Functional connectivity changes in second language vocabulary learning.

Science.gov (United States)

Ghazi Saidi, Ladan; Perlbarg, Vincent; Marrelec, Guillaume; Pélégrini-Issac, Mélani; Benali, Habib; Ansaldo, Ana-Inés

2013-01-01

Functional connectivity changes in the language network (Price, 2010), and in a control network involved in second language (L2) processing (Abutalebi & Green, 2007) were examined in a group of Persian (L1) speakers learning French (L2) words. Measures of network integration that characterize the global integrative state of a network (Marrelec, Bellec et al., 2008) were gathered, in the shallow and consolidation phases of L2 vocabulary learning. Functional connectivity remained unchanged across learning phases for L1, whereas total, between- and within-network integration levels decreased as proficiency for L2 increased. The results of this study provide the first functional connectivity evidence regarding the dynamic role of the language processing and cognitive control networks in L2 learning (Abutalebi, Cappa, & Perani, 2005; Altarriba & Heredia, 2008; Leonard et al., 2011; Parker-Jones et al., 2011). Thus, increased proficiency results in a higher degree of automaticity and lower cognitive effort (Segalowitz & Hulstijn, 2005). Copyright © 2012 Elsevier Inc. All rights reserved.

Chained learning architectures in a simple closed-loop behavioural context

DEFF Research Database (Denmark)

Kulvicius, Tomas; Porr, Bernd; Wörgötter, Florentin

2007-01-01

are very simple and consist of single learning unit. The current study is trying to solve this problem focusing on chained learning architectures in a simple closed-loop behavioural context. METHODS: We applied temporal sequence learning (Porr B and Wörgötter F 2006) in a closed-loop behavioural system...... where a driving robot learns to follow a line. Here for the first time we introduced two types of chained learning architectures named linear chain and honeycomb chain. We analyzed such architectures in an open and closed-loop context and compared them to the simple learning unit. CONCLUSIONS...

A Comparison of Learning Outcomes in Cognitive Behavioural Therapy and Existential Therapy

DEFF Research Database (Denmark)

Sørensen, Anders Dræby

of the outcome of psychotherapy through qualitative research. The precise aim is to draw attention to the special characteristics of this outcome in terms of learning outcome. This regards both existential therapy and cognitive behavioural therapy and to clarify the possible differences and similarities between...... the lived experience of the learning outcomes of these approaches. The study also clarifies the differences between existential psychotherapy as an art of learning directed at existential learning of authenticity and cognitive- behavioural therapy as a learning-based medical treatment technology directed...... at behavioural and cognitive learning of adaptive and functional responses that alleviates pathological symptoms....

Parallel Alterations of Functional Connectivity during Execution and Imagination after Motor Imagery Learning

Science.gov (United States)

Zhang, Rushao; Hui, Mingqi; Long, Zhiying; Zhao, Xiaojie; Yao, Li

2012-01-01

Background Neural substrates underlying motor learning have been widely investigated with neuroimaging technologies. Investigations have illustrated the critical regions of motor learning and further revealed parallel alterations of functional activation during imagination and execution after learning. However, little is known about the functional connectivity associated with motor learning, especially motor imagery learning, although benefits from functional connectivity analysis attract more attention to the related explorations. We explored whether motor imagery (MI) and motor execution (ME) shared parallel alterations of functional connectivity after MI learning. Methodology/Principal Findings Graph theory analysis, which is widely used in functional connectivity exploration, was performed on the functional magnetic resonance imaging (fMRI) data of MI and ME tasks before and after 14 days of consecutive MI learning. The control group had no learning. Two measures, connectivity degree and interregional connectivity, were calculated and further assessed at a statistical level. Two interesting results were obtained: (1) The connectivity degree of the right posterior parietal lobe decreased in both MI and ME tasks after MI learning in the experimental group; (2) The parallel alterations of interregional connectivity related to the right posterior parietal lobe occurred in the supplementary motor area for both tasks. Conclusions/Significance These computational results may provide the following insights: (1) The establishment of motor schema through MI learning may induce the significant decrease of connectivity degree in the posterior parietal lobe; (2) The decreased interregional connectivity between the supplementary motor area and the right posterior parietal lobe in post-test implicates the dissociation between motor learning and task performing. These findings and explanations further revealed the neural substrates underpinning MI learning and supported that

Numerical Study on the Behaviour of Reduced Beam Section Presence in Rectangular Concrete Filled Tubes Connection

Science.gov (United States)

Amalia, A. R.; Suswanto, B.; Kristijanto, H.; Irawan, D.

2018-01-01

This paper discusses about the behaviour of two types of RCFT column connections with steel beams due to cyclic loads using software based on finite element method ABAQUS 6.14. This comparison involves modelling RCFT connections with rigid connection that do not allow any deformation and rotation in the joint. There are two types of model to be compared: BB and BRBS which include RCFT connections to ordinary beam without RBS (BB) and to Reduce Beam Section Beam (BRBS). The models behaviour can be discussed in this study are stress value, von misses stress pattern and rotational degree of each model. From the von misses stress pattern value, it found that the highest regions of stress occurs in vicinity of beam flange near column face for connection without RBS (BB). For earthquake resistant building, that behaviour needs to be avoided because sudden collapse often happen in that joint connection. Moreover, the connection with the presence of RBS (BRBS), the highest regions of stress occurs in reduced beam section of the beam, it means that the failure might be happen as proposed plan. The ultimate force that can be restrained by BB model (402 kN) is higher than BRBS model (257,18 kN) because of reducing of flange area. BRBS model has higher rotation angle (0,057 rad) than BB model (0,045 rad). The analysis results also observed that cyclic performances of the moment connection with RBS (BRBS) were more ductile than the connection with ordinary beam (BB).

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.

Context-Aware Writing Support for SNS: Connecting Formal and Informal Learning

Science.gov (United States)

Waragai, Ikumi; Kurabayashi, Shuichi; Ohta, Tatsuya; Raindl, Marco; Kiyoki, Yasushi; Tokuda, Hideyuki

2014-01-01

This paper presents another stage in a series of research efforts by the authors to develop an experience-connected mobile language learning environment, bridging formal and informal learning. Building on a study in which the authors tried to connect classroom learning (of German in Japan) with learners' real life experiences abroad by having…

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 ...

An analysis of mathematical connection ability based on student learning style on visualization auditory kinesthetic (VAK) learning model with self-assessment

Science.gov (United States)

Apipah, S.; Kartono; Isnarto

2018-03-01

This research aims to analyze the quality of VAK learning with self-assessment toward the ability of mathematical connection performed by students and to analyze students’ mathematical connection ability based on learning styles in VAK learning model with self-assessment. This research applies mixed method type with concurrent embedded design. The subject of this research consists of VIII grade students from State Junior High School 9 Semarang who apply visual learning style, auditory learning style, and kinesthetic learning style. The data of learning style is collected by using questionnaires, the data of mathematical connection ability is collected by performing tests, and the data of self-assessment is collected by using assessment sheets. The quality of learning is qualitatively valued from planning stage, realization stage, and valuation stage. The result of mathematical connection ability test is analyzed quantitatively by mean test, conducting completeness test, mean differentiation test, and mean proportional differentiation test. The result of the research shows that VAK learning model results in well-qualified learning regarded from qualitative and quantitative sides. Students with visual learning style perform the highest mathematical connection ability, students with kinesthetic learning style perform average mathematical connection ability, and students with auditory learning style perform the lowest mathematical connection ability.

Learning Networks: connecting people, organizations, autonomous agents and learning resources to establish the emergence of effective lifelong learning

NARCIS (Netherlands)

Koper, Rob; Sloep, Peter

2003-01-01

Koper, E.J.R., Sloep, P.B. (2002) Learning Networks connecting people, organizations, autonomous agents and learning resources to establish the emergence of effective lifelong learning. RTD Programma into Learning Technologies 2003-2008. More is different… Heerlen, Nederland: Open Universiteit

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.

Motor imagery learning modulates functional connectivity of multiple brain systems in resting state.

Science.gov (United States)

Zhang, Hang; Long, Zhiying; Ge, Ruiyang; Xu, Lele; Jin, Zhen; Yao, Li; Liu, Yijun

2014-01-01

Learning motor skills involves subsequent modulation of resting-state functional connectivity in the sensory-motor system. This idea was mostly derived from the investigations on motor execution learning which mainly recruits the processing of sensory-motor information. Behavioral evidences demonstrated that motor skills in our daily lives could be learned through imagery procedures. However, it remains unclear whether the modulation of resting-state functional connectivity also exists in the sensory-motor system after motor imagery learning. We performed a fMRI investigation on motor imagery learning from resting state. Based on previous studies, we identified eight sensory and cognitive resting-state networks (RSNs) corresponding to the brain systems and further explored the functional connectivity of these RSNs through the assessments, connectivity and network strengths before and after the two-week consecutive learning. Two intriguing results were revealed: (1) The sensory RSNs, specifically sensory-motor and lateral visual networks exhibited greater connectivity strengths in precuneus and fusiform gyrus after learning; (2) Decreased network strength induced by learning was proved in the default mode network, a cognitive RSN. These results indicated that resting-state functional connectivity could be modulated by motor imagery learning in multiple brain systems, and such modulation displayed in the sensory-motor, visual and default brain systems may be associated with the establishment of motor schema and the regulation of introspective thought. These findings further revealed the neural substrates underlying motor skill learning and potentially provided new insights into the therapeutic benefits of motor imagery learning.

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.

Motor Imagery Learning Modulates Functional Connectivity of Multiple Brain Systems in Resting State

Science.gov (United States)

Zhang, Hang; Long, Zhiying; Ge, Ruiyang; Xu, Lele; Jin, Zhen; Yao, Li; Liu, Yijun

2014-01-01

Background Learning motor skills involves subsequent modulation of resting-state functional connectivity in the sensory-motor system. This idea was mostly derived from the investigations on motor execution learning which mainly recruits the processing of sensory-motor information. Behavioral evidences demonstrated that motor skills in our daily lives could be learned through imagery procedures. However, it remains unclear whether the modulation of resting-state functional connectivity also exists in the sensory-motor system after motor imagery learning. Methodology/Principal Findings We performed a fMRI investigation on motor imagery learning from resting state. Based on previous studies, we identified eight sensory and cognitive resting-state networks (RSNs) corresponding to the brain systems and further explored the functional connectivity of these RSNs through the assessments, connectivity and network strengths before and after the two-week consecutive learning. Two intriguing results were revealed: (1) The sensory RSNs, specifically sensory-motor and lateral visual networks exhibited greater connectivity strengths in precuneus and fusiform gyrus after learning; (2) Decreased network strength induced by learning was proved in the default mode network, a cognitive RSN. Conclusions/Significance These results indicated that resting-state functional connectivity could be modulated by motor imagery learning in multiple brain systems, and such modulation displayed in the sensory-motor, visual and default brain systems may be associated with the establishment of motor schema and the regulation of introspective thought. These findings further revealed the neural substrates underlying motor skill learning and potentially provided new insights into the therapeutic benefits of motor imagery learning. PMID:24465577

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…

Connecting Leadership and Learning: Do Versatile Learners make Connective Leaders?

Directory of Open Access Journals (Sweden)

Jill L. Robinson

2016-03-01

Full Text Available Abstract Recent failures in leadership, suggest that creating better-quality leadership development programs is critical. In moving from theory to practice, this paper examined the relationship between learning style and leadership style which may enable us to move away from one-size-fits-all leadership development programs. Utilizing Kolb’s Experiential Learning Model and Connective Leadership theory, approximately 3600 college students were analyzed to discover whether versatility in learning styles translates into versatility in leadership styles. One group of versatile learners reported using a wider range of leadership styles suggesting that learning flexibility may transfer to leadership flexibility. Surprisingly, learners of all types reported utilizing Power and Intrinsic styles of leadership above all others. Implications for leadership development include considering individual differences when crafting leadership programs, matching learning styles to leader training, and the need to move beyond one set of leadership behaviors to increase flexibility in dealing with complex situations. Using a large sample rarely seen in management studies, this paper makes key contributions to the literature. 

FEM analysis of mechanical behaviour of coil support connections in Wendelstein 7-X fusion reactor

International Nuclear Information System (INIS)

Krzesinski, G.; Zagrajek, T.; Marek, P.; Dobosz, R.; Czarkowski, P.; Kurzydlowski, K.J.

2006-01-01

The objective of Wendelstein 7-X project is the stellarator-type fusion reactor. In this device plasma channel is under control of magnetic field coming from magnet system of very complicated shape, made of 70 superconducting coils symmetrically arranged in 5 identical sections. Every coil is connected to central ring with two extensions which transfer loads resulting from electromagnetic field and gravity. The aim of this work was to analyse mechanical behaviour of the bolted connections using detailed 3D finite element models. All simulations were performed assuming elasto-plastic behaviour of the materials, assembly stresses and friction contacts between different parts of the connections. Stress distributions, displacements, forces acting on the bolts and welds were studied using standard and submodeling routines. The results were subsequently used to optimize the design of critical central support elements. (author)

Motor sequence learning-induced neural efficiency in functional brain connectivity.

Science.gov (United States)

Karim, Helmet T; Huppert, Theodore J; Erickson, Kirk I; Wollam, Mariegold E; Sparto, Patrick J; Sejdić, Ervin; VanSwearingen, Jessie M

2017-02-15

Previous studies have shown the functional neural circuitry differences before and after an explicitly learned motor sequence task, but have not assessed these changes during the process of motor skill learning. Functional magnetic resonance imaging activity was measured while participants (n=13) were asked to tap their fingers to visually presented sequences in blocks that were either the same sequence repeated (learning block) or random sequences (control block). Motor learning was associated with a decrease in brain activity during learning compared to control. Lower brain activation was noted in the posterior parietal association area and bilateral thalamus during the later periods of learning (not during the control). Compared to the control condition, we found the task-related motor learning was associated with decreased connectivity between the putamen and left inferior frontal gyrus and left middle cingulate brain regions. Motor learning was associated with changes in network activity, spatial extent, and connectivity. Copyright © 2016 Elsevier B.V. All rights reserved.

Examining Neuronal Connectivity and Its Role in Learning and Memory

Science.gov (United States)

Gala, Rohan

Learning and long-term memory formation are accompanied with changes in the patterns and weights of synaptic connections in the underlying neuronal network. However, the fundamental rules that drive connectivity changes, and the precise structure-function relationships within neuronal networks remain elusive. Technological improvements over the last few decades have enabled the observation of large but specific subsets of neurons and their connections in unprecedented detail. Devising robust and automated computational methods is critical to distill information from ever-increasing volumes of raw experimental data. Moreover, statistical models and theoretical frameworks are required to interpret the data and assemble evidence into understanding of brain function. In this thesis, I first describe computational methods to reconstruct connectivity based on light microscopy imaging experiments. Next, I use these methods to quantify structural changes in connectivity based on in vivo time-lapse imaging experiments. Finally, I present a theoretical model of associative learning that can explain many stereotypical features of experimentally observed connectivity.

Learning to Learn: An Analysis of Early Learning Behaviours Demonstrated by Young Deaf/Hard-of-Hearing Children with High/Low Mathematics Ability

Science.gov (United States)

Pagliaro, Claudia M.; Kritzer, Karen L.

2010-01-01

Using a multiple case-study design, this study compares the early learning behaviours of young deaf/hard-of-hearing (d/hh) children with high/low mathematics ability (as defined by test score on the Test of Early Mathematics Ability-3). Children's simultaneous use of multiple learning behaviours was also examined as were contributing adult…

DEVELOPING STUDENTS’ ABILITY OF MATHEMATICAL CONNECTION THROUGH USING OUTDOOR MATHEMATICS LEARNING

Directory of Open Access Journals (Sweden)

Saleh Haji

2017-01-01

Full Text Available The Purpose of this study is to determine the achievement and improvement of students’ mathematical connectionability through using outdoor mathematics learning. 64 students from the fifth grade of Primary School at SDN 65 and SDN 67 Bengkulu City were taken as the sample of this study. While the method of the research used in this research is experiment with quasi-experimental designs non-equivalent control group. The results of the study are as follows: (1 There is an increasing ability found in mathematical connection of students whom taught by using outdoors mathematics learning is 0,53; (2 Based on statical computation that achievement of students’ ability of mathematical connection is taught by using outdoor mathematics learning score is 71,25. It is higher than the students score 66,25 which were taught by using the conventional learning. So as to improve students’ mathematical connection, teachers are suggested to use the outdoors mathematics learning

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 Efficacy of Three Learning Methods Collaborative, Context-Based Learning and Traditional, on Learning, Attitude and Behaviour of Undergraduate Nursing Students: Integrating Theory and Practice.

Science.gov (United States)

Hasanpour-Dehkordi, Ali; Solati, Kamal

2016-04-01

Communication skills training, responsibility, respect, and self-awareness are important indexes of changing learning behaviours in modern approaches. The aim of this study was to investigate the efficacy of three learning approaches, collaborative, context-based learning (CBL), and traditional, on learning, attitude, and behaviour of undergraduate nursing students. This study was a clinical trial with pretest and post-test of control group. The participants were senior nursing students. The samples were randomly assigned to three groups; CBL, collaborative, and traditional. To gather data a standard questionnaire of students' behaviour and attitude was administered prior to and after the intervention. Also, the rate of learning was investigated by a researcher-developed questionnaire prior to and after the intervention in the three groups. In CBL and collaborative training groups, the mean score of behaviour and attitude increased after the intervention. But no significant association was obtained between the mean scores of behaviour and attitude prior to and after the intervention in the traditional group. However, the mean learning score increased significantly in the CBL, collaborative, and traditional groups after the study in comparison to before the study. Both CBL and collaborative approaches were useful in terms of increased respect, self-awareness, self-evaluation, communication skills and responsibility as well as increased motivation and learning score in comparison to traditional method.

Autistic Traits Moderate the Impact of Reward Learning on Social Behaviour.

Science.gov (United States)

Panasiti, Maria Serena; Puzzo, Ignazio; Chakrabarti, Bhismadev

2016-04-01

A deficit in empathy has been suggested to underlie social behavioural atypicalities in autism. A parallel theoretical account proposes that reduced social motivation (i.e., low responsivity to social rewards) can account for the said atypicalities. Recent evidence suggests that autistic traits modulate the link between reward and proxy metrics related to empathy. Using an evaluative conditioning paradigm to associate high and low rewards with faces, a previous study has shown that individuals high in autistic traits show reduced spontaneous facial mimicry of faces associated with high vs. low reward. This observation raises the possibility that autistic traits modulate the magnitude of evaluative conditioning. To test this, we investigated (a) if autistic traits could modulate the ability to implicitly associate a reward value to a social stimulus (reward learning/conditioning, using the Implicit Association Task, IAT); (b) if the learned association could modulate participants' prosocial behaviour (i.e., social reciprocity, measured using the cyberball task); (c) if the strength of this modulation was influenced by autistic traits. In 43 neurotypical participants, we found that autistic traits moderated the relationship of social reward learning on prosocial behaviour but not reward learning itself. This evidence suggests that while autistic traits do not directly influence social reward learning, they modulate the relationship of social rewards with prosocial behaviour. © 2015 The Authors Autism Research published by Wiley Periodicals, Inc. on behalf of International Society for Autism Research.

Rectangular Gusset Plate Behaviour in Cold-Formed I-Type Steel Connections

Directory of Open Access Journals (Sweden)

Bučmys Ž.

2017-06-01

Full Text Available Cold-formed structure connections utilizing gusset plates are usually semi-rigid. This paper investigates the behaviours of rectangular gusset plates in cold-formed connections of elements whose columns and beams are made with lipped back-to-back C-sections. Methods of calculating strength and stiffness are necessary for such semi-rigid joints. The main task of this paper is to determine a method capable of calculating these characteristics. The proposed analytical method could then be easily adapted to the component method that is described in part 1993-1-8 of the Eurocode. This method allows us to calculate both the strength and stiffness of rectangular gusset plates, assuming that the joint deforms only in plane. This method of design moment resistance calculation was presented taking into account that an entire cross-section shall reach its yield stress. A technique of stiffness calculation was presented investigating the sum of deformations acquired at the bending moment and from shear forces which are transmitted from each beam bolt group. Calculation results according to the suggested method show good agreement of laboratory experimental results of specimens with numerical simulations. Two specimens of beam-to-column connections were tested in the laboratory. Lateral supports were used on the specimens to prevent lateral displacements in order to better investigate the behaviour of the rectangular gusset plate in plane. Experiments were simulated by modelling rectangular gusset plates using standard finite element software ANSYS Workbench 14.0. Three-dimensional solid elements were used for modelling and both geometric and material nonlinear analysis was performed.

Connecting Formal and Informal Learning Experiences

Science.gov (United States)

O'Mahony, Timothy Kieran

The learning study reports on part of a larger project being lead by the author. In this dissertation I explore one goal of this project---to understand effects on student learning outcomes as a function of using different methods for connecting out-of-school experiential learning with formal school-based instruction. There is a long history of assuming that "experience is the best teacher"(e.g. Aristotle, 360 BC; Dewey, 1934; Kolb, 1997; Pliny, AD 77). As a practical geographer I endorsed that assumption throughout my teaching career, paying attention to local topography, physical features, and natural resources in the geographic hinterland. I was particularly interested in understanding the impact of the physical landscape on humankind, and reciprocally, noting humankind's widespread impressions on the natural world. Until I began this research project, I assumed that everyone else paid a similar attention to immediate surroundings. The work that I describe in this dissertation emerges out of a conviction that there are many degrees of truth to the idea that experience is a great teacher. Its effectiveness seems to depend on how one's "experience" is mediated, and how "learning from it" is defined. This motivated me to think about design principles for linking people's experiences to learning. I began to explore, experimentally, how I might enhance people's abilities to notice, represent, and discuss their experiences in order to better learn from them. This study investigated how different ways of connecting outdoor learning experiences to formal schooling impacts students' performance. I studied high-school students in outdoor settings as they engaged in evocative issues of learning pertaining to consequential everyday life encounters. Different kinds of "expert mediation" were introduced and tested as the students engaged in investigative activities around the science of dam removal and habitat restoration. I measured outcomes with the aid of pre- and

An evaluation of UK foundation trainee doctors' learning behaviours in a technology-enhanced learning environment.

Science.gov (United States)

Brooks, Hannah L; Pontefract, Sarah K; Hodson, James; Blackwell, Nicholas; Hughes, Elizabeth; Marriott, John F; Coleman, Jamie J

2016-05-03

Technology-Enhanced Learning (TEL) can be used to educate Foundation Programme trainee (F1 and F2) doctors. Despite the advantages of TEL, learning behaviours may be exhibited that are not desired by system developers or educators. The aim of this evaluation was to investigate how learner behaviours (e.g. time spent on task) were affected by temporal (e.g. time of year), module (e.g. word count), and individual (e.g. knowledge) factors for 16 mandatory TEL modules related to prescribing and therapeutics. Data were extracted from the SCRIPT e-Learning platform for first year Foundation trainee (F1) doctors in the Health Education England's West Midland region from 1(st) August 2013 to 5(th) August 2014. Generalised Estimating Equation models were used to examine the relationship between time taken to complete modules, date modules were completed, pre- and post-test scores, and module factors. Over the time period examined, 688 F1 doctors interacted with the 16 compulsory modules 10,255 times. The geometric mean time taken to complete a module was 28.9 min (95% Confidence Interval: 28.4-29.5) and 1,075 (10.5%) modules were completed in less than 10 min. In February and June (prior to F1 progression reviews) peaks occurred in the number of modules completed and troughs in the time taken. Most modules were completed, and the greatest amount of time was spent on the learning on a Sunday. More time was taken by those doctors with greater pre-test scores and those with larger improvements in test scores. Foundation trainees are exhibiting unintended learning behaviours in this TEL environment, which may be attributed to several factors. These findings can help guide future developments of this TEL programme and the integration of other TEL programmes into curricula by raising awareness of potential behavioural issues that may arise.

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.

Connecting through Comics: Expanding Opportunities for Teaching and Learning

Science.gov (United States)

Bolton-Gary, Cynthia

2012-01-01

When students are faced with learning abstract contents, creating meaningful teaching and learning opportunities is a challenge for many educators. Concerns for how to get students to connect theoretical constructs and apply them to the "real world" is especially critical for those students studying to be teachers. This descriptive study…

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.

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.

Learning Global Citizenship?: Exploring Connections between the Local and the Global

Science.gov (United States)

Mayo, Marjorie; Gaventa, John; Rooke, Alison

2009-01-01

This article identifies historical connections between adult learning, popular education and the emergence of the public sphere in Europe, exploring potential implications for adult learning and community development, drawing upon research evaluating programmes to promote community-based learning "for" active citizenship in UK. The…

Asymptotic behaviour around a boundary point of the q-Painlevé VI equation and its connection problem

International Nuclear Information System (INIS)

Mano, Toshiyuki

2010-01-01

We study analytic properties of solutions to the q-Painlevé VI equation (q-P VI ), which was derived by Jimbo and Sakai as the compatibility condition for a connection preserving deformation (CPD) of a linear q-difference equation. We investigate local behaviours of solutions to q-P VI around a boundary point making use of the structure of the CPD. We also give a formula connecting the local behaviours of a solution around two boundary points. The results in this paper should be useful in future for studying more detailed global properties of solutions to q-P VI or exploring new special solutions with remarkable analytic properties

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…

Analysis of the Behaviour of Semi Rigid Steel End Plate Connections

Directory of Open Access Journals (Sweden)

Bahaz A.

2018-01-01

Full Text Available The analysis of steel-framed building structures with full strength beam to column joints is quite standard nowadays. Buildings utilizing such framing systems are widely used in design practice. However, there is a growing recognition of significant benefits in designing joints as partial strength/semi-rigid. The design of joints within this partial strength/semi-rigid approach is becoming more and more popular. This requires the knowledge of the full nonlinear moment-rotation behaviour of the joint, which is also a design parameter. The rotational behaviour of steel semi rigid connections can be studied using the finite element method for the following three reasons: i such models are inexpensive; ii they allow the understanding of local effects, which are difficult to measure accurately physically, and iii they can be used to generate extensive parametric studies. This paper presents a three-dimensional finite element model using ABAQUS software in order to identify the effect of different parameters on the behaviour of semi rigid steel beam to column end plate connections. Contact and sliding between different elements, bolt pretension and geometric and material non-linearity are included in this model. A parametric study is conducted using a model of two end-plate configurations: flush and extended end plates. The studied parameters were as follows: bolts type, end plate thickness and column web stiffener. Then, the model was calibrated and validated with experimental results taken from the literature and with the model proposed by Eurocode3. The procedure for determining the moment–rotation curve using finite element analysis is also given together with a brief explanation of how the design moment resistance and the initial rotational stiffness of the joint are obtained.

Social Media and Teaching-Learning: Connecting or Distancing?

Science.gov (United States)

Yancey, Nan Russell

2017-10-01

As new ideas and new ways of connecting seemingly surface ever more quickly, faculty face the daunting task of using emerging technology in the teaching-learning endeavor while honoring the presence of teacher with learner. The focus of this column is on using social media as a teaching-learning tool in the shared journey of coming to know, which is so essential for the aspiring nurse. While opportunities for using teaching-learning technologies abound and are ever-changing, faculty are challenged to cocreate a learner-focused journey of coming to know, without allowing the technology to become the focus.

Effects of Cognitive Behaviour and Social Learning Therapies On ...

African Journals Online (AJOL)

This study investigated the effects of Cognitive Behaviour Therapy and Social Learning ... After exposure to intervention therapies, the results showed that there was significant difference in the post-test aggression scores of participants.

Aging and response conflict solution: behavioural and functional connectivity changes.

Science.gov (United States)

Langner, Robert; Cieslik, Edna C; Behrwind, Simone D; Roski, Christian; Caspers, Svenja; Amunts, Katrin; Eickhoff, Simon B

2015-01-01

Healthy aging has been found associated with less efficient response conflict solution, but the cognitive and neural mechanisms have remained elusive. In a two-experiment study, we first examined the behavioural consequences of this putative age-related decline for conflicts induced by spatial stimulus-response incompatibility. We then used resting-state functional magnetic resonance imaging data from a large, independent sample of adults (n = 399; 18-85 years) to investigate age differences in functional connectivity between the nodes of a network previously found associated with incompatibility-induced response conflicts in the very same paradigm. As expected, overcoming interference from conflicting response tendencies took longer in older adults, even after accounting for potential mediator variables (general response speed and accuracy, motor speed, visuomotor coordination ability, and cognitive flexibility). Experiment 2 revealed selective age-related decreases in functional connectivity between bilateral anterior insula, pre-supplementary motor area, and right dorsolateral prefrontal cortex. Importantly, these age effects persisted after controlling for regional grey-matter atrophy assessed by voxel-based morphometry. Meta-analytic functional profiling using the BrainMap database showed these age-sensitive nodes to be more strongly linked to highly abstract cognition, as compared with the remaining network nodes, which were more strongly linked to action-related processing. These findings indicate changes in interregional coupling with age among task-relevant network nodes that are not specifically associated with conflict resolution per se. Rather, our behavioural and neural data jointly suggest that healthy aging is associated with difficulties in properly activating non-dominant but relevant task schemata necessary to exert efficient cognitive control over action.

INCREASES IN FUNCTIONAL CONNECTIVITY BETWEEN PREFRONTAL CORTEX AND STRIATUM DURING CATEGORY LEARNING

Science.gov (United States)

Antzoulatos, Evan G.; Miller, Earl K.

2014-01-01

SUMMARY Functional connectivity between the prefrontal cortex (PFC) and striatum (STR) is thought critical for cognition, and has been linked to conditions like autism and schizophrenia. We recorded from multiple electrodes in PFC and STR while monkeys acquired new categories. Category learning was accompanied by an increase in beta-band synchronization of LFPs between, but not within, the PFC and STR. After learning, different pairs of PFC-STR electrodes showed stronger synchrony for one or the other category, suggesting category-specific functional circuits. This category-specific synchrony was also seen between PFC spikes and STR LFPs, but not the reverse, reflecting the direct monosynaptic connections from the PFC to STR. However, causal connectivity analyses suggested that the polysynaptic connections from STR to the PFC exerted a stronger overall influence. This supports models positing that the basal ganglia “train” the PFC. Category learning may depend on the formation of functional circuits between the PFC and STR. PMID:24930701

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.

Learning Control Over Emotion Networks Through Connectivity-Based Neurofeedback.

Science.gov (United States)

Koush, Yury; Meskaldji, Djalel-E; Pichon, Swann; Rey, Gwladys; Rieger, Sebastian W; Linden, David E J; Van De Ville, Dimitri; Vuilleumier, Patrik; Scharnowski, Frank

2017-02-01

Most mental functions are associated with dynamic interactions within functional brain networks. Thus, training individuals to alter functional brain networks might provide novel and powerful means to improve cognitive performance and emotions. Using a novel connectivity-neurofeedback approach based on functional magnetic resonance imaging (fMRI), we show for the first time that participants can learn to change functional brain networks. Specifically, we taught participants control over a key component of the emotion regulation network, in that they learned to increase top-down connectivity from the dorsomedial prefrontal cortex, which is involved in cognitive control, onto the amygdala, which is involved in emotion processing. After training, participants successfully self-regulated the top-down connectivity between these brain areas even without neurofeedback, and this was associated with concomitant increases in subjective valence ratings of emotional stimuli of the participants. Connectivity-based neurofeedback goes beyond previous neurofeedback approaches, which were limited to training localized activity within a brain region. It allows to noninvasively and nonpharmacologically change interconnected functional brain networks directly, thereby resulting in specific behavioral changes. Our results demonstrate that connectivity-based neurofeedback training of emotion regulation networks enhances emotion regulation capabilities. This approach can potentially lead to powerful therapeutic emotion regulation protocols for neuropsychiatric disorders. © The Author 2015. Published by Oxford University Press. All rights reserved. For Permissions, please e-mail: journals.permissions@oup.com.

Making connections: Where STEM learning and Earth science data services meet

Science.gov (United States)

Bugbee, K.; Ramachandran, R.; Maskey, M.; Gatlin, P. N.; Weigel, A. M.

2016-12-01

STEM learning is most effective when students are encouraged to see the connections between science, technology and real world problems. Helping to make these connections has become an increasingly important aspect of Earth science data research. The Global Hydrology Resource Center (GHRC), one of NASA's 12 EOSDIS data centers, has developed a new type of documentation called the micro article to facilitate making connections between data and Earth science research problems. Micro articles are short academic texts that enable a reader to quickly understand a scientific phenomena, a case study, or an instrument used to collect data. While originally designed to increase data discovery and usability, micro articles also serve as a reliable starting point for project-based learning, an educational approach in STEM education, for high school and higher education environments. This presentation will highlight micro articles at the Global Hydrology Resource Center data center and will demonstrate the potential applications of micro articles in project-based learning.

Modelling the behaviour of steel fibre reinforced precast beam-to-column connection

Science.gov (United States)

Chai, C. E.; Sarbini, NN; Ibrahim, I. S.; Ma, C. K.; Tajol Anuar, M. Z.

2017-11-01

The numerical behaviour of steel fibre reinforced concrete (SFRC) corbels reinforced with different fibre volume ratio subjected to vertical incremental load is presented in this paper. Precast concrete structures had become popular in the construction field, which offer a faster, neater, safer, easier and cheaper construction work. The construction components are prefabricated in controlled environment under strict supervision before being erected on site. However, precast beam-column connections are prone to failure due to the brittle properties of concrete. Finite element analysis (FEA) is adopted due to the nonlinear behaviour of concrete and SFRC. The key objective of this research is to develop a reliable nonlinear FEA model to represent the behaviour of reinforced concrete corbel. The developed model is validated with experimental data from previous researches. Then, the validated FEA model is used to predict the behaviour of SFRC corbel reinforced with different fibre volume ratio by changing the material parameters. The results show that the addition of steel fibre (SF) increases the load carrying capacity, ductility, stiffness, and changed the failure mode of corbel from brittle bending-shear to flexural ductile. On the other hand, the increasing of SF volume ratio also leads to increased load carrying capacity, ductility, and stiffness of corbel.

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

Science.gov (United States)

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.

Dynamics of EEG functional connectivity during statistical learning.

Science.gov (United States)

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

2017-10-01

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

Designing the internet of things for learning environmentally responsible behaviour

NARCIS (Netherlands)

Hu, J.; Vlist, van der B.J.J.; Niezen, G.; Willemsen, W.; Willems, D.; Feijs, L.M.G.

2013-01-01

We present two designs in the area of the Internet of Things, utilizing the ontology-driven Smart Objects For Intelligent Applications (SOFIA) Interoperability Platform (IOP). The IOP connects domestic objects in the physical world to the information world, allowing for coaching the behaviour of, or

Intrinsic Functional Connectivity in the Adult Brain and Success in Second-Language Learning.

Science.gov (United States)

Chai, Xiaoqian J; Berken, Jonathan A; Barbeau, Elise B; Soles, Jennika; Callahan, Megan; Chen, Jen-Kai; Klein, Denise

2016-01-20

There is considerable variability in an individual's ability to acquire a second language (L2) during adulthood. Using resting-state fMRI data acquired before training in English speakers who underwent a 12 week intensive French immersion training course, we investigated whether individual differences in intrinsic resting-state functional connectivity relate to a person's ability to acquire an L2. We focused on two key aspects of language processing--lexical retrieval in spontaneous speech and reading speed--and computed whole-brain functional connectivity from two regions of interest in the language network, namely the left anterior insula/frontal operculum (AI/FO) and the visual word form area (VWFA). Connectivity between the left AI/FO and left posterior superior temporal gyrus (STG) and between the left AI/FO and dorsal anterior cingulate cortex correlated positively with improvement in L2 lexical retrieval in spontaneous speech. Connectivity between the VWFA and left mid-STG correlated positively with improvement in L2 reading speed. These findings are consistent with the different language functions subserved by subcomponents of the language network and suggest that the human capacity to learn an L2 can be predicted by an individual's intrinsic functional connectivity within the language network. Significance statement: There is considerable variability in second-language learning abilities during adulthood. We investigated whether individual differences in intrinsic functional connectivity in the adult brain relate to success in second-language learning, using resting-state functional magnetic resonance imaging in English speakers who underwent a 12 week intensive French immersion training course. We found that pretraining functional connectivity within two different language subnetworks correlated strongly with learning outcome in two different language skills: lexical retrieval in spontaneous speech and reading speed. Our results suggest that the human

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

Science.gov (United States)

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

Directory of Open Access Journals (Sweden)

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

The impact of personal connection on customer behaviours (word-of-mouth intention and retention) in service encounters

OpenAIRE

Chen, Ning; Zhao, Qi; Ardley, Barry

2015-01-01

In services marketing it is widely acknowledged that a relationship approach may facilitate in customer retention and enhance customer loyalty, and further influence customer post-purchase behaviours e.g. word-of-mouth. In this study, a specific relationship in service encounters, personal connections between customers and service employees, is explored in its indications on different outcomes from service encounters including three types of word-of-mouth behaviour intention and retention. Th...

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 ...

Online Learning in a South African Higher Education Institution: Determining the Right Connections for the Student

Science.gov (United States)

Queiros, Dorothy R.; de Villiers, M. R.

2016-01-01

Online learning is a means of reaching marginalised and disadvantaged students within South Africa. Nevertheless, these students encounter obstacles in online learning. This research investigates South African students' opinions regarding online learning, culminating in a model of important connections (facets that connect students to their…

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

Effectiveness of an Attachment-Focused Manualized Intervention for Parents of Teens at Risk for Aggressive Behaviour: The Connect Program

Science.gov (United States)

Moretti, Marlene M.; Obsuth, Ingrid

2009-01-01

Aggressive, violent and antisocial behaviour in children and adolescents is a growing concern across the globe. Targeting parent-teen relationships is critical in reducing problem behaviour. "Connect" is a manualized ten-week program for parents or alternative caregivers of at-risk teens that focuses on the building blocks of secure attachment:…

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

Science.gov (United States)

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.

Science.gov (United States)

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.

Designing the Internet of Things for Learning Environmentally Responsible Behaviour

Science.gov (United States)

Hu, Jun; van der Vlist, Bram; Niezen, Gerrit; Willemsen, Willem; Willems, Don; Feijs, Loe

2013-01-01

We present two designs in the area of the Internet of Things, utilizing the ontology-driven Smart Objects For Intelligent Applications (SOFIA) Interoperability Platform (IOP). The IOP connects domestic objects in the physical world to the information world, allowing for coaching the behaviour of, or raising awareness in, domestic energy…

Changes in behavioural responses to infrastructure affect local and regional connectivity – a simulation study on pond breeding amphibians

DEFF Research Database (Denmark)

Pontoppidan, Maj-Britt; Nachman, Gøsta Støger

2013-01-01

An extensive and expanding infrastructural network destroys and fragments natural habitat and has detrimental effect on abundance and population viability of many amphibian species. Roads function as barriers in the landscape. They separate local populations from each other or prevent access...... to necessary resources. Therefore, road density and traffic intensity in a region may have severe impact on regional as well as local connectivity. Amphibians may be able to detect and avoid unsuitable habitat. Individuals’ ability to avoid roads can reduce road mortality but at the same time road...... avoidance behaviour, can increase the barrier effect of the road and reduce connectivity. We use an individual based model to explore how changes in road mortality and road avoidance behaviour affect local and regional connectivity in a population of Moor frogs (Rana arvalis). The results indicate that road...

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

Science.gov (United States)

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.

Enhancing Undergraduate Chemistry Learning by Helping Students Make Connections among Multiple Graphical Representations

Science.gov (United States)

Rau, Martina A.

2015-01-01

Multiple representations are ubiquitous in chemistry education. To benefit from multiple representations, students have to make connections between them. However, connection making is a difficult task for students. Prior research shows that supporting connection making enhances students' learning in math and science domains. Most prior research…

Students' Learning with the Connected Chemistry (CC1) Curriculum: Navigating the Complexities of the Particulate World

Science.gov (United States)

Levy, Sharona T.; Wilensky, Uri

2009-01-01

The focus of this study is students' learning with a Connected Chemistry unit, CC1 (denotes Connected Chemistry, chapter 1), a computer-based environment for learning the topics of gas laws and kinetic molecular theory in chemistry (Levy and Wilensky 2009). An investigation was conducted into high-school students' learning with Connected…

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

Science.gov (United States)

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.

Functional Connectivity Changes in Second Language Vocabulary Learning

Science.gov (United States)

Saidi, Ladan Ghazi; Perlbarg, Vincent; Marrelec, Guillaume; Pelegrini-Issac, Melani; Benali, Habib; Ansaldo, Ana-Ines

2013-01-01

Functional connectivity changes in the language network (Price, 2010), and in a control network involved in second language (L2) processing (Abutalebi & Green, 2007) were examined in a group of Persian (L1) speakers learning French (L2) words. Measures of network integration that characterize the global integrative state of a network (Marrelec,…

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

Directory of Open Access Journals (Sweden)

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.

Active Inference, homeostatic regulation and adaptive behavioural control.

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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.

Virtual water maze learning in human increases functional connectivity between posterior hippocampus and dorsal caudate.

Science.gov (United States)

Woolley, Daniel G; Mantini, Dante; Coxon, James P; D'Hooge, Rudi; Swinnen, Stephan P; Wenderoth, Nicole

2015-04-01

Recent work has demonstrated that functional connectivity between remote brain regions can be modulated by task learning or the performance of an already well-learned task. Here, we investigated the extent to which initial learning and stable performance of a spatial navigation task modulates functional connectivity between subregions of hippocampus and striatum. Subjects actively navigated through a virtual water maze environment and used visual cues to learn the position of a fixed spatial location. Resting-state functional magnetic resonance imaging scans were collected before and after virtual water maze navigation in two scan sessions conducted 1 week apart, with a behavior-only training session in between. There was a large significant reduction in the time taken to intercept the target location during scan session 1 and a small significant reduction during the behavior-only training session. No further reduction was observed during scan session 2. This indicates that scan session 1 represented initial learning and scan session 2 represented stable performance. We observed an increase in functional connectivity between left posterior hippocampus and left dorsal caudate that was specific to scan session 1. Importantly, the magnitude of the increase in functional connectivity was correlated with offline gains in task performance. Our findings suggest cooperative interaction occurs between posterior hippocampus and dorsal caudate during awake rest following the initial phase of spatial navigation learning. Furthermore, we speculate that the increase in functional connectivity observed during awake rest after initial learning might reflect consolidation-related processing. © 2014 Wiley Periodicals, Inc.

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

Science.gov (United States)

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

Connection behaviour and the robustness of steel-framed structures in fire

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Burgess Ian

2018-01-01

Full Text Available The full-scale fire tests at Cardington in the 1990s, and the collapse of at least one of the WTC buildings in 2001, illustrated that connections are potentially the most vulnerable parts of a structure in fire. Fracture of connections causes structural discontinuities and reduces the robustness provided by alternative load paths. An understanding of connection performance is essential to the assessment of structural robustness, and so to structural design against progressive collapse. The forces and deformations to which connectionscan be subjected during a fire differ significantly from those assumed in general design. The internal forces i generally start with moment and shear at ambient temperature, then superposing compression in the initial stages of a fire, which finally changes to catenary tension at high temperatures. If a connection does not have sufficient resistance or ductility to accommodate simultaneous large rotations and normal forces, then connections may fracture, leading to extensive damage or progressive collapse of the structure. Practical assessment of the robustness of steel connections in fire will inevitably rely largely on numerical modelling, but this is unlikely to include general-purpose finite element modelling, because of the complexity of such models. The most promising alternative is the component method, a practical approach which can be included within global three-dimensional frame analysis. The connection is represented by an assembly of individual components with known mechanical properties. Component characterization must include high-deflection elevated-temperature behaviour, and represent it up to fracture.In reality a connection may either be able to regain its stability after the initial fracture of one (or a few components, or the first failure may trigger a cascade of failures of other components, leading to complete detachment of the supported member. Numerical modelling must be capable of

Making Connections: Where STEM Learning and Earth Science Data Services Meet

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Bugbee, Kaylin; Ramachandran, Rahul; Maskey, Manil; Gatlin, Patrick; Weigel, Amanda

2016-01-01

STEM (Science, Technology, Engineering, Mathematics) learning is most effective when students are encouraged to see the connections between science, technology and real world problems. Helping to make these connections has become an increasingly important aspect of Earth Science data research. The Global Hydrology Resource Center (GHRC), one of NASA's 12 EOSDIS (Earth Observing System Data Information System) data centers, has developed a new type of documentation called the micro article to facilitate making connections between data and Earth science research problems.

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

Science.gov (United States)

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…

Mimetic Learning

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Christoph Wulf

2008-03-01

Full Text Available Mimetic learning, learning by imitation, constitutes one of the most important forms of learning. Mimetic learning does not, however, just denote mere imitation or copying: Rather, it is a process by which the act of relating to other persons and worlds in a mimetic way leads to an en-hancement of one’s own world view, action, and behaviour. Mimetic learning is productive; it is related to the body, and it establishes a connection between the individual and the world as well as other persons; it creates practical knowledge, which is what makes it constitutive of social, artistic, and practical action. Mimetic learning is cultural learning, and as such it is crucial to teaching and education (Wulf, 2004; 2005.

A personal connection: Promoting positive attitudes towards teaching and learning.

Science.gov (United States)

Lujan, Heidi L; DiCarlo, Stephen E

2017-09-01

Students' attitudes towards teaching and learning must be addressed with the same seriousness and effort as we address content. Establishing a personal connection and addressing our students' basic psychological needs will produce positive attitudes towards teaching and learning and develop life-long learners. It will also promote constructive student-teacher relationships that have a profound influence on our students' approach towards school. To begin this process, consider the major tenets of the Self-Determination Theory. The Self-Determination Theory of human motivation focuses on our students' innate psychological needs and the degree to which an individual's behavior is self-motivated and self-determined. Faculty can satisfy the innate psychological needs by addressing our students' desire for relatedness, competence and autonomy. Relatedness refers to our students' need to feel connected to others, to be a member of a group, to have a sense of communion and to develop close relationships with others. Competence is believing our students can succeed , challenging them to do so and imparting that belief in them. Autonomy involves considering the perspectives of the student and providing relevant information and opportunities for student choice and initiating and regulating their own behaviors. Establishing a personal connection and addressing our students' basic psychological needs will improve our teaching, inspire and engage our students and promote positive attitudes towards teaching and learning while reducing competition and increasing compassion. These are important goals because unless students are inspired and motivated and have positive attitudes towards teaching and learning our efforts will fail to meet their full potential. Anat Sci Educ 10: 503-507. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

The connection between students' out-of-school experiences and science learning

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Tran, Natalie A.

This study sought to understand the connection between students' out-of-school experiences and their learning in science. This study addresses the following questions: (a) What effects does contextualized information have on student achievement and engagement in science? (b) To what extent do students use their out-of-school activities to construct their knowledge and understanding about science? (c) To what extent do science teachers use students' skills and knowledge acquired in out-of-school settings to inform their instructional practices? This study integrates mixed methods using both quantitative and qualitative approaches to answer the research questions. It involves the use of survey questionnaire and science assessment and features two-level hierarchical analyses of student achievement outcomes nested within classrooms. Hierarchical Linear Model (HLM) analyses were used to account for the cluster effect of students nested within classrooms. Interviews with students and teachers were also conducted to provide information about how learning opportunities that take place in out-of-school settings can be used to facilitate student learning in science classrooms. The results of the study include the following: (a) Controlling for student and classroom factors, students' ability to transfer science learning across contexts is associated with positive learning outcomes such as achievement, interest, career in science, self-efficacy, perseverance, and effort. Second, teacher practice using students' out-of-school experiences is associated with decrease in student achievement in science. However, as teachers make more connection to students' out-of-school experiences, the relationship between student effort and perseverance in science learning and transfer gets weaker, thus closing the gaps on these outcomes between students who have more ability to establish the transfer of learning across contexts and those who have less ability to do so. Third, science teachers

A Connected Space for Early Experiential Learning in Teacher Education

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Yong Yu

2016-11-01

Full Text Available Carefully constructed field-based experiences in teacher education programs have been recognized as one of the essential conditions for effective teacher learning. Most college/university-based teacher education programs, however, are still dominated by the epistemology that academic knowledge is the authoritative source of knowledge about teaching, while spaces outside the college classroom remain the “practice fields.” This study examined Project CONNECT (PC, an after-school program designed to create early experiential learning opportunities for pre-service teachers (PSTs by bringing together different aspects of expertise from the schools, communities, and universities. Pre-service teachers in this study worked with children one afternoon a week in school-based sites during their sophomore and junior years. Case study was adopted to assess the impact of the experience on teacher learning and the factors contributing to the effect. Multiple data sources, including weekly reflection journals, field observation notes, and an exit survey were collected and analyzed. Results revealed participants’ transformation of professional identity, and development of professional skills and dispositions. Several factors emerged as important to PSTs’ learning throughout the experience, including connections between the course and the program, quality of faculty supervision, and systematic reflection. Implications for teacher education were discussed.

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

Science.gov (United States)

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…

Altered brain functional connectivity and behaviour in a mouse model of maternal alcohol binge-drinking.

Science.gov (United States)

Cantacorps, Lídia; González-Pardo, Héctor; Arias, Jorge L; Valverde, Olga; Conejo, Nélida M

2018-06-08

Prenatal and perinatal alcohol exposure caused by maternal alcohol intake during gestation and lactation periods can have long-lasting detrimental effects on the brain development and behaviour of offspring. Children diagnosed with Foetal Alcohol Spectrum Disorders (FASD) display a wide range of cognitive, emotional and motor deficits, together with characteristic morphological abnormalities. Maternal alcohol binge drinking is particularly harmful for foetal and early postnatal brain development, as it involves exposure to high levels of alcohol over short periods of time. However, little is known about the long-term effects of maternal alcohol binge drinking on brain function and behaviour. To address this issue, we used pregnant C57BL/6 female mice with time-limited access to a 20% v/v alcohol solution as a procedure to model alcohol binge drinking during gestation and lactational periods. Male offspring were behaviourally tested during adolescence (30 days) and adulthood (60 days), and baseline neural metabolic capacity of brain regions sensitive to alcohol effects were also evaluated in adult animals from both groups. Our results show that prenatal and postnatal alcohol exposure caused age-dependent changes in spontaneous locomotor activity, increased anxiety-like behaviour and attenuated alcohol-induced conditioned place preference in adults. Also, significant changes in neural metabolic capacity using cytochrome c oxidase (CCO) quantitative histochemistry were found in the hippocampal dentate gyrus, the mammillary bodies, the ventral tegmental area, the lateral habenula and the central lobules of the cerebellum in adult mice with prenatal and postnatal alcohol exposure. In addition, the analysis of interregional CCO activity correlations in alcohol-exposed adult mice showed disrupted functional brain connectivity involving the limbic, brainstem, and cerebellar regions. Finally, increased neurogenesis was found in the dentate gyrus of the hippocampus of

Spatial asymmetric retrieval states in symmetric Hebb network with uniform connectivity

International Nuclear Information System (INIS)

Koroutchev, K.; Korutcheva, E.

2004-09-01

In this paper we show tat during the retrieval process in a binary Hebb recursive neural network, spatial localized states can be observed when the connectivity of the network is distance-dependent. We point out that the minimal condition that leads to this type of behaviour is the asymmetry between the retrieval and the learning states. (author)

Behaviour and Modelling of Self-piercing Screw and Self-piercing Rivet Connections: An Experimental and Numerical Investigation

OpenAIRE

Sønstabø, Johan Kolstø; Holmstrøm, Petter Henrik

2013-01-01

Accurate and reliable models of connections are essential for the design of aluminium parts in cars. Today, there exist a few models customized for self-piercing rivets (SPR), but none for self-piercing screws (SPS). This thesis presents an experimental and numerical study on the behaviour of SPR and SPS connections for different loading situations. For the rolled base material, AA6016 in the T4 condition, uniaxial tension, plane strain tension and in-plane single shear tests were performe...

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.

Why the Personal Competencies Matter. Connect: Making Learning Personal

Science.gov (United States)

Redding, Sam

2015-01-01

This issue in the "Connect" series is a field report that discusses how a student's personal competencies--cognitive, metacognitive, motivational, and social/emotional--propel learning and other forms of goal attainment. These personal competencies are personal to the individual in their shape, size, and effect, but they are enhanced by…

The connection between teaching and learning: Linking teaching quality and metacognitive strategy use in primary school.

Science.gov (United States)

Rieser, Svenja; Naumann, Alexander; Decristan, Jasmin; Fauth, Benjamin; Klieme, Eckhard; Büttner, Gerhard

2016-12-01

In order for teaching to be successful, students need to be actively involved in learning. However, research on teaching effectiveness often neglects students' learning activities. Although it is assumed that effective teaching promotes the use of beneficial learning activities, empirical evidence for this connection is still limited. This study aimed to investigate the connection between effective teaching and reported learning activities. We hypothesize specific relations between a three-dimensional model of teaching quality (i.e., cognitive activation, supportive climate, and classroom management) and students' reported use of metacognitive strategies. Students' intrinsic motivation is considered as a mediator and a moderator of this connection. N = 1,052 students from 53 German primary school classes and their science teachers participated. Data were collected through classroom or video observation and questionnaires over a period of approximately 2 months. Multilevel analysis was utilized to test our hypotheses. Each dimension of teaching quality positively predicted students' reported use of metacognitive strategies. For supportive climate, this connection was mediated by students' intrinsic motivation. Cognitive activation negatively predicted the slopes between students' reported metacognitive strategy use and motivation. The results support the notion that effective teaching is connected to learning activities and stress the importance of students' learning motivation. Results from the cross-level interaction could indicate that especially less motivated students' reported metacognitive strategy use might be supported by cognitively activating teaching. © 2016 The British Psychological Society.

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…

a digital lego a digital lego-based learning environment for fraction

African Journals Online (AJOL)

eobe

new wave of research and the findings have been so promising. The use of ... because of hands-on practical experience. The ... everyday-life situations. ... Cognitive and developmental psychologists viewed learning .... connection to their current conceptual framework. ... behavioural learning theory (BLT) treats the mind as.

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

Science.gov (United States)

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…

A new learning algorithm for a fully connected neuro-fuzzy inference system.

Science.gov (United States)

Chen, C L Philip; Wang, Jing; Wang, Chi-Hsu; Chen, Long

2014-10-01

A traditional neuro-fuzzy system is transformed into an equivalent fully connected three layer neural network (NN), namely, the fully connected neuro-fuzzy inference systems (F-CONFIS). The F-CONFIS differs from traditional NNs by its dependent and repeated weights between input and hidden layers and can be considered as the variation of a kind of multilayer NN. Therefore, an efficient learning algorithm for the F-CONFIS to cope these repeated weights is derived. Furthermore, a dynamic learning rate is proposed for neuro-fuzzy systems via F-CONFIS where both premise (hidden) and consequent portions are considered. Several simulation results indicate that the proposed approach achieves much better accuracy and fast convergence.

Task-related functional connectivity of the caudate mediates the association between trait mindfulness and implicit learning in older adults.

Science.gov (United States)

Stillman, Chelsea M; You, Xiaozhen; Seaman, Kendra L; Vaidya, Chandan J; Howard, James H; Howard, Darlene V

2016-08-01

Accumulating evidence shows a positive relationship between mindfulness and explicit cognitive functioning, i.e., that which occurs with conscious intent and awareness. However, recent evidence suggests that there may be a negative relationship between mindfulness and implicit types of learning, or those that occur without conscious awareness or intent. Here we examined the neural mechanisms underlying the recently reported negative relationship between dispositional mindfulness and implicit probabilistic sequence learning in both younger and older adults. We tested the hypothesis that the relationship is mediated by communication, or functional connectivity, of brain regions once traditionally considered to be central to dissociable learning systems: the caudate, medial temporal lobe (MTL), and prefrontal cortex (PFC). We first replicated the negative relationship between mindfulness and implicit learning in a sample of healthy older adults (60-90 years old) who completed three event-related runs of an implicit sequence learning task. Then, using a seed-based connectivity approach, we identified task-related connectivity associated with individual differences in both learning and mindfulness. The main finding was that caudate-MTL connectivity (bilaterally) was positively correlated with learning and negatively correlated with mindfulness. Further, the strength of task-related connectivity between these regions mediated the negative relationship between mindfulness and learning. This pattern of results was limited to the older adults. Thus, at least in healthy older adults, the functional communication between two interactive learning-relevant systems can account for the relationship between mindfulness and implicit probabilistic sequence learning.

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

Science.gov (United States)

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

Multi-Site Diagnostic Classification of Schizophrenia Using Discriminant Deep Learning with Functional Connectivity MRI

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Ling-Li Zeng

2018-04-01

Full Text Available Background: A lack of a sufficiently large sample at single sites causes poor generalizability in automatic diagnosis classification of heterogeneous psychiatric disorders such as schizophrenia based on brain imaging scans. Advanced deep learning methods may be capable of learning subtle hidden patterns from high dimensional imaging data, overcome potential site-related variation, and achieve reproducible cross-site classification. However, deep learning-based cross-site transfer classification, despite less imaging site-specificity and more generalizability of diagnostic models, has not been investigated in schizophrenia. Methods: A large multi-site functional MRI sample (n = 734, including 357 schizophrenic patients from seven imaging resources was collected, and a deep discriminant autoencoder network, aimed at learning imaging site-shared functional connectivity features, was developed to discriminate schizophrenic individuals from healthy controls. Findings: Accuracies of approximately 85·0% and 81·0% were obtained in multi-site pooling classification and leave-site-out transfer classification, respectively. The learned functional connectivity features revealed dysregulation of the cortical-striatal-cerebellar circuit in schizophrenia, and the most discriminating functional connections were primarily located within and across the default, salience, and control networks. Interpretation: The findings imply that dysfunctional integration of the cortical-striatal-cerebellar circuit across the default, salience, and control networks may play an important role in the “disconnectivity” model underlying the pathophysiology of schizophrenia. The proposed discriminant deep learning method may be capable of learning reliable connectome patterns and help in understanding the pathophysiology and achieving accurate prediction of schizophrenia across multiple independent imaging sites. Keywords: Schizophrenia, Deep learning, Connectome, f

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…

Active learning of cortical connectivity from two-photon imaging data.

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Martín A Bertrán

Full Text Available Understanding how groups of neurons interact within a network is a fundamental question in system neuroscience. Instead of passively observing the ongoing activity of a network, we can typically perturb its activity, either by external sensory stimulation or directly via techniques such as two-photon optogenetics. A natural question is how to use such perturbations to identify the connectivity of the network efficiently. Here we introduce a method to infer sparse connectivity graphs from in-vivo, two-photon imaging of population activity in response to external stimuli. A novel aspect of the work is the introduction of a recommended distribution, incrementally learned from the data, to optimally refine the inferred network. Unlike existing system identification techniques, this "active learning" method automatically focuses its attention on key undiscovered areas of the network, instead of targeting global uncertainty indicators like parameter variance. We show how active learning leads to faster inference while, at the same time, provides confidence intervals for the network parameters. We present simulations on artificial small-world networks to validate the methods and apply the method to real data. Analysis of frequency of motifs recovered show that cortical networks are consistent with a small-world topology model.

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

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

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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

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...

Infectious disease, behavioural flexibility and the evolution of culture in primates.

Science.gov (United States)

McCabe, Collin M; Reader, Simon M; Nunn, Charles L

2015-01-22

Culturally transmitted traits are observed in a wide array of animal species, yet we understand little about the costs of the behavioural patterns that underlie culture, such as innovation and social learning. We propose that infectious diseases are a significant cost associated with cultural transmission. We investigated two hypotheses that may explain such a connection: that social learning and exploratory behaviours (specifically, innovation and extractive foraging) either compensate for existing infection or increase exposure to infectious agents. We used Bayesian comparative methods, controlling for sampling effort, body mass, group size, geographical range size, terrestriality, latitude and phylogenetic uncertainty. Across 127 primate species, we found a positive association between pathogen richness and rates of innovation, extractive foraging and social learning. This relationship was driven by two independent phenomena: socially contagious diseases were positively associated with rates of social learning, and environmentally transmitted diseases were positively associated with rates of exploration. Because higher pathogen burdens can contribute to morbidity and mortality, we propose that parasitism is a significant cost associated with the behavioural patterns that underpin culture, and that increased pathogen exposure is likely to have played an important role in the evolution of culture in both non-human primates and humans. © 2014 The Author(s) Published by the Royal Society. All rights reserved.

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.

Interdisciplinary Connections and Academic Performance in Psychology-English Learning Communities

Science.gov (United States)

Grose-Fifer, Jillian; Helmer, Kimberly A.; Zottoli, Tina M.

2014-01-01

We investigated whether students in psychology-based learning communities (LCs; i.e., cohorts who took introductory psychology and English together) performed better on psychology tests than those in standard classes. There were two types of LC; in one (connected LC), we created links between English and psychology by using English class readings…

Multi-Site Diagnostic Classification of Schizophrenia Using Discriminant Deep Learning with Functional Connectivity MRI.

Science.gov (United States)

Zeng, Ling-Li; Wang, Huaning; Hu, Panpan; Yang, Bo; Pu, Weidan; Shen, Hui; Chen, Xingui; Liu, Zhening; Yin, Hong; Tan, Qingrong; Wang, Kai; Hu, Dewen

2018-04-01

A lack of a sufficiently large sample at single sites causes poor generalizability in automatic diagnosis classification of heterogeneous psychiatric disorders such as schizophrenia based on brain imaging scans. Advanced deep learning methods may be capable of learning subtle hidden patterns from high dimensional imaging data, overcome potential site-related variation, and achieve reproducible cross-site classification. However, deep learning-based cross-site transfer classification, despite less imaging site-specificity and more generalizability of diagnostic models, has not been investigated in schizophrenia. A large multi-site functional MRI sample (n = 734, including 357 schizophrenic patients from seven imaging resources) was collected, and a deep discriminant autoencoder network, aimed at learning imaging site-shared functional connectivity features, was developed to discriminate schizophrenic individuals from healthy controls. Accuracies of approximately 85·0% and 81·0% were obtained in multi-site pooling classification and leave-site-out transfer classification, respectively. The learned functional connectivity features revealed dysregulation of the cortical-striatal-cerebellar circuit in schizophrenia, and the most discriminating functional connections were primarily located within and across the default, salience, and control networks. The findings imply that dysfunctional integration of the cortical-striatal-cerebellar circuit across the default, salience, and control networks may play an important role in the "disconnectivity" model underlying the pathophysiology of schizophrenia. The proposed discriminant deep learning method may be capable of learning reliable connectome patterns and help in understanding the pathophysiology and achieving accurate prediction of schizophrenia across multiple independent imaging sites. Copyright © 2018 German Center for Neurodegenerative Diseases (DZNE). Published by Elsevier B.V. All rights reserved.

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.

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...

Vocal Connections: How Voicework in Music Therapy Helped a Young Girl with Severe Learning Disabilities and Autism to Engage in her Learning

Directory of Open Access Journals (Sweden)

Tina Warnock

2012-01-01

Full Text Available This article examines the use of the non-verbal voice in music therapy with children with severe learning disabilities, complex needs and autism. Recent literature on the use of the voice in music therapy is summarised and links are made between the aims of music therapy and those of special educational establishments. Theories regarding the voice and the self, and the important connection between body awareness and emotion as precursors to learning are referred to, particularly in relation to learning disability. Through a case study, I demonstrate how a young girl used voicework to build connections with herself and the music therapist, whereby consequently she became more motivated to interact with her surroundings. I argue hence that the use of the non-verbal voice in music therapy, through its intrinsic connection to identity and internal emotional states can contribute significantly towards the healthy developments necessary for a person to be able to learn. Therefore, by increasing our knowledge about the actual process of learning, and the significance of our work within that process, we can move towards demonstrating clearer outcomes of music therapy in the educational context and have a stronger ‘voice’ within the multi-disciplinary teams that serve this population.

LTD windows of the STDP learning rule and synaptic connections having a large transmission delay enable robust sequence learning amid background noise.

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Hayashi, Hatsuo; Igarashi, Jun

2009-06-01

Spike-timing-dependent synaptic plasticity (STDP) is a simple and effective learning rule for sequence learning. However, synapses being subject to STDP rules are readily influenced in noisy circumstances because synaptic conductances are modified by pre- and postsynaptic spikes elicited within a few tens of milliseconds, regardless of whether those spikes convey information or not. Noisy firing existing everywhere in the brain may induce irrelevant enhancement of synaptic connections through STDP rules and would result in uncertain memory encoding and obscure memory patterns. We will here show that the LTD windows of the STDP rules enable robust sequence learning amid background noise in cooperation with a large signal transmission delay between neurons and a theta rhythm, using a network model of the entorhinal cortex layer II with entorhinal-hippocampal loop connections. The important element of the present model for robust sequence learning amid background noise is the symmetric STDP rule having LTD windows on both sides of the LTP window, in addition to the loop connections having a large signal transmission delay and the theta rhythm pacing activities of stellate cells. Above all, the LTD window in the range of positive spike-timing is important to prevent influences of noise with the progress of sequence learning.

Social makes smart: rearing conditions affect learning and social behaviour in jumping spiders.

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Liedtke, J; Schneider, J M

2017-11-01

There is a long-standing debate as to whether social or physical environmental aspects drive the evolution and development of cognitive abilities. Surprisingly few studies make use of developmental plasticity to compare the effects of these two domains during development on behaviour later in life. Here, we present rearing effects on the development of learning abilities and social behaviour in the jumping spider Marpissa muscosa. These spiders are ideally suited for this purpose because they possess the ability to learn and can be reared in groups but also in isolation without added stress. This is a critical but rarely met requirement for experimentally varying the social environment to test its impact on cognition. We split broods of spiders and reared them either in a physically or in a socially enriched environment. A third group kept under completely deprived conditions served as a 'no-enrichment' control. We tested the spiders' learning abilities by using a modified T-maze. Social behaviour was investigated by confronting spiders with their own mirror image. Results show that spiders reared in groups outperform their conspecifics from the control, i.e. 'no-enrichment', group in both tasks. Physical enrichment did not lead to such an increased performance. We therefore tentatively suggest that growing up in contact with conspecifics induces the development of cognitive abilities in this species.

The Arts Connection: The Arts and Transformative Learning in Professional Development

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Cain, Beverlyn; Dixon, John A.

2013-01-01

Artist-in-residency experiences (puppetry, creative drama, music, and movement) indicated a connection with emotional transformative learning as a venue for professional development. This small teacher practitioner-based study involved teacher participants engaged in four-weeklong artist residencies at four childcare centers. Thirteen teachers…

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

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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…

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.

Connecting vocational education with work based learning in the Nordic Countries

DEFF Research Database (Denmark)

Jørgensen, Christian Helms; Tønder, Anna Hagen

This paper examines how the different systems of vocational education and training (VET-systems) in four Nordic countries connect to the labour market and how they provide access to employment and work-based learning for the students. The VET-system at upper secondary level includes youth as well...... they have developed. Next, the role of employment protection is examined and some recent initiatives to connect upper secondary VET closer to the labour market are presented. A special interest is taken in attempts to revive and strengthen apprenticeship programmes. The conclusion summarises the strengths...

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…

The structural behaviour of a pre-stressed column-beam connection as an alternative to the traditional timber joint system

NARCIS (Netherlands)

Shiratori, T.; Leijten, A.J.M.; Komatsu, K.

2009-01-01

We present a new and alternative proposition for the traditional Asian timber column-and-beam connection, using the Kusabi-Nageshi (K-N) joint system. The mechanical behaviour is complex and relies on the embedment strength of the timber, pre-stress, friction, and elastic energy storage. Using a

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

Effects of Attitudes and Behaviours on Learning Mathematics with Computer Tools

Science.gov (United States)

Reed, Helen C.; Drijvers, Paul; Kirschner, Paul A.

2010-01-01

This mixed-methods study investigates the effects of student attitudes and behaviours on the outcomes of learning mathematics with computer tools. A computer tool was used to help students develop the mathematical concept of function. In the whole sample (N = 521), student attitudes could account for a 3.4 point difference in test scores between…

Connecting Learning: Brain-Based Strategies for Linking Prior Knowledge in the Library Media Center

Science.gov (United States)

Vanderbilt, Kathi L.

2005-01-01

The brain is a complex organ and learning is a complex process. While there is not complete agreement among researchers about brain-based learning and its direct connection to neuroscience, knowledge about the brain as well as the examination of cognitive psychology, anthropology, professional experience, and educational research can provide…

Evolutionary online behaviour learning and adaptation in real robots.

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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.

Linking behavioural syndromes and cognition: a behavioural ecology perspective.

Science.gov (United States)

Sih, Andrew; Del Giudice, Marco

2012-10-05

With the exception of a few model species, individual differences in cognition remain relatively unstudied in non-human animals. One intriguing possibility is that variation in cognition is functionally related to variation in personality. Here, we review some examples and present hypotheses on relationships between personality (or behavioural syndromes) and individual differences in cognitive style. Our hypotheses are based largely on a connection between fast-slow behavioural types (BTs; e.g. boldness, aggressiveness, exploration tendency) and cognitive speed-accuracy trade-offs. We also discuss connections between BTs, cognition and ecologically important aspects of decision-making, including sampling, impulsivity, risk sensitivity and choosiness. Finally, we introduce the notion of cognition syndromes, and apply ideas from theories on adaptive behavioural syndromes to generate predictions on cognition syndromes.

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

Tractography-Based Score for Learning Effective Connectivity From Multimodal Imaging Data Using Dynamic Bayesian Networks.

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Dang, Shilpa; Chaudhury, Santanu; Lall, Brejesh; Roy, Prasun K

2018-05-01

Effective connectivity (EC) is the methodology for determining functional-integration among the functionally active segregated regions of the brain. By definition EC is "the causal influence exerted by one neuronal group on another" which is constrained by anatomical connectivity (AC) (axonal connections). AC is necessary for EC but does not fully determine it, because synaptic communication occurs dynamically in a context-dependent fashion. Although there is a vast emerging evidence of structure-function relationship using multimodal imaging studies, till date only a few studies have done joint modeling of the two modalities: functional MRI (fMRI) and diffusion tensor imaging (DTI). We aim to propose a unified probabilistic framework that combines information from both sources to learn EC using dynamic Bayesian networks (DBNs). DBNs are probabilistic graphical temporal models that learn EC in an exploratory fashion. Specifically, we propose a novel anatomically informed (AI) score that evaluates fitness of a given connectivity structure to both DTI and fMRI data simultaneously. The AI score is employed in structure learning of DBN given the data. Experiments with synthetic-data demonstrate the face validity of structure learning with our AI score over anatomically uninformed counterpart. Moreover, real-data results are cross-validated by performing classification-experiments. EC inferred on real fMRI-DTI datasets is found to be consistent with previous literature and show promising results in light of the AC present as compared to other classically used techniques such as Granger-causality. Multimodal analyses provide a more reliable basis for differentiating brain under abnormal/diseased conditions than the single modality analysis.

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.

Behavioural, Financial, and Health & Medical Economics: A Connection

NARCIS (Netherlands)

C-L. Chang (Chia-Lin); M.J. McAleer (Michael); W.-K. Wong (Wing-Keung)

2015-01-01

textabstractThis Opinion article briefly reviews some of the literature in behavioural and financial economics that are related to health & medical economics. We then discuss some of the research on behavioural and financial economics that could be extended to health & medical economics beyond the

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

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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…

Whole-brain functional connectivity during acquisition of novel grammar: Distinct functional networks depend on language learning abilities.

Science.gov (United States)

Kepinska, Olga; de Rover, Mischa; Caspers, Johanneke; Schiller, Niels O

2017-03-01

In an effort to advance the understanding of brain function and organisation accompanying second language learning, we investigate the neural substrates of novel grammar learning in a group of healthy adults, consisting of participants with high and average language analytical abilities (LAA). By means of an Independent Components Analysis, a data-driven approach to functional connectivity of the brain, the fMRI data collected during a grammar-learning task were decomposed into maps representing separate cognitive processes. These included the default mode, task-positive, working memory, visual, cerebellar and emotional networks. We further tested for differences within the components, representing individual differences between the High and Average LAA learners. We found high analytical abilities to be coupled with stronger contributions to the task-positive network from areas adjacent to bilateral Broca's region, stronger connectivity within the working memory network and within the emotional network. Average LAA participants displayed stronger engagement within the task-positive network from areas adjacent to the right-hemisphere homologue of Broca's region and typical to lower level processing (visual word recognition), and increased connectivity within the default mode network. The significance of each of the identified networks for the grammar learning process is presented next to a discussion on the established markers of inter-individual learners' differences. We conclude that in terms of functional connectivity, the engagement of brain's networks during grammar acquisition is coupled with one's language learning abilities. Copyright © 2016 Elsevier B.V. All rights reserved.

Behavioural, Financial, and Health & Medical Economics: A Connection

OpenAIRE

Chang, Chia-Lin; McAleer, Michael; Wong, Wing-Keung

2015-01-01

textabstractThis Opinion article briefly reviews some of the literature in behavioural and financial economics that are related to health & medical economics. We then discuss some of the research on behavioural and financial economics that could be extended to health & medical economics beyond the existing areas in theory, statistics and econometrics.

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…

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.

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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.

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

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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…

Active learning of cortical connectivity from two-photon imaging data

Science.gov (United States)

Wang, Ye; Dunson, David; Sapiro, Guillermo; Ringach, Dario

2018-01-01

Understanding how groups of neurons interact within a network is a fundamental question in system neuroscience. Instead of passively observing the ongoing activity of a network, we can typically perturb its activity, either by external sensory stimulation or directly via techniques such as two-photon optogenetics. A natural question is how to use such perturbations to identify the connectivity of the network efficiently. Here we introduce a method to infer sparse connectivity graphs from in-vivo, two-photon imaging of population activity in response to external stimuli. A novel aspect of the work is the introduction of a recommended distribution, incrementally learned from the data, to optimally refine the inferred network. Unlike existing system identification techniques, this “active learning” method automatically focuses its attention on key undiscovered areas of the network, instead of targeting global uncertainty indicators like parameter variance. We show how active learning leads to faster inference while, at the same time, provides confidence intervals for the network parameters. We present simulations on artificial small-world networks to validate the methods and apply the method to real data. Analysis of frequency of motifs recovered show that cortical networks are consistent with a small-world topology model. PMID:29718955

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

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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…

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

Critical connections: personal learning environments and information literacy

Directory of Open Access Journals (Sweden)

Alison Hicks

2015-01-01

Full Text Available Personal learning environments (PLEs and critical information literacies (CILs are two concepts that have been presented as responses to the challenges of the rich and complex information landscape. While both approaches support learners’ critical engagement with new information environments, each was developed within a different field. This paper connects and contrasts PLEs and CILs in order to explore the design of pedagogical responses to the information environment. Through a careful examination of PLE and CIL literature, the paper demonstrates that information literacy education intersects with the concepts and goals of PLEs. As such, the authors suggest that PLE scholarship informed by CIL scholarship, and vice versa, will yield a deeper understanding of modern learning contexts as well as a more holistic and responsive learner framework. The example of the research assignment will be used to demonstrate the viability of this approach. With these propositions, the authors invite educators, librarians and information technologists to engage in a dialogue about these concepts and the potential for pedagogical change.

Abnormal interhemispheric connectivity in male psychopathic offenders.

Science.gov (United States)

Hoppenbrouwers, Sylco S; De Jesus, Danilo R; Sun, Yinming; Stirpe, Tania; Hofman, Dennis; McMaster, Jeff; Hughes, Ginny; Daskalakis, Zafiris J; Schutter, Dennis J L G

2014-01-01

Psychopathic offenders inevitably violate interpersonal norms and frequently resort to aggressive and criminal behaviour. The affective and cognitive deficits underlying these behaviours have been linked to abnormalities in functional interhemispheric connectivity. However, direct neurophysiological evidence for dysfunctional connectivity in psychopathic offenders is lacking. We used transcranial magnetic stimulation combined with electroencephalography to examine interhemispheric connectivity in the dorsolateral and motor cortex in a sample of psychopathic offenders and healthy controls. We also measured intracortical inhibition and facilitation over the left and right motor cortex to investigate the effects of local cortical processes on interhemispheric connectivity. We enrolled 17 psychopathic offenders and 14 controls in our study. Global abnormalities in right to left functional connectivity were observed in psychopathic offenders compared with controls. Furthermore, in contrast to controls, psychopathic offenders showed increased intracortical inhibition in the right, but not the left, hemisphere. The relatively small sample size limited the sensitivity to show that the abnormalities in interhemispheric connectivity were specifically related to the dorsolateral prefrontal cortex in psychopathic offenders. To our knowledge, this study provides the first neurophysiological evidence for abnormal interhemispheric connectivity in psychopathic offenders and may further our understanding of the disruptive antisocial behaviour of these offenders.

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

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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).

Lifelong learning for musicians: critical issues arising from a case study of Connect

NARCIS (Netherlands)

Renshaw, Peter

2005-01-01

This article intends to focus on those critical issues arising from the Connect case study (Renshaw, 2005) that have wider applicability in contemporary professional practice in terms of lifelong learning. Special attention will be given to the following areas: • formal, non-formal and informal

Students without Borders: Global Collaborative Learning Connects School to the Real World

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Bickley, Mali; Carleton, Jim

2009-01-01

Kids can't help but get engaged when they're collaborating with peers across the globe to solve real-life problems. Global collaborative learning is about connecting students in communities of learners around the world so they can work together on projects that make a difference locally and globally. It is about building relationships and…

Learning Gene Expression Through Modelling and Argumentation. A Case Study Exploring the Connections Between the Worlds of Knowledge

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Puig, Blanca; Ageitos, Noa; Jiménez-Aleixandre, María Pilar

2017-12-01

There is emerging interest on the interactions between modelling and argumentation in specific contexts, such as genetics learning. It has been suggested that modelling might help students understand and argue on genetics. We propose modelling gene expression as a way to learn molecular genetics and diseases with a genetic component. The study is framed in Tiberghien's (2000) two worlds of knowledge, the world of "theories & models" and the world of "objects & events", adding a third component, the world of representations. We seek to examine how modelling and argumentation interact and connect the three worlds of knowledge while modelling gene expression. It is a case study of 10th graders learning about diseases with a genetic component. The research questions are as follows: (1) What argumentative and modelling operations do students enact in the process of modelling gene expression? Specifically, which operations allow connecting the three worlds of knowledge? (2) What are the interactions between modelling and argumentation in modelling gene expression? To what extent do these interactions help students connect the three worlds of knowledge and modelling gene expression? The argumentative operation of using evidence helps students to relate the three worlds of knowledge, enacted in all the connections. It seems to be a relationship among the number of interactions between modelling and argumentation, the connections between world of knowledge and students' capacity to develop a more sophisticated representation. Despite this is a case study, this approach of analysis reveals potentialities for a deeper understanding of learning genetics though scientific practices.

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

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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.

An organisational perspective on professionals' learning

DEFF Research Database (Denmark)

Elkjær, Bente; Brandi, Ulrik

2014-01-01

that they are connected with. These are a behavioural, a cognitive and a practice-based perspective on organisational learning respectively. We propose that these lenses on organisations and learning may help us see professionals’ learning as contextualised in both their work practices and their places of work, i......The purpose and contribution of our chapter is to provide a vision for professionals’ learning in the light of the field of organisational learning, and through this lens to incorporate various understandings of the organisational dynamics that professionals work and learn in and through. Inspired...... by some of the founding fathers of the field of organisational learning, Chris Argyris and Donald Schön (Argyris & Schön, 1978; 1996: 3), we ask: “what is an organisation that professionals may learn?” We answer this question by introducing three understandings of organisations and the learning theories...

Tension Behaviour on the Connection of the Cold-Formed Cut-Curved Steel Channel Section

Science.gov (United States)

Sani, Mohd Syahrul Hisyam Mohd; Muftah, Fadhluhartini; Fakri Muda, Mohd; Siang Tan, Cher

2017-08-01

Cold-formed steel (CFS) are utilised as a non-structural and structural element in construction activity especially a residential house and small building roof truss system. CFS with a lot of advantages and some of disadvantages such as buckling that must be prevented for roof truss production are being studied equally. CFS was used as a top chord of the roof truss system which normally a slender section is dramatically influenced to buckling failure and instability of the structure. So, the curved section is produced for a top chord for solving the compression member of the roof truss. Besides, there are lacked of design and production information about the CFS curved channel section. In the study, the CFS is bent by using a cut-curved method because of ease of production, without the use of skilled labour and high cost machine. The tension behaviour of the strengthening method of cut-curved or could be recognised as a connection of the cut-curved section was tested and analysed. There are seven types of connection was selected. From the testing and observation, it is shown the specimen with full weld along the cut section and adds with flange element plate with two self-drilling screws (F7A) was noted to have a higher value of ultimate load. Finally, there are three alternative methods of connection for CFS cut-curved that could be a reference for a contractor and further design.

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

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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

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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

VTA GABA neurons modulate specific learning behaviours through the control of dopamine and cholinergic systems

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Meaghan C Creed

2014-01-01

Full Text Available The mesolimbic reward system is primarily comprised of the ventral tegmental area (VTA and the nucleus accumbens (NAc as well as their afferent and efferent connections. This circuitry is essential for learning about stimuli associated with motivationally-relevant outcomes. Moreover, addictive drugs affect and remodel this system, which may underlie their addictive properties. In addition to DA neurons, the VTA also contains approximately 30% ɣ-aminobutyric acid (GABA neurons. The task of signalling both rewarding and aversive events from the VTA to the NAc has mostly been ascribed to DA neurons and the role of GABA neurons has been largely neglected until recently. GABA neurons provide local inhibition of DA neurons and also long-range inhibition of projection regions, including the NAc. Here we review studies using a combination of in vivo and ex vivo electrophysiology, pharmacogenetic and optogenetic manipulations that have characterized the functional neuroanatomy of inhibitory circuits in the mesolimbic system, and describe how GABA neurons of the VTA regulate reward and aversion-related learning. We also discuss pharmacogenetic manipulation of this system with benzodiazepines (BDZs, a class of addictive drugs, which act directly on GABAA receptors located on GABA neurons of the VTA. The results gathered with each of these approaches suggest that VTA GABA neurons bi-directionally modulate activity of local DA neurons, underlying reward or aversion at the behavioural level. Conversely, long-range GABA projections from the VTA to the NAc selectively target cholinergic interneurons (CINs to pause their firing and temporarily reduce cholinergic tone in the NAc, which modulates associative learning. Further characterization of inhibitory circuit function within and beyond the VTA is needed in order to fully understand the function of the mesolimbic system under normal and pathological conditions.

The Spiral-in Method for Designing and Connecting Learning Objects

DEFF Research Database (Denmark)

Vlachos, Evgenios

2012-01-01

. The Spiral-in Method (SiM) encloses pedagogical and didactic potentials, addresses issues on both the educator and the group learners and implements personalized mechanisms. This methodology structures the design process into four distinct phases, fragmentation, coordination, combination and grouping...... given, LOs are created and connected in a linear structure, like a spiral. The LOs are grouped together into lessons attempting to satisfy short-term learning outcomes. The spiral has to be fully wrapped for the possession of the subject matter....

Natural Learning for a Connected World: Education, Technology, and the Human Brain

Science.gov (United States)

Caine, Renate N.; Caine, Geoffrey

2011-01-01

Why do video games fascinate kids so much that they will spend hours pursuing a difficult skill? Why don't they apply this kind of intensity to their schoolwork? These questions are answered by the authors who pioneered brain/mind learning with the publication of "Making Connections: Teaching and the Human Brain". In their new book, "Natural…

Unpacking Virtual and Intercultural Spaces: A Presentation of a Conceptual Framework to Investigate the Connection between Technology and Intercultural Learning

DEFF Research Database (Denmark)

Pedersen, Rikke; Jørgensen, Mette; Harrison, Roger

This paper presents a framework for the development of research within the emerging areas of internationalisation and technology that connect to build potential learning spaces within intercultural and global settings.......This paper presents a framework for the development of research within the emerging areas of internationalisation and technology that connect to build potential learning spaces within intercultural and global settings....

Connecting Informal and Formal Learning Experiences in the Age of Participatory Media: Commentary on Bull et al. (2008)

Science.gov (United States)

Greenhow, Christine

2008-01-01

The recent editorial in this journal by Bull et al. ("Connecting Informal and Formal Learning Experiences in the Age of Participatory Media" Vol 8, Iss 2) discussed the challenges of bridging formal learning practices and informal learning opportunities within the context of today's Web-enhanced world. In this commentary, Christine…

The Effectiveness of Problem-Based Learning Approach Based on Multiple Intelligences in Terms of Student’s Achievement, Mathematical Connection Ability, and Self-Esteem

Science.gov (United States)

Kartikasari, A.; Widjajanti, D. B.

2017-02-01

The aim of this study is to explore the effectiveness of learning approach using problem-based learning based on multiple intelligences in developing student’s achievement, mathematical connection ability, and self-esteem. This study is experimental research with research sample was 30 of Grade X students of MIA III MAN Yogyakarta III. Learning materials that were implemented consisting of trigonometry and geometry. For the purpose of this study, researchers designed an achievement test made up of 44 multiple choice questions with respectively 24 questions on the concept of trigonometry and 20 questions for geometry. The researcher also designed a connection mathematical test and self-esteem questionnaire that consisted of 7 essay questions on mathematical connection test and 30 items of self-esteem questionnaire. The learning approach said that to be effective if the proportion of students who achieved KKM on achievement test, the proportion of students who achieved a minimum score of high category on the results of both mathematical connection test and self-esteem questionnaire were greater than or equal to 70%. Based on the hypothesis testing at the significance level of 5%, it can be concluded that the learning approach using problem-based learning based on multiple intelligences was effective in terms of student’s achievement, mathematical connection ability, and self-esteem.

Developing Environmentally Responsible Behaviours Through the Implementation of Argumentation- and Problem-Based Learning Models

Science.gov (United States)

Fettahlıoğlu, Pınar; Aydoğdu, Mustafa

2018-04-01

The purpose of this research is to investigate the effect of using argumentation and problem-based learning approaches on the development of environmentally responsible behaviours among pre-service science teachers. Experimental activities were implemented for 14 weeks for 52 class hours in an environmental education class within a science teaching department. A mixed method was used as a research design; particularly, a special type of Concurrent Nested Strategy was applied. The quantitative portion was based on the one-group pre-test and post-test models, and the qualitative portion was based on the holistic multiple-case study method. The quantitative portion of the research was conducted with 34 third-year pre-service science teachers studying at a state university. The qualitative portion of the study was conducted with six pre-service science teachers selected among the 34 pre-service science teachers based on the pre-test results obtained from an environmentally responsible behaviour scale. t tests for dependent groups were used to analyse quantitative data. Both descriptive and content analyses of the qualitative data were performed. The results of the study showed that the use of the argumentation and problem-based learning approaches significantly contributed to the development of environmentally responsible behaviours among pre-service science teachers.

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

Creating Learning Environment Connecting Engineering Design and 3D Printing

Science.gov (United States)

Pikkarainen, Ari; Salminen, Antti; Piili, Heidi

Engineering education in modern days require continuous development in didactics, pedagogics and used practical methods. 3D printing provides excellent opportunity to connect different engineering areas into practice and produce learning by doing applications. The 3D-printing technology used in this study is FDM (Fused deposition modeling). FDM is the most used 3D-printing technology by commercial numbers at the moment and the qualities of the technology makes it popular especially in academic environments. For achieving the best result possible, students will incorporate the principles of DFAM (Design for additive manufacturing) into their engineering design studies together with 3D printing. This paper presents a plan for creating learning environment for mechanical engineering students combining the aspects of engineering design, 3D-CAD learning and AM (additive manufacturing). As a result, process charts for carrying out the 3D printing process from technological point of view and design process for AM from engineering design point of view were created. These charts are used in engineering design education. The learning environment is developed to work also as a platform for Bachelor theses, work-training environment for students, prototyping service centre for cooperation partners and source of information for mechanical engineering education in Lapland University of Applied Sciences.

Irrational Career Decision-Making: Connecting Behavioural Economics and Career Development

Science.gov (United States)

Redekopp, Dave E.

2017-01-01

Very frequently, students and clients do not do what they say they will do. Decisions and plans made in counselling sessions are often not enacted. The career development field may be better able to address the chasm between rational decisions and actual behaviour by applying the findings of behavioural economics. Behavioural economics research is…

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%).

Decision Making in the Connected Learning Environment (CLE

Directory of Open Access Journals (Sweden)

Anas Belahcen

2016-03-01

Full Text Available In the last years, we have witnessed to an increasingly heightened awareness of the potential benefits of a challenging and promising educational research area : Adaptive Learning [1]. It has become one of the central technologies in education [2] and was recently named, by Gartner, as the number one strategic technology to impact education in 2015 [3]. In fact, adaptive learning systems become more accessible to educational institutions, corporations, and individuals, however, the challenges encountered are more structural and operational rather than technological [4]. While a lot of research has focused on development and evaluation of technological aspects [5], serious questions remain about the motivation of learners [6],[7] and also the design of the content (or domain model [8],[9] including the learner's autonomy issues [9],[10],[11] and the lack of the learner's control [9],[12],[13]. In order to overcome those challenges, we propose CLE “Connected Learning Environment” which is an ubiquitous learning environment [14] that provide to the learners of this generation a learning environment adapted to their expectations and their lifestyle habits and stimulate also their motivation. As a pedagogical approach, CLE adopts the connectivism [15] and take advantage from its benefits (adaptation to the current technological advances [16], management of learning in communities [17], openness with respect to external resources[18], etc. and adapts this approach in a formal context even though the connectivism was conceived as an informal pedagogical approach [19][20]. CLE introduces a new pedagogical process including four phases detailed later (Knowledge construction, Decision making, Validation, Evaluation and the knowledge construction phase is characterized by the collaboration and communication between heterogeneous communities composed of humans and smart objects [14]. However, the ability to distinguish relevant information among the

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.

Quantum circuit behaviour

International Nuclear Information System (INIS)

Poulton, D.

1989-09-01

Single electron tunnelling in multiply connected weak link systems is considered. Using a second quantised approach the tunnel current, in both normal and superconducting systems, using perturbation theory, is derived. The tunnel currents are determined as a function of an Aharanov-Bohm phase (acquired by the electrons). Using these results, the multiply connected system is then discussed when coupled to a resonant LC circuit. The resulting dynamics of this composite system are then determined. In the superconducting case the results are compared and contrasted with flux mode behaviour seen in large superconducting weak link rings. Systems in which the predicted dynamics may be seen are also discussed. In analogy to the electron tunnelling analysis, the tunnelling of magnetic flux quanta through the weak link is also considered. Here, the voltage across the weak link, due to flux tunnelling, is determined as a function of an externally applied current. This is done for both singly and multiply connected flux systems. The results are compared and contrasted with charge mode behaviour seen in superconducting weak link systems. Finally, the behaviour of simple quantum fluids is considered when subject to an external rotation. Using a microscopic analysis it is found that the microscopic quantum behaviour of the particles is manifest on a macroscopic level. Results are derived for bosonic, fermionic and BCS pair-type systems. The connection between flux quantisation in electromagnetic systems is also made. Using these results, the dynamics of such a quantum fluid is considered when coupled to a rotating torsional oscillator. The results are compared with those found in SQUID devices. A model is also presented which discusses the possible excited state dynamics of such a fluid. (author)

Accelerated Monte Carlo system reliability analysis through machine-learning-based surrogate models of network connectivity

International Nuclear Information System (INIS)

Stern, R.E.; Song, J.; Work, D.B.

2017-01-01

The two-terminal reliability problem in system reliability analysis is known to be computationally intractable for large infrastructure graphs. Monte Carlo techniques can estimate the probability of a disconnection between two points in a network by selecting a representative sample of network component failure realizations and determining the source-terminal connectivity of each realization. To reduce the runtime required for the Monte Carlo approximation, this article proposes an approximate framework in which the connectivity check of each sample is estimated using a machine-learning-based classifier. The framework is implemented using both a support vector machine (SVM) and a logistic regression based surrogate model. Numerical experiments are performed on the California gas distribution network using the epicenter and magnitude of the 1989 Loma Prieta earthquake as well as randomly-generated earthquakes. It is shown that the SVM and logistic regression surrogate models are able to predict network connectivity with accuracies of 99% for both methods, and are 1–2 orders of magnitude faster than using a Monte Carlo method with an exact connectivity check. - Highlights: • Surrogate models of network connectivity are developed by machine-learning algorithms. • Developed surrogate models can reduce the runtime required for Monte Carlo simulations. • Support vector machine and logistic regressions are employed to develop surrogate models. • Numerical example of California gas distribution network demonstrate the proposed approach. • The developed models have accuracies 99%, and are 1–2 orders of magnitude faster than MCS.

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

The development of a valid discovery-based learning module to improve students' mathematical connection

Science.gov (United States)

Kuneni, Erna; Mardiyana, Pramudya, Ikrar

2017-08-01

Geometry is the most important branch in mathematics. The purpose of teaching this material is to develop students' level of thinking for a better understanding. Otherwise, geometry in particular, has contributed students' failure in mathematics examinations. This problem occurs due to special feature in geometry which has complexity of correlation among its concept. This relates to mathematical connection. It is still difficult for students to improve this ability. This is because teachers' lack in facilitating students towards it. Eventhough, facilitating students can be in the form of teaching material. A learning module can be a solution because it consists of series activities that should be taken by students to achieve a certain goal. A series activities in this case is adopted by the phases of discovery-based learning model. Through this module, students are facilitated to discover concept by deep instruction and guidance. It can build the mathematical habits of mind and also strengthen the mathematical connection. Method used in this research was ten stages of research and development proposed by Bord and Gall. The research purpose is to create a valid learning module to improve students' mathematical connection in teaching quadrilateral. The retrieved valid module based on media expert judgment is 2,43 for eligibility chart aspect, 2,60 for eligibility presentation aspect, and 3,00 for eligibility contents aspect. Then the retrieved valid module based on material expert judgment is 3,10 for eligibility content aspect, 2,87 for eligibility presentation aspect, and 2,80 for eligibility language and legibility aspect.

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

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.

Connectivity-based parcellation of the thalamus explains specific cognitive and behavioural symptoms in patients with bilateral thalamic infarct.

Directory of Open Access Journals (Sweden)

Laura Serra

Full Text Available A novel approach based on diffusion tractography was used here to characterise the cortico-thalamic connectivity in two patients, both presenting with an isolated bilateral infarct in the thalamus, but exhibiting partially different cognitive and behavioural profiles. Both patients (G.P. and R.F. had a pervasive deficit in episodic memory, but only one of them (R.F. suffered also from a dysexecutive syndrome. Both patients had an MRI scan at 3T, including a T1-weighted volume. Their lesions were manually segmented. T1-volumes were normalised to standard space, and the same transformations were applied to the lesion masks. Nineteen healthy controls underwent a diffusion-tensor imaging (DTI scan. Their DTI data were normalised to standard space and averaged. An atlas of Brodmann areas was used to parcellate the prefrontal cortex. Probabilistic tractography was used to assess the probability of connection between each voxel of the thalamus and a set of prefrontal areas. The resulting map of corticothalamic connections was superimposed onto the patients' lesion masks, to assess whether the location of the thalamic lesions in R.F. (but not in G. P. implied connections with prefrontal areas involved in dysexecutive syndromes. In G.P., the lesion fell within areas of the thalamus poorly connected with prefrontal areas, showing only a modest probability of connection with the anterior cingulate cortex (ACC. Conversely, R.F.'s lesion fell within thalamic areas extensively connected with the ACC bilaterally, with the right dorsolateral prefrontal cortex, and with the left supplementary motor area. Despite a similar, bilateral involvement of the thalamus, the use of connectivity-based segmentation clarified that R.F.'s lesions only were located within nuclei highly connected with the prefrontal cortical areas, thus explaining the patient's frontal syndrome. This study confirms that DTI tractography is a useful tool to examine in vivo the effect of focal

Functional connectivity between somatosensory and motor brain areas predicts individual differences in motor learning by observing.

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McGregor, Heather R; Gribble, Paul L

2017-08-01

Action observation can facilitate the acquisition of novel motor skills; however, there is considerable individual variability in the extent to which observation promotes motor learning. Here we tested the hypothesis that individual differences in brain function or structure can predict subsequent observation-related gains in motor learning. Subjects underwent an anatomical MRI scan and resting-state fMRI scans to assess preobservation gray matter volume and preobservation resting-state functional connectivity (FC), respectively. On the following day, subjects observed a video of a tutor adapting her reaches to a novel force field. After observation, subjects performed reaches in a force field as a behavioral assessment of gains in motor learning resulting from observation. We found that individual differences in resting-state FC, but not gray matter volume, predicted postobservation gains in motor learning. Preobservation resting-state FC between left primary somatosensory cortex and bilateral dorsal premotor cortex, primary motor cortex, and primary somatosensory cortex and left superior parietal lobule was positively correlated with behavioral measures of postobservation motor learning. Sensory-motor resting-state FC can thus predict the extent to which observation will promote subsequent motor learning. NEW & NOTEWORTHY We show that individual differences in preobservation brain function can predict subsequent observation-related gains in motor learning. Preobservation resting-state functional connectivity within a sensory-motor network may be used as a biomarker for the extent to which observation promotes motor learning. This kind of information may be useful if observation is to be used as a way to boost neuroplasticity and sensory-motor recovery for patients undergoing rehabilitation for diseases that impair movement such as stroke. Copyright © 2017 the American Physiological Society.

Review on Cold-Formed Steel Connections

Science.gov (United States)

Tan, Cher Siang; Mohammad, Shahrin; Md Tahir, Mahmood; Shek, Poi Ngian

2014-01-01

The concept of cold-formed light steel framing construction has been widespread after understanding its structural characteristics with massive research works over the years. Connection serves as one of the important elements for light steel framing in order to achieve its structural stability. Compared to hot-rolled steel sections, cold-formed steel connections perform dissimilarity due to the thin-walled behaviour. This paper aims to review current researches on cold-formed steel connections, particularly for screw connections, storage rack connections, welded connections, and bolted connections. The performance of these connections in the design of cold-formed steel structures is discussed. PMID:24688448

Development of a Water-Quality Lab That Enhances Learning & Connects Students to the Land

Science.gov (United States)

Enos-Berlage, Jodi

2012-01-01

A 3-week laboratory module was developed for an undergraduate microbiology course that would connect student learning to a real-life challenge, specifically a local water-quality project. The laboratory series included multiple field trips, sampling of soil and water, and subsequent analysis for bacteria and nitrate. Laboratory results confirmed…

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…

Periodic activations of behaviours and emotional adaptation in behaviour-based robotics

Science.gov (United States)

Burattini, Ernesto; Rossi, Silvia

2010-09-01

The possible modulatory influence of motivations and emotions is of great interest in designing robotic adaptive systems. In this paper, an attempt is made to connect the concept of periodic behaviour activations to emotional modulation, in order to link the variability of behaviours to the circumstances in which they are activated. The impact of emotion is studied, described as timed controlled structures, on simple but conflicting reactive behaviours. Through this approach it is shown that the introduction of such asynchronies in the robot control system may lead to an adaptation in the emergent behaviour without having an explicit action selection mechanism. The emergent behaviours of a simple robot designed with both a parallel and a hierarchical architecture are evaluated and compared.

Using Learning Analytics to Implement Evidence-Based Interventions to Support Ethnic Minority and International Student Social Integrations

OpenAIRE

Mittelmeier, Jenna

2015-01-01

As universities in the UK become increasingly diverse, one common challenge is how best to socially integrate ethnic minority and international students into the classroom and larger campus. Indeed, research currently demonstrates that students most often form social and learning connections with peers from the same ethnicity or culture, despite the benefits of intergroup connections. However, few studies have looked at student social networks to determine how they influence actual behaviours...

How are learning physics and student beliefs about learning physics connected? Measuring epistemological self-reflection in an introductory course and investigating its relationship to conceptual learning

Science.gov (United States)

May, David B.

2002-11-01

To explore students' epistemological beliefs in a variety of conceptual domains in physics, and in a specific and novel context of measurement, this Dissertation makes use of Weekly Reports, a class assignment in which students reflect in writing on what they learn each week and how they learn it. Reports were assigned to students in the introductory physics course for honors engineering majors at The Ohio State University in two successive years. The Weekly Reports of several students from the first year were analyzed for the kinds of epistemological beliefs exhibited therein, called epistemological self-reflection, and a coding scheme was developed for categorizing and quantifying this reflection. The connection between epistemological self-reflection and conceptual learning in physics seen in a pilot study was replicated in a larger study, in which the coded reflections from the Weekly Reports of thirty students were correlated with their conceptual learning gains. Although the total amount of epistemological self-reflection was not found to be related to conceptual gain, different kinds of epistemological self-reflection were. Describing learning physics concepts in terms of logical reasoning and making personal connections were positively correlated with gains; describing learning from authority figures or by observing phenomena without making inferences were negatively correlated. Linear regression equations were determined in order to quantify the effects on conceptual gain of specific ways of describing learning. In an experimental test of this model, the regression equations and the Weekly Report coding scheme developed from the first year's data were used to predict the conceptual gains of thirty students from the second year. The prediction was unsuccessful, possibly because these students were not given as much feedback on their reflections as were the first-year students. These results show that epistemological beliefs are important factors affecting

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

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...

Functional corticostriatal connection topographies predict goal directed behaviour in humans

NARCIS (Netherlands)

Marquand, A.F.; Haak, K.V.; Beckmann, C.F.

2017-01-01

Anatomical tracing studies in non-human primates have suggested that corticostriatal connectivity is topographically organized: nearby locations in striatum are connected with nearby locations in cortex. The topographic organization of corticostriatal connectivity is thought to underpin many

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…

Removing Legal Barriers around Work-Based Learning. Connecting the Classroom to Careers: The State's Role in Work-Based Learning

Science.gov (United States)

Advance CTE: State Leaders Connecting Learning to Work, 2016

2016-01-01

This report, the second installment in Advance CTE's "Connecting the Classroom to Careers," series, explores an issue that is often a stumbling block for K-12 work-based learning--ensuring these experiences are safe and legal for students. This report features New Jersey, Kentucky and California and their approaches to dismantling…

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

Trading Zones: Building Connections to Past Research in the Scholarship of Teaching and Learning

Science.gov (United States)

Kelley, Bruce

2008-01-01

Faculty face significant challenges when moving into scholarship of teaching and learning (SoTL) for the first time. Perhaps the greatest of these challenges is the act of building connections to past research, both within the individual scholar's field, and more broadly across the disciplines. This article examines the nature of this challenge,…

Varieties of semantic cognition revealed through simultaneous decomposition of intrinsic brain connectivity and behaviour.

Science.gov (United States)

Vatansever, Deniz; Bzdok, Danilo; Wang, Hao-Ting; Mollo, Giovanna; Sormaz, Mladen; Murphy, Charlotte; Karapanagiotidis, Theodoros; Smallwood, Jonathan; Jefferies, Elizabeth

2017-09-01

Contemporary theories assume that semantic cognition emerges from a neural architecture in which different component processes are combined to produce aspects of conceptual thought and behaviour. In addition to the state-level, momentary variation in brain connectivity, individuals may also differ in their propensity to generate particular configurations of such components, and these trait-level differences may relate to individual differences in semantic cognition. We tested this view by exploring how variation in intrinsic brain functional connectivity between semantic nodes in fMRI was related to performance on a battery of semantic tasks in 154 healthy participants. Through simultaneous decomposition of brain functional connectivity and semantic task performance, we identified distinct components of semantic cognition at rest. In a subsequent validation step, these data-driven components demonstrated explanatory power for neural responses in an fMRI-based semantic localiser task and variation in self-generated thoughts during the resting-state scan. Our findings showed that good performance on harder semantic tasks was associated with relative segregation at rest between frontal brain regions implicated in controlled semantic retrieval and the default mode network. Poor performance on easier tasks was linked to greater coupling between the same frontal regions and the anterior temporal lobe; a pattern associated with deliberate, verbal thematic thoughts at rest. We also identified components that related to qualities of semantic cognition: relatively good performance on pictorial semantic tasks was associated with greater separation of angular gyrus from frontal control sites and greater integration with posterior cingulate and anterior temporal cortex. In contrast, good speech production was linked to the separation of angular gyrus, posterior cingulate and temporal lobe regions. Together these data show that quantitative and qualitative variation in semantic

Resting-state Functional Connectivity is an Age-dependent Predictor of Motor Learning Abilities.

Science.gov (United States)

Mary, Alison; Wens, Vincent; Op de Beeck, Marc; Leproult, Rachel; De Tiège, Xavier; Peigneux, Philippe

2017-10-01

This magnetoencephalography study investigates how ageing modulates the relationship between pre-learning resting-state functional connectivity (rsFC) and subsequent learning. Neuromagnetic resting-state activity was recorded 5 min before motor sequence learning in 14 young (19-30 years) and 14 old (66-70 years) participants. We used a seed-based beta-band power envelope correlation approach to estimate rsFC maps, with the seed located in the right primary sensorimotor cortex. In each age group, the relation between individual rsFC and learning performance was investigated using Pearson's correlation analyses. Our results show that rsFC is predictive of subsequent motor sequence learning but involves different cross-network interactions in the two age groups. In young adults, decreased coupling between the sensorimotor network and the cortico-striato-cerebellar network is associated with better motor learning, whereas a similar relation is found in old adults between the sensorimotor, the dorsal-attentional and the DMNs. Additionally, age-related correlational differences were found in the dorsolateral prefrontal cortex, known to subtend attentional and controlled processes. These findings suggest that motor skill learning depends-in an age-dependent manner-on subtle interactions between resting-state networks subtending motor activity on the one hand, and controlled and attentional processes on the other hand. © The Author 2016. Published by Oxford University Press. All rights reserved. For Permissions, please e-mail: journals.permissions@oup.com.

Making Connections among Multiple Visual Representations: How Do Sense-Making Skills and Perceptual Fluency Relate to Learning of Chemistry Knowledge?

Science.gov (United States)

Rau, Martina A.

2018-01-01

To learn content knowledge in science, technology, engineering, and math domains, students need to make connections among visual representations. This article considers two kinds of connection-making skills: (1) "sense-making skills" that allow students to verbally explain mappings among representations and (2) "perceptual…

Promoting ‘Learning’ Literacy through Picturebooks: Learning How to Learn

Directory of Open Access Journals (Sweden)

Gail Ellis

2016-11-01

Full Text Available Picturebooks provide a rich and motivating resource to develop children’s early language learning such as basic understanding, vocabulary and phrases related to the content of a story, but they can also be used to develop multiple literacies. These include visual, emotional, cultural, nature, digital, moving image literacy and ‘learning’ literacy, which is linked to learning how to learn and learner autonomy. ‘Learning’ literacy is described as an ethos, a culture and a way of life and involves being ready to develop learning capacities and the behaviours individuals need, including being willing to learn continuously, as competencies essential to thriving in a globally connected, digitally driven world. The Important Book (Brown & Weisgard, 1949 is used as an example of how learning literacy can be integrated into primary English language pedagogy by applying the Plan, Do, Review model of reflection. Working through the three stages of the Plan Do Review cycle, children are informed of the aims of the activity; they identify success criteria, draft and refine their own paragraphs about an important object, review what they did, what they learnt and how they learnt and then assess their performance to identify next steps. This process enables the teacher to create learning environments that develop learning literacy, by providing opportunities for systematic reflection and experimentation and the development of metacognitive and cognitive learning strategies.

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

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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.

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.

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.

NASA’s Universe of Learning: Connecting Scientists, Educators, and Learners

Science.gov (United States)

Smith, Denise A.; Lestition, Kathleen; Squires, Gordon K.; Greene, W. M.; Biferno, Anya A.; Cominsky, Lynn R.; Goodman, Irene; Walker, Allyson; Universe of Learning Team

2017-01-01

NASA’s Universe of Learning (UoL) is one of 27 competitively awarded education programs selected by NASA’s Science Mission Directorate (SMD) in its newly restructured education effort. Through these 27 programs, SMD aims to infuse NASA science experts and content more effectively and efficiently into learning environments serving audiences of all ages. UoL is a unique partnership between the Space Telescope Science Institute, Chandra X-ray Center, IPAC at Caltech, Jet Propulsion Laboratory Exoplanet Exploration Program, and Sonoma State University that will connect the scientists, engineers, science, technology and adventure of NASA Astrophysics with audience needs, proven infrastructure, and a network of partners to advance SMD education objectives. External evaluation is provided through a partnership with Goodman Research Group and Cornerstone Evaluation Associates. The multi-institutional team is working to develop and deliver a unified, consolidated and externally evaluated suite of education products, programs, and professional development offerings that spans the full spectrum of NASA Astrophysics, including the Cosmic Origins, Physics of the Cosmos, and Exoplanet Exploration themes. Products and programs focus on out-of-school-time learning environments and include enabling educational use of Astrophysics mission data and offering participatory experiences; creating multimedia and immersive experiences; designing exhibits and community programs; and producing resources for special needs and underserved/underrepresented audiences. The UoL team also works with a network of partners to provide professional learning experiences for informal educators, pre-service educators, and undergraduate instructors. This presentation will provide an overview of the UoL team’s approach to partnering scientists and educators to engage learners in Astrophysics discoveries and data; progress to date; and pathways for science community involvement.

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.

Neural oscillatory mechanisms during novel grammar learning underlying language analytical abilities.

Science.gov (United States)

Kepinska, Olga; Pereda, Ernesto; Caspers, Johanneke; Schiller, Niels O

2017-12-01

The goal of the present study was to investigate the initial phases of novel grammar learning on a neural level, concentrating on mechanisms responsible for individual variability between learners. Two groups of participants, one with high and one with average language analytical abilities, performed an Artificial Grammar Learning (AGL) task consisting of learning and test phases. During the task, EEG signals from 32 cap-mounted electrodes were recorded and epochs corresponding to the learning phases were analysed. We investigated spectral power modulations over time, and functional connectivity patterns by means of a bivariate, frequency-specific index of phase synchronization termed Phase Locking Value (PLV). Behavioural data showed learning effects in both groups, with a steeper learning curve and higher ultimate attainment for the highly skilled learners. Moreover, we established that cortical connectivity patterns and profiles of spectral power modulations over time differentiated L2 learners with various levels of language analytical abilities. Over the course of the task, the learning process seemed to be driven by whole-brain functional connectivity between neuronal assemblies achieved by means of communication in the beta band frequency. On a shorter time-scale, increasing proficiency on the AGL task appeared to be supported by stronger local synchronisation within the right hemisphere regions. Finally, we observed that the highly skilled learners might have exerted less mental effort, or reduced attention for the task at hand once the learning was achieved, as evidenced by the higher alpha band power. Copyright © 2017 Elsevier Inc. All rights reserved.

Structure Learning of Linear Bayesian Networks in High-Dimensions

OpenAIRE

Aragam, Nikhyl Bryon

2015-01-01

Research into graphical models is a rapidly developing enterprise, garnering significant interest from both the statistics and machine learning communities. A parallel thread in both communities has been the study of low-dimensional structures in high-dimensional models where $p\\gg n$. Recently, there has been a surge of interest in connecting these threads in order to understand the behaviour of graphical models in high-dimensions. Due to their relative simplicity, undirected models such as ...

Learning biology through connecting mathematics to scientific mechanisms: Student outcomes and teacher supports

Science.gov (United States)

Schuchardt, Anita

Integrating mathematics into science classrooms has been part of the conversation in science education for a long time. However, studies on student learning after incorporating mathematics in to the science classroom have shown mixed results. Understanding the mixed effects of including mathematics in science has been hindered by a historical focus on characteristics of integration tangential to student learning (e.g., shared elements, extent of integration). A new framework is presented emphasizing the epistemic role of mathematics in science. An epistemic role of mathematics missing from the current literature is identified: use of mathematics to represent scientific mechanisms, Mechanism Connected Mathematics (MCM). Building on prior theoretical work, it is proposed that having students develop mathematical equations that represent scientific mechanisms could elevate their conceptual understanding and quantitative problem solving. Following design and implementation of an MCM unit in inheritance, a large-scale quantitative analysis of pre and post implementation test results showed MCM students, compared to traditionally instructed students) had significantly greater gains in conceptual understanding of mathematically modeled scientific mechanisms, and their ability to solve complex quantitative problems. To gain insight into the mechanism behind the gain in quantitative problem solving, a small-scale qualitative study was conducted of two contrasting groups: 1) within-MCM instruction: competent versus struggling problem solvers, and 2) within-competent problem solvers: MCM instructed versus traditionally instructed. Competent MCM students tended to connect their mathematical inscriptions to the scientific phenomenon and to switch between mathematical and scientifically productive approaches during problem solving in potentially productive ways. The other two groups did not. To address concerns about teacher capacity presenting barriers to scalability of MCM

Interventions for promoting reintegration and reducing harmful behaviour and lifestyles in street-connected children and young people.

Science.gov (United States)

Coren, Esther; Hossain, Rosa; Pardo Pardo, Jordi; Bakker, Brittany

2016-01-13

Millions of street-connected children and young people worldwide live or work in street environments. They are vulnerable to many risks, whether or not they remain connected to families of origin, and despite many strengths and resiliencies, they are excluded from mainstream social structures and opportunities. Primary research objectivesTo evaluate and summarise the effectiveness of interventions for street-connected children and young people that aim to:• promote inclusion and reintegration;• increase literacy and numeracy;• facilitate access to education and employment;• promote mental health, including self esteem;• reduce harms associated with early sexual activity and substance misuse. Secondary research objectives• To explore whether effects of interventions differ within and between populations, and whether an equity gradient influences these effects, by extrapolating from all findings relevance for low- and middle-income countries (LMICs) (Peters 2004).• To describe other health, educational, psychosocial and behavioural effects, when appropriate outcomes are reported.• To explore the influence of context in design, delivery and outcomes of interventions.• To explore the relationship between numbers of components and duration and effects of interventions.• To highlight implications of these findings for further research and research methods to improve evidence in relation to the primary research objective.• To consider adverse or unintended outcomes. We searched the following bibliographic databases, searched for the original review, from inception to 2012, and various relevant non-governmental and organisational websites: Cochrane Central Register of Controlled Trials (CENTRAL); MEDLINE and Pre-MEDLINE; EMBASE and EMBASE Classic; Cumulative Index to Nursing and Allied Health Literature (CINAHL); PsycINFO; Education Resource Information Center (ERIC); Sociological Abstracts; Social Services Abstracts; Social Work Abstracts; Healthstar

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

Directory of Open Access Journals (Sweden)

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

Effect of differences in gas-dynamic behaviour on the separation performance of ultracentrifuges connected in parallel

International Nuclear Information System (INIS)

Portoghese, C.C.P.; Buchmann, J.H.

1996-01-01

This paper is concerned with the degradation of separation factors occurred when groups of ultracentrifuges having different gas-dynamic behaviour are connected in parallel arrangements. Differences in the gas-dynamic behavior were traduced in terms of different tails pressures for the same operational conditions, that are feed flow rate, product pressure and cut number. A mathematical model describing the ratio of the tails flow rates as a function of the tails pressure ratios and the feed flow rate was developed using experimental data collected from a pair of different ultracentrifuges connected in parallel. The optimization of model parameters was made using Marquardt's algorithm. The model developed was used to simulate the separation factors degradation in some parallel arrangements containing more than two centrifuges. Te obtained results were compared with experimental data collected from different groups of ultracentrifuges. It was observed that the calculated results were in good agreement with experimental data. This mathematical model, which parameters were determined in a two-centrifuges parallel arrangement, is useful to simulate the effect of quantified gas-dynamic differences in the separation factors of groups containing any number of different ultracentrifuges and, consequently, to analyze cascade losses due to this kind of occurrence. (author)

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

Personality characteristics and their connection with learning efficiency of deaf and partially deaf pupils in mainstream primary and secondary school

OpenAIRE

Kastelic, Helena

2012-01-01

This thesis deals with personality characteristics and their connection with learning efficiency of deaf and partially deaf pupils and students in mainstream primary and secondary school. The theoretical part defines learning efficiency and focuses on the most significant factors of learning efficiency, including also personality characteristics of an individual. This thesis represents the idea of inclusion and its advantages and disadvantages and suggests to what extent it is present in our ...

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

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.

Content, Context & Connectivity Persuasive Interplay

DEFF Research Database (Denmark)

Sørensen, Christian Grund

2013-01-01

-supported research project under EACEA). In the development of this project several categories of content have been implemented in technology enhanced learning tools. These have been designed to support learning in different contexts and eventually the role of the connectivity of these learning objects and tools......The aim of this paper is to discuss the relationship between content, context and connectivity and suggesting a model of Dynamic Interplay. This is done in relation to a specific learning environment concerning cultural mediation, in casu the Kaj Munk Case of the EuroPLOT-project (an EU...... is discussed. Focus is here on The Kaj Munk Study Edition, The Conceptual Pond, Immersive Layers Design, and Generative Learning Objects (GLOs) which are applications affiliated with the Munk case. This paper explores the persuasive potential of the interplay between the different applications for the benefit...

Mathematics Connection

African Journals Online (AJOL)

MATHEMATICS CONNECTION aims at providing a forum topromote the development of Mathematics Education in Ghana. Articles that seekto enhance the teaching and/or learning of mathematics at all levels of theeducational system are welcome.

AIED 2009 Workshops Proceeedings Volume 10: Natural Language Processing in Support of Learning: Metrics, Feedback and Connectivity

NARCIS (Netherlands)

Dessus, Philippe; Trausan-Matu, Stefan; Van Rosmalen, Peter; Wild, Fridolin

2009-01-01

Dessus, P., Trausan-Matu, S., Van Rosmalen, P., & Wild, F. (Eds.) (2009). AIED 2009 Workshops Proceedings Volume 10 Natural Language Processing in Support of Learning: Metrics, Feedback and Connectivity. In S. D. Craig & D. Dicheva (Eds.), AIED 2009: 14th International Conference in Artificial

Baseline frontostriatal-limbic connectivity predicts reward-based memory formation.

Science.gov (United States)

Hamann, Janne M; Dayan, Eran; Hummel, Friedhelm C; Cohen, Leonardo G

2014-12-01

Reward mediates the acquisition and long-term retention of procedural skills in humans. Yet, learning under rewarded conditions is highly variable across individuals and the mechanisms that determine interindividual variability in rewarded learning are not known. We postulated that baseline functional connectivity in a large-scale frontostriatal-limbic network could predict subsequent interindividual variability in rewarded learning. Resting-state functional MRI was acquired in two groups of subjects (n = 30) who then trained on a visuomotor procedural learning task with or without reward feedback. We then tested whether baseline functional connectivity within the frontostriatal-limbic network predicted memory strength measured immediately, 24 h and 1 month after training in both groups. We found that connectivity in the frontostriatal-limbic network predicted interindividual variability in the rewarded but not in the unrewarded learning group. Prediction was strongest for long-term memory. Similar links between connectivity and reward-based memory were absent in two control networks, a fronto-parieto-temporal language network and the dorsal attention network. The results indicate that baseline functional connectivity within the frontostriatal-limbic network successfully predicts long-term retention of rewarded learning. © 2014 Wiley Periodicals, Inc.

Neural Behavior Chain Learning of Mobile Robot Actions

Directory of Open Access Journals (Sweden)

Lejla Banjanovic-Mehmedovic

2012-01-01

Full Text Available This paper presents a visual/motor behavior learning approach, based on neural networks. We propose Behavior Chain Model (BCM in order to create a way of behavior learning. Our behavior-based system evolution task is a mobile robot detecting a target and driving/acting towards it. First, the mapping relations between the image feature domain of the object and the robot action domain are derived. Second, a multilayer neural network for offline learning of the mapping relations is used. This learning structure through neural network training process represents a connection between the visual perceptions and motor sequence of actions in order to grip a target. Last, using behavior learning through a noticed action chain, we can predict mobile robot behavior for a variety of similar tasks in similar environment. Prediction results suggest that the methodology is adequate and could be recognized as an idea for designing different mobile robot behaviour assistance.

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.

Connection Temperatures during the Mokrsko Fire Test

Directory of Open Access Journals (Sweden)

J. Chlouba

2009-01-01

Full Text Available The Mokrsko fire test focused on the overall behaviour of the structure, which cannot be observed on the separate elements, and also on the temperature of connections with improved fire resistance. During the test, measurements were made of the temperature of the gas and of the elements, the overall and relative deformations, gas pressure, humidity, the radiation of the compartment to structural element and the external steel column, transport of the moisture through the walls, and also the climatic conditions. The results of the test show the differences between the behaviour of the element and the behaviour of the structure exposed to high temperatures during a fire. The collapse of the composite slab was reached. The results of the numerical simulations using the SAFIR program compared well with the measured temperature values in the structure and also in the connections. 

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.

Support for system connectivity –Learning from evaluating an evaluation

DEFF Research Database (Denmark)

Christensen, Jesper Lindgaard

been sparse on investigat-ing effects of these as well as on the broader criteria to evaluate the innovation networks and functioning of the system. This paper discusses what are such criteria for evaluating innovation policies that rely on enhanc-ing system connectivity and repair system failures......Innovation is said to be dependent upon collaboration and networks. The innovation system thinking empha-sizes networks but also their supporting informal institutions, learning processes, and the relations between actors in the system. Despite the importance of networks, evaluation studies have......? By way of illustration, and as a mean to be specific on these criteria, the paper discusses the possible rationale for governments to support business angel networks (BAN) and what criteria to apply when evaluating such networks. It is found that applying traditional evaluation criteria for assessing...

Aversive learning shapes neuronal orientation tuning in human visual cortex.

Science.gov (United States)

McTeague, Lisa M; Gruss, L Forest; Keil, Andreas

2015-07-28

The responses of sensory cortical neurons are shaped by experience. As a result perceptual biases evolve, selectively facilitating the detection and identification of sensory events that are relevant for adaptive behaviour. Here we examine the involvement of human visual cortex in the formation of learned perceptual biases. We use classical aversive conditioning to associate one out of a series of oriented gratings with a noxious sound stimulus. After as few as two grating-sound pairings, visual cortical responses to the sound-paired grating show selective amplification. Furthermore, as learning progresses, responses to the orientations with greatest similarity to the sound-paired grating are increasingly suppressed, suggesting inhibitory interactions between orientation-selective neuronal populations. Changes in cortical connectivity between occipital and fronto-temporal regions mirror the changes in visuo-cortical response amplitudes. These findings suggest that short-term behaviourally driven retuning of human visual cortical neurons involves distal top-down projections as well as local inhibitory interactions.

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

Science.gov (United States)

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…

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

Science.gov (United States)

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…

From "Organisms" to "Boundaries": The Uneven Development of Theory Narratives in Education, Learning and Work Connections

Science.gov (United States)

Saunders, Murray

2006-01-01

This paper uses the metaphor of a "theory narrative" to discuss the way in which the connections between education, learning and work have been understood. It identifies six theory narratives, and analyses each in turn, leading to an overview that suggests the way in which these explanatory frameworks might evolve in the future. The six narratives…

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

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…

Durability of adhesive glass-metal connections for structural applications

NARCIS (Netherlands)

Van Lancker, B.; Dispersyn, J.; De Corte, W.; Belis, J.

2016-01-01

The use of adhesive bonds for structural glass-metal connections in the building envelope has increased in recent years. Despite the multiple advantages compared to more traditional bolted connections, long-term behaviour and durability of the adhesives have to be investigated accurately. Because,

Frontotemporal correlates of impulsivity and machine learning in retired professional athletes with a history of multiple concussions.

Science.gov (United States)

Goswami, R; Dufort, P; Tartaglia, M C; Green, R E; Crawley, A; Tator, C H; Wennberg, R; Mikulis, D J; Keightley, M; Davis, Karen D

2016-05-01

The frontotemporal cortical network is associated with behaviours such as impulsivity and aggression. The health of the uncinate fasciculus (UF) that connects the orbitofrontal cortex (OFC) with the anterior temporal lobe (ATL) may be a crucial determinant of behavioural regulation. Behavioural changes can emerge after repeated concussion and thus we used MRI to examine the UF and connected gray matter as it relates to impulsivity and aggression in retired professional football players who had sustained multiple concussions. Behaviourally, athletes had faster reaction times and an increased error rate on a go/no-go task, and increased aggression and mania compared to controls. MRI revealed that the athletes had (1) cortical thinning of the ATL, (2) negative correlations of OFC thickness with aggression and task errors, indicative of impulsivity, (3) negative correlations of UF axial diffusivity with error rates and aggression, and (4) elevated resting-state functional connectivity between the ATL and OFC. Using machine learning, we found that UF diffusion imaging differentiates athletes from healthy controls with significant classifiers based on UF mean and radial diffusivity showing 79-84 % sensitivity and specificity, and 0.8 areas under the ROC curves. The spatial pattern of classifier weights revealed hot spots at the orbitofrontal and temporal ends of the UF. These data implicate the UF system in the pathological outcomes of repeated concussion as they relate to impulsive behaviour. Furthermore, a support vector machine has potential utility in the general assessment and diagnosis of brain abnormalities following concussion.

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

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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.

Managing Sexually Harmful Behaviour in a Residential Special School

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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…

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

Improving Preservice Teachers’ Self-Efficacy through Service Learning: Lessons Learned

Directory of Open Access Journals (Sweden)

Carianne Bernadowski

2013-07-01

Full Text Available University students have been barraged with service learning opportunities both as course required and as volunteer opportunities in recent years. Currently, many universities now require students to participate in engaged learning as a graduation requirement. Situated in Bandura’s theory of self-efficacy, this study examines the effects service learning has on students teaching self-efficacy when required to participate in an activity (course connected, compared to when they chose to volunteer in service learning projects. As instructors of preservice teachers it is our commitment to prepare these students to their maximum potential. Identifying best practices for teacher preparation is an overarching goal of this study. A pre/post survey examined students’ self-perceptions for each service opportunity in regards to their perceived teaching self-efficacy. Results indicate that students’ self-efficacy improved when service learning was connected or imbedded in the context of learning and connected to a specific course. These findings indicate course connected service learning has a greater impact on preservice teachers’ perceptions of their ability to be effective future classroom teachers. Therefore course connected service learning can be viewed as a best practice in preservice teaching instruction.

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.

Interventions for promoting reintegration and reducing harmful behaviour and lifestyles in street-connected children and young people.

Science.gov (United States)

Coren, Esther; Hossain, Rosa; Pardo, Jordi Pardo; Veras, Mirella M S; Chakraborty, Kabita; Harris, Holly; Martin, Anne J

2013-07-01

behaviours or substance use. A meta-analysis was conducted for some outcomes though it was not possible for all due to differences in measurements between studies. Other outcomes were evaluated narratively. We included 11 studies evaluating 12 interventions from high income countries. We did not find any sufficiently robust evaluations conducted in low and middle income countries (LMICs) despite the existence of many relevant programmes. Study quality overall was low to moderate and there was great variation in the measurement used by studies, making comparison difficult. Participants were drop-in and shelter based. We found no consistent results on a range of relevant outcomes within domains of psychosocial health, substance misuse and sexual risky behaviours despite the many measurements collected in the studies. The interventions being evaluated consisted of time limited therapeutically based programmes which did not prove more effective than standard shelter or drop-in services for most outcomes and in most studies. There were favourable changes from baseline in outcomes for most particpants in therapy interventions and also in standard services. There was considerable heterogeneity between studies and equity data were inconsistently reported. No study measured the primary outcome of reintegration or reported on adverse effects. The review discussion section included consideration of the relevance of the findings for LMIC settings. Analysis across the included studies found no consistently significant benefit for the 'new' interventions compared to standard services for street-connected children and young people. These latter interventions, however, have not been rigorously evaluated, especially in the context of LMICs. Robustly evaluating the interventions would enable better recommendations to be made for service delivery. There is a need for future research in LMICs that includes children who are on the streets due to urbanisation, war or migration and who may be

Host behaviour-parasite feedback: an essential link between animal behaviour and disease ecology.

Science.gov (United States)

Ezenwa, Vanessa O; Archie, Elizabeth A; Craft, Meggan E; Hawley, Dana M; Martin, Lynn B; Moore, Janice; White, Lauren

2016-04-13

Animal behaviour and the ecology and evolution of parasites are inextricably linked. For this reason, animal behaviourists and disease ecologists have been interested in the intersection of their respective fields for decades. Despite this interest, most research at the behaviour-disease interface focuses either on how host behaviour affects parasites or how parasites affect behaviour, with little overlap between the two. Yet, the majority of interactions between hosts and parasites are probably reciprocal, such that host behaviour feeds back on parasites and vice versa. Explicitly considering these feedbacks is essential for understanding the complex connections between animal behaviour and parasite ecology and evolution. To illustrate this point, we discuss how host behaviour-parasite feedbacks might operate and explore the consequences of feedback for studies of animal behaviour and parasites. For example, ignoring the feedback of host social structure on parasite dynamics can limit the accuracy of predictions about parasite spread. Likewise, considering feedback in studies of parasites and animal personalities may provide unique insight about the maintenance of variation in personality types. Finally, applying the feedback concept to links between host behaviour and beneficial, rather than pathogenic, microbes may shed new light on transitions between mutualism and parasitism. More generally, accounting for host behaviour-parasite feedbacks can help identify critical gaps in our understanding of how key host behaviours and parasite traits evolve and are maintained. © 2016 The Author(s).

Sensitivity of marine protected area network connectivity to atmospheric variability.

Science.gov (United States)

Fox, Alan D; Henry, Lea-Anne; Corne, David W; Roberts, J Murray

2016-11-01

International efforts are underway to establish well-connected systems of marine protected areas (MPAs) covering at least 10% of the ocean by 2020. But the nature and dynamics of ocean ecosystem connectivity are poorly understood, with unresolved effects of climate variability. We used 40-year runs of a particle tracking model to examine the sensitivity of an MPA network for habitat-forming cold-water corals in the northeast Atlantic to changes in larval dispersal driven by atmospheric cycles and larval behaviour. Trajectories of Lophelia pertusa larvae were strongly correlated to the North Atlantic Oscillation (NAO), the dominant pattern of interannual atmospheric circulation variability over the northeast Atlantic. Variability in trajectories significantly altered network connectivity and source-sink dynamics, with positive phase NAO conditions producing a well-connected but asymmetrical network connected from west to east. Negative phase NAO produced reduced connectivity, but notably some larvae tracked westward-flowing currents towards coral populations on the mid-Atlantic ridge. Graph theoretical metrics demonstrate critical roles played by seamounts and offshore banks in larval supply and maintaining connectivity across the network. Larval longevity and behaviour mediated dispersal and connectivity, with shorter lived and passive larvae associated with reduced connectivity. We conclude that the existing MPA network is vulnerable to atmospheric-driven changes in ocean circulation.

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

Science.gov (United States)

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.

Connections between Future Time Perspectives and Self-Regulated Learning for Mid-Year Engineering Students: A Multiple Case Study

Science.gov (United States)

Chasmar, Justine

2017-01-01

This dissertation presents multiple studies with the purpose of understanding the connections between undergraduate engineering students' motivations, specifically students' Future Time Perspectives (FTPs) and Self-Regulated Learning (SRL). FTP refers to the views students hold about the future and how their perceptions of current tasks are…

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.

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…

Joint multiple fully connected convolutional neural network with extreme learning machine for hepatocellular carcinoma nuclei grading.

Science.gov (United States)

Li, Siqi; Jiang, Huiyan; Pang, Wenbo

2017-05-01

Accurate cell grading of cancerous tissue pathological image is of great importance in medical diagnosis and treatment. This paper proposes a joint multiple fully connected convolutional neural network with extreme learning machine (MFC-CNN-ELM) architecture for hepatocellular carcinoma (HCC) nuclei grading. First, in preprocessing stage, each grayscale image patch with the fixed size is obtained using center-proliferation segmentation (CPS) method and the corresponding labels are marked under the guidance of three pathologists. Next, a multiple fully connected convolutional neural network (MFC-CNN) is designed to extract the multi-form feature vectors of each input image automatically, which considers multi-scale contextual information of deep layer maps sufficiently. After that, a convolutional neural network extreme learning machine (CNN-ELM) model is proposed to grade HCC nuclei. Finally, a back propagation (BP) algorithm, which contains a new up-sample method, is utilized to train MFC-CNN-ELM architecture. The experiment comparison results demonstrate that our proposed MFC-CNN-ELM has superior performance compared with related works for HCC nuclei grading. Meanwhile, external validation using ICPR 2014 HEp-2 cell dataset shows the good generalization of our MFC-CNN-ELM architecture. Copyright © 2017 Elsevier Ltd. All rights reserved.

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

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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.

Evidence for an expectancy-based theory of avoidance behaviour.

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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.

Disrupted avoidance learning in functional neurological disorder: Implications for harm avoidance theories

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Laurel S. Morris

Full Text Available Background: Functional neurological disorder (FND is an elusive disorder characterized by unexplained neurological symptoms alongside aberrant cognitive processing and negative affect, often associated with amygdala reactivity. Methods: We examined the effect of negative conditioning on cognitive function and amygdala reactivity in 25 FND patients and 20 healthy volunteers (HV. Participants were first conditioned to stimuli paired with negative affective or neutral (CS+/CS− information. During functional MRI, subjects then performed an instrumental associative learning task to avoid monetary losses in the context of the previously conditioned stimuli. We expected that FND patients would be better at learning to avoid losses when faced with negatively conditioned stimuli (increased harm avoidance. Multi-echo resting state fMRI was also collected from the same subjects and a robust denoising method was employed, important for removing motion and physiological artifacts. Results: FND subjects were more sensitive to the negative CS+ compared to HV, demonstrated by a reinforcement learning model. Contrary to expectation, FND patients were generally more impaired at learning to avoid losses under both contexts (CS+/CS−, persisting to choose the option that resulted in a negative outcome demonstrated by both behavioural and computational analyses. FND patients showed enhanced amygdala but reduced dorsolateral prefrontal cortex responses when they received negative feedback. Patients also had increased resting state functional connectivity between these two regions. Conclusions: FND patients had impaired instrumental avoidance learning, findings that parallel previous observations of impaired action-outcome binding. FND patients further show enhanced behavioural and neural sensitivity to negative information. However, this did not translate to improved avoidance learning. Put together, our findings do not support the theory of harm avoidance in FND

Connected Gaming: An Inclusive Perspective for Serious Gaming

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Yasmin Kafai

2017-09-01

Full Text Available Serious games should focus on connected gaming, which is combining the instructionist approach on having students play educational games for learning with the constructionist approach on having students make their own games for learning. Constructionist activities have always been part of the larger gaming ecology but have traditionally received far less attention than their instructionist counterparts. Future developments in serious gaming ought to promote this more inclusive perspective to better realize the full potential of gaming as a means for learning and for connecting children to technology and to each other. This potential for more meaningful connectivity can also address the persistent access and diversity issues long facing gaming cultures. 

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…

Dowelled structural connections in laminated bamboo and timber

OpenAIRE

Reynolds, Thomas Peter; Sharma, Bhavna; Harries, Kent; Ramage, Michael Hector

2015-01-01

Structural sections of laminated bamboo can be connected using methods common in timber engineering, however the different material properties of timber and laminated bamboo suggest that the behaviour of connections in the two materials would not be the same. This study investigates the dowelled connection, in which a connector is passed through a hole in the material, and load is resisted by shear in the connector and embedment into the surrounding material. Steel dowels were used in a conne...

Connectivity measures: a review

Czech Academy of Sciences Publication Activity Database

Kindlmann, Pavel; Burel, F.

2008-01-01

Roč. 23, č. 1 (2008), s. 879-890 ISSN 0921-2973 R&D Projects: GA MŠk LC06073; GA AV ČR(CZ) IAA6087301 Institutional research plan: CEZ:AV0Z60870520 Keywords : Conservation biology * Habitat fragmentation * Landscape connectivity * Measures * Species extinction Subject RIV: EH - Ecology, Behaviour Impact factor: 2.453, year: 2008

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

Science.gov (United States)

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.

Moment-to-moment dynamics of ADHD behaviour

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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

Learning design to facilitate interactive behaviours in Team Sports. [Diseños de aprendizaje para favorecer las interacciones en los deportes de equipo].

Directory of Open Access Journals (Sweden)

Pedro Passos

2015-01-01

Full Text Available This opinion piece aims to describe the process of learning in team sports, with a rationale in ecological dynamics sustained on the interactive nature of performance in that context. The first part of this article focuses on the information variables that discriminate affordances (invitations for action, supporting the emergence of anticipatory behaviours. Here we note that affordances emerge at different time scales of performance, with clear implications for planning and designing practice sessions. Acquiring interactive skills in team sports and perceiving information variables of relevance during performance is strictly connected to the concept of representative task design. In the applied section of this paper we show how the constraints-based approach is a suitable tool to create representative learning environments that produce changes in players' interactive behaviours over short and long time scales. Resumen Este artículo de opinión tiene como objetivo describir el proceso de aprendizaje en los deportes de equipo fundamentado en una dinámica ecológica, sustentada en la naturaleza interactiva del rendimiento en ese contexto. La primera parte de este artículo se centra en las variables informativas que discriminan las affordances (invitaciones para la acción que permiten la aparición de conductas anticipatorias. Observamos que las affordances emergen en diferentes escalas temporales del rendimiento, con claras implicaciones para la planificación y el diseño de sesiones de práctica. La adquisición de habilidades interactivas en los deportes de equipo así como la percepción de las variables informativas relevantes durante la acción está estrechamente vinculada con el concepto de diseño de las tareas representativas. En la sección aplicada de este trabajo se muestra cómo el enfoque basado en las restricciones es una herramienta adecuada para crear ambientes de aprendizaje representativos que producen cambios en los

Behavioural health analytics using mobile phones

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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.

Oxytocin selectively facilitates learning with social feedback and increases activity and functional connectivity in emotional memory and reward processing regions.

Science.gov (United States)

Hu, Jiehui; Qi, Song; Becker, Benjamin; Luo, Lizhu; Gao, Shan; Gong, Qiyong; Hurlemann, René; Kendrick, Keith M

2015-06-01

In male Caucasian subjects, learning is facilitated by receipt of social compared with non-social feedback, and the neuropeptide oxytocin (OXT) facilitates this effect. In this study, we have first shown a cultural difference in that male Chinese subjects actually perform significantly worse in the same reinforcement associated learning task with social (emotional faces) compared with non-social feedback. Nevertheless, in two independent double-blind placebo (PLC) controlled between-subject design experiments we found OXT still selectively facilitated learning with social feedback. Similar to Caucasian subjects this OXT effect was strongest with feedback using female rather than male faces. One experiment performed in conjunction with functional magnetic resonance imaging showed that during the response, but not feedback phase of the task, OXT selectively increased activity in the amygdala, hippocampus, parahippocampal gyrus and putamen during the social feedback condition, and functional connectivity between the amygdala and insula and caudate. Therefore, OXT may be increasing the salience and reward value of anticipated social feedback. In the PLC group, response times and state anxiety scores during social feedback were associated with signal changes in these same regions but not in the OXT group. OXT may therefore have also facilitated learning by reducing anxiety in the social feedback condition. Overall our results provide the first evidence for cultural differences in social facilitation of learning per se, but a similar selective enhancement of learning with social feedback under OXT. This effect of OXT may be associated with enhanced responses and functional connectivity in emotional memory and reward processing regions. © 2015 Wiley Periodicals, Inc.

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

Asymptotic behaviour in field theory

Energy Technology Data Exchange (ETDEWEB)

Banerjee, H.

1980-07-01

Asymptotic behaviour in field theory has been studied and the anomalies are pointed out in two specific cases, (i) the infrared and fixed angle high energy behaviour in the non-trivial case of the 'box' amplitude in a scalar-scalar theory and (ii) high energy behaviour of a sixth order Yang-Mills diagram. A set of rules are presented for writing down the precise leading infrared behaviour of an arbitrary generalised ladder diagram (GLD) in QED. These rules are the final result of a detailed analysis of the relevant amplitudes in the Feynman parameter space. The connection between the infrared and fixed angle high energy limits of generalised ladder diagrams is explained. It is argued that the same set of rules yield the fixed angle high energy limit.

Learning with peers, active citizenship and student engagement in Enabling Education

Directory of Open Access Journals (Sweden)

Nick Zepke

2018-02-01

Full Text Available This paper examines one specific question:  What support do students in Enabling Education need to learn the behaviours, knowledge and attitudes required to succeed in tertiary education, employment and life? Success appears in many guises. It can mean achieving officially desired outcomes such as retention, completion and employment. It can also mean achieving less measurable outcomes such as deep learning, wellbeing and active citizenship. The paper first introduces an overarching success framework before exploring how the widely used student engagement pedagogy can support learners to achieve both official and personal success outcomes. It then develops two specific constructs applicable to Enabling Education as found in student engagement: facilitated peer learning and active citizenship. Peer learning is here connected to tutor supported but peer facilitated mentoring; active citizenship to educational experiences in classrooms, institutions and workplaces that support flexibility, resilience, openness to change and diversity. The paper includes examples of how facilitated peer learning and active citizenship can build success in practice.

KEEFEKTIFAN MODEL CONNECTED DAN INTEGRATED DALAM PEMBELAJARAN IPS SMP DI KOTA YOGYAKARTA

Directory of Open Access Journals (Sweden)

Idrus idrus

2011-01-01

Full Text Available This research aimed to: (1 analyze the differences in social studies learning achievement between the students using connected and integrated models and those using conventional model; and (2 analyze the hierarchy of the effect of the learning models  among the connected, integrated, and conventional. This experimental research employed a matching post-test comparison group design. The population of this research was National Standardized Schools of Junior Secondary Schools in Yogyakarta. The technique used for sample drawing was multistage sampling. In this research, the independent variable was the learning model which consisted of three categories: integrated, connected, and conventional models. The dependent variable was the mean score of students’ learning achievement in social studies subject. Data collection was done by means of an achievement test. Instrument validation was done by discriminating power and difficulty index, while the reliability was calculated by KR-20. The pre-requisite  test included normality and homogeneity tests. The normality test used Kolmogorov-Smirnov and the homogeneity test used Levene Test. Data were analyzed in one way anova analysis and continued with Scheffe comparison test on the significance level of 0.05. The results of the experiment show that there are  significant difference among the students’ learning achievement who used integrated, connected, and conventional models. The continued test using Scheffe ensured that the integrated model was more effective than the connected and conventional models, while the connected model was more effective in improving the students’ learning achievement in social studies subject compared with the conventional model. Therefore, the hierarchy of the effect of the learning models is first the integrated model followed by connected and conventional models. Key words: Connected, Integrated Models, Social Studies Learning

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…

Connected Traveler

Energy Technology Data Exchange (ETDEWEB)

2016-06-01

The Connected Traveler framework seeks to boost the energy efficiency of personal travel and the overall transportation system by maximizing the accuracy of predicted traveler behavior in response to real-time feedback and incentives. It is anticipated that this approach will establish a feedback loop that 'learns' traveler preferences and customizes incentives to meet or exceed energy efficiency targets by empowering individual travelers with information needed to make energy-efficient choices and reducing the complexity required to validate transportation system energy savings. This handout provides an overview of NREL's Connected Traveler project, including graphics, milestones, and contact information.

Biologically based neural circuit modelling for the study of fear learning and extinction

Science.gov (United States)

Nair, Satish S.; Paré, Denis; Vicentic, Aleksandra

2016-11-01

The neuronal systems that promote protective defensive behaviours have been studied extensively using Pavlovian conditioning. In this paradigm, an initially neutral-conditioned stimulus is paired with an aversive unconditioned stimulus leading the subjects to display behavioural signs of fear. Decades of research into the neural bases of this simple behavioural paradigm uncovered that the amygdala, a complex structure comprised of several interconnected nuclei, is an essential part of the neural circuits required for the acquisition, consolidation and expression of fear memory. However, emerging evidence from the confluence of electrophysiological, tract tracing, imaging, molecular, optogenetic and chemogenetic methodologies, reveals that fear learning is mediated by multiple connections between several amygdala nuclei and their distributed targets, dynamical changes in plasticity in local circuit elements as well as neuromodulatory mechanisms that promote synaptic plasticity. To uncover these complex relations and analyse multi-modal data sets acquired from these studies, we argue that biologically realistic computational modelling, in conjunction with experiments, offers an opportunity to advance our understanding of the neural circuit mechanisms of fear learning and to address how their dysfunction may lead to maladaptive fear responses in mental disorders.

Deep Temporal Models using Identity Skip-Connections for Speech Emotion Recognition

NARCIS (Netherlands)

Kim, Jaebok; Englebienne, Gwenn; Truong, Khiet P.; Evers, Vanessa

2017-01-01

Deep architectures using identity skip-connections have demonstrated groundbreaking performance in the field of image classification. Recently, empirical studies suggested that identity skip-connections enable ensemble-like behaviour of shallow networks, and that depth is not a solo ingredient for

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.

NASA’s Universe of Learning: Providing a Direct Connection to NASA Science for Learners of all Ages with ViewSpace

Science.gov (United States)

Lawton, Brandon L.; Rhue, Timothy; Smith, Denise A.; Squires, Gordon K.; Biferno, Anya A.; Lestition, Kathleen; Cominsky, Lynn R.; Godfrey, John; Lee, Janice C.; Manning, Colleen

2018-06-01

NASA's Universe of Learning creates and delivers science-driven, audience-driven resources and experiences designed to engage and immerse learners of all ages and backgrounds in exploring the universe for themselves. The project is the result of a unique partnership between the Space Telescope Science Institute, Caltech/IPAC, Jet Propulsion Laboratory, Smithsonian Astrophysical Observatory, and Sonoma State University, and is one of 27 competitively-selected cooperative agreements within the NASA Science Mission Directorate STEM Activation program. The NASA's Universe of Learning team draws upon cutting-edge science and works closely with Subject Matter Experts (scientists and engineers) from across the NASA Astrophysics Physics of the Cosmos, Cosmic Origins, and Exoplanet Exploration themes. As one example, NASA’s Universe of Learning program is uniquely able to provide informal learning venues with a direct connection to the science of NASA astrophysics via the ViewSpace platform. ViewSpace is a modular multimedia exhibit where people explore the latest discoveries in our quest to understand the universe. Hours of awe-inspiring video content connect users’ lives with an understanding of our planet and the wonders of the universe. This experience is rooted in informal learning, astronomy, and earth science. Scientists and educators are intimately involved in the production of ViewSpace material. ViewSpace engages visitors of varying backgrounds and experience at museums, science centers, planetariums, and libraries across the United States. In addition to creating content, the Universe of Learning team is updating the ViewSpace platform to provide for additional functionality, including the introduction of digital interactives to make ViewSpace a multi-modal learning experience. During this presentation we will share the ViewSpace platform, explain how Subject Matter Experts are critical in creating content for ViewSpace, and how we are addressing audience

Vectorization of optically sectioned brain microvasculature: learning aids completion of vascular graphs by connecting gaps and deleting open-ended segments.

Science.gov (United States)

Kaufhold, John P; Tsai, Philbert S; Blinder, Pablo; Kleinfeld, David

2012-08-01

A graph of tissue vasculature is an essential requirement to model the exchange of gasses and nutriments between the blood and cells in the brain. Such a graph is derived from a vectorized representation of anatomical data, provides a map of all vessels as vertices and segments, and may include the location of nonvascular components, such as neuronal and glial somata. Yet vectorized data sets typically contain erroneous gaps, spurious endpoints, and spuriously merged strands. Current methods to correct such defects only address the issue of connecting gaps and further require manual tuning of parameters in a high dimensional algorithm. To address these shortcomings, we introduce a supervised machine learning method that (1) connects vessel gaps by "learned threshold relaxation"; (2) removes spurious segments by "learning to eliminate deletion candidate strands"; and (3) enforces consistency in the joint space of learned vascular graph corrections through "consistency learning." Human operators are only required to label individual objects they recognize in a training set and are not burdened with tuning parameters. The supervised learning procedure examines the geometry and topology of features in the neighborhood of each vessel segment under consideration. We demonstrate the effectiveness of these methods on four sets of microvascular data, each with >800(3) voxels, obtained with all optical histology of mouse tissue and vectorization by state-of-the-art techniques in image segmentation. Through statistically validated sampling and analysis in terms of precision recall curves, we find that learning with bagged boosted decision trees reduces equal-error error rates for threshold relaxation by 5-21% and strand elimination performance by 18-57%. We benchmark generalization performance across datasets; while improvements vary between data sets, learning always leads to a useful reduction in error rates. Overall, learning is shown to more than halve the total error

Structural Graphical Lasso for Learning Mouse Brain Connectivity

KAUST Repository

Yang, Sen; Sun, Qian; Ji, Shuiwang; Wonka, Peter; Davidson, Ian; Ye, Jieping

2015-01-01

Investigations into brain connectivity aim to recover networks of brain regions connected by anatomical tracts or by functional associations. The inference of brain networks has recently attracted much interest due to the increasing availability

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...

Parametric study on the behaviour of bolted composite connections

Directory of Open Access Journals (Sweden)

M. N. Kataoka

Full Text Available The studied connections are composed of concrete filled steel tubes (CFT connected to composite beams by passing through bolts, endplates and steel deck, which also contributes to support the applied loads. The parametric analysis presented in this work is based on numerical simulations performed with software TNO Diana, using experimental results to calibrate the reference numerical model. The influence of three main parameters, being them the bolts diameter, the slab height and the beams cross section, was evaluated. According to the obtained bending moment versus rotation curves, it was concluded that, among the three parameters analyzed, the most important one was the bolts diameter. About the beams cross section, inconclusive results were achieved, probably due to the incompatibility between the 16 mm bolts and the robust beam cross sections considered in the parametric analysis.

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...

Personal awareness and behavioural choices on having a stoma: a qualitative metasynthesis.

Science.gov (United States)

Tao, Hui; Songwathana, Praneed; Isaramalai, Sang-Arun; Zhang, Ying

2014-05-01

To answer how personal awareness and behavioural choices on having a stoma have been described and interpreted in previous qualitative studies. Over the past two decades, there has been an accumulation of the qualitative studies concerning the experiences of individuals living with a stoma. Synthesising the findings of these studies would be able to improve the understanding among health providers. Qualitative metasynthesis. The literature was obtained through searching CINAHL and PubMed databases for papers published in English, and China National Knowledge Infrastructure database for papers published in Chinese from 1990-March 2012. Sixteen articles were selected using the predefined criteria. Three themes about personal awareness and behavioural choices on having a stoma were identified: altered self, restricted life and overcoming restrictions. The results showed the impacts of having a stoma through the analysis on connections between personal awareness and behavioural choices. Having a stoma means that the individuals have to learn to be aware of and accustomed to changes and restrictions in their everyday lives. The individuals take behavioural efforts to overcome these restrictions involving: deciding on whether to reveal or conceal their stomas to others based on the possibility of being accepted or rejected, using internal resources, seeking and receiving external supports. The description and interpretation on personal awareness and behavioural choices associated with having a stoma is useful for nurses in providing practical, informational and emotional supports to help the individuals successfully adapt to their lives with a stoma. © 2013 John Wiley & Sons Ltd.

[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

This article proposes a connectionist model of the social learning theory developed by Bandura (1977). The theory posits that an individual in an interactive situation is capable of learning new behaviours merely by observing them in others. Such learning is acquired through an initial phase in which the individual memorizes what he has observed (observation phase), followed by a second phase where he puts the recorded observations to use as a guide for adjusting his own behaviour (reproduction phase). We shall refer to the two above-mentioned phases to demonstrate that it is conceivable to simulate learning by observation otherwise than through the recording of perceived information using symbolic representation. To this end we shall rely on the formalism of ecological neuron networks (Parisi, Cecconi, & Nolfi, 1990) to implement an agent provided with the major processes identified as essential to learning through observation. The connectionist model so designed shall implement an agent capable of recording perceptive information and producing motor behaviours. The learning situation we selected associates an agent demonstrating goal-achievement behaviour and an observer agent learning the same behaviour by observation. Throughout the acquisition phase, the demonstrator supervises the observer's learning process based on association between spatial information (input) and behavioural information (output). Representation thus constructed then serves as an adjustment guide during the production phase, involving production by the observer of a sequence of actions which he compares to the representation stored in distributed form as constructed through observation. An initial simulation validates model architecture by confirming the requirement for both phases identified in the literature (Bandura, 1977) to simulate learning through observation. The representation constructed over the observation phase evidences acquisition of observed behaviours, although this phase

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...

Supervised hub-detection for brain connectivity

DEFF Research Database (Denmark)

Kasenburg, Niklas; Liptrot, Matthew George; Reislev, Nina Linde

2016-01-01

, but can smooth discriminative signals in the population, degrading predictive performance. We present a novel hub-detection optimized for supervised learning that both clusters network nodes based on population level variation in connectivity and also takes the learning problem into account. The found......A structural brain network consists of physical connections between brain regions. Brain network analysis aims to find features associated with a parameter of interest through supervised prediction models such as regression. Unsupervised preprocessing steps like clustering are often applied...... hubs are a low-dimensional representation of the network and are chosen based on predictive performance as features for a linear regression. We apply our method to the problem of finding age-related changes in structural connectivity. We compare our supervised hub-detection (SHD) to an unsupervised hub...

Numerical Study on Ultimate Behaviour of Bolted End-Plate Steel Connections

Directory of Open Access Journals (Sweden)

R.E.S. Ismail

Full Text Available Abstract Bolted end-plate steel connections have become more popular due to ease of fabrication. This paper presents a three dimension Finite Element Model (FEM, using the multi-purpose software ABAQUS, to study the effect of different geometrical parameters on the ultimate behavior of the connection. The proposed model takes into account material and geometrical non-linearities, initial imperfection, contact between adjacent surfaces and the pretension force in the bolts. The Finite Element results are calibrated with published experimental results ''briefly reviewed in this paper'' and verified that the numerical model can simulate and analyze the overall and detailed behavior of different types of bolted end-plate steel connections. Using verified FEM, parametric study is then carried out to study the ultimate behavior with variations in: bolt diameter, end-plate thickness, length of column stiffener, angle of rib stiffener. The results are examined with respect to the failure modes, the evolution of the resistance, the initial stiffness, and the rotation capacity. Finally, the ultimate behavior of the bolted end-plate steel connection is discussed in detail, and recommendations for the design purpose are made.

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 ...

Occupants' window opening behaviour

DEFF Research Database (Denmark)

Fabi, Valentina; Andersen, Rune Korsholm; Corgnati, Stefano

2012-01-01

Energy consumption in buildings is influenced by several factors related to the building properties and the building controls, some of them highly connected to the behaviour of their occupants.In this paper, a definition of items referring to occupant behaviour related to the building control...... systems is proposed, based on studies presented in literature and a general process leading to the effects on energy consumptions is identified.Existing studies on the topic of window opening behaviour are highlighted and a theoretical framework to deal with occupants' interactions with building controls......, aimed at improving or maintaining the preferred indoor environmental conditions, is elaborated. This approach is used to look into the drivers for the actions taken by the occupants (windows opening and closing) and to investigate the existing models in literature of these actions for both residential...

Changes in visual and sensory-motor resting-state functional connectivity support motor learning by observing

Science.gov (United States)

McGregor, Heather R.

2015-01-01

Motor learning occurs not only through direct first-hand experience but also through observation (Mattar AA, Gribble PL. Neuron 46: 153–160, 2005). When observing the actions of others, we activate many of the same brain regions involved in performing those actions ourselves (Malfait N, Valyear KF, Culham JC, Anton JL, Brown LE, Gribble PL. J Cogn Neurosci 22: 1493–1503, 2010). Links between neural systems for vision and action have been reported in neurophysiological (Strafella AP, Paus T. Neuroreport 11: 2289–2292, 2000; Watkins KE, Strafella AP, Paus T. Neuropsychologia 41: 989–994, 2003), brain imaging (Buccino G, Binkofski F, Fink GR, Fadiga L, Fogassi L, Gallese V, Seitz RJ, Zilles K, Rizzolatti G, Freund HJ. Eur J Neurosci 13: 400–404, 2001; Iacoboni M, Woods RP, Brass M, Bekkering H, Mazziotta JC, Rizzolatti G. Science 286: 2526–2528, 1999), and eye tracking (Flanagan JR, Johansson RS. Nature 424: 769–771, 2003) studies. Here we used a force field learning paradigm coupled with resting-state fMRI to investigate the brain areas involved in motor learning by observing. We examined changes in resting-state functional connectivity (FC) after an observational learning task and found a network consisting of V5/MT, cerebellum, and primary motor and somatosensory cortices in which changes in FC were correlated with the amount of motor learning achieved through observation, as assessed behaviorally after resting-state fMRI scans. The observed FC changes in this network are not due to visual attention to motion or observation of movement errors but rather are specifically linked to motor learning. These results support the idea that brain networks linking action observation and motor control also facilitate motor learning. PMID:25995349

Changes in visual and sensory-motor resting-state functional connectivity support motor learning by observing.

Science.gov (United States)

McGregor, Heather R; Gribble, Paul L

2015-07-01

Motor learning occurs not only through direct first-hand experience but also through observation (Mattar AA, Gribble PL. Neuron 46: 153-160, 2005). When observing the actions of others, we activate many of the same brain regions involved in performing those actions ourselves (Malfait N, Valyear KF, Culham JC, Anton JL, Brown LE, Gribble PL. J Cogn Neurosci 22: 1493-1503, 2010). Links between neural systems for vision and action have been reported in neurophysiological (Strafella AP, Paus T. Neuroreport 11: 2289-2292, 2000; Watkins KE, Strafella AP, Paus T. Neuropsychologia 41: 989-994, 2003), brain imaging (Buccino G, Binkofski F, Fink GR, Fadiga L, Fogassi L, Gallese V, Seitz RJ, Zilles K, Rizzolatti G, Freund HJ. Eur J Neurosci 13: 400-404, 2001; Iacoboni M, Woods RP, Brass M, Bekkering H, Mazziotta JC, Rizzolatti G. Science 286: 2526-2528, 1999), and eye tracking (Flanagan JR, Johansson RS. Nature 424: 769-771, 2003) studies. Here we used a force field learning paradigm coupled with resting-state fMRI to investigate the brain areas involved in motor learning by observing. We examined changes in resting-state functional connectivity (FC) after an observational learning task and found a network consisting of V5/MT, cerebellum, and primary motor and somatosensory cortices in which changes in FC were correlated with the amount of motor learning achieved through observation, as assessed behaviorally after resting-state fMRI scans. The observed FC changes in this network are not due to visual attention to motion or observation of movement errors but rather are specifically linked to motor learning. These results support the idea that brain networks linking action observation and motor control also facilitate motor learning. Copyright © 2015 the American Physiological Society.

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.

A Tensor Statistical Model for Quantifying Dynamic Functional Connectivity.

Science.gov (United States)

Zhu, Yingying; Zhu, Xiaofeng; Kim, Minjeong; Yan, Jin; Wu, Guorong

2017-06-01

Functional connectivity (FC) has been widely investigated in many imaging-based neuroscience and clinical studies. Since functional Magnetic Resonance Image (MRI) signal is just an indirect reflection of brain activity, it is difficult to accurately quantify the FC strength only based on signal correlation. To address this limitation, we propose a learning-based tensor model to derive high sensitivity and specificity connectome biomarkers at the individual level from resting-state fMRI images. First, we propose a learning-based approach to estimate the intrinsic functional connectivity. In addition to the low level region-to-region signal correlation, latent module-to-module connection is also estimated and used to provide high level heuristics for measuring connectivity strength. Furthermore, sparsity constraint is employed to automatically remove the spurious connections, thus alleviating the issue of searching for optimal threshold. Second, we integrate our learning-based approach with the sliding-window technique to further reveal the dynamics of functional connectivity. Specifically, we stack the functional connectivity matrix within each sliding window and form a 3D tensor where the third dimension denotes for time. Then we obtain dynamic functional connectivity (dFC) for each individual subject by simultaneously estimating the within-sliding-window functional connectivity and characterizing the across-sliding-window temporal dynamics. Third, in order to enhance the robustness of the connectome patterns extracted from dFC, we extend the individual-based 3D tensors to a population-based 4D tensor (with the fourth dimension stands for the training subjects) and learn the statistics of connectome patterns via 4D tensor analysis. Since our 4D tensor model jointly (1) optimizes dFC for each training subject and (2) captures the principle connectome patterns, our statistical model gains more statistical power of representing new subject than current state

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

Science.gov (United States)

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.

Default mode network connectivity during task execution.

Science.gov (United States)

Vatansever, D; Menon, D K; Manktelow, A E; Sahakian, B J; Stamatakis, E A

2015-11-15

Initially described as task-induced deactivations during goal-directed paradigms of high attentional load, the unresolved functionality of default mode regions has long been assumed to interfere with task performance. However, recent evidence suggests a potential default mode network involvement in fulfilling cognitive demands. We tested this hypothesis in a finger opposition paradigm with task and fixation periods which we compared with an independent resting state scan using functional magnetic resonance imaging and a comprehensive analysis pipeline including activation, functional connectivity, behavioural and graph theoretical assessments. The results indicate task specific changes in the default mode network topography. Behaviourally, we show that increased connectivity of the posterior cingulate cortex with the left superior frontal gyrus predicts faster reaction times. Moreover, interactive and dynamic reconfiguration of the default mode network regions' functional connections illustrates their involvement with the task at hand with higher-level global parallel processing power, yet preserved small-world architecture in comparison with rest. These findings demonstrate that the default mode network does not disengage during this paradigm, but instead may be involved in task relevant processing. Copyright © 2015 Elsevier Inc. All rights reserved.

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...

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…

Wireless device connection problems and design solutions

Science.gov (United States)

Song, Ji-Won; Norman, Donald; Nam, Tek-Jin; Qin, Shengfeng

2016-09-01

Users, especially the non-expert users, commonly experience problems when connecting multiple devices with interoperability. While studies on multiple device connections are mostly concentrated on spontaneous device association techniques with a focus on security aspects, the research on user interaction for device connection is still limited. More research into understanding people is needed for designers to devise usable techniques. This research applies the Research-through-Design method and studies the non-expert users' interactions in establishing wireless connections between devices. The "Learning from Examples" concept is adopted to develop a study focus line by learning from the expert users' interaction with devices. This focus line is then used for guiding researchers to explore the non-expert users' difficulties at each stage of the focus line. Finally, the Research-through-Design approach is used to understand the users' difficulties, gain insights to design problems and suggest usable solutions. When connecting a device, the user is required to manage not only the device's functionality but also the interaction between devices. Based on learning from failures, an important insight is found that the existing design approach to improve single-device interaction issues, such as improvements to graphical user interfaces or computer guidance, cannot help users to handle problems between multiple devices. This study finally proposes a desirable user-device interaction in which images of two devices function together with a system image to provide the user with feedback on the status of the connection, which allows them to infer any required actions.

Digital and social media opportunities for dietary behaviour change.

Science.gov (United States)

McGloin, Aileen F; Eslami, Sara

2015-05-01

The way that people communicate, consume media and seek and receive information is changing. Forty per cent of the world's population now has an internet connection, the average global social media penetration is 39% and 1·5 billion people have internet access via mobile phone. This large-scale move in population use of digital, social and mobile media presents an unprecedented opportunity to connect with individuals on issues concerning health. The present paper aims to investigate these opportunities in relation to dietary behaviour change. Several aspects of the digital environment could support behaviour change efforts, including reach, engagement, research, segmentation, accessibility and potential to build credibility, trust, collaboration and advocacy. There are opportunities to influence behaviour online using similar techniques to traditional health promotion programmes; to positively affect health-related knowledge, skills and self-efficacy. The abundance of data on citizens' digital behaviours, whether through search behaviour, global positioning system tracking, or via demographics and interests captured through social media profiles, offer exciting opportunities for effectively targeting relevant health messages. The digital environment presents great possibilities but also great challenges. Digital communication is uncontrolled, multi-way and co-created and concerns remain in relation to inequalities, privacy, misinformation and lack of evaluation. Although web-based, social-media-based and mobile-based studies tend to show positive results for dietary behaviour change, methodologies have yet to be developed that go beyond basic evaluation criteria and move towards true measures of behaviour change. Novel approaches are necessary both in the digital promotion of behaviour change and in its measurement.

Composite Behaviour of Steel Frames with Precast Concrete Infill Panels

NARCIS (Netherlands)

Hoenderkamp, J.C.D.; Hofmeyer, H.; Snijder, H.H.; B. Hoffmeister, xx; O. Hechler, xx

2005-01-01

This paper presents preliminary experimental and numerical results of an investigation into the composite behaviour of a steel frame with a precast concrete infill panel (S-PCP) subject to a lateral load. The steel-concrete connections consist of two plates connected with two bolts which are loaded

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...

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 New Delay Connection for Long Short-Term Memory Networks.

Science.gov (United States)

Wang, Jianyong; Zhang, Lei; Chen, Yuanyuan; Yi, Zhang

2017-12-17

Connections play a crucial role in neural network (NN) learning because they determine how information flows in NNs. Suitable connection mechanisms may extensively enlarge the learning capability and reduce the negative effect of gradient problems. In this paper, a new delay connection is proposed for Long Short-Term Memory (LSTM) unit to develop a more sophisticated recurrent unit, called Delay Connected LSTM (DCLSTM). The proposed delay connection brings two main merits to DCLSTM with introducing no extra parameters. First, it allows the output of the DCLSTM unit to maintain LSTM, which is absent in the LSTM unit. Second, the proposed delay connection helps to bridge the error signals to previous time steps and allows it to be back-propagated across several layers without vanishing too quickly. To evaluate the performance of the proposed delay connections, the DCLSTM model with and without peephole connections was compared with four state-of-the-art recurrent model on two sequence classification tasks. DCLSTM model outperformed the other models with higher accuracy and F1[Formula: see text]score. Furthermore, the networks with multiple stacked DCLSTM layers and the standard LSTM layer were evaluated on Penn Treebank (PTB) language modeling. The DCLSTM model achieved lower perplexity (PPL)/bit-per-character (BPC) than the standard LSTM model. The experiments demonstrate that the learning of the DCLSTM models is more stable and efficient.

On the electrical contact and long-term behavior of compression-type connections with conventional and high-temperature conductor ropes with low sag

International Nuclear Information System (INIS)

Hildmann, Christian

2016-01-01

In Germany and in Europe it is due to the ''Energiewende'' necessary to transmit more electrical energy with existing overhead transmission lines. One possible technical solution to reach this aim is the use of high temperature low sag conductors (HTLS-conductors). Compared to the common Aluminium Conductor Steel Reinforced (ACSR), HTLS-conductors have higher rated currents and rated temperatures. Thus the electrical connections for HTLS-conductors are stressed to higher temperatures too. These components are most important for the safe and reliable operation of an overhead transmission line. Besides other connection technologies, hexagonal compression connections with ordinary transmission line conductors have proven themselves since decades. From the literature, mostly empirical studies with electrical tests for compression connections are known. The electrical contact behaviour, i.e. the quality of the electrical contact after assembly, of these connections has been investigated insufficiently. This work presents and enhances an electrical model of compression connections, so that the electrical contact behaviour can be determined more accurate. Based on this, principal considerations on the current distribution in the compression connection and its influence on the connection resistance are presented. As a result from the theoretical and the experimental work, recommendations for the design of hexagonal compression connections for transmission line conductors were developed. Furthermore it is known from the functional principle of compression type connections, that the electrical contact behaviour can be influenced from their form fit, force fit and cold welding. In particular the forces in compression connections have been calculated up to now by approximation. The known analytical calculations simplify the geometry and material behaviour and do not consider the correct mechanical load during assembly. For these reasons the joining process

[The neurobiology of antisocial behaviour].

Science.gov (United States)

Loomans, M M; Tulen, J H M; van Marle, H J C

2010-01-01

Neuro-imaging is being used increasingly to provide explanations for antisocial behaviour. To make a neurobiological contribution to the diagnosis of many types of antisocial behaviour. The literature was searched using PubMed and combinations of the keywords 'psychopathy', 'antisocial', 'neurobiology' and 'neuro-anatomy' for the period 1990-2009. Impairments in the prefrontal cortex, amygdala, hippocampus, superior temporal gyrus, corpus callosum and anterior cingulate cortex provide a possible explanation for a large number of the symptoms associated with antisocial behaviour. The concept of psychopathy is connected mainly with impairments in a prefrontal-temporal-limbic system. CONCLUSION Combinations of deficiencies in the associated brain areas and malfunctioning of the communication between the various brain structures seem to play a more important role than deficiencies in the separate brain structures.

Hydrological connectivity for riverine fish: measurement challenges and research opportunities

Science.gov (United States)

Fullerton, A.H.; Burnett, K.M.; Steel, E.A.; Flitcroft, R.L.; Pess, G.R.; Feist, B.E.; Torgersen, Christian E.; Miller, D.J.; Sanderson, B.L.

2010-01-01

In this review, we first summarize how hydrologic connectivity has been studied for riverine fish capable of moving long distances, and then identify research opportunities that have clear conservation significance. Migratory species, such as anadromous salmonids, are good model organisms for understanding ecological connectivity in rivers because the spatial scale over which movements occur among freshwater habitats is large enough to be easily observed with available techniques; they are often economically or culturally valuable with habitats that can be easily fragmented by human activities; and they integrate landscape conditions from multiple surrounding catchment(s) with in‐river conditions. Studies have focussed on three themes: (i) relatively stable connections (connections controlled by processes that act over broad spatio‐temporal scales >1000 km2 and >100 years); (ii) dynamic connections (connections controlled by processes acting over fine to moderate spatio‐temporal scales ∼1–1000 km2 and hydrologic connectivity, including actions that disrupt or enhance natural connections experienced by fish.We outline eight challenges to understanding the role of connectivity in riverine fish ecology, organized under three foci: (i) addressing the constraints of river structure; (ii) embracing temporal complexity in hydrologic connectivity; and (iii) managing connectivity for riverine fishes. Challenges include the spatial structure of stream networks, the force and direction of flow, scale‐dependence of connectivity, shifting boundaries, complexity of behaviour and life histories and quantifying anthropogenic influence on connectivity and aligning management goals. As we discuss each challenge, we summarize relevant approaches in the literature and provide additional suggestions for improving research and management of connectivity for riverine fishes.Specifically, we suggest that rapid advances are possible in the following arenas: (i

Mathematics Connection: Editorial Policies

African Journals Online (AJOL)

Focus and Scope. MATHEMATICS CONNECTION aims at providing a forum to promote the development of Mathematics Education in Ghana. Articles that seek to enhance the teaching and/or learning of mathematics at all levels of the educational system are welcome ...

Increased corticolimbic connectivity in cocaine dependence versus pathological gambling is associated with drug severity and emotion-related impulsivity.

Science.gov (United States)

Contreras-Rodríguez, Oren; Albein-Urios, Natalia; Vilar-López, Raquel; Perales, Jose C; Martínez-Gonzalez, Jose M; Fernández-Serrano, Maria J; Lozano-Rojas, Oscar; Clark, Luke; Verdejo-García, Antonio

2016-05-01

Neural biomarkers for the active detrimental effects of cocaine dependence (CD) are lacking. Direct comparisons of brain connectivity in cocaine-targeted networks between CD and behavioural addictions (i.e. pathological gambling, PG) may be informative. This study therefore contrasted the resting-state functional connectivity networks of 20 individuals with CD, 19 individuals with PG and 21 healthy individuals (controls). Study groups were assessed to rule out psychiatric co-morbidities (except alcohol abuse and nicotine dependence) and current substance use or gambling (except PG). We first examined global connectivity differences in the corticolimbic reward network and then utilized seed-based analyses to characterize the connectivity of regions displaying between-group differences. We examined the relationships between seed-based connectivity and trait impulsivity and cocaine severity. CD compared with PG displayed increased global functional connectivity in a large-scale ventral corticostriatal network involving the orbitofrontal cortex, caudate, thalamus and amygdala. Seed-based analyses showed that CD compared with PG exhibited enhanced connectivity between the orbitofrontal and subgenual cingulate cortices and between caudate and lateral prefrontal cortex, which are involved in representing the value of decision-making feedback. CD and PG compared with controls showed overlapping connectivity changes between the orbitofrontal and dorsomedial prefrontal cortices and between amygdala and insula, which are involved in stimulus-outcome learning. Orbitofrontal-subgenual cingulate cortical connectivity correlated with impulsivity and caudate/amygdala connectivity correlated with cocaine severity. We conclude that CD is linked to enhanced connectivity in a large-scale ventral corticostriatal-amygdala network that is relevant to decision making and likely to reflect an active cocaine detrimental effect. © 2015 Society for the Study of Addiction.

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.

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.

A vision-based system for intelligent monitoring: human behaviour analysis and privacy by context.

Science.gov (United States)

Chaaraoui, Alexandros Andre; Padilla-López, José Ramón; Ferrández-Pastor, Francisco Javier; Nieto-Hidalgo, Mario; Flórez-Revuelta, Francisco

2014-05-20

Due to progress and demographic change, society is facing a crucial challenge related to increased life expectancy and a higher number of people in situations of dependency. As a consequence, there exists a significant demand for support systems for personal autonomy. This article outlines the vision@home project, whose goal is to extend independent living at home for elderly and impaired people, providing care and safety services by means of vision-based monitoring. Different kinds of ambient-assisted living services are supported, from the detection of home accidents, to telecare services. In this contribution, the specification of the system is presented, and novel contributions are made regarding human behaviour analysis and privacy protection. By means of a multi-view setup of cameras, people's behaviour is recognised based on human action recognition. For this purpose, a weighted feature fusion scheme is proposed to learn from multiple views. In order to protect the right to privacy of the inhabitants when a remote connection occurs, a privacy-by-context method is proposed. The experimental results of the behaviour recognition method show an outstanding performance, as well as support for multi-view scenarios and real-time execution, which are required in order to provide the proposed services.

A Vision-Based System for Intelligent Monitoring: Human Behaviour Analysis and Privacy by Context

Directory of Open Access Journals (Sweden)

Alexandros Andre Chaaraoui

2014-05-01

Full Text Available Due to progress and demographic change, society is facing a crucial challenge related to increased life expectancy and a higher number of people in situations of dependency. As a consequence, there exists a significant demand for support systems for personal autonomy. This article outlines the vision@home project, whose goal is to extend independent living at home for elderly and impaired people, providing care and safety services by means of vision-based monitoring. Different kinds of ambient-assisted living services are supported, from the detection of home accidents, to telecare services. In this contribution, the specification of the system is presented, and novel contributions are made regarding human behaviour analysis and privacy protection. By means of a multi-view setup of cameras, people’s behaviour is recognised based on human action recognition. For this purpose, a weighted feature fusion scheme is proposed to learn from multiple views. In order to protect the right to privacy of the inhabitants when a remote connection occurs, a privacy-by-context method is proposed. The experimental results of the behaviour recognition method show an outstanding performance, as well as support for multi-view scenarios and real-time execution, which are required in order to provide the proposed services.

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.

Early life manipulations of vasopressin-family peptides alter vocal learning.

Science.gov (United States)

Baran, Nicole M; Peck, Samantha C; Kim, Tabitha H; Goldstein, Michael H; Adkins-Regan, Elizabeth

2017-07-26

Vocal learning from social partners is crucial for the successful development of communication in a wide range of species. Social interactions organize attention and enhance motivation to learn species-typical behaviour. However, the neurobiological mechanisms connecting social motivation and vocal learning are unknown. Using zebra finches ( Taeniopygia guttata ), a ubiquitous model for vocal learning, we show that manipulations of nonapeptide hormones in the vasopressin family (arginine vasotocin, AVT) early in development can promote or disrupt both song and social motivation. Young male zebra finches, like human infants, are socially gregarious and require interactive feedback from adult tutors to learn mature vocal forms. To investigate the role of social motivational mechanisms in song learning, in two studies, we injected hatchling males with AVT or Manning compound (MC, a nonapeptide receptor antagonist) on days 2-8 post-hatching and recorded song at maturity. In both studies, MC males produced a worse match to tutor song than controls. In study 2, which experimentally controlled for tutor and genetic factors, AVT males also learned song significantly better compared with controls. Furthermore, song similarity correlated with several measures of social motivation throughout development. These findings provide the first evidence that nonapeptides are critical to the development of vocal learning. © 2017 The Author(s).

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

Directory of Open Access Journals (Sweden)

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

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

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

Science.gov (United States)

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.

Failure analysis of edge flat-slab column connections with shear reinforcement

OpenAIRE

Bompa, Dan V.; Muttoni, Aurelio

2013-01-01

Flat-slab column connections are susceptible to brittle failure, which lead to the necessity of improving ductility and ultimate strength. In case of edge connections, the behaviour at ultimate state is highly influenced by nonsymmetrical distribution of stresses originated by a moment transfer between the slab and the column. The paper presents the test results of three full-scale reinforced concrete flat-slab edge connections with stud-rail shear reinforcement subjected to concentrated load...

Creating a Connected Community: Lessons Learned from the Western New York Beacon Community

Science.gov (United States)

Maloney, Nancy; Heider, Arvela R.; Rockwood, Amy; Singh, Ranjit

2014-01-01

Introduction: Secure exchange of clinical data among providers has the potential to improve quality, safety, efficiency, and reduce duplication. Many communities are experiencing challenges in building effective health information exchanges (HIEs). Previous studies have focused on financial and technical issues regarding HIE development. This paper describes the Western New York (WNY) HIE growth and lessons learned about accelerating progress to become a highly connected community. Methods: HEALTHeLINK, with funding from the Office of the National Coordinator for Health Information Technology (ONC) under the Beacon Community Program, expanded HIE usage in eight counties. The communitywide transformation process used three main drivers: (1) a communitywide Electronic Health Record (EHR) adoption program; (2) clinical transformation partners; and (3) HIE outreach and infrastructure development. Results: ONC Beacon Community funding allowed WNY to achieve a new level in the use of interoperable HIE. Electronic delivery of results into the EHR expanded from 23 practices in 2010 to 222 practices in 2013, a tenfold increase. There were more than 12.5 million results delivered electronically (HL7 messages) to 222 practices’ EHRs via the HIE in 2013. Use of a secure portal and Virtual Health Record (VHR) to access reports (those not delivered directly to the EHR) also increased significantly, from 13,344 report views in 2010 to over 600,000 in 2013. Discussion and Conclusion: The WNY Beacon successfully expanded the sharing of clinical information among different sources of data and providers, creating a highly connected community to improve the quality and continuity of care. Technical, organizational, and community lessons described in this paper should prove beneficial to others as they pursue efforts to create connected communities. PMID:25848618

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.

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.

"Scars" connect classical and quantum theory

CERN Multimedia

Monteiro, T

1990-01-01

Chaotic systems are unstable and extremely sensitive to initial condititions. So far, scientists have been unable to demonstrate that the same kind of behaviour exists in quantum or microscopic systems. New connections have been discovered though between classical and quantum theory. One is the phenomena of 'scars' which cut through the wave function of a particle (1 page).

From circuits to behaviour in the amygdala

Science.gov (United States)

Janak, Patricia H.; Tye, Kay M.

2015-01-01

The amygdala has long been associated with emotion and motivation, playing an essential part in processing both fearful and rewarding environmental stimuli. How can a single structure be crucial for such different functions? With recent technological advances that allow for causal investigations of specific neural circuit elements, we can now begin to map the complex anatomical connections of the amygdala onto behavioural function. Understanding how the amygdala contributes to a wide array of behaviours requires the study of distinct amygdala circuits. PMID:25592533

Seamless Language Learning: Second Language Learning with Social Media

Science.gov (United States)

Wong, Lung-Hsiang; Chai, Ching Sing; Aw, Guat Poh

2017-01-01

This conceptual paper describes a language learning model that applies social media to foster contextualized and connected language learning in communities. The model emphasizes weaving together different forms of language learning activities that take place in different learning contexts to achieve seamless language learning. it promotes social…

Emotions and Strategic Behaviour: The Case of the Ultimatum Game

Science.gov (United States)

Sánchez, Angel

2016-01-01

Human behaviour in economic interactions has attracted an increasing amount of attention over the last decades. The economic assumption that people would behave focusing on their own material self-interest was proved incomplete, once the empirical evidence consistently showed that many other motives may influence such behaviour. Therefore, models that can incorporate rational decision process as well as other intervening factors are a key issue to both understand the observations from economic experiments and to apply the lessons learned from them. In this paper, we incorporate the influence of emotions to the utility function in an explicit manner, using the Ultimatum Game as a case study. Our model is amenable to analytical study, and is connected with the Circumplex model of emotions and with Kahneman’s two-system theory. The simplicity of the model allows to obtain predictions for the offers and acceptance thresholds. We study two specific examples, when the model parameters are distributed uniformly or normally, and show that in the latter case the results are already qualitatively correct. Although this work can be considered as a first approach, it includes what we believe are the main stylized facts, is able to qualitatively reproduce experimental results in a very simple manner, and can be straightforwardly extended to other games. PMID:27385254

Emotions and Strategic Behaviour: The Case of the Ultimatum Game.

Science.gov (United States)

Tamarit, Ignacio; Sánchez, Angel

2016-01-01

Human behaviour in economic interactions has attracted an increasing amount of attention over the last decades. The economic assumption that people would behave focusing on their own material self-interest was proved incomplete, once the empirical evidence consistently showed that many other motives may influence such behaviour. Therefore, models that can incorporate rational decision process as well as other intervening factors are a key issue to both understand the observations from economic experiments and to apply the lessons learned from them. In this paper, we incorporate the influence of emotions to the utility function in an explicit manner, using the Ultimatum Game as a case study. Our model is amenable to analytical study, and is connected with the Circumplex model of emotions and with Kahneman's two-system theory. The simplicity of the model allows to obtain predictions for the offers and acceptance thresholds. We study two specific examples, when the model parameters are distributed uniformly or normally, and show that in the latter case the results are already qualitatively correct. Although this work can be considered as a first approach, it includes what we believe are the main stylized facts, is able to qualitatively reproduce experimental results in a very simple manner, and can be straightforwardly extended to other games.

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.

Learning in the Digital Age: Control or Connection?

Science.gov (United States)

Van Galen, Jane

2013-01-01

In October 2011, 200 state school officers and legislators gathered at a hotel in San Francisco to learn how to "revolutionize" learning by "personalizing" instruction. The occasion was former Florida Gov. Jeb Bush's second annual National Summit on Education Reform. The topic was digital learning. The vision of digitally managed curriculum and…

Tungsten behaviour under anodic polarization

International Nuclear Information System (INIS)

Vas'ko, A.T.; Patsyuk, F.N.

1980-01-01

Electrochemical investigations have been carried out to identify the state of elements of the tungsten galvanic coating. Active zones on anode polarization curves in the hydrogen region of galvanic tungsten are established. The difference in the behaviour of monocrystal and galvanic tungsten electrodes is shown to be connected with the oxidation of hydrogen in the galvanic sediment

Automated analysis of connected speech reveals early biomarkers of Parkinson's disease in patients with rapid eye movement sleep behaviour disorder.

Science.gov (United States)

Hlavnička, Jan; Čmejla, Roman; Tykalová, Tereza; Šonka, Karel; Růžička, Evžen; Rusz, Jan

2017-02-02

For generations, the evaluation of speech abnormalities in neurodegenerative disorders such as Parkinson's disease (PD) has been limited to perceptual tests or user-controlled laboratory analysis based upon rather small samples of human vocalizations. Our study introduces a fully automated method that yields significant features related to respiratory deficits, dysphonia, imprecise articulation and dysrhythmia from acoustic microphone data of natural connected speech for predicting early and distinctive patterns of neurodegeneration. We compared speech recordings of 50 subjects with rapid eye movement sleep behaviour disorder (RBD), 30 newly diagnosed, untreated PD patients and 50 healthy controls, and showed that subliminal parkinsonian speech deficits can be reliably captured even in RBD patients, which are at high risk of developing PD or other synucleinopathies. Thus, automated vocal analysis should soon be able to contribute to screening and diagnostic procedures for prodromal parkinsonian neurodegeneration in natural environments.

Commentary on 'interventions for promoting re-integration and reducing harmful behaviour and lifestyles in street-connected children and young people' with a response from the review authors.

Science.gov (United States)

Christian, Rahila U

2013-07-01

This is a commentary on a Cochrane review, published in the issue of EBCH, first published as: Coren E, Hossain R, Pardo Pardo J, Veras MMS, Chakraborty K, Harris H, Martin AJ. Interventions for promoting re-integration and reducing harmful behaviour and lifestyles in street-connected children and young people. Cochrane Database of Systematic Reviews 2013, Issue 2. Art. No.: CD009823. DOI: 10.1002/14651858.CD009823.pub2. Copyright © 2013 The Cochrane Collaboration. Published by John Wiley & Sons, Ltd.

Networked learning in children's transition from day-care to school: Connections between contexts

DEFF Research Database (Denmark)

Odgaard, Ane Bjerre

This paper reports on a socioculturally informed design-based study concerning young children's use of tablets within the educational contexts constituting their transition from day-care to school. The study explores tablet-mediated and dialogical activities as potential means for negotiating...... connections between the different contexts which the children traverse during this transition. At several occasions, the participating 5- to 7-year-old children are invited to use tablets for producing photos, photo-collages and e-books about their everyday institutional environments, thus aiming at mediating...... these contexts are pivots of dialogue. Networked learning is thus conceptualized as a matter of networked situations and contexts for young children during their transition from day-care to primary school, and technological artefacts are viewed as potential means for mediating children's meaning making about...

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.

Integrating individual movement behaviour into dispersal functions.

Science.gov (United States)

Heinz, Simone K; Wissel, Christian; Conradt, Larissa; Frank, Karin

2007-04-21

Dispersal functions are an important tool for integrating dispersal into complex models of population and metapopulation dynamics. Most approaches in the literature are very simple, with the dispersal functions containing only one or two parameters which summarise all the effects of movement behaviour as for example different movement patterns or different perceptual abilities. The summarising nature of these parameters makes assessing the effect of one particular behavioural aspect difficult. We present a way of integrating movement behavioural parameters into a particular dispersal function in a simple way. Using a spatial individual-based simulation model for simulating different movement behaviours, we derive fitting functions for the functional relationship between the parameters of the dispersal function and several details of movement behaviour. This is done for three different movement patterns (loops, Archimedean spirals, random walk). Additionally, we provide measures which characterise the shape of the dispersal function and are interpretable in terms of landscape connectivity. This allows an ecological interpretation of the relationships found.

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.

How experiential learning in an informal setting promotes class equity and social and economic justice for children from "communities at promise": An Australian perspective

Science.gov (United States)

Zyngier, David

2017-02-01

Educational research often portrays culturally, linguistically and economically disenfranchised (CLED) children's disengagement from school learning as individual behaviour, ignoring the contribution of race, gender, socio-cultural, ethnic and social class factors. This paper analyses a specific community engagement programme in Australia which uses experiential learning in an informal setting. The programme, which has been running for seven years, partners pre-service teachers, volunteer high school students and volunteers from a national bank with primary schools where many pupils are experiencing learning difficulties and school engagement problems as a result of their socio-economic status, their poverty, and their ethnic and cultural diversity. Drawing on the perspectives of the children and volunteers participating in the pilot study, and privileging their voices, this paper illustrates how community partnerships may be developed and sustained. The programme's conceptual framework of Connecting-Owning-Responding-Empowering (CORE) pedagogy is explored for its potential to enhance student engagement, achievement and empowerment through focused community involvement. The findings show that when students feel connected to and involved in their community, all participants are empowered in their learning and teaching.

Connecting mathematics learning through spatial reasoning

Science.gov (United States)

Mulligan, Joanne; Woolcott, Geoffrey; Mitchelmore, Michael; Davis, Brent

2018-03-01

Spatial reasoning, an emerging transdisciplinary area of interest to mathematics education research, is proving integral to all human learning. It is particularly critical to science, technology, engineering and mathematics (STEM) fields. This project will create an innovative knowledge framework based on spatial reasoning that identifies new pathways for mathematics learning, pedagogy and curriculum. Novel analytical tools will map the unknown complex systems linking spatial and mathematical concepts. It will involve the design, implementation and evaluation of a Spatial Reasoning Mathematics Program (SRMP) in Grades 3 to 5. Benefits will be seen through development of critical spatial skills for students, increased teacher capability and informed policy and curriculum across STEM education.

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

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.

Factors Influencing the Health Behaviour of Indigenous Australians: Perspectives from Support People.

Science.gov (United States)

Waterworth, Pippa; Pescud, Melanie; Braham, Rebecca; Dimmock, James; Rosenberg, Michael

2015-01-01

Disparities between the health of Indigenous and non-Indigenous populations continue to be prevalent within Australia. Research suggests that Indigenous people participate in health risk behaviour more often than their non-Indigenous counterparts, and that such behaviour has a substantial impact on health outcomes. Although this would indicate that reducing health risk behaviour may have positive effects on health outcomes, the factors that influence Indigenous health behaviour are still poorly understood. This study aimed to interview people who support Indigenous groups to gain an understanding of their views on the factors influencing health behaviour within Indigenous groups in Western Australia. Twenty nine people participated in the study. The emergent themes were mapped against the social ecological model. The results indicated that: (1) culture, social networks, history, racism, socioeconomic disadvantage, and the psychological distress associated with some of these factors interact to affect health behaviour in a complex manner; (2) the desire to retain cultural identity and distinctiveness may have both positive and negative influence on health risk behaviour; (3) strong social connections to family and kin that is intensified by cultural obligations, appears to affirm and disrupt positive health behaviour; (4) the separation between Indigenous and non-Indigenous social connection/networks that appeared to be fostered by marginalisation and racism may influence the effect of social networks on health behaviour; and (5) communication between Indigenous and non-Indigenous people may be interrupted by distrust between the groups, which reduces the influence of some non-Indigenous sources on the health behaviour of Indigenous people.

Factors Influencing the Health Behaviour of Indigenous Australians: Perspectives from Support People

Science.gov (United States)

Waterworth, Pippa; Pescud, Melanie; Braham, Rebecca; Dimmock, James; Rosenberg, Michael

2015-01-01

Disparities between the health of Indigenous and non-Indigenous populations continue to be prevalent within Australia. Research suggests that Indigenous people participate in health risk behaviour more often than their non-Indigenous counterparts, and that such behaviour has a substantial impact on health outcomes. Although this would indicate that reducing health risk behaviour may have positive effects on health outcomes, the factors that influence Indigenous health behaviour are still poorly understood. This study aimed to interview people who support Indigenous groups to gain an understanding of their views on the factors influencing health behaviour within Indigenous groups in Western Australia. Twenty nine people participated in the study. The emergent themes were mapped against the social ecological model. The results indicated that: (1) culture, social networks, history, racism, socioeconomic disadvantage, and the psychological distress associated with some of these factors interact to affect health behaviour in a complex manner; (2) the desire to retain cultural identity and distinctiveness may have both positive and negative influence on health risk behaviour; (3) strong social connections to family and kin that is intensified by cultural obligations, appears to affirm and disrupt positive health behaviour; (4) the separation between Indigenous and non-Indigenous social connection/networks that appeared to be fostered by marginalisation and racism may influence the effect of social networks on health behaviour; and (5) communication between Indigenous and non-Indigenous people may be interrupted by distrust between the groups, which reduces the influence of some non-Indigenous sources on the health behaviour of Indigenous people. PMID:26599437

Larger corpus callosum and reduced orbitofrontal cortex homotopic connectivity in codeine cough syrup-dependent male adolescents and young adults.

Science.gov (United States)

Qiu, Ying-Wei; Lv, Xiao-Fei; Jiang, Gui-Hua; Su, Huan-Huan; Ma, Xiao-Fen; Tian, Jun-Zhang; Zhuo, Fu-Zhen

2017-03-01

To characterize interhemispheric functional and anatomical connectivity and their relationships with impulsive behaviour in codeine-containing cough syrup (CCS)-dependent male adolescents and young adults. We compared volumes of corpus callosum (CC) and its five subregion and voxel-mirrored homotopic functional connectivity (VMHC) in 33 CCS-dependent male adolescents and young adults and 38 healthy controls, group-matched for age, education and smoking status. Barratt impulsiveness scale (BIS.11) was used to assess participant impulsive behaviour. Abnormal CC subregions and VMHC revealed by group comparison were extracted and correlated with impulsive behaviour and duration of CCS use. We found selective increased mid-posterior CC volume in CCS-dependent male adolescents and young adults and detected decreased homotopic interhemispheric functional connectivity of medial orbitofrontal cortex (OFC). Moreover, impairment of VMHC was associated with the impulsive behaviour and correlated with the duration of CCS abuse in CCS-dependent male adolescents and young adults. These findings reveal CC abnormalities and disruption of interhemispheric homotopic connectivity in CCS-dependent male adolescents and young adults, which provide a novel insight into the impact of interhemispheric disconnectivity on impulsive behaviour in substance addiction pathophysiology. • CCS-dependent individuals (patients) had selective increased volumes of mid-posterior corpus callosum • Patients had attenuated interhemispheric homotopic FC (VMHC) of bilateral orbitofrontal cortex • Impairment of VMHC correlated with impulsive behaviour in patients • Impairment of VMHC correlated with the CCS duration in patients.

THE ATTITUDE OF TEACHERS TOWARDS PROSOCIAL BEHAVIOUR AND ACADEMIC ACHIEVEMENT IN SERBIA

OpenAIRE

Bisera S. Jevtić

2017-01-01

Analyzing the significance and the role of school and teachers in the encouragement of prosocial behaviour of the learners in secondary schools, the following problem appeared: the connection between the teachers’ encouragement of prosocial behaviour and the academic achievement in the secondary schools in Serbia through the following segments: procedures and activities used by teachers, and the interrelatedness of prosocial behaviour and academic achievement. A review of theoretical findings...

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…

Contextual Teaching and Learning for Practitioners

Directory of Open Access Journals (Sweden)

Clemente Charles Hudson

2008-08-01

Full Text Available Contextual Teaching and Learning (CTL is defined as a way to introduce content using a variety of activelearning techniques designed to help students connect what they already know to what they are expected to learn, and to construct new knowledge from the analysis and synthesis of this learning process. A theoretical basis for CTL is outlined, with a focus on Connection, Constructivist, and Active Learning theories. A summary of brain activity during the learning process illustrates the physiological changes and connections that occur during educational activities. Three types of learning scenarios (project-based, goal-based, and inquiry-oriented are presented to illustrate how CTL can be applied by practitioners.

Connecting Leadership and Learning: Do Versatile Learners Make Connective Leaders?

Science.gov (United States)

Robinson, Jill L.

2016-01-01

Recent failures in leadership, suggest that creating better-quality leadership development programs is critical. In moving from theory to practice, this paper examined the relationship between learning style and leadership style which may enable us to move away from one-size-fits-all leadership development programs. Utilizing Kolb's Experiential…

Leaders Who Learn: The Intersection of Behavioral Science, Adult Learning and Leadership

Science.gov (United States)

Sabga, Natalya I.

2017-01-01

This study examines if a relationship exists among three rich research streams, specifically the behavioral science of motivation, adult learning and leadership. What motivates adult professionals to continue learning and how is that connected to their style and efficacy as leaders? An extension of literature to connect Andragogy,…

Social Connection Dynamics in a Health Promotion Network

NARCIS (Netherlands)

Fernandes de Mello Araujo, Eric; Klein, Michel; van Halteren, Aart

2016-01-01

The influence of social connections on human behaviour has been demonstrated in many occasions. This paper presents the analysis of the dynamic properties of longitudinal (335 days) community data (n=3,375 participants) from an online health promotion program. The community data is unique as it

Primary Headaches and School Performance-Is There a Connection?

Science.gov (United States)

Genizi, J; Guidetti, V; Arruda, M A

2017-07-01

Headache is a common complaint among children and adolescents. School functioning is one of the most important life domains impacted by chronic pain in children. This review discusses the epidemiological and pathophysiological connections between headaches and school functioning including a suggested clinical approach. The connection between recurrent and chronic headache and learning disabilities might be psychosocial (fear of failure) or anatomical (malfunctioning of the frontal and prefrontal areas). Only few population-based and clinical studies were done and good studies are still needed in order to understand the complex relationship better. However, relating to our patients' learning and school performance, history is crucial when a child with primary headaches is evaluated. Learning disabilities seem to have a high prevalence among children with primary headache syndromes especially migraine. The connection between the two is complex and might be either part of a common brain pathophysiology and/or a consequence of poor quality of life.

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.

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.

Basic roles of key molecules connected with NMDAR signaling pathway on regulating learning and memory and synaptic plasticity

Institute of Scientific and Technical Information of China (English)

Hui Wang; Rui-Yun Peng

2016-01-01

With key roles in essential brain functions ranging from the long-term potentiation (LTP) to synaptic plasticity,the N-methyl-D-aspartic acid receptor (NMDAR) can be considered as one of the fundamental glutamate receptors in the central nervous system.The role of NMDA R was first identified in synaptic plasticity and has been extensively studied.Some molecules,such as Ca2+,postsynaptic density 95 (PSD-95),calcium/calmodulin-dependent protein kinase Ⅱ (CaMK Ⅱ),protein kinase A (PKA),mitogen-activated protein kinase (MAPK) and cyclic adenosine monophosphate (cAMP) responsive element binding protein (CREB),are of special importance in learning and memory.This review mainly focused on the new research of key molecules connected with learning and memory,which played important roles in the NMDAR signaling pathway.

Recruitment and Consolidation of Cell Assemblies for Words by Way of Hebbian Learning and Competition in a Multi-Layer Neural Network.

Science.gov (United States)

Garagnani, Max; Wennekers, Thomas; Pulvermüller, Friedemann

2009-06-01

Current cognitive theories postulate either localist representations of knowledge or fully overlapping, distributed ones. We use a connectionist model that closely replicates known anatomical properties of the cerebral cortex and neurophysiological principles to show that Hebbian learning in a multi-layer neural network leads to memory traces (cell assemblies) that are both distributed and anatomically distinct. Taking the example of word learning based on action-perception correlation, we document mechanisms underlying the emergence of these assemblies, especially (i) the recruitment of neurons and consolidation of connections defining the kernel of the assembly along with (ii) the pruning of the cell assembly's halo (consisting of very weakly connected cells). We found that, whereas a learning rule mapping covariance led to significant overlap and merging of assemblies, a neurobiologically grounded synaptic plasticity rule with fixed LTP/LTD thresholds produced minimal overlap and prevented merging, exhibiting competitive learning behaviour. Our results are discussed in light of current theories of language and memory. As simulations with neurobiologically realistic neural networks demonstrate here spontaneous emergence of lexical representations that are both cortically dispersed and anatomically distinct, both localist and distributed cognitive accounts receive partial support.

Specific Investigations Related to Salt Rock Behaviour

DEFF Research Database (Denmark)

Vons, L. H.; Zelikson, A.; Charo, L.

1986-01-01

In this paper results are given of work in various countries in rather unrelated areas of research. Nevertheless, since the studies have been undertaken to better understand salt behaviour, both from mechanical and chemical points of view, some connection between the studies can be found. Studies...

Extraversion, neuroticism, immoral judgment and criminal behaviour.

Science.gov (United States)

Addad, M; Leslau, A

1989-01-01

The present study examines delinquent behaviour by integrating two approaches until now employed separately: Eysnck's theory linking delinquency to extraversion and neuroticism, and Kohlberg's theory of moral development and its connection to moral behaviour. The study analyzes the relations between extraversion, neuroticism and moral judgment, as well as their independent and/or interactive effect upon the development of anti-social behaviour. The relationships are tested by retrospective measurements of personality traits and moral judgment in three groups: delinquency (N = 203), control (N = 82) and comparative (N = 407) groups. Findings show that criminals are higher than control subjects in neuroticism and immoral judgment but not in extraversion. Similar relationships were found between criminals and the comparative group, with one exception: here extraversion was found to be positively related to delinquency, both independently and interactively with neuroticism. The implications of these results for differential development of anti-social behaviour are discussed.

Learning from Tractography

DEFF Research Database (Denmark)

Kasenburg, Niklas

Analysis of structural connections between brain regions enables us to gain insight into the structural architecture of the human brain and into how connections are affected by age or pathology. Tractography is the standard tool for automatic delineation of structural connections or tracts. Post......-processing of tractography results using expert prior knowledge is often performed to ensure a robust delineation. In this thesis, I present a shortest-path tractography (SPT) framework that can automatically incorporate any prior knowledge about the location of a tract. Furthermore, I show how such a prior can be learned...... of a connection and demonstrate their application in connectivity-based parcellation. Network models are a common way to represent structural connections of the whole brain. With supervised learning methods, features are extracted from these networks and are associated with a parameter of interest. Dimensionality...

Political Connections and Investment in Rural Vietnam

DEFF Research Database (Denmark)

Markussen, Thomas; Tarp, Finn

This paper uses household panel data from rural Vietnam to explore the effects of having a relative in a position of political or bureaucratic power on farmers’ agricultural investment decisions. Our main result is that households significantly increase their investment in land improvement...... as a result of relatives moving into public office. Connections to office holders appear to be important for investment because they strengthen de facto land property rights and improve access to off-farm employment and to informal loans. The findings underline the importance of informal networks for economic...... behaviour in environments with developing institutions and markets. They also suggest the presence of an untapped potential for economic development: if households without connections could obtain equally strong property rights and access to credit and insurance as the well-connected households, investment...

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…

EFL oral skills behaviour when implementing blended learning in a content-subject teachers’ professional development course

Directory of Open Access Journals (Sweden)

Natalia Sanchez Narvaez

2017-08-01

Full Text Available The increasing use of technology in educational settings (Murray, 2014; Zandi, Thang, & Krish, 2014 encourages teachers to refocus their professional development by centering their efforts on becoming proficient in the use of information and communication technologies (ICTs in language lessons (Chen, Chen, & Tsai, 2009. As such, this qualitative action research project intended to describe content-subject teachers’ EFL oral behavior when blended learning was implemented in a professional development course and to determine the influence of blended learning in EFL oral skill behavior. The participants were seven content-subject teachers from a private school in Huila, Colombia. Data were gathered via in-depth interviews, class observations, video recording analysis, teachers’ reflection, students’ artifacts, and a survey. Data were collected during the implementation of an English blended course in which 12 lessons were divided into six face-to-face sessions and six online meetings. The findings suggest that EFL oral skill behavior is connected with use of vocabulary, use of body language, pronunciation and intonation patterns, production of chunks of language, monitoring oral production and, motivation and engagement. In addition, blended learning influenced participants’ oral production.

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.

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.

Cooperation of axisymmetric connection elements under dynamic load

Directory of Open Access Journals (Sweden)

Kołodziej Andrzej

2018-01-01

Full Text Available The article presents a method for determining the parameters that define the cooperation of the elements in the axisymmetic connection. The connection, which constitutes a shaft cooperating with a sleeve, has been tested for reaction forces in the connection during shaft rotation in the static sleeve. The shaft was characterized by deliberately modelled roundness deviations in the form of ovality, triangularity and quadrangularity. In addition, the research programme has taken into account the determination of the impact of tolerance of the outside diameter of the shaft. Determination of reaction forces has been carried out using the FEM software. The shaft has been modelled as a rigid element that rotates with a given rotational speed in the deformable sleeve. The conclusions present the impact of roundness deviation types and the tolerance value on reaction forces in the connection restraint. The method presented in the article can be used to predict the behaviour of the elements of axisymmetic connections under dynamic load, which can contribute to forecasting the durability of the connection.

Effects of Early and Late Bilingualism on Resting-State Functional Connectivity.

Science.gov (United States)

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

2016-01-27

Of current interest is how variations in early language experience shape patterns of functional connectivity in the human brain. In the present study, we compared simultaneous (two languages from birth) and sequential (second language learned after age 5 years) bilinguals using a seed-based resting-state MRI approach. We focused on the inferior frontal gyrus (IFG) as our ROI, as recent studies have demonstrated both neurofunctional and neurostructural changes related to age of second language acquisition in bilinguals in this cortical area. Stronger functional connectivity was observed for simultaneous bilinguals between the left and right IFG, as well as between the inferior frontal gyrus and brain areas involved in language control, including the dorsolateral prefrontal cortex, inferior parietal lobule, and cerebellum. Functional connectivity between the left IFG and the right IFG and right inferior parietal lobule was also significantly correlated with age of acquisition for sequential bilinguals; the earlier the second language was acquired, the stronger was the functional connectivity. In addition, greater functional connectivity between homologous regions of the inferior frontal gyrus was associated with reduced neural activation in the left IFG during speech production. The increased connectivity at rest and reduced neural activation during task performance suggests enhanced neural efficiency in this important brain area involved in both speech production and domain-general cognitive processing. Together, our findings highlight how the brain's intrinsic functional patterns are influenced by the developmental timeline in which second language acquisition occurs. Of current interest is how early life experience leaves its footprint on brain structure and function. In this regard, bilingualism provides an optimal way to determine the effects of the timing of language learning because a second language can be learned from birth or later in life. We used resting

Low dose prenatal ethanol exposure induces anxiety-like behaviour and alters dendritic morphology in the basolateral amygdala of rat offspring.

Directory of Open Access Journals (Sweden)

Carlie L Cullen

Full Text Available Prenatal exposure to high levels of alcohol is strongly associated with poor cognitive outcomes particularly in relation to learning and memory. It is also becoming more evident that anxiety disorders and anxiety-like behaviour can be associated with prenatal alcohol exposure. This study used a rat model to determine if prenatal exposure to a relatively small amount of alcohol would result in anxiety-like behaviour and to determine if this was associated with morphological changes in the basolateral amygdala. Pregnant Sprague Dawley rats were fed a liquid diet containing either no alcohol (Control or 6% (vol/vol ethanol (EtOH throughout gestation. Male and Female offspring underwent behavioural testing at 8 months (Adult or 15 months (Aged of age. Rats were perfusion fixed and brains were collected at the end of behavioural testing for morphological analysis of pyramidal neuron number and dendritic morphology within the basolateral amygdala. EtOH exposed offspring displayed anxiety-like behaviour in the elevated plus maze, holeboard and emergence tests. Although sexually dimorphic behaviour was apparent, sex did not impact anxiety-like behaviour induced by prenatal alcohol exposure. This increase in anxiety - like behaviour could not be attributed to a change in pyramidal cell number within the BLA but rather was associated with an increase in dendritic spines along the apical dendrite which is indicative of an increase in synaptic connectivity and activity within these neurons. This study is the first to link increases in anxiety like behaviour to structural changes within the basolateral amygdala in a model of prenatal ethanol exposure. In addition, this study has shown that exposure to even a relatively small amount of alcohol during development leads to long term alterations in anxiety-like behaviour.

Extraversion modulates functional connectivity hubs of resting-state brain networks.

Science.gov (United States)

Pang, Yajing; Cui, Qian; Duan, Xujun; Chen, Heng; Zeng, Ling; Zhang, Zhiqiang; Lu, Guangming; Chen, Huafu

2017-09-01

Personality dimension extraversion describes individual differences in social behaviour and socio-emotional functioning. The intrinsic functional connectivity patterns of the brain are reportedly associated with extraversion. However, whether or not extraversion is associated with functional hubs warrants clarification. Functional hubs are involved in the rapid integration of neural processing, and their dysfunction contributes to the development of neuropsychiatric disorders. In this study, we employed the functional connectivity density (FCD) method for the first time to distinguish the energy-efficient hubs associated with extraversion. The resting-state functional magnetic resonance imaging data of 71 healthy subjects were used in the analysis. Short-range FCD was positively correlated with extraversion in the left cuneus, revealing a link between the local functional activity of this region and extraversion in risk-taking. Long-range FCD was negatively correlated with extraversion in the right superior frontal gyrus and the inferior frontal gyrus. Seed-based resting-state functional connectivity (RSFC) analyses revealed that a decreased long-range FCD in individuals with high extraversion scores showed a low long-range functional connectivity pattern between the medial and dorsolateral prefrontal cortex, middle temporal gyrus, and anterior cingulate cortex. This result suggests that decreased RSFC patterns are responsible for self-esteem, self-evaluation, and inhibitory behaviour system that account for the modulation and shaping of extraversion. Overall, our results emphasize specific brain hubs, and reveal long-range functional connections in relation to extraversion, thereby providing a neurobiological basis of extraversion. © 2015 The British Psychological Society.

Intergenerational learning in Hong Kong: a narrative inquiry

OpenAIRE

Ho, Cherri

2008-01-01

The main objective of this study was to examine the intergenerational learning behaviour within the family between Generation X parents and their Generation Y teenage children. This study was designed to investigate the nature of intergenerational knowledge exchange, to identify the characteristics of learning behaviour and culture in such 'learning families', and to find out the subject areas that parents could learn from their teenage children. The sample of this study was made up of t...

Democratic learning in the Aalborg Model

DEFF Research Database (Denmark)

Qvist, Palle

A democratic learning system can be defined as a system where decisions, processes and behaviour related to learning are established through argumentation (discussion) or negotiation (dialog), voting or consensus (alone or in combination) between those affected by the decision simultaneously...... reaching the learning outcomes, the technical and professional knowledge and insight. In principle the participants must be equal with equal rights and feel committed to the values of rationality and impartiality. The Aalborg Model is an example of a democratic learning system although not 100% democratic......, processes and behaviour related to learning can be established through argumentation (discussion) or negotiation (dialog), voting or consensus (alone or in combination) within the group simultaneously reaching the learning outcomes, the technical and professional knowledge and insight. This article...

Empowerment, Coercive Persuasion and Organizational Learning: Do They Connect?

Science.gov (United States)

Schein, Edgar H.

1999-01-01

Individual learning in organizations can be de facto coercive persuasion when organizational learning and culture change require that learners develop appropriate attitudes and thinking. If the goal of organizational learning--innovative organizations--is accepted, moral choices that restrict individual freedom must be made. (SK)

Gas turbine blades and disks. Materials and component behaviour

International Nuclear Information System (INIS)

1990-01-01

This progress report summarizes the research results obtained by the special research programme 339 in the years 1988 and 1989. Emphasis is given to the following aspects and problems: Optimisation of structure, protective coatings, connection between structure parameters and mechanical materials behaviour, tribologic materials and component behaviour, impacts of overall loads, and of stress and deformation state in the inelastic regime under mechanical and thermal load, and impacts of the manufacturing process on component behaviour, quality assurance. Eleven of the fifteen papers of the report have been separately analysed for the ENERGY database, and thirteen for the DELURA database. (orig./MM) With 191 figs., 13 tabs [de

"Digitize Me": Generating E-Learning Profiles for Media and Communication Students in a Jamaican Tertiary-Level Institution

Directory of Open Access Journals (Sweden)

Michelle A. Stewart-McKoy

2014-01-01

Full Text Available The purpose of this project was to develop an e-learning profile for a group of media and communication students enrolled in a Jamaican tertiary-level institution in order to make informed decisions most the appropriate [online] learning complement for these students. The objectives sought to determine the e-learning profile of media and communication students but more specifically, the profile examined students’ demographic data, their technology access, usage, proficiency and comfort levels as well as their learning styles, preferences, behaviours, strategies and their preferences for specific teaching styles. The research utilised a survey research design and the participants involved in the research were ninety-eight students from all year groups in the programme. Findings reveal that the “typical” media and communication student is a young Jamaican adult with limited technology access, usage and proficiency, who stays connected with others largely by phone texts, phone calls, emails, instant messages and posts via the Facebook social network, who has a visual-learning orientation, is a sequential learner who is extrinsically motivated and who readily employs surface learning strategies.

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/.

Lexington and the World: Teaching Connections for International Understanding.

Science.gov (United States)

Daniel, Frankie, Ed.; Drake, Michele, Ed.

Students in the community schools of Lexington, Kentucky must realize the international connections that exist between Lexington and the world, and be aware of the impact of world events on their own community. These international connections can be revealed through learning activities utilizing local history, international restaurants, street…

Identification of neural connectivity signatures of autism using machine learning

Directory of Open Access Journals (Sweden)

Gopikrishna eDeshpande

2013-10-01

Full Text Available Alterations in neural connectivity have been suggested as a signature of the pathobiology of autism. Although disrupted correlation between cortical regions observed from functional MRI is considered to be an explanatory model for autism, the directional causal influence between brain regions is a vital link missing in these studies. The current study focuses on addressing this in an fMRI study of Theory-of-Mind in 15 high-functioning adolescents and adults with autism (ASD and 15 typically developing (TD controls. Participants viewed a series of comic strip vignettes in the MRI scanner and were asked to choose the most logical end to the story from three alternatives, separately for trials involving physical and intentional causality. Causal brain connectivity obtained from a multivariate autoregressive model, along with assessment scores, functional connectivity values, and fractional anisotropy obtained from DTI data for each participant, were submitted to a recursive cluster elimination based support vector machine classifier to determine the accuracy with which the classifier can predict a novel participant’s group membership (ASD or TD. We found a maximum classification accuracy of 95.9 % with 19 features which had the highest discriminative ability between the groups. All of the 19 features were effective connectivity paths, indicating that causal information may be critical in discriminating between ASD and TD groups. These effective connectivity paths were also found to be significantly greater in controls as compared to ASD participants and consisted predominantly of outputs from the fusiform face area and middle temporal gyrus indicating impaired connectivity in ASD participants, particularly in the social brain areas. These findings collectively point towards the fact that alterations in causal brain connectivity in individuals with ASD could serve as a potential non-invasive neuroimaging signature for autism

Learning connective-based word representations for implicit discourse relation identification

DEFF Research Database (Denmark)

Braud, Chloé Elodie; Denis, Pascal

2016-01-01

We introduce a simple semi-supervised ap-proach to improve implicit discourse relation identification. This approach harnesses large amounts of automatically extracted discourse connectives along with their arguments to con-struct new distributional word representations. Specifically, we represen...... their simplicity, these connective-based rep-resentations outperform various off-the-shelf word embeddings, and achieve state-of-the-art performance on this problem.......We introduce a simple semi-supervised ap-proach to improve implicit discourse relation identification. This approach harnesses large amounts of automatically extracted discourse connectives along with their arguments to con-struct new distributional word representations. Specifically, we represent...... words in the space of discourse connectives as a way to directly encode their rhetorical function. Experiments on the Penn Discourse Treebank demonstrate the effectiveness of these task-tailored repre-sentations in predicting implicit discourse re-lations. Our results indeed show that, despite...

Student Engagement and Blended Learning: Making the Assessment Connection

Science.gov (United States)

Vaughan, Norman

2014-01-01

There is an increased focus on student engagement and blended approaches to learning in higher education. This article demonstrates how collaborative learning applications and a blended approach to learning can be used to design and support assessment activities that increase levels of student engagement with course concepts, their peers, faculty…

The effect of teacher interpersonal behaviour on students' subject-specific motivation

NARCIS (Netherlands)

Brok, den P.J.; Levy, J.; Brekelmans, J.M.G.; Wubbels, Th.

2005-01-01

A brief narrative description of the journal article, document, or resource. This study brings together insights from research on teaching and learning in specific subjects, learning environments research, and effectiveness research, by linking teacher interpersonal behaviour to students'

Connecting and Reflecting: Transformative Learning in Academic Libraries

Science.gov (United States)

Hooper, Michaela D. Willi; Scharf, Emily

2017-01-01

This literature review is intended to examine transformative learning within the context of academic libraries and its applications for librarians. Although the main audience is academic librarians who facilitate student learning, it may also be of interest to other practitioners and researchers who are interested in applying transformative…

System Reliability of Timber Structures with Ductile Behaviour

DEFF Research Database (Denmark)

Kirkegaard, Poul Henning; Sørensen, John Dalsgaard; Čizmar, Dean

2011-01-01

The present paper considers the evaluation of timber structures with the focus on robustness due to connection ductility. The robustness analysis is based on the structural reliability framework applied to a simplified mechanical system. The structural timber system is depicted as a parallel system....... An evaluation method of the ductile behaviour is introduced. For different ductile behaviours, the system reliability is estimated based on Monte Carlo simulation. A correlation between the strength of the structural elements is introduced. The results indicate that the reliability of a structural timber system...

Assessing predation risk: optimal behaviour and rules of thumb.

Science.gov (United States)

Welton, Nicky J; McNamara, John M; Houston, Alasdair I

2003-12-01

We look at a simple model in which an animal makes behavioural decisions over time in an environment in which all parameters are known to the animal except predation risk. In the model there is a trade-off between gaining information about predation risk and anti-predator behaviour. All predator attacks lead to death for the prey, so that the prey learns about predation risk by virtue of the fact that it is still alive. We show that it is not usually optimal to behave as if the current unbiased estimate of the predation risk is its true value. We consider two different ways to model reproduction; in the first scenario the animal reproduces throughout its life until it dies, and in the second scenario expected reproductive success depends on the level of energy reserves the animal has gained by some point in time. For both of these scenarios we find results on the form of the optimal strategy and give numerical examples which compare optimal behaviour with behaviour under simple rules of thumb. The numerical examples suggest that the value of the optimal strategy over the rules of thumb is greatest when there is little current information about predation risk, learning is not too costly in terms of predation, and it is energetically advantageous to learn about predation. We find that for the model and parameters investigated, a very simple rule of thumb such as 'use the best constant control' performs well.

Development of Acacia Glulam Wood Exterior Beam-to-Column Connection with Angles and Steel Rods System

Directory of Open Access Journals (Sweden)

Simanta Djoni

2017-01-01

Full Text Available In this paper, two models (M9B1 and M9B2 connection types of acacia glulam wood exterior beam-to-column connections with angles and steel rod system have been developed. Both models have been tested experimentally under monotonic static and cyclic loadings. The behaviour of each model under static and cyclic loadings, maximum displacement, maximum moment, equivalent viscous damping ratio, stiffness degradation, rotational stiffness and ductility have been observed. From the test results it can be concluded that the behaviour of the connections were influenced by the number of bearing steel rods at the beam, wood quality, and thickness of the angles. The M9B1 connection type has more flexibility than the M9B2 connection type. Three dimensional finite element analyses considering anisotropic plasticity have been conducted for both models. It can be concluded that in M9B1 connection type, the tensile forces due to the moment are received by the combination of tensile steel rods and bearing force in the steel rod and wood around it. Overall performance of M9B2 connection type is better than that of M9B1 connection type because the former has higher initial stiffness and higher rotational ductility than the later.

Experiments and FE-model for a connection between steel frames and precast concrete infill panels (Stuttgart)

NARCIS (Netherlands)

Teeuwen, P.A; Kleinman, C.S.; Snijder, H.H.; Hofmeyer, H.; Eligehausen, R.; Fuchs, W.; Genesio, G.; Grosser, P.

2007-01-01

The paper presents experimental and FE results of investigations into the structural behaviour of a connection between steel frames and precast concrete infill panels, forming a recently developed lateral load resisting system. The discrete connections, being structural bolts on the column and beam

Connectivity of the hippocampus and Broca's area during acquisition of a novel grammar.

Science.gov (United States)

Kepinska, Olga; de Rover, Mischa; Caspers, Johanneke; Schiller, Niels O

2018-01-15

Following Opitz and Friederici (2003) suggesting interactions of the hippocampal system and the prefrontal cortex as the neural mechanism underlying novel grammar learning, the present fMRI study investigated functional connectivity of bilateral BA 44/45 and the hippocampus during an artificial grammar learning (AGL) task. Our results, contrary to the previously reported interactions, demonstrated parallel (but separate) contributions of both regions, each with their own interactions, to the process of novel grammar acquisition. The functional connectivity pattern of Broca's area pointed to the importance of coherent activity of left frontal areas around the core language processing region for successful grammar learning. Furthermore, connectivity patterns of left and right hippocampi (predominantly with occipital areas) were found to be a strong predictor of high performance on the task. Finally, increasing functional connectivity over time of both left and right BA 44/45 with the right posterior cingulate cortex and the right temporo-parietal areas points to the importance of multimodal and attentional processes supporting novel grammar acquisition. Moreover, it highlights the right-hemispheric involvement in initial stages of L2 learning. These latter interactions were found to operate irrespective of the task performance, making them an obligatory mechanism accompanying novel grammar learning. Copyright © 2017 Elsevier Inc. All rights reserved.

The Listening Train: A Collaborative, Connective Aesthetics ...

African Journals Online (AJOL)

The Listening Train: A Collaborative, Connective Aesthetics Approach to Transgressive Social Learning. ... Southern African Journal of Environmental Education. Journal Home · ABOUT THIS JOURNAL · Advanced Search · Current Issue ...

A Proposed Functional Abilities Classification Tool for Developmental Disorders Affecting Learning and Behaviour

Directory of Open Access Journals (Sweden)

Benjamin Klein

2018-02-01

Full Text Available Children with developmental disorders affecting learning and behaviour (DDALB (e.g., attention, social communication, language, and learning disabilities, etc. require individualized support across multiple environments to promote participation, quality of life, and developmental outcomes. Support to enhance participation is based largely on individual profiles of functioning (e.g., communication, cognitive, social skills, executive functioning, etc., which are highly heterogeneous within medical diagnoses. Currently educators, clinicians, and parents encounter widespread difficulties in meeting children’s needs as there is lack of universal classification of functioning and disability for use in school environments. Objective: a practical tool for functional classification broadly applicable for children with DDALB could facilitate the collaboration, identification of points of entry of support, individual program planning, and reassessment in a transparent, equitable process based on functional need and context. We propose such a tool, the Functional Abilities Classification Tool (FACT based on the concepts of the ICF (International Classification of Functioning, Disability and Health. FACT is intended to provide ability and participation classification that is complementary to medical diagnosis. For children presenting with difficulties, the proposed tool initially classifies participation over several environments. Then, functional abilities are classified and personal factors and environment are described. Points of entry for support are identified given an analysis of functional ability profile, personal factors, environmental features, and pattern of participation. Conclusion: case examples, use of the tool and implications for children, agencies, and the system are described.

Expression of the Circadian Clock Gene Period2 in the Hippocampus: Possible Implications for Synaptic Plasticity and Learned Behaviour

Directory of Open Access Journals (Sweden)

Louisa M-C Wang

2009-05-01

Full Text Available Genes responsible for generating circadian oscillations are expressed in a variety of brain regions not typically associated with circadian timing. The functions of this clock gene expression are largely unknown, and in the present study we sought to explore the role of the Per2 (Period 2 gene in hippocampal physiology and learned behaviour. We found that PER2 protein is highly expressed in hippocampal pyramidal cell layers and that the expression of both protein and mRNA varies with a circadian rhythm. The peaks of these rhythms occur in the late night or early morning and are almost 180° out-of-phase with the expression rhythms measured from the suprachiasmatic nucleus of the same animals. The rhythms in Per2 expression are autonomous as they are present in isolated hippocampal slices maintained in culture. Physiologically, Per2-mutant mice exhibit abnormal long-term potentiation. The underlying mechanism is suggested by the finding that levels of phosphorylated cAMP-response-element-binding protein, but not phosphorylated extracellular-signal-regulated kinase, are reduced in hippocampal tissue from mutant mice. Finally, Per2-mutant mice exhibit deficits in the recall of trace, but not cued, fear conditioning. Taken together, these results provide evidence that hippocampal cells contain an autonomous circadian clock. Furthermore, the clock gene Per2 may play a role in the regulation of long-term potentiation and in the recall of some forms of learned behaviour.

Effects of homeostatic constraints on associative memory storage and synaptic connectivity of cortical circuits

Directory of Open Access Journals (Sweden)

Julio eChapeton

2015-06-01

Full Text Available The impact of learning and long-term memory storage on synaptic connectivity is not completely understood. In this study, we examine the effects of associative learning on synaptic connectivity in adult cortical circuits by hypothesizing that these circuits function in a steady-state, in which the memory capacity of a circuit is maximal and learning must be accompanied by forgetting. Steady-state circuits should be characterized by unique connectivity features. To uncover such features we developed a biologically constrained, exactly solvable model of associative memory storage. The model is applicable to networks of multiple excitatory and inhibitory neuron classes and can account for homeostatic constraints on the number and the overall weight of functional connections received by each neuron. The results show that in spite of a large number of neuron classes, functional connections between potentially connected cells are realized with less than 50% probability if the presynaptic cell is excitatory and generally a much greater probability if it is inhibitory. We also find that constraining the overall weight of presynaptic connections leads to Gaussian connection weight distributions that are truncated at zero. In contrast, constraining the total number of functional presynaptic connections leads to non-Gaussian distributions, in which weak connections are absent. These theoretical predictions are compared with a large dataset of published experimental studies reporting amplitudes of unitary postsynaptic potentials and probabilities of connections between various classes of excitatory and inhibitory neurons in the cerebellum, neocortex, and hippocampus.

Are positive learning experiences levers for lifelong learning among low educated workers?van kennistekorten?

NARCIS (Netherlands)

Sanders, J.M.A.F.; Damen, M.A.W.; Dam, K. van

2015-01-01

Purpose Based on the theory of planned behaviour and social learning theory, the purpose of this paper is to investigate the effect of training participation and learning experience on the beliefs of low-educated employees about their self-efficacy for learning. Design/methodology/approach

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.

Not-so-social learning strategies.

Science.gov (United States)

Heyes, Cecilia; Pearce, John M

2015-03-07

Social learning strategies (SLSs) are rules specifying the conditions in which it would be adaptive for animals to copy the behaviour of others rather than to persist with a previously established behaviour or to acquire a new behaviour through asocial learning. In behavioural ecology, cultural evolutionary theory and economics, SLSs are studied using a 'phenotypic gambit'-from a purely functional perspective, without reference to their underlying psychological mechanisms. However, SLSs are described in these fields as if they were implemented by complex, domain-specific, genetically inherited mechanisms of decision-making. In this article, we suggest that it is time to begin investigating the psychology of SLSs, and we initiate this process by examining recent experimental work relating to three groups of strategies: copy when alternative unsuccessful, copy when model successful and copy the majority. In each case, we argue that the reported behaviour could have been mediated by domain-general and taxonomically general psychological mechanisms; specifically, by mechanisms, identified through conditioning experiments, that make associative learning selective. We also suggest experimental manipulations that could be used in future research to resolve more fully the question whether, in non-human animals, SLSs are mediated by domain-general or domain-specific psychological mechanisms. © 2015 The Author(s) Published by the Royal Society. All rights reserved.

Tensile capacity of loop connections grouted with concrete or mortar

DEFF Research Database (Denmark)

Sørensen, Jesper Harrild; Hoang, Linh Cao; Olesen, John Forbes

2017-01-01

This paper presents a study of grout failure in symmetric U-bar loop connections loaded in tension, with focus on the performance of two grouting materials – concrete and mortar. The study contains an experimental investigation as well as a rigid-plastic modelling of the tensile capacity. The test...... to allow yielding of the U-bars. The experimental work showed that connections grouted with concrete performed better than the connections grouted with mortar. In the theoretical models, the difference in tested capacity is explained by the difference in the internal angle of friction and in the softening...... behaviour of concrete as compared with mortar....

A Comparison of Staff Perceptions of Behaviour in Scottish Schools in 2009 and 2006

Science.gov (United States)

Munn, Pamela; Sharp, Stephen; Lloyd, Gwynedd; Macleod, Gale; McCluskey, Gillean; Brown, Jane; Hamilton, Lorna

2013-01-01

Behaviour in schools is an enduring public policy concern not only within the UK, but internationally also. Current concern should come as no surprise as behaviour is intimately connected with policy priorities for schools, namely raising standards of attainment and promoting social cohesion. Clearly, standards are threatened where disruptive…

Seamless Language Learning: Second Language Learning with Social Media

OpenAIRE

Wong, Lung-Hsiang; Sing-Chai, Ching; Poh-Aw, Guat

2017-01-01

This conceptual paper describes a language learning model that applies social media to foster contextualized and connected language learning in communities. The model emphasizes weaving together different forms of language learning activities that take place in different learning contexts to achieve seamless language learning. It promotes social interactions with social media about the learners’ day-to-day life using the targeted second or foreign language. The paper first identifies three ke...

Classification of autism spectrum disorder using supervised learning of brain connectivity measures extracted from synchrostates

Science.gov (United States)

Jamal, Wasifa; Das, Saptarshi; Oprescu, Ioana-Anastasia; Maharatna, Koushik; Apicella, Fabio; Sicca, Federico

2014-08-01

Objective. The paper investigates the presence of autism using the functional brain connectivity measures derived from electro-encephalogram (EEG) of children during face perception tasks. Approach. Phase synchronized patterns from 128-channel EEG signals are obtained for typical children and children with autism spectrum disorder (ASD). The phase synchronized states or synchrostates temporally switch amongst themselves as an underlying process for the completion of a particular cognitive task. We used 12 subjects in each group (ASD and typical) for analyzing their EEG while processing fearful, happy and neutral faces. The minimal and maximally occurring synchrostates for each subject are chosen for extraction of brain connectivity features, which are used for classification between these two groups of subjects. Among different supervised learning techniques, we here explored the discriminant analysis and support vector machine both with polynomial kernels for the classification task. Main results. The leave one out cross-validation of the classification algorithm gives 94.7% accuracy as the best performance with corresponding sensitivity and specificity values as 85.7% and 100% respectively. Significance. The proposed method gives high classification accuracies and outperforms other contemporary research results. The effectiveness of the proposed method for classification of autistic and typical children suggests the possibility of using it on a larger population to validate it for clinical practice.

Connecting Mathematics Learning through Spatial Reasoning

Science.gov (United States)

Mulligan, Joanne; Woolcott, Geoffrey; Mitchelmore, Michael; Davis, Brent

2018-01-01

Spatial reasoning, an emerging transdisciplinary area of interest to mathematics education research, is proving integral to all human learning. It is particularly critical to science, technology, engineering and mathematics (STEM) fields. This project will create an innovative knowledge framework based on spatial reasoning that identifies new…

Enhanced Cortical Connectivity in Absolute Pitch Musicians: A Model for Local Hyperconnectivity

Science.gov (United States)

Loui, Psyche; Li, H. Charles; Hohmann, Anja; Schlaug, Gottfried

2011-01-01

Connectivity in the human brain has received increased scientific interest in recent years. Although connection disorders can affect perception, production, learning, and memory, few studies have associated brain connectivity with graded variations in human behavior, especially among normal individuals. One group of normal individuals who possess…

KEEFEKTIFAN MODEL CONNECTED DAN INTEGRATED DALAM PEMBELAJARAN IPS SMP DI KOTA YOGYAKARTA

OpenAIRE

Idrus idrus

2011-01-01

This research aimed to: (1) analyze the differences in social studies learning achievement between the students using connected and integrated models and those using conventional model; and (2) analyze the hierarchy of the effect of the learning models  among the connected, integrated, and conventional. This experimental research employed a matching post-test comparison group design. The population of this research was National Standardized Schools of Junior Secondary Schools in Yogya...

Active inference and learning.

Science.gov (United States)

Friston, Karl; FitzGerald, Thomas; Rigoli, Francesco; Schwartenbeck, Philipp; O Doherty, John; Pezzulo, Giovanni

2016-09-01

This paper offers an active inference account of choice behaviour and learning. It focuses on the distinction between goal-directed and habitual behaviour and how they contextualise each other. We show that habits emerge naturally (and autodidactically) from sequential policy optimisation when agents are equipped with state-action policies. In active inference, behaviour has explorative (epistemic) and exploitative (pragmatic) aspects that are sensitive to ambiguity and risk respectively, where epistemic (ambiguity-resolving) behaviour enables pragmatic (reward-seeking) behaviour and the subsequent emergence of habits. Although goal-directed and habitual policies are usually associated with model-based and model-free schemes, we find the more important distinction is between belief-free and belief-based schemes. The underlying (variational) belief updating provides a comprehensive (if metaphorical) process theory for several phenomena, including the transfer of dopamine responses, reversal learning, habit formation and devaluation. Finally, we show that active inference reduces to a classical (Bellman) scheme, in the absence of ambiguity. Copyright © 2016 The Authors. Published by Elsevier Ltd.. All rights reserved.

The effect of teacher interpersonal behaviour on students' subject-specific motivation

NARCIS (Netherlands)

den Brok, P.; Levy, J.; Brekelmans, M.; Wubbels, Th.

2006-01-01

This study brings together insights from research on teaching and learning in specific subjects, learning environments research and effectiveness research by linking teacher interpersonal behaviour to students’ subject-related attitudes. Teaching was studied in terms of a model originating from

Dynamic brain connectivity is a better predictor of PTSD than static connectivity.

Science.gov (United States)

Jin, Changfeng; Jia, Hao; Lanka, Pradyumna; Rangaprakash, D; Li, Lingjiang; Liu, Tianming; Hu, Xiaoping; Deshpande, Gopikrishna

2017-09-01

Using resting-state functional magnetic resonance imaging, we test the hypothesis that subjects with post-traumatic stress disorder (PTSD) are characterized by reduced temporal variability of brain connectivity compared to matched healthy controls. Specifically, we test whether PTSD is characterized by elevated static connectivity, coupled with decreased temporal variability of those connections, with the latter providing greater sensitivity toward the pathology than the former. Static functional connectivity (FC; nondirectional zero-lag correlation) and static effective connectivity (EC; directional time-lagged relationships) were obtained over the entire brain using conventional models. Dynamic FC and dynamic EC were estimated by letting the conventional models to vary as a function of time. Statistical separation and discriminability of these metrics between the groups and their ability to accurately predict the diagnostic label of a novel subject were ascertained using separate support vector machine classifiers. Our findings support our hypothesis that PTSD subjects have stronger static connectivity, but reduced temporal variability of connectivity. Further, machine learning classification accuracy obtained with dynamic FC and dynamic EC was significantly higher than that obtained with static FC and static EC, respectively. Furthermore, results also indicate that the ease with which brain regions engage or disengage with other regions may be more sensitive to underlying pathology than the strength with which they are engaged. Future studies must examine whether this is true only in the case of PTSD or is a general organizing principle in the human brain. Hum Brain Mapp 38:4479-4496, 2017. © 2017 Wiley Periodicals, Inc. © 2017 Wiley Periodicals, Inc.

Preventing and managing challenging behaviour.

Science.gov (United States)

Hallett, Nutmeg

2018-02-21

Patients exhibiting challenging behaviour, which includes any non-verbal, verbal or physical behaviour, is a significant issue in healthcare settings. Preventing such behaviour and the harm it can cause is important for healthcare organisations and individuals, and involves following a public health model comprised of three tiers: primary, secondary and tertiary prevention. Primary prevention aims to reduce the risk of challenging behaviour occurring in the first instance; secondary prevention involves reducing the risk associated with imminent challenging behaviour and its potential escalation; and tertiary prevention focuses on minimising the physical and emotional harm caused by challenging behaviours, during and after an event. De-escalation should be the first-line response to challenging behaviour, and healthcare staff should use a range of techniques - maintaining safety, self-regulation, effective communication, and assessment and actions - to reduce the incidence of challenging behaviour. In some situations, physical interventions may be required to protect the safety of the individual, healthcare staff and other individuals involved, and healthcare staff should be aware of local policies and procedures for this. Following a serious incident, where there was potential or actual harm to patients and healthcare staff, healthcare organisations should use post-incident reviews to learn from the situation, while healthcare staff should be offered the opportunity for debriefing. Positive responses to challenging behaviour at an organisational and individual level can lead to improved work environments for healthcare staff and optimal patient care and outcomes. ©2018 RCN Publishing Company Ltd. All rights reserved. Not to be copied, transmitted or recorded in any way, in whole or part, without prior permission of the publishers.

Altered caudate connectivity is associated with executive dysfunction after traumatic brain injury

Science.gov (United States)

De Simoni, Sara; Jenkins, Peter O; Bourke, Niall J; Fleminger, Jessica J; Jolly, Amy E; Patel, Maneesh C; Leech, Robert; Sharp, David J

2018-01-01

Abstract Traumatic brain injury often produces executive dysfunction. This characteristic cognitive impairment often causes long-term problems with behaviour and personality. Frontal lobe injuries are associated with executive dysfunction, but it is unclear how these injuries relate to corticostriatal interactions that are known to play an important role in behavioural control. We hypothesized that executive dysfunction after traumatic brain injury would be associated with abnormal corticostriatal interactions, a question that has not previously been investigated. We used structural and functional MRI measures of connectivity to investigate this. Corticostriatal functional connectivity in healthy individuals was initially defined using a data-driven approach. A constrained independent component analysis approach was applied in 100 healthy adult dataset from the Human Connectome Project. Diffusion tractography was also performed to generate white matter tracts. The output of this analysis was used to compare corticostriatal functional connectivity and structural integrity between groups of 42 patients with traumatic brain injury and 21 age-matched controls. Subdivisions of the caudate and putamen had distinct patterns of functional connectivity. Traumatic brain injury patients showed disruption to functional connectivity between the caudate and a distributed set of cortical regions, including the anterior cingulate cortex. Cognitive impairments in the patients were mainly seen in processing speed and executive function, as well as increased levels of apathy and fatigue. Abnormalities of caudate functional connectivity correlated with these cognitive impairments, with reductions in right caudate connectivity associated with increased executive dysfunction, information processing speed and memory impairment. Structural connectivity, measured using diffusion tensor imaging between the caudate and anterior cingulate cortex was impaired and this also correlated with

Chaos in complex motor networks induced by Newman—Watts small-world connections

International Nuclear Information System (INIS)

Wei Du-Qu; Luo Xiao-Shu; Zhang Bo

2011-01-01

We investigate how dynamical behaviours of complex motor networks depend on the Newman—Watts small-world (NWSW) connections. Network elements are described by the permanent magnet synchronous motor (PMSM) with the values of parameters at which each individual PMSM is stable. It is found that with the increase of connection probability p, the motor in networks becomes periodic and falls into chaotic motion as p further increases. These phenomena imply that NWSW connections can induce and enhance chaos in motor networks. The possible mechanism behind the action of NWSW connections is addressed based on stability theory. (interdisciplinary physics and related areas of science and technology)

Cooperative learning skaber trivsel i faget videnskabsteori

DEFF Research Database (Denmark)

Reggelsen, Bente

2013-01-01

The research question is: How important is the learning method Cooperative learning on nursing students´experience of flow and well-being in connection with the traditional porductio by the internet students?......The research question is: How important is the learning method Cooperative learning on nursing students´experience of flow and well-being in connection with the traditional porductio by the internet students?...

Science Theatre: Changing South African Students' Intended Behaviour towards HIV AIDS

Science.gov (United States)

Walker, Graham J.; Stocklmayer, Susan M.; Grant, Will J.

2013-01-01

Science centres and other informal learning environments are increasingly becoming venues in which socioscientific issues are presented, sometimes with the aim of influencing attitudes and behaviour. This study investigated the effects of an HIV AIDS science theatre presentation on the behavioural intentions of 697 South African students, a…

Serotoninergic regulation of emotional and behavioural control processes.

Science.gov (United States)

Cools, Roshan; Roberts, Angela C; Robbins, Trevor W

2008-01-01

5-Hydroxytryptamine (5-HT, serotonin) has long been implicated in a wide variety of emotional, cognitive and behavioural control processes. However, its precise contribution is still not well understood. Depletion of 5-HT enhances behavioural and brain responsiveness to punishment or other aversive signals, while disinhibiting previously rewarded but now punished behaviours. Findings suggest that 5-HT modulates the impact of punishment-related signals on learning and emotion (aversion), but also promotes response inhibition. Exaggerated aversive processing and deficient response inhibition could underlie distinct symptoms of a range of affective disorders, namely stress- or threat-vulnerability and compulsive behaviour, respectively. We review evidence from studies with human volunteers and experimental animals that begins to elucidate the neurobiological systems underlying these different effects.

Unsupervised classification of major depression using functional connectivity MRI.

Science.gov (United States)

Zeng, Ling-Li; Shen, Hui; Liu, Li; Hu, Dewen

2014-04-01

The current diagnosis of psychiatric disorders including major depressive disorder based largely on self-reported symptoms and clinical signs may be prone to patients' behaviors and psychiatrists' bias. This study aims at developing an unsupervised machine learning approach for the accurate identification of major depression based on single resting-state functional magnetic resonance imaging scans in the absence of clinical information. Twenty-four medication-naive patients with major depression and 29 demographically similar healthy individuals underwent resting-state functional magnetic resonance imaging. We first clustered the voxels within the perigenual cingulate cortex into two subregions, a subgenual region and a pregenual region, according to their distinct resting-state functional connectivity patterns and showed that a maximum margin clustering-based unsupervised machine learning approach extracted sufficient information from the subgenual cingulate functional connectivity map to differentiate depressed patients from healthy controls with a group-level clustering consistency of 92.5% and an individual-level classification consistency of 92.5%. It was also revealed that the subgenual cingulate functional connectivity network with the highest discriminative power primarily included the ventrolateral and ventromedial prefrontal cortex, superior temporal gyri and limbic areas, indicating that these connections may play critical roles in the pathophysiology of major depression. The current study suggests that subgenual cingulate functional connectivity network signatures may provide promising objective biomarkers for the diagnosis of major depression and that maximum margin clustering-based unsupervised machine learning approaches may have the potential to inform clinical practice and aid in research on psychiatric disorders. Copyright © 2013 Wiley Periodicals, Inc.

The learning environment and learning styles: a guide for mentors.

Science.gov (United States)

Vinales, James Jude

The learning environment provides crucial exposure for the pre-registration nursing student. It is during this time that the student nurse develops his or her repertoire of skills, knowledge, attitudes and behaviour in order to meet competencies and gain registration with the Nursing and Midwifery Council. The role of the mentor is vital within the learning environment for aspiring nurses. The learning environment is a fundamental platform for student learning, with mentors key to identifying what is conducive to learning. This article will consider the learning environment and learning styles, and how these two essential elements guide the mentor in making sure they are conducive to learning.

The behavioural motivation model in open distance learning

DEFF Research Database (Denmark)

Zaikin, Oleg; Malinowska, Magdalena; Kofoed, Lise B.

2014-01-01

The article contains the concept of developing a motivation model aimed at supporting activity of both students and teachers in the process of implementing and using an open and distance learning system. Proposed motivation model is focused on the task of filling the knowledge repository with high...... quality didactic material. Open and distance learning system assures a computer space for the teaching/learning process in open environment. The structure of the motivation model and formal assumptions are described. Additionally, there is presented a structure of the linguistic database, helping...... the teacher to assess the student's motivation and the basic simulation model to analysis the teaching/learning process constrains. The proposed approach is based on the games theory and simulation approach....

Opportunity to Learn: The Health Connection.

Science.gov (United States)

Jackson, Shirley A.

1993-01-01

Reviews the following health issues related to the opportunity to learn for poor African-American and other minority children: (1) inadequate prenatal care; (2) malnutrition; (3) childhood diseases and illnesses; (4) unsafe environments and violence; (5) teenage sexual activity, pregnancy, and AIDS; (6) substance use and abuse; and (7) mental and…

An empirical analysis of executive behaviour with hospital executive information systems in Taiwan.

Science.gov (United States)

Huang, Wei-Min

2013-01-01

Existing health information systems largely only support the daily operations of a medical centre, and are unable to generate the information required by executives for decision-making. Building on past research concerning information retrieval behaviour and learning through mental models, this study examines the use of information systems by hospital executives in medical centres. It uses a structural equation model to help find ways hospital executives might use information systems more effectively. The results show that computer self-efficacy directly affects the maintenance of mental models, and that system characteristics directly impact learning styles and information retrieval behaviour. Other results include the significant impact of perceived environmental uncertainty on scan searches; information retrieval behaviour and focused searches on mental models and perceived efficiency; scan searches on mental model building; learning styles and model building on perceived efficiency; and finally the impact of mental model maintenance on perceived efficiency and effectiveness.