probabilistic sequences, which enabled to measure incidental/implicit learning of conditional probabilities. Phase synchronization in seven frequency bands was used to quantify FC between cortical regions during the first, second, and third periods of the learning task, respectively. Here we show that statistical learning is negatively correlated with FC of the anterior brain regions in slow (theta) and fast (beta) oscillations. These negative correlations increased as the learning progressed. Our findings provide evidence that dynamic antagonist brain networks serve a hallmark of statistical learning. Copyright © 2017 Elsevier Inc. All rights reserved.

Enhanced Higgs boson to τ(+)τ(-) search with deep learning.

PubMed

Baldi, P; Sadowski, P; Whiteson, D

2015-03-20

The Higgs boson is thought to provide the interaction that imparts mass to the fundamental fermions, but while measurements at the Large Hadron Collider (LHC) are consistent with this hypothesis, current analysis techniques lack the statistical power to cross the traditional 5σ significance barrier without more data. Deep learning techniques have the potential to increase the statistical power of this analysis by automatically learning complex, high-level data representations. In this work, deep neural networks are used to detect the decay of the Higgs boson to a pair of tau leptons. A Bayesian optimization algorithm is used to tune the network architecture and training algorithm hyperparameters, resulting in a deep network of eight nonlinear processing layers that improves upon the performance of shallow classifiers even without the use of features specifically engineered by physicists for this application. The improvement in discovery significance is equivalent to an increase in the accumulated data set of 25%.

Improving Learning Performance Through Rational Resource Allocation

NASA Technical Reports Server (NTRS)

Gratch, J.; Chien, S.; DeJong, G.

1994-01-01

This article shows how rational analysis can be used to minimize learning cost for a general class of statistical learning problems. We discuss the factors that influence learning cost and show that the problem of efficient learning can be cast as a resource optimization problem. Solutions found in this way can be significantly more efficient than the best solutions that do not account for these factors. We introduce a heuristic learning algorithm that approximately solves this optimization problem and document its performance improvements on synthetic and real-world problems.

Perceptual statistical learning over one week in child speech production.

PubMed

Richtsmeier, Peter T; Goffman, Lisa

2017-07-01

What cognitive mechanisms account for the trajectory of speech sound development, in particular, gradually increasing accuracy during childhood? An intriguing potential contributor is statistical learning, a type of learning that has been studied frequently in infant perception but less often in child speech production. To assess the relevance of statistical learning to developing speech accuracy, we carried out a statistical learning experiment with four- and five-year-olds in which statistical learning was examined over one week. Children were familiarized with and tested on word-medial consonant sequences in novel words. There was only modest evidence for statistical learning, primarily in the first few productions of the first session. This initial learning effect nevertheless aligns with previous statistical learning research. Furthermore, the overall learning effect was similar to an estimate of weekly accuracy growth based on normative studies. The results implicate other important factors in speech sound development, particularly learning via production. Copyright © 2017 Elsevier Inc. All rights reserved.

Using Self-Regulated Learning Strategies to Develop Students' Multicultural Counseling Competency

ERIC Educational Resources Information Center

Zeleke, Waganesh A.; Karayigit, Cebrail; Myers-Brooks, Kaitlyn

2018-01-01

This study examines the effect of self-regulated learning strategies on students' multicultural competency development. Quantitative and qualitative data were collected from 26 students who took a semester-long multicultural counseling course. Results show statistically significant improvement in students' multicultural awareness and knowledge and…

The Relationship between Perceptual Learning Style Preferences and Multiple Intelligences among Iranian EFL Learners

ERIC Educational Resources Information Center

Baleghizadeh, Sasan; Shayeghi, Rose

2014-01-01

The purpose of the present study is to investigate the relationships between preferences of Multiple Intelligences and perceptual/social learning styles. Two self-report questionnaires were administered to a total of 207 male and female participants. Pearson correlation results revealed statistically significant positive relations between…

Postural-Sway Response in Learning-Disabled Children: Pilot Data.

ERIC Educational Resources Information Center

Polatajko, H. J.

1987-01-01

The postural-sway response of five learning disabled (LD) and five nondisabled children was evaluated using a force platform. From statistical analysis of the two groups, the LD children appeared to use visual input to compensate for postural problems and had significant difficulty controlling posture with eyes closed. (SK)

Learning curve of thyroid fine-needle aspiration biopsy.

PubMed

Penín, Manuel; Martín, M Ángeles; San Millán, Beatriz; García, Juana

2017-12-01

Fine-needle aspiration biopsy (FNAB) is the reference procedure for thyroid nodule evaluation. Its main limitation are inadequate samples, which should be less than 20%. To analyze the learning curve of the procedure by comparing the results of a non-experienced endocrinologist (endocrinologist 2) to those of an experienced one (endocrinologist 1). Sixty FNABs were analyzed from February to June 2016. Each endocrinologist made 2punctures of every nodule in a random order. This order and the professional making every puncture were unknown to the pathologist who examined the samples. Endocrinologist 1 had a higher percentage of diagnoses than endocrinologist 2 (82% vs. 72%, P=.015). In the first 20 FNABs, the difference between both physicians was remarkable and statistically significant (80% vs. 50%, P=.047). In the following 20 FNABs, the difference narrowed and was not statistically significant (90% vs. 65%, P=.058). In the final 20 FNABs, the difference was minimal and not statistically significant (75% vs. 70%, P=.723). The learning curve of ultrasound-guided FNAB may be completed in a suitable environment by performing it at least 60 times. Although the guidelines recommend at least 3punctures per nodule, 2are enough to achieve an accurate percentage of diagnoses. Copyright © 2017 SEEN y SED. Publicado por Elsevier España, S.L.U. All rights reserved.

Assessment of a Learning Strategy among Spine Surgeons.

PubMed

Gotfryd, Alberto Ofenhejm; Corredor, Jose Alfredo; Teixeira, William Jacobsen; Martins, Delio Eulálio; Milano, Jeronimo; Iutaka, Alexandre Sadao

2017-02-01

Pilot test, observational study. To evaluate objectively the knowledge transfer provided by theoretical and practical activities during AOSpine courses for spine surgeons. During two AOSpine principles courses, 62 participants underwent precourse assessment, which consisted of questions about their professional experience, preferences regarding adolescent idiopathic scoliosis (AIS) classification, and classifying the curves by means of the Lenke classification of two AIS clinical cases. Two learning strategies were used during the course. A postcourse questionnaire was applied to reclassify the same deformity cases. Differences in the correct answers of clinical cases between pre- and postcourse were analyzed, revealing the number of participants whose accuracy in classification improved after the course. Analysis showed a decrease in the number of participants with wrong answers in both cases after the course. In the first case, statistically significant differences were observed in both curve pattern (83.3%, p   =  0.005) and lumbar spine modifier (46.6%, p   =  0.049). No statistically significant improvement was seen in the sagittal thoracic modifier (33.3%, p   =  0.309). In the second case, statistical improvement was obtained in curve pattern (27.4%, p   =  0.018). No statistically significant improvement was seen regarding lumbar spine modifier (9.8%, p   =  0.121) and sagittal thoracic modifier (12.9%, p   =  0.081). This pilot test showed objectively that learning strategies used during AOSpine courses improved the participants' knowledge. Teaching strategies must be continually improved to ensure an optimal level of knowledge transfer.

Assessment of a Learning Strategy among Spine Surgeons

PubMed Central

Gotfryd, Alberto Ofenhejm; Teixeira, William Jacobsen; Martins, Delio Eulálio; Milano, Jeronimo; Iutaka, Alexandre Sadao

2017-01-01

Study Design Pilot test, observational study. Objective To evaluate objectively the knowledge transfer provided by theoretical and practical activities during AOSpine courses for spine surgeons. Methods During two AOSpine principles courses, 62 participants underwent precourse assessment, which consisted of questions about their professional experience, preferences regarding adolescent idiopathic scoliosis (AIS) classification, and classifying the curves by means of the Lenke classification of two AIS clinical cases. Two learning strategies were used during the course. A postcourse questionnaire was applied to reclassify the same deformity cases. Differences in the correct answers of clinical cases between pre- and postcourse were analyzed, revealing the number of participants whose accuracy in classification improved after the course. Results Analysis showed a decrease in the number of participants with wrong answers in both cases after the course. In the first case, statistically significant differences were observed in both curve pattern (83.3%, p  =  0.005) and lumbar spine modifier (46.6%, p  =  0.049). No statistically significant improvement was seen in the sagittal thoracic modifier (33.3%, p  =  0.309). In the second case, statistical improvement was obtained in curve pattern (27.4%, p  =  0.018). No statistically significant improvement was seen regarding lumbar spine modifier (9.8%, p  =  0.121) and sagittal thoracic modifier (12.9%, p  =  0.081). Conclusion This pilot test showed objectively that learning strategies used during AOSpine courses improved the participants' knowledge. Teaching strategies must be continually improved to ensure an optimal level of knowledge transfer. PMID:28451507

Examining the impact of modality and learning style preferences on recall of psychiatric nursing and pharmacology terms.

PubMed

Wieland, Patience S; Willis, Jana; Peters, Michelle L; O'Toole, Robin S

2018-07-01

The purpose of this experimental research study was to explore how modality and learning style preferences impact non-prescribing, first-year Licensed Vocational Nurse (LVN) students' recall of vocabulary. Independent t-test results indicated a statistically significant mean difference in short-term recall of pharmacological and psychiatric terms, with learners receiving visual text instruction recalling significantly more vocabulary than learners receiving audio text instruction. A correlation was not found between learning preferences and vocabulary recall. Copyright © 2018 Elsevier Ltd. All rights reserved.

Statistical learning of music- and language-like sequences and tolerance for spectral shifts.

PubMed

Daikoku, Tatsuya; Yatomi, Yutaka; Yumoto, Masato

2015-02-01

In our previous study (Daikoku, Yatomi, & Yumoto, 2014), we demonstrated that the N1m response could be a marker for the statistical learning process of pitch sequence, in which each tone was ordered by a Markov stochastic model. The aim of the present study was to investigate how the statistical learning of music- and language-like auditory sequences is reflected in the N1m responses based on the assumption that both language and music share domain generality. By using vowel sounds generated by a formant synthesizer, we devised music- and language-like auditory sequences in which higher-ordered transitional rules were embedded according to a Markov stochastic model by controlling fundamental (F0) and/or formant frequencies (F1-F2). In each sequence, F0 and/or F1-F2 were spectrally shifted in the last one-third of the tone sequence. Neuromagnetic responses to the tone sequences were recorded from 14 right-handed normal volunteers. In the music- and language-like sequences with pitch change, the N1m responses to the tones that appeared with higher transitional probability were significantly decreased compared with the responses to the tones that appeared with lower transitional probability within the first two-thirds of each sequence. Moreover, the amplitude difference was even retained within the last one-third of the sequence after the spectral shifts. However, in the language-like sequence without pitch change, no significant difference could be detected. The pitch change may facilitate the statistical learning in language and music. Statistically acquired knowledge may be appropriated to process altered auditory sequences with spectral shifts. The relative processing of spectral sequences may be a domain-general auditory mechanism that is innate to humans. Copyright © 2014 Elsevier Inc. All rights reserved.

Attitudes toward statistics in medical postgraduates: measuring, evaluating and monitoring

PubMed Central

2012-01-01

Background In medical training, statistics is considered a very difficult course to learn and teach. Current studies have found that students’ attitudes toward statistics can influence their learning process. Measuring, evaluating and monitoring the changes of students’ attitudes toward statistics are important. Few studies have focused on the attitudes of postgraduates, especially medical postgraduates. Our purpose was to understand current attitudes regarding statistics held by medical postgraduates and explore their effects on students’ achievement. We also wanted to explore the influencing factors and the sources of these attitudes and monitor their changes after a systematic statistics course. Methods A total of 539 medical postgraduates enrolled in a systematic statistics course completed the pre-form of the Survey of Attitudes Toward Statistics −28 scale, and 83 postgraduates were selected randomly from among them to complete the post-form scale after the course. Results Most medical postgraduates held positive attitudes toward statistics, but they thought statistics was a very difficult subject. The attitudes mainly came from experiences in a former statistical or mathematical class. Age, level of statistical education, research experience, specialty and mathematics basis may influence postgraduate attitudes toward statistics. There were significant positive correlations between course achievement and attitudes toward statistics. In general, student attitudes showed negative changes after completing a statistics course. Conclusions The importance of student attitudes toward statistics must be recognized in medical postgraduate training. To make sure all students have a positive learning environment, statistics teachers should measure their students’ attitudes and monitor their change of status during a course. Some necessary assistance should be offered for those students who develop negative attitudes. PMID:23173770

Multi-fidelity machine learning models for accurate bandgap predictions of solids

DOE Office of Scientific and Technical Information (OSTI.GOV)

Pilania, Ghanshyam; Gubernatis, James E.; Lookman, Turab

Here, we present a multi-fidelity co-kriging statistical learning framework that combines variable-fidelity quantum mechanical calculations of bandgaps to generate a machine-learned model that enables low-cost accurate predictions of the bandgaps at the highest fidelity level. Additionally, the adopted Gaussian process regression formulation allows us to predict the underlying uncertainties as a measure of our confidence in the predictions. In using a set of 600 elpasolite compounds as an example dataset and using semi-local and hybrid exchange correlation functionals within density functional theory as two levels of fidelities, we demonstrate the excellent learning performance of the method against actual high fidelitymore » quantum mechanical calculations of the bandgaps. The presented statistical learning method is not restricted to bandgaps or electronic structure methods and extends the utility of high throughput property predictions in a significant way.« less

Multi-fidelity machine learning models for accurate bandgap predictions of solids

DOE PAGES

Pilania, Ghanshyam; Gubernatis, James E.; Lookman, Turab

2016-12-28

Here, we present a multi-fidelity co-kriging statistical learning framework that combines variable-fidelity quantum mechanical calculations of bandgaps to generate a machine-learned model that enables low-cost accurate predictions of the bandgaps at the highest fidelity level. Additionally, the adopted Gaussian process regression formulation allows us to predict the underlying uncertainties as a measure of our confidence in the predictions. In using a set of 600 elpasolite compounds as an example dataset and using semi-local and hybrid exchange correlation functionals within density functional theory as two levels of fidelities, we demonstrate the excellent learning performance of the method against actual high fidelitymore » quantum mechanical calculations of the bandgaps. The presented statistical learning method is not restricted to bandgaps or electronic structure methods and extends the utility of high throughput property predictions in a significant way.« less

Statistical learning and selective inference.

PubMed

Taylor, Jonathan; Tibshirani, Robert J

2015-06-23

We describe the problem of "selective inference." This addresses the following challenge: Having mined a set of data to find potential associations, how do we properly assess the strength of these associations? The fact that we have "cherry-picked"--searched for the strongest associations--means that we must set a higher bar for declaring significant the associations that we see. This challenge becomes more important in the era of big data and complex statistical modeling. The cherry tree (dataset) can be very large and the tools for cherry picking (statistical learning methods) are now very sophisticated. We describe some recent new developments in selective inference and illustrate their use in forward stepwise regression, the lasso, and principal components analysis.

Probability workshop to be better in probability topic

NASA Astrophysics Data System (ADS)

Asmat, Aszila; Ujang, Suriyati; Wahid, Sharifah Norhuda Syed

2015-02-01

The purpose of the present study was to examine whether statistics anxiety and attitudes towards probability topic among students in higher education level have an effect on their performance. 62 fourth semester science students were given statistics anxiety questionnaires about their perception towards probability topic. Result indicated that students' performance in probability topic is not related to anxiety level, which means that the higher level in statistics anxiety will not cause lower score in probability topic performance. The study also revealed that motivated students gained from probability workshop ensure that their performance in probability topic shows a positive improvement compared before the workshop. In addition there exists a significance difference in students' performance between genders with better achievement among female students compared to male students. Thus, more initiatives in learning programs with different teaching approaches is needed to provide useful information in improving student learning outcome in higher learning institution.

Things we still haven't learned (so far).

PubMed

Ivarsson, Andreas; Andersen, Mark B; Stenling, Andreas; Johnson, Urban; Lindwall, Magnus

2015-08-01

Null hypothesis significance testing (NHST) is like an immortal horse that some researchers have been trying to beat to death for over 50 years but without any success. In this article we discuss the flaws in NHST, the historical background in relation to both Fisher's and Neyman and Pearson's statistical ideas, the common misunderstandings of what p < .05 actually means, and the 2010 APA publication manual's clear, but most often ignored, instructions to report effect sizes and to interpret what they all mean in the real world. In addition, we discuss how Bayesian statistics can be used to overcome some of the problems with NHST. We then analyze quantitative articles published over the past three years (2012-2014) in two top-rated sport and exercise psychology journals to determine whether we have learned what we should have learned decades ago about our use and meaningful interpretations of statistics.

2.5-year-olds use cross-situational consistency to learn verbs under referential uncertainty.

PubMed

Scott, Rose M; Fisher, Cynthia

2012-02-01

Recent evidence shows that children can use cross-situational statistics to learn new object labels under referential ambiguity (e.g., Smith & Yu, 2008). Such evidence has been interpreted as support for proposals that statistical information about word-referent co-occurrence plays a powerful role in word learning. But object labels represent only a fraction of the vocabulary children acquire, and arguably represent the simplest case of word learning based on observations of world scenes. Here we extended the study of cross-situational word learning to a new segment of the vocabulary, action verbs, to permit a stronger test of the role of statistical information in word learning. In two experiments, on each trial 2.5-year-olds encountered two novel intransitive (e.g., "She's pimming!"; Experiment 1) or transitive verbs (e.g., "She's pimming her toy!"; Experiment 2) while viewing two action events. The consistency with which each verb accompanied each action provided the only source of information about the intended referent of each verb. The 2.5-year-olds used cross-situational consistency in verb learning, but also showed significant limits on their ability to do so as the sentences and scenes became slightly more complex. These findings help to define the role of cross-situational observation in word learning. Copyright © 2011 Elsevier B.V. All rights reserved.

2.5-year-olds use cross-situational consistency to learn verbs under referential uncertainty

PubMed Central

Scott, Rose M.; Fisher, Cynthia

2011-01-01

Recent evidence shows that children can use cross-situational statistics to learn new object labels under referential ambiguity (e.g., Smith & Yu, 2008). Such evidence has been interpreted as support for proposals that statistical information about word-referent co-occurrence plays a powerful role in word learning. But object labels represent only a fraction of the vocabulary children acquire, and arguably represent the simplest case of word learning based on observations of world scenes. Here we extended the study of cross-situational word learning to a new segment of the vocabulary, action verbs, to permit a stronger test of the role of statistical information in word learning. In two experiments, on each trial 2.5-year-olds encountered two novel intransitive (e.g., “She’s pimming!”; Experiment 1) or transitive verbs (e.g., “She’s pimming her toy!”; Experiment 2) while viewing two action events. The consistency with which each verb accompanied each action provided the only source of information about the intended referent of each verb. The 2.5-year-olds used cross-situational consistency in verb learning, but also showed significant limits on their ability to do so as the sentences and scenes became slightly more complex. These findings help to define the role of cross-situational observation in word learning. PMID:22104489

Learning the Language of Statistics: Challenges and Teaching Approaches

ERIC Educational Resources Information Center

Dunn, Peter K.; Carey, Michael D.; Richardson, Alice M.; McDonald, Christine

2016-01-01

Learning statistics requires learning the language of statistics. Statistics draws upon words from general English, mathematical English, discipline-specific English and words used primarily in statistics. This leads to many linguistic challenges in teaching statistics and the way in which the language is used in statistics creates an extra layer…

Impact of interactive online units on learning science among students with learning disabilities and English learners

NASA Astrophysics Data System (ADS)

Terrazas-Arellanes, Fatima E.; Gallard M., Alejandro J.; Strycker, Lisa A.; Walden, Emily D.

2018-03-01

The purpose of this study was to document the design, classroom implementation, and effectiveness of interactive online units to enhance science learning over 3 years among students with learning disabilities, English learners, and general education students. Results of a randomised controlled trial with 2,303 middle school students and 71 teachers across 13 schools in two states indicated that online units effectively deepened science knowledge across all three student groups. Comparing all treatment and control students on pretest-to-posttest improvement on standards-based content-specific assessments, there were statistically significant mean differences (17% improvement treatment vs. 6% control; p < .001); no significant interactions were found between treatment condition and learning disability or English learner status, indicating that these two groups performed similarly to their peers; students with learning disabilities had significantly lower assessment scores overall. Teachers and students were moderately satisfied with the units.

Self-Regulated Learning Strategies in Relation with Statistics Anxiety

ERIC Educational Resources Information Center

Kesici, Sahin; Baloglu, Mustafa; Deniz, M. Engin

2011-01-01

Dealing with students' attitudinal problems related to statistics is an important aspect of statistics instruction. Employing the appropriate learning strategies may have a relationship with anxiety during the process of statistics learning. Thus, the present study investigated multivariate relationships between self-regulated learning strategies…

Measuring medical students' motivation to learning anatomy by cadaveric dissection.

PubMed

Abdel Meguid, Eiman M; Khalil, Mohammed K

2017-07-01

Motivation and learning are inter-related. It is well known that motivating learners is clearly a complex endeavor, which can be influenced by the educational program and the learning environment. Limited research has been conducted to examine students' motivation as a method to assess the effectiveness of dissection in medical education. This study aimed to assess and analyze students' motivation following their dissection experience. A 29-item survey was developed based on the Attention, Relevance, Confidence, and Satisfaction model of motivation. Descriptive statistics were undertaken to describe students' motivation to the dissection experience. T-test and ANOVA were used to compare differences in motivational scores between gender and educational characteristics of students. Dissection activities appear to promote students' motivation. Gender difference was statistically significant as males were more motivated by the dissection experience than females. Comparison between students with different knowledge of anatomy was also significantly different. The study is an important step in the motivational design to improve students' motivation to learn. The outcome of this study provides guidance to the selection of specific strategies to increase motivation by generating motivational strategies/tactics to facilitate learning. Anat Sci Educ 10: 363-371. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

Infants with Williams syndrome detect statistical regularities in continuous speech.

PubMed

Cashon, Cara H; Ha, Oh-Ryeong; Graf Estes, Katharine; Saffran, Jenny R; Mervis, Carolyn B

2016-09-01

Williams syndrome (WS) is a rare genetic disorder associated with delays in language and cognitive development. The reasons for the language delay are unknown. Statistical learning is a domain-general mechanism recruited for early language acquisition. In the present study, we investigated whether infants with WS were able to detect the statistical structure in continuous speech. Eighteen 8- to 20-month-olds with WS were familiarized with 2min of a continuous stream of synthesized nonsense words; the statistical structure of the speech was the only cue to word boundaries. They were tested on their ability to discriminate statistically-defined "words" and "part-words" (which crossed word boundaries) in the artificial language. Despite significant cognitive and language delays, infants with WS were able to detect the statistical regularities in the speech stream. These findings suggest that an inability to track the statistical properties of speech is unlikely to be the primary basis for the delays in the onset of language observed in infants with WS. These results provide the first evidence of statistical learning by infants with developmental delays. Copyright © 2016 Elsevier B.V. All rights reserved.

Implicit Statistical Learning and Language Skills in Bilingual Children

ERIC Educational Resources Information Center

Yim, Dongsun; Rudoy, John

2013-01-01

Purpose: Implicit statistical learning in 2 nonlinguistic domains (visual and auditory) was used to investigate (a) whether linguistic experience influences the underlying learning mechanism and (b) whether there are modality constraints in predicting implicit statistical learning with age and language skills. Method: Implicit statistical learning…

Learning Predictive Statistics: Strategies and Brain Mechanisms.

PubMed

Wang, Rui; Shen, Yuan; Tino, Peter; Welchman, Andrew E; Kourtzi, Zoe

2017-08-30

When immersed in a new environment, we are challenged to decipher initially incomprehensible streams of sensory information. However, quite rapidly, the brain finds structure and meaning in these incoming signals, helping us to predict and prepare ourselves for future actions. This skill relies on extracting the statistics of event streams in the environment that contain regularities of variable complexity from simple repetitive patterns to complex probabilistic combinations. Here, we test the brain mechanisms that mediate our ability to adapt to the environment's statistics and predict upcoming events. By combining behavioral training and multisession fMRI in human participants (male and female), we track the corticostriatal mechanisms that mediate learning of temporal sequences as they change in structure complexity. We show that learning of predictive structures relates to individual decision strategy; that is, selecting the most probable outcome in a given context (maximizing) versus matching the exact sequence statistics. These strategies engage distinct human brain regions: maximizing engages dorsolateral prefrontal, cingulate, sensory-motor regions, and basal ganglia (dorsal caudate, putamen), whereas matching engages occipitotemporal regions (including the hippocampus) and basal ganglia (ventral caudate). Our findings provide evidence for distinct corticostriatal mechanisms that facilitate our ability to extract behaviorally relevant statistics to make predictions. SIGNIFICANCE STATEMENT Making predictions about future events relies on interpreting streams of information that may initially appear incomprehensible. Past work has studied how humans identify repetitive patterns and associative pairings. However, the natural environment contains regularities that vary in complexity from simple repetition to complex probabilistic combinations. Here, we combine behavior and multisession fMRI to track the brain mechanisms that mediate our ability to adapt to changes in the environment's statistics. We provide evidence for an alternate route for learning complex temporal statistics: extracting the most probable outcome in a given context is implemented by interactions between executive and motor corticostriatal mechanisms compared with visual corticostriatal circuits (including hippocampal cortex) that support learning of the exact temporal statistics. Copyright © 2017 Wang et al.

The Effect of Race on Self-Esteem and Depression in Learning Disabled Children.

ERIC Educational Resources Information Center

Stanley, Patricia D.; And Others

This study examined relationships between self-esteem, depression, and race in 70 learning disabled high school students (39 white and 31 black). Subjects were administered the Coopersmith Self Esteem Inventory and the Children's Depression Inventory. Statistical analysis indicated a significant sex by race interaction. Both white females and…

The Concentric Support Model: A Model for the Planning and Evaluation of Distance Learning Programs

ERIC Educational Resources Information Center

Osika, Elizabeth

2006-01-01

Each year, the number of institutions offering distance learning courses continues to grow significantly (Green, 2002; National Center for Educational Statistics, 2003; Wagner, 2000). Broskoske and Harvey (2000) explained that "many institutions begin a distance education initiative encouraged by the potential benefits, influenced by their…

Introduction of Digital Storytelling in Preschool Education: A Case Study from Croatia

ERIC Educational Resources Information Center

Preradovic, Nives Mikelic; Lesin, Gordana; Boras, Damir

2016-01-01

Our case study from Croatia showed the benefits of digital storytelling in a preschool as a basis for the formal ICT education. The statistical analysis revealed significant differences between children aged 6-7 who learned mathematics by traditional storytelling compared to those learning through digital storytelling. The experimental group that…

Determining the Relationship among Organizational Learning Dimensions of a Small-Size Business Enterprise

ERIC Educational Resources Information Center

Nafukho, Fredrick M.; Graham, Carroll M.; Muyia, Machuma H.

2009-01-01

Purpose: The primary purpose of the study was to determine the type of relationships that existed among organizational learning dimensions studied. In addition, the study sought to establish whether the correlations were statistically significant at 0.05 and 0.01 levels. Design/methodology/approach: This study adopted a correlational quantitative…

Improving Learning in Primary Schools of Developing Countries: A Meta-Analysis of Randomized Experiments

ERIC Educational Resources Information Center

McEwan, Patrick J.

2015-01-01

I gathered 77 randomized experiments (with 111 treatment arms) that evaluated the effects of school-based interventions on learning in developing-country primary schools. On average, monetary grants and deworming treatments had mean effect sizes that were close to zero and not statistically significant. Nutritional treatments, treatments that…

The Costa Rica GLOBE (Global Learning and Observations to Benefit the Environment) Project as a Learning Science Environment

NASA Astrophysics Data System (ADS)

Castro Rojas, María Dolores; Zuñiga, Ana Lourdes Acuña; Ugalde, Emmanuel Fonseca

2015-12-01

GLOBE is a global educational program for elementary and high school levels, and its main purpose in Costa Rica is to develop scientific thinking and interest for science in high school students through hydrology research projects that allow them to relate science with environmental issues in their communities. Youth between 12 and 17 years old from public schools participate in science clubs outside of their regular school schedule. A comparison study was performed between different groups, in order to assess GLOBE's applicability as a learning science atmosphere and the motivation and interest it generates in students toward science. Internationally applied scales were used as tools for measuring such indicators, adapted to the Costa Rican context. The results provide evidence statistically significant that the students perceive the GLOBE atmosphere as an enriched environment for science learning in comparison with the traditional science class. Moreover, students feel more confident, motivated and interested in science than their peers who do not participate in the project. However, the results were not statistically significant in this last respect.

Teaching Biology through Statistics: Application of Statistical Methods in Genetics and Zoology Courses

PubMed Central

Colon-Berlingeri, Migdalisel; Burrowes, Patricia A.

2011-01-01

Incorporation of mathematics into biology curricula is critical to underscore for undergraduate students the relevance of mathematics to most fields of biology and the usefulness of developing quantitative process skills demanded in modern biology. At our institution, we have made significant changes to better integrate mathematics into the undergraduate biology curriculum. The curricular revision included changes in the suggested course sequence, addition of statistics and precalculus as prerequisites to core science courses, and incorporating interdisciplinary (math–biology) learning activities in genetics and zoology courses. In this article, we describe the activities developed for these two courses and the assessment tools used to measure the learning that took place with respect to biology and statistics. We distinguished the effectiveness of these learning opportunities in helping students improve their understanding of the math and statistical concepts addressed and, more importantly, their ability to apply them to solve a biological problem. We also identified areas that need emphasis in both biology and mathematics courses. In light of our observations, we recommend best practices that biology and mathematics academic departments can implement to train undergraduates for the demands of modern biology. PMID:21885822

Teaching biology through statistics: application of statistical methods in genetics and zoology courses.

PubMed

Colon-Berlingeri, Migdalisel; Burrowes, Patricia A

2011-01-01

Incorporation of mathematics into biology curricula is critical to underscore for undergraduate students the relevance of mathematics to most fields of biology and the usefulness of developing quantitative process skills demanded in modern biology. At our institution, we have made significant changes to better integrate mathematics into the undergraduate biology curriculum. The curricular revision included changes in the suggested course sequence, addition of statistics and precalculus as prerequisites to core science courses, and incorporating interdisciplinary (math-biology) learning activities in genetics and zoology courses. In this article, we describe the activities developed for these two courses and the assessment tools used to measure the learning that took place with respect to biology and statistics. We distinguished the effectiveness of these learning opportunities in helping students improve their understanding of the math and statistical concepts addressed and, more importantly, their ability to apply them to solve a biological problem. We also identified areas that need emphasis in both biology and mathematics courses. In light of our observations, we recommend best practices that biology and mathematics academic departments can implement to train undergraduates for the demands of modern biology.

Learning Skills Profiles of master's students in nursing administration: assessing the impact of problem-based learning.

PubMed

Baker, Constance M; McDaniel, Anna M; Pesut, Daniel J; Fisher, Mary L

2007-01-01

Attempts to compare graduate student performances before and after introducing new curricula are rare; yet faculties need outcome measures to justify program costs and demonstrate effectiveness. Boyatzis and Kolb's Learning Skills Profile is used to assess the outcomes of a problem-based learning MSN program. Increases were demonstrated among all 12 learning skills; statistically significant increases were found in eight of the personal learning skills and six of the job skill demands. Comparisons are made between scores of students in the MSN program and scores of master's students in business administration.

Teaching Research Methods and Statistics in eLearning Environments: Pedagogy, Practical Examples, and Possible Futures

PubMed Central

Rock, Adam J.; Coventry, William L.; Morgan, Methuen I.; Loi, Natasha M.

2016-01-01

Generally, academic psychologists are mindful of the fact that, for many students, the study of research methods and statistics is anxiety provoking (Gal et al., 1997). Given the ubiquitous and distributed nature of eLearning systems (Nof et al., 2015), teachers of research methods and statistics need to cultivate an understanding of how to effectively use eLearning tools to inspire psychology students to learn. Consequently, the aim of the present paper is to discuss critically how using eLearning systems might engage psychology students in research methods and statistics. First, we critically appraise definitions of eLearning. Second, we examine numerous important pedagogical principles associated with effectively teaching research methods and statistics using eLearning systems. Subsequently, we provide practical examples of our own eLearning-based class activities designed to engage psychology students to learn statistical concepts such as Factor Analysis and Discriminant Function Analysis. Finally, we discuss general trends in eLearning and possible futures that are pertinent to teachers of research methods and statistics in psychology. PMID:27014147

Teaching Research Methods and Statistics in eLearning Environments: Pedagogy, Practical Examples, and Possible Futures.

PubMed

Rock, Adam J; Coventry, William L; Morgan, Methuen I; Loi, Natasha M

2016-01-01

Generally, academic psychologists are mindful of the fact that, for many students, the study of research methods and statistics is anxiety provoking (Gal et al., 1997). Given the ubiquitous and distributed nature of eLearning systems (Nof et al., 2015), teachers of research methods and statistics need to cultivate an understanding of how to effectively use eLearning tools to inspire psychology students to learn. Consequently, the aim of the present paper is to discuss critically how using eLearning systems might engage psychology students in research methods and statistics. First, we critically appraise definitions of eLearning. Second, we examine numerous important pedagogical principles associated with effectively teaching research methods and statistics using eLearning systems. Subsequently, we provide practical examples of our own eLearning-based class activities designed to engage psychology students to learn statistical concepts such as Factor Analysis and Discriminant Function Analysis. Finally, we discuss general trends in eLearning and possible futures that are pertinent to teachers of research methods and statistics in psychology.

Statistical assessment of the learning curves of health technologies.

PubMed

Ramsay, C R; Grant, A M; Wallace, S A; Garthwaite, P H; Monk, A F; Russell, I T

2001-01-01

(1) To describe systematically studies that directly assessed the learning curve effect of health technologies. (2) Systematically to identify 'novel' statistical techniques applied to learning curve data in other fields, such as psychology and manufacturing. (3) To test these statistical techniques in data sets from studies of varying designs to assess health technologies in which learning curve effects are known to exist. METHODS - STUDY SELECTION (HEALTH TECHNOLOGY ASSESSMENT LITERATURE REVIEW): For a study to be included, it had to include a formal analysis of the learning curve of a health technology using a graphical, tabular or statistical technique. METHODS - STUDY SELECTION (NON-HEALTH TECHNOLOGY ASSESSMENT LITERATURE SEARCH): For a study to be included, it had to include a formal assessment of a learning curve using a statistical technique that had not been identified in the previous search. METHODS - DATA SOURCES: Six clinical and 16 non-clinical biomedical databases were searched. A limited amount of handsearching and scanning of reference lists was also undertaken. METHODS - DATA EXTRACTION (HEALTH TECHNOLOGY ASSESSMENT LITERATURE REVIEW): A number of study characteristics were abstracted from the papers such as study design, study size, number of operators and the statistical method used. METHODS - DATA EXTRACTION (NON-HEALTH TECHNOLOGY ASSESSMENT LITERATURE SEARCH): The new statistical techniques identified were categorised into four subgroups of increasing complexity: exploratory data analysis; simple series data analysis; complex data structure analysis, generic techniques. METHODS - TESTING OF STATISTICAL METHODS: Some of the statistical methods identified in the systematic searches for single (simple) operator series data and for multiple (complex) operator series data were illustrated and explored using three data sets. The first was a case series of 190 consecutive laparoscopic fundoplication procedures performed by a single surgeon; the second was a case series of consecutive laparoscopic cholecystectomy procedures performed by ten surgeons; the third was randomised trial data derived from the laparoscopic procedure arm of a multicentre trial of groin hernia repair, supplemented by data from non-randomised operations performed during the trial. RESULTS - HEALTH TECHNOLOGY ASSESSMENT LITERATURE REVIEW: Of 4571 abstracts identified, 272 (6%) were later included in the study after review of the full paper. Some 51% of studies assessed a surgical minimal access technique and 95% were case series. The statistical method used most often (60%) was splitting the data into consecutive parts (such as halves or thirds), with only 14% attempting a more formal statistical analysis. The reporting of the studies was poor, with 31% giving no details of data collection methods. RESULTS - NON-HEALTH TECHNOLOGY ASSESSMENT LITERATURE SEARCH: Of 9431 abstracts assessed, 115 (1%) were deemed appropriate for further investigation and, of these, 18 were included in the study. All of the methods for complex data sets were identified in the non-clinical literature. These were discriminant analysis, two-stage estimation of learning rates, generalised estimating equations, multilevel models, latent curve models, time series models and stochastic parameter models. In addition, eight new shapes of learning curves were identified. RESULTS - TESTING OF STATISTICAL METHODS: No one particular shape of learning curve performed significantly better than another. The performance of 'operation time' as a proxy for learning differed between the three procedures. Multilevel modelling using the laparoscopic cholecystectomy data demonstrated and measured surgeon-specific and confounding effects. The inclusion of non-randomised cases, despite the possible limitations of the method, enhanced the interpretation of learning effects. CONCLUSIONS - HEALTH TECHNOLOGY ASSESSMENT LITERATURE REVIEW: The statistical methods used for assessing learning effects in health technology assessment have been crude and the reporting of studies poor. CONCLUSIONS - NON-HEALTH TECHNOLOGY ASSESSMENT LITERATURE SEARCH: A number of statistical methods for assessing learning effects were identified that had not hitherto been used in health technology assessment. There was a hierarchy of methods for the identification and measurement of learning, and the more sophisticated methods for both have had little if any use in health technology assessment. This demonstrated the value of considering fields outside clinical research when addressing methodological issues in health technology assessment. CONCLUSIONS - TESTING OF STATISTICAL METHODS: It has been demonstrated that the portfolio of techniques identified can enhance investigations of learning curve effects. (ABSTRACT TRUNCATED)

Infant Statistical-Learning Ability Is Related to Real-Time Language Processing

ERIC Educational Resources Information Center

Lany, Jill; Shoaib, Amber; Thompson, Abbie; Estes, Katharine Graf

2018-01-01

Infants are adept at learning statistical regularities in artificial language materials, suggesting that the ability to learn statistical structure may support language development. Indeed, infants who perform better on statistical learning tasks tend to be more advanced in parental reports of infants' language skills. Work with adults suggests…

Statistical Learning Is Related to Early Literacy-Related Skills

ERIC Educational Resources Information Center

Spencer, Mercedes; Kaschak, Michael P.; Jones, John L.; Lonigan, Christopher J.

2015-01-01

It has been demonstrated that statistical learning, or the ability to use statistical information to learn the structure of one's environment, plays a role in young children's acquisition of linguistic knowledge. Although most research on statistical learning has focused on language acquisition processes, such as the segmentation of words from…

The Impact of Individual Differences on E-Learning System Behavioral Intention

NASA Astrophysics Data System (ADS)

Liao, Peiwen; Yu, Chien; Yi, Chincheh

This study investigated the impact of contingent variables on the relationship between four predictors and employees' behavioral intention with e-learning. Seven hundred and twenty-two employees in online training and education were asked to answer questionnaires about their learning styles, perceptions of the quality of the proposed predictors and behavioral intention with e-learning systems. The results of analysis showed that three contingent variables, gender, job title and industry, significantly influenced the perceptions of predictors and employees' behavioral intention with the e-learning system. This study also found a statistically significant moderating effect of two contingent variables, gender, job title and industry, on the relationship between predictors and e-learning system behavioral intention. The results suggest that a serious consideration of contingent variables is crucial for improving e-learning system behavioral intention. The implications of these results for the management of e-learning systems are discussed.

Dentists' attitude to provision of care for people with learning disabilities in Udaipur, India.

PubMed

Nagarajappa, Ramesh; Tak, Mridula; Sharda, Archana J; Asawa, Kailash; Jalihal, Sagar; Kakatkar, Gauri

2013-03-01

This study determines and compares the attitudes of dentists to the provision of care for people with learning disabilities according to gender, qualification, previous experience of treating patients with learning disabilities and work experience of dentists. A cross-sectional study was conducted among 247 dentists (166 men and 81 women) using a pretested structured questionnaire. This questionnaire assessed the respondent's attitude towards learning-disabled patients in five categories: beliefs about treating them, their capabilities, discrimination against these patients, their social behaviour and quality of care to be received by these patients. The information on dentist's gender, qualification, work experience and previous experience of treating patients with learning disabilities was also collected through questionnaire. The Student's t-test and anova test were used for statistical analysis. The mean attitude score was found to be 71.13 ± 8.97. A statistically significant difference was found in the mean attitude scores of dentists with work experience (p = 0.000). Study subjects with postgraduate qualification and previous experience of treating patients with learning disabilities had significantly greater mean attitude score than their counterparts (p = 0.000). The overall attitude of dentists towards provision of care for people with learning disabilities was favourable, which increased with higher qualification and past experience. © 2012 The Authors. Scandinavian Journal of Caring Sciences © 2012 Nordic College of Caring Science.

Performance of experienced dentists in Switzerland after an e-learning program on ICDAS occlusal caries detection.

PubMed

Rodrigues, Jonas Almeida; de Oliveira, Renata Schlesner; Hug, Isabel; Neuhaus, Klaus; Lussi, Adrian

2013-08-01

This study aimed to evaluate the effect of an e-learning program on the validity and reproducibility of the International Caries Detection and Assessment System (ICDAS) in detecting occlusal caries. For the study, 170 permanent molars were selected. Four dentists in Switzerland who had no previous contact with ICDAS examined the teeth before and after the e-learning program and scored the sites according to ICDAS. Teeth were histologically prepared and assessed for caries extension. The significance level was set at 0.05. Sensitivity before and after the e-learning program was 0.80 and 0.77 (D1), 0.72 and 0.63 (D2), and 0.74 and 0.67 (D3,4), respectively. Specificity was 0.64 and 0.69 (D1), 0.70 and 0.81 (D2), and 0.81 and 0.87 (D3,4). A McNemar test did not show any difference between the values of sensitivity, specificity, accuracy, and area under the ROC curve (AUC) before and after the e-learning program. The averages of wK values for interexaminer reproducibility were 0.61 (before) and 0.66 (after). Correlation with histology presented wK values of 0.62 (before) and 0.63 (after). A Wilcoxon test showed a statistically significant difference between before and after the e-learning program. In conclusion, even though ICDAS performed well in detecting occlusal caries, the e-learning program did not have any statistically significant effect on its performance by these experienced dentists.

Comparison of statistical models for writer verification

NASA Astrophysics Data System (ADS)

Srihari, Sargur; Ball, Gregory R.

2009-01-01

A novel statistical model for determining whether a pair of documents, a known and a questioned, were written by the same individual is proposed. The goal of this formulation is to learn the specific uniqueness of style in a particular author's writing, given the known document. Since there are often insufficient samples to extrapolate a generalized model of an writer's handwriting based solely on the document, we instead generalize over the differences between the author and a large population of known different writers. This is in contrast to an earlier model proposed whereby probability distributions were a priori without learning. We show the performance of the model along with a comparison in performance to the non-learning, older model, which shows significant improvement.

The extraction and integration framework: a two-process account of statistical learning.

PubMed

Thiessen, Erik D; Kronstein, Alexandra T; Hufnagle, Daniel G

2013-07-01

The term statistical learning in infancy research originally referred to sensitivity to transitional probabilities. Subsequent research has demonstrated that statistical learning contributes to infant development in a wide array of domains. The range of statistical learning phenomena necessitates a broader view of the processes underlying statistical learning. Learners are sensitive to a much wider range of statistical information than the conditional relations indexed by transitional probabilities, including distributional and cue-based statistics. We propose a novel framework that unifies learning about all of these kinds of statistical structure. From our perspective, learning about conditional relations outputs discrete representations (such as words). Integration across these discrete representations yields sensitivity to cues and distributional information. To achieve sensitivity to all of these kinds of statistical structure, our framework combines processes that extract segments of the input with processes that compare across these extracted items. In this framework, the items extracted from the input serve as exemplars in long-term memory. The similarity structure of those exemplars in long-term memory leads to the discovery of cues and categorical structure, which guides subsequent extraction. The extraction and integration framework provides a way to explain sensitivity to both conditional statistical structure (such as transitional probabilities) and distributional statistical structure (such as item frequency and variability), and also a framework for thinking about how these different aspects of statistical learning influence each other. 2013 APA, all rights reserved

Helping Students Develop Statistical Reasoning: Implementing a Statistical Reasoning Learning Environment

ERIC Educational Resources Information Center

Garfield, Joan; Ben-Zvi, Dani

2009-01-01

This article describes a model for an interactive, introductory secondary- or tertiary-level statistics course that is designed to develop students' statistical reasoning. This model is called a "Statistical Reasoning Learning Environment" and is built on the constructivist theory of learning.

The effectiveness of concept mapping and retrieval practice as learning strategies in an undergraduate physiology course.

PubMed

Burdo, Joseph; O'Dwyer, Laura

2015-12-01

Concept mapping and retrieval practice are both educational methods that have separately been reported to provide significant benefits for learning in diverse settings. Concept mapping involves diagramming a hierarchical representation of relationships between distinct pieces of information, whereas retrieval practice involves retrieving information that was previously coded into memory. The relative benefits of these two methods have never been tested against each other in a classroom setting. Our study was designed to investigate whether or not concept mapping or retrieval practice produced a significant learning benefit in an undergraduate physiology course as measured by exam performance and, if so, was the benefit of one method significantly greater than the other. We found that there was a trend toward increased exam scores for the retrieval practice group compared with both the control group and concept mapping group, and that trend achieved statistical significance for one of the four module exams in the course. We also found that women performed statistically better than men on the module exam that contained a substantial amount of material relating to female reproductive physiology. Copyright © 2015 The American Physiological Society.

Comparison of the effect of multiple intelligence pedagogy and traditional pedagogy on grade 5 students' achievement and attitudes towards science

NASA Astrophysics Data System (ADS)

Mussen, Kimberly S.

This quantitative research study evaluated the effectiveness of employing pedagogy based on the theory of multiple intelligences (MI). Currently, not all students are performing at the rate mandated by the government. When schools do not meet the required state standards, the school is labeled as not achieving adequate yearly progress (AYP), which may lead to the loss of funding. Any school not achieving AYP would be interested in this study. Due to low state standardized test scores in the district for science, student achievement and attitudes towards learning science were evaluated on a pretest, posttest, essay question, and one attitudinal survey. Statistical significance existed on one of the four research questions. Utilizing the Analysis of Covariance (ANCOVA) for data analysis, student attitudes towards learning science were statically significant in the MI (experimental) group. No statistical significance was found in student achievement on the posttest, delayed posttest, or the essay question test. Social change can result from this study because studying the effects of the multiple intelligence theory incorporated into classroom instruction can have significant effect on how children learn, allowing them to compete in a knowledge society.

A Role for Chunk Formation in Statistical Learning of Second Language Syntax

ERIC Educational Resources Information Center

Hamrick, Phillip

2014-01-01

Humans are remarkably sensitive to the statistical structure of language. However, different mechanisms have been proposed to account for such statistical sensitivities. The present study compared adult learning of syntax and the ability of two models of statistical learning to simulate human performance: Simple Recurrent Networks, which learn by…

Statistical Learning is Related to Early Literacy-Related Skills

PubMed Central

Spencer, Mercedes; Kaschak, Michael P.; Jones, John L.; Lonigan, Christopher J.

2015-01-01

It has been demonstrated that statistical learning, or the ability to use statistical information to learn the structure of one’s environment, plays a role in young children’s acquisition of linguistic knowledge. Although most research on statistical learning has focused on language acquisition processes, such as the segmentation of words from fluent speech and the learning of syntactic structure, some recent studies have explored the extent to which individual differences in statistical learning are related to literacy-relevant knowledge and skills. The present study extends on this literature by investigating the relations between two measures of statistical learning and multiple measures of skills that are critical to the development of literacy—oral language, vocabulary knowledge, and phonological processing—within a single model. Our sample included a total of 553 typically developing children from prekindergarten through second grade. Structural equation modeling revealed that statistical learning accounted for a unique portion of the variance in these literacy-related skills. Practical implications for instruction and assessment are discussed. PMID:26478658

Traditional learning and problem-based learning: self-perception of preparedness for internship.

PubMed

Millan, Laís Pereira Bueno; Semer, Beatriz; Rodrigues, José Mauro da Silva; Gianini, Reinaldo José

2012-01-01

This study aims to evaluate Pontificia Universidade Católica de São Paulo (PUC-SP) medical students' perception of their preparedness to attend the internship course by comparing students who entered the internship in 2009, who were taught according to the traditional learning method, and those who entered the internship in 2010, who were taught according to the new method, i.e. problem-based learning (PBL). 50 traditional learning method students answered a standard Lickert scale questionnaire upon entering internship in 2009. In 2010, the process was repeated with PBL students. The questionnaire was based upon the Preparation for Hospital Practice Questionnaire. This questionnaire was evaluated by professors from three medical schools in Brazil regarding its applicability. The original questions were classified according to the importance these professors attributed to them, and less important questions were removed. Scores obtained from the Student's t-test were considered significant with p < 0.05. A significant statistical difference was observed in 16 questions, and the traditional learning method students reported higher average scores. When questions were divided into dimensions, a significant statistical difference appeared in the dimensions " social aspects of health", "medical skills", and "ethical concepts"; traditional learning method students again reported higher scores (p < 0.001 for all dimensions). Higher scores were also reported when the average of the answers to the whole questionnaire was calculated. Traditional learning method students consider themselves to be better prepared for internship activities than PBL students, according to the following three comparative means: by analyzing the answers to each question, by grouping these answers into dimensions, and by calculating the means of answers to the whole questionnaire.

A Study of the Effectiveness of the Contextual Lab Activity in the Teaching and Learning Statistics at the UTHM (Universiti Tun Hussein Onn Malaysia)

ERIC Educational Resources Information Center

Kamaruddin, Nafisah Kamariah Md; Jaafar, Norzilaila bt; Amin, Zulkarnain Md

2012-01-01

Inaccurate concept in statistics contributes to the assumption by the students that statistics do not relate to the real world and are not relevant to the engineering field. There are universities which introduced learning statistics using statistics lab activities. However, the learning is more on the learning how to use software and not to…

Statistical Machine Learning for Structured and High Dimensional Data

DTIC Science & Technology

2014-09-17

AFRL-OSR-VA-TR-2014-0234 STATISTICAL MACHINE LEARNING FOR STRUCTURED AND HIGH DIMENSIONAL DATA Larry Wasserman CARNEGIE MELLON UNIVERSITY Final...Re . 8-98) v Prescribed by ANSI Std. Z39.18 14-06-2014 Final Dec 2009 - Aug 2014 Statistical Machine Learning for Structured and High Dimensional...area of resource-constrained statistical estimation. machine learning , high-dimensional statistics U U U UU John Lafferty 773-702-3813 > Research under

Identifying Social Learning in Animal Populations: A New ‘Option-Bias’ Method

PubMed Central

Kendal, Rachel L.; Kendal, Jeremy R.; Hoppitt, Will; Laland, Kevin N.

2009-01-01

Background Studies of natural animal populations reveal widespread evidence for the diffusion of novel behaviour patterns, and for intra- and inter-population variation in behaviour. However, claims that these are manifestations of animal ‘culture’ remain controversial because alternative explanations to social learning remain difficult to refute. This inability to identify social learning in social settings has also contributed to the failure to test evolutionary hypotheses concerning the social learning strategies that animals deploy. Methodology/Principal Findings We present a solution to this problem, in the form of a new means of identifying social learning in animal populations. The method is based on the well-established premise of social learning research, that - when ecological and genetic differences are accounted for - social learning will generate greater homogeneity in behaviour between animals than expected in its absence. Our procedure compares the observed level of homogeneity to a sampling distribution generated utilizing randomization and other procedures, allowing claims of social learning to be evaluated according to consensual standards. We illustrate the method on data from groups of monkeys provided with novel two-option extractive foraging tasks, demonstrating that social learning can indeed be distinguished from unlearned processes and asocial learning, and revealing that the monkeys only employed social learning for the more difficult tasks. The method is further validated against published datasets and through simulation, and exhibits higher statistical power than conventional inferential statistics. Conclusions/Significance The method is potentially a significant technological development, which could prove of considerable value in assessing the validity of claims for culturally transmitted behaviour in animal groups. It will also be of value in enabling investigation of the social learning strategies deployed in captive and natural animal populations. PMID:19657389

The impact of a Classroom Performance System on learning gains in a biology course for science majors

NASA Astrophysics Data System (ADS)

Marin, Nilo Eric

This study was conducted to determine if the use of the technology known as Classroom Performance System (CPS), specifically referred to as "Clickers", improves the learning gains of students enrolled in a biology course for science majors. CPS is one of a group of developing technologies adapted for providing feedback in the classroom using a learner-centered approach. It supports and facilitates discussion among students and between them and teachers, and provides for participation by passive students. Advocates, influenced by constructivist theories, claim increased academic achievement. In science teaching, the results have been mixed, but there is some evidence of improvements in conceptual understanding. The study employed a pretest-posttest, non-equivalent groups experimental design. The sample consisted of 226 participants in six sections of a college biology course at a large community college in South Florida with two instructors trained in the use of clickers. Each instructor randomly selected their sections into CPS (treatment) and non-CPS (control) groups. All participants filled out a survey that included demographic data at the beginning of the semester. The treatment group used clicker questions throughout, with discussions as necessary, whereas the control groups answered the same questions as quizzes, similarly engaging in discussion where necessary. The learning gains were assessed on a pre/post-test basis. The average learning gains, defined as the actual gain divided by the possible gain, were slightly better in the treatment group than in the control group, but the difference was statistically non-significant. An Analysis of Covariance (ANCOVA) statistic with pretest scores as the covariate was conducted to test for significant differences between the treatment and control groups on the posttest. A second ANCOVA was used to determine the significance of differences between the treatment and control groups on the posttest scores, after controlling for sex, GPA, academic status, experience with clickers, and instructional style. The results indicated a small increase in learning gains but these were not statistically significant. The data did not support an increase in learning based on the use of the CPS technology. This study adds to the body of research that questions whether CPS technology merits classroom adaptation.

Second Language Experience Facilitates Statistical Learning of Novel Linguistic Materials

ERIC Educational Resources Information Center

Potter, Christine E.; Wang, Tianlin; Saffran, Jenny R.

2017-01-01

Recent research has begun to explore individual differences in statistical learning, and how those differences may be related to other cognitive abilities, particularly their effects on language learning. In this research, we explored a different type of relationship between language learning and statistical learning: the possibility that learning…

Comparison of Oral Language Usage among English Language Learners Diagnosed with a Learning Disability and Those in General Education

ERIC Educational Resources Information Center

Pray, Lisa

2009-01-01

The investigator compared the linguistic characteristics of Spanish and English language samples taken from English language learners (ELLs) diagnosed with an academic learning disability (LD) and ELLs in general education to determine if the errors and characteristics of their language use differ. There was a statistically significant difference…

The unrealized promise of infant statistical word-referent learning

PubMed Central

Smith, Linda B.; Suanda, Sumarga H.; Yu, Chen

2014-01-01

Recent theory and experiments offer a new solution as to how infant learners may break into word learning, by using cross-situational statistics to find the underlying word-referent mappings. Computational models demonstrate the in-principle plausibility of this statistical learning solution and experimental evidence shows that infants can aggregate and make statistically appropriate decisions from word-referent co-occurrence data. We review these contributions and then identify the gaps in current knowledge that prevent a confident conclusion about whether cross-situational learning is the mechanism through which infants break into word learning. We propose an agenda to address that gap that focuses on detailing the statistics in the learning environment and the cognitive processes that make use of those statistics. PMID:24637154

Blended Learning Versus Traditional Lecture in Introductory Nursing Pathophysiology Courses.

PubMed

Blissitt, Andrea Marie

2016-04-01

Currently, many undergraduate nursing courses use blended-learning course formats with success; however, little evidence exists that supports the use of blended formats in introductory pathophysiology courses. The purpose of this study was to compare the scores on pre- and posttests and course satisfaction between traditional and blended course formats in an introductory nursing pathophysiology course. This study used a quantitative, quasi-experimental, nonrandomized control group, pretest-posttest design. Analysis of covariance compared pre- and posttest scores, and a t test for independent samples compared students' reported course satisfaction of the traditional and blended course formats. Results indicated that the differences in posttest scores were not statistically significant between groups. Students in the traditional group reported statistically significantly higher satisfaction ratings than students in the blended group. The results of this study support the need for further research of using blended learning in introductory pathophysiology courses in undergraduate baccalaureate nursing programs. Further investigation into how satisfaction is affected by course formats is needed. Copyright 2016, SLACK Incorporated.

Interdisciplinary and inter-institutional differences in learning preferences among Malaysian medical and health sciences students.

PubMed

Wong, Rebecca S Y; Siow, Heng Loke; Kumarasamy, Vinoth; Shaherah Fadhlullah Suhaimi, Nazrila

2017-10-01

The learner-centred approach in medical and health sciences education makes the study of learning preferences relevant and important. This study aimed to investigate the interdisciplinary, inter-institutional, gender and racial differences in the preferred learning styles among Malaysian medical and health sciences students in three Malaysian universities, namely SEGi University (SEGi), University of Malaya (UM) and Universiti Tunku Abdul Rahman (UTAR). It also investigated the differences in the preferred learning styles of these students between high achievers and non-high achievers. This cross-sectional study was carried out on medical and health sciences students from three Malaysian universities following the approval of the Research and Ethics Committee, SEGi University. Purposive sampling was used and the preferred learning styles were assessed using the VARK questionnaire. The questionnaire was validated prior to its use. Three disciplines (medicine, pharmacy and dentistry) were chosen based on their entry criteria and some similarities in their course structure. The three participating universities were Malaysian universities with a home-grown undergraduate entry medical program and students from a diverse cultural and socioeconomic background. The data were analysed using the Statistical Package for the Social Sciences (SPSS) software, version 22. VARK subscale scores were expressed as mean+standard deviation. Comparisons of the means were carried out using t-test or ANOVA. A p value of <0.05 was considered as statistically significant, and <0.001 as highly significant. Both statistically significant interdisciplinary and inter-institutional differences in learning preferences were observed. Out of the 337 students, a majority of the participants were unimodal learners ( n =263, 78.04%). The most common type of learners was the reading/writing type ( n =92, 27.30%) while the kinesthetic subscale ( M =6.98, SD =2.85) had the highest mean score. Female students ( M =6.86, SD =2.86) scored significantly higher than male students ( M =6.08, SD =2.41; t (249), p =0.014) in the auditory subscale, whereas Chinese students ( M =5.87, SD =2.65) scored significantly higher than Malay students ( M =4.70, SD =2.87; p =0.04) in the visual subscale. However, the mean VARK subscale scores did not differ significantly between high achievers and non-high achievers ( p >0.05). This study gives an insight into the learner characteristics of more than one medical school in Malaysia. Such multi-institutional studies are lacking in the published literature and this study gives a better representation of the current situation in the learning preferences among medical students in Malaysia.

Automated Cognitive Health Assessment From Smart Home-Based Behavior Data.

PubMed

Dawadi, Prafulla Nath; Cook, Diane Joyce; Schmitter-Edgecombe, Maureen

2016-07-01

Smart home technologies offer potential benefits for assisting clinicians by automating health monitoring and well-being assessment. In this paper, we examine the actual benefits of smart home-based analysis by monitoring daily behavior in the home and predicting clinical scores of the residents. To accomplish this goal, we propose a clinical assessment using activity behavior (CAAB) approach to model a smart home resident's daily behavior and predict the corresponding clinical scores. CAAB uses statistical features that describe characteristics of a resident's daily activity performance to train machine learning algorithms that predict the clinical scores. We evaluate the performance of CAAB utilizing smart home sensor data collected from 18 smart homes over two years. We obtain a statistically significant correlation ( r=0.72) between CAAB-predicted and clinician-provided cognitive scores and a statistically significant correlation ( r=0.45) between CAAB-predicted and clinician-provided mobility scores. These prediction results suggest that it is feasible to predict clinical scores using smart home sensor data and learning-based data analysis.

Hostility and Learning: A Follow-Up Note

ERIC Educational Resources Information Center

Costin, Frank

1971-01-01

Hostility scores, as measured by the Scrambled Sentence Test, were found to be statistically significant negative predictors of course achievement in a meteorology course at a military installation. (MS)

For the Love of the Game: Game- Versus Lecture-Based Learning With Generation Z Patients.

PubMed

Adamson, Mary A; Chen, Hengyi; Kackley, Russell; Micheal, Alicia

2018-02-01

The current study evaluated adolescent patients' enjoyment of and knowledge gained from game-based learning compared with an interactive lecture format on the topic of mood disorders. It was hypothesized that game-based learning would be statistically more effective than a lecture in knowledge acquisition and satisfaction scores. A pre-post design was implemented in which a convenience sample of 160 adolescent patients were randomized to either a lecture (n = 80) or game-based (n = 80) group. Both groups completed a pretest/posttest and satisfaction survey. Results showed that both groups had significant improvement in knowledge from pretest compared to posttest. Game-based learning was statistically more effective than the interactive lecture in knowledge achievement and satisfaction scores. This finding supports the contention that game-based learning is an active technique that may be used with patient education. [Journal of Psychosocial Nursing and Mental Health Services, 56(2), 29-36.]. Copyright 2018, SLACK Incorporated.

Is Statistical Learning Constrained by Lower Level Perceptual Organization?

PubMed Central

Emberson, Lauren L.; Liu, Ran; Zevin, Jason D.

2013-01-01

In order for statistical information to aid in complex developmental processes such as language acquisition, learning from higher-order statistics (e.g. across successive syllables in a speech stream to support segmentation) must be possible while perceptual abilities (e.g. speech categorization) are still developing. The current study examines how perceptual organization interacts with statistical learning. Adult participants were presented with multiple exemplars from novel, complex sound categories designed to reflect some of the spectral complexity and variability of speech. These categories were organized into sequential pairs and presented such that higher-order statistics, defined based on sound categories, could support stream segmentation. Perceptual similarity judgments and multi-dimensional scaling revealed that participants only perceived three perceptual clusters of sounds and thus did not distinguish the four experimenter-defined categories, creating a tension between lower level perceptual organization and higher-order statistical information. We examined whether the resulting pattern of learning is more consistent with statistical learning being “bottom-up,” constrained by the lower levels of organization, or “top-down,” such that higher-order statistical information of the stimulus stream takes priority over the perceptual organization, and perhaps influences perceptual organization. We consistently find evidence that learning is constrained by perceptual organization. Moreover, participants generalize their learning to novel sounds that occupy a similar perceptual space, suggesting that statistical learning occurs based on regions of or clusters in perceptual space. Overall, these results reveal a constraint on learning of sound sequences, such that statistical information is determined based on lower level organization. These findings have important implications for the role of statistical learning in language acquisition. PMID:23618755

The Impact of Congruency Between Preferred and Actual Learning Environments on Tenth Graders' Science Literacy in Taiwan

NASA Astrophysics Data System (ADS)

Chang, Chun-Yen; Yeh, Ting-Kuang; Lin, Chun-Yen; Chang, Yueh-Hsia; Chen, Chia-Li D.

2010-08-01

This study explored the effects of congruency between preferred and actual learning environment (PLE & ALE) perceptions on students' science literacy in terms of science concepts, attitudes toward science, and the understanding of the nature of science in an innovative curriculum of High Scope Project, namely Sci-Tech Mind and Humane Heart (STMHH). A pre-/post-treatment experiment was conducted with 34 Taiwanese tenth graders involved in this study. Participating students' preferred learning environment perception and pre-instruction scientific literacy were evaluated before the STMHH curriculum. Their perceptions toward the actual STMHH learning environment and post-instruction scientific literacy were also examined after the STMHH. Students were categorized into two groups; "preferred alignment with actual learning environment" (PAA) and "preferred discordant with actual learning environment" (PDA), according to their PLEI and ALEI scores. The results of this study revealed that most of the students in this study preferred learning in a classroom environment where student-centered and teacher-centered learning environments coexisted. Furthermore, the ANCOVA analysis showed marginally statistically significant difference between groups in terms of students' post-test scores on scientific literacy with the students' pre-test scores as the covariate. As a pilot study with a small sample size aiming to probe the research direction of this problem, the result of marginally statistically significant and approaching large sized effect magnitude is likely to implicate that the congruency between preferred and actual learning environments on students' scientific literacy is noteworthy. Future study of this nature appears to merit further replications and investigations.

A comparative study on effect of e-learning and instructor-led methods on nurses' documentation competency.

PubMed

Abbaszadeh, Abbas; Sabeghi, Hakimeh; Borhani, Fariba; Heydari, Abbas

2011-01-01

Accurate recording of the nursing care indicates the care performance and its quality, so that, any failure in documentation can be a reason for inadequate patient care. Therefore, improving nurses' skills in this field using effective educational methods is of high importance. Since traditional teaching methods are not suitable for communities with rapid knowledge expansion and constant changes, e-learning methods can be a viable alternative. To show the importance of e-learning methods on nurses' care reporting skills, this study was performed to compare the e-learning methods with the traditional instructor-led methods. This was a quasi-experimental study aimed to compare the effect of two teaching methods (e-learning and lecture) on nursing documentation and examine the differences in acquiring competency on documentation between nurses who participated in the e-learning (n = 30) and nurses in a lecture group (n = 31). The results of the present study indicated that statistically there was no significant difference between the two groups. The findings also revealed that statistically there was no significant correlation between the two groups toward demographic variables. However, we believe that due to benefits of e-learning against traditional instructor-led method, and according to their equal effect on nurses' documentation competency, it can be a qualified substitute for traditional instructor-led method. E-learning as a student-centered method as well as lecture method equally promote competency of the nurses on documentation. Therefore, e-learning can be used to facilitate the implementation of nursing educational programs.

A comparative study on effect of e-learning and instructor-led methods on nurses’ documentation competency

PubMed Central

Abbaszadeh, Abbas; Sabeghi, Hakimeh; Borhani, Fariba; Heydari, Abbas

2011-01-01

BACKGROUND: Accurate recording of the nursing care indicates the care performance and its quality, so that, any failure in documentation can be a reason for inadequate patient care. Therefore, improving nurses’ skills in this field using effective educational methods is of high importance. Since traditional teaching methods are not suitable for communities with rapid knowledge expansion and constant changes, e-learning methods can be a viable alternative. To show the importance of e-learning methods on nurses’ care reporting skills, this study was performed to compare the e-learning methods with the traditional instructor-led methods. METHODS: This was a quasi-experimental study aimed to compare the effect of two teaching methods (e-learning and lecture) on nursing documentation and examine the differences in acquiring competency on documentation between nurses who participated in the e-learning (n = 30) and nurses in a lecture group (n = 31). RESULTS: The results of the present study indicated that statistically there was no significant difference between the two groups. The findings also revealed that statistically there was no significant correlation between the two groups toward demographic variables. However, we believe that due to benefits of e-learning against traditional instructor-led method, and according to their equal effect on nurses’ documentation competency, it can be a qualified substitute for traditional instructor-led method. CONCLUSIONS: E-learning as a student-centered method as well as lecture method equally promote competency of the nurses on documentation. Therefore, e-learning can be used to facilitate the implementation of nursing educational programs. PMID:22224113

Evaluation of a faculty development program aimed at increasing residents' active learning in lectures.

PubMed

Desselle, Bonnie C; English, Robin; Hescock, George; Hauser, Andrea; Roy, Melissa; Yang, Tong; Chauvin, Sheila W

2012-12-01

Active engagement in the learning process is important to enhance learners' knowledge acquisition and retention and the development of their thinking skills. This study evaluated whether a 1-hour faculty development workshop increased the use of active teaching strategies and enhanced residents' active learning and thinking. Faculty teaching in a pediatrics residency participated in a 1-hour workshop (intervention) approximately 1 month before a scheduled lecture. Participants' responses to a preworkshop/postworkshop questionnaire targeted self-efficacy (confidence) for facilitating active learning and thinking and providing feedback about workshop quality. Trained observers assessed each lecture (3-month baseline phase and 3-month intervention phase) using an 8-item scale for use of active learning strategies and a 7-item scale for residents' engagement in active learning. Observers also assessed lecturer-resident interactions and the extent to which residents were asked to justify their answers. Responses to the workshop questionnaire (n  =  32/34; 94%) demonstrated effectiveness and increased confidence. Faculty in the intervention phase demonstrated increased use of interactive teaching strategies for 6 items, with 5 reaching statistical significance (P ≤ .01). Residents' active learning behaviors in lectures were higher in the intervention arm for all 7 items, with 5 reaching statistical significance. Faculty in the intervention group demonstrated increased use of higher-order questioning (P  =  .02) and solicited justifications for answers (P  =  .01). A 1-hour faculty development program increased faculty use of active learning strategies and residents' engagement in active learning during resident core curriculum lectures.

Distinct contributions of attention and working memory to visual statistical learning and ensemble processing.

PubMed

Hall, Michelle G; Mattingley, Jason B; Dux, Paul E

2015-08-01

The brain exploits redundancies in the environment to efficiently represent the complexity of the visual world. One example of this is ensemble processing, which provides a statistical summary of elements within a set (e.g., mean size). Another is statistical learning, which involves the encoding of stable spatial or temporal relationships between objects. It has been suggested that ensemble processing over arrays of oriented lines disrupts statistical learning of structure within the arrays (Zhao, Ngo, McKendrick, & Turk-Browne, 2011). Here we asked whether ensemble processing and statistical learning are mutually incompatible, or whether this disruption might occur because ensemble processing encourages participants to process the stimulus arrays in a way that impedes statistical learning. In Experiment 1, we replicated Zhao and colleagues' finding that ensemble processing disrupts statistical learning. In Experiments 2 and 3, we found that statistical learning was unimpaired by ensemble processing when task demands necessitated (a) focal attention to individual items within the stimulus arrays and (b) the retention of individual items in working memory. Together, these results are consistent with an account suggesting that ensemble processing and statistical learning can operate over the same stimuli given appropriate stimulus processing demands during exposure to regularities. (c) 2015 APA, all rights reserved).

What's statistical about learning? Insights from modelling statistical learning as a set of memory processes

PubMed Central

2017-01-01

Statistical learning has been studied in a variety of different tasks, including word segmentation, object identification, category learning, artificial grammar learning and serial reaction time tasks (e.g. Saffran et al. 1996 Science 274, 1926–1928; Orban et al. 2008 Proceedings of the National Academy of Sciences 105, 2745–2750; Thiessen & Yee 2010 Child Development 81, 1287–1303; Saffran 2002 Journal of Memory and Language 47, 172–196; Misyak & Christiansen 2012 Language Learning 62, 302–331). The difference among these tasks raises questions about whether they all depend on the same kinds of underlying processes and computations, or whether they are tapping into different underlying mechanisms. Prior theoretical approaches to statistical learning have often tried to explain or model learning in a single task. However, in many cases these approaches appear inadequate to explain performance in multiple tasks. For example, explaining word segmentation via the computation of sequential statistics (such as transitional probability) provides little insight into the nature of sensitivity to regularities among simultaneously presented features. In this article, we will present a formal computational approach that we believe is a good candidate to provide a unifying framework to explore and explain learning in a wide variety of statistical learning tasks. This framework suggests that statistical learning arises from a set of processes that are inherent in memory systems, including activation, interference, integration of information and forgetting (e.g. Perruchet & Vinter 1998 Journal of Memory and Language 39, 246–263; Thiessen et al. 2013 Psychological Bulletin 139, 792–814). From this perspective, statistical learning does not involve explicit computation of statistics, but rather the extraction of elements of the input into memory traces, and subsequent integration across those memory traces that emphasize consistent information (Thiessen and Pavlik 2013 Cognitive Science 37, 310–343). This article is part of the themed issue ‘New frontiers for statistical learning in the cognitive sciences'. PMID:27872374

What's statistical about learning? Insights from modelling statistical learning as a set of memory processes.

PubMed

Thiessen, Erik D

2017-01-05

Statistical learning has been studied in a variety of different tasks, including word segmentation, object identification, category learning, artificial grammar learning and serial reaction time tasks (e.g. Saffran et al. 1996 Science 274: , 1926-1928; Orban et al. 2008 Proceedings of the National Academy of Sciences 105: , 2745-2750; Thiessen & Yee 2010 Child Development 81: , 1287-1303; Saffran 2002 Journal of Memory and Language 47: , 172-196; Misyak & Christiansen 2012 Language Learning 62: , 302-331). The difference among these tasks raises questions about whether they all depend on the same kinds of underlying processes and computations, or whether they are tapping into different underlying mechanisms. Prior theoretical approaches to statistical learning have often tried to explain or model learning in a single task. However, in many cases these approaches appear inadequate to explain performance in multiple tasks. For example, explaining word segmentation via the computation of sequential statistics (such as transitional probability) provides little insight into the nature of sensitivity to regularities among simultaneously presented features. In this article, we will present a formal computational approach that we believe is a good candidate to provide a unifying framework to explore and explain learning in a wide variety of statistical learning tasks. This framework suggests that statistical learning arises from a set of processes that are inherent in memory systems, including activation, interference, integration of information and forgetting (e.g. Perruchet & Vinter 1998 Journal of Memory and Language 39: , 246-263; Thiessen et al. 2013 Psychological Bulletin 139: , 792-814). From this perspective, statistical learning does not involve explicit computation of statistics, but rather the extraction of elements of the input into memory traces, and subsequent integration across those memory traces that emphasize consistent information (Thiessen and Pavlik 2013 Cognitive Science 37: , 310-343).This article is part of the themed issue 'New frontiers for statistical learning in the cognitive sciences'. © 2016 The Author(s).

Critical Analysis of an e-Learning and Interactive Teaching Module with Respect to the Interpretation of Emergency Computed Tomography of the Brain.

PubMed

Groth, Michael; Barthe, Käthe Greta; Riemer, Martin; Ernst, Marielle; Herrmann, Jochen; Fiehler, Jens; Buhk, Jan-Hendrik

2018-04-01

 To compare the learning benefit of three different teaching strategies on the interpretation of emergency cerebral computed tomography (CT) pathologies by medical students.  Three groups of students with different types of teaching (e-learning, interactive teaching, and standard curricular education in neuroradiology) were tested with respect to the detection of seven CT pathologies. The test results of each group were compared for each CT pathology using the chi-square test. A p-value ≤ 0.05 was considered to be significant.  Opposed to the results of the comparison group (curricular education), the e-learning group and interactive teaching tutorial group both showed a significantly better performance in detecting hyperdense middle cerebral artery sign (p = 0.001 and p < 0.0001) as well as subarachnoid hemorrhage (p = 0.03 and p = 0.001) on CT. Moreover, an increase in performance for the detection of subdural hematoma and skull fracture could be observed for both the interactive teaching group and the e-learning group, with statistical significance in the latter (p = 0.03 and p < 0.0001, respectively). No statistically significant differences were found for the detection of intracranial and epidural hemorrhage, as well as midline shift, among the groups studied.  Our study demonstrates potential learning benefits for both the interactive teaching tutorial and e-learning module group with respect to reading CT scans with slightly different advantages. Thus, the introduction of new learning methods in radiological education might be reasonable at an undergraduate stage but requires learning content-based considerations.   · E-learning can offer benefits regarding the reading of cerebral CT scans by students. · Interactive tutorial can offer benefits regarding the reading of cerebral CT scans by students. · E-learning and interactive tutorial feature different strengths for student learning in radiology. · Application of interactive teaching methods in radiology requires learning content-based considerations. · Groth M, Barthe KG, Riemer M et al. Critical Analysis of an e-Learning and Interactive Teaching Module with Respect to the Interpretation of Emergency Computed Tomography of the Brain. Fortschr Röntgenstr 2017; 190: 334 - 340. © Georg Thieme Verlag KG Stuttgart · New York.

Chem-2-Chem: A One-to-One Supportive Learning Environment for Chemistry

NASA Astrophysics Data System (ADS)

Báez-Galib, Rosita; Colón-Cruz, Héctor; Resto, Wilfredo; Rubin, Michael R.

2005-12-01

The Chem-2-Chem (C2C) tutoring mentoring program was developed at the University of Puerto Rico at Cayey, an undergraduate institution serving Hispanic students, to increase student retention and help students achieve successful general chemistry course outcomes. This program provides a supportive learning environment designed to address students' academic and emotional needs in a holistic way. Advanced chemistry students offered peer-led, personalized, and individualized learning experiences through tutoring and mentoring to approximately 21% of students enrolled in the general chemistry course. Final grades from official class lists of all general chemistry course sections were analyzed using Student's t -test, paired t -test, and χ 2 analysis. Results during the seven semesters studied show an increase of 29% in successful course outcomes defined as final letter grades of A, B, and C obtained by Chem-2-Chem participants. For each final grade, highly statistically significant differences between participants and nonparticipants were detected. There were also statistically significant differences between successful course outcomes obtained by participants and nonparticipants for each of the semesters studied. This research supports recent trends in chemical education to provide a social context for learning experiences. This peer-led learning strategy can serve as an effective model to achieve excellence in science courses at a wide range of educational institutions.

Assessing a learning process with functional ANOVA estimators of EEG power spectral densities.

PubMed

Gutiérrez, David; Ramírez-Moreno, Mauricio A

2016-04-01

We propose to assess the process of learning a task using electroencephalographic (EEG) measurements. In particular, we quantify changes in brain activity associated to the progression of the learning experience through the functional analysis-of-variances (FANOVA) estimators of the EEG power spectral density (PSD). Such functional estimators provide a sense of the effect of training in the EEG dynamics. For that purpose, we implemented an experiment to monitor the process of learning to type using the Colemak keyboard layout during a twelve-lessons training. Hence, our aim is to identify statistically significant changes in PSD of various EEG rhythms at different stages and difficulty levels of the learning process. Those changes are taken into account only when a probabilistic measure of the cognitive state ensures the high engagement of the volunteer to the training. Based on this, a series of statistical tests are performed in order to determine the personalized frequencies and sensors at which changes in PSD occur, then the FANOVA estimates are computed and analyzed. Our experimental results showed a significant decrease in the power of [Formula: see text] and [Formula: see text] rhythms for ten volunteers during the learning process, and such decrease happens regardless of the difficulty of the lesson. These results are in agreement with previous reports of changes in PSD being associated to feature binding and memory encoding.

Robotic partial nephrectomy shortens warm ischemia time, reducing suturing time kinetics even for an experienced laparoscopic surgeon: a comparative analysis.

PubMed

Faria, Eliney F; Caputo, Peter A; Wood, Christopher G; Karam, Jose A; Nogueras-González, Graciela M; Matin, Surena F

2014-02-01

Laparoscopic and robotic partial nephrectomy (LPN and RPN) are strongly related to influence of tumor complexity and learning curve. We analyzed a consecutive experience between RPN and LPN to discern if warm ischemia time (WIT) is in fact improved while accounting for these two confounding variables and if so by which particular aspect of WIT. This is a retrospective analysis of consecutive procedures performed by a single surgeon between 2002-2008 (LPN) and 2008-2012 (RPN). Specifically, individual steps, including tumor excision, suturing of intrarenal defect, and parenchyma, were recorded at the time of surgery. Multivariate and univariate analyzes were used to evaluate influence of learning curve, tumor complexity, and time kinetics of individual steps during WIT, to determine their influence in WIT. Additionally, we considered the effect of RPN on the learning curve. A total of 146 LPNs and 137 RPNs were included. Considering renal function, WIT, suturing time, renorrhaphy time were found statistically significant differences in favor of RPN (p < 0.05). In the univariate analysis, surgical procedure, learning curve, clinical tumor size, and RENAL nephrometry score were statistically significant predictors for WIT (p < 0.05). RPN decreased the WIT on average by approximately 7 min compared to LPN even when adjusting for learning curve, tumor complexity, and both together (p < 0.001). We found RPN was associated with a shorter WIT when controlling for influence of the learning curve and tumor complexity. The time required for tumor excision was not shortened but the time required for suturing steps was significantly shortened.

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

Explorations in Statistics: Hypothesis Tests and P Values

ERIC Educational Resources Information Center

Curran-Everett, Douglas

2009-01-01

Learning about statistics is a lot like learning about science: the learning is more meaningful if you can actively explore. This second installment of "Explorations in Statistics" delves into test statistics and P values, two concepts fundamental to the test of a scientific null hypothesis. The essence of a test statistic is that it compares what…

Improving Education in Medical Statistics: Implementing a Blended Learning Model in the Existing Curriculum

PubMed Central

Milic, Natasa M.; Trajkovic, Goran Z.; Bukumiric, Zoran M.; Cirkovic, Andja; Nikolic, Ivan M.; Milin, Jelena S.; Milic, Nikola V.; Savic, Marko D.; Corac, Aleksandar M.; Marinkovic, Jelena M.; Stanisavljevic, Dejana M.

2016-01-01

Background Although recent studies report on the benefits of blended learning in improving medical student education, there is still no empirical evidence on the relative effectiveness of blended over traditional learning approaches in medical statistics. We implemented blended along with on-site (i.e. face-to-face) learning to further assess the potential value of web-based learning in medical statistics. Methods This was a prospective study conducted with third year medical undergraduate students attending the Faculty of Medicine, University of Belgrade, who passed (440 of 545) the final exam of the obligatory introductory statistics course during 2013–14. Student statistics achievements were stratified based on the two methods of education delivery: blended learning and on-site learning. Blended learning included a combination of face-to-face and distance learning methodologies integrated into a single course. Results Mean exam scores for the blended learning student group were higher than for the on-site student group for both final statistics score (89.36±6.60 vs. 86.06±8.48; p = 0.001) and knowledge test score (7.88±1.30 vs. 7.51±1.36; p = 0.023) with a medium effect size. There were no differences in sex or study duration between the groups. Current grade point average (GPA) was higher in the blended group. In a multivariable regression model, current GPA and knowledge test scores were associated with the final statistics score after adjusting for study duration and learning modality (p<0.001). Conclusion This study provides empirical evidence to support educator decisions to implement different learning environments for teaching medical statistics to undergraduate medical students. Blended and on-site training formats led to similar knowledge acquisition; however, students with higher GPA preferred the technology assisted learning format. Implementation of blended learning approaches can be considered an attractive, cost-effective, and efficient alternative to traditional classroom training in medical statistics. PMID:26859832

Improving Education in Medical Statistics: Implementing a Blended Learning Model in the Existing Curriculum.

PubMed

Milic, Natasa M; Trajkovic, Goran Z; Bukumiric, Zoran M; Cirkovic, Andja; Nikolic, Ivan M; Milin, Jelena S; Milic, Nikola V; Savic, Marko D; Corac, Aleksandar M; Marinkovic, Jelena M; Stanisavljevic, Dejana M

2016-01-01

Although recent studies report on the benefits of blended learning in improving medical student education, there is still no empirical evidence on the relative effectiveness of blended over traditional learning approaches in medical statistics. We implemented blended along with on-site (i.e. face-to-face) learning to further assess the potential value of web-based learning in medical statistics. This was a prospective study conducted with third year medical undergraduate students attending the Faculty of Medicine, University of Belgrade, who passed (440 of 545) the final exam of the obligatory introductory statistics course during 2013-14. Student statistics achievements were stratified based on the two methods of education delivery: blended learning and on-site learning. Blended learning included a combination of face-to-face and distance learning methodologies integrated into a single course. Mean exam scores for the blended learning student group were higher than for the on-site student group for both final statistics score (89.36±6.60 vs. 86.06±8.48; p = 0.001) and knowledge test score (7.88±1.30 vs. 7.51±1.36; p = 0.023) with a medium effect size. There were no differences in sex or study duration between the groups. Current grade point average (GPA) was higher in the blended group. In a multivariable regression model, current GPA and knowledge test scores were associated with the final statistics score after adjusting for study duration and learning modality (p<0.001). This study provides empirical evidence to support educator decisions to implement different learning environments for teaching medical statistics to undergraduate medical students. Blended and on-site training formats led to similar knowledge acquisition; however, students with higher GPA preferred the technology assisted learning format. Implementation of blended learning approaches can be considered an attractive, cost-effective, and efficient alternative to traditional classroom training in medical statistics.

Statistical Learning Is Constrained to Less Abstract Patterns in Complex Sensory Input (but not the Least)

PubMed Central

Emberson, Lauren L.; Rubinstein, Dani

2016-01-01

The influence of statistical information on behavior (either through learning or adaptation) is quickly becoming foundational to many domains of cognitive psychology and cognitive neuroscience, from language comprehension to visual development. We investigate a central problem impacting these diverse fields: when encountering input with rich statistical information, are there any constraints on learning? This paper examines learning outcomes when adult learners are given statistical information across multiple levels of abstraction simultaneously: from abstract, semantic categories of everyday objects to individual viewpoints on these objects. After revealing statistical learning of abstract, semantic categories with scrambled individual exemplars (Exp. 1), participants viewed pictures where the categories as well as the individual objects predicted picture order (e.g., bird1—dog1, bird2—dog2). Our findings suggest that participants preferentially encode the relationships between the individual objects, even in the presence of statistical regularities linking semantic categories (Exps. 2 and 3). In a final experiment we investigate whether learners are biased towards learning object-level regularities or simply construct the most detailed model given the data (and therefore best able to predict the specifics of the upcoming stimulus) by investigating whether participants preferentially learn from the statistical regularities linking individual snapshots of objects or the relationship between the objects themselves (e.g., bird_picture1— dog_picture1, bird_picture2—dog_picture2). We find that participants fail to learn the relationships between individual snapshots, suggesting a bias towards object-level statistical regularities as opposed to merely constructing the most complete model of the input. This work moves beyond the previous existence proofs that statistical learning is possible at both very high and very low levels of abstraction (categories vs. individual objects) and suggests that, at least with the current categories and type of learner, there are biases to pick up on statistical regularities between individual objects even when robust statistical information is present at other levels of abstraction. These findings speak directly to emerging theories about how systems supporting statistical learning and prediction operate in our structure-rich environments. Moreover, the theoretical implications of the current work across multiple domains of study is already clear: statistical learning cannot be assumed to be unconstrained even if statistical learning has previously been established at a given level of abstraction when that information is presented in isolation. PMID:27139779

Non-linear learning in online tutorial to enhance students’ knowledge on normal distribution application topic

NASA Astrophysics Data System (ADS)

Kartono; Suryadi, D.; Herman, T.

2018-01-01

This study aimed to analyze the enhancement of non-linear learning (NLL) in the online tutorial (OT) content to students’ knowledge of normal distribution application (KONDA). KONDA is a competence expected to be achieved after students studied the topic of normal distribution application in the course named Education Statistics. The analysis was performed by quasi-experiment study design. The subject of the study was divided into an experimental class that was given OT content in NLL model and a control class which was given OT content in conventional learning (CL) model. Data used in this study were the results of online objective tests to measure students’ statistical prior knowledge (SPK) and students’ pre- and post-test of KONDA. The statistical analysis test of a gain score of KONDA of students who had low and moderate SPK’s scores showed students’ KONDA who learn OT content with NLL model was better than students’ KONDA who learn OT content with CL model. Meanwhile, for students who had high SPK’s scores, the gain score of students who learn OT content with NLL model had relatively similar with the gain score of students who learn OT content with CL model. Based on those findings it could be concluded that the NLL model applied to OT content could enhance KONDA of students in low and moderate SPK’s levels. Extra and more challenging didactical situation was needed for students in high SPK’s level to achieve the significant gain score.

Neural Correlates of Morphology Acquisition through a Statistical Learning Paradigm.

PubMed

Sandoval, Michelle; Patterson, Dianne; Dai, Huanping; Vance, Christopher J; Plante, Elena

2017-01-01

The neural basis of statistical learning as it occurs over time was explored with stimuli drawn from a natural language (Russian nouns). The input reflected the "rules" for marking categories of gendered nouns, without making participants explicitly aware of the nature of what they were to learn. Participants were scanned while listening to a series of gender-marked nouns during four sequential scans, and were tested for their learning immediately after each scan. Although participants were not told the nature of the learning task, they exhibited learning after their initial exposure to the stimuli. Independent component analysis of the brain data revealed five task-related sub-networks. Unlike prior statistical learning studies of word segmentation, this morphological learning task robustly activated the inferior frontal gyrus during the learning period. This region was represented in multiple independent components, suggesting it functions as a network hub for this type of learning. Moreover, the results suggest that subnetworks activated by statistical learning are driven by the nature of the input, rather than reflecting a general statistical learning system.

Neural Correlates of Morphology Acquisition through a Statistical Learning Paradigm

PubMed Central

Sandoval, Michelle; Patterson, Dianne; Dai, Huanping; Vance, Christopher J.; Plante, Elena

2017-01-01

The neural basis of statistical learning as it occurs over time was explored with stimuli drawn from a natural language (Russian nouns). The input reflected the “rules” for marking categories of gendered nouns, without making participants explicitly aware of the nature of what they were to learn. Participants were scanned while listening to a series of gender-marked nouns during four sequential scans, and were tested for their learning immediately after each scan. Although participants were not told the nature of the learning task, they exhibited learning after their initial exposure to the stimuli. Independent component analysis of the brain data revealed five task-related sub-networks. Unlike prior statistical learning studies of word segmentation, this morphological learning task robustly activated the inferior frontal gyrus during the learning period. This region was represented in multiple independent components, suggesting it functions as a network hub for this type of learning. Moreover, the results suggest that subnetworks activated by statistical learning are driven by the nature of the input, rather than reflecting a general statistical learning system. PMID:28798703

Trajectories of Engagement: A Repeated Cross-Sectional Investigation of Student Perceptions of an Online Learning Environment

ERIC Educational Resources Information Center

Palmer, Stuart; Holt, Dale

2012-01-01

Evaluations of online learning environments (OLEs) often present a snapshot of system use. It has been identified in the literature that extended evaluation is required to reveal statistically significant developments in the evolution of system use over time. The research presented here draws on student OLE evaluations surveys run over the period…

Investigating the Effectiveness of Graphic Organizer Instruction on the Comprehension and Recall of Science Content by Students with Learning Disabilities.

ERIC Educational Resources Information Center

Griffin, Cynthia C.; And Others

1991-01-01

The effect of graphic organizers on 14 learning-disabled students' (grades 5 and 6) recall of science content was compared with that of students taught identical content without the graphic organizer condition. Evaluation two weeks later found no statistically significant differences between the groups on production or choice response tasks. (DB)

Online neural monitoring of statistical learning

PubMed Central

Batterink, Laura J.; Paller, Ken A.

2017-01-01

The extraction of patterns in the environment plays a critical role in many types of human learning, from motor skills to language acquisition. This process is known as statistical learning. Here we propose that statistical learning has two dissociable components: (1) perceptual binding of individual stimulus units into integrated composites and (2) storing those integrated representations for later use. Statistical learning is typically assessed using post-learning tasks, such that the two components are conflated. Our goal was to characterize the online perceptual component of statistical learning. Participants were exposed to a structured stream of repeating trisyllabic nonsense words and a random syllable stream. Online learning was indexed by an EEG-based measure that quantified neural entrainment at the frequency of the repeating words relative to that of individual syllables. Statistical learning was subsequently assessed using conventional measures in an explicit rating task and a reaction-time task. In the structured stream, neural entrainment to trisyllabic words was higher than in the random stream, increased as a function of exposure to track the progression of learning, and predicted performance on the RT task. These results demonstrate that monitoring this critical component of learning via rhythmic EEG entrainment reveals a gradual acquisition of knowledge whereby novel stimulus sequences are transformed into familiar composites. This online perceptual transformation is a critical component of learning. PMID:28324696

Effect of promoting self-esteem by participatory learning process on emotional intelligence among early adolescents.

PubMed

Munsawaengsub, Chokchai; Yimklib, Somkid; Nanthamongkolchai, Sutham; Apinanthavech, Suporn

2009-12-01

To study the effect of promoting self-esteem by participatory learning program on emotional intelligence among early adolescents. The quasi-experimental study was conducted in grade 9 students from two schools in Bangbuathong district, Nonthaburi province. Each experimental and comparative group consisted of 34 students with the lowest score of emotional intelligence. The instruments were questionnaires, Program to Develop Emotional Intelligence and Handbook of Emotional Intelligence Development. The experimental group attended 8 participatory learning activities in 4 weeks to Develop Emotional Intelligence while the comparative group received the handbook for self study. Assessment the effectiveness of program was done by pre-test and post-test immediately and 4 weeks apart concerning the emotional intelligence. Implementation and evaluation was done during May 24-August 12, 2005. Data were analyzed by frequency, percentage, mean, standard deviation, Chi-square, independent sample t-test and paired sample t-test. Before program implementation, both groups had no statistical difference in mean score of emotional intelligence. After intervention, the experimental group had higher mean score of emotional intelligence both immediately and 4 weeks later with statistical significant (p = 0.001 and < 0.001). At 4 weeks after experiment, the mean score in experimental group was higher than the mean score at immediate after experiment with statistical significance (p < 0.001). The program to promote self-esteem by participatory learning process could enhance the emotional intelligence in early-adolescent. This program could be modified and implemented for early adolescent in the community.

The effectiveness of nurses' ability to interpret basic electrocardiogram strips accurately using different learning modalities.

PubMed

Spiva, LeeAnna; Johnson, Kimberly; Robertson, Bethany; Barrett, Darcy T; Jarrell, Nicole M; Hunter, Donna; Mendoza, Inocencia

2012-02-01

Historically, the instructional method of choice has been traditional lecture or face-to-face education; however, changes in the health care environment, including resource constraints, have necessitated examination of this practice. A descriptive pre-/posttest method was used to determine the effectiveness of alternative teaching modalities on nurses' knowledge and confidence in electrocardiogram (EKG) interpretation. A convenience sample of 135 nurses was recruited in an integrated health care system in the Southeastern United States. Nurses attended an instructor-led course, an online learning (e-learning) platform with no study time or 1 week of study time, or an e-learning platform coupled with a 2-hour post-course instructor-facilitated debriefing with no study time or 1 week of study time. Instruments included a confidence scale, an online EKG test, and a course evaluation. Statistically significant differences in knowledge and confidence were found for individual groups after nurses participated in the intervention. Statistically significant differences were found in pre-knowledge and post-confidence when groups were compared. Organizations that use various instructional methods to educate nurses in EKG interpretation can use different teaching modalities without negatively affecting nurses' knowledge or confidence in this skill. Copyright 2012, SLACK Incorporated.

Statistical learning and language acquisition

PubMed Central

Romberg, Alexa R.; Saffran, Jenny R.

2011-01-01

Human learners, including infants, are highly sensitive to structure in their environment. Statistical learning refers to the process of extracting this structure. A major question in language acquisition in the past few decades has been the extent to which infants use statistical learning mechanisms to acquire their native language. There have been many demonstrations showing infants’ ability to extract structures in linguistic input, such as the transitional probability between adjacent elements. This paper reviews current research on how statistical learning contributes to language acquisition. Current research is extending the initial findings of infants’ sensitivity to basic statistical information in many different directions, including investigating how infants represent regularities, learn about different levels of language, and integrate information across situations. These current directions emphasize studying statistical language learning in context: within language, within the infant learner, and within the environment as a whole. PMID:21666883

[Medical nutrition in Alzheimer's: the trials].

PubMed

Scheltens, Philip; Twisk, Jos W R

2013-01-01

We describe the small but statistically significant effects of the medical nutrition diet 'Souvenaid' on memory in early Alzheimer's disease in two published randomised clinical trials. We specifically discuss the design and statistical approach, which were predefined and meet current standards in the field. Further research is needed to substantiate the long term effects and learn more about the mode of action of Souvenaid.

Learning Across Senses: Cross-Modal Effects in Multisensory Statistical Learning

PubMed Central

Mitchel, Aaron D.; Weiss, Daniel J.

2014-01-01

It is currently unknown whether statistical learning is supported by modality-general or modality-specific mechanisms. One issue within this debate concerns the independence of learning in one modality from learning in other modalities. In the present study, the authors examined the extent to which statistical learning across modalities is independent by simultaneously presenting learners with auditory and visual streams. After establishing baseline rates of learning for each stream independently, they systematically varied the amount of audiovisual correspondence across 3 experiments. They found that learners were able to segment both streams successfully only when the boundaries of the audio and visual triplets were in alignment. This pattern of results suggests that learners are able to extract multiple statistical regularities across modalities provided that there is some degree of cross-modal coherence. They discuss the implications of their results in light of recent claims that multisensory statistical learning is guided by modality-independent mechanisms. PMID:21574745

Infant Statistical Learning

PubMed Central

Saffran, Jenny R.; Kirkham, Natasha Z.

2017-01-01

Perception involves making sense of a dynamic, multimodal environment. In the absence of mechanisms capable of exploiting the statistical patterns in the natural world, infants would face an insurmountable computational problem. Infant statistical learning mechanisms facilitate the detection of structure. These abilities allow the infant to compute across elements in their environmental input, extracting patterns for further processing and subsequent learning. In this selective review, we summarize findings that show that statistical learning is both a broad and flexible mechanism (supporting learning from different modalities across many different content areas) and input specific (shifting computations depending on the type of input and goal of learning). We suggest that statistical learning not only provides a framework for studying language development and object knowledge in constrained laboratory settings, but also allows researchers to tackle real-world problems, such as multilingualism, the role of ever-changing learning environments, and differential developmental trajectories. PMID:28793812

Learning Statistics at the Farmers Market? A Comparison of Academic Service Learning and Case Studies in an Introductory Statistics Course

ERIC Educational Resources Information Center

Hiedemann, Bridget; Jones, Stacey M.

2010-01-01

We compare the effectiveness of academic service learning to that of case studies in an undergraduate introductory business statistics course. Students in six sections of the course were assigned either an academic service learning project (ASL) or business case studies (CS). We examine two learning outcomes: students' performance on the final…

Electrophysiological evidence of heterogeneity in visual statistical learning in young children with ASD.

PubMed

Jeste, Shafali S; Kirkham, Natasha; Senturk, Damla; Hasenstab, Kyle; Sugar, Catherine; Kupelian, Chloe; Baker, Elizabeth; Sanders, Andrew J; Shimizu, Christina; Norona, Amanda; Paparella, Tanya; Freeman, Stephanny F N; Johnson, Scott P

2015-01-01

Statistical learning is characterized by detection of regularities in one's environment without an awareness or intention to learn, and it may play a critical role in language and social behavior. Accordingly, in this study we investigated the electrophysiological correlates of visual statistical learning in young children with autism spectrum disorder (ASD) using an event-related potential shape learning paradigm, and we examined the relation between visual statistical learning and cognitive function. Compared to typically developing (TD) controls, the ASD group as a whole showed reduced evidence of learning as defined by N1 (early visual discrimination) and P300 (attention to novelty) components. Upon further analysis, in the ASD group there was a positive correlation between N1 amplitude difference and non-verbal IQ, and a positive correlation between P300 amplitude difference and adaptive social function. Children with ASD and a high non-verbal IQ and high adaptive social function demonstrated a distinctive pattern of learning. This is the first study to identify electrophysiological markers of visual statistical learning in children with ASD. Through this work we have demonstrated heterogeneity in statistical learning in ASD that maps onto non-verbal cognition and adaptive social function. © 2014 John Wiley & Sons Ltd.

Changing viewer perspectives reveals constraints to implicit visual statistical learning.

PubMed

Jiang, Yuhong V; Swallow, Khena M

2014-10-07

Statistical learning-learning environmental regularities to guide behavior-likely plays an important role in natural human behavior. One potential use is in search for valuable items. Because visual statistical learning can be acquired quickly and without intention or awareness, it could optimize search and thereby conserve energy. For this to be true, however, visual statistical learning needs to be viewpoint invariant, facilitating search even when people walk around. To test whether implicit visual statistical learning of spatial information is viewpoint independent, we asked participants to perform a visual search task from variable locations around a monitor placed flat on a stand. Unbeknownst to participants, the target was more often in some locations than others. In contrast to previous research on stationary observers, visual statistical learning failed to produce a search advantage for targets in high-probable regions that were stable within the environment but variable relative to the viewer. This failure was observed even when conditions for spatial updating were optimized. However, learning was successful when the rich locations were referenced relative to the viewer. We conclude that changing viewer perspective disrupts implicit learning of the target's location probability. This form of learning shows limited integration with spatial updating or spatiotopic representations. © 2014 ARVO.

Functional Differences between Statistical Learning with and without Explicit Training

ERIC Educational Resources Information Center

Batterink, Laura J.; Reber, Paul J.; Paller, Ken A.

2015-01-01

Humans are capable of rapidly extracting regularities from environmental input, a process known as statistical learning. This type of learning typically occurs automatically, through passive exposure to environmental input. The presumed function of statistical learning is to optimize processing, allowing the brain to more accurately predict and…

Statistically Modeling Individual Students' Learning over Successive Collaborative Practice Opportunities

ERIC Educational Resources Information Center

Olsen, Jennifer; Aleven, Vincent; Rummel, Nikol

2017-01-01

Within educational data mining, many statistical models capture the learning of students working individually. However, not much work has been done to extend these statistical models of individual learning to a collaborative setting, despite the effectiveness of collaborative learning activities. We extend a widely used model (the additive factors…

Statistical Learning as a Key to Cracking Chinese Orthographic Codes

ERIC Educational Resources Information Center

He, Xinjie; Tong, Xiuli

2017-01-01

This study examines statistical learning as a mechanism for Chinese orthographic learning among children in Grades 3-5. Using an artificial orthography, children were repeatedly exposed to positional, phonetic, and semantic regularities of radicals. Children showed statistical learning of all three regularities. Regularities' levels of consistency…

Explorations in Statistics: the Bootstrap

ERIC Educational Resources Information Center

Curran-Everett, Douglas

2009-01-01

Learning about statistics is a lot like learning about science: the learning is more meaningful if you can actively explore. This fourth installment of Explorations in Statistics explores the bootstrap. The bootstrap gives us an empirical approach to estimate the theoretical variability among possible values of a sample statistic such as the…

Embedding Evidence-based Practice Education into a Post-graduate Physiotherapy Program: Eight Years of pre-Post Course Evaluations.

PubMed

Perraton, L; Machotka, Z; Grimmer, K; Gibbs, C; Mahar, C; Kennedy, K

2017-04-01

Little has been published about the effectiveness of training postgraduate physiotherapy coursework students in research methods and evidence-based practice (EBP) theory. Graduate qualities in most universities include lifelong learning. Inclusion of EBP in post-graduate coursework students' training is one way for students to develop the knowledge and skills needed to implement current best evidence in their clinical practice after graduation, thereby facilitating lifelong learning. This paper reports on change in confidence and anxiety in knowledge of statistical terminology and concepts related to research design and EBP in eight consecutive years of post-graduate physiotherapy students at one Australian university. Pre-survey/post-survey instruments were administered to students in an intensive 3-week post-graduate course, which taught health research methods, biostatistics and EBP. This course was embedded into a post-graduate physiotherapy programme from 2007 to 2014. The organization and delivery of the course was based on best pedagogical evidence for effectively teaching adult physiotherapists. The course was first delivered each year in the programme, and no other course was delivered concurrently. There were significant improvements in confidence, significantly decreased anxiety and improvements in knowledge of statistical terminology and concepts related to research design and EBP, at course completion. Age, gender and country of origin were not confounders on learning outcomes, although there was a (non-significant) trend that years of practice negatively impacted on learning outcomes (p = 0.09). There was a greater improvement in confidence in statistical terminology than in concepts related to research design and EBP. An intensive teaching programme in health research methods and biostatistics and EBP, based on best practice adult physiotherapy learning principles, is effective immediately post-course, in decreasing anxiety and increasing confidence in the terminology used in research methods and EBP. Copyright © 2016 John Wiley & Sons, Ltd. Copyright © 2016 John Wiley & Sons, Ltd.

[Development of a multimedia learning DM diet education program using standardized patients and analysis of its effects on clinical competency and learning satisfaction for nursing students].

PubMed

Hyun, Kyung Sun; Kang, Hyun Sook; Kim, Won Ock; Park, Sunhee; Lee, Jia; Sok, Sohyune

2009-04-01

The purpose of this study was to develop a multimedia learning program for patients with diabetes mellitus (DM) diet education using standardized patients and to examine the effects of the program on educational skills, communication skills, DM diet knowledge and learning satisfaction. The study employed a randomized control posttest non-synchronized design. The participants were 108 third year nursing students (52 experimental group, 56 control group) at K university in Seoul, Korea. The experimental group had regular lectures and the multimedia learning program for DM diet education using standardized patients while the control group had regular lectures only. The DM educational skills were measured by trained research assistants. The students who received the multimedia learning program scored higher for DM diet educational skills, communication skills and DM diet knowledge compared to the control group. Learning satisfaction of the experimental group was higher than the control group, but statistically insignificant. Clinical competency was improved for students receiving the multimedia learning program for DM diet education using standardized patients, but there was no statistically significant effect on learning satisfaction. In the nursing education system there is a need to develop and apply more multimedia materials for education and to use standardized patients effectively.

Machine Learning Algorithms Outperform Conventional Regression Models in Predicting Development of Hepatocellular Carcinoma

PubMed Central

Singal, Amit G.; Mukherjee, Ashin; Elmunzer, B. Joseph; Higgins, Peter DR; Lok, Anna S.; Zhu, Ji; Marrero, Jorge A; Waljee, Akbar K

2015-01-01

Background Predictive models for hepatocellular carcinoma (HCC) have been limited by modest accuracy and lack of validation. Machine learning algorithms offer a novel methodology, which may improve HCC risk prognostication among patients with cirrhosis. Our study's aim was to develop and compare predictive models for HCC development among cirrhotic patients, using conventional regression analysis and machine learning algorithms. Methods We enrolled 442 patients with Child A or B cirrhosis at the University of Michigan between January 2004 and September 2006 (UM cohort) and prospectively followed them until HCC development, liver transplantation, death, or study termination. Regression analysis and machine learning algorithms were used to construct predictive models for HCC development, which were tested on an independent validation cohort from the Hepatitis C Antiviral Long-term Treatment against Cirrhosis (HALT-C) Trial. Both models were also compared to the previously published HALT-C model. Discrimination was assessed using receiver operating characteristic curve analysis and diagnostic accuracy was assessed with net reclassification improvement and integrated discrimination improvement statistics. Results After a median follow-up of 3.5 years, 41 patients developed HCC. The UM regression model had a c-statistic of 0.61 (95%CI 0.56-0.67), whereas the machine learning algorithm had a c-statistic of 0.64 (95%CI 0.60–0.69) in the validation cohort. The machine learning algorithm had significantly better diagnostic accuracy as assessed by net reclassification improvement (p<0.001) and integrated discrimination improvement (p=0.04). The HALT-C model had a c-statistic of 0.60 (95%CI 0.50-0.70) in the validation cohort and was outperformed by the machine learning algorithm (p=0.047). Conclusion Machine learning algorithms improve the accuracy of risk stratifying patients with cirrhosis and can be used to accurately identify patients at high-risk for developing HCC. PMID:24169273

What You Learn is What You See: Using Eye Movements to Study Infant Cross-Situational Word Learning

PubMed Central

Smith, Linda

2016-01-01

Recent studies show that both adults and young children possess powerful statistical learning capabilities to solve the word-to-world mapping problem. However, the underlying mechanisms that make statistical learning possible and powerful are not yet known. With the goal of providing new insights into this issue, the research reported in this paper used an eye tracker to record the moment-by-moment eye movement data of 14-month-old babies in statistical learning tasks. Various measures are applied to such fine-grained temporal data, such as looking duration and shift rate (the number of shifts in gaze from one visual object to the other) trial by trial, showing different eye movement patterns between strong and weak statistical learners. Moreover, an information-theoretic measure is developed and applied to gaze data to quantify the degree of learning uncertainty trial by trial. Next, a simple associative statistical learning model is applied to eye movement data and these simulation results are compared with empirical results from young children, showing strong correlations between these two. This suggests that an associative learning mechanism with selective attention can provide a cognitively plausible model of cross-situational statistical learning. The work represents the first steps to use eye movement data to infer underlying real-time processes in statistical word learning. PMID:22213894

Applications of "Integrated Data Viewer'' (IDV) in the classroom

NASA Astrophysics Data System (ADS)

Nogueira, R.; Cutrim, E. M.

2006-06-01

Conventionally, weather products utilized in synoptic meteorology reduce phenomena occurring in four dimensions to a 2-dimensional form. This constitutes a road-block for non-atmospheric-science majors who need to take meteorology as a non-mathematical and complementary course to their major programs. This research examines the use of Integrated Data Viewer-IDV as a teaching tool, as it allows a 4-dimensional representation of weather products. IDV was tested in the teaching of synoptic meteorology, weather analysis, and weather map interpretation to non-science students in the laboratory sessions of an introductory meteorology class at Western Michigan University. Comparison of student exam scores according to the laboratory teaching techniques, i.e., traditional lab manual and IDV was performed for short- and long-term learning. Results of the statistical analysis show that the Fall 2004 students in the IDV-based lab session retained learning. However, in the Spring 2005 the exam scores did not reflect retention in learning when compared with IDV-based and MANUAL-based lab scores (short term learning, i.e., exam taken one week after the lab exercise). Testing the long-term learning, seven weeks between the two exams in the Spring 2005, show no statistically significant difference between IDV-based group scores and MANUAL-based group scores. However, the IDV group obtained exam score average slightly higher than the MANUAL group. Statistical testing of the principal hypothesis in this study, leads to the conclusion that the IDV-based method did not prove to be a better teaching tool than the traditional paper-based method. Future studies could potentially find significant differences in the effectiveness of both manual and IDV methods if the conditions had been more controlled. That is, students in the control group should not be exposed to the weather analysis using IDV during lecture.

Electrophysiological Evidence of Heterogeneity in Visual Statistical Learning in Young Children with ASD

ERIC Educational Resources Information Center

Jeste, Shafali S.; Kirkham, Natasha; Senturk, Damla; Hasenstab, Kyle; Sugar, Catherine; Kupelian, Chloe; Baker, Elizabeth; Sanders, Andrew J.; Shimizu, Christina; Norona, Amanda; Paparella, Tanya; Freeman, Stephanny F. N.; Johnson, Scott P.

2015-01-01

Statistical learning is characterized by detection of regularities in one's environment without an awareness or intention to learn, and it may play a critical role in language and social behavior. Accordingly, in this study we investigated the electrophysiological correlates of visual statistical learning in young children with autism…

Online neural monitoring of statistical learning.

PubMed

Batterink, Laura J; Paller, Ken A

2017-05-01

The extraction of patterns in the environment plays a critical role in many types of human learning, from motor skills to language acquisition. This process is known as statistical learning. Here we propose that statistical learning has two dissociable components: (1) perceptual binding of individual stimulus units into integrated composites and (2) storing those integrated representations for later use. Statistical learning is typically assessed using post-learning tasks, such that the two components are conflated. Our goal was to characterize the online perceptual component of statistical learning. Participants were exposed to a structured stream of repeating trisyllabic nonsense words and a random syllable stream. Online learning was indexed by an EEG-based measure that quantified neural entrainment at the frequency of the repeating words relative to that of individual syllables. Statistical learning was subsequently assessed using conventional measures in an explicit rating task and a reaction-time task. In the structured stream, neural entrainment to trisyllabic words was higher than in the random stream, increased as a function of exposure to track the progression of learning, and predicted performance on the reaction time (RT) task. These results demonstrate that monitoring this critical component of learning via rhythmic EEG entrainment reveals a gradual acquisition of knowledge whereby novel stimulus sequences are transformed into familiar composites. This online perceptual transformation is a critical component of learning. Copyright © 2017 Elsevier Ltd. All rights reserved.

The Influence of 16-year-old Students' Gender, Mental Abilities, and Motivation on their Reading and Drawing Submicrorepresentations Achievements

NASA Astrophysics Data System (ADS)

Devetak, Iztok; Aleksij Glažar, Saša

2010-08-01

Submicrorepresentations (SMRs) are a powerful tool for identifying misconceptions of chemical concepts and for generating proper mental models of chemical phenomena in students' long-term memory during chemical education. The main purpose of the study was to determine which independent variables (gender, formal reasoning abilities, visualization abilities, and intrinsic motivation for learning chemistry) have the maximum influence on students' reading and drawing SMRs. A total of 386 secondary school students (aged 16.3 years) participated in the study. The instruments used in the study were: test of Chemical Knowledge, Test of Logical Thinking, two tests of visualization abilities Patterns and Rotations, and questionnaire on Intrinsic Motivation for Learning Science. The results show moderate, but statistically significant correlations between students' intrinsic motivation, formal reasoning abilities and chemical knowledge at submicroscopic level based on reading and drawing SMRs. Visualization abilities are not statistically significantly correlated with students' success on items that comprise reading or drawing SMRs. It can be also concluded that there is a statistically significant difference between male and female students in solving problems that include reading or drawing SMRs. Based on these statistical results and content analysis of the sample problems, several educational strategies can be implemented for students to develop adequate mental models of chemical concepts on all three levels of representations.

Improving education under work-hour restrictions: comparing learning and teaching preferences of faculty, residents, and students.

PubMed

Jack, Megan C; Kenkare, Sonya B; Saville, Benjamin R; Beidler, Stephanie K; Saba, Sam C; West, Alisha N; Hanemann, Michael S; van Aalst, John A

2010-01-01

Faced with work-hour restrictions, educators are mandated to improve the efficiency of resident and medical student education. Few studies have assessed learning styles in medicine; none have compared teaching and learning preferences. Validated tools exist to study these deficiencies. Kolb describes 4 learning styles: converging (practical), diverging (imaginative), assimilating (inductive), and accommodating (active). Grasha Teaching Styles are categorized into "clusters": 1 (teacher-centered, knowledge acquisition), 2 (teacher-centered, role modeling), 3 (student-centered, problem-solving), and 4 (student-centered, facilitative). Kolb's Learning Style Inventory (HayGroup, Philadelphia, Pennsylvania) and Grasha-Riechmann's TSS were administered to surgical faculty (n = 61), residents (n = 96), and medical students (n = 183) at a tertiary academic medical center, after informed consent was obtained (IRB # 06-0612). Statistical analysis was performed using χ(2) and Fisher exact tests. Surgical residents preferred active learning (p = 0.053), whereas faculty preferred reflective learning (p < 0.01). As a result of a comparison of teaching preferences, although both groups preferred student-centered, facilitative teaching, faculty preferred teacher-centered, role-modeling instruction (p = 0.02) more often. Residents had no dominant teaching style more often than surgical faculty (p = 0.01). Medical students preferred converging learning (42%) and cluster 4 teaching (35%). Statistical significance was unchanged when corrected for gender, resident training level, and subspecialization. Significant differences exist between faculty and residents in both learning and teaching preferences; this finding suggests inefficiency in resident education, as previous research suggests that learning styles parallel teaching styles. Absence of a predominant teaching style in residents suggests these individuals are learning to be teachers. The adaptation of faculty teaching methods to account for variations in resident learning styles may promote a better learning environment and more efficient faculty-resident interaction. Additional, multi-institutional studies using these tools are needed to elucidate these findings fully. Copyright © 2010 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

A randomized trial in a massive online open course shows people don't know what a statistically significant relationship looks like, but they can learn.

PubMed

Fisher, Aaron; Anderson, G Brooke; Peng, Roger; Leek, Jeff

2014-01-01

Scatterplots are the most common way for statisticians, scientists, and the public to visually detect relationships between measured variables. At the same time, and despite widely publicized controversy, P-values remain the most commonly used measure to statistically justify relationships identified between variables. Here we measure the ability to detect statistically significant relationships from scatterplots in a randomized trial of 2,039 students in a statistics massive open online course (MOOC). Each subject was shown a random set of scatterplots and asked to visually determine if the underlying relationships were statistically significant at the P < 0.05 level. Subjects correctly classified only 47.4% (95% CI [45.1%-49.7%]) of statistically significant relationships, and 74.6% (95% CI [72.5%-76.6%]) of non-significant relationships. Adding visual aids such as a best fit line or scatterplot smooth increased the probability a relationship was called significant, regardless of whether the relationship was actually significant. Classification of statistically significant relationships improved on repeat attempts of the survey, although classification of non-significant relationships did not. Our results suggest: (1) that evidence-based data analysis can be used to identify weaknesses in theoretical procedures in the hands of average users, (2) data analysts can be trained to improve detection of statistically significant results with practice, but (3) data analysts have incorrect intuition about what statistically significant relationships look like, particularly for small effects. We have built a web tool for people to compare scatterplots with their corresponding p-values which is available here: http://glimmer.rstudio.com/afisher/EDA/.

A randomized trial in a massive online open course shows people don’t know what a statistically significant relationship looks like, but they can learn

PubMed Central

Fisher, Aaron; Anderson, G. Brooke; Peng, Roger

2014-01-01

Scatterplots are the most common way for statisticians, scientists, and the public to visually detect relationships between measured variables. At the same time, and despite widely publicized controversy, P-values remain the most commonly used measure to statistically justify relationships identified between variables. Here we measure the ability to detect statistically significant relationships from scatterplots in a randomized trial of 2,039 students in a statistics massive open online course (MOOC). Each subject was shown a random set of scatterplots and asked to visually determine if the underlying relationships were statistically significant at the P < 0.05 level. Subjects correctly classified only 47.4% (95% CI [45.1%–49.7%]) of statistically significant relationships, and 74.6% (95% CI [72.5%–76.6%]) of non-significant relationships. Adding visual aids such as a best fit line or scatterplot smooth increased the probability a relationship was called significant, regardless of whether the relationship was actually significant. Classification of statistically significant relationships improved on repeat attempts of the survey, although classification of non-significant relationships did not. Our results suggest: (1) that evidence-based data analysis can be used to identify weaknesses in theoretical procedures in the hands of average users, (2) data analysts can be trained to improve detection of statistically significant results with practice, but (3) data analysts have incorrect intuition about what statistically significant relationships look like, particularly for small effects. We have built a web tool for people to compare scatterplots with their corresponding p-values which is available here: http://glimmer.rstudio.com/afisher/EDA/. PMID:25337457

The Efficiency of the University Teaching and Learning Training Program (UTL) on Developing the Teaching Competencies of the Teaching Staff at Imam University

ERIC Educational Resources Information Center

AlRweithy, Eman; Alsaleem, Basma Issa

2014-01-01

This study aimed at presenting the University Teaching and Learning training program UTL and determining the efficiency of the UTL on developing the teaching competencies of the teaching staff at Imam University in Saudi Arabia. The results revealed that there were statistically significant differences between the performance of the training group…

Experiential Collaborative Learning and Preferential Thinking

NASA Astrophysics Data System (ADS)

Volpentesta, Antonio P.; Ammirato, Salvatore; Sofo, Francesco

The paper presents a Project-Based Learning (shortly, PBL) approach in a collaborative educational environment aimed to develop design ability and creativity of students coming from different engineering disciplines. Three collaborative learning experiences in product design were conducted in order to study their impact on preferred thinking styles of students. Using a thinking style inventory, pre- and post-survey data was collected and successively analyzed through ANOVA techniques. Statistically significant results showed students successfully developed empathy and an openness to multiple perspectives. Furthermore, data analysis confirms that the proposed collaborative learning experience positively contributes to increase awareness in students' thinking styles.

Derivative Free Optimization of Complex Systems with the Use of Statistical Machine Learning Models

DTIC Science & Technology

2015-09-12

AFRL-AFOSR-VA-TR-2015-0278 DERIVATIVE FREE OPTIMIZATION OF COMPLEX SYSTEMS WITH THE USE OF STATISTICAL MACHINE LEARNING MODELS Katya Scheinberg...COMPLEX SYSTEMS WITH THE USE OF STATISTICAL MACHINE LEARNING MODELS 5a.  CONTRACT NUMBER 5b.  GRANT NUMBER FA9550-11-1-0239 5c.  PROGRAM ELEMENT...developed, which has been the focus of our research. 15. SUBJECT TERMS optimization, Derivative-Free Optimization, Statistical Machine Learning 16. SECURITY

Modelling unsupervised online-learning of artificial grammars: linking implicit and statistical learning.

PubMed

Rohrmeier, Martin A; Cross, Ian

2014-07-01

Humans rapidly learn complex structures in various domains. Findings of above-chance performance of some untrained control groups in artificial grammar learning studies raise questions about the extent to which learning can occur in an untrained, unsupervised testing situation with both correct and incorrect structures. The plausibility of unsupervised online-learning effects was modelled with n-gram, chunking and simple recurrent network models. A novel evaluation framework was applied, which alternates forced binary grammaticality judgments and subsequent learning of the same stimulus. Our results indicate a strong online learning effect for n-gram and chunking models and a weaker effect for simple recurrent network models. Such findings suggest that online learning is a plausible effect of statistical chunk learning that is possible when ungrammatical sequences contain a large proportion of grammatical chunks. Such common effects of continuous statistical learning may underlie statistical and implicit learning paradigms and raise implications for study design and testing methodologies. Copyright © 2014 Elsevier Inc. All rights reserved.

The learning curve of robot-assisted laparoscopic fundoplication in children: a prospective evaluation and CUSUM analysis.

PubMed

Cundy, Thomas P; Rowland, Simon P; Gattas, Nicholas E; White, Alan D; Najmaldin, Azad S

2015-06-01

Fundoplication is a leading application of robotic surgery in children, yet the learning curve for this procedure (RF) remains ill-defined. This study aims to identify various learning curve transition points, using cumulative summation (CUSUM) analysis. A prospective database was examined to identify RF cases undertaken during 2006-2014. Time-based surgical process outcomes were evaluated, as well as clinical outcomes. A total of 57 RF cases were included. Statistically significant transitions beyond the learning phase were observed at cases 42, 34 and 37 for docking, console and total operating room times, respectively. A steep early learning phase for docking time was overcome after 12 cases. There were three Clavien-Dindo grade ≥ 3 complications, with two patients requiring redo fundoplication. We identified numerous well-defined learning curve trends to affirm that experience confers significant temporal improvements. Our findings highlight the value of the CUSUM method for learning curve evaluation. Copyright © 2014 John Wiley & Sons, Ltd.

Investigating Students' Acceptance of a Statistics Learning Platform Using Technology Acceptance Model

ERIC Educational Resources Information Center

Song, Yanjie; Kong, Siu-Cheung

2017-01-01

The study aims at investigating university students' acceptance of a statistics learning platform to support the learning of statistics in a blended learning context. Three kinds of digital resources, which are simulations, online videos, and online quizzes, were provided on the platform. Premised on the technology acceptance model, we adopted a…

Computational Modeling of Statistical Learning: Effects of Transitional Probability versus Frequency and Links to Word Learning

ERIC Educational Resources Information Center

Mirman, Daniel; Estes, Katharine Graf; Magnuson, James S.

2010-01-01

Statistical learning mechanisms play an important role in theories of language acquisition and processing. Recurrent neural network models have provided important insights into how these mechanisms might operate. We examined whether such networks capture two key findings in human statistical learning. In Simulation 1, a simple recurrent network…

The Impact of Language Experience on Language and Reading: A Statistical Learning Approach

ERIC Educational Resources Information Center

Seidenberg, Mark S.; MacDonald, Maryellen C.

2018-01-01

This article reviews the important role of statistical learning for language and reading development. Although statistical learning--the unconscious encoding of patterns in language input--has become widely known as a force in infants' early interpretation of speech, the role of this kind of learning for language and reading comprehension in…

Academic Staff Perspectives Towards Adoption of E-learning at Melaka Manipal Medical College: Has E-learning Redefined our Teaching Model?

PubMed

Bhardwaj, A; Nagandla, K; Swe, K Mm; Abas, A Bl

2015-01-01

E-learning is the use of Information and Communication Technology (ICT) to provide online education and learning. E- Learning has now been integrated into the traditional teaching as the concept of 'blended learning' that combines digital learning with the existing traditional teaching methods to address the various challenges in the field of medical education. Structured e-learning activities were started in Melaka Manipal Medical College in 2009 via e-learning platform (MOODLE-Modular Object-Oriented Dynamic Learning Environment). The objective of the present study is to investigate the faculty opinions toward the existing e-learning activities, and to analyse the extent of adopting and integration of e-learning into their traditional teaching methods. A cross sectional study was conducted among faculties of Medicine and Dentistry using pre-tested questionnaires. The data was analyzed by using the statistical package for social science, SPSS, version 16.0. The result of our survey indicates that majority of our faculty (65.4%) held positive opinion towards e-learning. Among the few, who demonstrated reservations, it is attributed to their average level of skills and aptitude in the use of computers that was statistically significant (p<0.05). Our study brings to light the need for formal training as perquisite to support e-learning that enables smooth transition of the faculty from their traditional teaching methods into blended approach. Our results are anticipated to strengthen the existing e-learning activities of our college and other universities and convincingly adopt e-learning as a viable teaching and learning strategy.

Effectiveness of teaching International Caries Detection and Assessment System II and its e-learning program to freshman dental students on occlusal caries detection

PubMed Central

El-Damanhoury, Hatem M.; Fakhruddin, Kausar Sadia; Awad, Manal A.

2014-01-01

Objective: To assess the feasibility of teaching International Caries Detection and Assessment System (ICDAS) II and its e-learning program as tools for occlusal caries detection to freshmen dental students in comparison to dental graduates with 2 years of experience. Materials and Methods: Eighty-four freshmen and 32 dental graduates examined occlusal surfaces of molars/premolars (n = 72) after a lecture and a hands-on workshop. The same procedure was repeated after 1 month following the training with ICDAS II e-learning program. Validation of ICDAS II codes was done histologically. Intra- and inter-examiner reproducibility of ICDAS II severity scores were assessed before and after e-learning using (Fleiss's kappa). Results: The kappa values showed inter-examiner reproducibility ranged from 0.53 (ICDAS II code cut off ≥ 1) to 0.70 (ICDAS II code cut off ≥ 3) by undergraduates and 0.69 (ICDAS II code cut off ≥ 1) to 0.95 (ICDAS II code cut off ≥ 3) by graduates. The inter-examiner reproducibility ranged from 0.64 (ICDAS II code cut off ≥ 1) to 0.89 (ICDAS II code cut off ≥ 3). No statistically significant difference was found between both groups in intra-examiner agreements for assessing ICDAS II codes. A high statistically significant difference (P ≤ 0.01) in correct identification of codes 1, 2, and 4 from before to after e-learning were observed in both groups. The bias indices for the undergraduate group were higher than those of the graduate group. Conclusions: Early exposure of students to ICDAS II is a valuable method of teaching caries detection and its e-learning program significantly improves their caries diagnostic skills. PMID:25512730

Finnish upper secondary students' collaborative processes in learning statistics in a CSCL environment

NASA Astrophysics Data System (ADS)

Kaleva Oikarinen, Juho; Järvelä, Sanna; Kaasila, Raimo

2014-04-01

This design-based research project focuses on documenting statistical learning among 16-17-year-old Finnish upper secondary school students (N = 78) in a computer-supported collaborative learning (CSCL) environment. One novel value of this study is in reporting the shift from teacher-led mathematical teaching to autonomous small-group learning in statistics. The main aim of this study is to examine how student collaboration occurs in learning statistics in a CSCL environment. The data include material from videotaped classroom observations and the researcher's notes. In this paper, the inter-subjective phenomena of students' interactions in a CSCL environment are analysed by using a contact summary sheet (CSS). The development of the multi-dimensional coding procedure of the CSS instrument is presented. Aptly selected video episodes were transcribed and coded in terms of conversational acts, which were divided into non-task-related and task-related categories to depict students' levels of collaboration. The results show that collaborative learning (CL) can facilitate cohesion and responsibility and reduce students' feelings of detachment in our classless, periodic school system. The interactive .pdf material and collaboration in small groups enable statistical learning. It is concluded that CSCL is one possible method of promoting statistical teaching. CL using interactive materials seems to foster and facilitate statistical learning processes.

Assessing segmentation processes by click detection: online measure of statistical learning, or simple interference?

PubMed

Franco, Ana; Gaillard, Vinciane; Cleeremans, Axel; Destrebecqz, Arnaud

2015-12-01

Statistical learning can be used to extract the words from continuous speech. Gómez, Bion, and Mehler (Language and Cognitive Processes, 26, 212-223, 2011) proposed an online measure of statistical learning: They superimposed auditory clicks on a continuous artificial speech stream made up of a random succession of trisyllabic nonwords. Participants were instructed to detect these clicks, which could be located either within or between words. The results showed that, over the length of exposure, reaction times (RTs) increased more for within-word than for between-word clicks. This result has been accounted for by means of statistical learning of the between-word boundaries. However, even though statistical learning occurs without an intention to learn, it nevertheless requires attentional resources. Therefore, this process could be affected by a concurrent task such as click detection. In the present study, we evaluated the extent to which the click detection task indeed reflects successful statistical learning. Our results suggest that the emergence of RT differences between within- and between-word click detection is neither systematic nor related to the successful segmentation of the artificial language. Therefore, instead of being an online measure of learning, the click detection task seems to interfere with the extraction of statistical regularities.

Review of Statistical Learning Methods in Integrated Omics Studies (An Integrated Information Science).

PubMed

Zeng, Irene Sui Lan; Lumley, Thomas

2018-01-01

Integrated omics is becoming a new channel for investigating the complex molecular system in modern biological science and sets a foundation for systematic learning for precision medicine. The statistical/machine learning methods that have emerged in the past decade for integrated omics are not only innovative but also multidisciplinary with integrated knowledge in biology, medicine, statistics, machine learning, and artificial intelligence. Here, we review the nontrivial classes of learning methods from the statistical aspects and streamline these learning methods within the statistical learning framework. The intriguing findings from the review are that the methods used are generalizable to other disciplines with complex systematic structure, and the integrated omics is part of an integrated information science which has collated and integrated different types of information for inferences and decision making. We review the statistical learning methods of exploratory and supervised learning from 42 publications. We also discuss the strengths and limitations of the extended principal component analysis, cluster analysis, network analysis, and regression methods. Statistical techniques such as penalization for sparsity induction when there are fewer observations than the number of features and using Bayesian approach when there are prior knowledge to be integrated are also included in the commentary. For the completeness of the review, a table of currently available software and packages from 23 publications for omics are summarized in the appendix.

A Study on Teaching Gases to Prospective Primary Science Teachers Through Problem-Based Learning

NASA Astrophysics Data System (ADS)

Senocak, Erdal; Taskesenligil, Yavuz; Sozbilir, Mustafa

2007-07-01

The aim of this study was to compare the achievement of prospective primary science teachers in a problem-based curriculum with those in a conventional primary science teacher preparation program with regard to success in learning about gases and developing positive attitudes towards chemistry. The subjects of the study were 101 first year undergraduate students, who were in two different classes and who were taught by the same lecturer. One of the classes was randomly selected as the intervention group in which problem-based learning (PBL) was used, and the other as the control in which conventional teaching methods were used. The data were obtained through use of the gases diagnostic test (GDT), the chemistry attitude scale (CAS), and scales specific to students’ evaluation of PBL such as the peer evaluation scale (PES), self evaluation scale (SES), tutor’s performance evaluation scale (TPES) and students’ evaluation of PBL scale (SEPBLS). Data were analysed using SPSS 10.0 (Statistical Package for Social Sciences). In order to find out the effect of the intervention (PBL) on students’ learning of gases, independent sample t-tests and ANCOVA (analysis of co-variance) were used. The results obtained from the study showed that there was a statistically significant difference between the experimental and control groups in terms of students’ GDT total mean scores and, their attitude towards chemistry, as well as PBL has a significant effect on the development of students’ skills such as self-directed learning, cooperative learning and critical thinking.

Peer Teaching to Foster Learning in Physiology.

PubMed

Srivastava, Tripti K; Waghmare, Lalitbhushan S; Mishra, Ved Prakash; Rawekar, Alka T; Quazi, Nazli; Jagzape, Arunita T

2015-08-01

Peer teaching is an effective tool to promote learning and retention of knowledge. By preparing to teach, students are encouraged to construct their own learning program, so that they can explain effectively to fellow learners. Peer teaching is introduced in present study to foster learning and pedagogical skills amongst first year medical under-graduates in physiology with a Hypothesis that teaching is linked to learning on part of the teacher. Non-randomized, Interventional study, with mixed methods design. Cases experienced peer teaching whereas controls underwent tutorials for four consecutive classes. Quantitative Evaluation was done through pre/post test score analysis for Class average normalized gain and tests of significance, difference in average score in surprise class test after one month and percentage of responses in closed ended items of feedback questionnaire. Qualitative Evaluation was done through categorization of open ended items and coding of reflective statements. The average pre and post test score was statistically significant within cases (p = 0.01) and controls (p = 0.023). The average post test scores was more for cases though not statistically significant. The class average normalized gain (g) for Tutorials was 49% and for peer teaching 53%. Surprise test had average scoring of 36 marks (out of 50) for controls and 41 marks for cases. Analysed section wise, the average score was better for Long answer question (LAQ) in cases. Section wise analysis suggested that through peer teaching, retention was better for descriptive answers as LAQ has better average score in cases. Feedback responses were predominantly positive for efficacy of peer teaching as a learning method. The reflective statements were sorted into reflection in action, reflection on action, claiming evidence, describing experience, and recognizing discrepancies. Teaching can stimulate further learning as it involves interplay of three processes: metacognitive awareness; deliberate practice, and self-explanation. Coupled with immediate feedback and reflective exercises, learning can be measurably enhanced along with improved teaching skills.

Peer Teaching to Foster Learning in Physiology

PubMed Central

Srivastava, Tripti K; Waghmare, Lalitbhushan S.; Mishra, Ved Prakash; Rawekar, Alka T; Quazi, Nazli; Jagzape, Arunita T

2015-01-01

Introduction Peer teaching is an effective tool to promote learning and retention of knowledge. By preparing to teach, students are encouraged to construct their own learning program, so that they can explain effectively to fellow learners. Peer teaching is introduced in present study to foster learning and pedagogical skills amongst first year medical under-graduates in physiology with a Hypothesis that teaching is linked to learning on part of the teacher. Materials and Methods Non-randomized, Interventional study, with mixed methods design. Cases experienced peer teaching whereas controls underwent tutorials for four consecutive classes. Quantitative Evaluation was done through pre/post test score analysis for Class average normalized gain and tests of significance, difference in average score in surprise class test after one month and percentage of responses in closed ended items of feedback questionnaire. Qualitative Evaluation was done through categorization of open ended items and coding of reflective statements. Results The average pre and post test score was statistically significant within cases (p = 0.01) and controls (p = 0.023). The average post test scores was more for cases though not statistically significant. The class average normalized gain (g) for Tutorials was 49% and for peer teaching 53%. Surprise test had average scoring of 36 marks (out of 50) for controls and 41 marks for cases. Analysed section wise, the average score was better for Long answer question (LAQ) in cases. Section wise analysis suggested that through peer teaching, retention was better for descriptive answers as LAQ has better average score in cases. Feedback responses were predominantly positive for efficacy of peer teaching as a learning method. The reflective statements were sorted into reflection in action, reflection on action, claiming evidence, describing experience, and recognizing discrepancies. Conclusion Teaching can stimulate further learning as it involves interplay of three processes: metacognitive awareness; deliberate practice, and self-explanation. Coupled with immediate feedback and reflective exercises, learning can be measurably enhanced along with improved teaching skills. PMID:26435969

Comparison of Electronic Learning Versus Lecture-based Learning in Improving Emergency Medicine Residents' Knowledge About Mild Induced Hypothermia After Cardiac Arrest.

PubMed

Soleimanpour, Maryam; Rahmani, Farzad; Naghizadeh Golzari, Mehrad; Ala, Alireza; Morteza Bagi, Hamid Reza; Mehdizadeh Esfanjani, Robab; Soleimanpour, Hassan

2017-08-01

The process of medical education depends on several issues such as training materials, students, professors, educational fields, and the applied technologies. The current study aimed at comparing the impacts of e-learning and lecture-based learning of mild induced hypothermia (MIH) after cardiac arrest on the increase of knowledge among emergency medicine residents. In a pre- and post-intervention study, MIH after cardiac arrest was taught to 44 emergency medicine residents. Residents were randomly divided into 2 groups. The first group included 21 participants (lecture-based learning) and the second had 23 participants (e-learning). A 19-item questionnaire with approved validity and reliability was employed as the pretest and posttest. Then, data were analyzed with SPSS software version 17.0. There was no statistically significant difference in terms of the learning method between the test scores of the 2 groups (P = 0.977). E-learning and lecture-based learning methods was effective in augmentation of residents of emergency medicine knowledge about MIH after cardiac arrest; nevertheless, there was no significant difference between these mentioned methods.

Comparison of two case-based learning conditions with real patients in teaching occupational medicine.

PubMed

Braeckman, Lutgart; 't Kint, Lode; Bekaert, Micheline; Cobbaut, Luc; Janssens, Heidi

2014-04-01

To investigate the impact of three different training formats in occupational medicine (OM) on perceptions and performance of undergraduate students. A comparative study which included all fourth-year medical students was conducted over a three-year period. The year group in 2010 (211 students) received paper case studies followed by one small group session. The format used in 2011 actively engaged 188 students in the learning process by adding collaborative work and group discussions to the written information. In 2012, the approach comprised no longer constructed text cases but 212 students encountered real patients. Students' perceptions were obtained by questionnaire. Their learning performance was assessed through review of written reports and score on oral presentations. Statistical differences in ratings were analyzed using Fisher's exact and Kruskal-Wallis tests. All three formats were found to equally achieve the stated learning objectives. The year groups with incorporation of active learning strategies and patient contacts had significant better test performance compared to those receiving only written case studies. Real patient students gave statistically significant higher rates for relevance, authenticity and appropriate difficulty level of the training than did students who discussed written case studies. Both approaches with augmented interaction in 2011 and 2012, improved performance and satisfaction among students. However, students valued the use of real patients higher than paper-form cases.

Special-"T" Training: Extended Follow-up Results from a Residency-Wide Professionalism Workshop on Transgender Health.

PubMed

Kidd, Jeremy D; Bockting, Walter; Cabaniss, Deborah L; Blumenshine, Philip

2016-10-01

Transgender people face unique challenges when accessing health care, including stigma and discrimination. Most residency programs devote little time to this marginalized population. The authors developed a 90-min workshop to enhance residents' ability to empathize with and professionally treat transgender patients. Attendees completed pre-, post, and 90-day follow-up surveys to assess perceived empathy, knowledge, comfort, interview skill, and motivation for future learning. Twenty-two residents (64.7 %) completed pre- and post-workshop surveys; 90.9 % of these completed the 90-day follow-up. Compared to baseline, there were statistically significant post-workshop increases in perceived empathy, knowledge, comfort, and motivation for future learning. However on 90-day follow-up, there were no statistically significant differences across any of the five domains, compared to baseline. This workshop produced significant short-term increases in resident professionalism toward transgender patients. However, extended follow-up results highlight the limitations of one-time interventions and call for recurrent programming to yield durable improvements.

Effects of the Self-Regulation Empowerment Program (SREP) on middle school students' strategic skills, self-efficacy, and mathematics achievement.

PubMed

Cleary, Timothy J; Velardi, Brittany; Schnaidman, Bracha

2017-10-01

The current study examined the effectiveness of an applied self-regulated learning intervention (Self-Regulation Empowerment Program (SREP)) relative to an existing, school-based remedial mathematics intervention for improving the motivation, strategic skills, and mathematics achievement of academically at-risk middle school students. Although significant group differences in student self-regulated learning (SRL) were not observed when using self-report questionnaires, medium to large and statistically significant group differences were observed across several contextualized, situation-specific measures of strategic and regulatory thinking. The SREP group also exhibited a statistically significant and more positive trend in achievement scores over two years in middle school relative to the comparison condition. Finally, SREP students and coaches reported SREP to be a socially-valid intervention, in terms of acceptability and importance. The importance of this study and critical areas for future research are highlighted and discussed. Copyright © 2017 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Impact of statistical learning methods on the predictive power of multivariate normal tissue complication probability models.

PubMed

Xu, Cheng-Jian; van der Schaaf, Arjen; Schilstra, Cornelis; Langendijk, Johannes A; van't Veld, Aart A

2012-03-15

To study the impact of different statistical learning methods on the prediction performance of multivariate normal tissue complication probability (NTCP) models. In this study, three learning methods, stepwise selection, least absolute shrinkage and selection operator (LASSO), and Bayesian model averaging (BMA), were used to build NTCP models of xerostomia following radiotherapy treatment for head and neck cancer. Performance of each learning method was evaluated by a repeated cross-validation scheme in order to obtain a fair comparison among methods. It was found that the LASSO and BMA methods produced models with significantly better predictive power than that of the stepwise selection method. Furthermore, the LASSO method yields an easily interpretable model as the stepwise method does, in contrast to the less intuitive BMA method. The commonly used stepwise selection method, which is simple to execute, may be insufficient for NTCP modeling. The LASSO method is recommended. Copyright © 2012 Elsevier Inc. All rights reserved.

Statistical learning using real-world scenes: extracting categorical regularities without conscious intent.

PubMed

Brady, Timothy F; Oliva, Aude

2008-07-01

Recent work has shown that observers can parse streams of syllables, tones, or visual shapes and learn statistical regularities in them without conscious intent (e.g., learn that A is always followed by B). Here, we demonstrate that these statistical-learning mechanisms can operate at an abstract, conceptual level. In Experiments 1 and 2, observers incidentally learned which semantic categories of natural scenes covaried (e.g., kitchen scenes were always followed by forest scenes). In Experiments 3 and 4, category learning with images of scenes transferred to words that represented the categories. In each experiment, the category of the scenes was irrelevant to the task. Together, these results suggest that statistical-learning mechanisms can operate at a categorical level, enabling generalization of learned regularities using existing conceptual knowledge. Such mechanisms may guide learning in domains as disparate as the acquisition of causal knowledge and the development of cognitive maps from environmental exploration.

Students' attitudes towards learning statistics

NASA Astrophysics Data System (ADS)

Ghulami, Hassan Rahnaward; Hamid, Mohd Rashid Ab; Zakaria, Roslinazairimah

2015-05-01

Positive attitude towards learning is vital in order to master the core content of the subject matters under study. This is unexceptional in learning statistics course especially at the university level. Therefore, this study investigates the students' attitude towards learning statistics. Six variables or constructs have been identified such as affect, cognitive competence, value, difficulty, interest, and effort. The instrument used for the study is questionnaire that was adopted and adapted from the reliable instrument of Survey of Attitudes towards Statistics(SATS©). This study is conducted to engineering undergraduate students in one of the university in the East Coast of Malaysia. The respondents consist of students who were taking the applied statistics course from different faculties. The results are analysed in terms of descriptive analysis and it contributes to the descriptive understanding of students' attitude towards the teaching and learning process of statistics.

Comparison of the effect of lecture and blended teaching methods on students’ learning and satisfaction

PubMed Central

SADEGHI, ROYA; SEDAGHAT, MOHAMMAD MEHDI; SHA AHMADI, FARAMARZ

2014-01-01

Introduction: Blended learning, a new approach in educational planning, is defined as an applying more than one method, strategy, technique or media in education. Todays, due to the development of infrastructure of Internet networks and the access of most of the students, the Internet can be utilized along with traditional and conventional methods of training. The aim of this study was to compare the students’ learning and satisfaction in combination of lecture and e-learning with conventional lecture methods. Methods: This quasi-experimental study is conducted among the sophomore students of Public Health School, Tehran University of Medical Science in 2012-2013. Four classes of the school are randomly selected and are divided into two groups. Education in two classes (45 students) was in the form of lecture method and in the other two classes (48 students) was blended method with e-Learning and lecture methods. The students’ knowledge about tuberculosis in two groups was collected and measured by using pre and post-test. This step has been done by sending self-reported electronic questionnaires to the students' email addresses through Google Document software. At the end of educational programs, students' satisfaction and comments about two methods were also collected by questionnaires. Statistical tests such as descriptive methods, paired t-test, independent t-test and ANOVA were done through the SPSS 14 software, and p≤0.05 was considered as significant difference. Results: The mean scores of the lecture and blended groups were 13.18±1.37 and 13.35±1.36, respectively; the difference between the pre-test scores of the two groups was not statistically significant (p=0.535). Knowledge scores increased in both groups after training, and the mean and standard deviation of knowledge scores of the lectures and combined groups were 16.51±0.69 and 16.18±1.06, respectively. The difference between the post-test scores of the two groups was not statistically significant (p=0.112). Students’ satisfaction in blended learning method was higher than lecture method. Conclusion: The results revealed that the blended method is effective in increasing the students' learning rate. E-learning can be used to teach some courses and might be considered as economic aspects. Since in universities of medical sciences in the country, the majority of students have access to the Internet and email address, using e-learning could be used as a supplement to traditional teaching methods or sometimes as educational alternative method because this method of teaching increases the students’ knowledge, satisfaction and attention. PMID:25512938

Comparison of the effect of lecture and blended teaching methods on students' learning and satisfaction.

PubMed

Sadeghi, Roya; Sedaghat, Mohammad Mehdi; Sha Ahmadi, Faramarz

2014-10-01

Blended learning, a new approach in educational planning, is defined as an applying more than one method, strategy, technique or media in education. Todays, due to the development of infrastructure of Internet networks and the access of most of the students, the Internet can be utilized along with traditional and conventional methods of training. The aim of this study was to compare the students' learning and satisfaction in combination of lecture and e-learning with conventional lecture methods. This quasi-experimental study is conducted among the sophomore students of Public Health School, Tehran University of Medical Science in 2012-2013. Four classes of the school are randomly selected and are divided into two groups. Education in two classes (45 students) was in the form of lecture method and in the other two classes (48 students) was blended method with e-Learning and lecture methods. The students' knowledge about tuberculosis in two groups was collected and measured by using pre and post-test. This step has been done by sending self-reported electronic questionnaires to the students' email addresses through Google Document software. At the end of educational programs, students' satisfaction and comments about two methods were also collected by questionnaires. Statistical tests such as descriptive methods, paired t-test, independent t-test and ANOVA were done through the SPSS 14 software, and p≤0.05 was considered as significant difference. The mean scores of the lecture and blended groups were 13.18±1.37 and 13.35±1.36, respectively; the difference between the pre-test scores of the two groups was not statistically significant (p=0.535). Knowledge scores increased in both groups after training, and the mean and standard deviation of knowledge scores of the lectures and combined groups were 16.51±0.69 and 16.18±1.06, respectively. The difference between the post-test scores of the two groups was not statistically significant (p=0.112). Students' satisfaction in blended learning method was higher than lecture method. The results revealed that the blended method is effective in increasing the students' learning rate. E-learning can be used to teach some courses and might be considered as economic aspects. Since in universities of medical sciences in the country, the majority of students have access to the Internet and email address, using e-learning could be used as a supplement to traditional teaching methods or sometimes as educational alternative method because this method of teaching increases the students' knowledge, satisfaction and attention.

Effects of Mobile Augmented Reality Learning Compared to Textbook Learning on Medical Students: Randomized Controlled Pilot Study

PubMed Central

2013-01-01

Background By adding new levels of experience, mobile Augmented Reality (mAR) can significantly increase the attractiveness of mobile learning applications in medical education. Objective To compare the impact of the heightened realism of a self-developed mAR blended learning environment (mARble) on learners to textbook material, especially for ethically sensitive subjects such as forensic medicine, while taking into account basic psychological aspects (usability and higher level of emotional involvement) as well as learning outcomes (increased learning efficiency). Methods A prestudy was conducted based on a convenience sample of 10 third-year medical students. The initial emotional status was captured using the “Profile of Mood States” questionnaire (POMS, German variation); previous knowledge about forensic medicine was determined using a 10-item single-choice (SC) test. During the 30-minute learning period, the students were randomized into two groups: the first group consisted of pairs of students, each equipped with one iPhone with a preinstalled copy of mARble, while the second group was provided with textbook material. Subsequently, both groups were asked to once again complete the POMS questionnaire and SC test to measure changes in emotional state and knowledge gain. Usability as well as pragmatic and hedonic qualities of the learning material was captured using AttrakDiff2 questionnaires. Data evaluation was conducted anonymously. Descriptive statistics for the score in total and the subgroups were calculated before and after the intervention. The scores of both groups were tested against each other using paired and unpaired signed-rank tests. An item analysis was performed for the SC test to objectify difficulty and selectivity. Results Statistically significant, the mARble group (6/10) showed greater knowledge gain than the control group (4/10) (Wilcoxon z=2.232, P=.03). The item analysis of the SC test showed a difficulty of P=0.768 (s=0.09) and a selectivity of RPB=0.2. For mARble, fatigue (z=2.214, P=.03) and numbness (z=2.07, P=.04) decreased with statistical significance when comparing pre- and post-tests. Vigor rose slightly, while irritability did not increase significantly. Changes in the control group were insignificant. Regarding hedonic quality (identification, stimulation, attractiveness), there were significant differences between mARble (mean 1.179, CI −0.440 to 0.440) and the book chapter (mean −0.982, CI −0.959 to 0.959); the pragmatic quality mean only differed slightly. Conclusions The mARble group performed considerably better regarding learning efficiency; there are hints for activating components of the mAR concept that may serve to fascinate the participants and possibly boost interest in the topic for the remainder of the class. While the small sample size reduces our study’s conclusiveness, its design seems appropriate for determining the effects of interactive eLearning material with respect to emotions, learning efficiency, and hedonic and pragmatic qualities using a larger group. Trial Registration German Clinical Trial Register (DRKS), DRKS-ID: DRKS00004685; https://drks-neu.uniklinik-freiburg.de/drks_web/navigate.do?navigationId=trial.HTML&TRIAL_ID=DRKS00004685. PMID:23963306

Effects of mobile augmented reality learning compared to textbook learning on medical students: randomized controlled pilot study.

PubMed

Albrecht, Urs-Vito; Folta-Schoofs, Kristian; Behrends, Marianne; von Jan, Ute

2013-08-20

By adding new levels of experience, mobile Augmented Reality (mAR) can significantly increase the attractiveness of mobile learning applications in medical education. To compare the impact of the heightened realism of a self-developed mAR blended learning environment (mARble) on learners to textbook material, especially for ethically sensitive subjects such as forensic medicine, while taking into account basic psychological aspects (usability and higher level of emotional involvement) as well as learning outcomes (increased learning efficiency). A prestudy was conducted based on a convenience sample of 10 third-year medical students. The initial emotional status was captured using the "Profile of Mood States" questionnaire (POMS, German variation); previous knowledge about forensic medicine was determined using a 10-item single-choice (SC) test. During the 30-minute learning period, the students were randomized into two groups: the first group consisted of pairs of students, each equipped with one iPhone with a preinstalled copy of mARble, while the second group was provided with textbook material. Subsequently, both groups were asked to once again complete the POMS questionnaire and SC test to measure changes in emotional state and knowledge gain. Usability as well as pragmatic and hedonic qualities of the learning material was captured using AttrakDiff2 questionnaires. Data evaluation was conducted anonymously. Descriptive statistics for the score in total and the subgroups were calculated before and after the intervention. The scores of both groups were tested against each other using paired and unpaired signed-rank tests. An item analysis was performed for the SC test to objectify difficulty and selectivity. Statistically significant, the mARble group (6/10) showed greater knowledge gain than the control group (4/10) (Wilcoxon z=2.232, P=.03). The item analysis of the SC test showed a difficulty of P=0.768 (s=0.09) and a selectivity of RPB=0.2. For mARble, fatigue (z=2.214, P=.03) and numbness (z=2.07, P=.04) decreased with statistical significance when comparing pre- and post-tests. Vigor rose slightly, while irritability did not increase significantly. Changes in the control group were insignificant. Regarding hedonic quality (identification, stimulation, attractiveness), there were significant differences between mARble (mean 1.179, CI -0.440 to 0.440) and the book chapter (mean -0.982, CI -0.959 to 0.959); the pragmatic quality mean only differed slightly. The mARble group performed considerably better regarding learning efficiency; there are hints for activating components of the mAR concept that may serve to fascinate the participants and possibly boost interest in the topic for the remainder of the class. While the small sample size reduces our study's conclusiveness, its design seems appropriate for determining the effects of interactive eLearning material with respect to emotions, learning efficiency, and hedonic and pragmatic qualities using a larger group. German Clinical Trial Register (DRKS), DRKS-ID: DRKS00004685; https://drks-neu.uniklinik-freiburg.de/drks_web/navigate.do?navigationId=trial.HTML&TRIAL_ID=DRKS00004685.

Statistically optimal perception and learning: from behavior to neural representations

PubMed Central

Fiser, József; Berkes, Pietro; Orbán, Gergő; Lengyel, Máté

2010-01-01

Human perception has recently been characterized as statistical inference based on noisy and ambiguous sensory inputs. Moreover, suitable neural representations of uncertainty have been identified that could underlie such probabilistic computations. In this review, we argue that learning an internal model of the sensory environment is another key aspect of the same statistical inference procedure and thus perception and learning need to be treated jointly. We review evidence for statistically optimal learning in humans and animals, and reevaluate possible neural representations of uncertainty based on their potential to support statistically optimal learning. We propose that spontaneous activity can have a functional role in such representations leading to a new, sampling-based, framework of how the cortex represents information and uncertainty. PMID:20153683

Evaluating Computer-Based Simulations, Multimedia and Animations that Help Integrate Blended Learning with Lectures in First Year Statistics

ERIC Educational Resources Information Center

Neumann, David L.; Neumann, Michelle M.; Hood, Michelle

2011-01-01

The discipline of statistics seems well suited to the integration of technology in a lecture as a means to enhance student learning and engagement. Technology can be used to simulate statistical concepts, create interactive learning exercises, and illustrate real world applications of statistics. The present study aimed to better understand the…

Attitudes of Medical Graduate and Undergraduate Students toward the Learning and Application of Medical Statistics

ERIC Educational Resources Information Center

Wu, Yazhou; Zhang, Ling; Liu, Ling; Zhang, Yanqi; Liu, Xiaoyu; Yi, Dong

2015-01-01

It is clear that the teaching of medical statistics needs to be improved, yet areas for priority are unclear as medical students' learning and application of statistics at different levels is not well known. Our goal is to assess the attitudes of medical students toward the learning and application of medical statistics, and discover their…

Developing Conceptual Understanding in a Statistics Course: Merrill's First Principles and Real Data at Work

ERIC Educational Resources Information Center

Tu, Wendy; Snyder, Martha M.

2017-01-01

Difficulties in learning statistics primarily at the college-level led to a reform movement in statistics education in the early 1990s. Although much work has been done, effective learning designs that facilitate active learning, conceptual understanding of statistics, and the use of real-data in the classroom are needed. Guided by Merrill's First…

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.

Diagnosis of students' ability in a statistical course based on Rasch probabilistic outcome

NASA Astrophysics Data System (ADS)

Mahmud, Zamalia; Ramli, Wan Syahira Wan; Sapri, Shamsiah; Ahmad, Sanizah

2017-06-01

Measuring students' ability and performance are important in assessing how well students have learned and mastered the statistical courses. Any improvement in learning will depend on the student's approaches to learning, which are relevant to some factors of learning, namely assessment methods carrying out tasks consisting of quizzes, tests, assignment and final examination. This study has attempted an alternative approach to measure students' ability in an undergraduate statistical course based on the Rasch probabilistic model. Firstly, this study aims to explore the learning outcome patterns of students in a statistics course (Applied Probability and Statistics) based on an Entrance-Exit survey. This is followed by investigating students' perceived learning ability based on four Course Learning Outcomes (CLOs) and students' actual learning ability based on their final examination scores. Rasch analysis revealed that students perceived themselves as lacking the ability to understand about 95% of the statistics concepts at the beginning of the class but eventually they had a good understanding at the end of the 14 weeks class. In terms of students' performance in their final examination, their ability in understanding the topics varies at different probability values given the ability of the students and difficulty of the questions. Majority found the probability and counting rules topic to be the most difficult to learn.

Statistical Learning and Language: An Individual Differences Study

ERIC Educational Resources Information Center

Misyak, Jennifer B.; Christiansen, Morten H.

2012-01-01

Although statistical learning and language have been assumed to be intertwined, this theoretical presupposition has rarely been tested empirically. The present study investigates the relationship between statistical learning and language using a within-subject design embedded in an individual-differences framework. Participants were administered…

Statistical Learning of Probabilistic Nonadjacent Dependencies by Multiple-Cue Integration

ERIC Educational Resources Information Center

van den Bos, Esther; Christiansen, Morten H.; Misyak, Jennifer B.

2012-01-01

Previous studies have indicated that dependencies between nonadjacent elements can be acquired by statistical learning when each element predicts only one other element (deterministic dependencies). The present study investigates statistical learning of probabilistic nonadjacent dependencies, in which each element predicts several other elements…

eLearning course may shorten the duration of mechanical restraint among psychiatric inpatients: a cluster-randomized trial.

PubMed

Kontio, Raija; Pitkänen, Anneli; Joffe, Grigori; Katajisto, Jouko; Välimäki, Maritta

2014-10-01

The management of psychiatric inpatients exhibiting severely disturbed and aggressive behaviour is an important educational topic. Well structured, IT-based educational programmes (eLearning) often ensure quality and may make training more affordable and accessible. The aim of this study was to explore the impact of an eLearning course for personnel on the rates and duration of seclusion and mechanical restraint among psychiatric inpatients. In a cluster-randomized intervention trial, the nursing personnel on 10 wards were randomly assigned to eLearning (intervention) or training-as-usual (control) groups. The eLearning course comprised six modules with specific topics (legal and ethical issues, behaviour-related factors, therapeutic relationship and self-awareness, teamwork and integrating knowledge with practice) and specific learning methods. The rates (incidents per 1000 occupied bed days) and durations of the coercion incidents were examined before and after the course. A total of 1283 coercion incidents (1143 seclusions [89%] and 140 incidents involving the use of mechanical restraints [11%]) were recorded on the study wards during the data collection period. On the intervention wards, there were no statistically significant changes in the rates of seclusion and mechanical restraint. However, the duration of incidents involving mechanical restraints shortened from 36.0 to 4.0 h (median) (P < 0.001). No statistically significant changes occurred on the control wards. After our eLearning course, the duration of incidents involving the use of mechanical restraints decreased. However, more studies are needed to ensure that the content of the course focuses on the most important factors associated with the seclusion-related elements. The eLearning course deserves further development and further studies. The duration of coercion incidents merits attention in future research.

The effect of integrating cooperative learning into 5E inquiry learning model on interpersonal skills of high school students

NASA Astrophysics Data System (ADS)

Pholphuet, Preedaporn; Kanyaprasith, Kamonwan; Khumwong, Pinit; Praphairaksit, Nalena

2018-01-01

The purpose of this research was to investigate the effect of integrating cooperative learning into 5E inquiry learning model on interpersonal skills of high school students. Two 10th grade classrooms consisting of 63 students were obtained by purposive sampling then one was assigned as an experimental and the other as a control group. The cooperative learning was integrated into 5E inquiry model for the experimental group in addition to the normal 5E inquiry model in the control group. A 5-level rating scale questionnaire was used for data collection both before and after the experiment. Furthermore, a descriptive journal from each student was added to the study after the researchers realized a significant difference in the teamwork skill of each group. Data from questionnaires were analyzed using descriptive statistics and inferential statistics. The results showed that the experimental group had a significantly higher score of interpersonal skills when compared to the control group (p<0.05). The results showed a clearly difference in teamwork of the two groups. The journals of the students showed the difference of working preference among two group. It could conclude that the learning intervention enhanced team working in 5 aspects including time management, the outcome of the work, the process of the work and the attitude of the students. The students in the experimental group demonstrated more creative ideas and were more likely to listen to other student ideas. The students in experimental group were less competitive and were more open in sharing and helping others. In conclusion, the addition of cooperative learning in to the usual 5E inquiry learning, not only help the students to achieve the knowledge but also help develop good interpersonal skills.

Grounding statistical learning in context: The effects of learning and retrieval contexts on cross-situational word learning.

PubMed

Chen, Chi-Hsin; Yu, Chen

2017-06-01

Natural language environments usually provide structured contexts for learning. This study examined the effects of semantically themed contexts-in both learning and retrieval phases-on statistical word learning. Results from 2 experiments consistently showed that participants had higher performance in semantically themed learning contexts. In contrast, themed retrieval contexts did not affect performance. Our work suggests that word learners are sensitive to statistical regularities not just at the level of individual word-object co-occurrences but also at another level containing a whole network of associations among objects and their properties.

A comparison of problem-based learning and conventional teaching in nursing ethics education.

PubMed

Lin, Chiou-Fen; Lu, Meei-Shiow; Chung, Chun-Chih; Yang, Che-Ming

2010-05-01

The aim of this study was to compare the learning effectiveness of peer tutored problem-based learning and conventional teaching of nursing ethics in Taiwan. The study adopted an experimental design. The peer tutored problem-based learning method was applied to an experimental group and the conventional teaching method to a control group. The study sample consisted of 142 senior nursing students who were randomly assigned to the two groups. All the students were tested for their nursing ethical discrimination ability both before and after the educational intervention. A learning satisfaction survey was also administered to both groups at the end of each course. After the intervention, both groups showed a significant increase in ethical discrimination ability. There was a statistically significant difference between the ethical discrimination scores of the two groups (P < 0.05), with the experimental group on average scoring higher than the control group. There were significant differences in satisfaction with self-motivated learning and critical thinking between the groups. Peer tutored problem-based learning and lecture-type conventional teaching were both effective for nursing ethics education, but problem-based learning was shown to be more effective. Peer tutored problem-based learning has the potential to enhance the efficacy of teaching nursing ethics in situations in which there are personnel and resource constraints.

The longevity of statistical learning: When infant memory decays, isolated words come to the rescue.

PubMed

Karaman, Ferhat; Hay, Jessica F

2018-02-01

Research over the past 2 decades has demonstrated that infants are equipped with remarkable computational abilities that allow them to find words in continuous speech. Infants can encode information about the transitional probability (TP) between syllables to segment words from artificial and natural languages. As previous research has tested infants immediately after familiarization, infants' ability to retain sequential statistics beyond the immediate familiarization context remains unknown. Here, we examine infants' memory for statistically defined words 10 min after familiarization with an Italian corpus. Eight-month-old English-learning infants were familiarized with Italian sentences that contained 4 embedded target words-2 words had high internal TP (HTP, TP = 1.0) and 2 had low TP (LTP, TP = .33)-and were tested on their ability to discriminate HTP from LTP words using the Headturn Preference Procedure. When tested after a 10-min delay, infants failed to discriminate HTP from LTP words, suggesting that memory for statistical information likely decays over even short delays (Experiment 1). Experiments 2-4 were designed to test whether experience with isolated words selectively reinforces memory for statistically defined (i.e., HTP) words. When 8-month-olds were given additional experience with isolated tokens of both HTP and LTP words immediately after familiarization, they looked significantly longer on HTP than LTP test trials 10 min later. Although initial representations of statistically defined words may be fragile, our results suggest that experience with isolated words may reinforce the output of statistical learning by helping infants create more robust memories for words with strong versus weak co-occurrence statistics. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

What can we learn from noise? — Mesoscopic nonequilibrium statistical physics —

PubMed Central

KOBAYASHI, Kensuke

2016-01-01

Mesoscopic systems — small electric circuits working in quantum regime — offer us a unique experimental stage to explorer quantum transport in a tunable and precise way. The purpose of this Review is to show how they can contribute to statistical physics. We introduce the significance of fluctuation, or equivalently noise, as noise measurement enables us to address the fundamental aspects of a physical system. The significance of the fluctuation theorem (FT) in statistical physics is noted. We explain what information can be deduced from the current noise measurement in mesoscopic systems. As an important application of the noise measurement to statistical physics, we describe our experimental work on the current and current noise in an electron interferometer, which is the first experimental test of FT in quantum regime. Our attempt will shed new light in the research field of mesoscopic quantum statistical physics. PMID:27477456

What can we learn from noise? - Mesoscopic nonequilibrium statistical physics.

PubMed

Kobayashi, Kensuke

2016-01-01

Mesoscopic systems - small electric circuits working in quantum regime - offer us a unique experimental stage to explorer quantum transport in a tunable and precise way. The purpose of this Review is to show how they can contribute to statistical physics. We introduce the significance of fluctuation, or equivalently noise, as noise measurement enables us to address the fundamental aspects of a physical system. The significance of the fluctuation theorem (FT) in statistical physics is noted. We explain what information can be deduced from the current noise measurement in mesoscopic systems. As an important application of the noise measurement to statistical physics, we describe our experimental work on the current and current noise in an electron interferometer, which is the first experimental test of FT in quantum regime. Our attempt will shed new light in the research field of mesoscopic quantum statistical physics.

Statistical learning and auditory processing in children with music training: An ERP study.

PubMed

Mandikal Vasuki, Pragati Rao; Sharma, Mridula; Ibrahim, Ronny; Arciuli, Joanne

2017-07-01

The question whether musical training is associated with enhanced auditory and cognitive abilities in children is of considerable interest. In the present study, we compared children with music training versus those without music training across a range of auditory and cognitive measures, including the ability to detect implicitly statistical regularities in input (statistical learning). Statistical learning of regularities embedded in auditory and visual stimuli was measured in musically trained and age-matched untrained children between the ages of 9-11years. In addition to collecting behavioural measures, we recorded electrophysiological measures to obtain an online measure of segmentation during the statistical learning tasks. Musically trained children showed better performance on melody discrimination, rhythm discrimination, frequency discrimination, and auditory statistical learning. Furthermore, grand-averaged ERPs showed that triplet onset (initial stimulus) elicited larger responses in the musically trained children during both auditory and visual statistical learning tasks. In addition, children's music skills were associated with performance on auditory and visual behavioural statistical learning tasks. Our data suggests that individual differences in musical skills are associated with children's ability to detect regularities. The ERP data suggest that musical training is associated with better encoding of both auditory and visual stimuli. Although causality must be explored in further research, these results may have implications for developing music-based remediation strategies for children with learning impairments. Copyright © 2017 International Federation of Clinical Neurophysiology. Published by Elsevier B.V. All rights reserved.

Comparing problem-based learning and lecture as methods to teach whole-systems design to engineering students

NASA Astrophysics Data System (ADS)

Dukes, Michael Dickey

The objective of this research is to compare problem-based learning and lecture as methods to teach whole-systems design to engineering students. A case study, Appendix A, exemplifying successful whole-systems design was developed and written by the author in partnership with the Rocky Mountain Institute. Concepts to be tested were then determined, and a questionnaire was developed to test students' preconceptions. A control group of students was taught using traditional lecture methods, and a sample group of students was taught using problem-based learning methods. After several weeks, the students were given the same questionnaire as prior to the instruction, and the data was analyzed to determine if the teaching methods were effective in correcting misconceptions. A statistically significant change in the students' preconceptions was observed in both groups on the topic of cost related to the design process. There was no statistically significant change in the students' preconceptions concerning the design process, technical ability within five years, and the possibility of drastic efficiency gains with current technologies. However, the results were inconclusive in determining that problem-based learning is more effective than lecture as a method for teaching the concept of whole-systems design, or vice versa.

A prospective study of differential sources of school-related social support and adolescent global life satisfaction.

PubMed

Siddall, James; Huebner, E Scott; Jiang, Xu

2013-01-01

This study examined the cross-sectional and prospective relationships between three sources of school-related social support (parent involvement, peer support for learning, and teacher-student relationships) and early adolescents' global life satisfaction. The participants were 597 middle school students from 1 large school in the southeastern United States who completed measures of school social climate and life satisfaction on 2 occasions, 5 months apart. The results revealed that school-related experiences in terms of social support for learning contributed substantial amounts of variance to individual differences in adolescents' satisfaction with their lives as a whole. Cross-sectional multiple regression analyses of the differential contributions of the sources of support demonstrated that family and peer support for learning contributed statistically significant, unique variance to global life satisfaction reports. Prospective multiple regression analyses demonstrated that only family support for learning continued to contribute statistically significant, unique variance to the global life satisfaction reports at Time 2. The results suggest that school-related experiences, especially family-school interactions, spill over into adolescents' overall evaluations of their lives at a time when direct parental involvement in schooling and adolescents' global life satisfaction are generally declining. Recommendations for future research and educational policies and practices are discussed. © 2013 American Orthopsychiatric Association.

Assessment of learning and study strategies of university students in Qatar using an Arabic translation of the Learning and Study Strategies Inventory.

PubMed

Alkhateeb, Haitham M; Nasser, Ramzi

2014-06-01

413 (119 men, 294 women) undergraduate university students in Qatar completed an Arabic version of the Learning and Study Strategies Inventory (LASSI) measuring Anxiety, Attitude, Concentration, Information Processing, Motivation, Self-testing, Selecting Main Ideas, Study Aids, Time Management, and Test Strategies. The students' learning and study strategies scores were similar to those reported in the literature. Factor analysis indicated the same general factors as in the original study. Internal consistency estimates ranged from .62 to .88. Nine of the 10 scales (i.e., all with the exception of the Study Aids) significantly correlated with students' GPAs. Scores obtained from these scales provide valid assessments of Qatar University students' use of learning and study strategies related to skill, will, and self-regulation components of strategic learning and also academic achievement. There also were statistically significant differences between higher and lower achieving students in their learning and study strategies. This study also explored the use of the LASSI as a predictive measure of academic achievement. Anxiety and test strategies were significant predictors of academic achievement as measured by students' GPA.

Exploring the impact of instructional approaches on the learning and transfer of medication dosage calculation competency.

PubMed

Glaister, Karen

2005-09-01

The ability of nurses to perform accurate drug dosage calculations has repercussions for patients' well-being. How best to assist nurses develop competency in this area is paramount. This paper presents findings of a study conducted with undergraduate nurses to determine the effect of three instructional approaches on the learning of this skill. The quasi-experimental study exposed participants to one of three instructional approaches: integrative learning, computerised learning and a combination of integrative and computerised learning. Quantitative and qualitative approaches were used to explore differences in the instructional approaches and gain further understanding of the learning process. There was no statistical difference between the three instructional approaches on knowledge acquisition and transfer measures, other than measures for procedural knowledge, which was significant (F(2,47) = 3.33 at p < .044). A least-significant difference post hoc test (alpha = 0. 10) indicated computerised learning was significantly more effective in developing procedural knowledge. The provision of instructional strategies, which facilitate development of conditional knowledge and automaticity, is necessary for competency development in dosage calculations. Furthermore, the curriculum must incorporate authentic tasks and permit time to support competency attainment.

Concurrent Movement Impairs Incidental but Not Intentional Statistical Learning

ERIC Educational Resources Information Center

Stevens, David J.; Arciuli, Joanne; Anderson, David I.

2015-01-01

The effect of concurrent movement on incidental versus intentional statistical learning was examined in two experiments. In Experiment 1, participants learned the statistical regularities embedded within familiarization stimuli implicitly, whereas in Experiment 2 they were made aware of the embedded regularities and were instructed explicitly to…

Explorations in Statistics: Correlation

ERIC Educational Resources Information Center

Curran-Everett, Douglas

2010-01-01

Learning about statistics is a lot like learning about science: the learning is more meaningful if you can actively explore. This sixth installment of "Explorations in Statistics" explores correlation, a familiar technique that estimates the magnitude of a straight-line relationship between two variables. Correlation is meaningful only when the…

Learning of Grammar-Like Visual Sequences by Adults with and without Language-Learning Disabilities

ERIC Educational Resources Information Center

Aguilar, Jessica M.; Plante, Elena

2014-01-01

Purpose: Two studies examined learning of grammar-like visual sequences to determine whether a general deficit in statistical learning characterizes this population. Furthermore, we tested the hypothesis that difficulty in sustaining attention during the learning task might account for differences in statistical learning. Method: In Study 1,…

[Is it possible to train Achatina fulica using visual stimulation?].

PubMed

Baĭkova, I B; Zhukov, V V

2001-01-01

The conditioned behavior to visual stimuli was obtained in Achatina fulica mollusk on the basis of its negative phototaxis. Directional moving of snails toward black cards was accompanied by the negative unconditioned stimulation (electric current). Learning was expressed in a statistically significant decrease in locomotor activity of animals and decrease in the rate of preference of sections with black cards. Learning developed within two daily training sessions with 30 trials in each of them. Learning traces were observed as defensive behavior at least during a month after reinforcement elimination.

Learning Styles Preferences of Statistics Students: A Study in the Faculty of Business and Economics at the UAE University

ERIC Educational Resources Information Center

Yousef, Darwish Abdulrahman

2016-01-01

Purpose: Although there are many studies addressing the learning styles of business students as well as students of other disciplines, there are few studies which address the learning style preferences of statistics students. The purpose of this study is to explore the learning style preferences of statistics students at a United Arab Emirates…

Statistics Anxiety, Trait Anxiety, Learning Behavior, and Academic Performance

ERIC Educational Resources Information Center

Macher, Daniel; Paechter, Manuela; Papousek, Ilona; Ruggeri, Kai

2012-01-01

The present study investigated the relationship between statistics anxiety, individual characteristics (e.g., trait anxiety and learning strategies), and academic performance. Students enrolled in a statistics course in psychology (N = 147) filled in a questionnaire on statistics anxiety, trait anxiety, interest in statistics, mathematical…

Statistical Learning in a Natural Language by 8-Month-Old Infants

PubMed Central

Pelucchi, Bruna; Hay, Jessica F.; Saffran, Jenny R.

2013-01-01

Numerous studies over the past decade support the claim that infants are equipped with powerful statistical language learning mechanisms. The primary evidence for statistical language learning in word segmentation comes from studies using artificial languages, continuous streams of synthesized syllables that are highly simplified relative to real speech. To what extent can these conclusions be scaled up to natural language learning? In the current experiments, English-learning 8-month-old infants’ ability to track transitional probabilities in fluent infant-directed Italian speech was tested (N = 72). The results suggest that infants are sensitive to transitional probability cues in unfamiliar natural language stimuli, and support the claim that statistical learning is sufficiently robust to support aspects of real-world language acquisition. PMID:19489896

Statistical learning in a natural language by 8-month-old infants.

PubMed

Pelucchi, Bruna; Hay, Jessica F; Saffran, Jenny R

2009-01-01

Numerous studies over the past decade support the claim that infants are equipped with powerful statistical language learning mechanisms. The primary evidence for statistical language learning in word segmentation comes from studies using artificial languages, continuous streams of synthesized syllables that are highly simplified relative to real speech. To what extent can these conclusions be scaled up to natural language learning? In the current experiments, English-learning 8-month-old infants' ability to track transitional probabilities in fluent infant-directed Italian speech was tested (N = 72). The results suggest that infants are sensitive to transitional probability cues in unfamiliar natural language stimuli, and support the claim that statistical learning is sufficiently robust to support aspects of real-world language acquisition.

Musical Experience Influences Statistical Learning of a Novel Language

PubMed Central

Shook, Anthony; Marian, Viorica; Bartolotti, James; Schroeder, Scott R.

2014-01-01

Musical experience may benefit learning a new language by enhancing the fidelity with which the auditory system encodes sound. In the current study, participants with varying degrees of musical experience were exposed to two statistically-defined languages consisting of auditory Morse-code sequences which varied in difficulty. We found an advantage for highly-skilled musicians, relative to less-skilled musicians, in learning novel Morse-code based words. Furthermore, in the more difficult learning condition, performance of lower-skilled musicians was mediated by their general cognitive abilities. We suggest that musical experience may lead to enhanced processing of statistical information and that musicians’ enhanced ability to learn statistical probabilities in a novel Morse-code language may extend to natural language learning. PMID:23505962

Comparison of Different Instructional Multimedia Designs for Improving Student Science-Process Skill Learning

NASA Astrophysics Data System (ADS)

Chien, Yu-Ta; Chang, Chun-Yen

2012-02-01

This study developed three forms of computer-based multimedia, including Static Graphics (SG), Simple Learner-Pacing Animation (SLPA), and Full Learner-Pacing Animation (FLPA), to assist students in learning topographic measuring. The interactive design of FLPA allowed students to physically manipulate the virtual measuring mechanism, rather than passively observe dynamic or static images. The students were randomly assigned to different multimedia groups. The results of a one-way ANOVA analysis indicated that (1) there was a significant difference with a large effect size ( f = .69) in mental effort ratings among three groups, and the post-hoc test indicated that FLPA imposed less cognitive load on students than did SG ( p = .007); (2) the differences of practical performance scores among groups reached the statistic significant level with a large effect size ( f = .76), and the post-hoc test indicated that FLPA fostered better learning outcomes than both SLPA and SG ( p = .004 and p = .05, respectively); (3) the difference in instructional efficiency that was computed by the z-score combination of students' mental effort ratings and practical performance scores among the three groups obtained the statistic significant level with a large effect size ( f = .79), and the post-hoc test indicated that FLPA brought students higher instructional efficiency than those of both SLPA and SG ( p = .01 and .005, respectively); (4) no significant effect was found in instructional time-spans between groups ( p = .637). Overall, FLPA was recommended as the best multimedia form to facilitate topographic measurement learning. The implications of instructional multimedia design were discussed from the perspective of cognitive load theory.

Concerns and professional development needs of science faculty at Taibah University in adopting blended learning

NASA Astrophysics Data System (ADS)

Al-Sarrani, Nauaf

The purpose of this study was to obtain Science faculty concerns and professional development needs to adopt blended learning in their teaching at Taibah University. To answer these two research questions the survey instrument was designed to collect quantitative and qualitative data from close-ended and open-ended questions. The participants' general characteristics were first presented, then the quantitative measures were presented as the results of the null hypotheses. The data analysis for research question one revealed a statistically significant difference in the participants' concerns in adopting BL by their gender sig = .0015. The significances were found in stages one (sig = .000) and stage five (sig = .006) for female faculty. Therefore, null hypothesis 1.1 was rejected (There are no statistically significant differences between science faculty's gender and their concerns in adopting BL). The data analysis indicated also that there were no relationships between science faculty's age, academic rank, nationality, country of graduation and years of teaching experience and their concerns in adopting BL in their teaching, so the null hypotheses 1.2-7 were accepted (There are no statistically significant differences between Science faculty's age and their concerns in adopting BL, there are no statistically significant differences between Science faculty's academic rank and their concerns in adopting BL, there are no statistically significant differences between Science faculty's nationality and their concerns in adopting BL, there are no statistically significant differences between Science faculty's content area and their concerns in adopting BL, there are no statistically significant differences between Science faculty's country of graduation and their concerns in adopting BL and there are no statistically significant differences between Science faculty's years of teaching experience and their concerns in adopting BL). The data analyses for research question two revealed that there was a statistically significant difference between science faculty's use of technology in teaching by department and their attitudes towards technology integration in the Science curriculum. Lambda MANOVA test result was sig =.019 at the alpha = .05 level. Follow up ANOVA result indicated that Chemistry department was significant in the use of computer-based technology (sig =.049) and instructional technology use (sig =.041). Therefore, null hypothesis 2.1 was rejected (There are no statistically significant differences between science faculty's attitudes towards technology integration in the Science curriculum and faculty's use of technology in teaching by department). The data also revealed that there was no statistically significant difference (p<.05) between science faculty's use of technology in teaching by department and their instructional technology use on pedagogy. Therefore, null hypothesis 2.2 was accepted (There are no statistically significant differences between science faculty's perceptions of the effects of faculty IT use on pedagogy and faculty's use of technology in teaching by department). The data also revealed that there was a statistically significant difference between science faculty's use of technology in teaching by department and their professional development needs in adopting BL. Lambda MANOVA test result was .007 at the alpha = .05 level. The follow up ANOVA results showed that the value of significance of Science faculty's professional development needs for adopting BL was smaller than .05 in the Chemistry department with sig =.001 in instructional technology use. Therefore, null hypothesis 2.3 was rejected (There are no statistically significant differences between Science faculty's perceptions of technology professional development needs and faculty's use of technology in teaching by department). Qualitative measures included analyzing data based on answers to three open-ended questions, numbers thirty-six, seventy-four, and seventy-five. These three questions were on blended learning concerns comments (question 36, which had 10 units), professional development activities, support, or incentive requested (question 74, which had 28 units), and the most important professional development activities, support, or incentive (question 75, which had 37 units). These questions yielded 75 units, 23 categories and 8 themes that triangulated with the quantitative data. These 8 themes were then combined to obtain overall themes for all qualitative questions in the study. The two most important themes were "Professional development" with three categories; Professional development through workshops (10 units), Workshops (10 units), Professional development (5 units) and the second overall theme was "Technical support" with two categories: Internet connectivity (4 units), and Technical support (4 units). Finally, based on quantitative and qualitative data, the summary, conclusions, and recommendations for Taibah University regarding faculty adoption of BL in teaching were presented. The recommendations for future studies focused on Science faculty Level of Use and technology use in Saudi universities.

The Novel Quantitative Technique for Assessment of Gait Symmetry Using Advanced Statistical Learning Algorithm

PubMed Central

Wu, Jianning; Wu, Bin

2015-01-01

The accurate identification of gait asymmetry is very beneficial to the assessment of at-risk gait in the clinical applications. This paper investigated the application of classification method based on statistical learning algorithm to quantify gait symmetry based on the assumption that the degree of intrinsic change in dynamical system of gait is associated with the different statistical distributions between gait variables from left-right side of lower limbs; that is, the discrimination of small difference of similarity between lower limbs is considered the reorganization of their different probability distribution. The kinetic gait data of 60 participants were recorded using a strain gauge force platform during normal walking. The classification method is designed based on advanced statistical learning algorithm such as support vector machine algorithm for binary classification and is adopted to quantitatively evaluate gait symmetry. The experiment results showed that the proposed method could capture more intrinsic dynamic information hidden in gait variables and recognize the right-left gait patterns with superior generalization performance. Moreover, our proposed techniques could identify the small significant difference between lower limbs when compared to the traditional symmetry index method for gait. The proposed algorithm would become an effective tool for early identification of the elderly gait asymmetry in the clinical diagnosis. PMID:25705672

The novel quantitative technique for assessment of gait symmetry using advanced statistical learning algorithm.

PubMed

Wu, Jianning; Wu, Bin

2015-01-01

The accurate identification of gait asymmetry is very beneficial to the assessment of at-risk gait in the clinical applications. This paper investigated the application of classification method based on statistical learning algorithm to quantify gait symmetry based on the assumption that the degree of intrinsic change in dynamical system of gait is associated with the different statistical distributions between gait variables from left-right side of lower limbs; that is, the discrimination of small difference of similarity between lower limbs is considered the reorganization of their different probability distribution. The kinetic gait data of 60 participants were recorded using a strain gauge force platform during normal walking. The classification method is designed based on advanced statistical learning algorithm such as support vector machine algorithm for binary classification and is adopted to quantitatively evaluate gait symmetry. The experiment results showed that the proposed method could capture more intrinsic dynamic information hidden in gait variables and recognize the right-left gait patterns with superior generalization performance. Moreover, our proposed techniques could identify the small significant difference between lower limbs when compared to the traditional symmetry index method for gait. The proposed algorithm would become an effective tool for early identification of the elderly gait asymmetry in the clinical diagnosis.

Service-learning in nursing education: its impact on leadership and social justice.

PubMed

Groh, Carla J; Stallwood, Lynda G; Daniels, John J

2011-01-01

Although studies suggest that service-learning is positive for students, findings reported are primarily qualitative. A convenience sample of 306 senior-level nursing students completed the Service-Learning Self-Evaluation Tool (SLSET) pre- and post-service-learning experience over a six-year span. The constructs measured were leadership skills and social justice. Paired t-tests were calculated. Statistically significant differences were noted between pre- and post-service-learning experience, with students rating themselves higher on leadership and social justice items after the experience. Cronbach's alpha for leadership and social justice were greater than 0.80. Service-learning as an educational methodology that combines community service with academic learning objectives is a viable strategy for facilitating leadership skills and increased awareness of social justice issues in nursing students.

Explorations in Statistics: Power

ERIC Educational Resources Information Center

Curran-Everett, Douglas

2010-01-01

Learning about statistics is a lot like learning about science: the learning is more meaningful if you can actively explore. This fifth installment of "Explorations in Statistics" revisits power, a concept fundamental to the test of a null hypothesis. Power is the probability that we reject the null hypothesis when it is false. Four…

Explorations in Statistics: Confidence Intervals

ERIC Educational Resources Information Center

Curran-Everett, Douglas

2009-01-01

Learning about statistics is a lot like learning about science: the learning is more meaningful if you can actively explore. This third installment of "Explorations in Statistics" investigates confidence intervals. A confidence interval is a range that we expect, with some level of confidence, to include the true value of a population parameter…

Explorations in Statistics: The Analysis of Change

ERIC Educational Resources Information Center

Curran-Everett, Douglas; Williams, Calvin L.

2015-01-01

Learning about statistics is a lot like learning about science: the learning is more meaningful if you can actively explore. This tenth installment of "Explorations in Statistics" explores the analysis of a potential change in some physiological response. As researchers, we often express absolute change as percent change so we can…

APA's Learning Objectives for Research Methods and Statistics in Practice: A Multimethod Analysis

ERIC Educational Resources Information Center

Tomcho, Thomas J.; Rice, Diana; Foels, Rob; Folmsbee, Leah; Vladescu, Jason; Lissman, Rachel; Matulewicz, Ryan; Bopp, Kara

2009-01-01

Research methods and statistics courses constitute a core undergraduate psychology requirement. We analyzed course syllabi and faculty self-reported coverage of both research methods and statistics course learning objectives to assess the concordance with APA's learning objectives (American Psychological Association, 2007). We obtained a sample of…

Explorations in Statistics: Permutation Methods

ERIC Educational Resources Information Center

Curran-Everett, Douglas

2012-01-01

Learning about statistics is a lot like learning about science: the learning is more meaningful if you can actively explore. This eighth installment of "Explorations in Statistics" explores permutation methods, empiric procedures we can use to assess an experimental result--to test a null hypothesis--when we are reluctant to trust statistical…

Statistical Learning of Phonetic Categories: Insights from a Computational Approach

ERIC Educational Resources Information Center

McMurray, Bob; Aslin, Richard N.; Toscano, Joseph C.

2009-01-01

Recent evidence (Maye, Werker & Gerken, 2002) suggests that statistical learning may be an important mechanism for the acquisition of phonetic categories in the infant's native language. We examined the sufficiency of this hypothesis and its implications for development by implementing a statistical learning mechanism in a computational model…

Infant Directed Speech Enhances Statistical Learning in Newborn Infants: An ERP Study

PubMed Central

Teinonen, Tuomas; Tervaniemi, Mari; Huotilainen, Minna

2016-01-01

Statistical learning and the social contexts of language addressed to infants are hypothesized to play important roles in early language development. Previous behavioral work has found that the exaggerated prosodic contours of infant-directed speech (IDS) facilitate statistical learning in 8-month-old infants. Here we examined the neural processes involved in on-line statistical learning and investigated whether the use of IDS facilitates statistical learning in sleeping newborns. Event-related potentials (ERPs) were recorded while newborns were exposed to12 pseudo-words, six spoken with exaggerated pitch contours of IDS and six spoken without exaggerated pitch contours (ADS) in ten alternating blocks. We examined whether ERP amplitudes for syllable position within a pseudo-word (word-initial vs. word-medial vs. word-final, indicating statistical word learning) and speech register (ADS vs. IDS) would interact. The ADS and IDS registers elicited similar ERP patterns for syllable position in an early 0–100 ms component but elicited different ERP effects in both the polarity and topographical distribution at 200–400 ms and 450–650 ms. These results provide the first evidence that the exaggerated pitch contours of IDS result in differences in brain activity linked to on-line statistical learning in sleeping newborns. PMID:27617967

Patient safety: numerical skills and drug calculation abilities of nursing students and registered nurses.

PubMed

McMullan, Miriam; Jones, Ray; Lea, Susan

2010-04-01

This paper is a report of a correlational study of the relations of age, status, experience and drug calculation ability to numerical ability of nursing students and Registered Nurses. Competent numerical and drug calculation skills are essential for nurses as mistakes can put patients' lives at risk. A cross-sectional study was carried out in 2006 in one United Kingdom university. Validated numerical and drug calculation tests were given to 229 second year nursing students and 44 Registered Nurses attending a non-medical prescribing programme. The numeracy test was failed by 55% of students and 45% of Registered Nurses, while 92% of students and 89% of nurses failed the drug calculation test. Independent of status or experience, older participants (> or = 35 years) were statistically significantly more able to perform numerical calculations. There was no statistically significant difference between nursing students and Registered Nurses in their overall drug calculation ability, but nurses were statistically significantly more able than students to perform basic numerical calculations and calculations for solids, oral liquids and injections. Both nursing students and Registered Nurses were statistically significantly more able to perform calculations for solids, liquid oral and injections than calculations for drug percentages, drip and infusion rates. To prevent deskilling, Registered Nurses should continue to practise and refresh all the different types of drug calculations as often as possible with regular (self)-testing of their ability. Time should be set aside in curricula for nursing students to learn how to perform basic numerical and drug calculations. This learning should be reinforced through regular practice and assessment.

Evaluation of the educational environment of postgraduate surgical teaching.

PubMed

Khan, Junaid Sarfraz

2008-01-01

Medical Education is becoming increasingly community-oriented, student-centred, self-learning and self & peer-assessing process especially in the undergraduate years. This is happening because of increasing patient awareness of their rights in our new healthcare world of increased consultant responsibility; and implementation in the U.K. health institutions of the 'European Working Time Directive' and 'Modernization of Medical Careers'. The study was conducted to determine the change if any in the education environment of postgraduate surgical teaching in a leading teaching hospital in London when a teacher-centred, old-fashioned postgraduate teaching approach was replaced with a student-centred, self-assessment, portfolio-based approach. Postgraduate Hospital Educational Environment Measure (PHEEM). Twenty postgraduate trainees filled in the questionnaire before and after the change in their learning/teaching pattern. The response rate was 100%. No statistically significant difference in the overall score for the two teaching environments (p = 0.8024, 95% CI = -5.549273 to 4.349273) was found, because the loss of on-call rooms, trainee's mess and catering services statistically significantly deteriorated the social support subscale of the PHEEM scale (p < 0.0001, 95% CI = 6.66752 to 13.03248) to counteract any statistically significant improvement in the teaching role perception subscale of the instrument (p = 0.001, 95% CI= -12.443896 to -4.856104). There was no statistically significant difference in the role autonomy perception subscale in the two methods (p = 0.3663, 95% CI = -5.870437 to 2.270437). A student-centred approach to postgraduate teaching is better than a teacher-centred approach. However, further studies will be needed to evaluate both postgraduate teaching and training environment.

Improvement in Generic Problem-Solving Abilities of Students by Use of Tutor-less Problem-Based Learning in a Large Classroom Setting

PubMed Central

Klegeris, Andis; Bahniwal, Manpreet; Hurren, Heather

2013-01-01

Problem-based learning (PBL) was originally introduced in medical education programs as a form of small-group learning, but its use has now spread to large undergraduate classrooms in various other disciplines. Introduction of new teaching techniques, including PBL-based methods, needs to be justified by demonstrating the benefits of such techniques over classical teaching styles. Previously, we demonstrated that introduction of tutor-less PBL in a large third-year biochemistry undergraduate class increased student satisfaction and attendance. The current study assessed the generic problem-solving abilities of students from the same class at the beginning and end of the term, and compared student scores with similar data obtained in three classes not using PBL. Two generic problem-solving tests of equal difficulty were administered such that students took different tests at the beginning and the end of the term. Blinded marking showed a statistically significant 13% increase in the test scores of the biochemistry students exposed to PBL, while no trend toward significant change in scores was observed in any of the control groups not using PBL. Our study is among the first to demonstrate that use of tutor-less PBL in a large classroom leads to statistically significant improvement in generic problem-solving skills of students. PMID:23463230

TRACX2: a connectionist autoencoder using graded chunks to model infant visual statistical learning.

PubMed

Mareschal, Denis; French, Robert M

2017-01-05

Even newborn infants are able to extract structure from a stream of sensory inputs; yet how this is achieved remains largely a mystery. We present a connectionist autoencoder model, TRACX2, that learns to extract sequence structure by gradually constructing chunks, storing these chunks in a distributed manner across its synaptic weights and recognizing these chunks when they re-occur in the input stream. Chunks are graded rather than all-or-nothing in nature. As chunks are learnt their component parts become more and more tightly bound together. TRACX2 successfully models the data from five experiments from the infant visual statistical learning literature, including tasks involving forward and backward transitional probabilities, low-salience embedded chunk items, part-sequences and illusory items. The model also captures performance differences across ages through the tuning of a single-learning rate parameter. These results suggest that infant statistical learning is underpinned by the same domain-general learning mechanism that operates in auditory statistical learning and, potentially, in adult artificial grammar learning.This article is part of the themed issue 'New frontiers for statistical learning in the cognitive sciences'. © 2016 The Author(s).

TRACX2: a connectionist autoencoder using graded chunks to model infant visual statistical learning

PubMed Central

French, Robert M.

2017-01-01

Even newborn infants are able to extract structure from a stream of sensory inputs; yet how this is achieved remains largely a mystery. We present a connectionist autoencoder model, TRACX2, that learns to extract sequence structure by gradually constructing chunks, storing these chunks in a distributed manner across its synaptic weights and recognizing these chunks when they re-occur in the input stream. Chunks are graded rather than all-or-nothing in nature. As chunks are learnt their component parts become more and more tightly bound together. TRACX2 successfully models the data from five experiments from the infant visual statistical learning literature, including tasks involving forward and backward transitional probabilities, low-salience embedded chunk items, part-sequences and illusory items. The model also captures performance differences across ages through the tuning of a single-learning rate parameter. These results suggest that infant statistical learning is underpinned by the same domain-general learning mechanism that operates in auditory statistical learning and, potentially, in adult artificial grammar learning. This article is part of the themed issue ‘New frontiers for statistical learning in the cognitive sciences’. PMID:27872375

Thinking Style Diversity and Collaborative Design Learning

NASA Astrophysics Data System (ADS)

Volpentesta, Antonio P.; Ammirato, Salvatore; Sofo, Francesco

The paper explores the impact of structured learning experiences that were designed to challenge students’ ways of thinking and promote creativity. The aim was to develop the ability of students, coming from different engineering disciplines and characterized by particular thinking style profiles, to collaboratively work on a project-based learning experience in an educational environment. Three project-based learning experiences were structured using critical thinking methods to stimulate creativity. Pre and post-survey data using a specially modified thinking style inventory for 202 design students indicated a thinking style profile of preferences with a focus on exploring and questioning. Statistically significant results showed students successfully developed empathy and openness to multiple perspectives.

Assessment of quality outcomes for robotic pancreaticoduodenectomy: identification of the learning curve.

PubMed

Boone, Brian A; Zenati, Mazen; Hogg, Melissa E; Steve, Jennifer; Moser, Arthur James; Bartlett, David L; Zeh, Herbert J; Zureikat, Amer H

2015-05-01

Quality assessment is an important instrument to ensure optimal surgical outcomes, particularly during the adoption of new surgical technology. The use of the robotic platform for complex pancreatic resections, such as the pancreaticoduodenectomy, requires close monitoring of outcomes during its implementation phase to ensure patient safety is maintained and the learning curve identified. To report the results of a quality analysis and learning curve during the implementation of robotic pancreaticoduodenectomy (RPD). A retrospective review of a prospectively maintained database of 200 consecutive patients who underwent RPD in a large academic center from October 3, 2008, through March 1, 2014, was evaluated for important metrics of quality. Patients were analyzed in groups of 20 to minimize demographic differences and optimize the ability to detect statistically meaningful changes in performance. Robotic pancreaticoduodenectomy. Optimization of perioperative outcome parameters. No statistical differences in mortality rates or major morbidity were noted during the study. Statistical improvements in estimated blood loss and conversions to open surgery occurred after 20 cases (600 mL vs 250 mL [P = .002] and 35.0% vs 3.3% [P < .001], respectively), incidence of pancreatic fistula after 40 cases (27.5% vs 14.4%; P = .04), and operative time after 80 cases (581 minutes vs 417 minutes [P < .001]). Complication rates, lengths of stay, and readmission rates showed continuous improvement that did not reach statistical significance. Outcomes for the last 120 cases (representing optimized metrics beyond the learning curve) included a mean operative time of 417 minutes, median estimated blood loss of 250 mL, a conversion rate of 3.3%, 90-day mortality of 3.3%, a clinically significant (grade B/C) pancreatic fistula rate of 6.9%, and a median length of stay of 9 days. Continuous assessment of quality metrics allows for safe implementation of RPD. We identified several inflexion points corresponding to optimization of performance metrics for RPD that can be used as benchmarks for surgeons who are adopting this technology.

Chromosomal microarray analysis of consecutive individuals with autism spectrum disorders or learning disability presenting for genetic services.

PubMed

Roberts, Jennifer L; Hovanes, Karine; Dasouki, Majed; Manzardo, Ann M; Butler, Merlin G

2014-02-01

Chromosomal microarray analysis is now commonly used in clinical practice to identify copy number variants (CNVs) in the human genome. We report our experience with the use of the 105 K and 180K oligonucleotide microarrays in 215 consecutive patients referred with either autism or autism spectrum disorders (ASD) or developmental delay/learning disability for genetic services at the University of Kansas Medical Center during the past 4 years (2009-2012). Of the 215 patients [140 males and 75 females (male/female ratio=1.87); 65 with ASD and 150 with learning disability], abnormal microarray results were seen in 45 individuals (21%) with a total of 49 CNVs. Of these findings, 32 represented a known diagnostic CNV contributing to the clinical presentation and 17 represented non-diagnostic CNVs (variants of unknown significance). Thirteen patients with ASD had a total of 14 CNVs, 6 CNVs recognized as diagnostic and 8 as non-diagnostic. The most common chromosome involved in the ASD group was chromosome 15. For those with a learning disability, 32 patients had a total of 35 CNVs. Twenty-six of the 35 CNVs were classified as a known diagnostic CNV, usually a deletion (n=20). Nine CNVs were classified as an unknown non-diagnostic CNV, usually a duplication (n=8). For the learning disability subgroup, chromosomes 2 and 22 were most involved. Thirteen out of 65 patients (20%) with ASD had a CNV compared with 32 out of 150 patients (21%) with a learning disability. The frequency of chromosomal microarray abnormalities compared by subject group or gender was not statistically different. A higher percentage of individuals with a learning disability had clinical findings of seizures, dysmorphic features and microcephaly, but not statistically significant. While both groups contained more males than females, a significantly higher percentage of males were present in the ASD group. © 2013 Elsevier B.V. All rights reserved.

Evaluation of Team-Based Learning and Traditional Instruction in Teaching Removable Partial Denture Concepts.

PubMed

Echeto, Luisa F; Sposetti, Venita; Childs, Gail; Aguilar, Maria L; Behar-Horenstein, Linda S; Rueda, Luis; Nimmo, Arthur

2015-09-01

The aim of this study was to evaluate the effectiveness of team-based learning (TBL) methodology on dental students' retention of knowledge regarding removable partial denture (RPD) treatment. The process of learning RPD treatment requires that students first acquire foundational knowledge and then use critical thinking skills to apply that knowledge to a variety of clinical situations. The traditional approach to teaching, characterized by a reliance on lectures, is not the most effective method for learning clinical applications. To address the limitations of that approach, the teaching methodology of the RPD preclinical course at the University of Florida was changed to TBL, which has been shown to motivate student learning and improve clinical performance. A written examination was constructed to compare the impact of TBL with that of traditional teaching regarding students' retention of knowledge and their ability to evaluate, diagnose, and treatment plan a partially edentulous patient with an RPD prosthesis. Students taught using traditional and TBL methods took the same examination. The response rate (those who completed the examination) for the class of 2013 (traditional method) was 94% (79 students of 84); for the class of 2014 (TBL method), it was 95% (78 students of 82). The results showed that students who learned RPD with TBL scored higher on the examination than those who learned RPD with traditional methods. Compared to the students taught with the traditional method, the TBL students' proportion of passing grades was statistically significantly higher (p=0.002), and 23.7% more TBL students passed the examination. The mean score for the TBL class (0.758) compared to the conventional class (0.700) was statistically significant with a large effect size, also demonstrating the practical significance of the findings. The results of the study suggest that TBL methodology is a promising approach to teaching RPD with successful outcomes.

Measurable improvement in patient safety culture: A departmental experience with incident learning.

PubMed

Kusano, Aaron S; Nyflot, Matthew J; Zeng, Jing; Sponseller, Patricia A; Ermoian, Ralph; Jordan, Loucille; Carlson, Joshua; Novak, Avrey; Kane, Gabrielle; Ford, Eric C

2015-01-01

Rigorous use of departmental incident learning is integral to improving patient safety and quality of care. The goal of this study was to quantify the impact of a high-volume, departmental incident learning system on patient safety culture. A prospective, voluntary, electronic incident learning system was implemented in February 2012 with the intent of tracking near-miss/no-harm incidents. All incident reports were reviewed weekly by a multiprofessional team with regular department-wide feedback. Patient safety culture was measured at baseline with validated patient safety culture survey questions. A repeat survey was conducted after 1 and 2 years of departmental incident learning. Proportional changes were compared by χ(2) or Fisher exact test, where appropriate. Between 2012 and 2014, a total of 1897 error/near-miss incidents were reported, representing an average of 1 near-miss report per patient treated. Reports were filed by a cross section of staff, with the majority of incidents reported by therapists, dosimetrists, and physicists. Survey response rates at baseline and 1 and 2 years were 78%, 80%, and 80%, respectively. Statistically significant and sustained improvements were noted in several safety metrics, including belief that the department was openly discussing ways to improve safety, the sense that reports were being used for safety improvement, and the sense that changes were being evaluated for effectiveness. None of the surveyed dimensions of patient safety culture worsened. Fewer punitive concerns were noted, with statistically significant decreases in the worry of embarrassment in front of colleagues and fear of getting colleagues in trouble. A comprehensive incident learning system can identify many areas for improvement and is associated with significant and sustained improvements in patient safety culture. These data provide valuable guidance as incident learning systems become more widely used in radiation oncology. Copyright © 2015 American Society for Radiation Oncology. Published by Elsevier Inc. All rights reserved.

Problem-based learning: Dental student's perception of their education environments at Qassim University.

PubMed

Alkhuwaiter, Shahad S; Aljuailan, Roqayah I; Banabilh, Saeed M

2016-01-01

The objectives of this study were to assess perceptions of the Saudi dental students of the problem-based learning (PBL) curriculum and to compare their perceptions among different sex and academic years. Data was collected through a questionnaire-based survey at Qassim College of dentistry. The questionnaire consisted of 19 questions regarding the perception of PBL curriculum and was distributed to 240 students. The chi-square test was used for statistical analysis of the data. Out of the 240 students recruited for this study, 146 returned a complete questionnaire (the response rate was 60.8%). The majority of the students perceived that PBL enhances the ability to speak in front of people (91.1%); improved the ability to find the information using the internet/library (81.5%); enhances the problem-solving skills (71.3%); increases the practice of cooperative and collaborative learning (69.2%); improves the decision-making skills (66.4%). Sixty-five percent ( n = 96) noted that some students dominate whereas others are passive during PBL discussion session. Statistically, significant differences were found in the following variables according to the academic year students assuming before responsibility for their own learning ( P < 0.037) and the role of facilitator in the process ( P < 0.034). Moreover, according to gender; there were statistically significant differences in the following variables, assuming responsibility for own learning ( P < 0.003); activating prior knowledge and learning to elaborate and organize their knowledge ( P < 0.009); enhancing the ability to find the information using the Internet/library ( P < 0.014); PBL is effective without having lecture of the same topic ( P < 0.025); helping in identifying the areas of weakness for improvement ( P < 0.031); student understanding the objectives of the PBL session better than the conventional way ( P < 0.040); and enhancing the ability to speak in front of people ( P < 0.040). Perceptions of Saudi dental students regarding their education environments at Qassim College of dentistry using PBL hybrid curriculum were more positive than negative. However, improvements are still required to provide students with stimulating favorable learning environment and to take the students recommendations into consideration.

Learning curve evaluation using cumulative summation analysis-a clinical example of pediatric robot-assisted laparoscopic pyeloplasty.

PubMed

Cundy, Thomas P; Gattas, Nicholas E; White, Alan D; Najmaldin, Azad S

2015-08-01

The cumulative summation (CUSUM) method for learning curve analysis remains under-utilized in the surgical literature in general, and is described in only a small number of publications within the field of pediatric surgery. This study introduces the CUSUM analysis technique and applies it to evaluate the learning curve for pediatric robot-assisted laparoscopic pyeloplasty (RP). Clinical data were prospectively recorded for consecutive pediatric RP cases performed by a single-surgeon. CUSUM charts and tests were generated for set-up time, docking time, console time, operating time, total operating room time, and postoperative complications. Conversions and avoidable operating room delay were separately evaluated with respect to case experience. Comparisons between case experience and time-based outcomes were assessed using the Student's t-test and ANOVA for bi-phasic and multi-phasic learning curves respectively. Comparison between case experience and complication frequency was assessed using the Kruskal-Wallis test. A total of 90 RP cases were evaluated. The learning curve transitioned beyond the learning phase at cases 10, 15, 42, 57, and 58 for set-up time, docking time, console time, operating time, and total operating room time respectively. All comparisons of mean operating times between the learning phase and subsequent phases were statistically significant (P=<0.001-0.01). No significant difference was observed between case experience and frequency of post-operative complications (P=0.125), although the CUSUM chart demonstrated a directional change in slope for the last 12 cases in which there were high proportions of re-do cases and patients <6 months of age. The CUSUM method has a valuable role for learning curve evaluation and outcome quality monitoring. In applying this statistical technique to the largest reported single surgeon series of pediatric RP, we demonstrate numerous distinctly shaped learning curves and well-defined learning phase transition points. Copyright © 2015 Elsevier Inc. All rights reserved.

Explorations in Statistics: The Analysis of Ratios and Normalized Data

ERIC Educational Resources Information Center

Curran-Everett, Douglas

2013-01-01

Learning about statistics is a lot like learning about science: the learning is more meaningful if you can actively explore. This ninth installment of "Explorations in Statistics" explores the analysis of ratios and normalized--or standardized--data. As researchers, we compute a ratio--a numerator divided by a denominator--to compute a…

"Dear Fresher …"--How Online Questionnaires Can Improve Learning and Teaching Statistics

ERIC Educational Resources Information Center

Bebermeier, Sarah; Nussbeck, Fridtjof W.; Ontrup, Greta

2015-01-01

Lecturers teaching statistics are faced with several challenges supporting students' learning in appropriate ways. A variety of methods and tools exist to facilitate students' learning on statistics courses. The online questionnaires presented in this report are a new, slightly different computer-based tool: the central aim was to support students…

A Constructivist Approach in a Blended E-Learning Environment for Statistics

ERIC Educational Resources Information Center

Poelmans, Stephan; Wessa, Patrick

2015-01-01

In this study, we report on the students' evaluation of a self-constructed constructivist e-learning environment for statistics, the compendium platform (CP). The system was built to endorse deeper learning with the incorporation of statistical reproducibility and peer review practices. The deployment of the CP, with interactive workshops and…

Statistical Learning Effects in Musicians and Non-Musicians: An MEG Study

ERIC Educational Resources Information Center

Paraskevopoulos, Evangelos; Kuchenbuch, Anja; Herholz, Sibylle C.; Pantev, Christo

2012-01-01

This study aimed to assess the effect of musical training in statistical learning of tone sequences using Magnetoencephalography (MEG). Specifically, MEG recordings were used to investigate the neural and functional correlates of the pre-attentive ability for detection of deviance, from a statistically learned tone sequence. The effect of…

The Applicability of Standard Error of Measurement and Minimal Detectable Change to Motor Learning Research-A Behavioral Study.

PubMed

Furlan, Leonardo; Sterr, Annette

2018-01-01

Motor learning studies face the challenge of differentiating between real changes in performance and random measurement error. While the traditional p -value-based analyses of difference (e.g., t -tests, ANOVAs) provide information on the statistical significance of a reported change in performance scores, they do not inform as to the likely cause or origin of that change, that is, the contribution of both real modifications in performance and random measurement error to the reported change. One way of differentiating between real change and random measurement error is through the utilization of the statistics of standard error of measurement (SEM) and minimal detectable change (MDC). SEM is estimated from the standard deviation of a sample of scores at baseline and a test-retest reliability index of the measurement instrument or test employed. MDC, in turn, is estimated from SEM and a degree of confidence, usually 95%. The MDC value might be regarded as the minimum amount of change that needs to be observed for it to be considered a real change, or a change to which the contribution of real modifications in performance is likely to be greater than that of random measurement error. A computer-based motor task was designed to illustrate the applicability of SEM and MDC to motor learning research. Two studies were conducted with healthy participants. Study 1 assessed the test-retest reliability of the task and Study 2 consisted in a typical motor learning study, where participants practiced the task for five consecutive days. In Study 2, the data were analyzed with a traditional p -value-based analysis of difference (ANOVA) and also with SEM and MDC. The findings showed good test-retest reliability for the task and that the p -value-based analysis alone identified statistically significant improvements in performance over time even when the observed changes could in fact have been smaller than the MDC and thereby caused mostly by random measurement error, as opposed to by learning. We suggest therefore that motor learning studies could complement their p -value-based analyses of difference with statistics such as SEM and MDC in order to inform as to the likely cause or origin of any reported changes in performance.

Classical Statistics and Statistical Learning in Imaging Neuroscience

PubMed Central

Bzdok, Danilo

2017-01-01

Brain-imaging research has predominantly generated insight by means of classical statistics, including regression-type analyses and null-hypothesis testing using t-test and ANOVA. Throughout recent years, statistical learning methods enjoy increasing popularity especially for applications in rich and complex data, including cross-validated out-of-sample prediction using pattern classification and sparsity-inducing regression. This concept paper discusses the implications of inferential justifications and algorithmic methodologies in common data analysis scenarios in neuroimaging. It is retraced how classical statistics and statistical learning originated from different historical contexts, build on different theoretical foundations, make different assumptions, and evaluate different outcome metrics to permit differently nuanced conclusions. The present considerations should help reduce current confusion between model-driven classical hypothesis testing and data-driven learning algorithms for investigating the brain with imaging techniques. PMID:29056896

Factors associated with student learning processes in primary health care units: a questionnaire study.

PubMed

Bos, Elisabeth; Alinaghizadeh, Hassan; Saarikoski, Mikko; Kaila, Päivi

2015-01-01

Clinical placement plays a key role in education intended to develop nursing and caregiving skills. Studies of nursing students' clinical learning experiences show that these dimensions affect learning processes: (i) supervisory relationship, (ii) pedagogical atmosphere, (iii) management leadership style, (iv) premises of nursing care on the ward, and (v) nursing teachers' roles. Few empirical studies address the probability of an association between these dimensions and factors such as student (a) motivation, (b) satisfaction with clinical placement, and (c) experiences with professional role models. The study aimed to investigate factors associated with the five dimensions in clinical learning environments within primary health care units. The Swedish version of Clinical Learning Environment, Supervision and Teacher, a validated evaluation scale, was administered to 356 graduating nursing students after four or five weeks clinical placement in primary health care units. Response rate was 84%. Multivariate analysis of variance is determined if the five dimensions are associated with factors a, b, and c above. The analysis revealed a statistically significant association with the five dimensions and two factors: students' motivation and experiences with professional role models. The satisfaction factor had a statistically significant association (effect size was high) with all dimensions; this clearly indicates that students experienced satisfaction. These questionnaire results show that a good clinical learning experience constitutes a complex whole (totality) that involves several interacting factors. Supervisory relationship and pedagogical atmosphere particularly influenced students' satisfaction and motivation. These results provide valuable decision-support material for clinical education planning, implementation, and management. Copyright © 2014 Elsevier Ltd. All rights reserved.

Integrated approach to e-learning enhanced both subjective and objective knowledge of aEEG in a neonatal intensive care unit.

PubMed

Poon, W B; Tagamolila, V; Toh, Y P; Cheng, Z R

2015-03-01

Various meta-analyses have shown that e-learning is as effective as traditional methods of continuing professional education. However, there are some disadvantages to e-learning, such as possible technical problems, the need for greater self-discipline, cost involved in developing programmes and limited direct interaction. Currently, most strategies for teaching amplitude-integrated electroencephalography (aEEG) in neonatal intensive care units (NICUs) worldwide depend on traditional teaching methods. We implemented a programme that utilised an integrated approach to e-learning. The programme consisted of three sessions of supervised protected time e-learning in an NICU. The objective and subjective effectiveness of the approach was assessed through surveys administered to participants before and after the programme. A total of 37 NICU staff (32 nurses and 5 doctors) participated in the study. 93.1% of the participants appreciated the need to acquire knowledge of aEEG. We also saw a statistically significant improvement in the subjective knowledge score (p = 0.041) of the participants. The passing rates for identifying abnormal aEEG tracings (defined as ≥ 3 correct answers out of 5) also showed a statistically significant improvement (from 13.6% to 81.8%, p < 0.001). Among the participants who completed the survey, 96.0% felt the teaching was well structured, 77.8% felt the duration was optimal, 80.0% felt that they had learnt how to systematically interpret aEEGs, and 70.4% felt that they could interpret normal aEEG with confidence. An integrated approach to e-learning can help improve subjective and objective knowledge of aEEG.

Using the Flipped Classroom to Bridge the Gap to Generation Y

PubMed Central

Gillispie, Veronica

2016-01-01

Background: The flipped classroom is a student-centered approach to learning that increases active learning for the student compared to traditional classroom-based instruction. In the flipped classroom model, students are first exposed to the learning material through didactics outside of the classroom, usually in the form of written material, voice-over lectures, or videos. During the formal teaching time, an instructor facilitates student-driven discussion of the material via case scenarios, allowing for complex problem solving, peer interaction, and a deep understanding of the concepts. A successful flipped classroom should have three goals: (1) allow the students to become critical thinkers, (2) fully engage students and instructors, and (3) stimulate the development of a deep understanding of the material. The flipped classroom model includes teaching and learning methods that can appeal to all four generations in the academic environment. Methods: During the 2015 academic year, we implemented the flipped classroom in the obstetrics and gynecology clerkship for the Ochsner Clinical School in New Orleans, LA. Voice-over presentations of the lectures that had been given to students in prior years were recorded and made available to the students through an online classroom. Weekly problem-based learning sessions matched to the subjects of the traditional lectures were held, and the faculty who had previously presented the information in the traditional lecture format facilitated the problem-based learning sessions. The knowledge base of students was evaluated at the end of the rotation via a multiple-choice question examination and the Objective Structured Clinical Examination (OSCE) as had been done in previous years. We compared demographic information and examination scores for traditional teaching and flipped classroom groups of students. The traditional teaching group consisted of students from Rotation 2 and Rotation 3 of the 2014 academic year who received traditional classroom-based instruction. The flipped classroom group consisted of students from Rotation 2 and Rotation 3 of the 2015 academic year who received formal didactics via voice-over presentation and had the weekly problem-based learning sessions. Results: When comparing the students taught by traditional methods to those taught in the flipped classroom model, we saw a statistically significant increase in test scores on the multiple-choice question examination in both the obstetrics and gynecology sections in Rotation 2. While the average score for the flipped classroom group increased in Rotation 3 on the obstetrics section of the multiple-choice question examination, the difference was not statistically significant. Unexpectedly, the average score on the gynecology portion of the multiple-choice question examination decreased among the flipped classroom group compared to the traditional teaching group, and this decrease was statistically significant. For both the obstetrics and the gynecology portions of the OSCE, we saw statistically significant increases in the scores for the flipped classroom group in both Rotation 2 and Rotation 3 compared to the traditional teaching group. With the exception of the gynecology portion of the multiple-choice question examination in Rotation 3, we saw improvement in scores after the implementation of the flipped classroom. Conclusion: The flipped classroom is a feasible and useful alternative to the traditional classroom. It is a method that embraces Generation Y's need for active learning in a group setting while maintaining a traditional classroom method for introducing the information. Active learning increases student engagement and can lead to improved retention of material as demonstrated on standard examinations. PMID:27046401

Using the Flipped Classroom to Bridge the Gap to Generation Y.

PubMed

Gillispie, Veronica

2016-01-01

The flipped classroom is a student-centered approach to learning that increases active learning for the student compared to traditional classroom-based instruction. In the flipped classroom model, students are first exposed to the learning material through didactics outside of the classroom, usually in the form of written material, voice-over lectures, or videos. During the formal teaching time, an instructor facilitates student-driven discussion of the material via case scenarios, allowing for complex problem solving, peer interaction, and a deep understanding of the concepts. A successful flipped classroom should have three goals: (1) allow the students to become critical thinkers, (2) fully engage students and instructors, and (3) stimulate the development of a deep understanding of the material. The flipped classroom model includes teaching and learning methods that can appeal to all four generations in the academic environment. During the 2015 academic year, we implemented the flipped classroom in the obstetrics and gynecology clerkship for the Ochsner Clinical School in New Orleans, LA. Voice-over presentations of the lectures that had been given to students in prior years were recorded and made available to the students through an online classroom. Weekly problem-based learning sessions matched to the subjects of the traditional lectures were held, and the faculty who had previously presented the information in the traditional lecture format facilitated the problem-based learning sessions. The knowledge base of students was evaluated at the end of the rotation via a multiple-choice question examination and the Objective Structured Clinical Examination (OSCE) as had been done in previous years. We compared demographic information and examination scores for traditional teaching and flipped classroom groups of students. The traditional teaching group consisted of students from Rotation 2 and Rotation 3 of the 2014 academic year who received traditional classroom-based instruction. The flipped classroom group consisted of students from Rotation 2 and Rotation 3 of the 2015 academic year who received formal didactics via voice-over presentation and had the weekly problem-based learning sessions. When comparing the students taught by traditional methods to those taught in the flipped classroom model, we saw a statistically significant increase in test scores on the multiple-choice question examination in both the obstetrics and gynecology sections in Rotation 2. While the average score for the flipped classroom group increased in Rotation 3 on the obstetrics section of the multiple-choice question examination, the difference was not statistically significant. Unexpectedly, the average score on the gynecology portion of the multiple-choice question examination decreased among the flipped classroom group compared to the traditional teaching group, and this decrease was statistically significant. For both the obstetrics and the gynecology portions of the OSCE, we saw statistically significant increases in the scores for the flipped classroom group in both Rotation 2 and Rotation 3 compared to the traditional teaching group. With the exception of the gynecology portion of the multiple-choice question examination in Rotation 3, we saw improvement in scores after the implementation of the flipped classroom. The flipped classroom is a feasible and useful alternative to the traditional classroom. It is a method that embraces Generation Y's need for active learning in a group setting while maintaining a traditional classroom method for introducing the information. Active learning increases student engagement and can lead to improved retention of material as demonstrated on standard examinations.

Factors influencing the adoption of E-learning in Tabriz University of Medical Sciences.

PubMed

Abdekhoda, Mohammadhiwa; Dehnad, Afsaneh; Ghazi Mirsaeed, Sayd Javad; Zarea Gavgani, Vahideh

2016-01-01

Background: Electronic Learning (E-learning), is the use of electronic technology in education via computer and the internet. Despite its slow adoption by faculty members, e-learning provides several benefits to individuals and organizations. This study was conducted to determine the factors influencing the adoption of e-learning by faculty members in Tabriz University of Medical Sciences. Methods: This was a cross- sectional study, in which a sample of 190 faculty members of Tabriz University of Medical Sciences was randomly selected, using stratified sampling. A Conceptual Path Model of Unified Theory of Acceptance and Use of Technology (UTAUT) was applied to assess the faculty members' attitude towards e-learning. The collected data were analyzed by SPSS16, using descriptive statistics and regression analysis. The model was tested by structural equation modeling (SEM) and was finally represented by Analysis of Moment Structures. Results: The results evidenced that UTAUT model explains about 56% of the variance for adoption of elearning. The findings also revealed that performance expectancy, effort expectancy, social influences and behavior indentation had direct and significant effects on faculty members' behavior towards the use of e-learning. However, facilitated condition had no significant effects on the use of e-learning. Conclusion: The authorized model provides considerable insight for perception and anticipation of faculty members' behaviors in adopting e-learning. The survey clearly identified significant and non-significant factors that may affect the adoption of e-learning. The results of this study could help the policy makers when successful adoption of e-learning is in their agenda.

Factors influencing the adoption of E-learning in Tabriz University of Medical Sciences

PubMed Central

Abdekhoda, Mohammadhiwa; Dehnad, Afsaneh; Ghazi Mirsaeed, Sayd Javad; Zarea Gavgani, Vahideh

2016-01-01

Background: Electronic Learning (E-learning), is the use of electronic technology in education via computer and the internet. Despite its slow adoption by faculty members, e-learning provides several benefits to individuals and organizations. This study was conducted to determine the factors influencing the adoption of e-learning by faculty members in Tabriz University of Medical Sciences. Methods: This was a cross- sectional study, in which a sample of 190 faculty members of Tabriz University of Medical Sciences was randomly selected, using stratified sampling. A Conceptual Path Model of Unified Theory of Acceptance and Use of Technology (UTAUT) was applied to assess the faculty members’ attitude towards e-learning. The collected data were analyzed by SPSS16, using descriptive statistics and regression analysis. The model was tested by structural equation modeling (SEM) and was finally represented by Analysis of Moment Structures. Results: The results evidenced that UTAUT model explains about 56% of the variance for adoption of elearning. The findings also revealed that performance expectancy, effort expectancy, social influences and behavior indentation had direct and significant effects on faculty members’ behavior towards the use of e-learning. However, facilitated condition had no significant effects on the use of e-learning. Conclusion: The authorized model provides considerable insight for perception and anticipation of faculty members’ behaviors in adopting e-learning. The survey clearly identified significant and non-significant factors that may affect the adoption of e-learning. The results of this study could help the policy makers when successful adoption of e-learning is in their agenda. PMID:28491832

Learning styles and approaches to learning mathematics of students majoring in elementary education: a three-year study.

PubMed

Alkhateeb, Haitham M; Mji, Andile

2009-10-01

The goal of this 3-yr. study was to explore the learning styles and approaches to learning mathematics of elementary education majors. Two questionnaires, the Learning Style Inventory and the Approaches to Learning Mathematics Questionnaire, were administered to 149 women and 32 men (M = 20.1 yr., SD. = 2.1; range = 18-31). All were in their first or second years of college and enrolled in Mathematics for Elementary School Teachers at a Midwestern U.S. university. Results on the Learning Style Inventory indicated that a majority scored as either Accommodators, i.e., they primarily followed learning modes involving Active Experimentation and Concrete Experience, or as Divergers, i.e., approaching learning by focusing on Concrete Experience and Reflective Observation. A weak but statistically significant association was observed on the Approaches questionnaire between the Surface Approach and Reflective Observation.

External validation of ADO, DOSE, COTE and CODEX at predicting death in primary care patients with COPD using standard and machine learning approaches.

PubMed

Morales, Daniel R; Flynn, Rob; Zhang, Jianguo; Trucco, Emmanuel; Quint, Jennifer K; Zutis, Kris

2018-05-01

Several models for predicting the risk of death in people with chronic obstructive pulmonary disease (COPD) exist but have not undergone large scale validation in primary care. The objective of this study was to externally validate these models using statistical and machine learning approaches. We used a primary care COPD cohort identified using data from the UK Clinical Practice Research Datalink. Age-standardised mortality rates were calculated for the population by gender and discrimination of ADO (age, dyspnoea, airflow obstruction), COTE (COPD-specific comorbidity test), DOSE (dyspnoea, airflow obstruction, smoking, exacerbations) and CODEX (comorbidity, dyspnoea, airflow obstruction, exacerbations) at predicting death over 1-3 years measured using logistic regression and a support vector machine learning (SVM) method of analysis. The age-standardised mortality rate was 32.8 (95%CI 32.5-33.1) and 25.2 (95%CI 25.4-25.7) per 1000 person years for men and women respectively. Complete data were available for 54879 patients to predict 1-year mortality. ADO performed the best (c-statistic of 0.730) compared with DOSE (c-statistic 0.645), COTE (c-statistic 0.655) and CODEX (c-statistic 0.649) at predicting 1-year mortality. Discrimination of ADO and DOSE improved at predicting 1-year mortality when combined with COTE comorbidities (c-statistic 0.780 ADO + COTE; c-statistic 0.727 DOSE + COTE). Discrimination did not change significantly over 1-3 years. Comparable results were observed using SVM. In primary care, ADO appears superior at predicting death in COPD. Performance of ADO and DOSE improved when combined with COTE comorbidities suggesting better models may be generated with additional data facilitated using novel approaches. Copyright © 2018. Published by Elsevier Ltd.

Quantitative Skills, Critical Thinking, and Writing Mechanics in Blended versus Face-to-Face Versions of a Research Methods and Statistics Course

ERIC Educational Resources Information Center

Goode, Christopher T.; Lamoreaux, Marika; Atchison, Kristin J.; Jeffress, Elizabeth C.; Lynch, Heather L.; Sheehan, Elizabeth

2018-01-01

Hybrid or blended learning (BL) has been shown to be equivalent to or better than face-to-face (FTF) instruction in a broad variety of contexts. We randomly assigned students to either 50/50 BL or 100% FTF versions of a research methods and statistics in psychology course. Students who took the BL version of the course scored significantly lower…

The Flynn effect and memory function.

PubMed

Baxendale, Sallie

2010-08-01

The Flynn effect refers to the steady increase in IQ that appears to date back at least to the inception of modern-day IQ tests. This study examined the possible Flynn effects on clinical memory tests involving the learning and recall of verbal and nonverbal material. Comparisons of the age-related norms on the list learning and design learning tasks from the Adult Memory and Information Processing Battery (AMIPB), published in 1985, and its successor, the BIRT (Brain Injury Rehabilitation Trust) Memory and Information Processing Battery (BMIPB) published in 2007, indicate that there is a significant Flynn effect on tests of memory function. This effect appears to be material specific with statistically significant improvements in all scores on tests involving the learning and recall of visual material in every age range evident over a 22-year period. Verbal memory abilities appear to be relatively stable with no significant differences between the scores in the majority of age ranges. The ramifications for the clinical interpretation of these tests are discussed.

Influence of curriculum type on student performance in the United States Medical Licensing Examination Step 1 and Step 2 exams: problem-based learning vs. lecture-based curriculum.

PubMed

Enarson, C; Cariaga-Lo, L

2001-11-01

The results of the United States Medical Licensing Examination Step 1 and 2 examinations are reported for students enrolled in a problem-based and traditional lecture-based curricula over a seven-year period at a single institution. There were no statistically significant differences in mean scores on either examination over the seven year period as a whole. There were statistically significant main effects noted by cohort year and curricular track for both the Step 1 and 2 examinations. These results support the general, long-term effectiveness of problem-based learning with respect to basic and clinical science knowledge acquisition. This paper reports the United States Medical Licensing Examination Step 1 and Step 2 results for students enrolled in a problem-based and traditional lecture-based learning curricula over the seven-year period (1992-98) in order to evaluate the adequacy of each curriculum in supporting students learning of the basic and clinical sciences. Six hundred and eighty-nine students who took the United States Medical Licensing Examination Step 1 and 540 students who took Step 2 for the first time over the seven-year period were included in the analyses. T-test analyses were utilized to compare students' Step 1 and Step 2 performance by curriculum groups. United States Medical Licensing Examination Step 1 scores over the seven-year period were 214 for Traditional Curriculum students and 208 for Parallel Curriculum students (t-value = 1.32, P=0.21). Mean Step 2 scores over the seven-year period were 208 for Traditional Curriculum students and 206 for Parallel Curriculum students (t-value=1.08, P=0.30). Statistically significant main effects were noted by cohort year and curricular track for both the Step 1 and Step 2 examinations. The totality of experience in both groups, although differing by curricular type, may be similar enough that the comparable scores are what should be expected. These results should be reassuring to curricular planners and faculty that problem-based learning can provide students with the knowledge needed for the subsequent phases of their medical education.

Comparison of case-based and lecture-based learning in dental education using the SOLO taxonomy.

PubMed

Ilgüy, Mehmet; Ilgüy, Dilhan; Fişekçioğlu, Erdoğan; Oktay, Inci

2014-11-01

The aim of this study was to compare the impact of case-based learning (CBL) and lecture-based learning (LBL) on fourth-year dental students' clinical decision making by using the Structure of Observed Learning Outcome (SOLO) taxonomy. Participants in the study were fourth-year dental students (n=55) in academic year 2012-13 taught in a large-group LBL context and fourth-year dental students (n=54) in academic year 2013-14 taught with the CBL methodology; both took place in the oral diseases course at Yeditepe University Faculty of Dentistry, Istanbul, Turkey. All eligible students participated, for a 100 percent response rate. A real case was presented to the students in both groups to assess their clinical decision making on the topic of oral diseases. Their performance was evaluated with the SOLO taxonomy. Student t-test was used for statistical evaluation, and significance was set at the p<0.05 level. A statistically significant difference was found between the mean scores of the relational and extended abstract categories of the CBL and LBL groups (p<0.05). Students who were taught with CBL had higher scores at the top two levels of the SOLO taxonomy than students taught with LBL. These findings suggest that an integrated case-based curriculum may be effective in promoting students' deep learning and it holds promise for better integration of clinical cases likely to be encountered during independent practice.

Assessing Continuous Operator Workload With a Hybrid Scaffolded Neuroergonomic Modeling Approach.

PubMed

Borghetti, Brett J; Giametta, Joseph J; Rusnock, Christina F

2017-02-01

We aimed to predict operator workload from neurological data using statistical learning methods to fit neurological-to-state-assessment models. Adaptive systems require real-time mental workload assessment to perform dynamic task allocations or operator augmentation as workload issues arise. Neuroergonomic measures have great potential for informing adaptive systems, and we combine these measures with models of task demand as well as information about critical events and performance to clarify the inherent ambiguity of interpretation. We use machine learning algorithms on electroencephalogram (EEG) input to infer operator workload based upon Improved Performance Research Integration Tool workload model estimates. Cross-participant models predict workload of other participants, statistically distinguishing between 62% of the workload changes. Machine learning models trained from Monte Carlo resampled workload profiles can be used in place of deterministic workload profiles for cross-participant modeling without incurring a significant decrease in machine learning model performance, suggesting that stochastic models can be used when limited training data are available. We employed a novel temporary scaffold of simulation-generated workload profile truth data during the model-fitting process. A continuous workload profile serves as the target to train our statistical machine learning models. Once trained, the workload profile scaffolding is removed and the trained model is used directly on neurophysiological data in future operator state assessments. These modeling techniques demonstrate how to use neuroergonomic methods to develop operator state assessments, which can be employed in adaptive systems.

Co-occurrence statistics as a language-dependent cue for speech segmentation.

PubMed

Saksida, Amanda; Langus, Alan; Nespor, Marina

2017-05-01

To what extent can language acquisition be explained in terms of different associative learning mechanisms? It has been hypothesized that distributional regularities in spoken languages are strong enough to elicit statistical learning about dependencies among speech units. Distributional regularities could be a useful cue for word learning even without rich language-specific knowledge. However, it is not clear how strong and reliable the distributional cues are that humans might use to segment speech. We investigate cross-linguistic viability of different statistical learning strategies by analyzing child-directed speech corpora from nine languages and by modeling possible statistics-based speech segmentations. We show that languages vary as to which statistical segmentation strategies are most successful. The variability of the results can be partially explained by systematic differences between languages, such as rhythmical differences. The results confirm previous findings that different statistical learning strategies are successful in different languages and suggest that infants may have to primarily rely on non-statistical cues when they begin their process of speech segmentation. © 2016 John Wiley & Sons Ltd.

Redefining "Learning" in Statistical Learning: What Does an Online Measure Reveal About the Assimilation of Visual Regularities?

PubMed

Siegelman, Noam; Bogaerts, Louisa; Kronenfeld, Ofer; Frost, Ram

2017-10-07

From a theoretical perspective, most discussions of statistical learning (SL) have focused on the possible "statistical" properties that are the object of learning. Much less attention has been given to defining what "learning" is in the context of "statistical learning." One major difficulty is that SL research has been monitoring participants' performance in laboratory settings with a strikingly narrow set of tasks, where learning is typically assessed offline, through a set of two-alternative-forced-choice questions, which follow a brief visual or auditory familiarization stream. Is that all there is to characterizing SL abilities? Here we adopt a novel perspective for investigating the processing of regularities in the visual modality. By tracking online performance in a self-paced SL paradigm, we focus on the trajectory of learning. In a set of three experiments we show that this paradigm provides a reliable and valid signature of SL performance, and it offers important insights for understanding how statistical regularities are perceived and assimilated in the visual modality. This demonstrates the promise of integrating different operational measures to our theory of SL. © 2017 Cognitive Science Society, Inc.

Statistical interpretation of machine learning-based feature importance scores for biomarker discovery.

PubMed

Huynh-Thu, Vân Anh; Saeys, Yvan; Wehenkel, Louis; Geurts, Pierre

2012-07-01

Univariate statistical tests are widely used for biomarker discovery in bioinformatics. These procedures are simple, fast and their output is easily interpretable by biologists but they can only identify variables that provide a significant amount of information in isolation from the other variables. As biological processes are expected to involve complex interactions between variables, univariate methods thus potentially miss some informative biomarkers. Variable relevance scores provided by machine learning techniques, however, are potentially able to highlight multivariate interacting effects, but unlike the p-values returned by univariate tests, these relevance scores are usually not statistically interpretable. This lack of interpretability hampers the determination of a relevance threshold for extracting a feature subset from the rankings and also prevents the wide adoption of these methods by practicians. We evaluated several, existing and novel, procedures that extract relevant features from rankings derived from machine learning approaches. These procedures replace the relevance scores with measures that can be interpreted in a statistical way, such as p-values, false discovery rates, or family wise error rates, for which it is easier to determine a significance level. Experiments were performed on several artificial problems as well as on real microarray datasets. Although the methods differ in terms of computing times and the tradeoff, they achieve in terms of false positives and false negatives, some of them greatly help in the extraction of truly relevant biomarkers and should thus be of great practical interest for biologists and physicians. As a side conclusion, our experiments also clearly highlight that using model performance as a criterion for feature selection is often counter-productive. Python source codes of all tested methods, as well as the MATLAB scripts used for data simulation, can be found in the Supplementary Material.

Explorations in Statistics: Standard Deviations and Standard Errors

ERIC Educational Resources Information Center

Curran-Everett, Douglas

2008-01-01

Learning about statistics is a lot like learning about science: the learning is more meaningful if you can actively explore. This series in "Advances in Physiology Education" provides an opportunity to do just that: we will investigate basic concepts in statistics using the free software package R. Because this series uses R solely as a vehicle…

Educational Statistics Authentic Learning CAPSULES: Community Action Projects for Students Utilizing Leadership and E-Based Statistics

ERIC Educational Resources Information Center

Thompson, Carla J.

2009-01-01

Since educational statistics is a core or general requirement of all students enrolled in graduate education programs, the need for high quality student engagement and appropriate authentic learning experiences is critical for promoting student interest and student success in the course. Based in authentic learning theory and engagement theory…

Descemet Membrane Endothelial Keratoplasty Learning Curve for Graft Preparation in an Eye Bank Using 645 Donor Corneas.

PubMed

Parekh, Mohit; Ruzza, Alessandro; Romano, Vito; Favaro, Elisa; Baruzzo, Mattia; Salvalaio, Gianni; Grassetto, Andrea; Ferrari, Stefano; Ponzin, Diego

2018-06-01

To investigate the learning curve of Descemet membrane endothelial keratoplasty (DMEK) graft preparation in an eye bank. Four operators prepared 645 DMEK grafts using the stripping technique between 2014 and 2017 at the Veneto Eye Bank Foundation, Italy. Endothelial cell loss (ECL) and tissue wastage were recorded retrospectively after DMEK preparation and correlated with the number of tissues prepared each year by each operator. On average, our operators performed 1 donor preparation a week over the course of this study. Only donors older than 60 years were used in this study, and approximately 10% of donors had diabetes. The Wilcoxon test for paired data and 1-way ANOVA were used for checking statistical significance with the Tukey test as post hoc analysis. P < 0.05 was considered statistically significant. ECL did not change significantly over time from operator 1. Significant ECL drop was noted from operator 2 between years 2014-2016 (P = 0.0049) and 2017 (P = 0.0094); from operator 3 between years 2015-2016 (P = 0.0288) and 2017 (P = 0.0097); and from operator 4 between 2015-2016 (P = 0.0469) and 2017 (P = 0.0331). Operators 1 and 3 did not show a significant difference, considering every 50 grafts prepared by each operator. Operator 2 showed significant ECL drop between 1 to 50 and 51 to 100 (P = 0.0002) and 1 to 50 and 101 to 150 (P = 0.0001) grafts. Operator 4 showed significant ECL drop between 1 to 50 and 101 to 150 (P = 0.002) and 51 to 100 and 101 to 141 (P = 0.0207) grafts. No intraoperator difference was observed per 50 grafts (P > 0.05). There is a learning curve for DMEK graft preparation. ECL and tissue wastage can be reduced with practice and skills. However, each operator may be limited to his or her own learning capability.

Measuring the academic, social, and psychological effects of academic service learning on middle school students

NASA Astrophysics Data System (ADS)

Giacalone, Valarie A.

The purpose of this study was to examine the effects of an academic service learning project on ninth-grade students' science achievement and attitudes. A quasi-experimental, pretest-posttest design was used with four classes of one teacher in a rural school. The treatment was an Energy Fair service project. Two treatment classes that were chosen by random assignment (n = 58) were compared to two control classes (n = 64), who performed an alternative assignment. The Energy Fair was conducted for the elementary school students and on a limited basis for fellow students (peers). The academic effect was measured by a teacher-designed end-of-unit ecology test, with a subset of the questions on energy use. Psychological effects were measured by a self-esteem questionnaire, which measured both self-esteem and the satisfaction felt about one's self-esteem. Social effects were measured by three semantic differentials, one each for "adults," "peers," and "elementary students." The teacher was interviewed regarding her observations about the project. Written reflections from both the treatment and control groups were coded and analyzed. Pretest results were divided into thirds of high, medium, and low for all variables to search for the possibility of an attribute-treatment interaction. Analysis of covariance was used to reduce the possibility of pretest bias, to test for significant effects, and to test for a level by treatment interaction. Although the posttest means favored the experimental group, no statistically significant difference was found for academic results. No significant effect was found for either of the psychological measures. No change was found for the social results regarding "adults." A statistically significant effect was found for social results in the categories of "elementary students" and "peers." No statistically significant level by treatment interaction was found. Further research on the effects of academic service learning projects is needed at the middle school level, in all disciplines, and containing service of a longer duration and intensity.

Electrophysiological evidence of statistical learning of long-distance dependencies in 8-month-old preterm and full-term infants.

PubMed

Kabdebon, C; Pena, M; Buiatti, M; Dehaene-Lambertz, G

2015-09-01

Using electroencephalography, we examined 8-month-old infants' ability to discover a systematic dependency between the first and third syllables of successive words, concatenated into a monotonous speech stream, and to subsequently generalize this regularity to new items presented in isolation. Full-term and preterm infants, while exposed to the stream, displayed a significant entrainment (phase-locking) to the syllabic and word frequencies, demonstrating that they were sensitive to the word unit. The acquisition of the systematic dependency defining words was confirmed by the significantly different neural responses to rule-words and part-words subsequently presented during the test phase. Finally, we observed a correlation between syllabic entrainment during learning and the difference in phase coherence between the test conditions (rule-words vs part-words) suggesting that temporal processing of the syllable unit might be crucial in linguistic learning. No group difference was observed suggesting that non-adjacent statistical computations are already robust at 8 months, even in preterm infants, and thus develop during the first year of life, earlier than expected from behavioral studies. Copyright © 2015 Elsevier Inc. All rights reserved.

Validation of the Clinical Learning Environment Inventory.

PubMed

Chan, Dominic S

2003-08-01

One hundred eight preregistration nursing students took part in this survey study, which assessed their perceptions of the clinical learning environment. Statistical data based on the sample confirmed the reliability and validity of the Clinical Learning Environment Inventory (CLEI), which was developed using the concept of classroom learning environment studies. The study also found that there were significant differences between students' actual and preferred perceptions of the clinical learning environments. In terms of the CLEI scales, students preferred a more positive and favorable clinical environment than they perceived as being actually present. The achievement of certain outcomes of clinical field placements might be enhanced by attempting to change the actual clinical environment in ways that make it more congruent with that preferred by the students.

Influence of science and technology magnet middle schools on students' motivation and achievement in science

NASA Astrophysics Data System (ADS)

Allen, David

Some informal discussions among educators regarding motivation of students and academic performance have included the topic of magnet schools. The premise is that a focused theme, such as an aspect of science, positively affects student motivation and academic achievement. However, there is limited research involving magnet schools and their influence on student motivation and academic performance. This study provides empirical data for the discussion about magnet schools influence on motivation and academic ability. This study utilized path analysis in a structural equation modeling framework to simultaneously investigate the relationships between demographic exogenous independent variables, the independent variable of attending a science or technology magnet middle school, and the dependent variables of motivation to learn science and academic achievement in science. Due to the categorical nature of the variables, Bayesian statistical analysis was used to calculate the path coefficients and the standardized effects for each relationship in the model. The coefficients of determination were calculated to determine the amount of variance each path explained. Only five of 21 paths had statistical significance. Only one of the five statistically significant paths (Attended Magnet School to Motivation to Learn Science) explained a noteworthy amount (45.8%) of the variance.

Under the hood of statistical learning: A statistical MMN reflects the magnitude of transitional probabilities in auditory sequences.

PubMed

Koelsch, Stefan; Busch, Tobias; Jentschke, Sebastian; Rohrmeier, Martin

2016-02-02

Within the framework of statistical learning, many behavioural studies investigated the processing of unpredicted events. However, surprisingly few neurophysiological studies are available on this topic, and no statistical learning experiment has investigated electroencephalographic (EEG) correlates of processing events with different transition probabilities. We carried out an EEG study with a novel variant of the established statistical learning paradigm. Timbres were presented in isochronous sequences of triplets. The first two sounds of all triplets were equiprobable, while the third sound occurred with either low (10%), intermediate (30%), or high (60%) probability. Thus, the occurrence probability of the third item of each triplet (given the first two items) was varied. Compared to high-probability triplet endings, endings with low and intermediate probability elicited an early anterior negativity that had an onset around 100 ms and was maximal at around 180 ms. This effect was larger for events with low than for events with intermediate probability. Our results reveal that, when predictions are based on statistical learning, events that do not match a prediction evoke an early anterior negativity, with the amplitude of this mismatch response being inversely related to the probability of such events. Thus, we report a statistical mismatch negativity (sMMN) that reflects statistical learning of transitional probability distributions that go beyond auditory sensory memory capabilities.

Learning style-based teaching harvests a superior comprehension of respiratory physiology.

PubMed

Anbarasi, M; Rajkumar, G; Krishnakumar, S; Rajendran, P; Venkatesan, R; Dinesh, T; Mohan, J; Venkidusamy, S

2015-09-01

Students entering medical college generally show vast diversity in their school education. It becomes the responsibility of teachers to motivate students and meet the needs of all diversities. One such measure is teaching students in their own preferred learning style. The present study was aimed to incorporate a learning style-based teaching-learning program for medical students and to reveal its significance and utility. Learning styles of students were assessed online using the visual-auditory-kinesthetic (VAK) learning style self-assessment questionnaire. When respiratory physiology was taught, students were divided into three groups, namely, visual (n = 34), auditory (n = 44), and kinesthetic (n = 28), based on their learning style. A fourth group (the traditional group; n = 40) was formed by choosing students randomly from the above three groups. Visual, auditory, and kinesthetic groups were taught following the appropriate teaching-learning strategies. The traditional group was taught via the routine didactic lecture method. The effectiveness of this intervention was evaluated by a pretest and two posttests, posttest 1 immediately after the intervention and posttest 2 after a month. In posttest 1, one-way ANOVA showed a significant statistical difference (P=0.005). Post hoc analysis showed significance between the kinesthetic group and traditional group (P=0.002). One-way ANOVA showed a significant difference in posttest 2 scores (P < 0.0001). Post hoc analysis showed significance between the three learning style-based groups compared with the traditional group [visual vs. traditional groups (p=0.002), auditory vs. traditional groups (p=0.03), and Kinesthetic vs. traditional groups (p=0.001)]. This study emphasizes that teaching methods tailored to students' style of learning definitely improve their understanding, performance, and retrieval of the subject. Copyright © 2015 The American Physiological Society.

Application of scl - pbl method to increase quality learning of industrial statistics course in department of industrial engineering pancasila university

NASA Astrophysics Data System (ADS)

Darmawan, M.; Hidayah, N. Y.

2017-12-01

Currently, there has been a change of new paradigm in the learning model in college, ie from Teacher Centered Learning (TCL) model to Student Centered Learing (SCL). It is generally assumed that the SCL model is better than the TCL model. The Courses of 2nd Industrial Statistics in the Department Industrial Engineering Pancasila University is the subject that belongs to the Basic Engineering group. So far, the applied learning model refers more to the TCL model, and field facts show that the learning outcomes are less satisfactory. Of the three consecutive semesters, ie even semester 2013/2014, 2014/2015, and 2015/2016 obtained grade average is equal to 56.0; 61.1, and 60.5. In the even semester of 2016/2017, Classroom Action Research (CAR) is conducted for this course through the implementation of SCL model with Problem Based Learning (PBL) methods. The hypothesis proposed is that the SCL-PBL model will be able to improve the final grade of the course. The results shows that the average grade of the course can be increased to 73.27. This value was then tested using the ANOVA and the test results concluded that the average grade was significantly different from the average grade value in the previous three semesters.

A quantitative and qualitative inquiry of the impact of a residential environmental education program on student learning

NASA Astrophysics Data System (ADS)

Oberst, Mary Claire

Quantitative and qualitative research methods were utilized in a two-phase design approach to describe the impact of a residential environmental education program on student learning and provide a profile of program participants. In phase one, within a nonequivalent pre-posttest control group design, fourth and fifth-grade students (N = 490) were administered learner-outcome-based instruments in terms of ecological knowledge and environmental attitude. The treatment group consisted of students who participated in the 4-6th grade level curriculum of the residential environmental education program at Cuyahoga Valley Environmental Education Center. A teacher survey was implemented to provide a profile of the teachers participating in the residential program with their students. Major findings indicate a statistically significant impact on student ecological knowledge (p ≤.05); no statistically significant impact on environmental attitude was found. Data collected from the teacher survey provided a profile of the contact teachers who participated in the study. Eighty-eight percent of these primarily fourth and fifth grade teachers teach science. The majority have a Master's Degree and all have had some coursework related to environmental education. Ninety-two percent have attended at least one workshop related to environmental education and seventy-five percent have attended up to five environmental education related workshops within the last five years. All of these teachers use environmental education techniques and content in the classroom and all report a high level of environmental concern. In the second phase of the study, a purposeful sample of students, teachers, and parents was interviewed; data were collected through program observation, interviews, and program document collection. Content analysis yielded the following patterns in regard to student, teacher, and parent perceptions of what students learned: (1) natural history; (2) environmental awareness; (3) environmental ethics; and environmental action. These patterns were consistent with overall program goals. This research has revealed curriculum impact on student learning. In terms of the quantity of student learning, findings indicate a statistically significant gain in student ecological knowledge. In terms of a portrait of student learning, the four patterns that emerged from the qualitative data revealed program impact associated with program goals as well as goals for environmental education.

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

The Effects of Cooperative Learning and Feedback on E-Learning in Statistics

ERIC Educational Resources Information Center

Krause, Ulrike-Marie; Stark, Robin; Mandl, Heinz

2009-01-01

This study examined whether cooperative learning and feedback facilitate situated, example-based e-learning in the field of statistics. The factors "social context" (individual vs. cooperative) and "feedback intervention" (available vs. not available) were varied; participants were 137 university students. Results showed that…

New instrument for measuring student beliefs about physics and learning physics: The Colorado Learning Attitudes about Science Survey

NASA Astrophysics Data System (ADS)

Adams, W. K.; Perkins, K. K.; Podolefsky, N. S.; Dubson, M.; Finkelstein, N. D.; Wieman, C. E.

2006-06-01

The Colorado Learning Attitudes about Science Survey (CLASS) is a new instrument designed to measure student beliefs about physics and about learning physics. This instrument extends previous work by probing additional aspects of student beliefs and by using wording suitable for students in a wide variety of physics courses. The CLASS has been validated using interviews, reliability studies, and extensive statistical analyses of responses from over 5000 students. In addition, a new methodology for determining useful and statistically robust categories of student beliefs has been developed. This paper serves as the foundation for an extensive study of how student beliefs impact and are impacted by their educational experiences. For example, this survey measures the following: that most teaching practices cause substantial drops in student scores; that a student’s likelihood of becoming a physics major correlates with their “Personal Interest” score; and that, for a majority of student populations, women’s scores in some categories, including “Personal Interest” and “Real World Connections,” are significantly different from men’s scores.

Test anxiety and performance-avoidance goals explain gender differences in SAT-V, SAT-M, and overall SAT scores.

PubMed

Hannon, Brenda

2012-11-01

This study uses analysis of co-variance in order to determine which cognitive/learning (working memory, knowledge integration, epistemic belief of learning) or social/personality factors (test anxiety, performance-avoidance goals) might account for gender differences in SAT-V, SAT-M, and overall SAT scores. The results revealed that none of the cognitive/learning factors accounted for gender differences in SAT performance. However, the social/personality factors of test anxiety and performance-avoidance goals each separately accounted for all of the significant gender differences in SAT-V, SAT-M, and overall SAT performance. Furthermore, when the influences of both of these factors were statistically removed simultaneously, all non-significant gender differences reduced further to become trivial by Cohen's (1988) standards. Taken as a whole, these results suggest that gender differences in SAT-V, SAT-M, and overall SAT performance are a consequence of social/learning factors.

Evaluating the features of the brain waves to quantify ADHD improvement by neurofeedback.

PubMed

Dehghanpour, Peyman; Einalou, Zahra

2017-10-23

Attention-deficit/hyperactivity disorder (ADHD), as one of the most common neurological disorders in children and adolescents, is characterized by decentralization, slow learning, distraction and hyperactivity. Studies have shown that in addition to medication, neurofeedback training can also be used to partially control the brain activity of these patients. In this study, using the brain signals processing before and after the treatment in 10 children treated by neurofeedback, the changes were evaluated by non-parametric statistical analysis and impact of neurofeedback on brain frequency bands was investigated. Finally, the results were compared with the protocols introduced in this paper and before researches. The results of Kruskal-Wallis test showed an approximately significant increase in the relative power of gamma and an approximately significant reduction in the ratio of relative power of alpha/beta. It represents the emotional response, elicited by the successful learning and diminished ratio of slow learning to active learning respectively.

Employing Augmented-Reality-Embedded Instruction to Disperse the Imparities of Individual Differences in Earth Science Learning

NASA Astrophysics Data System (ADS)

Chen, Cheng-ping; Wang, Chang-Hwa

2015-12-01

Studies have proven that merging hands-on and online learning can result in an enhanced experience in learning science. In contrast to traditional online learning, multiple in-classroom activities may be involved in an augmented-reality (AR)-embedded e-learning process and thus could reduce the effects of individual differences. Using a three-stage AR-embedded instructional process, we conducted an experiment to investigate the influences of individual differences on learning earth science phenomena of "day, night, and seasons" for junior highs. The mixed-methods sequential explanatory design was employed. In the quantitative phase, factors of learning styles and ICT competences were examined alongside with the overall learning achievement. Independent t tests and ANCOVAs were employed to achieve inferential statistics. The results showed that overall learning achievement was significant for the AR-embedded instruction. Nevertheless, neither of the two learner factors exhibited significant effect on learning achievement. In the qualitative phase, we analyzed student interview records, and a wide variation on student's preferred instructional stages were revealed. These findings could provide an alternative rationale for developing ICT-supported instruction, as our three-stage AR-embedded comprehensive e-learning scheme could enhance instruction adaptiveness to disperse the imparities of individual differences between learners.

Machine learning patterns for neuroimaging-genetic studies in the cloud.

PubMed

Da Mota, Benoit; Tudoran, Radu; Costan, Alexandru; Varoquaux, Gaël; Brasche, Goetz; Conrod, Patricia; Lemaitre, Herve; Paus, Tomas; Rietschel, Marcella; Frouin, Vincent; Poline, Jean-Baptiste; Antoniu, Gabriel; Thirion, Bertrand

2014-01-01

Brain imaging is a natural intermediate phenotype to understand the link between genetic information and behavior or brain pathologies risk factors. Massive efforts have been made in the last few years to acquire high-dimensional neuroimaging and genetic data on large cohorts of subjects. The statistical analysis of such data is carried out with increasingly sophisticated techniques and represents a great computational challenge. Fortunately, increasing computational power in distributed architectures can be harnessed, if new neuroinformatics infrastructures are designed and training to use these new tools is provided. Combining a MapReduce framework (TomusBLOB) with machine learning algorithms (Scikit-learn library), we design a scalable analysis tool that can deal with non-parametric statistics on high-dimensional data. End-users describe the statistical procedure to perform and can then test the model on their own computers before running the very same code in the cloud at a larger scale. We illustrate the potential of our approach on real data with an experiment showing how the functional signal in subcortical brain regions can be significantly fit with genome-wide genotypes. This experiment demonstrates the scalability and the reliability of our framework in the cloud with a 2 weeks deployment on hundreds of virtual machines.

Statistical learning of novel graphotactic constraints in children and adults.

PubMed

Samara, Anna; Caravolas, Markéta

2014-05-01

The current study explored statistical learning processes in the acquisition of orthographic knowledge in school-aged children and skilled adults. Learning of novel graphotactic constraints on the position and context of letter distributions was induced by means of a two-phase learning task adapted from Onishi, Chambers, and Fisher (Cognition, 83 (2002) B13-B23). Following incidental exposure to pattern-embedding stimuli in Phase 1, participants' learning generalization was tested in Phase 2 with legality judgments about novel conforming/nonconforming word-like strings. Test phase performance was above chance, suggesting that both types of constraints were reliably learned even after relatively brief exposure. As hypothesized, signal detection theory d' analyses confirmed that learning permissible letter positions (d'=0.97) was easier than permissible neighboring letter contexts (d'=0.19). Adults were more accurate than children in all but a strict analysis of the contextual constraints condition. Consistent with the statistical learning perspective in literacy, our results suggest that statistical learning mechanisms contribute to children's and adults' acquisition of knowledge about graphotactic constraints similar to those existing in their orthography. Copyright © 2013 Elsevier Inc. All rights reserved.

Using Guided Reinvention to Develop Teachers' Understanding of Hypothesis Testing Concepts

ERIC Educational Resources Information Center

Dolor, Jason; Noll, Jennifer

2015-01-01

Statistics education reform efforts emphasize the importance of informal inference in the learning of statistics. Research suggests statistics teachers experience similar difficulties understanding statistical inference concepts as students and how teacher knowledge can impact student learning. This study investigates how teachers reinvented an…

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

Infants' statistical learning: 2- and 5-month-olds' segmentation of continuous visual sequences.

PubMed

Slone, Lauren Krogh; Johnson, Scott P

2015-05-01

Past research suggests that infants have powerful statistical learning abilities; however, studies of infants' visual statistical learning offer differing accounts of the developmental trajectory of and constraints on this learning. To elucidate this issue, the current study tested the hypothesis that young infants' segmentation of visual sequences depends on redundant statistical cues to segmentation. A sample of 20 2-month-olds and 20 5-month-olds observed a continuous sequence of looming shapes in which unit boundaries were defined by both transitional probability and co-occurrence frequency. Following habituation, only 5-month-olds showed evidence of statistically segmenting the sequence, looking longer to a statistically improbable shape pair than to a probable pair. These results reaffirm the power of statistical learning in infants as young as 5 months but also suggest considerable development of statistical segmentation ability between 2 and 5 months of age. Moreover, the results do not support the idea that infants' ability to segment visual sequences based on transitional probabilities and/or co-occurrence frequencies is functional at the onset of visual experience, as has been suggested previously. Rather, this type of statistical segmentation appears to be constrained by the developmental state of the learner. Factors contributing to the development of statistical segmentation ability during early infancy, including memory and attention, are discussed. Copyright © 2015 Elsevier Inc. All rights reserved.

Assessing a traditional case-based application exercise and a student question creation exercise on student performance and perceptions.

PubMed

Tatachar, Amulya; Kominski, Carol

2017-07-01

To compare the impact of a traditional case-based application exercise with a student question creation exercise on a) student exam performance, b) student perceptions of enjoyment, competence, understanding, effort, interest in continuing participation, and interest in the subject. Subjects were 84 second-year pharmacy students in a pharmacotherapy course. The research focus was active learning involving the topic of chronic kidney disease-mineral bone disorder. Student teams were randomly assigned to either case-based or student question creation exercises using PeerWise. Student performance was assessed by a pre- and posttest and on block and final exams. After completion, an online survey assessed student perceptions of both exercises. Statistically significant differences were revealed in favor of the student question creation group on enjoyment and interest in the subject matter. No statistically differences were found between the traditional case-based group and the student question creation group on gain score from pre-test to posttest. The student question creation group performed slightly better than the case-based application group on two of the five questions on the block exam but none of these differences reached statistical significance. Students randomly assigned to groups that created and reviewed questions exhibited slightly improved summative exam performance and reported significantly more positive perceptions than students engaging in a more traditional case-based learning activity. Student question creation has demonstrated potential as a useful learning activity. Despite inherent difficulties in designing studies involving educational research in a controlled environment, students who have submitted, created, rated, and answered peers' questions have overall performed well. Copyright © 2017 Elsevier Inc. All rights reserved.

Studying Student Benefits of Assigning a Service-Learning Project Compared to a Traditional Final Project in a Business Statistics Class

ERIC Educational Resources Information Center

Phelps, Amy L.; Dostilio, Lina

2008-01-01

The present study addresses the efficacy of using service-learning methods to meet the GAISE guidelines (http://www.amstat.org/education/gaise/GAISECollege.htm) in a second business statistics course and further explores potential advantages of assigning a service-learning (SL) project as compared to the traditional statistics project assignment.…

Smart-system of distance learning of visually impaired people based on approaches of artificial intelligence

NASA Astrophysics Data System (ADS)

Samigulina, Galina A.; Shayakhmetova, Assem S.

2016-11-01

Research objective is the creation of intellectual innovative technology and information Smart-system of distance learning for visually impaired people. The organization of the available environment for receiving quality education for visually impaired people, their social adaptation in society are important and topical issues of modern education.The proposed Smart-system of distance learning for visually impaired people can significantly improve the efficiency and quality of education of this category of people. The scientific novelty of proposed Smart-system is using intelligent and statistical methods of processing multi-dimensional data, and taking into account psycho-physiological characteristics of perception and awareness learning information by visually impaired people.

Learning Temporal Statistics for Sensory Predictions in Aging.

PubMed

Luft, Caroline Di Bernardi; Baker, Rosalind; Goldstone, Aimee; Zhang, Yang; Kourtzi, Zoe

2016-03-01

Predicting future events based on previous knowledge about the environment is critical for successful everyday interactions. Here, we ask which brain regions support our ability to predict the future based on implicit knowledge about the past in young and older age. Combining behavioral and fMRI measurements, we test whether training on structured temporal sequences improves the ability to predict upcoming sensory events; we then compare brain regions involved in learning predictive structures between young and older adults. Our behavioral results demonstrate that exposure to temporal sequences without feedback facilitates the ability of young and older adults to predict the orientation of an upcoming stimulus. Our fMRI results provide evidence for the involvement of corticostriatal regions in learning predictive structures in both young and older learners. In particular, we showed learning-dependent fMRI responses for structured sequences in frontoparietal regions and the striatum (putamen) for young adults. However, for older adults, learning-dependent activations were observed mainly in subcortical (putamen, thalamus) regions but were weaker in frontoparietal regions. Significant correlations of learning-dependent behavioral and fMRI changes in these regions suggest a strong link between brain activations and behavioral improvement rather than general overactivation. Thus, our findings suggest that predicting future events based on knowledge of temporal statistics engages brain regions involved in implicit learning in both young and older adults.

Competitive Processes in Cross-Situational Word Learning

PubMed Central

Yurovsky, Daniel; Yu, Chen; Smith, Linda B.

2013-01-01

Cross-situational word learning, like any statistical learning problem, involves tracking the regularities in the environment. But the information that learners pick up from these regularities is dependent on their learning mechanism. This paper investigates the role of one type of mechanism in statistical word learning: competition. Competitive mechanisms would allow learners to find the signal in noisy input, and would help to explain the speed with which learners succeed in statistical learning tasks. Because cross-situational word learning provides information at multiple scales – both within and across trials/situations –learners could implement competition at either or both of these scales. A series of four experiments demonstrate that cross-situational learning involves competition at both levels of scale, and that these mechanisms interact to support rapid learning. The impact of both of these mechanisms is then considered from the perspective of a process-level understanding of cross-situational learning. PMID:23607610

Competitive processes in cross-situational word learning.

PubMed

Yurovsky, Daniel; Yu, Chen; Smith, Linda B

2013-07-01

Cross-situational word learning, like any statistical learning problem, involves tracking the regularities in the environment. However, the information that learners pick up from these regularities is dependent on their learning mechanism. This article investigates the role of one type of mechanism in statistical word learning: competition. Competitive mechanisms would allow learners to find the signal in noisy input and would help to explain the speed with which learners succeed in statistical learning tasks. Because cross-situational word learning provides information at multiple scales-both within and across trials/situations-learners could implement competition at either or both of these scales. A series of four experiments demonstrate that cross-situational learning involves competition at both levels of scale, and that these mechanisms interact to support rapid learning. The impact of both of these mechanisms is considered from the perspective of a process-level understanding of cross-situational learning. Copyright © 2013 Cognitive Science Society, Inc.

Some Variables in Relation to Students' Anxiety in Learning Statistics.

ERIC Educational Resources Information Center

Sutarso, Toto

The purpose of this study was to investigate some variables that relate to students' anxiety in learning statistics. The variables included sex, class level, students' achievement, school, mathematical background, previous statistics courses, and race. The instrument used was the 24-item Students' Attitudes Toward Statistics (STATS), which was…

[Efficacy of the program "Testas's (mis)adventures" to promote the deep approach to learning].

PubMed

Rosário, Pedro; González-Pienda, Julio Antonio; Cerezo, Rebeca; Pinto, Ricardo; Ferreira, Pedro; Abilio, Lourenço; Paiva, Olimpia

2010-11-01

This paper provides information about the efficacy of a tutorial training program intended to enhance elementary fifth graders' study processes and foster their deep approaches to learning. The program "Testas's (mis)adventures" consists of a set of books in which Testas, a typical student, reveals and reflects upon his life experiences during school years. These life stories are nothing but an opportunity to present and train a wide range of learning strategies and self-regulatory processes, designed to insure students' deeper preparation for present and future learning challenges. The program has been developed along a school year, in a one hour weekly tutorial sessions. The training program had a semi-experimental design, included an experimental group (n=50) and a control one (n=50), and used pre- and posttest measures (learning strategies' declarative knowledge, learning approaches and academic achievement). Data suggest that the students enrolled in the training program, comparing with students in the control group, showed a significant improvement in their declarative knowledge of learning strategies and in their deep approach to learning, consequently lowering their use of a surface approach. In spite of this, in what concerns to academic achievement, no statistically significant differences have been found.

Implementation of training programs in self-regulated learning strategies in Moodle format: results of a experience in higher education.

PubMed

Núñez, José Carlos; Cerezo, Rebeca; Bernardo, Ana; Rosário, Pedro; Valle, Antonio; Fernández, Estrella; Suárez, Natalia

2011-04-01

This paper tests the efficacy of an intervention program in virtual format intended to train studying and self-regulation strategies in university students. The aim of this intervention is to promote a series of strategies which allow students to manage their learning processes in a more proficient and autonomous way. The program has been developed in Moodle format and hosted by the Virtual Campus of the University of Oviedo. The present study had a semi-experimental design, included an experimental group (n=167) and a control one (n=206), and used pretest and posttest measures (self-regulated learning strategies' declarative knowledge, self-regulated learning macro-strategy planning-execution-assessment, self-regulated learning strategies on text, surface and deep learning approaches, and academic achievement). Data suggest that the students enrolled in the training program, comparing with students in the control group, showed a significant improvement in their declarative knowledge, general and on text use of learning strategies, increased their deep approach to learning, decreased their use of a surface approach and, in what concerns to academic achievement, statistically significant differences have been found in favour of the experimental group.

Institute for Brain and Neural Systems

DTIC Science & Technology

2009-10-06

to deal with computational complexity when analyzing large amounts of information in visual scenes. It seems natural that in addition to exploring...algorithms using methods from statistical pattern recognition and machine learning. Over the last fifteen years, significant advances had been made in...recognition, robustness to noise and ability to cope with significant variations in lighting conditions. Identifying an occluded target adds another layer of

Experiential learning and changing leadership style.

PubMed

Zanecchia, M D

1985-11-01

One of the many problems facing the nursing profession today is the lack of preparedness of its leaders. Nursing educators, collaborating with nursing service, can teach baccalaureate students leadership skills and to develop leadership styles. Experiential real-world management tasks selected by faculty and head nurses can serve as learning opportunities. Students can learn leadership ability and change style. Utilizing t-test, the before and after course mean scores on the standardized Leadership Ability Evaluation instrument were statistically analyzed. Significant differences and style changes were identified. Students in the total class became more effective leaders as did the students in both the traditional and experiential groups. Traditional students (lecture only) became less autocratic-submissive and more democratic. The experiential group significantly became less autocratic-aggressive, less laissez-faire and more democratic.

Musical preferences and learning outcome of medical students in cadaver dissection laboratory: A Nigerian survey.

PubMed

Anyanwu, G E; Nto, J N; Agu, A U; Ekezie, J; Esom, E A

2016-11-01

Background music has been reported to enhance learning in the cadaver dissection laboratory. This study was designed to determine the impact of various forms of musical genre and some of their characteristics on students' learning outcome in the dissection laboratory. Some selected musical genre in vocal and non-vocal forms and at different tempi and volume were played as background music (BM) to 253 Medical and Dental students during various sessions of cadaver dissection. Psychological Stress assessment was done using Psychological stress measure-9. Participants love for music, preferred musical genre and other musical characteristics were assessed. The impact of the various musical genre and their characteristics on learning was done via written examination on the region dissected during each musical session. A positive relationship was noted between students' preference for musical genre during leisure with their preference for BM during private study time (P<0.01). Statistically significant differences (P<0.01) were established in the impacts of the selected musical genre on some selected learning factors. Country and Classical music gave the highest positive impact on the various learning factors in CDL followed by R&B. No significant difference was noted between the cognitive values of vocal and non-vocal music. Classical music most effectively reduced the stress induced by dissection in the CDL while Reggae and High life musical genre created a more stressful environment than regular background noise (P<0.01). Moderate volume level and Tempo were most preferred during both cadaver dissection activity and leisure hours. This study shows statistically significant differences in the cognitive values of some of the studied musical genre and their various characteristics. The inability to isolate the particular musical genre with these desired properties could account for the controversies in the reports of the role of music in academic environment. Copyright © 2016 Elsevier GmbH. All rights reserved.

"If You're Doubting Yourself Then, What's the Fun in That?" An Exploration of Why Prospective Secondary Mathematics Teachers Perceive Statistics as Difficult

ERIC Educational Resources Information Center

Leavy, Aisling M.; Hannigan, Ailish; Fitzmaurice, Olivia

2013-01-01

Most research into prospective secondary mathematics teachers' attitudes towards statistics indicates generally positive attitudes but a perception that statistics is difficult to learn. These perceptions of statistics as a difficult subject to learn may impact the approaches of prospective teachers to teaching statistics and in turn their…

Effect of Calendula officinalis hydroalcoholic extract on passive avoidance learning and memory in streptozotocin-induced diabetic rats

PubMed Central

Moradkhani, Shirin; Salehi, Iraj; Abdolmaleki, Somayeh; Komaki, Alireza

2015-01-01

Background: Medicinal plants, owing to their different mechanisms such as antioxidants effects, may improve learning and memory impairments in diabetic rats. Calendula officinalis (CO), has a significant antioxidant activity. Aims: To examine the effect of hydroalcoholic extract of CO on passive avoidance learning (PAL) and memory in streptozotocin (STZ)-induced diabetic male rats. Settings and Design: A total of 32 adult male Wistar rats were randomly allocated to four groups: Control, diabetic, control + extract of CO and diabetic control + extract of CO groups with free access to regular rat diet. Subjects and Methods: Diabetes in diabetic rats was induced by single intraperitoneal injection of 60 mg/kg STZ. After confirmation of diabetes, oral administration of 300 mg/kg CO extract to extract-treated groups have been done. PAL was tested 8 weeks after onset of treatment, and blood glucose and body weight were measured in all groups at the beginning and end of the experiment. Statistical Analysis Used: The statistical analysis of data was performed by ANOVA followed by least significant difference post-hoc analysis. Results: Diabetes decreased learning and memory. Effect of CO extract in retention test (after 24 and 48 h) has been shown a significant decrease in step-through latency and increase in time spent in the dark compartment part. Also the extract partially improved hyperglycemia and reduced body weight. Conclusion: Taken together, CO extract can improve PAL and memory impairments in STZ-diabetic rats. This improvement may be due to its antioxidant, anticholinergic activities or its power to reduce hyperglycemia. PMID:26120230

Statistical learning in reading: variability in irrelevant letters helps children learn phonics skills.

PubMed

Apfelbaum, Keith S; Hazeltine, Eliot; McMurray, Bob

2013-07-01

Early reading abilities are widely considered to derive in part from statistical learning of regularities between letters and sounds. Although there is substantial evidence from laboratory work to support this, how it occurs in the classroom setting has not been extensively explored; there are few investigations of how statistics among letters and sounds influence how children actually learn to read or what principles of statistical learning may improve learning. We examined 2 conflicting principles that may apply to learning grapheme-phoneme-correspondence (GPC) regularities for vowels: (a) variability in irrelevant units may help children derive invariant relationships and (b) similarity between words may force children to use a deeper analysis of lexical structure. We trained 224 first-grade students on a small set of GPC regularities for vowels, embedded in words with either high or low consonant similarity, and tested their generalization to novel tasks and words. Variability offered a consistent benefit over similarity for trained and new words in both trained and new tasks.

[The effects of case-based learning using video on clinical decision making and learning motivation in undergraduate nursing students].

PubMed

Yoo, Moon-Sook; Park, Jin-Hee; Lee, Si-Ra

2010-12-01

The purpose of this study was to examine the effects of case-base learning (CBL) using video on clinical decision-making and learning motivation. This research was conducted between June 2009 and April 2010 as a nonequivalent control group non-synchronized design. The study population was 44 third year nursing students who enrolled in a college of nursing, A University in Korea. The nursing students were divided into the CBL and the control group. The intervention was the CBL with three cases using video. The controls attended a traditional live lecture on the same topics. With questionnaires objective clinical decision-making, subjective clinical decision-making, and learning motivation were measured before the intervention, and 10 weeks after the intervention. Significant group differences were observed in clinical decision-making and learning motivation. The post-test scores of clinical decision-making in the CBL group were statistically higher than the control group. Learning motivation was also significantly higher in the CBL group than in the control group. These results indicate that CBL using video is effective in enhancing clinical decision-making and motivating students to learn by encouraging self-directed learning and creating more interest and curiosity in learning.

Online Learning and the Development of Counseling Self-Efficacy Beliefs

ERIC Educational Resources Information Center

Watson, Joshua C.

2012-01-01

This study examined the relationship between enrollment in online counseling courses and students' counseling selfefficacy beliefs. Results indicate that students enrolled in online courses report statistically significant higher selfefficacy beliefs than students in traditional FTF courses. Online instructional method may increase counselor…

Teaching and Learning with Individually Unique Exercises

ERIC Educational Resources Information Center

Joerding, Wayne

2010-01-01

In this article, the author describes the pedagogical benefits of giving students individually unique homework exercises from an exercise template. Evidence from a test of this approach shows statistically significant improvements in subsequent exam performance by students receiving unique problems compared with students who received traditional…

Machine learning classifier using abnormal brain network topological metrics in major depressive disorder.

PubMed

Guo, Hao; Cao, Xiaohua; Liu, Zhifen; Li, Haifang; Chen, Junjie; Zhang, Kerang

2012-12-05

Resting state functional brain networks have been widely studied in brain disease research. However, it is currently unclear whether abnormal resting state functional brain network metrics can be used with machine learning for the classification of brain diseases. Resting state functional brain networks were constructed for 28 healthy controls and 38 major depressive disorder patients by thresholding partial correlation matrices of 90 regions. Three nodal metrics were calculated using graph theory-based approaches. Nonparametric permutation tests were then used for group comparisons of topological metrics, which were used as classified features in six different algorithms. We used statistical significance as the threshold for selecting features and measured the accuracies of six classifiers with different number of features. A sensitivity analysis method was used to evaluate the importance of different features. The result indicated that some of the regions exhibited significantly abnormal nodal centralities, including the limbic system, basal ganglia, medial temporal, and prefrontal regions. Support vector machine with radial basis kernel function algorithm and neural network algorithm exhibited the highest average accuracy (79.27 and 78.22%, respectively) with 28 features (P<0.05). Correlation analysis between feature importance and the statistical significance of metrics was investigated, and the results revealed a strong positive correlation between them. Overall, the current study demonstrated that major depressive disorder is associated with abnormal functional brain network topological metrics and statistically significant nodal metrics can be successfully used for feature selection in classification algorithms.

Assessments of Stress of Conscience, Perceptions of Conscience, Burnout, and Social Support Before and After Implementation of a Participatory Action-Research-Based Intervention.

PubMed

Ericson-Lidman, Eva; Åhlin, Johan

2017-04-01

Interventions aiming to constructively address stress of conscience are rare. The aim of the study was to compare assessments of stress of conscience, perceptions of conscience, burnout, and social support among health care personnel (HCP) working in municipal residential care of older adults, before and after participation in a participatory action research (PAR) intervention aiming to learn to constructively deal with troubled conscience. Questionnaire data were collected at baseline and at follow-up (1-year interval; n = 29). Descriptive statistics and nonparametric statistical tests were used to make comparisons between baseline and follow-up. HCP gave significantly higher scores to the question, "Are your work achievements appreciated by your immediate superior?" at follow-up compared with baseline. No significant differences in levels of stress of conscience and burnout at follow-up were found. The results suggested that a PAR intervention aiming to learn HCP to deal with their troubled conscience in difficult situations could be partially successful.

A study of students' motivation using the augmented reality science textbook

NASA Astrophysics Data System (ADS)

Gopalan, Valarmathie; Zulkifli, Abdul Nasir; Bakar, Juliana Aida Abu

2016-08-01

Science plays a major role in assisting Malaysia to achieve the developed nation status by 2020. However, over a few decades, Malaysia is facing a downward trend in the number of students pursuing careers and higher education in science related fields. Since school is the first platform where students learn science, a new learning approach needs to be introduced to motivate them towards science learning. The aim of this study is to determine whether the intervention of the enhanced science textbook using augmented reality contributes to the learning process of lower secondary school students in science. The study was carried out among a sample of 70 lower secondary school students. Pearson Correlation and Regression analyses were used to determine the effects of ease of use, engaging, enjoyment and fun on students' motivation in using the augmented reality science textbook for science learning. The results provide empirical support for the positive and statistically significant relationship between engaging, enjoyment and fun and students' motivation for science learning. However, Ease of use is not significant but positively correlated to Motivation.

The role of feedback in implicit and explicit artificial grammar learning: a comparison between dyslexic and non-dyslexic adults.

PubMed

Schiff, Rachel; Sasson, Ayelet; Star, Galit; Kahta, Shani

2017-10-01

The importance of feedback for learning has been firmly established over the past few decades. The question of whether feedback plays a significant role in the statistical learning abilities of adults with dyslexia, however, is currently unresolved. Here, we examined the role of feedback in grammaticality judgment, type of structural knowledge, and confidence rating in both typically developed and dyslexic adults. We implemented two artificial grammar learning experiments: implicit and explicit. The second experiment was directly analogous to the first experiment in all respects except training format: the standard memorization instruction was replaced with an explicit rule-search instruction. Each experiment was conducted with and without performance feedback. While both groups showed significantly improved learning in the feedback-based explicit artificial grammar learning task, only the typically developed adults demonstrated higher levels of conscious structural knowledge. The present study demonstrates that the basis for the grammaticality judgment of adults with dyslexia differs from that of typically developed adults, regardless of increase in the level of explicitness.

Ask-the-expert: Active Learning Based Knowledge Discovery Using the Expert

NASA Technical Reports Server (NTRS)

Das, Kamalika; Avrekh, Ilya; Matthews, Bryan; Sharma, Manali; Oza, Nikunj

2017-01-01

Often the manual review of large data sets, either for purposes of labeling unlabeled instances or for classifying meaningful results from uninteresting (but statistically significant) ones is extremely resource intensive, especially in terms of subject matter expert (SME) time. Use of active learning has been shown to diminish this review time significantly. However, since active learning is an iterative process of learning a classifier based on a small number of SME-provided labels at each iteration, the lack of an enabling tool can hinder the process of adoption of these technologies in real-life, in spite of their labor-saving potential. In this demo we present ASK-the-Expert, an interactive tool that allows SMEs to review instances from a data set and provide labels within a single framework. ASK-the-Expert is powered by an active learning algorithm for training a classifier in the backend. We demonstrate this system in the context of an aviation safety application, but the tool can be adopted to work as a simple review and labeling tool as well, without the use of active learning.

Ask-the-Expert: Active Learning Based Knowledge Discovery Using the Expert

NASA Technical Reports Server (NTRS)

Das, Kamalika

2017-01-01

Often the manual review of large data sets, either for purposes of labeling unlabeled instances or for classifying meaningful results from uninteresting (but statistically significant) ones is extremely resource intensive, especially in terms of subject matter expert (SME) time. Use of active learning has been shown to diminish this review time significantly. However, since active learning is an iterative process of learning a classifier based on a small number of SME-provided labels at each iteration, the lack of an enabling tool can hinder the process of adoption of these technologies in real-life, in spite of their labor-saving potential. In this demo we present ASK-the-Expert, an interactive tool that allows SMEs to review instances from a data set and provide labels within a single framework. ASK-the-Expert is powered by an active learning algorithm for training a classifier in the back end. We demonstrate this system in the context of an aviation safety application, but the tool can be adopted to work as a simple review and labeling tool as well, without the use of active learning.

Hyperparameterization of soil moisture statistical models for North America with Ensemble Learning Models (Elm)

NASA Astrophysics Data System (ADS)

Steinberg, P. D.; Brener, G.; Duffy, D.; Nearing, G. S.; Pelissier, C.

2017-12-01

Hyperparameterization, of statistical models, i.e. automated model scoring and selection, such as evolutionary algorithms, grid searches, and randomized searches, can improve forecast model skill by reducing errors associated with model parameterization, model structure, and statistical properties of training data. Ensemble Learning Models (Elm), and the related Earthio package, provide a flexible interface for automating the selection of parameters and model structure for machine learning models common in climate science and land cover classification, offering convenient tools for loading NetCDF, HDF, Grib, or GeoTiff files, decomposition methods like PCA and manifold learning, and parallel training and prediction with unsupervised and supervised classification, clustering, and regression estimators. Continuum Analytics is using Elm to experiment with statistical soil moisture forecasting based on meteorological forcing data from NASA's North American Land Data Assimilation System (NLDAS). There Elm is using the NSGA-2 multiobjective optimization algorithm for optimizing statistical preprocessing of forcing data to improve goodness-of-fit for statistical models (i.e. feature engineering). This presentation will discuss Elm and its components, including dask (distributed task scheduling), xarray (data structures for n-dimensional arrays), and scikit-learn (statistical preprocessing, clustering, classification, regression), and it will show how NSGA-2 is being used for automate selection of soil moisture forecast statistical models for North America.

Use of iPhone technology in improving acetabular component position in total hip arthroplasty.

PubMed

Tay, Xiau Wei; Zhang, Benny Xu; Gayagay, George

2017-09-01

Improper acetabular cup positioning is associated with high risk of complications after total hip arthroplasty. The aim of our study is to objectively compare 3 methods, namely (1) free hand, (2) alignment jig (Sputnik), and (3) iPhone application to identify an easy, reproducible, and accurate method in improving acetabular cup placement. We designed a simple setup and carried out a simple experiment (see Method section). Using statistical analysis, the difference in inclination angles using iPhone application compared with the freehand method was found to be statistically significant ( F [2,51] = 4.17, P = .02) in the "untrained group". There is no statistical significance detected for the other groups. This suggests a potential role for iPhone applications in junior surgeons in overcoming the steep learning curve.

A Modified Moore Approach to Teaching Mathematical Statistics: An Inquiry Based Learning Technique to Teaching Mathematical Statistics

ERIC Educational Resources Information Center

McLoughlin, M. Padraig M. M.

2008-01-01

The author of this paper submits the thesis that learning requires doing; only through inquiry is learning achieved, and hence this paper proposes a programme of use of a modified Moore method in a Probability and Mathematical Statistics (PAMS) course sequence to teach students PAMS. Furthermore, the author of this paper opines that set theory…

The Role of Statistical Learning and Working Memory in L2 Speakers' Pattern Learning

ERIC Educational Resources Information Center

McDonough, Kim; Trofimovich, Pavel

2016-01-01

This study investigated whether second language (L2) speakers' morphosyntactic pattern learning was predicted by their statistical learning and working memory abilities. Across three experiments, Thai English as a Foreign Language (EFL) university students (N = 140) were exposed to either the transitive construction in Esperanto (e.g., "tauro…

Learning curves for single incision and conventional laparoscopic right hemicolectomy: a multidimensional analysis.

PubMed

Park, Yoonah; Yong, Yuen Geng; Yun, Seong Hyeon; Jung, Kyung Uk; Huh, Jung Wook; Cho, Yong Beom; Kim, Hee Cheol; Lee, Woo Yong; Chun, Ho-Kyung

2015-05-01

This study aimed to compare the learning curves and early postoperative outcomes for conventional laparoscopic (CL) and single incision laparoscopic (SIL) right hemicolectomy (RHC). This retrospective study included the initial 35 cases in each group. Learning curves were evaluated by the moving average of operative time, mean operative time of every five consecutive cases, and cumulative sum (CUSUM) analysis. The learning phase was considered overcome when the moving average of operative times reached a plateau, and when the mean operative time of every five consecutive cases reached a low point and subsequently did not vary by more than 30 minutes. Six patients with missing data in the CL RHC group were excluded from the analyses. According to the mean operative time of every five consecutive cases, learning phase of SIL and CL RHC was completed between 26 and 30 cases, and 16 and 20 cases, respectively. Moving average analysis revealed that approximately 31 (SIL) and 25 (CL) cases were needed to complete the learning phase, respectively. CUSUM analysis demonstrated that 10 (SIL) and two (CL) cases were required to reach a steady state of complication-free performance, respectively. Postoperative complications rate was higher in SIL than in CL group, but the difference was not statistically significant (17.1% vs. 3.4%). The learning phase of SIL RHC is longer than that of CL RHC. Early oncological outcomes of both techniques were comparable. However, SIL RHC had a statistically insignificant higher complication rate than CL RHC during the learning phase.

Enhancing interest in statistics among computer science students using computer tool entrepreneur role play

NASA Astrophysics Data System (ADS)

Judi, Hairulliza Mohamad; Sahari @ Ashari, Noraidah; Eksan, Zanaton Hj

2017-04-01

Previous research in Malaysia indicates that there is a problem regarding attitude towards statistics among students. They didn't show positive attitude in affective, cognitive, capability, value, interest and effort aspects although did well in difficulty. This issue should be given substantial attention because students' attitude towards statistics may give impacts on the teaching and learning process of the subject. Teaching statistics using role play is an appropriate attempt to improve attitudes to statistics, to enhance the learning of statistical techniques and statistical thinking, and to increase generic skills. The objectives of the paper are to give an overview on role play in statistics learning and to access the effect of these activities on students' attitude and learning in action research framework. The computer tool entrepreneur role play is conducted in a two-hour tutorial class session of first year students in Faculty of Information Sciences and Technology (FTSM), Universiti Kebangsaan Malaysia, enrolled in Probability and Statistics course. The results show that most students feel that they have enjoyable and great time in the role play. Furthermore, benefits and disadvantages from role play activities were highlighted to complete the review. Role play is expected to serve as an important activities that take into account students' experience, emotions and responses to provide useful information on how to modify student's thinking or behavior to improve learning.

Integrated approach to e-learning enhanced both subjective and objective knowledge of aEEG in a neonatal intensive care unit

PubMed Central

Poon, Woei Bing; Tagamolila, Vina; Toh, Ying Pin Anne; Cheng, Zai Ru

2015-01-01

INTRODUCTION Various meta-analyses have shown that e-learning is as effective as traditional methods of continuing professional education. However, there are some disadvantages to e-learning, such as possible technical problems, the need for greater self-discipline, cost involved in developing programmes and limited direct interaction. Currently, most strategies for teaching amplitude-integrated electroencephalography (aEEG) in neonatal intensive care units (NICUs) worldwide depend on traditional teaching methods. METHODS We implemented a programme that utilised an integrated approach to e-learning. The programme consisted of three sessions of supervised protected time e-learning in an NICU. The objective and subjective effectiveness of the approach was assessed through surveys administered to participants before and after the programme. RESULTS A total of 37 NICU staff (32 nurses and 5 doctors) participated in the study. 93.1% of the participants appreciated the need to acquire knowledge of aEEG. We also saw a statistically significant improvement in the subjective knowledge score (p = 0.041) of the participants. The passing rates for identifying abnormal aEEG tracings (defined as ≥ 3 correct answers out of 5) also showed a statistically significant improvement (from 13.6% to 81.8%, p < 0.001). Among the participants who completed the survey, 96.0% felt the teaching was well structured, 77.8% felt the duration was optimal, 80.0% felt that they had learnt how to systematically interpret aEEGs, and 70.4% felt that they could interpret normal aEEG with confidence. CONCLUSION An integrated approach to e-learning can help improve subjective and objective knowledge of aEEG. PMID:25820847

Extracting laboratory test information from biomedical text

PubMed Central

Kang, Yanna Shen; Kayaalp, Mehmet

2013-01-01

Background: No previous study reported the efficacy of current natural language processing (NLP) methods for extracting laboratory test information from narrative documents. This study investigates the pathology informatics question of how accurately such information can be extracted from text with the current tools and techniques, especially machine learning and symbolic NLP methods. The study data came from a text corpus maintained by the U.S. Food and Drug Administration, containing a rich set of information on laboratory tests and test devices. Methods: The authors developed a symbolic information extraction (SIE) system to extract device and test specific information about four types of laboratory test entities: Specimens, analytes, units of measures and detection limits. They compared the performance of SIE and three prominent machine learning based NLP systems, LingPipe, GATE and BANNER, each implementing a distinct supervised machine learning method, hidden Markov models, support vector machines and conditional random fields, respectively. Results: Machine learning systems recognized laboratory test entities with moderately high recall, but low precision rates. Their recall rates were relatively higher when the number of distinct entity values (e.g., the spectrum of specimens) was very limited or when lexical morphology of the entity was distinctive (as in units of measures), yet SIE outperformed them with statistically significant margins on extracting specimen, analyte and detection limit information in both precision and F-measure. Its high recall performance was statistically significant on analyte information extraction. Conclusions: Despite its shortcomings against machine learning methods, a well-tailored symbolic system may better discern relevancy among a pile of information of the same type and may outperform a machine learning system by tapping into lexically non-local contextual information such as the document structure. PMID:24083058

Learning curve analysis of mitral valve repair using telemanipulative technology.

PubMed

Charland, Patrick J; Robbins, Tom; Rodriguez, Evilio; Nifong, Wiley L; Chitwood, Randolph W

2011-08-01

To determine if the time required to perform mitral valve repairs using telemanipulation technology decreases with experience and how that decrease is influenced by patient and procedure variables. A single-center retrospective review was conducted using perioperative and outcomes data collected contemporaneously on 458 mitral valve repair surgeries using telemanipulative technology. A regression model was constructed to assess learning with this technology and predict total robot time using multiple predictive variables. Statistical analysis was used to determine if models were significantly useful, to rule out correlation between predictor variables, and to identify terms that did not contribute to the prediction of total robot time. We found a statistically significant learning curve (P < .01). The institutional learning percentage∗ derived from total robot times† for the first 458 recorded cases of mitral valve repair using telemanipulative technology is 95% (R(2) = .40). More than one third of the variability in total robot time can be explained through our model using the following variables: type of repair (chordal procedures, ablations, and leaflet resections), band size, use of clips alone in band implantation, and the presence of a fellow at bedside (P < .01). Learning in mitral valve repair surgery using telemanipulative technology occurs at the East Carolina Heart Institute according to a logarithmic curve, with a learning percentage of 95%. From our regression output, we can make an approximate prediction of total robot time using an additive model. These metrics can be used by programs for benchmarking to manage the implementation of this new technology, as well as for capacity planning, scheduling, and capital budget analysis. Copyright © 2011 The American Association for Thoracic Surgery. All rights reserved.

Identification of the Learning Styles and "On-the-Job" Learning Methods Implemented by Nurses for Promoting Their Professional Knowledge and Skills.

PubMed

Rassin, Michal; Kurzweil, Yaffa; Maoz, Yael

2015-05-09

The aim of this study was to identify the learning styles and methods used by nurses to promote their professional knowledge and skills. 928 nurses from 11 hospitals across Israel completed 2 questionnaires, (1) Kolb's Learning Style Inventory, Version 3.1. and (2) the On-The-Job Learning Styles Questionnaire for the Nursing Profession. The most common learning style was the convergent style. The other learning styles were rated in the following descending order: accommodation, assimilation, and divergence. The on-the-job learning style consistently ranked highest was experience of relevant situations. On the other hand, seeking knowledge from books, journals, television, or the Internet was ranked lowest on all the indicators examined. With respect to general and on-the-job learning styles, statistically significant differences were found between groups of nurses by: country of birth, gender, department, age, education, and role. Nurses required to take more personal responsibility for their own professional development by deepening their self-learning skills.

Survey of Native English Speakers and Spanish-Speaking English Language Learners in Tertiary Introductory Statistics

ERIC Educational Resources Information Center

Lesser, Lawrence M.; Wagler, Amy E.; Esquinca, Alberto; Valenzuela, M. Guadalupe

2013-01-01

The framework of linguistic register and case study research on Spanish-speaking English language learners (ELLs) learning statistics informed the construction of a quantitative instrument, the Communication, Language, And Statistics Survey (CLASS). CLASS aims to assess whether ELLs and non-ELLs approach the learning of statistics differently with…

Flipped Learning With Simulation in Undergraduate Nursing Education.

PubMed

Kim, HeaRan; Jang, YounKyoung

2017-06-01

Flipped learning has proliferated in various educational environments. This study aimed to verify the effects of flipped learning on the academic achievement, teamwork skills, and satisfaction levels of undergraduate nursing students. For the flipped learning group, simulation-based education via the flipped learning method was provided, whereas traditional, simulation-based education was provided for the control group. After completion of the program, academic achievement, teamwork skills, and satisfaction levels were assessed and analyzed. The flipped learning group received higher scores on academic achievement, teamwork skills, and satisfaction levels than the control group, including the areas of content knowledge and clinical nursing practice competency. In addition, this difference gradually increased between the two groups throughout the trial. The results of this study demonstrated the positive, statistically significant effects of the flipped learning method on simulation-based nursing education. [J Nurs Educ. 2017;56(6):329-336.]. Copyright 2017, SLACK Incorporated.

Learned Helplessness and Depressive Symptoms Following Myocardial Infarction.

PubMed

Smallheer, Benjamin A; Vollman, Michael; Dietrich, Mary S

2018-06-01

Psychosocial factors are known to impact depressive symptoms across clinical populations. Learned helplessness has the potential of affecting depressive symptoms following acute myocardial infarction (AMI), though little is known about this relationship. The purpose of this study was to examine the relationship between learned helplessness and depressive symptoms in patients following an AMI. Using a descriptive cross-sectional design, participants with a diagnosed AMI within the past 12 months were recruited. Standardized instruments and measures were used to evaluate learned helplessness and depressive symptoms. A statistically significant direct relationship was found between learned helplessness and depressive symptoms, suggesting that individuals with higher self-reported levels of learned helplessness also reported more depressive symptoms. These results indicate learned helplessness is associated with depressive symptoms in individuals following an AMI. In developing post-AMI treatment plans, health care staff should focus on psychologic points of intervention to the same extent as physiologic interventions.

Is there a digital generation gap for e-learning in plastic surgery?

PubMed

Stevens, Roger J G; Hamilton, Neil M

2012-01-01

Some authors have claimed that those plastic surgeons born between 1965 and 1979 (generation X, or Gen-X) are more technologically able than those born between 1946 and 1964 (Baby Boomers, or BB). Those born after 1980, which comprise generation Y (Gen-Y), might be the most technologically able and most demanding for electronic learning (e-learning) to support their education and training in plastic surgery. These differences might represent a "digital generation gap" and would have practical and financial implications for the development of e-learning. The aim of this study was to survey plastic surgeons on their experience and preferences in e-learning in plastic surgery and to establish whether there was a difference between different generations. Online survey (e-survey) of plastic surgeons within the UK and Ireland was used for this study. In all, 624 plastic surgeons were invited by e-mail to complete an e-survey anonymously for their experience of e-learning in plastic surgery, whether they would like access to e-learning and, if so, whether this should this be provided nationally, locally, or not at all. By stratifying plastic surgeons into three generations (BB, Gen-X, and Gen-Y), the responses between generations were compared using the χ(2)-test for linear trend. A p value < 0.05 was considered to be statistically significant. Of the 624 plastic surgeons contacted, 237 plastic surgeons completed the survey (response rate, 38%), but data from 2 surgeons were excluded. For the remaining 235 plastic surgeons, no evidence was found of statistically significant linear trends between by generation and either experience, access, or provision of e-learning. These findings refute the claim that there are differences in the experience of e-learning of plastic surgeons by generation. Furthermore, there is no evidence that there are differences in whether there should be access to e-learning and how e-learning should be provided for different generations of plastic surgeons. Copyright © 2012 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Statistical learning of multisensory regularities is enhanced in musicians: An MEG study.

PubMed

Paraskevopoulos, Evangelos; Chalas, Nikolas; Kartsidis, Panagiotis; Wollbrink, Andreas; Bamidis, Panagiotis

2018-07-15

The present study used magnetoencephalography (MEG) to identify the neural correlates of audiovisual statistical learning, while disentangling the differential contributions of uni- and multi-modal statistical mismatch responses in humans. The applied paradigm was based on a combination of a statistical learning paradigm and a multisensory oddball one, combining an audiovisual, an auditory and a visual stimulation stream, along with the corresponding deviances. Plasticity effects due to musical expertise were investigated by comparing the behavioral and MEG responses of musicians to non-musicians. The behavioral results indicated that the learning was successful for both musicians and non-musicians. The unimodal MEG responses are consistent with previous studies, revealing the contribution of Heschl's gyrus for the identification of auditory statistical mismatches and the contribution of medial temporal and visual association areas for the visual modality. The cortical network underlying audiovisual statistical learning was found to be partly common and partly distinct from the corresponding unimodal networks, comprising right temporal and left inferior frontal sources. Musicians showed enhanced activation in superior temporal and superior frontal gyrus. Connectivity and information processing flow amongst the sources comprising the cortical network of audiovisual statistical learning, as estimated by transfer entropy, was reorganized in musicians, indicating enhanced top-down processing. This neuroplastic effect showed a cross-modal stability between the auditory and audiovisual modalities. Copyright © 2018 Elsevier Inc. All rights reserved.

Active Learning with Statistical Models.

DTIC Science & Technology

1995-01-01

Active Learning with Statistical Models ASC-9217041, NSF CDA-9309300 6. AUTHOR(S) David A. Cohn, Zoubin Ghahramani, and Michael I. Jordan 7. PERFORMING...TERMS 15. NUMBER OF PAGES Al, MIT, Artificial Intelligence, active learning , queries, locally weighted 6 regression, LOESS, mixtures of gaussians...COMPUTATIONAL LEARNING DEPARTMENT OF BRAIN AND COGNITIVE SCIENCES A.I. Memo No. 1522 January 9. 1995 C.B.C.L. Paper No. 110 Active Learning with

Alternative and traditional assessments: Their comparative impact on students' attitudes and science learning outcomes. An exploratory study

NASA Astrophysics Data System (ADS)

Century, Daisy Nelson

This probing study focused on alternative and traditional assessments, their comparative impacts on students' attitudes and science learning outcomes. Four basic questions were asked: What type of science learning stemming from the instruction can best be assessed by the use of traditional paper-and pencil test? What type of science learning stemming from the instruction can best be assessed by the use of alternative assessment? What are the differences in the types of learning outcomes that can be assessed by the use of paper-pencil test and alternative assessment test? Is there a difference in students' attitude towards learning science when assessment of outcomes is by alternative assessment means compared to traditional means compared to traditional means? A mixed methodology involving quantitative and qualitative techniques was utilized. However, the study was essentially a case study. Quantitative data analysis included content achievement and attitude results, to which non-parametric statistics were applied. Analysis of qualitative data was done as a case study utilizing pre-set protocols resulting in a narrative summary style of report. These outcomes were combined in order to produce conclusions. This study revealed that the traditional method yielded more concrete cognitive content learning than did the alternative assessment. The alternative assessment yielded more psychomotor, cooperative learning and critical thinking skills. In both the alternative and the traditional methods the student's attitudes toward science were positive. There was no significant differences favoring either group. The quantitative findings of no statistically significant differences suggest that at a minimum there is no loss in the use of alternative assessment methods, in this instance, performance testing. Adding the results from the qualitative analysis to this suggests (1) that class groups were more satisfied when alternative methods were employed, and (2) that the two assessment methodologies are complementary to each other, and thus should probably be used together to produce maximum benefit.

Generational diversity in associate degree nursing students: Teaching styles and preferences in Pennsylvania

NASA Astrophysics Data System (ADS)

Kitko, Jennifer V.

2011-12-01

Nursing educators face the challenge of meeting the needs of a multi-generational classroom. The reality of having members from the Veteran and Baby Boomer generations in a classroom with Generation X and Y students provides an immediate need for faculty to examine students' teaching method preferences as well as their own use of teaching methods. Most importantly, faculty must facilitate an effective multi-generational learning environment. Research has shown that the generation to which a person belongs is likely to affect the ways in which he/she learns (Hammill, 2005). Characterized by its own attitudes, behaviors, beliefs, and motivational needs, each generation also has distinct educational expectations. It is imperative, therefore, that nurse educators be aware of these differences and develop skills through which to communicate with the different generations, thereby reducing teaching/learning problems in the classroom. This is a quantitative, descriptive study that compared the teaching methods preferred by different generations of associate degree nursing students with the teaching methods that the instructors actually use. The research study included 289 participants; 244 nursing student participants and 45 nursing faculty participants from four nursing departments in colleges in Pennsylvania. Overall, the results of the study found many statistically significant findings. The results of the ANOVA test revealed eight statistically significant findings among Generation Y, Generation X and Baby boomers. The preferred teaching methods included: lecture, self-directed learning, web-based course with no class meetings, important for faculty to know my name, classroom structure, know why I am learning what I am learning, learning for the sake of learning and grade is all that matters. Lecture was found to be the most frequently used teaching method by faculty as well as the most preferred teaching methods by students. Overall, the support for a variety of teaching methods was also found in the analysis of the data.

Statistical word learning in children with autism spectrum disorder and specific language impairment.

PubMed

Haebig, Eileen; Saffran, Jenny R; Ellis Weismer, Susan

2017-11-01

Word learning is an important component of language development that influences child outcomes across multiple domains. Despite the importance of word knowledge, word-learning mechanisms are poorly understood in children with specific language impairment (SLI) and children with autism spectrum disorder (ASD). This study examined underlying mechanisms of word learning, specifically, statistical learning and fast-mapping, in school-aged children with typical and atypical development. Statistical learning was assessed through a word segmentation task and fast-mapping was examined in an object-label association task. We also examined children's ability to map meaning onto newly segmented words in a third task that combined exposure to an artificial language and a fast-mapping task. Children with SLI had poorer performance on the word segmentation and fast-mapping tasks relative to the typically developing and ASD groups, who did not differ from one another. However, when children with SLI were exposed to an artificial language with phonemes used in the subsequent fast-mapping task, they successfully learned more words than in the isolated fast-mapping task. There was some evidence that word segmentation abilities are associated with word learning in school-aged children with typical development and ASD, but not SLI. Follow-up analyses also examined performance in children with ASD who did and did not have a language impairment. Children with ASD with language impairment evidenced intact statistical learning abilities, but subtle weaknesses in fast-mapping abilities. As the Procedural Deficit Hypothesis (PDH) predicts, children with SLI have impairments in statistical learning. However, children with SLI also have impairments in fast-mapping. Nonetheless, they are able to take advantage of additional phonological exposure to boost subsequent word-learning performance. In contrast to the PDH, children with ASD appear to have intact statistical learning, regardless of language status; however, fast-mapping abilities differ according to broader language skills. © 2017 Association for Child and Adolescent Mental Health.

Contribution of organizational strategy to verbal learning and memory in adults with attention-deficit/hyperactivity disorder.

PubMed

Roth, Robert M; Wishart, Heather A; Flashman, Laura A; Riordan, Henry J; Huey, Leighton; Saykin, Andrew J

2004-01-01

Statistical mediation modeling was used to test the hypothesis that poor use of a semantic organizational strategy contributes to verbal learning and memory deficits in adults with attention-deficit/hyperactivity disorder (ADHD). Comparison of 28 adults with ADHD and 34 healthy controls revealed lower performance by the ADHD group on tests of verbal learning and memory, sustained attention, and use of semantic organization during encoding. Mediation modeling indicated that state anxiety, but not semantic organization, significantly contributed to the prediction of both learning and delayed recall in the ADHD group. The pattern of findings suggests that decreased verbal learning and memory in adult ADHD is due in part to situational anxiety and not to poor use of organizational strategies during encoding. ((c) 2004 APA, all rights reserved)

Mere exposure alters category learning of novel objects.

PubMed

Folstein, Jonathan R; Gauthier, Isabel; Palmeri, Thomas J

2010-01-01

We investigated how mere exposure to complex objects with correlated or uncorrelated object features affects later category learning of new objects not seen during exposure. Correlations among pre-exposed object dimensions influenced later category learning. Unlike other published studies, the collection of pre-exposed objects provided no information regarding the categories to be learned, ruling out unsupervised or incidental category learning during pre-exposure. Instead, results are interpreted with respect to statistical learning mechanisms, providing one of the first demonstrations of how statistical learning can influence visual object learning.

Mere Exposure Alters Category Learning of Novel Objects

PubMed Central

Folstein, Jonathan R.; Gauthier, Isabel; Palmeri, Thomas J.

2010-01-01

We investigated how mere exposure to complex objects with correlated or uncorrelated object features affects later category learning of new objects not seen during exposure. Correlations among pre-exposed object dimensions influenced later category learning. Unlike other published studies, the collection of pre-exposed objects provided no information regarding the categories to be learned, ruling out unsupervised or incidental category learning during pre-exposure. Instead, results are interpreted with respect to statistical learning mechanisms, providing one of the first demonstrations of how statistical learning can influence visual object learning. PMID:21833209

Real-world visual statistics and infants' first-learned object names

PubMed Central

Clerkin, Elizabeth M.; Hart, Elizabeth; Rehg, James M.; Yu, Chen

2017-01-01

We offer a new solution to the unsolved problem of how infants break into word learning based on the visual statistics of everyday infant-perspective scenes. Images from head camera video captured by 8 1/2 to 10 1/2 month-old infants at 147 at-home mealtime events were analysed for the objects in view. The images were found to be highly cluttered with many different objects in view. However, the frequency distribution of object categories was extremely right skewed such that a very small set of objects was pervasively present—a fact that may substantially reduce the problem of referential ambiguity. The statistical structure of objects in these infant egocentric scenes differs markedly from that in the training sets used in computational models and in experiments on statistical word-referent learning. Therefore, the results also indicate a need to re-examine current explanations of how infants break into word learning. This article is part of the themed issue ‘New frontiers for statistical learning in the cognitive sciences’. PMID:27872373

Statistical learning of action: the role of conditional probability.

PubMed

Meyer, Meredith; Baldwin, Dare

2011-12-01

Identification of distinct units within a continuous flow of human action is fundamental to action processing. Such segmentation may rest in part on statistical learning. In a series of four experiments, we examined what types of statistics people can use to segment a continuous stream involving many brief, goal-directed action elements. The results of Experiment 1 showed no evidence for sensitivity to conditional probability, whereas Experiment 2 displayed learning based on joint probability. In Experiment 3, we demonstrated that additional exposure to the input failed to engender sensitivity to conditional probability. However, the results of Experiment 4 showed that a subset of adults-namely, those more successful at identifying actions that had been seen more frequently than comparison sequences-were also successful at learning conditional-probability statistics. These experiments help to clarify the mechanisms subserving processing of intentional action, and they highlight important differences from, as well as similarities to, prior studies of statistical learning in other domains, including language.

Improving seat belt use among teen drivers: findings from a service-learning approach.

PubMed

Goldzweig, Irwin A; Levine, Robert S; Schlundt, David; Bradley, Richard; Jones, Gennifer D; Zoorob, Roger J; Ekundayo, O James

2013-10-01

Low seat belt use and higher crash rates contribute to persistence of motor vehicle crashes as the leading cause of teenage death. Service-learning has been identified as an important component of public health interventions to improve health behavior. A service-learning intervention was conducted in eleven selected high schools across the United States in the 2011-2012 school year. Direct morning and afternoon observations of seat belt use were used to obtain baseline observations during the fall semester and post-intervention observations in the spring. The Mann-Whitney U test for 2 independent samples was used to evaluate if the intervention was associated with a statistically significant change in seat belt use. We identified factors associated with seat belt use post-intervention using multivariable logistic regression. Overall seat belt use rate increased by 12.8%, from 70.4% at baseline to 83.2% post-intervention (p<0.0001). A statistically significant increase in seat belt use was noted among white, black, and Hispanic teen drivers. However, black and Hispanic drivers were still less likely to use seat belts while driving compared to white drivers. Female drivers and drivers who had passengers in their vehicle had increased odds of seat belt use. A high school service-learning intervention was associated with improved seat belt use regardless of race, ethnicity, or gender, but did not eliminate disparities adversely affecting minority youth. Continuous incorporation of service-learning in high school curricula could benefit quality improvement evaluations aimed at disparities elimination and might improve the safety behavior of emerging youth cohorts. Copyright © 2013 Elsevier Ltd. All rights reserved.

The Perceived Effectiveness of Christian School Professional Development

ERIC Educational Resources Information Center

Hicks, Kory G.

2012-01-01

The purpose of this study was to explore the effectiveness of professional development programs in Christian schools. This study compared the perceptions of Christian school and public schoolteachers towards their professional development to determine if any statistically significant differences existed among Learning Forward's 12 standards…

A New Chemotherapeutic Investigation: Piracetam Effects on Dyslexia.

ERIC Educational Resources Information Center

Chase, Christopher H.; Schmitt, R. Larry

1984-01-01

Compared to placebo controls, 28 individuals treated with Piracetam (a new drug thought to enhance learning and memory consolidation) showed statistically significant improvements above baseline scores on measures of effective reading accuracy and comprehension, reading speed, and writing accuracy. The medication was well tolerated and showed no…

Student Effort, Consistency, and Online Performance

ERIC Educational Resources Information Center

Patron, Hilde; Lopez, Salvador

2011-01-01

This paper examines how student effort, consistency, motivation, and marginal learning, influence student grades in an online course. We use data from eleven Microeconomics courses taught online for a total of 212 students. Our findings show that consistency, or less time variation, is a statistically significant explanatory variable, whereas…

Participant Interaction in Asynchronous Learning Environments: Evaluating Interaction Analysis Methods

ERIC Educational Resources Information Center

Blanchette, Judith

2012-01-01

The purpose of this empirical study was to determine the extent to which three different objective analytical methods--sequence analysis, surface cohesion analysis, and lexical cohesion analysis--can most accurately identify specific characteristics of online interaction. Statistically significant differences were found in all points of…

29 CFR Section 1607.16 - Definitions.

Code of Federal Regulations, 2010 CFR

2010-07-01

... action are open to users. T. Skill. A present, observable competence to perform a learned psychomoter act... criterion-related validity studies. These conditions include: (1) An adequate sample of persons available for the study to achieve findings of statistical significance; (2) having or being able to obtain a...

E-learning or educational leaflet: does it make a difference in oral health promotion? A clustered randomized trial.

PubMed

Al Bardaweel, Susan; Dashash, Mayssoon

2018-05-10

The early recognition of technology together with great ability to use computers and smart systems have promoted researchers to investigate the possibilities of utilizing technology for improving health care in children. The aim of this study was to compare between the traditional educational leaflets and E-applications in improving oral health knowledge, oral hygiene and gingival health in schoolchildren of Damascus city, Syria. A clustered randomized controlled trial at two public primary schools was performed. About 220 schoolchildren aged 10-11 years were included in this study and grouped into two clusters. Children in Leaflet cluster received oral health education through leaflets, while children in E-learning cluster received oral health education through an E-learning program. A questionnaire was designed to register information related to oral health knowledge and to record Plaque and Gingival indices. Questionnaire administration and clinical assessment were undertaken at baseline, 6 and at 12 weeks of oral health education. Data was analysed using one way repeated measures ANOVA, post hoc Bonferroni test and independent samples t-test. Leaflet cluster (107 participants) had statistically significant better oral health knowledge than E-learning cluster (104 participants) at 6 weeks (P < 0.05) and at 12 weeks (P < 0.05) (Leaflet cluster:100 participants, E-learning cluster:100 participants). The mean knowledge gain compared to baseline was higher in Leaflet cluster than in E-learning cluster. A significant reduction in the PI means at 6 weeks and 12 weeks was observed in both clusters (P < 0.05) when compared to baseline. Children in Leaflet cluster had significantly less plaque than those in E-learning cluster at 6 weeks (P < 0.05) and at 12 weeks (P < 0.05). Similarly, a significant reduction in the GI means at 6 weeks and 12 weeks was observed in both clusters when compared to baseline (P < 0.05). Children in Leaflet cluster had statistically significant better gingival health than E-learning cluster at 6 weeks (P < 0.05) and 12 weeks (P < 0.05). Traditional educational leaflets are an effective tool in the improvement of both oral health knowledge as well as clinical indices of oral hygiene and care among Syrian children. Leaflets can be used in school-based oral health education for a positive outcome. Australian New Zealand Clinical Trials Registry ( ACTRN12618000395235 ), Date registered: 16/03/2018, retrospectively registered.

Amantadine Did Not Positively Impact Cognition in Chronic Traumatic Brain Injury: A Multi-Site, Randomized, Controlled Trial.

PubMed

Hammond, Flora M; Sherer, Mark; Malec, James F; Zafonte, Ross D; Dikmen, Sureyya; Bogner, Jennifer; Bell, Kathleen R; Barber, Jason; Temkin, Nancy

2018-06-07

Despite limited evidence to support the use of amantadine to enhance cognitive function after traumatic brain injury (TBI), the clinical use for this purpose is highly prevalent and is often based on inferred belief systems. The aim of this study was to assess effect of amantadine on cognition among individuals with a history of TBI and behavioral disturbance using a parallel-group, randomized, double-blind, placebo-controlled trial of amantadine 100 mg twice-daily versus placebo for 60 days. Included in the study were 119 individuals with two or more neuropsychological measures greater than 1 standard deviation below normative means from a larger study of 168 individuals with chronic TBI (>6 months post-injury) and irritability. Cognitive function was measured at treatment days 0, 28, and 60 with a battery of neuropsychological tests. Composite indices were generated: General Cognitive Index (included all measures), a Learning Memory Index (learning/memory measures), and Attention/Processing Speed Index (attention and executive function measures). Repeated-measures analysis of variance revealed statistically significant between-group differences favoring the placebo group at day 28 for General Cognitive Index (p = 0.002) and Learning Memory Index (p = 0.001), but not Attention/Processing Speed Index (p = 0.25), whereas no statistically significant between-group differences were found at day 60. There were no statistically significant between-group differences on adverse events. Cognitive function in individuals with chronic TBI is not improved by amantadine 100 mg twice-daily. In the first 28 days of use, amantadine may impede cognitive processing. However, the effect size was small and mean scores for both groups were generally within expectations for persons with history of complicated mild-to-severe TBI, suggesting that changes observed across assessments may not have functional significance. The use of amantadine to enhance cognitive function is not supported by these findings.

Learning predictive statistics from temporal sequences: Dynamics and strategies.

PubMed

Wang, Rui; Shen, Yuan; Tino, Peter; Welchman, Andrew E; Kourtzi, Zoe

2017-10-01

Human behavior is guided by our expectations about the future. Often, we make predictions by monitoring how event sequences unfold, even though such sequences may appear incomprehensible. Event structures in the natural environment typically vary in complexity, from simple repetition to complex probabilistic combinations. How do we learn these structures? Here we investigate the dynamics of structure learning by tracking human responses to temporal sequences that change in structure unbeknownst to the participants. Participants were asked to predict the upcoming item following a probabilistic sequence of symbols. Using a Markov process, we created a family of sequences, from simple frequency statistics (e.g., some symbols are more probable than others) to context-based statistics (e.g., symbol probability is contingent on preceding symbols). We demonstrate the dynamics with which individuals adapt to changes in the environment's statistics-that is, they extract the behaviorally relevant structures to make predictions about upcoming events. Further, we show that this structure learning relates to individual decision strategy; faster learning of complex structures relates to selection of the most probable outcome in a given context (maximizing) rather than matching of the exact sequence statistics. Our findings provide evidence for alternate routes to learning of behaviorally relevant statistics that facilitate our ability to predict future events in variable environments.

Gender and Acceptance of E-Learning: A Multi-Group Analysis Based on a Structural Equation Model among College Students in Chile and Spain.

PubMed

Ramírez-Correa, Patricio E; Arenas-Gaitán, Jorge; Rondán-Cataluña, F Javier

2015-01-01

The scope of this study was to evaluate whether the adoption of e-learning in two universities, and in particular, the relationship between the perception of external control and perceived ease of use, is different because of gender differences. The study was carried out with participating students in two different universities, one in Chile and one in Spain. The Technology Acceptance Model was used as a theoretical framework for the study. A multi-group analysis method in partial least squares was employed to relate differences between groups. The four main conclusions of the study are: (1) a version of the Technology Acceptance Model has been successfully used to explain the process of adoption of e-learning at an undergraduate level of study; (2) the finding of a strong and significant relationship between perception of external control and perception of ease of use of the e-learning platform; (3) a significant relationship between perceived enjoyment and perceived ease of use and between results demonstrability and perceived usefulness is found; (4) the study indicates a few statistically significant differences between males and females when adopting an e-learning platform, according to the tested model.

The significance of clinical experience on learning outcome from resuscitation training-a randomised controlled study.

PubMed

Jensen, Morten Lind; Lippert, Freddy; Hesselfeldt, Rasmus; Rasmussen, Maria Birkvad; Mogensen, Simon Skibsted; Jensen, Michael Kammer; Frost, Torben; Ringsted, Charlotte

2009-02-01

The impact of clinical experience on learning outcome from a resuscitation course has not been systematically investigated. To determine whether half a year of clinical experience before participation in an Advanced Life Support (ALS) course increases the immediate learning outcome and retention of learning. This was a prospective single blinded randomised controlled study of the learning outcome from a standard ALS course on a volunteer sample of the entire cohort of newly graduated doctors from Copenhagen University. The outcome measurement was ALS-competence assessed using a validated composite test including assessment of skills and knowledge. The intervention was half a year of clinical work before an ALS course. The intervention group received the course after a half-year of clinical experience. The control group participated in an ALS course immediately following graduation. Invitation to participate was accepted by 154/240 (64%) graduates and 117/154 (76%) completed the study. There was no difference between the intervention and control groups with regard to the immediate learning outcome. The intervention group had significantly higher retention of learning compared to the control group, intervention group mean 82% (CI 80-83), control group mean 78% (CI 76-80), P=0.002. The magnitude of this difference was medium (effect size=0.57). Half a year of clinical experience, before participation in an ALS course had a small but statistically significant impact on the retention of learning, but not on the immediate learning outcome.

Comfort and experience with online learning: trends over nine years and associations with knowledge.

PubMed

Cook, David A; Thompson, Warren G

2014-07-01

Some evidence suggests that attitude toward computer-based instruction is an important determinant of success in online learning. We sought to determine how comfort using computers and perceptions of prior online learning experiences have changed over the past decade, and how these associate with learning outcomes. Each year from 2003-2011 we conducted a prospective trial of online learning. As part of each year's study, we asked medicine residents about their comfort using computers and if their previous experiences with online learning were favorable. We assessed knowledge using a multiple-choice test. We used regression to analyze associations and changes over time. 371 internal medicine and family medicine residents participated. Neither comfort with computers nor perceptions of prior online learning experiences showed a significant change across years (p > 0.61), with mean comfort rating 3.96 (maximum 5 = very comfortable) and mean experience rating 4.42 (maximum 6 = strongly agree [favorable]). Comfort showed no significant association with knowledge scores (p = 0.39) but perceptions of prior experiences did, with a 1.56% rise in knowledge score for a 1-point rise in experience score (p = 0.02). Correlations among comfort, perceptions of prior experiences, and number of prior experiences were all small and not statistically significant. Comfort with computers and perceptions of prior experience with online learning remained stable over nine years. Prior good experiences (but not comfort with computers) demonstrated a modest association with knowledge outcomes, suggesting that prior course satisfaction may influence subsequent learning.

A Primer on the Statistical Modelling of Learning Curves in Health Professions Education

ERIC Educational Resources Information Center

Pusic, Martin V.; Boutis, Kathy; Pecaric, Martin R.; Savenkov, Oleksander; Beckstead, Jason W.; Jaber, Mohamad Y.

2017-01-01

Learning curves are a useful way of representing the rate of learning over time. Features include an index of baseline performance (y-intercept), the efficiency of learning over time (slope parameter) and the maximal theoretical performance achievable (upper asymptote). Each of these parameters can be statistically modelled on an individual and…

Students' Perceptions of Computer-Based Learning Environments, Their Attitude towards Business Statistics, and Their Academic Achievement: Implications from a UK University

ERIC Educational Resources Information Center

Nguyen, ThuyUyen H.; Charity, Ian; Robson, Andrew

2016-01-01

This study investigates students' perceptions of computer-based learning environments, their attitude towards business statistics, and their academic achievement in higher education. Guided by learning environments concepts and attitudinal theory, a theoretical model was proposed with two instruments, one for measuring the learning environment and…

Content, Affective, and Behavioral Challenges to Learning: Students' Experiences Learning Statistics

ERIC Educational Resources Information Center

McGrath, April L.

2014-01-01

This study examined the experiences of and challenges faced by students when completing a statistics course. As part of the requirement for this course, students completed a learning check-in, which consisted of an individual meeting with the instructor to discuss questions and the completion of a learning reflection and study plan. Forty…

Finnish Upper Secondary Students' Collaborative Processes in Learning Statistics in a CSCL Environment

ERIC Educational Resources Information Center

Oikarinen, Juho Kaleva; Järvelä, Sanna; Kaasila, Raimo

2014-01-01

This design-based research project focuses on documenting statistical learning among 16-17-year-old Finnish upper secondary school students (N = 78) in a computer-supported collaborative learning (CSCL) environment. One novel value of this study is in reporting the shift from teacher-led mathematical teaching to autonomous small-group learning in…

An exploratory study of the relationship between learning styles and academic performance among students in different nursing programs.

PubMed

Li, Yuh-Shiow; Yu, Wen-Pin; Liu, Chin-Fang; Shieh, Sue-Heui; Yang, Bao-Huan

2014-01-01

Abstract Background: Learning style is a major consideration in planning for effective and efficient instruction and learning. Learning style has been shown to influence academic performance in the previous research. Little is known about Taiwanese students' learning styles, particularly in the field of nursing education. This purpose of this study was to identify the relationship between learning styles and academic performance among nursing students in a 5-year associate degree of nursing (ADN) program and a 2-year bachelor of science in nursing (BSN) program in Taiwan. This study employed a descriptive and exploratory design. The Chinese version of the Myers-Briggs type indicator Form M was an instrument. Data such as grade point average were obtained from the Office of Academic Affairs and the Registrar computerized records. Descriptive statistics, one-way analysis of variance and chi-square statistical analysis were used to explore the relationship between academic performance and learning style in Taiwanese nursing students. The study sample included 285 nursing students: 96 students in a 2-year BSN program, and 189 students in a 5-year ADN program. Two common learning styles were found: Introversion, sensing, thinking, and judging; and introversion, sensing, feeling, and judging. A sensing-judging pair was identified in 43.3% of the participants. Academic performance was significantly related to learning style (p < 0.05, df = 15). The results of this study can help educators devise classroom and clinical instructional strategies that respond to individual needs in order to maximize academic performance and enhance student success. A large sample is recommended for further research. Understanding the learning style preferences of students can enhance learning for those who are under performing in their academic studies, thereby enhancing nursing education.

Clinical learning environment and supervision: experiences of Norwegian nursing students - a questionnaire survey.

PubMed

Skaalvik, Mari Wolff; Normann, Hans Ketil; Henriksen, Nils

2011-08-01

To measure nursing students' experiences and satisfaction with their clinical learning environments. The primary interest was to compare the results between students with respect to clinical practice in nursing homes and hospital wards. Clinical learning environments are important for the learning processes of nursing students and for preferences for future workplaces. Working with older people is the least preferred area of practice among nursing students in Norway. A cross-sectional design. A validated questionnaire was distributed to all nursing students from five non-randomly selected university colleges in Norway. A total of 511 nursing students completed a Norwegian version of the questionnaire, Clinical Learning Environment, Supervision and Nurse Teacher (CLES+T) evaluation scale in 2009. Data including descriptive statistics were analysed using the Statistical Program for the Social Sciences. Factor structure was analysed by principal component analysis. Differences across sub-groups were tested with chi-square tests and Mann-Whitney U test for categorical variables and t-tests for continuous variables. Ordinal logistic regression analysis of perceptions of the ward as a good learning environment was performed with supervisory relationships and institutional contexts as independent variables, controlling for age, sex and study year. The participating nursing students with clinical placements in nursing homes assessed their clinical learning environment significantly more negatively than those with hospital placements on nearby all sub-dimensions. The evidence found in this study indicates that measures should be taken to strengthen nursing homes as learning environments for nursing students. To recruit more graduated nurses to work in nursing homes, actions to improve the learning environment are needed. © 2011 Blackwell Publishing Ltd.

Investigating the Relationship Between Self-Directed Learning Readiness and Time Management Skills in Turkish Undergraduate Nursing Students.

PubMed

Ertuğ, Nurcan; Faydali, Saide

The aims of this study were to determine self-directed learning and time management skills of undergraduate nursing students and to investigate the relationship between the concepts. The use of self-directed learning has increased as an educational strategy in recent years. This descriptive and correlational study was conducted with 383 undergraduate nursing students in Turkey. Data were collected using a sociodemographic questionnaire, the Self-Directed Learning Readiness Scale, and Time Management Questionnaire. Mean scores were as follows: self-directed learning readiness, 159.12 (SD = 20.8); time management, 87.75 (SD = 12.1). A moderate positive correlation was found between self-directed learning readiness and time management values. Time management scores were 78.42 when self-directed learning readiness was ≤149 and 90.82 when self-directed learning readiness was ≥ 150, with a statistically significant difference (p = .000). Level of self-directed learning and academic achievement were higher in students who managed their time well.

Can You Explain that in Plain English? Making Statistics Group Projects Work in a Multicultural Setting

ERIC Educational Resources Information Center

Sisto, Michelle

2009-01-01

Students increasingly need to learn to communicate statistical results clearly and effectively, as well as to become competent consumers of statistical information. These two learning goals are particularly important for business students. In line with reform movements in Statistics Education and the GAISE guidelines, we are working to implement…

Designing a Course in Statistics for a Learning Health Systems Training Program

ERIC Educational Resources Information Center

Samsa, Gregory P.; LeBlanc, Thomas W.; Zaas, Aimee; Howie, Lynn; Abernethy, Amy P.

2014-01-01

The core pedagogic problem considered here is how to effectively teach statistics to physicians who are engaged in a "learning health system" (LHS). This is a special case of a broader issue--namely, how to effectively teach statistics to academic physicians for whom research--and thus statistics--is a requirement for professional…

Statistics and Machine Learning based Outlier Detection Techniques for Exoplanets

NASA Astrophysics Data System (ADS)

Goel, Amit; Montgomery, Michele

2015-08-01

Architectures of planetary systems are observable snapshots in time that can indicate formation and dynamic evolution of planets. The observable key parameters that we consider are planetary mass and orbital period. If planet masses are significantly less than their host star masses, then Keplerian Motion is defined as P^2 = a^3 where P is the orbital period in units of years and a is the orbital period in units of Astronomical Units (AU). Keplerian motion works on small scales such as the size of the Solar System but not on large scales such as the size of the Milky Way Galaxy. In this work, for confirmed exoplanets of known stellar mass, planetary mass, orbital period, and stellar age, we analyze Keplerian motion of systems based on stellar age to seek if Keplerian motion has an age dependency and to identify outliers. For detecting outliers, we apply several techniques based on statistical and machine learning methods such as probabilistic, linear, and proximity based models. In probabilistic and statistical models of outliers, the parameters of a closed form probability distributions are learned in order to detect the outliers. Linear models use regression analysis based techniques for detecting outliers. Proximity based models use distance based algorithms such as k-nearest neighbour, clustering algorithms such as k-means, or density based algorithms such as kernel density estimation. In this work, we will use unsupervised learning algorithms with only the proximity based models. In addition, we explore the relative strengths and weaknesses of the various techniques by validating the outliers. The validation criteria for the outliers is if the ratio of planetary mass to stellar mass is less than 0.001. In this work, we present our statistical analysis of the outliers thus detected.

WE-G-18A-04: 3D Dictionary Learning Based Statistical Iterative Reconstruction for Low-Dose Cone Beam CT Imaging

DOE Office of Scientific and Technical Information (OSTI.GOV)

Bai, T; UT Southwestern Medical Center, Dallas, TX; Yan, H

2014-06-15

Purpose: To develop a 3D dictionary learning based statistical reconstruction algorithm on graphic processing units (GPU), to improve the quality of low-dose cone beam CT (CBCT) imaging with high efficiency. Methods: A 3D dictionary containing 256 small volumes (atoms) of 3x3x3 voxels was trained from a high quality volume image. During reconstruction, we utilized a Cholesky decomposition based orthogonal matching pursuit algorithm to find a sparse representation on this dictionary basis of each patch in the reconstructed image, in order to regularize the image quality. To accelerate the time-consuming sparse coding in the 3D case, we implemented our algorithm inmore » a parallel fashion by taking advantage of the tremendous computational power of GPU. Evaluations are performed based on a head-neck patient case. FDK reconstruction with full dataset of 364 projections is used as the reference. We compared the proposed 3D dictionary learning based method with a tight frame (TF) based one using a subset data of 121 projections. The image qualities under different resolutions in z-direction, with or without statistical weighting are also studied. Results: Compared to the TF-based CBCT reconstruction, our experiments indicated that 3D dictionary learning based CBCT reconstruction is able to recover finer structures, to remove more streaking artifacts, and is less susceptible to blocky artifacts. It is also observed that statistical reconstruction approach is sensitive to inconsistency between the forward and backward projection operations in parallel computing. Using high a spatial resolution along z direction helps improving the algorithm robustness. Conclusion: 3D dictionary learning based CBCT reconstruction algorithm is able to sense the structural information while suppressing noise, and hence to achieve high quality reconstruction. The GPU realization of the whole algorithm offers a significant efficiency enhancement, making this algorithm more feasible for potential clinical application. A high zresolution is preferred to stabilize statistical iterative reconstruction. This work was supported in part by NIH(1R01CA154747-01), NSFC((No. 61172163), Research Fund for the Doctoral Program of Higher Education of China (No. 20110201110011), China Scholarship Council.« less

Academic interventions for students in introductory biology while concurrently enrolled in developmental courses: An action research study

NASA Astrophysics Data System (ADS)

Barnes, William D.

Each fall semester, approximately half of the students enrolled in the introductory biology course of a small rural college are concurrently enrolled in at least one developmental education math or English course. The resulting grades of D, F and Withdraw for this cohort will be as high as 50% for those enrolled in one developmental course and 65% for those enrolled in two. The purpose of this study was to provide academic interventions such as use of online supplemental learning materials and resources, as well as to emphasize the Campus Tutoring and Learning Center (CTLC) as a resource, for students in the introductory biology course in order to analyze the impact on the learning outcomes of the developmental students. The approach used was an action research model utilizing a pretest-posttest experimental design with the treatment group receiving weekly reminders regarding the availability and value of utilizing the CTLC and the control group receiving only an initial invitation to visit the CTLC. The results found a statistically significant effect ( p < .05) on student use of the CTLC in the treatment group as compared to the control. This suggests that faculty emphasis of campus learning resources can have a positive impact on student behavior. The effect of online supplemental learning materials and resources, including use of the CTLC, on student learning outcomes was found to be statistically insignificant ( p > .05).

Impact of network aided platforms as educational tools on academic performance and attitude of pharmacology students.

PubMed

Khan, Aftab Ahmed; Siddiqui, Adel Zia; Mohsin, Syed Fareed; Momani, Mohammed Mahmoud Al; Mirza, Eraj Humayun

2017-01-01

This cross-sectional study aimed to examine the impact of learning management system and WhatsApp application as educational tools on students' academic achievement and attitude. The sample population was the students of six medical colleges of Riyadh, Saudi Arabia attending Medical Pharmacology's semester course in Bachelor of Medicine, Bachelor of Surgery (MBBS) program from September 2016 to January 2017. An exploratory approach was adopted based on a comparison between students exposed to only in-class lectures (Group-N), in-class lectures together with WhatsApp platform to disseminate the lecture slides (Group-W) and students group with in-class lectures facility blended with Learning Management System (LMS) and WhatsApp platform (Group-WL). The students' grades were assessed using unified multiple choice questions at the end of the semester. Data were analyzed using descriptive statistics and Pearson correlation (p<0.01). Using learning management system (LMS) and/or WhatsApp messenger tool showed a significant positive correlation in improving students' grades. Additionally, use of WhatsApp enhances students' in-class attendance though statistically insignificant. The results are pivotal for a paradigm shift of in-class lectures and discussion to mobile learning (M-learning). M-learning through WhatsApp may be as an alternative, innovative, and collaborative tool in achieving the required goals in medical education.

Impact of network aided platforms as educational tools on academic performance and attitude of pharmacology students

PubMed Central

Khan, Aftab Ahmed; Siddiqui, Adel Zia; Mohsin, Syed Fareed; Momani, Mohammed Mahmoud Al; Mirza, Eraj Humayun

2017-01-01

Objective: This cross-sectional study aimed to examine the impact of learning management system and WhatsApp application as educational tools on students’ academic achievement and attitude. Methods: The sample population was the students of six medical colleges of Riyadh, Saudi Arabia attending Medical Pharmacology’s semester course in Bachelor of Medicine, Bachelor of Surgery (MBBS) program from September 2016 to January 2017. An exploratory approach was adopted based on a comparison between students exposed to only in-class lectures (Group-N), in-class lectures together with WhatsApp platform to disseminate the lecture slides (Group-W) and students group with in-class lectures facility blended with Learning Management System (LMS) and WhatsApp platform (Group-WL). The students’ grades were assessed using unified multiple choice questions at the end of the semester. Data were analyzed using descriptive statistics and Pearson correlation (p<0.01). Results: Using learning management system (LMS) and/or WhatsApp messenger tool showed a significant positive correlation in improving students’ grades. Additionally, use of WhatsApp enhances students’ in-class attendance though statistically insignificant. Conclusion: The results are pivotal for a paradigm shift of in-class lectures and discussion to mobile learning (M-learning). M-learning through WhatsApp may be as an alternative, innovative, and collaborative tool in achieving the required goals in medical education. PMID:29492081

Safe semi-supervised learning based on weighted likelihood.

PubMed

Kawakita, Masanori; Takeuchi, Jun'ichi

2014-05-01

We are interested in developing a safe semi-supervised learning that works in any situation. Semi-supervised learning postulates that n(') unlabeled data are available in addition to n labeled data. However, almost all of the previous semi-supervised methods require additional assumptions (not only unlabeled data) to make improvements on supervised learning. If such assumptions are not met, then the methods possibly perform worse than supervised learning. Sokolovska, Cappé, and Yvon (2008) proposed a semi-supervised method based on a weighted likelihood approach. They proved that this method asymptotically never performs worse than supervised learning (i.e., it is safe) without any assumption. Their method is attractive because it is easy to implement and is potentially general. Moreover, it is deeply related to a certain statistical paradox. However, the method of Sokolovska et al. (2008) assumes a very limited situation, i.e., classification, discrete covariates, n(')→∞ and a maximum likelihood estimator. In this paper, we extend their method by modifying the weight. We prove that our proposal is safe in a significantly wide range of situations as long as n≤n('). Further, we give a geometrical interpretation of the proof of safety through the relationship with the above-mentioned statistical paradox. Finally, we show that the above proposal is asymptotically safe even when n(')

Reducing cognitive load in the chemistry laboratory by using technology-driven guided inquiry experiments

NASA Astrophysics Data System (ADS)

Hubacz, Frank, Jr.

The chemistry laboratory is an integral component of the learning experience for students enrolled in college-level general chemistry courses. Science education research has shown that guided inquiry investigations provide students with an optimum learning environment within the laboratory. These investigations reflect the basic tenets of constructivism by engaging students in a learning environment that allows them to experience what they learn and to then construct, in their own minds, a meaningful understanding of the ideas and concepts investigated. However, educational research also indicates that the physical plant of the laboratory environment combined with the procedural requirements of the investigation itself often produces a great demand upon a student's working memory. This demand, which is often superfluous to the chemical concept under investigation, creates a sensory overload or extraneous cognitive load within the working memory and becomes a significant obstacle to student learning. Extraneous cognitive load inhibits necessary schema formation within the learner's working memory thereby impeding the transfer of ideas to the learner's long-term memory. Cognitive Load Theory suggests that instructional material developed to reduce extraneous cognitive load leads to an improved learning environment for the student which better allows for schema formation. This study first compared the cognitive load demand, as measured by mental effort, experienced by 33 participants enrolled in a first-year general chemistry course in which the treatment group, using technology based investigations, and the non-treatment group, using traditional labware, investigated identical chemical concepts on five different exercises. Mental effort was measured via a mental effort survey, a statistical comparison of individual survey results to a procedural step count, and an analysis of fourteen post-treatment interviews. Next, a statistical analysis of achievement was completed by comparing lab grade averages, final exam averages, and final course grade averages between the two groups. Participant mental effort survey results showed significant positive effects of technology in reducing cognitive load for two laboratory investigations. One investigation revealed a significant difference in achievement measured by lab grade average comparisons. Although results of this study are inconclusive as to the usefulness of technology-driven investigations to affect learning, recommendations for further study are discussed.

Predominant learning styles among pharmacy students at the Federal University of Paraná, Brazil

PubMed Central

Czepula, Alexandra I.; Bottacin, Wallace E.; Hipólito, Edson; Baptista, Deise R.; Pontarolo, Roberto; Correr, Cassyano J.

2015-01-01

Background: Learning styles are cognitive, emotional, and physiological traits, as well as indicators of how learners perceive, interact, and respond to their learning environments. According to Honey-Mumford, learning styles are classified as active, reflexive, theoretical, and pragmatic. Objective: The purpose of this study was to identify the predominant learning styles among pharmacy students at the Federal University of Paraná, Brazil. Methods: An observational, cross-sectional, and descriptive study was conducted using the Honey-Alonso Learning Style Questionnaire. Students in the Bachelor of Pharmacy program were invited to participate in this study. The questionnaire comprised 80 randomized questions, 20 for each of the four learning styles. The maximum possible score was 20 points for each learning style, and cumulative scores indicated the predominant learning styles among the participants. Honey-Mumford (1986) proposed five preference levels for each style (very low, low, moderate, high, and very high), called a general interpretation scale, to avoid student identification with one learning style and ignoring the characteristics of the other styles. Statistical analysis was performed using the Statistical Package for the Social Sciences (SPSS) version 20.0. Results: This study included 297 students (70% of all pharmacy students at the time) with a median age of 21 years old. Women comprised 77.1% of participants. The predominant style among pharmacy students at the Federal University of Paraná was the pragmatist, with a median of 14 (high preference). The pragmatist style prevails in people who are able to discover techniques related to their daily learning because such people are curious to discover new strategies and attempt to verify whether the strategies are efficient and valid. Because these people are direct and objective in their actions, pragmatists prefer to focus on practical issues that are validated and on problem situations. There was no statistically significant difference between genders with regard to learning styles. Conclusion: The pragmatist style is the prevailing style among pharmacy students at the Federal University of Paraná. Although students may have a learning preference that preference is not the only manner in which students can learn, neither their preference is the only manner in which students can be taught. Awareness of students’ learning styles can be used to adapt the methodology used by teachers to render the teaching-learning process effective and long lasting. The content taught to students should be presented in different manners because varying teaching methods can develop learning skills in students. PMID:27011774

Developing resident learning profiles: Do scientific evidence epistemology beliefs, EBM self-efficacy beliefs and EBM skills matter?

NASA Astrophysics Data System (ADS)

Robert, Nancy J.

This study investigated resident scientific evidence epistemology beliefs, evidence based medicine (EBM) self-efficacy beliefs, and EBM skills. A convenience sample of fifty-one residents located in six U.S. based residency programs completed an online instrument. Hofer's epistemology survey questionnaire was modified to test responses based on four types of scientific evidence encountered in medical practice (Clinical Trial Phase 1, Clinical Trial Phase 3, Meta-analysis and Qualitative). It was hypothesized that epistemology beliefs would differ based on the type of scientific evidence considered. A principal components analysis produced a two factor solution that was significant across type of scientific evidence suggesting that when evaluating epistemology beliefs context does matter. Factor 1 is related to the certainty of research methods and the certainty of medical conclusions and factor 2 denotes medical justification. For each type of scientific evidence, both factors differed on questions comprising the factor structure with significant differences found for the factor 1 and 2 questions. A justification belief case problem using checklist format was triangulated with the survey results, and as predicted the survey and checklist justification z scores indicated no significant differences, and two new justification themes emerged. Modified versions of Finney and Schraw's statistical self-efficacy and skill instruments produced expected significant EBM score correlations with unexpected results indicating that the number of EBM and statistics courses are not significant for EBM self-efficacy and skill scores. The study results were applied to the construction of a learning profile that provided residents belief and skill feedback specific to individual learning needs. The learning profile design incorporated core values related to 'Believer' populations that focus on art, harmony, tact and diplomacy. Future research recommendations include testing context and case problems in other domains with larger sample sizes, offering belief feedback profiles to understand how individuals value and apply belief knowledge, and conducting belief and skill testing using online access.

Utilizing a Collaborative Learning Model to Promote Early Extubation Following Infant Heart Surgery.

PubMed

Mahle, William T; Nicolson, Susan C; Hollenbeck-Pringle, Danielle; Gaies, Michael G; Witte, Madolin K; Lee, Eva K; Goldsworthy, Michelle; Stark, Paul C; Burns, Kristin M; Scheurer, Mark A; Cooper, David S; Thiagarajan, Ravi; Sivarajan, V Ben; Colan, Steven D; Schamberger, Marcus S; Shekerdemian, Lara S

2016-10-01

To determine whether a collaborative learning strategy-derived clinical practice guideline can reduce the duration of endotracheal intubation following infant heart surgery. Prospective and retrospective data collected from the Pediatric Heart Network in the 12 months pre- and post-clinical practice guideline implementation at the four sites participating in the collaborative (active sites) compared with data from five Pediatric Heart Network centers not participating in collaborative learning (control sites). Ten children's hospitals. Data were collected for infants following two-index operations: 1) repair of isolated coarctation of the aorta (birth to 365 d) and 2) repair of tetralogy of Fallot (29-365 d). There were 240 subjects eligible for the clinical practice guideline at active sites and 259 subjects at control sites. Development and application of early extubation clinical practice guideline. After clinical practice guideline implementation, the rate of early extubation at active sites increased significantly from 11.7% to 66.9% (p < 0.001) with no increase in reintubation rate. The median duration of postoperative intubation among active sites decreased from 21.2 to 4.5 hours (p < 0.001). No statistically significant change in early extubation rates was found in the control sites 11.7% to 13.7% (p = 0.63). At active sites, clinical practice guideline implementation had no statistically significant impact on median ICU length of stay (71.9 hr pre- vs 69.2 hr postimplementation; p = 0.29) for the entire cohort. There was a trend toward shorter ICU length of stay in the tetralogy of Fallot subgroup (71.6 hr pre- vs 54.2 hr postimplementation, p = 0.068). A collaborative learning strategy designed clinical practice guideline significantly increased the rate of early extubation with no change in the rate of reintubation. The early extubation clinical practice guideline did not significantly change postoperative ICU length of stay.

Domain General Constraints on Statistical Learning

ERIC Educational Resources Information Center

Thiessen, Erik D.

2011-01-01

All theories of language development suggest that learning is constrained. However, theories differ on whether these constraints arise from language-specific processes or have domain-general origins such as the characteristics of human perception and information processing. The current experiments explored constraints on statistical learning of…

The effect of EarthPulse on learning of declarative knowledge

NASA Astrophysics Data System (ADS)

McKinney, Heather E.

The purpose of this double-blind, bio-medical research study was to investigate the effect of EarthPulse, a brainwave entrainment and pulsed electromagnetic field (PEMF) device, on learning of declarative knowledge. Currently, PEMF research explores physiological and psychological effects but a gap exists in the potential effects of PEMF on learning. The study explored whether a relationship existed between receiving a thirty minute EarthPulse treatment on the "Entrain Up" setting and learning of declarative knowledge; whether the relationship remained over time; whether EarthPulse had an effect on sleep; and whether EarthPulse had an effect on attrition. Ninety-eight, randomly assigned, undergraduate students participated in this double-blind, experimental design study, of which 87 remained after attrition. After receiving a thirty minute EarthPulse or placebo treatment, experimental and control groups read identical passages and completed identical instruments to test learning and retention of declarative knowledge. Participants completed the same test in two intervals: an immediate (learning) and delayed (retention) posttest. Assumptions for normality and reliability were met. One-way ANOVA revealed no statistically significant effects on learning or retention at the 0.05 level. However, Chi square analysis revealed those who received the EarthPulse treatment were significantly less likely to fall asleep than those who received the control treatment (p=0.022) and very closely approached significance for attrition (p=0.051).

Statistical learning and adaptive decision-making underlie human response time variability in inhibitory control.

PubMed

Ma, Ning; Yu, Angela J

2015-01-01

Response time (RT) is an oft-reported behavioral measure in psychological and neurocognitive experiments, but the high level of observed trial-to-trial variability in this measure has often limited its usefulness. Here, we combine computational modeling and psychophysics to examine the hypothesis that fluctuations in this noisy measure reflect dynamic computations in human statistical learning and corresponding cognitive adjustments. We present data from the stop-signal task (SST), in which subjects respond to a go stimulus on each trial, unless instructed not to by a subsequent, infrequently presented stop signal. We model across-trial learning of stop signal frequency, P(stop), and stop-signal onset time, SSD (stop-signal delay), with a Bayesian hidden Markov model, and within-trial decision-making with an optimal stochastic control model. The combined model predicts that RT should increase with both expected P(stop) and SSD. The human behavioral data (n = 20) bear out this prediction, showing P(stop) and SSD both to be significant, independent predictors of RT, with P(stop) being a more prominent predictor in 75% of the subjects, and SSD being more prominent in the remaining 25%. The results demonstrate that humans indeed readily internalize environmental statistics and adjust their cognitive/behavioral strategy accordingly, and that subtle patterns in RT variability can serve as a valuable tool for validating models of statistical learning and decision-making. More broadly, the modeling tools presented in this work can be generalized to a large body of behavioral paradigms, in order to extract insights about cognitive and neural processing from apparently quite noisy behavioral measures. We also discuss how this behaviorally validated model can then be used to conduct model-based analysis of neural data, in order to help identify specific brain areas for representing and encoding key computational quantities in learning and decision-making.

Statistical Relational Learning (SRL) as an Enabling Technology for Data Acquisition and Data Fusion in Video

DTIC Science & Technology

2013-05-02

REPORT Statistical Relational Learning ( SRL ) as an Enabling Technology for Data Acquisition and Data Fusion in Video 14. ABSTRACT 16. SECURITY...particular, it is important to reason about which portions of video require expensive analysis and storage. This project aims to make these...inferences using new and existing tools from Statistical Relational Learning ( SRL ). SRL is a recently emerging technology that enables the effective 1

Time-course variation of statistics embedded in music: Corpus study on implicit learning and knowledge.

PubMed

Daikoku, Tatsuya

2018-01-01

Learning and knowledge of transitional probability in sequences like music, called statistical learning and knowledge, are considered implicit processes that occur without intention to learn and awareness of what one knows. This implicit statistical knowledge can be alternatively expressed via abstract medium such as musical melody, which suggests this knowledge is reflected in melodies written by a composer. This study investigates how statistics in music vary over a composer's lifetime. Transitional probabilities of highest-pitch sequences in Ludwig van Beethoven's Piano Sonata were calculated based on different hierarchical Markov models. Each interval pattern was ordered based on the sonata opus number. The transitional probabilities of sequential patterns that are musical universal in music gradually decreased, suggesting that time-course variations of statistics in music reflect time-course variations of a composer's statistical knowledge. This study sheds new light on novel methodologies that may be able to evaluate the time-course variation of composer's implicit knowledge using musical scores.

Chance and Probability: What Do They Mean to University Engineering Students?

ERIC Educational Resources Information Center

Barragues, J. I.; Guisasola, J.; Morais, A.

2006-01-01

The great interest aroused by the incorporation of Statistics and Probability into curricular projects has been accompanied by considerable evidence of significant difficulties in the meaningful learning and application of the concepts. These difficulties have been the subject of many studies, mostly concerning secondary school students. This…

The Benefits of Cross-Racial Engagement on the College Satisfaction of Student-Athletes

ERIC Educational Resources Information Center

Jones, Willis A.; Liu, Keke; Bell, Lydia F.

2017-01-01

Using nationally representative data from the 2010 NCAA Growth, Opportunities, Aspirations and Learning of Students in college (GOALS) survey, this study examines whether student-athletes' cross-racial interactions correlate with their college satisfaction. Our findings suggest a small but statistically significant correlation between cross-racial…

The effect of shunt surgery on neuropsychological performance in normal pressure hydrocephalus: a systematic review and meta-analysis.

PubMed

Peterson, Katie A; Savulich, George; Jackson, Dan; Killikelly, Clare; Pickard, John D; Sahakian, Barbara J

2016-08-01

We conducted a systematic review of the literature and used meta-analytic techniques to evaluate the impact of shunt surgery on neuropsychological performance in patients with normal pressure hydrocephalus (NPH). Twenty-three studies with 1059 patients were identified for review using PubMed, Web of Science, Google scholar and manual searching. Inclusion criteria were prospective, within-subject investigations of cognitive outcome using neuropsychological assessment before and after shunt surgery in patients with NPH. There were statistically significant effects of shunt surgery on cognition (Mini-Mental State Examination; MMSE), learning and memory (Rey Auditory Verbal Learning Test; RAVLT, total and delayed subtests), executive function (backwards digit span, phonemic verbal fluency, trail making test B) and psychomotor speed (trail making test A) all in the direction of improvement following shunt surgery, but with considerable heterogeneity across all measures. A more detailed examination of the data suggested robust evidence for improved MMSE, RAVLT total, RAVLT delayed, phonemic verbal fluency and trail making test A only. Meta-regressions revealed no statistically significant effect of age, sex or follow-up interval on improvement in the MMSE. Our results suggest that shunt surgery is most sensitive for improving global cognition, learning and memory and psychomotor speed in patients with NPH.

Complementary learning systems within the hippocampus: a neural network modelling approach to reconciling episodic memory with statistical learning

PubMed Central

Turk-Browne, Nicholas B.; Botvinick, Matthew M.; Norman, Kenneth A.

2017-01-01

A growing literature suggests that the hippocampus is critical for the rapid extraction of regularities from the environment. Although this fits with the known role of the hippocampus in rapid learning, it seems at odds with the idea that the hippocampus specializes in memorizing individual episodes. In particular, the Complementary Learning Systems theory argues that there is a computational trade-off between learning the specifics of individual experiences and regularities that hold across those experiences. We asked whether it is possible for the hippocampus to handle both statistical learning and memorization of individual episodes. We exposed a neural network model that instantiates known properties of hippocampal projections and subfields to sequences of items with temporal regularities. We found that the monosynaptic pathway—the pathway connecting entorhinal cortex directly to region CA1—was able to support statistical learning, while the trisynaptic pathway—connecting entorhinal cortex to CA1 through dentate gyrus and CA3—learned individual episodes, with apparent representations of regularities resulting from associative reactivation through recurrence. Thus, in paradigms involving rapid learning, the computational trade-off between learning episodes and regularities may be handled by separate anatomical pathways within the hippocampus itself. This article is part of the themed issue ‘New frontiers for statistical learning in the cognitive sciences’. PMID:27872368

Complementary learning systems within the hippocampus: a neural network modelling approach to reconciling episodic memory with statistical learning.

PubMed

Schapiro, Anna C; Turk-Browne, Nicholas B; Botvinick, Matthew M; Norman, Kenneth A

2017-01-05

A growing literature suggests that the hippocampus is critical for the rapid extraction of regularities from the environment. Although this fits with the known role of the hippocampus in rapid learning, it seems at odds with the idea that the hippocampus specializes in memorizing individual episodes. In particular, the Complementary Learning Systems theory argues that there is a computational trade-off between learning the specifics of individual experiences and regularities that hold across those experiences. We asked whether it is possible for the hippocampus to handle both statistical learning and memorization of individual episodes. We exposed a neural network model that instantiates known properties of hippocampal projections and subfields to sequences of items with temporal regularities. We found that the monosynaptic pathway-the pathway connecting entorhinal cortex directly to region CA1-was able to support statistical learning, while the trisynaptic pathway-connecting entorhinal cortex to CA1 through dentate gyrus and CA3-learned individual episodes, with apparent representations of regularities resulting from associative reactivation through recurrence. Thus, in paradigms involving rapid learning, the computational trade-off between learning episodes and regularities may be handled by separate anatomical pathways within the hippocampus itself.This article is part of the themed issue 'New frontiers for statistical learning in the cognitive sciences'. © 2016 The Author(s).

"Of Course I'm Communicating; I Lecture Every Day": Enhancing Teaching and Learning in Introductory Statistics. Scholarship of Teaching and Learning

ERIC Educational Resources Information Center

Wulff, Shaun S.; Wulff, Donald H.

2004-01-01

This article focuses on one instructor's evolution from formal lecturing to interactive teaching and learning in a statistics course. Student perception data are used to demonstrate the instructor's use of communication to align the content, students, and instructor throughout the course. Results indicate that the students learned, that…

Students' Perception of the Condition of Their Classroom Physical Learning Environment and Its Impact on Their Learning and Motivation

ERIC Educational Resources Information Center

Asiyai, Romina

2014-01-01

This study examined the perception of secondary school students on the condition of their classroom physical learning environment and its impact on their learning and motivation. Four research questions were asked and answered using descriptive statistics while three hypotheses were formulated and tested using t-test statistics at 0.05 level of…

Neural Evidence of Statistical Learning: Efficient Detection of Visual Regularities without Awareness

ERIC Educational Resources Information Center

Turk-Browne, Nicholas B.; Scholl, Brian J.; Chun, Marvin M.; Johnson, Marcia K.

2009-01-01

Our environment contains regularities distributed in space and time that can be detected by way of statistical learning. This unsupervised learning occurs without intent or awareness, but little is known about how it relates to other types of learning, how it affects perceptual processing, and how quickly it can occur. Here we use fMRI during…

Automated Clinical Assessment from Smart home-based Behavior Data

PubMed Central

Dawadi, Prafulla Nath; Cook, Diane Joyce; Schmitter-Edgecombe, Maureen

2016-01-01

Smart home technologies offer potential benefits for assisting clinicians by automating health monitoring and well-being assessment. In this paper, we examine the actual benefits of smart home-based analysis by monitoring daily behaviour in the home and predicting standard clinical assessment scores of the residents. To accomplish this goal, we propose a Clinical Assessment using Activity Behavior (CAAB) approach to model a smart home resident’s daily behavior and predict the corresponding standard clinical assessment scores. CAAB uses statistical features that describe characteristics of a resident’s daily activity performance to train machine learning algorithms that predict the clinical assessment scores. We evaluate the performance of CAAB utilizing smart home sensor data collected from 18 smart homes over two years using prediction and classification-based experiments. In the prediction-based experiments, we obtain a statistically significant correlation (r = 0.72) between CAAB-predicted and clinician-provided cognitive assessment scores and a statistically significant correlation (r = 0.45) between CAAB-predicted and clinician-provided mobility scores. Similarly, for the classification-based experiments, we find CAAB has a classification accuracy of 72% while classifying cognitive assessment scores and 76% while classifying mobility scores. These prediction and classification results suggest that it is feasible to predict standard clinical scores using smart home sensor data and learning-based data analysis. PMID:26292348

Fault Diagnosis for Rotating Machinery Using Vibration Measurement Deep Statistical Feature Learning.

PubMed

Li, Chuan; Sánchez, René-Vinicio; Zurita, Grover; Cerrada, Mariela; Cabrera, Diego

2016-06-17

Fault diagnosis is important for the maintenance of rotating machinery. The detection of faults and fault patterns is a challenging part of machinery fault diagnosis. To tackle this problem, a model for deep statistical feature learning from vibration measurements of rotating machinery is presented in this paper. Vibration sensor signals collected from rotating mechanical systems are represented in the time, frequency, and time-frequency domains, each of which is then used to produce a statistical feature set. For learning statistical features, real-value Gaussian-Bernoulli restricted Boltzmann machines (GRBMs) are stacked to develop a Gaussian-Bernoulli deep Boltzmann machine (GDBM). The suggested approach is applied as a deep statistical feature learning tool for both gearbox and bearing systems. The fault classification performances in experiments using this approach are 95.17% for the gearbox, and 91.75% for the bearing system. The proposed approach is compared to such standard methods as a support vector machine, GRBM and a combination model. In experiments, the best fault classification rate was detected using the proposed model. The results show that deep learning with statistical feature extraction has an essential improvement potential for diagnosing rotating machinery faults.

Fault Diagnosis for Rotating Machinery Using Vibration Measurement Deep Statistical Feature Learning

PubMed Central

Li, Chuan; Sánchez, René-Vinicio; Zurita, Grover; Cerrada, Mariela; Cabrera, Diego

2016-01-01

Fault diagnosis is important for the maintenance of rotating machinery. The detection of faults and fault patterns is a challenging part of machinery fault diagnosis. To tackle this problem, a model for deep statistical feature learning from vibration measurements of rotating machinery is presented in this paper. Vibration sensor signals collected from rotating mechanical systems are represented in the time, frequency, and time-frequency domains, each of which is then used to produce a statistical feature set. For learning statistical features, real-value Gaussian-Bernoulli restricted Boltzmann machines (GRBMs) are stacked to develop a Gaussian-Bernoulli deep Boltzmann machine (GDBM). The suggested approach is applied as a deep statistical feature learning tool for both gearbox and bearing systems. The fault classification performances in experiments using this approach are 95.17% for the gearbox, and 91.75% for the bearing system. The proposed approach is compared to such standard methods as a support vector machine, GRBM and a combination model. In experiments, the best fault classification rate was detected using the proposed model. The results show that deep learning with statistical feature extraction has an essential improvement potential for diagnosing rotating machinery faults. PMID:27322273

Assessment of Problem-Based Learning in the Undergraduate Statistics Course

ERIC Educational Resources Information Center

Karpiak, Christie P.

2011-01-01

Undergraduate psychology majors (N = 51) at a mid-sized private university took a statistics examination on the first day of the research methods course, a course for which a grade of "C" or higher in statistics is a prerequisite. Students who had taken a problem-based learning (PBL) section of the statistics course (n = 15) were compared to those…

Facilitating role of 3D multimodal visualization and learning rehearsal in memory recall.

PubMed

Do, Phuong T; Moreland, John R

2014-04-01

The present study investigated the influence of 3D multimodal visualization and learning rehearsal on memory recall. Participants (N = 175 college students ranging from 21 to 25 years) were assigned to different training conditions and rehearsal processes to learn a list of 14 terms associated with construction of a wood-frame house. They then completed a memory test determining their cognitive ability to free recall the definitions of the 14 studied terms immediately after training and rehearsal. The audiovisual modality training condition was associated with the highest accuracy, and the visual- and auditory-modality conditions with lower accuracy rates. The no-training condition indicated little learning acquisition. A statistically significant increase in performance accuracy for the audiovisual condition as a function of rehearsal suggested the relative importance of rehearsal strategies in 3D observational learning. Findings revealed the potential application of integrating virtual reality and cognitive sciences to enhance learning and teaching effectiveness.

Deep convolutional neural network for mammographic density segmentation

NASA Astrophysics Data System (ADS)

Wei, Jun; Li, Songfeng; Chan, Heang-Ping; Helvie, Mark A.; Roubidoux, Marilyn A.; Lu, Yao; Zhou, Chuan; Hadjiiski, Lubomir; Samala, Ravi K.

2018-02-01

Breast density is one of the most significant factors for cancer risk. In this study, we proposed a supervised deep learning approach for automated estimation of percentage density (PD) on digital mammography (DM). The deep convolutional neural network (DCNN) was trained to estimate a probability map of breast density (PMD). PD was calculated as the ratio of the dense area to the breast area based on the probability of each pixel belonging to dense region or fatty region at a decision threshold of 0.5. The DCNN estimate was compared to a feature-based statistical learning approach, in which gray level, texture and morphological features were extracted from each ROI and the least absolute shrinkage and selection operator (LASSO) was used to select and combine the useful features to generate the PMD. The reference PD of each image was provided by two experienced MQSA radiologists. With IRB approval, we retrospectively collected 347 DMs from patient files at our institution. The 10-fold cross-validation results showed a strong correlation r=0.96 between the DCNN estimation and interactive segmentation by radiologists while that of the feature-based statistical learning approach vs radiologists' segmentation had a correlation r=0.78. The difference between the segmentation by DCNN and by radiologists was significantly smaller than that between the feature-based learning approach and radiologists (p < 0.0001) by two-tailed paired t-test. This study demonstrated that the DCNN approach has the potential to replace radiologists' interactive thresholding in PD estimation on DMs.

Prediction/discussion-based learning cycle versus conceptual change text: comparative effects on students' understanding of genetics

NASA Astrophysics Data System (ADS)

khawaldeh, Salem A. Al

2013-07-01

Background and purpose: The purpose of this study was to investigate the comparative effects of a prediction/discussion-based learning cycle (HPD-LC), conceptual change text (CCT) and traditional instruction on 10th grade students' understanding of genetics concepts. Sample: Participants were 112 10th basic grade male students in three classes of the same school located in an urban area. The three classes taught by the same biology teacher were randomly assigned as a prediction/discussion-based learning cycle class (n = 39), conceptual change text class (n = 37) and traditional class (n = 36). Design and method: A quasi-experimental research design of pre-test-post-test non-equivalent control group was adopted. Participants completed the Genetics Concept Test as pre-test-post-test, to examine the effects of instructional strategies on their genetics understanding. Pre-test scores and Test of Logical Thinking scores were used as covariates. Results: The analysis of covariance showed a statistically significant difference between the experimental and control groups in the favor of experimental groups after treatment. However, no statistically significant difference between the experimental groups (HPD-LC versus CCT instruction) was found. Conclusions: Overall, the findings of this study support the use of the prediction/discussion-based learning cycle and conceptual change text in both research and teaching. The findings may be useful for improving classroom practices in teaching science concepts and for the development of suitable materials promoting students' understanding of science.

Deep Learning to Classify Radiology Free-Text Reports.

PubMed

Chen, Matthew C; Ball, Robyn L; Yang, Lingyao; Moradzadeh, Nathaniel; Chapman, Brian E; Larson, David B; Langlotz, Curtis P; Amrhein, Timothy J; Lungren, Matthew P

2018-03-01

Purpose To evaluate the performance of a deep learning convolutional neural network (CNN) model compared with a traditional natural language processing (NLP) model in extracting pulmonary embolism (PE) findings from thoracic computed tomography (CT) reports from two institutions. Materials and Methods Contrast material-enhanced CT examinations of the chest performed between January 1, 1998, and January 1, 2016, were selected. Annotations by two human radiologists were made for three categories: the presence, chronicity, and location of PE. Classification of performance of a CNN model with an unsupervised learning algorithm for obtaining vector representations of words was compared with the open-source application PeFinder. Sensitivity, specificity, accuracy, and F1 scores for both the CNN model and PeFinder in the internal and external validation sets were determined. Results The CNN model demonstrated an accuracy of 99% and an area under the curve value of 0.97. For internal validation report data, the CNN model had a statistically significant larger F1 score (0.938) than did PeFinder (0.867) when classifying findings as either PE positive or PE negative, but no significant difference in sensitivity, specificity, or accuracy was found. For external validation report data, no statistical difference between the performance of the CNN model and PeFinder was found. Conclusion A deep learning CNN model can classify radiology free-text reports with accuracy equivalent to or beyond that of an existing traditional NLP model. © RSNA, 2017 Online supplemental material is available for this article.

A Deep Machine Learning Method for Classifying Cyclic Time Series of Biological Signals Using Time-Growing Neural Network.

PubMed

Gharehbaghi, Arash; Linden, Maria

2017-10-12

This paper presents a novel method for learning the cyclic contents of stochastic time series: the deep time-growing neural network (DTGNN). The DTGNN combines supervised and unsupervised methods in different levels of learning for an enhanced performance. It is employed by a multiscale learning structure to classify cyclic time series (CTS), in which the dynamic contents of the time series are preserved in an efficient manner. This paper suggests a systematic procedure for finding the design parameter of the classification method for a one-versus-multiple class application. A novel validation method is also suggested for evaluating the structural risk, both in a quantitative and a qualitative manner. The effect of the DTGNN on the performance of the classifier is statistically validated through the repeated random subsampling using different sets of CTS, from different medical applications. The validation involves four medical databases, comprised of 108 recordings of the electroencephalogram signal, 90 recordings of the electromyogram signal, 130 recordings of the heart sound signal, and 50 recordings of the respiratory sound signal. Results of the statistical validations show that the DTGNN significantly improves the performance of the classification and also exhibits an optimal structural risk.

Listening through Voices: Infant Statistical Word Segmentation across Multiple Speakers

ERIC Educational Resources Information Center

Graf Estes, Katharine; Lew-Williams, Casey

2015-01-01

To learn from their environments, infants must detect structure behind pervasive variation. This presents substantial and largely untested learning challenges in early language acquisition. The current experiments address whether infants can use statistical learning mechanisms to segment words when the speech signal contains acoustic variation…

Learning Essential Terms and Concepts in Statistics and Accounting

ERIC Educational Resources Information Center

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

2014-01-01

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

E-Learning in Croatian Higher Education: An Analysis of Students' Perceptions

NASA Astrophysics Data System (ADS)

Dukić, Darko; Andrijanić, Goran

2010-06-01

Over the last years, e-learning has taken an important role in Croatian higher education as a result of strategies defined and measures undertaken. Nonetheless, in comparison to the developed countries, the achievements in e-learning implementation are still unsatisfactory. Therefore, the efforts to advance e-learning within Croatian higher education need to be intensified. It is further necessary to undertake ongoing activities in order to solve possible problems in e-learning system functioning, which requires the development of adequate evaluation instruments and methods. One of the key steps in this process would be examining and analyzing users' attitudes. This paper presents a study of Croatian students' perceptions with regard to certain aspects of e-learning usage. Given the character of this research, adequate statistical methods were required for the data processing. The results of the analysis indicate that, for the most part, Croatian students have positive perceptions of e-learning, particularly as support to time-honored forms of teaching. However, they are not prepared to completely give up the traditional classroom. Using factor analysis, we identified four underlying factors of a collection of variables related to students' perceptions of e-learning. Furthermore, a certain number of statistically significant differences in student attitudes have been confirmed, in terms of gender and year of study. In our study we used discriminant analysis to determine discriminant functions that distinguished defined groups of students. With this research we managed to a certain degree to alleviate the current data insufficiency in the area of e-learning evaluation among Croatian students. Since this type of learning is gaining in importance within higher education, such analyses have to be conducted continuously.

Attitudes towards statistics of graduate entry medical students: the role of prior learning experiences

PubMed Central

2014-01-01

Background While statistics is increasingly taught as part of the medical curriculum, it can be an unpopular subject and feedback from students indicates that some find it more difficult than other subjects. Understanding attitudes towards statistics on entry to graduate entry medical programmes is particularly important, given that many students may have been exposed to quantitative courses in their previous degree and hence bring preconceptions of their ability and interest to their medical education programme. The aim of this study therefore is to explore, for the first time, attitudes towards statistics of graduate entry medical students from a variety of backgrounds and focus on understanding the role of prior learning experiences. Methods 121 first year graduate entry medical students completed the Survey of Attitudes toward Statistics instrument together with information on demographics and prior learning experiences. Results Students tended to appreciate the relevance of statistics in their professional life and be prepared to put effort into learning statistics. They had neutral to positive attitudes about their interest in statistics and their intellectual knowledge and skills when applied to it. Their feelings towards statistics were slightly less positive e.g. feelings of insecurity, stress, fear and frustration and they tended to view statistics as difficult. Even though 85% of students had taken a quantitative course in the past, only 24% of students described it as likely that they would take any course in statistics if the choice was theirs. How well students felt they had performed in mathematics in the past was a strong predictor of many of the components of attitudes. Conclusion The teaching of statistics to medical students should start with addressing the association between students’ past experiences in mathematics and their attitudes towards statistics and encouraging students to recognise the difference between the two disciplines. Addressing these issues may reduce students’ anxiety and perception of difficulty at the start of their learning experience and encourage students to engage with statistics in their future careers. PMID:24708762

Attitudes towards statistics of graduate entry medical students: the role of prior learning experiences.

PubMed

Hannigan, Ailish; Hegarty, Avril C; McGrath, Deirdre

2014-04-04

While statistics is increasingly taught as part of the medical curriculum, it can be an unpopular subject and feedback from students indicates that some find it more difficult than other subjects. Understanding attitudes towards statistics on entry to graduate entry medical programmes is particularly important, given that many students may have been exposed to quantitative courses in their previous degree and hence bring preconceptions of their ability and interest to their medical education programme. The aim of this study therefore is to explore, for the first time, attitudes towards statistics of graduate entry medical students from a variety of backgrounds and focus on understanding the role of prior learning experiences. 121 first year graduate entry medical students completed the Survey of Attitudes toward Statistics instrument together with information on demographics and prior learning experiences. Students tended to appreciate the relevance of statistics in their professional life and be prepared to put effort into learning statistics. They had neutral to positive attitudes about their interest in statistics and their intellectual knowledge and skills when applied to it. Their feelings towards statistics were slightly less positive e.g. feelings of insecurity, stress, fear and frustration and they tended to view statistics as difficult. Even though 85% of students had taken a quantitative course in the past, only 24% of students described it as likely that they would take any course in statistics if the choice was theirs. How well students felt they had performed in mathematics in the past was a strong predictor of many of the components of attitudes. The teaching of statistics to medical students should start with addressing the association between students' past experiences in mathematics and their attitudes towards statistics and encouraging students to recognise the difference between the two disciplines. Addressing these issues may reduce students' anxiety and perception of difficulty at the start of their learning experience and encourage students to engage with statistics in their future careers.

A study of the relationship between learning styles and cognitive abilities in engineering students

NASA Astrophysics Data System (ADS)

Hames, E.; Baker, M.

2015-03-01

Learning preferences have been indirectly linked to student success in engineering programmes, without a significant body of research to connect learning preferences with cognitive abilities. A better understanding of the relationship between learning styles and cognitive abilities will allow educators to optimise the classroom experience for students. The goal of this study was to determine whether relationships exist between student learning styles, as determined by the Felder-Soloman Inventory of Learning Styles (FSILS), and their cognitive performance. Three tests were used to assess student's cognitive abilities: a matrix reasoning task, a Tower of London task, and a mental rotation task. Statistical t-tests and correlation coefficients were used to quantify the results. Results indicated that the global-sequential, active-referential, and visual-verbal FSILS learning styles scales are related to performance on cognitive tasks. Most of these relationships were found in response times, not accuracy. Differences in task performance between gender groups (male and female) were more notable than differences between learning styles groups.

Baccalaureate nursing students' perceptions of learning and supervision in the clinical environment.

PubMed

Dimitriadou, Maria; Papastavrou, Evridiki; Efstathiou, Georgios; Theodorou, Mamas

2015-06-01

This study is an exploration of nursing students' experiences within the clinical learning environment (CLE) and supervision provided in hospital settings. A total of 357 second-year nurse students from all universities in Cyprus participated in the study. Data were collected using the Clinical Learning Environment, Supervision and Nurse Teacher instrument. The dimension "supervisory relationship (mentor)", as well as the frequency of individualized supervision meetings, were found to be important variables in the students' clinical learning. However, no statistically-significant connection was established between successful mentor relationship and team supervision. The majority of students valued their mentor's supervision more highly than a nurse teacher's supervision toward the fulfillment of learning outcomes. The dimensions "premises of nursing care" and "premises of learning" were highly correlated, indicating that a key component of a quality clinical learning environment is the quality of care delivered. The results suggest the need to modify educational strategies that foster desirable learning for students in response to workplace demands. © 2014 Wiley Publishing Asia Pty Ltd.

Interpreting support vector machine models for multivariate group wise analysis in neuroimaging

PubMed Central

Gaonkar, Bilwaj; Shinohara, Russell T; Davatzikos, Christos

2015-01-01

Machine learning based classification algorithms like support vector machines (SVMs) have shown great promise for turning a high dimensional neuroimaging data into clinically useful decision criteria. However, tracing imaging based patterns that contribute significantly to classifier decisions remains an open problem. This is an issue of critical importance in imaging studies seeking to determine which anatomical or physiological imaging features contribute to the classifier’s decision, thereby allowing users to critically evaluate the findings of such machine learning methods and to understand disease mechanisms. The majority of published work addresses the question of statistical inference for support vector classification using permutation tests based on SVM weight vectors. Such permutation testing ignores the SVM margin, which is critical in SVM theory. In this work we emphasize the use of a statistic that explicitly accounts for the SVM margin and show that the null distributions associated with this statistic are asymptotically normal. Further, our experiments show that this statistic is a lot less conservative as compared to weight based permutation tests and yet specific enough to tease out multivariate patterns in the data. Thus, we can better understand the multivariate patterns that the SVM uses for neuroimaging based classification. PMID:26210913

No difference in learning retention in manikin-based simulation based on role

PubMed Central

Giuliano, Dominic; DC, Marion McGregor

2016-01-01

Objective: We evaluated learning retention in interns exposed to simulation. It was hypothesized that learning would degrade after 6 months and there would be a difference in retention between interns who played a critical role versus those who did not. Methods: A total of 23 groups of 5 to 9 interns underwent a cardiac scenario twice during 1 simulation experience and again 6 months later. We captured 69 recordings (23 before debrief at baseline [PrDV], 23 after debrief at baseline [PoDV], and 23 at 6-month follow-up [FUV]). Students were assigned different roles, including the critical role of “doctor” in a blinded, haphazard fashion. At 6-month follow-up, 12 interns who played the role of doctor initially were assigned that role again, while 11 interns who played noncritical roles initially were newly assigned to doctor. All videos of intern performance were scored independently and in a blinded fashion, by 3 judges using a 15-item check list. Results: Repeated-measures analysis of variance for interns completing all 3 time points indicated a significant difference between time points (F2,22 = 112, p = .00). Contrasts showed a statistically significant difference between PrDV and PoDV (p = .00), and PrDV and FUV (p = .00), but no difference between PoDV and FUV (p = .98). This was consistent with results including all data points. Checklist scores were more than double for PoDV recordings (16) and FUV (15), compared to PrDV recordings (6.6). Follow-up scores comparing old to new doctors showed no statistically significant difference (15.4 vs 15.2 respectively, t21 = 0.26, p = .80, d = .11). Conclusions: Learning retention was maintained regardless of role. PMID:26367345

Effects of a blended learning approach on student outcomes in a graduate-level public health course.

PubMed

Kiviniemi, Marc T

2014-03-11

Blended learning approaches, in which in-person and online course components are combined in a single course, are rapidly increasing in health sciences education. Evidence for the relative effectiveness of blended learning versus more traditional course approaches is mixed. The impact of a blended learning approach on student learning in a graduate-level public health course was examined using a quasi-experimental, non-equivalent control group design. Exam scores and course point total data from a baseline, "traditional" approach semester (n = 28) was compared to that from a semester utilizing a blended learning approach (n = 38). In addition, student evaluations of the blended learning approach were evaluated. There was a statistically significant increase in student performance under the blended learning approach (final course point total d = 0.57; a medium effect size), even after accounting for previous academic performance. Moreover, student evaluations of the blended approach were very positive and the majority of students (83%) preferred the blended learning approach. Blended learning approaches may be an effective means of optimizing student learning and improving student performance in health sciences courses.

Using rock art as an alternative science pedagogy

NASA Astrophysics Data System (ADS)

Allen, Casey D.

College-level and seventh-grade science students were studied to understand the power of a field index, the Rock Art Stability Index (RASI), for student learning about complex biophysical environmental processes. In order to determine if the studied population was representative, 584 college and seventh-grade students undertook a concept mapping exercise after they had learned basic weathering science via in-class lecture. Of this large group, a subset of 322 college students and 13 seventh-grade students also learned RASI through a field experience involving the analysis of rock weathering associated with petroglyphs. After learning weathering through RASI, students completed another concept map. This was a college population where roughly 46% had never taken a "lab science" course and nearly 22% were from minority (non-white) populations. Analysis of student learning through the lens of actor-network theory revealed that when landscape is viewed as process (i.e. many practices), science education embodies both an alternative science philosophy and an alternative materialistic worldview. When RASI components were analyzed after only lecture, student understanding of weathering displayed little connection between weathering form and weathering process. After using RASI in the field however, nearly all students made illustrative concept maps rich in connections between weathering form and weathering process for all subcomponents of RASI. When taken as an aggregate, and measured by an average concept map score, learning increased by almost 14%, Among college minority students, the average score increase approached 23%. Among female students, the average score increase was 16%. For seventh-grade students, scores increased by nearly 36%. After testing for normalcy with Kolmogorov-Smirnov, t-tests reveal that all of these increases were highly statistically significant at p<0.001. The growth in learning weathering science by minority students, as compared to non-minority students, was also statistically significant at p<0.01. These findings reveal the power of field work through RASI to strengthen cognitive linkages between complex biophysical processes and the corresponding rock weathering forms.

The role of picture of process (pp) on senior high school students’ collision concept learning activities and multirepresentation ability

NASA Astrophysics Data System (ADS)

Sutarto; Indrawati; Wicaksono, I.

2018-04-01

The objectives of the study are to describe the effect of PP collision concepts to high school students’ learning activities and multirepresentation abilities. This study was a quasi experimental with non- equivalent post-test only control group design. The population of this study were students who will learn the concept of collision in three state Senior High Schools in Indonesia, with a sample of each school 70 students, 35 students as an experimental group and 35 students as a control group. Technique of data collection were observation and test. The data were analized by descriptive and inferensial statistic. Student learning activities were: group discussions, describing vectors of collision events, and formulating problem-related issues of impact. Multirepresentation capabilities were student ability on image representation, verbal, mathematics, and graph. The results showed that the learning activities in the three aspects for the three high school average categorized good. The impact of using PP on students’ ability on image and graph representation were a significant impact, but for verbal and mathematical skills there are differences but not significant.

The effects of feedback in the implementation of web-mediated self-regulated learning.

PubMed

Tsai, Chia-Wen

2010-04-01

Many vocational students in Taiwan have been used to a "spoon-feeding" teaching method since they were children. They are used to following their school's and teachers' arrangements for their learning. Consequently, they usually lack the ability to manage their time and regulate their learning. If these students were to participate in an online or blended course without regulative learning habits, it may result in dissatisfactory and ineffective learning performance. In this work, two blended classes were studied and compared, one a class deploying feedback in the implementation of Web-mediated SRL and the other without. The results show that the feedback did not result in statistically significant differences in students' computing skills and their pass rate on professional certification tests. The potential reasons for the nonsignificant results and some implications of this study are discussed.

Singing can facilitate foreign language learning.

PubMed

Ludke, Karen M; Ferreira, Fernanda; Overy, Katie

2014-01-01

This study presents the first experimental evidence that singing can facilitate short-term paired-associate phrase learning in an unfamiliar language (Hungarian). Sixty adult participants were randomly assigned to one of three "listen-and-repeat" learning conditions: speaking, rhythmic speaking, or singing. Participants in the singing condition showed superior overall performance on a collection of Hungarian language tests after a 15-min learning period, as compared with participants in the speaking and rhythmic speaking conditions. This superior performance was statistically significant (p < .05) for the two tests that required participants to recall and produce spoken Hungarian phrases. The differences in performance were not explained by potentially influencing factors such as age, gender, mood, phonological working memory ability, or musical ability and training. These results suggest that a "listen-and-sing" learning method can facilitate verbatim memory for spoken foreign language phrases.

Development of the Concept of Energy Conservation using Simple Experiments for Grade 10 Students

NASA Astrophysics Data System (ADS)

Rachniyom, S.; Toedtanya, K.; Wuttiprom, S.

2017-09-01

The purpose of this research was to develop students’ concept of and retention rate in relation to energy conservation. Activities included simple and easy experiments that considered energy transformation from potential to kinetic energy. The participants were 30 purposively selected grade 10 students in the second semester of the 2016 academic year. The research tools consisted of learning lesson plans and a learning achievement test. Results showed that the experiments worked well and were appropriate as learning activities. The students’ achievement scores significantly increased at the statistical level of 05, the students’ retention rates were at a high level, and learning behaviour was at a good level. These simple experiments allowed students to learn to demonstrate to their peers and encouraged them to use familiar models to explain phenomena in daily life.

Statistical learning and probabilistic prediction in music cognition: mechanisms of stylistic enculturation.

PubMed

Pearce, Marcus T

2018-05-11

Music perception depends on internal psychological models derived through exposure to a musical culture. It is hypothesized that this musical enculturation depends on two cognitive processes: (1) statistical learning, in which listeners acquire internal cognitive models of statistical regularities present in the music to which they are exposed; and (2) probabilistic prediction based on these learned models that enables listeners to organize and process their mental representations of music. To corroborate these hypotheses, I review research that uses a computational model of probabilistic prediction based on statistical learning (the information dynamics of music (IDyOM) model) to simulate data from empirical studies of human listeners. The results show that a broad range of psychological processes involved in music perception-expectation, emotion, memory, similarity, segmentation, and meter-can be understood in terms of a single, underlying process of probabilistic prediction using learned statistical models. Furthermore, IDyOM simulations of listeners from different musical cultures demonstrate that statistical learning can plausibly predict causal effects of differential cultural exposure to musical styles, providing a quantitative model of cultural distance. Understanding the neural basis of musical enculturation will benefit from close coordination between empirical neuroimaging and computational modeling of underlying mechanisms, as outlined here. © 2018 The Authors. Annals of the New York Academy of Sciences published by Wiley Periodicals, Inc. on behalf of New York Academy of Sciences.

Clinical skills-related learning goals of senior medical students after performance feedback.

PubMed

Chang, Anna; Chou, Calvin L; Teherani, Arianne; Hauer, Karen E

2011-09-01

Lifelong learning is essential for doctors to maintain competence in clinical skills. With performance feedback, learners should be able to formulate specific and achievable learning goals in areas of need. We aimed to determine: (i) the type and specificity of medical student learning goals after a required clinical performance examination; (ii) differences in goal setting among low, average and high performers, and (iii) whether low performers articulate learning goals that are concordant with their learning needs. We conducted a single-site, multi-year, descriptive comparison study. Senior medical students were given performance benchmarks, individual feedback and guidelines on learning goals; each student was subsequently instructed to write two clinical skills learning goals. Investigators coded the learning goals for specificity, categorised the goals, and performed statistical analyses to determine their concordance with student performance level (low, average or high) in data gathering (history taking and physical examination) or communication skills. All 208 students each wrote two learning goals and most (n=200, 96%) wrote two specific learning goals. Nearly two-thirds of low performers in data gathering wrote at least one learning goal that referred to history taking or physical examination; one-third wrote learning goals pertaining to the organisation of the encounter. High performers in data gathering wrote significantly more patient education goals and significantly fewer history-taking goals than average or low performers. Only 50% of low performers in communication wrote learning goals related to communication skills. Low performers in communication were significantly more likely than average or high performers to identify learning goals related to improving performance in future examinations. The provision of performance benchmarking, individual feedback and brief written guidelines helped most senior medical students in our study to write specific clinical skills learning goals. Many low-performing students did not write learning goals concordant with their areas of weakness. Future work might focus on enhancing low performers' continued learning in areas of performance deficits. © Blackwell Publishing Ltd 2011.

Learning curves for single incision and conventional laparoscopic right hemicolectomy: a multidimensional analysis

PubMed Central

Park, Yoonah; Yong, Yuen Geng; Jung, Kyung Uk; Huh, Jung Wook; Cho, Yong Beom; Kim, Hee Cheol; Lee, Woo Yong; Chun, Ho-Kyung

2015-01-01

Purpose This study aimed to compare the learning curves and early postoperative outcomes for conventional laparoscopic (CL) and single incision laparoscopic (SIL) right hemicolectomy (RHC). Methods This retrospective study included the initial 35 cases in each group. Learning curves were evaluated by the moving average of operative time, mean operative time of every five consecutive cases, and cumulative sum (CUSUM) analysis. The learning phase was considered overcome when the moving average of operative times reached a plateau, and when the mean operative time of every five consecutive cases reached a low point and subsequently did not vary by more than 30 minutes. Results Six patients with missing data in the CL RHC group were excluded from the analyses. According to the mean operative time of every five consecutive cases, learning phase of SIL and CL RHC was completed between 26 and 30 cases, and 16 and 20 cases, respectively. Moving average analysis revealed that approximately 31 (SIL) and 25 (CL) cases were needed to complete the learning phase, respectively. CUSUM analysis demonstrated that 10 (SIL) and two (CL) cases were required to reach a steady state of complication-free performance, respectively. Postoperative complications rate was higher in SIL than in CL group, but the difference was not statistically significant (17.1% vs. 3.4%). Conclusion The learning phase of SIL RHC is longer than that of CL RHC. Early oncological outcomes of both techniques were comparable. However, SIL RHC had a statistically insignificant higher complication rate than CL RHC during the learning phase. PMID:25960990

Effects of lattice parameters on piezoelectric constants in wurtzite materials: A theoretical study using first-principles and statistical-learning methods

NASA Astrophysics Data System (ADS)

Momida, Hiroyoshi; Oguchi, Tamio

2018-04-01

Longitudinal piezoelectric constant (e 33) values of wurtzite materials, which are listed in a structure database, are calculated and analyzed by using first-principles and statistical learning methods. It is theoretically shown that wurtzite materials with high e 33 generally have small lattice constant ratios (c/a) almost independent of constituent elements, and approximately expressed as e 33 ∝ c/a - (c/a)0 with ideal lattice constant ratio (c/a)0. This relation also holds for highly-piezoelectric ternary materials such as Sc x Al1- x N. We conducted a search for high-piezoelectric wurtzite materials by identifying materials with smaller c/a values. It is proposed that the piezoelectricity of ZnO can be significantly enhanced by substitutions of Zn with Ca.

Real-world visual statistics and infants' first-learned object names.

PubMed

Clerkin, Elizabeth M; Hart, Elizabeth; Rehg, James M; Yu, Chen; Smith, Linda B

2017-01-05

We offer a new solution to the unsolved problem of how infants break into word learning based on the visual statistics of everyday infant-perspective scenes. Images from head camera video captured by 8 1/2 to 10 1/2 month-old infants at 147 at-home mealtime events were analysed for the objects in view. The images were found to be highly cluttered with many different objects in view. However, the frequency distribution of object categories was extremely right skewed such that a very small set of objects was pervasively present-a fact that may substantially reduce the problem of referential ambiguity. The statistical structure of objects in these infant egocentric scenes differs markedly from that in the training sets used in computational models and in experiments on statistical word-referent learning. Therefore, the results also indicate a need to re-examine current explanations of how infants break into word learning.This article is part of the themed issue 'New frontiers for statistical learning in the cognitive sciences'. © 2016 The Author(s).

Explaining Student Achievement: The Influence of Teachers' Pedagogical Content Knowledge in Statistics

ERIC Educational Resources Information Center

Callingham, Rosemary; Carmichael, Colin; Watson, Jane M.

2016-01-01

Statistics is an increasingly important component of the mathematics curriculum. "StatSmart" was a project intended to influence middle-years students' learning outcomes in statistics through the provision of appropriate professional learning opportunities and technology to teachers. Participating students in grade 5/6 to grade 9…

Infants Segment Continuous Events Using Transitional Probabilities

ERIC Educational Resources Information Center

Stahl, Aimee E.; Romberg, Alexa R.; Roseberry, Sarah; Golinkoff, Roberta Michnick; Hirsh-Pasek, Kathryn

2014-01-01

Throughout their 1st year, infants adeptly detect statistical structure in their environment. However, little is known about whether statistical learning is a primary mechanism for event segmentation. This study directly tests whether statistical learning alone is sufficient to segment continuous events. Twenty-eight 7- to 9-month-old infants…

Improving Statistical Skills through Students' Participation in the Development of Resources

ERIC Educational Resources Information Center

Biza, Irene; Vande Hey, Eugénie

2015-01-01

This paper summarizes the evaluation of a project that involved undergraduate mathematics students in the development of teaching and learning resources for statistics modules taught in various departments of a university. This evaluation regards students' participation in the project and its impact on their learning of statistics, as…

A Model of Statistics Performance Based on Achievement Goal Theory.

ERIC Educational Resources Information Center

Bandalos, Deborah L.; Finney, Sara J.; Geske, Jenenne A.

2003-01-01

Tests a model of statistics performance based on achievement goal theory. Both learning and performance goals affected achievement indirectly through study strategies, self-efficacy, and test anxiety. Implications of these findings for teaching and learning statistics are discussed. (Contains 47 references, 3 tables, 3 figures, and 1 appendix.)…

Evaluation of virtual environment as a form of interactive resuscitation exam

NASA Astrophysics Data System (ADS)

Leszczyński, Piotr; Charuta, Anna; Kołodziejczak, Barbara; Roszak, Magdalena

2017-10-01

There is scientific evidence confirming the effectiveness of e-learning within resuscitation, however, there is not enough research on modern examination techniques within the scope. The aim of the pilot research is to compare the exam results in the field of Advanced Life Support in a traditional (paper) and interactive (computer) form as well as to evaluate satisfaction of the participants. A survey was conducted which meant to evaluate satisfaction of exam participants. Statistical analysis of the collected data was conducted at a significance level of α = 0.05 using STATISTICS v. 12. Final results of the traditional exam (67.5% ± 15.8%) differed significantly (p < 0.001) from the results of the interactive exam (53.3% ± 13.7%). However, comparing the number of students who did not pass the exam (passing point at 51%), no significant differences (p = 0.13) were observed between the two types exams. The feedback accuracy as well as the presence of well-prepared interactive questions could influence the evaluation of satisfaction of taking part in the electronic test. Significant differences between the results of a traditional test and the one supported by Computer Based Learning system showed the possibility of achieving a more detailed competence verification in the field of resuscitation thanks to interactive solutions.

Education on electrical phenomena involved in electroporation-based therapies and treatments: a blended learning approach.

PubMed

Čorović, Selma; Mahnič-Kalamiza, Samo; Miklavčič, Damijan

2016-04-07

Electroporation-based applications require multidisciplinary expertise and collaboration of experts with different professional backgrounds in engineering and science. Beginning in 2003, an international scientific workshop and postgraduate course electroporation based technologies and treatments (EBTT) has been organized at the University of Ljubljana to facilitate transfer of knowledge from leading experts to researches, students and newcomers in the field of electroporation. In this paper we present one of the integral parts of EBTT: an e-learning practical work we developed to complement delivery of knowledge via lectures and laboratory work, thus providing a blended learning approach on electrical phenomena involved in electroporation-based therapies and treatments. The learning effect was assessed via a pre- and post e-learning examination test composed of 10 multiple choice questions (i.e. items). The e-learning practical work session and both of the e-learning examination tests were carried out after the live EBTT lectures and other laboratory work. Statistical analysis was performed to compare and evaluate the learning effect measured in two groups of students: (1) electrical engineers and (2) natural scientists (i.e. medical doctors, biologists and chemists) undergoing the e-learning practical work in 2011-2014 academic years. Item analysis was performed to assess the difficulty of each item of the examination test. The results of our study show that the total score on the post examination test significantly improved and the item difficulty in both experimental groups decreased. The natural scientists reached the same level of knowledge (no statistical difference in total post-examination test score) on the post-course test take, as do electrical engineers, although the engineers started with statistically higher total pre-test examination score, as expected. The main objective of this study was to investigate whether the educational content the e-learning practical work presented to the students with different professional backgrounds enhanced their knowledge acquired via lectures during EBTT. We compared the learning effect assessed in two experimental groups undergoing the e-learning practical work: electrical engineers and natural scientists. The same level of knowledge on the post-course examination was reached in both groups. The results indicate that our e-learning platform supported by blended learning approach provides an effective learning tool for populations with mixed professional backgrounds and thus plays an important role in bridging the gap between scientific domains involved in electroporation-based technologies and treatments.

Pass-fail grading: laying the foundation for self-regulated learning.

PubMed

White, Casey B; Fantone, Joseph C

2010-10-01

Traditionally, medical schools have tended to make assumptions that students will "automatically" engage in self-education effectively after graduation and subsequent training in residency and fellowships. In reality, the majority of medical graduates out in practice feel unprepared for learning on their own. Many medical schools are now adopting strategies and pedagogies to help students become self-regulating learners. Along with these changes in practices and pedagogy, many schools are eliminating a cornerstone of extrinsic motivation: discriminating grades. To study the effects of the switch from discriminating to pass-fail grading in the second year of medical school, we compared internal and external assessments and evaluations for a second-year class with a discriminating grading scale (Honors, High Pass, Pass, Fail) and for a second-year class with a pass-fail grading scale. Of the measures we compared (MCATs, GPAs, means on second-year examinations, USMLE Step 1 scores, residency placement, in which there were no statistically significant changes), the only statistically significant decreases (lower performance with pass fail) were found in two of the second-year courses. Performance in one other course also improved significantly. Pass-fail grading can meet several important intended outcomes, including "leveling the playing field" for incoming students with different academic backgrounds, reducing competition and fostering collaboration among members of a class, more time for extracurricular interests and personal activities. Pass-fail grading also reduces competition and supports collaboration, and fosters intrinsic motivation, which is key to self-regulated, lifelong learning.

Learning by Doing or Learning by Studying the History of Statistics? A Response to "The Sociology of Teaching Graduate Statistics"

ERIC Educational Resources Information Center

Farkas, George

2005-01-01

This article presents the author's response to Timothy Patrick Moran's article "The Sociology of Teaching Graduate Statistics." Since 1972, the author has taught the required graduate-level social statistics course in three different departments. During this time, he has seen the truth of the concerns that Moran expresses at the beginning of his…

Learning style preferences of dental students at a single institution in Riyadh, Saudi Arabia, evaluated using the VARK questionnaire

PubMed Central

Aldosari, Mohammad A; Aljabaa, Aljazi H; Al-Sehaibany, Fares S; Albarakati, Sahar F

2018-01-01

Background Students differ in their preferred methods of acquiring, processing, and recalling new information. The aim of this study was to investigate the learning style preferences of undergraduate dental students and examine the influence of gender, Grade Point Average (GPA), and academic year levels on these preferences. Methods The Arabic version of the visual, aural, read/write, and kinesthetic (VARK) questionnaire was administered to 491 students from the first- to the fifth-year academic classes at the College of Dentistry, King Saud University. Descriptive statistics were used to characterize the learning styles of the students, and Chi-square test and Fisher’s test were used to compare the learning preferences between genders and among academic years. Significance was set at a p-value of <0.05. Results A total of 368 dental students completed the questionnaire. The multimodal learning style was preferred by 63.04% of the respondents, with the remaining 36% having a unimodal style preference. The aural (A) and the kinesthetic (K) styles were the most preferred unimodal styles. The most common style overall was the quadmodal (VARK) style with 23.64% having this preference. These differences did not reach statistical significance (p>0.05). Females were more likely to prefer a bimodal learning style over a unimodal style (relative risk =2.37). Students with a GPA of “C” were less likely to have a bimodal or a quadmodal style preference compared to students with a GPA of “A” (relative risk =0.34 and 0.36, respectively). Second-year students were less likely to prefer a bimodal over a unimodal style compared to first-year students (relative risk =0.34). Conclusion The quadmodal VARK style is the preferred learning method chosen by dental students, followed by unimodal aural and kinesthetic styles. Gender was found to influence learning style preferences. Students with a “C” GPA tend to prefer unimodal learning style preferences. The VARK questionnaire is a relatively quick and simple tool to reveal the learning style preferences on an individual or a group level. Dental educators should adjust their delivery methods to approximate the learning preferences of their students. Dental students are encouraged to adapt a multimodal style of learning to improve their academic results. PMID:29593441

Performance in College Chemistry: a Statistical Comparison Using Gender and Jungian Personality Type

NASA Astrophysics Data System (ADS)

Greene, Susan V.; Wheeler, Henry R.; Riley, Wayne D.

This study sorted college introductory chemistry students by gender and Jungian personality type. It recognized differences from the general population distribution and statistically compared the students' grades with their Jungian personality types. Data from 577 female students indicated that ESFP (extroverted, sensory, feeling, perceiving) and ENFP (extroverted, intuitive, feeling, perceiving) profiles performed poorly at statistically significant levels when compared with the distribution of females enrolled in introductory chemistry. The comparable analysis using data from 422 male students indicated that the poorly performing male profiles were ISTP (introverted, sensory, thinking, perceiving) and ESTP (extroverted, sensory, thinking, perceiving). ESTJ (extroverted, sensory, thinking, judging) female students withdrew from the course at a statistically significant level. For both genders, INTJ (introverted, intuitive, thinking, judging) students were the best performers. By examining the documented characteristics of Jungian profiles that correspond with poorly performing students in chemistry, one may more effectively assist the learning process and the retention of these individuals in the fields of natural science, engineering, and technology.

Speech segmentation in aphasia

PubMed Central

Peñaloza, Claudia; Benetello, Annalisa; Tuomiranta, Leena; Heikius, Ida-Maria; Järvinen, Sonja; Majos, Maria Carmen; Cardona, Pedro; Juncadella, Montserrat; Laine, Matti; Martin, Nadine; Rodríguez-Fornells, Antoni

2017-01-01

Background Speech segmentation is one of the initial and mandatory phases of language learning. Although some people with aphasia have shown a preserved ability to learn novel words, their speech segmentation abilities have not been explored. Aims We examined the ability of individuals with chronic aphasia to segment words from running speech via statistical learning. We also explored the relationships between speech segmentation and aphasia severity, and short-term memory capacity. We further examined the role of lesion location in speech segmentation and short-term memory performance. Methods & Procedures The experimental task was first validated with a group of young adults (n = 120). Participants with chronic aphasia (n = 14) were exposed to an artificial language and were evaluated in their ability to segment words using a speech segmentation test. Their performance was contrasted against chance level and compared to that of a group of elderly matched controls (n = 14) using group and case-by-case analyses. Outcomes & Results As a group, participants with aphasia were significantly above chance level in their ability to segment words from the novel language and did not significantly differ from the group of elderly controls. Speech segmentation ability in the aphasic participants was not associated with aphasia severity although it significantly correlated with word pointing span, a measure of verbal short-term memory. Case-by-case analyses identified four individuals with aphasia who performed above chance level on the speech segmentation task, all with predominantly posterior lesions and mild fluent aphasia. Their short-term memory capacity was also better preserved than in the rest of the group. Conclusions Our findings indicate that speech segmentation via statistical learning can remain functional in people with chronic aphasia and suggest that this initial language learning mechanism is associated with the functionality of the verbal short-term memory system and the integrity of the left inferior frontal region. PMID:28824218

Understanding the relationship between student attitudes and student learning

NASA Astrophysics Data System (ADS)

Cahill, Michael J.; McDaniel, Mark A.; Frey, Regina F.; Hynes, K. Mairin; Repice, Michelle; Zhao, Jiuqing; Trousil, Rebecca

2018-02-01

Student attitudes, defined as the extent to which one holds expertlike beliefs about and approaches to physics, are a major research topic in physics education research. An implicit but rarely tested assumption underlying much of this research is that student attitudes play a significant part in student learning and performance. The current study directly tested this attitude-learning link by measuring the association between incoming attitudes (Colorado Learning Attitudes about Science Survey) and student learning during the semester after statistically controlling for the effects of prior knowledge [early-semester Force Concept Inventory (FCI) or Brief Electricity and Magnetism Assessment (BEMA)]. This study spanned four different courses and included two complementary measures of student knowledge: late-semester concept inventory scores (FCI or BEMA) and exam averages. In three of the four courses, after controlling for prior knowledge, attitudes significantly predicted both late-semester concept inventory scores and exam averages, but in all cases these attitudes explained only a small amount of variance in concept-inventory and exam scores. Results indicate that after accounting for students' incoming knowledge, attitudes may uniquely but modestly relate to how much students learn and how well they perform in the course.

Work Injury Risk Among Young People With Learning Disabilities and Attention-Deficit/Hyperactivity Disorder in Canada

PubMed Central

Pole, Jason D.

2009-01-01

Objectives. We sought to gain a better understanding of the relationship between learning disabilities, attention-deficit/hyperactivity disorder (ADHD), and risk of occupational injury among young workers. Methods. We assessed 15- to 24-year-old workers (n = 14 379) from cycle 2.1 of the Canadian Community Health Survey (CCHS). We gathered data on demographic characteristics, work-related factors, and presence of learning disabilities or ADHD. We conducted a multivariate logistic regression analysis to assess occurrences of medically attended work injuries. Results. There was an 89% adjusted increase in work injury risk among workers with self-reported dyslexia (a type of learning disability) relative to workers reporting no learning disabilities, although this result did not meet traditional statistical significance criteria. Being out of school, either with or without a high school diploma, was associated with a significantly increased risk of work injury, even after control for a number of demographic and work-related variables. Conclusions. Our findings underscore the notion that individual differences salient in the education system (e.g., learning disabilities, school dropout) need to be integrated into conceptual models of injury risk among young workers. PMID:19542044

Pioglitazone improves the ability of learning and memory via activating ERK1/2 signaling pathway in the hippocampus of T2DM rats.

PubMed

Gao, F; Zang, L; Wu, D Y; Li, Y J; Zhang, Q; Wang, H B; Tian, G L; Mu, Y M

2017-06-09

To explore the correlation between effect of PIO (pioglitazone, PIO) on learning as well as memory and ERK1/2 (extracellular signal regulated kinase 1/2, ERK1/2) pathway in T2DM (type 2 diabetes mellitus, T2DM) rats, further to elucidate the potential mechanism of PIO in improvement of learning and memory. 12-week-old male SD rats (number of 10 per group) were randomly divided into control group (CON), T2DM group (DM) and T2DM +PIO group (DM+PG). Rats in DM and DM+PG groups were given high fat diet for 20 weeks, then treated with Streptozotocin (27mg/kg) by intraperitoneal injection at 21week. After 72h, the FBG (fasting blood glucose, FBG) was greater than 7.0mmol/L can considered T2DM rats. DM+PG group was treated with PIO (10 mg·kg -1 ·d -1 ) by gavage daily. After Hyperinsulinemic-Euglycemic Clamp Study and Morris water maze test at 30-week, all of animals were sacrificed. The expressions of RKIP (Raf-1 kinase inhibitor protein, RKIP) and ERK1/2 in hippocampus were detected using Western Blot and real-time PCR. The FBG level: DM group (7.68±0.54mmol/L) was higher than CON group (5.35±0.63mmol/L) and DM+PG group (6.07±0.84mmol/L), the differences were considered statistically significant (P <0.05). Hyperinsulinemic-Euglycemic Clamp Studies: GIR (glucose infusion rate, GIR) of DM group (21.02±5.10 mg·kg -1 ·d -1 ) was less than CON group (27.64±3.87 mg·kg -1 ·d -1 ) and DM+PG group (26.04 ±5.41 mg·kg -1 ·d -1 ), the differences were considered statistically significant (P <0.05). Morris water maze training: The escape latencies and searching platform performance of DM group (24.54±5.02s) decreased significantly compared with CON group (16.73±4.02s) and DM+PG group (18.05±4.12s) (P <0.05). Changes of RKIP, ERK, p-ERK protein relative content in rat hippocampus: Compared with CON groupand DM+PG group, the relative content of RKIP in DM group remarkably increased (P<0.01); ERK protein levels were not considered statistically significant among the three groups (P>0.05); The relative content of p-ERK1/2 protein in CON group and DM+PG group rats dorsal were higher than those in group DM, the difference was considered statistically significant (P<0.01). Changes in hippocampus of rat RKIP and ERK gene relative content: Compared with CON group and DM+PG group, levels of RKIP mRNA in DM group were significantly increased (P<0.01); ERK mRNA levels were not considered statistically significant among the three groups (P>0.05). Activation of ERK1/2 signal transduction pathway via reducing RKIP in the hippocampus may be one of the mechanisms of PIO to improve the learning and memory of the T2DM rats. Copyright © 2017 Elsevier B.V. All rights reserved.

Adoption of Robotic vs Fluoroscopic Guidance in Total Hip Arthroplasty: Is Acetabular Positioning Improved in the Learning Curve?

PubMed

Kamara, Eli; Robinson, Jonathon; Bas, Marcel A; Rodriguez, Jose A; Hepinstall, Matthew S

2017-01-01

Acetabulum positioning affects dislocation rates, component impingement, bearing surface wear rates, and need for revision surgery. Novel techniques purport to improve the accuracy and precision of acetabular component position, but may have a significant learning curve. Our aim was to assess whether adopting robotic or fluoroscopic techniques improve acetabulum positioning compared to manual total hip arthroplasty (THA) during the learning curve. Three types of THAs were compared in this retrospective cohort: (1) the first 100 fluoroscopically guided direct anterior THAs (fluoroscopic anterior [FA]) done by a surgeon learning the anterior approach, (2) the first 100 robotic-assisted posterior THAs done by a surgeon learning robotic-assisted surgery (robotic posterior [RP]), and (3) the last 100 manual posterior (MP) THAs done by each surgeon (200 THAs) before adoption of novel techniques. Component position was measured on plain radiographs. Radiographic measurements were taken by 2 blinded observers. The percentage of hips within the surgeons' "target zone" (inclination, 30°-50°; anteversion, 10°-30°) was calculated, along with the percentage within the "safe zone" of Lewinnek (inclination, 30°-50°; anteversion, 5°-25°) and Callanan (inclination, 30°-45°; anteversion, 5°-25°). Relative risk (RR) and absolute risk reduction (ARR) were calculated. Variances (square of the standard deviations) were used to describe the variability of cup position. Seventy-six percentage of MP THAs were within the surgeons' target zone compared with 84% of FA THAs and 97% of RP THAs. This difference was statistically significant, associated with a RR reduction of 87% (RR, 0.13 [0.04-0.40]; P < .01; ARR, 21%; number needed to treat, 5) for RP compared to MP THAs. Compared to FA THAs, RP THAs were associated with a RR reduction of 81% (RR, 0.19 [0.06-0.62]; P < .01; ARR, 13%; number needed to treat, 8). Variances were lower for acetabulum inclination and anteversion in RP THAs (14.0 and 19.5) as compared to the MP (37.5 and 56.3) and FA (24.5 and 54.6) groups. These differences were statistically significant (P < .01). Adoption of robotic techniques delivers significant and immediate improvement in the precision of acetabular component positioning during the learning curve. While fluoroscopy has been shown to be beneficial with experience, a learning curve exists before precision improves significantly. Copyright © 2016 Elsevier Inc. All rights reserved.

Content-based VLE designs improve learning efficiency in constructivist statistics education.

PubMed

Wessa, Patrick; De Rycker, Antoon; Holliday, Ian Edward

2011-01-01

We introduced a series of computer-supported workshops in our undergraduate statistics courses, in the hope that it would help students to gain a deeper understanding of statistical concepts. This raised questions about the appropriate design of the Virtual Learning Environment (VLE) in which such an approach had to be implemented. Therefore, we investigated two competing software design models for VLEs. In the first system, all learning features were a function of the classical VLE. The second system was designed from the perspective that learning features should be a function of the course's core content (statistical analyses), which required us to develop a specific-purpose Statistical Learning Environment (SLE) based on Reproducible Computing and newly developed Peer Review (PR) technology. The main research question is whether the second VLE design improved learning efficiency as compared to the standard type of VLE design that is commonly used in education. As a secondary objective we provide empirical evidence about the usefulness of PR as a constructivist learning activity which supports non-rote learning. Finally, this paper illustrates that it is possible to introduce a constructivist learning approach in large student populations, based on adequately designed educational technology, without subsuming educational content to technological convenience. Both VLE systems were tested within a two-year quasi-experiment based on a Reliable Nonequivalent Group Design. This approach allowed us to draw valid conclusions about the treatment effect of the changed VLE design, even though the systems were implemented in successive years. The methodological aspects about the experiment's internal validity are explained extensively. The effect of the design change is shown to have substantially increased the efficiency of constructivist, computer-assisted learning activities for all cohorts of the student population under investigation. The findings demonstrate that a content-based design outperforms the traditional VLE-based design.

CD process control through machine learning

NASA Astrophysics Data System (ADS)

Utzny, Clemens

2016-10-01

For the specific requirements of the 14nm and 20nm site applications a new CD map approach was developed at the AMTC. This approach relies on a well established machine learning technique called recursive partitioning. Recursive partitioning is a powerful technique which creates a decision tree by successively testing whether the quantity of interest can be explained by one of the supplied covariates. The test performed is generally a statistical test with a pre-supplied significance level. Once the test indicates significant association between the variable of interest and a covariate a split performed at a threshold value which minimizes the variation within the newly attained groups. This partitioning is recurred until either no significant association can be detected or the resulting sub group size falls below a pre-supplied level.

The Developing Infant Creates a Curriculum for Statistical Learning.

PubMed

Smith, Linda B; Jayaraman, Swapnaa; Clerkin, Elizabeth; Yu, Chen

2018-04-01

New efforts are using head cameras and eye-trackers worn by infants to capture everyday visual environments from the point of view of the infant learner. From this vantage point, the training sets for statistical learning develop as the sensorimotor abilities of the infant develop, yielding a series of ordered datasets for visual learning that differ in content and structure between timepoints but are highly selective at each timepoint. These changing environments may constitute a developmentally ordered curriculum that optimizes learning across many domains. Future advances in computational models will be necessary to connect the developmentally changing content and statistics of infant experience to the internal machinery that does the learning. Copyright © 2018 Elsevier Ltd. All rights reserved.

Domain generality vs. modality specificity: The paradox of statistical learning

PubMed Central

Frost, Ram; Armstrong, Blair C.; Siegelman, Noam; Christiansen, Morten H.

2015-01-01

Statistical learning is typically considered to be a domain-general mechanism by which cognitive systems discover the underlying distributional properties of the input. Recent studies examining whether there are commonalities in the learning of distributional information across different domains or modalities consistently reveal, however, modality and stimulus specificity. An important question is, therefore, how and why a hypothesized domain-general learning mechanism systematically produces such effects. We offer a theoretical framework according to which statistical learning is not a unitary mechanism, but a set of domain-general computational principles, that operate in different modalities and therefore are subject to the specific constraints characteristic of their respective brain regions. This framework offers testable predictions and we discuss its computational and neurobiological plausibility. PMID:25631249

An Investigation of the Factors Motivating Meaningful Learning of Statistics by Graduate Systems Management Students at AFIT.

DTIC Science & Technology

1987-09-01

DAC-RiB 271 AN INVESTIGATION OF THE FACTORS MOTIVATING MEANINGFUL v’ LEARNING OF STATIST (U) AIR FORCE INST OF TECH WRIGHT-PATTERSON RFB OH SCHOOL OF...Furthermore, the views expressed in the document are those of the author and do not necessarily reflect the views of the School of Systems and...MEANINGFUL LEARNING OF STATISTICS BY GRADUATE SYSTEMS MANAGEMENT STUDENTS AT AFIT THESIS Presented to the Faculty of the School of Systems and Logistics

Learning of grammar-like visual sequences by adults with and without language-learning disabilities.

PubMed

Aguilar, Jessica M; Plante, Elena

2014-08-01

Two studies examined learning of grammar-like visual sequences to determine whether a general deficit in statistical learning characterizes this population. Furthermore, we tested the hypothesis that difficulty in sustaining attention during the learning task might account for differences in statistical learning. In Study 1, adults with normal language (NL) or language-learning disability (LLD) were familiarized with the visual artificial grammar and then tested using items that conformed or deviated from the grammar. In Study 2, a 2nd sample of adults with NL and LLD were presented auditory word pairs with weak semantic associations (e.g., groom + clean) along with the visual learning task. Participants were instructed to attend to visual sequences and to ignore the auditory stimuli. Incidental encoding of these words would indicate reduced attention to the primary task. In Studies 1 and 2, both groups demonstrated learning and generalization of the artificial grammar. In Study 2, neither the NL nor the LLD group appeared to encode the words presented during the learning phase. The results argue against a general deficit in statistical learning for individuals with LLD and demonstrate that both NL and LLD learners can ignore extraneous auditory stimuli during visual learning.

Study of the Impact of Educational Behavioral Interventions on Fatigue in Mothers in the Postpartum Period in the Groups of Face-to-Face and Electronic Training

PubMed Central

Gholami, Zahra; Mohammadirizi, Soheila; Bahadoran, Parvin

2017-01-01

Background: Maternal fatigue in the postpartum period include factors that affect the quality of life and health of both the mother and newborn. This study aimed to investigate two educational approaches regarding mother's fatigue in the postpartum period. Materials and Methods: This experimental study was performed among 110 pregnant mothers during their postpartum care using random sampling. The participants were divided in three groups, namely, face-to-face, e-learning, and control groups. Interventions included individual meetings between the researcher and mothers in the face-to-face group and giving educational compact disc to the e-learning department to improve maternal fatigue. Personal information and fertility data was obtained (before training); the maternal fatigue questionnaire Fatigue Severity Scale (FSS) was completed before and after any type of (face-to-face, e-learning, and control) education. Obtained data were analyzed using one-way analysis of variance (ANOVA) and repeated-measures ANOVA. Results: Results showed that both face-to-face and e-learning methods had similar maternal fatigue scores. The average change on the maternal fatigue score in the second treatment was (p = 0.02) and the third treatment was (p < 0.001)among three groups that was indicative of significant statistical differences. Similarly, there was no statistically significant difference in the average maternal fatigue score between the two groups before the intervention and in the second and third groups after the intervention. Therefore, over time, the training was unaffected. Conclusions: The findings of this study indicate that both face-to-face and e-learning methods are effective to reduce maternal postpartum fatigue. PMID:29184586

Comfort and experience with online learning: trends over nine years and associations with knowledge

PubMed Central

2014-01-01

Background Some evidence suggests that attitude toward computer-based instruction is an important determinant of success in online learning. We sought to determine how comfort using computers and perceptions of prior online learning experiences have changed over the past decade, and how these associate with learning outcomes. Methods Each year from 2003–2011 we conducted a prospective trial of online learning. As part of each year’s study, we asked medicine residents about their comfort using computers and if their previous experiences with online learning were favorable. We assessed knowledge using a multiple-choice test. We used regression to analyze associations and changes over time. Results 371 internal medicine and family medicine residents participated. Neither comfort with computers nor perceptions of prior online learning experiences showed a significant change across years (p > 0.61), with mean comfort rating 3.96 (maximum 5 = very comfortable) and mean experience rating 4.42 (maximum 6 = strongly agree [favorable]). Comfort showed no significant association with knowledge scores (p = 0.39) but perceptions of prior experiences did, with a 1.56% rise in knowledge score for a 1-point rise in experience score (p = 0.02). Correlations among comfort, perceptions of prior experiences, and number of prior experiences were all small and not statistically significant. Conclusions Comfort with computers and perceptions of prior experience with online learning remained stable over nine years. Prior good experiences (but not comfort with computers) demonstrated a modest association with knowledge outcomes, suggesting that prior course satisfaction may influence subsequent learning. PMID:24985690

Intact implicit statistical learning in borderline personality disorder.

PubMed

Unoka, Zsolt; Vizin, Gabriella; Bjelik, Anna; Radics, Dóra; Nemeth, Dezso; Janacsek, Karolina

2017-09-01

Wide-spread neuropsychological deficits have been identified in borderline personality disorder (BPD). Previous research found impairments in decision making, declarative memory, working memory and executive functions; however, no studies have focused on implicit learning in BPD yet. The aim of our study was to investigate implicit statistical learning by comparing learning performance of 19 BPD patients and 19 healthy, age-, education- and gender-matched controls on a probabilistic sequence learning task. Moreover, we also tested whether participants retain the acquired knowledge after a delay period. To this end, participants were retested on a shorter version of the same task 24h after the learning phase. We found intact implicit statistical learning as well as retention of the acquired knowledge in this personality disorder. BPD patients seem to be able to extract and represent regularities implicitly, which is in line with the notion that implicit learning is less susceptible to illness compared to the more explicit processes. Copyright © 2017 Elsevier Ireland Ltd. All rights reserved.

Brain Tumor Risk Factors

MedlinePlus

... Factors Brain Tumor Statistics ABTA Publications Brain Tumor Dictionary Upcoming Webinars Anytime Learning Brain Tumor Educational Presentations ... Factors Brain Tumor Statistics ABTA Publications Brain Tumor Dictionary Upcoming Webinars Anytime Learning Brain Tumor Educational Presentations ...

Anatomy of the Brain

MedlinePlus

... Tumors Risk Factors Brain Tumor Statistics Brain Tumor Dictionary Webinars Anytime Learning About Us Our Founders Board ... Factors Brain Tumor Statistics ABTA Publications Brain Tumor Dictionary Upcoming Webinars Anytime Learning Brain Tumor Educational Presentations ...

Cooperative Learning in Virtual Environments: The Jigsaw Method in Statistical Courses

ERIC Educational Resources Information Center

Vargas-Vargas, Manuel; Mondejar-Jimenez, Jose; Santamaria, Maria-Letica Meseguer; Alfaro-Navarro, Jose-Luis; Fernandez-Aviles, Gema

2011-01-01

This document sets out a novel teaching methodology as used in subjects with statistical content, traditionally regarded by students as "difficult". In a virtual learning environment, instructional techniques little used in mathematical courses were employed, such as the Jigsaw cooperative learning method, which had to be adapted to the…

An Analysis of Research Trends in Dissertations and Theses Studying Blended Learning

ERIC Educational Resources Information Center

Drysdale, Jeffery S.; Graham, Charles R.; Spring, Kristian J.; Halverson, Lisa R.

2013-01-01

This article analyzes the research of 205 doctoral dissertations and masters' theses in the domain of blended learning. A summary of trends regarding the growth and context of blended learning research is presented. Methodological trends are described in terms of qualitative, inferential statistics, descriptive statistics, and combined approaches…

Statistical and Cooperative Learning in Reading: An Artificial Orthography Learning Study

ERIC Educational Resources Information Center

Zhao, Jingjing; Li, Tong; Elliott, Mark A.; Rueckl, Jay G.

2018-01-01

This article reports two experiments in which the artificial orthography paradigm was used to investigate the mechanisms underlying learning to read. In each experiment, participants were taught the meanings and pronunications of words written in an unfamiliar orthography, and the statistical structure of the mapping between written and spoken…

Statistical Learning as a Basis for Social Understanding in Children

ERIC Educational Resources Information Center

Ruffman, Ted; Taumoepeau, Mele; Perkins, Chris

2012-01-01

Many authors have argued that infants understand goals, intentions, and beliefs. We posit that infants' success on such tasks might instead reveal an understanding of behaviour, that infants' proficient statistical learning abilities might enable such insights, and that maternal talk scaffolds children's learning about the social world as well. We…

Effectiveness of Project Based Learning in Statistics for Lower Secondary Schools

ERIC Educational Resources Information Center

Siswono, Tatag Yuli Eko; Hartono, Sugi; Kohar, Ahmad Wachidul

2018-01-01

Purpose: This study aimed at investigating the effectiveness of implementing Project Based Learning (PBL) on the topic of statistics at a lower secondary school in Surabaya city, Indonesia, indicated by examining student learning outcomes, student responses, and student activity. Research Methods: A quasi experimental method was conducted over two…

Formal Operations and Learning Style Predict Success in Statistics and Computer Science Courses.

ERIC Educational Resources Information Center

Hudak, Mary A.; Anderson, David E.

1990-01-01

Studies 94 undergraduate students in introductory statistics and computer science courses. Applies Formal Operations Reasoning Test (FORT) and Kolb's Learning Style Inventory (LSI). Finds that substantial numbers of students have not achieved the formal operation level of cognitive maturity. Emphasizes need to examine students learning style and…

An Empirical Consideration of a Balanced Amalgamation of Learning Strategies in Graduate Introductory Statistics Classes

ERIC Educational Resources Information Center

Vaughn, Brandon K.

2009-01-01

This study considers the effectiveness of a "balanced amalgamated" approach to teaching graduate level introductory statistics. Although some research stresses replacing traditional lectures with more active learning methods, the approach of this study is to combine effective lecturing with active learning and team projects. The results of this…

Explorations in statistics: hypothesis tests and P values.

PubMed

Curran-Everett, Douglas

2009-06-01

Learning about statistics is a lot like learning about science: the learning is more meaningful if you can actively explore. This second installment of Explorations in Statistics delves into test statistics and P values, two concepts fundamental to the test of a scientific null hypothesis. The essence of a test statistic is that it compares what we observe in the experiment to what we expect to see if the null hypothesis is true. The P value associated with the magnitude of that test statistic answers this question: if the null hypothesis is true, what proportion of possible values of the test statistic are at least as extreme as the one I got? Although statisticians continue to stress the limitations of hypothesis tests, there are two realities we must acknowledge: hypothesis tests are ingrained within science, and the simple test of a null hypothesis can be useful. As a result, it behooves us to explore the notions of hypothesis tests, test statistics, and P values.

The Relationship between Teaching Presence and Student Course Outcomes in an Online International Population

ERIC Educational Resources Information Center

Wendt, Jillian; Courduff, Jennifer

2018-01-01

A causal comparative research design was utilized in this study to examine the relationship between international students' perceptions of teacher presence in the online learning environment and students' achievement as measured by end of course grades. Spearman's analysis indicated no statistically significant correlation between the composite…

Multimedia Instructional Tools and Student Learning in an Integrated Business Applications Course

ERIC Educational Resources Information Center

Wells, Sandra H.

2018-01-01

The purpose of this quantitative descriptive comparative study was to investigate and explore the usage of multimedia instructional tools (MMITs) in an integrated business applications course to determine if there was a statistically significant difference in the gain scores between the pretest and posttest scores of high school students who used…

Mathematics Practicum at St. Olaf College: Project-Based Learning through Academic Civic Engagement

ERIC Educational Resources Information Center

Sanft, Rebecca; Ziegler-Graham, Kathryn

2018-01-01

The Mathematics Practicum has been offered at St. Olaf College for over 30 years. The Practicum is a 4-week, January Interim course where three teams of five students work on consulting problems solicited from area businesses, government agencies, and non-profit organizations. These problems have significant mathematical, statistical, and…

Empathy, Self-Reflection, and Curriculum Choice

ERIC Educational Resources Information Center

Grosseman, Suely; Hojat, Mohammadreza; Duke, Pamela M.; Mennin, Stewart; Rosenzweig, Steven; Novack, Dennis

2014-01-01

We administered the Jefferson Scale of Empathy and the Groningen Reflection Ability Scale to 61 of 64 entering medical students who self-selected a problem-based learning curricular track and to 163 of 198 who self-selected a lecture-based track (response rates of 95.3% and 82.3%, respectively, with no statistically significant differences in mean…

Incorporating E-Mail into the Learning Process: Its Impact on Student Academic Achievement and Attitudes.

ERIC Educational Resources Information Center

Yu, Fu-Yun; Yu, Hsin-Jin Jessy

2002-01-01

Describes a study of Taiwan university students that investigated the impacts of incorporating email into the classroom on student achievement and attitudes using a posttest-only control-group design. Results showed a statistically significant difference in academic performance but not in student attitudes toward computers. (Author/LRW)

Urban and Rural College Students' Family Background and Their Participation in Student Organization: A Study in Guangzhou University

ERIC Educational Resources Information Center

Hui, Liu; Min, Yang

2017-01-01

Based on the survey of "undergraduate family and educational background and freshman learning experience," a statistical analysis of Guangzhou University first-year undergraduate students' family backgrounds and participation in student organizational activities found a significant correlation between family background and the degree of…

Correlation of Self-Assessment with Attendance in an Evidence-Based Medicine Course

ERIC Educational Resources Information Center

Ramirez, Beatriz U.

2015-01-01

In previous studies, correlations between attendance and grades in lectures have given variable results and, when statistically significant, the correlation has been weak. In some studies, a sex effect has been reported. Lectures are a teacher-centered learning activity. Therefore, it appeared interesting to evaluate if a stronger correlation…

Learning That It Is Okay to Cheat

ERIC Educational Resources Information Center

Liebler, Robert

2015-01-01

Vignettes are used to examine the relation between students observing faculty actions and students' attitude that it is okay to cheat. The action is that the instructor uses either a low or a high level of cheating deterrence for the exam. The results indicate a statistically significant difference in attitudes upon observing the actions.