Learning from the mistakes of others: How female elk (Cervus elaphus) adjust behaviour with age to avoid hunters.

Science.gov (United States)

Thurfjell, Henrik; Ciuti, Simone; Boyce, Mark S

2017-01-01

In animal behaviour, there is a dichotomy between innate behaviours (e.g., temperament or personality traits) versus those behaviours shaped by learning. Innate personality traits are supposedly less evident in animals when confounded by learning acquired with experience through time. Learning might play a key role in the development and adoption of successful anti-predator strategies, and the related adaptation has the potential to make animals that are more experienced less vulnerable to predation. We carried out a study in a system involving a large herbivorous mammal, female elk, Cervus elaphus, and their primary predator, i.e., human hunters. Using fine-scale satellite telemetry relocations, we tested whether differences in behaviour depending on age were due solely to selection pressure imposed by human hunters, meaning that females that were more cautious were more likely to survive and become older. Or whether learning also was involved, meaning that females adjusted their behaviour as they aged. Our results indicated that both human selection and learning contributed to the adoption of more cautious behavioural strategies in older females. Whereas human selection of behavioural traits has been shown in our previous research, we here provide evidence of additive learning processes being responsible for shaping the behaviour of individuals in this population. Female elk are indeed almost invulnerable to human hunters when older than 9-10 y.o., confirming that experience contributes to their survival. Female elk monitored in our study showed individually changing behaviours and clear adaptation as they aged, such as reduced movement rates (decreased likelihood of encountering human hunters), and increased use of secure areas (forest and steeper terrain), especially when close to roads. We also found that elk adjusted behaviours depending on the type of threat (bow and arrow vs. rifle hunters). This fine-tuning by elk to avoid hunters, rather than just

Learning from the mistakes of others: How female elk (Cervus elaphus adjust behaviour with age to avoid hunters.

Directory of Open Access Journals (Sweden)

Henrik Thurfjell

Full Text Available In animal behaviour, there is a dichotomy between innate behaviours (e.g., temperament or personality traits versus those behaviours shaped by learning. Innate personality traits are supposedly less evident in animals when confounded by learning acquired with experience through time. Learning might play a key role in the development and adoption of successful anti-predator strategies, and the related adaptation has the potential to make animals that are more experienced less vulnerable to predation. We carried out a study in a system involving a large herbivorous mammal, female elk, Cervus elaphus, and their primary predator, i.e., human hunters. Using fine-scale satellite telemetry relocations, we tested whether differences in behaviour depending on age were due solely to selection pressure imposed by human hunters, meaning that females that were more cautious were more likely to survive and become older. Or whether learning also was involved, meaning that females adjusted their behaviour as they aged. Our results indicated that both human selection and learning contributed to the adoption of more cautious behavioural strategies in older females. Whereas human selection of behavioural traits has been shown in our previous research, we here provide evidence of additive learning processes being responsible for shaping the behaviour of individuals in this population. Female elk are indeed almost invulnerable to human hunters when older than 9-10 y.o., confirming that experience contributes to their survival. Female elk monitored in our study showed individually changing behaviours and clear adaptation as they aged, such as reduced movement rates (decreased likelihood of encountering human hunters, and increased use of secure areas (forest and steeper terrain, especially when close to roads. We also found that elk adjusted behaviours depending on the type of threat (bow and arrow vs. rifle hunters. This fine-tuning by elk to avoid hunters, rather

Transvestism in a person with learning disabilities presenting with behavioural problems.

Science.gov (United States)

Thomas, P R; DeAlwis, K

1995-10-01

A case of transvestism is reported in a 47-year-old man with learning disabilities. He had developed encephalitis in childhood, which had resulted in moderate learning disabilities and epilepsy, and had been living in institutions from the age of six. He did not have any chance to express his sexual desire and this frustration manifested as aggressive behaviour. Recently, he moved to a community home and his deviant sexual behaviour became apparent. Management of his problems involves organizing a behavioural programme linking his cross dressing with aggressive behaviour.

Demographic diversity, communication and learning behaviour in healthcare groups.

Science.gov (United States)

Curşeu, Petru Lucian

2013-01-01

An integrative model of group learning was tested in a sample of 40 healthcare groups (434 respondents), and the results show that age diversity reduces the frequency of face-to-face communication whereas educational diversity reduces the frequency of virtual communication in healthcare groups. Frequency of communication (both face-to-face and virtual), in turn, positively impacts on the emergence of trust and psychological safety, which are essential drivers of learning behaviours in healthcare groups. Additional results show that average educational achievement within groups is conducive for communication frequency (both face-to-face and virtual), whereas mean age within groups has a negative association with the use of virtual communication in healthcare groups. Copyright © 2012 John Wiley & Sons, Ltd.

Effects of pre-natal X-ray exposure on learning behaviour of mice

International Nuclear Information System (INIS)

Frank, P.; Faber, U.; Budny, T.

1983-01-01

The authors investigated whether prenatal X-raying affects the learning behaviour of mice. For this purpose they irradiated mice of strain C57BL/6Ffm with 130 r at different points of the fetal phase. Unirradiated mice served as controls. The animals underwent two learning test series of 14 days each teaching them optical signs. The results of the test series show a distinctly inferior learning ability in the animals exposed to pre-natal irradiation as compared to unirradiated controls. The extent of the reduction of the learning ability depends on the stage of the pregnancy at the time of X-ray exposure. The greatest difference as compared to non-irradiated mice occurred in the animals irradiated at the earliest stage (13th/14th day of pregnancy). The results of the other test groups (15th/16th and 17th/18th day of pregnancy) exhibited less distinct, but still significant differences to the controls. Exposure at the latest period (17th/18th day) coincided with the smallest difference. (orig./MG) [de

Predicting Process Behaviour using Deep Learning

OpenAIRE

Evermann, Joerg; Rehse, Jana-Rebecca; Fettke, Peter

2016-01-01

Predicting business process behaviour is an important aspect of business process management. Motivated by research in natural language processing, this paper describes an application of deep learning with recurrent neural networks to the problem of predicting the next event in a business process. This is both a novel method in process prediction, which has largely relied on explicit process models, and also a novel application of deep learning methods. The approach is evaluated on two real da...

Emotional and behavioural barriers to learning and development in ...

African Journals Online (AJOL)

Emotional and behavioural barriers to learning and development in the inclusive education classrooms in South Africa: Developing a training programme for teachers. ... The training affected teachers' attitudes, teacher–learner interaction, learner behaviour and school organisation. Conclusion: In-service training for ...

Reinforcement learning improves behaviour from evaluative feedback

Science.gov (United States)

Littman, Michael L.

2015-05-01

Reinforcement learning is a branch of machine learning concerned with using experience gained through interacting with the world and evaluative feedback to improve a system's ability to make behavioural decisions. It has been called the artificial intelligence problem in a microcosm because learning algorithms must act autonomously to perform well and achieve their goals. Partly driven by the increasing availability of rich data, recent years have seen exciting advances in the theory and practice of reinforcement learning, including developments in fundamental technical areas such as generalization, planning, exploration and empirical methodology, leading to increasing applicability to real-life problems.

Learning and adaptation: neural and behavioural mechanisms behind behaviour change

Science.gov (United States)

Lowe, Robert; Sandamirskaya, Yulia

2018-01-01

This special issue presents perspectives on learning and adaptation as they apply to a number of cognitive phenomena including pupil dilation in humans and attention in robots, natural language acquisition and production in embodied agents (robots), human-robot game play and social interaction, neural-dynamic modelling of active perception and neural-dynamic modelling of infant development in the Piagetian A-not-B task. The aim of the special issue, through its contributions, is to highlight some of the critical neural-dynamic and behavioural aspects of learning as it grounds adaptive responses in robotic- and neural-dynamic systems.

Nature vs. Nurture: Evidence for Social Learning of Conflict Behaviour in Grizzly Bears.

Science.gov (United States)

Morehouse, Andrea T; Graves, Tabitha A; Mikle, Nate; Boyce, Mark S

2016-01-01

The propensity for a grizzly bear to develop conflict behaviours might be a result of social learning between mothers and cubs, genetic inheritance, or both learning and inheritance. Using non-invasive genetic sampling, we collected grizzly bear hair samples during 2011-2014 across southwestern Alberta, Canada. We targeted private agricultural lands for hair samples at grizzly bear incident sites, defining an incident as an occurrence in which the grizzly bear caused property damage, obtained anthropogenic food, or killed or attempted to kill livestock or pets. We genotyped 213 unique grizzly bears (118 M, 95 F) at 24 microsatellite loci, plus the amelogenin marker for sex. We used the program COLONY to assign parentage. We evaluated 76 mother-offspring relationships and 119 father-offspring relationships. We compared the frequency of problem and non-problem offspring from problem and non-problem parents, excluding dependent offspring from our analysis. Our results support the social learning hypothesis, but not the genetic inheritance hypothesis. Offspring of problem mothers are more likely to be involved in conflict behaviours, while offspring from non-problem mothers are not likely to be involved in incidents or human-bear conflicts themselves (Barnard's test, p = 0.05, 62.5% of offspring from problem mothers were problem bears). There was no evidence that offspring are more likely to be involved in conflict behaviour if their fathers had been problem bears (Barnard's test, p = 0.92, 29.6% of offspring from problem fathers were problem bears). For the mother-offspring relationships evaluated, 30.3% of offspring were identified as problem bears independent of their mother's conflict status. Similarly, 28.6% of offspring were identified as problem bears independent of their father's conflict status. Proactive mitigation to prevent female bears from becoming problem individuals likely will help prevent the perpetuation of conflicts through social learning.

Nature vs. Nurture: Evidence for Social Learning of Conflict Behaviour in Grizzly Bears.

Directory of Open Access Journals (Sweden)

Andrea T Morehouse

Full Text Available The propensity for a grizzly bear to develop conflict behaviours might be a result of social learning between mothers and cubs, genetic inheritance, or both learning and inheritance. Using non-invasive genetic sampling, we collected grizzly bear hair samples during 2011-2014 across southwestern Alberta, Canada. We targeted private agricultural lands for hair samples at grizzly bear incident sites, defining an incident as an occurrence in which the grizzly bear caused property damage, obtained anthropogenic food, or killed or attempted to kill livestock or pets. We genotyped 213 unique grizzly bears (118 M, 95 F at 24 microsatellite loci, plus the amelogenin marker for sex. We used the program COLONY to assign parentage. We evaluated 76 mother-offspring relationships and 119 father-offspring relationships. We compared the frequency of problem and non-problem offspring from problem and non-problem parents, excluding dependent offspring from our analysis. Our results support the social learning hypothesis, but not the genetic inheritance hypothesis. Offspring of problem mothers are more likely to be involved in conflict behaviours, while offspring from non-problem mothers are not likely to be involved in incidents or human-bear conflicts themselves (Barnard's test, p = 0.05, 62.5% of offspring from problem mothers were problem bears. There was no evidence that offspring are more likely to be involved in conflict behaviour if their fathers had been problem bears (Barnard's test, p = 0.92, 29.6% of offspring from problem fathers were problem bears. For the mother-offspring relationships evaluated, 30.3% of offspring were identified as problem bears independent of their mother's conflict status. Similarly, 28.6% of offspring were identified as problem bears independent of their father's conflict status. Proactive mitigation to prevent female bears from becoming problem individuals likely will help prevent the perpetuation of conflicts through social

Nature vs. nurture: Evidence for social learning of conflict behaviour in grizzly bears

Science.gov (United States)

Morehouse, Andrea T.; Graves, Tabitha A.; Mikle, Nathaniel; Boyce, Mark S.

2016-01-01

The propensity for a grizzly bear to develop conflict behaviours might be a result of social learning between mothers and cubs, genetic inheritance, or both learning and inheritance. Using non-invasive genetic sampling, we collected grizzly bear hair samples during 2011–2014 across southwestern Alberta, Canada. We targeted private agricultural lands for hair samples at grizzly bear incident sites, defining an incident as an occurrence in which the grizzly bear caused property damage, obtained anthropogenic food, or killed or attempted to kill livestock or pets. We genotyped 213 unique grizzly bears (118 M, 95 F) at 24 microsatellite loci, plus the amelogenin marker for sex. We used the program COLONY to assign parentage. We evaluated 76 mother-offspring relationships and 119 father-offspring relationships. We compared the frequency of problem and non-problem offspring from problem and non-problem parents, excluding dependent offspring from our analysis. Our results support the social learning hypothesis, but not the genetic inheritance hypothesis. Offspring of problem mothers are more likely to be involved in conflict behaviours, while offspring from non-problem mothers are not likely to be involved in incidents or human-bear conflicts themselves (Barnard’s test, p = 0.05, 62.5% of offspring from problem mothers were problem bears). There was no evidence that offspring are more likely to be involved in conflict behaviour if their fathers had been problem bears (Barnard’s test, p = 0.92, 29.6% of offspring from problem fathers were problem bears). For the mother-offspring relationships evaluated, 30.3% of offspring were identified as problem bears independent of their mother’s conflict status. Similarly, 28.6% of offspring were identified as problem bears independent of their father’s conflict status. Proactive mitigation to prevent female bears from becoming problem individuals likely will help prevent the perpetuation of conflicts through social learning.

Team Learning Beliefs and Behaviours in Response Teams

Science.gov (United States)

Boon, Anne; Raes, Elisabeth; Kyndt, Eva; Dochy, Filip

2013-01-01

Purpose: Teams, teamwork and team learning have been the subject of many research studies over the last decades. This article aims at investigating and confirming the Team Learning Beliefs and Behaviours (TLB&B) model within a very specific population, i.e. police and firemen teams. Within this context, the paper asks whether the team's…

Towards improved behavioural testing in aquatic toxicology: Acclimation and observation times are important factors when designing behavioural tests with fish.

Science.gov (United States)

Melvin, Steven D; Petit, Marie A; Duvignacq, Marion C; Sumpter, John P

2017-08-01

The quality and reproducibility of science has recently come under scrutiny, with criticisms spanning disciplines. In aquatic toxicology, behavioural tests are currently an area of controversy since inconsistent findings have been highlighted and attributed to poor quality science. The problem likely relates to limitations to our understanding of basic behavioural patterns, which can influence our ability to design statistically robust experiments yielding ecologically relevant data. The present study takes a first step towards understanding baseline behaviours in fish, including how basic choices in experimental design might influence behavioural outcomes and interpretations in aquatic toxicology. Specifically, we explored how fish acclimate to behavioural arenas and how different lengths of observation time impact estimates of basic swimming parameters (i.e., average, maximum and angular velocity). We performed a semi-quantitative literature review to place our findings in the context of the published literature describing behavioural tests with fish. Our results demonstrate that fish fundamentally change their swimming behaviour over time, and that acclimation and observational timeframes may therefore have implications for influencing both the ecological relevance and statistical robustness of behavioural toxicity tests. Our review identified 165 studies describing behavioural responses in fish exposed to various stressors, and revealed that the majority of publications documenting fish behavioural responses report extremely brief acclimation times and observational durations, which helps explain inconsistencies identified across studies. We recommend that researchers applying behavioural tests with fish, and other species, apply a similar framework to better understand baseline behaviours and the implications of design choices for influencing study outcomes. Copyright © 2017 Elsevier Ltd. All rights reserved.

Guppies Show Behavioural but Not Cognitive Sex Differences in a Novel Object Recognition Test.

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Tyrone Lucon-Xiccato

Full Text Available The novel object recognition (NOR test is a widely-used paradigm to study learning and memory in rodents. NOR performance is typically measured as the preference to interact with a novel object over a familiar object based on spontaneous exploratory behaviour. In rats and mice, females usually have greater NOR ability than males. The NOR test is now available for a large number of species, including fish, but sex differences have not been properly tested outside of rodents. We compared male and female guppies (Poecilia reticulata in a NOR test to study whether sex differences exist also for fish. We focused on sex differences in both performance and behaviour of guppies during the test. In our experiment, adult guppies expressed a preference for the novel object as most rodents and other species do. When we looked at sex differences, we found the two sexes showed a similar preference for the novel object over the familiar object, suggesting that male and female guppies have similar NOR performances. Analysis of behaviour revealed that males were more inclined to swim in the proximity of the two objects than females. Further, males explored the novel object at the beginning of the experiment while females did so afterwards. These two behavioural differences are possibly due to sex differences in exploration. Even though NOR performance is not different between male and female guppies, the behavioural sex differences we found could affect the results of the experiments and should be carefully considered when assessing fish memory with the NOR test.

Evolutionary learning processes as the foundation for behaviour change.

Science.gov (United States)

Crutzen, Rik; Peters, Gjalt-Jorn Ygram

2018-03-01

We argue that the active ingredients of behaviour change interventions, often called behaviour change methods (BCMs) or techniques (BCTs), can usefully be placed on a dimension of psychological aggregation. We introduce evolutionary learning processes (ELPs) as fundamental building blocks that are on a lower level of psychological aggregation than BCMs/BCTs. A better understanding of ELPs is useful to select the appropriate BCMs/BCTs to target determinants of behaviour, or vice versa, to identify potential determinants targeted by a given BCM/BCT, and to optimally translate them into practical applications. Using these insights during intervention development may increase the likelihood of developing effective interventions - both in terms of behaviour change as well as maintenance of behaviour change.

The relationship between mathematical problem-solving skills and self-regulated learning through homework behaviours, motivation, and metacognition

Science.gov (United States)

Çiğdem Özcan, Zeynep

2016-04-01

Studies highlight that using appropriate strategies during problem solving is important to improve problem-solving skills and draw attention to the fact that using these skills is an important part of students' self-regulated learning ability. Studies on this matter view the self-regulated learning ability as key to improving problem-solving skills. The aim of this study is to investigate the relationship between mathematical problem-solving skills and the three dimensions of self-regulated learning (motivation, metacognition, and behaviour), and whether this relationship is of a predictive nature. The sample of this study consists of 323 students from two public secondary schools in Istanbul. In this study, the mathematics homework behaviour scale was administered to measure students' homework behaviours. For metacognition measurements, the mathematics metacognition skills test for students was administered to measure offline mathematical metacognitive skills, and the metacognitive experience scale was used to measure the online mathematical metacognitive experience. The internal and external motivational scales used in the Programme for International Student Assessment (PISA) test were administered to measure motivation. A hierarchic regression analysis was conducted to determine the relationship between the dependent and independent variables in the study. Based on the findings, a model was formed in which 24% of the total variance in students' mathematical problem-solving skills is explained by the three sub-dimensions of the self-regulated learning model: internal motivation (13%), willingness to do homework (7%), and post-problem retrospective metacognitive experience (4%).

STUDENTS' BEHAVIOUR IN DECISION MAKING PROCESS TO ATTEND AT UNIVERSITAS TERBUKA, INDONESIA DISTANCE LEARNING PROGRAMS

Directory of Open Access Journals (Sweden)

Maya MARIA,

2011-04-01

Full Text Available Tujuan dari peneletian perilaku mahasiswa dalam memilih perguruan tinggi-studi pada Universitas Terbuka adalah menganalisis perilaku mahasiswa memilih kuliah di UT berdasarkan pendekatan Theory of Planned Behavior. Metodologi penelitian ini menggunakan model Theory of Planned Behaviour dari Fishbein dan Ajzen sebagai kerangka teoriThe purpose of the research was to analyse students’ behaviour in choosing a distance learning program at Universitas Terbuka (UT, Indonesia, using the theory of planned behaviour model developed by Fishbein and Ajzen (1975.Total responden sebanyak 102 mahasiswa UT dari 3 UPBJJ-UT terpilih yang mewakili 3 wilayah dengan skala besar, sedang dan kecil yaitu Jakarta, Malang dan Kupang. The respondents of the research were 102 students from 3 Regional Offices of Jakarta, Malang and Kupang, representing different area and size. Structural Equation Model digunakan untuk menguji model dan hipotesis dalam penelitian. Temuan dalam penelitian menunjukkan norma subyektif berpengaruh signifikan terhadap niat memilih UT dan niat untuk memilih UT secara signifikan berpengaruh terhadap perilaku pemilihan UT. The structural equation model was used to test models and hypotheses in the study. The findings of the study show significant influence of subjective norm on the students’ intentional behaviour to choose distance learning programs. Hal penting yang juga ditemukan dalam penelitian ini adalah norma keperilakuan berpengaruh signifikan terhadap perilaku pemilihan UT.Another important finding of this research is that behavioural norms significantly influence the students’ decision making behaviour in choosing distance learning programs. Temuan penting dalam penelitian ini dapat menjadi masukan penting bagi UT untuk terus meningkatkan pelayanan sehingga dapat memberikan informasi yang baik tentang UT kepada masyarakat. Selain itu pihak UT perlu terus meningkatkan pembentukan komunitas melalui pokjar agar dapat menjadi sarana word

Effects of tutor-related behaviours on the process of problem-based learning.

Science.gov (United States)

Chng, Esther; Yew, Elaine H J; Schmidt, Henk G

2011-10-01

Tutors in a Problem-Based Learning (PBL) curriculum are thought to play active roles in guiding students to develop frameworks for use in the construction of knowledge. This implies that both subject-matter expertise and the ability of tutors to facilitate the learning process must be important in helping students learn. This study examines the behavioural effects of tutors in terms of subject-matter expertise, social congruence and cognitive congruence on students' learning process and on their final achievement. The extent of students' learning at each PBL phase was estimated by tracking the number of relevant concepts recalled at the end of each learning phase, while student achievement was based on students' ability to describe and elaborate upon the relationship between relevant concepts learned. By using Analysis of Covariance, social congruence of the tutor was found to have a significant influence on learning in each PBL phase while all of the tutor-related behaviours had a significant impact on student achievement. The results suggest that the ability of tutors to communicate informally with students and hence create a less threatening learning environment that promotes a free flow exchange of ideas, has a greater impact on learning at each of the PBL phases as compared to tutors' subject-matter expertise and their ability to explain concepts in a way that is easily understood by students. The data presented indicates that these tutor-related behaviours are determinants of learning in a PBL curriculum, with social congruence having a greater influence on learning in the different PBL phases.

Going beyond audit and feedback: towards behaviour-based interventions to change physician laboratory test ordering behaviour.

Science.gov (United States)

Meidani, Z; Mousavi, G A; Kheirkhah, D; Benar, N; Maleki, M R; Sharifi, M; Farrokhian, A

2017-12-01

Studies indicate there are a variety of contributing factors affecting physician test ordering behaviour. Identifying these behaviours allows development of behaviour-based interventions. Methods Through a pilot study, the list of contributing factors in laboratory tests ordering, and the most ordered tests, were identified, and given to 50 medical students, interns, residents and paediatricians in questionnaire form. The results showed routine tests and peer or supervisor pressure as the most influential factors affecting physician ordering behaviour. An audit and feedback mechanism was selected as an appropriate intervention to improve physician ordering behaviour. The intervention was carried out at two intervals over a three-month period. Findings There was a large reduction in the number of laboratory tests ordered; from 908 before intervention to 389 and 361 after first and second intervention, respectively. There was a significant relationship between audit and feedback and the meaningful reduction of 7 out of 15 laboratory tests including complete blood count (p = 0.002), erythrocyte sedimentation rate (p = 0.01), C-reactive protein (p = 0.01), venous blood gas (p = 0.016), urine analysis (p = 0.005), blood culture (p = 0.045) and stool examination (p = 0.001). Conclusion The audit and feedback intervention, even in short duration, affects physician ordering behaviour. It should be designed in terms of behaviour-based intervention and diagnosis of the contributing factors in physicians' behaviour. Further studies are required to substantiate the effectiveness of such behaviour-based intervention strategies in changing physician behaviour.

Behavioural and neurophysiological study of olfactory perception and learning in honeybees

Directory of Open Access Journals (Sweden)

Jean-Christophe eSandoz

2011-12-01

Full Text Available The honeybee Apis mellifera has been a central insect model in the study of olfactory perception and learning for more than a century, starting with pioneer work by Karl von Frisch. Research on olfaction in honeybees has greatly benefited from the advent of a range of behavioural and neurophysiological paradigms in the Lab. Here I review major findings about how the honeybee brain detects, processes, and learns odours, based on behavioural, neuroanatomical and neurophysiological approaches. I first address the behavioural study of olfactory learning, from experiments on free-flying workers visiting artificial flowers to laboratory-based conditioning protocols on restrained individuals. I explain how the study of olfactory learning has allowed understanding the discrimination and generalization ability of the honeybee olfactory system, its capacity to grant special properties to olfactory mixtures as well as to retain individual component information. Next, based on the impressive amount of anatomical and immunochemical studies of the bee brain, I detail our knowledge of olfactory pathways. I then show how functional recordings of odour-evoked activity in the brain allow following the transformation of the olfactory message from the periphery until higher-order central structures. Data from extra- and intracellular electrophysiological approaches as well as from the most recent optical imaging developments are described. Lastly, I discuss results addressing how odour representation changes as a result of experience. This impressive ensemble of behavioural, neuroanatomical and neurophysiological data available in the bee make it an attractive model for future research aiming to understand olfactory perception and learning in an integrative fashion.

Testing Mechanisms for Philanthropic Behaviour

NARCIS (Netherlands)

Bekkers, R.H.F.P.; Wiepking, P.

2011-01-01

This special issue of the International Journal of Nonprofit and Voluntary Sector Marketing presents a collection of nine papers testing mechanisms that drive philanthropic behaviour. By testing one or more specific mechanisms that were derived from the philanthropic literature, the authors of the

Exploring the Behavioural Patterns of Entrepreneurial Learning: A Competency Approach

Science.gov (United States)

Man, Thomas Wing Yan

2006-01-01

Purpose: The purpose of this study is to empirically explore the behavioural patterns involved in entrepreneurial learning through a conceptualization of entrepreneurial learning as a "competency". Design/methodology/approach: Semi-structured interviews to 12 entrepreneurs were conducted with a focus on the critical incidents in which…

NCAM deficiency in the mouse forebrain impairs innate and learned avoidance behaviours.

Science.gov (United States)

Brandewiede, J; Stork, O; Schachner, M

2014-06-01

The neural cell adhesion molecule (NCAM) has been implicated in the development and plasticity of neural circuits and the control of hippocampus- and amygdala-dependent learning and behaviour. Previous studies in constitutive NCAM null mutants identified emotional behaviour deficits related to disturbances of hippocampal and amygdala functions. Here, we studied these behaviours in mice conditionally deficient in NCAM in the postmigratory forebrain neurons. We report deficits in both innate and learned avoidance behaviours, as observed in elevated plus maze and passive avoidance tasks. In contrast, general locomotor activity, trait anxiety or neophobia were unaffected by the mutation. Altered avoidance behaviour of the conditional NCAM mutants was associated with a deficit in serotonergic signalling, as indicated by their reduced responsiveness to (±)-8-hydroxy-2-(dipropylamino)-tetralin-induced hypothermia. Another serotonin-dependent behaviour, namely intermale aggression that is massively increased in constitutively NCAM-deficient mice, was not affected in the forebrain-specific mutants. Our data suggest that genetically or environmentally induced changes of NCAM expression in the late postnatal and mature forebrain determine avoidance behaviour and serotonin (5-HT)1A receptor signalling. © 2014 John Wiley & Sons Ltd and International Behavioural and Neural Genetics Society.

Facilitating Attitudinal Learning in an Animal Behaviour and Welfare MOOC

Science.gov (United States)

Watson, Sunnie Lee

2017-01-01

This case study examines the design and facilitation of a Massive Open Online Course (MOOC) that focused on attitudinal learning about the topic of animal behaviour and welfare. Findings showed that a team of instructors worked together collaboratively towards realising learning goals and found the experience rewarding. While learners had mixed…

Differential impact of student behaviours on group interaction and collaborative learning: medical students' and tutors' perspectives.

Science.gov (United States)

Iqbal, Maha; Velan, Gary M; O'Sullivan, Anthony J; Balasooriya, Chinthaka

2016-08-22

Collaboration is of increasing importance in medical education and medical practice. Students' and tutors' perceptions about small group learning are valuable to inform the development of strategies to promote group dynamics and collaborative learning. This study investigated medical students' and tutors' views on competencies and behaviours which promote effective learning and interaction in small group settings. This study was conducted at UNSW Australia. Five focus group discussions were conducted with first and second year medical students and eight small group tutors were interviewed. Data were transcribed verbatim and thematic analysis was conducted. Students and tutors identified a range of behaviours that influenced collaborative learning. The main themes that emerged included: respectfulness; dominance, strong opinions and openness; constructiveness of feedback; active listening and contribution; goal orientation; acceptance of roles and responsibilities; engagement and enthusiasm; preparedness; self- awareness and positive personal attributes. An important finding was that some of these student behaviours were found to have a differential impact on group interaction compared with collaborative learning. This information could be used to promote higher quality learning in small groups. This study has identified medical students' and tutors' perceptions regarding interactional behaviours in small groups, as well as behaviours which lead to more effective learning in those settings. This information could be used to promote learning in small groups.

The influence of lotteries on employees' workplace HIV testing behaviour.

Science.gov (United States)

Weihs, Martin; Meyer-Weitz, Anna; Baasner-Weihs, Friederike

2018-03-01

The aim of the study was to understand how lottery incentives influenced the HIV counselling and testing (HCT) behaviour and behaviour intention of shop-floor workers who participated in a workplace HCT campaign initiative in two companies in the Nelson Mandela Bay municipality, South Africa. A post-test only quasi-experimental approach was used. The data were first collected, using a self-administered cross-sectional survey instrument, among the control group (n = 88) followed by the experimental group (n = 110) after the advent of HIV testing and lotteries was announced. HIV testing behaviour data were collected on the days of the HIV testing events. The theory of planned behaviour (TPB) was used as guiding theory. Principal component analysis (PCA), t- and chi-square tests, and logistic regression were conducted to analyse the data. A significant increase in the mean scores of the experimental as compared to the control condition for the subjective norm's construct (t = -3.55, p < 0.001) and HIV testing behaviour intention (χ 2 = 12.35, p < 0.001) was measured following the announcement of lottery incentives. The constructs of TPB explained 40% of the variance in HCT behaviour intention (R 2 = 0.40). The strongest predictor of behaviour intention was the subjective norm (B = 0.435 and p < 0.001), followed by the attitudinal component (B = 0.323 and p = 0.040). The announcement of lotteries made shop-floor workers develop a stronger intention to participate in workplace HIV testing through anticipation of stronger social support and encouragement. It was not possible to link behaviour intention to behaviour due to missing data. The findings point to the importance of providing workers with an opportunity to openly discuss HIV testing thus allowing mitigation of HIV stigma and discrimination and permitting HIV testing to become socially sanctioned and seen as part of a collective effort.

A single exercise bout and locomotor learning after stroke: physiological, behavioural, and computational outcomes.

Science.gov (United States)

Charalambous, Charalambos C; Alcantara, Carolina C; French, Margaret A; Li, Xin; Matt, Kathleen S; Kim, Hyosub E; Morton, Susanne M; Reisman, Darcy S

2018-05-15

Previous work demonstrated an effect of a single high-intensity exercise bout coupled with motor practice on the retention of a newly acquired skilled arm movement, in both neurologically intact and impaired adults. In the present study, using behavioural and computational analyses we demonstrated that a single exercise bout, regardless of its intensity and timing, did not increase the retention of a novel locomotor task after stroke. Considering both present and previous work, we postulate that the benefits of exercise effect may depend on the type of motor learning (e.g. skill learning, sensorimotor adaptation) and/or task (e.g. arm accuracy-tracking task, walking). Acute high-intensity exercise coupled with motor practice improves the retention of motor learning in neurologically intact adults. However, whether exercise could improve the retention of locomotor learning after stroke is still unknown. Here, we investigated the effect of exercise intensity and timing on the retention of a novel locomotor learning task (i.e. split-belt treadmill walking) after stroke. Thirty-seven people post stroke participated in two sessions, 24 h apart, and were allocated to active control (CON), treadmill walking (TMW), or total body exercise on a cycle ergometer (TBE). In session 1, all groups exercised for a short bout (∼5 min) at low (CON) or high (TMW and TBE) intensity and before (CON and TMW) or after (TBE) the locomotor learning task. In both sessions, the locomotor learning task was to walk on a split-belt treadmill in a 2:1 speed ratio (100% and 50% fast-comfortable walking speed) for 15 min. To test the effect of exercise on 24 h retention, we applied behavioural and computational analyses. Behavioural data showed that neither high-intensity group showed greater 24 h retention compared to CON, and computational data showed that 24 h retention was attributable to a slow learning process for sensorimotor adaptation. Our findings demonstrated that acute exercise

Nurses' perceptions of the impact of Team-Based Learning participation on learning style, team behaviours and clinical performance: An exploration of written reflections.

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Oldland, Elizabeth; Currey, Judy; Considine, Julie; Allen, Josh

2017-05-01

Team-Based Learning (TBL) is a teaching strategy designed to promote problem solving, critical thinking and effective teamwork and communication skills; attributes essential for safe healthcare. The aim was to explore postgraduate student perceptions of the role of TBL in shaping learning style, team skills, and professional and clinical behaviours. An exploratory descriptive approach was selected. Critical care students were invited to provide consent for the use for research purposes of written reflections submitted for course work requirements. Reflections of whether and how TBL influenced their learning style, teamwork skills and professional behaviours during classroom learning and clinical practice were analysed for content and themes. Of 174 students, 159 participated. Analysis revealed three themes: Deep Learning, the adaptations students made to their learning that resulted in mastery of specialist knowledge; Confidence, in knowledge, problem solving and rationales for practice decisions; and Professional and Clinical Behaviours, including positive changes in their interactions with colleagues and patients described as patient advocacy, multidisciplinary communication skills and peer mentorship. TBL facilitated a virtuous cycle of feedback encouraging deep learning that increased confidence. Increased confidence improved deep learning that, in turn, led to the development of professional and clinical behaviours characteristic of high quality practice. Copyright © 2017 Elsevier Ltd. All rights reserved.

Using Multimodal Learning Analytics to Model Student Behaviour: A Systematic Analysis of Behavioural Framing

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Andrade, Alejandro; Delandshere, Ginette; Danish, Joshua A.

2016-01-01

One of the challenges many learning scientists face is the laborious task of coding large amounts of video data and consistently identifying social actions, which is time consuming and difficult to accomplish in a systematic and consistent manner. It is easier to catalog observable behaviours (e.g., body motions or gaze) without explicitly…

Perceived Thermal Discomfort and Stress Behaviours Affecting Students’ Learning in Lecture Theatres in the Humid Tropics

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Tamaraukuro Tammy Amasuomo

2016-04-01

Full Text Available The study investigated the relationship between students’ perceived thermal discomfort and stress behaviours affecting their learning in lecture theatres in the humid tropics. Two lecture theatres, LTH-2 and 3, at the Niger Delta University, Nigeria, were used for the study. Two groups of students from the Faculties of Agriculture and Engineering and the Department of Technology Education constituted the population. The sample size selected through random sampling for Groups A and B was 210 and 370 students, respectively. Objective and self-report instruments were used for data collection. The objective instrument involved physical measurement of the two lecture theatres and of the indoor temperature, relative humidity and air movement. The self-report instrument was a questionnaire that asked for the students perceived indoor thermal discomfort levels and the effect of indoor thermal comfort level on perceived stress behaviours affecting their learning. The objective indoor environmental data indicated thermal discomfort with an average temperature of 29–32 °C and relative humidity of 78% exceeding the ASHARE [1] and Olgyay [2].The students’ experienced a considerable level of thermal discomfort and also perceived that stress behaviours due to thermal discomfort affected their learning. Further, there were no significant differences in the perceived thermal discomfort levels of the two groups of students in LTH-2 and 3. Furthermore, stress behaviours affecting learning as perceived by the two groups of students did not differ significantly. In addition, no correlation existed between the perceived indoor thermal discomfort levels and stress behaviour levels affecting learning for students in LTH-2, because the arousal level of the students in the thermal environment was likely higher than the arousal level for optimal performance [3,4]. However, a correlation existed in the case of students in LTH-3, which was expected because it only

Emotional and behavioural barriers to learning and development in ...

African Journals Online (AJOL)

Objective: The interaction between teachers, classroom strategies and learners experiencing emotional and behavioural barriers to learning and development in a system of inclusive education results in multiple dynamics on different levels. Many teachers in mainstream education lack training to deal with learners ...

Parental prey selection affects risk-taking behaviour and spatial learning in avian offspring.

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Arnold, Kathryn E; Ramsay, Scot L; Donaldson, Christine; Adam, Aileen

2007-10-22

Early nutrition shapes life history. Parents should, therefore, provide a diet that will optimize the nutrient intake of their offspring. In a number of passerines, there is an often observed, but unexplained, peak in spider provisioning during chick development. We show that the proportion of spiders in the diet of nestling blue tits, Cyanistes caeruleus, varies significantly with the age of chicks but is unrelated to the timing of breeding or spider availability. Moreover, this parental prey selection supplies nestlings with high levels of taurine particularly at younger ages. This amino acid is known to be both vital and limiting for mammalian development and consequently found in high concentrations in placenta and milk. Based on the known roles of taurine in mammalian brain development and function, we then asked whether by supplying taurine-rich spiders, avian parents influence the stress responsiveness and cognitive function of their offspring. To test this, we provided wild blue tit nestlings with either a taurine supplement or control treatment once daily from the ages of 2-14 days. Then pairs of size- and sex-matched siblings were brought into captivity for behavioural testing. We found that juveniles that had received additional taurine as neonates took significantly greater risks when investigating novel objects than controls. Taurine birds were also more successful at a spatial learning task than controls. Additionally, those individuals that succeeded at a spatial learning task had shown intermediate levels of risk taking. Non-learners were generally very risk-averse controls. Early diet therefore has downstream impacts on behavioural characteristics that could affect fitness via foraging and competitive performance. Fine-scale prey selection is a mechanism by which parents can manipulate the behavioural phenotype of offspring.

The effectiveness of Internet-based e-learning on clinician behaviour and patient outcomes: A systematic review.

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Sinclair, Peter M; Kable, Ashley; Levett-Jones, Tracy; Booth, Debbie

2016-05-01

The contemporary health workforce has a professional responsibility to maintain competency in practice. However, some difficulties exist with access to ongoing professional development opportunities, particularly for staff in rural and remote areas and those not enrolled in a formal programme of study. E-learning is at the nexus of overcoming these challenges. The benefits of e-learning have been reported in terms of increased accessibility to education, improved self-efficacy, knowledge generation, cost effectiveness, learner flexibility and interactivity. What is less clear, is whether improved self-efficacy or knowledge gained through e-learning influences healthcare professional behaviour or skill development, whether these changes are sustained, and whether these changes improve patient outcomes. To identify, appraise and synthesise the best available evidence for the effectiveness of e-learning programmes on health care professional behaviour and patient outcomes. A systematic review of randomised controlled trials was conducted to assess the effectiveness of e-learning programmes on clinician behaviour and patient outcomes. Electronic databases including CINAHL, Embase, ERIC, MEDLINE, Mosby's Index, Scopus and Cochrane - CENTRAL were searched in July 2014 and again in July 2015. Studies were reviewed and data extracted by two independent reviewers using the Joanna Briggs Institute standardised critical appraisal and data extraction instruments. Seven trials met the inclusion criteria for the analysis. Due to substantial instructional design, subject matter, study population, and methodological variation between the identified studies, statistical pooling was not possible and a meta-analysis could not be performed. Consequently, the findings of this systematic review are presented as a narrative review. The results suggest that e-learning was at least as effective as traditional learning approaches, and superior to no instruction at all in improving health

Residents' perceptions of their teachers: facilitative behaviour and the learning value of rotations.

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Kendrick, S B; Simmons, J M; Richards, B F; Roberge, L P

1993-01-01

Despite changes in modern medicine the role of the clinical teacher remains central to medical residents' education and rotations continue to be their dominant educational context. Residents have strong positive feelings for clinical teachers who are perceived as interested in teaching and for those rotations that provide a balance of educational opportunities and patient care responsibilities. Research in residency education has focused on teacher behaviours used to teach medical residents clinical information or patient care skills but has neglected teacher behaviours used to facilitate effective learning relationships with residents. To explore the impact of clinical teachers' use of facilitative behaviours on residents' educational experience, we use concepts stemming from the psychologist Carl Rogers' work previously shown to be associated with positive learning outcomes--empathy, unconditional positive regard, and congruence. These constructs are measured by the use of the four scales of the Barrett-Lennard Relationship Inventory (BLRI)--level of regard, unconditionality of regard, congruence and empathy. Our study measures the correlation between residents' perceptions of clinical teachers' use of facilitative behaviours and residents' evaluation of the learning value of rotations. Thirty-three residents completed the BLRI on a different clinical teacher for each of six monthly rotations. A total of 158 surveys were returned. There were strong positive correlations between three of the BLRI variables and residents' perception of the learning value of rotations. Potential uses of these findings are discussed.

Rats socially-reared and full fed learned an autoshaping task, showing less levels of fear-like behaviour than fasted or singly-reared rats.

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Molina-Hernández, Miguel; Téllez-Alcántara, N Patricia

2004-07-01

During the learning of instrumental tasks, rats are usually fasted to increase reinforced learning. However, fasting produces several undesirable side effects. The aim of this study was to test the hypothesis that control rats, i.e. full-fed and group-reared rats, will learn an autoshaping task to the same level as fasted or singly-reared rats. The interaction between fasting and single-rearing of rats was also tested. Results showed that control rats and fasted rats acquired the autoshaping task similarly, independently of rearing condition or gender. However, fasted or singly-reared rats produced fear-like behaviour, since male rats group-reared and fasted (85% body/wt, P autoshaping task to the same level as fasted or singly-reared rats. However, fasting or single-rearing produced fear-like behaviour. Thus, the training of control rats in autoshaping tasks may be an option that improves animal welfare.

The behaviours of nurses that increase student accountability for learning in clinical practice: An integrative review.

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Perry, Christina; Henderson, Amanda; Grealish, Laurie

2018-06-01

To identify nurses' behaviours that promote student accountability for learning in clinical practice. Health care services are experiencing significant strain in meeting clinical education requirements of increasing numbers of nursing students enrolled in undergraduate nursing programs. Internationally, the transition to university based education for nurses has seen the emergence of issues for busy clinicians trying to manage increasing workloads with responsibility for student learning. An understanding of what types of supervisor behaviours promote student accountability for learning, may support clinicians to more effectively manage their dual roles of clinical care and student support. An integrative approach was adopted for this review. A search of the Cumulative Index of Nursing and Allied Health Literature, Pubmed, Scopus and Embase was undertaken, limited to articles published between 2000 and March 2017. Whittemore and Knafls' (2005) framework for conducting integrative reviews was used to ensure a methodological and rigorous approach. Nine studies were considered. Behaviours emerged in relation to four themes including: belongingness associated with a genuine partnership; empowerment and increasing student self-efficacy; trust linked to increasing and staged independence; and balancing clinical and educational requirements. Behaviours of nurses significantly influence students' accountability for learning and accordingly, their ability to be adequately prepared for professional nursing practice. Understanding behaviours that impact on students' approach to clinical placement can guide nurses in their approach to facilitating student learning, in particular, behaviours that increase student responsibility and independence over the continuum of clinical education. Copyright © 2018 Elsevier Ltd. All rights reserved.

Understanding Student Teachers’ Behavioural Intention to Use Technology: Technology Acceptance Model (TAM Validation and Testing

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Kung-Teck, Wong

2013-01-01

Full Text Available This study sets out to validate and test the Technology Acceptance Model (TAM in the context of Malaysian student teachers’ integration of their technology in teaching and learning. To establish factorial validity, data collected from 302 respondents were tested against the TAM using confirmatory factor analysis (CFA, and structural equation modelling (SEM was used for model comparison and hypotheses testing. The goodness-of-fit test of the analysis shows partial support of the applicability of the TAM in a Malaysian context. Overall, the TAM accounted for 37.3% of the variance in intention to use technology among student teachers and of the five hypotheses formulated, four are supported. Perceived usefulness is a significant influence on attitude towards computer use and behavioural intention. Perceived ease of use significantly influences perceived usefulness, and finally, behavioural intention is found to be influenced by attitude towards computer use. The findings of this research contribute to the literature by validating the TAM in the Malaysian context and provide several prominent implications for the research and practice of technology integration development.

Behavioural alterations are independent of sickness behaviour in chronic experimental Chagas disease.

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Vilar-Pereira, Glaucia; Ruivo, Leonardo Alexandre de Souza; Lannes-Vieira, Joseli

2015-12-01

The existence of the nervous form of Chagas disease is a matter of discussion since Carlos Chagas described neurological disorders, learning and behavioural alterations in Trypanosoma cruzi-infected individuals. In most patients, the clinical manifestations of the acute phase, including neurological abnormalities, resolve spontaneously without apparent consequence in the chronic phase of infection. However, chronic Chagas disease patients have behavioural changes such as psychomotor alterations, attention and memory deficits, and depression. In the present study, we tested whether or not behavioural alterations are reproducible in experimental models. We show that C57BL/6 mice chronically infected with the Colombian strain of T. cruzi (150 days post-infection) exhibit behavioural changes as (i) depression in the tail suspension and forced swim tests, (ii) anxiety analysed by elevated plus maze and open field test sand and (iii) motor coordination in the rotarod test. These alterations are neither associated with neuromuscular disorders assessed by the grip strength test nor with sickness behaviour analysed by temperature variation sand weight loss. Therefore, chronically T. cruzi-infected mice replicate behavioural alterations (depression and anxiety) detected in Chagas disease patients opening an opportunity to study the interconnection and the physiopathology of these two biological processes in an infectious scenario.

Caring for children with learning disabilities who present problem behaviours: a maternal perspective.

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Johnson, Robert F; O'Reilly, Michelle; Vostanis, Panos

2006-09-01

The theoretical cognitive model of stress and coping provides a structure to obtain and analyse maternal perceptions of caring for children with learning disabilities who present severe problem behaviours. The Family Fund database identified 18 families who met the sample criteria of children aged five years to 15 years with severe to moderate learning disability presenting severe problem behaviour. Physical aggression was reported to be the primary behavioural problem for 13 of the children. Interviews undertaken with the main carer of the child at their home were taped and transcribed. The data were analysed using grounded theory techniques which identified 'secondary stressors' for the parent. These were social isolation, conflict, limitation of lifestyle and self-blame. It is proposed that the amalgamated impact of these can weaken parents' coping resources and, therefore, may prove to be as significant to the negative association with maternal wellbeing as the problem behaviour.

Seeing It All: Evaluating Supervised Machine Learning Methods for the Classification of Diverse Otariid Behaviours.

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Monique A Ladds

Full Text Available Constructing activity budgets for marine animals when they are at sea and cannot be directly observed is challenging, but recent advances in bio-logging technology offer solutions to this problem. Accelerometers can potentially identify a wide range of behaviours for animals based on unique patterns of acceleration. However, when analysing data derived from accelerometers, there are many statistical techniques available which when applied to different data sets produce different classification accuracies. We investigated a selection of supervised machine learning methods for interpreting behavioural data from captive otariids (fur seals and sea lions. We conducted controlled experiments with 12 seals, where their behaviours were filmed while they were wearing 3-axis accelerometers. From video we identified 26 behaviours that could be grouped into one of four categories (foraging, resting, travelling and grooming representing key behaviour states for wild seals. We used data from 10 seals to train four predictive classification models: stochastic gradient boosting (GBM, random forests, support vector machine using four different kernels and a baseline model: penalised logistic regression. We then took the best parameters from each model and cross-validated the results on the two seals unseen so far. We also investigated the influence of feature statistics (describing some characteristic of the seal, testing the models both with and without these. Cross-validation accuracies were lower than training accuracy, but the SVM with a polynomial kernel was still able to classify seal behaviour with high accuracy (>70%. Adding feature statistics improved accuracies across all models tested. Most categories of behaviour -resting, grooming and feeding-were all predicted with reasonable accuracy (52-81% by the SVM while travelling was poorly categorised (31-41%. These results show that model selection is important when classifying behaviour and that by using

Changes in learning and foraging behaviour within developing bumble bee (Bombus terrestris colonies.

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Lisa J Evans

Full Text Available Organisation in eusocial insect colonies emerges from the decisions and actions of its individual members. In turn, these decisions and actions are influenced by the individual's behaviour (or temperament. Although there is variation in the behaviour of individuals within a colony, we know surprisingly little about how (or indeed if the types of behaviour present in a colony change over time. Here, for the first time, we assessed potential changes in the behavioural type of foragers during colony development. Using an ecologically relevant foraging task, we measured the decision speed and learning ability of bumble bees (Bombus terrestris at different stages of colony development. We determined whether individuals that forage early in the colony life cycle (the queen and early emerging workers behaved differently from workers that emerge and forage at the end of colony development. Whilst we found no overall change in the foraging behaviour of workers with colony development, there were strong differences in foraging behaviour between queens and their workers. Queens appeared to forage more cautiously than their workers and were also quicker to learn. These behaviours could allow queens to maximise their nectar collecting efficiency whilst avoiding predation. Because the foundress queen is crucial to the survival and success of a bumble bee colony, more efficient foraging behaviour in queens may have strong adaptive value.

Adaptive e-learning to improve dietary behaviour: a systematic review and cost-effectiveness analysis.

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Harris, J; Felix, L; Miners, A; Murray, E; Michie, S; Ferguson, E; Free, C; Lock, K; Landon, J; Edwards, P

2011-10-01

UK public health policy strongly advocates dietary change for the improvement of population health and emphasises the importance of individual empowerment to improve health. A new and evolving area in the promotion of dietary behavioural change is 'e-learning', the use of interactive electronic media to facilitate teaching and learning on a range of issues including health. The high level of accessibility, combined with emerging advances in computer processing power, data transmission and data storage, makes interactive e-learning a potentially powerful and cost-effective medium for improving dietary behaviour. This review aims to assess the effectiveness and cost-effectiveness of adaptive e-learning interventions for dietary behaviour change, and also to explore potential psychological mechanisms of action and components of effective interventions. Electronic bibliographic databases (Cumulative Index to Nursing and Allied Health Literature, The Cochrane Library, Dissertation Abstracts, EMBASE, Education Resources Information Center, Global Health, Health Economic Evaluations Database, Health Management Information Consortium, MEDLINE, PsycINFO and Web of Science) were searched for the period January 1990 to November 2009. Reference lists of included studies and previous reviews were also screened; authors were contacted and trial registers were searched. Studies were included if they were randomised controlled trials, involving participants aged ≥ 13 years, which evaluated the effectiveness of interactive software programs for improving dietary behaviour. Primary outcomes were measures of dietary behaviours, including estimated intakes or changes in intake of energy, nutrients, dietary fibre, foods or food groups. Secondary outcome measures were clinical outcomes such as anthropometry or blood biochemistry. Psychological mediators of dietary behaviour change were also investigated. Two review authors independently screened results and extracted data from

Teacher-Child Relationships and Classroom-Learning Behaviours of Children with Developmental Language Disorders

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Rhoad-Drogalis, Anna; Justice, Laura M.; Sawyer, Brook E.; O'Connell, Ann A.

2018-01-01

Background: Children with developmental language disorders (DLDs) often struggle with classroom behaviour. No study has examined whether positive teacher-child relationships may act as a protective factor for children with DLDs in that these serve to enhance children's important classroom-learning behaviours. Aims: To examine the association…

The Theory of Planned Behaviour Applied to Search Engines as a Learning Tool

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Liaw, Shu-Sheng

2004-01-01

Search engines have been developed for helping learners to seek online information. Based on theory of planned behaviour approach, this research intends to investigate the behaviour of using search engines as a learning tool. After factor analysis, the results suggest that perceived satisfaction of search engine, search engines as an information…

Influence of the temperature on materials electric behaviour: Understanding and students’ learning difficulties

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Antonio García Carmona

2006-03-01

Full Text Available In this article, we defend that in the teaching/learning of the electricity, its contents must be associa ted with contents concerning the structure and behaviour of the matter. Thus, it is possible to understand some electricity topics as the influence of the temperature on electric behaviour of materials. In this sense, we propose a conceptual framework for its teaching, coherent with the Spanish Physics and Chemistry curriculum of Secondary Education. Likewise, we show the results of a research carried out with 60 pupils (age 14-15, about theirs understanding levels and theirs learning difficulties regarding considered topic.

Evaluation of behaviour testing for human directed aggression in dogs

NARCIS (Netherlands)

Borg, van der J.A.M.; Beerda, B.; Ooms, M.; Silveira de Souza, A.; Hagen, M.; Kemp, B.

2010-01-01

Behaviour test batteries are used to identify aggressive dogs. The Dutch Socially Acceptable Behaviour (SAB)-test has been used since 2001 to select against unwanted aggression and fear in specific dog breeds, though much is unknown yet regarding its reliability, validity and feasibility. In this

Performance, Cognitive Load, and Behaviour of Technology-Assisted English Listening Learning: From CALL to MALL

Science.gov (United States)

Chang, Chi-Cheng; Warden, Clyde A.; Liang, Chaoyun; Chou, Pao-Nan

2018-01-01

This study examines differences in English listening comprehension, cognitive load, and learning behaviour between outdoor ubiquitous learning and indoor computer-assisted learning. An experimental design, employing a pretest-posttest control group is employed. Randomly assigned foreign language university majors joined either the experimental…

Avoidance behaviour testing of Eisenia andrei in biodegradable plastic environment

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Zuzana Tichá

2013-01-01

Full Text Available Avoidance behaviour test with the earthworms (ISO 17512-1:2008 is a rapid screening test for the evaluation of soil and the influence of pollutants and chemicals on the behaviour of earthworms. The purpose of the testing is to determine the avoidance behaviour of earthworm (in this case Eisenia andrei was used which can be used as an organism for the composting and occur naturally in soil environment. The methodology was modified according to the needs of the avoidance behaviour testing of earthworms in biodegradable plastic environment. It is a biodegradable thermoplastic material Mater-Bi, which is produced from corn starch. Californian earthworm (Eisenia andrei was chosen as a test organism. The two-chamber test was used in testing. 10 earthworms were used, which were exposed to a number of concentrations of the test substance, which was mixed into the compost environment. It was recorded both a positive result, avoidance reaction, as well as a negative result, non-avoidance reaction and also there was a case, where individuals prefer both substrates equally. Organisms showed no escape reaction and were fairly evenly distributed in both halves of the test vessel, it can be assessed that organisms prefer both substrates equally. In testing, the mortality was zero, none of the individuals died, at the conclusion of the test there were not found any dead individuals. Avoidance higher than 80 % didn’t occur; it cannot be said that the substrate is toxic or degraded.

Chinese nursing students' culture-related learning styles and behaviours: A discussion paper

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Carol Chunfeng Wang

2015-09-01

Full Text Available Globalisation requires that nursing education focuses on culturally competent care. International students studying in Australia present a valuable resource for cultural learning, yet internationalisation presents opportunities and challenges for both lecturers and students. This paper explores Chinese nursing students, the single largest group of international students in Australia, their communication behaviour, patterns and learning styles at Australian universities from cultural and psychosocial perspectives. Our aim is to provide insight for educators in Western countries to better understand this particular ethnic group and help Chinese nursing students overcome learning difficulties and develop their potential learning capabilities. We further recommend coping strategies to help international Chinese nursing students' learning.

Is risk-taking behaviour more prevalent among adolescents with learning disabilities?

Czech Academy of Sciences Publication Activity Database

Palfiová, M.; Dankulinčová Veselská, Z.; Bobaková, D.; Holubčíková, J.; Čermák, Ivo; Madarasová Gecková, A.; van Dijk, J.P.; Reijneveld, S. A.

2017-01-01

Roč. 27, č. 3 (2017), s. 501-506 ISSN 1101-1262 Institutional support: RVO:68081740 Keywords : adolescence * learning disabilities * risk taking behaviour Subject RIV: AN - Psychology OBOR OECD: Psychology (including human - machine relations) Impact factor: 2.431, year: 2016

Teachers' Perceptions of the Concomitance of Emotional Behavioural Difficulties and Learning Disabilities in Children Referred for Learning Disabilities in Oman

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Emam, Mahmoud Mohamed; Kazem, Ali Mahdi

2015-01-01

Research has documented overlapping and coexisting characteristics of learning disabilities (LD) and emotional and behavioural difficulties (EBD). Such concomitance may impact teacher referrals of children at risk for LD which in turn may influence service delivery. Using the Learning Disabilities Diagnostic Inventory (LDDI) and the Strengths and…

Learning Behaviours of Low-Achieving Children's Mathematics Learning in Using of Helping Tools in a Synchronous Peer-Tutoring System

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Tsuei, Mengping

2017-01-01

This study examined the effects of low-achieving children's use of helping tools in a synchronous mathematics peer-tutoring system on the children's mathematics learning and their learning behaviours. In a remedial class, 16 third-grade students in a remedial class engaged in peer tutoring in a face-to-face synchronous online environment during a…

Social influence on associative learning: double dissociation in high-functioning autism, early-stage behavioural variant frontotemporal dementia and Alzheimer's disease.

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Kéri, Szabolcs

2014-05-01

Most of our learning activity takes place in a social context. I examined how social interactions influence associative learning in neurodegenerative diseases and atypical neurodevelopmental conditions primarily characterised by social cognitive and memory dysfunctions. Participants were individuals with high-functioning autism (HFA, n = 18), early-stage behavioural variant frontotemporal dementia (bvFTD, n = 16) and Alzheimer's disease (AD, n = 20). The leading symptoms in HFA and bvFTD were social and behavioural dysfunctions, whereas AD was characterised by memory deficits. Participants received three versions of a paired associates learning task. In the game with boxes test, objects were hidden in six candy boxes placed in different locations on the computer screen. In the game with faces, each box was labelled by a photo of a person. In the real-life version of the game, participants played with real persons. Individuals with HFA and bvFTD performed well in the computer games, but failed on the task including real persons. In contrast, in patients with early-stage AD, social interactions boosted paired associates learning up to the level of healthy control volunteers. Worse performance in the real life game was associated with less successful recognition of complex emotions and mental states in the Reading the Mind in the Eyes Test. Spatial span did not affect the results. When social cognition is impaired, but memory systems are less compromised (HFA and bvFTD), real-life interactions disrupt associative learning; when disease process impairs memory systems but social cognition is relatively intact (early-stage AD), social interactions have a beneficial effect on learning and memory. Copyright © 2014 Elsevier Ltd. All rights reserved.

Behavioural and neural basis of anomalous motor learning in children with autism.

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Marko, Mollie K; Crocetti, Deana; Hulst, Thomas; Donchin, Opher; Shadmehr, Reza; Mostofsky, Stewart H

2015-03-01

Autism spectrum disorder is a developmental disorder characterized by deficits in social and communication skills and repetitive and stereotyped interests and behaviours. Although not part of the diagnostic criteria, individuals with autism experience a host of motor impairments, potentially due to abnormalities in how they learn motor control throughout development. Here, we used behavioural techniques to quantify motor learning in autism spectrum disorder, and structural brain imaging to investigate the neural basis of that learning in the cerebellum. Twenty children with autism spectrum disorder and 20 typically developing control subjects, aged 8-12, made reaching movements while holding the handle of a robotic manipulandum. In random trials the reach was perturbed, resulting in errors that were sensed through vision and proprioception. The brain learned from these errors and altered the motor commands on the subsequent reach. We measured learning from error as a function of the sensory modality of that error, and found that children with autism spectrum disorder outperformed typically developing children when learning from errors that were sensed through proprioception, but underperformed typically developing children when learning from errors that were sensed through vision. Previous work had shown that this learning depends on the integrity of a region in the anterior cerebellum. Here we found that the anterior cerebellum, extending into lobule VI, and parts of lobule VIII were smaller than normal in children with autism spectrum disorder, with a volume that was predicted by the pattern of learning from visual and proprioceptive errors. We suggest that the abnormal patterns of motor learning in children with autism spectrum disorder, showing an increased sensitivity to proprioceptive error and a decreased sensitivity to visual error, may be associated with abnormalities in the cerebellum. © The Author (2015). Published by Oxford University Press on behalf

The Formation of Conservation-Based Behaviour of Mechanical Engineering Students through Contextual Learning Approach

Science.gov (United States)

Sudarman; Djuniadi; Sutopo, Yeri

2017-01-01

This study was aimed to figure out: (1) the implementation of contextual learning approaches; (2) the learning outcome of conservation education using contextual approach on the internship program preparation class; (3) the conservation-based behaviour of the internship program participants; (4) the contribution of conservation education results…

Harnessing members' positive mood for team-directed learning behaviour and team innovation : The moderating role of perceived team feedback

NARCIS (Netherlands)

Walter, Frank; van der Vegt, Gerben S.

2013-01-01

This study examines the role of individual team members' positive mood and perceived team feedback for their team-directed learning behaviour. Results obtained in a sample of 186 members from 27 work teams showed that positive mood was positively associated with team-directed learning behaviour if

Prediction of outcome in internet-delivered cognitive behaviour therapy for paediatric obsessive-compulsive disorder: A machine learning approach.

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Lenhard, Fabian; Sauer, Sebastian; Andersson, Erik; Månsson, Kristoffer Nt; Mataix-Cols, David; Rück, Christian; Serlachius, Eva

2018-03-01

There are no consistent predictors of treatment outcome in paediatric obsessive-compulsive disorder (OCD). One reason for this might be the use of suboptimal statistical methodology. Machine learning is an approach to efficiently analyse complex data. Machine learning has been widely used within other fields, but has rarely been tested in the prediction of paediatric mental health treatment outcomes. To test four different machine learning methods in the prediction of treatment response in a sample of paediatric OCD patients who had received Internet-delivered cognitive behaviour therapy (ICBT). Participants were 61 adolescents (12-17 years) who enrolled in a randomized controlled trial and received ICBT. All clinical baseline variables were used to predict strictly defined treatment response status three months after ICBT. Four machine learning algorithms were implemented. For comparison, we also employed a traditional logistic regression approach. Multivariate logistic regression could not detect any significant predictors. In contrast, all four machine learning algorithms performed well in the prediction of treatment response, with 75 to 83% accuracy. The results suggest that machine learning algorithms can successfully be applied to predict paediatric OCD treatment outcome. Validation studies and studies in other disorders are warranted. Copyright © 2017 John Wiley & Sons, Ltd.

Behavioural testing based breeding policy reduces the prevalence of fear and aggression related behaviour in Rottweilers

NARCIS (Netherlands)

Borg, van der Joanne A.M.; Graat, Lisette; Beerda, Bonne

2017-01-01

Behavioural testing allows to exclude dogs that are fearful and aggressive from the breeding population, but relatively little is known about the effectiveness of such strategies in practice. From 2001 till 2009 parent purebred Dutch Rottweilers had to pass the Socially Acceptable Behaviour

Exploring Learning Outcomes in Cognitive Behaviour Therapy and Existential Therapy in Denmark

DEFF Research Database (Denmark)

Sørensen, Anders Dræby

This is a presentation of a research project, which explores lived experience of psychotherapy in terms of learning outcomes. This includes both Existential therapy (ET) and Cognitive-Behavioural Therapy (CBT) and their possible differences and similarities. I can describe learning as any...... experiential change that occurs in the participants understanding as result of the therapy in which they participate. Learning outcomes are concerned with the achievements of the learner rather than the intentions of the educator, as expressed in the objectives of an educational effort. This research points...

Behaviour of tail-docked lambs tested in isolation

Directory of Open Access Journals (Sweden)

Marchewka Joanna

2016-12-01

Full Text Available The aims of the current study were to detect behavioural indicators of pain of tail-docked sheep tested in isolation and to determine the relationship between behaviour and the pain levels to which they were exposed. Twenty-four female lambs, randomly assigned to four pens, had their tail docked with a rubber ring (TD; n = 6 without pain control procedures, TD with anaesthesia (TDA; n = 6 or TD with anaesthesia and analgesia (TDAA; n = 6. Additionally, six lambs handled but without tail docking or application of pain relief measures were used as the control (C. On the day prior (Day –1 to the TD and on days 1, 3 and 5 post-procedure, each lamb was individually removed from its group and underwent a 2.5 min open field test in a separate pen. Frequencies of behaviours such as rest, running, standing, walking and exploring were directly observed. Frequencies of exploratory climbs (ECs and abrupt climbs (ACs over the testing pen’s walls were video-recorded. Data were analysed using generalised linear mixed models with repeated measurements, including treatment and day as fixed effects and behaviour on Day –1 as a linear covariate. Control and TDAA lambs stood more frequently than TD lambs. TD lambs performed significantly more ACs compared to all other treatment groups. No other treatment effects were detected. A day effect was detected for all behaviours, while the EC frequency was highest for all tail-docked lambs on Day 5. Findings suggest that standing, ACs and ECs could be used as potential indicators of pain in isolated tail-docked lambs. However, differences in ECs between treatments only appeared 3 d after tail docking.

Long lasting structural changes in primary motor cortex after motor skill learning: a behavioural and stereological study

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PAOLA MORALES

2008-12-01

Full Text Available Many motor skills, once acquired, are stored over a long time period, probably sustained by permanent neuronal changes. Thus, in this paper we have investigated with quantitative stereology the generation and persistence of neuronal density changes in primary motor cortex (MI following motor skill learning (skilled reaching task. Rats were trained a lateralised reaching task during an "early" (22-31 days oíd or "late" (362-371 days oíd postnatal period. The trained and corresponding control rats were sacrificed at day 372, immediately after the behavioural testing. The "early" trained group preserved the learned skilled reaching task when tested at day 372, without requiring any additional training. The "late" trained group showed a similar capacity to that of the "early" trained group for learning the skilled reaching task. All trained animáis ("early" and "late" trained groups showed a significant Ínter hemispheric decrease of neuronal density in the corresponding motor forelimb representation área of MI (cortical layers II-III

Correlation between two parameters of mice behaviour in the open field test

OpenAIRE

Stojanović, Nikola M.; Ranđelović, Pavle J.; Radulović, Niko S.

2017-01-01

The open field test is being used extensively for the determination of different aspects of animal behaviour for over seventy years. The correlation between different behavioural parameters obtained in this test, although previously studied, is still debatable. Thus, we aimed to analyze and correlate behaviour scores to estimate the importance of individual parameters in this type of experiment. The open field test was performed on male BALB/c mice treated with either saline (10 ml/kg) or dia...

Neural coding of basic reward terms of animal learning theory, game theory, microeconomics and behavioural ecology.

Science.gov (United States)

Schultz, Wolfram

2004-04-01

Neurons in a small number of brain structures detect rewards and reward-predicting stimuli and are active during the expectation of predictable food and liquid rewards. These neurons code the reward information according to basic terms of various behavioural theories that seek to explain reward-directed learning, approach behaviour and decision-making. The involved brain structures include groups of dopamine neurons, the striatum including the nucleus accumbens, the orbitofrontal cortex and the amygdala. The reward information is fed to brain structures involved in decision-making and organisation of behaviour, such as the dorsolateral prefrontal cortex and possibly the parietal cortex. The neural coding of basic reward terms derived from formal theories puts the neurophysiological investigation of reward mechanisms on firm conceptual grounds and provides neural correlates for the function of rewards in learning, approach behaviour and decision-making.

Testing the Fracture Behaviour of Chocolate

Science.gov (United States)

Parsons, L. B.; Goodall, R.

2011-01-01

In teaching the materials science aspects of physics, mechanical behaviour is important due to its relevance to many practical applications. This article presents a method for experimentally examining the toughness of chocolate, including a design for a simple test rig, and a number of experiments that can be performed in the classroom. Typical…

Transformational leadership as a moderator of the relationship between psychological safety and learning behaviour in work teams in Ghana

Directory of Open Access Journals (Sweden)

Stephen K. Kumako

2013-07-01

Research purpose: The study was aimed at investigating the relationship between psychological safety and learning behaviour in teams, as well as the moderating role of transformational team leadership in this relationship. Motivation for the study: For a team to be effective, adaptive and innovative and engage in learning behaviours, the transformational team leader must set the right climate in the team, where he or she welcomes the team members’ opinions, questions and feedback at no risk to their image. An understanding of this will be important in team leader selection and training. Research design, approach and method: Using a cross-sectional survey design, 57 work teams comprising 456 respondents in teams of 7–9 members were purposively sampled from five financial institutions in Accra, Ghana. Hierarchical regression and moderation analyses were run on the data at the team level. Main findings: Results indicated a positive relationship between team psychological safety and team learning behaviour, with transformational team leadership moderating this relationship. Practical/managerial implication: Transformational team leadership is important in creating a climate of psychological safety that will enable team members to engage in learning behaviours. Contribution/value-add: The study provided theoretical and empirical evidence that, in organisational contexts, transformational team leadership is an important variable that can facilitate psychological safety and learning behaviour in teams.

The suitability of 129SvEv mice for studying depressive-like behaviour: both males and females develop learned helplessness.

Science.gov (United States)

Chourbaji, Sabine; Pfeiffer, Natascha; Dormann, Christof; Brandwein, Christiane; Fradley, Rosa; Sheardown, Malcolm; Gass, P

2010-07-29

Behavioural studies using transgenic techniques in mice usually require extensive backcrossing to a defined background strain, e.g. to C57BL/6. In this study we investigated whether backcrossing can be replaced by using the 129SvEv strain from which the embryonic stem cells are generally obtained for gene targeting strategies to analyze e.g. depression-like behaviour. For that purpose we subjected male and female 129SvEv mice to two frequently used depression tests and compared them with commonly used C57BL/6 mice. 129SvEv and C57BL/6 mice exhibited differing profiles with regard to locomotion and pain sensitivity. However, in the learned helplessness paradigm, a procedure, which represents a valid method to detect depressive-like behaviour, 129SvEv animals develop a similar level of helplessness as C57BL/6 mice. One great advantage of the 129SvEv animals though, is the fact that in this strain even females develop helplessness, which could not be produced in C57BL/6 mice. In the tail suspension test, both genders of 129SvEv exhibited more despair behaviour than C57BL/6 animals. We therefore suggest that this strain may be utilized in the establishment of new test procedures for affective diseases, since costly and time-consuming backcrossing can be prevented, depressive-like behaviour may be analyzed effectively, and gender-specific topics could be addressed in an adequate way. Copyright 2010 Elsevier B.V. All rights reserved.

Proactive behaviour may lead to failure in virtual project-based collaborative learning

DEFF Research Database (Denmark)

Bjørn, Pernille; Hertzum, Morten

2005-01-01

This paper argues that proactive behaviour, caused by high engagement and motivation of the learners, may lead to failure of collaborative learning. By examining empirical data from real-world text-only virtual negotiations between dispersed participants engaged in project-based collaborative...

Influence of chewing behaviour on memory and spatial learning in albino BALB/c mice.

Science.gov (United States)

Aguirre Siancas, E E

2017-05-01

Since the relationship between chewing and cognitive functions has not been fully elucidated, this study aimed to determine the impact of chewing behaviour on spatial learning and memory in albino male BALB/c mice. Twenty mice aged 8 weeks were divided into 2 equal groups. The regular chewing group was fed with uncrushed grains (the same diet given to all 20 mice since they were weaned) and the limited chewing group was fed with crushed grains. At 16 weeks of age, the mice were evaluated over 5 days, including a 4-day acquisition phase prior to a probe test of spatial learning and memory in the Morris water maze on the fifth day. A comparison of the regular chewing group and the limited chewing group found no significant differences in either the acquisition phase or the probe test. However, there were significant differences in the acquisition phase for just the regular chewing group when comparing results from the first day to those from the other 3 days. The results suggest that regular chewing affects spatial learning and memory since mice in the regular chewing group decreased their times to find the hidden platform during the acquisition phase. Copyright © 2015 Sociedad Española de Neurología. Publicado por Elsevier España, S.L.U. All rights reserved.

A Systematic Review of the Reliability and Validity of Behavioural Tests Used to Assess Behavioural Characteristics Important in Working Dogs.

Science.gov (United States)

Brady, Karen; Cracknell, Nina; Zulch, Helen; Mills, Daniel Simon

2018-01-01

Working dogs are selected based on predictions from tests that they will be able to perform specific tasks in often challenging environments. However, withdrawal from service in working dogs is still a big problem, bringing into question the reliability of the selection tests used to make these predictions. A systematic review was undertaken aimed at bringing together available information on the reliability and predictive validity of the assessment of behavioural characteristics used with working dogs to establish the quality of selection tests currently available for use to predict success in working dogs. The search procedures resulted in 16 papers meeting the criteria for inclusion. A large range of behaviour tests and parameters were used in the identified papers, and so behaviour tests and their underpinning constructs were grouped on the basis of their relationship with positive core affect (willingness to work, human-directed social behaviour, object-directed play tendencies) and negative core affect (human-directed aggression, approach withdrawal tendencies, sensitivity to aversives). We then examined the papers for reports of inter-rater reliability, within-session intra-rater reliability, test-retest validity and predictive validity. The review revealed a widespread lack of information relating to the reliability and validity of measures to assess behaviour and inconsistencies in terminologies, study parameters and indices of success. There is a need to standardise the reporting of these aspects of behavioural tests in order to improve the knowledge base of what characteristics are predictive of optimal performance in working dog roles, improving selection processes and reducing working dog redundancy. We suggest the use of a framework based on explaining the direct or indirect relationship of the test with core affect.

Students' Behaviour in Decision Making Process to Attend Distance Learning Programs at Universitas Terbuka, Indonesia

Science.gov (United States)

Maria, Maya; Zuhairi, Aminudin; Riana, Kurnia Endah; Ginting, Ginta

2011-01-01

The purpose of the research was to analyse students' behaviour in choosing a distance learning program at Universitas Terbuka (UT), Indonesia, using the theory of planned behaviour model developed by Fishbein and Ajzen (1975). The respondents of the research were 102 students from 3 Regional Offices of Jakarta, Malang and Kupang, representing…

Behaviour of a genetic mouse model of depression in the learned helplessness paradigm.

Science.gov (United States)

Bougarel, Laure; Guitton, Jérôme; Zimmer, Luc; Vaugeois, Jean-Marie; El Yacoubi, Malika

2011-06-01

H/Rouen (displaying a helpless phenotype in the tail suspension test) mice exhibiting features of depressive disorders and NH/Rouen (displaying non-helpless phenotype) mice were previously created through behavioural screening and selective breeding. Learned helplessness (LH), in which footshock stress induces a coping deficit, models some aspects of depression in rodents, but so far, fewer LH studies have been performed in mice than in rats. To study H/Rouen and NH/Rouen in the LH paradigm. When CD1 mice were submitted to footshock with various training durations and shock intensities, the most suitable parameters to induce a behavioural deficit were 0.3 mA and four training sessions. A significantly longer latency to escape shocks was found in male H/Rouen mice compared to male NH/Rouen mice. On the other hand, once shocked, NH/Rouen mice showed more severe coping deficits than H/Rouen mice. In addition, a sub-chronic treatment with fluoxetine lacked efficacy in NH/Rouen mice, whereas it improved performances in H/Rouen mice. We also found that a shock reminder at day 8, subsequent to inescapable shocks, maintained helplessness for 20 days. Finally, female H/Rouen mice responded to chronic fluoxetine administration after 10 days of treatment, while a 20-day treatment was necessary to improve the behavioural deficit in H/Rouen male mice. H/Rouen and NH/Rouen lines displayed different despair-related behaviour in the LH paradigm. Fluoxetine had beneficial effects after sub-chronic or chronic but not acute treatment of H/Rouen mice, thus providing a pharmacological validation of the protocols.

Comprehensive behavioural analysis of Long Evans and Sprague-Dawley rats reveals differential effects of housing conditions on tests relevant to neuropsychiatric disorders.

Directory of Open Access Journals (Sweden)

Karly M Turner

Full Text Available Genetic (G and environmental (E manipulations are known to alter behavioural outcomes in rodents, however many animal models of neuropsychiatric disorders only use a restricted selection of strain and housing conditions. The aim of this study was to examine GxE interactions comparing two outbred rat strains, which were housed in either standard or enriched cages. The strains selected were the albino Sprague-Dawley rat, commonly used for animal models, and the other was the pigmented Long Evans rat, which is frequently used in cognitive studies. Rats were assessed using a comprehensive behavioural test battery and included well-established tests frequently employed to examine animal models of neuropsychiatric diseases, measuring aspects of anxiety, exploration, sensorimotor gating and cognition. Selective strain and housing effects were observed on a number of tests. These included increased locomotion and reduced pre-pulse inhibition in Long Evans rats compared to Sprague Dawley rats; and rats housed in enriched cages had reduced anxiety-like behaviour compared to standard housed rats. Long Evans rats required fewer sessions than Sprague Dawley rats to learn operant tasks, including a signal detection task and reversal learning. Furthermore, Long Evans rats housed in enriched cages acquired simple operant tasks faster than standard housed Long Evans rats. Cognitive phenotypes in animal models of neuropsychiatric disorders would benefit from using strain and housing conditions where there is greater potential for both enhancement and deficits in performance.

Metacognition in Self-Regulated Multimedia Learning: Integrating Behavioural, Psychophysiological and Introspective Measures

Science.gov (United States)

Antonietti, Alessandro; Colombo, Barbara; Di Nuzzo, Chiara

2015-01-01

This study aims at investigating students' strategies--as revealed by behavioural, psychophysiological and introspective measures--which are applied during the free exploration of multimedia instructional presentations, which requires students to self-regulate their learning processes. Two multimedia presentations were constructed and presented to…

Terrestrial avoidance behaviour tests as screening tool to assess soil contamination

International Nuclear Information System (INIS)

Loureiro, Susana; Soares, Amadeu M.V.M.; Nogueira, Antonio J.A.

2005-01-01

To assess soil quality and risk assessment, bioassays can be useful tools to gauge the potential toxicity of contaminants focusing on their bioavailable fraction. A rapid and sublethal avoidance behaviour test was used as a screening tool with the earthworm Eisenia andrei and the isopod Porcellionides pruinosus, where organisms were exposed during 48 h to several chemicals (lindane, dimethoate and copper sulphate, for isopods and carbendazim, benomyl, dimethoate and copper sulphate for earthworms). Both species were also exposed to soils from an abandoned mine. For all bioassays a statistical approach was used to derive EC 50 values. Isopods and earthworms were able to perceive the presence of toxic compounds and escaping from contaminated to clean soil. Furthermore the behaviour parameter was equally or more sensitive then other sublethal parameters (e.g. reproduction or growth), expressing the advantages of Avoidance Behaviour Tests as screening tools in ERA. - Avoidance Behaviour Tests with earthworms and isopods can be used as screening tools in the evaluation of soil contamination

Combined use of two supervised learning algorithms to model sea turtle behaviours from tri-axial acceleration data.

Science.gov (United States)

Jeantet, L; Dell'Amico, F; Forin-Wiart, M-A; Coutant, M; Bonola, M; Etienne, D; Gresser, J; Regis, S; Lecerf, N; Lefebvre, F; de Thoisy, B; Le Maho, Y; Brucker, M; Châtelain, N; Laesser, R; Crenner, F; Handrich, Y; Wilson, R; Chevallier, D

2018-05-23

Accelerometers are becoming ever more important sensors in animal-attached technology, providing data that allow determination of body posture and movement and thereby helping to elucidate behaviour in animals that are difficult to observe. We sought to validate the identification of sea turtle behaviours from accelerometer signals by deploying tags on the carapace of a juvenile loggerhead ( Caretta caretta ), an adult hawksbill ( Eretmochelys imbricata ) and an adult green turtle ( Chelonia mydas ) at Aquarium La Rochelle, France. We recorded tri-axial acceleration at 50 Hz for each species for a full day while two fixed cameras recorded their behaviours. We identified behaviours from the acceleration data using two different supervised learning algorithms, Random Forest and Classification And Regression Tree (CART), treating the data from the adult animals as separate from the juvenile data. We achieved a global accuracy of 81.30% for the adult hawksbill and green turtle CART model and 71.63% for the juvenile loggerhead, identifying 10 and 12 different behaviours, respectively. Equivalent figures were 86.96% for the adult hawksbill and green turtle Random Forest model and 79.49% for the juvenile loggerhead, for the same behaviours. The use of Random Forest combined with CART algorithms allowed us to understand the decision rules implicated in behaviour discrimination, and thus remove or group together some 'confused' or under--represented behaviours in order to get the most accurate models. This study is the first to validate accelerometer data to identify turtle behaviours and the approach can now be tested on other captive sea turtle species. © 2018. Published by The Company of Biologists Ltd.

Behaviour of (Th, U)O2 microspheres under compression tests and pelletization

International Nuclear Information System (INIS)

Ferreira, R.A.N.

1982-12-01

The interrelation between the behaviour of isolated microspheres in compression tests and the microstructure of sintered pellets obtained with these microspheres, was investigated. Various batches of (Th, 5 w/o U)O 2 microspheres were produced applying the so-called gel process. The production parameters were diversified both as to the composition and to the heat treatments. The resulting products underwent compression tests in an universal tension and compression machine as single microspheres and, as bulk material, were compacted and sintered. The results of the compression tests revealed the existence of two distinct classes of fragmentation behaviour. Each of these classes causes a distinct behaviour during the pelletization, too, resulting in fuel pellets with quite different microstructures. It was evidenced that there is a relationship between these differences in the microstructure and the behaviour of the single microspheres in the compression test. (Author) [pt

Mindergie: A pervasive learning game for pro-environmental behaviour at the workplace

NARCIS (Netherlands)

Kalz, Marco; Börner, Dirk; Ternier, Stefaan; Specht, Marcus

2014-01-01

This chapter reports about a pervasive learning game to increase the environmental awareness and pro-environmental behaviour at the workplace. Based on a discussion of the theoretical background and related work we introduce the game design and game elements. Results of a formative evaluation study

Testing aggressive behaviour in a feeding context: Importance of ethologically relevant stimuli.

Science.gov (United States)

González, Daniel; Szenczi, Péter; Bánszegi, Oxána; Hudson, Robyn

2018-05-01

The choice of stimuli used in tests of animal behaviour can have a critical effect on the outcome. Here we report two experiments showing how different foods influenced aggressive behaviour in competition tests at weaning among littermates of the domestic cat. Whereas in Experiment 1 canned food elicited almost no overt competition, a piece of raw beef rib elicited clearly aggressive behaviour among littermates. In Experiment 2 the food stimuli were chosen to differ from raw beef rib in various combinations of taste/smell, texture and monopolizability. Kittens showed different levels of aggression in response to the five stimuli tested, which suggests that the strong effect of beef rib in eliciting aggressive behaviour was due to a complex combination of features. We suggest that using stimuli approximating the evolved, functional significance to the species concerned is more likely to result in robust, biologically relevant behaviours than more artificial stimuli. Copyright © 2018 Elsevier B.V. All rights reserved.

Evolutionary online behaviour learning and adaptation in real robots.

Science.gov (United States)

Silva, Fernando; Correia, Luís; Christensen, Anders Lyhne

2017-07-01

Online evolution of behavioural control on real robots is an open-ended approach to autonomous learning and adaptation: robots have the potential to automatically learn new tasks and to adapt to changes in environmental conditions, or to failures in sensors and/or actuators. However, studies have so far almost exclusively been carried out in simulation because evolution in real hardware has required several days or weeks to produce capable robots. In this article, we successfully evolve neural network-based controllers in real robotic hardware to solve two single-robot tasks and one collective robotics task. Controllers are evolved either from random solutions or from solutions pre-evolved in simulation. In all cases, capable solutions are found in a timely manner (1 h or less). Results show that more accurate simulations may lead to higher-performing controllers, and that completing the optimization process in real robots is meaningful, even if solutions found in simulation differ from solutions in reality. We furthermore demonstrate for the first time the adaptive capabilities of online evolution in real robotic hardware, including robots able to overcome faults injected in the motors of multiple units simultaneously, and to modify their behaviour in response to changes in the task requirements. We conclude by assessing the contribution of each algorithmic component on the performance of the underlying evolutionary algorithm.

Neonatal exposure to polybrominated diphenyl ether (PBDE 153) disrupts spontaneous behaviour, impairs learning and memory, and decreases hippocampal cholinergic receptors in adult mice

International Nuclear Information System (INIS)

Viberg, Henrik; Fredriksson, Anders; Eriksson, Per

2003-01-01

Neonatal exposure to polybrominated diphenyl ether (PBDE 153) disrupts spontaneous behaviour, impairs learning and memory, and decreases hippocampal cholinergic receptors in adult mice. Flame retardants are used to suppress or inhibit combustion processes in an effort to reduce the risk of fire. One class of flame retardants, polybrominated diphenyl ethers (PBDEs), are present and increasing in the environment and in human milk. The present study shows that neonatal exposure to 2,2',4,4',5,5'-hexaBDE (PBDE 153), a PBDE persistent both in environment and in human milk, can induce developmental neurotoxic effects, such as changes in spontaneous behaviour (hyperactivity), impairments in learning and memory, and reduced amounts of nicotinic receptors, effects that get worse with age. Neonatal NMRI male mice were orally exposed on day 10 to 0.45, 0.9, or 9.0 mg of PBDE 153/kg of body weight. Spontaneous behaviour (locomotion, rearing, and total activity) was observed in 2-, 4-, and 6-month-old mice, Morris water maze at an age of 6 months. The behaviour tests showed that the effects were dose-response and time-response related. Animals showing defects in learning and memory also showed significantly reduced amounts of nicotinic receptors in hippocampus, using α-bungarotoxin binding assay. The observed developmental neurotoxic effects seen for PBDE 153 are similar to those seen for PBDE 99 and for certain PCBs. Furthermore, PBDEs appear to as potent as the PCBs

Individual behavioural differences in pigs: intra- and inter-test consistency

NARCIS (Netherlands)

Spoolder, H.A.M.; Burbidge, J.A.; Lawrence, A.B.; Simmins, P.H.

1996-01-01

Two studies have been carried out in pigs to determine the relation between escape behaviour and production parameters and between escape behaviour and other factors. In the first, 823 piglets were tested with the backtest at 10 and 17 days of age. Production parameters, such as average daily weight

Learning Python testing

CERN Document Server

Arbuckle, Daniel

2014-01-01

This book is ideal if you want to learn about the testing disciplines and automated testing tools from a hands-on, conversational guide. You should already know Python and be comfortable with Python 3.

Spontaneous reoccurrence of “scooping”, a wild tool-use behaviour, in naïve chimpanzees

Directory of Open Access Journals (Sweden)

Elisa Bandini

2017-09-01

Full Text Available Modern human technological culture depends on social learning. A widespread assumption for chimpanzee tool-use cultures is that they, too, are dependent on social learning. However, we provide evidence to suggest that individual learning, rather than social learning, is the driver behind determining the form of these behaviours within and across individuals. Low-fidelity social learning instead merely facilitates the reinnovation of these behaviours, and thus helps homogenise the behaviour across chimpanzees, creating the population-wide patterns observed in the wild (what here we call “socially mediated serial reinnovations”. This is the main prediction of the Zone of Latent Solutions (ZLS hypothesis. This study directly tested the ZLS hypothesis on algae scooping, a wild chimpanzee tool-use behaviour. We provided naïve chimpanzees (n = 14, Mage = 31.33, SD = 10.09 with ecologically relevant materials of the wild behaviour but, crucially, without revealing any information on the behavioural form required to accomplish this task. This study found that naïve chimpanzees expressed the same behavioural form as their wild counterparts, suggesting that, as the ZLS theory predicts, individual learning is the driver behind the frequency of this behavioural form. As more behaviours are being found to be within chimpanzee’s ZLS, this hypothesis now provides a parsimonious explanation for chimpanzee tool cultures.

Concept of scaled test facility for simulating the PWR thermalhydraulic behaviour

International Nuclear Information System (INIS)

Silva Filho, E.

1990-01-01

This work deals with the design of a scaled test facility of a typical pressurized water reactor plant, to simulation of small break Loss-of-Coolant Accident. The computer code RELAP 5/ MOD1 has been utilized to simulate the accident and to compare the test facility behaviour with the reactor plant one. The results demonstrate similar thermal-hydraulic behaviours of the two sistema. (author)

Sexual-risk behaviour and HIV testing among Canadian snowbirds who winter in Florida.

Science.gov (United States)

Mairs, Katie; Bullock, Sandra L

2013-06-01

Rates of HIV (human immunodeficiency virus) and sexual-risk behaviour for those aged 50 and over in the United States are highest and increasing in Florida, where many Canadian "snowbirds" winter. This pilot study examined the sexual-risk behaviour and predictors of HIV testing in a convenience sample of Canadian snowbirds who winter in Florida (n = 265). Multivariate logistic regression analyses revealed that the odds of testing were increased for the unmarried, those aged 50-64, those who had talked to a doctor about sexual-risk behaviour since age 50, and those who agreed that sex was important in their lives. Dating males were more likely to test than non-dating males. Dating females were not more likely to test than non-dating females; and males who dated were 13.6 times more likely to test than females who dated. Further research will improve understanding of Canadian snowbirds' sexual interactions and HIV-testing behaviour.

Group Differences in Test-Taking Behaviour: An Example from a High-Stakes Testing Program

Science.gov (United States)

Stenlund, Tova; Eklöf, Hanna; Lyrén, Per-Erik

2017-01-01

This study investigated whether different groups of test-takers vary in their reported test-taking behaviour in a high-stakes test situation. A between-group design (N = 1129) was used to examine whether high and low achievers, as well as females and males, differ in their use of test-taking strategies, and in level of reported test anxiety and…

Accelerated behavioural development changes fine-scale search behaviour and spatial memory in honey bees (Apis mellifera L.).

Science.gov (United States)

Ushitani, Tomokazu; Perry, Clint J; Cheng, Ken; Barron, Andrew B

2016-02-01

Normally, worker honey bees (Apis mellifera) begin foraging when more than 2 weeks old as adults, but if individual bees or the colony is stressed, bees often begin foraging precociously. Here, we examined whether bees that accelerated their behavioural development to begin foraging precociously differed from normal-aged foragers in cognitive performance. We used a social manipulation to generate precocious foragers from small experimental colonies and tested their performance in a free-flight visual reversal learning task, and a test of spatial memory. To assess spatial memory, bees were trained to learn the location of a small sucrose feeder within an array of three landmarks. In tests, the feeder and one landmark were removed and the search behaviour of the bees was recorded. Performance of precocious and normal-aged foragers did not differ in a visual reversal learning task, but the two groups showed a clear difference in spatial memory. Flight behaviour suggested normal-aged foragers were better able to infer the position of the removed landmark and feeder relative to the remaining landmarks than precocious foragers. Previous studies have documented the cognitive decline of old foragers, but this is the first suggestion of a cognitive deficit in young foragers. These data imply that worker honey bees continue their cognitive development during the adult stage. These findings may also help to explain why precocious foragers perform quite poorly as foragers and have a higher than normal loss rate. © 2016. Published by The Company of Biologists Ltd.

Prevalence of Behavioural and Psychological Symptoms of Dementia in Individuals with Learning Disabilities.

Science.gov (United States)

Devshi, Rajal; Shaw, Sarah; Elliott-King, Jordan; Hogervorst, Eef; Hiremath, Avinash; Velayudhan, Latha; Kumar, Satheesh; Baillon, Sarah; Bandelow, Stephan

2015-12-02

A review of 23 studies investigating the prevalence of Behavioural and psychological symptoms of dementia (BPSD) in the general and learning disability population and measures used to assess BPSD was carried out. BPSD are non-cognitive symptoms, which constitute as a major component of dementia regardless of its subtype Research has indicated that there is a high prevalence of BPSD in the general dementia population. There are limited studies, which investigate the prevalence of BPSD within individuals who have learning disabilities and dementia. Findings suggest BPSDs are present within individuals with learning disabilities and dementia. Future research should use updated tools for investigating the prevalence of BPSD within individuals with learning disabilities and dementia.

Applying the Scholarship of Teaching and Learning: Student Perceptions, Behaviours and Success Online and Face-to-Face

Science.gov (United States)

Horspool, Agi; Lange, Carsten

2012-01-01

This study compares student perceptions, learning behaviours and success in online and face-to-face versions of a Principles of Microeconomics course. It follows a Scholarship of Teaching and Learning (SoTL) approach by using a cycle of empirical analysis, reflection and action to improve the learning experience for students. The online course…

A survey on internet usage and online learning behaviour among medical undergraduates.

Science.gov (United States)

Venkatesh, Soma; Chandrasekaran, Venkatesh; Dhandapany, Gunasekaran; Palanisamy, Soundararajan; Sadagopan, Srinivasan

2017-05-01

To determine the magnitude and pattern of internet usage by undergraduate medical students to retrieve medical information. A pretested questionnaire-based survey was conducted among undergraduate medical students who were willing to participate. The institute ethics committee approved the study. The responses of students to the questionnaire were analysed using VassarStats online statistical programme. Categorical variables were expressed as proportions. To determine the significance of the difference between proportions, the χ 2 test or Fisher's exact test was used. Log-linear analysis was performed for significance of association among interacting variables. A p value online continuing medical education programmes. On log-linear analysis, a linear relationship was found for medical time and social time. An encouraging trend is seen in the use of the internet by medical students to access medical information, but this has not translated into improved online learning behaviour. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

Network Training for a Boy with Learning Disabilities and Behaviours That Challenge

Science.gov (United States)

Cooper, Kate; McElwee, Jennifer

2016-01-01

Background: Network Training is an intervention that draws upon systemic ideas and behavioural principles to promote positive change in networks of support for people defined as having a learning disability. To date, there are no published case studies looking at the outcomes of Network Training. Materials and Methods: This study aimed to…

Test-enhanced learning: the potential for testing to promote greater learning in undergraduate science courses.

Science.gov (United States)

Brame, Cynthia J; Biel, Rachel

2015-01-01

Testing within the science classroom is commonly used for both formative and summative assessment purposes to let the student and the instructor gauge progress toward learning goals. Research within cognitive science suggests, however, that testing can also be a learning event. We present summaries of studies that suggest that repeated retrieval can enhance long-term learning in a laboratory setting; various testing formats can promote learning; feedback enhances the benefits of testing; testing can potentiate further study; and benefits of testing are not limited to rote memory. Most of these studies were performed in a laboratory environment, so we also present summaries of experiments suggesting that the benefits of testing can extend to the classroom. Finally, we suggest opportunities that these observations raise for the classroom and for further research. © 2015 C. J. Brame and R. Biel. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Mixed messages in learning communication skills? Students comparing role model behaviour in clerkships with formal training.

Science.gov (United States)

Essers, Geurt; Van Weel-Baumgarten, Evelyn; Bolhuis, Sanneke

2012-01-01

Medical students learn professional communication through formal training and in clinical practice. Physicians working in clinical practice have a powerful influence on student learning. However, they may demonstrate communication behaviours not aligning with recommendations in training programs. This study aims to identify more precisely what differences students perceive between role model communication behaviour during clerkships and formal training. In a cross-sectional study, data were collected about physicians' communication performance as perceived by students. Students filled out a questionnaire in four different clerkships in their fourth and fifth year. Just over half of the students reported communication similar to formal training. This was especially true for students in the later clerkships (paediatrics and primary care). Good examples were seen in providing information corresponding to patients' needs and in shared decision making, although students often noted that in fact the doctor made the decision. Bad examples were observed in exploring cognitions and emotions, and in providing information meeting patient's pace. Further study is needed on actual physician behaviour in clinical practice. From our results, we conclude that students need help in reflecting on and learning from the gap in communication patterns they observe in training versus clinical practice.

Developing an instrument to measure emotional behaviour abilities of meaningful learning through the Delphi technique.

Science.gov (United States)

Cadorin, Lucia; Bagnasco, Annamaria; Tolotti, Angela; Pagnucci, Nicola; Sasso, Loredana

2017-09-01

To identify items for a new instrument that measures emotional behaviour abilities of meaningful learning, according to Fink's Taxonomy. Meaningful learning is an active process that promotes a wider and deeper understanding of concepts. It is the result of an interaction between new and previous knowledge and produces a long-term change of knowledge and skills. To measure meaningful learning capability, it is very important in the education of health professionals to identify problems or special learning needs. For this reason, it is necessary to create valid instruments. A Delphi Study technique was implemented in four phases by means of e-mail. The study was conducted from April-September 2015. An expert panel consisting of ten researchers with experience in Fink's Taxonomy was established to identify the items of the instrument. Data were analysed for conceptual description and item characteristics and attributes were rated. Expert consensus was sought in each of these phases. An 87·5% consensus cut-off was established. After four rounds, consensus was obtained for validation of the content of the instrument 'Assessment of Meaningful learning Behavioural and Emotional Abilities'. This instrument consists of 56 items evaluated on a 6-point Likert-type scale. Foundational Knowledge, Application, Integration, Human Dimension, Caring and Learning How to Learn were the six major categories explored. This content validated tool can help educators (teachers, trainers and tutors) to identify and improve the strategies to support students' learning capability, which could increase their awareness of and/or responsibility in the learning process. © 2017 John Wiley & Sons Ltd.

Strategic value-directed learning and memory in Alzheimer's disease and behavioural-variant frontotemporal dementia.

Science.gov (United States)

Wong, Stephanie; Irish, Muireann; Savage, Greg; Hodges, John R; Piguet, Olivier; Hornberger, Michael

2018-02-12

In healthy adults, the ability to prioritize learning of highly valued information is supported by executive functions and enhances subsequent memory retrieval for this information. In Alzheimer's disease (AD) and behavioural-variant frontotemporal dementia (bvFTD), marked deficits are evident in learning and memory, presenting in the context of executive dysfunction. It is unclear whether these patients show a typical memory bias for higher valued stimuli. We administered a value-directed word-list learning task to AD (n = 10) and bvFTD (n = 21) patients and age-matched healthy controls (n = 22). Each word was assigned a low, medium or high point value, and participants were instructed to maximize the number of points earned across three learning trials. Participants' memory for the words was assessed on a delayed recall trial, followed by a recognition test for the words and corresponding point values. Relative to controls, both patient groups showed poorer overall learning, delayed recall and recognition. Despite these impairments, patients with AD preferentially recalled high-value words on learning trials and showed significant value-directed enhancement of recognition memory for the words and points. Conversely, bvFTD patients did not prioritize recall of high-value words during learning trials, and this reduced selectivity was related to inhibitory dysfunction. Nonetheless, bvFTD patients showed value-directed enhancement of recognition memory for the point values, suggesting a mismatch between memory of high-value information and the ability to apply this in a motivationally salient context. Our findings demonstrate that value-directed enhancement of memory may persist to some degree in patients with dementia, despite pronounced deficits in learning and memory. © 2018 The British Psychological Society.

Learning from the Experts: A Thematic Analysis of Parent's Experiences of Attending a Therapeutic Group for Parents of Children with Learning Disabilities and Challenging Behaviour

Science.gov (United States)

Thompson-Janes, Emily; Brice, Samuel; McElroy, Rebecca; Abbott, Jennie; Ball, June

2016-01-01

The Confident Parenting group is a therapeutic group for parents of children with learning disabilities and challenging behaviour, which is informed by the principles of behavioural theory and acceptance and commitment therapy. Parent's experiences of the group were elicited through participation in a large focus group which followed a…

Foundational Aspects of Classroom Relations: Associations between Teachers' Immediacy Behaviours, Classroom Democracy, Class Identification and Learning

Science.gov (United States)

Kwitonda, Jean Claude

2017-01-01

This study focused on foundational aspects of classroom relations. Specifically, relationships between teachers' immediacy (interpersonal) behaviours, classroom democracy, identification and learning were considered. Previous work suggests that these variables can be used as a foundation to shape classroom climate, culture and learning outcomes…

Study of creep behaviour in P-doped copper with slow strain rate tensile tests

International Nuclear Information System (INIS)

Xuexing Yao; Sandstroem, Rolf

2000-08-01

Pure copper with addition of phosphorous is planned to be used to construct the canisters for spent nuclear fuel. The copper canisters can be exposed to a creep deformation up to 2-4% at temperatures in services. The ordinary creep strain tests with dead weight loading are generally employed to study the creep behaviour; however, it is reported that an initial plastic deformation of 5-15% takes place when loading the creep specimens at lower temperatures. The slow strain rate tensile test is an alternative to study creep deformation behaviour of materials. Ordinary creep test and slow strain rate tensile test can give the same information in the secondary creep stage. The advantage of the tensile test is that the starting phase is much more controlled than in a creep test. In a tensile test the initial deformation behaviour can be determined and the initial strain of less than 5% can be modelled. In this study slow strain rate tensile tests at strain rate of 10 -4 , 10 -5 , 10 -6 , and 10 -7 /s at 75, 125 and 175 degrees C have been performed on P-doped pure Cu to supplement creep data from conventional creep tests. The deformation behaviour has successfully been modelled. It is shown that the slow strain rate tensile tests can be implemented to study the creep deformation behaviours of pure Cu

Using Tests as Learning Opportunities.

Science.gov (United States)

Foos, Paul W.; Fisher, Ronald P.

1988-01-01

A study involving 105 undergraduates assessed the value of testing as a means of increasing, rather than simply monitoring, learning. Results indicate that fill-in-the-blank and items requiring student inferences were more effective, respectively, than multiple-choice tests and verbatim items in furthering student learning. (TJH)

Reducing Disruptive Behaviours and Improving Classroom Behavioural Climate with Class-Wide Positive Behaviour Support in Middle Schools

Science.gov (United States)

Närhi, Vesa; Kiiski, Tiina; Savolainen, Hannu

2017-01-01

Disruptive behaviour in classrooms is a significant challenge for learning in schools and a risk factor for students' academic achievement and a significant source of teachers' work-related stress. Earlier research shows that clear behavioural expectations, monitoring students' adherence to them and behaviour-specific praise are effective…

The Impact of Resilience on L2 Learners' Motivated Behaviour and Proficiency in L2 Learning

Science.gov (United States)

Kim, Tae-Young; Kim, Yoon-Kyoung

2017-01-01

This exploratory study focused on the factors that constitute second language (L2) learners' resilience, and how these factors are related to L2 learning by investigating what relation resilience may have to motivated behaviour and proficiency in English learning. A total of 1620 secondary school learners of English participated in a questionnaire…

HIV testing behaviour among heterosexual migrants in Amsterdam

NARCIS (Netherlands)

Stolte, I. G.; Gras, M.; van Benthem, B. H.; Coutinho, R. A.; van den Hoek, J. A. R.

2003-01-01

This cross-sectional study among heterosexual migrant groups in south-eastern Amsterdam, the city area where the largest migrant groups live, provides an insight into HIV testing behaviour in this particular group. Participants were recruited at street locations (May 1997-July 1998) and interviewed

A mixed-methods exploration of an environment for learning computer programming

Directory of Open Access Journals (Sweden)

Richard Mather

2015-08-01

Full Text Available A mixed-methods approach is evaluated for exploring collaborative behaviour, acceptance and progress surrounding an interactive technology for learning computer programming. A review of literature reveals a compelling case for using mixed-methods approaches when evaluating technology-enhanced-learning environments. Here, ethnographic approaches used for the requirements engineering of computing systems are combined with questionnaire-based feedback and skill tests. These are applied to the ‘Ceebot’ animated 3D learning environment. Video analysis with workplace observation allowed detailed inspection of problem solving and tacit behaviours. Questionnaires and knowledge tests provided broad sample coverage with insights into subject understanding and overall response to the learning environment. Although relatively low scores in programming tests seemingly contradicted the perception that Ceebot had enhanced understanding of programming, this perception was nevertheless found to be correlated with greater test performance. Video analysis corroborated findings that the learning environment and Ceebot animations were engaging and encouraged constructive collaborative behaviours. Ethnographic observations clearly captured Ceebot's value in providing visual cues for problem-solving discussions and for progress through sharing discoveries. Notably, performance in tests was most highly correlated with greater programming practice (p≤0.01. It was apparent that although students had appropriated technology for collaborative working and benefitted from visual and tacit cues provided by Ceebot, they had not necessarily deeply learned the lessons intended. The key value of the ‘mixed-methods’ approach was that ethnographic observations captured the authenticity of learning behaviours, and thereby strengthened confidence in the interpretation of questionnaire and test findings.

Assessing the effectiveness and cost effectiveness of adaptive e-Learning to improve dietary behaviour: protocol for a systematic review.

Science.gov (United States)

Edwards, Phil; Felix, Lambert; Harris, Jody; Ferguson, Elaine; Free, Caroline; Landon, Jane; Lock, Karen; Michie, Susan; Miners, Alec; Murray, Elizabeth

2010-04-21

The composition of habitual diets is associated with adverse or protective effects on aspects of health. Consequently, UK public health policy strongly advocates dietary change for the improvement of population health and emphasises the importance of individual empowerment to improve health. A new and evolving area in the promotion of dietary behavioural change is e-Learning, the use of interactive electronic media to facilitate teaching and learning on a range of issues, including diet and health. The aims of this systematic review are to determine the effectiveness and cost-effectiveness of adaptive e-Learning for improving dietary behaviours. The research will consist of a systematic review and a cost-effectiveness analysis. Studies will be considered for the review if they are randomised controlled trials, involving participants aged 13 or over, which evaluate the effectiveness or efficacy of interactive software programmes for improving dietary behaviour. Primary outcome measures will be those related to dietary behaviours, including estimated intakes of energy, nutrients and dietary fibre, or the estimated number of servings per day of foods or food groups. Secondary outcome measures will be objective clinical measures that are likely to respond to changes in dietary behaviours, such as anthropometry or blood biochemistry. Knowledge, self-efficacy, intention and emotion will be examined as mediators of dietary behaviour change in order to explore potential mechanisms of action. Databases will be searched using a comprehensive four-part search strategy, and the results exported to a bibliographic database. Two review authors will independently screen results to identify potentially eligible studies, and will independently extract data from included studies, with any discrepancies at each stage settled by a third author. Standardised forms and criteria will be used.A descriptive analysis of included studies will describe study design, participants, the

Behavioural analysis of four mouse strains in an anxiety test battery.

Science.gov (United States)

van Gaalen, M M; Steckler, T

2000-10-01

Differences in locomotor activity, exploratory activity and anxiety-like behaviour of C57BL/6ChR,C57BL/6J, Swiss Webster/J and A/J strain were investigated in an anxiety battery. The battery consisted of paradigms studying spontaneous behaviour after a mild stressor, tasks of innate anxiety (light-dark box, elevated plus maze, novel object exploration), response to a conflict situation (Vogel conflict), conditioned fear and response to inescapable swim stress. Locomotor activity was studied in an open field and compared with locomotion in the other tests. Exploratory behaviour was studied in a 16-hole board task. The data confirm previous studies suggesting that A/J mice are a relatively anxious strain. Also, the data indicated that locomotor activity was independent of the paradigm employed, while the rank order of strain-dependent effects on anxiety-related behaviour changed as a function of the task under study. Our data provide further support for the notion that choice of strain is essential in studies of anxiety-related behaviour. Influence of strain should be considered in pharmacological and lesion studies, as well as in studies with mutant mice. In addition, the data indicate that different anxiety paradigms tax different aspects of anxiety, suggesting that a battery of different tests should be used in studies of anxiety-related behaviour.

Web 2.0 systems supporting childhood chronic disease management: design guidelines based on information behaviour and social learning theories.

Science.gov (United States)

Ekberg, Joakim; Ericson, Leni; Timpka, Toomas; Eriksson, Henrik; Nordfeldt, Sam; Hanberger, Lena; Ludvigsson, Johnny

2010-04-01

Self-directed learning denotes that the individual is in command of what should be learned and why it is important. In this study, guidelines for the design of Web 2.0 systems for supporting diabetic adolescents' every day learning needs are examined in light of theories about information behaviour and social learning. A Web 2.0 system was developed to support a community of practice and social learning structures were created to support building of relations between members on several levels in the community. The features of the system included access to participation in the culture of diabetes management practice, entry to information about the community and about what needs to be learned to be a full practitioner or respected member in the community, and free sharing of information, narratives and experience-based knowledge. After integration with the key elements derived from theories of information behaviour, a preliminary design guideline document was formulated.

Communication and abnormal behaviour.

Science.gov (United States)

Crown, S

1979-01-01

In this paper the similarities between normal and abnormal behaviour are emphasized and selected aspects of communication, normal and aberrant, between persons are explored. Communication in a social system may be verbal or non-verbal: one person's actions cause a response in another person. This response may be cognitive, behavioural or physiological. Communication may be approached through the individual, the social situation or social interaction. Psychoanalysis approaches the individual in terms of the coded communications of psychoneurotic symptoms or psychotic behaviour; the humanist-existential approach is concerned more with emotional expression. Both approaches emphasize the development of individual identity. The interaction between persons and their social background is stressed. Relevant are sociological concepts such as illness behaviour, stigma, labelling, institutionalization and compliance. Two approaches to social interactions are considered: the gamesplaying metaphor, e.g. back pain as a psychosocial manipulation--the 'pain game'; and the 'spiral of reciprocal perspectives' which emphasizes the interactional complexities of social perceptions. Communicatory aspects of psychological treatments are noted: learning a particular metaphor such as 'resolution' of the problem (psychotherapy), learning more 'rewarding' behaviour (learning theory) or learning authenticity or self-actualization (humanist-existential).

Learning about the Types of Plastic Wastes: Effectiveness of Inquiry Learning Strategies

Science.gov (United States)

So, Wing-Mui Winnie; Cheng, Nga-Yee Irene; Chow, Cheuk-Fai; Zhan, Ying

2016-01-01

This study aims to examine the impacts of the inquiry learning strategies employed in a "Plastic Education Project" on primary students' knowledge, beliefs and intended behaviour in Hong Kong. Student questionnaires and a test on plastic types were adopted for data collection. Results reveal that the inquiry learning strategies…

Field tests and machine learning approaches for refining algorithms and correlations of driver's model parameters.

Science.gov (United States)

Tango, Fabio; Minin, Luca; Tesauri, Francesco; Montanari, Roberto

2010-03-01

This paper describes the field tests on a driving simulator carried out to validate the algorithms and the correlations of dynamic parameters, specifically driving task demand and drivers' distraction, able to predict drivers' intentions. These parameters belong to the driver's model developed by AIDE (Adaptive Integrated Driver-vehicle InterfacE) European Integrated Project. Drivers' behavioural data have been collected from the simulator tests to model and validate these parameters using machine learning techniques, specifically the adaptive neuro fuzzy inference systems (ANFIS) and the artificial neural network (ANN). Two models of task demand and distraction have been developed, one for each adopted technique. The paper provides an overview of the driver's model, the description of the task demand and distraction modelling and the tests conducted for the validation of these parameters. A test comparing predicted and expected outcomes of the modelled parameters for each machine learning technique has been carried out: for distraction, in particular, promising results (low prediction errors) have been obtained by adopting an artificial neural network.

Test and Behaviour Driven Development with Python

CERN Multimedia

CERN. Geneva

2016-01-01

Experience has taught us that bugs are impossible to avoid when programming. Specially on continuous delivery processes where there are new versions that refactor or incorporate new modules to the project. Although, there are different tools which help us to ensure code quality by enabling developers to catch bugs while still in the development stage. In this talk, I will talk about Test-driven development(TDD) and Behaviour-Driven development (BDD) methodologies focused on web development. Also, I will present an overview of unit testing tools as Selenium or Behave, which help us to produce working software, with fewer bugs, quickly and consistently.

Knowledge sharing behaviour among non-academic staff in higher learning institutes: The role of trust and perceived risk

Directory of Open Access Journals (Sweden)

Muhammad Sabbir Rahman

2018-03-01

Full Text Available The purpose of the paper is to analyse knowledge sharing behaviour among non-academic staff of higher learning institutions. This research focuses on the mediation impact of perceived risk on trust and knowledge sharing behaviour. The research also proposes actions that can be taken by higher learning institutions to enhance trust among the staff in order to create a knowledge sharing environment at the workplace. This research applied confirmatory factor analysis and Structural Equation Modeling (SEM to evaluate the proposed measurement model and proved the research hypotheses. The findings from the research show that perceived risk plays a strong mediating role between trust and knowledge sharing behaviour among the non-academic staff of higher learning institutions. The SEM analysis also confirmed that the research model shows a good fit. This research highlights issues concerning knowledge sharing practices among non-academic staff and provides some recommendations to the managers to address these issues. The researchers agreed that more research needs to be done in this area as there are aspects that are yet to be explored. The findings of this research serve to add to the literature on knowledge sharing focussing on non-academic staff of higher learning institutions.

Event timing in associative learning: from biochemical reaction dynamics to behavioural observations.

Directory of Open Access Journals (Sweden)

Ayse Yarali

Full Text Available Associative learning relies on event timing. Fruit flies for example, once trained with an odour that precedes electric shock, subsequently avoid this odour (punishment learning; if, on the other hand the odour follows the shock during training, it is approached later on (relief learning. During training, an odour-induced Ca(++ signal and a shock-induced dopaminergic signal converge in the Kenyon cells, synergistically activating a Ca(++-calmodulin-sensitive adenylate cyclase, which likely leads to the synaptic plasticity underlying the conditioned avoidance of the odour. In Aplysia, the effect of serotonin on the corresponding adenylate cyclase is bi-directionally modulated by Ca(++, depending on the relative timing of the two inputs. Using a computational approach, we quantitatively explore this biochemical property of the adenylate cyclase and show that it can generate the effect of event timing on associative learning. We overcome the shortage of behavioural data in Aplysia and biochemical data in Drosophila by combining findings from both systems.

Analysis of student’s scientific attitude behaviour change effects blended learning supported by I-spring Suite 8 application

Science.gov (United States)

Budiharti, Rini; Waras, N. S.

2018-05-01

This article aims to describe the student’s scientific attitude behaviour change as treatment effect of Blended Learning supported by I-Spring Suite 8 application on the material balance and the rotational dynamics. Blended Learning models is learning strategy that integrate between face-to-face learning and online learning by combination of various media. Blended Learning model supported I-Spring Suite 8 media setting can direct learning becomes interactive. Students are guided to actively interact with the media as well as with other students to discuss getting the concept by the phenomena or facts presented. The scientific attitude is a natural attitude of students in the learning process. In interactive learning, scientific attitude is so needed. The research was conducted using a model Lesson Study which consists of the stages Plan-Do-Check-Act (PDCA) and applied to the subject of learning is students at class XI MIPA 2 of Senior High School 6 Surakarta. The validity of the data used triangulation techniques of observation, interviews and document review. Based on the discussion, it can be concluded that the use of Blended Learning supported media I-Spring Suite 8 is able to give the effect of changes in student behaviour on all dimensions of scientific attitude that is inquisitive, respect the data or fact, critical thinking, discovery and creativity, open minded and cooperation, and perseverance. Display e-learning media supported student worksheet makes the students enthusiastically started earlier, the core until the end of learning

Assessing the effectiveness and cost effectiveness of adaptive e-Learning to improve dietary behaviour: protocol for a systematic review

Directory of Open Access Journals (Sweden)

Michie Susan

2010-04-01

Full Text Available Abstract Background The composition of habitual diets is associated with adverse or protective effects on aspects of health. Consequently, UK public health policy strongly advocates dietary change for the improvement of population health and emphasises the importance of individual empowerment to improve health. A new and evolving area in the promotion of dietary behavioural change is e-Learning, the use of interactive electronic media to facilitate teaching and learning on a range of issues, including diet and health. The aims of this systematic review are to determine the effectiveness and cost-effectiveness of adaptive e-Learning for improving dietary behaviours. Methods/Design The research will consist of a systematic review and a cost-effectiveness analysis. Studies will be considered for the review if they are randomised controlled trials, involving participants aged 13 or over, which evaluate the effectiveness or efficacy of interactive software programmes for improving dietary behaviour. Primary outcome measures will be those related to dietary behaviours, including estimated intakes of energy, nutrients and dietary fibre, or the estimated number of servings per day of foods or food groups. Secondary outcome measures will be objective clinical measures that are likely to respond to changes in dietary behaviours, such as anthropometry or blood biochemistry. Knowledge, self-efficacy, intention and emotion will be examined as mediators of dietary behaviour change in order to explore potential mechanisms of action. Databases will be searched using a comprehensive four-part search strategy, and the results exported to a bibliographic database. Two review authors will independently screen results to identify potentially eligible studies, and will independently extract data from included studies, with any discrepancies at each stage settled by a third author. Standardised forms and criteria will be used. A descriptive analysis of included

Learning software testing with Test Studio

CERN Document Server

Madi, Rawane

2013-01-01

Learning Software Testing with Test Studio is a practical, hands-on guide that will help you get started with Test Studio to design your automated solution and tests. All through the book, there are best practices and tips and tricks inside Test Studio which can be employed to improve your solution just like an experienced QA.If you are a beginner or a professional QA who is seeking a fast, clear, and direct to the point start in automated software testing inside Test Studio, this book is for you. You should be familiar with the .NET framework, mainly Visual Studio, C#, and SQL, as the book's

Predicting entrepreneurial behaviour: A test of the theory of planned behaviour

NARCIS (Netherlands)

Kautonen, T.; van Gelderen, M.W.; Fink, M.

2013-01-01

This article contributes to the occupational choice literature pertaining to entrepreneurship by applying the Theory of Planned Behaviour (TPB) to predict entrepreneurial behaviour. Originating from social psychology, the TPB posits that intention, a function of behavioural beliefs, is a significant

Students' views of cooperative learning and group testing.

Science.gov (United States)

Hicks, Jay

2007-01-01

Today's radiologic technology students must learn to collaborate and communicate to function as part of the health care team. Innovative educational techniques such as cooperative learning (working collectively in small groups) and group testing (collaborating on tests) can foster these skills. Assess students' familiarity with and opinions about cooperative learning and group testing before and after participation in a semester-long course incorporating these methods. Twenty-eight students enrolled in a baccalaureate-level radiologic technology program in Louisiana were surveyed at the beginning and end of the semester. Results showed that students were more knowledgeable about and more accepting of cooperative learning and group testing after participating in the course. However, some students continued to prefer independent learning. Students are open to new learning methods such as cooperative learning and group testing. These techniques can help them develop the skills they will need to function collaboratively in the workplace.

Cortical ensemble activity increasingly predicts behaviour outcomes during learning of a motor task

Science.gov (United States)

Laubach, Mark; Wessberg, Johan; Nicolelis, Miguel A. L.

2000-06-01

When an animal learns to make movements in response to different stimuli, changes in activity in the motor cortex seem to accompany and underlie this learning. The precise nature of modifications in cortical motor areas during the initial stages of motor learning, however, is largely unknown. Here we address this issue by chronically recording from neuronal ensembles located in the rat motor cortex, throughout the period required for rats to learn a reaction-time task. Motor learning was demonstrated by a decrease in the variance of the rats' reaction times and an increase in the time the animals were able to wait for a trigger stimulus. These behavioural changes were correlated with a significant increase in our ability to predict the correct or incorrect outcome of single trials based on three measures of neuronal ensemble activity: average firing rate, temporal patterns of firing, and correlated firing. This increase in prediction indicates that an association between sensory cues and movement emerged in the motor cortex as the task was learned. Such modifications in cortical ensemble activity may be critical for the initial learning of motor tasks.

Learning and teaching ecosystem behaviour in secondary education : Systems thinking and modelling in authentic practices

NARCIS (Netherlands)

Westra, R.H.V.

2008-01-01

This thesis describes developmental research, aiming at a useful approach for modern secondary ecology education. The research question is: What are the characteristics of a valid, feasible and effective learning and teaching strategy about ecosystem behaviour using modelling and systems thinking in

Lactobacillus helveticus-fermented milk improves learning and memory in mice.

Science.gov (United States)

Ohsawa, Kazuhito; Uchida, Naoto; Ohki, Kohji; Nakamura, Yasunori; Yokogoshi, Hidehiko

2015-07-01

To investigate the effects of Calpis sour milk whey, a Lactobacillus helveticus-fermented milk product, on learning and memory. We evaluated improvement in scopolamine-induced memory impairment using the spontaneous alternation behaviour test, a measure of short-term memory. We also evaluated learning and working memory in mice using the novel object recognition test, which does not involve primary reinforcement (food or electric shocks). A total of 195 male ddY mice were used in the spontaneous alternation behaviour test and 60 in the novel object recognition test. Forced orally administered Calpis sour milk whey powder (200 and 2000 mg/kg) significantly improved scopolamine-induced cognitive impairments (P memory (2000 mg/kg; P learning and memory in healthy human subjects; however, human clinical studies are necessary.

Ethnicity and HIV risk behaviour, testing and knowledge in Guatemala.

Science.gov (United States)

Taylor, Tory M; Hembling, John; Bertrand, Jane T

2015-01-01

To describe levels of risky sexual behaviour, HIV testing and HIV knowledge among men and women in Guatemala by ethnic group and to identify adjusted associations between ethnicity and these outcomes. Data on 16,205 women aged 15-49 and 6822 men aged 15-59 from the 2008-2009 Encuesta Nacional de Salud Materno Infantil were used to describe ethnic group differences in sexual behaviour, HIV knowledge and testing. We then controlled for age, education, wealth and other socio-demographic factors in a multivariate logistic regression model to examine the effects of ethnicity on outcomes related to age at sexual debut, number of lifetime sex partners, comprehensive HIV knowledge, HIV testing and lifetime sex worker patronage (men only). The data show low levels of risky sexual behaviour and low levels of HIV knowledge among indigenous women and men, compared to other respondents. Controlling for demographic factors, indigenous women were more likely than other women never to have been tested for HIV and to lack comprehensive HIV knowledge. They were less likely to report early sexual debut and three or more lifetime sexual partners. Indigenous men were more likely than other men to lack comprehensive HIV knowledge and demonstrated lower odds of early sexual debut, 10 or more lifetime sexual partners and sex worker patronage. The Mayan indigenous population in Guatemala, while broadly socially vulnerable, does not appear to be at elevated risk for HIV based on this analysis of selected risk factors. Nonetheless, low rates of HIV knowledge and testing may be cause for concern. Programmes working in indigenous communities should focus on HIV education and reducing barriers to testing. Further research into the factors that underlie ethnic self-identity and perceived ethnicity could help clarify the relative significance of these measures for HIV risk and other health outcomes.

Tests and calculation of the seismic behaviour of concrete structures

International Nuclear Information System (INIS)

Gauvain, J.; Hoffman, A.; Jeandidier, C.; Livolant, M.

1979-01-01

This paper deals with the frame type buildings, which are generally the most sensible to earthquakes. Its objectives are to describe the main phenomena governing the behaviour of such structures, when the earthquake level increases up to the structure collapse, to point out what type of calculation model shall be used to obtain good results and to give an estimation of the safety factors corresponding to the usual design practice. Extended experimental research on the behaviour of reinforced concrete beams and frames submitted to monotonic or cyclic loading has been done. These tests are very useful to build constitutive laws models, but as they do not reproduce the earthquake loads, they do not simulate directly what happens to the structure during an earthquake. For that reason, since 1966, dynamics tests were performed using vibration generators or shaking-tables. As an example of that type of test and of the corresponding results, we describe here with more details the tests made at the Saclay Center, on a shaking-table called VESUVE, on simple beams and frames

Animal social networks as substrate for cultural behavioural diversity.

Science.gov (United States)

Whitehead, Hal; Lusseau, David

2012-02-07

We used individual-based stochastic models to examine how social structure influences the diversity of socially learned behaviour within a non-human population. For continuous behavioural variables we modelled three forms of dyadic social learning, averaging the behavioural value of the two individuals, random transfer of information from one individual to the other, and directional transfer from the individual with highest behavioural value to the other. Learning had potential error. We also examined the transfer of categorical behaviour between individuals with random directionality and two forms of error, the adoption of a randomly chosen existing behavioural category or the innovation of a new type of behaviour. In populations without social structuring the diversity of culturally transmitted behaviour increased with learning error and population size. When the populations were structured socially either by making individuals members of permanent social units or by giving them overlapping ranges, behavioural diversity increased with network modularity under all scenarios, although the proportional increase varied considerably between continuous and categorical behaviour, with transmission mechanism, and population size. Although functions of the form e(c)¹(m)⁻(c)² + (c)³(Log(N)) predicted the mean increase in diversity with modularity (m) and population size (N), behavioural diversity could be highly unpredictable both between simulations with the same set of parameters, and within runs. Errors in social learning and social structuring generally promote behavioural diversity. Consequently, social learning may be considered to produce culture in populations whose social structure is sufficiently modular. Copyright © 2011 Elsevier Ltd. All rights reserved.

Individual Differences in Behavioural Despair Predict Brain GSK-3beta Expression in Mice: The Power of a Modified Swim Test.

Science.gov (United States)

Strekalova, Tatyana; Markova, Nataliia; Shevtsova, Elena; Zubareva, Olga; Bakhmet, Anastassia; Steinbusch, Harry M; Bachurin, Sergey; Lesch, Klaus-Peter

2016-01-01

While deficient brain plasticity is a well-established pathophysiologic feature of depression, little is known about disorder-associated enhanced cognitive processing. Here, we studied a novel mouse paradigm that potentially models augmented learning of adverse memories during development of a depressive-like state. We used a modification of the classic two-day protocol of a mouse Porsolt test with an additional session occurring on Day 5 following the initial exposure. Unexpectedly, floating behaviour and brain glycogen synthase kinase-3 beta (GSK-3beta) mRNA levels, a factor of synaptic plasticity as well as a marker of distress and depression, were increased during the additional swimming session that was prevented by imipramine. Observed increases of GSK-3beta mRNA in prefrontal cortex during delayed testing session correlated with individual parameters of behavioural despair that was not found in the classic Porsolt test. Repeated swim exposure was accompanied by a lower pGSK-3beta/GSK-3beta ratio. A replacement of the second or the final swim sessions with exposure to the context of testing resulted in increased GSK-3beta mRNA level similar to the effects of swimming, while exclusion of the second testing prevented these changes. Together, our findings implicate the activation of brain GSK-3beta expression in enhanced contextual conditioning of adverse memories, which is associated with an individual susceptibility to a depressive syndrome.

Subtoxic lead exposure of the albino rat during different phases of development and its effects on the open-field behaviour and the learning ability as studied by discrimination tests

Energy Technology Data Exchange (ETDEWEB)

Terhoeven, P

1980-01-01

Female Wistar rats received a lead diet of 1.38 g lead acetate/kg food or a normal diet, respectively and after 54 days they were mated. The young rats were exposed to lead either only diaplacentally until birth or postnatally in infancy and as adult animals by plumbiferous breast milk or diet, or pre- and postnatally until ablactation. At different instants we determined the blood-lead and the brain-lead levels, the d-aminolevulic acid dehydrase activity and the packed cell volume of the dams and the young animals. In addition the respective weight was registered. For the learning test the food was reduced to 80% of the individual food demand. In the open-field test we investigated the parameters ambulation, rearing, grooming and defaecation. Neither the dams nor the young rats showed any symptoms of lead intoxication. The weight before and during food deprivation did not present any group differences. In the lead-exposed dams and in the pre- and postnatally lead-exposed young rats the mean blood-lead level ranged between 25 and 31 ..mu..g/dl. In those animals exposed to lead postnatally, these concentrations were reached slowlier. The blood-lead level of those rats exposed to lead only prenatally or until ablactation had dropped to control values within some weeks. The brain-lead level of those animals exposed still after infancy, almost agreed with the corresponding blood-lead level. Whereas the packed cell volume did not reveal any group differences, the delta-aminolevulic acid dehydrase activity was found to be significantly reduced for those test animals, which underwent the longest lead exposure. The behaviour observed in the open-field tests did not reveal any significant group differences. Also with respect to the learning performance no differences between the groups of varying conditions could be found.

A Systematic Review of Genetic Testing and Lifestyle Behaviour Change: Are We Using High-Quality Genetic Interventions and Considering Behaviour Change Theory?

Science.gov (United States)

Horne, Justine; Madill, Janet; O'Connor, Colleen; Shelley, Jacob; Gilliland, Jason

2018-04-10

Studying the impact of genetic testing interventions on lifestyle behaviour change has been a priority area of research in recent years. Substantial heterogeneity exists in the results and conclusions of this literature, which has yet to be explained using validated behaviour change theory and an assessment of the quality of genetic interventions. The theory of planned behaviour (TPB) helps to explain key contributors to behaviour change. It has been hypothesized that personalization could be added to this theory to help predict changes in health behaviours. This systematic review provides a detailed, comprehensive identification, assessment, and summary of primary research articles pertaining to lifestyle behaviour change (nutrition, physical activity, sleep, and smoking) resulting from genetic testing interventions. The present review further aims to provide in-depth analyses of studies conducted to date within the context of the TPB and the quality of genetic interventions provided to participants while aiming to determine whether or not genetic testing facilitates changes in lifestyle habits. This review is timely in light of a recently published "call-to-action" paper, highlighting the need to incorporate the TPB into personalized healthcare behaviour change research. Three bibliographic databases, one key website, and article reference lists were searched for relevant primary research articles. The PRISMA Flow Diagram and PRISMA Checklist were used to guide the search strategy and manuscript preparation. Out of 32,783 titles retrieved, 26 studies met the inclusion criteria. Three quality assessments were conducted and included: (1) risk of bias, (2) quality of genetic interventions, and (3) consideration of theoretical underpinnings - primarily the TPB. Risk of bias in studies was overall rated to be "fair." Consideration of the TPB was "poor," with no study making reference to this validated theory. While some studies (n = 11; 42%) made reference to other

Development of automatic surveillance of animal behaviour and welfare using image analysis and machine learned segmentation technique.

Science.gov (United States)

Nilsson, M; Herlin, A H; Ardö, H; Guzhva, O; Åström, K; Bergsten, C

2015-11-01

In this paper the feasibility to extract the proportion of pigs located in different areas of a pig pen by advanced image analysis technique is explored and discussed for possible applications. For example, pigs generally locate themselves in the wet dunging area at high ambient temperatures in order to avoid heat stress, as wetting the body surface is the major path to dissipate the heat by evaporation. Thus, the portion of pigs in the dunging area and resting area, respectively, could be used as an indicator of failure of controlling the climate in the pig environment as pigs are not supposed to rest in the dunging area. The computer vision methodology utilizes a learning based segmentation approach using several features extracted from the image. The learning based approach applied is based on extended state-of-the-art features in combination with a structured prediction framework based on a logistic regression solver using elastic net regularization. In addition, the method is able to produce a probability per pixel rather than form a hard decision. This overcomes some of the limitations found in a setup using grey-scale information only. The pig pen is a difficult imaging environment because of challenging lighting conditions like shadows, poor lighting and poor contrast between pig and background. In order to test practical conditions, a pen containing nine young pigs was filmed from a top view perspective by an Axis M3006 camera with a resolution of 640 × 480 in three, 10-min sessions under different lighting conditions. The results indicate that a learning based method improves, in comparison with greyscale methods, the possibility to reliable identify proportions of pigs in different areas of the pen. Pigs with a changed behaviour (location) in the pen may indicate changed climate conditions. Changed individual behaviour may also indicate inferior health or acute illness.

The Effect Of Islamic Education Learning Pai And Learning Results To Students Religious Behavior Of Stisip Widyapuri Mandiri Sukabumi Student

Directory of Open Access Journals (Sweden)

U. Abdullah Mumin

2017-06-01

Full Text Available The purpose of this study is to measure the level of the effect of Islamic Education learning and learning result on religious behaviour in STISIP Widyapuri Mandiri Sukabumi. The method used in this research is quantitative analysis based on inferential statistical model. The data collection is done by using observation techniques interviews and questionnaires. The researcher analize the data by using logic analysis for qualitative and statistical analysis for quantitative data by using descriptive statistics regression and correlation. Based on the hypothesis test simultaneously PAI learning and learning result have a positive and significant effect on students religious behaviour. Partially only PAI learning alone has a positive and significant impact on religious behavior.

Early life diets with prebiotics and bioactive milk fractions attenuate the impact of stress on learned helplessness behaviours and alter gene expression within neural circuits important for stress resistance.

Science.gov (United States)

Mika, Agnieszka; Day, Heidi E W; Martinez, Alexander; Rumian, Nicole L; Greenwood, Benjamin N; Chichlowski, Maciej; Berg, Brian M; Fleshner, Monika

2017-02-01

Manipulating gut microbes may improve mental health. Prebiotics are indigestible compounds that increase the growth and activity of health-promoting microorganisms, yet few studies have examined how prebiotics affect CNS function. Using an acute inescapable stressor known to produce learned helplessness behaviours such as failure to escape and exaggerated fear, we tested whether early life supplementation of a blend of two prebiotics, galactooligosaccharide (GOS) and polydextrose (PDX), and the glycoprotein lactoferrin (LAC) would attenuate behavioural and biological responses to stress later in life. Juvenile, male F344 rats were fed diets containing either GOS and PDX alone, LAC alone, or GOS, PDX and LAC. All diets altered gut bacteria, while diets containing GOS and PDX increased Lactobacillus spp. After 4 weeks, rats were exposed to inescapable stress, and either immediately killed for blood and tissues, or assessed for learned helplessness 24 h later. Diets did not attenuate stress effects on spleen weight, corticosterone and blood glucose; however, all diets differentially attenuated stress-induced learned helplessness. Notably, in situ hybridization revealed that all diets reduced stress-evoked cfos mRNA in the dorsal raphe nucleus (DRN), a structure important for learned helplessness behaviours. In addition, GOS, PDX and LAC diet attenuated stress-evoked decreases in mRNA for the 5-HT 1A autoreceptor in the DRN and increased basal BDNF mRNA within the prefrontal cortex. These data suggest early life diets containing prebiotics and/or LAC promote behavioural stress resistance and uniquely modulate gene expression in corresponding circuits. © 2016 Federation of European Neuroscience Societies and John Wiley & Sons Ltd.

Do domestic dogs learn words based on humans' referential behaviour?

Directory of Open Access Journals (Sweden)

Sebastian Tempelmann

Full Text Available Some domestic dogs learn to comprehend human words, although the nature and basis of this learning is unknown. In the studies presented here we investigated whether dogs learn words through an understanding of referential actions by humans rather than simple association. In three studies, each modelled on a study conducted with human infants, we confronted four word-experienced dogs with situations involving no spatial-temporal contiguity between the word and the referent; the only available cues were referential actions displaced in time from exposure to their referents. We found that no dogs were able to reliably link an object with a label based on social-pragmatic cues alone in all the tests. However, one dog did show skills in some tests, possibly indicating an ability to learn based on social-pragmatic cues.

An online study combining the constructs from the theory of planned behaviour and protection motivation theory in predicting intention to test for chlamydia in two testing contexts.

Science.gov (United States)

Powell, Rachael; Pattison, Helen M; Francis, Jill J

2016-01-01

Chlamydia is a common sexually transmitted infection that has potentially serious consequences unless detected and treated early. The health service in the UK offers clinic-based testing for chlamydia but uptake is low. Identifying the predictors of testing behaviours may inform interventions to increase uptake. Self-tests for chlamydia may facilitate testing and treatment in people who avoid clinic-based testing. Self-testing and being tested by a health care professional (HCP) involve two contrasting contexts that may influence testing behaviour. However, little is known about how predictors of behaviour differ as a function of context. In this study, theoretical models of behaviour were used to assess factors that may predict intention to test in two different contexts: self-testing and being tested by a HCP. Individuals searching for or reading about chlamydia testing online were recruited using Google Adwords. Participants completed an online questionnaire that addressed previous testing behaviour and measured constructs of the Theory of Planned Behaviour and Protection Motivation Theory, which propose a total of eight possible predictors of intention. The questionnaire was completed by 310 participants. Sufficient data for multiple regression were provided by 102 and 118 respondents for self-testing and testing by a HCP respectively. Intention to self-test was predicted by vulnerability and self-efficacy, with a trend-level effect for response efficacy. Intention to be tested by a HCP was predicted by vulnerability, attitude and subjective norm. Thus, intentions to carry out two testing behaviours with very similar goals can have different predictors depending on test context. We conclude that interventions to increase self-testing should be based on evidence specifically related to test context.

Summary report - development of laboratory tests and the stress- strain behaviour of Olkiluoto mica gneiss

International Nuclear Information System (INIS)

Hakala, M.; Heikkilae, E.

1997-05-01

This work summarizes the project aimed at developing and qualifying a suitable combination of laboratory tests to establish a statistically reliable stress-strain behaviour of the main rock types at Posiva Oy's detailed investigation sites for disposal of spent nuclear fuel. The work includes literature study of stress-strain behaviour of brittle rock, development and qualification of laboratory tests, suggested test procedures and interpretation methods and finally testing of Olkiluoto mica gneiss. The Olkiluoto study includes over 130 loading tests. Besides the commonly used laboratory tests, direct tensile tests, damage controlled tests and acoustic emission measurements were also carried out. (orig.) (54 refs.)

Experimental test of host specificity in a behaviour-modifying trematode

DEFF Research Database (Denmark)

Hernandez, R.N.; Fredensborg, Brian Lund

2015-01-01

Host behavioural modification by parasites is a common and well-documented phenomenon. However, knowledge on the complexity and specificity of the underlying mechanisms is limited, and host specificity among manipulating parasites has rarely been experimentally verified. We tested the hypothesis...

Identifying Successful Learners from Interaction Behaviour

Science.gov (United States)

McCuaig, Judi; Baldwin, Julia

2012-01-01

The interaction behaviours of successful, high-achieving learners when using a Learning Management System (LMS) are different than the behaviours of learners who are having more difficulty mastering the course material. This paper explores the idea that conventional Learning Management Systems can exploit data mining techniques to predict the…

Modelling the Factors that Affect Individuals' Utilisation of Online Learning Systems: An Empirical Study Combining the Task Technology Fit Model with the Theory of Planned Behaviour

Science.gov (United States)

Yu, Tai-Kuei; Yu, Tai-Yi

2010-01-01

Understanding learners' behaviour, perceptions and influence in terms of learner performance is crucial to predict the use of electronic learning systems. By integrating the task-technology fit (TTF) model and the theory of planned behaviour (TPB), this paper investigates the online learning utilisation of Taiwanese students. This paper provides a…

Learning Digital Test and Diagnostics via Internet

Directory of Open Access Journals (Sweden)

Heinz-Dietrich Wuttke

2007-02-01

Full Text Available An environment targeted to e-learning is presented for teaching design and test of electronic systems. The environment consists of a set of Java applets, and of web based access to the hardware equipments, which can be used in the classroom, for learning at home, in laboratory research and training, or for carrying out testing of students during exams. The tools support university courses on digital electronics, computer hardware, testing and design for testability to learn by hands-on exercises how to design digital systems, how to make them testable, how to build self-testing systems, how to generate test patterns, how to analyze the quality of tests, and how to localize faults in hardware. The tasks chosen for hands-on training represent simultaneously research problems, which allow to fostering in students critical thinking, problem solving skills and creativity.

Exploratory behaviour in the open field test adapted for larval zebrafish: impact of environmental complexity.

Science.gov (United States)

Ahmad, Farooq; Richardson, Michael K

2013-01-01

This study aimed to develop and characterize a novel (standard) open field test adapted for larval zebrafish. We also developed and characterized a variant of the same assay consisting of a colour-enriched open field; this was used to assess the impact of environmental complexity on patterns of exploratory behaviours as well to determine natural colour preference/avoidance. We report the following main findings: (1) zebrafish larvae display characteristic patterns of exploratory behaviours in the standard open field, such as thigmotaxis/centre avoidance; (2) environmental complexity (i.e. presence of colours) differentially affects patterns of exploratory behaviours and greatly attenuates natural zone preference; (3) larvae displayed the ability to discriminate colours. As reported previously in adult zebrafish, larvae showed avoidance towards blue and black; however, in contrast to the reported adult behaviour, larvae displayed avoidance towards red. Avoidance towards yellow and preference for green and orange are shown for the first time, (4) compared to standard open field tests, exposure to the colour-enriched open field resulted in an enhanced expression of anxiety-like behaviours. To conclude, we not only developed and adapted a traditional rodent behavioural assay that serves as a gold standard in preclinical drug screening, but we also provide a version of the same test that affords the possibility to investigate the impact of environmental stress on behaviour in larval zebrafish while representing the first test for assessment of natural colour preference/avoidance in larval zebrafish. In the future, these assays will improve preclinical drug screening methodologies towards the goal to uncover novel drugs. This article is part of a Special Issue entitled: insert SI title. Copyright © 2012 Elsevier B.V. All rights reserved.

[Connectionist models of social learning: a case of learning by observing a simple task].

Science.gov (United States)

Paignon, A; Desrichard, O; Bollon, T

2004-03-01

alone is not sufficient to ensure accurate reproduction and must be made functional through the production phase (Deakin & Proteau, 2000). Results obtained through a second simulation replicate those produced by Bandura & Jeffery (1973), who observed that the individual tested following the retention phase recalled recorded information better than he realized in the production phase. The outcome of a third simulation shows that, when performing the transfer task, agents performed the task all the more effectively when they were required to learn a simple path which facilitated knowledge transfer to an adjacent situation. New explanatory assumptions of the mechanics of learning through observation may be produced through OLEANNet. Thus, observed deterioration between memorization and production is caused by successive approximations which occur in the acquisition phase then in the production phase. Further, depending on the type of learning undergone by agents, use of representation as a production guide induces a more or less stringent constraint in the approximation of actual behaviour. This results, during the transfer task, in the ability to effectively generalize acquired knowledge where such knowledge is not specifically related to the task at hand. In conclusion, connectionist model architecture appears valid for modeling learning through observation as defined by Bandura (1977). However, certain limitations appear during implementation, especially in terms of the observed behaviour's availability and the planning of produced behaviours that future developments are liable to counter.

Learning behaviour and preferences of family medicine residents under a flexible academic curriculum.

Science.gov (United States)

Sy, Alice; Wong, Eric; Boisvert, Leslie

2014-11-01

To determine family medicine residents' learning behaviour and preferences outside of clinical settings in order to help guide the development of an effective academic program that can maximize their learning. Retrospective descriptive analysis of academic learning logs submitted by residents as part of their academic training requirements between 2008 and 2011. London, Ont. All family medicine residents at Western University who had completed their academic program requirements (N = 72) by submitting 300 or more credits (1 credit = 1 hour). Amount of time spent on various learning modalities, location where the learning took place, resources used for self-study, and the objective of the learning activity. A total of 72 residents completed their academic requirements during the study period and logged a total of 25 068 hours of academic learning. Residents chose to spend most of their academic time engaging in self-study (44%), attending staff physicians' teaching sessions (20%),and participating in conferences, courses, or workshops (12%) and in postgraduate medical education sessions (12%). Textbooks (26%), medical journals (20%), and point-of-care resources (12%) were the 3 most common resources used for self-study. The hospital (32%), residents' homes (32%),and family medicine clinics (14%) were the most frequently cited locations where academic learning occurred. While all physicians used a variety of educational activities, most residents (67%) chose self-study as their primary method of learning. The topic for academic learning appeared to have some influence on the learning modalities used by residents. Residents used a variety of learning modalities and chose self-study over other more traditional modalities (eg, lectures) for most of their academic learning. A successful academic program must take into account residents' various learning preferences and habits while providing guidance and training in the use of more effective learning methods and

Summary report - development of laboratory tests and the stress- strain behaviour of Olkiluoto mica gneiss

Energy Technology Data Exchange (ETDEWEB)

Hakala, M.; Heikkilae, E. [Helsinki Univ. of Technology, Espoo (Finland). Lab. of Rock Engineering

1997-05-01

This work summarizes the project aimed at developing and qualifying a suitable combination of laboratory tests to establish a statistically reliable stress-strain behaviour of the main rock types at Posiva Oy`s detailed investigation sites for disposal of spent nuclear fuel. The work includes literature study of stress-strain behaviour of brittle rock, development and qualification of laboratory tests, suggested test procedures and interpretation methods and finally testing of Olkiluoto mica gneiss. The Olkiluoto study includes over 130 loading tests. Besides the commonly used laboratory tests, direct tensile tests, damage controlled tests and acoustic emission measurements were also carried out. (orig.) (54 refs.).

Organizational Behaviour Study Material

OpenAIRE

P. Sreeramana Aithal

2016-01-01

An overview of Organizational Behaviour – History of Organisational Behaviour and its emergence as a disciple-emerging perspective Organizational Behaviour. Individual process in organisation – Learning, perception and attribution- Individual differences - Basic concepts of motivation - Advanced concepts of motivation. Group process in Organisation – Group dynamics, leadership theories - Power, politics and conflict - inter- personal communication. Enhancing individu...

On the Learning Behaviours of English Additional-Language Speakers Entering Engineering Education in South Africa

Science.gov (United States)

Woollacott, L.; Simelane, Z.; Inglis, J.

2011-01-01

This article reports the findings of an inductive study on the learning behaviours and language difficulties of a small group of English additional-language students entering a school of chemical and metallurgical engineering in South Africa. Students were interviewed in their home language. While they appeared to have had a reasonable grounding…

Individual Differences in Behavioural Despair Predict Brain GSK-3beta Expression in Mice: The Power of a Modified Swim Test

Directory of Open Access Journals (Sweden)

Tatyana Strekalova

2016-01-01

Full Text Available While deficient brain plasticity is a well-established pathophysiologic feature of depression, little is known about disorder-associated enhanced cognitive processing. Here, we studied a novel mouse paradigm that potentially models augmented learning of adverse memories during development of a depressive-like state. We used a modification of the classic two-day protocol of a mouse Porsolt test with an additional session occurring on Day 5 following the initial exposure. Unexpectedly, floating behaviour and brain glycogen synthase kinase-3 beta (GSK-3beta mRNA levels, a factor of synaptic plasticity as well as a marker of distress and depression, were increased during the additional swimming session that was prevented by imipramine. Observed increases of GSK-3beta mRNA in prefrontal cortex during delayed testing session correlated with individual parameters of behavioural despair that was not found in the classic Porsolt test. Repeated swim exposure was accompanied by a lower pGSK-3beta/GSK-3beta ratio. A replacement of the second or the final swim sessions with exposure to the context of testing resulted in increased GSK-3beta mRNA level similar to the effects of swimming, while exclusion of the second testing prevented these changes. Together, our findings implicate the activation of brain GSK-3beta expression in enhanced contextual conditioning of adverse memories, which is associated with an individual susceptibility to a depressive syndrome.

Learning to be different: Acquired skills, social learning, frequency dependence, and environmental variation can cause behaviourally mediated foraging specializations

Science.gov (United States)

Tinker, M.T.; Mangel, M.; Estes, J.A.

2009-01-01

Question: How does the ability to improve foraging skills by learning, and to transfer that learned knowledge, affect the development of intra-population foraging specializations? Features of the model: We use both a state-dependent life-history model implemented by stochastic dynamic programming (SDPM) and an individual-based model (IBM) to capture the dynamic nature of behavioural preferences in feeding. Variables in the SDPM include energy reserves, skill levels, energy and handling time per single prey item, metabolic rate, the rates at which skills are learned and forgotten, the effect of skills on handling time, and the relationship between energy reserves and fitness. Additional variables in the IBM include the probability of successful weaning, the logistic dynamics of the prey species with stochastic recruitment, the intensity of top-down control of prey by predators, the mean and variance in skill levels of new recruits, and the extent to which learned Information can be transmitted via matrilineal social learning. Key range of variables: We explore the effects of approaching the time horizon in the SDPM, changing the extent to which skills can improve with experience, increasing the rates of learning or forgetting of skills, changing whether the learning curve is constant, accelerating (T-shaped) or decelerating ('r'-shaped), changing both mean and maximum possible energy reserves, changing metabolic costs of foraging, and changing the rate of encounter with prey. Conclusions: The model results show that the following factors increase the degree of prey specialization observed in a predator population: (1) Experience handling a prey type can substantially improve foraging skills for that prey. (2) There is limited ability to retain complex learned skills for multiple prey types. (3) The learning curve for acquiring new foraging skills is accelerating, or J-shaped. (4) The metabolic costs of foraging are high relative to available energy reserves. (5

Modeling learning and memory using verbal learning tests: results from ACTIVE.

Science.gov (United States)

Gross, Alden L; Rebok, George W; Brandt, Jason; Tommet, Doug; Marsiske, Michael; Jones, Richard N

2013-03-01

To investigate the influence of memory training on initial recall and learning. The Advanced Cognitive Training for Independent and Vital Elderly study of community-dwelling adults older than age 65 (n = 1,401). We decomposed trial-level recall in the Auditory Verbal Learning Test (AVLT) and Hopkins Verbal Learning Test (HVLT) into initial recall and learning across trials using latent growth models. Trial-level increases in words recalled in the AVLT and HVLT at each follow-up visit followed an approximately logarithmic shape. Over the 5-year study period, memory training was associated with slower decline in Trial 1 AVLT recall (Cohen's d = 0.35, p = .03) and steep pre- and posttraining acceleration in learning (d = 1.56, p learning, d = 3.10, p memory-trained group had a higher level of recall than the control group through the end of the 5-year study period despite faster decline in learning. This study contributes to the understanding of the mechanisms by which training benefits memory and expands current knowledge by reporting long-term changes in initial recall and learning, as measured from growth models and by characterization of the impact of memory training on these components. Results reveal that memory training delays the worsening of memory span and boosts learning.

HIV testing behaviour among heterosexual migrants in Amsterdam.

Science.gov (United States)

Stolte, I G; Gras, M; Van Benthem, B H; Coutinho, R A; van den Hoek, J A

2003-08-01

This cross-sectional study among heterosexual migrant groups in south-eastern Amsterdam, the city area where the largest migrant groups live, provides an insight into HIV testing behaviour in this particular group. Participants were recruited at street locations (May 1997-July 1998) and interviewed using structured questionnaires. They also donated saliva for HIV testing. In total, 705 males and 769 females were included in this study (Afro-Surinamese (45%), Dutch-Antilleans (15%) and West Africans (40%)). Prior HIV testing was reported by 38% of all migrants (556/1479), of which only a minority (28%) had actively requested HIV testing. Multivariate logistic regression showed that not actively requesting HIV testing was more likely among younger (migrants, especially women (ORwomen: 4.79, p risk should be facilitated by promoting HIV testing and by improving accurate self-assessment of risk for HIV infection, especially among the groups that do not actively request HIV testing. This would increase HIV awareness and provide the opportunity of better medical care earlier in HIV infection.

Mobile phone application for mathematics learning

Science.gov (United States)

Supandi; Ariyanto, L.; Kusumaningsih, W.; Aini, A. N.

2018-03-01

This research was aimed to determine the role of the use of Mobile Phone Application (MPA) in Mathematics learning. The Pre and Post-test Quasy Experiment method was applied. The Pre-test was performed to understand the initial capability. In contrast, the Post-test was selected to identify changes in student ability after they were introduced to the application of Mobile Technology. Student responses to the use of this application were evaluated by a questionnaire. Based on the questionnaire, high scores were achieved, indicating the student's interest in this application. Also, learning results showed significant improvement in the learning achievement and the student learning behaviour. It was concluded that education supported by the MPA application gave a positive impact on learning outcomes as well as learning atmosphere both in class and outside the classroom.

Cattle behaviour classification from collar, halter, and ear tag sensors

Directory of Open Access Journals (Sweden)

A. Rahman

2018-03-01

Full Text Available In this paper, we summarise the outcome of a set of experiments aimed at classifying cattle behaviour based on sensor data. Each animal carried sensors generating time series accelerometer data placed on a collar on the neck at the back of the head, on a halter positioned at the side of the head behind the mouth, or on the ear using a tag. The purpose of the study was to determine how sensor data from different placement can classify a range of typical cattle behaviours. Data were collected and animal behaviours (grazing, standing or ruminating were observed over a common time frame. Statistical features were computed from the sensor data and machine learning algorithms were trained to classify each behaviour. Classification accuracies were computed on separate independent test sets. The analysis based on behaviour classification experiments revealed that different sensor placement can achieve good classification accuracy if the feature space (representing motion patterns between the training and test animal is similar. The paper will discuss these analyses in detail and can act as a guide for future studies.

Computerized adaptive testing in computer assisted learning?

NARCIS (Netherlands)

Veldkamp, Bernard P.; Matteucci, Mariagiulia; Eggen, Theodorus Johannes Hendrikus Maria; De Wannemacker, Stefan; Clarebout, Geraldine; De Causmaecker, Patrick

2011-01-01

A major goal in computerized learning systems is to optimize learning, while in computerized adaptive tests (CAT) efficient measurement of the proficiency of students is the main focus. There seems to be a common interest to integrate computerized adaptive item selection in learning systems and

Behavioural changes, sharing behaviour and psychological responses after receiving direct-to-consumer genetic test results: a systematic review and meta-analysis.

Science.gov (United States)

Stewart, Kelly F J; Wesselius, Anke; Schreurs, Maartje A C; Schols, Annemie M W J; Zeegers, Maurice P

2018-01-01

It has been hypothesised that direct-to-consumer genetic tests (DTC-GTs) could stimulate health behaviour change. However, genetic testing may also lead to anxiety and distress or unnecessarily burden the health care system. The aim is to review and meta-analyse the effects of DTC-GT on (1) behaviour change, (2) psychological response and (3) medical consumption. A systematic literature search was performed in three databases, using "direct-to-consumer genetic testing" as a key search term. Random effects meta-analyses were performed when at least two comparable outcomes were available. After selection, 19 articles were included involving 11 unique studies. Seven studies involved actual consumers who paid the retail price, whereas four included participants who received free genetic testing as part of a research trial (non-actual consumers). In meta-analysis, 23% had a positive lifestyle change. More specifically, improved dietary and exercise practices were both reported by 12%, whereas 19% quit smoking. Seven percent of participants had subsequent preventive checks. Thirty-three percent shared their results with any health care professional and 50% with family and/or friends. Sub-analyses show that behaviour change was more prevalent among non-actual consumers, whereas sharing was more prevalent among actual consumers. Results on psychological responses showed that anxiety, distress and worry were low or absent and that the effect faded with time. DTC-GT has potential to be effective as a health intervention, but the right audience needs to be addressed with tailored follow-up. Research is needed to identify consumers who do and do not change behaviour or experience adverse psychological responses.

Behaviour Centred Design: towards an applied science of behaviour change.

Science.gov (United States)

Aunger, Robert; Curtis, Valerie

2016-12-01

Behaviour change has become a hot topic. We describe a new approach, Behaviour Centred Design (BCD), which encompasses a theory of change, a suite of behavioural determinants and a programme design process. The theory of change is generic, assuming that successful interventions must create a cascade of effects via environments, through brains, to behaviour and hence to the desired impact, such as improved health. Changes in behaviour are viewed as the consequence of a reinforcement learning process involving the targeting of evolved motives and changes to behaviour settings, and are produced by three types of behavioural control mechanism (automatic, motivated and executive). The implications are that interventions must create surprise, revalue behaviour and disrupt performance in target behaviour settings. We then describe a sequence of five steps required to design an intervention to change specific behaviours: Assess, Build, Create, Deliver and Evaluate. The BCD approach has been shown to change hygiene, nutrition and exercise-related behaviours and has the advantages of being applicable to product, service or institutional design, as well as being able to incorporate future developments in behaviour science. We therefore argue that BCD can become the foundation for an applied science of behaviour change.

[Sexual behaviour and human immunodeficiency virus testing in university students from Cuzco (Peru)].

Science.gov (United States)

Bermúdez, M Paz; Ramiro, M Teresa; Teva, Inmaculada; Ramiro-Sánchez, Tamara; Buela-Casal, Gualberto

To analyse sexual behaviour, HIV testing, HIV testing intentions and reasons for not testing for HIV in university students from Cuzco (Peru). The sample comprised 1,377 university students from several institutions from Cuzco (Peru). The size of the sample was set according to a maximum 3% error estimation and a 97% confidence interval. Ages ranged from 16 to 30 years old. The data were collected through a self-administered, anonymous and voluntary questionnaire regarding sexual behaviour and HIV testing. The data were collected in classrooms during teaching hours. A higher percentage of males than females reported having had vaginal, anal and oral sex, a higher number of sexual partners and an earlier age at first vaginal and oral sex. A higher percentage of females than males did not use condoms when they first had anal sex and had a higher anal sex-risk index. Most of the participants had never been HIV tested. The main reason was that they were sure that they were not HIV infected. It seems that there was a low HIV risk perception in these participants despite the fact that they had been involved in sexual risk behaviours. Prevention campaigns focused on the general population as well as the at-risk populations and young people are needed. Copyright © 2017 SESPAS. Publicado por Elsevier España, S.L.U. All rights reserved.

Heads for learning, tails for memory: Reward, reinforcement and a role of dopamine in determining behavioural relevance across multiple timescales

Directory of Open Access Journals (Sweden)

Mathieu eBaudonnat

2013-10-01

Full Text Available Dopamine has long been tightly associated with aspects of reinforcement learning and motivation in simple situations where there are a limited number of stimuli to guide behaviour and constrained range of outcomes. In naturalistic situations, however, there are many potential cues and foraging strategies that could be adopted, and it is critical that animals determine what might be behaviourally relevant in such complex environments. This requires not only detecting discrepancies with what they have recently experienced, but also identifying similarities with past experiences stored in memory. Here, we review what role dopamine might play in determining how and when to learn about the world, and how to develop choice policies appropriate to the situation faced. We discuss evidence that dopamine is shaped by motivation and memory and in turn shapes reward-based memory formation. In particular, we suggest that hippocampal-striatal-dopamine networks may interact to determine how surprising the world is and to either inhibit or promote actions at time of behavioural uncertainty.

A comparison of the efficacy of test-driven learning versus self-assessment learning

Science.gov (United States)

He, Xiaohua; Canty, Anne

2013-01-01

Objective We compared self-assessment and test-driven learning in two groups of students who studied the same subject. Methods This was a randomized comparative experimental study. The subjects were 259 first-quarter students who were divided into a test group and a self-assessment group based on the methods they used for their learning assessments. We measured the scores and difficulty levels of 3 formal written exams. Students' attitudes toward self-assessment or test-driven learning were surveyed. Results The mean scores of exam 1, exam 2, and a summative exam were 34 (±6), 32 (±8), and 44 (±6) for the self-assessment group, respectively, with corresponding scores of 33 (±6), 33 (±7), 43 (±6) for the test group. There were no significant differences in the mean scores on all 3 tests between the two groups (p > .05). Of the students in the self-assessment group, 64% scored at least 90%, whereas 47% of students in the test group answered at least 90% of the questions correctly (p self-assessment and tests could have a significant impact on students' learning, but each offers different strengths and weaknesses. PMID:23957317

Unique and shared validity of the "Wechsler logical memory test", the "California verbal learning test", and the "verbal learning and memory test" in patients with epilepsy.

Science.gov (United States)

Helmstaedter, Christoph; Wietzke, Jennifer; Lutz, Martin T

2009-12-01

This study was set-up to evaluate the construct validity of three verbal memory tests in epilepsy patients. Sixty-one consecutively evaluated patients with temporal lobe epilepsy (TLE) or extra-temporal epilepsy (E-TLE) underwent testing with the verbal learning and memory test (VLMT, the German equivalent of the Rey auditory verbal learning test, RAVLT); the California verbal learning test (CVLT); the logical memory and digit span subtests of the Wechsler memory scale, revised (WMS-R); and testing of intelligence, attention, speech and executive functions. Factor analysis of the memory tests resulted in test-specific rather than test over-spanning factors. Parameters of the CVLT and WMS-R, and to a much lesser degree of the VLMT, were highly correlated with attention, language function and vocabulary. Delayed recall measures of logical memory and the VLMT differentiated TLE from E-TLE. Learning and memory scores off all three tests differentiated mesial temporal sclerosis from other pathologies. A lateralization of the epilepsy was possible only for a subsample of 15 patients with mesial TLE. Although the three tests provide overlapping indicators for a temporal lobe epilepsy or a mesial pathology, they can hardly be taken in exchange. The tests have different demands on semantic processing and memory organization, and they appear differentially sensitive to performance in non-memory domains. The tests capability to lateralize appears to be poor. The findings encourage the further discussion of the dependency of memory outcomes on test selection.

Effect of direct-to-consumer genetic tests on health behaviour and anxiety: a survey of consumers and potential consumers.

Science.gov (United States)

Egglestone, Corin; Morris, Anne; O'Brien, Ann

2013-10-01

Direct-to-consumer (DTC) genetic tests can be purchased over the internet. Some companies claim to provide relative genetic risks for various diseases and thus encourage healthy behaviour. There are concerns that exposure to such information may actually discourage healthy behaviour or increase health anxiety. An online survey was conducted (n = 275). Respondents were composed of individuals who had purchased a DTC genetic test and received their results (consumers, n = 189), as well as individuals who were either awaiting test results or considering purchasing a test (potential consumers, n = 86). Consumers were asked if their health behaviour or health anxiety had changed after receiving their results. Respondents' current health behaviour and health anxiety were queried and compared. In total, 27.3 % of consumers claimed a change in health behaviour, all either positive or neutral, with no reported cessation of any existing health behaviour. A change in health anxiety was claimed by 24.6 % of consumers, 85.3 % of which were a reduction. Consumers had significantly better health behaviour scores than potential consumers (p = 0.02), with no significant difference in health anxiety. This study points towards an association between receipt of DTC genetic test results and increased adoption of healthy behaviours for a minority of consumers based on self-report, with more mixed results in relation to health anxiety.

Knowledge, attitudes and intended behaviours towards HIV testing and self-protection: a survey of Omani pregnant women.

Science.gov (United States)

Al-Jabri, A A; Youssef, R M; Hasson, S S; Balkhair, A A; Al-Belushi, M; Al-Saadoon, M; Mathew, M; Al-Mahroqi, S; Said, E; Koh, C Y; Idris, M A

2014-10-20

Routine HIV testing of all pregnant women in Oman has been introduced without prior knowledge of women's attitudes towards testing or their behaviour in the event of a positive test. This study recruited 1000 Omani pregnant women from antenatal clinics to explore their knowledge of HIV/AIDS, attitudes towards HIV testing and intended behaviours in the event of a positive test. Mother-to-child transmission was recognized by 86.6% of the women but only 21.0% knew that it was preventable and a few acknowledged the important role of antiviral drugs. Half of the women (51.9%) reported having been tested for HIV and 75.8% agreed about routine HIV testing for all pregnant women. A higher level of knowledge was significantly associated with a favourable intended behaviour related to voluntary testing, disclosure and seeking professional assistance in the event of a positive HIV test. The results are discussed in relation to opt-in and opt-out approaches to voluntary testing during pregnancy.

Social learning of an associative foraging task in zebrafish

Science.gov (United States)

Zala, Sarah M.; Määttänen, Ilmari

2013-05-01

The zebrafish ( Danio rerio) is increasingly becoming an important model species for studies on the genetic and neural mechanisms controlling behaviour and cognition. Here, we utilized a conditioned place preference (CPP) paradigm to study social learning in zebrafish. We tested whether social interactions with conditioned demonstrators enhance the ability of focal naïve individuals to learn an associative foraging task. We found that the presence of conditioned demonstrators improved focal fish foraging behaviour through the process of social transmission, whereas the presence of inexperienced demonstrators interfered with the learning of the control focal fish. Our results indicate that zebrafish use social learning for finding food and that this CPP paradigm is an efficient assay to study social learning and memory in zebrafish.

Model of Students’ Academic and Non-Academic Behaviours in Improving Learning Achievement and Discipline at Nurul ‘Ulum Modern Pesantren in Malang

Directory of Open Access Journals (Sweden)

Binti Maunah

2016-12-01

Full Text Available This research is aimed at describing academic and non-academic behaviours that influence students’ achievements and discipline. This research used qualitative method. The data was collected by using two main methods: participative observation and deep interview. There were four steps to analyze the data: data collection, data filter, data classification, and conclusion. Based on the result of the research and the discussion, it can be concluded that : 1. Generally, students have very good academic behaviours during learning process inside and outside the class, 2. Most of the students master English and Arabic skill in which it becomes the most prominent academic behaviour in modern pesantren, 3. Academic behaviours to improve opportunity and learning achievement were conducted by boarding system in which students don’t cook, don’t wash clothes, don’t bring cellphones, motorcycle, radio, TV, and other electronic tools, 4. Students perform very good non-academic behaviours in form of politeness to senior students and teachers, discipline and obey the rules of pesantren. It’s proved by no one is expelled from pesantren due to the violation of the rules of pesantren.

Concept mapping to improve team work, team learning and care of the person with dementia and behavioural and psychological symptoms.

Science.gov (United States)

Aberdeen, Suzanne M; Byrne, Graeme

2018-04-01

The incidence of behavioural and psychological symptoms of dementia in residential aged care facilities is high. Effective team work and knowledgeable staff are cited as important facilitators of appropriate care responses to clients with these symptoms, but to achieve this within a resource-poor workplace can be challenging. In the study reported in this paper, concept mapping was trialled to enhance multifocal person-centred assessment and care planning as well as team learning. The outcomes of team concept mapping were evaluated using a quasi-experimental design with pre- and post-testing in 11 selected Australian residential aged care facilities , including two control residential aged care facilities , over a nine-month period. It was demonstrated that use of concept mapping improved team function, measured as effectiveness of care planning, as well as enhancing learning, with increased knowledge of dementia care even amongst staff who were not directly involved with the process. It is suggested that these results may be generalizable to other countries and care settings.

eLearning Mobile App for Android and Ios "English Grammar Learn & Test"

Directory of Open Access Journals (Sweden)

Anca-Georgiana FODOR

2016-11-01

Full Text Available This article is aiming to present the architecture and few elements from the developing cycle of "English Grammar Learn & Test" app. This is an e-learning tool for people who want to improve their English Grammar and Vocabulary. The app was approved by Google Play and Apple Store and it is available for free on both platforms as following: Android: https://play.google.com/store/apps/details?id=com.labsterzz.english_tests iOS: https://itunes.apple.com/us/app/english-grammar-learn-test/id1126468980 The app already reached350.000 users, it is rated at 4.43out of maximum 5.0 in Google Play Store. Since mid-June 2016, we launched the app also in the Apple Store iOS devices.

Behaviour Centred Design: towards an applied science of behaviour change

Science.gov (United States)

Aunger, Robert; Curtis, Valerie

2016-01-01

ABSTRACT Behaviour change has become a hot topic. We describe a new approach, Behaviour Centred Design (BCD), which encompasses a theory of change, a suite of behavioural determinants and a programme design process. The theory of change is generic, assuming that successful interventions must create a cascade of effects via environments, through brains, to behaviour and hence to the desired impact, such as improved health. Changes in behaviour are viewed as the consequence of a reinforcement learning process involving the targeting of evolved motives and changes to behaviour settings, and are produced by three types of behavioural control mechanism (automatic, motivated and executive). The implications are that interventions must create surprise, revalue behaviour and disrupt performance in target behaviour settings. We then describe a sequence of five steps required to design an intervention to change specific behaviours: Assess, Build, Create, Deliver and Evaluate. The BCD approach has been shown to change hygiene, nutrition and exercise-related behaviours and has the advantages of being applicable to product, service or institutional design, as well as being able to incorporate future developments in behaviour science. We therefore argue that BCD can become the foundation for an applied science of behaviour change. PMID:27535821

The Human Behaviour-Change Project: harnessing the power of artificial intelligence and machine learning for evidence synthesis and interpretation.

Science.gov (United States)

Michie, Susan; Thomas, James; Johnston, Marie; Aonghusa, Pol Mac; Shawe-Taylor, John; Kelly, Michael P; Deleris, Léa A; Finnerty, Ailbhe N; Marques, Marta M; Norris, Emma; O'Mara-Eves, Alison; West, Robert

2017-10-18

Behaviour change is key to addressing both the challenges facing human health and wellbeing and to promoting the uptake of research findings in health policy and practice. We need to make better use of the vast amount of accumulating evidence from behaviour change intervention (BCI) evaluations and promote the uptake of that evidence into a wide range of contexts. The scale and complexity of the task of synthesising and interpreting this evidence, and increasing evidence timeliness and accessibility, will require increased computer support. The Human Behaviour-Change Project (HBCP) will use Artificial Intelligence and Machine Learning to (i) develop and evaluate a 'Knowledge System' that automatically extracts, synthesises and interprets findings from BCI evaluation reports to generate new insights about behaviour change and improve prediction of intervention effectiveness and (ii) allow users, such as practitioners, policy makers and researchers, to easily and efficiently query the system to get answers to variants of the question 'What works, compared with what, how well, with what exposure, with what behaviours (for how long), for whom, in what settings and why?'. The HBCP will: a) develop an ontology of BCI evaluations and their reports linking effect sizes for given target behaviours with intervention content and delivery and mechanisms of action, as moderated by exposure, populations and settings; b) develop and train an automated feature extraction system to annotate BCI evaluation reports using this ontology; c) develop and train machine learning and reasoning algorithms to use the annotated BCI evaluation reports to predict effect sizes for particular combinations of behaviours, interventions, populations and settings; d) build user and machine interfaces for interrogating and updating the knowledge base; and e) evaluate all the above in terms of performance and utility. The HBCP aims to revolutionise our ability to synthesise, interpret and deliver

Are students' impressions of improved learning through active learning methods reflected by improved test scores?

Science.gov (United States)

Everly, Marcee C

2013-02-01

To report the transformation from lecture to more active learning methods in a maternity nursing course and to evaluate whether student perception of improved learning through active-learning methods is supported by improved test scores. The process of transforming a course into an active-learning model of teaching is described. A voluntary mid-semester survey for student acceptance of the new teaching method was conducted. Course examination results, from both a standardized exam and a cumulative final exam, among students who received lecture in the classroom and students who had active learning activities in the classroom were compared. Active learning activities were very acceptable to students. The majority of students reported learning more from having active-learning activities in the classroom rather than lecture-only and this belief was supported by improved test scores. Students who had active learning activities in the classroom scored significantly higher on a standardized assessment test than students who received lecture only. The findings support the use of student reflection to evaluate the effectiveness of active-learning methods and help validate the use of student reflection of improved learning in other research projects. Copyright © 2011 Elsevier Ltd. All rights reserved.

Are Changes in Students' Perceptions of the Learning Environment Related to Changes in Emotional and Behavioural Problems?

Science.gov (United States)

Thuen, Elin; Bru, Edvin

2009-01-01

Previous cross-sectional based research suggests that students' perceptions of the learning environment are associated with emotional and behavioural problems (EBP). However, it is not clear to what extent the associations identified are merely reflections of individual student characteristics. The present study explored this issue by utilizing a…

Collective behaviour across animal species.

Science.gov (United States)

DeLellis, Pietro; Polverino, Giovanni; Ustuner, Gozde; Abaid, Nicole; Macrì, Simone; Bollt, Erik M; Porfiri, Maurizio

2014-01-16

We posit a new geometric perspective to define, detect, and classify inherent patterns of collective behaviour across a variety of animal species. We show that machine learning techniques, and specifically the isometric mapping algorithm, allow the identification and interpretation of different types of collective behaviour in five social animal species. These results offer a first glimpse at the transformative potential of machine learning for ethology, similar to its impact on robotics, where it enabled robots to recognize objects and navigate the environment.

Learning from a provisioning site: code of conduct compliance and behaviour of whale sharks in Oslob, Cebu, Philippines.

Science.gov (United States)

Schleimer, Anna; Araujo, Gonzalo; Penketh, Luke; Heath, Anna; McCoy, Emer; Labaja, Jessica; Lucey, Anna; Ponzo, Alessandro

2015-01-01

While shark-based tourism is a rapidly growing global industry, there is ongoing controversy about the effects of provisioning on the target species. This study investigated the effect of feeding on whale sharks (Rhincodon typus) at a provisioning site in Oslob, Cebu, in terms of arrival time, avoidance and feeding behaviour using photo-identification and focal follows. Additionally, compliance to the code of conduct in place was monitored to assess tourism pressure on the whale sharks. Newly identified sharks gradually arrived earlier to the provisioning site after their initial sighting, indicating that the animals learn to associate the site with food rewards. Whale sharks with a long resighting history showed anticipatory behaviour and were recorded at the site on average 5 min after the arrival of feeder boats. Results from a generalised linear mixed model indicated that animals with a longer resighting history were less likely to show avoidance behaviour to touches or boat contact. Similarly, sequential data on feeding behaviour was modelled using a generalised estimating equations approach, which suggested that experienced whale sharks were more likely to display vertical feeding behaviour. It was proposed that the continuous source of food provides a strong incentive for the modification of behaviours, i.e., learning, through conditioning. Whale sharks are large opportunistic filter feeders in a mainly oligotrophic environment, where the ability to use novel food sources by modifying their behaviour could be of great advantage. Non-compliance to the code of conduct in terms of minimum distance to the shark (2 m) increased from 79% in 2012 to 97% in 2014, suggesting a high tourism pressure on the whale sharks in Oslob. The long-term effects of the observed behavioural modifications along with the high tourism pressure remain unknown. However, management plans are traditionally based on the precautionary principle, which aims to take preventive actions even

Food cleaning in gorillas: Social learning is a possibility but not a necessity.

Directory of Open Access Journals (Sweden)

Damien Neadle

Full Text Available Food cleaning is widespread in the animal kingdom, and a recent report confirmed that (amongst other behaviours wild western lowland gorillas also show food cleaning. The authors of this report conclude that this behaviour, based on its distribution patterns, constitutes a potential candidate for culture. While different conceptualisations of culture exist, some more and some less reliant on behavioural form copying, all of them assign a special role to social learning processes in explaining potentially cultural behaviours. Here we report the results of an experiment that tested to what extent food cleaning behaviour in a group of captive Western lowland gorillas (Gorilla gorilla gorilla relies on social learning processes. Subjects were provided with clean and dirty apples. When they were provided with dirty apples, all subjects showed evidence of food cleaning in at least 75% of trials. Preferred cleaning techniques differed between individuals, four out of five of subjects expressed a behaviour analogous to that reported in wild conspecifics. Given this occurrence of food cleaning in a culturally unconnected population of gorillas, we conclude that social learning is unlikely to play a central role in the emergence of the food cleaning behavioural form in Western lowland gorillas; instead, placing a greater emphasis on individual learning of food cleaning's behavioural form.

Perceptual Learning Style and Learning Proficiency: A Test of the Hypothesis

Science.gov (United States)

Kratzig, Gregory P.; Arbuthnott, Katherine D.

2006-01-01

Given the potential importance of using modality preference with instruction, the authors tested whether learning style preference correlated with memory performance in each of 3 sensory modalities: visual, auditory, and kinesthetic. In Study 1, participants completed objective measures of pictorial, auditory, and tactile learning and learning…

Learning selenium testing tools with Python

CERN Document Server

Gundecha, Unmesh

2014-01-01

If you are a quality testing professional, or a software or web application developer looking to create automation test scripts for your web applications, with an interest in Python, then this is the perfect guide for you. Python developers who need to do Selenium testing need not learn Java, as they can directly use Selenium for testing with this book.

Visual behaviour of ADHD children during an attention test : An almost forgotten variable

NARCIS (Netherlands)

Börger, Norbert; van der Meere, Jaap

The goal of this study was to examine whether looking away behaviour of ADHD children interferes with their test performance. ADHD and normal children carried out two continuous performance tests (CPTs): one with a regular interstimulus interval (ISI), and the other with an irregular ISI. Children

Brief description of out-of-pile test facilities for study in corrosion and fission product behaviour in flowing sodium

International Nuclear Information System (INIS)

Iizawa, K.; Sekiguchi, N.; Atsumo, H.

1976-01-01

The experimental methods to perform tests for study in corrosion and fission products behaviour in flowing sodium are outlined. Flow diagrams for the activated materials and fission products behaviour test loop are given

Online Games for Young Learners' Foreign Language Learning

Science.gov (United States)

Butler, Yuko Goto; Someya, Yuumi; Fukuhara, Eiji

2014-01-01

Young learners' use of instructional games in foreign language learning is not yet well understood. Using games that were part of the learning tools for an online assessment, Jido-Eiken, a standardized English proficiency test for young learners in Japan, we examined young learners' game-playing behaviours and the relationship of these behaviours…

Can personality predict individual differences in brook trout spatial learning ability?

Science.gov (United States)

White, S.L.; Wagner, Tyler; Gowan, C.; Braithwaite, V.A.

2017-01-01

While differences in individual personality are common in animal populations, understanding the ecological significance of variation has not yet been resolved. Evidence suggests that personality may influence learning and memory; a finding that could improve our understanding of the evolutionary processes that produce and maintain intraspecific behavioural heterogeneity. Here, we tested whether boldness, the most studied personality trait in fish, could predict learning ability in brook trout. After quantifying boldness, fish were trained to find a hidden food patch in a maze environment. Stable landmark cues were provided to indicate the location of food and, at the conclusion of training, cues were rearranged to test for learning. There was a negative relationship between boldness and learning as shy fish were increasingly more successful at navigating the maze and locating food during training trials compared to bold fish. In the altered testing environment, only shy fish continued using cues to search for food. Overall, the learning rate of bold fish was found to be lower than that of shy fish for several metrics suggesting that personality could have widespread effects on behaviour. Because learning can increase plasticity to environmental change, these results have significant implications for fish conservation.

Learning and mastery behaviours as risk factors to abandonment in a paediatric user of advanced single-switch access technology.

Science.gov (United States)

Brian, Leung; Jessica A, Brian; Tom, Chau

2013-09-01

The present descriptive case study documents the behaviours of a child single-switch user in the community setting and draws attention to learning and mastery behaviours as risk factors to single-switch abandonment. Our observations were interpreted in the context of a longer term school-based evaluation of an advanced single-switch access technology with a nine year-old user with severe spastic quadriplegic cerebral palsy. The child completed 25 experiment sessions averaging a rate of three sessions every two weeks. During each session he worked on several blocks of single-switch computer activity using his vocal cord vibration switch. Despite high levels of single-switch sensitivity and specificity that suggested a good fit between the participant and the technology, the participant perceived a lower proficiency level of his own abilities, demonstrated impatience and intolerance to interaction errors, and was apprehensive of making mistakes when using his switch in public. The benefit of gaining some degree of independent physical access might not necessarily enhance resilience to interaction errors or bouts of poor task performance. On the other hand, the participant's behaviours were consistent with those of a typically developing child learning or mastering any new skill or task. Implications for Rehabilitation The attitude and behaviour of a paediatric switch user towards skill development can be risk factors to abandonment of an access technology, despite successful clinical trial with the device. Children with severe disabilities can be associated with the same types of skill development behaviour patterns and achievement motivation as their typically developing peers. Empirical observations of the case participant's switch use behaviours suggest that user training could be adaptive in order to account for individual differences in skill development and achievement motivation.

The need for a behavioural analysis of behavioural addictions.

Science.gov (United States)

James, Richard J E; Tunney, Richard J

2017-03-01

This review discusses research on behavioural addictions (i.e. associative learning, conditioning), with reference to contemporary models of substance addiction and ongoing controversies in the behavioural addictions literature. The role of behaviour has been well explored in substance addictions and gambling but this focus is often absent in other candidate behavioural addictions. In contrast, the standard approach to behavioural addictions has been to look at individual differences, psychopathologies and biases, often translating from pathological gambling indicators. An associative model presently captures the core elements of behavioural addiction included in the DSM (gambling) and identified for further consideration (internet gaming). Importantly, gambling has a schedule of reinforcement that shows similarities and differences from other addictions. While this is more likely than not applicable to internet gaming, it is less clear whether it is so for a number of candidate behavioural addictions. Adopting an associative perspective, this paper translates from gambling to video gaming, in light of the existing debates on this matter and the nature of the distinction between these behaviours. Finally, a framework for applying an associative model to behavioural addictions is outlined, and it's application toward treatment. Copyright © 2016 The Authors. Published by Elsevier Ltd.. All rights reserved.

Effects of repeated asenapine in a battery of tests for anxiety-like behaviours in mice.

Science.gov (United States)

Ene, Hila M; Kara, Nirit Z; Barak, Noa; Reshef Ben-Mordechai, Tal; Einat, Haim

2016-04-01

A number of atypical antipsychotic drugs were demonstrated to have anxiolytic effects in patients and in animal models. These effects were mostly suggested to be the consequence of the drugs' affinity to the serotonin system and its receptors. Asenapine is a relatively new atypical antipsychotic that is prescribed for schizophrenia and for bipolar mania. Asenapine has a broad pharmacological profile with significant effects on serotonergic receptors, hence it is reasonable to expect that asenapine may have some anxiolytic effects. The present study was therefore designed to examine possible effects of asenapine on anxiety-like behaviour of mice. Male ICR mice were repeatedly treated with 0.1 or 0.3 mg/kg injections of asenapine and then tested in a battery of behavioural tests related to anxiety including the open-field test, elevated plus-maze (EPM), defensive marble burying and hyponeophagia tests. In an adjunct experiment, we tested the effects of acute diazepam in the same test battery. The results show that diazepam reduced anxiety-like behaviour in the EPM, the defensive marble burying test and the hyponeophagia test but not in the open field. Asenapine has anxiolytic-like effects in the EPM and the defensive marble burying tests but had no effects in the open-field or the hyponeophagia tests. Asenapine had no effects on locomotor activity. The results suggest that asenapine may have anxiolytic-like properties and recommends that clinical trials examining such effects should be performed.

Collaborative testing as a learning strategy in nursing education.

Science.gov (United States)

Sandahl, Sheryl S

2010-01-01

A primary goal of nursing education is to prepare nurses to work collaboratively as members of interprofessional health care teams on behalf of patients. Collaborative testing is a collaborative learning strategy used to foster knowledge development, critical thinking in decision making, and group processing skills. This study incorporated a quasi-experimental design with a comparison group to examine the effect of collaborative testing as a learning strategy on student learning and retention of course content as well as group process skills and student perceptions of their learning and anxiety. The setting was a baccalaureate nursing program; the sample consisted of two groups of senior students enrolled in Medical-Surgical Nursing II. Student learning, as measured by unit examination scores, was greater for students taking examinations collaboratively compared to individually. Retention of course content, as measured by final examination scores, was not greater for students taking examinations collaboratively compared to individually. Student perceptions were overwhelmingly positive, with students reporting increased learning as a result of the collaborative testing experiences. Despite the lack of data to support increased retention, collaborative testing may be a learning strategy worth implementing in nursing education. Students reported more positive interactions and collaboration with their peers, skills required by the professional nurse.

Fatigue crack behaviour: comparing three-point bend test and wedge splitting test data on vibrated concrete using Paris' law

Czech Academy of Sciences Publication Activity Database

Seitl, Stanislav; Thienpont, T.; De Corte, W.

2017-01-01

Roč. 11, č. 39 (2017), s. 110-117 ISSN 1971-8993 R&D Projects: GA MŠk LM2015069 Institutional support: RVO:68081723 Keywords : Fatigue crack behaviour * Tree-point bending test * Wedge splitting test * Self-compacting concrete Subject RIV: JL - Materials Fatigue, Friction Mechanics OBOR OECD: Audio engineering, reliability analysis

Route learning in amnesia: a comparison of trial-and-error and errorless learning in patients with the Korsakoff syndrome.

Science.gov (United States)

Kessels, Roy P C; van Loon, Eke; Wester, Arie J

2007-10-01

To examine the errorless learning approach using a procedural memory task (i.e. learning of actual routes) in patients with amnesia, as compared to trial-and-error learning. Counterbalanced self-controlled cases series. Psychiatric hospital (Korsakoff clinic). A convenience sample of 10 patients with the Korsakoff amnestic syndrome. All patients learned a route in four sessions on separate days using an errorless approach and a different route using trial-and-error. Error rate was scored during route learning and standard neuro-psychological tests were administered (i.e. subtest route recall of the Rivermead Behavioural Memory Test (RBMT) and the Dutch version of the California Verbal Learning Test (VLGT)). A significant learning effect was found in the trial-and-error condition over consecutive sessions (P = 0.006), but no performance difference was found between errorless and trial-and-error learning of the routes. VLGT performance was significantly correlated with a trial-and-error advantage (P Korsakoff syndrome (severe amnesia).

Part II: Strain- and sex-specific effects of adolescent exposure to THC on adult brain and behaviour: Variants of learning, anxiety and volumetric estimates.

Science.gov (United States)

Keeley, R J; Trow, J; Bye, C; McDonald, R J

2015-07-15

Marijuana is one of the most highly used psychoactive substances in the world, and its use typically begins during adolescence, a period of substantial brain development. Females across species appear to be more susceptible to the long-term consequences of marijuana use. Despite the identification of inherent differences between rat strains including measures of anatomy, genetics and behaviour, no studies to our knowledge have examined the long-term consequences of adolescent exposure to marijuana or its main psychoactive component, Δ(9)-tetrahydrocannabinol (THC), in males and females of two widely used rat strains: Long-Evans hooded (LER) and Wistar (WR) rats. THC was administered for 14 consecutive days following puberty onset, and once they reached adulthood, changes in behaviour and in the volume of associated brain areas were quantified. Rats were assessed in behavioural tests of motor, spatial and contextual learning, and anxiety. Some tasks showed effects of injection, since handled and vehicle groups were included as controls. Performance on all tasks, except motor learning, and the volume of associated brain areas were altered with injection or THC administration, although these effects varied by strain and sex group. Finally, analysis revealed treatment-specific correlations between performance and brain volumes. This study is the first of its kind to directly compare males and females of two rat strains for the long-term consequences of adolescent THC exposure. It highlights the importance of considering strain and identifies certain rat strains as susceptible or resilient to the effects of THC. Copyright © 2015 Elsevier B.V. All rights reserved.

Safe from harm: learned, instructed, and symbolic generalization pathways of human threat-avoidance.

Directory of Open Access Journals (Sweden)

Simon Dymond

Full Text Available Avoidance of threatening or unpleasant events is usually an adaptive behavioural strategy. Sometimes, however, avoidance can become chronic and lead to impaired daily functioning. Excessive threat-avoidance is a central diagnostic feature of anxiety disorders, yet little is known about whether avoidance acquired in the absence of a direct history of conditioning with a fearful event differs from directly learned avoidance. In the present study, we tested whether avoidance acquired indirectly via verbal instructions and symbolic generalization result in similar levels of avoidance behaviour and threat-beliefs to avoidance acquired after direct learning. Following fear conditioning in which one conditioned stimulus was paired with shock (CS+ and another was not (CS-, participants either learned or were instructed to make a response that cancelled impending shock. Three groups were then tested with a learned CS+ and CS- (learned group, instructed CS+ (instructed group, and generalized CS+ (derived group presentations. Results showed similar levels of avoidance behaviour and threat-belief ratings about the likelihood of shock across each of the three pathways despite the different mechanisms by which they were acquired. Findings have implications for understanding the aetiology of clinical avoidance in anxiety.

Tiger salamanders' (Ambystoma tigrinum) response learning and usage of visual cues.

Science.gov (United States)

Kundey, Shannon M A; Millar, Roberto; McPherson, Justin; Gonzalez, Maya; Fitz, Aleyna; Allen, Chadbourne

2016-05-01

We explored tiger salamanders' (Ambystoma tigrinum) learning to execute a response within a maze as proximal visual cue conditions varied. In Experiment 1, salamanders learned to turn consistently in a T-maze for reinforcement before the maze was rotated. All learned the initial task and executed the trained turn during test, suggesting that they learned to demonstrate the reinforced response during training and continued to perform it during test. In a second experiment utilizing a similar procedure, two visual cues were placed consistently at the maze junction. Salamanders were reinforced for turning towards one cue. Cue placement was reversed during test. All learned the initial task, but executed the trained turn rather than turning towards the visual cue during test, evidencing response learning. In Experiment 3, we investigated whether a compound visual cue could control salamanders' behaviour when it was the only cue predictive of reinforcement in a cross-maze by varying start position and cue placement. All learned to turn in the direction indicated by the compound visual cue, indicating that visual cues can come to control their behaviour. Following training, testing revealed that salamanders attended to stimuli foreground over background features. Overall, these results suggest that salamanders learn to execute responses over learning to use visual cues but can use visual cues if required. Our success with this paradigm offers the potential in future studies to explore salamanders' cognition further, as well as to shed light on how features of the tiger salamanders' life history (e.g. hibernation and metamorphosis) impact cognition.

A match-mismatch test of a stage model of behaviour change in tobacco smoking

NARCIS (Netherlands)

Dijkstra, A; Conijn, B; De Vries, H

Aims An innovation offered by stage models of behaviour change is that of stage-matched interventions. Match-mismatch studies are the primary test of this idea but also the primary test of the validity of stage models. This study aimed at conducting such a test among tobacco smokers using the Social

Do personality traits predict individual differences in excitatory and inhibitory learning?

Directory of Open Access Journals (Sweden)

Zhimin eHe

2013-05-01

Full Text Available Conditioned inhibition (CI is demonstrated in classical conditioning when a stimulus is used to signal the omission of an otherwise expected outcome. This basic learning ability is involved in a wide range of normal behaviour - and thus its disruption could produce a correspondingly wide range of behavioural deficits. The present study employed a computer-based task to measure conditioned excitation and inhibition in the same discrimination procedure. Conditioned inhibition by summation test was clearly demonstrated. Additionally summary measures of excitatory and inhibitory learning (difference scores were calculated in order to explore how performance related to individual differences in a large sample of normal participants (n=176 following exclusion of those not meeting the basic learning criterion. The individual difference measures selected derive from two biologically-based personality theories, Gray’s reinforcement sensitivity theory (1982 and Eysenck’s psychoticism, extraversion and neuroticism theory (1991. Following the behavioural tasks, participants completed the behavioural inhibition system/behavioural activation system scales (BIS/BAS and the Eysenck personality questionnaire revised short scale (EPQ-RS. Analyses of the relationship between scores on each of the scales and summary measures of excitatory and inhibitory learning suggested that those with higher BAS (specifically the drive sub-scale and higher EPQ-RS neuroticism showed reduced levels of excitatory conditioning. Inhibitory conditioning was similarly attenuated in those with higher EPQ-RS neuroticism, as well as in those with higher BIS scores. Thus the findings are consistent with higher levels of neuroticism being accompanied by generally impaired associative learning, both inhibitory and excitatory. There was also evidence for some dissociation in the effects of behavioural activation and behavioural inhibition on excitatory and inhibitory learning respectively.

Motivation and value influences in the relative balance of goal-directed and habitual behaviours in obsessive-compulsive disorder.

Science.gov (United States)

Voon, V; Baek, K; Enander, J; Worbe, Y; Morris, L S; Harrison, N A; Robbins, T W; Rück, C; Daw, N

2015-11-03

Our decisions are based on parallel and competing systems of goal-directed and habitual learning, systems which can be impaired in pathological behaviours. Here we focus on the influence of motivation and compare reward and loss outcomes in subjects with obsessive-compulsive disorder (OCD) on model-based goal-directed and model-free habitual behaviours using the two-step task. We further investigate the relationship with acquisition learning using a one-step probabilistic learning task. Forty-eight OCD subjects and 96 healthy volunteers were tested on a reward and 30 OCD subjects and 53 healthy volunteers on the loss version of the two-step task. Thirty-six OCD subjects and 72 healthy volunteers were also tested on a one-step reversal task. OCD subjects compared with healthy volunteers were less goal oriented (model-based) and more habitual (model-free) to reward outcomes with a shift towards greater model-based and lower habitual choices to loss outcomes. OCD subjects also had enhanced acquisition learning to loss outcomes on the one-step task, which correlated with goal-directed learning in the two-step task. OCD subjects had greater stay behaviours or perseveration in the one-step task irrespective of outcome. Compulsion severity was correlated with habitual learning in the reward condition. Obsession severity was correlated with greater switching after loss outcomes. In healthy volunteers, we further show that greater reward magnitudes are associated with a shift towards greater goal-directed learning further emphasizing the role of outcome salience. Our results highlight an important influence of motivation on learning processes in OCD and suggest that distinct clinical strategies based on valence may be warranted.

Intergenerational Learning (Between Generation X & Y) in Learning Families: A Narrative Inquiry

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Ho, C. Y. Cherri

2010-01-01

The purpose of this study is to examine intergenerational learning behaviour within ten Hong Kong families between Generation X parents and their Generation Y children. It tries to investigate intergenerational knowledge exchange, identify the characteristics of learning behaviour and culture in their "learning families". A narrative…

Investigation of the ramp testing behaviour of fuel pins with different diameters

International Nuclear Information System (INIS)

Pott, G.; Herren, M.; Wigger, B.

1979-09-01

The aim of these experiments was the investigation of the influence of different fuel pin diameter on the ramp testing behaviour. Fuel elements with diameter between 10,75 and 15,6 mm and different cladding thickness had been ramptested in the HBWR (Halden Boiling Water Reactor) after preirradiated in the same facility. Fuel pins with the smallest diameter of 10,75 mm failed. This was indicated by fission gas release measurement. Metallographic examination showed these failure were caused by hydride blisters. A systematic influence of fuel pin diameter and cladding thickness on the ramptesting behaviour was not observed. (orig.) [de

Evidence for the negative impact of reward on self-regulated learning.

Science.gov (United States)

Wehe, Hillary S; Rhodes, Matthew G; Seger, Carol A

2015-01-01

The undermining effect refers to the detrimental impact rewards can have on intrinsic motivation to engage in a behaviour. The current study tested the hypothesis that participants' self-regulated learning behaviours are susceptible to the undermining effect. Participants were assigned to learn a set of Swahili-English word pairs. Half of the participants were offered a reward for performance, and half were not offered a reward. After the initial study phase, participants were permitted to continue studying the words during a free period. The results were consistent with an undermining effect: Participants who were not offered a reward spent more time studying the words during the free period. The results suggest that rewards may negatively impact self-regulated learning behaviours and provide support for the encouragement of intrinsic motivation.

Trust and Work Place Spirituality on Knowledge Sharing Behaviour: Perspective from Non-Academic Staff of Higher Learning Institutions

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Rahman, Muhammad Sabbir; Osmangani, Aahad M; Daud, Nuraihan Mat; Chowdhury, Abdul Hannan; Hassan, Hasliza

2015-01-01

Purpose: This empirical research aims to add value in the existing research on knowledge sharing, investigate the antecedents of knowledge-sharing behaviour by embedding trust and workplace spirituality variable on non-academic staff from higher learning institution in Malaysia. The role of trust, perceived risk and workplace spirituality towards…

Low-dose effect of developmental bisphenol A exposure on sperm count and behaviour in rats

DEFF Research Database (Denmark)

Hass, Ulla; Christiansen, Sofie; Boberg, Julie

2016-01-01

/day. In the offspring, growth, sexual maturation, weights and histopathology of reproductive organs, oestrus cyclicity and sperm counts were assessed. Neurobehavioural development was investigated using a behavioural testing battery including tests for motor activity, sweet preference, anxiety and spatial learning....... Decreased sperm count was found at the lowest bisphenol A dose, that is 25 μg/kg/day, but not at the higher doses. Reproductive organ weight and histology were not affected and no behavioural effects were seen in male offspring. In the female offspring, exposure to 25 μg/kg bw/day bisphenol A dose resulted...... not significantly affected. In conclusion, the present study using a robust experimental study design, has shown that developmental exposure to 25 μg/kg bw/day bisphenol A can cause adverse effects on fertility (decreased sperm count), neurodevelopment (masculinization of spatial learning in females) and lead...

Accelerated long-term forgetting and behavioural difficulties in children with epilepsy.

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Gascoigne, Michael B; Smith, Mary Lou; Barton, Belinda; Webster, Richard; Gill, Deepak; Lah, Suncica

2018-03-30

Patients with epilepsy have been shown to exhibit a range of memory deficits, including the rapid forgetting of newly-learned material over long, but not short, delays (termed accelerated long-term forgetting; ALF). Behavioural problems, such as mood disorders and social difficulties, are also overrepresented among children with epilepsy, when compared to patients with other chronic diseases and the general population. We investigated whether ALF was associated with behavioural or psychosocial deficits in children with epilepsy. Patients with either idiopathic generalised epilepsy (IGE; n = 20) or temporal lobe epilepsy (TLE; n = 23) and healthy controls (n = 53) of comparable age, sex, and socioeconomic status completed a battery of neuropsychological tests, including a list-learning task that required recall after short (30-min) and long (7-day) delays. Parents or guardians of all participants also completed the Child Behavior Checklist (CBCL). Compared to control participants, patients with IGE and TLE had higher scores on all but one of the indices of behavioural problems. When patients with IGE and TLE were merged into a single group, they were found to have negative correlations between 7-day recall and internalising, social and total problem behaviour domains, where poorer 7-day recall was associated with behavioural problems of greater severity. These findings suggest that impaired episodic recall is associated with behavioural deficits, including social problems, which are routinely observed in patients with epilepsy. Copyright © 2018 Elsevier Ltd. All rights reserved.

Pressure test behaviour of embalse nuclear power plant containment structure

International Nuclear Information System (INIS)

Bruschi, S.; Marinelli, C.

1984-01-01

It's described the structural behaviour of the containment structure during the pressure test of the Embalse plant (CANDU type, 600MW), made of prestressed concrete with an epoxi liner. Displacement, strain, temperature, and pressure measurements of the containment structure of the Embalse Nuclear Power Plant are presented. The instrumentation set up and measurement specifications are described for all variables of interest before, during and after the pressure test. The analytical models to simulate the heat transfer due to sun heating and air convenction and to predict the associated thermal strains and displacements are presented. (E.G.) [pt

Optimizing Multiple-Choice Tests as Learning Events

Science.gov (United States)

Little, Jeri Lynn

2011-01-01

Although generally used for assessment, tests can also serve as tools for learning--but different test formats may not be equally beneficial. Specifically, research has shown multiple-choice tests to be less effective than cued-recall tests in improving the later retention of the tested information (e.g., see meta-analysis by Hamaker, 1986),…

Lessons Learned in Software Testing A Context-Driven Approach

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Kaner, Cem; Pettichord, Bret

2008-01-01

Decades of software testing experience condensed into the most important lessons learned.The world's leading software testing experts lend you their wisdom and years of experience to help you avoid the most common mistakes in testing software. Each lesson is an assertion related to software testing, followed by an explanation or example that shows you the how, when, and why of the testing lesson. More than just tips, tricks, and pitfalls to avoid, Lessons Learned in Software Testing speeds you through the critical testing phase of the software development project without the extensive trial an

A look at Behaviourism and Perceptual Control Theory in Interface Design

Science.gov (United States)

1998-02-01

behaviours such as response variability, instinctive drift, autoshaping , etc. Perceptual Control Theory (PCT) postulates that behaviours result from the...internal variables. Behaviourism, on the other hand, can not account for variability in responses, instinctive drift, autoshaping , etc. Researchers... Autoshaping . Animals appear to learn without reinforcement. However, conditioning theory speculates that learning results only when reinforcement

Advances in the behavioural testing and network imaging of rodent recognition memory

Science.gov (United States)

Kinnavane, Lisa; Albasser, Mathieu M.; Aggleton, John P.

2015-01-01

Research into object recognition memory has been galvanised by the introduction of spontaneous preference tests for rodents. The standard task, however, contains a number of inherent shortcomings that reduce its power. Particular issues include the problem that individual trials are time consuming, so limiting the total number of trials in any condition. In addition, the spontaneous nature of the behaviour and the variability between test objects add unwanted noise. To combat these issues, the ‘bow-tie maze’ was introduced. Although still based on the spontaneous preference of novel over familiar stimuli, the ability to give multiple trials within a session without handling the rodents, as well as using the same objects as both novel and familiar samples on different trials, overcomes key limitations in the standard task. Giving multiple trials within a single session also creates new opportunities for functional imaging of object recognition memory. A series of studies are described that examine the expression of the immediate-early gene, c-fos. Object recognition memory is associated with increases in perirhinal cortex and area Te2 c-fos activity. When rats explore novel objects the pathway from the perirhinal cortex to lateral entorhinal cortex, and then to the dentate gyrus and CA3, is engaged. In contrast, when familiar objects are explored the pathway from the perirhinal cortex to lateral entorhinal cortex, and then to CA1, takes precedence. The switch to the perforant pathway (novel stimuli) from the temporoammonic pathway (familiar stimuli) may assist the enhanced associative learning promoted by novel stimuli. PMID:25106740

Demographic diversity, communication and learning behaviour in healthcare groups

NARCIS (Netherlands)

Curseu, P.L.

2013-01-01

An integrative model of group learning was tested in a sample of 40 healthcare groups (434 respondents), and the results show that age diversity reduces the frequency of face-to-face communication whereas educational diversity reduces the frequency of virtual communication in healthcare groups.

Public health genomics and genetic test evaluation: the challenge of conducting behavioural research on the utility of lifestyle-genetic tests.

Science.gov (United States)

Sanderson, Saskia C; Wardle, Jane; Humphries, Steve E

2008-01-01

Human genetics research is increasingly concerned with multifactorial conditions such as diabetes and heart disease, which are influenced not only by genetic but also lifestyle factors such as diet and smoking. Although the results of 'lifestyle-genetic' tests using this information could conceivably motivate lifestyle changes in the future, companies are already selling such tests and related lifestyle advice commercially. Some academics and lobby groups have condemned the companies for selling these tests in advance of scientific support. Others are concerned that the tests may not motivate lifestyle improvements, instead causing distress in people receiving adverse test results and complacency in those receiving reassuring results. There is currently no regulatory oversight of genetic test utility, despite consensus in the Public Health Genomics community that clinical utility (including psychological and behavioural impact) of all emerging genetic tests should be evaluated before being introduced for individual use. Clearly, empirical data in this area is much needed, to inform understanding of the potential utility of these tests, and of whether stricter regulation of commercial exploitation is needed. In this article, we review the current situation regarding lifestyle-genetic tests, and discuss the challenges inherent in conducting this kind of behavioural research in the genomics era. Copyright 2008 S. Karger AG, Basel.

Using Repertory Grid Techniques to Measure Change Following Dialectical Behaviour Therapy with Adults with Learning Disabilities: Two Case Studies

Science.gov (United States)

McNair, Louisa; Woodrow, Ceri; Hare, Dougal

2016-01-01

Background: Government strategy indicates that individuals with learning disabilities should have access to adapted psychological therapies. Dialectical behaviour therapy (DBT) is recommended for the treatment of borderline personality disorder (BPD); however, there is little published research regarding whether it can be appropriately adapted for…

An ecological method for the sampling of nonverbal signalling behaviours of young children with profound and multiple learning disabilities (PMLD).

Science.gov (United States)

Atkin, Keith; Lorch, Marjorie Perlman

2016-08-01

Profound and multiple learning disabilities (PMLD) are a complex range of disabilities that affect the general health and well-being of the individual and their capacity to interact and learn. We developed a new methodology to capture the non-symbolic signalling behaviours of children with PMLD within the context of a face-to-face interaction with a caregiver to provide analysis at a micro-level of descriptive detail incorporating the use of the ELAN digital video software. The signalling behaviours of participants in a natural, everyday interaction can be better understood with the use of this innovation in methodology, which is predicated on the ecology of communication. Recognition of the developmental ability of the participants is an integral factor within that ecology. The method presented establishes an advanced account of the modalities through which a child affected by PMLD is able to communicate.

Anisotropic modelling of Opalinus Clay behaviour: From triaxial tests to gallery excavation application

Directory of Open Access Journals (Sweden)

François Bertrand

2017-06-01

Full Text Available Deep repository in geological formations is the preferential solution considered in many countries to manage high-level nuclear wastes. In Switzerland, the Opalinus Clay is a candidate host rock. In this context, in situ and laboratory tests are conducted on Opalinus Clay to demonstrate the feasibility of deep disposal in this argillaceous formation. This paper presents a constitutive model able to fit the experimental data obtained from some triaxial tests conducted by Jahns (2013 on cores from borehole Schlattingen SLA-1. The elasto-plastic behaviour of Opalinus Clay is reproduced thanks to a Drucker-Prager model, taking into account the anisotropy behaviour of this sedimentary rock. The objective is to employ a single set of parameters representative of the material. In a second version of the model, the stress-dependence of the elastic properties and damage are taken into account. Finally, the parameters calibrated with experimental tests are used to simulate the excavation of a gallery with a second gradient approach.

Managing Sexually Harmful Behaviour in a Residential Special School

Science.gov (United States)

Pritchard, Duncan; Graham, Nicola; Ikin, Annette; Penney, Heather; Kovacs, Lisa; Mercer, Dawn; Edwards, Richard; Jones, Dylan; Mace, Floyd Charles

2012-01-01

Children and young people with learning disabilities who present sexually harmful behaviour are marginalised and do not always participate in community activities. This case study describes a multi-component intervention that successfully reduced the sexually harmful behaviour of a 16-year-old boy with a mild learning disability. The intervention…

Black Ink and Red Ink (BIRI) Testing: A Testing Method to Evaluate Both Recall and Recognition Learning in Accelerated Adult-Learning Courses

Science.gov (United States)

Rodgers, Joseph Lee; Rodgers, Jacci L.

2011-01-01

We propose, develop, and evaluate the black ink-red ink (BIRI) method of testing. This approach uses two different methods within the same test administration setting, one that matches recognition learning and the other that matches recall learning. Students purposively define their own tradeoff between the two approaches. Evaluation of the method…

Behavioural effects of chronic manipulations of dietary choline in senescent rats.

Science.gov (United States)

Fundaro, A; Paschero, A

1990-01-01

1. Senescent rats were maintained on choline-deficient and choline-enriched diets. The modifications in rat behaviour caused by the chronic manipulations of dietary choline were studied in two schedules of operant conditioning. 2. In the "periodic conditioning" test, the schedule of reinforcement, in a 100 min trial, was changed from a fixed ratio to a fixed interval schedule. In the "reversal" test the contingency for food delivery was switched four times from one lever to the other in a two lever Skinner box. 3. In the "periodic conditioning" test, the choline enriched group (430 mg/Kg/day) showed the same reduction of responses/reinforcement as controls, from the beginning to the end of trial; in the same group the time course reduction of responses/reinforcement became significant earlier than in the control group. The deficient-choline group in the last 40 min of "periodic conditioning" trial gave a reduction of responses/reinforcement greater than controls and one rat in the group did not learn the change of experimental schedule and extinguished its operant behaviour. 4. In the "reversal" test, the choline-enriched diet (320 mg/Kg/day) improved the reinforced responses in the IV reversal; one rat of the deficient-choline group could not learn the new operant schedule since the first reversal and continued to respond on the same lever during the whole of the test.

Neuronal avalanches and learning

Energy Technology Data Exchange (ETDEWEB)

Arcangelis, Lucilla de, E-mail: dearcangelis@na.infn.it [Department of Information Engineering and CNISM, Second University of Naples, 81031 Aversa (Italy)

2011-05-01

Networks of living neurons represent one of the most fascinating systems of biology. If the physical and chemical mechanisms at the basis of the functioning of a single neuron are quite well understood, the collective behaviour of a system of many neurons is an extremely intriguing subject. Crucial ingredient of this complex behaviour is the plasticity property of the network, namely the capacity to adapt and evolve depending on the level of activity. This plastic ability is believed, nowadays, to be at the basis of learning and memory in real brains. Spontaneous neuronal activity has recently shown features in common to other complex systems. Experimental data have, in fact, shown that electrical information propagates in a cortex slice via an avalanche mode. These avalanches are characterized by a power law distribution for the size and duration, features found in other problems in the context of the physics of complex systems and successful models have been developed to describe their behaviour. In this contribution we discuss a statistical mechanical model for the complex activity in a neuronal network. The model implements the main physiological properties of living neurons and is able to reproduce recent experimental results. Then, we discuss the learning abilities of this neuronal network. Learning occurs via plastic adaptation of synaptic strengths by a non-uniform negative feedback mechanism. The system is able to learn all the tested rules, in particular the exclusive OR (XOR) and a random rule with three inputs. The learning dynamics exhibits universal features as function of the strength of plastic adaptation. Any rule could be learned provided that the plastic adaptation is sufficiently slow.

Neuronal avalanches and learning

International Nuclear Information System (INIS)

Arcangelis, Lucilla de

2011-01-01

Networks of living neurons represent one of the most fascinating systems of biology. If the physical and chemical mechanisms at the basis of the functioning of a single neuron are quite well understood, the collective behaviour of a system of many neurons is an extremely intriguing subject. Crucial ingredient of this complex behaviour is the plasticity property of the network, namely the capacity to adapt and evolve depending on the level of activity. This plastic ability is believed, nowadays, to be at the basis of learning and memory in real brains. Spontaneous neuronal activity has recently shown features in common to other complex systems. Experimental data have, in fact, shown that electrical information propagates in a cortex slice via an avalanche mode. These avalanches are characterized by a power law distribution for the size and duration, features found in other problems in the context of the physics of complex systems and successful models have been developed to describe their behaviour. In this contribution we discuss a statistical mechanical model for the complex activity in a neuronal network. The model implements the main physiological properties of living neurons and is able to reproduce recent experimental results. Then, we discuss the learning abilities of this neuronal network. Learning occurs via plastic adaptation of synaptic strengths by a non-uniform negative feedback mechanism. The system is able to learn all the tested rules, in particular the exclusive OR (XOR) and a random rule with three inputs. The learning dynamics exhibits universal features as function of the strength of plastic adaptation. Any rule could be learned provided that the plastic adaptation is sufficiently slow.

Attitudes and exercise adherence: test of the Theories of Reasoned Action and Planned Behaviour.

Science.gov (United States)

Smith, R A; Biddle, S J

1999-04-01

Three studies of exercise adherence and attitudes are reported that tested the Theory of Reasoned Action and the Theory of Planned Behaviour. In a prospective study of adherence to a private fitness club, structural equation modelling path analysis showed that attitudinal and social normative components of the Theory of Reasoned Action accounted for 13.1% of the variance in adherence 4 months later, although only social norm significantly predicted intention. In a second study, the Theory of Planned Behaviour was used to predict both physical activity and sedentary behaviour. Path analyses showed that attitude and perceived control, but not social norm, predicted total physical activity. Physical activity was predicted from intentions and control over sedentary behaviour. Finally, an intervention study with previously sedentary adults showed that intentions to be active measured at the start and end of a 10-week intervention were associated with the planned behaviour variables. A multivariate analysis of variance revealed no significant multivariate effects for time on the planned behaviour variables measured before and after intervention. Qualitative data provided evidence that participants had a positive experience on the intervention programme and supported the role of social normative factors in the adherence process.

Intra-individual variability as a predictor of learning

Directory of Open Access Journals (Sweden)

Matija Svetina

2004-05-01

Full Text Available Learning is one of the most important aspects of children's behaviour. A new theory that emerged from evolutionary principles and information-processing models assumes learning to be run by two basic mechanisms: variability and selection. The theory is based on the underlying assumption that intra-individual variability of strategies that children use to solve a problem, is a core mechanism of learning change. This assumption was tested in the case of multiple classification (MC task. 30 6-year-old children were tested for intelligence, short-term memory, and MC. Procedure followed classical pre-test/learning/post-test scheme. Amount of learning was measured through percentage of correct answers before and after learning sessions, whereas intra-individual variability was assessed through children's explanations of their answers on MC problems. The results yielded intra-individual variability to explain learning changes beyond inter-individual differences in intelligence or short-term memory. Although the results rose some new questions to be considered in further research, the data supported the hypothesis of intra-individual variability as predictor of learning change.

Can personality predict individual differences in brook trout spatial learning ability?

Science.gov (United States)

White, S L; Wagner, T; Gowan, C; Braithwaite, V A

2017-08-01

While differences in individual personality are common in animal populations, understanding the ecological significance of variation has not yet been resolved. Evidence suggests that personality may influence learning and memory; a finding that could improve our understanding of the evolutionary processes that produce and maintain intraspecific behavioural heterogeneity. Here, we tested whether boldness, the most studied personality trait in fish, could predict learning ability in brook trout. After quantifying boldness, fish were trained to find a hidden food patch in a maze environment. Stable landmark cues were provided to indicate the location of food and, at the conclusion of training, cues were rearranged to test for learning. There was a negative relationship between boldness and learning as shy fish were increasingly more successful at navigating the maze and locating food during training trials compared to bold fish. In the altered testing environment, only shy fish continued using cues to search for food. Overall, the learning rate of bold fish was found to be lower than that of shy fish for several metrics suggesting that personality could have widespread effects on behaviour. Because learning can increase plasticity to environmental change, these results have significant implications for fish conservation. Copyright © 2016 Elsevier B.V. All rights reserved.

The Power of Behavioural Approaches--We Need a Revival

Science.gov (United States)

Buckley, Sue

2008-01-01

Behavioural approaches can be used effectively to teach new skills and to change behaviours that are challenging and not socially adaptive. The behaviour modification approach--now called applied behaviour analysis--is based on the assumption that all behaviours are learned, both the useful ones (new skills) and the ones that are not so useful…

Using the theory of planned behaviour to understand the motivation to learn about HIV/AIDS prevention among adolescents in Tigray, Ethiopia.

Science.gov (United States)

Gebreeyesus Hadera, H; Boer, H; Kuiper, W A J M

2007-08-01

Various studies indicate that school- or university-based HIV prevention curricula can reduce the prevalence of sexual risk behaviour among adolescent youth in Sub-Saharan Africa. However, effective HIV/AIDS prevention education may be problematic, if the needs of youth are not served adequately. To date, little attention has been given to the motivation of youth to learn about HIV/AIDS and about their preferences for HIV/AIDS curriculum design options. The aim of this study was to get insight into the determinants of the motivation of youth to learn about HIV/AIDS prevention and to assess their curriculum design preferences. Students from a university in Tigray, Ethiopia, filled out a structured questionnaire, which assessed demographics, variables that according to the Theory of Planned Behaviour are related to the motivation to learn, and their preferences for independent, carrier and integrated HIV/AIDS curriculum designs. On average, participants were highly motivated to learn about HIV/AIDS. Motivation to learn was primarily related to social norms and was not related to self-efficacy to discuss HIV/AIDS in class. The often discussed reluctance to discuss sexuality and condom use in curricula in Sub-Saharan Africa, seems to be more related to existing negative social norms, than to lack of self-efficacy. Participants revealed a high preference for the independent, carrier and integrated curriculum design options. However, students with a higher motivation to learn about HIV/AIDS were more attracted to the independent course design.

Testing protects against proactive interference in face-name learning.

Science.gov (United States)

Weinstein, Yana; McDermott, Kathleen B; Szpunar, Karl K

2011-06-01

Learning face-name pairings at a social function becomes increasingly more difficult the more individuals one meets. This phenomenon is attributable to proactive interference--the negative influence of prior learning on subsequent learning. Recent evidence suggests that taking a memory test can alleviate proactive interference in verbal list learning paradigms. We apply this technique to face-name pair learning. Participants studied four lists of 12 face-name pairings and either attempted to name the 12 faces just studied after every list or did not. Recall attempts after every list improved learning of the fourth list by over 100%. Moreover, no reduction in learning of face-name pairings occurred from list 1 to list 4 for participants who attempted to name studied faces between lists. These results suggest that testing oneself on the names of a group of new acquaintances before moving on to the next group is an effective mnemonic technique for social functions.

Associative vocabulary learning: development and testing of two paradigms for the (re-) acquisition of action- and object-related words.

Science.gov (United States)

Freundlieb, Nils; Ridder, Volker; Dobel, Christian; Enriquez-Geppert, Stefanie; Baumgaertner, Annette; Zwitserlood, Pienie; Gerloff, Christian; Hummel, Friedhelm C; Liuzzi, Gianpiero

2012-01-01

Despite a growing number of studies, the neurophysiology of adult vocabulary acquisition is still poorly understood. One reason is that paradigms that can easily be combined with neuroscientfic methods are rare. Here, we tested the efficiency of two paradigms for vocabulary (re-) acquisition, and compared the learning of novel words for actions and objects. Cortical networks involved in adult native-language word processing are widespread, with differences postulated between words for objects and actions. Words and what they stand for are supposed to be grounded in perceptual and sensorimotor brain circuits depending on their meaning. If there are specific brain representations for different word categories, we hypothesized behavioural differences in the learning of action-related and object-related words. Paradigm A, with the learning of novel words for body-related actions spread out over a number of days, revealed fast learning of these new action words, and stable retention up to 4 weeks after training. The single-session Paradigm B employed objects and actions. Performance during acquisition did not differ between action-related and object-related words (time*word category: p = 0.01), but the translation rate was clearly better for object-related (79%) than for action-related words (53%, p = 0.002). Both paradigms yielded robust associative learning of novel action-related words, as previously demonstrated for object-related words. Translation success differed for action- and object-related words, which may indicate different neural mechanisms. The paradigms tested here are well suited to investigate such differences with neuroscientific means. Given the stable retention and minimal requirements for conscious effort, these learning paradigms are promising for vocabulary re-learning in brain-lesioned people. In combination with neuroimaging, neuro-stimulation or pharmacological intervention, they may well advance the understanding of language learning

Factors of Online Learning Adoption: A Comparative Juxtaposition of the Theory of Planned Behaviour and the Technology Acceptance Model

Science.gov (United States)

Ndubisi, Nelson

2006-01-01

Organisational investments in information technologies have increased significantly in the past few decades. All around the globe and in Malaysia particularly, a number of educational institutions are experimenting with e-learning. Adopting the theory of planned behaviour (TPB) and the technology acceptance model (TAM) this article tries to…

Testicular Self-Examination: A Test of the Health Belief Model and the Theory of Planned Behaviour

Science.gov (United States)

McClenahan, Carol; Shevlin, Mark; Adamson, Gary; Bennett, Cara; O'Neill, Brenda

2007-01-01

The aim of this study was to test the utility and efficiency of the theory of planned behaviour (TPB) and the health belief model (HBM) in predicting testicular self-examination (TSE) behaviour. A questionnaire was administered to an opportunistic sample of 195 undergraduates aged 18-39 years. Structural equation modelling indicated that, on the…

Evidence for an expectancy-based theory of avoidance behaviour.

Science.gov (United States)

Declercq, Mieke; De Houwer, Jan; Baeyens, Frank

2008-01-01

In most studies on avoidance learning, participants receive an aversive unconditioned stimulus after a warning signal is presented, unless the participant performs a particular response. Lovibond (2006) recently proposed a cognitive theory of avoidance learning, according to which avoidance behaviour is a function of both Pavlovian and instrumental conditioning. In line with this theory, we found that avoidance behaviour was based on an integration of acquired knowledge about, on the one hand, the relation between stimuli and, on the other hand, the relation between behaviour and stimuli.

Comparison of accelerated pavement test results with long term pavement behaviour and performance

CSIR Research Space (South Africa)

Jooste, FJ

1997-08-01

Full Text Available The aim of this study was to investigate the following:how accelerated pavement testing predictions compare with actual road behaviour and performance the relative influences of load and environmental factors on pavement deterioration and how well...

Still to Learn from Vicarious Learning

Science.gov (United States)

Mayes, J. T.

2015-01-01

The term "vicarious learning" was introduced in the 1960s by Bandura, who demonstrated how learning can occur through observing the behaviour of others. Such social learning is effective without the need for the observer to experience feedback directly. More than twenty years later a series of studies on vicarious learning was undertaken…

Learning effect and test-retest variability of pulsar perimetry.

Science.gov (United States)

Salvetat, Maria Letizia; Zeppieri, Marco; Parisi, Lucia; Johnson, Chris A; Sampaolesi, Roberto; Brusini, Paolo

2013-03-01

To assess Pulsar Perimetry learning effect and test-retest variability (TRV) in normal (NORM), ocular hypertension (OHT), glaucomatous optic neuropathy (GON), and primary open-angle glaucoma (POAG) eyes. This multicenter prospective study included 43 NORM, 38 OHT, 33 GON, and 36 POAG patients. All patients underwent standard automated perimetry and Pulsar Contrast Perimetry using white stimuli modulated in phase and counterphase at 30 Hz (CP-T30W test). The learning effect and TRV for Pulsar Perimetry were assessed for 3 consecutive visual fields (VFs). The learning effect were evaluated by comparing results from the first session with the other 2. TRV was assessed by calculating the mean of the differences (in absolute value) between retests for each combination of single tests. TRV was calculated for Mean Sensitivity, Mean Defect, and single Mean Sensitivity for each 66 test locations. Influence of age, VF eccentricity, and loss severity on TRV were assessed using linear regression analysis and analysis of variance. The learning effect was not significant in any group (analysis of variance, P>0.05). TRV for Mean Sensitivity and Mean Defect was significantly lower in NORM and OHT (0.6 ± 0.5 spatial resolution contrast units) than in GON and POAG (0.9 ± 0.5 and 1.0 ± 0.8 spatial resolution contrast units, respectively) (Kruskal-Wallis test, P=0.04); however, the differences in NORM among age groups was not significant (Kruskal-Wallis test, P>0.05). Slight significant differences were found for the single Mean Sensitivity TRV among single locations (Duncan test, PPulsar Perimetry CP-T30W test did not show significant learning effect in patients with standard automated perimetry experience. TRV for global indices was generally low, and was not related to patient age; it was only slightly affected by VF defect eccentricity, and significantly influenced by VF loss severity.

Uncovering the neural mechanisms underlying learning from tests.

Directory of Open Access Journals (Sweden)

Xiaonan L Liu

Full Text Available People learn better when re-study opportunities are replaced with tests. While researchers have begun to speculate on why testing is superior to study, few studies have directly examined the neural underpinnings of this effect. In this fMRI study, participants engaged in a study phase to learn arbitrary word pairs, followed by a cued recall test (recall second half of pair when cued with first word of pair, re-study of each pair, and finally another cycle of cued recall tests. Brain activation patterns during the first test (recall of the studied pairs predicts performance on the second test. Importantly, while subsequent memory analyses of encoding trials also predict later accuracy, the brain regions involved in predicting later memory success are more extensive for activity during retrieval (testing than during encoding (study. Those additional regions that predict subsequent memory based on their activation at test but not at encoding may be key to understanding the basis of the testing effect.

Is testing a more effective learning strategy than note-taking?

Science.gov (United States)

Rummer, Ralf; Schweppe, Judith; Gerst, Kathleen; Wagner, Simon

2017-09-01

The testing effect is both robust and generalizable. However, most of the underlying studies compare testing to a rather ineffective control condition: massed repeated reading. This article therefore compares testing with note-taking, which has been shown to be more effective than repeated reading. Experiment 1 is based on a 3 × 3 between-participants design with the factors learning condition (repeated reading vs. repeated testing vs. repeated note-taking) and final test delay (5 min vs. 1 week vs. 2 weeks). It shows that in the immediate condition, learning performance is best after note-taking. After 1 week, both the note-taking and the testing groups outperform the rereading group, and after 2 weeks, testing is superior to both note-taking and rereading. Since repeated notetaking may not be the most effective (and common) operationalization of note-taking, Experiment 2 contrasts repeated testing with 2 other note-taking conditions: note-taking plus note-reading and note-taking plus testing (with only a 2-week final test delay). Both conditions that include a testing phase result in better long-term learning than note-taking plus note-reading. In summary, our findings indicate that-in the long run-testing is a powerful learning tool both in isolation and in combination with note-taking. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Advances in the behavioural testing and network imaging of rodent recognition memory.

Science.gov (United States)

Kinnavane, Lisa; Albasser, Mathieu M; Aggleton, John P

2015-05-15

Research into object recognition memory has been galvanised by the introduction of spontaneous preference tests for rodents. The standard task, however, contains a number of inherent shortcomings that reduce its power. Particular issues include the problem that individual trials are time consuming, so limiting the total number of trials in any condition. In addition, the spontaneous nature of the behaviour and the variability between test objects add unwanted noise. To combat these issues, the 'bow-tie maze' was introduced. Although still based on the spontaneous preference of novel over familiar stimuli, the ability to give multiple trials within a session without handling the rodents, as well as using the same objects as both novel and familiar samples on different trials, overcomes key limitations in the standard task. Giving multiple trials within a single session also creates new opportunities for functional imaging of object recognition memory. A series of studies are described that examine the expression of the immediate-early gene, c-fos. Object recognition memory is associated with increases in perirhinal cortex and area Te2 c-fos activity. When rats explore novel objects the pathway from the perirhinal cortex to lateral entorhinal cortex, and then to the dentate gyrus and CA3, is engaged. In contrast, when familiar objects are explored the pathway from the perirhinal cortex to lateral entorhinal cortex, and then to CA1, takes precedence. The switch to the perforant pathway (novel stimuli) from the temporoammonic pathway (familiar stimuli) may assist the enhanced associative learning promoted by novel stimuli. Copyright © 2014 The Authors. Published by Elsevier B.V. All rights reserved.

An automatic sodium-loop for testing the lon-term behaviour of sintered bodies flowed through by gas

International Nuclear Information System (INIS)

Barkleit, G.; George, G.; Haase, I.; Kiessling, W.

1980-08-01

An automatic sodium loop NAKOS for testing the long-term behaviour of porous stainless steel bodies which are flowed through by gas is described. The loop using a special safety protection system is capable of working without control up to 1000 h. During a 500 h-experiment the safety system and the gas permeability measuring method for testing the porous bodies were tested. Both first results of the behaviour of sintered bodies in liquid sodium of high purity and temperatures of about 850 K and some details of the production of these bodies are given. (author)

Moment-to-moment dynamics of ADHD behaviour

Directory of Open Access Journals (Sweden)

Aase Heidi

2005-08-01

Full Text Available Abstract Background The behaviour of children with Attention-Deficit / Hyperactivity Disorder is often described as highly variable, in addition to being hyperactive, impulsive and inattentive. One reason might be that they do not acquire complete and functional sequences of behaviour. The dynamic developmental theory of ADHD proposes that reinforcement and extinction processes are inefficient because of hypofunctioning dopamine systems, resulting in a narrower time window for associating antecedent stimuli and behaviour with its consequences. One effect of this may be that the learning of behavioural sequences is delayed, and that only short behavioural sequences are acquired in ADHD. The present study investigated acquisition of response sequences in the behaviour of children with ADHD. Methods Fifteen boys with ADHD and thirteen boys without, all aged between 6–9 yr, completed a computerized task presented as a game with two squares on the screen. One square was associated with reinforcement. The task required responses by the computer mouse under reinforcement contingencies of variable interval schedules. Reinforcers were cartoon pictures and small trinkets. Measures related to response location (spatial dimension and to response timing (temporal dimension were analyzed by autocorrelations of consecutive responses across five lags. Acquired response sequences were defined as predictable responding shown by high explained variance. Results Children with ADHD acquired shorter response sequences than comparison children on the measures related to response location. None of the groups showed any predictability in response timing. Response sequencing on the measure related to the discriminative stimulus was highly related to parent scores on a rating scale for ADHD symptoms. Conclusion The findings suggest that children with ADHD have problems with learning long sequences of behaviour, particularly related to response location. Problems with

Testing Methodology in the Student Learning Process

Science.gov (United States)

Gorbunova, Tatiana N.

2017-01-01

The subject of the research is to build methodologies to evaluate the student knowledge by testing. The author points to the importance of feedback about the mastering level in the learning process. Testing is considered as a tool. The object of the study is to create the test system models for defence practice problems. Special attention is paid…

No evidence for visual context-dependency of olfactory learning in Drosophila

Science.gov (United States)

Yarali, Ayse; Mayerle, Moritz; Nawroth, Christian; Gerber, Bertram

2008-08-01

How is behaviour organised across sensory modalities? Specifically, we ask concerning the fruit fly Drosophila melanogaster how visual context affects olfactory learning and recall and whether information about visual context is getting integrated into olfactory memory. We find that changing visual context between training and test does not deteriorate olfactory memory scores, suggesting that these olfactory memories can drive behaviour despite a mismatch of visual context between training and test. Rather, both the establishment and the recall of olfactory memory are generally facilitated by light. In a follow-up experiment, we find no evidence for learning about combinations of odours and visual context as predictors for reinforcement even after explicit training in a so-called biconditional discrimination task. Thus, a ‘true’ interaction between visual and olfactory modalities is not evident; instead, light seems to influence olfactory learning and recall unspecifically, for example by altering motor activity, alertness or olfactory acuity.

Behavioural health analytics using mobile phones

Directory of Open Access Journals (Sweden)

P. Wlodarczak

2015-07-01

Full Text Available Big Data analytics in healthcare has become a very active area of research since it promises to reduce costs and to improve health care quality. Behavioural analytics analyses a patients behavioural patterns with the goal of early detection if a patient becomes symptomatic and triggering treatment even before a disease outbreak happens. Behavioural analytics allows a more precise and personalised treatment and can even monitor whole populations for events such as epidemic outbreaks. With the prevalence of mobile phones, they have been used to monitor the health of patients by analysing their behavioural and movement patterns. Cell phones are always on devices and are usually close to their users. As such they can be used as social sensors to create "automated diaries" of their users. Specialised apps passively collect and analyse user data to detect if a patient shows some deviant behaviour indicating he has become symptomatic. These apps first learn a patients normal daily patterns and alert a health care centre if it detects a deviant behaviour. The health care centre can then call the patient and check on his well-being. These apps use machine learning techniques to for reality mining and predictive analysis. This paper describes some of these techniques that have been adopted recently in eHealth apps.

Teaching academic skills as an answer to behavioural problems of students with emotional or behavioural disorders : A review

NARCIS (Netherlands)

van der Worp -van der Kamp, Lidy; Pijl, Sip Jan; Bijstra, Jan O.; van den Bosch, Els J.

2014-01-01

Academic learning has always been a serious issue for students with emotional and behavioural disorders (EBD) and their teachers. However, teaching academic skills could be an important protective and curative factor for the problem behaviour of these students. The current review was conducted to

Teaching academic skills as an answer to behavioural problems of students with emotional or behavioural disorders: a review

NARCIS (Netherlands)

van der Worp-van der Kamp, Lidy; Pijl, S.J.; Bijstra, Jan; van den Bosch, Els

2013-01-01

Academic learning has always been a serious issue for students with emotional and behavioural disorders (EBD) and their teachers. However, teaching academic skills could be an important protective and curative factor for the problem behaviour of these students. The current review was conducted to

Test Framing Generates a Stability Bias for Predictions of Learning by Causing People to Discount their Learning Beliefs

Science.gov (United States)

Ariel, Robert; Hines, Jarrod C.; Hertzog, Christopher

2014-01-01

People estimate minimal changes in learning when making predictions of learning (POLs) for future study opportunities despite later showing increased performance and an awareness of that increase (Kornell & Bjork, 2009). This phenomenon is conceptualized as a stability bias in judgments about learning. We investigated the malleability of this effect, and whether it reflected people’s underlying beliefs about learning. We manipulated prediction framing to emphasize the role of testing vs. studying on memory and directly measured beliefs about multi-trial study effects on learning by having participants construct predicted learning curves before and after the experiment. Mean POLs were more sensitive to the number of study-test opportunities when performance was framed in terms of study benefits rather than testing benefits and POLs reflected pre-existing beliefs about learning. The stability bias is partially due to framing and reflects discounted beliefs about learning benefits rather than inherent belief in the stability of performance. PMID:25067885

Regulating approaches to learning: Testing learning strategy convergences across a year at university.

Science.gov (United States)

Fryer, Luke K; Vermunt, Jan D

2018-03-01

Contemporary models of student learning within higher education are often inclusive of processing and regulation strategies. Considerable research has examined their use over time and their (person-centred) convergence. The longitudinal stability/variability of learning strategy use, however, is poorly understood, but essential to supporting student learning across university experiences. Develop and test a person-centred longitudinal model of learning strategies across the first-year university experience. Japanese university students (n = 933) completed surveys (deep and surface approaches to learning; self, external, and lack of regulation) at the beginning and end of their first year. Following invariance and cross-sectional tests, latent profile transition analysis (LPTA) was undertaken. Initial difference testing supported small but significant differences for self-/external regulation. Fit indices supported a four-group model, consistent across both measurement points. These subgroups were labelled Low Quality (low deep approaches and self-regulation), Low Quantity (low strategy use generally), Average (moderate strategy use), and High Quantity (intense use of all strategies) strategies. The stability of these groups ranged from stable to variable: Average (93% stayers), Low Quality (90% stayers), High Quantity (72% stayers), and Low Quantity (40% stayers). The three largest transitions presented joint shifts in processing/regulation strategy preference across the year, from adaptive to maladaptive and vice versa. Person-centred longitudinal findings presented patterns of learning transitions that different students experience during their first year at university. Stability/variability of students' strategy use was linked to the nature of initial subgroup membership. Findings also indicated strong connections between processing and regulation strategy changes across first-year university experiences. Implications for theory and practice are discussed. �

Results of tests under normal and abnormal operating conditions concerning LMFBR fuel element behaviour

International Nuclear Information System (INIS)

Languille, A.; Bergeonneau, P.; Essig, C.; Guerin, Y.

1985-04-01

The objective of this paper is to improve the knowledge on LMFBR fuel element behaviour during protected and unprotected transients in RAPSODIE and PHENIX reactors in order to evaluate its reliability. The range of the tests performed in these reactors is sufficiently large to cover normal and also extreme off normal conditions such as fuel melting. Results of such tests allow to better establish transient design limits for reactor structural components in particular for fuel pin cladding which play a lead role in controlling the accident sequence. Three main topics are emphasized in this paper: fuel melting during slow over-power excursions; influence of the fuel element geometrical evolution on reactivity feedback effects and reactor dynamic behaviour; clad damage evaluation during a transient (essentially very severe loss of flow)

.i.Aspergillus viridinutans./i. complex: polyphasic taxonomy, mating behaviour and antifungal susceptibility testing

Czech Academy of Sciences Publication Activity Database

Dudová, Z.; Hubka, V.; Svobodová, L.; Hamal, P.; Nováková, Alena; Matsuzawa, T.; Yaguchi, T.; Kubátová, A.; Kolařík, Miroslav

2013-01-01

Roč. 56, Suppl. 3 (2013), s. 162-163 ISSN 0933-7407. [Trends in Medical Mycology /6./. 11.10.2013-14.10.2013, Copenhagen] Institutional support: RVO:60077344 ; RVO:61388971 Keywords : Aspergillus viridinutans * polyphasic taxonomy * mating behaviour * antifungal susceptibility testing Subject RIV: EE - Microbiology, Virology

Assessment of Interpersonal Risk (AIR) in Adults with Learning Disabilities and Challenging Behaviour--Piloting a New Risk Assessment Tool

Science.gov (United States)

Campbell, Martin; McCue, Michael

2013-01-01

A new risk assessment tool, "Assessment of Interpersonal Risk" (AIR), was piloted and evaluated to measure risk factors and compatibility between individuals living in an assessment and treatment unit in one NHS area. The adults with learning disabilities in this unit had severe and enduring mental health problems and/or behaviour that is severely…

Paediatric chronic illness and educational failure: the role of emotional and behavioural problems.

Science.gov (United States)

Layte, Richard; McCrory, Cathal

2013-08-01

Chronic illness in childhood is associated with worse educational outcomes. The association is usually explained via lowered cognitive development, decreased readiness to learn and school absence. However, this paper examines whether worse psychological adjustment may also play a role. We use data from the Growing Up in Ireland study, a cohort study, which collected data on 8,568 nine-year-old children through the Irish national school system using a two-stage sampling method. Maximum likelihood path analytic models are used to assess the direct effect of child chronic illness on reading and maths test scores and the mediating role of emotional and behavioural problems. In unadjusted analyses, children with a mental and behavioural condition scored 14.5 % points less on reading tests and 16.9 % points less on maths tests than their healthy peers. Children with non-mental and behavioural conditions scored 3 % points less on both tests, a significant difference. Mental and behavioural (OR, 9.58) and other chronic conditions (OR, 1.61) were significantly more likely to have 'high' levels of difficulties on the SDQ. Path analysis models showed that the association between chronic illness and educational test scores was completely mediated by emotional and behavioural problems controlling for school absence and bullying by peers. Child and adolescent chronic illness can have significant effects on educational development and a long-lasting impact on future life-chances. The psychological adjustment of the child is important in mediating the effect of chronic illness on educational outcomes. Interventions should target this developmental pathway.

Putting the Testing Effect to the Test. Why and When is Testing effective for Learning in Secondary School

NARCIS (Netherlands)

Dirkx, Kim

2014-01-01

Dirkx, K. J. H. (2014, 11 April). Putting the testing effect to the test. Why and when is testing effective for learning in secondary school. Unpublished doctoral dissertation. Heerlen: Open University of the Netherlands

Beliefs and Behaviors in Learning Critical Thinking Skills

OpenAIRE

Octavian REPOLSCHI

2015-01-01

The paper will present the relation between students’ beliefs and their behaviours observed in the process of learning critical thinking skills. In the first place some consideration concerning the fundamental epistemological concepts used in the research and about the particular critical thinking skills are to be sketched. Then the testing- learning procedure will be shortly summarized. Thirdly the evaluation of beliefs, their relations with knowledge and the associated behaviors are present...

guidance and behaviour management in early childhood

African Journals Online (AJOL)

Elizabeth

learning and schooling regardless of his personal assets or weakness by an expert in child ... education to children below the conventional school age especially in this era of Universal .... children learn important behaviours in an informal way.

Organisational Learning: Conceptual Links to Individual Learning, Learning Organisation and Knowledge Management

OpenAIRE

Siu Loon Hoe

2007-01-01

Organisational learning has over the years been subject of much study by scholars and managers. In the process, the organisational learning concept has been linked to many other knowledge concepts such as individual learning, learning organisation, and knowledge management. This paper draws from existing literature in organisational behaviour, human resource management, marketing, and information management, to further develop the conceptual links between organisational learning and these kno...

Student distress in clinical workplace learning: differences in social comparison behaviours.

Science.gov (United States)

Janet Raat, A N; Schönrock-Adema, Johanna; van Hell, E Ally; Kuks, Jan B M; Cohen-Schotanus, Janke

2015-03-01

In medical education, student distress is known to hamper learning and professional development. To address this problem, recent studies aimed at helping students cope with stressful situations. Undergraduate students in clinical practice frequently use experiences of surrounding peers to estimate their abilities to master such challenging situations. This use of the experiences of others, known as social comparison, may affect student distress both positively and negatively. To find characteristics of a beneficial use of social comparison, we examined differences in comparison behaviours between students expressing low and high levels of distress. The participants in our study, response rate 93% (N = 301/321), were all medical students in their first year in clinical practice. They completed the General Health Questionnaire (GHQ-12) to measure distress, and three separate questionnaires to measure: (1) orientation to comparison, (2) motive for comparison, and (3) interpretation of comparison. Differences were analysed using multivariate analysis of variance. Although all students were oriented towards social comparison, the analyses showed that this orientation was less apparent among low-distress students. Besides, the low-distress students were less inclined to use motives indicative for comparisons with peers perceived as performing worse and were less negative in the interpretations of their comparisons. As social comparison is frequently used among all students, we recommend to make them aware of their comparison behaviours and inform them about the pros and cons of the distinguished aspects of the comparison process.

Do collaborative practical tests encourage student-centered active learning of gross anatomy?

Science.gov (United States)

Green, Rodney A; Cates, Tanya; White, Lloyd; Farchione, Davide

2016-05-06

Benefits of collaborative testing have been identified in many disciplines. This study sought to determine whether collaborative practical tests encouraged active learning of anatomy. A gross anatomy course included a collaborative component in four practical tests. Two hundred and seven students initially completed the test as individuals and then worked as a team to complete the same test again immediately afterwards. The relationship between mean individual, team, and difference (between team and individual) test scores to overall performance on the final examination (representing overall learning in the course) was examined using regression analysis. The overall mark in the course increased by 9% with a decreased failure rate. There was a strong relationship between individual score and final examination mark (P learning occurring during the collaborative testing and that weaker students gained the benefit from team marks without significant active learning taking place. This negative outcome may be due to insufficient encouragement of the active learning strategies that were expected to occur during the collaborative testing process. An improved understanding of the efficacy of collaborative assessment could be achieved through the inclusion of questionnaire based data to allow a better interpretation of learning outcomes. Anat Sci Educ 9: 231-237. © 2015 American Association of Anatomists. © 2015 American Association of Anatomists.

Event-related potential correlates of emergent inference in human arbitrary relational learning.

Science.gov (United States)

Wang, Ting; Dymond, Simon

2013-01-01

Two experiments investigated the functional-anatomical correlates of cognition supporting untrained, emergent relational inference in a stimulus equivalence task. In Experiment 1, after learning a series of conditional relations involving words and pseudowords, participants performed a relatedness task during which EEG was recorded. Behavioural performance was faster and more accurate on untrained, indirectly related symmetry (i.e., learn AB and infer BA) and equivalence trials (i.e., learn AB and AC and infer CB) than on unrelated trials, regardless of whether or not a formal test for stimulus equivalence relations had been conducted. Consistent with previous results, event related potentials (ERPs) evoked by trained and emergent trials at parietal and occipital sites differed only for those participants who had not received a prior equivalence test. Experiment 2 further replicated and extended these behavioural and ERP findings using arbitrary symbols as stimuli and demonstrated time and frequency differences for trained and untrained relatedness trials. Overall, the findings demonstrate convincingly the ERP correlates of intra-experimentally established stimulus equivalence relations consisting entirely of arbitrary symbols and offer support for a contemporary cognitive-behavioural model of symbolic categorisation and relational inference. Copyright © 2012 Elsevier B.V. All rights reserved.

Transfer of test-enhanced learning: Meta-analytic review and synthesis.

Science.gov (United States)

Pan, Steven C; Rickard, Timothy C

2018-05-07

Attempting recall of information from memory, as occurs when taking a practice test, is one of the most potent training techniques known to learning science. However, does testing yield learning that transfers to different contexts? In the present article, we report the findings of the first comprehensive meta-analytic review into that question. Our review encompassed 192 transfer effect sizes extracted from 122 experiments and 67 published and unpublished articles (N = 10,382) that together comprise more than 40 years of research. A random-effects model revealed that testing can yield transferrable learning as measured relative to a nontesting reexposure control condition (d = 0.40, 95% CI [0.31, 0.50]). That transfer of learning is greatest across test formats, to application and inference questions, to problems involving medical diagnoses, and to mediator and related word cues; it is weakest to rearranged stimulus-response items, to untested materials seen during initial study, and to problems involving worked examples. Moderator analyses further indicated that response congruency and elaborated retrieval practice, as well as initial test performance, strongly influence the likelihood of positive transfer. In two assessments for publication bias using PET-PEESE and various selection methods, the moderator effect sizes were minimally affected. However, the intercept predictions were substantially reduced, often indicating no positive transfer when none of the aforementioned moderators are present. Overall, our results motivate a three-factor framework for transfer of test-enhanced learning and have practical implications for the effective use of practice testing in educational and other training contexts. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

The Effect of Formative Testing and Self-Directed Learning on Mathematics Learning Outcomes

Science.gov (United States)

Sumantri, Mohamad Syarif; Satriani, Retni

2016-01-01

The purpose of this research was to determine the effect of formative testing and self-directed learning on mathematics learning outcomes. The research was conducted at an elementary school in central Jakarta during the 2014/2015 school year. Seventy-two fourth-grade students who were selected using random sampling participated in this study. Data…

The Relationship between Learning Style, Test Anxiety and Academic Achievement

Science.gov (United States)

Yazici, Kubilay

2017-01-01

This study aimed to investigate the relationship between social studies pre-service teachers' (SSPTs) learning style, test anxiety and academic achievement. A total of 315 SSPTs participated in the study. Data were collected using Turkish versions of Grasha-Reichmann learning style scale (GRLSS) and test anxiety scale (TAS) by Spielberger.…

Cognitive Behavioural Therapy & Training

DEFF Research Database (Denmark)

Spaten, Ole Michael; Hansen, Tia G. B.; Gulbrandsen, Knut Arild

Coaching is an expanding area of professional work, and recent years have brought forward the notion of cognitive coaching (Costa, 2006; Oestrich, 2005) which adapts theory and techniques from cognitive therapy to serve self-enhancement in non-clinical populations. We suggest that a cognitive...... to monitor and evaluate the learning process. The course is embedded in a graduate programme of applied cognitive, developmental and neuropsychology, and includes 92 hours (17 days spanning one academic year) of lectures and workshops on cognitive behavioural therapy and coaching. Seven behaviour competence...... coaching module in the graduate curriculum for students of psychology is a rewarding introduction to cognitive behavioural approaches, since it allows combination of traditional lectures with “action-reflection-learning” workshops, during which students train cognitive behavioural techniques in their own...

parental influence on adolescent sexual behaviour among

African Journals Online (AJOL)

User

problems such as sexual behaviour in the adolescent. ... consequences of risky sexual behaviours on the adolescents' health and the ... the emotional support that parents provide for the adolescent during early ... the process of socialization and social learning builds self-control and reduces the inclination to indulge in.

THE INFLUENCE OF CHINESE CORE CULTURAL VALUES ON THE COMMUNICATION BEHAVIOUR OF OVERSEAS CHINESE STUDENTS LEARNING ENGLISH

OpenAIRE

ABDUSALAM ABUBAKER

2008-01-01

This study is based on three dimensions of Hofstede’s framework, which are power distance, masculinity versus femininity, and uncertainty avoidance. Hofstede (1980) considers the Chinese culture to be characterized by high power distance, medium masculinity and weak uncertainty avoidance. For this reason, this study explores the impact of Chinese core cultural values on the communication behaviour of Chinese students learning English. A questionnaire was used as a technique to collect data ab...

Acttention – Influencing Communities of Practice with Persuasive Learning Designs

DEFF Research Database (Denmark)

Hansen, Sandra Burri Gram; Ryberg, Thomas

2015-01-01

design within this more established field of research and development. Rather than focus on improving learning technologies or motivating the interest in a subject, persuasive designs may be more efficient when used to influence the communities of practice in educational institutions.......Based on the preliminary results of implementing and testing a persuasive learning initiative in the Danish Military, this paper discusses and develops the notion of persuasive learning designs. It is suggested that the acquirement of new knowledge is fundamental to persuasion, and that persuasive...... learning designs distinguish themselves by leading to sustainable change to the learner’s attitude and/or behaviour. A practical example of persuasive learning designs is provided in terms of the interactive location-based learning game Acttention, which has been developed and tested on behalf...

Beliefs and Behaviors in Learning Critical Thinking Skills

Directory of Open Access Journals (Sweden)

Octavian REPOLSCHI

2015-12-01

Full Text Available The paper will present the relation between students’ beliefs and their behaviours observed in the process of learning critical thinking skills. In the first place some consideration concerning the fundamental epistemological concepts used in the research and about the particular critical thinking skills are to be sketched. Then the testing- learning procedure will be shortly summarized. Thirdly the evaluation of beliefs, their relations with knowledge and the associated behaviors are presented. The results of the periodic testing procedures that were taking place according to the established methodology are to be discussed. Finally, some general considerations concerning the relations between beliefs, behaviors and knowledge that have emerged in the process of learning are going to be presented.

ORGANIZATIONAL CITIZENSHIP BEHAVIOUR AND ORGANIZATIONAL LEARNING CLIMATE RELATIONSHIP

OpenAIRE

Mine TA rker

2008-01-01

Global competition highlights the importance of innovation, flexibility, responsiveness, and cooperativeness for long-term organizational success. Innovative and spontaneous behaviours’ vitality is revealed in protecting organization in an ever-chancing environment. As a necessity, organizations will become more dependent on employees who are willing to contribute effective organizational functioning, regardless of their formal role requirements. Employee behaviours like citizenship behaviour...

Test-potentiated learning: three independent replications, a disconfirmed hypothesis, and an unexpected boundary condition.

Science.gov (United States)

Wissman, Kathryn T; Rawson, Katherine A

2018-04-01

Arnold and McDermott [(2013). Test-potentiated learning: Distinguishing between direct and indirect effects of testing. Journal of Experimental Psychology: Learning, Memory, and Cognition, 39, 940-945] isolated the indirect effects of testing and concluded that encoding is enhanced to a greater extent following more versus fewer practice tests, referred to as test-potentiated learning. The current research provided further evidence for test-potentiated learning and evaluated the covert retrieval hypothesis as an alternative explanation for the observed effect. Learners initially studied foreign language word pairs and then completed either one or five practice tests before restudy occurred. Results of greatest interest concern performance on test trials following restudy for items that were not correctly recalled on the test trials that preceded restudy. Results replicate Arnold and McDermott (2013) by demonstrating that more versus fewer tests potentiate learning when trial time is limited. Results also provide strong evidence against the covert retrieval hypothesis concerning why the effect occurs (i.e., it does not reflect differential covert retrieval during pre-restudy trials). In addition, outcomes indicate that the magnitude of the test-potentiated learning effect decreases as trial length increases, revealing an unexpected boundary condition to test-potentiated learning.

Containment aerosol behaviour simulation studies in the BARC nuclear aerosol test facility

International Nuclear Information System (INIS)

Mayya, Y.S.; Sapra, B.K.; Khan, Arshad; Sunny, Faby; Nair, R.N.; Raghunath, Radha; Tripathi, R.M.; Markandeya, S.G.; Puranik, V.D.; Ghosh, A.K.; Kushwaha, H.S.; Shreekumar, K.P.; Padmanabhan, P.V.A.; Murthy, P.S.S.; Venlataramani, N.

2005-02-01

A Nuclear Aerosol Test Facility (NATF) has been built and commissioned at Bhabha Atomic Research Centre to carry out simulation studies on the behaviour of aerosols released into the reactor containment under accident conditions. This report also discusses some new experimental techniques for estimation of density of metallic aggregates. The experimental studies have shown that the dynamic densities of aerosol aggregates are far lower than their material densities as expected by the well-known fractal theory of aggregates. In the context of codes, this has significant bearing in providing a mechanistic basis for the input density parameter used in estimating the aerosol evolution characteristics. The data generated under the quiescent and turbulent conditions and the information on aggregate densities are now being subjected to the validation of the aerosol behaviour codes. (author)

An experimental test of state–behaviour feedbacks: gizzard mass and foraging behaviour in red knots

NARCIS (Netherlands)

Mathot, K.J.; Dekinga, A.; Piersma, T.

2017-01-01

1. Animals frequently exhibit consistent among-individual differences in behavioural and physiologicaltraits that are inherently flexible. Why should individuals differ consistently in theirexpression of labile traits? Recently, positive feedbacks between state and behaviour have beenproposed as a

Effects of elevated CO2 on predator avoidance behaviour by reef fishes is not altered by experimental test water

Directory of Open Access Journals (Sweden)

Philip L. Munday

2016-10-01

Full Text Available Pioneering studies into the effects of elevated CO2 on the behaviour of reef fishes often tested high-CO2 reared fish using control water in the test arena. While subsequent studies using rearing treatment water (control or high CO2 in the test arena have confirmed the effects of high CO2 on a range of reef fish behaviours, a further investigation into the use of different test water in the experimental arena is warranted. Here, we used a fully factorial design to test the effect of rearing treatment water (control or high CO2 and experimental test water (control or high CO2 on antipredator responses of larval reef fishes. We tested antipredator behaviour in larval clownfish Amphiprion percula and ambon damselfish Pomacentrus amboinensis, two species that have been used in previous high CO2 experiments. Specifically, we tested if: (1 using control or high CO2 water in a two channel flume influenced the response of larval clownfish to predator odour; and (2 using control or high CO2 water in the test arena influenced the escape response of larval damselfish to a startle stimulus. Finally, (3 because the effects of high CO2 on fish behaviour appear to be caused by altered function of the GABA-A neurotransmitter we tested if antipredator behaviours were restored in clownfish treated with a GABA antagonist (gabazine in high CO2 water. Larval clownfish reared from hatching in control water (496 µatm strongly avoided predator cue whereas larval clownfish reared from hatching in high CO2 (1,022 µatm were attracted to the predator cue, as has been reported in previous studies. There was no effect on fish responses of using either control or high CO2 water in the flume. Larval damselfish reared for four days in high CO2 (1,051 µatm exhibited a slower response to a startle stimulus and slower escape speed compared with fish reared in control conditions (464 µatm. There was no effect of test water on escape responses. Treatment of high-CO2 reared

An experimental test of state–behaviour feedbacks : Gizzard mass and foraging behaviour in red knots

NARCIS (Netherlands)

Mathot, Kimberley J.; Dekinga, Anne; Piersma, Theunis

2017-01-01

Animals frequently exhibit consistent among-individual differences in behavioural and physiological traits that are inherently flexible. Why should individuals differ consistently in their expression of labile traits? Recently, positive feedbacks between state and behaviour have been proposed as a

An empirical test of the Theory of Planned Behaviour applied to contraceptive use in rural Uganda.

Science.gov (United States)

Kiene, Susan M; Hopwood, Sarah; Lule, Haruna; Wanyenze, Rhoda K

2014-12-01

There is a high unmet need for contraceptives in developing countries such as Uganda, with high population growth, where efforts are needed to promote family planning and contraceptive use. Despite this high need, little research has investigated applications of health-behaviour-change theories to contraceptive use among this population. This study tested the Theory of Planned Behaviour's ability to predict contraceptive-use-related behaviours among post-partum women in rural Uganda. Results gave modest support to the theory's application and suggest an urgent need for improved theory-based interventions to promote contraceptive use in the populations of developing countries. © The Author(s) 2013.

Performance of four different rat strains in the autoshaping, two-object discrimination, and swim maze tests of learning and memory.

Science.gov (United States)

Andrews, J S; Jansen, J H; Linders, S; Princen, A; Broekkamp, C L

1995-04-01

The performance of four strains of rats commonly used in behavioural research was assessed in three different tests of learning and memory. The four strains included three outbred lines (Long-Evans, Sprague-Dawley, Wistar) and one inbred strain (S3). Learning and memory were tested using three different paradigms: autoshaping of a lever press, a two-object discrimination test, and performance in a two-island swim maze task. The pigmented strains showed better performance in the autoshaping procedure: the majority of the Long-Evans and the S3 rats acquired the response, and the majority of the Wistar and Sprague-Dawley failed to acquire the response in the set time. The albino strains were slightly better in the swim maze than the pigmented strains. There appeared to be a speed/accuracy trade-off in the strategy used to solve the task. This was also evident following treatment with the cholinergic-depleting agent hemicholinium-3. The performance of the Long-Evans rats was most affected by the treatment in terms of accuracy and the Wistar and Sprague-Dawleys in terms of speed. In the two-object discrimination test only the Long-Evans showed satisfactory performance and were able to discriminate a novel from a known object a short interval after initial exposure. These results show large task- and strain-dependent differences in performance in tests of learning and memory. Some of the performance variation may be due to emotional differences between the strains and may be alleviated by extra training. However, the response to pharmacological manipulation may require more careful evaluation.(ABSTRACT TRUNCATED AT 250 WORDS)

Managing team learning in a Spanish commercial bank

OpenAIRE

Døving, Erik; Martin-Rubio, Irene

2013-01-01

Purpose – The purpose of this paper is to analyze how team management affects team-learning activities. Design/methodology/approach – The authors empirically study 68 teams as they operate in the natural business context of a major Spanish bank. Quantitative research utilizing multiple regression analyses is used to test hypotheses. Findings – The leadership behaviour (consideration, initiation of structure) displayed by the team leader plays a key role in facilitating team learning. Te...

A Socio Behavioural Perspective for Understanding and Managing Behaviour Problems in Children with Epilepsy

Directory of Open Access Journals (Sweden)

C. A. Cull

1992-01-01

Full Text Available In this paper, reasons for the occurrence of interictal behaviour disturbance in children with epilepsy, and the management of such problems, are considered. The search for a direct relationship between epilepsy related variables and behaviour disorders is far from conclusive. While such a relationship may exist with respect to ictal behaviour problems, this line of investigation is of limited value in respect of its implications for the management of interictal problems. In the latter case it is proposed that organic factors may be considered to be a risk factor. In addition, the negative psychosocial sequelae of a diagnosis of epilepsy can result in conditions which are likely to foster the development of inappropriate behaviours. Learning theory would further suggest that environmental contingencies have a role to play in the shaping and maintenance of such behaviours. This broader framework for conceptualising the development and maintenance of interictal behaviour disorders has clear management implications. Clinical examples of the successful application of this approach to the management of persistent behavioural problems in two young people with epilepsy are presented.

Training engagement and the development of behaviour problems in the dog: a longitudinal study

OpenAIRE

Thompson, K.F.; McBride, E.A.; Redhead, E.

2010-01-01

Canine behaviour problems have serious welfare implications for dog and owner. Canine behavioural development can be divided into eight stages. Of these, the first year is most critical as it is the period when most social and environmental learning occurs, learned behaviour patterns become established and problem behaviours are most likely to become apparent (Lund et al, 1996). Whilst experiences during the socialisation period are of great importance, dogs may regress and become fearful if ...

Household Intertemporal Behaviour: A Collective Characterization and a Test of Commitment

OpenAIRE

Maurizio Mazzocco

2007-01-01

In this paper, a formal test of intra-household commitment is derived and performed. To that end, two models of household intertemporal behaviour are developed. In both models, household members are characterized by individual preferences. In the first formulation, household decisions are always on the ex ante Pareto frontier. In the second model, the assumption of intra-household commitment required by ex ante efficiency is relaxed. It is shown that the full-efficiency household Euler equati...

Behaviour of Ti-doped CFCs under thermal fatigue tests

Energy Technology Data Exchange (ETDEWEB)

Centeno, A. [Instituto Nacional del Carbon (CSIC), Apdo. 73, 33080 Oviedo (Spain); Pintsuk, G.; Linke, J. [Forschungszentrum Juelich GmbH, EURATOM Association, 52425 Juelich (Germany); Gualco, C. [Ansaldo Energia, I-16152 Genoa (Italy); Blanco, C., E-mail: clara@incar.csic.es [Instituto Nacional del Carbon (CSIC), Apdo. 73, 33080 Oviedo (Spain); Santamaria, R.; Granda, M.; Menendez, R. [Instituto Nacional del Carbon (CSIC), Apdo. 73, 33080 Oviedo (Spain)

2011-01-15

In spite of the remarkable progress in the design of in-vessel components for the divertor of the first International Thermonuclear Experimental Reactor (ITER), a great effort is still put into the development of manufacturing technologies for carbon armour with improved properties. Newly developed 3D titanium-doped carbon fibre reinforced composites and their corresponding undoped counterparts were brazed to a CuCrZr heat sink to produce actively cooled flat tile mock-ups. By exposing the mock-ups to thermal fatigue tests in an electron beam test facility, the material behaviour and the brazing between the individual constituents in the mock-up was qualified. The mock-ups with titanium-doped CFCs exhibited a significantly improved thermal fatigue resistance compared with those undoped materials. The comparison of these mock-ups with those produced using pristine NB31, one of the reference materials as plasma facing material for ITER, showed almost identical results, indicating the high potential of Ti-doped CFCs due to their improved thermal shock resistance.

Development and psychometric testing of a new instrument to measure the caring behaviour of nurses in Italian acute care settings.

Science.gov (United States)

Piredda, Michela; Ghezzi, Valerio; Fenizia, Elisa; Marchetti, Anna; Petitti, Tommasangelo; De Marinis, Maria Grazia; Sili, Alessandro

2017-12-01

To develop and psychometrically test the Italian-language Nurse Caring Behaviours Scale, a short measure of nurse caring behaviour as perceived by inpatients. Patient perceptions of nurses' caring behaviours are a predictor of care quality. Caring behaviours are culture-specific, but no measure of patient perceptions has previously been developed in Italy. Moreover, existing tools show unclear psychometric properties, are burdensome for respondents, or are not widely applicable. Instrument development and psychometric testing. Item generation included identifying and adapting items from existing measures of caring behaviours as perceived by patients. A pool of 28 items was evaluated for face validity. Content validity indexes were calculated for the resulting 15-item scale; acceptability and clarity were pilot tested with 50 patients. To assess construct validity, a sample of 2,001 consecutive adult patients admitted to a hospital in 2014 completed the scale and was split into two groups. Reliability was evaluated using nonlinear structural equation modelling coefficients. Measurement invariance was tested across subsamples. Item 15 loaded poorly in the exploratory factor analysis (n = 983) and was excluded from the final solution, positing a single latent variable with 14 indicators. This model fitted the data moderately. The confirmatory factor analysis (n = 1018) returned similar results. Internal consistency was excellent in both subsamples. Full scalar invariance was reached, and no significant latent mean differences were detected across subsamples. The new instrument shows reasonable psychometric properties and is a promising short and widely applicable measure of inpatient perceptions of nurse caring behaviours. © 2017 John Wiley & Sons Ltd.

Fission products and nuclear fuel behaviour under severe accident conditions part 1: Main lessons learnt from the first VERDON test

Science.gov (United States)

Pontillon, Y.; Geiger, E.; Le Gall, C.; Bernard, S.; Gallais-During, A.; Malgouyres, P. P.; Hanus, E.; Ducros, G.

2017-11-01

This paper describes the first VERDON test performed at the end of September 2011 with special emphasis on the behaviour of fission products (FP) and actinides during the accidental sequence itself. Two other papers discuss in detail the post-test examination results (SEM, EPMA and SIMS) of the VERDON-1 sample. The first VERDON test was devoted to studying UO2 fuel behaviour and fission product releases under reducing conditions at very high temperature (∼2883 K), which was able to confirm the very good performance of the VERDON loop. The fuel sample did not lose its integrity during this test. According to the FP behaviour measured by the online gamma station (fuel sight), the general classification of the FP in relation to their released fraction is very accurate, and the burn-up effect on the release rate is clearly highlighted.

Putting yourself in someone else's shoes: The impact of a location-based, collaborative roleplaying game on behaviour

NARCIS (Netherlands)

Schmitz, Birgit; Schuffelen, Petra; Kreijns, Karel; Klemke, Roland; Specht, Marcus

2018-01-01

The goal of this study was to probe the effectiveness of a mobile game-based learning approach in modifying behavioural outcomes and competence. The experiment was set against the background of low rates of laymen providing CPR during sudden cardiac arrests. A post-test control group design

Is retrieval the key? Metamemory judgment and testing as learning strategies.

Science.gov (United States)

Akdoğan, Elçin; Izaute, Marie; Danion, Jean-Marie; Vidailhet, Pierre; Bacon, Elisabeth

2016-11-01

Re-reading is the most common learning strategy, albeit not a very efficient one. Testing is highly efficient, but not perceived by students as a learning strategy. Prospective judgment-of-learning (JOL) reflect the learner's impression of subsequently being able to retrieve the ongoing learning in a cued-recall task. Estimating JOL involves attempting to retrieve the information, as in testing. The few studies that have explored the potential mnemonic benefit of JOL have yielded contradictory results. Our aim was to compare JOL and testing with re-study and to examine the impact of these strategies according to the relative difficulty of the material (cue-target association strength) in two experiments. After a first encoding phase, participants re-studied, provided JOL, or took a test. Forty-eight hours later, they participated in a final cued-recall test, during which their confidence level judgments were collected. The main result was that delayed JOL behaved in the same way as testing, and both yielded better performances than re-study when material was of moderate difficulty. The easy or very difficult material revealed no differences between these strategies. JOL is proposed as an alternative to testing when faced with difficult material.

Probabilistic learning and inference in schizophrenia

Science.gov (United States)

Averbeck, Bruno B.; Evans, Simon; Chouhan, Viraj; Bristow, Eleanor; Shergill, Sukhwinder S.

2010-01-01

Patients with schizophrenia make decisions on the basis of less evidence when required to collect information to make an inference, a behavior often called jumping to conclusions. The underlying basis for this behaviour remains controversial. We examined the cognitive processes underpinning this finding by testing subjects on the beads task, which has been used previously to elicit jumping to conclusions behaviour, and a stochastic sequence learning task, with a similar decision theoretic structure. During the sequence learning task, subjects had to learn a sequence of button presses, while receiving noisy feedback on their choices. We fit a Bayesian decision making model to the sequence task and compared model parameters to the choice behavior in the beads task in both patients and healthy subjects. We found that patients did show a jumping to conclusions style; and those who picked early in the beads task tended to learn less from positive feedback in the sequence task. This favours the likelihood of patients selecting early because they have a low threshold for making decisions, and that they make choices on the basis of relatively little evidence. PMID:20810252

Individual differences in personality in laying hens are related to learning a colour cue association.

Science.gov (United States)

de Haas, Elske N; Lee, Caroline; Hernandez, Carlos E; Naguib, Marc; Rodenburg, T Bas

2017-01-01

Personality can influence how animals perceive and learn cues. The behaviour and physiological responses animals show during stressful events is indicative of their personality. Acute induced stress prior to a cognitive test are known to affect the judgement of a stimulus, but personality of an individual could also affect learning of a specific cognitive paradigm. Here, we assessed if adult laying hens' behaviour and physiological responses, as indicators of their personality, were related to their cognitive performance. We assessed their behavioural responses to a tonic immobility test, an open field test, and a manual restraint test, and measured plasma corticosterone levels after manual restraint. After that, hens (n=20) were trained in a pre-set training schedule to associate a colour-cue with a reward. In a two-choice go-go test, hens needed to choose between a baited or non-baited food container displayed randomly on the left or right side of an arena. Success in learning was related to personality, with better performance of hens which showed a reactive personality type by a long latency to walk, struggle or vocalize during the tests. Only eight out of 20 hens reached the training criteria. The non-learners showed a strong side preference during all training days. Side preferences were strong in hens with high levels of plasma corticosterone and with a long duration of tonic immobility, indicating that fearful, stress-sensitive hens are more prone to develop side biases. Our results show that learning can be hindered by side biases, and fearful animals with a more proactive personality type are more sensitive to develop such biases. Copyright © 2016 Elsevier B.V. All rights reserved.

Emotional and behavioural barriers to learning and development in the inclusive education classrooms in South Africa: Developing a training programme for teachers.

Science.gov (United States)

Potgieter-Groot, Lucia; Visser, Maretha; Lubbe-de Beer, Carien

2012-07-01

The interaction between teachers, classroom strategies and learners experiencing emotional and behavioural barriers to learning and development in a system of inclusive education results in multiple dynamics on different levels. Many teachers in mainstream education lack training to deal with learners experiencing emotional and behavioural barriers. Resistance towards inclusive education is therefore evident. This paper describes the process of developing an in-service training programme for teachers who deal with learners with emotional and behavioural barriers in their classrooms. A process of action research was used to allow the researcher, in collaboration with 47 teachers from 2 primary schools, to develop a training programme to address the specific needs of teachers in dealing with learners experiencing emotional and behavioural barriers in their classes. Qualitative feedback from teachers and observations by the researcher and external observers were used to evaluate the appropriateness of the training. Teachers experienced that appropriate classroom management strategies made a significant difference in the behaviour of learners experiencing emotional and behavioural barriers. The training affected teachers' attitudes, teacher-learner interaction, learner behaviour and school organisation. In-service training for teachers can affect the effective implementation of inclusive education. This programme can be adapted to address the needs of teachers in other areas.

[Sexual risk behaviours and PAP testing in university women vaccinated against human papillomavirus].

Science.gov (United States)

Fernández-Feito, Ana; Antón-Fernández, Raquel; Paz-Zulueta, María

2018-05-01

To estimate the association between the human papillomavirus (HPV) vaccine and sexual risk behaviour, as well as the participation in the Cervical Cancer Screening Program (CCSP). Cross-sectional study. School of Medicine and Health Sciences, School of Law, and School of Economics and Business (University of Oviedo). Female university students. Information was collected about contraceptive methods, sexual behaviours, HPV knowledge, and participation in the CCSP. Furthermore, proportions and odds ratio (OR) were estimated with their corresponding 95% confidence intervals (95%CI). Approximately two-thirds (67.7%) of the sample was vaccinated against HPV, and 216 women (65.3%) were sexually active. Barrier contraceptive methods were used by 67.6% during their current intimate relationships, being less frequent in non-vaccinated women (54.9% vs. 75.4% in vaccinated female students) (P=.002). The risk of having at least one sexual risk behaviour was higher in non-vaccinated women: OR2.29 (95%CI: 1.29-4.07). In addition, the probability of having a PAP test within the CCSP was higher in non-vaccinated women: OR2.18 (95%CI: 1.07-4.47). The prevalence of sexual risk behaviours in non-vaccinated women is elevated, and it is related to the lack of use of barrier contraceptive methods. The vaccination against HPV could affect sexual behaviours and the participation in the CCSP. Therefore, the information received by young people about contraceptive methods, sexually transmitted diseases, and cancer prevention should be reinforced. Copyright © 2017 Elsevier España, S.L.U. All rights reserved.

Road Testing Graduate Attributes and Course Learning Outcomes of an Environmental Science Degree via a Work-Integrated Learning Placement

Science.gov (United States)

Whelan, Michael

2017-01-01

Graduate attributes and course learning outcomes are an integral part of higher education in Australia. Testing the performance of graduates in the workplace with regard to graduate attributes and course learning outcomes is a not a common occurrence. This study has road tested the graduate attributes and course learning outcomes of a bachelor…

Social learning in juvenile lemon sharks, Negaprion brevirostris.

Science.gov (United States)

Guttridge, Tristan L; van Dijk, Sander; Stamhuis, Eize J; Krause, Jens; Gruber, Samuel H; Brown, Culum

2013-01-01

Social learning is taxonomically widespread and can provide distinct behavioural advantages, such as in finding food or avoiding predators more efficiently. Although extensively studied in bony fishes, no such empirical evidence exists for cartilaginous fishes. Our aim in this study was to experimentally investigate the social learning capabilities of juvenile lemon sharks, Negaprion brevirostris. We designed a novel food task, where sharks were required to enter a start zone and subsequently make physical contact with a target in order to receive a food reward. Naive sharks were then able to interact with and observe (a) pre-trained sharks, that is, 'demonstrators', or (b) sharks with no previous experience, that is, 'sham demonstrators'. On completion, observer sharks were then isolated and tested individually in a similar task. During the exposure phase observers paired with 'demonstrator' sharks performed a greater number of task-related behaviours and made significantly more transitions from the start zone to the target, than observers paired with 'sham demonstrators'. When tested in isolation, observers previously paired with 'demonstrator' sharks completed a greater number of trials and made contact with the target significantly more often than observers previously paired with 'sham demonstrators'. Such experience also tended to result in faster overall task performance. These results indicate that juvenile lemon sharks, like numerous other animals, are capable of using socially derived information to learn about novel features in their environment. The results likely have important implications for behavioural processes, ecotourism and fisheries.

The Role of Preference Axioms and Respondent Behaviour in Statistical Models for Discrete Choice

DEFF Research Database (Denmark)

Hougaard, Jens Leth; Tjur, Tue; Østerdal, Lars Peter

Discrete choice experiments are widely used in relation to healthcare. A stream of recent literature therefore aims at testing the validityof the underlying preference axioms of completeness and transitivity,and detecting other preference phenomena such as unstability, learn-ing/tiredness effects......, ordering effects, dominance, etc. Unfortunatelythere seems to be some confusion about what is actually being tested,and the link between the statistical tests performed and the relevantunderlying model of respondent behaviour has not been explored inthis literature. The present paper tries to clarify...

Detecting Predatory Behaviour in Online Game Chats

DEFF Research Database (Denmark)

Gudnadottir, Elin Rut; Jensen, Alaina K.; Cheong, Yun-Gyung

This paper describes a machine learning approach to detect sexually predatory behaviour in the massively multiplayer online game for children, MovieStarPlanet. The goal of this work is to take a chat log as an input and outputs its label as either the predatory category or the non......-predatory category. From the raw in-game chat logs provided by MovieStarPlanet, we first prepared three sub datasets via extensive preprocessing. Then, two machine learning algorithms, naive Bayes and Decision Tree, were employed to model the predatory behaviour using different feature sets. Our evaluation has...

Patients with Parkinson's disease learn to control complex systems-an indication for intact implicit cognitive skill learning.

Science.gov (United States)

Witt, Karsten; Daniels, Christine; Daniel, Victoria; Schmitt-Eliassen, Julia; Volkmann, Jens; Deuschl, Günther

2006-01-01

Implicit memory and learning mechanisms are composed of multiple processes and systems. Previous studies demonstrated a basal ganglia involvement in purely cognitive tasks that form stimulus response habits by reinforcement learning such as implicit classification learning. We will test the basal ganglia influence on two cognitive implicit tasks previously described by Berry and Broadbent, the sugar production task and the personal interaction task. Furthermore, we will investigate the relationship between certain aspects of an executive dysfunction and implicit learning. To this end, we have tested 22 Parkinsonian patients and 22 age-matched controls on two implicit cognitive tasks, in which participants learned to control a complex system. They interacted with the system by choosing an input value and obtaining an output that was related in a complex manner to the input. The objective was to reach and maintain a specific target value across trials (dynamic system learning). The two tasks followed the same underlying complex rule but had different surface appearances. Subsequently, participants performed an executive test battery including the Stroop test, verbal fluency and the Wisconsin card sorting test (WCST). The results demonstrate intact implicit learning in patients, despite an executive dysfunction in the Parkinsonian group. They lead to the conclusion that the basal ganglia system affected in Parkinson's disease does not contribute to the implicit acquisition of a new cognitive skill. Furthermore, the Parkinsonian patients were able to reach a specific goal in an implicit learning context despite impaired goal directed behaviour in the WCST, a classic test of executive functions. These results demonstrate a functional independence of implicit cognitive skill learning and certain aspects of executive functions.

Information technology for competitive advantage: the case of learning and innovation in behavioural healthcare service.

Science.gov (United States)

Hsieh, Chang-tseh; Lin, Binshan

2011-01-01

The utilisation of IS/IT could offer a substantial competitive advantage to healthcare service providers through the realisation of improved clinical, financial, and administrative outcomes. In this study, 42 journal articles were reviewed and summarised with respect to identified benefits and challenges of the development and implementation of electronic medical records, tele-health, and electronic appointment reminders. Results of this study help pave the knowledge foundation for management of the behavioural healthcare to learn how to apply state-of-the-art information technology to offer higher quality, clinically proven effective services at lower costs than those of their competitors.

Values and behaviour model

International Nuclear Information System (INIS)

Anon

2011-01-01

Occupational injuries, accidents, trips of equipment, emergencies, and idle times represent a loss from each megawatt hour which we could have supplied to the network, or other costs related to settlement or compensation for damages. All of it can be caused by short lack of attention while doing a routine job, ignoring safety indicators, and rules. Such behaviour would not be a characteristic of a professional. People working at the nuclear power plants are the first ones to learn about the Values and Behaviour Model. (author)

Valuing Errors for Learning: Espouse or Enact?

Science.gov (United States)

Grohnert, Therese; Meuwissen, Roger H. G.; Gijselaers, Wim H.

2017-01-01

Purpose: This study aims to investigate how organisations can discourage covering up and instead encourage learning from errors through a supportive learning from error climate. In explaining professionals' learning from error behaviour, this study distinguishes between espoused (verbally expressed) and enacted (behaviourally expressed) values…

Testing an integrated behavioural and biomedical model of disability in N-of-1 studies with chronic pain.

Science.gov (United States)

Quinn, Francis; Johnston, Marie; Johnston, Derek W

2013-01-01

Previous research has supported an integrated biomedical and behavioural model explaining activity limitations. However, further tests of this model are required at the within-person level, because while it proposes that the constructs are related within individuals, it has primarily been tested between individuals in large group studies. We aimed to test the integrated model at the within-person level. Six correlational N-of-1 studies in participants with arthritis, chronic pain and walking limitations were carried out. Daily measures of theoretical constructs were collected using a hand-held computer (PDA), the activity was assessed by self-report and accelerometer and the data were analysed using time-series analysis. The biomedical model was not supported as pain impairment did not predict activity, so the integrated model was supported partially. Impairment predicted intention to move around, while perceived behavioural control (PBC) and intention predicted activity. PBC did not predict activity limitation in the expected direction. The integrated model of disability was partially supported within individuals, especially the behavioural elements. However, results suggest that different elements of the model may drive activity (limitations) for different individuals. The integrated model provides a useful framework for understanding disability and suggests interventions, and the utility of N-of-1 methodology for testing theory is illustrated.

Moderators of the intention-behaviour and perceived behavioural control-behaviour relationships for leisure-time physical activity

Directory of Open Access Journals (Sweden)

Godin Gaston

2008-02-01

Full Text Available Abstract Background Intention is a key determinant of action. However, there is a gap between intention and behavioural performance that remains to be explained. Therefore, the aim of this study was to identify moderators of the intention-behaviour and perceived behavioural control (PBC- behaviour relationships for leisure-time physical activity. Method This was tested in reference to Ajzen's Theory of Planned Behaviour. A sample of 300 volunteers, 192 women and 108 men, aged 18 to 55, participated in the study. At baseline, the participants completed a self-administrated psychosocial questionnaire assessing Ajzen's theory variables (i.e., intention and perceived behavioural control. The behavioural measure was obtained by mail three months later. Results Multiple hierarchical regression analyses indicated that age and annual income moderated the intention-behaviour and PBC-behaviour relationships. However, in the final model predicting behaviour (R2 = .46, only the interaction term of PBC by annual income (β = .24, p = 0.0003 significantly contributed to the prediction of behaviour along with intention (β = .49, p = 0.0009 and past behaviour (β = .44, p Conclusion Physical activity promotion programs would benefit not only from focusing on increasing the intention of low intenders, but also from targeting factors that moderate the perceived behavioural control-behaviour relationships.

A novel approach to detect test-seeking behaviour in the blood donor population: making the invisible visible.

Science.gov (United States)

de Vos, A S; Lieshout-Krikke, R W; Slot, E; Cator, E A; Janssen, M P

2016-10-01

Individuals may donate blood in order to determine their infection status after exposure to an increased infection risk. Such test-seeking behaviour decreases transfusion safety. Instances of test seeking are difficult to substantiate as donors are unlikely to admit to such behaviour. However, manifestation in a population of repeat donors may be determined using statistical inference. Test-seeking donors would be highly motivated to donate following infection risk, influencing the timing of their donation. Donation intervals within 2005-2014 of all Dutch blood donors who acquired syphilis (N = 50), HIV (N = 13), HTLV (N = 4) or HCV (N = 2) were compared to donation intervals of uninfected blood donors (N = 7 327 836) using the Anderson-Darling test. We adjusted for length bias as well as for age, gender and donation type of the infected. Additionally, the power of the proposed method was investigated by simulation. Among the Dutch donors who acquired infection, we found only a non-significant overrepresentation of short donation intervals (P = 0·54). However, we show by simulation that both relatively short and long donation intervals among infected donors can reveal test seeking. The power of the method is >90% if among 69 infected donors >35 (51%) are test seeking, or if among 320 infected donors >90 (30%) are test seeking. We show how statistical analysis may be used to reveal the extent of test seeking in repeat blood donor populations. In the Dutch setting, indications for test-seeking behaviour were not statistically significant. This may, however, be due to the low number of infected individuals. © 2016 International Society of Blood Transfusion.

Test-retest reliability of selected items of Health Behaviour in School-aged Children (HBSC survey questionnaire in Beijing, China

Directory of Open Access Journals (Sweden)

Liu Yang

2010-08-01

Full Text Available Abstract Background Children's health and health behaviour are essential for their development and it is important to obtain abundant and accurate information to understand young people's health and health behaviour. The Health Behaviour in School-aged Children (HBSC study is among the first large-scale international surveys on adolescent health through self-report questionnaires. So far, more than 40 countries in Europe and North America have been involved in the HBSC study. The purpose of this study is to assess the test-retest reliability of selected items in the Chinese version of the HBSC survey questionnaire in a sample of adolescents in Beijing, China. Methods A sample of 95 male and female students aged 11 or 15 years old participated in a test and retest with a three weeks interval. Student Identity numbers of respondents were utilized to permit matching of test-retest questionnaires. 23 items concerning physical activity, sedentary behaviour, sleep and substance use were evaluated by using the percentage of response shifts and the single measure Intraclass Correlation Coefficients (ICC with 95% confidence interval (CI for all respondents and stratified by gender and age. Items on substance use were only evaluated for school children aged 15 years old. Results The percentage of no response shift between test and retest varied from 32% for the item on computer use at weekends to 92% for the three items on smoking. Of all the 23 items evaluated, 6 items (26% showed a moderate reliability, 12 items (52% displayed a substantial reliability and 4 items (17% indicated almost perfect reliability. No gender and age group difference of the test-retest reliability was found except for a few items on sedentary behaviour. Conclusions The overall findings of this study suggest that most selected indicators in the HBSC survey questionnaire have satisfactory test-retest reliability for the students in Beijing. Further test-retest studies in a large

The effect of testing on skills learning

DEFF Research Database (Denmark)

Kromann, Charles B; Jensen, Morten L; Ringsted, Charlotte

2009-01-01

OBJECTIVES: In addition to the extrinsic effects of assessment and examinations on students' study habits, testing can have an intrinsic effect on the memory of studied material. Whether this testing effect also applies to skills learning is not known. However, this is especially interesting...... a prospective, controlled, randomised, single-blind, post-test-only intervention study, preceded by a similar pre- and post-test pilot study in order to make a power calculation. A total of 140 medical students participating in a mandatory 4-hour in-hospital resuscitation course in the seventh semester were...

Corticosterone mediates some but not other behavioural changes induced by prenatal stress in rats.

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Salomon, S; Bejar, C; Schorer-Apelbaum, D; Weinstock, M

2011-02-01

The effect of daily varied stress from days 13-21 of gestation in Wistar rats was investigated by tests of learning and memory and anxiogenic behaviour in the 60-day-old offspring of both sexes. Prenatal stress decreased the anogenital distance in males at 1 day of age. Anxiogenic behaviour in the elevated plus maze was seen in prenatally-stressed rats of both genders. There was no significant gender difference in the rate of spatial learning in the Morris water maze but prenatal stress only slowed that of males. In the object recognition test with an inter-trial interval of 40 min, females but not males, discriminated between a familiar and novel object. Prenatal stress did not affect object discrimination in females but feminised that in males. Maternal adrenalectomy with replacement of basal corticosterone levels in the drinking fluid prevented all of the above effects of prenatal stress in the offspring. To mimic the peak corticosterone levels and time course of elevation in response to stress, corticosterone (3 mg/kg) was injected twice (0 and 30 min) on days 13-16 and once on days 17-20 of gestation to adrenalectomised mothers. This treatment re-instated anxiogenic behaviour similar to that induced by prenatal stress, indicating that it is mediated by exposure of the foetal brain to raised levels of corticosterone. However, steroid administration to adrenalectomised dams did not decrease anogenital distance, feminise object recognition memory or slow spatial learning in their male offspring. The findings indicate that other adrenal hormones are necessary to induce these effects of prenatal stress. © 2011 The Authors. Journal of Neuroendocrinology © 2011 Blackwell Publishing Ltd.

Rapidly learning preconditions for means-ends behaviour using active learning

DEFF Research Database (Denmark)

Fichtl, Severin; Alexander, John; Guerin, Frank

2013-01-01

In [1], we argue that ongoing development may be the result of a set of developmental mechanisms which are in continuous operation during infancy. One such mechanism identified is sensorimotor differentiation. Sensorimotor differentiation allows infants to generate new behaviours by modifying old...

The effectiveness of test-enhanced learning depends on trait test anxiety and working-memory capacity.

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Tse, Chi-Shing; Pu, Xiaoping

2012-09-01

Despite being viewed as a better way to enhance learning than repeated study, it has not been clear whether repeated testing is equally effective for students with a wide range of cognitive abilities. The current study examined whether test-enhanced learning would be equally beneficial to participants with varied working-memory capacity (WMC) and trait test anxiety (TA). Chinese-English bilingual undergraduates in Hong Kong were recruited as participants. They acquired Swahili-English word pairs (half via repeated study and half via repeated testing) and performed a delayed cued-recall test for all pairs about one week after the acquisition phase. Their WMC and TA were estimated by Unsworth, Heitz, Schrock, and Engle's (2005) operation-span task and the Chinese version of Spielberger's (1980) Test Anxiety Inventory, respectively. We replicated the typical testing effect: Participants performed better for pairs in the repeated-testing condition than those in the repeated-study condition. Regression analyses showed that, (a) relative to other participants, those with lower WMC and higher TA made more intralist intrusion errors (i.e., recalling a wrong English translation to a Swahili word cue) during the acquisition phase, and (b) the testing effect was negatively correlated with TA for participants with lower WMC, but was not correlated with TA for participants with higher WMC. This demonstrates a boundary condition for the use of test-enhanced learning. Implications of these findings for theories of the testing effect (e.g., Pyc & Rawson's, 2010, mediator-effectiveness hypothesis) and their application in classroom settings are discussed.

Long term leaching of silicate systems: testing procedure, actinides behaviour and mechanism

International Nuclear Information System (INIS)

Louwrier, K.; Matzke, H.; Ray, I.; Thiele, H.; Scheffler, K.; Riege, U.

1977-06-01

High-level waste borosilicate glasses and medium-level waste cement products have been leached with various aqueous solutions at ambient temperature. The leach rates of americium and plutonium are determined as well as the behaviour of the actinides in the boundary surface glass/leachant and in the leachant itself. Methods like light-scattering photometry and differential refractometry, molecular filtration, scanning electron microscopy and α-spectrometry of the energy-loss of α-particles in thin layers have been applied. From the experimental results a general model for the leaching mechanism has been established. A critical review of leach test procedures is accomplished aiming at the improvement of common tests with respect to the extrapolation of the obtained leach test data to final disposal safety considerations. (orig.) [de

A novel approach to detect test-seeking behaviour in the blood donor population : making the invisible visible

NARCIS (Netherlands)

de Vos, A. S.; Lieshout-Krikke, R. W.; Slot, E.; Cator, E. A.; Janssen, M. P.

2016-01-01

Background and Objectives: Individuals may donate blood in order to determine their infection status after exposure to an increased infection risk. Such test-seeking behaviour decreases transfusion safety. Instances of test seeking are difficult to substantiate as donors are unlikely to admit to

Applicability of the Rivermead Behavioural Memory Test - Third Edition (RBMT-3) in Korsakoff's syndrome and chronic alcoholics

NARCIS (Netherlands)

Wester, A.J.; Herten, J.C. van; Egger, J.I.; Kessels, R.P.C.

2013-01-01

PURPOSE: To examine the applicability of the newly developed Rivermead Behavioural Memory Test - Third Edition (RBMT-3) as an ecologically-valid memory test in patients with alcohol-related cognitive disorders. PATIENTS AND METHODS: An authorized Dutch translation of the RBMT-3 was developed,

Machine learning methods in predicting the student academic motivation

Directory of Open Access Journals (Sweden)

Ivana Đurđević Babić

2017-01-01

Full Text Available Academic motivation is closely related to academic performance. For educators, it is equally important to detect early students with a lack of academic motivation as it is to detect those with a high level of academic motivation. In endeavouring to develop a classification model for predicting student academic motivation based on their behaviour in learning management system (LMS courses, this paper intends to establish links between the predicted student academic motivation and their behaviour in the LMS course. Students from all years at the Faculty of Education in Osijek participated in this research. Three machine learning classifiers (neural networks, decision trees, and support vector machines were used. To establish whether a significant difference in the performance of models exists, a t-test of the difference in proportions was used. Although, all classifiers were successful, the neural network model was shown to be the most successful in detecting the student academic motivation based on their behaviour in LMS course.

How explicit and implicit test instructions in an implicit learning task affect performance.

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Arnaud Witt

Full Text Available Typically developing children aged 5 to 8 years were exposed to artificial grammar learning. Following an implicit exposure phase, half of the participants received neutral instructions at test while the other half received instructions making a direct, explicit reference to the training phase. We first aimed to assess whether implicit learning operated in the two test conditions. We then evaluated the differential impact of age on learning performances as a function of test instructions. The results showed that performance did not vary as a function of age in the implicit instructions condition, while age effects emerged when explicit instructions were employed at test. However, performance was affected differently by age and the instructions given at test, depending on whether the implicit learning of short or long units was assessed. These results suggest that the claim that the implicit learning process is independent of age needs to be revised.

Wedge Splitting Test on Fracture Behaviour of Fiber Reinforced and Regular High Performance Concretes

DEFF Research Database (Denmark)

Hodicky, Kamil; Hulin, Thomas; Schmidt, Jacob Wittrup

2013-01-01

The fracture behaviour of three fiber reinforced and regular High Performance Concretes (HPC) is presented in this paper. Two mixes are based on optimization of HPC whereas the third mix was a commercial mix developed by CONTEC ApS (Denmark). The wedge splitting test setup with 48 cubical specimens...

Comparison of sliding friction and wear behaviour of overhead conveyor steels tested under dry and lubrication conditions

International Nuclear Information System (INIS)

Castro-Regal, G.; Fernandez-Vicente, A.; Martinez, M. A.

2005-01-01

The sliding friction and wear behaviour of different steel qualities were investigated with and without lubrication conditions. Steel qualities tested are normally used in the overhead conveyor system of many industrial fields, like the automotive sector. Sliding wear tests have been conducted by means of a pin-on-disk machine. A 100Cr6 steel similar to that used within the overhead conveyor trolleys has been employed as a pin. Friction coefficient values obtained under lubrication conditions were three times smaller than those obtained without lubrication. The mechanism that controls wear behaviour under lubrication conditions is an abrasive one and the wear values obtained are almost worthless. On the other hand, mechanism controlling wear during non lubrication tests, was a combination of abrasion and adhesion. (Author) 20 refs

Using the theory of planned behaviour and self-identity to explain chlamydia testing intentions in young people living in deprived areas.

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Booth, Amy R; Norman, Paul; Harris, Peter R; Goyder, Elizabeth

2014-02-01

The study sought to (1) explain intentions to get tested for chlamydia regularly in a group of young people living in deprived areas using the theory of planned behaviour (TPB); and (2) test whether self-identity explained additional variance in testing intentions. A cross-sectional design was used for this study. Participants (N = 278, 53% male; M = 17.05 years) living in deprived areas of a UK city were recruited from a vocational education setting. Participants completed a self-administered questionnaire, including measures of attitude, injunctive subjective norm, descriptive norm, perceived behavioural control, self-identity, intention and past behaviour in relation to getting tested for chlamydia regularly. The TPB explained 43% of the variance in chlamydia testing intentions with all variables emerging as significant predictors. However, self-identity explained additional variance in intentions (ΔR(2)  = .22) and emerged as the strongest predictor, even when controlling for past behaviour. The study identified the key determinants of intention to get tested for chlamydia regularly in a sample of young people living in areas of increased deprivation: a hard-to-reach, high-risk population. The findings indicate the key variables to target in interventions to promote motivation to get tested for chlamydia regularly in equivalent samples, amongst which self-identity is critical. What is already known on this subject? Young people living in deprived areas have been identified as an at-risk group for chlamydia. Qualitative research has identified several themes in relation to factors affecting the uptake of chlamydia testing, which fit well with the constructs of the Theory of Planned Behaviour (TPB). Identity concerns have also been identified as playing an important part in young people's chlamydia testing decisions. What does this study add? TPB explained 43% of the variance in chlamydia testing intentions and all variables were significant predictors

Behavioural profiles in the mouse defence test battery suggest anxiolytic potential of 5-HT(1A) receptor antagonists.

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Griebel, G; Rodgers, R J; Perrault, G; Sanger, D J

1999-05-01

Compounds varying in selectivity as 5-HT1A receptor antagonists have recently been reported to produce anxiolytic-like effects comparable to those of benzodiazepines in the mouse elevated plus-maze procedure. In view of the potential clinical significance of these findings, the present experiments compared the behavioural effects of diazepam (0.5-3.0 mg/kg) with those of several non-selective 5-HT1A receptor antagonists [NAN-190, 0.1-3.0 mg/kg, MM-77, 0.03-1.0 mg/kg, (S)-UH-301, 0.3-3.0 mg/kg and pindobind-5-HT1A, 0.03-1.0 mg/kg], and three selective 5-HT1A receptor antagonists (WAY100635, 0.01-3.0 mg/kg, p-MPPI, 0.1-3.0 mg/kg and SL88.0338, 0.3-3.0 mg/kg) in the mouse defence test battery (MDTB). In this well-validated anxiolytic screening test, Swiss mice are directly confronted with a natural threat (a rat) as well as situations associated with this threat. Primary measures taken during and after rat confrontation were flight, risk assessment (RA), defensive threat/attack and escape attempts. Diazepam significantly decreased flight reactions after the rat was introduced into the runway, reduced RA activities of mice chased by the rat, increased RA responses displayed when subjects were constrained in a straight alley and reduced defensive upright postures and biting upon forced contact. All the selective 5-HT1A receptor antagonists and NAN-190 also reduced flight, RA in the chase test, and defensive threat and attack behaviours. (S)-UH-301 and pindobind-5-HT1A reduced RA in the chase test, but only partially modified defensive threat and attack. Unlike the other drugs tested, MM-77 produced significant effects only at doses which also markedly reduced spontaneous locomotor activity, suggesting a behaviourally non-specific action. In contrast to diazepam, the 5-HT1A receptor ligands failed to affect RA in the straight alley test. Following removal of the rat from the test area, only diazepam and (S)-UH-301 reduced escape behaviour (contextual defence) at doses

Time perspective and attitude-behaviour consistency in future-oriented behaviours

NARCIS (Netherlands)

Rabinovich, A.; Morton, T.; Postmes, T.

The authors propose that the salience of a distant-future time perspective, compared to a near-future time perspective, should increase attitude-behaviour and attitude-intention consistency for future-oriented behaviours. To test this prediction, time perspective was experimentally manipulated in

Maternal depression and co-occurring antisocial behaviour: testing maternal hostility and warmth as mediators of risk for offspring psychopathology.

Science.gov (United States)

Sellers, Ruth; Harold, Gordon T; Elam, Kit; Rhoades, Kimberly A; Potter, Robert; Mars, Becky; Craddock, Nick; Thapar, Anita; Collishaw, Stephan

2014-01-01

Disruption in the parent-child relationship is a commonly hypothesized risk factor through which maternal depression may increase risk for offspring psychopathology. However, maternal depression is commonly accompanied by other psychopathology, including antisocial behaviour. Few studies have examined the role of co-occurring psychopathology in depressed mothers. Using a longitudinal study of offspring of mothers with recurrent depression, we aimed to test whether maternal warmth/hostility mediated links between maternal depression severity and child outcomes, and how far direct and indirect pathways were robust to controls for co-occurring maternal antisocial behaviour. Mothers with a history of recurrent major depressive disorder and their adolescent offspring (9-17 years at baseline) were assessed three times between 2007 and 2010. Mothers completed questionnaires assessing their own depression severity and antisocial behaviour at Time 1 (T1). The parent-child relationship was assessed using parent-rated questionnaire and interviewer-rated 5-min speech sample at Time 2 (T2). Offspring symptoms of depression and disruptive behaviours were assessed using the Child and Adolescent Psychiatric Assessment at Time 3 (T3). Maternal hostility and warmth, respectively, mediated the association between maternal depression severity and risk for offspring psychopathology. However, the effects were attenuated when maternal antisocial behaviour was included in the analysis. In tests of the full theoretical model, maternal antisocial behaviour predicted both maternal hostility and low warmth, maternal hostility predicted offspring disruptive behaviour disorder symptoms, but not depression, and maternal warmth was not associated with either child outcome. Parenting interventions aimed at reducing hostility may be beneficial for preventing or reducing adolescent disruptive behaviours in offspring of depressed mothers, especially when depressed mothers report co

HIV prevalence, attitudes and behaviour in clients of a confidential HIV testing and counselling centre in Uganda.

Science.gov (United States)

Müller, O; Barugahare, L; Schwartländer, B; Byaruhanga, E; Kataaha, P; Kyeyune, D; Heckmann, W; Ankrah, M

1992-08-01

To describe clients, operation and impact of an African public HIV testing and counselling centre. Analysis of samples from clients attending the AIDS Information Centre (AIC) in Kampala, Uganda in early 1991. HIV-1-positive and HIV-negative consecutive clients (250 of each), 86 consecutive couples, and 200 consecutive clients who were HIV-negative in 1990 and were attending for their repeat test. HIV seroprevalence rates, attitudes, behaviour and behaviour change. HIV-1 prevalence was 28% overall, 24% in men and 35% in women. Reasons for taking the HIV test were a planned marriage or a new relationship (27%; 84% in couples), to plan for the future (35%), distrust of sexual partner (14%) and illness or disease/death (not HIV-specific) of partner (20%). The majority of the reported intentions in response to a positive or a negative HIV test result were positive, demonstrating the ability to cope with this information. Of repeat clients, two (1%) had become HIV-1-positive. The majority of repeat clients reported one sexual partner only (67%) or sexual abstinence (25%). Compared with pre-test information from AIC clients attending for the first time, repeat clients reported casual sexual contacts less often (6 versus 25%) and, of those, the majority used condoms. Our study demonstrates the demand for and the feasibility of confidential HIV testing and counseling services in Uganda, and illustrates the value of these services in achieving behaviour changes. Such services should be considered an additional approach for the reduction of HIV transmission in Africa, especially in areas with high HIV seroprevalence rates.

Cognitive behavioural interventions in addictive disorders.

Science.gov (United States)

Sudhir, Paulomi M

2018-02-01

Cognitive behaviour therapy is a structured, time limited, psychological intervention that has is empirically supported across a wide variety of psychological disorders. CBT for addictive behaviours can be traced back to the application of learning theories in understanding addiction and subsequently to social cognitive theories. The focus of CBT is manifold and the focus is on targeting maintaining factors of addictive behaviours and preventing relapse. Relapse prevention programmes are based on social cognitive and cognitive behavioural principles. Interventions for preventing relapse include, behavioural strategies to decrease the valence of addictive behaviours, coping skills to deal with craving, arousal, negative mood states, assertiveness skills to manage social pressures, family psychoeducation and environmental manipulation and cognitive strategies to enhance self-efficacy beliefs and modification of outcome expectancies related to addictive behaviours. More recent developments in the area of managing addictions include third wave behaviour therapies. Third wave behaviour therapies are focused on improving building awareness, and distress tolerance skills using mindfulness practices. These approaches have shown promise, and more recently the neurobiological underpinnings of mindfulness strategies have been studied. The article provides an overview of cognitive behavioural approaches to managing addictions.

The behaviour of a vehicle’s suspension system on dynamic testing conditions

Science.gov (United States)

Mihon, L.; Lontiş, N.; Deac, S.

2018-01-01

The paper presents a car suspension’s behaviour on dynamic testing conditions through theoretical and mathematical simulation on specific model, on the single traction wheel, according to the real vehicle and by experiment on the test bench by reproducing the road’s geometry and vehicle’s speed and measuring the acceleration and damping response of the suspension system on that wheel. There are taking in consideration also the geometry and properties of the tyre-wheel model and physical wheel’s properties. The results are important due to the suspension’s model properties which allows to extend the theory and applications to the whole vehicle for improving the vehicle’s dynamics.

[Evaluation of memory in acquired brain injury: a comparison between the Wechsler Memory Scale and the Rivermead Behaviour Memory Test].

Science.gov (United States)

Guinea-Hidalgo, A; Luna-Lario, P; Tirapu-Ustárroz, J

Learning processes and memory are frequently compromised in acquired brain injury (ABI), while at the same time such involvement is often heterogeneous and a source of deficits in other cognitive capacities and significant functional limitations. A good neuropsychological evaluation of memory is designed to study not only the type, intensity and nature of the problems, but also the way they manifest in daily life. This study examines the correlation between a traditional memory test, the Wechsler Memory Scale-III (WMS-III), and a memory test that is considered to be functional, the Rivermead Behavioural Memory Test (RBMT), in a sample of 60 patients with ABI. All the correlations that were observed were moderate. Greater correlations were found among the verbal memory subtests than among the visual memory tests. An important number of subjects with below-normal scalar scores on the WMS-III correctly performed (either fully or partially) the corresponding test in the RBMT. The joint use of the WMS-III and RBMT in evaluation can provide a more comprehensive analysis of the memory deficits and their rehabilitation. The lower scores obtained in the WMS-III compared to those of the RBMT indicate greater sensitivity of the former. Nevertheless, further testing needs to be carried out in the future to compare the performance in the tests after the patients and those around them have subjectively assessed their functional limitations. This would make it possible to determine which of the two tests offers the best balance between sensitivity and specificity, as well as a higher predictive value.

LEARNING AND MEMORY TESTS IN DEVELOPMENTAL NEUROTOXICITY TESTING: A CROSS-LABORATORY COMPARISON OF CONTROL DATA.

Science.gov (United States)

The US EPA Developmental Neurotoxicity (DNT) Study Test Guideline (OPPTS 870.6300) calls for functional tests to assess the impact of chemicals on cognitive function in offspring following maternal exposure. A test of associative learning and memory is to be conducted around th...

Lessons learned while developing, adapting and implementing a pilot parent-mediated behavioural intervention for children with autism spectrum disorder in rural Bangladesh.

Science.gov (United States)

Blake, Jasmine M; Rubenstein, Eric; Tsai, Peng-Chou; Rahman, Hafizur; Rieth, Sarah R; Ali, Hasmot; Lee, Li-Ching

2017-07-01

Low- and middle-income countries often have limited resources, underdeveloped health systems and scarce knowledge of autism spectrum disorder. The objectives of this preliminary study were to develop and adapt intervention materials and to train a native clinician to implement a community-based parent-mediated behavioural intervention in rural Gaibandha, Bangladesh. Intervention materials to support parents' use of behavioural strategies were developed and refined by US behavioural intervention experts and Bangladesh field experts. Study investigators trained a native child psychologist in developmental milestones and behavioural intervention techniques. The native clinician delivered a 1-day group education session attended by 10 families of children aged 7-9 years with autism spectrum disorder, followed by two one-on-one training sessions with each family to train and practice individualized strategies for targeted challenging behaviours. Preliminary qualitative results indicate the importance of materials that are culturally appropriate and at an adequate literacy level. All families expressed strong desires to have learned the behavioural strategies when their child was younger and vocalized their need for further support and tools to help their children. This study is a preliminary step to creating sustainable and low-cost autism spectrum disorder interventions in rural Bangladesh, and possibly for families in regions with similar cultural and socioeconomic status backgrounds.

Applicability of the Rivermead Behavioural Memory Test - Third Edition (RBMT-3) in Korsakoff's syndrome and chronic alcoholics

NARCIS (Netherlands)

Wester, A.J.; Herten, J.C. van; Egger, J.I.M.; Kessels, R.P.C.

2013-01-01

Purpose: To examine the applicability of the newly developed Rivermead Behavioural Memory Test – Third Edition (RBMT-3) as an ecologically-valid memory test in patients with alcohol-related cognitive disorders. Patients and methods: An authorized Dutch translation of the RBMT-3 was developed,

The need for and development of behaviourally realistic agents

NARCIS (Netherlands)

Jager, W; Janssen, M; Sichman, JS; Bousquet, F; Davidsson, P

2003-01-01

In this paper we argue that simulating complex systems involving human behaviour requires agent rules based on a theoretically rooted structure that captures basic behavioural processes. Essential components of such a structure involve needs, decision-making processes and learning. Such a structure

Test Preparation in the Accountability Era: Toward a Learning-Oriented Approach

Science.gov (United States)

Gebril, Atta

2018-01-01

The article introduces a learning-oriented approach to test preparation that could help in easing the tension between learning and assessment. The first part of the article discusses the different concepts that are usually used in the context of test preparation. The second section reports on the literature pertaining to the effects of test…

Changes in self-reported driving intentions and attitudes while learning to drive in Great Britain.

Science.gov (United States)

Helman, S; Kinnear, N A D; McKenna, F P; Allsop, R E; Horswill, M S

2013-10-01

Novice drivers are overrepresented in traffic collisions, especially in their first year of solo driving. It is widely accepted that some driving behaviours (such as speeding and thrill-seeking) increase risk in this group. Increasingly research is suggesting that attitudes and behavioural intentions held in the pre-driver and learning stage are important in determining later driver behaviour in solo driving. In this study we examine changes in several self-reported attitudes and behavioural intentions across the learning stage in a sample of learner drivers in Great Britain. A sample of 204 learner drivers completed a self-report questionnaire near the beginning of their learning, and then again shortly after they passed their practical driving test. Results showed that self-reported intentions regarding speed choice, perceptions regarding skill level, and intentions regarding thrill-seeking (through driving) became less safe over this time period, while self-reported intentions regarding following distance and overtaking tendency became safer. The results are discussed with reference to models of driver behaviour that focus on task difficulty; it is suggested that the manner in which behind-the-wheel experience relates to the risk measures of interest may be the key determining factor in how these change over the course of learning to drive. Crown Copyright © 2013. Published by Elsevier Ltd. All rights reserved.

Toetsen als Leerinterventie. Samenvatten in het Testing Effect Paradigma [Tests as learning interventions. Summarization in the testing effect paradigma investigated

NARCIS (Netherlands)

Dirkx, Kim; Kester, Liesbeth; Kirschner, Paul A.

2011-01-01

Dirkx, K. J. H., Kester, L., & Kirschner, P. A. (2011, July). Toetsen als leerinterventie. Samenvatten in het testing effect paradigma onderzocht [Tests as learning interventions. Summarization in the testing effect paradigma investigated]. Presentation for Erasmus University Rotterdam, Rotterdam.

Influence of open- and closed-book tests on medical students' learning approaches

NARCIS (Netherlands)

Heijne-Penninga, Marjolein; Kuks, Jan B. M.; Hofman, W. H. Adriaan; Cohen-Schotanus, Janke

2008-01-01

CONTEXT Two learning approaches are consistently distinguished in the literature: deep and surface learning. The deep learning approach is considered preferable. Open-book tests are expected to stimulate deep learning and to offer a possible way of handling the substantial growth in medical

Behavioural lateralisation in reindeer

Directory of Open Access Journals (Sweden)

Yngve Espmark

2002-06-01

Full Text Available Reindeer (Rangifer tarandus kept in corrals or otherwise forced to clump typically start milling in response to stressing events. This behaviour is generally considered to have an antipredator effect. An inquiry on herd behaviour, to which 35 Norwegian reindeer husbandry districts responded, showed that 32 experienced that corralled rein¬deer consistently circled leftwards, whereas the remaining three reported consistently rightward circling. Regular monitoring of a reindeer herd in central Norway over a two-year period (1993-94, and experimental studies on a fraction of the same herd, revealed the following traits. Free-ranging reindeer showed no right- or left-turning preference during grazing or browsing, but when the reindeer were driven into corrals or forced to clump in the open they invariably rotated leftwards. The circling of corralled reindeer was triggered at an average group size of 20 to 25 animals, apparently independently of the age and sex of the animals. When they dug craters in the snow to reach food, the reindeer used their left foreleg significantly more often than their right. In 23 out of 35 reindeer, the right hemisphere of the brain was heavier than the left. However, in the sample as a whole, the weights of the left and right hemispheres did not differ significantly. Lateralised behaviour in reindeer is thought to be determined by natural and stress induced asymmetries in brain structure and hormonal activity. In addition, learning is probably important for passing on the behaviour between herd members and generations. Differences in lateralised behaviour between nearby herds are thought to be related primarily to different exposure to stress and learning, whereas genetical and environmental fac¬tors (e.g. diet, age structure and sex ratio are probably more important for explaining differences between distant pop¬ulations.

Alternatives to conventional evaluation of rideability in horse performance tests: suitability of rein tension and behavioural parameters.

Science.gov (United States)

König von Borstel, Uta; Glißman, Chantal

2014-01-01

Rideability, i.e. the ease and comfort with which a horse can be ridden, is considered to be one of the most important traits in riding horses. However, at present rideability is evaluated rather subjectively in breeding horse performance tests. The aim of the present study was to evaluate the role horse behaviour as well as degree and quality of rein tension might play in judges' evaluation of horses' rideability. Mares (n=33) and stallions (n=13) from two different mare- and one stallion-testing station were observed twice during their performance test dressage training. During these rides, rein tension was measured continuously, and frequency of behaviour patterns such as head-tossing, tail swishing, and snorting was recorded. Rein tension parameters showed reasonable repeatabilities within horse-rider pairs (e.g. mean rein tension: r(2)=0.61 ± 0.11; variance of rein tension: r(2)=0.52 ± 0.14). Regression analysis revealed that a larger proportion of variance in rideability scores could be explained by maximum (17%), mean (16%) and variance (15%) of rein tension compared to horses' or riders' behavioural parameters (tail-swishing: 5% and rider's use of hands: 5%, respectively). According to mixed model analysis, rideability scores dropped (all Prein tension (e.g. -0.37 ± 0.14 scores per additional 10 Newton in mean tension). However, mean rein tension differed between testing stations (Prein tension is either directly or indirectly an important factor for judges to derive rideability scores. Given the importance of rein tension parameters to both rider comfort and horse welfare, potentially, measurements of rein tension along with behaviour observations assessing the quality of rein contact (e.g. distinguishing a light contact from attempts to evade contact) might be used to make the assessment of rideability more impartial.

Behavioural ratings of self-regulatory mechanisms and driving behaviour after an acquired brain injury.

Science.gov (United States)

Rike, Per-Ola; Ulleberg, Pål; Schultheis, Maria T; Lundqvist, Anna; Schanke, Anne-Kristine

2014-01-01

To explore whether measurements of self-regulatory mechanisms and cognition predict driving behaviour after an acquired brain injury (ABI). Consecutive follow-up study. At baseline participants included 77 persons with stroke and 32 persons with a traumatic brain injury (TBI), all of whom completed a multidisciplinary driving assessment (MDA). A follow-up cohort of 34 persons that succeeded the MDA was included. Baseline measurements: Neuropsychological tests and measurements of self-regulatory mechanisms (BRIEF-A and UPPS Impulsive Behaviour Scale), driving behaviour (DBQ) and pre-injury driving characteristics (mileage, compensatory driving strategies and accident rates). Follow-up measurements: Post-injury driving characteristics were collected by mailed questionnaires from the participants who succeeded the MDA. A MDA, which included a medical examination, neuropsychological testing and an on-road driving test, was considered in the decision for or against granting a driver's license. Self-regulatory mechanisms and driving behaviour were examined for research purposes only. At baseline, self-regulatory mechanisms were significantly associated to aberrant driving behaviour, but not with neuropsychological data or with the outcome of the on-road driving test. Aspects of self-regulation were associated to driving behaviour at follow-up. It is recommended that self-regulatory measurements should regularly be considered in the driving assessments after ABI.

Clinical aspects of impulsive compulsive behaviours in Parkinson's disease.

Science.gov (United States)

Djamshidian, Atbin; Averbeck, Bruno B; Lees, Andrew J; O'Sullivan, Sean S

2011-11-15

Impulsive-compulsive behaviours (ICBs) are an increasingly well-recognised adverse-effect of dopaminergic medications used to treat Parkinson's disease. ICBs include pathological gambling, compulsive sexual behaviour, compulsive buying, and binge eating, together with punding and the addiction-like compulsive use of dopamine replacement therapy, or dopamine dysregulation syndrome. The prevalence of ICBs was approximately 14% in a large study undertaken in specialist movement disorder clinics. Dopamine dysregulation syndrome is more associated with compulsive l-dopa use, whereas other ICBs are more linked with oral dopamine agonist use. Other mechanisms implicated in the development and perpetuation of ICBs in PD include aberrant learning from reward-related situations, including decreased learning from negative feedback, increased measures of impulsivity or sensation seeking, and strong preference for immediate over future rewards. Treatment options for impulsive-compulsive behaviours include pharmacological, surgical and psychological interventions. The early recognition and prevention of ICBs, coupled with awareness of clinical risk factors for the development of these behaviours is of paramount importance, given the lack of specific treatments for these sometimes debilitating behaviours. Copyright © 2011 Elsevier B.V. All rights reserved.

Use of the laboratory tests of soil modulus in modelling pile behaviour

Science.gov (United States)

Dyka, Ireneusz

2012-10-01

This article deals with the question of theoretical description of behaviour of a single pile rested in a layered soil medium. Particular attention is paid to soil modulus which is used in calculation method for pile load-settlement curve. A brief analysis of the results obtained by laboratory tests to assess soil modulus and its nonlinear variability has been presented. The results of tests have been used in triaxial apparatus and resonant column/torsional shear device. There have also been presented the results of load-settlement calculation for a single pile under axial load with implementation of different models of soil modulus degradation. On this basis, possibilities of using particular kinds of laboratory tests in calculation procedure of foundation settlement have been presented as well as further developments of them.

Executive dysfunction and its association with personality and behaviour changes in the development of Alzheimer's disease in adults with Down syndrome and mild to moderate learning disabilities.

Science.gov (United States)

Ball, Sarah L; Holland, Anthony J; Treppner, Peter; Watson, Peter C; Huppert, Felicia A

2008-03-01

Recent research suggests that preclinical Alzheimer's disease (AD) in people with Down syndrome (DS) is characterized by changes in personality/behaviour and executive dysfunction that are more prominent than deterioration in episodic memory. This study examines the relationship between executive dysfunction and the clinical and preclinical features of AD in DS. To determine the specificity of this relationship, performance on executive function (EF) measures is contrasted with performance on memory measures. One hundred and three people with DS (mean age 49 years, range 36-72) with mild to moderate learning disabilities (LD) took part. Dementia diagnosis was based on the CAMDEX informant interview conducted with each participant's main carer. Reported changes in personality/behaviour and memory were recorded. Participants completed six EF and six memory measures (two of which also had a strong executive component) and the BPVS (as a measure of general intellectual ability). First, performance was compared between those with and without established dementia of Alzheimer's type (DAT), controlling for age and LD severity using ANCOVA. Next, the degree to which informant-reported changes predicted cognitive test performance was examined within the non-DAT group using multiple regression analyses. The DAT group (N=25) showed a consistent pattern of impaired performance relative to the non-DAT group (N=78), across all measures. Within the non-DAT group, number of informant-reported personality/behaviour changes was a significant predictor of performance on two EF and two 'executive memory' tests (but not on episodic memory tests). Informant-reported memory changes, however, were associated with impaired performance on a delayed recall task only. These findings provide further evidence for a specific impairment in frontal-lobe functioning in the preclinical stages of AD in DS. Implications for the assessment, diagnosis, and management of dementia in DS are discussed.

Computerized adaptive testing item selection in computerized adaptive learning systems

NARCIS (Netherlands)

Eggen, Theodorus Johannes Hendrikus Maria; Eggen, T.J.H.M.; Veldkamp, B.P.

2012-01-01

Item selection methods traditionally developed for computerized adaptive testing (CAT) are explored for their usefulness in item-based computerized adaptive learning (CAL) systems. While in CAT Fisher information-based selection is optimal, for recovering learning populations in CAL systems item

Effects of prenatal low dose beta radiation from tritiated water on rat hippocampus neurons. Electrophysiological and neuro behavioural changes

International Nuclear Information System (INIS)

Gao Weimin; Zhou Xiangyan

1997-01-01

Pregnent Wistar rats were exposed to tritiated water (HTO) on day 13 of gestation so that for their offsprings, the absorbed doses were estimated to be 0.000, 0.044, 0.088 and 0.264 Gy. The influence of HTO to the morphology and number of hippocampus pyramidal neurons and the maximum electric current of Ca 2+ in neurons was observed for the in-vitro-cultured hippocampus of new-born rats and the learning and memory behaviours were assessed by the electric avoidance reflex test in a Y-maze and the condition reflex test for young rats. The results show that prenatal exposure to HTO in a cumulative dose of 0.088 Gy can cause a reduction in number of neurons in hippocampus cultured in vitro, and that the electric current of Ca 2+ tends to decline with cumulative dose increasing, with the significant decrease in offsprings prenatally exposed to HTO in dose of 0.264 Gy. The results of electric avoidance reflex test in a Y-maze and condition reflex test indicate that for young rats prenatally exposed to HTO, a cumulative dose of 0.088 Gy could induce damage in their learning and memory behaviours

Effect of genetic homogeneity on behavioural variability in an object recognition test in cloned Göttingen minipigs

DEFF Research Database (Denmark)

Søndergaard, Lene Vammen; Herskin, Mette S.; Ladewig, Jan

2012-01-01

effects of genetic homogeneity on variability of cloned minipigs compared with non-cloned controls regarding behavioural variables in a cognitive test, namely the spontaneous object recognition test. Significant differences in the variability between the cloned and control pigs were found in five out...... was numerically greater for the control group compared to the cloned group, indicating that variation may be less in cloned animals, but not demonstrable with the small group size of the present study (n = 6 for each of the two groups tested). Overall, this study failed to show unambiguously that variability......The number of animals used in research should be limited as much as possible. Among cloned animals, genetic variation is minimal and to the extent that behaviour is genetically determined inter-individual variability is expected to be higher among naturally bred animals. However, the cloning...

On the behaviour of dissolved fission gases prior to transient testing of fuel pins

International Nuclear Information System (INIS)

Wood, M.H.; Matthews, J.R.

1978-10-01

The TREAT and CABRI series of reactor safety experiments on irradiated fuel require the transfer of fuel pins from the reactor in which the fuel has achieved some burn-up to the test facility. Subsequently, the fuel is restored to power in the test facility for some time before transient heating is initiated. Such pre-test manoeuvres, where the fuel is subjected to changes in the fission rate and temperature, may have important consequences for the fission gas behaviour during the transient experiment. The results of rate theory calculations are used to assess these effects. (author)

Time perspective and attitude-behaviour consistency in future-oriented behaviours.

Science.gov (United States)

Rabinovich, Anna; Morton, Thomas; Postmes, Tom

2010-03-01

The authors propose that the salience of a distant-future time perspective, compared to a near-future time perspective, should increase attitude-behaviour and attitude-intention consistency for future-oriented behaviours. To test this prediction, time perspective was experimentally manipulated in three studies. Across studies, participants in the distant-future time perspective condition demonstrated a strong positive relationship between attitudes towards future-oriented behaviours (saving and environmental protection) and corresponding intentions, as well as between attitudes and behaviour. In the near-future time perspective condition, the relationship between attitudes and intentions and attitudes and behaviour was significantly weaker than in the distant-future time perspective condition. The theoretical implications of these results and suggestions for future research are discussed.

Adrenocortical and behavioural response to chronic restraint stress in neurokinin-1 receptor knockout mice.

Science.gov (United States)

Delgado-Morales, Raúl; del Río, Eva; Gómez-Román, Almudena; Bisagno, Verónica; Nadal, Roser; de Felipe, Carmen; Armario, Antonio

2012-02-01

Brain substance P and its receptor (neurokinin-1, NK1) have a widespread brain distribution and are involved in an important number of behavioural and physiological responses to emotional stimuli. However, the role of NK1 receptors in the consequences of exposure to chronic stress has not been explored. The present study focused on the role of these receptors in the hypothalamic-pituitary-adrenal (HPA) response to daily repeated restraint stress (evaluated by plasma corticosterone levels), as well as on the effect of this procedure on anxiety-like behaviour, spatial learning and memory in the Morris water maze (MWM), a hippocampus-dependent task. Adult null mutant NK1-/- mice, with a C57BL/6J background, and the corresponding wild-type mice showed similar resting corticosterone levels and, also, did not differ in corticosterone response to a first restraint. Nevertheless, adaptation to the repeated stressor was faster in NK1-/- mice. Chronic restraint modestly increased anxiety-like behaviour in the light-dark test, irrespective of genotype. Throughout the days of the MWM trials, NK1-/- mice showed a similar learning rate to that of wild-type mice, but had lower levels of thigmotaxis and showed a better retention in the probe trial. Chronic restraint stress did not affect these variables in either genotype. These results indicate that deletion of the NK1 receptor does not alter behavioural susceptibility to chronic repeated stress in mice, but accelerates adaptation of the HPA axis. In addition, deletion may result in lower levels of thigmotaxis and improved short-term spatial memory, perhaps reflecting a better learning strategy in the MWM. Copyright © 2011 Elsevier Inc. All rights reserved.

Learned Helplessness: The Effect of Failure on Test-Taking

Science.gov (United States)

Firmin, Michael; Hwang, Chi-En; Copella, Margaret; Clark, Sarah

2004-01-01

This study examined learned helplessness and its effect on test taking. Students were given one of two tests; the first began with extremely difficult questions and the other started with easy questions. The researchers hypothesized that those who took the test beginning with difficult questions would become easily frustrated and possibly doubt…

Testing as an inevitable instrument in today's language learning ...

African Journals Online (AJOL)

In the foregoing analysis, we have unequivocably declared that testing or assessment is an inevitable instrument in present day's language learning environment and that testing is the other side of teaching itself. In teaching any aspect of language, learner must be tested to determine the progress made so far as well as ...

Lessons learned during Type A Packaging testing

International Nuclear Information System (INIS)

O'Brien, J.H.; Kelly, D.L.

1995-11-01

For the past 6 years, the US Department of Energy (DOE) Office of Facility Safety Analysis (EH-32) has contracted Westinghouse Hanford Company (WHC) to conduct compliance testing on DOE Type A packagings. The packagings are tested for compliance with the U.S. Department of Transportation (DOT) Specification 7A, general packaging, Type A requirements. The DOE has shared the Type A packaging information throughout the nuclear materials transportation community. During testing, there have been recurring areas of packaging design that resulted in testing delays and/or initial failure. The lessons learned during the testing are considered a valuable resource. DOE requested that WHC share this resource. By sharing what is and can be encountered during packaging testing, individuals will hopefully avoid past mistakes

Environmental change during postnatal development alters behaviour, cognitions and neurogenesis of mice.

Science.gov (United States)

Iso, Hiroyuki; Simoda, Shigero; Matsuyama, Tomohiro

2007-04-16

Four groups of male C57BL/6 mice were reared differing combinations of the two environments from 3 to 11 weeks after birth. At 12 and 13 weeks they were assessed by measures of behaviour and learning: open-field activity, auditory startle reflex and prepulse inhibition, water maze learning, and passive avoidance. Another four groups of mice reared under these varying conditions were examined for generation of neurons in hippocampus and cerebral cortex using bromodeoxyuridine (BrdU) at 12 weeks. Enriched (EE) and impoverished (PP) groups were housed in their respective environment for 8 weeks, enriched-impoverished (EP) and impoverished-enriched (PE) mice respectively were reared for 6 weeks in the first-mentioned environment and then for 2 weeks in the second. PP and EP mice showed hyperactivity, greater startle amplitude and significantly slower learning in a water maze than EE or PE animals, and also showed a memory deficit in a probe test, avoidance performance did not differ. Neural generation was greater in the EE and PE than PP and EP groups, especially in the hippocampus. These results suggest that environmental change critically affects behavioural and anatomic brain development, even if brief. In these mice, the effect of unfavourable early experience could be reversed by a later short of favourable experience.

Polypropylene-rubber blends b 3: the effect of test speed on the fracture behaviour

NARCIS (Netherlands)

van der Wal, A.; Wal, A.; Gaymans, R.J.

1999-01-01

Polypropylene–EPDM blends were prepared on a twin screw extruder with a rubber content 0–40 vol%. On these materials the yield strength and the notched tensile behaviour was studied as function of test speed (10−4–10 m/s). With an infrared temperature camera the heat development in the notched

Learned helplessness: effects of response requirement and interval between treatment and testing.

Science.gov (United States)

Hunziker, M H L; Dos Santos, C V

2007-11-01

Three experiments investigated learned helplessness in rats manipulating response requirements, shock duration, and intervals between treatment and testing. In Experiment 1, rats previously exposed to uncontrollable or no shocks were tested under one of four different contingencies of negative reinforcement: FR 1 or FR 2 escape contingency for running, and FR1 escape contingency for jumping (differing for the maximum shock duration of 10s or 30s). The results showed that the uncontrollable shocks produced a clear operant learning deficit (learned helplessness effect) only when the animals were tested under the jumping FR 1 escape contingency with 10-s max shock duration. Experiment 2 isolated of the effects of uncontrollability from shock exposure per se and showed that the escape deficit observed using the FR 1 escape jumping response (10-s shock duration) was produced by the uncontrollability of shock. Experiment 3 showed that using the FR 1 jumping escape contingency in the test, the learned helplessness effect was observed one, 14 or 28 days after treatment. These results suggest that running may not be an appropriate test for learned helplessness, and that many diverging results found in the literature might be accounted for by the confounding effects of respondent and operant contingencies present when running is required of rats.

Behavioural problems and autism in children with hydrocephalus : a population-based study.

Science.gov (United States)

Lindquist, Barbro; Carlsson, Göran; Persson, Eva-Karin; Uvebrant, Paul

2006-06-01

To investigate the prevalence of behavioural problems and autism in a population-based group of children with hydrocephalus and to see whether learning disabilities, cerebral palsy (CP), epilepsy, myelomeningocele (MMC) or preterm birth increase the risk of these problems. In the 107 children with hydrocephalus born in western Sweden in 1989-1993, behaviour was assessed using the Conners' parent rating scales in 66 and the teacher's rating scales in 57. Autism was investigated using the Childhood Autism Rating Scale. Parents rated 67% of the children and teachers 39% of the children as having behavioural problems (>1.5 SD, or T score >65). Learning disabilities increased the risk significantly and almost all the children with CP and/or epilepsy had behavioural problems. Autism was present in nine children (13%), in 20% of those without MMC and in one of 26 with MMC. Autism was significantly more frequent in children with learning disabilities (27% vs. 7%) and in children with CP and/or epilepsy (33% vs. 6%). The majority of children with hydrocephalus have behavioural problems and many have autism. It is therefore important to assess and understand all the aspects of cognition and behaviour in these children in order to minimise disability and enhance participation for the child.

Juvenile Galápagos pelicans increase their foraging success by copying adult behaviour.

Directory of Open Access Journals (Sweden)

Henrik Brumm

Full Text Available Social learning is the building block of culture and traditions in humans and nonhuman animals, and its study has a long history. Most investigations have addressed either the causation or the function of social learning. Though much is known about the underlying mechanisms of social learning, demonstrations of its adaptive value in a natural setting are lacking. Here we show that juvenile brown pelicans (Pelecanus occidentalis can increase their foraging efficiency by copying adult diving behaviour, suggesting that social learning helps juveniles to find profitable food patches. Our findings demonstrate the potential fitness consequences of behavioural copying and thus highlight the possible adaptive importance of social learning.

Modeling of the mechanical behaviour of welded structures: behaviour laws and rupture criteria

International Nuclear Information System (INIS)

Paris, T.; Delaplanche, D.; Saanouni, K.

2006-01-01

In the framework of the technological developments carried out in the CEA, the analysis of the mechanical behaviour of the heterogeneous welded bonds Ta/TA6V is a main preoccupation. Indeed, the welding of these two materials which cannot be distinguished by their mechanical and thermal properties induces strong microstructural heterogeneities in the melted zone. In order to characterize the behaviour of the welded joints and to develop a model of mechanical behaviour, a four points bending test on a notched specimen has been developed and implemented. This new test has allowed to obtain a macroscopic response of strength-displacement type but to analyze too more finely, with an optical extensometry and images correlation method, the influence of the heterogeneities on the local deformation of the welded joint. The confrontation of these results to a metallurgical study allows to validate the first conclusions deduced of the mechanical characterization tests and to conclude as for the local mechanisms governing the behaviour and the damage of the melted zone. The mechanical behaviour can be restored by an elasto-viscoplastic model with isotropic and non linear kinematic strain hardening coupled to this damage. The proposed model allows to identify the macroscopic behaviour of the weld bead. (O.M.)

Analysis of the structural behaviour of colonic segments by inflation tests: Experimental activity and physio-mechanical model.

Science.gov (United States)

Carniel, Emanuele L; Mencattelli, Margherita; Bonsignori, Gabriella; Fontanella, Chiara G; Frigo, Alessandro; Rubini, Alessandro; Stefanini, Cesare; Natali, Arturo N

2015-11-01

A coupled experimental and computational approach is provided for the identification of the structural behaviour of gastrointestinal regions, accounting for both elastic and visco-elastic properties. The developed procedure is applied to characterize the mechanics of gastrointestinal samples from pig colons. Experimental data about the structural behaviour of colonic segments are provided by inflation tests. Different inflation processes are performed according to progressively increasing top pressure conditions. Each inflation test consists of an air in-flow, according to an almost constant increasing pressure rate, such as 3.5 mmHg/s, up to a prescribed top pressure, which is held constant for about 300 s to allow the development of creep phenomena. Different tests are interspersed by 600 s of rest to allow the recovery of the tissues' mechanical condition. Data from structural tests are post-processed by a physio-mechanical model in order to identify the mechanical parameters that interpret both the non-linear elastic behaviour of the sample, as the instantaneous pressure-stretch trend, and the time-dependent response, as the stretch increase during the creep processes. The parameters are identified by minimizing the discrepancy between experimental and model results. Different sets of parameters are evaluated for different specimens from different pigs. A statistical analysis is performed to evaluate the distribution of the parameters and to assess the reliability of the experimental and computational activities. © IMechE 2015.

Optimal foetal growth in the reduction of learning and behaviour disorder and prevention of sudden infant death (SIDS) after the first month.

Science.gov (United States)

Saugstad, L F

1997-09-01

A theory is presented that a diet low in polyunsaturated fatty acids (PUFA) in the third trimester of pregnancy may delay myelination and brain maturation. This may underpin learning and behaviour disorders and sudden infant death (SIDS) after the first month, conditions that are associated with lower than average birthweight. Epidemiological evidence is reviewed showing an inverse relation between the proportion of heavy newborns (> 3500 g) and infant mortality rate. Some countries with a lower proportion of heavy newborns despite equally high standards of living and medical care have higher post-neonatal death rates. The higher rates are solely due to SIDS which has a peak mortality within 80-100 days. It is hypothesised that as this is a time when myelination peaks, SIDS may be due to maturational delay. Evidence of subtle CNS changes in brainstem structures and in the neuromuscular system supports an instability in brainstem control systems. Moderate iatrogenic dietary restriction predominates today, but a rising number of women favour a low-caloric low-fat diet especially in the third trimester when the foetus is most susceptible. This may lead to a depressed birthweight, delayed somatic growth and neuronal maturation, such as is observed in SIDS victims. The majority exposed to suboptimal conditions survive, but a few suffer SIDS; confirming post-neonatal susceptibility. Many, especially males, present minor CNS signs and learning/behaviour disorders that could be the sequelae of repeated hypoxic episodes, such as recorded in more than 80% of SIDS victims. To reduce learning/behaviour disorders and prevent death from SIDS after the first month, it is necessary to ensure optimal development by promoting foetal growth. It is advised to avoid unnecessary dieting and to favour a diet high in PUFAs, thus prolonging pregnancy and so increasing birthweight.

The testing effect on skills learning might last 6 months

DEFF Research Database (Denmark)

Kromann, C B; Bohnstedt, C; Jensen, M L

2009-01-01

In a recent study we found that testing as a final activity in a skills course increases the learning outcome compared to spending an equal amount of time practicing. Whether this testing effect measured as skills performance can be demonstrated on long-term basis is not known. The research...... question was: does testing as a final activity in a cardio-pulmonary resuscitation (CPR) skills course increase learning outcome when assessed after half a year, compared to spending an equal amount of time practicing? The study was an assessor-blinded randomised controlled trial. A convenient sample of 7.......4. The difference between groups was not statistically significant, P = 0.06. This study suggests that testing as a final activity in a CPR skills course might have an effect on long-term learning outcome compared to spending an equal amount of time practicing the skills. Although this difference...

MOODLE XML TO IMS QTI ASSESSMENT TEST PORTABILITY ON LEARNING MANAGEMENT SYSTEM

OpenAIRE

Kautsar, Irwan Alnarus; Kubota, Shin-Ichiro; Musashi, Yasuo; Sugitani, Kenichi

2013-01-01

Learning Management Systems (i.e. LMS) is one of the most popular solutions towards the e-Learning objective in different universities all around the world, where this environments are used to not only deliver contents but to perform assessments, tests and other tasks related to learning. Although, there are popular LMS such as Moodle, and more developed, such as Chamilo, there is no assessment/test portability among their LMS. Each assessment export formats make difficult to transfer well do...

Test-Enhanced Learning of Natural Concepts: Effects on Recognition Memory, Classification, and Metacognition

Science.gov (United States)

Jacoby, Larry L.; Wahlheim, Christopher N.; Coane, Jennifer H.

2010-01-01

Three experiments examined testing effects on learning of natural concepts and metacognitive assessments of such learning. Results revealed that testing enhanced recognition memory and classification accuracy for studied and novel exemplars of bird families on immediate and delayed tests. These effects depended on the balance of study and test…

Testing five social-cognitive models to explain predictors of personal oral health behaviours and intention to improve them.

Science.gov (United States)

Dumitrescu, Alexandrina L; Dogaru, Beatrice C; Duta, Carmen; Manolescu, Bogdan N

2014-01-01

To test the ability of several social-cognitive models to explain current behaviour and to predict intentions to engage in three different health behaviours (toothbrushing, flossing and mouthrinsing). Constructs from the health belief model (HBM), theory of reasoned action (TRA), theory of planned behaviour (TPB) and the motivational process of the health action process approach (HAPA) were measured simultaneously in an undergraduate student sample of 172 first-year medical students. Regarding toothbrushing, the TRA, TPB, HBM (without the inclusion of self-efficacy SE), HBM+SE and HAPA predictor models explained 7.4%, 22.7%, 10%, 10.2% and 10.1%, respectively, of the variance in behaviour and 7.5%, 25.6%, 12.1%, 17.5% and 17.2%, respectively, in intention. Regarding dental flossing, the TRA, TPB, HBM, HBM+SE and HAPA predictor models explained 39%, 50.6, 24.1%, 25.4% and 27.7%, respectively, of the variance in behaviour and 39.4%, 52.7%, 33.7%, 35.9% and 43.2%, respectively, in intention. Regarding mouthrinsing, the TRA, TPB, HBM, HBM+SE and HAPA predictor models explained 43.9%, 45.1%, 20%, 29% and 36%, respectively, of the variance in behaviour and 58%, 59.3%, 49.2%, 59.8% and 66.2%, respectively, in intention. The individual significant predictors for current behaviour were attitudes, barriers and outcome expectancy. Our findings revealed that the theory of planned behaviours and the health action process approach were the best predictor of intentions to engage in both behaviours.

Evolutionary accounts of human behavioural diversity

Science.gov (United States)

Brown, Gillian R.; Dickins, Thomas E.; Sear, Rebecca; Laland, Kevin N.

2011-01-01

Human beings persist in an extraordinary range of ecological settings, in the process exhibiting enormous behavioural diversity, both within and between populations. People vary in their social, mating and parental behaviour and have diverse and elaborate beliefs, traditions, norms and institutions. The aim of this theme issue is to ask whether, and how, evolutionary theory can help us to understand this diversity. In this introductory article, we provide a background to the debate surrounding how best to understand behavioural diversity using evolutionary models of human behaviour. In particular, we examine how diversity has been viewed by the main subdisciplines within the human evolutionary behavioural sciences, focusing in particular on the human behavioural ecology, evolutionary psychology and cultural evolution approaches. In addition to differences in focus and methodology, these subdisciplines have traditionally varied in the emphasis placed on human universals, ecological factors and socially learned behaviour, and on how they have addressed the issue of genetic variation. We reaffirm that evolutionary theory provides an essential framework for understanding behavioural diversity within and between human populations, but argue that greater integration between the subfields is critical to developing a satisfactory understanding of diversity. PMID:21199836

Testing a Conception of How School Leadership Influences Student Learning

Science.gov (United States)

Leithwood, Kenneth; Patten, Sarah; Jantzi, Doris

2010-01-01

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

Anisotropic Behaviour of Opalinus Clay Through Consolidated and Drained Triaxial Testing in Saturated Conditions

Science.gov (United States)

Favero, Valentina; Ferrari, Alessio; Laloui, Lyesse

2018-05-01

This paper investigates the anisotropic hydro-mechanical behaviour of Opalinus Clay shale, the host material currently being considered for the construction of a nuclear waste repository in Switzerland. Consolidated and drained triaxial tests on Opalinus Clay from the Mont Terri URL have been conducted in order to derive information on its strength and stiffness properties. Opalinus Clay specimens were tested both parallel to bedding (P-specimens) and perpendicular to bedding (S-specimens). The considered effective confining stress range (from 2 to 12 MPa) has been selected in order to reproduce possible in situ stress conditions for the repository. In this work, particular attention has been paid to the experimental procedure in order to ensure consolidated conditions and avoid generation of unwanted excess pore water pressure during drained shearing. The Skempton B parameter has been determined for all the tested specimens in order to ensure saturation. Both single-stage and multistage triaxial testing procedures were adopted in the experimental campaign. The results of the triaxial tests highlight an anisotropic elastic response of Opalinus Clay: S-specimens present a more compliant behaviour than P-specimens. The values of the Young modulus are found to increase with the increase in mean effective stress. The analysis of the peak and ultimate shear strength results reveals that the material behaves in a similar manner regardless of the considered direction of loading (P and S directions) with respect to the bedding orientation. Peak and ultimate failure envelopes for Opalinus Clay were derived for the investigated stress range.

Behavioural profiles of two Wistar rat lines selectively bred for high or low anxiety-related behaviour.

Science.gov (United States)

Liebsch, G; Montkowski, A; Holsboer, F; Landgraf, R

1998-08-01

Over the past years, two breeding lines, derived originally from outbred Wistar rats, have been established that differ markedly and consistently in their anxiety-related behaviour in the elevated plus-maze. At the age of ten weeks, rats were tested once on the elevated plus-maze and the males and females displaying the most anxious and the least anxious behaviour were sib-mated to start a new generation of the high anxiety-related behaviour (HAB) and the low anxiety-related behaviour (LAB) lines, respectively. The resulting difference in emotionality between these two lines was also evident in an open field test and correlated with differences in the forced swim test. In the open field, the HAB rats tended to be less active and explored the central zone of the open field much less than the LAB animals. In the forced swim test, HAB rats started floating earlier, spent significantly more time in this immobile posture and struggled less than LAB rats. However, in an olfactory-cued social discrimination task there was no difference between male and female animals from either line. The overall performance in these various behavioural tests suggests that selective breeding has resulted in rat lines not only differing markedly in their innate anxiety-related behaviour in the plus-maze, but also in other stress-related behavioural performances, suggesting a close link between the emotional evaluation of a novel and stressful situation and an individual's coping strategy.

Passing thoughts on the evolutionary stability of implicit motor behaviour: performance retention under physiological fatigue.

Science.gov (United States)

Poolton, J M; Masters, R S W; Maxwell, J P

2007-06-01

Heuristics of evolutionary biology (e.g., survival of the fittest) dictate that phylogenetically older processes are inherently more stable and resilient to disruption than younger processes. On the grounds that non-declarative behaviour emerged long before declarative behaviour, Reber (1992) argues that implicit (non-declarative) learning is supported by neural processes that are evolutionarily older than those supporting explicit learning. Reber suggested that implicit learning thus leads to performance that is more robust than explicit learning. Applying this evolutionary framework to motor performance, we examined whether implicit motor learning, relative to explicit motor learning, conferred motor output that was resilient to physiological fatigue and durable over time. In Part One of the study a fatigued state was induced by a double Wingate Anaerobic test protocol. Fatigue had no affect on performance of participants in the implicit condition; whereas, performance of participants in the explicit condition deteriorated significantly. In Part Two of the study a convenience sample of participants was recalled following a one-year hiatus. In both the implicit and the explicit condition retention of performance was seen and, contrary to the findings in Part One, so was resilience to fatigue. The resilient performance in the explicit condition after one year may have resulted from forgetting (the decay of declarative knowledge) or from consolidation of declarative knowledge as implicit memories. In either case, implicit processes were left to more effectively support motor performance.

Understanding the Impact of Guiding Inquiry: The Relationship between Directive Support, Student Attributes, and Transfer of Knowledge, Attitudes, and Behaviours in Inquiry Learning

Science.gov (United States)

Roll, Ido; Butler, Deborah; Yee, Nikki; Welsh, Ashley; Perez, Sarah; Briseno, Adriana; Perkins, Katherine; Bonn, Doug

2018-01-01

Guiding inquiry learning has been shown to increase knowledge gains. Yet, little is known about the effect of guidance on attitudes and behaviours, its interaction with student attributes, and transfer of impact once guidance is removed. We address these gaps in the context of an interactive Physics simulation on electric circuits…

Effect of perphenazine enanthate on open-field test behaviour and stress-induced hyperthermia in domestic sheep.

Science.gov (United States)

Pedernera-Romano, Cecilia; Ruiz de la Torre, José L; Badiella, Llorenç; Manteca, Xavier

2010-01-01

The open-field test (OFT) and stress-induced hyperthermia (SIH) have been used to measure individual differences in fear. The present study has been designed as a pharmacological validation of OFT and SIH as indicators of fear in sheep using perphenazine enanthate (PPZ), a long-acting neuroleptic. Twenty four ewes of two breeds, Lacaune and Ripollesa, were tested in an arena measuring 5mx2.5m. Treatment group received one dose of 1.5mg/kg of PPZ and control group received sterile sesame oil. All animals were tested for 10min and behaviours were recorded. Rectal temperature was measured at the beginning (T1) and at the end (T2) of the test. SIH was defined as the difference between T2 and T1. Sheep were tested on days 1, 2, 3, 4, 7 and 9 after PPZ injection. Variables were analysed using a mixed model. PPZ decreased bleats on days 2, 3, 4 and the SIH response on days 2 and 3. Breed differences were observed. Treated animals showed positive correlations between SIH and bleats; squares entered; attempts to escape and negative correlation between SIH and visits to the food bucket. Our results suggest that behaviour and SIH on the OFT are useful measures of fear in sheep.

Modelling the nonlinear behaviour of an underplatform damper test rig for turbine applications

Science.gov (United States)

Pesaresi, L.; Salles, L.; Jones, A.; Green, J. S.; Schwingshackl, C. W.

2017-02-01

Underplatform dampers (UPD) are commonly used in aircraft engines to mitigate the risk of high-cycle fatigue failure of turbine blades. The energy dissipated at the friction contact interface of the damper reduces the vibration amplitude significantly, and the couplings of the blades can also lead to significant shifts of the resonance frequencies of the bladed disk. The highly nonlinear behaviour of bladed discs constrained by UPDs requires an advanced modelling approach to ensure that the correct damper geometry is selected during the design of the turbine, and that no unexpected resonance frequencies and amplitudes will occur in operation. Approaches based on an explicit model of the damper in combination with multi-harmonic balance solvers have emerged as a promising way to predict the nonlinear behaviour of UPDs correctly, however rigorous experimental validations are required before approaches of this type can be used with confidence. In this study, a nonlinear analysis based on an updated explicit damper model having different levels of detail is performed, and the results are evaluated against a newly-developed UPD test rig. Detailed linear finite element models are used as input for the nonlinear analysis, allowing the inclusion of damper flexibility and inertia effects. The nonlinear friction interface between the blades and the damper is described with a dense grid of 3D friction contact elements which allow accurate capturing of the underlying nonlinear mechanism that drives the global nonlinear behaviour. The introduced explicit damper model showed a great dependence on the correct contact pressure distribution. The use of an accurate, measurement based, distribution, better matched the nonlinear dynamic behaviour of the test rig. Good agreement with the measured frequency response data could only be reached when the zero harmonic term (constant term) was included in the multi-harmonic expansion of the nonlinear problem, highlighting its importance

Feeding behaviour of sheep fed lucerne v. grass hays with controlled post-ingestive consequences

OpenAIRE

Favreau, Angelique; Ginane, Cécile; Baumont, Rene

2010-01-01

Understanding what determines feeding behaviour in herbivores is essential to optimise the use of forages in breeding systems. Herbivores can evaluate foods by associative learning of their pre-ingestive characteristics (taste, odour, etc.) and their postingestive consequences. Post-ingestive consequences are acknowledged as influencing intake and food choices, but the role of pre-ingestive characteristics is still being debated. Our experiment was designed to test their separate effects on d...

The classification of hunger behaviour of Lates Calcarifer through the integration of image processing technique and k-Nearest Neighbour learning algorithm

Science.gov (United States)

Taha, Z.; Razman, M. A. M.; Ghani, A. S. Abdul; Majeed, A. P. P. Abdul; Musa, R. M.; Adnan, F. A.; Sallehudin, M. F.; Mukai, Y.

2018-04-01

Fish Hunger behaviour is essential in determining the fish feeding routine, particularly for fish farmers. The inability to provide accurate feeding routines (under-feeding or over-feeding) may lead the death of the fish and consequently inhibits the quantity of the fish produced. Moreover, the excessive food that is not consumed by the fish will be dissolved in the water and accordingly reduce the water quality through the reduction of oxygen quantity. This problem also leads the death of the fish or even spur fish diseases. In the present study, a correlation of Barramundi fish-school behaviour with hunger condition through the hybrid data integration of image processing technique is established. The behaviour is clustered with respect to the position of the school size as well as the school density of the fish before feeding, during feeding and after feeding. The clustered fish behaviour is then classified through k-Nearest Neighbour (k-NN) learning algorithm. Three different variations of the algorithm namely cosine, cubic and weighted are assessed on its ability to classify the aforementioned fish hunger behaviour. It was found from the study that the weighted k-NN variation provides the best classification with an accuracy of 86.5%. Therefore, it could be concluded that the proposed integration technique may assist fish farmers in ascertaining fish feeding routine.

Applying interprofessional Team-Based Learning in patient safety: a pilot evaluation study.

Science.gov (United States)

Lochner, Lukas; Girardi, Sandra; Pavcovich, Alessandra; Meier, Horand; Mantovan, Franco; Ausserhofer, Dietmar

2018-03-27

Interprofessional education (IPE) interventions are not always successful in achieving learning outcomes. Team-Based Learning (TBL) would appear to be a suitable pedagogical method for IPE, as it focuses on team performance; however, little is known about interprofessional TBL as an instructional framework for patient safety. In this pilot-study, we aimed to (1) describe participants' reactions to TBL, (2) observe their achievement with respect to interprofessional education learning objectives, and (3) document their attitudinal shifts with regard to patient safety behaviours. We developed and implemented a three-day course for pre-qualifying, non-medical healthcare students to give instruction on non-technical skills related to 'learning from errors'. The course consisted of three sequential modules: 'Recognizing Errors', 'Analysing Errors', and 'Reporting Errors'. The evaluation took place within a quasi-experimental pre-test-post-test study design. Participants completed self-assessments through valid and reliable instruments such as the Mennenga's TBL Student Assessment Instrument and the University of the West of England's Interprofessional Questionnaire. The mean scores of the individual readiness assurance tests were compared with the scores of the group readiness assurance test in order to explore if students learned from each other during group discussions. Data was analysed using descriptive (i.e. mean, standard deviation), parametric (i.e. paired t-test), and non-parametric (i.e. Wilcoxon signed-rank test) methods. Thirty-nine students from five different bachelor's programs attended the course. The participants positively rated TBL as an instructional approach. All teams outperformed the mean score of their individual members during the readiness assurance process. We observed significant improvements in 'communication and teamwork' and 'interprofessional learning' but not in 'interprofessional interaction' and 'interprofessional relationships

Learning in a game context: strategy choice by some keeps learning from evolving in others.

Science.gov (United States)

Dubois, Frédérique; Morand-Ferron, Julie; Giraldeau, Luc-Alain

2010-12-07

Behavioural decisions in a social context commonly have frequency-dependent outcomes and so require analysis using evolutionary game theory. Learning provides a mechanism for tracking changing conditions and it has frequently been predicted to supplant fixed behaviour in shifting environments; yet few studies have examined the evolution of learning specifically in a game-theoretic context. We present a model that examines the evolution of learning in a frequency-dependent context created by a producer-scrounger game, where producers search for their own resources and scroungers usurp the discoveries of producers. We ask whether a learning mutant that can optimize its use of producer and scrounger to local conditions can invade a population of non-learning individuals that play producer and scrounger with fixed probabilities. We find that learning provides an initial advantage but never evolves to fixation. Once a stable equilibrium is attained, the population is always made up of a majority of fixed players and a minority of learning individuals. This result is robust to variation in the initial proportion of fixed individuals, the rate of within- and between-generation environmental change, and population size. Such learning polymorphisms will manifest themselves in a wide range of contexts, providing an important element leading to behavioural syndromes.

The evolutionary basis of human social learning.

Science.gov (United States)

Morgan, T J H; Rendell, L E; Ehn, M; Hoppitt, W; Laland, K N

2012-02-22

Humans are characterized by an extreme dependence on culturally transmitted information. Such dependence requires the complex integration of social and asocial information to generate effective learning and decision making. Recent formal theory predicts that natural selection should favour adaptive learning strategies, but relevant empirical work is scarce and rarely examines multiple strategies or tasks. We tested nine hypotheses derived from theoretical models, running a series of experiments investigating factors affecting when and how humans use social information, and whether such behaviour is adaptive, across several computer-based tasks. The number of demonstrators, consensus among demonstrators, confidence of subjects, task difficulty, number of sessions, cost of asocial learning, subject performance and demonstrator performance all influenced subjects' use of social information, and did so adaptively. Our analysis provides strong support for the hypothesis that human social learning is regulated by adaptive learning rules.

Test-Enhanced Learning in an Immunology and Infectious Disease Medicinal Chemistry/Pharmacology Course.

Science.gov (United States)

Hernick, Marcy

2015-09-25

Objective. To develop a series of active-learning modules that would improve pharmacy students' performance on summative assessments. Design. A series of optional online active-learning modules containing questions with multiple formats for topics in a first-year (P1) course was created using a test-enhanced learning approach. A subset of module questions was modified and included on summative assessments. Assessment. Student performance on module questions improved with repeated attempts and was predictive of student performance on summative assessments. Performance on examination questions was higher for students with access to modules than for those without access to modules. Module use appeared to have the most impact on low performing students. Conclusion. Test-enhanced learning modules with immediate feedback provide pharmacy students with a learning tool that improves student performance on summative assessments and also may improve metacognitive and test-taking skills.

Collaborative Testing in Practical Laboratories: An Effective Teaching-Learning Method in Histology.

Science.gov (United States)

Guo, Yuping; Li, Enzhong

2016-01-01

This article presents an experimental teaching and learning program used in histology with first-year students in the second term in the Faculty of Biology at Huanghuai University, China. Eighty-six students were divided randomly into two groups (n=43 per group). Tests were conducted at the end of each practical laboratory (10 laboratories in total) in which collaborative testing was used in the experimental group and traditional testing in the control group. To assess achievement, a final examination in histology was carried out at the end of the course. To determine students' attitude to the teaching styles, a questionnaire survey was conducted at the end of the term. Results showed that students preferred the collaborative testing format. In the experimental group, students' scores were significantly higher than those of students in the control group in final examinations. These findings indicate that collaborative testing enhances student learning and understanding of the material taught, and suggest that collaborative testing is an effective teaching-learning method in histology.

Adolescents' protection motivation and smoking behaviour.

Science.gov (United States)

Thrul, Johannes; Stemmler, Mark; Bühler, Anneke; Kuntsche, Emmanuel

2013-08-01

The protection motivation theory (PMT) is a well-known theory of behaviour change. This study tested the applicability of the sub-constructs of threat and coping appraisal in predicting adolescents' smoking-related behavioural intentions and smoking behaviour longitudinally. Adolescents (N = 494) aged 11-16 years and not currently smoking at baseline participated in the study. Predictive validity of PMT constructs was tested in a path analysis model. Self-efficacy significantly predicted behavioural intention at baseline, which significantly predicted behavioural intention at follow-up, which in turn predicted smoking behaviour at follow-up. The effect of self-efficacy on behavioural intention at follow-up was mediated by behavioural intention at baseline and the effect of self-efficacy on smoking behaviour was mediated by behavioural intention at baseline and follow-up. In conclusion, we found support for one part of the PMT, namely for the predictive validity of the coping appraisal construct self-efficacy in predicting adolescents' smoking-related behavioural intention and smoking behaviour. These results fail to support the appropriateness of the PMT's construct threat appraisal in longitudinally predicting adolescents' smoking as well as the applicability of communicating fear and negative information as preventive interventions for this target group.

Behavioural effects of prenatal exposure to carbon disulphide and to aromatol in rats.

Science.gov (United States)

Lehotzky, K; Szeberényi, J M; Ungváry, G; Kiss, A

1985-01-01

The neurotoxic effects of prenatal organosolvent inhalation were studied in rats, because of the expectation that a developing organism may be more sensitive than the adult to the induction of functional deficits. The aim was to determine whether prenatal exposure to the new organosolvent mixture, Aromatol, and the well known neurotoxic carbon disulphide, would impair reflex ontogeny or produce neurobehavioural dysfunctions in the offspring. Development of gait, motor coordination, and activity, avoidance learning and swimming were tested in the offspring of CFY rat mothers, exposed to CS2 inhalation (0, less than 10, 700 and 2000 mg/m3) and to Aromatol (0, 600, 1000 and 2000 mg/m3) on days 7-15 gestation. Prenatal CS2 inhalation induced dose related perinatal mortality of pups. Eye opening and the auditory startle were retarded. There were immature gait, motor incoordination, diminished open field activity and altered behavioural patterns on day 21 and 36 but they were nearly age-appropriate on day 90. As signs of disturbed learning ability, there were diminished performance and lengthened latency of the conditioned avoidance response, related to the concentrations administered. Contrary to expectations, prenatal Aromatol inhalation had no effect on maturation of gait, behaviour patterns, or learning ability.

Modality effects in implicit artificial grammar learning: An EEG study.

Science.gov (United States)

Silva, Susana; Folia, Vasiliki; Inácio, Filomena; Castro, São Luís; Petersson, Karl Magnus

2018-05-15

Recently, it has been proposed that sequence learning engages a combination of modality-specific operating networks and modality-independent computational principles. In the present study, we compared the behavioural and EEG outcomes of implicit artificial grammar learning in the visual vs. auditory modality. We controlled for the influence of surface characteristics of sequences (Associative Chunk Strength), thus focusing on the strictly structural aspects of sequence learning, and we adapted the paradigms to compensate for known frailties of the visual modality compared to audition (temporal presentation, fast presentation rate). The behavioural outcomes were similar across modalities. Favouring the idea of modality-specificity, ERPs in response to grammar violations differed in topography and latency (earlier and more anterior component in the visual modality), and ERPs in response to surface features emerged only in the auditory modality. In favour of modality-independence, we observed three common functional properties in the late ERPs of the two grammars: both were free of interactions between structural and surface influences, both were more extended in a grammaticality classification test than in a preference classification test, and both correlated positively and strongly with theta event-related-synchronization during baseline testing. Our findings support the idea of modality-specificity combined with modality-independence, and suggest that memory for visual vs. auditory sequences may largely contribute to cross-modal differences. Copyright © 2018 Elsevier B.V. All rights reserved.

Test-retest reliability and construct validity of the ENERGY-parent questionnaire on parenting practices, energy balance-related behaviours and their potential behavioural determinants: the ENERGY-project

Directory of Open Access Journals (Sweden)

Singh Amika S

2012-08-01

Full Text Available Abstract Background Insight in parental energy balance-related behaviours, their determinants and parenting practices are important to inform childhood obesity prevention. Therefore, reliable and valid tools to measure these variables in large-scale population research are needed. The objective of the current study was to examine the test-retest reliability and construct validity of the parent questionnaire used in the ENERGY-project, assessing parental energy balance-related behaviours, their determinants, and parenting practices among parents of 10–12 year old children. Findings We collected data among parents (n = 316 in the test-retest reliability study; n = 109 in the construct validity study of 10–12 year-old children in six European countries, i.e. Belgium, Greece, Hungary, the Netherlands, Norway, and Spain. Test-retest reliability was assessed using the intra-class correlation coefficient (ICC and percentage agreement comparing scores from two measurements, administered one week apart. To assess construct validity, the agreement between questionnaire responses and a subsequent interview was assessed using ICC and percentage agreement. All but one item showed good to excellent test-retest reliability as indicated by ICCs > .60 or percentage agreement ≥ 75%. Construct validity appeared to be good to excellent for 92 out of 121 items, as indicated by ICCs > .60 or percentage agreement ≥ 75%. From the other 29 items, construct validity was moderate for 24 and poor for 5 items. Conclusions The reliability and construct validity of the items of the ENERGY-parent questionnaire on multiple energy balance-related behaviours, their potential determinants, and parenting practices appears to be good. Based on the results of the validity study, we strongly recommend adapting parts of the ENERGY-parent questionnaire if used in future research.

Behavioural Effects of the Commonly Used Fish Anaesthetic Tricaine Methanesulfonate (MS-222) on Zebrafish (Danio rerio) and Its Relevance for the Acetic Acid Pain Test

Science.gov (United States)

Nordgreen, Janicke; Tahamtani, Fernanda M.; Janczak, Andrew M.; Horsberg, Tor Einar

2014-01-01

The pros and cons of using anaesthesia when handling fish in connection with experiments are debated. A widely adopted practice is to wait thirty minutes after anaesthesia before behavioural observations are initiated, but information about immediate effects of a treatment is then lost. This is pertinent for responses to acute stressors, such as acid injection in the acetic acid pain test. However, omission of anaesthetics in order to obtain data on immediate responses will compromise the welfare of fish and contribute to experimental noise due to stress. We therefore tested the effect of tricaine methanesulfonate on the behaviour of zebrafish. We predicted that tricaine (MS 222) would decrease swimming velocity and that the control fish would show an increased level of anxiety- and stress-related behaviours compared to the tricaine group. Following acclimatization to the test tank, baseline behaviour was recorded before immersion in either tricaine (168 mg l−1, treatment group, N = 8) or tank water (control group, N = 7). Latencies to lose equilibrium and to lose response to touch were registered. The fish was then returned to the test tank, and the latency to regain equilibrium was registered in anaesthetized fish. When equilibrium was regained, and at five, thirty and sixty minutes after the fish had been returned to the test tank, behaviour was recorded. The tricaine fish showed the following responses (mean ± sd): latency to lose equilibrium 22.6 s±3.9; latency to lose response to touch 101.9 s±26.8; latency to regain equilibrium 92.0 s±54.4. Contrary to our predictions, neither treatment caused a change in any of the behaviours registered. This indicates that tricaine has no effect on several commonly used behavioural parameters, and that it may be unnecessary to postpone behavioural observations to 30 min after anaesthesia. PMID:24658262

An online study combining the constructs from the theory of planned behaviour and protection motivation theory in predicting intention to test for chlamydia in two testing contexts

OpenAIRE

Powell, R. L.; Pattison, H. M.; Francis, J.

2016-01-01

Chlamydia is a common sexually-transmitted infection that has potentially serious consequences unless detected and treated early. The health service in the UK offers clinic-based testing for chlamydia but uptake is low. Identifying the predictors of testing behaviours may inform interventions to increase uptake. Self-tests for chlamydia may facilitate testing and treatment in people who avoid clinic-based testing. Self-testing and being tested by a health care professional (HCP) involve two c...

A Machine Learning Approach to Test Data Generation

DEFF Research Database (Denmark)

Christiansen, Henning; Dahmcke, Christina Mackeprang

2007-01-01

been tested, and a more thorough statistical foundation is required. We propose to use logic-statistical modelling methods for machine-learning for analyzing existing and manually marked up data, integrated with the generation of new, artificial data. More specifically, we suggest to use the PRISM...... system developed by Sato and Kameya. Based on logic programming extended with random variables and parameter learning, PRISM appears as a powerful modelling environment, which subsumes HMMs and a wide range of other methods, all embedded in a declarative language. We illustrate these principles here...

THAI test facility for experimental research on hydrogen and fission product behaviour in light water reactor containments

Energy Technology Data Exchange (ETDEWEB)

Gupta, S., E-mail: gupta@becker-technologies.com [Becker Technologies GmbH, Koelner Strasse 6, 65760 Eschborn (Germany); Schmidt, E.; Laufenberg, B. von; Freitag, M.; Poss, G. [Becker Technologies GmbH, Koelner Strasse 6, 65760 Eschborn (Germany); Funke, F. [AREVA GmbH, P.O. Box 1109, 91001 Erlangen (Germany); Weber, G. [Gesellschaft für Anlagen- und Reaktorsicherheit (GRS) gGmbH, Forschungszentrum, Boltzmannstraße 14, 85748 Garching (Germany)

2015-12-01

Highlights: • Large scale facility for investigating representative LWR severe accident scenarios. • Coupled effect tests in the field of thermal-hydraulics, hydrogen, aerosol and iodine. • Measurement techniques improved and adapted for severe accident conditions. • Testing of passive mitigation systems (e.g. PAR) under accident conditions. • THAI data application for validation and development of CFD and LP codes. - Abstract: The test facility THAI (thermal-hydraulics, hydrogen, aerosol, and iodine) aims at addressing open questions concerning gas distribution, behaviour of hydrogen, iodine and aerosols in the containment of light water reactors during severe accidents. Main component of the facility is a 60 m{sup 3} stainless steel vessel, 9.2 m high and 3.2 m in diameter, with exchangeable internals for multi-compartment investigations. The maximal design pressure of the vessel is 14 bar which allows H{sub 2} combustion experiments at a severe accident relevant H{sub 2} concentration level. The facility is approved for the use of low-level radiotracer I-123 which enables the measurement of time resolved iodine behaviour. The THAI test facility allows investigating various accident scenarios, ranging from turbulent free convection to stagnant stratified containment atmospheres and can be combined with simultaneous use of hydrogen, iodine and aerosol issues. THAI experimental research also covers investigations related to mitigation systems employed in light water reactor containments by performing experiments on, e.g. pressure suppression pool hydrodynamics, performance behaviour of passive autocatalytic recombiners, and spray interaction with hydrogen–steam–air flames in phenomenon orientated and coupled-effects experiments. The THAI experimental data have been widely used for the validation and further development of Lumped Parameter and Computational Fluid Dynamics codes with 3D capabilities, e.g. International Standard Problems ISP-47 (thermal

The Influence of Job Characteristics and Self-Directed Learning Orientation on Workplace Learning

Science.gov (United States)

Raemdonck, Isabel; Gijbels, David; van Groen, Willemijn

2014-01-01

Given the increasing importance of learning at work, we set out to examine the factors which influence workplace learning behaviour. The study investigated the influence of the job characteristics from Karasek's Job Demand Control Support model and the personal characteristic self-directed learning orientation on workplace learning. A total…

Constant strain rate test and SCC-behaviour of stainless steels

International Nuclear Information System (INIS)

Krauss, H.; Speckhardt, H.

1979-01-01

In the present work, the stress corrosion cracking behaviour in boiling aqueous 35% magnesium chloride solution under conditions of no external current was investigated as a function of the defined extension rates for the two austenitic steels X 2 CrNi 189 and X 2 CrNiSi 1815, as well as for both ferritic austenitic steels X 6 CrNiMoCu 217 and X 2 CrNiMoN 225. The endurance time found until cracking, the maximum tensile stress, the sample stretching up to cracking and the relative rupture energy were determined for the evaluation, as well as metallographic investigations to describe the crack picture, test surface appearance and attack picture carried out. (orig.) 891 RW/orig. 892 BRE [de

Micro-generation schemes: user behaviours and attitudes towards energy consumption.

Science.gov (United States)

Stedmon, Alex W; Winslow, Robin; Langley, Alyson

2013-01-01

In the last decade, there has been increasing pressure on developed nations to reduce their carbon emissions. Distributed micro-generation (MG) initiatives provide incentives for small-scale renewable energy generation, particularly by residential home-owners. This paper investigates the existing knowledge base to consider if living in a property with on-site renewable electricity generation may affect user attitudes and behaviours. This knowledge is interpreted from a human factors perspective by focussing on individual behaviour and social learning as well as identifying underlying user requirements and user needs. Suggestions are then made with regard to the effects that MG schemes may have on public attitudes and where further research efforts should be focused. There is evidence that renewable energy initiatives are likely to result in a shift in public behaviour, particularly towards reduced energy consumption where mechanisms for increased feedback can act as a facilitator to learning and motivator to change. The role of human factors/ergonomics in supporting renewable energy initiatives has not been fully exploited. A range of case studies explore user needs and awareness of renewable energy, presenting mixed evidence for reduced consumption. However, individual behaviour and social learning can be influenced through increased feedback that acts as a facilitator to change.

Test Reviews: Reynolds, C., & Voress, J. K. (2007). "Test of Memory and Learning: Second Edition." Austin, TX: PRO-ED

Science.gov (United States)

Schmitt, Ara J.; Decker, Scott L.

2009-01-01

This article reviews the Test of Memory and Learning: Second Edition (TOMAL-2), published by PRO-ED, which constitutes a recent revision of the Test of Memory and Learning (TOMAL; Reynolds & Bigler, 1994). Advertised as the "single most comprehensive memory battery available for the entire age range of 5 years through 59 years of age", the TOMAL-2…

The neuropsychological basis of addictive behaviour.

Science.gov (United States)

Everitt, B J; Dickinson, A; Robbins, T W

2001-10-01

The argument advanced in this review is that drug addiction can be understood in terms of normal learning and memory systems of the brain which, through the actions of chronically self-administered drugs, are pathologically subverted, thereby leading to the establishment of compulsive drug-seeking habits, strengthened by the motivational impact of drug-associated stimuli and occurring at the expense of other sources of reinforcement. We review data from our studies that have utilized procedures which reveal the various influences of pavlovian stimuli on goal-directed behaviour, namely discriminated approach, pavlovian-to-instrumental transfer and conditioned reinforcement, in order to demonstrate their overlapping and also unique neural bases. These fundamental studies are also reviewed in the context of the neural and psychological mechanisms underlying drug-seeking behaviour that is under the control of drug-associated environmental stimuli. The ways in which such drug-seeking behaviour becomes compulsive and habitual, as well as the propensity for relapse to drug-seeking even after long periods of relapse, are discussed in terms of the aberrant learning set in train by the effects of self-administered drugs on plastic processes in limbic cortical-ventral striatal systems.

Active Inference, homeostatic regulation and adaptive behavioural control.

Science.gov (United States)

Pezzulo, Giovanni; Rigoli, Francesco; Friston, Karl

2015-11-01

We review a theory of homeostatic regulation and adaptive behavioural control within the Active Inference framework. Our aim is to connect two research streams that are usually considered independently; namely, Active Inference and associative learning theories of animal behaviour. The former uses a probabilistic (Bayesian) formulation of perception and action, while the latter calls on multiple (Pavlovian, habitual, goal-directed) processes for homeostatic and behavioural control. We offer a synthesis these classical processes and cast them as successive hierarchical contextualisations of sensorimotor constructs, using the generative models that underpin Active Inference. This dissolves any apparent mechanistic distinction between the optimization processes that mediate classical control or learning. Furthermore, we generalize the scope of Active Inference by emphasizing interoceptive inference and homeostatic regulation. The ensuing homeostatic (or allostatic) perspective provides an intuitive explanation for how priors act as drives or goals to enslave action, and emphasises the embodied nature of inference. Copyright © 2015 The Authors. Published by Elsevier Ltd.. All rights reserved.

No association of the BDNF val66met polymorphism with implicit associative vocabulary and motor learning.

Directory of Open Access Journals (Sweden)

Nils Freundlieb

Full Text Available Brain-derived neurotrophic factor (BDNF has been suggested to play a major role in plasticity, neurogenesis and learning in the adult brain. The BDNF gene contains a common val66met polymorphism associated with decreased activity-dependent excretion of BDNF and a potential influence on behaviour, more specifically, on motor learning. The objective of this study was to determine the influence of the BDNF val66met polymorphism on short-term implicit associative learning and whether its influence is cognitive domain-specific (motor vs. language. A sample of 38 young healthy participants was genotyped, screened for background and neuropsychological differences, and tested with two associative implicit learning paradigms in two different cognitive domains, i.e., motor and vocabulary learning. Subjects performed the serial reaction time task (SRTT to determine implicit motor learning and a recently established associative vocabulary learning task (AVL for implicit learning of action and object words. To determine the influence of the BDNF polymorphism on domain-specific implicit learning, behavioural improvements in the two tasks were compared between val/val (n = 22 and met carriers (val/met: n = 15 and met/met: n = 1. There was no evidence for an impact of the BDNF val66met polymorphism on the behavioural outcome in implicit short-term learning paradigms in young healthy subjects. Whether this polymorphism plays a relevant role in long-term training paradigms or in subjects with impaired neuronal plasticity or reduced learning capacity, such as aged individuals, demented patients or patients with brain lesions, has to be determined in future studies.

Measuring organizational learning. Model testing in two Romanian universities

OpenAIRE

Alexandra Luciana Guţă

2014-01-01

The scientific literature associates organizational learning with superior organization performance. If we refer to the academic environment, we appreciate that it can develop and reach better levels of performance through changes driven from the inside. Thus, through this paper we elaborate on a conceptual model of organizational learning and we test the model on a sample of employees (university teachers and researchers) from two Romanian universities. The model comprises the process of org...

Negotiating the use of formative assessment for learning in an era of accountability testing

Science.gov (United States)

Yin, Xinying

The purpose of this collaborative action research was to understand how science educators can negotiate the tension between integrating formative assessment (FA) for students' learning and meeting the need for standardized summative assessment (testing) from a critical perspective. Using formative assessment in the era of accountability testing was a process in which the science educators identified the ways that the standardized testing system constrained the teacher's use of FA to improve students' learning, sought solutions to overcome the obstacles and came to understand how FA can be utilized to neutralize the power relationship between the institutional requirement and classroom teaching and learning. The challenge of doing FA under the pressure of standardized testing mainly lie in two dimensions: one was the demand of teaching all the desired standard-based content to all students in a limited amount of time and the sufficient time and flexibility required by doing FA to improve students' understanding, the other was the different levels of knowledge and forms of knowledge representation on FA and tests. The negotiation of doing FA for teaching standards and preparing students for tests entailed six aspects for the collaborative team, including clarifying teaching objectives, reconstructing instructional activities, negotiating with time constraints, designing effective FA activities, attending to students' needs in doing FA, and modifying end-of-unit tests to better assess the learning goals. As the teacher's instructional goals evolved to be more focused on conceptual understanding of standards and more thorough understanding for less activities, she perceived doing FA for learning and preparing students for standardized tests as more congruent. By integrating both divergent and convergent FA into instruction as well as modifying tests to be more aligned with standards, students' learning were enhanced and they were also being prepared for tests. This

Is it better to select or to receive? Learning via active and passive hypothesis testing.

Science.gov (United States)

Markant, Douglas B; Gureckis, Todd M

2014-02-01

People can test hypotheses through either selection or reception. In a selection task, the learner actively chooses observations to test his or her beliefs, whereas in reception tasks data are passively encountered. People routinely use both forms of testing in everyday life, but the critical psychological differences between selection and reception learning remain poorly understood. One hypothesis is that selection learning improves learning performance by enhancing generic cognitive processes related to motivation, attention, and engagement. Alternatively, we suggest that differences between these 2 learning modes derives from a hypothesis-dependent sampling bias that is introduced when a person collects data to test his or her own individual hypothesis. Drawing on influential models of sequential hypothesis-testing behavior, we show that such a bias (a) can lead to the collection of data that facilitates learning compared with reception learning and (b) can be more effective than observing the selections of another person. We then report a novel experiment based on a popular category learning paradigm that compares reception and selection learning. We additionally compare selection learners to a set of "yoked" participants who viewed the exact same sequence of observations under reception conditions. The results revealed systematic differences in performance that depended on the learner's role in collecting information and the abstract structure of the problem.

Influence of cilazapril on memory functions and sleep behaviour in comparison with metoprolol and placebo in healthy subjects.

Science.gov (United States)

Dietrich, B; Herrmann, W M

1989-01-01

1. In a controlled, randomized, double-blind study the influence of cilazapril and metoprolol on learning and memory functions and on sleep behaviour was investigated in healthy young volunteers under steady-state conditions. Twenty-three subjects were given either 2.5 mg cilazapril, 200 mg metoprolol, or placebo for 14 days in a latin square design separated by washout periods of 7 days. 2. To test memory functions different modalities--verbal, visual, numerical associative and two dimensional spatial memory were tested for recent anterograde recall, both short-term (less than 10 s) and middle-term (up to 15 min) were selected. The test had a content similar to that used in daily life situations. The sleep behaviour was tested both by objective (all night sleep EEG) and subjective measures. 3. Neither antihypertensive drug had an observable influence on memory performance at the dosages used under steady-state conditions. However, sleep was disturbed during metoprolol, while cilazapril could not be differentiated from placebo. The effects of metoprolol on sleep behaviour were observed in the objective and subjective measures. There was more frequent awakening during the night with the subjective complaint of difficulties in sleeping through. 4. From this study it is concluded that cilazapril has no major effect on memory functions and sleep behaviour. This is only true for the dosages given and under steady-state conditions.

Building Knowledge Structures by Testing Helps Children With Mathematical Learning Difficulty.

Science.gov (United States)

Zhang, Yiyun; Zhou, Xinlin

2016-01-01

Mathematical learning difficulty (MLD) is prevalent in the development of mathematical abilities. Previous interventions for children with MLD have focused on number sense or basic mathematical skills. This study investigated whether mathematical performance of fifth grade children with MLD could be improved by developing knowledge structures by testing using a web-based curriculum learning system. A total of 142 children with MLD were recruited; half of the children were in the experimental group (using the system), and the other half were in the control group (not using the system). The children were encouraged to use the web-based learning system at home for at least a 15-min session, at least once a week, for one and a half months. The mean accumulated time of testing on the system for children in the experimental group was 56.2 min. Children in the experimental group had significantly higher scores on their final mathematical examination compared to the control group. The results suggest that web-based curriculum learning through testing that promotes the building of knowledge structures for a mathematical course was helpful for children with MLD. © Hammill Institute on Disabilities 2014.