Sample records for learning involves transfer
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Promoting learning transfer in preceptor preparation.
Finn, Frances L; Chesser-Smyth, Patricia
2013-01-01
An understanding of learning transfer principles is essential for professional development educators and managers to ensure that new skills and knowledge learned are applied to practice. This article presents a collaborative project involving the planning, design, and implementation of a preceptor training program for registered nurses. The theories and principles discussed in this article could be applied to a number of different settings and contexts in health care to promote learning transfer in professional development activities.
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Model Transport: Towards Scalable Transfer Learning on Manifolds
DEFF Research Database (Denmark)
Freifeld, Oren; Hauberg, Søren; Black, Michael J.
2014-01-01
We consider the intersection of two research fields: transfer learning and statistics on manifolds. In particular, we consider, for manifold-valued data, transfer learning of tangent-space models such as Gaussians distributions, PCA, regression, or classifiers. Though one would hope to simply use...... ordinary Rn-transfer learning ideas, the manifold structure prevents it. We overcome this by basing our method on inner-product-preserving parallel transport, a well-known tool widely used in other problems of statistics on manifolds in computer vision. At first, this straightforward idea seems to suffer...... “commutes” with learning. Consequently, our compact framework, applicable to a large class of manifolds, is not restricted by the size of either the training or test sets. We demonstrate the approach by transferring PCA and logistic-regression models of real-world data involving 3D shapes and image...
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Creating Learning at Conferences Through Participant Involvement
DEFF Research Database (Denmark)
Ravn, Ib; Elsborg, Steen
as a forum for learning, mutual inspiration and "human co-flourishing." We offer five design principles that specify how conferences may involve participants more and hence increase their learning. In the research and development effort reported here, our team collaborated with conference organizers......The typical conference is brimming with PowerPoint presentations that leave very little time for participant involvement. Students of learning have long abandoned the transfer model that underlies this massive show of one-way communication. We propose an alternative theory of the conference...... in Denmark to introduce a variety of simple learning techniques related to the design principles at thirty real conferences of some 100-200 participants each. We present twelve of these techniques and the data evaluating them and conclude that by spending a fraction of the time at a conference on involving...
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Transfer Learning beyond Text Classification
Yang, Qiang
Transfer learning is a new machine learning and data mining framework that allows the training and test data to come from different distributions or feature spaces. We can find many novel applications of machine learning and data mining where transfer learning is necessary. While much has been done in transfer learning in text classification and reinforcement learning, there has been a lack of documented success stories of novel applications of transfer learning in other areas. In this invited article, I will argue that transfer learning is in fact quite ubiquitous in many real world applications. In this article, I will illustrate this point through an overview of a broad spectrum of applications of transfer learning that range from collaborative filtering to sensor based location estimation and logical action model learning for AI planning. I will also discuss some potential future directions of transfer learning.
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Time course influences transfer of visual perceptual learning across spatial location.
Larcombe, S J; Kennard, C; Bridge, H
2017-06-01
Visual perceptual learning describes the improvement of visual perception with repeated practice. Previous research has established that the learning effects of perceptual training may be transferable to untrained stimulus attributes such as spatial location under certain circumstances. However, the mechanisms involved in transfer have not yet been fully elucidated. Here, we investigated the effect of altering training time course on the transferability of learning effects. Participants were trained on a motion direction discrimination task or a sinusoidal grating orientation discrimination task in a single visual hemifield. The 4000 training trials were either condensed into one day, or spread evenly across five training days. When participants were trained over a five-day period, there was transfer of learning to both the untrained visual hemifield and the untrained task. In contrast, when the same amount of training was condensed into a single day, participants did not show any transfer of learning. Thus, learning time course may influence the transferability of perceptual learning effects. Copyright © 2017 Elsevier Ltd. All rights reserved.
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Transfer of test-enhanced learning: Meta-analytic review and synthesis.
Pan, Steven C; Rickard, Timothy C
2018-05-07
Attempting recall of information from memory, as occurs when taking a practice test, is one of the most potent training techniques known to learning science. However, does testing yield learning that transfers to different contexts? In the present article, we report the findings of the first comprehensive meta-analytic review into that question. Our review encompassed 192 transfer effect sizes extracted from 122 experiments and 67 published and unpublished articles (N = 10,382) that together comprise more than 40 years of research. A random-effects model revealed that testing can yield transferrable learning as measured relative to a nontesting reexposure control condition (d = 0.40, 95% CI [0.31, 0.50]). That transfer of learning is greatest across test formats, to application and inference questions, to problems involving medical diagnoses, and to mediator and related word cues; it is weakest to rearranged stimulus-response items, to untested materials seen during initial study, and to problems involving worked examples. Moderator analyses further indicated that response congruency and elaborated retrieval practice, as well as initial test performance, strongly influence the likelihood of positive transfer. In two assessments for publication bias using PET-PEESE and various selection methods, the moderator effect sizes were minimally affected. However, the intercept predictions were substantially reduced, often indicating no positive transfer when none of the aforementioned moderators are present. Overall, our results motivate a three-factor framework for transfer of test-enhanced learning and have practical implications for the effective use of practice testing in educational and other training contexts. (PsycINFO Database Record (c) 2018 APA, all rights reserved).
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A Bayesian Theory of Sequential Causal Learning and Abstract Transfer.
Lu, Hongjing; Rojas, Randall R; Beckers, Tom; Yuille, Alan L
2016-03-01
Two key research issues in the field of causal learning are how people acquire causal knowledge when observing data that are presented sequentially, and the level of abstraction at which learning takes place. Does sequential causal learning solely involve the acquisition of specific cause-effect links, or do learners also acquire knowledge about abstract causal constraints? Recent empirical studies have revealed that experience with one set of causal cues can dramatically alter subsequent learning and performance with entirely different cues, suggesting that learning involves abstract transfer, and such transfer effects involve sequential presentation of distinct sets of causal cues. It has been demonstrated that pre-training (or even post-training) can modulate classic causal learning phenomena such as forward and backward blocking. To account for these effects, we propose a Bayesian theory of sequential causal learning. The theory assumes that humans are able to consider and use several alternative causal generative models, each instantiating a different causal integration rule. Model selection is used to decide which integration rule to use in a given learning environment in order to infer causal knowledge from sequential data. Detailed computer simulations demonstrate that humans rely on the abstract characteristics of outcome variables (e.g., binary vs. continuous) to select a causal integration rule, which in turn alters causal learning in a variety of blocking and overshadowing paradigms. When the nature of the outcome variable is ambiguous, humans select the model that yields the best fit with the recent environment, and then apply it to subsequent learning tasks. Based on sequential patterns of cue-outcome co-occurrence, the theory can account for a range of phenomena in sequential causal learning, including various blocking effects, primacy effects in some experimental conditions, and apparently abstract transfer of causal knowledge. Copyright © 2015
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Online transfer learning with extreme learning machine
Yin, Haibo; Yang, Yun-an
2017-05-01
In this paper, we propose a new transfer learning algorithm for online training. The proposed algorithm, which is called Online Transfer Extreme Learning Machine (OTELM), is based on Online Sequential Extreme Learning Machine (OSELM) while it introduces Semi-Supervised Extreme Learning Machine (SSELM) to transfer knowledge from the source to the target domain. With the manifold regularization, SSELM picks out instances from the source domain that are less relevant to those in the target domain to initialize the online training, so as to improve the classification performance. Experimental results demonstrate that the proposed OTELM can effectively use instances in the source domain to enhance the learning performance.
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Technology Transfer, Labour and Local Learning Processes in Malaysian Industry
DEFF Research Database (Denmark)
Wangel, Arne
1999-01-01
The transfer of technologies by the foreign electronic industries operating in Malaysia involves training of workers for various purposes. The upgrading of skills to assimilate the transferred technology aims at increasing productivity and product quality. Communicating awareness about work hazards...... is meant to reduce breakdowns in production and workers' accidents. How do the training paradigms, which transnationals introduce in their subsidiaries in Malaysia, interact with the preconditions of learning with the local labour force? In shaping local learning processes, what is the scope for workers...
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The Case for Case-Based Transfer Learning
2011-01-01
Thorndike and Woodworth 1901; Perkins and Salomon 1994; Bransford, Brown, and Cocking 2000), among other disciplines. Transfer learning uses knowledge...Transfer Learning for Rein- forcement Learning Domains: A Survey. Journal of Machine Learning Research 10(1): 1633–1685. Thorndike , E. L., and
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Stimulating the cerebellum affects visuomotor adaptation but not intermanual transfer of learning.
Block, Hannah; Celnik, Pablo
2013-12-01
When systematic movement errors occur, the brain responds with a systematic change in motor behavior. This type of adaptive motor learning can transfer intermanually; adaptation of movements of the right hand in response to training with a perturbed visual signal (visuomotor adaptation) may carry over to the left hand. While visuomotor adaptation has been studied extensively, it is unclear whether the cerebellum, a structure involved in adaptation, is important for intermanual transfer as well. We addressed this question with three experiments in which subjects reached with their right hands as a 30° visuomotor rotation was introduced. Subjects received anodal or sham transcranial direct current stimulation on the trained (experiment 1) or untrained (experiment 2) hemisphere of the cerebellum, or, for comparison, motor cortex (M1). After the training period, subjects reached with their left hand, without visual feedback, to assess intermanual transfer of learning aftereffects. Stimulation of the right cerebellum caused faster adaptation, but none of the stimulation sites affected transfer. To ascertain whether cerebellar stimulation would increase transfer if subjects learned faster as well as a larger amount, in experiment 3 anodal and sham cerebellar groups experienced a shortened training block such that the anodal group learned more than sham. Despite the difference in adaptation magnitude, transfer was similar across these groups, although smaller than in experiment 1. Our results suggest that intermanual transfer of visuomotor learning does not depend on cerebellar activity and that the number of movements performed at plateau is an important predictor of transfer.
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Bates, Reid; Khasawneh, Samer
2005-01-01
This paper examines the relationship between organizational learning culture, learning transfer climate, and organizational innovation. The objective was to test the ability of learning organization culture to account for variance in learning transfer climate and subsequent organizational innovation, and to examine the role of learning transfer…
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Deep Transfer Metric Learning.
Junlin Hu; Jiwen Lu; Yap-Peng Tan; Jie Zhou
2016-12-01
Conventional metric learning methods usually assume that the training and test samples are captured in similar scenarios so that their distributions are assumed to be the same. This assumption does not hold in many real visual recognition applications, especially when samples are captured across different data sets. In this paper, we propose a new deep transfer metric learning (DTML) method to learn a set of hierarchical nonlinear transformations for cross-domain visual recognition by transferring discriminative knowledge from the labeled source domain to the unlabeled target domain. Specifically, our DTML learns a deep metric network by maximizing the inter-class variations and minimizing the intra-class variations, and minimizing the distribution divergence between the source domain and the target domain at the top layer of the network. To better exploit the discriminative information from the source domain, we further develop a deeply supervised transfer metric learning (DSTML) method by including an additional objective on DTML, where the output of both the hidden layers and the top layer are optimized jointly. To preserve the local manifold of input data points in the metric space, we present two new methods, DTML with autoencoder regularization and DSTML with autoencoder regularization. Experimental results on face verification, person re-identification, and handwritten digit recognition validate the effectiveness of the proposed methods.
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Transferring learning from faculty development to the classroom.
Rock, Kim Z
2014-12-01
This study’s purpose was to better understand the transfer of learning by uncovering how various factors supported the integration of health information technology knowledge and skills gleaned from the Health Resources and Services Administration–funded faculty development programs into nursing education curricula. Through interviews with 20 participants from four programs, this study confirmed the importance of findings related to faculty, program, and work environment characteristics for supporting successful transfer of learning and substantiates a variety of other transfer-of-learning research. New or seldom discussed supportive individual characteristics were found, including leadership abilities, lifelong learning, ability to recognize limitations, persistence, creativity, and risk taking. The importance of networking, diversity of perspectives, postconference support, and teams in program designs were found to positively influence transfer. The variety of supportive factors and barriers in the participants’ work environments strengthens the assertions that transfer may be context dependent. Findings provided insight for recommendations to improve learning transfer. Copyright 2014, SLACK Incorporated.
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External Control of Knowledge of Results: Learner Involvement Enhances Motor Skill Transfer.
Figueiredo, L S; Ugrinowitsch, H; Freire, A B; Shea, J B; Benda, R N
2018-04-01
Providing the learner control over aspects of practice has improved the process of motor skill acquisition, and self-controlled knowledge of results (KR) schedules have shown specific advantages over externally controlled ones. A possible explanation is that self-controlled KR schedules lead learners to more active task involvement, permitting deeper information processing. This study tested this explanatory hypothesis. Thirty undergraduate volunteers of both sexes, aged 18 to 35, all novices in the task, practiced transporting a tennis ball in a specified sequence within a time goal. We compared a high-involvement group (involvement yoked, IY), notified in advance about upcoming KR trials, to self-controlled KR (SC) and yoked KR (YK) groups. The experiment consisted of three phases: acquisition, retention, and transfer. We found both IY and SC groups to be superior to YK for transfer of learning. Postexperiment participant questionnaires confirmed a preference for receiving KR after learner-perceived good trials, even though performance on those trials did not differ from performance on trials without KR. Equivalent IY and SC performances provide support for the benefits of task involvement and deeper information processing when KR is self-controlled in motor skill acquisition.
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Using transfer learning to detect galaxy mergers
Ackermann, Sandro; Schawinksi, Kevin; Zhang, Ce; Weigel, Anna K.; Turp, M. Dennis
2018-05-01
We investigate the use of deep convolutional neural networks (deep CNNs) for automatic visual detection of galaxy mergers. Moreover, we investigate the use of transfer learning in conjunction with CNNs, by retraining networks first trained on pictures of everyday objects. We test the hypothesis that transfer learning is useful for improving classification performance for small training sets. This would make transfer learning useful for finding rare objects in astronomical imaging datasets. We find that these deep learning methods perform significantly better than current state-of-the-art merger detection methods based on nonparametric systems like CAS and GM20. Our method is end-to-end and robust to image noise and distortions; it can be applied directly without image preprocessing. We also find that transfer learning can act as a regulariser in some cases, leading to better overall classification accuracy (p = 0.02). Transfer learning on our full training set leads to a lowered error rate from 0.0381 down to 0.0321, a relative improvement of 15%. Finally, we perform a basic sanity-check by creating a merger sample with our method, and comparing with an already existing, manually created merger catalogue in terms of colour-mass distribution and stellar mass function.
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Directory of Open Access Journals (Sweden)
David Alais
2010-06-01
Full Text Available An outstanding question in sensory neuroscience is whether the perceived timing of events is mediated by a central supra-modal timing mechanism, or multiple modality-specific systems. We use a perceptual learning paradigm to address this question.Three groups were trained daily for 10 sessions on an auditory, a visual or a combined audiovisual temporal order judgment (TOJ. Groups were pre-tested on a range TOJ tasks within and between their group modality prior to learning so that transfer of any learning from the trained task could be measured by post-testing other tasks. Robust TOJ learning (reduced temporal order discrimination thresholds occurred for all groups, although auditory learning (dichotic 500/2000 Hz tones was slightly weaker than visual learning (lateralised grating patches. Crossmodal TOJs also displayed robust learning. Post-testing revealed that improvements in temporal resolution acquired during visual learning transferred within modality to other retinotopic locations and orientations, but not to auditory or crossmodal tasks. Auditory learning did not transfer to visual or crossmodal tasks, and neither did it transfer within audition to another frequency pair. In an interesting asymmetry, crossmodal learning transferred to all visual tasks but not to auditory tasks. Finally, in all conditions, learning to make TOJs for stimulus onsets did not transfer at all to discriminating temporal offsets. These data present a complex picture of timing processes.The lack of transfer between unimodal groups indicates no central supramodal timing process for this task; however, the audiovisual-to-visual transfer cannot be explained without some form of sensory interaction. We propose that auditory learning occurred in frequency-tuned processes in the periphery, precluding interactions with more central visual and audiovisual timing processes. Functionally the patterns of featural transfer suggest that perceptual learning of temporal order
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Alais, David; Cass, John
2010-06-23
An outstanding question in sensory neuroscience is whether the perceived timing of events is mediated by a central supra-modal timing mechanism, or multiple modality-specific systems. We use a perceptual learning paradigm to address this question. Three groups were trained daily for 10 sessions on an auditory, a visual or a combined audiovisual temporal order judgment (TOJ). Groups were pre-tested on a range TOJ tasks within and between their group modality prior to learning so that transfer of any learning from the trained task could be measured by post-testing other tasks. Robust TOJ learning (reduced temporal order discrimination thresholds) occurred for all groups, although auditory learning (dichotic 500/2000 Hz tones) was slightly weaker than visual learning (lateralised grating patches). Crossmodal TOJs also displayed robust learning. Post-testing revealed that improvements in temporal resolution acquired during visual learning transferred within modality to other retinotopic locations and orientations, but not to auditory or crossmodal tasks. Auditory learning did not transfer to visual or crossmodal tasks, and neither did it transfer within audition to another frequency pair. In an interesting asymmetry, crossmodal learning transferred to all visual tasks but not to auditory tasks. Finally, in all conditions, learning to make TOJs for stimulus onsets did not transfer at all to discriminating temporal offsets. These data present a complex picture of timing processes. The lack of transfer between unimodal groups indicates no central supramodal timing process for this task; however, the audiovisual-to-visual transfer cannot be explained without some form of sensory interaction. We propose that auditory learning occurred in frequency-tuned processes in the periphery, precluding interactions with more central visual and audiovisual timing processes. Functionally the patterns of featural transfer suggest that perceptual learning of temporal order may be
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Telecommuting and Learning Style Preference: An Examination of Learning Transfer in the Workplace
Schulz, Lisa C.
2010-01-01
Telecommuting learning style preferences were examined in an effort to determine the impact of learning transfer and if employees could benefit from blended training methodologies (i.e., online, face-to-face). Learning style preferences were examined in an effort to promote learning transfer and retention in the workplace. Employees in higher…
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Accelerating Multiagent Reinforcement Learning by Equilibrium Transfer.
Hu, Yujing; Gao, Yang; An, Bo
2015-07-01
An important approach in multiagent reinforcement learning (MARL) is equilibrium-based MARL, which adopts equilibrium solution concepts in game theory and requires agents to play equilibrium strategies at each state. However, most existing equilibrium-based MARL algorithms cannot scale due to a large number of computationally expensive equilibrium computations (e.g., computing Nash equilibria is PPAD-hard) during learning. For the first time, this paper finds that during the learning process of equilibrium-based MARL, the one-shot games corresponding to each state's successive visits often have the same or similar equilibria (for some states more than 90% of games corresponding to successive visits have similar equilibria). Inspired by this observation, this paper proposes to use equilibrium transfer to accelerate equilibrium-based MARL. The key idea of equilibrium transfer is to reuse previously computed equilibria when each agent has a small incentive to deviate. By introducing transfer loss and transfer condition, a novel framework called equilibrium transfer-based MARL is proposed. We prove that although equilibrium transfer brings transfer loss, equilibrium-based MARL algorithms can still converge to an equilibrium policy under certain assumptions. Experimental results in widely used benchmarks (e.g., grid world game, soccer game, and wall game) show that the proposed framework: 1) not only significantly accelerates equilibrium-based MARL (up to 96.7% reduction in learning time), but also achieves higher average rewards than algorithms without equilibrium transfer and 2) scales significantly better than algorithms without equilibrium transfer when the state/action space grows and the number of agents increases.
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Learning Transfer: The Missing Link to Learning among School Leaders in Burkina Faso and Ghana
Directory of Open Access Journals (Sweden)
Corinne Brion
2018-01-01
Full Text Available Every year, billions of dollars are spent on development aid and training around the world. However, only 10% of this training results in the transfer of knowledge, skills, or behaviors learned in the training to the work place. Ideally, learning transfer produces effective and continued application by learners of the knowledge and skills they gained through their learning activities. Currently, there is a limited body of research examining the factors that hinder and promote learning transfer in professional development, particularly the professional development of school leaders in developing countries. This qualitative exploratory study sought to address the gap in the literature by examining six schools: three in Burkina Faso and three in Ghana, West Africa. This investigation explored what promoted and hindered learning transfer in both countries. The sample consisted of 13 West-African school leaders (6 in Burkina Faso and 7 in Ghana who attended a 3-day leadership training workshop. Data collection included in-depth interviews, document analysis, post-training site visits, and text messages to ascertain whether this mobile technology intervention enhanced learning transfer. The findings demonstrated that learning transfer occurred in both countries in all six schools. Data indicated that most of the transfer of learning happened in areas not requiring mindset and behavioral changes. Data suggested that the facilities in which the trainings took place, the facilitators’ dispositions and knowledge, the adequacy of the materials as well as the testimonials and certificate of completions enhanced the transfer of learning. Participants also indicated some inhibitors to the transfer of learning, such as financial, cultural, and human behavior constraints. This study helps increase our understanding of what promotes and inhibits learning transfer in educational settings in Burkina Faso and Ghana and provides suggestions for trainers and
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Transfer and Multi-task Learning in QSAR Modeling: Advances and Challenges
Directory of Open Access Journals (Sweden)
Rodolfo S. Simões
2018-02-01
Full Text Available Medicinal chemistry projects involve some steps aiming to develop a new drug, such as the analysis of biological targets related to a given disease, the discovery and the development of drug candidates for these targets, performing parallel biological tests to validate the drug effectiveness and side effects. Approaches as quantitative study of activity-structure relationships (QSAR involve the construction of predictive models that relate a set of descriptors of a chemical compound series and its biological activities with respect to one or more targets in the human body. Datasets used to perform QSAR analyses are generally characterized by a small number of samples and this makes them more complex to build accurate predictive models. In this context, transfer and multi-task learning techniques are very suitable since they take information from other QSAR models to the same biological target, reducing efforts and costs for generating new chemical compounds. Therefore, this review will present the main features of transfer and multi-task learning studies, as well as some applications and its potentiality in drug design projects.
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Transferring an Outcome-Oriented Learning Architecture to an IT Learning Game
Schmitz, Birgit; Klemke, Roland; Totschnig, Michael; Czauderna, André; Specht, Marcus
2011-01-01
Schmitz, B., Klemke, R., Totschnig, M., Czauderna, A., & Specht, M. (2011, 23 September). Transferring an outcome-oriented learning architecture to an IT learning game. Presented at the 6th European conference on Technology enhanced learning: towards ubiquitous learning (EC-TEL 2011), Palermo,
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Transfer Climate and EAP Education: Students Perceptions of Challenges to Learning Transfer
James, Mark Andrew
2010-01-01
This study examined the applicability of the construct transfer climate in EAP education. In an EAP setting, transfer climate can be viewed as the support for learning transfer from an EAP course that students perceive in mainstream academic courses. The research question was as follows: What can a transfer climate perspective reveal about…
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Self-Help Training System for Nursing Students to Learn Patient Transfer Skills
Huang, Zhifeng; Nagata, Ayanori; Kanai-Pak, Masako; Maeda, Jukai; Kitajima, Yasuko; Nakamura, Mitsuhiro; Aida, Kyoko; Kuwahara, Noriaki; Ogata, Taiki; Ota, Jun
2014-01-01
This paper describes the construction and evaluation of a self-help skill training system for assisting student nurses in learning skills involving the transfer of patients from beds to wheelchairs. We have proposed a feedback method that is based on a checklist and video demonstrations. To help trainees efficiently check their performance and…
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Involvement in Learning Revisited: Lessons We Have Learned.
Astin, Alexander W.
1996-01-01
Discusses interconnections between the following two national reports: (1) Involvement in Learning; and (2) The Student Learning Imperative. Reviews recent research on student development in order to demonstrate how student affairs professionals can use this information to enhance learning. (SNR)
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Organizational Learning Culture, Transfer Climate and Perceived Innovation in Jordan
Bates, Reid; Khasawneh, Samer
2004-01-01
This paper examined the relationship between organizational learning culture, learning transfer climate, and organizational innovation. The objective was to test the ability of learning organization culture to account for variance in learning transfer climate and subsequent organizational innovation, and to examine the role of learning transfer…
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Leptien, Jennifer R.
2015-01-01
This chapter addresses strengths and difficulties encountered in implementing transfer learning community models and how efficacy is supported through transfer learning community programming. Transfer programming best practices and recommendations for program improvements are presented.
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Negative Transfer of L1 on English Grammar Learning in SLA
Institute of Scientific and Technical Information of China (English)
马秀琳
2015-01-01
At present,many scholars pay more attention to the positive transfer of native language on the English learning,while ignoring the negative transfer of L1 on English grammar learning.Therefore native transfer of L1 often appears on English grammar learning.This paper aims to point out that the negative transfer of L1 has a profound and vast influence on the English grammar learning,to find out the countermeasures to reduce the influence of negative transfer of L1 and finally to bring the benefits to the following relative studies.
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Lefumat, Hannah Z; Vercher, Jean-Louis; Miall, R Chris; Cole, Jonathan; Buloup, Frank; Bringoux, Lionel; Bourdin, Christophe; Sarlegna, Fabrice R
2015-11-01
Humans can remarkably adapt their motor behavior to novel environmental conditions, yet it remains unclear which factors enable us to transfer what we have learned with one limb to the other. Here we tested the hypothesis that interlimb transfer of sensorimotor adaptation is determined by environmental conditions but also by individual characteristics. We specifically examined the adaptation of unconstrained reaching movements to a novel Coriolis, velocity-dependent force field. Right-handed subjects sat at the center of a rotating platform and performed forward reaching movements with the upper limb toward flashed visual targets in prerotation, per-rotation (i.e., adaptation), and postrotation tests. Here only the dominant arm was used during adaptation and interlimb transfer was assessed by comparing performance of the nondominant arm before and after dominant-arm adaptation. Vision and no-vision conditions did not significantly influence interlimb transfer of trajectory adaptation, which on average was significant but limited. We uncovered a substantial heterogeneity of interlimb transfer across subjects and found that interlimb transfer can be qualitatively and quantitatively predicted for each healthy young individual. A classifier showed that in our study, interlimb transfer could be predicted based on the subject's task performance, most notably motor variability during learning, and his or her laterality quotient. Positive correlations suggested that variability of motor performance and lateralization of arm movement control facilitate interlimb transfer. We further show that these individual characteristics can predict the presence and the magnitude of interlimb transfer of left-handers. Overall, this study suggests that individual characteristics shape the way the nervous system can generalize motor learning. Copyright © 2015 the American Physiological Society.
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Transfer learning improves supervised image segmentation across imaging protocols.
van Opbroek, Annegreet; Ikram, M Arfan; Vernooij, Meike W; de Bruijne, Marleen
2015-05-01
The variation between images obtained with different scanners or different imaging protocols presents a major challenge in automatic segmentation of biomedical images. This variation especially hampers the application of otherwise successful supervised-learning techniques which, in order to perform well, often require a large amount of labeled training data that is exactly representative of the target data. We therefore propose to use transfer learning for image segmentation. Transfer-learning techniques can cope with differences in distributions between training and target data, and therefore may improve performance over supervised learning for segmentation across scanners and scan protocols. We present four transfer classifiers that can train a classification scheme with only a small amount of representative training data, in addition to a larger amount of other training data with slightly different characteristics. The performance of the four transfer classifiers was compared to that of standard supervised classification on two magnetic resonance imaging brain-segmentation tasks with multi-site data: white matter, gray matter, and cerebrospinal fluid segmentation; and white-matter-/MS-lesion segmentation. The experiments showed that when there is only a small amount of representative training data available, transfer learning can greatly outperform common supervised-learning approaches, minimizing classification errors by up to 60%.
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Individual learning effects on knowledge transfer in international joint ventures
DEFF Research Database (Denmark)
Dao, Li Thuy; Napier, Nancy
2016-01-01
This paper examines micro (individual-level) aspects of knowledge transfer and learning in international joint ventures in an emerging economy context. Learning by expatriate and local managers appears far more complex, mutually dependent, and significant to the knowledge transfer process than...... suggested in existing literature. Building upon conceptualizations of individual learning and cognitive – behavioural effects in an organisational context while drawing evidence from two cases of Danish – Vietnamese joint ventures, we propose a model of individual-level knowledge transfer and learning...
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Directory of Open Access Journals (Sweden)
Sue Newell
2006-11-01
Full Text Available Knowledge is considered to be a key organizational resource in the 21st century and the knowledge management ‘movement’ has alerted organizations to the fact that they should more strategically exploit their knowledge assets. Companies are thus lured by the suggestion that they can gain competitive advantage by the more astute management of their knowledge base and in particular, by the transfer of knowledge across individuals, groups and organizational units, using IT to accomplish this. In this paper, we reflect on this common view of knowledge transfer. More specifically, we question an implication of this view - essentially the possibility of short-circuiting the learning cycle, so that individuals do not have to rely on their personal or shared experiences to identify better practices, but can learn from the codified lessons of others in IT systems. More importantly, we consider the characteristics of knowledge – that knowledge is distributed, ambiguous and disruptive – that makes its transfer highly problematic. Drawing on case research, we relate this to the learning cycle (Kolb 1984 and thereby identify barriers to knowledge transfer. We conclude by considering ways of overcoming these barriers by emphasizing the importance of social systems alongside technical systems.
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Harrell, Leigh S.
) Teachers should be friendly, non-intimidating, enthusiastic, knowledgeable, and organized to encourage successful transfer of learning. (2) Teachers should use different methods to teach ideas, get their students involved, and test over the content taught to facilitate the transfer of learning.
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DEFF Research Database (Denmark)
Noesgaard, Signe Schack
2014-01-01
for school teachers. The PhD-project is inspired by design-based research and the research into learning transfer. It aims to evaluate if, how, and why an online facilitated, collaborative learning solution can improve the teaching practices of science teachers in Danish elementary schools. Based...... on the ethnographic study, this paper attempts to answer the following questions: what characterizes the work environment at the schools, specifically in regards to collegial support, organizational support, and manager support? How does the empirical research relate to the learning transfer literature? Do...... these characteristics give rise to reconsiderations of applying learning transfer research when designing for competence development?...
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Classroom Strategies That Facilitate Transfer of Learning to the Workplace.
Gardner, Brenda S.; Korth, Sharon J.
1997-01-01
Describes a master's program in human resource development that uses experiential learning, transfer of learning, and team learning theories to maximize students' transfer of their formal training to the workplace. Activities include individual and group analysis papers and a team project. Students have found the group and experiential practice…
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Bladder cancer treatment response assessment using deep learning in CT with transfer learning
Cha, Kenny H.; Hadjiiski, Lubomir M.; Chan, Heang-Ping; Samala, Ravi K.; Cohan, Richard H.; Caoili, Elaine M.; Paramagul, Chintana; Alva, Ajjai; Weizer, Alon Z.
2017-03-01
We are developing a CAD system for bladder cancer treatment response assessment in CT. We compared the performance of the deep-learning convolution neural network (DL-CNN) using different network sizes, and with and without transfer learning using natural scene images or regions of interest (ROIs) inside and outside the bladder. The DL-CNN was trained to identify responders (T0 disease) and non-responders to chemotherapy. ROIs were extracted from segmented lesions in pre- and post-treatment scans of a patient and paired to generate hybrid pre-post-treatment paired ROIs. The 87 lesions from 82 patients generated 104 temporal lesion pairs and 6,700 pre-post-treatment paired ROIs. Two-fold cross-validation and receiver operating characteristic analysis were performed and the area under the curve (AUC) was calculated for the DL-CNN estimates. The AUCs for prediction of T0 disease after treatment were 0.77+/-0.08 and 0.75+/-0.08, respectively, for the two partitions using DL-CNN without transfer learning and a small network, and were 0.74+/-0.07 and 0.74+/-0.08 with a large network. The AUCs were 0.73+/-0.08 and 0.62+/-0.08 with transfer learning using a small network pre-trained with bladder ROIs. The AUC values were 0.77+/-0.08 and 0.73+/-0.07 using the large network pre-trained with the same bladder ROIs. With transfer learning using the large network pretrained with the Canadian Institute for Advanced Research (CIFAR-10) data set, the AUCs were 0.72+/-0.06 and 0.64+/-0.09, respectively, for the two partitions. None of the differences in the methods reached statistical significance. Our study demonstrated the feasibility of using DL-CNN for the estimation of treatment response in CT. Transfer learning did not improve the treatment response estimation. The DL-CNN performed better when transfer learning with bladder images was used instead of natural scene images.
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Computer-based learning in neuroanatomy: A longitudinal study of learning, transfer, and retention
Chariker, Julia H.
A longitudinal experiment was conducted to explore computer-based learning of neuroanatomy. Using a realistic 3D graphical model of neuroanatomy, and sections derived from the model, exploratory graphical tools were integrated into interactive computer programs so as to allow adaptive exploration. 72 participants learned either sectional anatomy alone or learned whole anatomy followed by sectional anatomy. Sectional anatomy was explored either in perceptually continuous animation or discretely, as in the use of an anatomical atlas. Learning was measured longitudinally to a high performance criterion. After learning, transfer to biomedical images and long-term retention was tested. Learning whole anatomy prior to learning sectional anatomy led to a more efficient learning experience. Learners demonstrated high levels of transfer from whole anatomy to sectional anatomy and from sectional anatomy to complex biomedical images. All learning groups demonstrated high levels of retention at 2--3 weeks.
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Action Learning: How Learning Transfers from Entrepreneurs to Small Firms
Jones, Karen; Sambrook, Sally A.; Pittaway, Luke; Henley, Andrew; Norbury, Heather
2014-01-01
This paper presents research with small- and medium-sized enterprise (SME) owners who have participated in a leadership development programme. The primary focus of this paper is on learning transfer and factors affecting it, arguing that entrepreneurs must engage in "action" in order to "learn" and that under certain conditions…
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The role of emotion in the learning and transfer of clinical skills and knowledge.
McConnell, Meghan M; Eva, Kevin W
2012-10-01
Medical school and residency are emotional experiences for trainees. Most research examining emotion in medicine has focused on negative moods associated with physician burnout and poor quality of life. However, positive emotional states also may have important influences on student learning and performance. The authors present a review of the literature on the influence of emotion on cognition, specifically how individuals learn complex skills and knowledge and how they transfer that information to new scenarios. From September 2011 to February 2012, the authors searched Medline, PsycInfo, GoogleScholar, ERIC, and Web of Science, as well as the reference lists of relevant articles, for research on the interaction between emotion, learning, and knowledge transfer. They extracted representative themes and noted particularly relevant empirical findings. The authors found articles that show that emotion influences various cognitive processes that are involved in the acquisition and transfer of knowledge and skills. More specifically, emotion influences how individuals identify and perceive information, how they interpret it, and how they act on the information available in learning and practice situations. There are many ways in which emotions may influence medical education. Researchers must further explore the implications of these findings to ensure that learning is not treated simply as a rational, mechanistic process but that trainees are effectively prepared to perform under a wide range of emotional conditions.
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Selective transfer of visual working memory training on Chinese character learning.
Opitz, Bertram; Schneiders, Julia A; Krick, Christoph M; Mecklinger, Axel
2014-01-01
Previous research has shown a systematic relationship between phonological working memory capacity and second language proficiency for alphabetic languages. However, little is known about the impact of working memory processes on second language learning in a non-alphabetic language such as Mandarin Chinese. Due to the greater complexity of the Chinese writing system we expect that visual working memory rather than phonological working memory exerts a unique influence on learning Chinese characters. This issue was explored in the present experiment by comparing visual working memory training with an active (auditory working memory training) control condition and a passive, no training control condition. Training induced modulations in language-related brain networks were additionally examined using functional magnetic resonance imaging in a pretest-training-posttest design. As revealed by pre- to posttest comparisons and analyses of individual differences in working memory training gains, visual working memory training led to positive transfer effects on visual Chinese vocabulary learning compared to both control conditions. In addition, we found sustained activation after visual working memory training in the (predominantly visual) left infero-temporal cortex that was associated with behavioral transfer. In the control conditions, activation either increased (active control condition) or decreased (passive control condition) without reliable behavioral transfer effects. This suggests that visual working memory training leads to more efficient processing and more refined responses in brain regions involved in visual processing. Furthermore, visual working memory training boosted additional activation in the precuneus, presumably reflecting mental image generation of the learned characters. We, therefore, suggest that the conjoint activity of the mid-fusiform gyrus and the precuneus after visual working memory training reflects an interaction of working memory and
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"Involvement in Learning" Revisited: Lessons We Have Learned.
Astin, Alexander W.
1999-01-01
Originally published in March/April 1996, reviews the interconnections between two national reports, "Involvement in Learning," and the "Student Learning Imperative." Focuses on the issue of shared values and demonstrates how student affairs professionals can utilize the most recent research to realize the full potential of the…
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On knowledge transfer management as a learning process for ad hoc teams
Iliescu, D.
2017-08-01
Knowledge management represents an emerging domain becoming more and more important. Concepts like knowledge codification and personalisation, knowledge life-cycle, social and technological dimensions, knowledge transfer and learning management are integral parts. Focus goes here in the process of knowledge transfer for the case of ad hoc teams. The social dimension of knowledge transfer plays an important role. No single individual actors involved in the process, but a collective one, representing the organisation. It is critically important for knowledge to be managed from the life-cycle point of view. A complex communication network needs to be in place to supports the process of knowledge transfer. Two particular concepts, the bridge tie and transactive memory, would eventually enhance the communication. The paper focuses on an informational communication platform supporting the collaborative work on knowledge transfer. The platform facilitates the creation of a topic language to be used in knowledge modelling, storage and reuse, by the ad hoc teams.
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Improving accuracy and power with transfer learning using a meta-analytic database.
Schwartz, Yannick; Varoquaux, Gaël; Pallier, Christophe; Pinel, Philippe; Poline, Jean-Baptiste; Thirion, Bertrand
2012-01-01
Typical cohorts in brain imaging studies are not large enough for systematic testing of all the information contained in the images. To build testable working hypotheses, investigators thus rely on analysis of previous work, sometimes formalized in a so-called meta-analysis. In brain imaging, this approach underlies the specification of regions of interest (ROIs) that are usually selected on the basis of the coordinates of previously detected effects. In this paper, we propose to use a database of images, rather than coordinates, and frame the problem as transfer learning: learning a discriminant model on a reference task to apply it to a different but related new task. To facilitate statistical analysis of small cohorts, we use a sparse discriminant model that selects predictive voxels on the reference task and thus provides a principled procedure to define ROIs. The benefits of our approach are twofold. First it uses the reference database for prediction, i.e., to provide potential biomarkers in a clinical setting. Second it increases statistical power on the new task. We demonstrate on a set of 18 pairs of functional MRI experimental conditions that our approach gives good prediction. In addition, on a specific transfer situation involving different scanners at different locations, we show that voxel selection based on transfer learning leads to higher detection power on small cohorts.
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Mobile Learning Via SMS Among Distance Learners: Does Learning Transfer Occur?
Directory of Open Access Journals (Sweden)
Aznarahayu Ramli
2010-07-01
Full Text Available The purpose of this study is to determine whether learners are willing to transfer learning in this mobile learning environment via SMS. The reason for this is to measure the effectiveness of the new method used in learning and education especially in distance education field. For this reason, students’ responses are gathered which looked at three factors namely learner characteristic, learning design and learning environment. The data are gathered through a survey research design with questionnaires using five-point likert scale. The questionnaires was administered for 105 distance education students from four courses including Bachelor of Science, Bachelor of Arts, Bachelor of Social Science and Bachelor of Management. The Rasch Model Analysis was used to measure these dimensions. Rasch Model is a one-parameter logistic model within item response theory (IRT whereby the amount of a given latent trait in a person and the amount of that same latent trait reflected in various items can be estimated independently yet still compared explicitly to one another. The result of the study showed that learning transfer occurred and being influenced most by learner’s characteristics especially in term of their motivation as well as their perceive utility/value of the SMS learning to their job and academic performances.
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Transfer learning improves supervised image segmentation across imaging protocols
DEFF Research Database (Denmark)
van Opbroek, Annegreet; Ikram, M. Arfan; Vernooij, Meike W.
2015-01-01
with slightly different characteristics. The performance of the four transfer classifiers was compared to that of standard supervised classification on two MRI brain-segmentation tasks with multi-site data: white matter, gray matter, and CSF segmentation; and white-matter- /MS-lesion segmentation......The variation between images obtained with different scanners or different imaging protocols presents a major challenge in automatic segmentation of biomedical images. This variation especially hampers the application of otherwise successful supervised-learning techniques which, in order to perform...... well, often require a large amount of labeled training data that is exactly representative of the target data. We therefore propose to use transfer learning for image segmentation. Transfer-learning techniques can cope with differences in distributions between training and target data, and therefore...
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Learning Transferable Features with Deep Adaptation Networks
Long, Mingsheng; Cao, Yue; Wang, Jianmin; Jordan, Michael I.
2015-01-01
Recent studies reveal that a deep neural network can learn transferable features which generalize well to novel tasks for domain adaptation. However, as deep features eventually transition from general to specific along the network, the feature transferability drops significantly in higher layers with increasing domain discrepancy. Hence, it is important to formally reduce the dataset bias and enhance the transferability in task-specific layers. In this paper, we propose a new Deep Adaptation...
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Back-dropout Transfer Learning for Action Recognition
DEFF Research Database (Denmark)
Ren, Huamin; Kanhabua, Nattiya; Møgelmose, Andreas
2018-01-01
transfer learning being a promising approach, it is still an open question how to adapt the model learned from the source dataset to the target dataset. One big challenge is to prevent the impact of category bias on classification performance. Dataset bias exists when two images from the same category...
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Discriminative Transfer Learning for General Image Restoration
Xiao, Lei; Heide, Felix; Heidrich, Wolfgang; Schö lkopf, Bernhard; Hirsch, Michael
2018-01-01
Recently, several discriminative learning approaches have been proposed for effective image restoration, achieving convincing trade-off between image quality and computational efficiency. However, these methods require separate training for each restoration task (e.g., denoising, deblurring, demosaicing) and problem condition (e.g., noise level of input images). This makes it time-consuming and difficult to encompass all tasks and conditions during training. In this paper, we propose a discriminative transfer learning method that incorporates formal proximal optimization and discriminative learning for general image restoration. The method requires a single-pass discriminative training and allows for reuse across various problems and conditions while achieving an efficiency comparable to previous discriminative approaches. Furthermore, after being trained, our model can be easily transferred to new likelihood terms to solve untrained tasks, or be combined with existing priors to further improve image restoration quality.
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Discriminative Transfer Learning for General Image Restoration
Xiao, Lei
2018-04-30
Recently, several discriminative learning approaches have been proposed for effective image restoration, achieving convincing trade-off between image quality and computational efficiency. However, these methods require separate training for each restoration task (e.g., denoising, deblurring, demosaicing) and problem condition (e.g., noise level of input images). This makes it time-consuming and difficult to encompass all tasks and conditions during training. In this paper, we propose a discriminative transfer learning method that incorporates formal proximal optimization and discriminative learning for general image restoration. The method requires a single-pass discriminative training and allows for reuse across various problems and conditions while achieving an efficiency comparable to previous discriminative approaches. Furthermore, after being trained, our model can be easily transferred to new likelihood terms to solve untrained tasks, or be combined with existing priors to further improve image restoration quality.
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Looi, Chung Yen; Duta, Mihaela; Brem, Anna-Katharine; Huber, Stefan; Nuerk, Hans-Christoph; Cohen Kadosh, Roi
2016-02-23
Cognitive training offers the potential for individualised learning, prevention of cognitive decline, and rehabilitation. However, key research challenges include ecological validity (training design), transfer of learning and long-term effects. Given that cognitive training and neuromodulation affect neuroplasticity, their combination could promote greater, synergistic effects. We investigated whether combining transcranial direct current stimulation (tDCS) with cognitive training could further enhance cognitive performance compared to training alone, and promote transfer within a short period of time. Healthy adults received real or sham tDCS over their dorsolateral prefrontal cortices during two 30-minute mathematics training sessions involving body movements. To examine the role of training, an active control group received tDCS during a non-mathematical task. Those who received real tDCS performed significantly better in the game than the sham group, and showed transfer effects to working memory, a related but non-numerical cognitive domain. This transfer effect was absent in active and sham control groups. Furthermore, training gains were more pronounced amongst those with lower baseline cognitive abilities, suggesting the potential for reducing cognitive inequalities. All effects associated with real tDCS remained 2 months post-training. Our study demonstrates the potential benefit of this approach for long-term enhancement of human learning and cognition.
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Directory of Open Access Journals (Sweden)
Pablo Olivos
2016-01-01
Full Text Available Although there is ample research about Kolb's learning styles, few studies have examined their relationship with motivations to transfer, a concept used to assess whether the content and competencies learned through professional training activities are transferred to the workplace context. Ninety-six students (M = 24.58 years old; 99% males from three vocational training institutes participated in laboratory activities at the Renewable Energy Research Institute of the University of Castilla-La Mancha, Spain. They completed a self-administered questionnaire that included the Kolb's Learning Styles Inventory; two scales adapted to measure student motivation to transfer their learning from training experiences; and a scale of satisfaction with the activities. A correlation analysis showed positive and moderately strong correlations (r = .708; p < .01 between motivations to transfer and “the relevance of the activities to academic performance”. A discriminant analysis between transfer and learning styles revealed that the “Student training motivation” item resulted in a distinct difference between assimilators and convergers, explaining 97.1% of the model variance (Wilks’ λ = .459; χ2 = 21.028; Sig. = .002 and classifying 56.4% of the cases. A discussion is presented as to the implications of these results for the theory of learning styles and the ways in which the design of the educational activities described in the study can be improved.
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Deep Learning- and Transfer Learning-Based Super Resolution Reconstruction from Single Medical Image
Directory of Open Access Journals (Sweden)
YiNan Zhang
2017-01-01
Full Text Available Medical images play an important role in medical diagnosis and research. In this paper, a transfer learning- and deep learning-based super resolution reconstruction method is introduced. The proposed method contains one bicubic interpolation template layer and two convolutional layers. The bicubic interpolation template layer is prefixed by mathematics deduction, and two convolutional layers learn from training samples. For saving training medical images, a SIFT feature-based transfer learning method is proposed. Not only can medical images be used to train the proposed method, but also other types of images can be added into training dataset selectively. In empirical experiments, results of eight distinctive medical images show improvement of image quality and time reduction. Further, the proposed method also produces slightly sharper edges than other deep learning approaches in less time and it is projected that the hybrid architecture of prefixed template layer and unfixed hidden layers has potentials in other applications.
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Directory of Open Access Journals (Sweden)
Carey Mather
2017-05-01
Full Text Available Limited adoption of mobile technology for informal learning and continuing professional development within Australian healthcare environments has been explained primarily as an issue of insufficient digital and ehealth literacy of healthcare professionals. This study explores nurse supervisors’ use of mobile technology for informal learning and continuing professional development both for their own professional practice, and in their role in modelling digital knowledge transfer, by facilitating the learning and teaching of nursing students in the workplace. A convenience sample of 27 nurse supervisors involved with guiding and supporting undergraduate nurses participated in one of six focus groups held in two states of Australia. Expanding knowledge emerged as the key theme of importance to this group of clinicians. Although nurse supervisors regularly browsed Internet sources for learning and teaching purposes, a mixed understanding of the mobile learning activities that could be included as informal learning or part of formal continuing professional development was detected. Participants need educational preparation and access to mobile learning opportunities to improve and maintain their digital and ehealth literacy to appropriately model digital professionalism with students. Implementation of mobile learning at point of care to enable digital knowledge transfer, augment informal learning for students and patients, and support continuing professional development opportunities is necessary. Embedding digital and ehealth literacy within nursing curricula will promote mobile learning as a legitimate nursing function and advance nursing practice.
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Spatial parameters at the basis of social transfer of learning.
Lugli, Luisa; Iani, Cristina; Milanese, Nadia; Sebanz, Natalie; Rubichi, Sandro
2015-06-01
Recent research indicates that practicing on a joint spatial compatibility task with an incompatible stimulus-response mapping affects subsequent joint Simon task performance, eliminating the social Simon effect. It has been well established that in individual contexts, for transfer of learning to occur, participants need to practice an incompatible association between stimulus and response positions. The mechanisms underlying transfer of learning in joint task performance are, however, less well understood. The present study was aimed at assessing the relative contribution of 3 different spatial relations characterizing the joint practice context: stimulus-response, stimulus-participant, and participant-response relations. In 3 experiments, the authors manipulated the stimulus-response, stimulus-participant, and response-participant associations. We found that learning from the practice task did not transfer to the subsequent task when during practice stimulus-response associations were spatially incompatible and stimulus-participant associations were compatible (Experiment 1). However, a transfer of learning was evident when stimulus-participant associations were spatially incompatible. This occurred both when response-participant associations were incompatible (Experiment 2) and when they were compatible (Experiment 3). These results seem to support an agent corepresentation account of correspondence effects emerging in joint settings since they suggest that, in social contexts, critical to obtain transfer-of-learning effects is the spatial relation between stimulus and participant positions while the spatial relation between stimulus and response positions is irrelevant. (c) 2015 APA, all rights reserved).
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High fidelity simulation effectiveness in nursing students' transfer of learning.
Kirkman, Tera R
2013-07-13
Members of nursing faculty are utilizing interactive teaching tools to improve nursing student's clinical judgment; one method that has been found to be potentially effective is high fidelity simulation (HFS). The purpose of this time series design study was to determine whether undergraduate nursing students were able to transfer knowledge and skills learned from classroom lecture and a HFS clinical to the traditional clinical setting. Students (n=42) were observed and rated on their ability to perform a respiratory assessment. The observations and ratings took place at the bedside, prior to a respiratory lecture, following the respiratory lecture, and following simulation clinical. The findings indicated that there was a significant difference (p=0.000) in transfer of learning demonstrated over time. Transfer of learning was demonstrated and the use of HFS was found to be an effective learning and teaching method. Implications of results are discussed.
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Reciprocal Trust Mediates Deep Transfer of Learning between Games of Strategic Interaction
Juvina, Ion; Saleem, Muniba; Martin, Jolie M.; Gonzalez, Cleotilde; Lebiere, Christian
2013-01-01
We studied transfer of learning across two games of strategic interaction. We found that the interpersonal relation between two players during and across two games influence development of reciprocal trust and transfer of learning from one game to another. We show that two types of similarities between the games affect transfer: (1) deep…
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Successful Transfer of a Motor Learning Strategy to a Novel Sport.
Kearney, Philip E; Judge, Phil
2017-10-01
This study investigated whether secondary school students who were taught a motor learning strategy could transfer their knowledge of the strategy to learning a novel task. Twenty adolescents were randomly allocated to a strategy or control group. The strategy group was taught Singer's five-step learning strategy, while the control group received information on the evolution and biomechanics of the basketball free throw. Both groups received three 1-hour practice sessions on a modified basketball shooting task. After one month, participants were introduced to the transfer task, golf putting. Performance accuracy was recorded for all tasks, and participants completed questionnaires regarding strategy use during practice. Participants taught the five-step learning strategy successfully recalled and applied it after a 1-month interval, and they demonstrated superior performance on both acquisition and transfer tasks, relative to the control group. Physical education teachers and coaches should consider using this learning strategy to enhance the learning of closed motor skills.
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Case-Based Reasoning in Transfer Learning
2009-01-01
study of transfer in psychology and education (e.g., Thorndike & Woodworth, 1901; Perkins & Salomon, 1994; Bransford et al., 2000), among other...Sutton, R., & Barto, A. (1998). Reinforcement learning: An introduction. Cambridge, MA: MIT Press. Thorndike , E.L., & Woodworth, R.S. (1901). The
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Gene ontology based transfer learning for protein subcellular localization
Directory of Open Access Journals (Sweden)
Zhou Shuigeng
2011-02-01
Full Text Available Abstract Background Prediction of protein subcellular localization generally involves many complex factors, and using only one or two aspects of data information may not tell the true story. For this reason, some recent predictive models are deliberately designed to integrate multiple heterogeneous data sources for exploiting multi-aspect protein feature information. Gene ontology, hereinafter referred to as GO, uses a controlled vocabulary to depict biological molecules or gene products in terms of biological process, molecular function and cellular component. With the rapid expansion of annotated protein sequences, gene ontology has become a general protein feature that can be used to construct predictive models in computational biology. Existing models generally either concatenated the GO terms into a flat binary vector or applied majority-vote based ensemble learning for protein subcellular localization, both of which can not estimate the individual discriminative abilities of the three aspects of gene ontology. Results In this paper, we propose a Gene Ontology Based Transfer Learning Model (GO-TLM for large-scale protein subcellular localization. The model transfers the signature-based homologous GO terms to the target proteins, and further constructs a reliable learning system to reduce the adverse affect of the potential false GO terms that are resulted from evolutionary divergence. We derive three GO kernels from the three aspects of gene ontology to measure the GO similarity of two proteins, and derive two other spectrum kernels to measure the similarity of two protein sequences. We use simple non-parametric cross validation to explicitly weigh the discriminative abilities of the five kernels, such that the time & space computational complexities are greatly reduced when compared to the complicated semi-definite programming and semi-indefinite linear programming. The five kernels are then linearly merged into one single kernel for
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From learning science to teaching science: What transfers?
Harlow, Danielle Boyd
As educational researchers and teacher educators, we have the responsibility to help teachers gain the skills and knowledge necessary to provide meaningful learning activities for their students. For elementary school science, this means helping teachers create situations in which children can participate in the practices associated with scientific inquiry. Through the framework of transfer I investigated how a professional development course based on an inquiry-based physics curriculum influenced five elementary teachers teaching practices and identified the factors that led to or hindered this transfer. In this study, evidence of transfer consisted of episodes where the teachers used the ideas learned in the physics course to solve new problems such as transforming activities to be appropriate for their students and responding to unexpected students' ideas. The findings of this study highlight the many different ways that teachers use what they learn in content courses to teach science to elementary children. While some teachers transferred pedagogical practices along with the content, others transformed the content to be useful in already existing pedagogical frameworks, and still others show little or no evidence of transfer. What the teachers transferred depended upon their existing teaching context as well as their prior ideas about teaching science and physics content. Specifically, the findings of this study suggest that the teachers transferred only what they sought from the course. One implication of this study is that the sort of science training we provide teachers can affect far more than just the teachers' conceptual understanding of science and performance on written conceptual exams. Science courses have the potential to impact the sort of science education that K-5 children receive in elementary classrooms in terms of the topics taught but the way that science is represented. An additional implication is that teaching science to teachers in ways
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Conversation and Silence: Transfer of Learning through the Arts
Catterall, James S.
2005-01-01
This article explores transfer of learning in the arts to non-arts learning. The analysis is presented in the context of theories of knowledge acquisition more generally. Behavioral and neuro-function processes are discussed.
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Promoting learning transfer in post registration education: a collaborative approach.
Finn, Frances L; Fensom, Sue A; Chesser-Smyth, Patricia
2010-01-01
Pre-registration nurse education in Ireland became a four year undergraduate honors degree programme in 2002 (Government of Ireland, 2000. The Nursing Education Forum Report. Dublin, Dublin Stationary Office.). Consequently, the Irish Government invested significant resources in post registration nursing education in order to align certificate and diploma trained nurses with the qualification levels of new graduates. However, a general concern amongst academic and clinical staff in the South East of Ireland was that there was limited impact of this initiative on practice. These concerns were addressed through a collaborative approach to the development and implementation of a new part-time post registration degree that incorporated an enquiry and practice based learning philosophy. The principles of learning transfer (Ford, K., 1994. Defining transfer of learning the meaning is in the answers. Adult Learning 5 (4), p. 2214.) underpinned the curriculum development and implementation process with the goal of reducing the theory practice gap. This paper reports on all four stages of the curriculum development process: exploration, design, implementation and evaluation (Quinn, F.M., 2002. Principles and Practices of Nurse Education, fourth ed. Nelson Thornes, Cheltenham), and the subsequent impact of learning transfer on practice development. Eclectic approaches of quantitative and qualitative data collection techniques were utilised in the evaluation. The evaluation of this project to date supports our view that this practice based enquiry curriculum promotes the transfer of learning in the application of knowledge to practice, impacting both student and service development.
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Learning, Motivation, and Transfer: Successful Teacher Professional Development
McDonald, Lex
2012-01-01
In this article, I am concerned with three key issues of teacher professional development--teacher learning, motivation, and transfer of learning. Each issue has received minimal attention in teacher professional development literature. The three issues are discussed, and a model of an integrative professional development approach is outlined,…
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Examining the Role of Manipulatives and Metacognition on Engagement, Learning, and Transfer
Belenky, Daniel M.; Nokes, Timothy J.
2009-01-01
How does the type of learning material impact what is learned? The current research investigates the nature of students’ learning of math concepts when using manipulatives (Uttal, Scudder, & DeLoache, 1997). We examined how the type of manipulative (concrete, abstract, none) and problem-solving prompt (metacognitive or problem-focused) affect student learning, engagement, and knowledge transfer. Students who were given concrete manipulatives with metacognitive prompts showed better transfer o...
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Deep transfer learning for automatic target classification: MWIR to LWIR
Ding, Zhengming; Nasrabadi, Nasser; Fu, Yun
2016-05-01
Publisher's Note: This paper, originally published on 5/12/2016, was replaced with a corrected/revised version on 5/18/2016. If you downloaded the original PDF but are unable to access the revision, please contact SPIE Digital Library Customer Service for assistance. When dealing with sparse or no labeled data in the target domain, transfer learning shows its appealing performance by borrowing the supervised knowledge from external domains. Recently deep structure learning has been exploited in transfer learning due to its attractive power in extracting effective knowledge through multi-layer strategy, so that deep transfer learning is promising to address the cross-domain mismatch. In general, cross-domain disparity can be resulted from the difference between source and target distributions or different modalities, e.g., Midwave IR (MWIR) and Longwave IR (LWIR). In this paper, we propose a Weighted Deep Transfer Learning framework for automatic target classification through a task-driven fashion. Specifically, deep features and classifier parameters are obtained simultaneously for optimal classification performance. In this way, the proposed deep structures can extract more effective features with the guidance of the classifier performance; on the other hand, the classifier performance is further improved since it is optimized on more discriminative features. Furthermore, we build a weighted scheme to couple source and target output by assigning pseudo labels to target data, therefore we can transfer knowledge from source (i.e., MWIR) to target (i.e., LWIR). Experimental results on real databases demonstrate the superiority of the proposed algorithm by comparing with others.
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Student Involvement in Learning and School Achievement.
Anderson, Lorin W.
The purpose of the study was to investigate the relationship between selected student characteristics, student involvement in learning, and achievement. Both naturalistic (n = 28, 27) and experimental studies were conducted. In the experimental study, two classes (n = 29, 26) learned a sequence of matrix arithmetic by mastery learning strategies.…
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Visual Perceptual Learning and its Specificity and Transfer: A New Perspective
Directory of Open Access Journals (Sweden)
Cong Yu
2011-05-01
Full Text Available Visual perceptual learning is known to be location and orientation specific, and is thus assumed to reflect the neuronal plasticity in the early visual cortex. However, in recent studies we created “Double training” and “TPE” procedures to demonstrate that these “fundamental” specificities of perceptual learning are in some sense artifacts and that learning can completely transfer to a new location or orientation. We proposed a rule-based learning theory to reinterpret perceptual learning and its specificity and transfer: A high-level decision unit learns the rules of performing a visual task through training. However, the learned rules cannot be applied to a new location or orientation automatically because the decision unit cannot functionally connect to new visual inputs with sufficient strength because these inputs are unattended or even suppressed during training. It is double training and TPE training that reactivate these new inputs, so that the functional connections can be strengthened to enable rule application and learning transfer. Currently we are investigating the properties of perceptual learning free from the bogus specificities, and the results provide some preliminary but very interesting insights into how training reshapes the functional connections between the high-level decision units and sensory inputs in the brain.
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Lifelong Transfer Learning for Heterogeneous Teams of Agents in Sequential Decision Processes
2016-06-01
computational complexity and exhibits sublinear regret , thus providing strong theoretical guarantees [Bou Ammar et al., 2015b] (see Appendix C for details...transferred knowledge, providing a potential mechanism for predicting the effectiveness of transfer learning (and thereby avoiding negative transfer). One...learning from demonstration. We theoretically and empirically analyze the performance of the proposed method and derive, for the first time, regret
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Involvement of Students in E-Learning
Al Ya, Marwa; Aziz, Sheikha A.; Mohyuddin, Muhammad Raheel; Al Balushi, Nabila
2017-01-01
The involvement of E-learning activities for students in the classroom play an important role in the teaching and learning process. In this paper, the authors describe how we collected information from 3-different Colleges/Universities in Oman forming an online study with regard to the use of internet, e-library, online book access, and…
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2014-05-01
Immersive Virtual Learning Environments (IVLEs) are extensively used in training, but few rigorous scientific investigations regarding the : transfer of learning have been conducted. Measurement of learning transfer through evaluative methods is key ...
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Transfer learning for bimodal biometrics recognition
Dan, Zhiping; Sun, Shuifa; Chen, Yanfei; Gan, Haitao
2013-10-01
Biometrics recognition aims to identify and predict new personal identities based on their existing knowledge. As the use of multiple biometric traits of the individual may enables more information to be used for recognition, it has been proved that multi-biometrics can produce higher accuracy than single biometrics. However, a common problem with traditional machine learning is that the training and test data should be in the same feature space, and have the same underlying distribution. If the distributions and features are different between training and future data, the model performance often drops. In this paper, we propose a transfer learning method for face recognition on bimodal biometrics. The training and test samples of bimodal biometric images are composed of the visible light face images and the infrared face images. Our algorithm transfers the knowledge across feature spaces, relaxing the assumption of same feature space as well as same underlying distribution by automatically learning a mapping between two different but somewhat similar face images. According to the experiments in the face images, the results show that the accuracy of face recognition has been greatly improved by the proposed method compared with the other previous methods. It demonstrates the effectiveness and robustness of our method.
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Peters, Sanne; Clarebout, Geraldine; van Nuland, Marc; Aertgeerts, Bert; Roex, Ann
2018-01-01
Phenomenon: Transfer of learning between classroom and workplace appears to be difficult. Various conceptions about learning in either the classroom or the workplace exist among stakeholders, yet little is known about their conceptions of the transfer of learning between both settings. This study explored stakeholders' conceptions about transfer of learning between classroom-based learning and workplace practice. Homogeneous focus groups with students, medical teachers, and workplace supervisors were conducted using a constructivist grounded theory approach. The 54 participants' conceptions mainly related to their beliefs about who was responsible for (a) preparing for transfer of learning, (b) being at the workplace and connecting back to classroom-based learning, and (c) reflecting on transfer of learning and continuing the process. A continuum was recognized between those who held medical teachers/workplace supervisors responsible and those who held students responsible. Insights: There appears to be a variety of conceptions about who is responsible for enabling the transfer process. These conceptions may influence learning and instructional activities. Hence, it may be necessary to make these beliefs explicit in order to better align stakeholders' conceptions. To this end, the conceptual framework created in this study may be a useful tool.
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Leveraging anatomical information to improve transfer learning in brain-computer interfaces
Wronkiewicz, Mark; Larson, Eric; Lee, Adrian K. C.
2015-08-01
Objective. Brain-computer interfaces (BCIs) represent a technology with the potential to rehabilitate a range of traumatic and degenerative nervous system conditions but require a time-consuming training process to calibrate. An area of BCI research known as transfer learning is aimed at accelerating training by recycling previously recorded training data across sessions or subjects. Training data, however, is typically transferred from one electrode configuration to another without taking individual head anatomy or electrode positioning into account, which may underutilize the recycled data. Approach. We explore transfer learning with the use of source imaging, which estimates neural activity in the cortex. Transferring estimates of cortical activity, in contrast to scalp recordings, provides a way to compensate for variability in electrode positioning and head morphologies across subjects and sessions. Main results. Based on simulated and measured electroencephalography activity, we trained a classifier using data transferred exclusively from other subjects and achieved accuracies that were comparable to or surpassed a benchmark classifier (representative of a real-world BCI). Our results indicate that classification improvements depend on the number of trials transferred and the cortical region of interest. Significance. These findings suggest that cortical source-based transfer learning is a principled method to transfer data that improves BCI classification performance and provides a path to reduce BCI calibration time.
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Jiang, Yizhang; Wu, Dongrui; Deng, Zhaohong; Qian, Pengjiang; Wang, Jun; Wang, Guanjin; Chung, Fu-Lai; Choi, Kup-Sze; Wang, Shitong
2017-12-01
Recognition of epileptic seizures from offline EEG signals is very important in clinical diagnosis of epilepsy. Compared with manual labeling of EEG signals by doctors, machine learning approaches can be faster and more consistent. However, the classification accuracy is usually not satisfactory for two main reasons: the distributions of the data used for training and testing may be different, and the amount of training data may not be enough. In addition, most machine learning approaches generate black-box models that are difficult to interpret. In this paper, we integrate transductive transfer learning, semi-supervised learning and TSK fuzzy system to tackle these three problems. More specifically, we use transfer learning to reduce the discrepancy in data distribution between the training and testing data, employ semi-supervised learning to use the unlabeled testing data to remedy the shortage of training data, and adopt TSK fuzzy system to increase model interpretability. Two learning algorithms are proposed to train the system. Our experimental results show that the proposed approaches can achieve better performance than many state-of-the-art seizure classification algorithms.
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Directory of Open Access Journals (Sweden)
Matthew Sybeldon
2017-01-01
Full Text Available Brain–Computer Interfaces (BCI using Steady-State Visual Evoked Potentials (SSVEP are sometimes used by injured patients seeking to use a computer. Canonical Correlation Analysis (CCA is seen as state-of-the-art for SSVEP BCI systems. However, this assumes that the user has full control over their covert attention, which may not be the case. This introduces high calibration requirements when using other machine learning techniques. These may be circumvented by using transfer learning to utilize data from other participants. This paper proposes a combination of ensemble learning via Learn++ for Nonstationary Environments (Learn++.NSEand similarity measures such as mutual information to identify ensembles of pre-existing data that result in higher classification. Results show that this approach performed worse than CCA in participants with typical SSVEP responses, but outperformed CCA in participants whose SSVEP responses violated CCA assumptions. This indicates that similarity measures and Learn++.NSE can introduce a transfer learning mechanism to bring SSVEP system accessibility to users unable to control their covert attention.
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Impact of Individual Perception of Organizational Culture on the Learning Transfer Environment
Chatterjee, Aindrila; Pereira, Arun; Bates, Reid
2018-01-01
This research is an empirical study of the relationship between organization culture, as perceived by employees, and the work-environment-related learning transfer factors in organizations, which we call learning transfer environment (LTE). To measure perceptions of organization culture, we use the Organizational Culture Assessment Instrument and…
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Learning models of activities involving interacting objects
DEFF Research Database (Denmark)
Manfredotti, Cristina; Pedersen, Kim Steenstrup; Hamilton, Howard J.
2013-01-01
We propose the LEMAIO multi-layer framework, which makes use of hierarchical abstraction to learn models for activities involving multiple interacting objects from time sequences of data concerning the individual objects. Experiments in the sea navigation domain yielded learned models that were t...
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Kim, Jun Hee; Callahan, Jamie L.
2013-01-01
Purpose: This article aims to develop a conceptual framework delineating the key dimension of the learning organization which significantly influences learning transfer. Design/methodology/approach: The conceptual framework was developed by analyzing previous studies and synthesizing the results associated with the following four relationships:…
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Game based learning for 21st century transferable skills: challenges and opportunities
Bellotti, Francesco; Bottino, Rosa Maria; Nadolski, Rob; Fernández Manjón, Baltasar
2012-01-01
Bellotti, F., Bottino, R. M., Nadolski, R. J., & Fernández Manjón, B. (2012, 4-6 July). Game based learning for 21st century transferable skills: challenges and opportunities. Presentation at the Workshop Game based learning for 21st century transferable skills: challenges and opportunities, 12th
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Exploring PCK ability of prospective science teachers in reflective learning on heat and transfer
Nurmatin, S.; Rustaman, N. Y.
2016-02-01
Learning can be planned by the person him/herself when he or she tries to reflect his/her learning. A study involving prospective science teachers in junior secondary schools was carried out to analyze their ability on Pedagogical Content Knowledge (PCK) in reflective learning after teaching practice. The study was focused especially in creating Pedagogical and Professional Repertoires (PaP-eRs) as part of resource-folios. PaP-eRs as a narrative writing in the learning activities are created by prospective science teachers after lesson plan implementation. Making the narrative writing is intended that prospective science teachers can reflect their learning in teaching. Research subjects are six prospective science teachers who are implementing "Program Pengalaman Lapangan" (PPL) in two junior secondary schools in Bandung, West Java, Indonesia. All of them were assigned by supervisor teachers to teach VII grade students on certain topic "heat and its transfer". Instruments used as a means of collecting data in this study is PaP-eRs. Collected PaP-eRs were then analyzed using PaP-eRs analysis format as instruments for analysis. The result of analyzing PaP-eRs indicates that learning activities, which narrated, involve initial activities, core activities and final activities. However, any activity, which is narrated just superficial as its big line so the narration cannot be, used as reflective learning. It indicates that PCK ability of prospective science teachers in creating narrative writing (PaP-eRs) for reflective learning is still low.
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Analysing CMS transfers using Machine Learning techniques
Diotalevi, Tommaso
2016-01-01
LHC experiments transfer more than 10 PB/week between all grid sites using the FTS transfer service. In particular, CMS manages almost 5 PB/week of FTS transfers with PhEDEx (Physics Experiment Data Export). FTS sends metrics about each transfer (e.g. transfer rate, duration, size) to a central HDFS storage at CERN. The work done during these three months, here as a Summer Student, involved the usage of ML techniques, using a CMS framework called DCAFPilot, to process this new data and generate predictions of transfer latencies on all links between Grid sites. This analysis will provide, as a future service, the necessary information in order to proactively identify and maybe fix latency issued transfer over the WLCG.
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A Conceptual Framework for Educational Design at Modular Level to Promote Transfer of Learning
Botma, Yvonne; Van Rensburg, G. H.; Coetzee, I. M.; Heyns, T.
2015-01-01
Students bridge the theory-practice gap when they apply in practice what they have learned in class. A conceptual framework was developed that can serve as foundation to design for learning transfer at modular level. The framework is based on an adopted and adapted systemic model of transfer of learning, existing learning theories, constructive…
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Directory of Open Access Journals (Sweden)
Emily Megan Marshman
2018-03-01
Full Text Available With advances in digital technology, research-validated self-paced learning tools can play an increasingly important role in helping students with diverse backgrounds become good problem solvers and independent learners. Thus, it is important to ensure that all students engage with self-paced learning tools effectively in order to learn the content deeply, develop good problem-solving skills, and transfer their learning from one context to another. Here, we first provide an overview of a holistic framework for engaging students with self-paced learning tools so that they can transfer their learning to solve novel problems. The framework not only takes into account the features of the self-paced learning tools but also how those tools are implemented, the extent to which the tools take into account student characteristics, and whether factors related to students’ social environments are accounted for appropriately in the implementation of those tools. We then describe an investigation in which we interpret the findings using the framework. In this study, a research-validated self-paced physics tutorial was implemented in both controlled one-on-one interviews and in large enrollment, introductory calculus-based physics courses as a self-paced learning tool. We find that students who used the tutorial in a controlled one-on-one interview situation performed significantly better on transfer problems than those who used it as a self-paced learning tool in the large-scale implementation. The findings suggest that critically examining and taking into account how the self-paced tools are implemented and incentivized, student characteristics including their self-regulation and time-management skills, and social and environmental factors can greatly impact the extent and manner in which students engage with these learning tools. Getting buy in from students about the value of these tools and providing appropriate support while implementing them is
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Walmsley, Jan
2004-03-01
In this paper the author considers the lessons to be drawn from what is termed "inclusive" learning disability research for user involvement around health improvement. Inclusive learning disability research refers to research where people with learning difficulties (intellectual disability) are involved as active participants, as opposed to passive subjects. There is by now a considerable body of such research, developed over the past 25 years. From the review, the author draws attention to areas which can inform practice in involvement of users in a way that adds value.
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A transfer learning framework for traffic video using neuro-fuzzy ...
Indian Academy of Sciences (India)
P M Ashok Kumar
2017-08-04
Aug 4, 2017 ... The proposed ANFIS-LCTE transfer learning model consists of four steps. (1) Low level visual items .... algorithm clusters object trajectories based on the distance parameters like Euclidean ..... Machine Learning, pp. 113–120.
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Nuclear Knowledge Creation and Transfer in Enriched Learning Environments: A Practical Approach
International Nuclear Information System (INIS)
Ruiz, F.; Gonzalez, J.; Delgado, J.L.
2016-01-01
Full text: Technology, the social nature of learning and the generational learning style are conforming new models of training that are changing the roles of the instructors, the channels of communication and the proper learning content of the knowledge to be transferred. New training methodologies are being using in the primary and secondary education and “Vintage” classroom learning does not meet the educational requirements of these methodologies; therefore, it’s necessary to incorporate them in the Knowledge Management processes used in the nuclear industry. This paper describes a practical approach of an enriched learning environment with the purpose of creating and transferring nuclear knowledge. (author
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Agyei, D.D.; Voogt, J.
2014-01-01
This study examined 100 beginning teachers’ transfer of learning when utilising Information Communication Technology-enhanced activity-based learning activities. The beginning teachers had participated in a professional development program that was characterised by ‘learning technology by
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E-Learning Barriers and Solutions to Knowledge Management and Transfer
Oye, Nathaniel David; Salleh, Mazleena
2013-01-01
This paper present a systematic overview of barriers and solutions of e-learning in knowledge management (KM) and knowledge transfer (KT) with more focus on organizations. The paper also discusses KT in organizational settings and KT in the field of e-learning. Here, an e-learning initiative shows adaptive solutions to overcome knowledge transfer…
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Episodic Feelings and Transfer of Learning
Nemirovsky, Ricardo
2011-01-01
The goal of this article is to develop a new perspective on transfer of learning integrating cognition, emotion, and bodily experience. It is based on a case study with a 10-year-old girl as she explored the use of a motion detector, allowing for the simultaneous graphing of the position versus time of 2 moving points. The paper elaborates on the…
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The Transfer of Learning Associated with Audio Feedback on Written Work
Directory of Open Access Journals (Sweden)
Tanya Martini
2014-11-01
Full Text Available This study examined whether audio feedback provided to undergraduates (N=51 about one paper would prove beneficial in terms of improving their grades on another, unrelated paper of the same type. We examined this issue both in terms of student beliefs about learning transfer, as well as their actual ability to transfer what had been learned on one assignment to another, subsequent assignment. Results indicated that students believed that they would be able to transfer what they had learned via audio feedback. Moreover, results also suggested that students actually did generalize the overarching comments about content and structure made in the audio files to a subsequent paper, the content of which differed substantially from the initial one. Both students and teaching assistants demonstrated very favourable responses to this type of feedback, suggesting that it was both clear and comprehensive.
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Transfer of learning: Radiographers' perceptions of simulation-based educational intervention
International Nuclear Information System (INIS)
Aura, S.; Jordan, S.; Saano, S.; Tossavainen, K.; Turunen, H.
2016-01-01
Aim: The aims of this qualitative descriptive study were to 1) explore and define radiographers' competence in intravenous pharmacotherapy before and after a simulation-based education, 2) examine radiographer's perceptions of transfer of learning into clinical practice. Method: Sixteen diagnostic radiographers in one hospitals' Clinical Radiology Unit were individually interviewed before a multidisciplinary simulation-based pharmacotherapy education intervention in 2012 and fourteen were re-interviewed after the intervention 6–7 months later. Data were analyzed using qualitative content analysis. Results: Before education the participants reported uncertain competence in pain management during imaging procedures and acute situations. These weak competence areas identified were strengthened and self-confidence grew. The intervention improved the domains of pharmacotherapy-related patient safety; teamwork development and communication skills. In addition, the radiographers indicated that the iv. pharmacotherapy knowledge from simulation learning was transferred to routine work. Conclusion: The results of this study suggest simulation-based education is suitable for radiographers' pharmacotherapy learning. Adequate pain measurement and management are essential during invasive procedures and these skills can be realistically learned in simulations and transferred to clinical practice. - Highlights: • Simulation education is suitable for professionals' pharmacotherapy education. • Radiographers felt education empowered them to manage acute situations. • Skills in pain measurement, analgesia and patient monitoring enhanced. • Communication and teamwork skills were enhanced. • Simulation-based learning was transferred to clinical practice.
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Online Learning of Safe Patient Transfers in Occupational Therapy Education
Directory of Open Access Journals (Sweden)
Cynthia L. Hayden D. H. Ed., OTR/L, CHT
2013-02-01
Full Text Available Online higher education is steadily increasing. For programs in allied health to be offered effectively in an elearning format, clinical psychomotor skills need to be addressed. The aim of this research was to design, implement, and evaluate an online safe patient transfers module for occupational therapy assistant (OTAstudents. The efficacy of teaching safe patient transfers in an e-learning environment was appraised using both quantitative and qualitative analysis. The applied research project was completed at a Tennessee community college. A convenience sample of eighteen students participated in the pilot study. Twenty-five studentsparticipated in the subsequent study. The instructional design of the course was based on Mager’s CriterionReferenced Instruction model. Streaming video was used as the delivery method for course material. A pretest/posttest evaluated the students’ cognitive knowledge of safe patient transfers. A behavioral transferscompetency checklist was used to rate videotapes of students’ performance of assisted stand pivot and dependent sliding board transfers. Research findings indicated students were able to learn this psychomotor clinical skill online with beginning proficiency. A paired t-test showed marked improvement of cognitive knowledge. A student learning survey revealed the majority of students preferred at least one hands-on classroom session where instructor feedback and interaction with classmates confirmed safe and effectiveclinical technique.
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A Novel Transfer Learning Method Based on Common Space Mapping and Weighted Domain Matching
Liang, Ru-Ze; Xie, Wei; Li, Weizhi; Wang, Hongqi; Wang, Jim Jing-Yan; Taylor, Lisa
2017-01-01
In this paper, we propose a novel learning framework for the problem of domain transfer learning. We map the data of two domains to one single common space, and learn a classifier in this common space. Then we adapt the common classifier to the two domains by adding two adaptive functions to it respectively. In the common space, the target domain data points are weighted and matched to the target domain in term of distributions. The weighting terms of source domain data points and the target domain classification responses are also regularized by the local reconstruction coefficients. The novel transfer learning framework is evaluated over some benchmark cross-domain data sets, and it outperforms the existing state-of-the-art transfer learning methods.
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A Novel Transfer Learning Method Based on Common Space Mapping and Weighted Domain Matching
Liang, Ru-Ze
2017-01-17
In this paper, we propose a novel learning framework for the problem of domain transfer learning. We map the data of two domains to one single common space, and learn a classifier in this common space. Then we adapt the common classifier to the two domains by adding two adaptive functions to it respectively. In the common space, the target domain data points are weighted and matched to the target domain in term of distributions. The weighting terms of source domain data points and the target domain classification responses are also regularized by the local reconstruction coefficients. The novel transfer learning framework is evaluated over some benchmark cross-domain data sets, and it outperforms the existing state-of-the-art transfer learning methods.
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Do semantic contextual cues facilitate transfer learning from video in toddlers?
Zimmermann, Laura; Moser, Alecia; Grenell, Amanda; Dickerson, Kelly; Yao, Qianwen; Gerhardstein, Peter; Barr, Rachel
2015-01-01
Young children typically demonstrate a transfer deficit, learning less from video than live presentations. Semantically meaningful context has been demonstrated to enhance learning in young children. We examined the effect of a semantically meaningful context on toddlers' imitation performance. Two- and 2.5-year-olds participated in a puzzle imitation task to examine learning from either a live or televised model. The model demonstrated how to assemble a three-piece puzzle to make a fish or a boat, with the puzzle demonstration occurring against a semantically meaningful background context (ocean) or a yellow background (no context). Participants in the video condition performed significantly worse than participants in the live condition, demonstrating the typical transfer deficit effect. While the context helped improve overall levels of imitation, especially for the boat puzzle, only individual differences in the ability to self-generate a stimulus label were associated with a reduction in the transfer deficit.
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Cross-Cultural Learning and Knowledge Transfer between Wetern and African Firms
DEFF Research Database (Denmark)
Kuada, John
2006-01-01
: (1) cultural sensitivity, (2) transfer and learning capacity of partners, and (3) the strategic importance and uniqueness of the relationships. The evidence also highlights the importance of inter-cultural communication skills in the knowledge transfer process...
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Dutke, Stephan; Grefe, Anna Christina; Leopold, Claudia
2016-01-01
In an experiment with 65 high-school students, we tested the hypothesis that personalizing learning materials would increase students' learning performance and motivation to study the learning materials. Students studied either a 915-word standard text on the anatomy and functionality of the human eye or a personalized version of the same text in…
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Rizzo, D. M.; Dewoolkar, M.; Hayden, N.; Oka, L.; Pearce, A. R.
2010-12-01
The civil and environmental engineering (CEE) programs at the University of Vermont (UVM) incorporate systems thinking and a systems approach to sustainable engineering problem solving. A systems approach considers long-term social, environmental and economic factors within the context of the engineering problem solution and encompasses sustainable engineering solutions. Our goal is to prepare students to become leaders in their chosen field who can anticipate co-products associated with forecasted solutions. As a way of practicing the systems approach, we include service-learning projects in many of our undergraduate engineering courses, culminating with the senior capstone design course. We use a variety of formative and summative assessment methods to gage student understanding and attitudes including student surveys, focus groups, assessment of student projects, and student reflections. Student reflections from two courses -Modeling Environmental and Transportation Systems (31 juniors) and Senior Design Project (30 seniors) are compared. Of these, 25 students were common to both courses. The focus of the systems modeling service-learning project involved mentoring home-schooled children (11-14 yrs old) to solve problems of mobility, using the fun and inspiration of biomimicry. Students were required to invent innovative methods to move people or goods that improve associated constraints (i.e., minimize congestion, reduce pollution, increase safety), or reduce the need for transportation altogether. The capstone design project required a comprehensive engineering design involving two or more CEE sub-disciplines. Both service-learning projects were intended to enhance students’ academic learning experience, attain civic engagement and reinforce transferable skills (written and oral communication, teamwork, leadership and mentoring skills). The student course reflections were not guided; yet they provided valuable data to assess commonalities and differences in
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Transfer Learning for Class Imbalance Problems with Inadequate Data.
Al-Stouhi, Samir; Reddy, Chandan K
2016-07-01
A fundamental problem in data mining is to effectively build robust classifiers in the presence of skewed data distributions. Class imbalance classifiers are trained specifically for skewed distribution datasets. Existing methods assume an ample supply of training examples as a fundamental prerequisite for constructing an effective classifier. However, when sufficient data is not readily available, the development of a representative classification algorithm becomes even more difficult due to the unequal distribution between classes. We provide a unified framework that will potentially take advantage of auxiliary data using a transfer learning mechanism and simultaneously build a robust classifier to tackle this imbalance issue in the presence of few training samples in a particular target domain of interest. Transfer learning methods use auxiliary data to augment learning when training examples are not sufficient and in this paper we will develop a method that is optimized to simultaneously augment the training data and induce balance into skewed datasets. We propose a novel boosting based instance-transfer classifier with a label-dependent update mechanism that simultaneously compensates for class imbalance and incorporates samples from an auxiliary domain to improve classification. We provide theoretical and empirical validation of our method and apply to healthcare and text classification applications.
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Zhang, Manli; Xie, Weiyi; Xu, Yanzhi; Meng, Xiangzhi
2018-03-01
Perceptual learning refers to the improvement of perceptual performance as a function of training. Recent studies found that auditory perceptual learning may improve phonological skills in individuals with developmental dyslexia in alphabetic writing system. However, whether auditory perceptual learning could also benefit the reading skills of those learning the Chinese logographic writing system is, as yet, unknown. The current study aimed to investigate the remediation effect of auditory temporal perceptual learning on Mandarin-speaking school children with developmental dyslexia. Thirty children with dyslexia were screened from a large pool of students in 3th-5th grades. They completed a series of pretests and then were assigned to either a non-training control group or a training group. The training group worked on a pure tone duration discrimination task for 7 sessions over 2 weeks with thirty minutes per session. Post-tests immediately after training and a follow-up test 2 months later were conducted. Analyses revealed a significant training effect in the training group relative to non-training group, as well as near transfer to the temporal interval discrimination task and far transfer to phonological awareness, character recognition and reading fluency. Importantly, the training effect and all the transfer effects were stable at the 2-month follow-up session. Further analyses found that a significant correlation between character recognition performance and learning rate mainly existed in the slow learning phase, the consolidation stage of perceptual learning, and this effect was modulated by an individuals' executive function. These findings indicate that adaptive auditory temporal perceptual learning can lead to learning and transfer effects on reading performance, and shed further light on the potential role of basic perceptual learning in the remediation and prevention of developmental dyslexia. Copyright © 2018 Elsevier Ltd. All rights reserved.
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DO SEMANTIC CONTEXTUAL CUES FACILITATE TRANSFER LEARNING FROM VIDEO IN TODDLERS?
Directory of Open Access Journals (Sweden)
Laura eZimmermann
2015-05-01
Full Text Available Young children typically demonstrate a transfer deficit, learning less from video than live presentations. Semantically meaningful context has been demonstrated to enhance learning in young children. We examined the effect of a semantically meaningful context on toddlers’ imitation performance. Two- and 2.5-year-olds participated in a puzzle imitation task to examine learning from either a live or televised model. The model demonstrated how to assemble a three-piece puzzle to make a fish or a boat, with the puzzle demonstration occurring against a semantically meaningful background context (ocean or a yellow background (no context. Participants in the video condition performed significantly worse than participants in the live condition, demonstrating the typical transfer deficit effect. While the context helped improve overall levels of imitation, especially for the boat puzzle, only individual differences in the ability to self-generate a stimulus label were related to a reduction in the transfer deficit.
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Possible Involvement of Hydrosulfide in B12-Dependent Methyl Group Transfer
Directory of Open Access Journals (Sweden)
John I. Toohey
2017-04-01
Full Text Available Evidence from several fields of investigation lead to the hypothesis that the sulfur atom is involved in vitamin B12-dependent methyl group transfer. To compile the evidence, it is necessary to briefly review the following fields: methylation, the new field of sulfane sulfur/hydrogen sulfide (S°/H2S, hydrosulfide derivatives of cobalamins, autoxidation of hydrosulfide radical, radical S-adenosylmethionine methyl transfer (RSMT, and methionine synthase (MS. Then, new reaction mechanisms for B12-dependent methyl group transfer are proposed; the mechanisms are facile and overcome difficulties that existed in previously-accepted mechanisms. Finally, the theory is applied to the effect of S°/H2S in nerve tissue involving the “hypomethylation theory” that was proposed 50 years ago to explain the neuropathology resulting from deficiency of vitamin B12 or folic acid. The conclusions are consistent with emerging evidence that sulfane sulfur/hydrogen sulfide may be beneficial in treating Alzheimer’s disease.
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Fires involving radioactive materials : transference model; operative recommendations
International Nuclear Information System (INIS)
Rodriguez, C.E.; Puntarulo, L.J.; Canibano, J.A.
1988-01-01
In all aspects related to the nuclear activity, the occurrence of an explosion, fire or burst type accident, with or without victims, is directly related to the characteristics of the site. The present work analyses the different parameters involved, describing a transference model and recommendations for evaluation and control of the radiological risk for firemen. Special emphasis is placed on the measurement of the variables existing in this kind of operations
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[Memory transfer in cerebellar motor learning].
Nagao, Soichi
2012-01-01
Most of our motor skills are acquired through learning. Experiments of gain adaptation of ocular reflexes have consistently suggested that the memory of adaptation is initially formed in the cerebellar cortex, and is transferred to the cerebellar (vestibular) nuclei for consolidation to long-term memory after repetitions of training. We have recently developed a new system to evaluate the motor learning in human subjects using prism adaptation of hand reaching movement, by referring to the prism adaptation of dart throwing of Martin et al. (1996). In our system, the subject views the small target presented in the touch-panel screen, and touches it with his/her finger without direct visual feedback. After 15-30 trials of touching wearing prisms, an adaptation occurs in healthy subjects: they became able to touch the target correctly. Meanwhile, such an adaptation was impaired in patients of cerebellar disease. We have proposed a model of human prism adaptation that the memory of adaptation is initially encoded in the cerebellar cortex, and is later transferred to the cerebellar nuclei after repetitions of training. The memory in the cerebellar cortex may be formed and extinguished independently of the memory maintained in the cerebellar nuclei, and these two memories work cooperatively.
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Transfer Learning with Convolutional Neural Networks for SAR Ship Recognition
Zhang, Di; Liu, Jia; Heng, Wang; Ren, Kaijun; Song, Junqiang
2018-03-01
Ship recognition is the backbone of marine surveillance systems. Recent deep learning methods, e.g. Convolutional Neural Networks (CNNs), have shown high performance for optical images. Learning CNNs, however, requires a number of annotated samples to estimate numerous model parameters, which prevents its application to Synthetic Aperture Radar (SAR) images due to the limited annotated training samples. Transfer learning has been a promising technique for applications with limited data. To this end, a novel SAR ship recognition method based on CNNs with transfer learning has been developed. In this work, we firstly start with a CNNs model that has been trained in advance on Moving and Stationary Target Acquisition and Recognition (MSTAR) database. Next, based on the knowledge gained from this image recognition task, we fine-tune the CNNs on a new task to recognize three types of ships in the OpenSARShip database. The experimental results show that our proposed approach can obviously increase the recognition rate comparing with the result of merely applying CNNs. In addition, compared to existing methods, the proposed method proves to be very competitive and can learn discriminative features directly from training data instead of requiring pre-specification or pre-selection manually.
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Electron transfer reactions involving porphyrins and chlorophyll a
International Nuclear Information System (INIS)
Neta, P.; Scherz, A.; Levanon, H.
1979-01-01
Electron transfer reactions involving porphyrins (P) and quinones (Q) have been studied by pulse radiolysis. The porphyrins used were tetraphenylporphyrin (H 2 TPP), its tetracarboxy derivative (H 2 TCPP), the sodium and zinc compounds (Na 2 TPP and ZnTPP), and chlorophyll a (Chl a). These compounds were found to be rapidly reduced by electron transfer from (CH 3 ) 2 CO - . Reduction by (CH 3 ) 2 COH was rapid in aqueous solutions but relatively slow in i-PrOH solutions. Transient spectra of the anion radicals were determined and, in the case of H 2 TCPP - ., a pK = 9.7 was derived for its protonation. Electron-transfer reactions from the anion radical of H 2 TCPP to benzoquinone, duroquinone, 9,10-anthraquinone 2-sulfonate, and methylviologen occur in aqueous solutions with rate constants approx. 10 7 -10 9 M -1 s -1 which depend on the pH and the quinone reduction potential. Reactions of Na 2 TPP - ., ZnTPP - ., and Chl a - . with anthraquinone in basic i-PrOH solutions occur with rate constants approx. 10 9 M -1 s -1 . The spectral changes associated with these electron-transfer reactions as observed over a period of approx. 1 ms indicated, in some cases, the formation of an intermediate complex [P...Q - .]. 8 figures, 2 tables
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Charge-transfer collisions involving few-electron systems
International Nuclear Information System (INIS)
Kirchner, T.
2016-01-01
Ion-atom collision systems that involve more than one electron constitute nonseparable few-body problems, whose full solution is difficult to say the least. At impact energies well below 1 keV/amu an expansion of the stationary scattering wave function in terms of a limited number of products of nuclear and molecular state wave functions (amended to satisfy scattering boundary conditions) is feasible and usually sufficient to obtain accurate charge-transfer cross sections provided the electronic wave functions include configuration interaction. At energies above 1 keV/amu this approach becomes inefficient and close-coupling methods within the semi classical approximation are better suited to treat the problem. For bare-ion collisions from helium target atoms explicit solutions of the two-electron time-dependent Schrödinger equation can be achieved, but are computationally costly and cannot be extended to problems which involve more than two electrons.
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Transfer involving deformed nuclei
International Nuclear Information System (INIS)
Rasmussen, J.O.; Guidry, M.W.; Canto, L.F.
1985-03-01
Results are reviewed of 1- and 2-neutron transfer reactions at near-barrier energies for deformed nuclei. Rotational angular momentum and excitation patterns are examined. A strong tendency to populating high spin states within a few MeV of the yrast line is noted, and it is interpreted as preferential transfer to rotation-aligned states. 16 refs., 12 figs
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Samala, Ravi K.; Chan, Heang-Ping; Hadjiiski, Lubomir M.; Helvie, Mark A.; Cha, Kenny H.; Richter, Caleb D.
2017-12-01
Transfer learning in deep convolutional neural networks (DCNNs) is an important step in its application to medical imaging tasks. We propose a multi-task transfer learning DCNN with the aim of translating the ‘knowledge’ learned from non-medical images to medical diagnostic tasks through supervised training and increasing the generalization capabilities of DCNNs by simultaneously learning auxiliary tasks. We studied this approach in an important application: classification of malignant and benign breast masses. With Institutional Review Board (IRB) approval, digitized screen-film mammograms (SFMs) and digital mammograms (DMs) were collected from our patient files and additional SFMs were obtained from the Digital Database for Screening Mammography. The data set consisted of 2242 views with 2454 masses (1057 malignant, 1397 benign). In single-task transfer learning, the DCNN was trained and tested on SFMs. In multi-task transfer learning, SFMs and DMs were used to train the DCNN, which was then tested on SFMs. N-fold cross-validation with the training set was used for training and parameter optimization. On the independent test set, the multi-task transfer learning DCNN was found to have significantly (p = 0.007) higher performance compared to the single-task transfer learning DCNN. This study demonstrates that multi-task transfer learning may be an effective approach for training DCNN in medical imaging applications when training samples from a single modality are limited.
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Accessible Article: Involving People with Learning Disabilities in Research
Garbutt, Ruth; Tattersall, John; Dunn, Jo; Boycott-Garnett, Rachel
2010-01-01
This is an article that talks about our research about sex and relationships for people with learning disabilities. It talks about how people with learning disabilities have been fully involved in the research. (Contains 2 footnotes.)
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Dempsey-Jones, Harriet; Harrar, Vanessa; Oliver, Jonathan; Johansen-Berg, Heidi; Spence, Charles; Makin, Tamar R
2016-03-01
Tactile learning transfers from trained to untrained fingers in a pattern that reflects overlap between the representations of fingers in the somatosensory system (e.g., neurons with multifinger receptive fields). While physical proximity on the body is known to determine the topography of somatosensory representations, tactile coactivation is also an established organizing principle of somatosensory topography. In this study we investigated whether tactile coactivation, induced by habitual inter-finger cooperative use (use pattern), shapes inter-finger overlap. To this end, we used psychophysics to compare the transfer of tactile learning from the middle finger to its adjacent fingers. This allowed us to compare transfer to two fingers that are both physically and cortically adjacent to the middle finger but have differing use patterns. Specifically, the middle finger is used more frequently with the ring than with the index finger. We predicted this should lead to greater representational overlap between the former than the latter pair. Furthermore, this difference in overlap should be reflected in differential learning transfer from the middle to index vs. ring fingers. Subsequently, we predicted temporary learning-related changes in the middle finger's representation (e.g., cortical magnification) would cause transient interference in perceptual thresholds of the ring, but not the index, finger. Supporting this, longitudinal analysis revealed a divergence where learning transfer was fast to the index finger but relatively delayed to the ring finger. Our results support the theory that tactile coactivation patterns between digits affect their topographic relationships. Our findings emphasize how action shapes perception and somatosensory organization. Copyright © 2016 the American Physiological Society.
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Transfer of learning between 2D and 3D sources during infancy: Informing theory and practice.
Barr, Rachel
2010-06-01
The ability to transfer learning across contexts is an adaptive skill that develops rapidly during early childhood. Learning from television is a specific instance of transfer of learning between a 2-Dimensional (2D) representation and a 3-Dimensional (3D) object. Understanding the conditions under which young children might accomplish this particular kind of transfer is important because by 2 years of age 90% of US children are viewing television on a daily basis. Recent research shows that children can imitate actions presented on television using the corresponding real-world objects, but this same research also shows that children learn less from television than they do from live demonstrations until they are at least 3 years old; termed the video deficit effect. At present, there is no coherent theory to account for the video deficit effect; how learning is disrupted by this change in context is poorly understood. The aims of the present review are (1) to review the conditions under which children transfer learning between 2D images and 3D objects during early childhood, and (2) to integrate developmental theories of memory processing into the transfer of learning from media literature using Hayne's (2004) developmental representational flexibility account. The review will conclude that studies on the transfer of learning between 2D and 3D sources have important theoretical implications for general developmental theories of cognitive development, and in particular the development of a flexible representational system, as well as policy implications for early education regarding the potential use and limitations of media as effective teaching tools during early childhood.
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Zamani, Naser; Ataei, Pouria; Bates, Reid
2016-01-01
The Learning Transfer System Inventory considers 16 factors likely to influence the transfer of training to the workplace. This study uses the Persian translation of the inventory and applies it to agricultural sustainability learning in Iran. The aim is to examine the internal structure and predictive ability of the inventory as translated into…
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Belling, Ruth
2000-01-01
This thesis identifies the influences of individual characteristics, particularly psychological type preferences, and workplace environment features, on managers’ perceptions of the barriers and facilitators to transferring their learning from management development programmes. In doing so, it provides information and insights to help increase understanding of the transfer of learning process through the building of a model of transfer. Guided by a Realist perspective, this ...
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Substructural Regularization With Data-Sensitive Granularity for Sequence Transfer Learning.
Sun, Shichang; Liu, Hongbo; Meng, Jiana; Chen, C L Philip; Yang, Yu
2018-06-01
Sequence transfer learning is of interest in both academia and industry with the emergence of numerous new text domains from Twitter and other social media tools. In this paper, we put forward the data-sensitive granularity for transfer learning, and then, a novel substructural regularization transfer learning model (STLM) is proposed to preserve target domain features at substructural granularity in the light of the condition of labeled data set size. Our model is underpinned by hidden Markov model and regularization theory, where the substructural representation can be integrated as a penalty after measuring the dissimilarity of substructures between target domain and STLM with relative entropy. STLM can achieve the competing goals of preserving the target domain substructure and utilizing the observations from both the target and source domains simultaneously. The estimation of STLM is very efficient since an analytical solution can be derived as a necessary and sufficient condition. The relative usability of substructures to act as regularization parameters and the time complexity of STLM are also analyzed and discussed. Comprehensive experiments of part-of-speech tagging with both Brown and Twitter corpora fully justify that our model can make improvements on all the combinations of source and target domains.
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Affordance Realization in Climbing: Learning and Transfer.
Seifert, Ludovic; Orth, Dominic; Mantel, Bruno; Boulanger, Jérémie; Hérault, Romain; Dicks, Matt
2018-01-01
The aim of this study was to investigate how the affordances of an indoor climbing wall changed for intermediate climbers following a period of practice during which hold orientation was manipulated within a learning and transfer protocol. The learning protocol consisted of four sessions, in which eight climbers randomly ascended three different routes of fixed absolute difficulty (5c on the French scale), as fluently as possible. All three routes were 10.3 m in height and composed of 20 hand-holds at the same locations on an artificial climbing wall; only hold orientations were altered: (i) a horizontal-edge route (H) was designed to afford horizontal hold grasping, (ii) a vertical-edge route (V) afforded vertical hold grasping, and (iii), a double-edge route (D) was designed to afford both horizontal and vertical hold grasping. Five inertial measurement units (IMU) (3D accelerometer, 3D gyroscope, 3D magnetometer) were attached to the hip, feet and forearms to analyze the vertical acceleration and direction (3D unitary vector) of each limb and hip in ambient space during the entire ascent. Segmentation and classification processes supported detection of movement and stationary phases for each IMU. Depending on whether limbs and/or hip were moving, a decision tree distinguished four states of behavior: stationary (absence of limb and hip motion), hold exploration (absence of hip motion but at least one limb in motion), hip movement (hip in motion but absence of limb motion) and global motion (hip in motion and at least one limb in motion). Results showed that with practice, the learners decreased the relative duration of hold exploration, suggesting that they improved affordance perception of hold grasp-ability. The number of performatory movements also decreased as performance increased during learning sessions, confirming that participants' climbing efficacy improved as a function of practice. Last, the results were more marked for the H route, while the D route
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Affordance Realization in Climbing: Learning and Transfer
Directory of Open Access Journals (Sweden)
Ludovic Seifert
2018-05-01
Full Text Available The aim of this study was to investigate how the affordances of an indoor climbing wall changed for intermediate climbers following a period of practice during which hold orientation was manipulated within a learning and transfer protocol. The learning protocol consisted of four sessions, in which eight climbers randomly ascended three different routes of fixed absolute difficulty (5c on the French scale, as fluently as possible. All three routes were 10.3 m in height and composed of 20 hand-holds at the same locations on an artificial climbing wall; only hold orientations were altered: (i a horizontal-edge route (H was designed to afford horizontal hold grasping, (ii a vertical-edge route (V afforded vertical hold grasping, and (iii, a double-edge route (D was designed to afford both horizontal and vertical hold grasping. Five inertial measurement units (IMU (3D accelerometer, 3D gyroscope, 3D magnetometer were attached to the hip, feet and forearms to analyze the vertical acceleration and direction (3D unitary vector of each limb and hip in ambient space during the entire ascent. Segmentation and classification processes supported detection of movement and stationary phases for each IMU. Depending on whether limbs and/or hip were moving, a decision tree distinguished four states of behavior: stationary (absence of limb and hip motion, hold exploration (absence of hip motion but at least one limb in motion, hip movement (hip in motion but absence of limb motion and global motion (hip in motion and at least one limb in motion. Results showed that with practice, the learners decreased the relative duration of hold exploration, suggesting that they improved affordance perception of hold grasp-ability. The number of performatory movements also decreased as performance increased during learning sessions, confirming that participants' climbing efficacy improved as a function of practice. Last, the results were more marked for the H route, while the D
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Directory of Open Access Journals (Sweden)
mehdi mohammadi
2017-06-01
Full Text Available Background of Objective: Nursing is one of the health care jobs. In addition to health care, they need to continue education for individual development and be aware of the latest medical science achievements. The main purpose of this study was an evaluation of effective factors in learning transfer of nursing on the job training courses in work environment based on Holton’s transfer model. Materials and Methods: This was a descriptive, cross-sectional study in which the population was all of Jahrom University of Medical Sciences nurses. Passing on-the-job training courses in 2015 was inclusion criterion. Using random sampling method and Cocran formula, 95 nurses were selected. Research instrument was learning transfer system inventory that was distributed after its validity and reliability were calculated. Data was analyzed by inferential statistical methods and SPSS21. Results: The results showed that effective individual, organizational and educational factors in learning transfer of on-the-job training courses in work environment are important. Also, they showed that individual was the most dominant effective factor (P< 0.05. Conclusion: With special attention to the nurse's on- the -job training courses, it is possible to transfer learning to work environment.
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Private sector involvement in science and innovation policy-making in Hungary
Annamária Inzelt
2008-01-01
The overall thrust of this paper is that policy learning is enhanced by the participation of private business. It is assumed that business involvement would suggest abundant opportunities for policy learning and transfer. The empirical part of this paper investigates private sector involvement in science, technology and innovation (STI) policy-making in a transition economy (Hungary). Private sector involvement in Hungarian STI policy-making is investigated in terms of the stages and types of...
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Classification and unsupervised clustering of LIGO data with Deep Transfer Learning
George, Daniel; Shen, Hongyu; Huerta, E. A.
2018-05-01
Gravitational wave detection requires a detailed understanding of the response of the LIGO and Virgo detectors to true signals in the presence of environmental and instrumental noise. Of particular interest is the study of anomalous non-Gaussian transients, such as glitches, since their occurrence rate in LIGO and Virgo data can obscure or even mimic true gravitational wave signals. Therefore, successfully identifying and excising these anomalies from gravitational wave data is of utmost importance for the detection and characterization of true signals and for the accurate computation of their significance. To facilitate this work, we present the first application of deep learning combined with transfer learning to show that knowledge from pretrained models for real-world object recognition can be transferred for classifying spectrograms of glitches. To showcase this new method, we use a data set of twenty-two classes of glitches, curated and labeled by the Gravity Spy project using data collected during LIGO's first discovery campaign. We demonstrate that our Deep Transfer Learning method enables an optimal use of very deep convolutional neural networks for glitch classification given small and unbalanced training data sets, significantly reduces the training time, and achieves state-of-the-art accuracy above 98.8%, lowering the previous error rate by over 60%. More importantly, once trained via transfer learning on the known classes, we show that our neural networks can be truncated and used as feature extractors for unsupervised clustering to automatically group together new unknown classes of glitches and anomalous signals. This novel capability is of paramount importance to identify and remove new types of glitches which will occur as the LIGO/Virgo detectors gradually attain design sensitivity.
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Revisiting the Personal Transferable Skills Debate - an eLearning Pedagogical Perspective
DEFF Research Database (Denmark)
Gyamfi, Samuel Adu; Sørensen, Lene Tolstrup; Ryberg, Thomas
2011-01-01
where three broad approaches for developing PTS within the curriculum have been experimented with. To date, progress so far has been patchy. The paper is in two theoretical parts. The first part seeks to advance the theoretical framework of REALs as the better approach to teaching and learning in our......Personal Transferable Skills (PTS) are essential work skills which are not specific to any subject or profession, and which, though learned in one context may be successfully transferred to and applied in many other contexts. They are skills that enable people to acquire, structure, interpret...... universities. The second part of the paper argues that theoretically, communication theory (which draws on contemporary rhetorical theory) and social informatics theory provide important perspective for the application of eLearning based on REALs in the development of PTS for university graduates. The paper...
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Čorović, Selma; Mahnič-Kalamiza, Samo; Miklavčič, Damijan
2016-04-07
Electroporation-based applications require multidisciplinary expertise and collaboration of experts with different professional backgrounds in engineering and science. Beginning in 2003, an international scientific workshop and postgraduate course electroporation based technologies and treatments (EBTT) has been organized at the University of Ljubljana to facilitate transfer of knowledge from leading experts to researches, students and newcomers in the field of electroporation. In this paper we present one of the integral parts of EBTT: an e-learning practical work we developed to complement delivery of knowledge via lectures and laboratory work, thus providing a blended learning approach on electrical phenomena involved in electroporation-based therapies and treatments. The learning effect was assessed via a pre- and post e-learning examination test composed of 10 multiple choice questions (i.e. items). The e-learning practical work session and both of the e-learning examination tests were carried out after the live EBTT lectures and other laboratory work. Statistical analysis was performed to compare and evaluate the learning effect measured in two groups of students: (1) electrical engineers and (2) natural scientists (i.e. medical doctors, biologists and chemists) undergoing the e-learning practical work in 2011-2014 academic years. Item analysis was performed to assess the difficulty of each item of the examination test. The results of our study show that the total score on the post examination test significantly improved and the item difficulty in both experimental groups decreased. The natural scientists reached the same level of knowledge (no statistical difference in total post-examination test score) on the post-course test take, as do electrical engineers, although the engineers started with statistically higher total pre-test examination score, as expected. The main objective of this study was to investigate whether the educational content the e-learning
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Pedagogy and Transference: Casting the Past of Learning into the Presence of Teaching.
Britzman, Deborah P.; Pitt, Alice J.
1996-01-01
Teaching must allow teachers to learn from students' learning. Anna Freud's approach emphasizes the psychoanalytical concept of transference. The paper describes the logic behind an undergraduate foundations of education course that examined whether study of the self studying education could create new conditions of learning and creating…
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Social learning within and across species: information transfer in mouse-eared bats
DEFF Research Database (Denmark)
Clarin, T. M. A.; Borissov, I.; Page, R. A.
2014-01-01
of observation versus interaction in intraspecific social learning and by considering interspecific social learning in sympatric bat species. Observers learned from demonstrators to identify food sources using a light cue. We show that intraspecific social learning exists in the greater mouse-eared bat (Myotis......). Additionally, we opportunistically retested one individual that we recaptured from the wild 1 year after initial learning and found long-term memory of the trained association. Our study adds to the understanding of learning, information transfer, and long-term memory in wild-living animals....
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Using E-Learning for Skills Transfer, Motivation and Retention of ...
African Journals Online (AJOL)
Using E-Learning for Skills Transfer, Motivation and Retention of Health Workers in Zambia. JK Chime, P Munyati, M Katepa-Bwalya, M Musumali, B Mweetwa, S Kagulura, JS Kachimba, B Vwalika, J Mufunda ...
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Hold design supports learning and transfer of climbing fluency
Orth, Dominic; Davids, Keith; Seifert, Ludovic
2014-01-01
Being a discipline with a broad range of genres, rock climbing is an activity where participants seek to generalize the skills they learn in different performance contexts. A training strategy for achieving skill transfer was explored in a group of experienced climbers. Specifically, we tested the
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Antecedents of Employees' Involvement in Work-Related Learning: A Systematic Review
Kyndt, Eva; Baert, Herman
2013-01-01
Involvement in work-related learning seems to be more complex than a simple supply-demand fit. An interplay of several factors can influence this involvement at different stages of the decision-making process of the employee. The aim of this systematic review is to examine which antecedents of work-related learning have been identified in previous…
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Learning a Transferable Change Rule from a Recurrent Neural Network for Land Cover Change Detection
Directory of Open Access Journals (Sweden)
Haobo Lyu
2016-06-01
Full Text Available When exploited in remote sensing analysis, a reliable change rule with transfer ability can detect changes accurately and be applied widely. However, in practice, the complexity of land cover changes makes it difficult to use only one change rule or change feature learned from a given multi-temporal dataset to detect any other new target images without applying other learning processes. In this study, we consider the design of an efficient change rule having transferability to detect both binary and multi-class changes. The proposed method relies on an improved Long Short-Term Memory (LSTM model to acquire and record the change information of long-term sequence remote sensing data. In particular, a core memory cell is utilized to learn the change rule from the information concerning binary changes or multi-class changes. Three gates are utilized to control the input, output and update of the LSTM model for optimization. In addition, the learned rule can be applied to detect changes and transfer the change rule from one learned image to another new target multi-temporal image. In this study, binary experiments, transfer experiments and multi-class change experiments are exploited to demonstrate the superiority of our method. Three contributions of this work can be summarized as follows: (1 the proposed method can learn an effective change rule to provide reliable change information for multi-temporal images; (2 the learned change rule has good transferability for detecting changes in new target images without any extra learning process, and the new target images should have a multi-spectral distribution similar to that of the training images; and (3 to the authors’ best knowledge, this is the first time that deep learning in recurrent neural networks is exploited for change detection. In addition, under the framework of the proposed method, changes can be detected under both binary detection and multi-class change detection.
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Enabling organisational learning and knowledge sharing through employee involvement
DEFF Research Database (Denmark)
Bjerrum, Eva; Dahl, Susanne
In this paper we want to suggest that involving the employees in the development of the new workspaces is an important element in organisational learning and that it makes good sense to rethink space in order to support both tacit knowledge and collaboration. We want to argue that involving...... the employees in the design of their future workplace is key to giving the employee ownership for the change and may provide the organisation with invaluable ideas for the new work environment and the process of enabling organisational learning and knowledge sharing. We base our argument on a series of research...
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Waytowich, Nicholas R; Lawhern, Vernon J; Bohannon, Addison W; Ball, Kenneth R; Lance, Brent J
2016-01-01
Recent advances in signal processing and machine learning techniques have enabled the application of Brain-Computer Interface (BCI) technologies to fields such as medicine, industry, and recreation; however, BCIs still suffer from the requirement of frequent calibration sessions due to the intra- and inter-individual variability of brain-signals, which makes calibration suppression through transfer learning an area of increasing interest for the development of practical BCI systems. In this paper, we present an unsupervised transfer method (spectral transfer using information geometry, STIG), which ranks and combines unlabeled predictions from an ensemble of information geometry classifiers built on data from individual training subjects. The STIG method is validated in both off-line and real-time feedback analysis during a rapid serial visual presentation task (RSVP). For detection of single-trial, event-related potentials (ERPs), the proposed method can significantly outperform existing calibration-free techniques as well as outperform traditional within-subject calibration techniques when limited data is available. This method demonstrates that unsupervised transfer learning for single-trial detection in ERP-based BCIs can be achieved without the requirement of costly training data, representing a step-forward in the overall goal of achieving a practical user-independent BCI system.
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Named Entity Recognition for Novel Types by Transfer Learning
Qu, Lizhen; Ferraro, Gabriela; Zhou, Liyuan; Hou, Weiwei; Baldwin, Timothy
2016-01-01
In named entity recognition, we often don't have a large in-domain training corpus or a knowledge base with adequate coverage to train a model directly. In this paper, we propose a method where, given training data in a related domain with similar (but not identical) named entity (NE) types and a small amount of in-domain training data, we use transfer learning to learn a domain-specific NE model. That is, the novelty in the task setup is that we assume not just domain mismatch, but also labe...
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In Light of Visual Arts – A knowledge transfer partnership project as experiential learning
Directory of Open Access Journals (Sweden)
Ming-hoi Lai
2013-10-01
Full Text Available Knowledge transfer between universities and the commercial sector is becoming more prevalent, and different processes have been adopted to facilitate the transfer of knowledge. The ‘In Light of Visual Arts’ project aimed to facilitate knowledge exchange in relation to an innovative concept, the ‘eco-philosophy of light’, between the lighting industry and the arts and cultural sector through an Informal Learning approach. Young visual artists, light designers and lighting technicians were encouraged to explore and exchange experiences in the areas of visual communication, art appreciation and art archiving to create practical lighting solutions. This project offers a feasible framework for the enhancement of artistic training through knowledge sharing, for the benefit of the participants themselves and, in turn, academia, industry and the community. Keywords: informal learning, experiential learning, knowledge transfer, art education, interdisciplinary study
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Kalra, Ruchi; Modi, Jyoti Nath; Vyas, Rashmi
2015-01-01
Background: Lecture is a common traditional method for teaching, but it may not stimulate higher order thinking and students may also be hesitant to express and interact. The postgraduate (PG) students are less involved with undergraduate (UG) teaching. Team based small group active learning method can contribute to better learning experience. Aim: To-promote active learning skills among the UG students using small group teaching methods involving PG students as facilitators to impart hands-on supervised training in teaching and managerial skills. Methodology: After Institutional approval under faculty supervision 92 UGs and 8 PGs participated in 6 small group sessions utilizing the jigsaw technique. Feedback was collected from both. Observations: Undergraduate Feedback (Percentage of Students Agreed): Learning in small groups was a good experience as it helped in better understanding of the subject (72%), students explored multiple reading resources (79%), they were actively involved in self-learning (88%), students reported initial apprehension of performance (71%), identified their learning gaps (86%), team enhanced their learning process (71%), informal learning in place of lecture was a welcome change (86%), it improved their communication skills (82%), small group learning can be useful for future self-learning (75%). Postgraduate Feedback: Majority performed facilitation for first time, perceived their performance as good (75%), it was helpful in self-learning (100%), felt confident of managing students in small groups (100%), as facilitator they improved their teaching skills, found it more useful and better identified own learning gaps (87.5%). Conclusions: Learning in small groups adopting team based approach involving both UGs and PGs promoted active learning in both and enhanced the teaching skills of the PGs. PMID:26380201
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THE ROLE OF TASK-INDUCED INVOLVEMENT IN VOCABULARY LEARNING OF IRANIAN LANGUAGE LEARNERS
Directory of Open Access Journals (Sweden)
Fatemeh Khonamri
2013-01-01
Full Text Available This study investigated Laufer and Hustijn’s (2001 Involvement Load Hypothesis in vocabulary learning. It comprised two experiments. Experiment 1 examined whether two tasks with equal involvement load but different distribution of components would yield the same result in initial learning and retention of target words. Experiment 2 investigated whether two tasks, one input and another output, with equal involvement load and the same distribution of components would result in equivalent initial learning and retention of target words. 126 advanced English learners completed one of three vocabulary learning tasks that equated in the amount of involvement they induced: sentence writing, fill-in, and translation (L2-L1. Receptive knowledge of the target words was assessed immediately after treatment and two weeks later, and one month interval after the first delayed posttest. The result of t-test for Experiment 1 showed that when two tasks had equal involvement load but different distribution of components they resulted in similar amounts of initial learning and retention of new words. The findings of Experiment 2 indicated when two tasks, one input and another output, had equal involvement load and the same distribution of components, they led to superiority of fill-in task over translation task in initial vocabulary learning, however, not in retention of new words.
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A Transfer Learning Approach for Applying Matrix Factorization to Small ITS Datasets
Voß, Lydia; Schatten, Carlotta; Mazziotti, Claudia; Schmidt-Thieme, Lars
2015-01-01
Machine Learning methods for Performance Prediction in Intelligent Tutoring Systems (ITS) have proven their efficacy; specific methods, e.g. Matrix Factorization (MF), however suffer from the lack of available information about new tasks or new students. In this paper we show how this problem could be solved by applying Transfer Learning (TL),…
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Contingency learning in human fear conditioning involves the ventral striatum.
Klucken, Tim; Tabbert, Katharina; Schweckendiek, Jan; Merz, Christian Josef; Kagerer, Sabine; Vaitl, Dieter; Stark, Rudolf
2009-11-01
The ability to detect and learn contingencies between fearful stimuli and their predictive cues is an important capacity to cope with the environment. Contingency awareness refers to the ability to verbalize the relationships between conditioned and unconditioned stimuli. Although there is a heated debate about the influence of contingency awareness on conditioned fear responses, neural correlates behind the formation process of contingency awareness have gained only little attention in human fear conditioning. Recent animal studies indicate that the ventral striatum (VS) could be involved in this process, but in human studies the VS is mostly associated with positive emotions. To examine this question, we reanalyzed four recently published classical fear conditioning studies (n = 117) with respect to the VS at three distinct levels of contingency awareness: subjects, who did not learn the contingencies (unaware), subjects, who learned the contingencies during the experiment (learned aware) and subjects, who were informed about the contingencies in advance (instructed aware). The results showed significantly increased activations in the left and right VS in learned aware compared to unaware subjects. Interestingly, this activation pattern was only found in learned but not in instructed aware subjects. We assume that the VS is not involved when contingency awareness does not develop during conditioning or when contingency awareness is unambiguously induced already prior to conditioning. VS involvement seems to be important for the transition from a contingency unaware to a contingency aware state. Implications for fear conditioning models as well as for the contingency awareness debate are discussed.
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Samala, Ravi K.; Chan, Heang-Ping; Hadjiiski, Lubomir; Helvie, Mark A.; Richter, Caleb; Cha, Kenny
2018-02-01
We propose a cross-domain, multi-task transfer learning framework to transfer knowledge learned from non-medical images by a deep convolutional neural network (DCNN) to medical image recognition task while improving the generalization by multi-task learning of auxiliary tasks. A first stage cross-domain transfer learning was initiated from ImageNet trained DCNN to mammography trained DCNN. 19,632 regions-of-interest (ROI) from 2,454 mass lesions were collected from two imaging modalities: digitized-screen film mammography (SFM) and full-field digital mammography (DM), and split into training and test sets. In the multi-task transfer learning, the DCNN learned the mass classification task simultaneously from the training set of SFM and DM. The best transfer network for mammography was selected from three transfer networks with different number of convolutional layers frozen. The performance of single-task and multitask transfer learning on an independent SFM test set in terms of the area under the receiver operating characteristic curve (AUC) was 0.78+/-0.02 and 0.82+/-0.02, respectively. In the second stage cross-domain transfer learning, a set of 12,680 ROIs from 317 mass lesions on DBT were split into validation and independent test sets. We first studied the data requirements for the first stage mammography trained DCNN by varying the mammography training data from 1% to 100% and evaluated its learning on the DBT validation set in inference mode. We found that the entire available mammography set provided the best generalization. The DBT validation set was then used to train only the last four fully connected layers, resulting in an AUC of 0.90+/-0.04 on the independent DBT test set.
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Mining for preparatory processes of transfer learning in a blended course
Ng, K.; Hartman, K.; Goodkin, N.; Wai Hoong Andy, K.
2017-12-01
585 undergraduate science students enrolled in a multidisciplinary environmental sustainability course. Each week, students were given the opportunity to read online materials, answer multiple choice and short answer questions, and attend a three-hour lecture. The online materials and questions were released one week prior to the lecture. After each week, we mined the student data logs exported from the course learning management system and used a model-based clustering algorithm to divide the class into six groups according to resource access patterns. The patterns were mostly based on the frequency with which a student accessed the items in the growing set of online resources and whether those resources were relevant to the upcoming exam. Each exam was self-contained—meaning the second exam did not reference content taught during the first half of the course. The exam items themselves were intentionally designed to provide a mix of recall, application, and transfer items. Recall items referenced facts and examples provided during the lectures and course materials. Application items asked students to solve problems using the methods shown during lecture. Transfer items asked students to use what they had learned to analyze new data sets and unfamiliar problems. We then used a log-likelihood analysis to determine if there were differences in item accuracy on the exams by resource pattern clusters. We found students who deviated from the majority of student access patterns by accessing prior material during the recess break before new material had been assigned and introduced performed significantly more accurately on the transfer items than the other cluster groups. This finding fits with the concept of Preparation for Future Learning (Bransford & Schwartz, 1999) which suggests learners can be strategic about their learning to prepare themselves to complete new tasks in the future. Our findings also suggest that using learning analytics to call attention activity
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Directory of Open Access Journals (Sweden)
Nicholas Roy Waytowich
2016-09-01
Full Text Available Recent advances in signal processing and machine learning techniques have enabled the application of Brain-Computer Interface (BCI technologies to fields such as medicine, industry and recreation. However, BCIs still suffer from the requirement of frequent calibration sessions due to the intra- and inter- individual variability of brain-signals, which makes calibration suppression through transfer learning an area of increasing interest for the development of practical BCI systems. In this paper, we present an unsupervised transfer method (spectral transfer using information geometry, STIG, which ranks and combines unlabeled predictions from an ensemble of information geometry classifiers built on data from individual training subjects. The STIG method is validated in both offline and real-time feedback analysis during a rapid serial visual presentation task (RSVP. For detection of single-trial, event-related potentials (ERPs, the proposed method can significantly outperform existing calibration-free techniques as well as outperform traditional within-subject calibration techniques when limited data is available. This method demonstrates that unsupervised transfer learning for single-trial detection in ERP-based BCIs can be achieved without the requirement of costly training data, representing a step-forward in the overall goal of achieving a practical user-independent BCI system.
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Lessons learned in NEPA public involvement
International Nuclear Information System (INIS)
Stevens, A.D.; Glore, D.M.
1995-01-01
'In recent years Uncle Sam has been asking citizens for their help in improving the environment. The government is learning that with public input it can better prioritize environmental problems and more effectively direct limited funding.' The National Environmental Policy Act (NEPA), like many other government regulations, is a 'living law.' Although there are agency and Council guidelines, it is practical application, based on past practices and case law that refines the Act's broad concepts. The specifics of how to meet requirements are constantly being honed and melded to fit the unique situational needs of an agency, a project, or a public. This fluidity presents a challenge for stakeholder involvement activities. Communication practioners and project managers may have room for creativity and customized approaches, but they also find less than clear direction on what it takes to successfully avoid challenges of non-compliance. Because of the continuing uncertainty on how to involve the public meaningfully, it is vital to share important lessons learned from NEPA projects. The following practical suggestions are derived primarily from experiences with the Department of Energy's first ever complex-wide and site-specific environmental impact statement (EIS)-the Programmatic Spent Nuclear Fuel Management and Idaho National Engineering Laboratory Environmental Restoration and Waste Management Programs EIS (SNF ampersand INEL EIS)
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Gordon, Barrie; Doyle, Stephanie
2015-01-01
The transfer of learning from the gym to other areas of participants' lives has always been a core component of the Teaching Personal and Social Responsibility Model. The degree to which transfer of learning is successfully facilitated in the reality of Teaching Personal and Social Responsibility Model-based teaching and coaching is, however,…
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Prediction for flow boiling heat transfer in small diameter tube using deep learning
International Nuclear Information System (INIS)
Enoki, Koji; Sei, Yuichi; Okawa, Tomio; Saito, Kiyoshi
2017-01-01
The applications of Artificial Intelligence ie AI show diversity in any fields. On the other hand, research of the predicting heat transfer regardless of single-phase or two-phase flow is still untouched. Therefore, we have confirmed usefulness using AI's deep learning function on horizontal flow boiling heat transfer in flowing mini-channel that is actively researched. The effect of the surface tension in the mini-channel is large compared with conventional large tubes, and then the heat transfer mechanism is very complicated. For this reason, the numerical correlations of many existing researchers the prediction result is not good. However, the mechanistic correlation based on the visualization experiment, which the authors' research group published several years ago has very high precision. Therefore, in this research paper, we confirmed the effectiveness of using deep learning for predicting of the boiling heat transfer in mini-channel while comparing our correlation. (author)
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Toddlers' word learning and transfer from electronic and print books.
Strouse, Gabrielle A; Ganea, Patricia A
2017-04-01
Transfer from symbolic media to the real world can be difficult for young children. A sample of 73 toddlers aged 17 to 23months were read either an electronic book displayed on a touchscreen device or a traditional print book in which a novel object was paired with a novel label. Toddlers in both conditions learned the label within the context of the book. However, only those who read the traditional format book generalized and transferred the label to other contexts. An older group of 28 toddlers aged 24 to 30months did generalize and transfer from the electronic book. Across ages, those children who primarily used screens to watch prerecorded video at home transferred less from the electronic book than those with more diverse home media experiences. Copyright © 2016 Elsevier Inc. All rights reserved.
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Llobet-Martí, Bernat; López-Ros, Víctor; Vila, Ignasi
2018-01-01
Background: The social constructivist perspective emphasises that learning is a process of self-construction of knowledge in a social context. Game-centred approaches, such as teaching games for understanding, have been used in accordance with this perspective. The process of transferring learning responsibility takes place when the learner is…
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Involving people with learning disabilities in nurse education: towards an inclusive approach.
Bollard, Martin; Lahiff, John; Parkes, Neville
2012-02-01
There is limited evidence that explores how to effectively include people with learning disabilities in nurse education in the U.K. The majority of reported work relates to mental health nursing and social work training (Morgan and Jones, 2009). This paper specifically reports on the processes and activities undertaken by the authors with people with learning disabilities in the development of a new BSc learning disability nursing programme, a specific branch of nursing in the U.K. In doing so, findings and discussion from two separate projects involving students and people with learning disabilities will be integrated into the paper. EPICURE (Engagement, Processing, Interpretation, Critique, Usefulness, Relevance and Ethics (Stige et al. 2009) is adopted as a qualitative framework throughout the paper to evaluate the reported work that took place between September 2006 and October 2010. Suggestions are therefore made regarding the benefits and challenges of striving towards an inclusive approach to user involvement in nurse education, with particular reference to learning disability. The work presented in the paper demonstrates how through careful involvement of this population, deeper learning opportunities for all nursing students can be created. Copyright © 2011 Elsevier Ltd. All rights reserved.
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Transfer effects in learning a second language grammatical gender system
Sabourin, Laura; Stowe, Laurie A; de Haan, Ger J
In this article second language (L2) knowledge of Dutch grammatical gender is investigated. Adult speakers of German, English and a Romance language (French, Italian or Spanish) were investigated to explore the role of transfer in learning the Dutch grammatical gender system. In the first language
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Parental involvement, adolescents' self-determined learning and academic achievement in Urban China.
Wang, Hongyu; Cai, Tianji
2017-02-01
Self-determined learning is essential to academic success. The motivational resources development model argues that parents promote academic success in their children indirectly by nurturing self-determined learner. In this study, applying a structural equation modelling and using data collected from 8th graders in Zhuhai, China (n = 1009) in 2012, we aim to answer 2 research questions: (a) What forms of parental involvement are highly correlated with self-determined learning and (b) Can self-determined learning fully mediate the relationship between parental involvement and students' academic performance? We find that parental leisure involvement is positively and significantly associated with the development of self-determined learning, which in turn is significantly and positively correlated with academic achievement. Parental provision of structure or parental academic assistance is not significantly associated with students' self-regulation and students' academic achievement. © 2015 International Union of Psychological Science.
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Dynamic functional brain networks involved in simple visual discrimination learning.
Fidalgo, Camino; Conejo, Nélida María; González-Pardo, Héctor; Arias, Jorge Luis
2014-10-01
Visual discrimination tasks have been widely used to evaluate many types of learning and memory processes. However, little is known about the brain regions involved at different stages of visual discrimination learning. We used cytochrome c oxidase histochemistry to evaluate changes in regional brain oxidative metabolism during visual discrimination learning in a water-T maze at different time points during training. As compared with control groups, the results of the present study reveal the gradual activation of cortical (prefrontal and temporal cortices) and subcortical brain regions (including the striatum and the hippocampus) associated to the mastery of a simple visual discrimination task. On the other hand, the brain regions involved and their functional interactions changed progressively over days of training. Regions associated with novelty, emotion, visuo-spatial orientation and motor aspects of the behavioral task seem to be relevant during the earlier phase of training, whereas a brain network comprising the prefrontal cortex was found along the whole learning process. This study highlights the relevance of functional interactions among brain regions to investigate learning and memory processes. Copyright © 2014 Elsevier Inc. All rights reserved.
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Ship Detection Using Transfer Learned Single Shot Multi Box Detector
Directory of Open Access Journals (Sweden)
Nie Gu-Hong
2017-01-01
Full Text Available Ship detection in satellite images is a challenging task. In this paper, we introduce a transfer learned Single Shot MultiBox Detector (SSD for ship detection. To this end, a state-of-the-art object detection model pre-trained from a large number of natural images was transfer learned for ship detection with limited labeled satellite images. To the best of our knowledge, this could be one of the first studies which introduce SSD into ship detection on satellite images. Experiments demonstrated that our method could achieve 87.9% AP at 47 FPS using NVIDIA TITAN X. In comparison with Faster R-CNN, 6.7% AP improvement could be achieved. Effects of the observation resolution has also been studied with the changing input sizes among 300 × 300, 600 × 600 and 900 × 900. It has been noted that the detection accuracy declined sharply with the decreasing resolution that is mainly caused by the missing small ships.
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Nakakoji, Yoshitaka; Wilson, Rachel
2018-01-01
Transfer of mathematical learning to science is seen as critical to the development of education and industrial societies, yet it is rarely interrogated in applied research. We present here research looking for evidence of transfer from university mathematics learning in semester one to second semester sciences/engineering courses (n = 1125). A…
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Directory of Open Access Journals (Sweden)
HU Gensheng
2018-03-01
Full Text Available Ground object information of remote sensing images covered with thin clouds is obscure. An information recovery algorithm for ground objects in thin cloud images is proposed by fusing guide filter and transfer learning. Firstly, multi-resolution decomposition of thin cloud target images and cloud-free guidance images is performed by using multi-directional nonsubsampled dual-tree complex wavelet transform. Then the decomposed low frequency subbands are processed by using support vector guided filter and transfer learning respectively. The decomposed high frequency subbands are enhanced by using modified Laine enhancement function. The low frequency subbands output by guided filter and those predicted by transfer learning model are fused by the method of selection and weighting based on regional energy. Finally, the enhanced high frequency subbands and the fused low frequency subbands are reconstructed by using inverse multi-directional nonsubsampled dual-tree complex wavelet transform to obtain the ground object information recovery images. Experimental results of Landsat-8 OLI multispectral images show that, support vector guided filter can effectively preserve the detail information of the target images, domain adaptive transfer learning can effectively extend the range of available multi-source and multi-temporal remote sensing images, and good effects for ground object information recover are obtained by fusing guide filter and transfer learning to remove thin cloud on the remote sensing images.
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Huynh, Benjamin Q; Li, Hui; Giger, Maryellen L
2016-07-01
Convolutional neural networks (CNNs) show potential for computer-aided diagnosis (CADx) by learning features directly from the image data instead of using analytically extracted features. However, CNNs are difficult to train from scratch for medical images due to small sample sizes and variations in tumor presentations. Instead, transfer learning can be used to extract tumor information from medical images via CNNs originally pretrained for nonmedical tasks, alleviating the need for large datasets. Our database includes 219 breast lesions (607 full-field digital mammographic images). We compared support vector machine classifiers based on the CNN-extracted image features and our prior computer-extracted tumor features in the task of distinguishing between benign and malignant breast lesions. Five-fold cross validation (by lesion) was conducted with the area under the receiver operating characteristic (ROC) curve as the performance metric. Results show that classifiers based on CNN-extracted features (with transfer learning) perform comparably to those using analytically extracted features [area under the ROC curve [Formula: see text
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Indirect Measures of Learning Transfer between Real and Virtual Environments
Garrett, Michael; McMahon, Mark
2013-01-01
This paper reports on research undertaken to determine the effectiveness of a 3D simulation environment used to train mining personnel in emergency evacuation procedures, designated the Fires in Underground Mines Evacuation Simulator (FUMES). Owing to the operational constraints of the mining facility, methods for measuring learning transfer were…
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Heddy, Benjamin C.; Sinatra, Gale M.; Seli, Helena; Taasoobshirazi, Gita; Mukhopadhyay, Ananya
2017-01-01
The Teaching for Transformative Experience in Science (TTES) model has shown to be a useful tool to generate learning and engagement in science. We investigated the effectiveness of TTES for facilitating transformative experience (TE), learning, the development of topic interest and transfer of course concepts to other courses employing a…
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Knowledge transfer isn’t simply transfer
DEFF Research Database (Denmark)
Dao, Li; Napier, Nancy
2012-01-01
This paper examines micro dynamic aspects of knowledge sharing and learning in international joint venture settings. Learning of expatriate and local managers appears far more complex and mutually dependent than conventionally speculated in existing literature. The paper proposes that the effect ...... Danish and Vietnamese firms. The paper suggests that learning in IJVs, even in the context of one-way knowledge transfer from the foreign parent, should be managed in a mutual perspective and with thoughtful coordination of individual learning....... and outcome of knowledge transfer from joint venture parents and learning in IJVs are dependent on how individual managers (including both expatriate and local) learn, perceive their learning roles, and enact a learning agenda. Empirical evidence is drawn from two cases of international joint ventures between...
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Involvement of Working Memory in College Students' Sequential Pattern Learning and Performance
Kundey, Shannon M. A.; De Los Reyes, Andres; Rowan, James D.; Lee, Bern; Delise, Justin; Molina, Sabrina; Cogdill, Lindsay
2013-01-01
When learning highly organized sequential patterns of information, humans and nonhuman animals learn rules regarding the hierarchical structures of these sequences. In three experiments, we explored the role of working memory in college students' sequential pattern learning and performance in a computerized task involving a sequential…
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Directory of Open Access Journals (Sweden)
Miri Barak
2016-11-01
Full Text Available Abstract This study was set to identify self-regulation skills required for online learning and to characterize cognitive transfer of on-campus and online students. The study included two groups of undergraduate students who studied the same course, but in different settings: online and on-campus. Data collected via an online survey and semi-structured interviews indicated that cognitive strategies and regulation of cognition are significant for successful online learning. Findings also indicated that the online students were more aware of mastery learning and information processing strategies than the on-campus peers. The online students specified the importance of planning, controlling, and evaluation skills for meaningful learning; whereas the on-campus students asserted lack of self-discipline and limited communication skills as barriers for distance learning. Near- and far-transfer components were identified, showing a significant positive correlation with self-regulation skills for both groups of learners.
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Moving the boundaries : peer learning between nursing and physiotherapy students
Fogstad, Lise; Christiansen, Bjørg
2011-01-01
Aim: The objective of this study was to explore nursing and physiotherapy students’ views on peer learning as an innovative learning strategy. Background: Departments of nursing and physiotherapy at Oslo University College, Norway, initiated a cooperative project based on interdisciplinary and cross-level learning in patient transfer activities. Patient transfer is based on natural human body movement patterns, ergonomics, and communication skills. The project involved partnering sec...
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Raaijmakers, Steven F; Baars, Martine; Paas, Fred; van Merriënboer, Jeroen J G; van Gog, Tamara
2018-01-01
Students' ability to accurately self-assess their performance and select a suitable subsequent learning task in response is imperative for effective self-regulated learning. Video modeling examples have proven effective for training self-assessment and task-selection skills, and-importantly-such training fostered self-regulated learning outcomes. It is unclear, however, whether trained skills would transfer across domains. We investigated whether skills acquired from training with either a specific, algorithmic task-selection rule or a more general heuristic task-selection rule in biology would transfer to self-regulated learning in math. A manipulation check performed after the training confirmed that both algorithmic and heuristic training improved task-selection skills on the biology problems compared with the control condition. However, we found no evidence that students subsequently applied the acquired skills during self-regulated learning in math. Future research should investigate how to support transfer of task-selection skills across domains.
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2018-04-01
Luque, D., Vadillo, M, A., Gutiérrez-Cobo, M, J., Le Pelley, M, E. (2018). The blocking effect in associative learning involves learned biases in rapid attentional capture. Quarterly Journal of Experimental Psychology, 71, 522-544. doi: 10.1080/17470218.2016.1262435. The above article is part of the Special Issue on Associative Learning (in honour of Nick Mackintosh) and was inadvertently published in the February 2018 issue of Quarterly Journal of Experimental Psychology. After publication of the Special Issue, an online collection on Associative Learning will be created on SAGE Journals and this paper will be included in that collection. The Publisher apologises for this error.
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Interplay of break-up and transfer processes in reactions involving weakly-bound systems
Vitturi, Andrea; Moschini, Laura
2018-02-01
In this note we illustrate some applications of a simple model which has been devised to clarify the reaction mechanism and the interplay of different reaction channels (elastic, inelastic, transfer, break-up) in heavy-ion collisions. The model involves two potential wells moving in one dimension and few active particles; in spite of its simplicity, it is supposed to maintain the main features, the properties and the physics of the full three-dimensional case. Special attention is given to the role of continuum states in reactions involving weakly-bound systems, and different approximation schemes (as first-order or coupled-channels) as well as different continuum discretization procedures are tested. In the case of two active particles the reaction mechanism associated with two-particle transfer and the effect of pairing intearction are investigated. Work done in collaboration with Antonio Moro and Kouichi Hagino
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Cruz-Roa, Angel; Arévalo, John; Judkins, Alexander; Madabhushi, Anant; González, Fabio
2015-12-01
Convolutional neural networks (CNN) have been very successful at addressing different computer vision tasks thanks to their ability to learn image representations directly from large amounts of labeled data. Features learned from a dataset can be used to represent images from a different dataset via an approach called transfer learning. In this paper we apply transfer learning to the challenging task of medulloblastoma tumor differentiation. We compare two different CNN models which were previously trained in two different domains (natural and histopathology images). The first CNN is a state-of-the-art approach in computer vision, a large and deep CNN with 16-layers, Visual Geometry Group (VGG) CNN. The second (IBCa-CNN) is a 2-layer CNN trained for invasive breast cancer tumor classification. Both CNNs are used as visual feature extractors of histopathology image regions of anaplastic and non-anaplastic medulloblastoma tumor from digitized whole-slide images. The features from the two models are used, separately, to train a softmax classifier to discriminate between anaplastic and non-anaplastic medulloblastoma image regions. Experimental results show that the transfer learning approach produce competitive results in comparison with the state of the art approaches for IBCa detection. Results also show that features extracted from the IBCa-CNN have better performance in comparison with features extracted from the VGG-CNN. The former obtains 89.8% while the latter obtains 76.6% in terms of average accuracy.
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Boidy, Tish; Moran, Michelle
An intervention program sought to improve third- and fifth- grade students' ability to transfer learning among subject areas and to apply their learning to everyday occurrences. Surveys and interviews revealed the lack of student transference of knowledge among subject areas; teacher surveys and an interview with the curriculum director provided…
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Transfer of learning in binary decision making problems.
Robotti, O. P.
2007-01-01
Transfer, the use of acquired knowledge, skills and abilities across tasks and contexts, is a key and elusive goal of learning. Most evidence available in literature is based on a limited number of tasks, predominantly open-ended problems, game-like problems and taught school subjects (e.g. maths, physics, algebra). It is not obvious that findings from this work can be extended to the domain of decision making problems. This thesis, which aims to broaden the understanding of enhancing and lim...
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Touchscreen Facilitates Young Children’s Transfer of Learning to Tell Time
Directory of Open Access Journals (Sweden)
Fuxing Wang
2016-11-01
Full Text Available Young children are devoting increasing time to playing on handheld touchscreen devices (e.g., iPads. Though thousands of touchscreen apps are claimed to be educational, there is a lack of sufficient evidence examining the impact of touchscreens on children’s learning outcomes. In the present study, the two questions we focused on were (a whether using a touchscreen was helpful in teaching children to tell time, and (b to what extent young children could transfer what they had learned on the touchscreen to other media. A pre- and posttest design was adopted. After learning to read the time on the iPad touchscreen for 10 minutes, three groups of 5- to 6-year-old children (N = 65 were respectively tested with an iPad touchscreen, a toy clock or a drawing of a clock on paper. The results revealed that posttest scores in the iPad touchscreen test group were significantly higher than those at pretest, indicating that the touchscreen itself could provide support for young children’s learning. Similarly, regardless of being tested with a toy clock or paper drawing, children’s posttest performance was also better than pretest, suggesting that children could transfer what they had learned on an iPad touchscreen to other media. However, comparison among groups showed that children tested with the paper drawing underperformed those tested with the other two media. The theoretical and practical implications of the results, as well as limitations of the present study, are discussed.
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Directory of Open Access Journals (Sweden)
Mario Melo
2015-07-01
Full Text Available This study was designed to investigate the effects of two instructional approaches (4C-ID versus conventional on learners’ knowledge-acquisition and learning transfer of the electrical circuits content in Physics. Participants were 129 9th graders from a secondary school in Lisbon, M = 14.3 years, SD = 0.54. The participants were divided in two groups: an experimental group constituted three intact classes (n = 78; and a control group constituted two intact classes (n = 51. The experimental group was taught using a digital learning environment designed with the 4C-ID model principles while the control group learned the same contents through a conventional method. We assessed the students’ performance (knowledge-acquisition and transfer, the perceived cognitive load, and the instructional efficiency. Results indicated that the experimental group performed significantly better than the control group on a knowledge-acquisition test and in a learning transfer test. They also perceived a less cognitive load in the transfer test and the learning environment developed with the 4C-ID model proved to be more instructional efficient than the conventional method.
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Understanding the cognitive processes involved in writing to learn.
Arnold, Kathleen M; Umanath, Sharda; Thio, Kara; Reilly, Walter B; McDaniel, Mark A; Marsh, Elizabeth J
2017-06-01
Writing is often used as a tool for learning. However, empirical support for the benefits of writing-to-learn is mixed, likely because the literature conflates diverse activities (e.g., summaries, term papers) under the single umbrella of writing-to-learn. Following recent trends in the writing-to-learn literature, the authors focus on the underlying cognitive processes. They draw on the largely independent writing-to-learn and cognitive psychology learning literatures to identify important cognitive processes. The current experiment examines learning from 3 writing tasks (and 1 nonwriting control), with an emphasis on whether or not the tasks engaged retrieval. Tasks that engaged retrieval (essay writing and free recall) led to better final test performance than those that did not (note taking and highlighting). Individual differences in structure building (the ability to construct mental representations of narratives; Gernsbacher, Varner, & Faust, 1990) modified this effect; skilled structure builders benefited more from essay writing and free recall than did less skilled structure builders. Further, more essay-like responses led to better performance, implicating the importance of additional cognitive processes such as reorganization and elaboration. The results highlight how both task instructions and individual differences affect the cognitive processes involved when writing-to-learn, with consequences for the effectiveness of the learning strategy. (PsycINFO Database Record (c) 2017 APA, all rights reserved).
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Boys' and girls' involvement in science learning and their self-efficacy in Taiwan.
Hong, Zuway-R; Lin, Huann-shyang
2013-01-01
This cross-sectional study investigated the significant differences in students' self-efficacy and their involvement in learning science. Nine hundred and twenty-two elementary school fifth graders, 499 junior high school eighth graders, and 1455 senior or vocational high school eleventh graders completed the students' questionnaire. Analyses of variance (ANOVAs) and independent t-tests compared the significant similarities and differences across school levels and genders. The initial findings were as follows: A sharp decline in boys' and girls' self-efficacy scores from elementary to secondary school levels; boys have significantly higher self-efficacy scores than girls at vocational and senior high school levels; students with more involvement in science learning presented significantly higher self-efficacy scores than those with less involvement. The significant discrepancies in terms of gender and age in students' self-efficacy and involvement in learning science need to be addressed. Implications and limitations are provided.
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Effects of creating video-based modeling examples on learning and transfer
Hoogerheide, Vincent; Loyens, Sofie M M; van Gog, Tamara
2014-01-01
Two experiments investigated whether acting as a peer model for a video-based modeling example, which entails studying a text with the intention to explain it to others and then actually explaining it on video, would foster learning and transfer. In both experiments, novices were instructed to study
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Generalization of Auditory Sensory and Cognitive Learning in Typically Developing Children.
Directory of Open Access Journals (Sweden)
Cristina F B Murphy
Full Text Available Despite the well-established involvement of both sensory ("bottom-up" and cognitive ("top-down" processes in literacy, the extent to which auditory or cognitive (memory or attention learning transfers to phonological and reading skills remains unclear. Most research has demonstrated learning of the trained task or even learning transfer to a closely related task. However, few studies have reported "far-transfer" to a different domain, such as the improvement of phonological and reading skills following auditory or cognitive training. This study assessed the effectiveness of auditory, memory or attention training on far-transfer measures involving phonological and reading skills in typically developing children. Mid-transfer was also assessed through untrained auditory, attention and memory tasks. Sixty 5- to 8-year-old children with normal hearing were quasi-randomly assigned to one of five training groups: attention group (AG, memory group (MG, auditory sensory group (SG, placebo group (PG; drawing, painting, and a control, untrained group (CG. Compliance, mid-transfer and far-transfer measures were evaluated before and after training. All trained groups received 12 x 45-min training sessions over 12 weeks. The CG did not receive any intervention. All trained groups, especially older children, exhibited significant learning of the trained task. On pre- to post-training measures (test-retest, most groups exhibited improvements on most tasks. There was significant mid-transfer for a visual digit span task, with highest span in the MG, relative to other groups. These results show that both sensory and cognitive (memory or attention training can lead to learning in the trained task and to mid-transfer learning on a task (visual digit span within the same domain as the trained tasks. However, learning did not transfer to measures of language (reading and phonological awareness, as the PG and CG improved as much as the other trained groups. Further
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Generalization of Auditory Sensory and Cognitive Learning in Typically Developing Children.
Murphy, Cristina F B; Moore, David R; Schochat, Eliane
2015-01-01
Despite the well-established involvement of both sensory ("bottom-up") and cognitive ("top-down") processes in literacy, the extent to which auditory or cognitive (memory or attention) learning transfers to phonological and reading skills remains unclear. Most research has demonstrated learning of the trained task or even learning transfer to a closely related task. However, few studies have reported "far-transfer" to a different domain, such as the improvement of phonological and reading skills following auditory or cognitive training. This study assessed the effectiveness of auditory, memory or attention training on far-transfer measures involving phonological and reading skills in typically developing children. Mid-transfer was also assessed through untrained auditory, attention and memory tasks. Sixty 5- to 8-year-old children with normal hearing were quasi-randomly assigned to one of five training groups: attention group (AG), memory group (MG), auditory sensory group (SG), placebo group (PG; drawing, painting), and a control, untrained group (CG). Compliance, mid-transfer and far-transfer measures were evaluated before and after training. All trained groups received 12 x 45-min training sessions over 12 weeks. The CG did not receive any intervention. All trained groups, especially older children, exhibited significant learning of the trained task. On pre- to post-training measures (test-retest), most groups exhibited improvements on most tasks. There was significant mid-transfer for a visual digit span task, with highest span in the MG, relative to other groups. These results show that both sensory and cognitive (memory or attention) training can lead to learning in the trained task and to mid-transfer learning on a task (visual digit span) within the same domain as the trained tasks. However, learning did not transfer to measures of language (reading and phonological awareness), as the PG and CG improved as much as the other trained groups. Further research
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Directory of Open Access Journals (Sweden)
Khan Imran
2017-12-01
Full Text Available Personality has been considered an important factor influencing trainee efficiency & organizational productivity. Similarly, work climate factors have been recognized as primary influencers in post training context influencing productivity. But research concerning the impact of personality and work climate on trainees’ learning motivation has been very scant and mostly conducted in the western context. The present study was an attempt therefore, to extend this line of research in the Indian context involving educational sector of the State of Jammu & Kashmir. A sample of 517 teacher trainees was drawn for the present study using convenience sampling method. Results indicate that personality traits (i.e., conscientiousness, openness to experience, and internal locus of control do not influence training transfer directly or indirectly, while, transfer climate factors do affect training transfer both directly as well as indirectly via learning motivation. The implications of the results are discussed and the limitations of the study are noted, along with suggested avenues for future research.
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Folding Membrane Proteins by Deep Transfer Learning
Wang, Sheng
2017-08-29
Computational elucidation of membrane protein (MP) structures is challenging partially due to lack of sufficient solved structures for homology modeling. Here, we describe a high-throughput deep transfer learning method that first predicts MP contacts by learning from non-MPs and then predicts 3D structure models using the predicted contacts as distance restraints. Tested on 510 non-redundant MPs, our method has contact prediction accuracy at least 0.18 better than existing methods, predicts correct folds for 218 MPs, and generates 3D models with root-mean-square deviation (RMSD) less than 4 and 5 Å for 57 and 108 MPs, respectively. A rigorous blind test in the continuous automated model evaluation project shows that our method predicted high-resolution 3D models for two recent test MPs of 210 residues with RMSD ∼2 Å. We estimated that our method could predict correct folds for 1,345–1,871 reviewed human multi-pass MPs including a few hundred new folds, which shall facilitate the discovery of drugs targeting at MPs.
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LEARNING FROM PARTICIPATION IN CREATIVE ACTVITIES TRANSFERRED T0 EVERYDAY LIFE
DEFF Research Database (Denmark)
Hansen, Bodil Winther; Pedersen, Helle Andrea
Creative activities have traditionally been used in psychiatric occupational therapy. However, there is a lack of research on how creative activities influence everyday life; especially with a learning perspective. The aim of the study is to develop and qualify the use of creative activities...... offer a learning perspective on developing and qualifying the use of creative activities.Application to Practice:Implementing the use of creative activities has a potential to qualify and expand occupational therapy rehabilitation regarding coping with everyday life.References:(1) Wahlgren, B. & Aarkrog......, V. (2012) Transfer, Aarhus: Aarhus Universitetsforlag.(2) Brinkmann, S. & Kvale, S. (2015) InterViews – Learning the Craft of Qualitative Research Interviewing (Third Edition), Los Angeles, Sage Publication. Inc.Financially supported by the Danish Federation of Occupational Therapy, the Metropolitan...
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The Learning Transfer Approach To Estimating the Benefits of Training: Empirical Evidence.
Donovan, Paul; Hannigan, Kevin; Crowe, Deirdre
2001-01-01
The Learning Transfer Systems Inventory provides a systematic approach for predicting training effectiveness through needs assessment, organizational analysis to determine issues affecting training outcomes, and assessment of needed resources. Data from 158 management trainers demonstrated its effectiveness in assessing how well an organization…
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The Transfer of Learning Associated with Audio Feedback on Written Work
Martini, Tanya; DiBattista, David
2014-01-01
This study examined whether audio feedback provided to undergraduates (N=51) about one paper would prove beneficial in terms of improving their grades on another, unrelated paper of the same type. We examined this issue both in terms of student "beliefs" about learning transfer, as well as their "actual ability" to transfer…
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Differences in perceptual learning transfer as a function of training task.
Green, C Shawn; Kattner, Florian; Siegel, Max H; Kersten, Daniel; Schrater, Paul R
2015-01-01
A growing body of research--including results from behavioral psychology, human structural and functional imaging, single-cell recordings in nonhuman primates, and computational modeling--suggests that perceptual learning effects are best understood as a change in the ability of higher-level integration or association areas to read out sensory information in the service of particular decisions. Work in this vein has argued that, depending on the training experience, the "rules" for this read-out can either be applicable to new contexts (thus engendering learning generalization) or can apply only to the exact training context (thus resulting in learning specificity). Here we contrast learning tasks designed to promote either stimulus-specific or stimulus-general rules. Specifically, we compare learning transfer across visual orientation following training on three different tasks: an orientation categorization task (which permits an orientation-specific learning solution), an orientation estimation task (which requires an orientation-general learning solution), and an orientation categorization task in which the relevant category boundary shifts on every trial (which lies somewhere between the two tasks above). While the simple orientation-categorization training task resulted in orientation-specific learning, the estimation and moving categorization tasks resulted in significant orientation learning generalization. The general framework tested here--that task specificity or generality can be predicted via an examination of the optimal learning solution--may be useful in building future training paradigms with certain desired outcomes.
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Power and Identity in Immigrant Parents' Involvement in Early Years Mathematics Learning
Takeuchi, Miwa Aoki
2018-01-01
This study examined immigrant parents' involvement in early years mathematics learning, focusing on learning of multiplication in in- and out-of-school settings. Ethnographic interviews and workshops were conducted in an urban city in Japan, to examine out-of-school practices of immigrant families. Drawing from sociocultural theory of learning and…
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Nicholas Roy Waytowich; Nicholas Roy Waytowich; Vernon Lawhern; Vernon Lawhern; Addison Bohannon; Addison Bohannon; Kenneth Ball; Brent Lance
2016-01-01
Recent advances in signal processing and machine learning techniques have enabled the application of Brain-Computer Interface (BCI) technologies to fields such as medicine, industry and recreation. However, BCIs still suffer from the requirement of frequent calibration sessions due to the intra- and inter- individual variability of brain-signals, which makes calibration suppression through transfer learning an area of increasing interest for the development of practical BCI systems. In this p...
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Waytowich, Nicholas R.; Lawhern, Vernon J.; Bohannon, Addison W.; Ball, Kenneth R.; Lance, Brent J.
2016-01-01
Recent advances in signal processing and machine learning techniques have enabled the application of Brain-Computer Interface (BCI) technologies to fields such as medicine, industry, and recreation; however, BCIs still suffer from the requirement of frequent calibration sessions due to the intra- and inter-individual variability of brain-signals, which makes calibration suppression through transfer learning an area of increasing interest for the development of practical BCI systems. In this p...
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Jeong, Hyeonjeong; Sugiura, Motoaki; Sassa, Yuko; Wakusawa, Keisuke; Horie, Kaoru; Sato, Shigeru; Kawashima, Ryuta
2010-04-01
Second language (L2) acquisition necessitates learning and retrieving new words in different modes. In this study, we attempted to investigate the cortical representation of an L2 vocabulary acquired in different learning modes and in cross-modal transfer between learning and retrieval. Healthy participants learned new L2 words either by written translations (text-based learning) or in real-life situations (situation-based learning). Brain activity was then measured during subsequent retrieval of these words. The right supramarginal gyrus and left middle frontal gyrus were involved in situation-based learning and text-based learning, respectively, whereas the left inferior frontal gyrus was activated when learners used L2 knowledge in a mode different from the learning mode. Our findings indicate that the brain regions that mediate L2 memory differ according to how L2 words are learned and used. Copyright 2009 Elsevier Inc. All rights reserved.
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Coutinho, Eduardo; Schuller, Björn
2017-01-01
Music and speech exhibit striking similarities in the communication of emotions in the acoustic domain, in such a way that the communication of specific emotions is achieved, at least to a certain extent, by means of shared acoustic patterns. From an Affective Sciences points of view, determining the degree of overlap between both domains is fundamental to understand the shared mechanisms underlying such phenomenon. From a Machine learning perspective, the overlap between acoustic codes for emotional expression in music and speech opens new possibilities to enlarge the amount of data available to develop music and speech emotion recognition systems. In this article, we investigate time-continuous predictions of emotion (Arousal and Valence) in music and speech, and the Transfer Learning between these domains. We establish a comparative framework including intra- (i.e., models trained and tested on the same modality, either music or speech) and cross-domain experiments (i.e., models trained in one modality and tested on the other). In the cross-domain context, we evaluated two strategies-the direct transfer between domains, and the contribution of Transfer Learning techniques (feature-representation-transfer based on Denoising Auto Encoders) for reducing the gap in the feature space distributions. Our results demonstrate an excellent cross-domain generalisation performance with and without feature representation transfer in both directions. In the case of music, cross-domain approaches outperformed intra-domain models for Valence estimation, whereas for Speech intra-domain models achieve the best performance. This is the first demonstration of shared acoustic codes for emotional expression in music and speech in the time-continuous domain.
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The Transfer of Learning from Play Practices to Game Play in Young Adult Soccer Players
Holt, Josh E.; Ward, Phillip; Wallhead, Tristan L.
2006-01-01
Background: Physical educators and coaches face an ongoing problem of presenting fun and enjoyable practices that also provide efficient learning of technical and tactical sports skills. Effective instruction also promotes the transfer of learning from practice tasks to the real game. Play Practice (PP) describes a structure for teaching sports…
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University Technology Transfer Factors as Predictors of Entrepreneurial Orientation
Kirkman, Dorothy M.
2011-01-01
University technology transfer is a collaborative effort between academia and industry involving knowledge sharing and learning. Working closely with their university partners affords biotechnology firms the opportunity to successfully develop licensed inventions and gain access to novel scientific and technological discoveries. These factors may…
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E-learning modules for nuclear reactor heat transfer
Jayaram, Praveen Bharadwaj
E learning in engineering education is becoming popular at several universities as it allows instructors to create content that the students may view and interact with at his/her own convenience. Web-based simulation and what-if analysis are examples of such educational content and has proved to be extremely beneficial for engineering students. Such pedagogical content promote active learning and encourage students to experiment and be more creative. The main objective of this project is to develop web based learning modules, in the form of analytical simulations, for the Reactor Thermal Hydraulics course offered by the College of Engineering at UT Arlington. These modules seek to comprehensively transform the traditional education structure. The simulations are built to supplement the class lectures and are divided into categories like Fundamentals, Heat generation, Heat transfer and Heat removal categories. Each category contains modules which are sub-divided chapter wise and further into section wise. Some of the important sections from the text book are taken and calculations for a particular functionality are implemented. Since it is an interactive tool, it allows user to input certain values, which are then processed with the traditional equations, and output results either in the form of a number or graphs.
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Samala, Ravi K; Chan, Heang-Ping; Hadjiiski, Lubomir M; Helvie, Mark A; Richter, Caleb; Cha, Kenny
2018-05-01
Deep learning models are highly parameterized, resulting in difficulty in inference and transfer learning for image recognition tasks. In this work, we propose a layered pathway evolution method to compress a deep convolutional neural network (DCNN) for classification of masses in digital breast tomosynthesis (DBT). The objective is to prune the number of tunable parameters while preserving the classification accuracy. In the first stage transfer learning, 19 632 augmented regions-of-interest (ROIs) from 2454 mass lesions on mammograms were used to train a pre-trained DCNN on ImageNet. In the second stage transfer learning, the DCNN was used as a feature extractor followed by feature selection and random forest classification. The pathway evolution was performed using genetic algorithm in an iterative approach with tournament selection driven by count-preserving crossover and mutation. The second stage was trained with 9120 DBT ROIs from 228 mass lesions using leave-one-case-out cross-validation. The DCNN was reduced by 87% in the number of neurons, 34% in the number of parameters, and 95% in the number of multiply-and-add operations required in the convolutional layers. The test AUC on 89 mass lesions from 94 independent DBT cases before and after pruning were 0.88 and 0.90, respectively, and the difference was not statistically significant (p > 0.05). The proposed DCNN compression approach can reduce the number of required operations by 95% while maintaining the classification performance. The approach can be extended to other deep neural networks and imaging tasks where transfer learning is appropriate.
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Samala, Ravi K.; Chan, Heang-Ping; Hadjiiski, Lubomir M.; Helvie, Mark A.; Richter, Caleb; Cha, Kenny
2018-05-01
Deep learning models are highly parameterized, resulting in difficulty in inference and transfer learning for image recognition tasks. In this work, we propose a layered pathway evolution method to compress a deep convolutional neural network (DCNN) for classification of masses in digital breast tomosynthesis (DBT). The objective is to prune the number of tunable parameters while preserving the classification accuracy. In the first stage transfer learning, 19 632 augmented regions-of-interest (ROIs) from 2454 mass lesions on mammograms were used to train a pre-trained DCNN on ImageNet. In the second stage transfer learning, the DCNN was used as a feature extractor followed by feature selection and random forest classification. The pathway evolution was performed using genetic algorithm in an iterative approach with tournament selection driven by count-preserving crossover and mutation. The second stage was trained with 9120 DBT ROIs from 228 mass lesions using leave-one-case-out cross-validation. The DCNN was reduced by 87% in the number of neurons, 34% in the number of parameters, and 95% in the number of multiply-and-add operations required in the convolutional layers. The test AUC on 89 mass lesions from 94 independent DBT cases before and after pruning were 0.88 and 0.90, respectively, and the difference was not statistically significant (p > 0.05). The proposed DCNN compression approach can reduce the number of required operations by 95% while maintaining the classification performance. The approach can be extended to other deep neural networks and imaging tasks where transfer learning is appropriate.
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TRANSFERENCE BEFORE TRANSFERENCE.
Bonaminio, Vincenzo
2017-10-01
This paper is predominantly a clinical presentation that describes the transmigration of one patient's transference to another, with the analyst functioning as a sort of transponder. It involves an apparently accidental episode in which there was an unconscious intersection between two patients. The author's aim is to show how transference from one case may affect transference in another, a phenomenon the author calls transference before transference. The author believes that this idea may serve as a tool for understanding the unconscious work that takes place in the clinical situation. In a clinical example, the analyst finds himself caught up in an enactment involving two patients in which he becomes the medium of what happens in session. © 2017 The Psychoanalytic Quarterly, Inc.
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Managing Changes With Focus on Employee Involvement and Learning
DEFF Research Database (Denmark)
Kofoed, Lise Busk; Rosenørn, Torben
2000-01-01
The initiating question guiding this study is how employee participation can be established during an organisational change process in order to ensure the employees' involvement in the design of their future work environment. A case study where an "experimentarium" (learning lab) was set up...... that it is feasible to generate employee participation in designing their future working environment in the experimentarium when careful attention is given to the influence of situational factors and the work in the experimentarium is supported by management. Furthermore a common learning process was started...... in the experimentarium, and it is shown that the role of managers and supervisors is very important for the outcome of the learning. Results from work in experimentaria show that management and employees have unclear, different and not communicated expectations to each other and that this is a barrier for a successful...
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Auditory cortex involvement in emotional learning and memory.
Grosso, A; Cambiaghi, M; Concina, G; Sacco, T; Sacchetti, B
2015-07-23
Emotional memories represent the core of human and animal life and drive future choices and behaviors. Early research involving brain lesion studies in animals lead to the idea that the auditory cortex participates in emotional learning by processing the sensory features of auditory stimuli paired with emotional consequences and by transmitting this information to the amygdala. Nevertheless, electrophysiological and imaging studies revealed that, following emotional experiences, the auditory cortex undergoes learning-induced changes that are highly specific, associative and long lasting. These studies suggested that the role played by the auditory cortex goes beyond stimulus elaboration and transmission. Here, we discuss three major perspectives created by these data. In particular, we analyze the possible roles of the auditory cortex in emotional learning, we examine the recruitment of the auditory cortex during early and late memory trace encoding, and finally we consider the functional interplay between the auditory cortex and subcortical nuclei, such as the amygdala, that process affective information. We conclude that, starting from the early phase of memory encoding, the auditory cortex has a more prominent role in emotional learning, through its connections with subcortical nuclei, than is typically acknowledged. Copyright © 2015 IBRO. Published by Elsevier Ltd. All rights reserved.
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DEFF Research Database (Denmark)
Lauritsen, Klara Tølbøl; Hagedorn-Olsen, Tine; Jungersen, Gregers
2017-01-01
Mycoplasma hyosynoviae causes arthritis in pigs older than 12 weeks. The role of colostrum in protection of piglets against M. hyosynoviae infection is not clear. Our objective was therefore to investigate whether transfer of maternal immunity to piglets was involved in early protection against...... immune response that complements the maternally transferred immune factors. Evident from this study is that the general absence of M. hyosynoviae arthritis in piglets can be ascribed mainly to their immunological status....
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Directory of Open Access Journals (Sweden)
C. S. Chin
2017-01-01
Full Text Available The control of biofouling on marine vessels is challenging and costly. Early detection before hull performance is significantly affected is desirable, especially if “grooming” is an option. Here, a system is described to detect marine fouling at an early stage of development. In this study, an image of fouling can be transferred wirelessly via a mobile network for analysis. The proposed system utilizes transfer learning and deep convolutional neural network (CNN to perform image recognition on the fouling image by classifying the detected fouling species and the density of fouling on the surface. Transfer learning using Google’s Inception V3 model with Softmax at last layer was carried out on a fouling database of 10 categories and 1825 images. Experimental results gave acceptable accuracies for fouling detection and recognition.
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Process Systems Engineering Education: Learning by Research
Abbas, A.; Alhammadi, H. Y.; Romagnoli, J. A.
2009-01-01
In this paper, we discuss our approach in teaching the final-year course Process Systems Engineering. Students are given ownership of the course by transferring to them the responsibility of learning. A project-based group environment stimulates learning while solving a real engineering problem. We discuss postgraduate student involvement and how…
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Tuffrey-Wijne, Irene; Butler, Gary
2010-06-01
People with learning disabilities have been included in research as co-researchers since the 1990s. However, there is limited literature about the processes of involving people with learning disabilities in the more intellectual and analytical stages of the research process. To examine the potential contribution of people with learning disabilities to data analysis in qualitative research. This article is a reflection on one research experience. The two authors include one researcher with and one without learning disabilities. They each describe their experience and understanding of user involvement in analysing the data of an ethnographic study of people with learning disabilities who had cancer. The researcher with learning disabilities was given extensive vignettes and extracts from the research field notes, and was supported to extract themes, which were cross-compared with the analysis of other members of the research team. The researcher with learning disabilities coped well with the emotive content of the data and with the additional support provided, he was able to extract themes that added validity to the overall analysis. His contribution complemented those of the other members of the research team. There were unexpected benefits, in particular, in terms of a more reciprocal and supportive relationship between the two researchers. It is possible and valuable to extend involvement to data analysis, but to avoid tokenism and maintain academic rigour, there must be a clear rationale for such involvement. Extra support, time and costs must be planned for.
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Directory of Open Access Journals (Sweden)
Eduardo Coutinho
Full Text Available Music and speech exhibit striking similarities in the communication of emotions in the acoustic domain, in such a way that the communication of specific emotions is achieved, at least to a certain extent, by means of shared acoustic patterns. From an Affective Sciences points of view, determining the degree of overlap between both domains is fundamental to understand the shared mechanisms underlying such phenomenon. From a Machine learning perspective, the overlap between acoustic codes for emotional expression in music and speech opens new possibilities to enlarge the amount of data available to develop music and speech emotion recognition systems. In this article, we investigate time-continuous predictions of emotion (Arousal and Valence in music and speech, and the Transfer Learning between these domains. We establish a comparative framework including intra- (i.e., models trained and tested on the same modality, either music or speech and cross-domain experiments (i.e., models trained in one modality and tested on the other. In the cross-domain context, we evaluated two strategies-the direct transfer between domains, and the contribution of Transfer Learning techniques (feature-representation-transfer based on Denoising Auto Encoders for reducing the gap in the feature space distributions. Our results demonstrate an excellent cross-domain generalisation performance with and without feature representation transfer in both directions. In the case of music, cross-domain approaches outperformed intra-domain models for Valence estimation, whereas for Speech intra-domain models achieve the best performance. This is the first demonstration of shared acoustic codes for emotional expression in music and speech in the time-continuous domain.
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Schuller, Björn
2017-01-01
Music and speech exhibit striking similarities in the communication of emotions in the acoustic domain, in such a way that the communication of specific emotions is achieved, at least to a certain extent, by means of shared acoustic patterns. From an Affective Sciences points of view, determining the degree of overlap between both domains is fundamental to understand the shared mechanisms underlying such phenomenon. From a Machine learning perspective, the overlap between acoustic codes for emotional expression in music and speech opens new possibilities to enlarge the amount of data available to develop music and speech emotion recognition systems. In this article, we investigate time-continuous predictions of emotion (Arousal and Valence) in music and speech, and the Transfer Learning between these domains. We establish a comparative framework including intra- (i.e., models trained and tested on the same modality, either music or speech) and cross-domain experiments (i.e., models trained in one modality and tested on the other). In the cross-domain context, we evaluated two strategies—the direct transfer between domains, and the contribution of Transfer Learning techniques (feature-representation-transfer based on Denoising Auto Encoders) for reducing the gap in the feature space distributions. Our results demonstrate an excellent cross-domain generalisation performance with and without feature representation transfer in both directions. In the case of music, cross-domain approaches outperformed intra-domain models for Valence estimation, whereas for Speech intra-domain models achieve the best performance. This is the first demonstration of shared acoustic codes for emotional expression in music and speech in the time-continuous domain. PMID:28658285
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Crocin Improved Learning and Memory Impairments in Streptozotocin-Induced Diabetic Rats
Directory of Open Access Journals (Sweden)
Esmaeal Tamaddonfard
2013-01-01
Full Text Available Objective(s: Crocin influences many biological functions including memory and learning. The present study was aimed to investigate the effects of crocin on learning and memory impairments in streptozotocine-induced diabetic rats. Materials and Methods: Diabetes was induced by intraperitoneal (IP injection of streptozotocin (STZ, 45 mg/kg. Transfer latency (TL paradigm in elevated plus-maze (EPM was used as an index of learning and memory. Plasma levels of total antioxidant capacity (TAC and malondialdehyde (MDA, blood levels of glucose, and serum concentrations of insulin were measured. The number of hippocampal neurons was also counted. Results: STZ increased acquisition transfer latency (TL1 and retention transfer latency (TL2, and MDA, decreased transfer latency shortening (TLs and TCA, produced hyperglycemia and hypoinsulinemia, and reduced the number of neurons in the hippocampus. Learning and memory impairments and blood TCA, MDA, glucose, and insulin changes induced by streptozotocin were improved with long-term IP injection of crocin at doses of 15 and 30 mg/kg. Crocin prevented hippocampal neurons number loss in diabetic rats. Conclusion: The results indicate that oxidative stress, hyperglycemia, hypoinsulinemia, and reduction of hippocampal neurons may be involved in learning and memory impairments in STZ-induced diabetic rats. Antioxidant, antihyperglycemic, antihypoinsulinemic, and neuroprotective activities of crocin might be involved in improving learning and memory impairments.
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Kluwe, Margret; Miyahara, Motohide; Heveldt, Kate
2012-01-01
Background: Specificity and transfer of learning have been examined in experimental studies. However, their findings may not be relevant to practitioners because of the difference between the experiment conditions and teaching situations. This case study investigates the theoretical issue of specificity vs. transfer of learning by conducting…
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Colwell, Kenneth A.; Torrione, Peter A.; Morton, Kenneth D.; Collins, Leslie M.
2015-05-01
Ground-penetrating radar (GPR) technology has proven capable of detecting buried threats. The system relies on a binary classifier that is trained to distinguish between two classes: a target class, encompassing many types of buried threats and their components; and a nontarget class, which includes false alarms from the system prescreener. Typically, the training process involves a simple partition of the data into these two classes, which allows for straightforward application of standard classifiers. However, since training data is generally collected in fully controlled environments, it includes auxiliary information about each example, such as the specific type of threat, its purpose, its components, and its depth. Examples from the same specific or general type may be expected to exhibit similarities in their GPR data, whereas examples from different types may differ greatly. This research aims to leverage this additional information to improve overall classification performance by fusing classifier concepts for multiple groups, and to investigate whether structure in this information can be further utilized for transfer learning, such that the amount of expensive training data necessary to learn a new, previously-unseen target type may be reduced. Methods for accomplishing these goals are presented with results from a dataset containing a variety of target types.
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Managing Changes with focus on Employee Involvement and Learning
DEFF Research Database (Denmark)
Kofoed, L.B.; Rosenørn, T.U.; Jensen, Lars Peter
1999-01-01
in the experimentarium, and it is shown that the role of managers and supervisors is very important for the outcome of the learning. Results from work in experimentaria show that management and employees have unclear, different and not communicated expectations to each other and that this is a barrier for a successful......The initiating question guiding this study is how employee participation can be established during an organisational change process in order to ensure the employees' involvement in the design of their future work environment. A case study where an "experimentarium" (learning lab) was set up...... in a medium size Danish company (200 employees) is presented in this paper. The study shows that management as well as employees have to learn respectively to manage and to participate in the change process and to deal with the unforeseen problems during the change process. The case study demonstrates...
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Estrogenic involvement in social learning, social recognition and pathogen avoidance.
Choleris, Elena; Clipperton-Allen, Amy E; Phan, Anna; Valsecchi, Paola; Kavaliers, Martin
2012-04-01
Sociality comes with specific cognitive skills that allow the proper processing of information about others (social recognition), as well as of information originating from others (social learning). Because sociality and social interactions can also facilitate the spread of infection among individuals the ability to recognize and avoid pathogen threat is also essential. We review here various studies primarily from the rodent literature supporting estrogenic involvement in the regulation of social recognition, social learning (socially acquired food preferences and mate choice copying) and the recognition and avoidance of infected and potentially infected individuals. We consider both genomic and rapid estrogenic effects involving estrogen receptors α and β, and G-protein coupled estrogen receptor 1, along with their interactions with neuropeptide systems in the processing of social stimuli and the regulation and expression of these various socially relevant behaviors. Copyright © 2012 Elsevier Inc. All rights reserved.
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The Role of Involvement in Learning Management System Success
Klobas, Jane E.; McGill, Tanya J.
2010-01-01
Learning management systems (LMS) have been adopted by the majority of higher education institutions and research that explores the factors that influence the success of LMS is needed. This paper investigates the roles of student and instructor involvement in LMS success, using the DeLone and McLean (2003) model of information systems success as a…
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De Lisa, E; Paolucci, M; Di Cosmo, A
2012-02-01
Oestradiol plays crucial roles in the mammalian brain by modulating reproductive behaviour, neural plasticity and pain perception. The cephalopod Octopus vulgaris is considered, along with its relatives, to be the most behaviourally advanced invertebrate, although the neurophysiological basis of its behaviours, including pain perception, remain largely unknown. In the present study, using a combination of molecular and imaging techniques, we found that oestradiol up-regulated O. vulgaris gonadotrophin-releasing hormone (Oct-GnRH) and O. vulgaris oestrogen receptor (Oct-ER) mRNA levels in the olfactory lobes; in turn, Oct-ER mRNA was regulated by NMDA in lobes involved in learning and motor coordination. Fluorescence resonance energy transfer analysis revealed that oestradiol binds Oct-ER causing conformational modifications and nuclear translocation consistent with the classical genomic mechanism of the oestrogen receptor. Moreover, oestradiol triggered a calcium influx and cyclic AMP response element binding protein phosphorylation via membrane receptors, providing evidence for a rapid nongenomic action of oestradiol in O. vulgaris. In the present study, we demonstrate, for the first time, the physiological role of oestradiol in the brain lobes of O. vulgaris involved in reproduction, learning and motor coordination. © 2011 The Authors. Journal of Neuroendocrinology © 2011 Blackwell Publishing Ltd.
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Li, Xuan; Allen, Philip A; Lien, Mei-Ching; Yamamoto, Naohide
2017-02-01
Previous studies on perceptual learning, acquiring a new skill through practice, appear to stimulate brain plasticity and enhance performance (Fiorentini & Berardi, 1981). The present study aimed to determine (a) whether perceptual learning can be used to compensate for age-related declines in perceptual abilities, and (b) whether the effect of perceptual learning can be transferred to untrained stimuli and subsequently improve capacity of visual working memory (VWM). We tested both healthy younger and older adults in a 3-day training session using an orientation discrimination task. A matching-to-sample psychophysical method was used to measure improvements in orientation discrimination thresholds and reaction times (RTs). Results showed that both younger and older adults improved discrimination thresholds and RTs with similar learning rates and magnitudes. Furthermore, older adults exhibited a generalization of improvements to 3 untrained orientations that were close to the training orientation and benefited more compared with younger adults from the perceptual learning as they transferred learning effects to the VWM performance. We conclude that through perceptual learning, older adults can partially counteract age-related perceptual declines, generalize the learning effect to other stimulus conditions, and further overcome the limitation of using VWM capacity to perform a perceptual task. (PsycINFO Database Record (c) 2017 APA, all rights reserved).
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Klemke, Roland; Kurapati, Shalini; Kolfschoten, Gwendolyn
2013-01-01
Klemke, R., Kurapati, S., & Kolfschoten, G. (2013, 6 June). Transferring an educational board game to a multi-user mobile learning game to increase shared situational awareness. Presentation at the 3rd Irish Symposium on Game Based Learning, Dublin, Ireland. Please see also
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Transfer of Learning in Management Training: Building the Payoff Into the Instructional Design.
Kruger, Michael J.; May, Gregory D.
1986-01-01
Describes two reinforcement techniques designed to ensure transfer of learning from management training courses to the workplace: (1) participant journal writing to capture management insights occurring during training and (2) support groups providing encouragement, feedback, and accountability. Results of an evaluation of the techniques'…
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Individual Difference Factors in the Learning and Transfer of Patterning Discriminations
Directory of Open Access Journals (Sweden)
Elisa Maes
2017-07-01
Full Text Available In an associative patterning task, some people seem to focus more on learning an overarching rule, whereas others seem to focus on acquiring specific relations between the stimuli and outcomes involved. Building on earlier work, we further investigated which cognitive factors are involved in feature- vs. rule-based learning and generalization. To this end, we measured participants' tendency to generalize according to the rule of opposites after training on negative and positive patterning problems (i.e., A+/B+/AB− and C−/D−/CD+, their tendency to attend to global aspects or local details of stimuli, their systemizing disposition and their score on the Raven intelligence test. Our results suggest that while intelligence might have some influence on patterning learning and generalization, visual processing style and systemizing disposition do not. We discuss our findings in the light of previous observations on patterning.
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ASSOCIATION BETWEEN AFFECTS AND REPRESENTATIONS INVOLVED IN THE SCHOOL LEARNING ENVIRONMENT
Andreia Osti; Ana Paula Porto Noronha
2017-01-01
This study assumes that the affective dimensions involves the process of planning and developing pedagogical practices and are an important factor in determining the nature of relations between the students and the various objects of knowledge. In this sense, the study aimed to analyze how students represent the affective aspects of both the teaching and learning process and what are their perceptions of the learning environment. The participants were 120 students of the 5th year of elementar...
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Research on the transfer learning of the vehicle logo recognition
Zhao, Wei
2017-08-01
The Convolutional Neural Network of Deep Learning has been a huge success in the field of image intelligent transportation system can effectively solve the traffic safety, congestion, vehicle management and other problems of traffic in the city. Vehicle identification is a vital part of intelligent transportation, and the effective information in vehicles is of great significance to vehicle identification. With the traffic system on the vehicle identification technology requirements are getting higher and higher, the vehicle as an important type of vehicle information, because it should not be removed, difficult to change and other features for vehicle identification provides an important method. The current vehicle identification recognition (VLR) is mostly used to extract the characteristics of the method of classification, which for complex classification of its generalization ability to be some constraints, if the use of depth learning technology, you need a lot of training samples. In this paper, the method of convolution neural network based on transfer learning can solve this problem effectively, and it has important practical application value in the task of vehicle mark recognition.
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The transfer of learning process: From an elementary science methods course to classroom instruction
Carter, Nina Leann
The purpose of this qualitative multiple-case study was to explore the transfer of learning process in student teachers. This was carried out by focusing on information learned from an elementary science methods and how it was transferred into classroom instruction during student teaching. Participants were a purposeful sampling of twelve elementary education student teachers attending a public university in north Mississippi. Factors that impacted the transfer of learning during lesson planning and implementation were sought. The process of planning and implementing a ten-day science instructional unit during student teaching was examined through lesson plan documentation, in-depth individual interviews, and two focus group interviews. Narratives were created to describe the participants' experiences as well as how they plan for instruction and consider science pedagogical content knowledge (PCK). Categories and themes were then used to build explanations applying to the research questions. The themes identified were Understanding of Science PCK, Minimalism, Consistency in the Teacher Education Program, and Emphasis on Science Content. The data suggested that the participants lack in their understanding of science PCK, took a minimalistic approach to incorporating science into their ten-day instructional units, experienced inconsistencies in the teacher education program, and encountered a lack of emphasis on science content in their field experience placements. The themes assisted in recognizing areas in the elementary science methods courses, student teaching field placements, and university supervision in need of modification.
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Rhodes, Jo; Lok, Peter; Hung, Richard Yu-Yuan; Fang, Shih-Chieh
2008-01-01
Purpose: The purpose of this paper is to set out to examine the relationships of organizational learning, social capital and the effectiveness of knowledge transfer and perceived organisational performance. Integrating organizational learning capability with social capital networks to shape a holistic knowledge sharing and management enterprise…
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Active Prior Tactile Knowledge Transfer for Learning Tactual Properties of New Objects
Directory of Open Access Journals (Sweden)
Di Feng
2018-02-01
Full Text Available Reusing the tactile knowledge of some previously-explored objects (prior objects helps us to easily recognize the tactual properties of new objects. In this paper, we enable a robotic arm equipped with multi-modal artificial skin, like humans, to actively transfer the prior tactile exploratory action experiences when it learns the detailed physical properties of new objects. These experiences, or prior tactile knowledge, are built by the feature observations that the robot perceives from multiple sensory modalities, when it applies the pressing, sliding, and static contact movements on objects with different action parameters. We call our method Active Prior Tactile Knowledge Transfer (APTKT, and systematically evaluated its performance by several experiments. Results show that the robot improved the discrimination accuracy by around 10 % when it used only one training sample with the feature observations of prior objects. By further incorporating the predictions from the observation models of prior objects as auxiliary features, our method improved the discrimination accuracy by over 20 % . The results also show that the proposed method is robust against transferring irrelevant prior tactile knowledge (negative knowledge transfer.
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Are skills learned in nursing transferable to other careers?
Duffield, Christine; O'Brien-Pallas, Linda; Aitken, Leanne M
2005-01-01
To determine the influence of skills gained in nursing on the transition to a non-nursing career. Little is known about the impact that nursing skills have on the transition to new careers or about the transferability of nursing skills to professions outside nursing. A postal questionnaire was mailed to respondents who had left nursing. The questionnaire included demographic, nursing education and practice information, reasons for entering and leaving nursing, perceptions of the skills gained in nursing and the ease of adjustment to a new career. Data analysis included exploratory and confirmatory factor analysis, Pearson product moment correlations and linear and multiple regression analysis. Skills learned as a nurse that were valuable in acquiring a career outside nursing formed two factors, including "management of self and others" and "knowledge and skills learned," explaining 32% of the variation. The highest educational achievement while working as a nurse, choosing nursing as a "default choice," leaving nursing because of "worklife/homelife balance" and the skills of "management of self and others" and "knowledge and skills" had a significant relationship with difficulty adjusting to a non-nursing work role and, overall, explained 28% of the variation in this difficulty adjusting. General knowledge and skills learned in nursing prove beneficial in adjusting to roles outside nursing.
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Klemke, Roland; Kurapati, Shalini; Kolfschoten, Gwendolyn
2013-01-01
Klemke, R., Kurapati, S., & Kolfschoten, G. (2013, 6 June). Transferring an educational board game to a multi-user mobile learning game to increase shared situational awareness. In P. Rooney (Ed.), Proceedings of the 3rd Irish Symposium on Game Based Learning (pp. 8-9). Dublin, Ireland. Please see
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A Model for the Transfer of Perceptual-Motor Skill Learning in Human Behaviors
Rosalie, Simon M.; Muller, Sean
2012-01-01
This paper presents a preliminary model that outlines the mechanisms underlying the transfer of perceptual-motor skill learning in sport and everyday tasks. Perceptual-motor behavior is motivated by performance demands and evolves over time to increase the probability of success through adaptation. Performance demands at the time of an event…
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Following the Template: Transferring Modeling Skills to Nonstandard Problems
Tyumeneva, Yu. A.; Goncharova, M. V.
2017-01-01
This study seeks to analyze how students apply a mathematical modeling skill that was previously learned by solving standard word problems to the solution of word problems with nonstandard contexts. During the course of an experiment involving 106 freshmen, we assessed how well they were able to transfer the mathematical modeling skill that is…
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Self-perceived long-term transfer of learning after postpartum hemorrhage simulation training.
de Melo, Brena Carvalho Pinto; Rodrigues Falbo, Ana; Sorensen, Jette Led; van Merriënboer, Jeroen J G; van der Vleuten, Cees
2018-05-01
To explore long-term transfer (application of acquired knowledge and skills on the job) after postpartum hemorrhage simulation training based on either instructional design (ID) principles or conventional best practice. In this qualitative study, semi-structured interviews with obstetrics and gynecology healthcare practitioners were conducted between August 7 and September 26, 2015, in Recife, Brazil. The participants were randomly selected from each of two postpartum hemorrhage simulations attended 2 years earlier (one ID and one conventional best practice). Thematic analysis was used to explore (1) residents' perceptions of long-term transfer of learning, (2) ID elements influencing the perceived long-term transfer, and (3) differences in the participants' perceptions according to the type of simulation attended. There were 12 interview participants. After either simulation format, residents perceived long-term transfer effects. Training design factors influencing transfer were, in their opinion, related to trainees' characteristics, simulation design, and workplace environment. Trainees who participated in the ID-based simulation perceived better communication skills and better overall situational awareness: "I didn't do that before." All residents perceived long-term transfer after simulation training for postpartum hemorrhage. Those who attended the ID format additionally perceived improvements in communication skills and situational awareness, which are fundamental factors in the management of postpartum hemorrhage. © 2018 International Federation of Gynecology and Obstetrics.
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Richey, J. Elizabeth
Research examining analogical comparison and self-explanation has produced a robust set of findings about learning and transfer supported by each instructional technique. However, it is unclear how the types of knowledge generated through each technique differ, which has important implications for cognitive theory as well as instructional practice. I conducted a pair of experiments to directly compare the effects of instructional prompts supporting self-explanation, analogical comparison, and the study of instructional explanations across a number of fine-grained learning process, motivation, metacognition, and transfer measures. Experiment 1 explored these questions using sequence extrapolation problems, and results showed no differences between self-explanation and analogical comparison support conditions on any measure. Experiment 2 explored the same questions in a science domain. I evaluated condition effects on transfer outcomes; self-reported self-explanation, analogical comparison, and metacognitive processes; and achievement goals. I also examined relations between transfer and self-reported processes and goals. Receiving materials with analogical comparison support and reporting greater levels of analogical comparison were both associated with worse transfer performance, while reporting greater levels of self-explanation was associated with better performance. Learners' self-reports of self-explanation and analogical comparison were not related to condition assignment, suggesting that the questionnaires did not measure the same processes promoted by the intervention, or that individual differences in processing are robust even when learners are instructed to engage in self-explanation or analogical comparison.
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Ho, S Shaun; Macdonald, Adam; Swain, James E
2014-04-01
Mirror neuron-based associative learning may be understood according to associative learning theories, in addition to sensorimotor learning theories. This is important for a comprehensive understanding of the role of mirror neurons and related hormone modulators, such as oxytocin, in complex social interactions such as among parent-infant dyads and in examples of mirror neuron function that involve abnormal motor systems such as depression.
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Ho, S. Shaun; MacDonald, Adam; Swain, James E.
2014-01-01
Mirror neuron–based associative learning may be understood according to associative learning theories, in addition to sensorimotor learning theories. This is important for a comprehensive understanding of the role of mirror neurons and related hormone modulators, such as oxytocin, in complex social interactions such as among parent–infant dyads and in examples of mirror neuron function that involve abnormal motor systems such as depression.
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Constraints on the Transfer of Perceptual Learning in Accented Speech
Eisner, Frank; Melinger, Alissa; Weber, Andrea
2013-01-01
The perception of speech sounds can be re-tuned through a mechanism of lexically driven perceptual learning after exposure to instances of atypical speech production. This study asked whether this re-tuning is sensitive to the position of the atypical sound within the word. We investigated perceptual learning using English voiced stop consonants, which are commonly devoiced in word-final position by Dutch learners of English. After exposure to a Dutch learner’s productions of devoiced stops in word-final position (but not in any other positions), British English (BE) listeners showed evidence of perceptual learning in a subsequent cross-modal priming task, where auditory primes with devoiced final stops (e.g., “seed”, pronounced [si:th]), facilitated recognition of visual targets with voiced final stops (e.g., SEED). In Experiment 1, this learning effect generalized to test pairs where the critical contrast was in word-initial position, e.g., auditory primes such as “town” facilitated recognition of visual targets like DOWN. Control listeners, who had not heard any stops by the speaker during exposure, showed no learning effects. The generalization to word-initial position did not occur when participants had also heard correctly voiced, word-initial stops during exposure (Experiment 2), and when the speaker was a native BE speaker who mimicked the word-final devoicing (Experiment 3). The readiness of the perceptual system to generalize a previously learned adjustment to other positions within the word thus appears to be modulated by distributional properties of the speech input, as well as by the perceived sociophonetic characteristics of the speaker. The results suggest that the transfer of pre-lexical perceptual adjustments that occur through lexically driven learning can be affected by a combination of acoustic, phonological, and sociophonetic factors. PMID:23554598
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DEFF Research Database (Denmark)
Bøje, Rikke Buus; Bland, Andrew; Sutton, Andrew
2017-01-01
of the study were to develop a model to educate the educators who deliver simulation-based learning and to test to which extent this model could be transferred to education providers in different national settings. METHODS: This model, its transferability and feasibility, was tested across three European...
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Learner characteristics involved in distance learning
Energy Technology Data Exchange (ETDEWEB)
Cernicek, A.T.; Hahn, H.A.
1991-01-01
Distance learning represents a strategy for leveraging resources to solve educational and training needs. Although many distance learning programs have been developed, lessons learned regarding differences between distance learning and traditional education with respect to learner characteristics have not been well documented. Therefore, we conducted a survey of 20 distance learning professionals. The questionnaire was distributed to experts attending the second Distance Learning Conference sponsored by Los Alamos National Laboratory. This survey not only acquired demographic information from each of the respondents but also identified important distance learning student characteristics. Significant distance learner characteristics, which were revealed statistically and which influence the effectiveness of distance learning, include the following: reading level, student autonomy, and self-motivation. Distance learning cannot become a more useful and effective method of instruction without identifying and recognizing learner characteristics. It will be important to consider these characteristics when designing all distance learning courses. This paper will report specific survey findings and their implications for developing distance learning courses. 9 refs., 6 tabs.
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DEFF Research Database (Denmark)
Ravn, Ib
2007-01-01
/methodology/approach: A typical full-day conference is analyzed. It has six hours of podium talk and twenty-five minutes for delegates to become involved. What model of learning can possibly lie behind this? The transfer model, which assumes learners to be empty vessels. An alternative view is that conference delegates...... are described: Individual reflection, the buzz dyad, ?You have won two consultants, free of charge?, facilitated group work, the knowledge exchange, and lunch with gaffer tape. Originality/value: This paper introduces modern learning theory and techniques into an educational context which has resisted...
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Transfer of Perceptual Learning of Depth Discrimination Between Local and Global Stereograms
Gantz, Liat; Bedell, Harold
2010-01-01
Several previous studies reported differences when stereothresholds are assessed with local-contour stereograms vs. complex random-dot stereograms (RDSs). Dissimilar thresholds may be due to differences in the properties of the stereograms (e.g., spatial frequency content, contrast, inter-element separation, area) or to different underlying processing mechanisms. This study examined the transfer of perceptual learning of depth discrimination between local and global RDSs with similar properti...
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Westinghouse experience in the transfer of nuclear technology
International Nuclear Information System (INIS)
Simpson, J.W.
1977-01-01
Westinghouse experience with transfer of technical information is two-sided. First is our experience in learning, and the second is our experience in teaching others. Westinghouse conducts a special school to which government, academic and industry people are invited. There are many problems involved in all technology transfers; these include: keeping information current, making certain changes are compatible with the supplier's manufacturing capability and also suitable to the receiver, patent right and proprietary information. The building, testing and maintenance of the unit on the line - and then a succession of its sister plant is the basis for the Westinghouse leadership
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Cong, Lin-Juan; Wang, Ru-Jie; Yu, Cong; Zhang, Jun-Yun
2016-01-01
Visual perceptual learning is known to be specific to the trained retinal location, feature, and task. However, location and feature specificity can be eliminated by double-training or TPE training protocols, in which observers receive additional exposure to the transfer location or feature dimension via an irrelevant task besides the primary learning task Here we tested whether these new training protocols could even make learning transfer across different tasks involving discrimination of basic visual features (e.g., orientation and contrast). Observers practiced a near-threshold orientation (or contrast) discrimination task. Following a TPE training protocol, they also received exposure to the transfer task via performing suprathreshold contrast (or orientation) discrimination in alternating blocks of trials in the same sessions. The results showed no evidence for significant learning transfer to the untrained near-threshold contrast (or orientation) discrimination task after discounting the pretest effects and the suprathreshold practice effects. These results thus do not support a hypothetical task-independent component in perceptual learning of basic visual features. They also set the boundary of the new training protocols in their capability to enable learning transfer.
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Iphras as an E-Learning Platform for Idiomatic Competence
Kiryakova-Dineva, Teodora; Levunlieva, Milena; Kyurova, Vyara
2017-01-01
The integration of E-learning has expanded in a variety of directions to a degree that its successful application is of great importance to all sectors of education and training. E-learning can offer unquestionable advantages to everyone involved in both the assessment and the knowledge transfer process (Owens and Floyd 2007; Luchoomun, McLuckie…
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Kim, D H; MacKinnon, T
2018-05-01
To identify the extent to which transfer learning from deep convolutional neural networks (CNNs), pre-trained on non-medical images, can be used for automated fracture detection on plain radiographs. The top layer of the Inception v3 network was re-trained using lateral wrist radiographs to produce a model for the classification of new studies as either "fracture" or "no fracture". The model was trained on a total of 11,112 images, after an eightfold data augmentation technique, from an initial set of 1,389 radiographs (695 "fracture" and 694 "no fracture"). The training data set was split 80:10:10 into training, validation, and test groups, respectively. An additional 100 wrist radiographs, comprising 50 "fracture" and 50 "no fracture" images, were used for final testing and statistical analysis. The area under the receiver operator characteristic curve (AUC) for this test was 0.954. Setting the diagnostic cut-off at a threshold designed to maximise both sensitivity and specificity resulted in values of 0.9 and 0.88, respectively. The AUC scores for this test were comparable to state-of-the-art providing proof of concept for transfer learning from CNNs in fracture detection on plain radiographs. This was achieved using only a moderate sample size. This technique is largely transferable, and therefore, has many potential applications in medical imaging, which may lead to significant improvements in workflow productivity and in clinical risk reduction. Copyright © 2017 The Royal College of Radiologists. Published by Elsevier Ltd. All rights reserved.
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Zolfaghari Emameh, Reza; Barker, Harlan R; Hytönen, Vesa P; Parkkila, Seppo
2018-05-25
Genomic islands (GIs) are a type of mobile genetic element (MGE) that are present in bacterial chromosomes. They consist of a cluster of genes which produce proteins that contribute to a variety of functions, including, but not limited to, regulation of cell metabolism, anti-microbial resistance, pathogenicity, virulence, and resistance to heavy metals. The genes carried in MGEs can be used as a trait reservoir in times of adversity. Transfer of genes using MGEs, occurring outside of reproduction, is called horizontal gene transfer (HGT). Previous literature has shown that numerous HGT events have occurred through endosymbiosis between prokaryotes and eukaryotes.Beta carbonic anhydrase (β-CA) enzymes play a critical role in the biochemical pathways of many prokaryotes and eukaryotes. We have previously suggested horizontal transfer of β-CA genes from plasmids of some prokaryotic endosymbionts to their protozoan hosts. In this study, we set out to identify β-CA genes that might have transferred between prokaryotic and protist species through HGT in GIs. Therefore, we investigated prokaryotic chromosomes containing β-CA-encoding GIs and utilized multiple bioinformatics tools to reveal the distinct movements of β-CA genes among a wide variety of organisms. Our results identify the presence of β-CA genes in GIs of several medically and industrially relevant bacterial species, and phylogenetic analyses reveal multiple cases of likely horizontal transfer of β-CA genes from GIs of ancestral prokaryotes to protists. IMPORTANCE The evolutionary process is mediated by mobile genetic elements (MGEs), such as genomic islands (GIs). A gene or set of genes in the GIs are exchanged between and within various species through horizontal gene transfer (HGT). Based on the crucial role that GIs can play in bacterial survival and proliferation, they were introduced as the environmental- and pathogen-associated factors. Carbonic anhydrases (CAs) are involved in many critical
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Nagao, Soichi; Honda, Takeru; Yamazaki, Tadashi
2013-11-01
Accumulating experimental evidence suggests that the memory trace of ocular reflex adaptation is initially encoded in the cerebellar cortex, and later transferred to the cerebellar nuclei for consolidation through repetitions of training. However, the memory transfer is not well characterized in the learning of voluntary movement. Here, we implement our model of memory transfer to interpret the data of prism adaptation (Martin, Keating, Goodkin, Bastian, & Thach, 1996a, 1996b), assuming that the cerebellar nuclear memory formed by memory transfer is used for normal throwing. When the subject was trained to throw darts wearing prisms in 30-40 trials, the short-term memory for recalibrating the throwing direction by gaze would be formed in the cerebellar cortex, which was extinguished by throwing with normal vision in a similar number of trials. After weeks of repetitions of short-term prism adaptation, the long-term memory would be formed in the cerebellar nuclei through memory transfer, which enabled one to throw darts to the center wearing prisms without any training. These two long-term memories, one for throwing with normal vision and the other for throwing wearing prisms, are assumed to be utilized automatically under volitional control. Moreover, when the prisms were changed to new prisms, a new memory for adapting to the new prisms would be formed in the cerebellar cortex, just to counterbalance the nuclear memory of long-term adaptation to the original prisms in a similar number of trials. These results suggest that memory transfer may occur in the learning of voluntary movements. Copyright © 2013 Elsevier Ltd. All rights reserved.
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A decision analysis framework for stakeholder involvement and learning in groundwater management
Karjalainen, T. P.; Rossi, P. M.; Ala-aho, P.; Eskelinen, R.; Reinikainen, K.; Kløve, B.; Pulido-Velazquez, M.; Yang, H.
2013-12-01
Multi-criteria decision analysis (MCDA) methods are increasingly used to facilitate both rigorous analysis and stakeholder involvement in natural and water resource planning. Decision-making in that context is often complex and multi-faceted with numerous trade-offs between social, environmental and economic impacts. However, practical applications of decision-support methods are often too technically oriented and hard to use, understand or interpret for all participants. The learning of participants in these processes is seldom examined, even though successful deliberation depends on learning. This paper analyzes the potential of an interactive MCDA framework, the decision analysis interview (DAI) approach, for facilitating stakeholder involvement and learning in groundwater management. It evaluates the results of the MCDA process in assessing land-use management alternatives in a Finnish esker aquifer area where conflicting land uses affect the groundwater body and dependent ecosystems. In the assessment process, emphasis was placed on the interactive role of the MCDA tool in facilitating stakeholder participation and learning. The results confirmed that the structured decision analysis framework can foster learning and collaboration in a process where disputes and diverse interests are represented. Computer-aided interviews helped the participants to see how their preferences affected the desirability and ranking of alternatives. During the process, the participants' knowledge and preferences evolved as they assessed their initial knowledge with the help of fresh scientific information. The decision analysis process led to the opening of a dialogue, showing the overall picture of the problem context and the critical issues for the further process.
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International Nuclear Information System (INIS)
Min, Sang-Ki; Hwang, Hye-Seon; Jin, You-Rim; Lee, Eui-Jin; Lee, Soo-Jin
2017-01-01
Transformational leadership means that supervisors try to support the members individually, and encourage them to find new methods and approaches. In this study, it was identified empirically that a supervisor's transformational leadership has a strong influence on the learning culture and learning transfer of nuclear R and D personnel. To develop the competency of R and D personnel, not only formal education programs but also informal learning such as workplace learning have been carried out in the nuclear R and D organization. In this situation, transformational leadership has an effect on willingness and behavior of nuclear R and D personnel on the formal and informal learning. Therefore, transformational leadership is crucial factor in the human resource development system. The leadership required by them is not a one-sided order, but rather individual consideration, charisma, and intellectual stimulation for their nuclear R and D members. As a point of nuclear training and education, it is necessary to consider the operation of leadership programs that strengthen the transformational leadership of the project managers.
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Proactive and retroactive transfer of middle age adults in a sequential motor learning task
Verneau, M.; Kamp, J. van der; Savelsbergh, G,J.; Looze, M.P. de
2015-01-01
We assessed the effects of aging in the transfer of motor learning in a sequential manual assembly task that is representative for real working conditions. On two different days, young (18-30years) and middle-aged adults (50-65years) practiced to build two products that consisted of the same six
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Abdul Razzak, Nina
2016-01-01
Highly-traditional education systems that mainly offer what is known as "direct instruction" usually result in graduates with a surface approach to learning rather than a deep one. What is meant by deep-learning is learning that involves critical analysis, the linking of ideas and concepts, creative problem solving, and application…
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Transfer Learning for Collaborative Filtering Using a Psychometrics Model
Directory of Open Access Journals (Sweden)
Haijun Zhang
2016-01-01
Full Text Available In a real e-commerce website, usually only a small number of users will give ratings to the items they purchased, and this can lead to the very sparse user-item rating data. The data sparsity issue will greatly limit the recommendation performance of most recommendation algorithms. However, a user may register accounts in many e-commerce websites. If such users’ historical purchasing data on these websites can be integrated, the recommendation performance could be improved. But it is difficult to align the users and items between these websites, and thus how to effectively borrow the users’ rating data of one website (source domain to help improve the recommendation performance of another website (target domain is very challenging. To this end, this paper extended the traditional one-dimensional psychometrics model to multidimension. The extended model can effectively capture users’ multiple interests. Based on this multidimensional psychometrics model, we further propose a novel transfer learning algorithm. It can effectively transfer users’ rating preferences from the source domain to the target domain. Experimental results show that the proposed method can significantly improve the recommendation performance.
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Validation of the learning transfer system inventory in the South African context (Part 1
Directory of Open Access Journals (Sweden)
W J Coetsee
2006-10-01
Full Text Available The purpose of this study was to validate the Learning Transfer System Inventory (LTSI in the South African context. The sample used in this study was a convenience sample of 240 employees working for a Banking group. Exploratory factor analysis of the LTSI was used to determine if an interpretable factor structure of latent transfer system constructs when applied in the South African context could be identified. From the results it appears that the factor structure of the LTSI, as revealed by means of the exploratory approach, appears differently in the South African context.
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Haraldseid, Cecilie; Friberg, Febe; Aase, Karina
2016-01-01
Policy initiatives and an increasing amount of the literature within higher education both call for students to become more involved in creating their own learning. However, there is a lack of studies in undergraduate nursing education that actively involve students in developing such learning material with descriptions of the students' roles in these interactive processes. Explorative qualitative study, using data from focus group interviews, field notes and student notes. The data has been subjected to qualitative content analysis. Active student involvement through an iterative process identified five different learning needs that are especially important to the students: clarification of learning expectations, help to recognize the bigger picture, stimulation of interaction, creation of structure, and receiving context- specific content. The iterative process involvement of students during the development of new technological learning material will enhance the identification of important learning needs for students. The use of student and teacher knowledge through an adapted co-design process is the most optimal level of that involvement.
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Anderson, Lorin W.; Soctt, Corinne C.
1978-01-01
Individual students tend to benefit differently from different teaching methods; however, when little or nothing is known of the entering students' characteristics regarding learning involvement, the high school teacher would be wise to use the classroom discourse method of teaching. (JD)
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Effective Bayesian Transfer Learning
2010-03-01
the class of algorithms analyzed by Bartlett’s work under task R4). With emphasis on transferring one type of objects to another, (e.g., coffee cups...obstacles, so those are temporarily pruned from the graph. In addition, the start and goal locations may not be currently included in the graph. They carried...Transfer Level 3 Varying shape within class Task A: Instances of an object from the same class. ( Coffee mug) Task B: Instances of a different object
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The effect of constructing versus solving virtual patient cases on transfer of learning
DEFF Research Database (Denmark)
Tolsgaard, Martin G; Jepsen, Rikke M H G; Rasmussen, Maria B
2016-01-01
standardized patients representing cardiopulmonary cases. Performances on the transfer test were video-recorded and assessed by two blinded raters using the Reporter, Interpreter, Manager, Educator (RIME) framework. Thirty-nine participants completed the transfer test. The VP-construction group spent......The purpose of this study was to explore the effect of actively constructing virtual patient (VP) cases compared with solving VP cases on knowledge gains, skills transfer and time spent on cases. Forty-five fourth-year medical students were randomized to constructing (VP-construction, n = 23......) or solving (VP-solving, n = 22) four cardiopulmonary VP cases. Whereas the VP-solving group solved the cases, the VP-construction group only received the final diagnosis and had to complete the history, physical findings, and lab results. After a week, participants completed a transfer test involving two...
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ASSOCIATION BETWEEN AFFECTS AND REPRESENTATIONS INVOLVED IN THE SCHOOL LEARNING ENVIRONMENT
Directory of Open Access Journals (Sweden)
Andreia Osti
2017-04-01
Full Text Available This study assumes that the affective dimensions involves the process of planning and developing pedagogical practices and are an important factor in determining the nature of relations between the students and the various objects of knowledge. In this sense, the study aimed to analyze how students represent the affective aspects of both the teaching and learning process and what are their perceptions of the learning environment. The participants were 120 students of the 5th year of elementary school of public schools in the metropolitan region of Campinas, 60 of those students having satisfactory academic performance and 60 having learning disabilities. To gather the data, three instruments were used: “Psychopedagogical Educational Par Proof”, “AffectionsZanon Scale” and “Teacher Expectations Scale”. The results revealed that students with learning disabilities differ significantly from those with adequate performance. Students with learning difficulties establish fewer ties with the formal school learning and for their teachers and this portrays non-school situations while students with satisfactory performance have a better understanding of the expectations of their teachers and this shows that they have a more emotional relationship with the school environment. It is believed that this study contributes to the understanding of the relationship between the feelings experienced by students in the context of the classroom and its implications for the academic performance of the same. Keywords: Positive Psychology. Interpersonal relationships. Learning experiences.
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Involving the public in mental health and learning disability research: Can we, should we, do we?
Paul, C; Holt, J
2017-10-01
WHAT IS KNOWN ON THE SUBJECT?: UK health policy is clear that researchers should involve the public throughout the research process. The public, including patients, carers and/or local citizens can bring a different and valuable perspective to the research process and improve the quality of research undertaken. Conducting health research is demanding with tight deadlines and scarce resources. This can make involving the public in research very challenging. WHAT THIS PAPER ADDS TO EXISTING KNOWLEDGE?: This is the first time the attitudes of researchers working in mental health and learning disability services towards PPI have been investigated. The principles of service user involvement in mental health and learning disability services may support PPI in research as a tool of collaboration and empowerment. This article extends our understanding of the cultural and attitudinal barriers to implementing PPI guidelines in mental health and learning disability services. WHAT ARE THE IMPLICATIONS FOR PRACTICE?: Researchers in mental health and learning disability services need to champion, share and publish effective involvement work. Structural barriers to PPI work should be addressed locally and successful strategies shared nationally and internationally. Where PPI guidelines are being developed, attention needs to be paid to cultural factors in the research community to win "hearts and minds" and support the effective integration of PPI across the whole research process. Introduction Patient and public involvement (PPI) is integral to UK health research guidance; however, implementation is inconsistent. There is little research into the attitudes of NHS health researchers towards PPI. Aim This study explored the attitude of researchers working in mental health and learning disability services in the UK towards PPI in health research. Method Using a qualitative methodology, semi-structured interviews were conducted with a purposive sample of eight researchers. A
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Burgher, J. K.; Finkel, D.; Adesope, O. O.; Van Wie, B. J.
2015-01-01
This study used a within-subjects experimental design to compare the effects of learning with lecture and hands-on desktop learning modules (DLMs) in a fluid mechanics and heat transfer class. The hands-on DLM implementation included the use of worksheets and one of two heat exchangers: an evaporative cooling device and a shell and tube heat…
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Cheung, Cecilia Sin-Sze; Pomerantz, Eva M.
2011-01-01
This research examined parents' involvement in children's learning in the United States and China. Beginning in seventh grade, 825 American and Chinese children (mean age = 12.74 years) reported on their parents' involvement in their learning as well as their parents' psychological control and autonomy support every six months until the end of eighth grade. Information on children's academic and emotional adjustment was obtained. American (vs. Chinese) parents' involvement was associated less...
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DEFF Research Database (Denmark)
van Engelen, Arna; van Dijk, Anouk C; Truijman, Martine T.B.
2015-01-01
implementation of supervised methods. In this paper we segment carotid plaque components of clinical interest (fibrous tissue, lipid tissue, calcification and intraplaque hemorrhage) in a multicenter MRI study. We perform voxelwise tissue classification by traditional same-center training, and compare results...... not yield significant differences from that reference. We conclude that both extensive feature normalization and transfer learning can be valuable for the development of supervised methods that perform well on different types of datasets.......Automated segmentation of plaque components in carotid artery MRI is important to enable large studies on plaque vulnerability, and for incorporating plaque composition as an imaging biomarker in clinical practice. Especially supervised classification techniques, which learn from labeled examples...
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Advanced Machine Learning Emulators of Radiative Transfer Models
Camps-Valls, G.; Verrelst, J.; Martino, L.; Vicent, J.
2017-12-01
Physically-based model inversion methodologies are based on physical laws and established cause-effect relationships. A plethora of remote sensing applications rely on the physical inversion of a Radiative Transfer Model (RTM), which lead to physically meaningful bio-geo-physical parameter estimates. The process is however computationally expensive, needs expert knowledge for both the selection of the RTM, its parametrization and the the look-up table generation, as well as its inversion. Mimicking complex codes with statistical nonlinear machine learning algorithms has become the natural alternative very recently. Emulators are statistical constructs able to approximate the RTM, although at a fraction of the computational cost, providing an estimation of uncertainty, and estimations of the gradient or finite integral forms. We review the field and recent advances of emulation of RTMs with machine learning models. We posit Gaussian processes (GPs) as the proper framework to tackle the problem. Furthermore, we introduce an automatic methodology to construct emulators for costly RTMs. The Automatic Gaussian Process Emulator (AGAPE) methodology combines the interpolation capabilities of GPs with the accurate design of an acquisition function that favours sampling in low density regions and flatness of the interpolation function. We illustrate the good capabilities of our emulators in toy examples, leaf and canopy levels PROSPECT and PROSAIL RTMs, and for the construction of an optimal look-up-table for atmospheric correction based on MODTRAN5.
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Cheung, Cecilia Sin-Sze; Pomerantz, Eva M.
2011-01-01
This research examined parents' involvement in children's learning in the United States and China. Beginning in seventh grade, 825 American and Chinese children (mean age = 12.74 years) reported on their parents' involvement in their learning as well as their parents' psychological control and autonomy support every 6 months until the end of 8th…
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Hilsenbeck-Fajardo, Jacqueline L.
2009-08-01
The research described herein is a multi-dimensional attempt to measure student's abilities to recall, conceptualize, and transfer fundamental and dynamic protein structure concepts as revealed by their own diagrammatic (pictorial) representations and written self-explanations. A total of 120 participants enrolled in a 'Fundamentals of Biochemistry' course contributed to this mixed-methodological study. The population of interest consisted primarily of pre-nursing and sport and exercise science majors. This course is typically associated with a high (researcher with an ideal context in which to apply novel transfer assessment strategies. In the past, students within this population have reported very little chemistry background. In the following study, student-generated diagrammatic representations and written explanations were coded thematically using a highly objective rubric that was designed specifically for this study. Responses provided by the students were characterized on the macroscopic, microscopic, molecular-level, and integrated scales. Recall knowledge gain (i.e., knowledge that was gained through multiple-choice questioning techniques) was quantitatively correlated to learning style preferences (i.e., high-object, low-object, and non-object). Quantitative measures revealed that participants tended toward an object (i.e., snapshot) -based visualization preference, a potentially limiting factor in their desire to consider dynamic properties of fundamental biochemical contexts such as heat-induced protein denaturation. When knowledge transfer was carefully assessed within the predefined context, numerous misconceptions pertaining to the fundamental and dynamic nature of protein structure were revealed. Misconceptions tended to increase as the transfer model shifted away from the context presented in the original learning material. Ultimately, a fundamentally new, novel, and unique measure of knowledge transfer was developed as a main result of this study
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Stockel, Tino; Wang, Jinsung
2011-01-01
Interlimb transfer of motor learning, indicating an improvement in performance with one limb following training with the other, often occurs asymmetrically (i.e., from non-dominant to dominant limb or vice versa, but not both). In the present study, we examined whether interlimb transfer of the same motor task could occur asymmetrically and in…
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Implementing Moodle for e-learning for a successful knowledge management strategy
Directory of Open Access Journals (Sweden)
Dana Tessier
2016-09-01
Full Text Available A knowledge management strategy was implemented in a call centre organization. Part of this strategy included an e-learning tool ‘Moodle’ to support employee training and knowledge management (KM initiatives. The research looked at the ways in which the e-learning tool could be used to help successfully implement the knowledge management strategy – specifically, to improve knowledge transfer between employees, improve individual and organizational performance and have a better understanding of the critical success factors involved for the KM strategy. The study analyzed three different methods of knowledge transfer to determine which resulted in the highest frequency of use for the knowledge repository. The results showed that by using e-learning, the knowledge repository had a high frequency of use and this shows that e-learning was a successful method of knowledge transfer. To keep employees functioning at an optimal level, employers will need to ensure knowledge management, training, and performance management strategies are aligned, measurable and maximized.
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International Nuclear Information System (INIS)
Hoffman, M.Z.
1985-01-01
Excited-state inter- and intramolecular electron-transfer reactions lie at the heart of the most photochemical solar energy conversion schemes. The authors research, which has utilized the techniques of continuous and pulsed photolysis and radiolysis, has focused on three general aspects of these reactions involving transition metal coordination complexes and electron donor-acceptor complexes: i) the effect of solution medium on the properties and quenching of the excited states; ii) the control of the quantum yields of formation of redox products; iii) the mechanism by which reduced species interact with water to yield H 2 homogeneously and heterogeneously. EDTA is among the most popular sacrificial electron donors used in model systems. Its role is to scavenge the oxidized form of the photosensitizer in order to prevent its rapid reaction with the reduced form of the electron relay species that results from the electron-transfer quenching of the excited photosensitizer. In systems involving MV 2+ , the radicals resulting from the oxidation of EDTA can eventually lead to the generation of a second equivalent of MV + ; the reducing agent is believed to be a radical localized on the carbon atom alpha to the carboxylate group. The reaction of radiolytically-generated OH/H with EDTA produces this radical directly via H-abstraction or indirectly via deprotonation of the carbon atom adjacent to the nitrogen radical site in the oxidized amine moiety; it reduces MV 2+ with rate constants of 2.8 x 10 9 , 7.6 x 10 9 , and 8.5 x 10 6 M -1 s -1 at pH 12.5, 8.3, and 4.7, respectively. Degradative decarboxylation of EDTA-radicals and their back electron-transfer reactions are enhanced in acidic solution causing the yield of MV + to be severely diminished
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Innovative methods of knowledge transfer by multimedia library
Goanta, A. M.
2016-08-01
The present situation of teaching and learning new knowledge taught in the classroom is highly variable depending on the specific topics concerned. If we analyze the manifold ways of teaching / learning at university level, we can notice a very good combination between classical and modern methods. The first category includes the classic chalk blackboard teaching, followed by the also classical learning based on paper reference material. The second category includes books published in PDF or PPT [1], which are printed on the type backing CD / DVD. Since 2006 the author was concerned about the transfer of information and knowledge through video files like AVI, FLV or MPEG using various means of transfer, from the free ones (via Internet) and continuing with those involving minimal costs, i.e. on CD / DVD support. Encouraged by the students’ interest in this kind of teaching material as proved by monitoring [2] the site http://www.cursuriuniversitarebraila.ugal.ro, the author has managed to publish with ISBN the first video book in Romania, which has a non conformist content in that the chapters are located not by paging but by the hour or minutes of shooting when they were made.
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Convolutional neural network with transfer learning for rice type classification
Patel, Vaibhav Amit; Joshi, Manjunath V.
2018-04-01
Presently, rice type is identified manually by humans, which is time consuming and error prone. Therefore, there is a need to do this by machine which makes it faster with greater accuracy. This paper proposes a deep learning based method for classification of rice types. We propose two methods to classify the rice types. In the first method, we train a deep convolutional neural network (CNN) using the given segmented rice images. In the second method, we train a combination of a pretrained VGG16 network and the proposed method, while using transfer learning in which the weights of a pretrained network are used to achieve better accuracy. Our approach can also be used for classification of rice grain as broken or fine. We train a 5-class model for classifying rice types using 4000 training images and another 2- class model for the classification of broken and normal rice using 1600 training images. We observe that despite having distinct rice images, our architecture, pretrained on ImageNet data boosts classification accuracy significantly.
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Canadian Experience in Nuclear Power Technology Transfer
International Nuclear Information System (INIS)
Boulton, J.
1987-01-01
Technology transfer has and will continue to play a major role in the development of nuclear power programs. From the early beginnings of the development of the peaceful uses of nuclear power by just a few nations in the mid-1940s there has been a considerable transfer of technology and today 34 countries have nuclear programs in various stages of development. Indeed, some of the major nuclear vendors achieves their present position through a process of technology transfer and subsequent development. Canada, one of the early leaders in the development of nuclear power, has experience with a wide range of programs bout within its own borders and with other countries. This paper briefly describes this experience and the lessons learned from Canada's involvement in the transfer of nuclear power technology. Nuclear technology is complex and diverse and yet it can be assimilated by a nation given a fire commitment of both suppliers and recipients of technology to achieve success. Canada has reaped large benefits from its nuclear program and we believe this has been instrumentally linked to the sharing of goals and opportunity for participation over extended periods of time by many interests within the Canadian infrastructure. While Canada has accumulated considerable expertise in nuclear technology transfer, we believe there is still much for US to learn. Achieving proficiency in any of the many kinds of nuclear related technologies will place a heavy burden on the financial and human resources of a nation. Care must be taken to plan carefully the total criteria which will assure national benefits in industrial and economic development. Above all, effective transfer of nuclear technology requires a long term commitment by both parties
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Directory of Open Access Journals (Sweden)
Mashlihatul Umami Umami
2017-04-01
Full Text Available This research addresses the issue of whether Contextual Teaching and Learning (CTL through REACT (Relating, Experiencing, Applying, Cooperating and Transferring strategy is able to enhance motivation and achievement of English Department students‘ in learning grammar. The researcher uses a classroom action research in which it was held for about two cycles. The instruments of collecting the data are observation, rubric, questionaire and test. The researcher analyzes the data using three steps, i.e. students‘ motivation to learn are analyzed by the sheet of observation, each of individuals is also analyzed by fulfilling the questionnaire of self assessment, the progress of students‘ motivation and achievement are all monitored by rubric assessment tool, seven components of REACT strategy in learning is also recorded by the sheets of observation and the statistical analysis using t-test measures the improvement occurred. In addition, the researcher prepares field note and questionnaire to monitor the process of learning. Based on the results of qualitative-quantitative analysis, it can be found that the use of CTL approach especially using project based and cooperative learning improves the students‘ motivation and achievement in learning grammar.
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Wu, Dongrui; Lance, Brent J; Parsons, Thomas D
2013-01-01
Brain-computer interaction (BCI) and physiological computing are terms that refer to using processed neural or physiological signals to influence human interaction with computers, environment, and each other. A major challenge in developing these systems arises from the large individual differences typically seen in the neural/physiological responses. As a result, many researchers use individually-trained recognition algorithms to process this data. In order to minimize time, cost, and barriers to use, there is a need to minimize the amount of individual training data required, or equivalently, to increase the recognition accuracy without increasing the number of user-specific training samples. One promising method for achieving this is collaborative filtering, which combines training data from the individual subject with additional training data from other, similar subjects. This paper describes a successful application of a collaborative filtering approach intended for a BCI system. This approach is based on transfer learning (TL), active class selection (ACS), and a mean squared difference user-similarity heuristic. The resulting BCI system uses neural and physiological signals for automatic task difficulty recognition. TL improves the learning performance by combining a small number of user-specific training samples with a large number of auxiliary training samples from other similar subjects. ACS optimally selects the classes to generate user-specific training samples. Experimental results on 18 subjects, using both k nearest neighbors and support vector machine classifiers, demonstrate that the proposed approach can significantly reduce the number of user-specific training data samples. This collaborative filtering approach will also be generalizable to handling individual differences in many other applications that involve human neural or physiological data, such as affective computing.
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Directory of Open Access Journals (Sweden)
Dongrui Wu
Full Text Available Brain-computer interaction (BCI and physiological computing are terms that refer to using processed neural or physiological signals to influence human interaction with computers, environment, and each other. A major challenge in developing these systems arises from the large individual differences typically seen in the neural/physiological responses. As a result, many researchers use individually-trained recognition algorithms to process this data. In order to minimize time, cost, and barriers to use, there is a need to minimize the amount of individual training data required, or equivalently, to increase the recognition accuracy without increasing the number of user-specific training samples. One promising method for achieving this is collaborative filtering, which combines training data from the individual subject with additional training data from other, similar subjects. This paper describes a successful application of a collaborative filtering approach intended for a BCI system. This approach is based on transfer learning (TL, active class selection (ACS, and a mean squared difference user-similarity heuristic. The resulting BCI system uses neural and physiological signals for automatic task difficulty recognition. TL improves the learning performance by combining a small number of user-specific training samples with a large number of auxiliary training samples from other similar subjects. ACS optimally selects the classes to generate user-specific training samples. Experimental results on 18 subjects, using both k nearest neighbors and support vector machine classifiers, demonstrate that the proposed approach can significantly reduce the number of user-specific training data samples. This collaborative filtering approach will also be generalizable to handling individual differences in many other applications that involve human neural or physiological data, such as affective computing.
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Heat transfer bibliography: russian works
Energy Technology Data Exchange (ETDEWEB)
Luikov, A V
1965-02-01
This bibliography of recent Russian publications in heat transfer is divided into the following categories: (1) books; (2) general; (3) experimental methods; (4) analytical calculation methods; (5) thermodynamics; (6) transfer processes involving phase conversions; ((7) transfer processes involving chemical conversions; (8) transfer processes involving very high velocities; (9) drying processes; (10) thermal properties of various materials, heat transfer agents and their determination methods; (11) high temperature physics and magneto- hydrodynamics; and (12) transfer processes in technological apparatuses. (357 refs.)
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DEFF Research Database (Denmark)
Ravn, Ib
little support amongst serious students of learning. The professional conference as a forum for knowledge sharing is in dire need of a new learning theory and a more enlightened practice. The notion of human flourishing is offered as basis for theory, and four simple design principles for the so......The typical one-day conference attended by managers or professionals in search of inspiration is packed with PowerPoint presentations and offers little opportunity for involvement or knowledge sharing. Behind the conventional conference format lurks the transfer model of learning, which finds......-called “learning conference” are proposed: People go to conferences to 1. get concise input, 2. interpret it in the light of their ongoing concerns, 3. talk about their current projects and 4. meet the other attendees and be inspired by them. Six practical techniques that induce attendees to do these things...
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Phylogeographic support for horizontal gene transfer involving sympatric bruchid species
Directory of Open Access Journals (Sweden)
Grill Andrea
2006-07-01
, hybridization, and pseudogenisation. However, none of these seem able to explain the patterns observed. A fourth hypothesis, involving recent horizontal gene transfer (HGT between A. obtectus and A. obvelatus, and from one of these species to Z. subfasciatus in the Mexican Altiplano, seems the only plausible explanation. The HGT between our study species seems to have occurred recently, and only in a zone where the three beetles are sympatric and share common host plants. This suggests that transfer could have been effected by some external vector such as a eukaryotic or viral parasite, which might still host the transferred fragment. Reviewers This article was reviewed by Eric Bapteste, Adam Eyre-Walker and Alexey Kondrashov.
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Phylogeographic support for horizontal gene transfer involving sympatric bruchid species.
Alvarez, Nadir; Benrey, Betty; Hossaert-McKey, Martine; Grill, Andrea; McKey, Doyle; Galtier, Nicolas
2006-07-27
seem able to explain the patterns observed. A fourth hypothesis, involving recent horizontal gene transfer (HGT) between A. obtectus and A. obvelatus, and from one of these species to Z. subfasciatus in the Mexican Altiplano, seems the only plausible explanation. The HGT between our study species seems to have occurred recently, and only in a zone where the three beetles are sympatric and share common host plants. This suggests that transfer could have been effected by some external vector such as a eukaryotic or viral parasite, which might still host the transferred fragment. This article was reviewed by Eric Bapteste, Adam Eyre-Walker and Alexey Kondrashov.
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Directory of Open Access Journals (Sweden)
Bin Pan
2017-01-01
Full Text Available Aircraft detection from high-resolution remote sensing images is important for civil and military applications. Recently, detection methods based on deep learning have rapidly advanced. However, they require numerous samples to train the detection model and cannot be directly used to efficiently handle large-area remote sensing images. A weakly supervised learning method (WSLM can detect a target with few samples. However, it cannot extract an adequate number of features, and the detection accuracy requires improvement. We propose a cascade convolutional neural network (CCNN framework based on transfer-learning and geometric feature constraints (GFC for aircraft detection. It achieves high accuracy and efficient detection with relatively few samples. A high-accuracy detection model is first obtained using transfer-learning to fine-tune pretrained models with few samples. Then, a GFC region proposal filtering method improves detection efficiency. The CCNN framework completes the aircraft detection for large-area remote sensing images. The framework first-level network is an image classifier, which filters the entire image, excluding most areas with no aircraft. The second-level network is an object detector, which rapidly detects aircraft from the first-level network output. Compared with WSLM, detection accuracy increased by 3.66%, false detection decreased by 64%, and missed detection decreased by 23.1%.
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Directory of Open Access Journals (Sweden)
Harry Suharto
2013-12-01
Full Text Available The purpose of the study to determine the increase learners' learning activities subjects chassis and power transfer competency standard steering system repair discovery learning through the implementation of class XI inquiry Lightweight Vehicle Technology SMK Muhammadiyah Gamping, Sleman academic year 2013/2014. This research including action research Research conducted at SMK Muhammadiyah Gamping XIB class academic year 2013/2014 with a sample of 26 students. Techniques of data collection using questionnaire sheet, observation sheets and documentation to determine the increase in student activity. Instrument validation study using experts judgment. Analysis using descriptive statistics using the technique . The results showed that the increased activity of the first cycle to the second cycle include an increase of 57.7 % Visual activities; Oral activities amounted to 61.6 %; Listening activities amounted to 23.04 %; Writing activities by 8.7 %; Mental activities of 73.1 %; Emotional activities of 42.3 % ( for the spirit of the students in learning activities ; Motor activities amounted to -7.7 % ( decrease negative activity . Based on these results can be known to most students in SMK Muhammadiyah Gamping gave a positive opinion on the use of inquiry and discovery learning method has a view that the use of inquiry discovery learning methods can be useful for students and schools themselves. Learners who have a good perception of the use of discovery learning method of inquiry he has known and fully aware of the standards of achievement of competence theory fix the steering system. Learning discovery learning methods on achievement of competency standards inquiry repair steering systems theory pleased with the learning process, they are also able to: 1 increase the motivation to learn, 2 improving learning achievement; 3 enhancing creativity; 4 listen, respect, and accept the opinion of the participants other students; 5 reduce boredom
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Chen, Zhaocong; Wong, Francis C K; Jones, Jeffery A; Li, Weifeng; Liu, Peng; Chen, Xi; Liu, Hanjun
2015-08-17
Speech perception and production are intimately linked. There is evidence that speech motor learning results in changes to auditory processing of speech. Whether speech motor control benefits from perceptual learning in speech, however, remains unclear. This event-related potential study investigated whether speech-sound learning can modulate the processing of feedback errors during vocal pitch regulation. Mandarin speakers were trained to perceive five Thai lexical tones while learning to associate pictures with spoken words over 5 days. Before and after training, participants produced sustained vowel sounds while they heard their vocal pitch feedback unexpectedly perturbed. As compared to the pre-training session, the magnitude of vocal compensation significantly decreased for the control group, but remained consistent for the trained group at the post-training session. However, the trained group had smaller and faster N1 responses to pitch perturbations and exhibited enhanced P2 responses that correlated significantly with their learning performance. These findings indicate that the cortical processing of vocal pitch regulation can be shaped by learning new speech-sound associations, suggesting that perceptual learning in speech can produce transfer effects to facilitating the neural mechanisms underlying the online monitoring of auditory feedback regarding vocal production.
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Helsdingen, Anne; Van Gog, Tamara; Van Merriënboer, Jeroen
2010-01-01
Helsdingen, A. S., Van Gog, T., & Van Merriënboer, J. J. G. (2011). The effects of practice schedule and critical thinking prompts on learning and transfer of complex judgment task. Journal of Educational Psychology, 103(2), 383-398. doi:10.1037/a0022370
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Shi, Bibo; Hou, Rui; Mazurowski, Maciej A.; Grimm, Lars J.; Ren, Yinhao; Marks, Jeffrey R.; King, Lorraine M.; Maley, Carlo C.; Hwang, E. Shelley; Lo, Joseph Y.
2018-02-01
Purpose: To determine whether domain transfer learning can improve the performance of deep features extracted from digital mammograms using a pre-trained deep convolutional neural network (CNN) in the prediction of occult invasive disease for patients with ductal carcinoma in situ (DCIS) on core needle biopsy. Method: In this study, we collected digital mammography magnification views for 140 patients with DCIS at biopsy, 35 of which were subsequently upstaged to invasive cancer. We utilized a deep CNN model that was pre-trained on two natural image data sets (ImageNet and DTD) and one mammographic data set (INbreast) as the feature extractor, hypothesizing that these data sets are increasingly more similar to our target task and will lead to better representations of deep features to describe DCIS lesions. Through a statistical pooling strategy, three sets of deep features were extracted using the CNNs at different levels of convolutional layers from the lesion areas. A logistic regression classifier was then trained to predict which tumors contain occult invasive disease. The generalization performance was assessed and compared using repeated random sub-sampling validation and receiver operating characteristic (ROC) curve analysis. Result: The best performance of deep features was from CNN model pre-trained on INbreast, and the proposed classifier using this set of deep features was able to achieve a median classification performance of ROC-AUC equal to 0.75, which is significantly better (p<=0.05) than the performance of deep features extracted using ImageNet data set (ROCAUC = 0.68). Conclusion: Transfer learning is helpful for learning a better representation of deep features, and improves the prediction of occult invasive disease in DCIS.
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Dissociable effects of practice variability on learning motor and timing skills.
Caramiaux, Baptiste; Bevilacqua, Frédéric; Wanderley, Marcelo M; Palmer, Caroline
2018-01-01
Motor skill acquisition inherently depends on the way one practices the motor task. The amount of motor task variability during practice has been shown to foster transfer of the learned skill to other similar motor tasks. In addition, variability in a learning schedule, in which a task and its variations are interweaved during practice, has been shown to help the transfer of learning in motor skill acquisition. However, there is little evidence on how motor task variations and variability schedules during practice act on the acquisition of complex motor skills such as music performance, in which a performer learns both the right movements (motor skill) and the right time to perform them (timing skill). This study investigated the impact of rate (tempo) variability and the schedule of tempo change during practice on timing and motor skill acquisition. Complete novices, with no musical training, practiced a simple musical sequence on a piano keyboard at different rates. Each novice was assigned to one of four learning conditions designed to manipulate the amount of tempo variability across trials (large or small tempo set) and the schedule of tempo change (randomized or non-randomized order) during practice. At test, the novices performed the same musical sequence at a familiar tempo and at novel tempi (testing tempo transfer), as well as two novel (but related) sequences at a familiar tempo (testing spatial transfer). We found that practice conditions had little effect on learning and transfer performance of timing skill. Interestingly, practice conditions influenced motor skill learning (reduction of movement variability): lower temporal variability during practice facilitated transfer to new tempi and new sequences; non-randomized learning schedule improved transfer to new tempi and new sequences. Tempo (rate) and the sequence difficulty (spatial manipulation) affected performance variability in both timing and movement. These findings suggest that there is a
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Bäumler, Maximilian; Feller, Moritz; Krafft, Stefanie; Schiffer, Manuela; Sommer, Jens; Straube, Andreas; Weinges, Fabian; Ruscheweyh, Ruth
2017-12-01
Healthy subjects can learn to use cognitive-emotional strategies to suppress their spinal nociception, quantified by the nociceptive flexor reflex (RIII reflex), when given visual RIII feedback. This likely reflects learned activation of descending pain inhibition. Here, we investigated if training success persists 4 and 8 months after the end of RIII feedback training, and if transfer (RIII suppression without feedback) is possible. 18 and 8 subjects who had successfully completed feedback training were investigated 4 and 8 months later. At 4 months, RIII suppression during feedback and transfer was similar to that achieved at the final RIII feedback training session (to 50 ± 22%, 53 ± 21% and 52 ± 21% of baseline, all differences n.s.). At 8 months, RIII suppression was somewhat (not significantly) smaller in the feedback run (to 64 ± 17%) compared to the final training session (56 ± 19%). Feedback and transfer runs were similar (to 64 ± 17% vs. 68 ± 24%, n.s.). Concomitant reductions in pain intensity ratings were stable at 4 and 8 months. RIII feedback training success was completely maintained after 4 months, and somewhat attenuated 8 months after training. Transfer was successful. These results are an important pre-requisite for application of RIII feedback training in the context of clinical pain. Copyright © 2017 International Federation of Clinical Neurophysiology. Published by Elsevier B.V. All rights reserved.
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Koet, T.; Žogla, I.; Rutka, L.
2012-01-01
In this paper I report a small experiment about the involvement of student teachers as well as experienced professionals in the development of language learning tasks. I argue that involving student teachers as well as experienced professionals may yield better results than involving experienced
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Kaniel, Shlomo
2013-01-01
The primary purpose of this article is to combine both transfer of learning (hereafter, transfer) and creativity into similar processes that can increase the products of transfer and creativity. Both transfer and creativity operate within reciprocal relationships between memory storage and working memory. Moreover, they are also based on moving…
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Langhout, Regina Day; Rappaport, Julian; Simmons, Doretha
2002-01-01
Culturally relevant, ongoing project-based learning was facilitated in a predominantly African American urban elementary school via a community garden project. The project involved teachers, students, university members, and community members. This article evaluates the project through two classroom-community collaboration models, noting common…
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End-to-End Airplane Detection Using Transfer Learning in Remote Sensing Images
Directory of Open Access Journals (Sweden)
Zhong Chen
2018-01-01
Full Text Available Airplane detection in remote sensing images remains a challenging problem due to the complexity of backgrounds. In recent years, with the development of deep learning, object detection has also obtained great breakthroughs. For object detection tasks in natural images, such as the PASCAL (Pattern Analysis, Statistical Modelling and Computational Learning VOC (Visual Object Classes Challenge, the major trend of current development is to use a large amount of labeled classification data to pre-train the deep neural network as a base network, and then use a small amount of annotated detection data to fine-tune the network for detection. In this paper, we use object detection technology based on deep learning for airplane detection in remote sensing images. In addition to using some characteristics of remote sensing images, some new data augmentation techniques have been proposed. We also use transfer learning and adopt a single deep convolutional neural network and limited training samples to implement end-to-end trainable airplane detection. Classification and positioning are no longer divided into multistage tasks; end-to-end detection attempts to combine them for optimization, which ensures an optimal solution for the final stage. In our experiment, we use remote sensing images of airports collected from Google Earth. The experimental results show that the proposed algorithm is highly accurate and meaningful for remote sensing object detection.
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van den Eertwegh, Valerie; van Dulmen, Sandra; van Dalen, Jan; Scherpbier, Albert J J A; van der Vleuten, Cees P M
2013-02-01
In order to reduce the inconsistencies of findings and the apparent low transfer of communication skills from training to medical practice, this narrative review identifies some main gaps in research on medical communication skills training and presents insights from theories on learning and transfer to broaden the view for future research. Relevant literature was identified using Pubmed, GoogleScholar, Cochrane database, and Web of Science; and analyzed using an iterative procedure. Research findings on the effectiveness of medical communication training still show inconsistencies and variability. Contemporary theories on learning based on a constructivist paradigm offer the following insights: acquisition of knowledge and skills should be viewed as an ongoing process of exchange between the learner and his environment, so called lifelong learning. This process can neither be atomized nor separated from the context in which it occurs. Four contemporary approaches are presented as examples. The following shift in focus for future research is proposed: beyond isolated single factor effectiveness studies toward constructivist, non-reductionistic studies integrating the context. Future research should investigate how constructivist approaches can be used in the medical context to increase effective learning and transition of communication skills. Copyright © 2012 Elsevier Ireland Ltd. All rights reserved.
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Xie, Heping; Wang, Fuxing; Hao, Yanbin; Chen, Jiaxue; An, Jing; Wang, Yuxin; Liu, Huashan
2017-01-01
Cueing facilitates retention and transfer of multimedia learning. From the perspective of cognitive load theory (CLT), cueing has a positive effect on learning outcomes because of the reduction in total cognitive load and avoidance of cognitive overload. However, this has not been systematically evaluated. Moreover, what remains ambiguous is the direct relationship between the cue-related cognitive load and learning outcomes. A meta-analysis and two subsequent meta-regression analyses were conducted to explore these issues. Subjective total cognitive load (SCL) and scores on a retention test and transfer test were selected as dependent variables. Through a systematic literature search, 32 eligible articles encompassing 3,597 participants were included in the SCL-related meta-analysis. Among them, 25 articles containing 2,910 participants were included in the retention-related meta-analysis and the following retention-related meta-regression, while there were 29 articles containing 3,204 participants included in the transfer-related meta-analysis and the transfer-related meta-regression. The meta-analysis revealed a statistically significant cueing effect on subjective ratings of cognitive load (d = -0.11, 95% CI = [-0.19, -0.02], p < 0.05), retention performance (d = 0.27, 95% CI = [0.08, 0.46], p < 0.01), and transfer performance (d = 0.34, 95% CI = [0.12, 0.56], p < 0.01). The subsequent meta-regression analyses showed that dSCL for cueing significantly predicted dretention for cueing (β = -0.70, 95% CI = [-1.02, -0.38], p < 0.001), as well as dtransfer for cueing (β = -0.60, 95% CI = [-0.92, -0.28], p < 0.001). Thus in line with CLT, adding cues in multimedia materials can indeed reduce SCL and promote learning outcomes, and the more SCL is reduced by cues, the better retention and transfer of multimedia learning.
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Valdes, Gilmer; Interian, Yannet
2018-03-15
The application of machine learning (ML) presents tremendous opportunities for the field of oncology, thus we read 'Deep convolutional neural network with transfer learning for rectum toxicity prediction in cervical cancer radiotherapy: a feasibility study' with great interest. In this article, the authors used state of the art techniques: a pre-trained convolutional neural network (VGG-16 CNN), transfer learning, data augmentation, drop out and early stopping, all of which are directly responsible for the success and the excitement that these algorithms have created in other fields. We believe that the use of these techniques can offer tremendous opportunities in the field of Medical Physics and as such we would like to praise the authors for their pioneering application to the field of Radiation Oncology. That being said, given that the field of Medical Physics has unique characteristics that differentiate us from those fields where these techniques have been applied successfully, we would like to raise some points for future discussion and follow up studies that could help the community understand the limitations and nuances of deep learning techniques.
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The Role of Interactional Quality in Learning from Touch Screens during Infancy: Context Matters
Directory of Open Access Journals (Sweden)
Elizabeth Zack
2016-08-01
Full Text Available Interactional quality has been shown to enhance learning during book reading and play, but has not been examined during touch screen use. Learning to apply knowledge from a touch screen is complex for infants because it involves transfer of learning between a 2-dimensional (2D screen and 3-dimensional (3D object in the physical world. This study uses a touch screen procedure to examine interactional quality measured via maternal structuring, diversity of maternal language, and dyadic emotional responsiveness and infant outcomes during a transfer of learning task. Fifty 15-month-old infants and their mothers participated in this semi-naturalistic teaching task. Mothers were given a 3D object, and a static image of the object presented on a touch screen. Mothers had 5 minutes to teach their infant that a button on the real toy works in the same way as a virtual button on the touch screen (or vice versa. Overall, 64% of infants learned how to make the button work, transferring learning from the touch screen to the 3D object or vice versa. Infants were just as successful in the 3D to 2D transfer direction as they were in the 2D to 3D transfer direction. A cluster analysis based on emotional responsiveness, the proportion of diverse maternal verbal input, and amount of maternal structuring resulted in two levels of interactional quality: high quality and moderate quality. A logistic regression revealed the level of interactional quality predicted infant transfer. Infants were 19 times more likely to succeed and transfer learning between the touch screen and real object if they were in a high interactional quality dyad, even after controlling for infant activity levels. The present findings suggest that interactional quality between mother and infant plays an important role in making touch screens effective teaching tools for infants’ learning.
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The Role of Interactional Quality in Learning from Touch Screens during Infancy: Context Matters.
Zack, Elizabeth; Barr, Rachel
2016-01-01
Interactional quality has been shown to enhance learning during book reading and play, but has not been examined during touch screen use. Learning to apply knowledge from a touch screen is complex for infants because it involves transfer of learning between a two-dimensional (2D) screen and three-dimensional (3D) object in the physical world. This study uses a touch screen procedure to examine interactional quality measured via maternal structuring, diversity of maternal language, and dyadic emotional responsiveness and infant outcomes during a transfer of learning task. Fifty 15-month-old infants and their mothers participated in this semi-naturalistic teaching task. Mothers were given a 3D object, and a static image of the object presented on a touch screen. Mothers had 5 min to teach their infant that a button on the real toy works in the same way as a virtual button on the touch screen (or vice versa). Overall, 64% of infants learned how to make the button work, transferring learning from the touch screen to the 3D object or vice versa. Infants were just as successful in the 3D to 2D transfer direction as they were in the 2D to 3D transfer direction. A cluster analysis based on emotional responsiveness, the proportion of diverse maternal verbal input, and amount of maternal structuring resulted in two levels of interactional quality: high quality and moderate quality. A logistic regression revealed the level of interactional quality predicted infant transfer. Infants were 19 times more likely to succeed and transfer learning between the touch screen and real object if they were in a high interactional quality dyad, even after controlling for infant activity levels. The present findings suggest that interactional quality between mother and infant plays an important role in making touch screens effective teaching tools for infants' learning.
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Inexplicit Learning: Transferring Knowledge through Visual and Emulative practices
Directory of Open Access Journals (Sweden)
Koumudi Patil
2017-12-01
Full Text Available This study attempts to understand how expert knowledge is transmitted in the absence or lack of explicit and formal means of knowledge acquisition, with particular interest in the evolved relationship of a master-apprentice, observable in pockets of traditional communities of practice. An ethnographic study based on content analysis of the transcriptions of members of a craft community from Varanasi, India has been used to strengthen the undermined pedagogical role of observation and emulation in the transfer of inexplicit knowledge. It is argued that in-situ observation and emulation foster situations for facilitating co-production of knowledge, further implying co-authorship. Gaining community membership in craft communities is not merely a matter of gaining a professional degree; instead, it is a slow process of enculturation.Keywords: Observation, Emulation, Inexplicit learning, Master-apprentice. Communities of Practice
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Spyrtou, Anna; Lavonen, Jari; Zoupidis, Anastasios; Loukomies, Anni; Pnevmatikos, Dimitris; Juuti, Kalle; Kariotoglou, Petros
2018-01-01
In the present paper, we report on the idea of exchanging educational innovations across European countries aiming to shed light on the following question: how feasible and useful is it to transfer an innovation across different national educational settings? The innovation, in this case, Inquiry-Based Teaching Learning Sequences, is recognized as…
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West, Eva; Wallin, Anita
2013-04-01
Learning abstract concepts such as sound often involves an ontological shift because to conceptualize sound transmission as a process of motion demands abandoning sound transmission as a transfer of matter. Thus, for students to be able to grasp and use a generalized model of sound transmission poses great challenges for them. This study involved 199 students aged 10-14. Their views about sound transmission were investigated before and after teaching by comparing their written answers about sound transfer in different media. The teaching was built on a research-based teaching-learning sequence (TLS), which was developed within a framework of design research. The analysis involved interpreting students' underlying theories of sound transmission, including the different conceptual categories that were found in their answers. The results indicated a shift in students' understandings from the use of a theory of matter before the intervention to embracing a theory of process afterwards. The described pattern was found in all groups of students irrespective of age. Thus, teaching about sound and sound transmission is fruitful already at the ages of 10-11. However, the older the students, the more advanced is their understanding of the process of motion. In conclusion, the use of a TLS about sound, hearing and auditory health promotes students' conceptualization of sound transmission as a process in all grades. The results also imply some crucial points in teaching and learning about the scientific content of sound.
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A Transfer-Based Framework for Interdisciplinary Communication, Teaching, and Research
Directory of Open Access Journals (Sweden)
Denise Comer
2016-10-01
Full Text Available Transfer consists of the ways in which people reshape, adapt, rethink, and challenge what they understand and learn in one context to other contexts. While transfer is often discussed in relationship to student learning and writing (how students transfer their writing and learning across contexts, transfer also provides a crucial framework for faculty, administrators to use in navigating the dynamic, intersecting, and disparate contexts of academia. A transfer framework invites faculty, administrators, and students to actively engage with, reflect on, and position themselves within and across varying and overlapping domains. Doing so can facilitate increased networks of collaboration, cultivate more robust advances in knowledge and research methods, improve pedagogy, and increase student learning gains.
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Heat exchanger network retrofit optimization involving heat transfer enhancement
International Nuclear Information System (INIS)
Wang Yufei; Smith, Robin; Kim, Jin-Kuk
2012-01-01
Heat exchanger network retrofit plays an important role in energy saving in process industry. Many design methods for the retrofit of heat exchanger networks have been proposed during the last three decades. Conventional retrofit methods rely heavily on topology modifications which often result in a long retrofit duration and high initial costs. Moreover, the addition of extra surface area to the heat exchanger can prove difficult due to topology, safety and downtime constraints. Both of these problems can be avoided through the use of heat transfer enhancement in heat exchanger network retrofit. This paper presents a novel design approach to solve heat exchanger network retrofit problems based on heat transfer enhancement. An optimisation method based on simulated annealing has been developed to find the appropriate heat exchangers to be enhanced and to calculate the level of enhancement required. The physical insight of enhanced exchangers is also analysed. The new methodology allows several possible retrofit strategies using different retrofit methods be determined. Comparison of these retrofit strategies demonstrates that retrofit modification duration and payback time are reduced when heat transfer enhancement is utilised. Heat transfer enhancement can be also used as a substitute for increased heat exchanger network surface area to reduce retrofit investment costs.
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Smith, Nanette R.
1995-01-01
The objective of this summer's work was to attempt to enhance Technology Application Group (TAG) ability to measure the outcomes of its efforts to transfer NASA technology. By reviewing existing literature, by explaining the economic principles involved in evaluating the economic impact of technology transfer, and by investigating the LaRC processes our William & Mary team has been able to lead this important discussion. In reviewing the existing literature, we identified many of the metrics that are currently being used in the area of technology transfer. Learning about the LaRC technology transfer processes and the metrics currently used to track the transfer process enabled us to compare other R&D facilities to LaRC. We discuss and diagram impacts of technology transfer in the short run and the long run. Significantly, it serves as the basis for analysis and provides guidance in thinking about what the measurement objectives ought to be. By focusing on the SBIR Program, valuable information regarding the strengths and weaknesses of this LaRC program are to be gained. A survey was developed to ask probing questions regarding SBIR contractors' experience with the program. Specifically we are interested in finding out whether the SBIR Program is accomplishing its mission, if the SBIR companies are providing the needed innovations specified by NASA and to what extent those innovations have led to commercial success. We also developed a survey to ask COTR's, who are NASA employees acting as technical advisors to the SBIR contractors, the same type of questions, evaluating the successes and problems with the SBIR Program as they see it. This survey was developed to be implemented interactively on computer. It is our hope that the statistical and econometric studies that can be done on the data collected from all of these sources will provide insight regarding the direction to take in developing systematic evaluations of programs like the SBIR Program so that they can
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Learning a common dictionary for subject-transfer decoding with resting calibration.
Morioka, Hiroshi; Kanemura, Atsunori; Hirayama, Jun-ichiro; Shikauchi, Manabu; Ogawa, Takeshi; Ikeda, Shigeyuki; Kawanabe, Motoaki; Ishii, Shin
2015-05-01
Brain signals measured over a series of experiments have inherent variability because of different physical and mental conditions among multiple subjects and sessions. Such variability complicates the analysis of data from multiple subjects and sessions in a consistent way, and degrades the performance of subject-transfer decoding in a brain-machine interface (BMI). To accommodate the variability in brain signals, we propose 1) a method for extracting spatial bases (or a dictionary) shared by multiple subjects, by employing a signal-processing technique of dictionary learning modified to compensate for variations between subjects and sessions, and 2) an approach to subject-transfer decoding that uses the resting-state activity of a previously unseen target subject as calibration data for compensating for variations, eliminating the need for a standard calibration based on task sessions. Applying our methodology to a dataset of electroencephalography (EEG) recordings during a selective visual-spatial attention task from multiple subjects and sessions, where the variability compensation was essential for reducing the redundancy of the dictionary, we found that the extracted common brain activities were reasonable in the light of neuroscience knowledge. The applicability to subject-transfer decoding was confirmed by improved performance over existing decoding methods. These results suggest that analyzing multisubject brain activities on common bases by the proposed method enables information sharing across subjects with low-burden resting calibration, and is effective for practical use of BMI in variable environments. Copyright © 2015 Elsevier Inc. All rights reserved.
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Ichthyoplankton Classification Tool using Generative Adversarial Networks and Transfer Learning
Aljaafari, Nura
2018-04-15
The study and the analysis of marine ecosystems is a significant part of the marine science research. These systems are valuable resources for fisheries, improving water quality and can even be used in drugs production. The investigation of ichthyoplankton inhabiting these ecosystems is also an important research field. Ichthyoplankton are fish in their early stages of life. In this stage, the fish have relatively similar shape and are small in size. The currently used way of identifying them is not optimal. Marine scientists typically study such organisms by sending a team that collects samples from the sea which is then taken to the lab for further investigation. These samples need to be studied by an expert and usually end needing a DNA sequencing. This method is time-consuming and requires a high level of experience. The recent advances in AI have helped to solve and automate several difficult tasks which motivated us to develop a classification tool for ichthyoplankton. We show that using machine learning techniques, such as generative adversarial networks combined with transfer learning solves such a problem with high accuracy. We show that using traditional machine learning algorithms fails to solve it. We also give a general framework for creating a classification tool when the dataset used for training is a limited dataset. We aim to build a user-friendly tool that can be used by any user for the classification task and we aim to give a guide to the researchers so that they can follow in creating a classification tool.
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Miyadahira, A M
2001-12-01
It is a bibliographic study about the identification of the motor capacities involved in the psychomotor skills of the cardiopulmonary resuscitation (CPR) which aims to obtain subsidies to the planning of the teaching-learning process of this skill. It was found that: the motor capacities involved in the psychomotor skill of the CPR technique are predominantly cognitive and motor, involving 9 perceptive-motor capacities and 8 physical proficiency capacities. The CPR technique is a psychomotor skill classified as open, done in series and categorized as a thin and global skill and the teaching-learning process of the CPR technique has an elevated degree of complexity.
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Hendricks, Michelle A; Conway, Christopher M; Kellogg, Ronald T
2013-09-01
Previous studies have suggested that both automatic and intentional processes contribute to the learning of grammar and fragment knowledge in artificial grammar learning (AGL) tasks. To explore the relative contribution of automatic and intentional processes to knowledge gained in AGL, we utilized dual-task methodology to dissociate automatic and intentional grammar- and fragment-based knowledge in AGL at both acquisition and at test. Both experiments used a balanced chunk strength grammar to assure an equal proportion of fragment cues (i.e., chunks) in grammatical and nongrammatical test items. In Experiment 1, participants engaged in a working memory dual-task either during acquisition, test, or both acquisition and test. The results showed that participants performing the dual-task during acquisition learned the artificial grammar as well as the single-task group, presumably by relying on automatic learning mechanisms. A working memory dual-task at test resulted in attenuated grammar performance, suggesting a role for intentional processes for the expression of grammatical learning at test. Experiment 2 explored the importance of perceptual cues by changing letters between the acquisition and test phase; unlike Experiment 1, there was no significant learning of grammatical information for participants under dual-task conditions in Experiment 2, suggesting that intentional processing is necessary for successful acquisition and expression of grammar-based knowledge under transfer conditions. In sum, it appears that some aspects of learning in AGL are indeed relatively automatic, although the expression of grammatical information and the learning of grammatical patterns when perceptual similarity is eliminated both appear to require explicit resources. PsycINFO Database Record (c) 2013 APA, all rights reserved.
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Cheung, Cecilia Sin-Sze; Pomerantz, Eva M.
2015-01-01
This research examined whether the benefits of parents' involvement in children's learning are due in part to value development among children. Four times over the 7th and 8th grades, 825 American and Chinese children (M age = 12.73 years) reported on their parents' involvement in their learning and their perceptions of the value their parents…
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von Treuer, Kathryn; McHardy, Katherine; Earl, Celisha
2013-01-01
Workplace training is a key strategy often used by organisations to optimise performance. Further, trainee motivation is a key determinant of the degree to which the material learned in a training programme will be transferred to the workplace, enhancing the performance of the trainee. This study investigates the relationship between several…
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An Emulator Toolbox to Approximate Radiative Transfer Models with Statistical Learning
Directory of Open Access Journals (Sweden)
Juan Pablo Rivera
2015-07-01
Full Text Available Physically-based radiative transfer models (RTMs help in understanding the processes occurring on the Earth’s surface and their interactions with vegetation and atmosphere. When it comes to studying vegetation properties, RTMs allows us to study light interception by plant canopies and are used in the retrieval of biophysical variables through model inversion. However, advanced RTMs can take a long computational time, which makes them unfeasible in many real applications. To overcome this problem, it has been proposed to substitute RTMs through so-called emulators. Emulators are statistical models that approximate the functioning of RTMs. Emulators are advantageous in real practice because of the computational efficiency and excellent accuracy and flexibility for extrapolation. We hereby present an “Emulator toolbox” that enables analysing multi-output machine learning regression algorithms (MO-MLRAs on their ability to approximate an RTM. The toolbox is included in the free-access ARTMO’s MATLAB suite for parameter retrieval and model inversion and currently contains both linear and non-linear MO-MLRAs, namely partial least squares regression (PLSR, kernel ridge regression (KRR and neural networks (NN. These MO-MLRAs have been evaluated on their precision and speed to approximate the soil vegetation atmosphere transfer model SCOPE (Soil Canopy Observation, Photochemistry and Energy balance. SCOPE generates, amongst others, sun-induced chlorophyll fluorescence as the output signal. KRR and NN were evaluated as capable of reconstructing fluorescence spectra with great precision. Relative errors fell below 0.5% when trained with 500 or more samples using cross-validation and principal component analysis to alleviate the underdetermination problem. Moreover, NN reconstructed fluorescence spectra about 50-times faster and KRR about 800-times faster than SCOPE. The Emulator toolbox is foreseen to open new opportunities in the use of advanced
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Eva K. Strand; Kathy H. Schon; Jeff Jones
2010-01-01
Technological advances in the area of fuel and wildland fire management have created a need for effective decision support tools and technology training. The National Interagency Fuels Committee and LANDFIRE have chartered a team to develop science-based learning tools for assessment of fire and fuels and to provide online training and technology transfer to help...
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Valdes, Gilmer; Interian, Yannet
2018-03-01
The application of machine learning (ML) presents tremendous opportunities for the field of oncology, thus we read ‘Deep convolutional neural network with transfer learning for rectum toxicity prediction in cervical cancer radiotherapy: a feasibility study’ with great interest. In this article, the authors used state of the art techniques: a pre-trained convolutional neural network (VGG-16 CNN), transfer learning, data augmentation, drop out and early stopping, all of which are directly responsible for the success and the excitement that these algorithms have created in other fields. We believe that the use of these techniques can offer tremendous opportunities in the field of Medical Physics and as such we would like to praise the authors for their pioneering application to the field of Radiation Oncology. That being said, given that the field of Medical Physics has unique characteristics that differentiate us from those fields where these techniques have been applied successfully, we would like to raise some points for future discussion and follow up studies that could help the community understand the limitations and nuances of deep learning techniques.
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Stöckel, Tino; Wang, Jinsung
2011-11-01
Interlimb transfer of motor learning, indicating an improvement in performance with one limb following training with the other, often occurs asymmetrically (i.e., from non-dominant to dominant limb or vice versa, but not both). In the present study, we examined whether interlimb transfer of the same motor task could occur asymmetrically and in opposite directions (i.e., from right to left leg vs. left to right leg) depending on individuals' conception of the task. Two experimental conditions were tested: In a dynamic control condition, the process of learning was facilitated by providing the subjects with a type of information that forced them to focus on dynamic features of a given task (force impulse); and in a spatial control condition, it was done with another type of information that forced them to focus on visuomotor features of the same task (distance). Both conditions employed the same leg extension task. In addition, a fully-crossed transfer paradigm was used in which one group of subjects initially practiced with the right leg and were tested with the left leg for a transfer test, while the other group used the two legs in the opposite order. The results showed that the direction of interlimb transfer varied depending on the condition, such that the right and the left leg benefited from initial training with the opposite leg only in the spatial and the dynamic condition, respectively. Our finding suggests that manipulating the conception of a leg extension task has a substantial influence on the pattern of interlimb transfer in such a way that the direction of transfer can even be opposite depending on whether the task is conceived as a dynamic or spatial control task. Copyright © 2011 Elsevier Inc. All rights reserved.
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Eertwegh, V. van den; Dulmen, S. van; Dalen, J. van; Scherpbier, A.J.J.A.; Vleuten, C.P.M. van der
2013-01-01
Objective: In order to reduce the inconsistencies of findings and the apparent low transfer of communication skills from training to medical practice, this narrative review identifies some main gaps in research on medical communication skills training and presents insights from theories on learning
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Eertwegh, V. van den; Dulmen, S. van; Dalen, J. Van; Scherpbier, A.J.J.A.; Vleuten, C.P.M. van der
2013-01-01
OBJECTIVE: In order to reduce the inconsistencies of findings and the apparent low transfer of communication skills from training to medical practice, this narrative review identifies some main gaps in research on medical communication skills training and presents insights from theories on learning
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Oliveira, Emileane C; Hunziker, Maria Helena
2014-07-01
In this study, we investigated whether (a) animals demonstrating the learned helplessness effect during an escape contingency also show learning deficits under positive reinforcement contingencies involving stimulus control and (b) the exposure to positive reinforcement contingencies eliminates the learned helplessness effect under an escape contingency. Rats were initially exposed to controllable (C), uncontrollable (U) or no (N) shocks. After 24h, they were exposed to 60 escapable shocks delivered in a shuttlebox. In the following phase, we selected from each group the four subjects that presented the most typical group pattern: no escape learning (learned helplessness effect) in Group U and escape learning in Groups C and N. All subjects were then exposed to two phases, the (1) positive reinforcement for lever pressing under a multiple FR/Extinction schedule and (2) a re-test under negative reinforcement (escape). A fourth group (n=4) was exposed only to the positive reinforcement sessions. All subjects showed discrimination learning under multiple schedule. In the escape re-test, the learned helplessness effect was maintained for three of the animals in Group U. These results suggest that the learned helplessness effect did not extend to discriminative behavior that is positively reinforced and that the learned helplessness effect did not revert for most subjects after exposure to positive reinforcement. We discuss some theoretical implications as related to learned helplessness as an effect restricted to aversive contingencies and to the absence of reversion after positive reinforcement. This article is part of a Special Issue entitled: insert SI title. Copyright © 2014. Published by Elsevier B.V.
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Tsai, Chia-Wen
2013-01-01
In an online course, students learn independently in the virtual environment without teacher's on-the-spot support. However, many students are addicted to the Internet which is filled with a plethora of shopping websites, online games, and social networks (e.g. Facebook). To help keep students focused on and involved in online or blended…
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Acquiring skill at medical image inspection: learning localized in early visual processes
Sowden, Paul T.; Davies, Ian R. L.; Roling, Penny; Watt, Simon J.
1997-04-01
Acquisition of the skill of medical image inspection could be due to changes in visual search processes, 'low-level' sensory learning, and higher level 'conceptual learning.' Here, we report two studies that investigate the extent to which learning in medical image inspection involves low- level learning. Early in the visual processing pathway cells are selective for direction of luminance contrast. We exploit this in the present studies by using transfer across direction of contrast as a 'marker' to indicate the level of processing at which learning occurs. In both studies twelve observers trained for four days at detecting features in x- ray images (experiment one equals discs in the Nijmegen phantom, experiment two equals micro-calcification clusters in digitized mammograms). Half the observers examined negative luminance contrast versions of the images and the remainder examined positive contrast versions. On the fifth day, observers swapped to inspect their respective opposite contrast images. In both experiments leaning occurred across sessions. In experiment one, learning did not transfer across direction of luminance contrast, while in experiment two there was only partial transfer. These findings are consistent with the contention that some of the leaning was localized early in the visual processing pathway. The implications of these results for current medical image inspection training schedules are discussed.
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Leadership and learning disability nursing.
Jukes, Mark; Aspinall, Susan-Louise
Leadership is seen as critical for the transformation of learning disability services and has been further emphasised since the publication of Transforming Care, the Department of Health's response to the review of events at Winterbourne View. What is clear within learning disability nursing and services is the demand for leadership in the quest for improving the quality and effectiveness of services across health and social care. This article discusses the challenges for the undergraduate learning disability nurse with the recommendation to pursue a framework that promotes and focuses on integrating knowledge transfer into services for people with a learning disability. It explores practice change using the Promoting Action on Research Implementation in Health Services (PARiHS) framework, and the example of the involvement of service users in practitioner training on the Mental Capacity Act 2005 and consent and capacity to consent for treatment.
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Zack, Elizabeth; Gerhardstein, Peter; Meltzoff, Andrew N.; Barr, Rachel
2012-01-01
Infants have difficulty transferring information between 2D and 3D sources. The current study extends Zack et al.’s (2009) touch screen imitation task to examine whether the addition of specific language cues significantly facilitates 15-month-olds’ transfer of learning between touch screens and real-world 3D objects. The addition of two kinds of linguistic cues (object label plus verb or nonsense name) did not elevate action imitation significantly above levels observed when such language cues were not used. Language cues hindered infants’ performance in the 3D→2D direction of transfer, but only for the object label plus verb condition. The lack of a facilitative effect of language is discussed in terms of competing cognitive loads imposed by conjointly transferring information across dimensions and processing linguistic cues in an action imitation task at this age. PMID:23121508
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Directory of Open Access Journals (Sweden)
Mughaneswari ap Sahadevan
2014-04-01
Full Text Available The meaning of technology transfer is so wide but mostly involving some form of technology-re- lated exchange. However, in this particular paper, technology transfer is consider as a concept to examine the process of disseminating knowledge and skills that a person owned to another per- son in order to generate higher productivity with new approach of producing a particular prod- uct or service. Although, many researchers have explored the evolution of technology transfer, nonetheless some drivers are yet to be explored in a Malaysian manufacturing industry. This study, therefore attempts to determine the relationship between absorptive capacity, transfer capacity, communication motivation and learning intent and technology transfer performance. A survey methodology was used in a Japanese multinational company based in Klang Valley, Malaysia. A total of 117 questionnaires were received. Results show that absorptive capacity is the most signifi- cant to influence technology transfer performance.
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Wen, Fei; Khera, Eshita
2016-01-01
Despite the instinctive perception of mass and heat transfer principles in daily life, productive learning in this course continues to be one of the greatest challenges for undergraduate students in chemical engineering. In an effort to enhance student learning in classroom, we initiated an innovative active-learning method titled…
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Burlina, Philippe; Pacheco, Katia D; Joshi, Neil; Freund, David E; Bressler, Neil M
2017-03-01
When left untreated, age-related macular degeneration (AMD) is the leading cause of vision loss in people over fifty in the US. Currently it is estimated that about eight million US individuals have the intermediate stage of AMD that is often asymptomatic with regard to visual deficit. These individuals are at high risk for progressing to the advanced stage where the often treatable choroidal neovascular form of AMD can occur. Careful monitoring to detect the onset and prompt treatment of the neovascular form as well as dietary supplementation can reduce the risk of vision loss from AMD, therefore, preferred practice patterns recommend identifying individuals with the intermediate stage in a timely manner. Past automated retinal image analysis (ARIA) methods applied on fundus imagery have relied on engineered and hand-designed visual features. We instead detail the novel application of a machine learning approach using deep learning for the problem of ARIA and AMD analysis. We use transfer learning and universal features derived from deep convolutional neural networks (DCNN). We address clinically relevant 4-class, 3-class, and 2-class AMD severity classification problems. Using 5664 color fundus images from the NIH AREDS dataset and DCNN universal features, we obtain values for accuracy for the (4-, 3-, 2-) class classification problem of (79.4%, 81.5%, 93.4%) for machine vs. (75.8%, 85.0%, 95.2%) for physician grading. This study demonstrates the efficacy of machine grading based on deep universal features/transfer learning when applied to ARIA and is a promising step in providing a pre-screener to identify individuals with intermediate AMD and also as a tool that can facilitate identifying such individuals for clinical studies aimed at developing improved therapies. It also demonstrates comparable performance between computer and physician grading. Copyright © 2017 Elsevier Ltd. All rights reserved.
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DePalma, Michael-John; Ringer, Jeffrey M.
2011-01-01
In this paper, we argue that discussions of transfer in L2 writing and composition studies have focused primarily on the reuse of past learning and thus have not adequately accounted for the adaptation of learned writing knowledge in unfamiliar situations. In an effort to expand disciplinary discussions of transfer in L2 writing and composition…
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IPAD: A unique approach to government/industry cooperation for technology development and transfer
Fulton, Robert E.; Salley, George C.
1985-01-01
A key element to improved industry productivity is effective management of Computer Aided Design / Computer Aided Manufacturing (CAD/CAM) information. To stimulate advancement, a unique joint government/industry project designated Integrated Programs for Aerospace-Vehicle Design (IPAD) was carried out from 1971 to 1984. The goal was to raise aerospace industry productivity through advancement of computer based technology to integrate and manage information involved in the design and manufacturing process. IPAD research was guided by an Industry Technical Advisory Board (ITAB) composed of over 100 representatives from aerospace and computer companies. The project complemented traditional NASA/DOD research to develop aerospace design technology and the Air Force's Integrated Computer Aided Manufacturing (ICAM) program to advance CAM technology. IPAD had unprecedented industry support and involvement and served as a unique approach to government industry cooperation in the development and transfer of advanced technology. The IPAD project background, approach, accomplishments, industry involvement, technology transfer mechanisms and lessons learned are summarized.
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Energy Technology Data Exchange (ETDEWEB)
Jones, G. II; Farahat, C.W.; Oh, C. (Boston Univ., MA (United States))
1994-07-14
The electron-transfer photochemistry of the covalent derivatives of the dye eosin, in which the xanthene dye is covalently attached to the amino acid L-tryptophan via the thiohydantoin derivative, the tryptophan dipeptide, and an ethyl ester derivative, has been investigated. The singlet excited state of the dye is significantly quenched on attachment of the aromatic amino acid residue. Dye triplet states are also intercepted through intramolecular interaction of excited dye and amino acid pendants. Flash photolysis experiments verify that this interaction involves electron transfer from the indole side chains of tryptophan. Rate constants for electron transfer are discussed in terms of the distance relationships for the eosin chromophore and aromatic redox sites on peptide derivatives, the pathway for [sigma]-[pi] through-bond interaction between redox sites, and the multiplicity and state of protonation for electron-transfer intermediates. Selected electron-transfer photoreactions were studied under conditions of binding of the peptide derivatives in a high molecular weight, water-soluble, globular polymer, poly(vinyl-2-pyrrolidinone). 28 refs., 4 figs., 1 tab.
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Tzvi, Elinor; Bauhaus, Leon J; Kessler, Till U; Liebrand, Matthias; Wöstmann, Malte; Krämer, Ulrike M
2018-03-01
Cross-frequency coupling is suggested to serve transfer of information between wide-spread neuronal assemblies and has been shown to underlie many cognitive functions including learning and memory. In previous work, we found that alpha (8-13 Hz) - gamma (30-48 Hz) phase amplitude coupling (αγPAC) is decreased during sequence learning in bilateral frontal cortex and right parietal cortex. We interpreted this to reflect decreased demands for visuo-motor mapping once the sequence has been encoded. In the present study, we put this hypothesis to the test by adding a "simple" condition to the standard serial reaction time task (SRTT) with minimal needs for visuo-motor mapping. The standard SRTT in our paradigm entailed a perceptual sequence allowing for implicit learning of a sequence of colors with randomly assigned motor responses. Sequence learning in this case was thus not associated with reduced demands for visuo-motor mapping. Analysis of oscillatory power revealed a learning-related alpha decrease pointing to a stronger recruitment of occipito-parietal areas when encoding the perceptual sequence. Replicating our previous findings but in contrast to our hypothesis, αγPAC was decreased in sequence compared to random trials over right frontal and parietal cortex. It also tended to be smaller compared to trials requiring a simple motor sequence. We additionally analyzed αγPAC in resting-state data of a separate cohort. PAC in electrodes over right parietal cortex was significantly stronger compared to sequence trials and tended to be higher compared to simple and random trials of the SRTT data. We suggest that αγPAC in right parietal cortex reflects a "default-mode" brain state, which gets perturbed to allow for encoding of visual regularities into memory. Copyright © 2018 Elsevier Inc. All rights reserved.
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Fryer, Luke K.; Oga-Baldwin, W. L. Quint
2017-01-01
Self-efficacy is an essential source of motivation for learning. While considerable research has theorised and examined the how and why of self-efficacy in a single domain of study, longitudinal research has not yet tested how self-efficacy might generalise or transfer between subjects such as mathematics, native and foreign language studies. The…
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Bonzano, Laura; Tacchino, Andrea; Roccatagliata, Luca; Mancardi, Giovanni Luigi; Abbruzzese, Giovanni; Bove, Marco
2011-02-01
Training one hand on a motor task results in performance improvements in the other hand, also when stimuli are randomly presented (nonspecific transfer). Corpus callosum (CC) is the main structure involved in interhemispheric information transfer; CC pathology occurs in patients with multiple sclerosis (PwMS) and is related to altered performance of tasks requiring interhemispheric transfer of sensorimotor information. To investigate the role of CC in nonspecific transfer during a pure motor reaction-time task, we combined motor behavior with diffusion tensor imaging analysis in PwMS. Twenty-two PwMS and 10 controls, all right-handed, were asked to respond to random stimuli with appropriate finger opposition movements with the right (learning) and then the left (transfer) hand. PwMS were able to improve motor performance reducing response times with practice with a trend similar to controls and preserved the ability to transfer the acquired motor information from the learning to the transfer hand. A higher variability in the transfer process, indicated by a significantly larger standard deviation of mean nonspecific transfer, was found in the PwMS group with respect to the control group, suggesting the presence of subtle impairments in interhemispheric communication in some patients. Then, we correlated the amount of nonspecific transfer with mean fractional anisotropy (FA) values, indicative of microstructural damage, obtained in five CC subregions identified on PwMS's FA maps. A significant correlation was found only in the subregion including posterior midbody (Pearson's r = 0.74, P = 0.003), which thus seems to be essential for the interhemispheric transfer of information related to pure sensorimotor tasks. Copyright © 2010 Wiley-Liss, Inc.
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Suzuki, Atsunobu; Ito, Yuichi; Kiyama, Sachiko; Kunimi, Mitsunobu; Ohira, Hideki; Kawaguchi, Jun; Tanabe, Hiroki C; Nakai, Toshiharu
2016-01-01
A bad reputation can persistently affect judgments of an individual even when it turns out to be invalid and ought to be disregarded. Such indelible distrust may reflect that the negative evaluation elicited by a bad reputation transfers to a person. Consequently, the person him/herself may come to activate this negative evaluation irrespective of the accuracy of the reputation. If this theoretical model is correct, an evaluation-related brain region will be activated when witnessing a person whose bad reputation one has learned about, regardless of whether the reputation is deemed valid or not. Here, we tested this neural hypothesis with functional magnetic resonance imaging (fMRI). Participants memorized faces paired with either a good or a bad reputation. Next, they viewed the faces alone and inferred whether each person was likely to cooperate, first while retrieving the reputations, and then while trying to disregard them as false. A region of the left ventrolateral prefrontal cortex (vlPFC), which may be involved in negative evaluation, was activated by faces previously paired with bad reputations, irrespective of whether participants attempted to retrieve or disregard these reputations. Furthermore, participants showing greater activity of the left ventrolateral prefrontal region in response to the faces with bad reputations were more likely to infer that these individuals would not cooperate. Thus, once associated with a bad reputation, a person may elicit evaluation-related brain responses on their own, thereby evoking distrust independently of their reputation.
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The Role of Interactional Quality in Learning from Touch Screens during Infancy: Context Matters
Zack, Elizabeth; Barr, Rachel
2016-01-01
Interactional quality has been shown to enhance learning during book reading and play, but has not been examined during touch screen use. Learning to apply knowledge from a touch screen is complex for infants because it involves transfer of learning between a 2-dimensional (2D) screen and 3-dimensional (3D) object in the physical world. This study uses a touch screen procedure to examine interactional quality measured via maternal structuring, diversity of maternal language, and dyadic emot...
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Nafukho, Fredrick Muyia; Alfred, Mary; Chakraborty, Misha; Johnson, Michelle; Cherrstrom, Catherine A.
2017-01-01
Purpose: The primary purpose of this study was to predict transfer of learning to workplace among adult learners enrolled in a continuing professional education (CPE) training program, specifically training courses offered through face-to-face, blended and online instruction formats. The study examined the predictive capacity of trainee…
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Lopez, Carlos
There is soon-to-be a shortage of qualified U.S. workers in science, technology, engineering, and mathematics (STEM). As a result, many science-related jobs are being filled by technically-skilled foreign workers. If the U.S wants to maintain its global economic leadership, then it must ensure a continuous growth of highly-trained individuals in STEM disciplines. Therefore, American institutions of higher education, including community colleges, must identify potential factors that contribute to the lack of interest in STEM majors, as well as the low rate of success of students who enter STEM majors but struggle to finish their degrees. The purpose of this study was to ascertain the perceptions of community college transfer students who are pursuing bachelor degrees in STEM majors at Iowa State University (ISU). What were their transfer experiences and what influenced their academic success in STEM. Participants were encouraged to share their transfer experiences while at the community college as well as their experiences on the ISU campus. They were also asked about their level of academic involvement, their relationships with faculty, and their participation in peer group activities prior to and after transferring. The research design included both quantitative and qualitative components, which provided an in-depth look at the experiences of STEM non-engineering and engineering students. Quantitative data include students' background characteristics, demographic information, and college activities at the community college and ISU. Qualitative data were used to illuminate students' overall transfer experience and their successful journey in STEM fields. The combination of quantitative and qualitative methods allowed a better understanding of the strategies students put into practice once they transfer from a community college to a four-year institution in pursuit of a STEM bachelor's degree. The results of this study suggest that there is an association among the
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Directory of Open Access Journals (Sweden)
Bassam A. Hussein
2015-04-01
Full Text Available The paper demonstrates and evaluates the effectiveness of a blended learning approach to create a meaningful learning environment. We use the term blended learning approach in this paper to refer to the use of multiple or hybrid instructional methods that emphasize the role of learners as contributors to the learning process rather than recipients of learning. Contribution to learning is attained by using in class gaming as pathways that ensure active involvement of learners. Using a blended learning approach is important in order to be able to address different learning styles of the target group. The approach was also important in order to be able to demonstrate different types of challenges, issues and competences needed in project management. Student evaluations of the course confirmed that the use of multiple learning methods and, in particular, in class gaming was beneficial and contributed to a meaningful learning experience.
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Do cooperative learning and family involvement improve variables linked to academic performance?
Santos Rego, Miguel A; Ferraces Otero, María J; Godas Otero, Agustín; Lorenzo Moledo, María M
2018-05-01
One of the most serious problems in the Spanish education system is the high percentage of school failure in Compulsory Secondary Education. The aim of this study is to analyze the influence of a socio-educational program based on cooperative learning and family involvement on a series of variables related to academic performance, paying particular attention to the differences between retained and non-retained students. A two-group quasi-experimental design incorporating pre-testing and post-testing was used. The study involved 146 students in the experimental group and 123 in the control group, 8 teachers, and 89 parents or other family members. The program was observed to have a positive effect on self-image, study habits, satisfaction with the subject, maternal support and control, and opinions about the school. In addition, the results for non-retained students are better. Cooperative work and family involvement in education affect the variables which research links to improving school performance.
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Blended learning concept for the support of know-how transfer in a nuclear company
International Nuclear Information System (INIS)
Langenberger, Nina
2010-01-01
AREVA is the largest growing nuclear company. Development and construction of new power plants, sustainment and maintenance of existing installations require many professionally trained personnel, more than 800 new appointments per year trigger the in-plant training and education. The AREVA NP Training Center is in charge of the education and training of the personnel. The contribution deals with the applied blended learning concept and the know-how transfer within AREVA NP. Web-based training and the virtual class room are part of the concept.
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Integrating some mind and brain views of transference: the phenomena.
Levin, F M
1997-01-01
Because understanding the underpinnings of transferential learning allows the analyst to more effectively exploit transference in the clinical situation, as well as to advance psychoanalytic theory, the functions and mechanisms of transference phenomena in learning are subjected to an interdisciplinary analysis. Through transference the brain creates hierarchical databases that make emotional sense of the world, especially the world of human relationships. Transference plays a role in defense and resistance clinically; less explored but equally important is the adaptive potential of transference and its effect on an individual's readiness for structural change through the activation of working memory. Most investigators within psychoanalysis have not considered the importance of similarity judgments and memory priming, especially as these help to explain why transference and its proper handling are effective in treatment. Yet there are complex relationships among transference, similarity judgment, and memory priming that tie together psychoanalysis, cognitive psychology, and neurophysiology. Evidence increasingly suggests a relationship between transference and the transfer of knowledge between various content domains (databases) of mind and brain, which is essential to cognitive and emotional learning. There are indications as well that transference decisively facilitates learning readiness ("windows") in general by means of two of its components: free association and spontaneous (self-initiated) activity. The important question of which mind/brain mechanisms motivate transference is not yet understood comprehensively. However, Vygotsky's work on the zone of proximal development (ZPD), M.Stern's teleonomic theory, schema theory, and neural network theory offer further insights into what motivates transference.
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Design of a virtual PBL learning environment
DEFF Research Database (Denmark)
Kolmos, Anette; Qvist, Palle; Du, Xiangyun
2006-01-01
The technological development has created a need for engineers who are oriented towards a global market, have the ability to be involved in interdisciplinary professional and intercultural teams, and who possess lifelong learning competencies. This entails a demand for new educational programmes...... that are more student-centred. In order to support that development, a new master programme (60 European Credit Transfer System) the Master of Problem Based Learning (MPBL) has been established with the aim to improve engineering education. The master programme addresses staff and is an international distance...... programme capable of recruiting participants from all over the world. In terms of contents, it is organized exemplary according to the problem-based and project-based learning method and the participants have to experiment and develop their own teaching and curriculum. On the virtual learning side...
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Active learning techniques for librarians practical examples
Walsh, Andrew
2010-01-01
A practical work outlining the theory and practice of using active learning techniques in library settings. It explains the theory of active learning and argues for its importance in our teaching and is illustrated using a large number of examples of techniques that can be easily transferred and used in teaching library and information skills to a range of learners within all library sectors. These practical examples recognise that for most of us involved in teaching library and information skills the one off session is the norm, so we need techniques that allow us to quickly grab and hold our
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Zack, Elizabeth; Gerhardstein, Peter; Meltzoff, Andrew N; Barr, Rachel
2013-02-01
Infants have difficulty transferring information between 2D and 3D sources. The current study extends Zack, Barr, Gerhardstein, Dickerson & Meltzoff's (2009) touch screen imitation task to examine whether the addition of specific language cues significantly facilitates 15-month-olds' transfer of learning between touch screens and real-world 3D objects. The addition of two kinds of linguistic cues (object label plus verb or nonsense name) did not elevate action imitation significantly above levels observed when such language cues were not used. Language cues hindered infants' performance in the 3D→2D direction of transfer, but only for the object label plus verb condition. The lack of a facilitative effect of language is discussed in terms of competing cognitive loads imposed by conjointly transferring information across dimensions and processing linguistic cues in an action imitation task at this age. © 2012 The Authors. Scandinavian Journal of Psychology © 2012 The Scandinavian Psychological Associations.
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Social Media and Seamless Learning: Lessons Learned
Panke, Stefanie; Kohls, Christian; Gaiser, Birgit
2017-01-01
The paper discusses best practice approaches and metrics for evaluation that support seamless learning with social media. We draw upon the theoretical frameworks of social learning theory, transfer learning (bricolage), and educational design patterns to elaborate upon different ideas for ways in which social media can support seamless learning.…
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Effective Methods of Nuclear Power Technology Transfer
International Nuclear Information System (INIS)
Shave, D. F.; Kent, G. F.; Giambusso, A.
1987-01-01
An effective technology transfer program is a necessary and significant step towards independence in nuclear power technology. Attaining success in the conduct of such a program is a result of a) the donor and recipient jointly understanding the fundamental concepts of the learning process, b) sharing a mutual philosophy involving a partnership relationship, c) joint and careful planning, d) rigorous adherence to proven project management techniques, and e) presence of adequate feedback to assure continuing success as the program proceeds. Several years ago, KEPCO President Park, Jung-KI presented a paper on technology in which he stated, 'Nuclear technology is an integration of many unit disciplines, and thus requires extensive investment and training in order to establish the base for efficient absorption of transferred technology.' This paper addresses President Park's observations by discussing the philosophy, approach, and mechanisms that are necessary to support an efficient and effective process of nuclear power technology transfer. All technical content and presentation methods discussed are based on a technology transfer program developed by Stone and Webster, as an Engineer/Constructor for nuclear power plants, and are designed and implemented to promote the primary program goal - the ability of the trainees and the organization to perform specific nuclear power related multi-discipline function independently and competitively
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Strand, Virginia; Bosco-Ruggiero, Stephanie
2011-01-01
In-service training in public child welfare agencies in the United States has long been viewed as an important vehicle for the improvement of job satisfaction and organizational commitment, and therefore as important to retention in child welfare. This article examines the critical role of transfer of learning strategies in such training and…
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Gegenfurtner, Andreas; Vauras, Marja
2012-01-01
This meta-analysis (k = 38, N = 6977) examined age-related differences in the relation between motivation to learn and transfer of training, using data derived from the literature on adult continuing education of the past 25 years. Based on socioemotional selectivity theory, a lifespan approach to expectancy theory, and research on interest and…
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Lekgoko, Olemme; Winskel, Heather
2008-01-01
The current study investigates how beginner readers learn to read Setswana and English, and whether there is cross-language transference of skills between these two languages. Letter knowledge, phoneme awareness and reading of words and pseudowords in both Setswana and English were assessed in 36 Grade 2 children. A complex pattern emerged.…
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Attitudes towards transferable skills in medical undergraduates.
Whittle, S R; Eaton, D G
2001-02-01
Changes to the style of medical teaching will place a greater responsibility on individual medical students to manage their own learning, highlighting the need for students to develop good so-called 'transferable' skills at an early stage in their undergraduate career. To assess the attitudes of first year undergraduates towards transferable skills, and investigate the gender difference in these attitudes. To assess the contribution of their first year course to skills development. First year students, enrolled on a traditional-style course. A questionnaire asking the students to consider: (a) the importance of named transferable skills for medicine; (b) their own ability in these areas; and (c) the influence of their first year course. All students, irrespective of gender, regarded transferable skills as very important to medicine, rating organizational skills and self-learning skills as most important. Overall, students have a high level of confidence in their own skills. Male students rated their overall level of skills more highly than women. In particular they rated their information handling, managing self-learning and technical skills more highly. Students feel that their first year course has enhanced their skills in most areas. Our results suggest that students will feel equipped to succeed in a learning system which places the onus on them to take responsibility for their own learning. They clearly believe that they have the necessary skills for independent learning. The study highlights the need to enhance students' self-evaluation skills.
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Jordan, Charles L.
2016-01-01
Synchronous online training has become one of the preferred training modes for organizations. Despite organizations increasing their use of online training, there is still little data to confirm that synchronous online technical training is as effective as classroom technical training for training transfer. Although learning effectiveness between…
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Machine learning based cloud mask algorithm driven by radiative transfer modeling
Chen, N.; Li, W.; Tanikawa, T.; Hori, M.; Shimada, R.; Stamnes, K. H.
2017-12-01
Cloud detection is a critically important first step required to derive many satellite data products. Traditional threshold based cloud mask algorithms require a complicated design process and fine tuning for each sensor, and have difficulty over snow/ice covered areas. With the advance of computational power and machine learning techniques, we have developed a new algorithm based on a neural network classifier driven by extensive radiative transfer modeling. Statistical validation results obtained by using collocated CALIOP and MODIS data show that its performance is consistent over different ecosystems and significantly better than the MODIS Cloud Mask (MOD35 C6) during the winter seasons over mid-latitude snow covered areas. Simulations using a reduced number of satellite channels also show satisfactory results, indicating its flexibility to be configured for different sensors.
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Research on cross - Project software defect prediction based on transfer learning
Chen, Ya; Ding, Xiaoming
2018-04-01
According to the two challenges in the prediction of cross-project software defects, the distribution differences between the source project and the target project dataset and the class imbalance in the dataset, proposing a cross-project software defect prediction method based on transfer learning, named NTrA. Firstly, solving the source project data's class imbalance based on the Augmented Neighborhood Cleaning Algorithm. Secondly, the data gravity method is used to give different weights on the basis of the attribute similarity of source project and target project data. Finally, a defect prediction model is constructed by using Trad boost algorithm. Experiments were conducted using data, come from NASA and SOFTLAB respectively, from a published PROMISE dataset. The results show that the method has achieved good values of recall and F-measure, and achieved good prediction results.
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NPY gene transfer in the hippocampus attenuates synaptic plasticity and learning
DEFF Research Database (Denmark)
Sørensen, Andreas T; Kanter-Schlifke, Irene; Carli, Mirjana
2008-01-01
-mediated mechanisms. In addition, transgene NPY seems to be released during high frequency neuronal activity, leading to decreased glutamate release in excitatory synapses. Importantly, memory consolidation appears to be affected by the treatment. We found that long-term potentiation (LTP) in the CA1 area...... processing. Here we show, by electrophysiological recordings in CA1 of the hippocampal formation of rats, that hippocampal NPY gene transfer into the intact brain does not affect basal synaptic transmission, but slightly alters short-term synaptic plasticity, most likely via NPY Y2 receptor....... Future clinical progress, however, requires more detailed evaluation of possible side effects of this treatment. Until now it has been unknown whether rAAV vector-based NPY overexpression in the hippocampus alters normal synaptic transmission and plasticity, which could disturb learning and memory...
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An e-Learning System with MR for Experiments Involving Circuit Construction to Control a Robot
Takemura, Atsushi
2016-01-01
This paper proposes a novel e-Learning system for technological experiments involving electronic circuit-construction and controlling robot motion that are necessary in the field of technology. The proposed system performs automated recognition of circuit images transmitted from individual learners and automatically supplies the learner with…
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Huang, Grace Hui-Chen; Mason, Kimberly L.
2008-01-01
A growing body of research supports the view that parents' attitudes, behaviors, and activities related to children's education influences students' learning and educational success. To date, research studying parental involvement in their children's schooling included elementary through middle school aged populations. There have been a few…
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The new CIEMAT strategies for learning and knowledge transfer
International Nuclear Information System (INIS)
Marco Arboli, M.
2008-01-01
Educational and training systems are a determining factor in the potential for excellence, innovation and competitiveness in the framework of research as a means to improve know-how, capabilities and skills. In recent years, the EU has supported open and distance education through its innovation, education, training and research programs. The European initiatives promote efficiency by improving quality and occupational training in different sectors and by fostering the use of the information technologies. Having followed the new trends in training and the advantages obtained by using the net in training, the CIEMAT has also taken an interest in improving the learning and knowledge transfer environments through its virtual center. It is a space for developing online educational activities in certain areas, in which the center can be considered as expert, such as all subjects related to energy and environment: renewable, radiological protection, atmospheric contamination, fusion, nuclear power, etc. This virtual space includes a Virtual Classroom and a specialized Thematic Portals, and it aims to be a place of reference for the areas of knowledge related to energy and environment. (Author) 5 refs
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Directory of Open Access Journals (Sweden)
Mughaneswari ap Sahadevan
2014-05-01
Full Text Available The meaning of technology transfer is so wide but mostly involving some form of technology-related exchange. However, in this particular paper, technology transfer is consider as a concept to examine the process of disseminating knowledge and skills that a person owned to another person in order to generate higher productivity with new approach of producing a particular product or service. Although, many researchers have explored the evolution of technology transfer, nonetheless some drivers are yet to be explored in a Malaysian manufacturing industry. This study, therefore attempts to determine the relationship between absorptive capacity, transfer capacity, communication motivation and learning intent and technology transfer performance. A survey methodology was used in a Japanese multinational company based in Klang Valley, Malaysia. A total of 117 questionnaires were received. Results show that absorptive capacity is the most significant to influence technology transfer performance. Normal 0 false false false IN X-NONE X-NONE Key words: Technology transfer, absorptive capacity, Malaysia. Normal 0 false false false IN X-NONE X-NONE
Bartolotti, James; Marian, Viorica
2017-03-01
Learning a new language involves substantial vocabulary acquisition. Learners can accelerate this process by relying on words with native-language overlap, such as cognates. For bilingual third language learners, it is necessary to determine how their two existing languages interact during novel language learning. A scaffolding account predicts transfer from either language for individual words, whereas an accumulation account predicts cumulative transfer from both languages. To compare these accounts, twenty English-German bilingual adults were taught an artificial language containing 48 novel written words that varied orthogonally in English and German wordlikeness (neighborhood size and orthotactic probability). Wordlikeness in each language improved word production accuracy, and similarity to one language provided the same benefit as dual-language overlap. In addition, participants' memory for novel words was affected by the statistical distributions of letters in the novel language. Results indicate that bilinguals utilize both languages during third language acquisition, supporting a scaffolding learning model.
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DEFF Research Database (Denmark)
Sørensen, Peter; Stegeager, Nikolaj W.M.; Bates, Reid
2017-01-01
in the original American LTSI. The study also found that the mean score differs in a statistically significant way between the different types of education. Specifically, LTSI may be more suitable in measuring transfer systems and therefore promoting transfer in relation to short courses offering training......The purpose of this study was to answer two research questions. First, will an exploratory factor analysis of a Danish version of the Learning Transfer System Inventory (LTSI) result in a factor structure which is consistent with the original American LTSI factor structure? Second, does the mean...... score in the factor analysis vary in a statistically significant way across different types of education, suggesting that the LTSI may be more suitable a measure in some educational contexts than others? To answer these questions survey data from 411 students following four different types of formal...
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Qutaiba, Agbaria
2011-01-01
Acquired or learned helplessness is one of the most popular research subjects reported in the psychological literature in recent decades. The present study examined the relationship between involvement in decision-making at the school and learned helplessness among special-education teachers in the Israeli Arab sector. The importance of this study…
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DNA transfer-a never ending story. A study on scenarios involving a second person as carrier.
Helmus, Janine; Bajanowski, Thomas; Poetsch, Micaela
2016-01-01
The transfer of DNA directly from one item to another has been shown in many studies with elaborate discussions on the nature of the DNA donor as well as material and surface of the items or surrounding features. Every DNA transfer scenario one can imagine seems to be possible. This evokes more and more intricate scenarios proposed by lawyers or attorneys searching for an explanation of the DNA of a certain person on a distinct item with impact on a crime. At court, the forensic genetic scientist has to comment on the probability of these scenarios thus calling for extensive studies on such settings. Here, the possibility of an involvement of a second person as a carrier of the donor's DNA in a variety of different scenarios including three pairs of people and two kinds of items (textiles and plastic bags) was investigated. All transfer settings were executed with and without gloves on the carrier's hands. DNA left on the items was isolated and analyzed using the Powerplex® ESX17 kit. In 21 out of 180 samples, all alleles of the donor DNA could be obtained on the second item (12%), on eight samples, the donor's DNA was dominant compared to all other alleles (38% of samples with complete donor profile). Additionally, 51 samples displayed at least more than half of the donor's alleles (28%). The complete DNA profile of the carrier was found in 47 out of 180 samples (42 partial profiles). In summary, it could be shown that a transfer of donor DNA from epithelial cells through a carrier to a second item is possible, even if the carrier does not wear gloves.
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Connors, Erin C; Chrastil, Elizabeth R; Sánchez, Jaime; Merabet, Lotfi B
2014-01-01
For profoundly blind individuals, navigating in an unfamiliar building can represent a significant challenge. We investigated the use of an audio-based, virtual environment called Audio-based Environment Simulator (AbES) that can be explored for the purposes of learning the layout of an unfamiliar, complex indoor environment. Furthermore, we compared two modes of interaction with AbES. In one group, blind participants implicitly learned the layout of a target environment while playing an exploratory, goal-directed video game. By comparison, a second group was explicitly taught the same layout following a standard route and instructions provided by a sighted facilitator. As a control, a third group interacted with AbES while playing an exploratory, goal-directed video game however, the explored environment did not correspond to the target layout. Following interaction with AbES, a series of route navigation tasks were carried out in the virtual and physical building represented in the training environment to assess the transfer of acquired spatial information. We found that participants from both modes of interaction were able to transfer the spatial knowledge gained as indexed by their successful route navigation performance. This transfer was not apparent in the control participants. Most notably, the game-based learning strategy was also associated with enhanced performance when participants were required to find alternate routes and short cuts within the target building suggesting that a ludic-based training approach may provide for a more flexible mental representation of the environment. Furthermore, outcome comparisons between early and late blind individuals suggested that greater prior visual experience did not have a significant effect on overall navigation performance following training. Finally, performance did not appear to be associated with other factors of interest such as age, gender, and verbal memory recall. We conclude that the highly interactive
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An Effective Method For Nuclear Technology Transfer
International Nuclear Information System (INIS)
Jeon, Jan Pung
1987-01-01
Three basic entities involved in the implementation of nuclear projects are the Owner, Regulatory Authority and Nuclear Industry. Their ultimate objective is to secure the safe, reliable and economical nuclear energy. For s successful nuclear power program, the owner should maintain a good relationship with the other entities and pursue an optimization of the objectives. On the other hand, he should manage projects along the well - planned paths in order to effectively learn the nuclear technology. One of the problems in the nuclear projects of developing countries was the absence of long - term technology development program, a limited local participation and the technical incapability. For the effective technology transfer, a motivation of the technology supplier and a readiness of the recipient to accommodate such technologies are required. Advanced technology is usually developed at considerable expense with the expectation that the developer will use it in furthering his own business. Therefore, he tends to be reluctant to transfer it to the others, particularly, to the potential competitors. There is a disinclination against further technology transfer beyond the minimum contractual obligation or the requirements by Government Regulatory. So, an additional commercial incentive must be provided to the developer
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Billett, Stephen
1998-01-01
Transfer involves disembodying knowledge and transferring it for use in different contexts. Vocational knowledge arises in communities of practice, and difficulties arise in transferring it from one distinct community, such as a workplace, to another, such as a classroom. (SK)
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Samala, Ravi K; Chan, Heang-Ping; Hadjiiski, Lubomir; Helvie, Mark A; Wei, Jun; Cha, Kenny
2016-12-01
Develop a computer-aided detection (CAD) system for masses in digital breast tomosynthesis (DBT) volume using a deep convolutional neural network (DCNN) with transfer learning from mammograms. A data set containing 2282 digitized film and digital mammograms and 324 DBT volumes were collected with IRB approval. The mass of interest on the images was marked by an experienced breast radiologist as reference standard. The data set was partitioned into a training set (2282 mammograms with 2461 masses and 230 DBT views with 228 masses) and an independent test set (94 DBT views with 89 masses). For DCNN training, the region of interest (ROI) containing the mass (true positive) was extracted from each image. False positive (FP) ROIs were identified at prescreening by their previously developed CAD systems. After data augmentation, a total of 45 072 mammographic ROIs and 37 450 DBT ROIs were obtained. Data normalization and reduction of non-uniformity in the ROIs across heterogeneous data was achieved using a background correction method applied to each ROI. A DCNN with four convolutional layers and three fully connected (FC) layers was first trained on the mammography data. Jittering and dropout techniques were used to reduce overfitting. After training with the mammographic ROIs, all weights in the first three convolutional layers were frozen, and only the last convolution layer and the FC layers were randomly initialized again and trained using the DBT training ROIs. The authors compared the performances of two CAD systems for mass detection in DBT: one used the DCNN-based approach and the other used their previously developed feature-based approach for FP reduction. The prescreening stage was identical in both systems, passing the same set of mass candidates to the FP reduction stage. For the feature-based CAD system, 3D clustering and active contour method was used for segmentation; morphological, gray level, and texture features were extracted and merged with a
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Poell, R.F.; Moorsel, M.A.A.H. van
1996-01-01
This paper discusses the relevance of Van der Krogt's learning network theory (1995) for our understanding of the concepts of work-related learning projects and learning climate in organisations. The main assumptions of the learning network theory are presented and transferred to the level of
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Hunter-Johnson, Yvonne
2012-01-01
The purpose of this study was to determine law enforcement officers' perception of factors within the workplace that influence transfer of training and their perception of the organization being a learning organization. The study actually had three parts. First, it intended to investigate the perception of law enforcement officers regarding…
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Shih, I-hung; Been, Michael D.
2001-01-01
Ribozymes of hepatitis delta virus have been proposed to use an active-site cytosine as an acid-base catalyst in the self-cleavage reaction. In this study, we have examined the role of cytosine in more detail with the antigenomic ribozyme. Evidence that proton transfer in the rate-determining step involved cytosine 76 (C76) was obtained from examining cleavage activity of the wild-type and imidazole buffer-rescued C76-deleted (C76Δ) ribozymes in D2O and H2O. In both reactions, a similar kinetic isotope effect and shift in the apparent pKa indicate that the buffer is functionally substituting for the side chain in proton transfer. Proton inventory of the wild-type reaction supported a mechanism of a single proton transfer at the transition state. This proton transfer step was further characterized by exogenous base rescue of a C76Δ mutant with cytosine and imidazole analogues. For the imidazole analogues that rescued activity, the apparent pKa of the rescue reaction, measured under kcat/KM conditions, correlated with the pKa of the base. From these data a Brønsted coefficient (β) of 0.51 was determined for the base-rescued reaction of C76Δ. This value is consistent with that expected for proton transfer in the transition state. Together, these data provide strong support for a mechanism where an RNA side chain participates directly in general acid or general base catalysis of the wild-type ribozyme to facilitate RNA cleavage. PMID:11171978
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Avoidance-based human Pavlovian-to-instrumental transfer
Lewis, Andrea H.; Niznikiewicz, Michael A.; Delamater, Andrew R.; Delgado, Mauricio R.
2013-01-01
The Pavlovian-to-instrumental transfer (PIT) paradigm probes the influence of Pavlovian cues over instrumentally learned behavior. The paradigm has been used extensively to probe basic cognitive and motivational processes in studies of animal learning but, more recently, PIT and its underlying neural basis have been extended to investigations in humans. These initial neuroimaging studies of PIT have focused on the influence of appetitively conditioned stimuli on instrumental responses maintained by positive reinforcement, and highlight the involvement of the striatum. In the current study, we sought to understand the neural correlates of PIT in an aversive Pavlovian learning situation when instrumental responding was maintained through negative reinforcement. Participants exhibited specific PIT, wherein selective increases in instrumental responding to conditioned stimuli occurred when the stimulus signaled a specific aversive outcome whose omission negatively reinforced the instrumental response. Additionally, a general PIT effect was observed such that when a stimulus was associated with a different aversive outcome than was used to negatively reinforce instrumental behavior, the presence of that stimulus caused a non-selective increase in overall instrumental responding. Both specific and general PIT behavioral effects correlated with increased activation in corticostriatal circuitry, particularly in the striatum, a region involved in cognitive and motivational processes. These results suggest that avoidance-based PIT utilizes a similar neural mechanism to that seen with PIT in an appetitive context, which has implications for understanding mechanisms of drug-seeking behavior during addiction and relapse. PMID:24118624
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Interlingual Transfer of Idioms by Algerian Learners of English.
Directory of Open Access Journals (Sweden)
Belkacem Benseddik
2009-03-01
Full Text Available Interlingual transfer (i.e. transfer from the mother tongue or any other previously learned language in foreign language learning is a major cognitive strategy that learners fall back on when their linguistic means falls short of achieving their communicative ends. Needless to say, the mother tongue is an additional source for hypothesis formation that the first language learner does not have. The influence of the mother tongue and the pervasiveness of interlingual transfer is indisputable, especially in learning situations where students' exposure to the foreign language is confined to a few hours per week of formal classroom instruction, (for more information see e.g. Mahmoud 2000. Thus, interlingual transfer is a strategy that is readily available to the learners to compensate for the inadequacies when attempting to communicate in the foreign language.
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Terzioglu, Fusun; Tuna, Zahide; Duygulu, Sergul; Boztepe, Handan; Kapucu, Sevgisun; Ozdemir, Leyla; Akdemir, Nuran; Kocoglu, Deniz; Alinier, Guillaume; Festini, Filippo
2013-01-01
Aim: The aim of this paper is to share the initial experiences on a European Union (EU) Lifelong Learning Programme Leonardo Da Vinci Transfer of Innovation Project related to the use of simulation-based learning with nursing students from Turkey. The project started at the end of the 2010 involving 7 partners from 3 different countries including…
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Mokhtari, Pooneh; Tayebi Meybodi, Ali; Lawton, Michael T; Payman, Andre; Benet, Arnau
2017-12-01
Learning to perform microvascular anastomosis is difficult. Laboratory practice models using artificial vessels are frequently used for this purpose. However, the efficacy of such practice models has not been objectively assessed for the performance of microvascular anastomosis during live surgical settings. This study was conducted to assess the transfer of learning from practicing microvascular anastomosis on tubes to anastomosing rat abdominal aorta. Ten surgeons without any experience in microvascular anastomosis were randomly assigned to an experimental or a control group. Both groups received didactic and visual training on end-to-end microvascular anastomosis. The experimental group received 24 sessions of hands-on training on microanastomosis using Silastic tubes. Next, both groups underwent recall tests on weeks 1, 2, and 8 after training. The recall test consisted of completing an end-to-end anastomosis on the rat's abdominal aorta. Anastomosis score, the time to complete the anastomosis, and the average time to place 1 stitch on the vessel perimeter were compared between the 2 groups. Compared with the control group, the experimental group did significantly better in terms of anastomosis score, total time, and per-stitch time. The measured variables showed stability and did not change significantly between the 3 recall tests. The skill of microvascular anastomosis is transferred from practicing on Silastic tubes to rat's abdominal aorta. Considering the relative advantages of Silastic tubes to live rodent surgeries, such as lower cost and absence of ethical issues, our results support the widespread use of Silastic tubes in training programs for microvascular anastomosis. Copyright © 2017 Elsevier Inc. All rights reserved.
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Statistical learning: a powerful mechanism that operates by mere exposure.
Aslin, Richard N
2017-01-01
How do infants learn so rapidly and with little apparent effort? In 1996, Saffran, Aslin, and Newport reported that 8-month-old human infants could learn the underlying temporal structure of a stream of speech syllables after only 2 min of passive listening. This demonstration of what was called statistical learning, involving no instruction, reinforcement, or feedback, led to dozens of confirmations of this powerful mechanism of implicit learning in a variety of modalities, domains, and species. These findings reveal that infants are not nearly as dependent on explicit forms of instruction as we might have assumed from studies of learning in which children or adults are taught facts such as math or problem solving skills. Instead, at least in some domains, infants soak up the information around them by mere exposure. Learning and development in these domains thus appear to occur automatically and with little active involvement by an instructor (parent or teacher). The details of this statistical learning mechanism are discussed, including how exposure to specific types of information can, under some circumstances, generalize to never-before-observed information, thereby enabling transfer of learning. WIREs Cogn Sci 2017, 8:e1373. doi: 10.1002/wcs.1373 For further resources related to this article, please visit the WIREs website. © 2016 Wiley Periodicals, Inc.
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Meneghetti, Chiara; Borella, Erika; Carbone, Elena; Martinelli, Massimiliano; De Beni, Rossana
2016-05-01
This study examined age-related differences between young and older adults in the involvement of verbal and visuo-spatial components of working memory (WM) when paths are learned from verbal and visuo-spatial inputs. A sample of 60 young adults (20-30 years old) and 58 older adults (60-75 years old) learned two paths from the person's point of view, one displayed in the form of a video showing the path, the other presenting the path in a verbal description. During the learning phase, participants concurrently performed a verbal task (articulatory suppression, AS group), or a visuo-spatial task (spatial tapping, ST group), or no secondary task (control, C group). After learning each path, participants completed tasks that involved the following: (1) recalling the sequential order and the location of landmarks; and (2) judging spatial sentences as true or false (verification test). The results showed that young adults outperformed older adults in all recall tasks. In both age groups performance in all types of task was worse in the AS and ST groups than in the C group, irrespective of the type of input. Overall, these findings suggest that verbal and visuo-spatial components of WM underpin the processing of environmental information in both young and older adults. The results are discussed in terms of age-related differences and according to the spatial cognition framework. © 2015 The British Psychological Society.
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Directory of Open Access Journals (Sweden)
Zhiyuan Ma
2018-01-01
Full Text Available Machine learning approaches have been widely used to tackle the problem of sensor array drift in E-Nose systems. However, labeled data are rare in practice, which makes supervised learning methods hard to be applied. Meanwhile, current solutions require updating the analytical model in an offline manner, which hampers their uses for online scenarios. In this paper, we extended Target Domain Adaptation Extreme Learning Machine (DAELM_T to achieve high accuracy with less labeled samples by proposing a Weighted Domain Transfer Extreme Learning Machine, which uses clustering information as prior knowledge to help select proper labeled samples and calculate sensitive matrix for weighted learning. Furthermore, we converted DAELM_T and the proposed method into their online learning versions under which scenario the labeled data are selected beforehand. Experimental results show that, for batch learning version, the proposed method uses around 20% less labeled samples while achieving approximately equivalent or better accuracy. As for the online versions, the methods maintain almost the same accuracies as their offline counterparts do, but the time cost remains around a constant value while that of offline versions grows with the number of samples.
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Evidence of Self-Directed Learning on a High School Robotics Team
Directory of Open Access Journals (Sweden)
Nathan R. Dolenc
2014-12-01
Full Text Available Self-directed learning is described as an individual taking the initiative to engage in a learning experience while assuming responsibility to follow through to its conclusion. Robotics competitions are examples of informal environments that can facilitate self-directed learning. This study examined how mentor involvement, student behavior, and physical workspace contributed to self-directed learning on one robotics competition team. How did mentors transfer responsibility to students? How did students respond to managing a team? Are the physical attributes of a workspace important? The mentor, student, and workplace factors captured in the research showed mentors wanting students to do the work, students assuming leadership roles, and the limited workspace having a positive effect on student productivity.
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The transfer of category knowledge by macaques (Macaca mulatta) and humans (Homo sapiens).
Zakrzewski, Alexandria C; Church, Barbara A; Smith, J David
2018-02-01
Cognitive psychologists distinguish implicit, procedural category learning (stimulus-response associations learned outside declarative cognition) from explicit-declarative category learning (conscious category rules). These systems are dissociated by category learning tasks with either a multidimensional, information-integration (II) solution or a unidimensional, rule-based (RB) solution. In the present experiments, humans and two monkeys learned II and RB category tasks fostering implicit and explicit learning, respectively. Then they received occasional transfer trials-never directly reinforced-drawn from untrained regions of the stimulus space. We hypothesized that implicit-procedural category learning-allied to associative learning-would transfer weakly because it is yoked to the training stimuli. This result was confirmed for humans and monkeys. We hypothesized that explicit category learning-allied to abstract category rules-would transfer robustly. This result was confirmed only for humans. That is, humans displayed explicit category knowledge that transferred flawlessly. Monkeys did not. This result illuminates the distinctive abstractness, stimulus independence, and representational portability of humans' explicit category rules. (PsycINFO Database Record (c) 2018 APA, all rights reserved).
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Engel, Annerose; Bangert, Marc; Horbank, David; Hijmans, Brenda S.; Wilkens, Katharina; Keller, Peter E.; Keysers, Christian
2012-01-01
To investigate the cross-modal transfer of movement patterns necessary to perform melodies on the piano, 22 non-musicians learned to play short sequences on a piano keyboard by 1) merely listening and replaying (vision of own fingers occluded) or 2) merely observing silent finger movements and
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Ma, Xin; Shen, Jianping; Krenn, Huilan Y.; Hu, Shanshan; Yuan, Jing
2016-01-01
This meta-analysis examined the relationship between learning outcomes of children and educational involvement of parents during a unique period of early childhood education and early elementary education based on 100 independent effect sizes from 46 studies. Learning outcomes are academic achievement, and frameworks of parental involvement…
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Takashima, Ryoichi; Takiguchi, Tetsuya; Ariki, Yasuo
2013-02-01
This paper presents a method for discriminating the location of the sound source (talker) using only a single microphone. In a previous work, the single-channel approach for discriminating the location of the sound source was discussed, where the acoustic transfer function from a user's position is estimated by using a hidden Markov model of clean speech in the cepstral domain. In this paper, each cepstral dimension of the acoustic transfer function is newly weighted, in order to obtain the cepstral dimensions having information that is useful for classifying the user's position. Then, this paper proposes a feature-weighting method for the cepstral parameter using multiple kernel learning, defining the base kernels for each cepstral dimension of the acoustic transfer function. The user's position is trained and classified by support vector machine. The effectiveness of this method has been confirmed by sound source (talker) localization experiments performed in different room environments.
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Directory of Open Access Journals (Sweden)
Yugo Tanaka
2017-10-01
Full Text Available Feed-in tariff (FiT policy approaches for renewable energy (RE deployment are employed in many nations around the world. Although FiTs are considered effective in boosting RE deployment, the issue of increasing energy bills and social burden is an often-reported negative impact of their use. The FiT has been employed in Japan since 2012, following after many developed countries, and, as was experienced in other nations, led to a social burden imparted on society significantly higher than initial government estimates. Although policy decision making does not necessarily reflect international policy experience, it is still prudent to ask how international policy experiences of social burden increase were considered within the Japanese approach. In this research, we analyzed the transfer process by adapting a conventional model to develop more objective observations than was previously possible, by setting a benchmark for evaluation based on prior international experiences. We identified two streams of policy transfer, each led by different actors; the government and representatives of the National Diet of Japan (Diet. Both actors were exposed to the same experiences, however the interpretation, application to policy development and priority settings employed were vastly different. Although the framework can only assess policy learning processes, we have found that the government undertook a reasonable and rational process toward learning, while, on the other hand, the modified bill developed by the Diet members did not thoroughly derive learnings in the same way, due to cognitive and political reasons, and specifically, the issue of limiting social burden was not addressed.
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Van Doorn, Judy R.; Van Doorn, John D.
2014-01-01
The pedagogical paradigm shift in higher education to 24-h learning environments composed of teaching delivery methods of online courses, blended/hybrid formats, and face-to-face (f2f) classes is increasing access to global, lifelong learning. Online degrees have been offered at 62.4% of 2800 colleges and universities. Students can now design flexible, life-balanced course schedules. Higher knowledge transfer rates may exist with blended course formats with online quizzes and valuable class time set for Socratic, quality discussions and creative team presentations. Research indicates that younger, traditional students exhibit heightened performance goal orientations and prefer entertaining professors who are funny, whereas non-traditional students exhibit mastery profiles and prefer courses taught by flexible, yet organized, professors. A 5-year study found that amongst 51,000 students taking both f2f and online courses, higher online failure rates occurred. Competing life roles for non-traditional students and reading and writing needs for at-risk students suggest that performance may be better if programs are started in f2f courses. Models on effective knowledge transfer consider the planning process, delivery methods, and workplace application, but a gap exists for identifying the diversity of learner needs. Higher education enrollments are being compromised with lower online retention rates. Therefore, the main purpose of this review is to delineate disparate learning styles and present a typology for the learning needs of traditional and non-traditional students. Secondly, psychology as a science may need more rigorous curriculum markers like mapping APA guidelines to knowledge objectives, critical assignments, and student learning outcomes (SLOs) (e.g., online rubric assessments for scoring APA style critical thinking essays on selected New York Times books). Efficacious knowledge transfer to diverse, 21st century students should be the Academy's focus. PMID
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Directory of Open Access Journals (Sweden)
Judy Rouse Van Doorn
2014-04-01
Full Text Available The pedagogical paradigm shift in higher education to 24-hour learning environments composed of teaching delivery methods of online courses, blended/hybrid formats, and face-to-face (f2f classes is increasing access to global, lifelong learning. Online degrees have been offered at 62.4% of 2,800 colleges and universities. Students can now design flexible, life-balanced course schedules. Higher knowledge transfer rates may exist with blended course formats with online quizzes and valuable class time set for Socratic, quality discussions and creative team presentations. Research indicates that younger, traditional students exhibit heightened performance goal orientations and prefer entertaining professors who are funny, whereas non-traditional students exhibit mastery profiles and prefer courses taught by flexible, yet organized, professors. A 5-year study found that amongst 51,000 students taking both f2f and online courses, higher online failure rates occurred. Competing life roles for non-traditional students and reading and writing needs for at-risk students suggest that performance may be better if programs are started in f2f courses. Models on effective knowledge transfer consider the planning process, delivery methods, and workplace application, but a gap exists for identifying the diversity of learner needs. Higher education enrollments are being compromised with lower online retention rates. Therefore, the main purpose of this review is to delineate disparate learning styles and present a typology for the learning needs of traditional and non-traditional students. Secondly, psychology as a science may need more rigorous curriculum markers like mapping APA guidelines to knowledge objectives, critical assignments, and student learning outcomes (SLOs (e.g. online rubric assessments for scoring APA style critical thinking essays on selected New York Times books. Efficacious knowledge transfer to diverse, 21st century students should be the
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Van Doorn, Judy R; Van Doorn, John D
2014-01-01
The pedagogical paradigm shift in higher education to 24-h learning environments composed of teaching delivery methods of online courses, blended/hybrid formats, and face-to-face (f2f) classes is increasing access to global, lifelong learning. Online degrees have been offered at 62.4% of 2800 colleges and universities. Students can now design flexible, life-balanced course schedules. Higher knowledge transfer rates may exist with blended course formats with online quizzes and valuable class time set for Socratic, quality discussions and creative team presentations. Research indicates that younger, traditional students exhibit heightened performance goal orientations and prefer entertaining professors who are funny, whereas non-traditional students exhibit mastery profiles and prefer courses taught by flexible, yet organized, professors. A 5-year study found that amongst 51,000 students taking both f2f and online courses, higher online failure rates occurred. Competing life roles for non-traditional students and reading and writing needs for at-risk students suggest that performance may be better if programs are started in f2f courses. Models on effective knowledge transfer consider the planning process, delivery methods, and workplace application, but a gap exists for identifying the diversity of learner needs. Higher education enrollments are being compromised with lower online retention rates. Therefore, the main purpose of this review is to delineate disparate learning styles and present a typology for the learning needs of traditional and non-traditional students. Secondly, psychology as a science may need more rigorous curriculum markers like mapping APA guidelines to knowledge objectives, critical assignments, and student learning outcomes (SLOs) (e.g., online rubric assessments for scoring APA style critical thinking essays on selected New York Times books). Efficacious knowledge transfer to diverse, 21st century students should be the Academy's focus.
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Cannon, R D
2013-01-01
Electron Transfer Reactions deals with the mechanisms of electron transfer reactions between metal ions in solution, as well as the electron exchange between atoms or molecules in either the gaseous or solid state. The book is divided into three parts. Part 1 covers the electron transfer between atoms and molecules in the gas state. Part 2 tackles the reaction paths of oxidation states and binuclear intermediates, as well as the mechanisms of electron transfer. Part 3 discusses the theories and models of the electron transfer process; theories and experiments involving bridged electron transfe
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Bianco, M.; Collis, Betty; Egan, Toby Marshall; Morris, Michael Lane; Inbakumar, Vinod
2004-01-01
This study reports the results of the formative evaluations of two computer-supported tools and the associated strategies for their use. Tools and strategies embedded in web-based courses can increase a supervisor’s involvement in helping employees transfer learning onto the workplace. Issues
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BEST PRACTICES FIREM A JEJICH TRANSFER
Directory of Open Access Journals (Sweden)
Jena Švarcová
2013-10-01
Full Text Available Learning organization and knowledge-based firm are challenges of the beginning of the 21st century. The new paradigm involves new questions and new tasks. We speak about human capital of the firm and its development, but who is owner of the capital? How can we develop and use the capital effectively and where is the border between individual development and learning of the firm as a complex? How can we measure the contributions of the knowledge development? This contribution can not answer such range of complex questions. The foundation for specific research activities was set by the involvement of Tomas Bata University in Zlin in the Europe Union projects of human resource development. Tomas Bata University in Zlin managed to win a new project within the framework of the Operational Programme for Human Resources Development, for Creating and Testing of a New Programme for Further Education at Universities entitled Work Smarter. Partner of the University in this project is Brno University of Technology, Faculty of Business and Management. The first part of the project was focused on the research of the needs of the enterprises and their employees in HRD and this contribution analyses the first results. The project is focused on the transfer of knowledge among the Czech small and medium enterprises. Universities help to this process with their professional staff and facilities. The mission of this project is to bring up and enforce innovative approaches and methods in Human and Resource Development (HRD in the Czech small and medium enterprises, to create a “learning environment” and to exercise the concept of lifelong learning in day-to-day practice of our enterprises. The first part of the project was focused on the research of the needs of the enterprises and their employees in HRD and the universities prepared a lot of videos from the enterprises and database of best practices. Then the e-Learning environment was prepared and tested in
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Learning Team Review 2016-0002 Parking Lot Event 2016
Energy Technology Data Exchange (ETDEWEB)
Wilburn, Dianne Williams [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Bitteker, Leo John [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Brooks, Melynda Louise [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Romero-Trujillo, Natalie [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Currie, Scott Allister [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Martin, Joanne Skrivan [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Sondheim, Walter E. [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Tovesson, Fredrik [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Young, Jennifer S. [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Crespin, Thomas Joe [Los Alamos National Lab. (LANL), Los Alamos, NM (United States)
2016-09-02
The purpose of a Learning Team is to transfer and communicate the information into operational feedback and improvement. We want to pay attention to the small things that go wrong because they are often early warning signals and may provide insight into the health of the whole system. The incident involved the collision of a van with a forklift having raised tines in rainy, overcast weather.
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Orr, Jonathan J.; Hulse-Killacky, Diana
2006-01-01
Concepts of voice, meaning, mutual construction of knowledge, and transfer of learning are presented in this paper as critical ingredients that support the teaching of group work from an ecological perspective. Examples of these concepts are given to illustrate their application in group work classes. (Contains 1 table.)
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Chan, Lap Ki; Ganotice, Fraide; Wong, Frances Kam Yuet; Lau, Chak Sing; Bridges, Susan M; Chan, Celia Hoi Yan; Chan, Namkiu; Chan, Phoebe Wing Lam; Chen, Hai Yong; Chen, Julie Yun; Chu, Jody Kwok Pui; Ho, Charlene C; Ho, Jacqueline Mei Chi; Lam, Tai Pong; Lam, Veronica Suk Fun; Li, Qingyun; Shen, Jian Gang; Tanner, Julian Alexander; Tso, Winnie Wan Yee; Wong, Arkers Kwan Ching; Wong, Gordon Tin Chun; Wong, Janet Yuen Ha; Wong, Nai Sum; Worsley, Alan; Yu, Lei King; Yum, Tin Pui
2017-11-21
Interprofessional learning is gaining momentum in revolutionizing healthcare education. During the academic year 2015/16, seven undergraduate-entry health and social care programs from two universities in Hong Kong took part in an interprofessional education program. Based on considerations such as the large number of students involved and the need to incorporate adult learning principles, team-based learning was adopted as the pedagogy for the program, which was therefore called the interprofessional team-based learning program (IPTBL). The authors describe the development and implementation of the IPTBL program and evaluate the effectiveness of the program implementation. Eight hundred and one students, who are predominantly Chinese, participated in the IPTBL. The quantitative design (a pretest-posttest experimental design) was utilized to examine the students' gains on their readiness to engage in interprofessional education (IPE). Three instructional units (IUs) were implemented, each around a clinical area which could engage students from complementary health and social care disciplines. Each IU followed a team-based learning (TBL) process: pre-class study, individual readiness assurance test, team readiness assurance test, appeal, feedback, and application exercise. An electronic platform was developed and was progressively introduced in the three IUs. The students' self-perceived attainment of the IPE learning outcomes was high. Across all four subscales of RIPLS, there was significant improvement in student's readiness to engage in interprofessional learning after the IPTBL. A number of challenges were identified: significant time involvement of the teachers, difficulty in matching students from different programs, difficulty in making IPTBL count towards a summative assessment score, difficulty in developing the LAMS platform, logistics difficulty in managing paper TBL, and inappropriateness of the venue. Despite some challenges in developing and
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Directory of Open Access Journals (Sweden)
Hannes Münchow
2017-01-01
Full Text Available The aim of the present study was to examine whether fostering positive activating affect during multimedia learning enhances learning outcome. University students were randomly assigned to either a multimedia learning environment designed to induce positive activating affect through the use of “warm” colours and rounded shapes (n=61 or an affectively neutral environment that used achromatic colours and sharp edges (n=50. Participants learned about the topic of functional neuroanatomy for 20 minutes and had to answer several questions for comprehension and transfer afterwards. Affective states as well as achievement goal orientations were investigated before and after the learning phase using questionnaires. The results show that participants in the affectively positive environment were superior in comprehension as well as transfer when initial affect was strong. Preexperimental positive affect was therefore a predictor of comprehension and a moderator for transfer. Goal orientations did not influence these effects. The findings support the idea that positive affect, induced through the design of the particular multimedia learning environment, can facilitate performance if initial affective states are taken into account.
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Vandergoot, Sonya; Sarris, Aspa; Kirby, Neil; Ward, Helena
2018-03-01
Conflict resolution skills are important for all healthcare professionals as conflict and mis-communication can have detrimental effects on decision-making, potentially impacting significantly on patient care, morbidity, and mortality. Interprofessional learning (IPL) has been found to increase collaboration and improve collegial relationships and hence may be an appropriate way to increase conflict resolution skills among healthcare graduates. This study examined transference of conflict resolution skills, motivation-to-learn, and attitudes to IPL of medical (n = 52) and nursing (n = 74) undergraduate students who undertook an IPL conflict resolution program. Results indicated that motivation-to-learn, attitudes to IPL, and transfer of conflict resolution skills were significantly related to each other, even when controlling for other variables, such as age and gender. When comparing the two groups, undergraduate nursing students were found to have statistically higher motivation-to-learn and transference of conflict resolution skills, and reported a more positive attitude to IPL than medical students. Some of these differences may be attributed to lack of clinical placements for medical students in the first half of their degree at their university, giving them less opportunity to apply the conflict resolution skills taught, as well as less contextual relevance. This may potentially affect their motivation-to-learn and attitude to IPL thus impacting on how they perceive the relevance of learning conflict resolution skills. Without the contextual relevancy of placements at the time of learning for medical students, the newly acquired conflict resolution skills are less likely to transfer to practice in an optimal fashion.
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Directory of Open Access Journals (Sweden)
Vida Hosseinpour
2015-07-01
Full Text Available Since parents and their involvement and attitude have a crucial role in children’s achievement in learning English, the present study is to explore and evaluate the impact of Iranian parents’ involvement in and attitude toward their children’s foreign language programs for learning English. In other words, the effectiveness of their high level of involvement and strength of attitude will be evaluated. Besides, this study is to explore whether some factors such as parents’ gender, knowledge of English, income, and educational background are related in the parents’ involvement and attitude or not. To this end, first of all, a reliable questionnaire, checked through a pilot study, was distributed among 140 parents to find out the level of their involvement in and attitude toward the programs. Based on the normal curve and the Z score, the parents were divided into two groups, one with a higher level of involvement and more positive attitude and the other with a lower level of involvement and less positive attitude. By using a standard final achievement test of the course book among 70 primary school student in third grade and Independent T-test analysis, the impact of parents’ involvement and attitude were checked. As the results revealed those parents who have high level of involvement in and positive attitude toward their children’s English language programs made their children’s higher level of achievement in the language program. Besides, the further outcomes showed that there are significant differences between the parents’ knowledge of English, income, and educational background and their level of involvement and attitude. The aforementioned factors affect children’s achievement test scores as well.
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The Influence of Framing on Transfer: Initial Evidence from a Tutoring Experiment
Engle, Randi A.; Nguyen, Phi D.; Mendelson, Adam
2011-01-01
This paper investigates the idea that the framing of learning and transfer contexts can influence students' propensity to transfer what they have learned. We predicted that transfer would be promoted by framing contexts in an expansive manner in which students are positioned as having the opportunity to contribute to larger conversations that…
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Matti Viitala; Ana B. Vivas; dr. Donald Ropes; Antonia Ypsilanti; Tuula Ijäs; Teppo Räisänen
2014-01-01
Aging diversity in organizations creates potential challenges, particularly for knowledge management, skills update and skills obsolescence. Intergenerational learning (IGL) involves knowledge building, innovation and knowledge transfer between generations within an organization (Ropes 2011).
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Catalytic enantioselective alkene aminohalogenation/cyclization involving atom transfer.
Bovino, Michael T; Chemler, Sherry R
2012-04-16
Problem solved: the title reaction was used for the synthesis of chiral 2-bromo, chloro, and iodomethyl indolines and 2-iodomethyl pyrrolidines. Stereocenter formation is believed to occur by enantioselective cis aminocupration and C-X bond formation is believed to occur by atom transfer. The ultility of the products as versatile synthetic intermediates was demonstrated, as was a radical cascade cyclization sequence. Copyright © 2012 WILEY-VCH Verlag GmbH & Co. KGaA, Weinheim.
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DEFF Research Database (Denmark)
Christensen, Thomas Højlund
2011-01-01
tion and transport is usually the most costly part of any waste management system; and when waste is transported over a considerable distance or for a long time, transferring the waste from the collection vehicles to more efficient transportation may be economically beneficial. This involves...... a transfer station where the transfer takes place. These stations may also be accessible by private people, offering flexibility to the waste system, including facilities for bulky waste, household hazardous waste and recyclables. Waste transfer may also take place on the collection route from small...... describes the main features of waste transfer stations, including some considerations about the economical aspects on when transfer is advisable....
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International Nuclear Information System (INIS)
Saad, M.A.
1985-01-01
Heat transfer takes place between material systems as a result of a temperature difference. The transmission process involves energy conversions governed by the first and second laws of thermodynamics. The heat transfer proceeds from a high-temperature region to a low-temperature region, and because of the finite thermal potential, there is an increase in entropy. Thermodynamics, however, is concerned with equilibrium states, which includes thermal equilibrium, irrespective of the time necessary to attain these equilibrium states. But heat transfer is a result of thermal nonequilibrium conditions, therefore, the laws of thermodynamics alone cannot describe completely the heat transfer process. In practice, most engineering problems are concerned with the rate of heat transfer rather than the quantity of heat being transferred. Resort then is directed to the particular laws governing the transfer of heat. There are three distinct modes of heat transfer: conduction, convection, and radiation. Although these modes are discussed separately, all three types may occur simultaneously
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Using Service-Learning to Educate Students about Stakeholder Involvement
Directory of Open Access Journals (Sweden)
Beth Walter Honadle
2012-04-01
Full Text Available Using Lee’s definition of service-learning as “an instructional method in which students learn course content by actively participating in thoughtfully organized service experiences related to that content”, this article offers a case of action-oriented service- learning. It shows one way to combine traditional teaching methods with an action-oriented approach to service-learning that benefits both the community and imparts critical know-how into the education of planning students. Through service-learning students acquire valuable skills and also increase their competence as practitioners and increase their confidence in their field in a way that nurtures their abilities and provides minimal risk to the clientele because the students are working under the guidance of faculty. As previous research from diverse fields have shown, service-learning benefits the students and the groups they encounter through their projects. KEYWORDSservice-learning, civic engagement, community development
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Bariroh, Siti
2018-01-01
Some of the abnormal children face burden, distraction, interruption, tardiness, or risk factors so that they cannot get an optimum growth without special treatment or intervention. This study was aimed at discovering the influence of parents' involvement to the learning motivation and achievement of children with different abilities. This…
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Amodeo, Maryann; Storti, Susan A; Larson, Mary Jo
2010-05-01
Federal and state funding agencies are encouraging or mandating the use of empirically supported treatments in addiction programs, yet many programs have not moved in this direction (Forman, Bovasso, and Woody, 2001 ; Roman and Johnson, 2002 ; Willenbring et al., 2004 ). To improve the skills of counselors in community addiction programs, the authors developed an innovative Web-based course on Cognitive Behavioral Therapy (CBT), a widely accepted empirically-supported practice (ESP) for addiction. Federal funding supports this Web course and a randomized controlled trial to evaluate its effectiveness. Since supervisors often play a pivotal role in helping clinicians transfer learned skills from training courses to the workplace, the authors recruited supervisor-counselor teams, engaging 54 supervisors and 120 counselors. Lessons learned focus on supervisor recruitment and involvement, supervisors' perceptions of CBT, their own CBT skills and their roles in the study, and implications for technology transfer for the addiction field as a whole. Recruiting supervisors proved difficult because programs lacked clinical supervisors. Recruiting counselors was also difficult because programs were concerned about loss of third-party reimbursement. Across the addiction field, technology transfer will be severely hampered unless such infrastructure problems can be solved. Areas for further investigation are identified.
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Poell, R.F.; Moorsel, M.A.A.H. van
1996-01-01
This paper discusses the relevance of Van der Krogt's learning network theory (1995) for our understanding of the concepts of work-related learning projects and learning climate in organisations. The main assumptions of the learning network theory are presented and transferred to the level of learning groups in organisations. Four theoretical types of learning projects are distinguished. Four different approaches to the learning climate of work groups are compared to the approach offered by t...
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Kuhn, P; Keating, S M; Baxter, G T; Thomas, K; Kolatkar, A; Sigman, C C
2017-11-01
Planning and transfer of a new technology platform developed in an academic setting to a start-up company for medical diagnostic product development may appear daunting and costly in terms of complexity, time, and resources. In this review we outline the key steps taken and lessons learned when a technology platform developed in an academic setting was transferred to a start-up company for medical diagnostic product development in the interest of elucidating development toolkits for academic groups and small start-up companies starting on the path to commercialization and regulatory approval. © 2017, The American Society for Clinical Pharmacology and Therapeutics.
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E-Learning and Technologies for Open Distance Learning in Management Accounting
Kashora, Trust; van der Poll, Huibrecht M.; van der Poll, John A.
2016-01-01
This research develops a knowledge acquisition and construction framework for e-learning for Management Accounting students at the University of South Africa, an Open Distance Learning institution which utilises e-learning. E-learning refers to the use of electronic applications and processes for learning, including the transfer of skills and…
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Huang, Yan; Long, Xiaoyan; Shen, Dazhong; Zou, Guizheng; Zhang, Bin; Wang, Huaisheng
2017-09-05
Reactive oxygen species (ROS) involved anodic charge transfer and electrochemiluminescence (ECL) of all-inorganic halide perovskite CsPbBr 3 nanocrystals (NCs) were investigated in an aqueous medium with hydrogen peroxide (H 2 O 2 ) as the model. CsPbBr 3 NCs could be electrochemically oxidized to positively charged states by injecting holes onto the highest occupied molecular orbitals and could be chemically reduced to negatively charged states by injecting electrons onto the lowest unoccupied molecular orbitals by ROS. The charge transfer between CsPbBr 3 NCs of oxidative and reductive states could bring out monochromatic ECL with onset around +0.8 V, maximum emission around 519 nm, and a full width at half-maximum around 20 nm. H 2 O 2 could selectively enhance the anodic ECL of CsPbBr 3 NCs, which not only opened a way to design a bioprocess-involved photovoltaic device with CsPbBr 3 NCs but also was promising for color-selective ECL biosensing.
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Technology Transfer: Marketing Tomorrow's Technology
Tcheng, Erene
1995-01-01
The globalization of the economy and the end of the Cold War have triggered many changes in the traditional practices of U.S. industry. To effectively apply the resources available to the United States, the federal government has firmly advocated a policy of technology transfer between private industry and government labs, in this case the National Aeronautics and Space Administration (NASA). NASA Administrator Daniel Goldin is a strong proponent of this policy and has organized technology transfer or commercialization programs at each of the NASA field centers. Here at Langley Research Center, the Technology Applications Group (TAG) is responsible for facilitating the transfer of Langley developed research and technology to U.S. industry. Entering the program, I had many objectives for my summer research with TAG. Certainly, I wanted to gain a more thorough understanding of the concept of technology transfer and Langley's implementation of a system to promote it to both the Langley community and the community at large. Also, I hoped to become more familiar with Langley's research capabilities and technology inventory available to the public. More specifically, I wanted to learn about the technology transfer process at Langley. Because my mentor is a member of Materials and Manufacturing marketing sector of the Technology Transfer Team, another overriding objective for my research was to take advantage of his work and experience in materials research to learn about the Advanced Materials Research agency wide and help market these developments to private industry. Through the various projects I have been assigned to work on in TAG, I have successfully satisfied the majority of these objectives. Work on the Problem Statement Process for TAG as well as the development of the Advanced Materials Research Brochure have provided me with the opportunity to learn about the technology transfer process from the outside looking in and the inside looking out. Because TAG covers
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A critical narrative review of transfer of basic science knowledge in health professions education.
Castillo, Jean-Marie; Park, Yoon Soo; Harris, Ilene; Cheung, Jeffrey J H; Sood, Lonika; Clark, Maureen D; Kulasegaram, Kulamakan; Brydges, Ryan; Norman, Geoffrey; Woods, Nicole
2018-02-08
'Transfer' is the application of a previously learned concept to solve a new problem in another context. Transfer is essential for basic science education because, to be valuable, basic science knowledge must be transferred to clinical problem solving. Therefore, better understanding of interventions that enhance the transfer of basic science knowledge to clinical reasoning is essential. This review systematically identifies interventions described in the health professions education (HPE) literature that document the transfer of basic science knowledge to clinical reasoning, and considers teaching and assessment strategies. A systematic search of the literature was conducted. Articles related to basic science teaching at the undergraduate level in HPE were analysed using a 'transfer out'/'transfer in' conceptual framework. 'Transfer out' refers to the application of knowledge developed in one learning situation to the solving of a new problem. 'Transfer in' refers to the use of previously acquired knowledge to learn from new problems or learning situations. Of 9803 articles initially identified, 627 studies were retrieved for full text evaluation; 15 were included in the literature review. A total of 93% explored 'transfer out' to clinical reasoning and 7% (one article) explored 'transfer in'. Measures of 'transfer out' fostered by basic science knowledge included diagnostic accuracy over time and in new clinical cases. Basic science knowledge supported learning - 'transfer in' - of new related content and ultimately the 'transfer out' to diagnostic reasoning. Successful teaching strategies included the making of connections between basic and clinical sciences, the use of commonsense analogies, and the study of multiple clinical problems in multiple contexts. Performance on recall tests did not reflect the transfer of basic science knowledge to clinical reasoning. Transfer of basic science knowledge to clinical reasoning is an essential component of HPE that
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Transferring and generalizing deep-learning-based neural encoding models across subjects.
Wen, Haiguang; Shi, Junxing; Chen, Wei; Liu, Zhongming
2018-08-01
Recent studies have shown the value of using deep learning models for mapping and characterizing how the brain represents and organizes information for natural vision. However, modeling the relationship between deep learning models and the brain (or encoding models), requires measuring cortical responses to large and diverse sets of natural visual stimuli from single subjects. This requirement limits prior studies to few subjects, making it difficult to generalize findings across subjects or for a population. In this study, we developed new methods to transfer and generalize encoding models across subjects. To train encoding models specific to a target subject, the models trained for other subjects were used as the prior models and were refined efficiently using Bayesian inference with a limited amount of data from the target subject. To train encoding models for a population, the models were progressively trained and updated with incremental data from different subjects. For the proof of principle, we applied these methods to functional magnetic resonance imaging (fMRI) data from three subjects watching tens of hours of naturalistic videos, while a deep residual neural network driven by image recognition was used to model visual cortical processing. Results demonstrate that the methods developed herein provide an efficient and effective strategy to establish both subject-specific and population-wide predictive models of cortical representations of high-dimensional and hierarchical visual features. Copyright © 2018 Elsevier Inc. All rights reserved.
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Directory of Open Access Journals (Sweden)
Virginia Way Tong Chu
2014-12-01
Full Text Available Practice of movement in virtual-reality and other artificially altered environments has been proposed as a method for rehabilitation following neurological injury and for training new skills in healthy humans. For such training to be useful, there must be transfer of learning from the artificial environment to the performance of desired skills in the natural environment. Therefore an important assumption of such methods is that practice in the altered environment engages the same learning and plasticity mechanisms that are required for skill performance in the natural environment. We test the hypothesis that transfer of learning may fail because the learning and plasticity mechanism that adapts to the altered environment is different from the learning mechanism required for improvement of motor skill. In this paper, we propose that a model that separates skill learning and environmental adaptation is necessary to explain the learning and aftereffects that are observed in virtual reality experiments. In particular, we studied the condition where practice in the altered environment should lead to correct skill performance in the original environment. Our 2-mechanism model predicts that aftereffects will still be observed when returning to the original environment, indicating a lack of skill transfer from the artificial environment to the original environment. To illustrate the model prediction, we tested 10 healthy participants on the interaction between a simple overlearned motor skill (straight hand movements to targets in different directions and an artificially altered visuomotor environment (rotation of visual feedback of the results of movement. As predicted by the models, participants show adaptation to the altered environment and after-effects on return to the baseline environment even when practice in the altered environment should have led to correct skill performance. The presence of aftereffect under all conditions that
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Stolee, Paul; McAiney, Carrie A; Hillier, Loretta M; Harris, Diane; Hamilton, Pam; Kessler, Linda; Madsen, Victoria; Le Clair, J Kenneth
2009-01-01
This article explores facilitators and barriers to the impact and sustainability of a learning initiative to increase capacity of long-term care (LTC) homes to manage the mental health needs of older persons, through development of in-house Psychogeriatric Resource Persons (PRPs). Twenty interviews were conducted with LTC staff. Management support, particularly designation of time for PRP activities, development of PRP teams, and supportive learning strategies were significant factors affecting sustained knowledge transfer. Continuing education that is provided and evaluated on an ongoing basis, secures management commitment, is integrated within a broader system strategy, and provides on-the-job support has the greatest potential to affect care.
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Organizational Learning in Health Care Organizations
Directory of Open Access Journals (Sweden)
Savithiri Ratnapalan
2014-02-01
Full Text Available The process of collective education in an organization that has the capacity to impact an organization’s operations, performance and outcomes is called organizational learning. In health care organizations, patient care is provided through one or more visible and invisible teams. These teams are composed of experts and novices from diverse backgrounds working together to provide coordinated care. The number of teams involved in providing care and the possibility of breakdowns in communication and coordinated care increases in direct proportion to sophisticated technology and treatment strategies of complex disease processes. Safe patient care is facilitated by individual professional learning; inter-professional team learning and system based organizational learning, which encompass modified context specific learning by multiple teams and team members in a health care organization. Organizational learning in health care systems is central to managing the learning requirements in complex interconnected dynamic systems where all have to know common background knowledge along with shared meta-knowledge of roles and responsibilities to execute their assigned functions, communicate and transfer the flow of pertinent information and collectively provide safe patient care. Organizational learning in health care is not a onetime intervention, but a continuing organizational phenomenon that occurs through formal and informal learning which has reciprocal association with organizational change. As such, organizational changes elicit organizational learning and organizational learning implements new knowledge and practices to create organizational changes.
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Supervised Transfer Sparse Coding
Al-Shedivat, Maruan
2014-07-27
A combination of the sparse coding and transfer learn- ing techniques was shown to be accurate and robust in classification tasks where training and testing objects have a shared feature space but are sampled from differ- ent underlying distributions, i.e., belong to different do- mains. The key assumption in such case is that in spite of the domain disparity, samples from different domains share some common hidden factors. Previous methods often assumed that all the objects in the target domain are unlabeled, and thus the training set solely comprised objects from the source domain. However, in real world applications, the target domain often has some labeled objects, or one can always manually label a small num- ber of them. In this paper, we explore such possibil- ity and show how a small number of labeled data in the target domain can significantly leverage classifica- tion accuracy of the state-of-the-art transfer sparse cod- ing methods. We further propose a unified framework named supervised transfer sparse coding (STSC) which simultaneously optimizes sparse representation, domain transfer and classification. Experimental results on three applications demonstrate that a little manual labeling and then learning the model in a supervised fashion can significantly improve classification accuracy.
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Social learning and evolution: the cultural intelligence hypothesis
van Schaik, Carel P.; Burkart, Judith M.
2011-01-01
If social learning is more efficient than independent individual exploration, animals should learn vital cultural skills exclusively, and routine skills faster, through social learning, provided they actually use social learning preferentially. Animals with opportunities for social learning indeed do so. Moreover, more frequent opportunities for social learning should boost an individual's repertoire of learned skills. This prediction is confirmed by comparisons among wild great ape populations and by social deprivation and enculturation experiments. These findings shaped the cultural intelligence hypothesis, which complements the traditional benefit hypotheses for the evolution of intelligence by specifying the conditions in which these benefits can be reaped. The evolutionary version of the hypothesis argues that species with frequent opportunities for social learning should more readily respond to selection for a greater number of learned skills. Because improved social learning also improves asocial learning, the hypothesis predicts a positive interspecific correlation between social-learning performance and individual learning ability. Variation among primates supports this prediction. The hypothesis also predicts that more heavily cultural species should be more intelligent. Preliminary tests involving birds and mammals support this prediction too. The cultural intelligence hypothesis can also account for the unusual cognitive abilities of humans, as well as our unique mechanisms of skill transfer. PMID:21357223
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Social learning and evolution: the cultural intelligence hypothesis.
van Schaik, Carel P; Burkart, Judith M
2011-04-12
If social learning is more efficient than independent individual exploration, animals should learn vital cultural skills exclusively, and routine skills faster, through social learning, provided they actually use social learning preferentially. Animals with opportunities for social learning indeed do so. Moreover, more frequent opportunities for social learning should boost an individual's repertoire of learned skills. This prediction is confirmed by comparisons among wild great ape populations and by social deprivation and enculturation experiments. These findings shaped the cultural intelligence hypothesis, which complements the traditional benefit hypotheses for the evolution of intelligence by specifying the conditions in which these benefits can be reaped. The evolutionary version of the hypothesis argues that species with frequent opportunities for social learning should more readily respond to selection for a greater number of learned skills. Because improved social learning also improves asocial learning, the hypothesis predicts a positive interspecific correlation between social-learning performance and individual learning ability. Variation among primates supports this prediction. The hypothesis also predicts that more heavily cultural species should be more intelligent. Preliminary tests involving birds and mammals support this prediction too. The cultural intelligence hypothesis can also account for the unusual cognitive abilities of humans, as well as our unique mechanisms of skill transfer.
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From e-Learning to m-learning : A MOOC case study
Rothkrantz, L.J.M.
2015-01-01
Technically e-learning material can be downloaded from a PC environment to a mobile phone environment. But the context, environment, physical limitations of a mobile phone, sets limits to a mobile learning environment. The didactic model cannot be transferred usually from e-learning to mobile
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Directory of Open Access Journals (Sweden)
Lap Ki Chan
2017-11-01
Full Text Available Abstract Background Interprofessional learning is gaining momentum in revolutionizing healthcare education. During the academic year 2015/16, seven undergraduate-entry health and social care programs from two universities in Hong Kong took part in an interprofessional education program. Based on considerations such as the large number of students involved and the need to incorporate adult learning principles, team-based learning was adopted as the pedagogy for the program, which was therefore called the interprofessional team-based learning program (IPTBL. The authors describe the development and implementation of the IPTBL program and evaluate the effectiveness of the program implementation. Methods Eight hundred and one students, who are predominantly Chinese, participated in the IPTBL. The quantitative design (a pretest-posttest experimental design was utilized to examine the students’ gains on their readiness to engage in interprofessional education (IPE. Results Three instructional units (IUs were implemented, each around a clinical area which could engage students from complementary health and social care disciplines. Each IU followed a team-based learning (TBL process: pre-class study, individual readiness assurance test, team readiness assurance test, appeal, feedback, and application exercise. An electronic platform was developed and was progressively introduced in the three IUs. The students’ self-perceived attainment of the IPE learning outcomes was high. Across all four subscales of RIPLS, there was significant improvement in student’s readiness to engage in interprofessional learning after the IPTBL. A number of challenges were identified: significant time involvement of the teachers, difficulty in matching students from different programs, difficulty in making IPTBL count towards a summative assessment score, difficulty in developing the LAMS platform, logistics difficulty in managing paper TBL, and inappropriateness of the
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Nayagam, Vedha; Berger, Gordon M.; Sacksteder, Kurt R.; Paz, Aaron
2012-01-01
Extraction of mission consumable resources such as water and oxygen from the planetary environment provides valuable reduction in launch-mass and potentially extends the mission duration. Processing of lunar regolith for resource extraction necessarily involves heating and chemical reaction of solid material with processing gases. Vibrofluidization is known to produce effective mixing and control of flow within granular media. In this study we present experimental results for vibrofluidized heat transfer in lunar regolith simulants (JSC-1 and JSC-1A) heated up to 900 C. The results show that the simulant bed height has a significant influence on the vibration induced flow field and heat transfer rates. A taller bed height leads to a two-cell circulation pattern whereas a single-cell circulation was observed for a shorter height. Lessons learned from these test results should provide insight into efficient design of future robotic missions involving In-Situ Resource Utilization.
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Learning how we learn: an ethnographic study in a neonatal intensive care unit.
Hunter, Cynthia Louise; Spence, Kaye; McKenna, Kate; Iedema, Rick
2008-06-01
This paper is a report of a study to identify how nurse clinicians learn with and from each other in the workplace. Clinicians' everyday practices and interactions with each other have recently been targeted as areas of research, because it is there that quality of care and patient safety are achieved. Orientation of new nurses and doctors into a specialty unit often results in stress. An ethnographic approach was used, including a 12-month period of fieldwork observations involving participation and in-depth interviews with nurse, doctor and allied health clinicians in their workplace. The data were collected in 2005-2006 in a paediatric teaching hospital in Australia. The findings were grouped into four dimensions: orientation of nurses, orientation of medical registrars, preceptoring and decision-making. The orientation of new staff (nursing and medical) is a complex and multi-layered process which accommodates multiple kinds of learning, in addition to formal learning. Workplace learning also can be informal, incidental, interpersonal and interactive. Interactive and interpersonal learning and the transfer of knowledge include codified and tacit knowledge as well as intuitive understandings of 'how we do things here'. Research into how nurses learn is crucial for illuminating learning that is non-formal and less recognized than more formal kinds. To provide a safe practice environment built on a foundation of knowledge and best practice, there needs to be an allocation of time in the busy workday for learning and reflection.
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Dual learning processes in interactive skill acquisition.
Fu, Wai-Tat; Anderson, John R
2008-06-01
Acquisition of interactive skills involves the use of internal and external cues. Experiment 1 showed that when actions were interdependent, learning was effective with and without external cues in the single-task condition but was effective only with the presence of external cues in the dual-task condition. In the dual-task condition, actions closer to the feedback were learned faster than actions farther away but this difference was reversed in the single-task condition. Experiment 2 tested how knowledge acquired in single and dual-task conditions would transfer to a new reward structure. Results confirmed the two forms of learning mediated by the secondary task: A declarative memory encoding process that simultaneously assigned credits to actions and a reinforcement-learning process that slowly propagated credits backward from the feedback. The results showed that both forms of learning were engaged during training, but only at the response selection stage, one form of knowledge may dominate over the other depending on the availability of attentional resources. (c) 2008 APA, all rights reserved
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Technology transfer and localization: A Framatome perspective
International Nuclear Information System (INIS)
Preneuf, R. de
2000-01-01
Localization and technology transfer have been important factors influencing the decision-making process in countries embarking on a nuclear power programme. It seems natural that relationships between donors and recipients of technology, beginning with sub-contracting, should evolve towards technology transfers and cooperation on an equal footing. France was both a receiver and a donor of technology transfer in the area of nuclear power. This paper describes the French experience in technology transfer and the lesson learned therefrom. (author)
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Directory of Open Access Journals (Sweden)
Fadila eHadj-Bouziane
2013-01-01
Full Text Available The present behavioral study readdresses the question of habit learning in Parkinson's disease. Patients were early onset, non-demented, dopa-responsive, candidates for surgical treatment, similar to those we found earlier as suffering greater dopamine depletion in the putamen than in the caudate nucleus. The task was the same conditional associative learning task as that used previously in monkeys and healthy humans to unveil the striatum involvement in habit learning. Sixteen patients and 20 age- and education-matched healthy control subjects learned sets of 3 visuo-motor associations between complex patterns and joystick displacements during two testing sessions separated by a few hours. We distinguished errors preceding versus following the first correct response to compare patients' performance during the earliest phase of learning dominated by goal-directed actions with that observed later on, when responses start to become habitual. The disease significantly retarded both learning phases, especially in patients under sixty years of age. However, only the late phase deficit was disease severity-dependent and persisted on the second testing session. These findings provide the first corroboration in Parkinson patients of two ideas well-established in the animal literature. The first is the idea that associating visual stimuli to motor acts is a form of habit learning that engages the striatum. It is confirmed here by the global impairment in visuo-motor learning induced by Parkinson's disease. The second idea is that goal-directed behaviors are predominantly caudate-dependent whereas habitual responses are primarily putamen-dependent. At the advanced Parkinson's disease stages tested here, dopamine depletion is greater in the putamen than in the caudate nucleus. Accordingly, the late phase of learning corresponding to the emergence of habitual responses was more vulnerable to the disease than the early phase dominated by goal
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A genetic study of a Staphylococus aureus plasmid involving cure and transference
Directory of Open Access Journals (Sweden)
Ana Lúcia Costa Darini
Full Text Available High frequency transfer and elimination of drug resistance may indicate an extrachromosomal inheritance of genetic determinants. This study shows the cure and transfer of a small plasmid and tetracycline resistance in Staphylococcus aureus 1030 (55TetR strains. Several methods are available for plasmid elimination. We used ethidium bromide, an agent that binds to DNA, and thus inhibits DNA polymerase. This caused a high frequency of loss of the small plasmid and resistance to tetracycline. Transfer of tetracycline resistance was done in a mixed culture at a frequency of 10-6. This type of study is very important to physicians and epidemiology investigators and provides better knowledge on antibiotic-resistance mechanisms that may occur in vivo in a hospital environment.
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Intergenerational Knowledge Transfer
International Nuclear Information System (INIS)
Grover, R.B.
2016-01-01
Full text: Institutions of higher education and universities have been at the forefront of intergenerational knowledge transfer. Their role has gone through evolution and several ideas of the university co-exist. Factors like the squeeze on public funding of higher education across nations, exhortation by governments to value work-based learning as a part of higher education and demand for graduates ready to start working immediately on joining a workplace, are making it necessary to further evolve the classical approach towards intergenerational knowledge transfer. The paper presents a framework that has been evolved in India to meet the requirements of intergenerational knowledge transfer. It essentially integrates a workplace and a university in a single entity similar to the practice in medical education. (author
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HRM Practices and MNC knowledge Transfer
DEFF Research Database (Denmark)
Minbaeva, Dana
2004-01-01
and support organizational learning environment, is positively related to the degree ofknowledge transfer to the subsidiary. Moreover, the higher degree of knowledge transfer isexpected when human resource management practices are applied as an integrated system ofinterdependent practices. Hypotheses derived......The purpose of the paper is to determine and empirically examine the effect of human resourcemanagement practices on knowledge transfer within multinational corporations. It is suggested thatthe employment of human resource practices, which affect absorptive capacity of knowledgereceivers...
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The interplay between experiential and traditional learning for competency development
Directory of Open Access Journals (Sweden)
Sara eBonesso
2015-09-01
Full Text Available Extensive research demonstrated that firms may pursue several advantages in hiring individuals with the set of emotional, social, and cognitive (ESC competencies that are most critical for business success. Therefore, the role of education for competency development is becoming paramount. Prior studies have questioned the traditional methods, grounded in the lecture format, as a way to effectively develop ESC competencies. Alternatively, they propose experiential learning techniques that involve participants in dedicated courses or activities. Despite the insights provided by these studies, they do not take into account a comprehensive set of learning methods and their combined effect on the individual’s competency portfolio within educational programs that aim to transfer primarily professional skills. Our study aims to fill these gaps by investigating the impact of the interplay between different learning methods on ESC competencies through a sample of students enrolled in the first year of a master’s degree program. After providing a classification of three learning methods (traditional learning, individual experiential learning, and social experiential learning, the study delves into their combined influence on ESC competencies, adopting the Artificial Neural Network. Contrary to prior studies, our results provide counterintuitive evidence, suggesting that traditional learning needs to be implemented together, on the one hand, with individual experiential learning to achieve a significant effect on emotional competencies and, on the other hand, with social experiential learning to have an impact on social competencies. Moreover, individual experiential learning plays a prominent role in stimulating cognitive competencies. Our research contributes to educational literature by providing new insights on the effective combination of learning methods that can be adopted into programs that transfer technical knowledge and skills to promote
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Prefrontal involvement in imitation learning of hand actions: effects of practice and expertise.
Vogt, Stefan; Buccino, Giovanni; Wohlschläger, Afra M; Canessa, Nicola; Shah, N Jon; Zilles, Karl; Eickhoff, Simon B; Freund, Hans-Joachim; Rizzolatti, Giacomo; Fink, Gereon R
2007-10-01
In this event-related fMRI study, we demonstrate the effects of a single session of practising configural hand actions (guitar chords) on cortical activations during observation, motor preparation and imitative execution. During the observation of non-practised actions, the mirror neuron system (MNS), consisting of inferior parietal and ventral premotor areas, was more strongly activated than for the practised actions. This finding indicates a strong role of the MNS in the early stages of imitation learning. In addition, the left dorsolateral prefrontal cortex (DLPFC) was selectively involved during observation and motor preparation of the non-practised chords. This finding confirms Buccino et al.'s [Buccino, G., Vogt, S., Ritzl, A., Fink, G.R., Zilles, K., Freund, H.-J., Rizzolatti, G., 2004a. Neural circuits underlying imitation learning of hand actions: an event-related fMRI study. Neuron 42, 323-334] model of imitation learning: for actions that are not yet part of the observer's motor repertoire, DLPFC engages in operations of selection and combination of existing, elementary representations in the MNS. The pattern of prefrontal activations further supports Shallice's [Shallice, T., 2004. The fractionation of supervisory control. In: Gazzaniga, M.S. (Ed.), The Cognitive Neurosciences, Third edition. MIT Press, Cambridge, MA, pp. 943-956] proposal of a dominant role of the left DLPFC in modulating lower level systems and of a dominant role of the right DLPFC in monitoring operations.
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Imitative and Direct Learning as Interacting Factors in Life History Evolution.
Bullinaria, John A
2017-01-01
The idea that lifetime learning can have a significant effect on life history evolution has recently been explored using a series of artificial life simulations. These involved populations of competing individuals evolving by natural selection to learn to perform well on simplified abstract tasks, with the learning consisting of identifying regularities in their environment. In reality, there is more to learning than that type of direct individual experience, because it often includes a substantial degree of social learning that involves various forms of imitation of what other individuals have learned before them. This article rectifies that omission by incorporating memes and imitative learning into revised versions of the previous approach. To do this reliably requires formulating and testing a general framework for meme-based simulations that will enable more complete investigations of learning as a factor in any life history evolution scenarios. It does that by simulating imitative information transfer in terms of memes being passed between individuals, and developing a process for merging that information with the (possibly inconsistent) information acquired by direct experience, leading to a consistent overall body of learning. The proposed framework is tested on a range of learning variations and a representative set of life history factors to confirm the robustness of the approach. The simulations presented illustrate the types of interactions and tradeoffs that can emerge, and indicate the kinds of species-specific models that could be developed with this approach in the future.
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Transfer of Training: A Reorganized Review on Work Environment and Motivation to Transfer
Directory of Open Access Journals (Sweden)
Imran Khan
2015-11-01
Full Text Available Effective application of skills & knowledge gained from a training program to a job situation, i.e. transfer of training, has become a great concern in training issues. Transfer of learned skills at the actual workplace is subject to a number of factors, with work environment being one of those factors. Research has shown a relatively profound role of the work environment in delineating the construct of transfer. However, some of the most important characteristics of the work environment have arguably remained under-researched and are still going empirical testing. So, in earnest, this paper is an attempt to make a holistic review of the literature and methodology by going through summative, formative and meta studies published from 1988–2014 on transfer. This paper proposes a conceptual framework by recognizing the influential role of two forms of work environments (i.e., support and climate on transfer of training, taking into account the mediating role played by transfer motivation with recommended methodological standards.
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Organizational Learning: Keeping Pace with Change through Action Learning
Yeadon-Lee, Annie
2015-01-01
In the current climate of economic ‘austerity’, organisational learning has increasingly gained importance, and a need for new ways of transferring learning has been identified. Organisational learning is seen as key to organisational success, ensuring both competitive advantage and organisational longevity. However, in order for organisations to keep pace with change they must not only strive to learn but also pay attention to how they might learn. A dominant view within the field of organis...
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Huang, SuHua
2013-01-01
This study employed an ethnographic methodology to explore the use of "literacy bags" (LBs) to promote parental involvement in Chinese children's literacy learning in the English language. It was conducted with a first-grade class consisting of 18 students and their parents in Taiwan. Data resources were obtained from teaching…
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Orientation Transfer in Vernier and Stereoacuity Training.
Snell, Nathaniel; Kattner, Florian; Rokers, Bas; Green, C Shawn
2015-01-01
Human performance on various visual tasks can be improved substantially via training. However, the enhancements are frequently specific to relatively low-level stimulus dimensions. While such specificity has often been thought to be indicative of a low-level neural locus of learning, recent research suggests that these same effects can be accounted for by changes in higher-level areas--in particular in the way higher-level areas read out information from lower-level areas in the service of highly practiced decisions. Here we contrast the degree of orientation transfer seen after training on two different tasks--vernier acuity and stereoacuity. Importantly, while the decision rule that could improve vernier acuity (i.e. a discriminant in the image plane) would not be transferable across orientations, the simplest rule that could be learned to solve the stereoacuity task (i.e. a discriminant in the depth plane) would be insensitive to changes in orientation. Thus, given a read-out hypothesis, more substantial transfer would be expected as a result of stereoacuity than vernier acuity training. To test this prediction, participants were trained (7500 total trials) on either a stereoacuity (N = 9) or vernier acuity (N = 7) task with the stimuli in either a vertical or horizontal configuration (balanced across participants). Following training, transfer to the untrained orientation was assessed. As predicted, evidence for relatively orientation specific learning was observed in vernier trained participants, while no evidence of specificity was observed in stereo trained participants. These results build upon the emerging view that perceptual learning (even very specific learning effects) may reflect changes in inferences made by high-level areas, rather than necessarily fully reflecting changes in the receptive field properties of low-level areas.
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A dynamic approach to technology transfer
International Nuclear Information System (INIS)
Shave, D.F.; Kent, G.F.; Giambusso, A.; Jacobs, S.B.
1987-01-01
Stone and Webster Engineering Corporation has developed a systematic program for achieving efficient, effective technology transfer. This program is based on transferring both know-why and know-how. The transfer of know-why and know-how is achieved most effectively by working in partnership with the recipient of the technology; by employing five primary transfer mechanisms, according to the type of learning required; by treating the technology transfer as a designed process rather than an isolated event; and by using a project management approach to control and direct the process. This paper describes the philosophy, process, and training mechanisms that have worked for Stone and Webster, as well as the project management approach needed for the most effective transfer of technology. (author)
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Rapchak, Marcia E.; Brungard, Allison B.; Bergfelt, Theodore W.
2016-01-01
Using the Information Literacy VALUE Rubric provided by the AAC&U, this study compares thirty final capstone assignments in a research course in a learning community with thirty final assignments in from students not in learning communities. Results indicated higher performance of the non-learning community students; however, transfer skills…
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Beth, Tessa; Ekroll, Vebjørn
2015-07-01
In magic tricks involving false transfer, the conjurer typically creates the illusion of transferring a coin from one hand into the other, which is then closed into a fist, while in reality the coin is kept hidden in the first hand. The magical experience occurs when the closed fist of the second hand is opened and shown to be empty. According to professional magicians, the magical experience evoked by this kind of tricks becomes noticeably weaker when the time interval between the false transfer and the opening of the fist increases. This observation is surprising, given that neither the length of this interval nor any obvious factors associated with it can be expected to change the spectators' intellectual conviction regarding the true location of the coin. We performed a controlled psychological experiment and obtained results corroborating these informal observations. Increasing the temporal interval from 1 to 32 s led to an average reduction of the strength of the magical experience of 38%. We discuss potential explanations of this curious phenomenon in terms of object persistence, object files and temporal amodal completion.
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Ypsilanti, Antonia; Vivas, Ana B.; Räisänen, Teppo; Viitala, Matti; Ijäs, Tuula; Ropes, Donald
2014-01-01
Aging diversity in organizations creates potential challenges, particularly for knowledge management, skills update and skills obsolescence. Intergenerational learning (IGL) involves knowledge building, innovation and knowledge transfer between generations within an organization (Ropes 2011). Serious games refer to the use of computer games in…
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Neural network representation and learning of mappings and their derivatives
White, Halbert; Hornik, Kurt; Stinchcombe, Maxwell; Gallant, A. Ronald
1991-01-01
Discussed here are recent theorems proving that artificial neural networks are capable of approximating an arbitrary mapping and its derivatives as accurately as desired. This fact forms the basis for further results establishing the learnability of the desired approximations, using results from non-parametric statistics. These results have potential applications in robotics, chaotic dynamics, control, and sensitivity analysis. An example involving learning the transfer function and its derivatives for a chaotic map is discussed.
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Image quality transfer and applications in diffusion MRI
DEFF Research Database (Denmark)
Alexander, Daniel C.; Zikic, Darko; Ghosh, Aurobrata
2017-01-01
This paper introduces a new computational imaging technique called image quality transfer (IQT). IQT uses machine learning to transfer the rich information available from one-off experimental medical imaging devices to the abundant but lower-quality data from routine acquisitions. The procedure u...
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Analysis of previous perceptual and motor experience in breaststroke kick learning
Directory of Open Access Journals (Sweden)
Ried Bettina
2015-12-01
Full Text Available One of the variables that influence motor learning is the learner’s previous experience, which may provide perceptual and motor elements to be transferred to a novel motor skill. For swimming skills, several motor experiences may prove effective. Purpose. The aim was to analyse the influence of previous experience in playing in water, swimming lessons, and music or dance lessons on learning the breaststroke kick. Methods. The study involved 39 Physical Education students possessing basic swimming skills, but not the breaststroke, who performed 400 acquisition trials followed by 50 retention and 50 transfer trials, during which stroke index as well as rhythmic and spatial configuration indices were mapped, and answered a yes/no questionnaire regarding previous experience. Data were analysed by ANOVA (p = 0.05 and the effect size (Cohen’s d ≥0.8 indicating large effect size. Results. The whole sample improved their stroke index and spatial configuration index, but not their rhythmic configuration index. Although differences between groups were not significant, two types of experience showed large practical effects on learning: childhood water playing experience only showed major practically relevant positive effects, and no experience in any of the three fields hampered the learning process. Conclusions. The results point towards diverse impact of previous experience regarding rhythmic activities, swimming lessons, and especially with playing in water during childhood, on learning the breaststroke kick.
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Measuring Learning Resistance to Workplace Training
Taylor, Jonathan E.; Lounsbury, John
2016-01-01
Training Transfer has been a topic bearing considerable mention over the past several decades. This article focuses on the connection between training transfer and learning resistance and presents research findings describing the design, creation, and testing of the Learning Efficiency Inventory (LEI). The LEI was designed to measure learning…
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Directory of Open Access Journals (Sweden)
Shih-Yin Lin
2013-10-01
Full Text Available In this study, we examine introductory physics students’ ability to perform analogical reasoning between two isomorphic problems which employ the same underlying physics principles but have different surface features. 382 students from a calculus-based and an algebra-based introductory physics course were administered a quiz in the recitation in which they had to learn from a solved problem provided and take advantage of what they learned from it to solve another isomorphic problem (which we call the quiz problem. The solved problem provided has two subproblems while the quiz problem has three subproblems, which is known from previous research to be challenging for introductory students. In addition to the solved problem, students also received extra scaffolding supports that were intended to help them discern and exploit the underlying similarities of the isomorphic solved and quiz problems. The data analysis suggests that students had great difficulty in transferring what they learned from a two-step problem to a three-step problem. Although most students were able to learn from the solved problem to some extent with the scaffolding provided and invoke the relevant principles in the quiz problem, they were not necessarily able to apply the principles correctly. We also conducted think-aloud interviews with six introductory students in order to understand in depth the difficulties they had and explore strategies to provide better scaffolding. The interviews suggest that students often superficially mapped the principles employed in the solved problem to the quiz problem without necessarily understanding the governing conditions underlying each principle and examining the applicability of the principle in the new situation in an in-depth manner. Findings suggest that more scaffolding is needed to help students in transferring from a two-step problem to a three-step problem and applying the physics principles appropriately. We outline a few
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Lin, Shih-Yin; Singh, Chandralekha
2013-12-01
In this study, we examine introductory physics students’ ability to perform analogical reasoning between two isomorphic problems which employ the same underlying physics principles but have different surface features. 382 students from a calculus-based and an algebra-based introductory physics course were administered a quiz in the recitation in which they had to learn from a solved problem provided and take advantage of what they learned from it to solve another isomorphic problem (which we call the quiz problem). The solved problem provided has two subproblems while the quiz problem has three subproblems, which is known from previous research to be challenging for introductory students. In addition to the solved problem, students also received extra scaffolding supports that were intended to help them discern and exploit the underlying similarities of the isomorphic solved and quiz problems. The data analysis suggests that students had great difficulty in transferring what they learned from a two-step problem to a three-step problem. Although most students were able to learn from the solved problem to some extent with the scaffolding provided and invoke the relevant principles in the quiz problem, they were not necessarily able to apply the principles correctly. We also conducted think-aloud interviews with six introductory students in order to understand in depth the difficulties they had and explore strategies to provide better scaffolding. The interviews suggest that students often superficially mapped the principles employed in the solved problem to the quiz problem without necessarily understanding the governing conditions underlying each principle and examining the applicability of the principle in the new situation in an in-depth manner. Findings suggest that more scaffolding is needed to help students in transferring from a two-step problem to a three-step problem and applying the physics principles appropriately. We outline a few possible strategies
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I Learned More than I Taught: The Hidden Dimension of Learning in Intercultural Knowledge Transfer
Chen, Fang; Bapuji, Hari; Dyck, Bruno; Wang, Xiaoyun
2012-01-01
Purpose: Although knowledge transfer is generally conceived as a two-way process in which knowledge is transferred to and from the knowledge source, research has tended to focus on the first part of the process and neglect the second part. This study aims to examine the feedback loop and how knowledge is transferred from the knowledge receiver to…
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Short-term perceptual learning in visual conjunction search.
Su, Yuling; Lai, Yunpeng; Huang, Wanyi; Tan, Wei; Qu, Zhe; Ding, Yulong
2014-08-01
Although some studies showed that training can improve the ability of cross-dimension conjunction search, less is known about the underlying mechanism. Specifically, it remains unclear whether training of visual conjunction search can successfully bind different features of separated dimensions into a new function unit at early stages of visual processing. In the present study, we utilized stimulus specificity and generalization to provide a new approach to investigate the mechanisms underlying perceptual learning (PL) in visual conjunction search. Five experiments consistently showed that after 40 to 50 min of training of color-shape/orientation conjunction search, the ability to search for a certain conjunction target improved significantly and the learning effects did not transfer to a new target that differed from the trained target in both color and shape/orientation features. However, the learning effects were not strictly specific. In color-shape conjunction search, although the learning effect could not transfer to a same-shape different-color target, it almost completely transferred to a same-color different-shape target. In color-orientation conjunction search, the learning effect partly transferred to a new target that shared same color or same orientation with the trained target. Moreover, the sum of transfer effects for the same color target and the same orientation target in color-orientation conjunction search was algebraically equivalent to the learning effect for trained target, showing an additive transfer effect. The different transfer patterns in color-shape and color-orientation conjunction search learning might reflect the different complexity and discriminability between feature dimensions. These results suggested a feature-based attention enhancement mechanism rather than a unitization mechanism underlying the short-term PL of color-shape/orientation conjunction search.
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The interplay between experiential and traditional learning for competency development.
Bonesso, Sara; Gerli, Fabrizio; Pizzi, Claudio
2015-01-01
Extensive research demonstrated that firms may pursue several advantages in hiring individuals with the set of emotional, social, and cognitive (ESC) competencies that are most critical for business success. Therefore, the role of education for competency development is becoming paramount. Prior studies have questioned the traditional methods, grounded in the lecture format, as a way to effectively develop ESC competencies. Alternatively, they propose experiential learning techniques that involve participants in dedicated courses or activities. Despite the insights provided by these studies, they do not take into account a comprehensive set of learning methods and their combined effect on the individual's competency portfolio within educational programs that aim to transfer primarily professional skills. Our study aims to fill these gaps by investigating the impact of the interplay between different learning methods on ESC competencies through a sample of students enrolled in the first year of a master's degree program. After providing a classification of three learning methods [traditional learning (TL), individual experiential learning (IEL), and social experiential learning (SEL)], the study delves into their combined influence on ESC competencies, adopting the Artificial Neural Network. Contrary to prior studies, our results provide counterintuitive evidence, suggesting that TL needs to be implemented together, on the one hand, with IEL to achieve a significant effect on emotional competencies and, on the other hand, with SEL to have an impact on social competencies. Moreover, IEL plays a prominent role in stimulating cognitive competencies. Our research contributes to educational literature by providing new insights on the effective combination of learning methods that can be adopted into programs that transfer technical knowledge and skills to promote behavioral competencies.
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Teacher Candidate Technology Integration: For Student Learning or Instruction?
Clark, Cynthia; Zhang, Shaoan; Strudler, Neal
2015-01-01
Transfer of instructional technology knowledge for student-centered learning by teacher candidates is investigated in this study. Using the transfer of learning theoretical framework, a mixed methods research design was employed to investigate whether secondary teacher candidates were able to transfer the instructional technology knowledge for…
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Cela-Ranilla, Jose María; Esteve-Gonzalez, Vanessa; Esteve-Mon, Francesc; Gisbert-Cervera, Merce
2014-01-01
In this study we analyze how 57 Spanish university students of Education developed a learning process in a virtual world by conducting activities that involved the skill of self-management. The learning experience comprised a serious game designed in a 3D simulation environment. Descriptive statistics and non-parametric tests were used in the…
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Goodkind, Jessica R
2006-03-01
Refugees who resettle in a new country face numerous struggles, including overcoming past traumas and coping with post-migration stressors, such as lack of meaningful social roles, poverty, discrimination, lack of environmental mastery, and social isolation. Thus, in addition to needing to learn concrete language skills and gain access to resources and employment, it is important for refugees to become a part of settings where their experiences, knowledge, and identity are valued and validated. The Refugee Well-Being Project (RWBP) was developed to promote the well-being of Hmong refugees by creating settings for mutual learning to occur between Hmong adults and undergraduate students. The RWBP had two major components: (1) Learning Circles, which involved cultural exchange and one-on-one learning opportunities, and (2) an advocacy component, which involved undergraduates advocating for and transferring advocacy skills to Hmong families to increase their access to resources in their communities. The project was evaluated using a mixed quantitative and qualitative approach. This article discusses data from qualitative interviews with participants, during which the importance of reciprocal helping relationships and mutual learning emerged as significant themes.
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Enhancing Community Service Learning Via Practical Learning Communities
Directory of Open Access Journals (Sweden)
Ilana Ronen
2015-02-01
Full Text Available The advantages of learning communities focused on analyzing social issues and educational repercussions in the field are presented in this study. The research examines the contribution of a learning community to enhancing student teachers' responsibility and their social involvement. The assumption was that participating in learning community would further implement student teachers' community social involvement while enhancing responsibility in their field of action. A questionnaire aimed to present the student teachers' attitudes involving all aspects of studying in the learning community and their social activity in the community was conducted. The findings pinpointed that there were positive contributions of the learning communities from a personal aspect such as developing self-learning, and learning about “me”, as well as broaden their teaching skills, through methodology for teacher training, and developing reflective thought. These insights can also be implemented in various educational frameworks and during service learning as part of teacher training.
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[Connectionist models of social learning: a case of learning by observing a simple task].
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
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Isotope effects for base-promoted, gas-phase proton transfer reactions
International Nuclear Information System (INIS)
Grabowski, J.J.; Cheng, Xueheng
1991-01-01
Proton transfer reactions are among the most basic, the most common and the most important of chemical transformations; despite their apparent simplicity, much is unknown about this most fundamental of all chemical processes. Active interest in understanding the underlying principles of organic proton transfer reactions continues because of efforts being made to develop the theory of elementary chemical processes, because of the resurgence of interest in mechanistic organic chemistry and because of the resurgence of interest in mechanistic organic chemistry processes, because of the resurgence of interest in mechanistic organic chemistry and because of the dynamic role played by proton transfers in biochemical transformations. As organic chemists, the authors have used the flowing afterglow technique to gain an appreciation of the fundamental issues involved in reaction mechanisms by examining such processes in a solvent-free environment under thermally-equilibrated (300 K) conditions. Recent characterization of the facile production of both acetate and the monoenolate anion from the interaction of hydroxide or fluoride with acetic acid reinforces the idea that much yet must be learned about proton transfers/proton abstractions in general. Earlier work by Riveros and co-workers on competitive H vs D abstraction from α-d 1 -toluenes and by Noest and Nibbering on competitive H vs D abstraction from α,α,α-d 3 -acetone, in combination with the acetic acid results, challenged the author's to assemble a comprehensive picture of the competitive nature of proton transfer reactions for anionic base-promoted processes
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Measuring of heat transfer coefficient
DEFF Research Database (Denmark)
Henningsen, Poul; Lindegren, Maria
Subtask 3.4 Measuring of heat transfer coefficient Subtask 3.4.1 Design and setting up of tests to measure heat transfer coefficient Objective: Complementary testing methods together with the relevant experimental equipment are to be designed by the two partners involved in order to measure...... the heat transfer coefficient for a wide range of interface conditions in hot and warm forging processes. Subtask 3.4.2 Measurement of heat transfer coefficient The objective of subtask 3.4.2 is to determine heat transfer values for different interface conditions reflecting those typically operating in hot...
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Directory of Open Access Journals (Sweden)
Erin C Connors
2014-05-01
Full Text Available For profoundly blind individuals, navigating in an unfamiliar building can represent a significant challenge. We investigated the use of an audio-based, virtual environment called Audio-based Environment Simulator (AbES that can be explored for the purposes of learning the layout of an unfamiliar, complex indoor environment. Furthermore, we compared two modes of interaction with AbES. In one group, blind participants implicitly learned the layout of a target environment while playing an exploratory, goal-directed video game. By comparison, a second group was explicitly taught the same layout following a standard route and instructions provided by a sighted facilitator. As a control, a third group interacted with AbES while playing an exploratory, goal-directed video game however, the explored environment did not correspond to the target layout. Following interaction with AbES, a series of route navigation tasks were carried out in the virtual and physical building represented in the training environment to assess the transfer of acquired spatial information. We found that participants from both modes of interaction were able to transfer the spatial knowledge gained as indexed by their successful route navigation performance. This transfer was not apparent in the control participants. Most notably, the game-based learning strategy was also associated with enhanced performance when participants were required to find alternate routes and short cuts within the target building suggesting that a ludic-based training approach may provide for a more flexible mental representation of the environment. Furthermore, outcome comparisons between early and late blind individuals suggested that greater prior visual experience did not have a significant effect on overall navigation performance following training. Finally, performance did not appear to be associated with other factors of interest such as age, gender, and verbal memory recall. We conclude that the
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Flat Graphene-Enhanced Electron Transfer Involved in Redox Reactions.
Pan, Meilan; Zhang, Yanyang; Shan, Chao; Zhang, Xiaolin; Gao, Guandao; Pan, Bingcai
2017-08-01
Graphene is easily warped in the out-of-plane direction because of its high in-plane Young's modulus, and exploring the influence of wrinkled graphene on its properties is essential for the design of graphene-based materials for environmental applications. Herein, we prepared wrinkled graphene (WGN-1 and WGN-2) by thermal treatment and compared their electrochemical properties with those of flat graphene nanosheets (FGN). FGN exhibit activities that are much better than those of wrinkled graphene nanosheets (WGN), not only in the electrochemical oxidation of methylene blue (MB) but also in the electrochemical reduction of nitrobenzene (NB). Transformation ratios of MB and NB in FGN, WGN-1, and WGN-2 were 97.5, 80.1, and 57.9% and 94.6, 92.1, and 81.2%, respectively. Electrochemical impedance spectroscopy and the surface resistance of the graphene samples increased in the following order: FGN reaction charges transfer faster across the reaction interfaces and along the surface of FGN than that of WGN, and wrinkles restrict reaction charge transfer and reduce the reaction rates. This study reveals that the morphology of the graphene (flat or wrinkle) greatly affects redox reaction activities and may have important implications for the design of novel graphene-based nanostructures and for our understanding of graphene wrinkle-dependent redox reactions in environmental processes.
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Directory of Open Access Journals (Sweden)
Endang Lestari
2009-09-01
Full Text Available Aim Developing students’ critical thinking and critical participation in solving patients’ as well as a community’s problem should become the concern of medical education. This study aimed to identify several factors related to medical students’ critical participation behavior.Methods The subjects consisted of students of Sultan Agung Medical School (Unissula, year entry 2005, 2006, and 2007. Critical participation behavior was assessed using modified EMI: Critical Thinking Disposition Assessment. Relative risks (RR were calculated using Cox regression analysis with constant time.Results 64,6% (388 out of 600 of the students participated in this study. Those who were involved in PBL for two and three years, rather than one year, had twice as high good critical thinking behavior [adjusted relative risk (RR = 2.07; 95% confidence interval (CI = 1.37–3.14; and RR = 2.33; 95% CI = 155–3.49, respectively.] Students who were more involved in off-campus organizations had a good critical participation behavior; 75% higher than those who were not involved in off-campus organizations (RR = 1.75; 95% CI = 0.99–3.11.Conclusion Besides involving in PBL learning approach, students should be motivated to be involved in off-campus organizations in order to improve their critical participation behavior (Med J Indones 2009;18:215-20Key words: critical participation behavior, PBL, off-campus organization
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The direction of bilateral transfer depends on the performance parameter.
Pan, Zhujun; van Gemmert, Arend W A
2013-10-01
To acquire a more comprehensive understanding of the learning benefits associated with bilateral transfer and to gain knowledge of possible mechanisms behind bilateral transfer, we investigated the transfer direction of several parameters which are assumed to represent important features of movement control in a visuo-motor task. During the study, participants learned a multidirectional point-to-point drawing task in which the visual feedback was rotated 45° and the gain was increased. Performance changes of the untrained hand in movement time, trajectory length, normalized jerk, initial direction error, ratio of the primary sub-movement time to the total movement time, and the accuracy of the aiming movement after the primary sub-movement were investigated as indices of learning from bilateral transfer. The results showed that performance parameters related to the initial production of the movement, such as the initial direction, ratio of primary sub-movement to the total movement time, and movement accuracy after the primary sub-movement, only transferred to the non-dominant, while hand performance variables related to the overall outcome, such as movement duration, movement smoothness, and trajectory length, transferred in both directions. The findings of the current study support the basic principle of the "dynamic dominance model" because it is suggested that overall improvements in the non-dominant system are controlled by trajectory parameters in visuo-motor tasks, which resulted in transference of the afore mentioned production parameters to rather occur to the non-dominant hand as opposed to transference to the dominant hand. Published by Elsevier B.V.
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Modeling the factors that influence knowledge transfer in mergers and acquisitions
Institute of Scientific and Technical Information of China (English)
YU Haiyan; LIANG Zhanping
2010-01-01
This paper constructs a model on the factors that influence knowledge transfer in mergers and acquisitions (M&A) and validates it via questionnaire surveys.Using 125 valid collected questionnaires,multiple linear regression analysis and hierarchical regression analysis showed that five out of the ten factors had a positive effect on knowledge transfer effect.The ranking of factor importance,from high to low,was knowledge explicitness,relationship quality,learning intent,advanced transfer activities,and learning capability,which is fairly consistent with positive factors observed in other interorganizational knowledge transfer researches.Our results also showed that one of the control variables (size of acquired firm) had neither a direct or indirect effect on knowledge transfer in M&A.Additionally,our research found that knowledge distance and degree of M&A integration had a positive influence on knowledge transfer effect at the early stage after M&A,but had a negative influence at the late stage.Based on this research,several suggestions for knowledge transfer in M&A are proposed.
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Modeling the factors that influence knowledge transfer in mergers and acquisitions
Institute of Scientific and Technical Information of China (English)
YU; Haiyan; LIANG; Zhanping
2010-01-01
This paper constructs a model on the factors that influence knowledge transfer in mergers and acquisitions(M&A)and validates it via questionnaire surveys.Using 125valid collected questionnaires,multiple linear regression analysis and hierarchical regression analysis showed that five out of the ten factors had a positive effect on knowledge transfer effect.The ranking of factor importance,from high to low,was knowledge explicitness,relationship quality,learning intent,advanced transfer activities,and learning capability,which is fairly consistent with positive factors observed in other interorganizational knowledge transfer researches.Our results also showed that one of the control variables(size of acquired firm)had neither a direct or indirect effect on knowledge transfer in M&A.Additionally,our research found that knowledge distance and degree of M&A integration had a positive influence on knowledge transfer effect at the early stage after M&A,but had a negative influence at the late stage.Based on this research,several suggestions for knowledge transfer in M&A are proposed.
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New course: "Introduction to knowledge transfer tools"
2014-01-01
The Knowledge Transfer group is now offering a half-day course that will give an introduction to intellectual property, contracts for knowledge transfer, and projects involving industry and other external partners. The purpose of the course is to give the essential information about how one can secure ownership of inventions and to provide information on legal and contractual considerations when transferring knowledge and technology or when doing collaborative R&D. The course will also highlight some common pitfalls that should be avoided to increase the chances of successfully transferring knowledge and technology. In addition, the course will involve examples of real projects and challenges. The first session will take place the 19 May 2014. To enroll, please follow this link: “Introduction to knowledge transfer tools”.
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Distributed deep learning networks among institutions for medical imaging.
Chang, Ken; Balachandar, Niranjan; Lam, Carson; Yi, Darvin; Brown, James; Beers, Andrew; Rosen, Bruce; Rubin, Daniel L; Kalpathy-Cramer, Jayashree
2018-03-29
Deep learning has become a promising approach for automated support for clinical diagnosis. When medical data samples are limited, collaboration among multiple institutions is necessary to achieve high algorithm performance. However, sharing patient data often has limitations due to technical, legal, or ethical concerns. In this study, we propose methods of distributing deep learning models as an attractive alternative to sharing patient data. We simulate the distribution of deep learning models across 4 institutions using various training heuristics and compare the results with a deep learning model trained on centrally hosted patient data. The training heuristics investigated include ensembling single institution models, single weight transfer, and cyclical weight transfer. We evaluated these approaches for image classification in 3 independent image collections (retinal fundus photos, mammography, and ImageNet). We find that cyclical weight transfer resulted in a performance that was comparable to that of centrally hosted patient data. We also found that there is an improvement in the performance of cyclical weight transfer heuristic with a high frequency of weight transfer. We show that distributing deep learning models is an effective alternative to sharing patient data. This finding has implications for any collaborative deep learning study.
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Technology transfer and technological learning through CERN's procurement activity
Autio, Erkko; Hameri, Ari-Pekka; CERN. Geneva
2003-01-01
This report analyses the technological learning and innovation benefits derived from CERN's procurement activity during the period 1997-2001. The base population of our study, the technology-intensive suppliers to CERN, consisted of 629 companies out of 6806 companies during the same period, representing 1197 MCHF in procurement. The main findings from the study can be summarized as follows: the various learning and innovation benefits (e.g., technological learning, organizational capability development, market learning) tend to occur together. Learning and innovation benefits appear to be regulated by the quality of the supplier's relationship with CERN: the greater the amount of social capital built into the relationship, the greater the learning and innovation benefits. Regardless of relationship quality, virtually all suppliers derived significant marketing reference benefits from CERN. Many corollary benefits are associated with procurement activity. As an example, as many as 38% of the respondents devel...
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Yahaya, Wan Ahmad Jaafar Wan; Ahmad, Awaatif
2017-10-01
Past research revealed that students and society, in general, are relatively under-skilled in performing the practice of Islamic funeral management which is one of the "ibadah fardu kifayah" (a legal obligation that must be discharged by the Muslim community as a whole) in Islam. Participation among youth in managing funerals is relatively low, partly due to the ineffectiveness of the instructional approach. This paper aims to examine the effectiveness of the signaling principle in virtual reality courseware pertaining to the topic of Islamic Funeral Management in the Islamic Education subject to ensure the accomplishment of transfer learning among students with different spatial abilities. The study comprises of two phases namely the courseware development phase and treatment phase. The courseware development employs the Instructional Design Model by Alessi and Trollip. Besides that, the courseware is integrated with components of CLE, principles in Theory of CATLM and signaling principle in multimedia learning. The sample consisted of 130 Form Two students who were selected randomly from four Malaysian secondary schools. They were divided into two experimental groups with 63 students in group one and 67 students in group two. The experimental group one used VR courseware without the signaling principle (VRTI) while experimental group two used the VR courseware with the signaling principle (VRDI). The experiment lasted for three weeks. ANOVA was utilised to analyse the data from this research. The findings showed significant differences between students who used VRDI in the transfer of learning compared to students who used VRTI.
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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…
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Transfer metrics analytics project
Matonis, Zygimantas
2016-01-01
This report represents work done towards predicting transfer rates/latencies on Worldwide LHC Computing Grid (WLCG) sites using Machine Learning techniques. Topic covered are technologies used for the project, data preparation for ML suitable format and attribute selection as well as a comparison of different ML algorithms.
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Global Blended Learning Practices for Teaching and Learning, Leadership and Professional Development
Hilliard, Ann Toler
2015-01-01
Blended learning is a combination of online and face-to-face activities for classroom instruction or other training modalities to help develop new knowledge and skills that can be transferred to the workplace environment. The use of blended learning is expanding globally (Vaughn, 2007). Blended learning is evident in professional development…
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Wigelsworth, M.; Lendrum, A.; Oldfield, J.; Scott, A.; ten Bokkel, I.; Tate, K.; Emery, C.
2016-01-01
This study expands upon the extant prior meta-analytic literature by exploring previously theorised reasons for the failure of school-based, universal social and emotional learning (SEL) programmes to produce expected results. Eighty-nine studies reporting the effects of school-based, universal SEL programmes were examined for differential effects…
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Cross-View Action Recognition via Transferable Dictionary Learning.
Zheng, Jingjing; Jiang, Zhuolin; Chellappa, Rama
2016-05-01
Discriminative appearance features are effective for recognizing actions in a fixed view, but may not generalize well to a new view. In this paper, we present two effective approaches to learn dictionaries for robust action recognition across views. In the first approach, we learn a set of view-specific dictionaries where each dictionary corresponds to one camera view. These dictionaries are learned simultaneously from the sets of correspondence videos taken at different views with the aim of encouraging each video in the set to have the same sparse representation. In the second approach, we additionally learn a common dictionary shared by different views to model view-shared features. This approach represents the videos in each view using a view-specific dictionary and the common dictionary. More importantly, it encourages the set of videos taken from the different views of the same action to have the similar sparse representations. The learned common dictionary not only has the capability to represent actions from unseen views, but also makes our approach effective in a semi-supervised setting where no correspondence videos exist and only a few labeled videos exist in the target view. The extensive experiments using three public datasets demonstrate that the proposed approach outperforms recently developed approaches for cross-view action recognition.
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Collaborative mining and transfer learning for relational data
Levchuk, Georgiy; Eslami, Mohammed
2015-06-01
Many of the real-world problems, - including human knowledge, communication, biological, and cyber network analysis, - deal with data entities for which the essential information is contained in the relations among those entities. Such data must be modeled and analyzed as graphs, with attributes on both objects and relations encode and differentiate their semantics. Traditional data mining algorithms were originally designed for analyzing discrete objects for which a set of features can be defined, and thus cannot be easily adapted to deal with graph data. This gave rise to the relational data mining field of research, of which graph pattern learning is a key sub-domain [11]. In this paper, we describe a model for learning graph patterns in collaborative distributed manner. Distributed pattern learning is challenging due to dependencies between the nodes and relations in the graph, and variability across graph instances. We present three algorithms that trade-off benefits of parallelization and data aggregation, compare their performance to centralized graph learning, and discuss individual benefits and weaknesses of each model. Presented algorithms are designed for linear speedup in distributed computing environments, and learn graph patterns that are both closer to ground truth and provide higher detection rates than centralized mining algorithm.
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Energy Technology Data Exchange (ETDEWEB)
1994-01-01
This document, Technology Transfer 94, is intended to communicate that there are many opportunities available to US industry and academic institutions to work with DOE and its laboratories and facilities in the vital activity of improving technology transfer to meet national needs. It has seven major sections: Introduction, Technology Transfer Activities, Access to Laboratories and Facilities, Laboratories and Facilities, DOE Office, Technologies, and an Index. Technology Transfer Activities highlights DOE`s recent developments in technology transfer and describes plans for the future. Access to Laboratories and Facilities describes the many avenues for cooperative interaction between DOE laboratories or facilities and industry, academia, and other government agencies. Laboratories and Facilities profiles the DOE laboratories and facilities involved in technology transfer and presents information on their missions, programs, expertise, facilities, and equipment, along with data on whom to contact for additional information on technology transfer. DOE Offices summarizes the major research and development programs within DOE. It also contains information on how to access DOE scientific and technical information. Technologies provides descriptions of some of the new technologies developed at DOE laboratories and facilities.
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Understanding Transfer of Training.
Brown, Mark G.
1983-01-01
Stresses the difficulty of "maintenance" of newly learned behaviors by reinforcement and feedback on the job and proposes an alternative means of promoting transfer of training--establishing rule-governed behavior. Some ways of establishing rules in training are listed and discussed, including use of behavior-modeling and other…
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Wireless power transfer: control algorithm to transfer the maximum power
Rojas Urbano, Javier Arturo
2016-01-01
This job is developed as part of “Health aware enhanced range wireless power transfer systems", known as ETHER. It is a cooperation project where Universidad Politécnica de Madrid (UPM) and Universidad Politécnica de Cataluña (UPC) research groups are mainly involved. ETHER objective is to develop a wireless power transfer system for medical applications, specifically a pacemaker charger to improve patient’s lifestyle decreasing the number of required operations to replace pacemaker batter...
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Learning Disabilities and Conductive Hearing Loss Involving Otitis Media.
Reichman, Julie; Healey, William C.
1983-01-01
A review of research on the relationship of otitis media (ear infection) and learning/language/hearing disorders revealed that incidence of otitis media was twice as common in learning disabled as nonLD students; and that, in general, otitis-prone children scored below controls with frequent evidence of performance deficits. (CL)
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The connection between students' out-of-school experiences and science learning
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
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University Technology Transfer
Directory of Open Access Journals (Sweden)
Mike Cox
2004-09-01
Full Text Available This article describes the experiences and general observations of the author at Heriot-Watt University and concerns the transfer of university technology for the purposes of commercialisation. Full commercial exploitation of a university invention generally requires transferring that technology into the industrial arena, usually either by formation of a new company or licensing into an existing company. Commercialisation activities need to be carried out in unison with the prime activities of the university of research and teaching. Responsibility for commercialising university inventions generally rests with a specific group within the university, typically referred to as the technology transfer group. Each technology transfer should be considered individually and appropriate arrangements made for that particular invention. In general, this transfer process involves four stages: identification, evaluation, protection and exploitation. Considerations under these general headings are outlined from a university viewpoint. A phased approach is generally preferred where possible for the evaluation, protection and exploitation of an invention to balance risk with potential reward. Evaluation of the potential opportunity for a university invention involves essentially the same considerations as for an industrial invention. However, there are a range of commercial exploitation routes and potential deals so that only general guidelines can be given. Naturally, the final deal achieved is that which can be negotiated. The potential rewards for the university and inventor are both financial (via licensing income and equity realisation and non-financial.
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Learning: An Evolutionary Analysis
Swann, Joanna
2009-01-01
This paper draws on the philosophy of Karl Popper to present a descriptive evolutionary epistemology that offers philosophical solutions to the following related problems: "What happens when learning takes place?" and "What happens in human learning?" It provides a detailed analysis of how learning takes place without any direct transfer of…
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Does expert perceptual anticipation transfer to a dissimilar domain?
Müller, Sean; McLaren, Michelle; Appleby, Brendyn; Rosalie, Simon M
2015-06-01
The purpose of this experiment was to extend theoretical understanding of transfer of learning by investigating whether expert perceptual anticipation skill transfers to a dissimilar domain. The capability of expert and near-expert rugby players as well as novices to anticipate skill type within rugby (learning sport) was first examined using a temporal occlusion paradigm. Participants watched video footage of an opponent performing rugby skill types that were temporally occluded at different points in the opponent's action and then made a written prediction. Thereafter, the capability of participants to transfer their anticipation skill to predict pitch type in baseball (transfer sport) was examined. Participants watched video footage of a pitcher throwing different pitch types that were temporally occluded and made a written prediction. Results indicated that expert and near-expert rugby players anticipated significantly better than novices across all occlusion conditions. However, none of the skill groups were able to transfer anticipation skill to predict pitch type in baseball. The findings of this paper, along with existing literature, support the theoretical prediction that transfer of perceptual anticipation is expertise dependent and restricted to similar domains. (c) 2015 APA, all rights reserved).
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Transfer of perceptual learning of depth discrimination between local and global stereograms.
Gantz, Liat; Bedell, Harold E
2010-08-23
Several previous studies reported differences when stereothresholds are assessed with local-contour stereograms vs. complex random-dot stereograms (RDSs). Dissimilar thresholds may be due to differences in the properties of the stereograms (e.g. spatial frequency content, contrast, inter-element separation, area) or to different underlying processing mechanisms. This study examined the transfer of perceptual learning of depth discrimination between local and global RDSs with similar properties, and vice versa. If global and local stereograms are processed by separate neural mechanisms, then the magnitude and rate of training for the two types of stimuli are likely to differ, and the transfer of training from one stimulus type to the other should be minimal. Based on previous results, we chose RDSs with element densities of 0.17% and 28.3% to serve as the local and global stereograms, respectively. Fourteen inexperienced subjects with normal binocular vision were randomly assigned to either a local- or global- RDS training group. Stereothresholds for both stimulus types were measured before and after 7700 training trials distributed over 10 sessions. Stereothresholds for the trained condition improve for approximately 3000 trials, by an average of 0.36+/-0.08 for local and 0.29+/-0.10 for global RDSs, and level off thereafter. Neither the rate nor the magnitude of improvement differ statistically between the local- and global-training groups. Further, no significant difference exists in the amount of improvement on the trained vs. the untrained targets for either training group. These results are consistent with the operation of a single mechanism to process both local and global stereograms. Copyright 2010 Elsevier Ltd. All rights reserved.
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Supramodal Enhancement of Auditory Perceptual and Cognitive Learning by Video Game Playing.
Zhang, Yu-Xuan; Tang, Ding-Lan; Moore, David R; Amitay, Sygal
2017-01-01
Medical rehabilitation involving behavioral training can produce highly successful outcomes, but those successes are obtained at the cost of long periods of often tedious training, reducing compliance. By contrast, arcade-style video games can be entertaining and highly motivating. We examine here the impact of video game play on contiguous perceptual training. We alternated several periods of auditory pure-tone frequency discrimination (FD) with the popular spatial visual-motor game Tetris played in silence. Tetris play alone did not produce any auditory or cognitive benefits. However, when alternated with FD training it enhanced learning of FD and auditory working memory. The learning-enhancing effects of Tetris play cannot be explained simply by the visual-spatial training involved, as the effects were gone when Tetris play was replaced with another visual-spatial task using Tetris-like stimuli but not incorporated into a game environment. The results indicate that game play enhances learning and transfer of the contiguous auditory experiences, pointing to a promising approach for increasing the efficiency and applicability of rehabilitative training.
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Supramodal Enhancement of Auditory Perceptual and Cognitive Learning by Video Game Playing
Directory of Open Access Journals (Sweden)
Yu-Xuan Zhang
2017-06-01
Full Text Available Medical rehabilitation involving behavioral training can produce highly successful outcomes, but those successes are obtained at the cost of long periods of often tedious training, reducing compliance. By contrast, arcade-style video games can be entertaining and highly motivating. We examine here the impact of video game play on contiguous perceptual training. We alternated several periods of auditory pure-tone frequency discrimination (FD with the popular spatial visual-motor game Tetris played in silence. Tetris play alone did not produce any auditory or cognitive benefits. However, when alternated with FD training it enhanced learning of FD and auditory working memory. The learning-enhancing effects of Tetris play cannot be explained simply by the visual-spatial training involved, as the effects were gone when Tetris play was replaced with another visual-spatial task using Tetris-like stimuli but not incorporated into a game environment. The results indicate that game play enhances learning and transfer of the contiguous auditory experiences, pointing to a promising approach for increasing the efficiency and applicability of rehabilitative training.
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Predicting Autonomous and Controlled Motivation to Transfer Training
Gegenfurtner, Andreas; Festner, Dagmar; Gallenberger, Wolfgang; Lehtinen, Erno; Gruber, Hans
2009-01-01
In spite of a broad consensus on the importance of motivation for the transfer of learning from training to the job in work organizations, studies investigating motivation to transfer are limited. This study combines the self-determination theory, the expectancy theory and the theory of planned behaviour to provide a theoretical framework for…
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Learning Theory and the Typewriter Teacher
Wakin, B. Bertha
1974-01-01
Eight basic principles of learning are described and discussed in terms of practical learning strategies for typewriting. Described are goal setting, preassessment, active participation, individual differences, reinforcement, practice, transfer of learning, and evaluation. (SC)
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Buditjahjanto, I. G. P. Asto; Nurlaela, Luthfiyah; Ekohariadi; Riduwan, Mochamad
2017-01-01
Programming technique is one of the subjects at Vocational High School in Indonesia. This subject contains theory and application of programming utilizing Visual Programming. Students experience some difficulties to learn textual learning. Therefore, it is necessary to develop media as a tool to transfer learning materials. The objectives of this…
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Transfer of Juggling Skills Acquired in a Virtual Environment
DEFF Research Database (Denmark)
Hauge, Alex Patrick; Kragegaard, Christian Skriver; Kjæhr, Emil Bering
2013-01-01
This paper explores whether motoric skills acquired within a virtual training environment can be successfully transferred to the real world by comparing a virtual environment with a traditional learning environment. Specifically, a system for learning juggling with virtual balls was designed with...
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Parker, Antony R
2003-10-01
The interaction between the "electron transferring flavoprotein" (ETF) and medium chain acyl-CoA dehydrogenase (MCAD) enables successful flavin to flavin electron transfer, crucial for the beta-oxidation of fatty acids. The exact biochemical determinants for ETF binding to MCAD are unknown. Here we show that binding of human ETF, to MCAD, was inhibited by 2,3-butanedione and diethylpyrocarbonate (DEPC) and reversed by incubation with free arginine and hydroxylamine respectively. Spectral analyses of native ETF vs modified ETF suggested that flavin binding was not affected and that the loss of ETF activity with MCAD involved modification of one ETF arginine residue and one ETF histidine residue respectively. MCAD and octanoyl-CoA protected ETF against inactivation by both 2,3-butanedione and DEPC indicating that the arginine and histidine residues are present in or around the MCAD binding site. Comparison of exposed arginine and histidine residues among different ETF species, however, indicates that arginine residues are highly conserved but that histidine residues are not. These results lead us to conclude that this single arginine residue is essential for the binding of ETF to MCAD, but that the single histidine residue, although involved, is not.
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Taha, T.J.; Lefferts, Leonardus; van der Meer, Theodorus H.
2015-01-01
In this work, an experimental heat transfer investigation was carried out to investigate the combined influence of both amorphous carbon (a-C) layer thickness and carbon nanofibers (CNFs) on the convective heat transfer behavior. Synthesis of these carbon nanostructures was achieved using catalytic
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Cernavoda NPP Knowledge Transfer
International Nuclear Information System (INIS)
Valache, C. M.
2016-01-01
Full text: The paper presents a description of the Knowledge Transfer (KT) process implemented at Cernavoda NPP, its designing and implementation. It is underlined that applying a KT approach should improve the value of existing processes of the organization through: • Identifying business, operational and safety risks due to knowledge gaps, • Transfer of knowledge from the ageing workforce to the peers and/or the organization, • Continually learning from successes and failures of individual or teams, • Convert tacit knowledge to explicit knowledge, • Improving operational and safety performance through creating both new knowledge and better access to existing knowledge. (author
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Young children's learning and transfer of biological information from picture books to real animals.
Ganea, Patricia A; Ma, Lili; Deloache, Judy S
2011-01-01
Preschool children (N = 104) read a book that described and illustrated color camouflage in animals (frogs and lizards). Children were then asked to indicate and explain which of 2 novel animals would be more likely to fall prey to a predatory bird. In Experiment 1, 3- and 4-year-olds were tested with pictures depicting animals in camouflage and noncamouflage settings; in Experiment 2, 4-year-olds were tested with real animals. The results show that by 4 years of age, children can learn new biological facts from a picture book. Of particular importance, transfer from books to real animals was found. These findings point to the importance that early book exposure can play in framing and increasing children's knowledge about the world. © 2011 The Authors. Child Development © 2011 Society for Research in Child Development, Inc.
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Weak involvement of octopamine in aversive taste learning in a snail.
Aonuma, Hitoshi; Kaneda, Mugiho; Hatakeyama, Dai; Watanabe, Takayuki; Lukowiak, Ken; Ito, Etsuro
2017-05-01
The pond snail Lymnaea stagnalis is capable of learning taste aversion by pairing presentations of a sucrose solution and an electric shock and consolidating it into long-term memory (LTM), which is referred to as conditioned taste aversion (CTA). We asked here if the neurotransmitter octopamine is involved in CTA. We first determined the levels of octopamine and its catabolites in the central nervous system (CNS) of snails with varying degrees of food deprivation, because CTA grades are correlated with degrees of food deprivation. We next manipulated the octopamine signaling using both an agonist and an antagonist of octopamine receptors and correlated their respective effects with CTA grades. We found that snails with the least amount of food-deprivation obtained the best CTA grade and had low levels of octopamine; whereas the most severely food-deprived snails did not form CTA and had the highest CNS octopamine levels. In modestly food-deprived snails, octopamine application increased the basal level of feeding response to a sucrose solution, and it did not obstruct CTA formation. Application of phentolamine, an octopamine receptor antagonist, to the most severely food-deprived snails decreased the basal level of feeding elicited by sucrose, but it did not enhance CTA formation. We conclude that octopamine involvement in CTA formation in Lymnaea is at best weak, and that the changes in CNS octopamine content are an epiphenomenon. Copyright © 2017 Elsevier Inc. All rights reserved.
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Modeling human learning involved in car driving
Wewerinke, P.H.
1994-01-01
In this paper, car driving is considered at the level of human tracking and maneuvering in the context of other traffic. A model analysis revealed the most salient features determining driving performance and safety. Learning car driving is modelled based on a system theoretical approach and based
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Romanian knowledge transfer network in nuclear physics and engineering - REFIN
International Nuclear Information System (INIS)
Ghitescu, Petre; Prisecaru, Ilie
2007-01-01
According to the requirements of the Romanian Nuclear Programme regarding the education and training of the skilled personnel for the nuclear facilities, a knowledge transfer network named REFIN (in Romanian: Retea Educationala in Fizica si Ingineria Nucleara) was developed since 2005. The knowledge target field is nuclear physics and engineering. The main objective of this network is to develop an effective, flexible and modern educational system in the nuclear physics and engineering area which could meet the requirements of all known types of nuclear facilities and therewith be redundant with the perspectives of the European Research Area (FP7, EURATOM). A global strategy was proposed in order to harmonize the curricula between the network facilities to implement pilot modern teaching programs (courses/modules), to introduce advanced learning methods (as Systematic Approach to Training, e-learning and distance-learning), to strengthen and better use the existing research infrastructures of the research institutes in network. The education and training strategy is divided into several topics: university engineering , master, post-graduate, Ph.D. degree, post-doctoral activity, training for industry, improvement. For the first time in our country, a modular scheme is used allowing staff with different technical background to participate at different levels. In this respect, the European system with transferable credits (ECTS) is used. Based on this strategy, courses in 'Radioactive Waste Management' and 'Numerical and Experimental Methods in Reactor Physics' for both MS students and for industry. This way the training activity which a student attends will allow him or her to be involved, depending on specific professional needs, into a flexible educational scheme. This scheme will ensure competence and enhancement and also the possibility of qualification development and a better mobility on labour market. This kind of activity is already in progress in the
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Di Mitri, Daniele; Scheffel, Maren; Drachsler, Hendrik; Börner, Dirk; Ternier, Stefaan; Specht, Marcus
2017-01-01
The Learning Pulse study aims to explore whether physiological data such as heart rate and step count correlate with learning activity data and whether they are good predictors for learning success during self-regulated learning. To verify this hypothesis an experiment was set up involving eight
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Experimental Evidence on Transfer Pricing
Directory of Open Access Journals (Sweden)
Tran Quoc H.
2016-06-01
Full Text Available We use incentivized economics experiments to test both the point predictions and comparative static predictions of optimal transfer pricing models, comparing behavior under varying conditions, including wholly versus partially-owned subsidiaries and different tariff and tax rates. As predicted, we find that transfer prices are responsive to relative tax and tariff rates as well as ownership proportions. Additionally, we examine convergence and learning in this setting. While individuals do not choose optimal transfer prices, their choices converge to optimal levels with experience. This paper thus makes two important contributions. First, by comparing behavior with theoretical predictions it provides evidence of whether (and when individuals set transfer prices optimally. Second, by comparing behavior under conditions of full and partial ownership it provides evidence on the impact of policy interventions (like regulating ownership proportions by MNEs on tax revenues.
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Dalrymple, Odesma Onika
Undergraduate engineering institutions are currently seeking to improve recruiting practices and to retain engineering majors particularly by addressing what many studies document as a major challenge of poor instruction. There is an undisputed need for instructional practices that motivate students in addition to facilitating the transfer of learning beyond the classroom. Reverse engineering and product dissection, more broadly termed Disassemble/Analyze/Assemble (DAA) activities, have shown potential to address these concerns, based on the reviews of students and professors alike. DAA activities involve the systematic deconstruction of an artifact, the subsequent analysis and possible reconstruction of its components for the purpose of understanding the embodied fundamental concepts, design principles and developmental processes. These activities have been part of regular industry practice for some time; however, the systematic analysis of their benefits for learning and instruction is a relatively recent phenomenon. A number of studies have provided highly descriptive accounts of curricula and possible outcomes of DAA activities; but, relatively few have compared participants doing DAA activities to a control group doing more traditional activities. In this respect, two quasi-experiments were conducted as part of a first-year engineering laboratory, and it was hypothesized that students who engaged in the DAA activity would be more motivated and would demonstrate higher frequencies of transfer than the control. A DAA activity that required students to disassemble a single-use camera and analyze its components to discover how it works was compared to a step-by-step laboratory activity in the first experiment and a lecture method of instruction in the second experiment. In both experiments, over forty percent of the students that engaged in the DAA activity demonstrated the ability to transfer the knowledge gained about the functions of the camera's components and
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de Botton, Lena; Girbés, Sandra; Ruiz, Laura; Tellado, Itxaso
2014-01-01
This article analyses a case study on Moroccan mothers' involvement in the Dialogic Literary Gathering (DLG) in an urban primary school in Catalonia (Spain). DLG is a dialogic learning environment that improves reading skills and communicative abilities and promotes school-community links. This activity has been identified in previous European…
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Advances in electron transfer chemistry, v.6
Mariano, PS
1999-01-01
It is clear that electron transfer chemisty is now one of the most active areas of chemical study. Advances in Electron Transfer Chemistry has been designed to allow scientists who are developing new knowledge in this rapidly expanding area to describe their most recent research findings. This volume will serve those interested in learning about current breakthroughs in this rapidly expanding area of chemical research.
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Chau, Lily S; Galvez, Roberto
2012-01-01
It is widely accepted that the amygdala plays a critical role in acquisition and consolidation of fear-related memories. Some of the more widely employed behavioral paradigms that have assisted in solidifying the amygdala's role in fear-related memories are associative learning paradigms. With most associative learning tasks, a neutral conditioned stimulus (CS) is paired with a salient unconditioned stimulus (US) that elicits an unconditioned response (UR). After multiple CS-US pairings, the subject learns that the CS predicts the onset or delivery of the US, and thus elicits a learned conditioned response (CR). Most fear-related associative paradigms have suggested that an aspect of the fear association is stored in the amygdala; however, some fear-motivated associative paradigms suggest that the amygdala is not a site of storage, but rather facilitates consolidation in other brain regions. Based upon various learning theories, one of the most likely sites for storage of long-term memories is the neocortex. In support of these theories, findings from our laboratory, and others, have demonstrated that trace-conditioning, an associative paradigm where there is a separation in time between the CS and US, induces learning-specific neocortical plasticity. The following review will discuss the amygdala's involvement, either as a site of storage or facilitating storage in other brain regions such as the neocortex, in fear- and non-fear-motivated associative paradigms. In this review, we will discuss recent findings suggesting a broader role for the amygdala in increasing the saliency of behaviorally relevant information, thus facilitating acquisition for all forms of memory, both fear- and non-fear-related. This proposed promiscuous role of the amygdala in facilitating acquisition for all memories further suggests a potential role of the amygdala in general learning disabilities.
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Globalized E-Learning Cultural Challenges
Edmundson, Andrea, Ed.
2007-01-01
"Globalized E-Learning Cultural Challenges" explores the issues educators, administrators, and instructional designers face when transferring knowledge and skills to other cultures through e-learning. Most e-learning courses have been designed in Western cultures, but the largest and fastest-growing consumer groups live in Eastern…
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Directory of Open Access Journals (Sweden)
Dirk J. Roux
2006-06-01
Full Text Available Sustainable ecosystem management relies on a diverse and multi-faceted knowledge system in which techniques are continuously updated to reflect current understanding and needs. The challenge is to minimize delay as ideas flow from intent through scientific capability, and finally to implementation to achieve desired outcomes. The best way to do this is by setting the stage for the flow of knowledge between researchers, policy makers, and resource managers. The cultural differences between these groups magnify the challenge. This paper highlights the importance of the tacit dimension of knowledge, and how this renders the concept of knowledge transfer much less useful than the concepts of information transfer and technology transfer. Instead of knowledge transfer, we propose that "co-production" of knowledge through collaborative learning between "experts" and "users" is a more suitable approach to building a knowledge system for the sustainable management of ecosystems. This can be achieved through knowledge interfacing and sharing, but requires a shift from a view of knowledge as a "thing" that can be transferred to viewing knowledge as a "process of relating" that involves negotiation of meaning among partners. Lessons from informal communities of practice provide guidance on how to nurture and promote knowledge interfacing between science and management in R&D programs.
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Limitless Learning: Assessing Social Media Use for Global Workplace Learning
Breunig, Karl Joachim
2016-01-01
Purpose: This empirical paper aims to assess how social media can foster workplace learning within a globally dispersed project environment. In general, there are few studies on the use of social media in organizations, and many of these emphasize on issues related to knowledge transfer. Although learning traditionally has been as acquisition of…
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International Nuclear Information System (INIS)
Wallace, C.R.
1995-01-01
In early 1995, the receipt of four sealed californium-252 sources from Oak Ridge National Lab was successfully accomplished by a team comprised of Radiological Engineering, Radiological Operations and Health Physics Instrumentation personnel. A procedure was developed and walked-down by the participants during a Dry Run Evolution. Several special tools were developed during the pre-planning phases of the project which reduced individual and job dose to minimal levels. These included a mobile lifting device for attachment of a transfer ball valve assembly to the undercarriage of the Cannonball Carrier, a transfer tube elbow to ensure proper angle of the source transfer tube, and several tools used during emergency response for remote retrieval and handling of an unshielded source. Lessons were learned in the areas of contamination control, emergency preparedness, and benefits of thorough pre-planning, effectiveness of locally creating and designing special tools to reduce worker dose, and methods of successfully accomplishing source receipt evolutions during extreme or inclement weather
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Observational Learning in the Music Masterclass
Haddon, Elizabeth
2014-01-01
This article contributes to research on music masterclasses through examining learning through observation. It investigates how students are learning as observers in this context; whether and how they will transfer their masterclass learning to their own instrumental/vocal development, and whether they have discussed learning through observation.…
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Choi, Joon Yul; Yoo, Tae Keun; Seo, Jeong Gi; Kwak, Jiyong; Um, Terry Taewoong; Rim, Tyler Hyungtaek
2017-01-01
Deep learning emerges as a powerful tool for analyzing medical images. Retinal disease detection by using computer-aided diagnosis from fundus image has emerged as a new method. We applied deep learning convolutional neural network by using MatConvNet for an automated detection of multiple retinal diseases with fundus photographs involved in STructured Analysis of the REtina (STARE) database. Dataset was built by expanding data on 10 categories, including normal retina and nine retinal diseases. The optimal outcomes were acquired by using a random forest transfer learning based on VGG-19 architecture. The classification results depended greatly on the number of categories. As the number of categories increased, the performance of deep learning models was diminished. When all 10 categories were included, we obtained results with an accuracy of 30.5%, relative classifier information (RCI) of 0.052, and Cohen's kappa of 0.224. Considering three integrated normal, background diabetic retinopathy, and dry age-related macular degeneration, the multi-categorical classifier showed accuracy of 72.8%, 0.283 RCI, and 0.577 kappa. In addition, several ensemble classifiers enhanced the multi-categorical classification performance. The transfer learning incorporated with ensemble classifier of clustering and voting approach presented the best performance with accuracy of 36.7%, 0.053 RCI, and 0.225 kappa in the 10 retinal diseases classification problem. First, due to the small size of datasets, the deep learning techniques in this study were ineffective to be applied in clinics where numerous patients suffering from various types of retinal disorders visit for diagnosis and treatment. Second, we found that the transfer learning incorporated with ensemble classifiers can improve the classification performance in order to detect multi-categorical retinal diseases. Further studies should confirm the effectiveness of algorithms with large datasets obtained from hospitals.
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Lussier, Maxime; Gagnon, Christine; Bherer, Louis
2012-01-01
It has been shown that dual-task training leads to significant improvement in dual-task performance in younger and older adults. However, the extent to which training benefits to untrained tasks requires further investigation. The present study assessed (a) whether dual-task training leads to cross-modality transfer in untrained tasks using new stimuli and/or motor responses modalities, (b) whether transfer effects are related to improved ability to prepare and maintain multiple task-set and/or enhanced response coordination, (c) whether there are age-related differences in transfer effects. Twenty-three younger and 23 older adults were randomly assigned to dual-task training or control conditions. All participants were assessed before and after training on three dual-task transfer conditions; (1) stimulus modality transfer (2) response modality transfer (3) stimulus and response modalities transfer task. Training group showed larger improvement than the control group in the three transfer dual-task conditions, which suggests that training leads to more than specific learning of stimuli/response associations. Attentional costs analyses showed that training led to improved dual-task cost, only in conditions that involved new stimuli or response modalities, but not both. Moreover, training did not lead to a reduced task-set cost in the transfer conditions, which suggests some limitations in transfer effects that can be expected. Overall, the present study supports the notion that cognitive plasticity for attentional control is preserved in late adulthood.
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Learning to inhibit the response during instrumental (operant) extinction.
Bouton, Mark E; Trask, Sydney; Carranza-Jasso, Rodrigo
2016-07-01
Five experiments tested implications of the idea that instrumental (operant) extinction involves learning to inhibit the learned response. All experiments used a discriminated operant procedure in which rats were reinforced for lever pressing or chain pulling in the presence of a discriminative stimulus (S), but not in its absence. In Experiment 1, extinction of the response (R) in the presence of S weakened responding in S, but equivalent nonreinforced exposure to S (without the opportunity to make R) did not. Experiment 2 replicated that result and found that extinction of R had no effect on a different R that had also been reinforced in the stimulus. In Experiments 3 and 4, rats first learned to perform several different stimulus and response combinations (S1R1, S2R1, S3R2, and S4R2). Extinction of a response in one stimulus (i.e., S1R1) transferred and weakened the same response, but not a different response, when it was tested in another stimulus (i.e., S2R1 but not S3R2). In Experiment 5, extinction still transferred between S1 and S2 when the stimuli set the occasion for R's association with different types of food pellets. The results confirm the importance of response inhibition in instrumental extinction: Nonreinforcement of the response in S causes the most effective suppression of responding, and response suppression is specific to the response but transfers and influences performance of the same response when it is occasioned by other stimuli. Theoretical and practical implications are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved).
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Learning to inhibit the response during instrumental (operant) extinction
Bouton, Mark E.; Trask, Sydney; Carranza-Jasso, Rodrigo
2016-01-01
Five experiments tested implications of the idea that instrumental (operant) extinction involves learning to inhibit the learned response. All experiments used a discriminated operant procedure in which rats were reinforced for lever pressing or chain pulling in the presence of a discriminative stimulus (S), but not in its absence. In Experiment 1, extinction of the response (R) in the presence of S weakened responding in S, but equivalent nonreinforced exposure to S (without the opportunity to make R) did not. Experiment 2 replicated that result and found that extinction of R had no effect on a different R that had also been reinforced in the stimulus. In Experiments 3 and 4, rats first learned to perform several different stimulus and response combinations (S1R1, S2R1, S3R2, and S4R2). Extinction of a response in one stimulus (i.e., S1R1) transferred and weakened the same response, but not a different response, when it was tested in another stimulus (i.e., S2R1 but not S3R2). In Experiment 5, extinction still transferred between S1 and S2 when the stimuli set the occasion for R's association with different types of food pellets. The results confirm the importance of response inhibition in instrumental extinction: Nonreinforcement of the response in S causes the most effective suppression of responding, and response suppression is specific to the response but transfers and influences performance of the same response when it is occasioned by other stimuli. Theoretical and practical implications are discussed. PMID:27379715
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Energy technology transfer to developing countries
International Nuclear Information System (INIS)
Butera, F.; Farinelli, U.
1992-01-01
With the use of critical analyses of some examples of technology transfer by industrialized to third world countries, this paper illustrates the importance, in technology transfer, of giving due consideration to the specific social and marketing contexts of the targeted developing country and its physical and financial capability to acquire all the technology necessary to make the total realization of a desired industrial scheme feasible from the economic, technical and social points of view. It also indicates that the most effective transfers are those in which efforts are made to optimize local work force learning levels, process scheme efficiency and cost through the careful integration of innovative with conventional technologies
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Virtual Learning Environments and Learning Forms -experiments in ICT-based learning
DEFF Research Database (Denmark)
Helbo, Jan; Knudsen, Morten
2004-01-01
This paper report the main results of a three year experiment in ICT-based distance learning. The results are based on a full scale experiment in the education, Master of Industrial Information Technology (MII) and is one of many projects deeply rooted in the project Virtual Learning Environments...... and Learning forms (ViLL). The experiment was to transfer a well functioning on-campus engineering program based on project organized collaborative learning to a technology supported distance education program. After three years the experiments indicate that adjustments are required in this transformation....... The main problem is that we do not find the same self regulatoring learning effect in the group work among the off-campus students as is the case for on-campus students. Based on feedback from evaluation questionnaires and discussions with the students didactic adjustments have been made. The revised...
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Linking Action Learning and Inter-Organisational Learning: The Learning Journey Approach
Schumacher, Thomas
2015-01-01
The article presents and illustrates the learning journey (LJ)--a new management development approach to inter-organisational learning based on observation, reflection and problem-solving. The LJ involves managers from different organisations and applies key concepts of action learning and systemic organisational development. Made up of…
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E-learning Paradigms and The Development of E-learning Strategy
DEFF Research Database (Denmark)
Duus, Henrik Johannsen
2006-01-01
The e-learning area is characterized by a magnitude of different products, systems and approaches. The variations can also be observed in differences in the views and notions of e-learning among business people, researchers and journalists. This article attempts to disentangle the area by using...... economic and sociological theories, the theories of marketing management and strategy as well as practical experience gained by the author while working with leading edge suppliers of e-learning. On this basis, a distinction between knowledge creation e-learning and knowledge transfer e-learning....... The selection of which paradigm to use in the development of an e-learning strategy may prove crucial for success. Implications for the development of an e-learning strategy in businesses and learning institutions are outlined....
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Evidence for Narrow Transfer after Short-Term Cognitive Training in Older Adults.
Souders, Dustin J; Boot, Walter R; Blocker, Kenneth; Vitale, Thomas; Roque, Nelson A; Charness, Neil
2017-01-01
The degree to which "brain training" can improve general cognition, resulting in improved performance on tasks dissimilar from the trained tasks (transfer of training), is a controversial topic. Here, we tested the degree to which cognitive training, in the form of gamified training activities that have demonstrated some degree of success in the past, might result in broad transfer. Sixty older adults were randomly assigned to a gamified cognitive training intervention or to an active control condition that involved playing word and number puzzle games. Participants were provided with tablet computers and asked to engage in their assigned training for 30 45-min training sessions over the course of 1 month. Although intervention adherence was acceptable, little evidence for transfer was observed except for the performance of one task that most resembled the gamified cognitive training: There was a trend for greater improvement on a version of the corsi block tapping task for the cognitive training group relative to the control group. This task was very similar to one of the training games. Results suggest that participants were learning specific skills and strategies from game training that influenced their performance on a similar task. However, even this near-transfer effect was weak. Although the results were not positive with respect to broad transfer of training, longer duration studies with larger samples and the addition of a retention period are necessary before the benefit of this specific intervention can be ruled out.
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Cross-limb Interference during motor learning
DEFF Research Database (Denmark)
Lauber, Benedikt; Jensen, Jesper Lundbye; Keller, Martin
2013-01-01
It is well known that following skill learning, improvements in motor performance may transfer to the untrained contralateral limb. It is also well known that retention of a newly learned task A can be degraded when learning a competing task B that takes place directly after learning A. Here we...
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Mitolo, Micaela; Borella, Erika; Meneghetti, Chiara; Carbone, Elena; Pazzaglia, Francesca
2017-05-01
This study aimed to assess the efficacy of a route-learning training in a group of older adults living in a residential care home. We verified the presence of training-specific effects in tasks similar to those trained - route-learning tasks - as well as transfer effects on related cognitive processes - visuo-spatial short-term memory (VSSTM; Corsi Blocks Test (CBT), forward version), visuo-spatial working memory (VSWM; CBT, backward version; Pathway Span Tasks; Jigsaw Puzzle Test) - and in self-report measures. The maintenance of training benefits was examined after 3 months. Thirty 70-90-year-old residential care home residents were randomly assigned to the route-learning training group or to an active control group (involved in non-visuo-spatial activities). The trained group performed better than the control group in the route-learning tasks, retaining this benefit 3 months later. Immediate transfer effects were also seen in visuo-spatial span tasks (i.e., CBT forward and backward version and Pathway Span Task); these benefits had been substantially maintained at the 3-month follow-up. These findings suggest that a training on route learning is a promising approach to sustain older adults' environmental learning and some related abilities (e.g., VSSTM and VSWM), even in residential care home residents.
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Brain control and information transfer.
Tehovnik, Edward J; Chen, Lewis L
2015-12-01
In this review, we examine the importance of having a body as essential for the brain to transfer information about the outside world to generate appropriate motor responses. We discuss the context-dependent conditioning of the motor control neural circuits and its dependence on the completion of feedback loops, which is in close agreement with the insights of Hebb and colleagues, who have stressed that for learning to occur the body must be intact and able to interact with the outside world. Finally, we apply information theory to data from published studies to evaluate the robustness of the neuronal signals obtained by bypassing the body (as used for brain-machine interfaces) versus via the body to move in the world. We show that recording from a group of neurons that bypasses the body exhibits a vastly degraded level of transfer of information as compared to that of an entire brain using the body to engage in the normal execution of behaviour. We conclude that body sensations provide more than just feedback for movements; they sustain the necessary transfer of information as animals explore their environment, thereby creating associations through learning. This work has implications for the development of brain-machine interfaces used to move external devices.
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Directory of Open Access Journals (Sweden)
Suyu Mei
Full Text Available Reconstruction of host-pathogen protein interaction networks is of great significance to reveal the underlying microbic pathogenesis. However, the current experimentally-derived networks are generally small and should be augmented by computational methods for less-biased biological inference. From the point of view of computational modelling, data scarcity, data unavailability and negative data sampling are the three major problems for host-pathogen protein interaction networks reconstruction. In this work, we are motivated to address the three concerns and propose a probability weighted ensemble transfer learning model for HIV-human protein interaction prediction (PWEN-TLM, where support vector machine (SVM is adopted as the individual classifier of the ensemble model. In the model, data scarcity and data unavailability are tackled by homolog knowledge transfer. The importance of homolog knowledge is measured by the ROC-AUC metric of the individual classifiers, whose outputs are probability weighted to yield the final decision. In addition, we further validate the assumption that only the homolog knowledge is sufficient to train a satisfactory model for host-pathogen protein interaction prediction. Thus the model is more robust against data unavailability with less demanding data constraint. As regards with negative data construction, experiments show that exclusiveness of subcellular co-localized proteins is unbiased and more reliable than random sampling. Last, we conduct analysis of overlapped predictions between our model and the existing models, and apply the model to novel host-pathogen PPIs recognition for further biological research.
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Maurer, Todd J; Weiss, Elizabeth M; Barbeite, Francisco G
2003-08-01
Eight hundred employees from across the U.S. work force participated in a detailed 13-month longitudinal study of involvement in learning and development activities. A new model was posited and tested in which the hypothesized sequence was as follows: worker age --> individual and situational antecedents --> perceived benefits of participation and self-efficacy for development --> attitudes toward development --> intentions to participate --> participation. The results depict a person who is oriented toward employee development as having participated in development activities before, perceiving themselves as possessing qualities needed for learning, having social support for development at work and outside of work, being job involved, having insight into his or her career, and believing in the need for development, in his or her ability to develop skills and to receive intrinsic benefits from participating. Given the aging work force, a detailed treatment of age differences in development is presented. Implications for new ideas in practice and future research are discussed.
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Introduction to the workshop on technology transfer in software engineering
Harrison, Warren; Wieringa, Roelf J.
The goal of the Workshop on Technology Transfer in Software Engineering is to increase our understanding of technology transfer in software engineering, and to learn from successful case studies. We wanted to bring researchers and practitioners together to create an inventory of problems in software
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Transferring knowledge during dyadic interaction: The role of the expert in the learning process.
Mireles, Edwin Johnatan Avila; De Santis, Dalia; Morasso, Pietro; Zenzeri, Jacopo
2016-08-01
Physical interaction between man and machines is increasing the interest of the research as well as the industrial community. It is known that physical coupling between active persons can be beneficial and increase the performance of the dyad compared to an individual. However, the factors that may result in performance benefits are still poorly understood. The aim of this work is to investigate how the different initial skill levels of the interacting partners influence the learning of a stabilization task. Twelve subjects, divided in two groups, trained in couples in a joint stabilization task. In the first group the couples were composed of two naive, while in the second a naive was trained together with an expert. Results show that training with an expert results in the greatest performance in the joint task. However, this benefit is not transferred to the individual when performing the same task bimanually.
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Technology transfer: The CANDU approach
International Nuclear Information System (INIS)
Hart, R.S.
1998-01-01
The many and diverse technologies necessary for the design, construction licensing and operation of a nuclear power plant can be efficiently assimilated by a recipient country through an effective technology transfer program supported by the firm long term commitment of both the recipient country organizations and the supplier. AECL's experience with nuclear related technology transfer spans four decades and includes the construction and operation of CANDU plants in five countries and four continents. A sixth country will be added to this list with the start of construction of two CANDU 6 plants in China in early 1997. This background provides the basis for addressing the key factors in the successful transfer of nuclear technology, providing insights into the lessons learned and introducing a framework for success. This paper provides an overview of AECL experience relative to the important factors influencing technology transfer, and reviews specific country experiences. (author)
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Learned predictiveness and outcome predictability effects are not simply two sides of the same coin.
Thorwart, Anna; Livesey, Evan J; Wilhelm, Francisco; Liu, Wei; Lachnit, Harald
2017-10-01
The Learned Predictiveness effect refers to the observation that learning about the relationship between a cue and an outcome is influenced by the predictive relevance of the cue for other outcomes. Similarly, the Outcome Predictability effect refers to a recent observation that the previous predictability of an outcome affects learning about this outcome in new situations, too. We hypothesize that both effects may be two manifestations of the same phenomenon and stimuli that have been involved in highly predictive relationships may be learned about faster when they are involved in new relationships regardless of their functional role in predictive learning as cues and outcomes. Four experiments manipulated both the relationships and the function of the stimuli. While we were able to replicate the standard effects, they did not survive a transfer to situations where the functional role of the stimuli changed, that is the outcome of the first phase becomes a cue in the second learning phase or the cue of the first phase becomes the outcome of the second phase. Furthermore, unlike learned predictiveness, there was little indication that the distribution of overt attention in the second phase was influenced by previous predictability. The results suggest that these 2 very similar effects are not manifestations of a more general phenomenon but rather independent from each other. (PsycINFO Database Record (c) 2017 APA, all rights reserved).
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Tillson, Esther; van Wees, Sibylle Herzig; McGowan, Charlotte; Franklin, Hannah; Jones, Helena; Bogue, Patrick; Aliabadi, Shirin; Baraitser, Paula
2016-03-22
Capacity building partnerships between healthcare institutions have the potential to benefit both partners particularly in staff development. Previous research suggests that volunteering can contribute to professional development but there is little evidence on how learning is acquired, the barriers and facilitators to learning in this context or the process of translation of learning to the home environment. Volunteers from a healthcare partnership between the UK and Somaliland reported learning in communication, interdisciplinary working, teaching, management, leadership and service development. This learning came from observing familiar practices in unfamiliar environments; alternative solutions to familiar problems; learning about Somali culture; opportunities to assume higher levels of responsibility and new professional relationships. There was variability in the extent of translation to NHS practice. Time and support available for reflection and mentoring were important facilitators of this process. The professional development outcomes documented in this study came directly from the experience of volunteering. Experiential learning theory suggests that this requires a complex process of critical reflection and new knowledge generation, testing and translation for use in new contexts. This process benefits from identification of learning as an important element of volunteering and support for reflection and the translation translation of learning to UK contexts. We suggest that missed opportunities for volunteer learning will remain until the volunteering process is overtly framed as part of continuing professional development.
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The Effect of Computer Game-Based Learning on FL Vocabulary Transferability
Franciosi, Stephan J.
2017-01-01
In theory, computer game-based learning can support several vocabulary learning affordances that have been identified in the foreign language learning research. In the observable evidence, learning with computer games has been shown to improve performance on vocabulary recall tests. However, while simple recall can be a sign of learning,…
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KT Training: Introduction to knowledge transfer tools | 7 October
2016-01-01
Target population: All CERN staff and fellows Prerequisites: None Objectives: Get an overview of different forms of knowledge transfer Learn about available tools to: • Facilitate knowledge and technology transfer • Securing ownership and recognition for knowledge and technology Understand what services and support are available to the CERN community from the KT group Content: Why CERN engages in knowledge and technology transfer Modes of knowledge transfer and the general workflow of a knowledge transfer project Introduction to intellectual property with a focus on patents Overview of contracts for knowledge transfer and the basic structure and content of a typical contract Entrepreneurship and available support for starting a company Examples of knowledge transfer projects at CERN For more information, see the Training catalogue.