Relationships among Verbal Memory, Spatial Working Memory and Intelligence in Children of 10-11 years

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Burdukova Yu,A.

2018-04-01

Full Text Available The issue investigates the relationship Selective Reminding Test (SRT, a test of spatial working memory (SWM with Kaufman Assessment Battery for Children (KABC II. It has been found that the efficiency of memorizing verbal material is associated with the estimates on the K-ABC Sequential processing scale and K-ABC Simultaneous processing scale, but not to the Learning scale of education, is measured indirectly verbal memorization. Spatial working memory is not related to IQ.The issue is part of a research project on cognitive function in children with neuro-oncological disorders

Interaction between age and perceptual similarity in olfactory discrimination learning in F344 rats: relationships with spatial learning

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Yoder, Wendy M.; Gaynor, Leslie S.; Burke, Sara N.; Setlow, Barry; Smith, David W.; Bizon, Jennifer L.

2017-01-01

Emerging evidence suggests that aging is associated with a reduced ability to distinguish perceptually similar stimuli in one’s environment. As the ability to accurately perceive and encode sensory information is foundational for explicit memory, understanding the neurobiological underpinnings of discrimination impairments that emerge with advancing age could help elucidate the mechanisms of mnemonic decline. To this end, there is a need for preclinical approaches that robustly and reliably model age-associated perceptual discrimination deficits. Taking advantage of rodents’ exceptional olfactory abilities, the present study applied rigorous psychophysical techniques to the evaluation of discrimination learning in young and aged F344 rats. Aging did not influence odor detection thresholds or the ability to discriminate between perceptually distinct odorants. In contrast, aged rats were disproportionately impaired relative to young on problems that required discriminations between perceptually similar olfactory stimuli. Importantly, these disproportionate impairments in discrimination learning did not simply reflect a global learning impairment in aged rats, as they performed other types of difficult discriminations on par with young rats. Among aged rats, discrimination deficits were strongly associated with spatial learning deficits. These findings reveal a new, sensitive behavioral approach for elucidating the neural mechanisms of cognitive decline associated with normal aging. PMID:28259065

Spatial extreme learning machines: An application on prediction of disease counts.

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Prates, Marcos O

2018-01-01

Extreme learning machines have gained a lot of attention by the machine learning community because of its interesting properties and computational advantages. With the increase in collection of information nowadays, many sources of data have missing information making statistical analysis harder or unfeasible. In this paper, we present a new model, coined spatial extreme learning machine, that combine spatial modeling with extreme learning machines keeping the nice properties of both methodologies and making it very flexible and robust. As explained throughout the text, the spatial extreme learning machines have many advantages in comparison with the traditional extreme learning machines. By a simulation study and a real data analysis we present how the spatial extreme learning machine can be used to improve imputation of missing data and uncertainty prediction estimation.

Development of Critical Spatial Thinking through GIS Learning

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Kim, Minsung; Bednarz, Robert

2013-01-01

This study developed an interview-based critical spatial thinking oral test and used the test to investigate the effects of Geographic Information System (GIS) learning on three components of critical spatial thinking: evaluating data reliability, exercising spatial reasoning, and assessing problem-solving validity. Thirty-two students at a large…

In vitro autoradiography of ionotropic glutamate receptors in hippocampus and striatum of aged Long-Evans rats: relationship to spatial learning

International Nuclear Information System (INIS)

Gallagher, M.; Bizon, J.L.; Nicolle, M.M.

1996-01-01

Using in vitro autoradiography, we investigated [ 3 H]α-amino-3-hydroxy-5-methyl-4-isoxazolepropionate, [ 3 H]kainate and [ 3 H]N-methyl-d-aspartate binding in two forebrain regions, the hippocampus and striatum, of young (four months of age) and aged (24-25 months of age) Long-Evans rats that had previously been tested for spatial learning ability in the Morris water maze. Although there was substantial preservation of binding in the aged rats, reductions in binding were present in the aged rats that were specific to ligand and anatomical region. In the hippocampus of aged rats, [ 3 H]α-amino-3-hydroxy-5-methyl-4-isoxazolepropionate binding in CA1 and [ 3 H]kainate binding in CA3 were reduced. In contrast, N-methyl-d-aspartate binding was not significantly different between age groups. There was evidence of sprouting in the dentate gyrus molecular layer of aged rats, indicated by changes in the topography of [ 3 H]kainate binding. Binding density was analysed with respect to patch/matrix compartmentalization in the striatum. The most striking result was a large decrease in N-methyl-d-aspartate binding in aged rats that was not limited to any dorsal/ventral or patch/matrix area of the striatum. Additionally, [ 3 H]kainate binding in striatal matrix was modestly reduced in aged rats. Of these age effects, only N-methyl-d-aspartate binding in the striatum and [ 3 H]kainate binding in the CA3 region of the hippocampus were correlated with spatial learning, with lower binding in the aged rats associated with better spatial learning ability.Age-related alterations in ionotropic glutamate receptors differ with respect to the receptor subtype and anatomical region examined. The age effects were not neccessarily indicative of cognitive decline, as only two age-related binding changes were correlated with spatial learning. Interestingly, in these instances, lower binding in the aged rats was associated with preserved spatial learning, suggesting a compensatory reduction

Individual variations in dose response for spatial memory learning among outbred wistar rats exposed from 5 to 20 cGy of (56) Fe particles.

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Wyrobek, Andrew J; Britten, Richard A

2016-06-01

Exposures of brain tissue to ionizing radiation can lead to persistent deficits in cognitive functions and behaviors. However, little is known about the quantitative relationships between exposure dose and neurological risks, especially for lower doses and among genetically diverse individuals. We investigated the dose relationship for spatial memory learning among genetically outbred male Wistar rats exposed to graded doses of (56) Fe particles (sham, 5, 10, 15, and 20 cGy; 1 GeV/n). Spatial memory learning was assessed on a Barnes maze using REL3 ratios measured at three months after exposure. Irradiated animals showed dose-dependent declines in spatial memory learning that were fit by a linear regression (P for slope learning at 10 cGy exposures, no detectable learning between 10 and 15 cGy, and worsened performances between 15 and 20 cGy. The proportions of poor learners and the magnitude of their impairment were fit by linear regressions with doubling doses of ∼10 cGy. In contrast, there were no detectable deficits in learning among the good learners in this dose range. Our findings suggest that genetically diverse individuals can vary substantially in their spatial memory learning, and that exposures at low doses appear to preferentially impact poor learners. This hypothesis invites future investigations of the genetic and physiological mechanisms of inter-individual variations in brain function related to spatial memory learning after low-dose HZE radiation exposures and to determine whether it also applies to physical trauma to brain tissue and exposures to chemical neurotoxicants. Environ. Mol. Mutagen. 57:331-340, 2016. © 2016 Wiley Periodicals, Inc. © 2016 Wiley Periodicals, Inc.

Modulation of spatial attention by goals, statistical learning, and monetary reward.

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Jiang, Yuhong V; Sha, Li Z; Remington, Roger W

2015-10-01

This study documented the relative strength of task goals, visual statistical learning, and monetary reward in guiding spatial attention. Using a difficult T-among-L search task, we cued spatial attention to one visual quadrant by (i) instructing people to prioritize it (goal-driven attention), (ii) placing the target frequently there (location probability learning), or (iii) associating that quadrant with greater monetary gain (reward-based attention). Results showed that successful goal-driven attention exerted the strongest influence on search RT. Incidental location probability learning yielded a smaller though still robust effect. Incidental reward learning produced negligible guidance for spatial attention. The 95 % confidence intervals of the three effects were largely nonoverlapping. To understand these results, we simulated the role of location repetition priming in probability cuing and reward learning. Repetition priming underestimated the strength of location probability cuing, suggesting that probability cuing involved long-term statistical learning of how to shift attention. Repetition priming provided a reasonable account for the negligible effect of reward on spatial attention. We propose a multiple-systems view of spatial attention that includes task goals, search habit, and priming as primary drivers of top-down attention.

Enhancing Spatial Resolution of Remotely Sensed Imagery Using Deep Learning

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Beck, J. M.; Bridges, S.; Collins, C.; Rushing, J.; Graves, S. J.

2017-12-01

Researchers at the Information Technology and Systems Center at the University of Alabama in Huntsville are using Deep Learning with Convolutional Neural Networks (CNNs) to develop a method for enhancing the spatial resolutions of moderate resolution (10-60m) multispectral satellite imagery. This enhancement will effectively match the resolutions of imagery from multiple sensors to provide increased global temporal-spatial coverage for a variety of Earth science products. Our research is centered on using Deep Learning for automatically generating transformations for increasing the spatial resolution of remotely sensed images with different spatial, spectral, and temporal resolutions. One of the most important steps in using images from multiple sensors is to transform the different image layers into the same spatial resolution, preferably the highest spatial resolution, without compromising the spectral information. Recent advances in Deep Learning have shown that CNNs can be used to effectively and efficiently upscale or enhance the spatial resolution of multispectral images with the use of an auxiliary data source such as a high spatial resolution panchromatic image. In contrast, we are using both the spatial and spectral details inherent in low spatial resolution multispectral images for image enhancement without the use of a panchromatic image. This presentation will discuss how this technology will benefit many Earth Science applications that use remotely sensed images with moderate spatial resolutions.

Neural correlates of reward-based spatial learning in persons with cocaine dependence.

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Tau, Gregory Z; Marsh, Rachel; Wang, Zhishun; Torres-Sanchez, Tania; Graniello, Barbara; Hao, Xuejun; Xu, Dongrong; Packard, Mark G; Duan, Yunsuo; Kangarlu, Alayar; Martinez, Diana; Peterson, Bradley S

2014-02-01

Dysfunctional learning systems are thought to be central to the pathogenesis of and impair recovery from addictions. The functioning of the brain circuits for episodic memory or learning that support goal-directed behavior has not been studied previously in persons with cocaine dependence (CD). Thirteen abstinent CD and 13 healthy participants underwent MRI scanning while performing a task that requires the use of spatial cues to navigate a virtual-reality environment and find monetary rewards, allowing the functional assessment of the brain systems for spatial learning, a form of episodic memory. Whereas both groups performed similarly on the reward-based spatial learning task, we identified disturbances in brain regions involved in learning and reward in CD participants. In particular, CD was associated with impaired functioning of medial temporal lobe (MTL), a brain region that is crucial for spatial learning (and episodic memory) with concomitant recruitment of striatum (which normally participates in stimulus-response, or habit, learning), and prefrontal cortex. CD was also associated with enhanced sensitivity of the ventral striatum to unexpected rewards but not to expected rewards earned during spatial learning. We provide evidence that spatial learning in CD is characterized by disturbances in functioning of an MTL-based system for episodic memory and a striatum-based system for stimulus-response learning and reward. We have found additional abnormalities in distributed cortical regions. Consistent with findings from animal studies, we provide the first evidence in humans describing the disruptive effects of cocaine on the coordinated functioning of multiple neural systems for learning and memory.

Spatial parameters at the basis of social transfer of learning.

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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).

Mechanisms of value-learning in the guidance of spatial attention.

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Anderson, Brian A; Kim, Haena

2018-05-11

The role of associative reward learning in the guidance of feature-based attention is well established. The extent to which reward learning can modulate spatial attention has been much more controversial. At least one demonstration of a persistent spatial attention bias following space-based associative reward learning has been reported. At the same time, multiple other experiments have been published failing to demonstrate enduring attentional biases towards locations at which a target, if found, yields high reward. This is in spite of evidence that participants use reward structures to inform their decisions where to search, leading some to suggest that, unlike feature-based attention, spatial attention may be impervious to the influence of learning from reward structures. Here, we demonstrate a robust bias towards regions of a scene that participants were previously rewarded for selecting. This spatial bias relies on representations that are anchored to the configuration of objects within a scene. The observed bias appears to be driven specifically by reinforcement learning, and can be observed with equal strength following non-reward corrective feedback. The time course of the bias is consistent with a transient shift of attention, rather than a strategic search pattern, and is evident in eye movement patterns during free viewing. Taken together, our findings reconcile previously conflicting reports and offer an integrative account of how learning from feedback shapes the spatial attention system. Copyright © 2018 Elsevier B.V. All rights reserved.

Development: Ages & Stages--Spatial Awareness

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Poole, Carla; Miller, Susan A.; Church, Ellen Booth

2006-01-01

Spatial concepts such as a sense of distance are learned through movement and exploration which is the most effective way for children to gain body awareness and an understanding of spatial relationships. It simultaneously develops muscle strength, coordination, self-confidence, and thinking skills. Spatial awareness can be defined as "an…

Guidance of Spatial Attention by Incidental Learning and Endogenous Cuing

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Jiang, Yuhong V.; Swallow, Khena M.; Rosenbaum, Gail M.

2013-01-01

Our visual system is highly sensitive to regularities in the environment. Locations that were important in one's previous experience are often prioritized during search, even though observers may not be aware of the learning. In this study we characterized the guidance of spatial attention by incidental learning of a target's spatial probability,…

Spatial working memory interferes with explicit, but not probabilistic cuing of spatial attention

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Won, Bo-Yeong; Jiang, Yuhong V.

2014-01-01

Recent empirical and theoretical work has depicted a close relationship between visual attention and visual working memory. For example, rehearsal in spatial working memory depends on spatial attention, whereas adding a secondary spatial working memory task impairs attentional deployment in visual search. These findings have led to the proposal that working memory is attention directed toward internal representations. Here we show that the close relationship between these two constructs is limited to some but not all forms of spatial attention. In five experiments, participants held color arrays, dot locations, or a sequence of dots in working memory. During the memory retention interval they performed a T-among-L visual search task. Crucially, the probable target location was cued either implicitly through location probability learning, or explicitly with a central arrow or verbal instruction. Our results showed that whereas imposing a visual working memory load diminished the effectiveness of explicit cuing, it did not interfere with probability cuing. We conclude that spatial working memory shares similar mechanisms with explicit, goal-driven attention but is dissociated from implicitly learned attention. PMID:25401460

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

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Aguirre Siancas, E E

2017-05-01

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

Reduced spatial learning in mice infected with the nematode, Heligmosomoides polygyrus.

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Kavaliers, M; Colwell, D D

1995-06-01

Parasite modification of host behaviour influences a number of critical responses, but little is known about the effects on host spatial abilities. This study examined the effects of infection with the intestinal trichostrongylid nematode, Heligmosomoides polygyrus, on spatial water maze learning by male laboratory mice, Mus musculus. In this task individual mice had to learn the spatial location of a submerged hidden platform using extramaze visual cues. Determinations of spatial performance were made on day 19 post-infection with mice that had been administered either 50 or 200 infective larvae of H. polygyrus. The infected mice displayed over 1 day of testing (6 blocks of 4 trials) significantly poorer acquisition and retention of the water maze task than either sham-infected or control mice, with mice that had received 200 infective larvae displaying significantly poorer spatial performance than individuals receiving 50 larvae. The decrease in spatial learning occurred in the absence of either any symptoms of illness and malaise, or any evident motor, visual and motivational impairments. It is suggested that in this single host system the parasitic infection-induced decrease in spatial learning arises as a side-effect of the host's immunological and neuromodulatory responses and represents a fitness cost of response to infection.

Preexposure effects in spatial learning: From gestaltic to associative and attentional cognitive maps

Directory of Open Access Journals (Sweden)

Edward S. Redhead

2002-01-01

Full Text Available In this paper a series of studies and theoretical proposals about how preexposure to environmental cues affects subsequent spatial learning are reviewed. Traditionally, spatial learning had been thought to depend on gestaltic non-associative processes, and well established phenomena such as latent learning or instantaneous transfer have been taken to provide evidence for this sort of cognitive mapping. However, reviewing the literature examining these effects reveals that there is no need to advocate for gestaltic processes since standard associative learning theory provides an adequate framework for accounting for navigation skills. Recent studies reveal that attentional processes play a role in spatial learning. The need for an integrated attentional and associative approach to explain spatial learning is discussed.

Relationship between Individual and Organizational Learning: Mediating Role of Team Learning

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Monika Stelmaszczyk

2016-12-01

Full Text Available The aim of this paper is to recognize the relationships between individual and organizational learning while considering team learning as a mediator of these relationships. The research object is a large Polish enterprise specializing in the production of cast-iron items. In order to test assumed research hypotheses, statistical analyses were conducted using the IBM SPSS Statistics Suite, version 20. The suite helped conduct correlation analyses concatenation, line regression analyses and mediation analyses using the PROCESS macro by Hayes and Preacher. The research results show a statistically significant relationship between individual learning and each of the five dimensions of organizational learning [clarity of purpose and mission; leadership commitment and empowerment; knowledge transfer; experimentation and rewards; and teamwork and group problem solving]. What is more, they prove that team learning is a mediator of a relationship between individual and organizational learning. Interestingly, only one full mediation has been observed while researching the mediative effect of team learning in relation to each out of the five dimensions of organizational learning. It occurred in relation to experimentation and rewards. In the remaining cases these were partial mediations.

Group social rank is associated with performance on a spatial learning task.

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Langley, Ellis J G; van Horik, Jayden O; Whiteside, Mark A; Madden, Joah R

2018-02-01

Dominant individuals differ from subordinates in their performances on cognitive tasks across a suite of taxa. Previous studies often only consider dyadic relationships, rather than the more ecologically relevant social hierarchies or networks, hence failing to account for how dyadic relationships may be adjusted within larger social groups. We used a novel statistical method: randomized Elo-ratings, to infer the social hierarchy of 18 male pheasants, Phasianus colchicus , while in a captive, mixed-sex group with a linear hierarchy. We assayed individual learning performance of these males on a binary spatial discrimination task to investigate whether inter-individual variation in performance is associated with group social rank. Task performance improved with increasing trial number and was positively related to social rank, with higher ranking males showing greater levels of success. Motivation to participate in the task was not related to social rank or task performance, thus indicating that these rank-related differences are not a consequence of differences in motivation to complete the task. Our results provide important information about how variation in cognitive performance relates to an individual's social rank within a group. Whether the social environment causes differences in learning performance or instead, inherent differences in learning ability predetermine rank remains to be tested.

An Investigation of the Relationship between Autonomous Learning and Lifelong Learning

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Cengiz Yurdakul

2016-12-01

Full Text Available The present study aims to investigate the relationship between autonomous learning and lifelong learning. The study group consists of 657 secondary school students enrolled in three public schools, aged 11 – 16 from Sakarya, Turkey. In this study, relationships between the variables of autonomous learning and lifelong learning and the sub-dimensions of autonomous learning were investigated. Pearson Product Moment Correlation, Partial Correlation methods were utilized in order to investigate these relationships. Autonomous Learning Scale (12 items which was developed by Macaskill and Taylor (2010, was adapted to Turkish by Arslan and Yurdakul (2015 was conducted to measure autonomous learning. Lifelong Learning Scale (14 items which was developed by Kirby, Knapper, Lamon and Egnatoff (2010, was adapted to Turkish by Arslan and Akcaalan (2015 was carried out to assess lifelong learning level. In the light of the research findings, it can be purported that autonomous learning and lifelong learning scores were correlating significantly. According to the existing results, it can be argued that autonomous learning which can be defined as the capacity to take charge of one’s own learning, has a positive interaction with lifelong learning which can be found voice in one’s ongoing, voluntary, and self-motivated learning.

Finding faults: analogical comparison supports spatial concept learning in geoscience.

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Jee, Benjamin D; Uttal, David H; Gentner, Dedre; Manduca, Cathy; Shipley, Thomas F; Sageman, Bradley

2013-05-01

A central issue in education is how to support the spatial thinking involved in learning science, technology, engineering, and mathematics (STEM). We investigated whether and how the cognitive process of analogical comparison supports learning of a basic spatial concept in geoscience, fault. Because of the high variability in the appearance of faults, it may be difficult for students to learn the category-relevant spatial structure. There is abundant evidence that comparing analogous examples can help students gain insight into important category-defining features (Gentner in Cogn Sci 34(5):752-775, 2010). Further, comparing high-similarity pairs can be especially effective at revealing key differences (Sagi et al. 2012). Across three experiments, we tested whether comparison of visually similar contrasting examples would help students learn the fault concept. Our main findings were that participants performed better at identifying faults when they (1) compared contrasting (fault/no fault) cases versus viewing each case separately (Experiment 1), (2) compared similar as opposed to dissimilar contrasting cases early in learning (Experiment 2), and (3) viewed a contrasting pair of schematic block diagrams as opposed to a single block diagram of a fault as part of an instructional text (Experiment 3). These results suggest that comparison of visually similar contrasting cases helped distinguish category-relevant from category-irrelevant features for participants. When such comparisons occurred early in learning, participants were more likely to form an accurate conceptual representation. Thus, analogical comparison of images may provide one powerful way to enhance spatial learning in geoscience and other STEM disciplines.

Cabri 3D - assisted collaborative learning to enhance junior high school students’ spatial ability

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Muntazhimah; Miatun, A.

2018-01-01

The main purpose of this quasi-experimental study was to determine the enhancement of spatial ability of junior high school students who learned through Cabri-3D assisted collaborative learning. The methodology of this study was the nonequivalent group that was conducted to students of the eighth grade in a junior high school as a population. Samples consisted one class of the experimental group who studied with Cabri-3D assisted collaborative learning and one class as a control group who got regular learning activity. The instrument used in this study was a spatial ability test. Analyzing normalized gain of students’ spatial ability based on mathemathical prior knowledge (MPK) and its interactions was tested by two-way ANOVA at a significance level of 5% then continued with using Post Hoc Scheffe test. The research results showed that there was significant difference in enhancement of the spatial ability between students who learnt with Cabri 3D assisted collaborative learning and students who got regular learning, there was significant difference in enhancement of the spatial ability between students who learnt with cabri 3D assisted collaborative learning and students who got regular learning in terms of MPK and there is no significant interaction between learning (Cabri-3D assisted collaborative learning and regular learning) with students’ MPK (high, medium, and low) toward the enhancement of students’ spatial abilities. From the above findings, it can be seen that cabri-3D assisted collaborative learning could enhance spatial ability of junior high school students.

From brain synapses to systems for learning and memory: Object recognition, spatial navigation, timed conditioning, and movement control.

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Grossberg, Stephen

2015-09-24

This article provides an overview of neural models of synaptic learning and memory whose expression in adaptive behavior depends critically on the circuits and systems in which the synapses are embedded. It reviews Adaptive Resonance Theory, or ART, models that use excitatory matching and match-based learning to achieve fast category learning and whose learned memories are dynamically stabilized by top-down expectations, attentional focusing, and memory search. ART clarifies mechanistic relationships between consciousness, learning, expectation, attention, resonance, and synchrony. ART models are embedded in ARTSCAN architectures that unify processes of invariant object category learning, recognition, spatial and object attention, predictive remapping, and eye movement search, and that clarify how conscious object vision and recognition may fail during perceptual crowding and parietal neglect. The generality of learned categories depends upon a vigilance process that is regulated by acetylcholine via the nucleus basalis. Vigilance can get stuck at too high or too low values, thereby causing learning problems in autism and medial temporal amnesia. Similar synaptic learning laws support qualitatively different behaviors: Invariant object category learning in the inferotemporal cortex; learning of grid cells and place cells in the entorhinal and hippocampal cortices during spatial navigation; and learning of time cells in the entorhinal-hippocampal system during adaptively timed conditioning, including trace conditioning. Spatial and temporal processes through the medial and lateral entorhinal-hippocampal system seem to be carried out with homologous circuit designs. Variations of a shared laminar neocortical circuit design have modeled 3D vision, speech perception, and cognitive working memory and learning. A complementary kind of inhibitory matching and mismatch learning controls movement. This article is part of a Special Issue entitled SI: Brain and Memory

Evaluation of Deep Learning Representations of Spatial Storm Data

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Gagne, D. J., II; Haupt, S. E.; Nychka, D. W.

2017-12-01

The spatial structure of a severe thunderstorm and its surrounding environment provide useful information about the potential for severe weather hazards, including tornadoes, hail, and high winds. Statistics computed over the area of a storm or from the pre-storm environment can provide descriptive information but fail to capture structural information. Because the storm environment is a complex, high-dimensional space, identifying methods to encode important spatial storm information in a low-dimensional form should aid analysis and prediction of storms by statistical and machine learning models. Principal component analysis (PCA), a more traditional approach, transforms high-dimensional data into a set of linearly uncorrelated, orthogonal components ordered by the amount of variance explained by each component. The burgeoning field of deep learning offers two potential approaches to this problem. Convolutional Neural Networks are a supervised learning method for transforming spatial data into a hierarchical set of feature maps that correspond with relevant combinations of spatial structures in the data. Generative Adversarial Networks (GANs) are an unsupervised deep learning model that uses two neural networks trained against each other to produce encoded representations of spatial data. These different spatial encoding methods were evaluated on the prediction of severe hail for a large set of storm patches extracted from the NCAR convection-allowing ensemble. Each storm patch contains information about storm structure and the near-storm environment. Logistic regression and random forest models were trained using the PCA and GAN encodings of the storm data and were compared against the predictions from a convolutional neural network. All methods showed skill over climatology at predicting the probability of severe hail. However, the verification scores among the methods were very similar and the predictions were highly correlated. Further evaluations are being

Teachers' Spatial Anxiety Relates to 1st-and 2nd-Graders' Spatial Learning

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Gunderson, Elizabeth A.; Ramirez, Gerardo; Beilock, Sian L.; Levine, Susan C.

2013-01-01

Teachers' anxiety about an academic domain, such as math, can impact students' learning in that domain. We asked whether this relation held in the domain of spatial skill, given the importance of spatial skill for success in math and science and its malleability at a young age. We measured 1st-and 2nd-grade teachers' spatial anxiety…

Ageing and spatial reversal learning in humans: findings from a virtual water maze.

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Schoenfeld, R; Foreman, N; Leplow, B

2014-08-15

Deterioration in spatial memory with normal ageing is well accepted. Animal research has shown spatial reversal learning to be most vulnerable to pathological changes in the brain, but this has never been tested in humans. We studied ninety participants (52% females, 20-80 yrs) in a virtual water maze with a reversal learning procedure. Neuropsychological functioning, mood and personality were assessed to control moderator effects. For data analysis, participants were subdivided post hoc into groups aged 20-24, 25-34, 35-44, 45-64 and 65-80 yrs. Initial spatial learning occurred in all age groups but 65-80-yrs-olds never reached the level of younger participants. When tested for delayed recall of spatial memory, younger people frequented the target area but those over 65 yrs did not. In spatial reversal learning, age groups over 45 yrs were deficient and the 65-80-yrs-olds showed no evidence of reversal. Spatial measures were associated with neuropsychological functioning. Extraversion and measures of depression moderated the age effect on the learning index with older introverted and non-depressed individuals showing better results. Measures of anxiety moderated the age effect on reversal learning with older people having higher anxiety scores showing a preserved reversal learning capability. Results confirmed age to be a major factor in spatial tasks but further showed neuropsychological functioning, psycho-affective determinants and personality traits to be significant predictors of individual differences. Copyright © 2014 Elsevier B.V. All rights reserved.

Understanding relationships among ecosystem services across spatial scales and over time

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Qiu, Jiangxiao; Carpenter, Stephen R.; Booth, Eric G.; Motew, Melissa; Zipper, Samuel C.; Kucharik, Christopher J.; Loheide, Steven P., II; Turner, Monica G.

2018-05-01

Sustaining ecosystem services (ES), mitigating their tradeoffs and avoiding unfavorable future trajectories are pressing social-environmental challenges that require enhanced understanding of their relationships across scales. Current knowledge of ES relationships is often constrained to one spatial scale or one snapshot in time. In this research, we integrated biophysical modeling with future scenarios to examine changes in relationships among eight ES indicators from 2001–2070 across three spatial scales—grid cell, subwatershed, and watershed. We focused on the Yahara Watershed (Wisconsin) in the Midwestern United States—an exemplar for many urbanizing agricultural landscapes. Relationships among ES indicators changed over time; some relationships exhibited high interannual variations (e.g. drainage vs. food production, nitrate leaching vs. net ecosystem exchange) and even reversed signs over time (e.g. perennial grass production vs. phosphorus yield). Robust patterns were detected for relationships among some regulating services (e.g. soil retention vs. water quality) across three spatial scales, but other relationships lacked simple scaling rules. This was especially true for relationships of food production vs. water quality, and drainage vs. number of days with runoff >10 mm, which differed substantially across spatial scales. Our results also showed that local tradeoffs between food production and water quality do not necessarily scale up, so reducing local tradeoffs may be insufficient to mitigate such tradeoffs at the watershed scale. We further synthesized these cross-scale patterns into a typology of factors that could drive changes in ES relationships across scales: (1) effects of biophysical connections, (2) effects of dominant drivers, (3) combined effects of biophysical linkages and dominant drivers, and (4) artificial scale effects, and concluded with management implications. Our study highlights the importance of taking a dynamic

Relationship between Learning Outcomes and Online Accesses

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Suanpang, Pannee; Petocz, Peter; Reid, Anna

2004-01-01

This paper reports on a study carried out in Thailand investigating the relationship between students' use of an e-learning system and their learning outcomes in a course on Business Statistics. The results show a clear relationship between accesses to the e-learning system, as measured by number of "hits", and outcomes, as measured by…

Challenge and Hindrance Stress: Relationships with Exhaustion, Motivation to Learn, and Learning Performance

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LePine, Jeffrey A.; LePine, Marcie A.; Jackson, Christine L.

2004-01-01

In a study of 696 learners, the authors found that stress associated with challenges in the learning environment had a positive relationship with learning performance and that stress associated with hindrances in the learning environment had a negative relationship with learning performance. They also found evidence suggesting that these…

Think3d!: Improving mathematics learning through embodied spatial training.

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Burte, Heather; Gardony, Aaron L; Hutton, Allyson; Taylor, Holly A

2017-01-01

Spatial thinking skills positively relate to Science, Technology, Engineering, and Math (STEM) outcomes, but spatial training is largely absent in elementary school. Elementary school is a time when children develop foundational cognitive skills that will support STEM learning throughout their education. Spatial thinking should be considered a foundational cognitive skill. The present research examined the impact of an embodied spatial training program on elementary students' spatial and mathematical thinking. Students in rural elementary schools completed spatial and math assessments prior to and after participating in an origami and pop-up paper engineering-based program, called Think3d!. Think3d! uses embodied tasks, such as folding and cutting paper, to train two-dimensional to three-dimensional spatial thinking. Analyses explored spatial thinking gains, mathematics gains - specifically for problem types expected to show gains from spatial training - and factors predicting mathematics gains. Results showed spatial thinking gains in two assessments. Using a math categorization to target problems more and less likely to be impacted by spatial training, we found that all students improved on real-world math problems and older students improved on visual and spatial math problems. Further, the results are suggestive of developmental time points for implementing embodied spatial training related to applying spatial thinking to math. Finally, the spatial thinking assessment that was most highly related to training activities also predicted math performance gains. Future research should explore developmental issues related to how embodied spatial training might support STEM learning and outcomes.

Virtual Reality Learning Activities for Multimedia Students to Enhance Spatial Ability

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Rafael Molina-Carmona

2018-04-01

Full Text Available Virtual Reality is an incipient technology that is proving very useful for training different skills. Our hypothesis is that it is possible to design virtual reality learning activities that can help students to develop their spatial ability. To prove the hypothesis, we have conducted an experiment consisting of training the students using an on-purpose learning activity based on a virtual reality application and assessing the possible improvement of the students’ spatial ability through a widely accepted spatial visualization test. The learning activity consists of a virtual environment where some simple polyhedral shapes are shown and manipulated by moving, rotating and scaling them. The students participating in the experiment are divided into a control and an experimental group, carrying out the same learning activity with the only difference of the device used for the interaction: a traditional computer with screen, keyboard and mouse for the control group, and virtual reality goggles with a smartphone for the experimental group. To assess the experience, all the students have completed a spatial visualization test twice: just before performing the activities and four weeks later, once all the activities were performed. Specifically, we have used the well-known and widely used Purdue Spatial Visualization Test—Rotation (PSVT-R, designed to test rotational visualization ability. The results of the test show that there is an improvement in the test results for both groups, but the improvement is significantly higher in the case of the experimental group. The conclusion is that the virtual reality learning activities have shown to improve the spatial ability of the experimental group.

Low and high gamma oscillations in rat ventral striatum have distinct relationships to behavior, reward, and spiking activity on a learned spatial decision task

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Matthijs A A Van Der Meer

2009-06-01

Full Text Available Local field potential (LFP oscillations in the brain reflect organization thought to be important for perception, attention, movement, and memory. In the basal ganglia, including dorsal striatum, dysfunctional LFP states are associated with Parkinson’s disease, while in healthy subjects, dorsal striatal LFPs have been linked to decision-making processes. However, LFPs in ventral striatum have been less studied. We report that in rats running a spatial decision task, prominent gamma-50 (45-55 Hz and gamma-80 (70-85 Hz oscillations in ventral striatum had distinct relationships to behavior, task events, and spiking activity. Gamma-50 power increased sharply following reward delivery and before movement initiation, while in contrast, gamma-80 power ramped up gradually to reward locations. Gamma-50 power was low and contained little structure during early learning, but rapidly developed a stable pattern, while gamma-80 power was initially high before returning to a stable level within a similar timeframe. Putative fast-spiking interneurons (FSIs showed phase, firing rate, and coherence relationships with gamma-50 and gamma-80, indicating that the observed LFP patterns are locally relevant. Furthermore, in a number of FSIs such relationships were specific to gamma-50 or gamma-80, suggesting that partially distinct FSI populations mediate the effects of gamma-50 and gamma-80.

The Relationship Between Utilization of Computer Games and Spatial Abilities Among High School Students

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Vahid Motamedi

2015-07-01

Full Text Available This study aimed at investigating the relationship between computer game use and spatial abilities among high school students. The sample consisted of 300 high school male students selected through multi-stage cluster sampling. Data gathering tools consisted of a researcher made questionnaire (to collect information on computer game usage and the Newton and Bristol spatial ability questionnaire with reliability value of .85. Data were analyzed using Pearson’s correlation coefficient. Results showed that there was a meaningful relationship between the use of computer games and spatial ability (r = .59 and p = 00.00, there was a meaningful relationship between the use of computer games and the spatial perceived ability (r = .60 and p = .00, there was a meaningful relationship between the use of computer games and mental rotation ability (r = .48 and p = .00 and there was a meaningful relationship between computer game use and spatial visualization ability (r = .48 and p = .00. In general, the findings showed there was a positive and a significant relationship between the use of computer games and spatial abilities in students.

The Relationship among Self-Regulated Learning, Procrastination, and Learning Behaviors in Blended Learning Environment

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Yamada, Masanori; Goda, Yoshiko; Matsuda, Takeshi; Kato, Hiroshi; Miyagawa, Hiroyuki

2015-01-01

This research aims to investigate the relationship among the awareness of self-regulated learning (SRL), procrastination, and learning behaviors in blended learning environment. One hundred seventy nine freshmen participated in this research, conducted in the blended learning style class using learning management system. Data collection was…

Professional development as learning in relationships

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Noworolnik-Mastalska, Monika

2013-01-01

The article presents a clasification of selected leading conceptions within professional development, using socio-cultural perspective of learning in different relationships. Beside drawing on the classical social theory of learning through interactions with others, another dimensions of learning are added: related to the self, personal dimension of learning through professional identity development and societal dimension, where learning results from the ability to respond comprehensively to ...

The (Spatial) Memory Game: Testing the Relationship Between Spatial Language, Object Knowledge, and Spatial Cognition.

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Gudde, Harmen B; Griffiths, Debra; Coventry, Kenny R

2018-02-19

The memory game paradigm is a behavioral procedure to explore the relationship between language, spatial memory, and object knowledge. Using two different versions of the paradigm, spatial language use and memory for object location are tested under different, experimentally manipulated conditions. This allows us to tease apart proposed models explaining the influence of object knowledge on spatial language (e.g., spatial demonstratives), and spatial memory, as well as understanding the parameters that affect demonstrative choice and spatial memory more broadly. Key to the development of the method was the need to collect data on language use (e.g., spatial demonstratives: "this/that") and spatial memory data under strictly controlled conditions, while retaining a degree of ecological validity. The language version (section 3.1) of the memory game tests how conditions affect language use. Participants refer verbally to objects placed at different locations (e.g., using spatial demonstratives: "this/that red circle"). Different parameters can be experimentally manipulated: the distance from the participant, the position of a conspecific, and for example whether the participant owns, knows, or sees the object while referring to it. The same parameters can be manipulated in the memory version of the memory game (section 3.2). This version tests the effects of the different conditions on object-location memory. Following object placement, participants get 10 seconds to memorize the object's location. After the object and location cues are removed, participants verbally direct the experimenter to move a stick to indicate where the object was. The difference between the memorized and the actual location shows the direction and strength of the memory error, allowing comparisons between the influences of the respective parameters.

The effect of sodium salicylate injection on spatial learning and memory of rat

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Leila Azimi

2011-11-01

Full Text Available Background: Cyclooxygenase (COX enzyme known as a regulatory factor in synaptic plasticity. It has been reported that synaptic plasticity is one of the mechanisms involved in learning and memory processes. In the current study peripheral injection's effects of sodium salicylate (as a non selective COX inhibitor on spatial learning and memory have been investigated.Methods: Four groups of male rats received different doses of sodium salicylate (0, 200, 300, 400 mg/kg; i.p.. Studies were performed using Morris Water Maze (MWM. Spatial learning and memory parameters were subjected to the one- and two-way analyses of variance (ANOVAs followed by Tukey’s post hoc test.Results: Data showed that intraperitoneal injection of sodium salicylate had not significant effect on spatial learning parameters (including escape latency and traveled distance to hidden platform in training days; but administration of high dose of the drug (400 mg/kg significantly increased the percentage of time that animals spent in the target quadrant in probe trial testing. Conclusion: Peripheral injection of the COX inhibitor has no significant effect on spatial learning; but potentiates spatial memory consolidation using MWM.

Problem-Based Learning and Learning Approach: Is There a Relationship?

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Groves, Michele

2005-01-01

Aim: To assess the influence of a graduate-entry PBL (problem-based learning) curriculum on individual learning style; and to investigate the relationship between learning style, academic achievement and clinical reasoning skill. Method: Subjects were first-year medical students completed the Study Process Questionnaire at the commencement, and…

Mice lacking hippocampal left-right asymmetry show non-spatial learning deficits.

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Shimbo, Akihiro; Kosaki, Yutaka; Ito, Isao; Watanabe, Shigeru

2018-01-15

Left-right asymmetry is known to exist at several anatomical levels in the brain and recent studies have provided further evidence to show that it also exists at a molecular level in the hippocampal CA3-CA1 circuit. The distribution of N-methyl-d-aspartate (NMDA) receptor NR2B subunits in the apical and basal synapses of CA1 pyramidal neurons is asymmetrical if the input arrives from the left or right CA3 pyramidal neurons. In the present study, we examined the role of hippocampal asymmetry in cognitive function using β2-microglobulin knock-out (β2m KO) mice, which lack hippocampal asymmetry. We tested β2m KO mice in a series of spatial and non-spatial learning tasks and compared the performances of β2m KO and C57BL6/J wild-type (WT) mice. The β2m KO mice appeared normal in both spatial reference memory and spatial working memory tasks but they took more time than WT mice in learning the two non-spatial learning tasks (i.e., a differential reinforcement of lower rates of behavior (DRL) task and a straight runway task). The β2m KO mice also showed less precision in their response timing in the DRL task and showed weaker spontaneous recovery during extinction in the straight runway task. These results indicate that hippocampal asymmetry is important for certain characteristics of non-spatial learning. Copyright © 2017 Elsevier B.V. All rights reserved.

Learning Relationships in Community-Based Further Education

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Mayes, J. Terry; Crossan, Beth

2007-01-01

This article offers a new perspective on pedagogy and learning culture by emphasizing the key role played by "learning relationships." The first part of the paper describes the theoretical background in the work of Bordieu, and Lave & Wenger, and considers how, through the role of identity, individual relationships reflect the influence of…

Topological schemas of cognitive maps and spatial learning

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Andrey eBabichev

2016-03-01

Full Text Available Spatial navigation in mammals is based on building a mental representation of their environment---a cognitive map. However, both the nature of this cognitive map and its underpinning in neural structures and activity remains vague. A key difficulty is that these maps are collective, emergent phenomena that cannot be reduced to a simple combination of inputs provided by individual neurons. In this paper we suggest computational frameworks for integrating the spiking signals of individual cells into a spatial map, which we call schemas. We provide examples of four schemas defined by different types of topological relations that may be neurophysiologically encoded in the brain and demonstrate that each schema provides its own large-scale characteristics of the environment---the schema integrals. Moreover, we find that, in all cases, these integrals are learned at a rate which is faster than the rate of complete training of neural networks. Thus, the proposed schema framework differentiates between the cognitive aspect of spatial learning and the physiological aspect at the neural network level.

Topological Schemas of Cognitive Maps and Spatial Learning.

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Babichev, Andrey; Cheng, Sen; Dabaghian, Yuri A

2016-01-01

Spatial navigation in mammals is based on building a mental representation of their environment-a cognitive map. However, both the nature of this cognitive map and its underpinning in neural structures and activity remains vague. A key difficulty is that these maps are collective, emergent phenomena that cannot be reduced to a simple combination of inputs provided by individual neurons. In this paper we suggest computational frameworks for integrating the spiking signals of individual cells into a spatial map, which we call schemas. We provide examples of four schemas defined by different types of topological relations that may be neurophysiologically encoded in the brain and demonstrate that each schema provides its own large-scale characteristics of the environment-the schema integrals. Moreover, we find that, in all cases, these integrals are learned at a rate which is faster than the rate of complete training of neural networks. Thus, the proposed schema framework differentiates between the cognitive aspect of spatial learning and the physiological aspect at the neural network level.

Spatial learning depends on both the addition and removal of new hippocampal neurons.

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David Dupret

2007-08-01

Full Text Available The role of adult hippocampal neurogenesis in spatial learning remains a matter of debate. Here, we show that spatial learning modifies neurogenesis by inducing a cascade of events that resembles the selective stabilization process characterizing development. Learning promotes survival of relatively mature neurons, apoptosis of more immature cells, and finally, proliferation of neural precursors. These are three interrelated events mediating learning. Thus, blocking apoptosis impairs memory and inhibits learning-induced cell survival and cell proliferation. In conclusion, during learning, similar to the selective stabilization process, neuronal networks are sculpted by a tightly regulated selection and suppression of different populations of newly born neurons.

The Effect of Spatial Working Memory Deterioration on Strategic Visuomotor Learning across Aging.

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Uresti-Cabrera, Luis A; Diaz, Rosalinda; Vaca-Palomares, Israel; Fernandez-Ruiz, Juan

2015-01-01

To evaluate the effect of age-related cognitive changes in a visuomotor learning task that depends on strategic control and contrast it with the effect in a task principally depending on visuomotor recalibration. Participants performed a ball throwing task while donning either a reversing dove prism or a displacement wedge prism, which mainly depend on strategic control or visuomotor recalibration, respectively. Visuomotor performance was then analysed in relation to rule acquisition and reversal, recognition memory, visual memory, spatial planning, and spatial working memory with tasks from the Cambridge Neuropsychological Test Automated Battery (CANTAB). The results confirmed previous works showing a detrimental effect of age on visuomotor learning. The analyses of the cognitive changes observed across age showed that both strategic control and visuomotor recalibration had significant negative correlations only with the number of errors in the spatial working memory task. However, when the effect of aging was controlled, the only significant correlation remaining was between the reversal adaptation magnitude and spatial working memory. These results suggest that spatial working memory decline across aging could contribute to age-dependent deterioration in both visuomotor learning processes. However, spatial working memory integrity seems to affect strategic learning decline even after controlling for aging.

The Effect of Spatial Working Memory Deterioration on Strategic Visuomotor Learning across Aging

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Luis A. Uresti-Cabrera

2015-01-01

Full Text Available Objective. To evaluate the effect of age-related cognitive changes in a visuomotor learning task that depends on strategic control and contrast it with the effect in a task principally depending on visuomotor recalibration. Methods. Participants performed a ball throwing task while donning either a reversing dove prism or a displacement wedge prism, which mainly depend on strategic control or visuomotor recalibration, respectively. Visuomotor performance was then analysed in relation to rule acquisition and reversal, recognition memory, visual memory, spatial planning, and spatial working memory with tasks from the Cambridge Neuropsychological Test Automated Battery (CANTAB. Results. The results confirmed previous works showing a detrimental effect of age on visuomotor learning. The analyses of the cognitive changes observed across age showed that both strategic control and visuomotor recalibration had significant negative correlations only with the number of errors in the spatial working memory task. However, when the effect of aging was controlled, the only significant correlation remaining was between the reversal adaptation magnitude and spatial working memory. Discussion. These results suggest that spatial working memory decline across aging could contribute to age-dependent deterioration in both visuomotor learning processes. However, spatial working memory integrity seems to affect strategic learning decline even after controlling for aging.

A Deep Similarity Metric Learning Model for Matching Text Chunks to Spatial Entities

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Ma, K.; Wu, L.; Tao, L.; Li, W.; Xie, Z.

2017-12-01

The matching of spatial entities with related text is a long-standing research topic that has received considerable attention over the years. This task aims at enrich the contents of spatial entity, and attach the spatial location information to the text chunk. In the data fusion field, matching spatial entities with the corresponding describing text chunks has a big range of significance. However, the most traditional matching methods often rely fully on manually designed, task-specific linguistic features. This work proposes a Deep Similarity Metric Learning Model (DSMLM) based on Siamese Neural Network to learn similarity metric directly from the textural attributes of spatial entity and text chunk. The low-dimensional feature representation of the space entity and the text chunk can be learned separately. By employing the Cosine distance to measure the matching degree between the vectors, the model can make the matching pair vectors as close as possible. Mearnwhile, it makes the mismatching as far apart as possible through supervised learning. In addition, extensive experiments and analysis on geological survey data sets show that our DSMLM model can effectively capture the matching characteristics between the text chunk and the spatial entity, and achieve state-of-the-art performance.

Interprofessional learning at work: what spatial theory can tell us about workplace learning in an acute care ward.

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Gregory, Linda Rosemary; Hopwood, Nick; Boud, David

2014-05-01

It is widely recognized that every workplace potentially provides a rich source of learning. Studies focusing on health care contexts have shown that social interaction within and between professions is crucial in enabling professionals to learn through work, address problems and cope with challenges of clinical practice. While hospital environments are beginning to be understood in spatial terms, the links between space and interprofessional learning at work have not been explored. This paper draws on Lefebvre's tri-partite theoretical framework of perceived, conceived and lived space to enrich understandings of interprofessional learning on an acute care ward in an Australian teaching hospital. Qualitative analysis was undertaken using data from observations of Registered Nurses at work and semi-structured interviews linked to observed events. The paper focuses on a ward round, the medical workroom and the Registrar's room, comparing and contrasting the intended (conceived), practiced (perceived) and pedagogically experienced (lived) spatial dimensions. The paper concludes that spatial theory has much to offer understandings of interprofessional learning in work, and the features of work environments and daily practices that produce spaces that enable or constrain learning.

Stellate Cells in the Medial Entorhinal Cortex Are Required for Spatial Learning

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Sarah A. Tennant

2018-01-01

Full Text Available Spatial learning requires estimates of location that may be obtained by path integration or from positional cues. Grid and other spatial firing patterns of neurons in the superficial medial entorhinal cortex (MEC suggest roles in behavioral estimation of location. However, distinguishing the contributions of path integration and cue-based signals to spatial behaviors is challenging, and the roles of identified MEC neurons are unclear. We use virtual reality to dissociate linear path integration from other strategies for behavioral estimation of location. We find that mice learn to path integrate using motor-related self-motion signals, with accuracy that decreases steeply as a function of distance. We show that inactivation of stellate cells in superficial MEC impairs spatial learning in virtual reality and in a real world object location recognition task. Our results quantify contributions of path integration to behavior and corroborate key predictions of models in which stellate cells contribute to location estimation.

[Relationship between self-directed learning with learning styles and strategies in medical students].

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Márquez U, Carolina; Fasce H, Eduardo; Pérez V, Cristhian; Ortega B, Javiera; Parra P, Paula; Ortiz M, Liliana; Matus B, Olga; Ibáñez G, Pilar

2014-11-01

Self-directed learning (SDL) skills are particularly important in medical education, considering that physicians should be able to regulate their own learning experiences. To evaluate the relationship between learning styles and strategies and self-directed learning in medical students. One hundred ninety nine first year medical students (120 males) participated in the study. Preparation for Independent Learning (EPAI) scale was used to assess self-direction. Schmeck learning strategies scale and Honey and Alonso (CHAEA) scales were used to evaluate learning styles and strategies. Theoretical learning style and deep processing learning strategy had positive correlations with self-direct learning. Medical students with theoretical styles and low retention of facts are those with greater ability to self-direct their learning. Further studies are required to determine the relationship between learning styles and strategies with SDL in medical students. The acquired knowledge will allow the adjustment of teaching strategies to encourage SDL.

[Effect of object consistency in a spatial contextual cueing paradigm].

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Takeda, Yuji

2008-04-01

Previous studies demonstrated that attention can be quickly guided to a target location in a visual search task when the spatial configurations of search items and/or the object identities were repeated in the previous trials. This phenomenon is termed contextual cueing. Recently, it was reported that spatial configuration learning and object identity learning occurred independently, when novel contours were used as search items. The present study examined whether this learning occurred independently even when the search items were meaningful. The results showed that the contextual cueing effect was observed even if the relationships between the spatial locations and object identities were jumbled (Experiment 1). However, it disappeared when the search items were changed into geometric patterns (Experiment 2). These results suggest that the spatial configuration can be learned independent of the object identities; however, the use of the learned configuration is restricted by the learning situations.

The relationships between trait anxiety, place recognition memory, and learning strategy.

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Hawley, Wayne R; Grissom, Elin M; Dohanich, Gary P

2011-01-20

Rodents learn to navigate mazes using various strategies that are governed by specific regions of the brain. The type of strategy used when learning to navigate a spatial environment is moderated by a number of factors including emotional states. Heightened anxiety states, induced by exposure to stressors or administration of anxiogenic agents, have been found to bias male rats toward the use of a striatum-based stimulus-response strategy rather than a hippocampus-based place strategy. However, no study has yet examined the relationship between natural anxiety levels, or trait anxiety, and the type of learning strategy used by rats on a dual-solution task. In the current experiment, levels of inherent anxiety were measured in an open field and compared to performance on two separate cognitive tasks, a Y-maze task that assessed place recognition memory, and a visible platform water maze task that assessed learning strategy. Results indicated that place recognition memory on the Y-maze correlated with the use of place learning strategy on the water maze. Furthermore, lower levels of trait anxiety correlated positively with better place recognition memory and with the preferred use of place learning strategy. Therefore, competency in place memory and bias in place strategy are linked to the levels of inherent anxiety in male rats. Copyright © 2010 Elsevier B.V. All rights reserved.

Early handling effect on female rat spatial and non-spatial learning and memory.

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Plescia, Fulvio; Marino, Rosa A M; Navarra, Michele; Gambino, Giuditta; Brancato, Anna; Sardo, Pierangelo; Cannizzaro, Carla

2014-03-01

This study aims at providing an insight into early handling procedures on learning and memory performance in adult female rats. Early handling procedures were started on post-natal day 2 until 21, and consisted in 15 min, daily separations of the dams from their litters. Assessment of declarative memory was carried out in the novel-object recognition task; spatial learning, reference- and working memory were evaluated in the Morris water maze (MWM). Our results indicate that early handling induced an enhancement in: (1) declarative memory, in the object recognition task, both at 1h and 24h intervals; (2) reference memory in the probe test and working memory and behavioral flexibility in the "single-trial and four-trial place learning paradigm" of the MWM. Short-term separation by increasing maternal care causes a dampening in HPA axis response in the pups. A modulated activation of the stress response may help to protect brain structures, involved in cognitive function. In conclusion, this study shows the long-term effects of a brief maternal separation in enhancing object recognition-, spatial reference- and working memory in female rats, remarking the impact of early environmental experiences and the consequent maternal care on the behavioral adaptive mechanisms in adulthood. Copyright © 2013 Elsevier B.V. All rights reserved.

How Spatial Relationships Influence Economic Preferences for Wind Power—A Review

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Lauren Knapp

2015-06-01

Full Text Available An increasing number of studies in the environmental and resource economic literature suggest that preferences for changes or improvements in environmental amenities, from water quality to recreation, are spatially heterogeneous. One of these effects in particular, distance decay, suggests that respondents exhibit a higher willingness to pay (WTP the closer they live to a proposed environmental improvement and vice versa. The importance of spatial effects cannot be underestimated. Several of these studies find significant biases in aggregate WTP values, and therefore social welfare, from models that disregard spatial factors. This relationship between spatial aspects and preferences, however, remains largely ignored in the non-market valuation literature applied to valuing preferences for renewable energy, generally, and wind power, specifically. To our knowledge, fourteen peer-reviewed studies have been conducted to estimate stated preferences (SP for onshore and/or offshore wind development, yet less than half of those utilize any measure to account for the relationship between spatial effects and preferences. Fewer still undertake more robust measures that account for these spatially dependent relationships, such as via GIS, outside incorporating a single ‘distance’ attribute within the choice experiment (CE referenda. This paper first reviews the methodologies of the SP wind valuation studies that have integrated measure(s to account for spatial effects. We then categorize these effects into three dimensions—distance to a proposed wind project, distance to existing wind project(s, and cumulative effects—supporting each with a discussion of significant findings, including those found in the wind hedonic and acceptance literature. Policy implications that can be leveraged to maximize social welfare when siting future wind projects as well as recommendations for additional research to control for preference spatial heterogeneity in wind

Spatial Learning and Wayfinding in an Immersive Environment: The Digital Fulldome.

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Hedge, Craig; Weaver, Ruth; Schnall, Simone

2017-05-01

Previous work has examined whether immersive technologies can benefit learning in virtual environments, but the potential benefits of technology in this context are confounded by individual differences such as spatial ability. We assessed spatial knowledge acquisition in male and female participants using a technology not previously examined empirically: the digital fulldome. Our primary aim was to examine whether performance on a test of survey knowledge was better in a fulldome (N = 28, 12 males) relative to a large, flat screen display (N = 27, 13 males). Regression analysis showed that, compared to a flat screen display, males showed higher levels of performance on a test of survey knowledge after learning in the fulldome, but no benefit occurred for females. Furthermore, performance correlated with spatial visualization ability in male participants, but not in female participants. Thus, the digital fulldome is a potentially useful learning aid, capable of accommodating multiple users, but individual differences and use of strategy need to be considered.

How People Learn in an Asynchronous Online Learning Environment: The Relationships between Graduate Students' Learning Strategies and Learning Satisfaction

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Choi, Beomkyu

2016-01-01

The purpose of this study was to examine the relationships between learners' learning strategies and learning satisfaction in an asynchronous online learning environment. In an attempt to shed some light on how people learn in an online learning environment, one hundred and sixteen graduate students who were taking online learning courses…

Relationship between Individual and Organizational Learning: Mediating Role of Team Learning

OpenAIRE

Monika Stelmaszczyk

2016-01-01

The aim of this paper is to recognize the relationships between individual and organizational learning while considering team learning as a mediator of these relationships. The research object is a large Polish enterprise specializing in the production of cast-iron items. In order to test assumed research hypotheses, statistical analyses were conducted using the IBM SPSS Statistics Suite, version 20. The suite helped conduct correlation analyses concatenation, line regression analyses and med...

Sleep deprivation impairs spatial retrieval but not spatial learning in the non-human primate grey mouse lemur.

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Anisur Rahman

Full Text Available A bulk of studies in rodents and humans suggest that sleep facilitates different phases of learning and memory process, while sleep deprivation (SD impairs these processes. Here we tested the hypothesis that SD could alter spatial learning and memory processing in a non-human primate, the grey mouse lemur (Microcebus murinus, which is an interesting model of aging and Alzheimer's disease (AD. Two sets of experiments were performed. In a first set of experiments, we investigated the effects of SD on spatial learning and memory retrieval after one day of training in a circular platform task. Eleven male mouse lemurs aged between 2 to 3 years were tested in three different conditions: without SD as a baseline reference, 8 h of SD before the training and 8 h of SD before the testing. The SD was confirmed by electroencephalographic recordings. Results showed no effect of SD on learning when SD was applied before the training. When the SD was applied before the testing, it induced an increase of the amount of errors and of the latency prior to reach the target. In a second set of experiments, we tested the effect of 8 h of SD on spatial memory retrieval after 3 days of training. Twenty male mouse lemurs aged between 2 to 3 years were tested in this set of experiments. In this condition, the SD did not affect memory retrieval. This is the first study that documents the disruptive effects of the SD on spatial memory retrieval in this primate which may serve as a new validated challenge to investigate the effects of new compounds along physiological and pathological aging.

Multisubject Learning for Common Spatial Patterns in Motor-Imagery BCI

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Dieter Devlaminck

2011-01-01

Full Text Available Motor-imagery-based brain-computer interfaces (BCIs commonly use the common spatial pattern filter (CSP as preprocessing step before feature extraction and classification. The CSP method is a supervised algorithm and therefore needs subject-specific training data for calibration, which is very time consuming to collect. In order to reduce the amount of calibration data that is needed for a new subject, one can apply multitask (from now on called multisubject machine learning techniques to the preprocessing phase. Here, the goal of multisubject learning is to learn a spatial filter for a new subject based on its own data and that of other subjects. This paper outlines the details of the multitask CSP algorithm and shows results on two data sets. In certain subjects a clear improvement can be seen, especially when the number of training trials is relatively low.

Enhancement of Spatial Learning-Memory in Developing Rats via Mozart Music

Institute of Scientific and Technical Information of China (English)

Jian-Gao Yao; Yang Xia; Sheng-Jun Dai; Guang-Zhan Fang; Hua Guo; De-Zhong Yao

2009-01-01

This paper studies the effect of musical stimulations on the capability of the spatial learning-memory in developing rats by behavioral and electro-physiological techniques.Rats,which are exposed to Mozart's Sonata for Two Pianos in D Major,complete learning tasks of the Moriss water maze with significantly shorter latencies,and the power spectrum of alpha band of electrohippocampogram (EHG) significantly increase,compared with the control rats and rats exposed to the horror music.The results indicate that if given the stimulation of Mozart music in the developmental period of the auditory cortex,the capability of the spatial learning-memory can be significantly changed.The enhancement of alpha band of EHG may be related to the change of this function mainly.

Reward-based spatial learning in unmedicated adults with obsessive-compulsive disorder.

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Marsh, Rachel; Tau, Gregory Z; Wang, Zhishun; Huo, Yuankai; Liu, Ge; Hao, Xuejun; Packard, Mark G; Peterson, Bradley S; Simpson, H Blair

2015-04-01

The authors assessed the functioning of mesolimbic and striatal areas involved in reward-based spatial learning in unmedicated adults with obsessive-compulsive disorder (OCD). Functional MRI blood-oxygen-level-dependent response was compared in 33 unmedicated adults with OCD and 33 healthy, age-matched comparison subjects during a reward-based learning task that required learning to use extramaze cues to navigate a virtual eight-arm radial maze to find hidden rewards. The groups were compared in their patterns of brain activation associated with reward-based spatial learning versus a control condition in which rewards were unexpected because they were allotted pseudorandomly to experimentally prevent learning. Both groups learned to navigate the maze to find hidden rewards, but group differences in neural activity during navigation and reward processing were detected in mesolimbic and striatal areas. During navigation, the OCD group, unlike the healthy comparison group, exhibited activation in the left posterior hippocampus. Unlike healthy subjects, participants in the OCD group did not show activation in the left ventral putamen and amygdala when anticipating rewards or in the left hippocampus, amygdala, and ventral putamen when receiving unexpected rewards (control condition). Signal in these regions decreased relative to baseline during unexpected reward receipt among those in the OCD group, and the degree of activation was inversely associated with doubt/checking symptoms. Participants in the OCD group displayed abnormal recruitment of mesolimbic and ventral striatal circuitry during reward-based spatial learning. Whereas healthy comparison subjects exhibited activation in this circuitry in response to the violation of reward expectations, unmedicated OCD participants did not and instead over-relied on the posterior hippocampus during learning. Thus, dopaminergic innervation of reward circuitry may be altered, and future study of anterior/posterior hippocampal

The relationship between language and spatial ability an analysis of spatial language for reconstructing the solving of spatial tasks

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Mizzi, Angel

2017-01-01

This work investigates how different fifth-grade students solve spatial-verbal tasks and the role of language in this process. Based on a synthesis of theoretical foundations and methodological issues for supporting the relationship between spatial ability and language, this present study examines and classifies strategies used by students as well as the obstacles they encounter when solving spatial tasks in the reconstruction method. Contents Theoretical Framework Design and Implementation Results and Discussion from the Inductive Data Analyses Target Groups Scholars and students of mathematics education Teachers of mathematics in primary and secondary schools About the Author Angel Mizzi works as a research assistant and lecturer at the University of Duisburg-Essen, where he has successfully completed his PhD studies in mathematics education.

Relationship between learning environment characteristics and academic engagement

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Opdenakker, Marie-Christine; Minnaert, Alexander

The relationship between learning environment characteristics and academic engagement of 777 Grade 6 children located in 41 learning environments was explored. Questionnaires were used to tap learning environment perceptions of children, their academic engagement, and their ethnic-cultural

Individual differences in spatial configuration learning predict the occurrence of intrusive memories.

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Meyer, Thomas; Smeets, Tom; Giesbrecht, Timo; Quaedflieg, Conny W E M; Girardelli, Marta M; Mackay, Georgina R N; Merckelbach, Harald

2013-03-01

The dual-representation model of posttraumatic stress disorder (PTSD; Brewin, Gregory, Lipton, & Burgess, Psychological Review, 117, 210-232 2010) argues that intrusions occur when people fail to construct context-based representations during adverse experiences. The present study tested a specific prediction flowing from this model. In particular, we investigated whether the efficiency of temporal-lobe-based spatial configuration learning would account for individual differences in intrusive experiences and physiological reactivity in the laboratory. Participants (N = 82) completed the contextual cuing paradigm, which assesses spatial configuration learning that is believed to depend on associative encoding in the parahippocampus. They were then shown a trauma film. Afterward, startle responses were quantified during presentation of trauma reminder pictures versus unrelated neutral and emotional pictures. PTSD symptoms were recorded in the week following participation. Better configuration learning performance was associated with fewer perceptual intrusions, r = -.33, p .46) and had no direct effect on intrusion-related distress and overall PTSD symptoms, rs > -.12, ps > .29. However, configuration learning performance tended to be associated with reduced physiological responses to unrelated negative images, r = -.20, p = .07. Thus, while spatial configuration learning appears to be unrelated to affective responding to trauma reminders, our overall findings support the idea that the context-based memory system helps to reduce intrusions.

Protocol for Short- and Longer-term Spatial Learning and Memory in Mice

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Emily F. Willis

2017-10-01

Full Text Available Studies on the role of the hippocampus in higher cognitive functions such as spatial learning and memory in rodents are reliant upon robust and objective behavioral tests. This protocol describes one such test—the active place avoidance (APA task. This behavioral task involves the mouse continuously integrating visual cues to orientate itself within a rotating arena in order to actively avoid a shock zone, the location of which remains constant relative to the room. This protocol details the step-by-step procedures for a novel paradigm of the hippocampal-dependent APA task, measuring acquisition of spatial learning during a single 20-min trial (i.e., short-term memory, with spatial memory encoding and retrieval (i.e., long-term memory assessed by trials conducted over consecutive days. Using the APA task, cognitive flexibility can be assessed using the reversal learning paradigm, as this increases the cognitive load required for efficient performance in the task. In addition to a detailed experimental protocol, this paper also describes the range of its possible applications, the expected key results, as well as the analytical methods to assess the data, and the pitfalls/troubleshooting measures. The protocol described herein is highly robust and produces replicable results, thus presenting an important paradigm that enables the assessment of subtle short-term changes in spatial learning and memory, such as those observed for many experimental interventions.

Women match men when learning a spatial skill.

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Spence, Ian; Yu, Jingjie Jessica; Feng, Jing; Marshman, Jeff

2009-07-01

Meta-analytic studies have concluded that although training improves spatial cognition in both sexes, the male advantage generally persists. However, because some studies run counter to this pattern, a closer examination of the anomaly is warranted. The authors investigated the acquisition of a basic skill (spatial selective attention) using a matched-pair two-wave longitudinal design. Participants were screened with the use of an attentional visual field task, with the objective of selecting and matching 10 male-female pairs, over a wide range (30% to 57% correct). Subsequently, 20 participants 17-23 years of age (selected from 43 screened) were trained for 10 hr (distributed over several sessions) by playing a first-person shooter video game. This genre is known to be highly effective in enhancing spatial skills. All 20 participants improved, with matched members of the male-female pairs achieving very similar gains, independent of starting level. This is consistent with the hypothesis that the learning trajectory of women is not inferior to that of men when acquiring a basic spatial skill. Training methods that develop basic spatial skills may be essential to achieve gender parity in both basic and complex spatial tasks.

Adaptive social learning strategies in temporally and spatially varying environments : how temporal vs. spatial variation, number of cultural traits, and costs of learning influence the evolution of conformist-biased transmission, payoff-biased transmission, and individual learning.

Science.gov (United States)

Nakahashi, Wataru; Wakano, Joe Yuichiro; Henrich, Joseph

2012-12-01

Long before the origins of agriculture human ancestors had expanded across the globe into an immense variety of environments, from Australian deserts to Siberian tundra. Survival in these environments did not principally depend on genetic adaptations, but instead on evolved learning strategies that permitted the assembly of locally adaptive behavioral repertoires. To develop hypotheses about these learning strategies, we have modeled the evolution of learning strategies to assess what conditions and constraints favor which kinds of strategies. To build on prior work, we focus on clarifying how spatial variability, temporal variability, and the number of cultural traits influence the evolution of four types of strategies: (1) individual learning, (2) unbiased social learning, (3) payoff-biased social learning, and (4) conformist transmission. Using a combination of analytic and simulation methods, we show that spatial-but not temporal-variation strongly favors the emergence of conformist transmission. This effect intensifies when migration rates are relatively high and individual learning is costly. We also show that increasing the number of cultural traits above two favors the evolution of conformist transmission, which suggests that the assumption of only two traits in many models has been conservative. We close by discussing how (1) spatial variability represents only one way of introducing the low-level, nonadaptive phenotypic trait variation that so favors conformist transmission, the other obvious way being learning errors, and (2) our findings apply to the evolution of conformist transmission in social interactions. Throughout we emphasize how our models generate empirical predictions suitable for laboratory testing.

Spatial Visualization Learning in Engineering: Traditional Methods vs. a Web-Based Tool

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Pedrosa, Carlos Melgosa; Barbero, Basilio Ramos; Miguel, Arturo Román

2014-01-01

This study compares an interactive learning manager for graphic engineering to develop spatial vision (ILMAGE_SV) to traditional methods. ILMAGE_SV is an asynchronous web-based learning tool that allows the manipulation of objects with a 3D viewer, self-evaluation, and continuous assessment. In addition, student learning may be monitored, which…

Relationship learning as a dimension of relationship quality : tentative evidence from transnational buyer-supplier relationships

NARCIS (Netherlands)

Raškovic, M.; Makovec Brencic, M.; Ferligoj, A.; Fransoo, J.C.

2013-01-01

While relationship learning has been addressed in marketing theory, it has not yet been explored as a possible dimension of the second-order construct of relationship quality (RQ). This construct has so far been mostly conceptualized to consist of trust and commitment, sometimes also satisfaction;

Bidirectional-Convolutional LSTM Based Spectral-Spatial Feature Learning for Hyperspectral Image Classification

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Qingshan Liu

2017-12-01

Full Text Available This paper proposes a novel deep learning framework named bidirectional-convolutional long short term memory (Bi-CLSTM network to automatically learn the spectral-spatial features from hyperspectral images (HSIs. In the network, the issue of spectral feature extraction is considered as a sequence learning problem, and a recurrent connection operator across the spectral domain is used to address it. Meanwhile, inspired from the widely used convolutional neural network (CNN, a convolution operator across the spatial domain is incorporated into the network to extract the spatial feature. In addition, to sufficiently capture the spectral information, a bidirectional recurrent connection is proposed. In the classification phase, the learned features are concatenated into a vector and fed to a Softmax classifier via a fully-connected operator. To validate the effectiveness of the proposed Bi-CLSTM framework, we compare it with six state-of-the-art methods, including the popular 3D-CNN model, on three widely used HSIs (i.e., Indian Pines, Pavia University, and Kennedy Space Center. The obtained results show that Bi-CLSTM can improve the classification performance by almost 1.5 % as compared to 3D-CNN.

Locomotion-learning behavior relationship in Caenorhabditis elegans following γ-ray irradiation

International Nuclear Information System (INIS)

Sakashita, Tetsuya; Hamada, Nobuyuki; Suzuki, Michiyo; Kobayashi, Yasuhiko; Ikeda, Daisuke D.; Yanase, Sumino; Ishii, Naoaki

2008-01-01

Learning impairment following ionizing radiation (IR) exposure is an important potential risk in manned space missions. We previously reported the modulatory effects of IR on salt chemotaxis learning in Caenorhabditis elegans. However, little is known about the effects of IR on the functional relationship in the nervous system. In the present study, we investigated the effects of γ-ray exposure on the relationship between locomotion and salt chemotaxis learning behavior. We found that effects of pre-learning irradiation on locomotion were significantly correlated with the salt chemotaxis learning performance, whereas locomotion was not directly related to chemotaxis to NaCl. On the other hand, locomotion was positively correlated with salt chemotaxis of animals which were irradiated during learning, and the correlation disappeared with increasing doses. These results suggest an indirect relationship between locomotion and salt chemotaxis learning in C. elegans, and that IR inhibits the innate relationship between locomotion and chemotaxis, which is related to salt chemotaxis learning conditioning of C. elegans. (author)

Learning by Drilling: Interfirm Learning and Relationship Persistence in the Texas Oilpatch

OpenAIRE

Ryan Kellogg

2011-01-01

This article examines learning-by-doing that is specific not just to individual firms but to pairs of firms working together in a contracting relationship. Using data from the oil and gas industry, I find that the productivity of an oil production company and its drilling contractor increases with their joint experience. This learning is relationship-specific: drilling rigs cannot fully appropriate the productivity gains acquired through experience with one production company to their work fo...

Gait disorder as a predictor of spatial learning and memory impairment in aged mice

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Xin Wang

2017-01-01

Full Text Available Objective To investigate whether gait dysfunction is a predictor of severe spatial learning and memory impairment in aged mice. Methods A total of 100 12-month-old male mice that had no obvious abnormal motor ability and whose Morris water maze performances were not significantly different from those of two-month-old male mice were selected for the study. The selected aged mice were then divided into abnormal or normal gait groups according to the results from the quantitative gait assessment. Gaits of aged mice were defined as abnormal when the values of quantitative gait parameters were two standard deviations (SD lower or higher than those of 2-month-old male mice. Gait parameters included stride length, variability of stride length, base of support, cadence, and average speed. After nine months, mice exhibiting severe spatial learning and memory impairment were separated from mice with mild or no cognitive dysfunction. The rate of severe spatial learning and memory impairment in the abnormal and normal gait groups was tested by a chi-square test and the correlation between gait dysfunction and decline in cognitive function was tested using a diagnostic test. Results The 12-month-old aged mice were divided into a normal gait group (n = 75 and an abnormal gait group (n = 25. Nine months later, three mice in the normal gait group and two mice in the abnormal gait group had died. The remaining mice were subjected to the Morris water maze again, and 17 out of 23 mice in the abnormal gait group had developed severe spatial learning and memory impairment, including six with stride length deficits, 15 with coefficient of variation (CV in stride length, two with base of support (BOS deficits, five with cadence dysfunction, and six with average speed deficits. In contrast, only 15 out of 72 mice in the normal gait group developed severe spatial learning and memory impairment. The rate of severe spatial learning and memory impairment was

Hilar GABAergic interneuron activity controls spatial learning and memory retrieval.

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Yaisa Andrews-Zwilling

Full Text Available Although extensive research has demonstrated the importance of excitatory granule neurons in the dentate gyrus of the hippocampus in normal learning and memory and in the pathogenesis of amnesia in Alzheimer's disease (AD, the role of hilar GABAergic inhibitory interneurons, which control the granule neuron activity, remains unclear.We explored the function of hilar GABAergic interneurons in spatial learning and memory by inhibiting their activity through Cre-dependent viral expression of enhanced halorhodopsin (eNpHR3.0--a light-driven chloride pump. Hilar GABAergic interneuron-specific expression of eNpHR3.0 was achieved by bilaterally injecting adeno-associated virus containing a double-floxed inverted open-reading frame encoding eNpHR3.0 into the hilus of the dentate gyrus of mice expressing Cre recombinase under the control of an enhancer specific for GABAergic interneurons. In vitro and in vivo illumination with a yellow laser elicited inhibition of hilar GABAergic interneurons and consequent activation of dentate granule neurons, without affecting pyramidal neurons in the CA3 and CA1 regions of the hippocampus. We found that optogenetic inhibition of hilar GABAergic interneuron activity impaired spatial learning and memory retrieval, without affecting memory retention, as determined in the Morris water maze test. Importantly, optogenetic inhibition of hilar GABAergic interneuron activity did not alter short-term working memory, motor coordination, or exploratory activity.Our findings establish a critical role for hilar GABAergic interneuron activity in controlling spatial learning and memory retrieval and provide evidence for the potential contribution of GABAergic interneuron impairment to the pathogenesis of amnesia in AD.

Spatial relationship between climatologies and changes in global vegetation activity.

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de Jong, Rogier; Schaepman, Michael E; Furrer, Reinhard; de Bruin, Sytze; Verburg, Peter H

2013-06-01

Vegetation forms a main component of the terrestrial biosphere and plays a crucial role in land-cover and climate-related studies. Activity of vegetation systems is commonly quantified using remotely sensed vegetation indices (VI). Extensive reports on temporal trends over the past decades in time series of such indices can be found in literature. However, little remains known about the processes underlying these changes at large spatial scales. In this study, we aimed at quantifying the spatial relationship between changes in potential climatic growth constraints (i.e. temperature, precipitation and incident solar radiation) and changes in vegetation activity (1982-2008). We demonstrate an additive spatial model with 0.5° resolution, consisting of a regression component representing climate-associated effects and a spatially correlated field representing the combined influence of other factors, including land-use change. Little over 50% of the spatial variance could be attributed to changes in climatologies; conspicuously, many greening trends and browning hotspots in Argentina and Australia. The nonassociated model component may contain large-scale human interventions, feedback mechanisms or natural effects, which were not captured by the climatologies. Browning hotspots in this component were especially found in subequatorial Africa. On the scale of land-cover types, strongest relationships between climatologies and vegetation activity were found in forests, including indications for browning under warming conditions (analogous to the divergence issue discussed in dendroclimatology). © 2013 Blackwell Publishing Ltd.

Allocentric spatial learning and memory deficits in Down syndrome.

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Pamela A Banta Lavenex

2015-02-01

Full Text Available Studies have shown that persons with Down Syndrome (DS exhibit relatively poor language capacities, and impaired verbal and visuoperceptual memory, whereas their visuospatial memory capacities appear comparatively spared. Individuals with DS recall better where an object was previously seen than what object was previously seen. However, most of the evidence concerning preserved visuospatial memory comes from tabletop or computerized experiments which are biased towards testing egocentric (viewpoint-dependent spatial representations. Accordingly, allocentric (viewpoint-independent spatial learning and memory capacities may not be necessary to perform these tasks. Thus, in order to more fully characterize the spatial capacities of individuals with DS, allocentric processes underlying real-world navigation must also be investigated. We tested 20 participants with DS and 16 mental age-matched, typically developing (TD children in a real-world, allocentric spatial memory task. During local cue (LC trials, participants had to locate three rewards marked by local color cues, among 12 locations distributed in a 4 m X 4 m arena. During allocentric spatial (AS trials, participants had to locate the same three rewards, in absence of local cues, based on their relations to distal environmental cues. All TD participants chose rewarded locations in LC and AS trials at above chance level. In contrast, although all but one of the participants with DS exhibited a preference for the rewarded locations in LC trials, only 50% of participants with DS chose the rewarded locations at above chance level in AS trials. As a group, participants with DS performed worse than TD children on all measures of task performance. These findings demonstrate that individuals with DS are impaired at using an allocentric spatial representation to learn and remember discrete locations in a controlled environment, suggesting persistent and pervasive deficits in hippocampus

Motivation and Its Relationship with Learning Strategy

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Liu, Yunzhen

2012-01-01

This study investigates motivation that influences heritage and non-heritage students' learning of Chinese, and its relationship with Chinese language learning strategies (LLS). The study uses Deci and Ryan's typology--"Intrinsic Motivation" and "Extrinsic Motivation", for the investigation, examining issues such as: (1) What…

Machine learning spatial geometry from entanglement features

Science.gov (United States)

You, Yi-Zhuang; Yang, Zhao; Qi, Xiao-Liang

2018-02-01

Motivated by the close relations of the renormalization group with both the holography duality and the deep learning, we propose that the holographic geometry can emerge from deep learning the entanglement feature of a quantum many-body state. We develop a concrete algorithm, call the entanglement feature learning (EFL), based on the random tensor network (RTN) model for the tensor network holography. We show that each RTN can be mapped to a Boltzmann machine, trained by the entanglement entropies over all subregions of a given quantum many-body state. The goal is to construct the optimal RTN that best reproduce the entanglement feature. The RTN geometry can then be interpreted as the emergent holographic geometry. We demonstrate the EFL algorithm on a 1D free fermion system and observe the emergence of the hyperbolic geometry (AdS3 spatial geometry) as we tune the fermion system towards the gapless critical point (CFT2 point).

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

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Chun, Marvin M.; Jiang, Yuhong

1998-01-01

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

Relationships of People with Learning Disabilities in Ireland

Science.gov (United States)

Bane, Geraldine; Deely, Marie; Donohoe, Brian; Dooher, Martin; Flaherty, Josephine; Iriarte, Edurne Garcia; Hopkins, Rob; Mahon, Ann; Minogue, Ger; Mc Donagh, Padraig; O'Doherty, Siobhain; Curry, Martin; Shannon, Stephen; Tierney, Edel; Wolfe, Marie

2012-01-01

This study explored the perspectives of people with learning disabilities on relationships and supports in the Republic of Ireland. A national research network consisting of 21 researchers with learning disabilities, 12 supporters, and 7 university researchers conducted the study. Researchers with learning disabilities and their supporters ran 16…

Prenatal irradiation and spatial memory in mice: investigation of dose-response relationship

International Nuclear Information System (INIS)

Sienkiewicz, Z.J.; Haylock, R.G.E.; Saunders, R.D.

1994-01-01

Pregnant CD1 mice were exposed on gestational day 18 to 250 kV X-rays at 0.1, 0.25, 0.35 and 0.5 Gy. The performances of 10 adult male offspring from each exposure condition were investigated on a spatial discrimination learning task in a radial arm maze. An impairment in the performance of this task was found which showed a correlation with dose. Compared with sham exposed control mice, performance was not significantly affected with irradiation at 0.1 Gy and was slightly but non-significantly reduced at 0.25 Gy. Irradiation at 0.35 Gy caused a significant impairment in performance, and exposure at 0.5 Gy resulted in a still larger impairment. The overall association between dose and behavioural impairment was best described by a linear relationship without a threshold, although at doses lower than about 0.25 Gy any impairment would appear to be too small to be detectable. (Author)

Deletion of PEA-15 in mice is associated with specific impairments of spatial learning abilities

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Hale Gregory

2009-11-01

Full Text Available Abstract Background PEA-15 is a phosphoprotein that binds and regulates ERK MAP kinase and RSK2 and is highly expressed throughout the brain. PEA-15 alters c-Fos and CREB-mediated transcription as a result of these interactions. To determine if PEA-15 contributes to the function of the nervous system we tested mice lacking PEA-15 in a series of experiments designed to measure learning, sensory/motor function, and stress reactivity. Results We report that PEA-15 null mice exhibited impaired learning in three distinct spatial tasks, while they exhibited normal fear conditioning, passive avoidance, egocentric navigation, and odor discrimination. PEA-15 null mice also had deficient forepaw strength and in limited instances, heightened stress reactivity and/or anxiety. However, these non-cognitive variables did not appear to account for the observed spatial learning impairments. The null mice maintained normal weight, pain sensitivity, and coordination when compared to wild type controls. Conclusion We found that PEA-15 null mice have spatial learning disabilities that are similar to those of mice where ERK or RSK2 function is impaired. We suggest PEA-15 may be an essential regulator of ERK-dependent spatial learning.

Relationship between self-directed learning with learning styles and strategies in medical students

OpenAIRE

Márquez U, Carolina; Fasce H, Eduardo; Pérez V, Cristhian; Ortega B, Javiera; Parra P, Paula; Ortiz M, Liliana; Matus B, Olga; Ibáñez G, Pilar

2014-01-01

Background: Self-directed learning (SDL) skills are particularly important in medical education, considering that physicians should be able to regulate their own learning experiences. Aim: To evaluate the relationship between learning styles and strategies and self-directed learning in medical students. Material and Methods: One hundred ninety nine first year medical students (120 males) participated in the study. Preparation for Independent Learning (EPAI) scale was used to assess self-direc...

Spatial and reversal learning in the Morris water maze are largely resistant to six hours of REM sleep deprivation following training

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Walsh, Christine M.; Booth, Victoria; Poe, Gina R.

2011-01-01

This first test of the role of REM (rapid eye movement) sleep in reversal spatial learning is also the first attempt to replicate a much cited pair of papers reporting that REM sleep deprivation impairs the consolidation of initial spatial learning in the Morris water maze. We hypothesized that REM sleep deprivation following training would impair both hippocampus-dependent spatial learning and learning a new target location within a familiar environment: reversal learning. A 6-d protocol was divided into the initial spatial learning phase (3.5 d) immediately followed by the reversal phase (2.5 d). During the 6 h following four or 12 training trials/day of initial or reversal learning phases, REM sleep was eliminated and non-REM sleep left intact using the multiple inverted flowerpot method. Contrary to our hypotheses, REM sleep deprivation during four or 12 trials/day of initial spatial or reversal learning did not affect training performance. However, some probe trial measures indicated REM sleep-deprivation–associated impairment in initial spatial learning with four trials/day and enhancement of subsequent reversal learning. In naive animals, REM sleep deprivation during normal initial spatial learning was followed by a lack of preference for the subsequent reversal platform location during the probe. Our findings contradict reports that REM sleep is essential for spatial learning in the Morris water maze and newly reveal that short periods of REM sleep deprivation do not impair concurrent reversal learning. Effects on subsequent reversal learning are consistent with the idea that REM sleep serves the consolidation of incompletely learned items. PMID:21677190

Near or far: The effect of spatial distance and vocabulary knowledge on word learning.

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Axelsson, Emma L; Perry, Lynn K; Scott, Emilly J; Horst, Jessica S

2016-01-01

The current study investigated the role of spatial distance in word learning. Two-year-old children saw three novel objects named while the objects were either in close proximity to each other or spatially separated. Children were then tested on their retention for the name-object associations. Keeping the objects spatially separated from each other during naming was associated with increased retention for children with larger vocabularies. Children with a lower vocabulary size demonstrated better retention if they saw objects in close proximity to each other during naming. This demonstrates that keeping a clear view of objects during naming improves word learning for children who have already learned many words, but keeping objects within close proximal range is better for children at earlier stages of vocabulary acquisition. The effect of distance is therefore not equal across varying vocabulary sizes. The influences of visual crowding, cognitive load, and vocabulary size on word learning are discussed. Copyright © 2015 The Authors. Published by Elsevier B.V. All rights reserved.

Mining the Relationship between Spatial Mobility Patterns and POIs

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Liping Huang

2018-01-01

Full Text Available Passengers move between urban places for diverse interests and drive the metropolitan regions as the aggregation of urban places to group into network communities. This paper aims to examine the relationship between the spatial patterns (represented by the network communities of mobility flows and places of interest (POIs. Furtherly, it intends to identify the categories of POIs that play the most significant role in shaping the spatial patterns of mobility flows. To achieve these purposes, we partition the study area into disjoint regions and construct the network with each partitioned region as a node and connection between them as links weighted by the mobility flows. The community detection algorithm is implemented on the network to discover spatial mobility patterns, and the multiclass classification based on the logistic regression method is adopted to classify spatial communities featured by POIs. Taking the taxi systems of Shanghai and Beijing as examples, we detect spatial communities based on the movement strengths among regions. Then we investigate their correlations with POIs. It finds that communities’ modularity correlates linearly with POIs; particularly governments, hotels, and the traffic facilities are of the most significance for generating the mobility patterns. This study can provide valuable insight into understanding the spatial mobility patterns from the perspective of POIs.

Hilar GABAergic Interneuron Activity Controls Spatial Learning and Memory Retrieval

Science.gov (United States)

Andrews-Zwilling, Yaisa; Gillespie, Anna K.; Kravitz, Alexxai V.; Nelson, Alexandra B.; Devidze, Nino; Lo, Iris; Yoon, Seo Yeon; Bien-Ly, Nga; Ring, Karen; Zwilling, Daniel; Potter, Gregory B.; Rubenstein, John L. R.; Kreitzer, Anatol C.; Huang, Yadong

2012-01-01

Background Although extensive research has demonstrated the importance of excitatory granule neurons in the dentate gyrus of the hippocampus in normal learning and memory and in the pathogenesis of amnesia in Alzheimer's disease (AD), the role of hilar GABAergic inhibitory interneurons, which control the granule neuron activity, remains unclear. Methodology and Principal Findings We explored the function of hilar GABAergic interneurons in spatial learning and memory by inhibiting their activity through Cre-dependent viral expression of enhanced halorhodopsin (eNpHR3.0)—a light-driven chloride pump. Hilar GABAergic interneuron-specific expression of eNpHR3.0 was achieved by bilaterally injecting adeno-associated virus containing a double-floxed inverted open-reading frame encoding eNpHR3.0 into the hilus of the dentate gyrus of mice expressing Cre recombinase under the control of an enhancer specific for GABAergic interneurons. In vitro and in vivo illumination with a yellow laser elicited inhibition of hilar GABAergic interneurons and consequent activation of dentate granule neurons, without affecting pyramidal neurons in the CA3 and CA1 regions of the hippocampus. We found that optogenetic inhibition of hilar GABAergic interneuron activity impaired spatial learning and memory retrieval, without affecting memory retention, as determined in the Morris water maze test. Importantly, optogenetic inhibition of hilar GABAergic interneuron activity did not alter short-term working memory, motor coordination, or exploratory activity. Conclusions and Significance Our findings establish a critical role for hilar GABAergic interneuron activity in controlling spatial learning and memory retrieval and provide evidence for the potential contribution of GABAergic interneuron impairment to the pathogenesis of amnesia in AD. PMID:22792368

A Bidirectional Relationship between Conceptual Organization and Word Learning

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Tanya Kaefer

2013-01-01

Full Text Available This study explores the relationship between word learning and conceptual organization for preschool-aged children. We proposed a bidirectional model in which increases in word learning lead to increases in taxonomic organization, which, in turn, leads to further increases in word learning. In order to examine this model, we recruited 104 4-year olds from Head Start classrooms; 52 children participated in a two-week training program, and 52 children were in a control group. Results indicated that children in the training program learned more words and were more likely to sort taxonomically than children in the control condition. Furthermore, the number of words learned over the training period predicted the extent to which children categorized taxonomically. Additionally, this ability to categorize taxonomically predicted the number of words learned outside the training program, over and above the number of words learned in the program. These results suggest a bi-directional relationship between conceptual organization and word learning.

Learning by Drilling: Inter-Firm Learning and Relationship Persistence in the Texas Oilpatch

OpenAIRE

Ryan Kellogg

2009-01-01

This paper examines the importance of learning-by-doing that is specific not just to individual firms, but to pairs of firms working together in a contracting relationship. Using new, detailed data from the oil and gas industry, I find that the joint productivity of an oil production company and its drilling contractor is enhanced significantly as they accumulate experience working together. This learning is relationship-specific: drilling rigs generally cannot fully appropriate the productiv...

Relationship between Online Learning Readiness and Structure and Interaction of Online Learning Students

Science.gov (United States)

Demir Kaymak, Zeliha; Horzum, Mehmet Baris

2013-01-01

Current study tried to determine whether a relationship exists between readiness levels of the online learning students for online learning and the perceived structure and interaction in online learning environments. In the study, cross sectional survey model was used. The study was conducted with 320 voluntary students studying online learning…

Gene Network Construction from Microarray Data Identifies a Key Network Module and Several Candidate Hub Genes in Age-Associated Spatial Learning Impairment.

Science.gov (United States)

Uddin, Raihan; Singh, Shiva M

2017-01-01

As humans age many suffer from a decrease in normal brain functions including spatial learning impairments. This study aimed to better understand the molecular mechanisms in age-associated spatial learning impairment (ASLI). We used a mathematical modeling approach implemented in Weighted Gene Co-expression Network Analysis (WGCNA) to create and compare gene network models of young (learning unimpaired) and aged (predominantly learning impaired) brains from a set of exploratory datasets in rats in the context of ASLI. The major goal was to overcome some of the limitations previously observed in the traditional meta- and pathway analysis using these data, and identify novel ASLI related genes and their networks based on co-expression relationship of genes. This analysis identified a set of network modules in the young, each of which is highly enriched with genes functioning in broad but distinct GO functional categories or biological pathways. Interestingly, the analysis pointed to a single module that was highly enriched with genes functioning in "learning and memory" related functions and pathways. Subsequent differential network analysis of this "learning and memory" module in the aged (predominantly learning impaired) rats compared to the young learning unimpaired rats allowed us to identify a set of novel ASLI candidate hub genes. Some of these genes show significant repeatability in networks generated from independent young and aged validation datasets. These hub genes are highly co-expressed with other genes in the network, which not only show differential expression but also differential co-expression and differential connectivity across age and learning impairment. The known function of these hub genes indicate that they play key roles in critical pathways, including kinase and phosphatase signaling, in functions related to various ion channels, and in maintaining neuronal integrity relating to synaptic plasticity and memory formation. Taken together, they

Spatial reversal learning in preclinical scrapie-inoculated mice.

Science.gov (United States)

Lysons, A M; Woollard, S J

1996-04-10

Acquisition and reversal of a two-choice spatial discrimination were tested in scrapie-inoculated mice. Both acquisition and reversal were normal in mice tested 138 and 103 days prior to the onset of clinical symptoms. At 65 days before onset of clinical symptoms, scrapie-inoculated mice required more trails to criterion in reversal learning, but this effect was not significant in a second experiment (68 days preclinical) and was transient: no effect was seen 33 days before symptoms. However, the course of reversal learning was abnormal in all three late preclinical groups (68, 65 and 33 days before symptoms). Reversal learning in these three groups was characterized by a rapid extinction of the original discrimination, followed by a period, absent in controls, during which performance showed no further improvement. This effect corresponds in time of onset to the appearance of characteristic neuropathological features.

The Effect of Acute Ethanol and Gabapentin Administration on Spatial Learning and Memory

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Fahimeh Yeganeh

2011-09-01

Full Text Available  Introduction: Patients with epilepsy can have impaired cognitive abilities. Many factors contribute to this impairment, including the adverse effects of antiepileptic drugs like Gabapentin (GBP. Apart from anti-epilectic action, Gabapentin is used to relieve ethanol withdrawal syndrome. Because both GBP and ethanol act on GABA ergic system, the purpose of this study was to evaluate their effect and interaction on spatial learning and memory. Material and Methods: Male Sprague-Dawley rats were trained in the Morris water maze for 5 consecutive days. On the sixth day, a probe test was performed to assess the retention phase or spatial rats’ memory ability. Ethanol (1.5 g/kg i.p. and GBP (30 mg/kg i.p. was administered each day 30 and 40 minutes before testing respectively. Results: Acute ethanol administration selectively impaired spatial memory (p<0.05, yet it failed to impair the acquisition phase (learning. Contradictorily GBP selectively impaired learning on second and forth days. Conclusion: These findings demonstrate that GBP and acute ethanol impair different phases of learning probably by modifying different neuronal pathways in cognitive areas of the brain.

Wild genius - domestic fool? Spatial learning abilities of wild and domestic guinea pigs

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Sachser Norbert

2010-03-01

Full Text Available Abstract Background Domestic animals and their wild relatives differ in a wide variety of aspects. The process of domestication of the domestic guinea pig (Cavia aperea f. porcellus, starting at least 4500 years ago, led to changes in the anatomy, physiology, and behaviour compared with their wild relative, the wild cavy, Cavia aperea. Although domestic guinea pigs are widely used as a laboratory animal, learning and memory capabilities are often disregarded as being very scarce. Even less is known about learning and memory of wild cavies. In this regard, one striking domestic trait is a reduction in relative brain size, which in the domesticated form of the guinea pig amounts to 13%. However, the common belief, that such a reduction of brain size in the course of domestication of different species is accomplished by less learning capabilities is not at all very well established in the literature. Indeed, domestic animals might also even outperform their wild conspecifics taking advantage of their adaptation to a man-made environment. In our study we compared the spatial learning abilities of wild and domestic guinea pigs. We expected that the two forms are different regarding their learning performance possibly related to the process of domestication. Therefore wild cavies as well as domestic guinea pigs of both sexes, aged 35 to 45 days, were tested in the Morris water maze to investigate their ability of spatial learning. Results Both, wild cavies and domestic guinea pigs were able to learn the task, proving the water maze to be a suitable test also for wild cavies. Regarding the speed of learning, male as well as female domestic guinea pigs outperformed their wild conspecifics significantly. Interestingly, only domestic guinea pigs showed a significant spatial association of the platform position, while other effective search strategies were used by wild cavies. Conclusion The results demonstrate that domestic guinea pigs do not at all

Wild genius - domestic fool? Spatial learning abilities of wild and domestic guinea pigs.

Science.gov (United States)

Lewejohann, Lars; Pickel, Thorsten; Sachser, Norbert; Kaiser, Sylvia

2010-03-25

Domestic animals and their wild relatives differ in a wide variety of aspects. The process of domestication of the domestic guinea pig (Cavia aperea f. porcellus), starting at least 4500 years ago, led to changes in the anatomy, physiology, and behaviour compared with their wild relative, the wild cavy, Cavia aperea. Although domestic guinea pigs are widely used as a laboratory animal, learning and memory capabilities are often disregarded as being very scarce. Even less is known about learning and memory of wild cavies. In this regard, one striking domestic trait is a reduction in relative brain size, which in the domesticated form of the guinea pig amounts to 13%. However, the common belief, that such a reduction of brain size in the course of domestication of different species is accomplished by less learning capabilities is not at all very well established in the literature. Indeed, domestic animals might also even outperform their wild conspecifics taking advantage of their adaptation to a man-made environment.In our study we compared the spatial learning abilities of wild and domestic guinea pigs. We expected that the two forms are different regarding their learning performance possibly related to the process of domestication. Therefore wild cavies as well as domestic guinea pigs of both sexes, aged 35 to 45 days, were tested in the Morris water maze to investigate their ability of spatial learning. Both, wild cavies and domestic guinea pigs were able to learn the task, proving the water maze to be a suitable test also for wild cavies. Regarding the speed of learning, male as well as female domestic guinea pigs outperformed their wild conspecifics significantly. Interestingly, only domestic guinea pigs showed a significant spatial association of the platform position, while other effective search strategies were used by wild cavies. The results demonstrate that domestic guinea pigs do not at all perform worse than their wild relatives in tests of spatial

The Relationship between Kolb's Learning Styles and StrengthsFinder's Talent Themes

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Caldwell, Adonna B.

2009-01-01

The purpose of this study was to investigate if there were relationships between college students' talent themes as defined by the Clifton StrengthsFinder(TM) Instrument and their learning style as defined by Kolb Learning Styles Inventory. Logistical regression methodology was utilized to assess the relationship between learning styles and talent…

Life history traits and exploitation affect the spatial mean-variance relationship in fish abundance.

Science.gov (United States)

Kuo, Ting-chun; Mandal, Sandip; Yamauchi, Atsushi; Hsieh, Chih-hao

2016-05-01

Fishing is expected to alter the spatial heterogeneity of fishes. As an effective index to quantify spatial heterogeneity, the exponent b in Taylor's power law (V = aMb) measures how spatial variance (V) varies with changes in mean abundance (M) of a population, with larger b indicating higher spatial aggregation potential (i.e., more heterogeneity). Theory predicts b is related with life history traits, but empirical evidence is lacking. Using 50-yr spatiotemporal data from the California Current Ecosystem, we examined fishing and life history effects on Taylor's exponent by comparing spatial distributions of exploited and unexploited fishes living in the same environment. We found that unexploited species with smaller size and generation time exhibit larger b, supporting theoretical prediction. In contrast, this relationship in exploited species is much weaker, as the exponents of large exploited species were higher than unexploited species with similar traits. Our results suggest that fishing may increase spatial aggregation potential of a species, likely through degrading their size/age structure. Results of moving-window cross-correlation analyses on b vs. age structure indices (mean age and age evenness) for some exploited species corroborate our findings. Furthermore, through linking our findings to other fundamental ecological patterns (occupancy-abundance and size-abundance relationships), we provide theoretical arguments for the usefulness of monitoring the exponent b for management purposes. We propose that age/size-truncated species might have lower recovery rate in spatial occupancy, and the spatial variance-mass relationship of a species might be non-linear. Our findings provide theoretical basis explaining why fishery management strategy should be concerned with changes to the age and spatial structure of exploited fishes.

Spatial-temporal variability of leaf chlorophyll and its relationship with cocoa yield

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Caique C. Medauar

Full Text Available ABSTRACT The objective of this study was to evaluate the spatial-temporal variability of leaf chlorophyll index and its relationship with cocoa yield. The experiment was carried out in an experimental area of cocoa production located in Ilhéus, Bahia State, Brazil. Leaf chlorophyll content was measured in September, October, January, February, March and April in the 2014/2015 season, at each sampling point of a regular grid by using a portable chlorophyll meter. Under the same conditions, yield was evaluated and the data were submitted to descriptive statistics and a linear correlation study. Geostatistical analysis was used to determine and quantify the spatial and temporal variability of leaf chlorophyll index and yield. Leaf chlorophyll index varied over the period evaluated, but the months of February, March and April showed no spatial dependence in the study area, indicating absence of temporal stability. Cocoa monthly yield, except in January, presented high spatial variability. Under the conditions of this study, it was not possible to establish a relationship between leaf chlorophyll index and cocoa yield.

Spatial δ18Osw-SSS relationship across the western tropical Pacific Ocean

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Thompson, D. M.; Conroy, J. L.; Wyman, A.; Read, D.

2017-12-01

Dynamic hydroclimate processes across the western tropical Pacific lead to strong spatial and temporal variability in δ18Osw and sea-surface salinity (SSS) across the western Pacific. Corals in this region have therefore provided key information about past SSS variability, as δ18Osw contributes strongly to coral δ18O across this region. However, uncertainties in the δ18Osw-SSS relationship across space and time often limit quantitative SSS reconstructions from such coral records. Recent work demonstrates considerable variability in the δ18Osw-SSS relationship across the Pacific, which may lead to over- or under-estimation of the contribution of SSS to coral δ18O, particularly across the western tropical Pacific (Conroy et al. 2017). Here we assess the spatial δ18Osw-SSS relationship across the dynamic western tropical Pacific, capitalizing on a transit between Subic Bay, Philippines and Townsville, Australia aboard the International Ocean Discovery program's JOIDES Resolution. Water samples and weather conditions were collected 3 times daily (6:00, 12:00, 18:00) en route, resulting in a network of 47 samples spaced at semi-regular 130-260 km intervals across the western Pacific from 14°N to 18°S. The route also crossed near long-term δ18Osw monitoring sites at Papua New Guinea and Palau (Conroy et al. 2017), allowing us to compare the spatial and temporal δ18Osw-SSS relationships at these sites and test the space-for-time assumption. We present the δ18Osw-SSS relationship across this region, compare the relationship across space and time, and discuss the implications of our results for SSS reconstructions from coral δ18O.

Action compatibility in spatial knowledge developed through virtual navigation.

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Wang, Qi; Taylor, Holly A; Brunyé, Tad T

2018-01-09

Action-compatibility effects (ACEs) arise due to incongruity between perceptuo-motor traces stored in memory and the perceptuo-motor demands of a retrieval task. Recent research has suggested that ACEs arising during spatial memory retrieval are additionally modulated by individual differences in how experienced participants are with a college campus environment. However, the extent and nature of experience with a real-world environment is difficult to assess and control, and characteristics of the retrieval task itself might modulate ACEs during spatial memory retrieval. The present study provides a more controlled and in-depth examination of how individual differences and task-based factors interact to shape ACEs when participants retrieve spatial memories. In two experiments, participants with varied video game experience learned a virtual environment and then used the computer mouse to verify spatial relationships from different perspectives. Mouse trajectories demonstrated ACEs, differing by retrieval perspective and video game experience. Videogame experts demonstrated the ACE based on learned spatial relationships during egocentric retrieval only, whereas videogame novices showed the ACE based on semantic processing of directional terms only. Specifically, gaming experts invoke perspective-specific perceptuo-motor associations to retrieve spatial knowledge, whereas non-experts are influenced by semantically based associations specific to the retrieval task. Results are discussed in the context of action-compatibility effects, the intentional weighting hypothesis, and the flexible encoding and retrieval of spatial information.

Bayesian learning for spatial filtering in an EEG-based brain-computer interface.

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Zhang, Haihong; Yang, Huijuan; Guan, Cuntai

2013-07-01

Spatial filtering for EEG feature extraction and classification is an important tool in brain-computer interface. However, there is generally no established theory that links spatial filtering directly to Bayes classification error. To address this issue, this paper proposes and studies a Bayesian analysis theory for spatial filtering in relation to Bayes error. Following the maximum entropy principle, we introduce a gamma probability model for describing single-trial EEG power features. We then formulate and analyze the theoretical relationship between Bayes classification error and the so-called Rayleigh quotient, which is a function of spatial filters and basically measures the ratio in power features between two classes. This paper also reports our extensive study that examines the theory and its use in classification, using three publicly available EEG data sets and state-of-the-art spatial filtering techniques and various classifiers. Specifically, we validate the positive relationship between Bayes error and Rayleigh quotient in real EEG power features. Finally, we demonstrate that the Bayes error can be practically reduced by applying a new spatial filter with lower Rayleigh quotient.

DAILY RUNNING PROMOTES SPATIAL LEARNING AND MEMORY IN RATS

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HojjatAllah Alaei

2007-12-01

Full Text Available Previous studies have shown that physical activity improves learning and memory. Present study was performed to determine the effects of acute, chronic and continuous exercise with different periods on spatial learning and memory recorded as the latency and length of swim path in the Morris water maze testing in subsequent 8 days. Four rat groups were included as follows: 1- Group C (controls which did not exercise. 2- Group A (30 days treadmill running before and 8 days during the Morris water maze testing period. 3- Group B (30 days exercise before the Morris water maze testing period only and 4- Group D (8 days exercise only during the Morris water maze testing period. The results showed that chronic (30 days and continuous (during 8 days of Morris water maze testing days treadmill training produced a significant enhancement in spatial learning and memory which was indicated by decreases in path length and latency to reach the platform in the Morris water maze test (p < 0.05. The benefits in these tests were lost in three days, if the daily running session was abandoned. In group D with acute treadmill running (8 days exercise only the difference between the Group A disappeared in one week and benefit seemed to be obtained in comparison with the controls without running program. In conclusion the chronic and daily running exercises promoted learning and memory in Morris water maze, but the benefits were lost in few days without daily running sessions in adult rats

The Role of the Constructivist Learning Theory and Collaborative Learning Environment on Wiki Classroom, and the Relationship between Them

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Alzahrani, Ibraheem; Woollard, John

2013-01-01

This paper seeks to discover the relationship between both the social constructivist learning theory and the collaborative learning environment. This relationship can be identified by giving an example of the learning environment. Due to wiki characteristics, Wiki technology is one of the most famous learning environments that can show the…

Learning, Transparency and Relationship Building: Ethiopian ...

International Development Research Centre (IDRC) Digital Library (Canada)

Learning, Transparency and Relationship Building: Ethiopian Women Parliamentarians and Young Female University Students. IDRC's Democratic Governance, Women's Rights and Gender Equality initiative is supporting a body of comparative research on whether and how democratic processes and institutions are ...

Horses fail to use social learning when solving spatial detour tasks

DEFF Research Database (Denmark)

Rørvang, Maria Vilain; Peerstrup Ahrendt, Line; Christensen, Janne Winther

2015-01-01

Social animals should have plenty of opportunities to learn from conspecifics, but most studies have failed to document social learning in horses. This study investigates whether young Icelandic horses can learn a spatial detour task through observation of a trained demonstrator horse of either...... the same age (Experiments 1 and 2, n = 22) or older (Experiment 3, n = 24). Observer horses were allowed to observe the demonstrator being led three times through the detour route immediately before being given the opportunity to solve the task themselves. Controls were allowed only to observe...

SMALL GROUP LEARNING METHODS AND THEIR EFFECT ON LEARNERS’ RELATIONSHIPS

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Radka Borůvková

2016-04-01

Full Text Available Building relationships in the classroom is an essential part of any teacher's career. Having healthy teacher-to-learner and learner-to-learner relationships is an effective way to help prevent pedagogical failure, social conflict and quarrelsome behavior. Many strategies are available that can be used to achieve good long-lasting relationships in the classroom setting. Successful teachers’ pedagogical work in the classroom requires detailed knowledge of learners’ relationships. Good understanding of the relationships is necessary, especially in the case of teenagers’ class. This sensitive period of adolescence demands attention of all teachers who should deal with the problems of their learners. Special care should be focused on children that are out of their classmates’ interest (so called isolated learners or isolates in such class and on possibilities to integrate them into the class. Natural idea how to do it is that of using some modern non-traditional teaching/learning methods, especially the methods based on work in small groups involving learners’ cooperation. Small group education (especially problem-based learning, project-based learning, cooperative learning, collaborative learning or inquire-based learning as one of these methods involves a high degree of interaction. The effectiveness of learning groups is determined by the extent to which the interaction enables members to clarify their own understanding, build upon each other's contributions, sift out meanings, ask and answer questions. An influence of this kind of methods (especially cooperative learning (CL on learners’ relationships was a subject of the further described research. Within the small group education, students work with their classmates to solve complex and authentic problems that help develop content knowledge as well as problem-solving, reasoning, communication, and self-assessment skills. The aim of the research was to answer the question: Can the

Modeling individuals’ cognitive and affective responses in spatial learning behavior

NARCIS (Netherlands)

Han, Q.; Arentze, T.A.; Timmermans, H.J.P.; Janssens, D.; Wets, G.; Lo, H.P.; Leung, Stephen C.H.; Tan, Susanna M.L.

2008-01-01

Activity-based analysis has slowly shifted gear from analysis of daily activity patterns to analysis and modeling of dynamic activity-travel patterns. In this paper, we describe a dynamic model that is concerned with simulating cognitive and affective responses in spatial learning behavior for a

The impact of learning communities on interpersonal relationships among medical students.

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Champaloux, Eve Privman; Keeley, Meg G

2016-01-01

Medical students at the University of Virginia (UVA) are mentored and learn within the framework of a four college learning community. Uniquely, these learning communities are used to organize the third-year clerkship rotations. Students were surveyed after their first pre-clinical year and after their clerkship year to determine what the effect of the learning community was on their social and educational interpersonal relationships. Students knew a higher percentage of their college mates after completing their third-year clerkships within the framework of the college system. Students chose peers from within the college system for social and educational interpersonal scenarios statistically more often than what would be expected at random. Small group learning environments that were not formed within the framework of the college system at UVA did not have the same effect on interpersonal relationships, indicating that learning communities are uniquely able to provide a context for relationship building. Students felt more positively about the social and educational effects of the college system after the clerkship year, with a corresponding increase in the strength of their interpersonal bonds with their college peers. This work is the first to investigate the effects of learning communities on interpersonal relationships among medical students and finds that learning communities positively impact both social and educational medical student bonds.

Nucleus incertus inactivation impairs spatial learning and memory in rats.

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Nategh, Mohsen; Nikseresht, Sara; Khodagholi, Fariba; Motamedi, Fereshteh

2015-02-01

Nucleus incertus (NI) is a pontine nucleus which releases mainly GABA and relaxin-3 in rats. Its suggested functions include response to stress, arousal, and modulation of hippocampal theta rhythm. Since the role of NI in learning and memory has not been well characterized, therefore the involvement of this nucleus in spatial learning and memory and the aftermath hippocampal levels of c-fos and pCREB were evaluated. NI was targeted by implanting cannula in male rats. For reference memory, NI was inactivated by lidocaine (0.4 μl, 4%) at three stages of acquisition, consolidation and retrieval in Morris water maze paradigm. For working memory, NI was inactivated in acquisition and retrieval phases. Injection of lidocaine prior to the first training session of reference memory significantly increased the distance moved, suggesting that inactivation of NI delays acquisition in this spatial task. Inactivation also interfered with the retrieval phase of spatial reference memory, as the time in target quadrant for lidocaine group was less, and the escape latency was higher compared to the control group. However, no difference was observed in the consolidation phase. In the working memory task, with inter-trial intervals of 75 min, the escape latency was higher when NI was inactivated in the retrieval phase. In addition, c-fos and pCREB/CREB levels decreased in NI-inhibited rats. This study suggests that nucleus incertus might participate in acquisition of spatial reference, and retrieval of both spatial reference and working memory. Further studies should investigate possible roles of NI in the hippocampal plasticity. Copyright © 2014 Elsevier Inc. All rights reserved.

Exploring prediction uncertainty of spatial data in geostatistical and machine learning Approaches

Science.gov (United States)

Klump, J. F.; Fouedjio, F.

2017-12-01

Geostatistical methods such as kriging with external drift as well as machine learning techniques such as quantile regression forest have been intensively used for modelling spatial data. In addition to providing predictions for target variables, both approaches are able to deliver a quantification of the uncertainty associated with the prediction at a target location. Geostatistical approaches are, by essence, adequate for providing such prediction uncertainties and their behaviour is well understood. However, they often require significant data pre-processing and rely on assumptions that are rarely met in practice. Machine learning algorithms such as random forest regression, on the other hand, require less data pre-processing and are non-parametric. This makes the application of machine learning algorithms to geostatistical problems an attractive proposition. The objective of this study is to compare kriging with external drift and quantile regression forest with respect to their ability to deliver reliable prediction uncertainties of spatial data. In our comparison we use both simulated and real world datasets. Apart from classical performance indicators, comparisons make use of accuracy plots, probability interval width plots, and the visual examinations of the uncertainty maps provided by the two approaches. By comparing random forest regression to kriging we found that both methods produced comparable maps of estimated values for our variables of interest. However, the measure of uncertainty provided by random forest seems to be quite different to the measure of uncertainty provided by kriging. In particular, the lack of spatial context can give misleading results in areas without ground truth data. These preliminary results raise questions about assessing the risks associated with decisions based on the predictions from geostatistical and machine learning algorithms in a spatial context, e.g. mineral exploration.

The impact of symbolic and non-symbolic quantity on spatial learning.

Directory of Open Access Journals (Sweden)

Koleen McCrink

Full Text Available An implicit mapping of number to space via a "mental number line" occurs automatically in adulthood. Here, we systematically explore the influence of differing representations of quantity (no quantity, non-symbolic magnitudes, and symbolic numbers and directional flow of stimuli (random flow, left-to-right, or right-to-left on learning and attention via a match-to-sample working memory task. When recalling a cognitively demanding string of spatial locations, subjects performed best when information was presented right-to-left. When non-symbolic or symbolic numerical arrays were embedded in these spatial locations, and mental number line congruency prompted, this effect was attenuated and in some cases reversed. In particular, low-performing female participants who viewed increasing non-symbolic number arrays paired with the spatial locations exhibited better recall for left-to-right directional flow information relative to right-to-left, and better processing for the left side of space relative to the right side of space. The presence of symbolic number during spatial learning enhanced recall to a greater degree than non-symbolic number--especially for female participants, and especially when cognitive load is high--and this difference was independent of directional flow of information. We conclude that quantity representations have the potential to scaffold spatial memory, but this potential is subtle, and mediated by the nature of the quantity and the gender and performance level of the learner.

Tetrahydropalmatine protects against methamphetamine-induced spatial learning and memory impairment in mice

Institute of Scientific and Technical Information of China (English)

Yan-Jiong Chen; Teng Chen; Yan-Ling Liu; Qing Zhong; Yan-Fang Yu; Hong-Liang Su; Haroldo A.Toque; Yong-Hui Dang; Feng Chen; Ming Xu

2012-01-01

[Objective] The purpose of this study was to investigate the effect of methamphetamine (MA) on spatial learning and memory and the role of tetrahydropalmatine (THP) in MA-induced changes in these phenomena in mice.[Methods]Male C57BL/6 mice were randomly divided into eight groups,according to different doses of MA,different doses of THP,treatment with both MA and THP,and saline controls.Spatial learning and memory were assessed using the Morris water maze.Western blot was used to detect the expression of extracellular signal-regulated protein kinase (ERK) in the mouse prefrontal cortex (PFC) and hippocampus.[Results] Repeated MA treatment significantly increased the escape latency in the learning phase and decreased the number of platform site crossings in the memory-test phase.ERK1/2 expression was decreased in the PFC but not in the hippocampus of the MA-treated mice.Repeated THP treatment alone did not affect the escape latency,the number of platform site crossings or the total ERK1/2 expression in the brain.Statistically significantly shorter escape latencies and more platform site crossings occurred in MA+THP-trcatcd mice than in MA-treated mice.[Conclusion]Repeated MA administration impairs spatial learning and memory in mice,and its co-administration with THP prevents this impairment,which is probably attributable to changed ERK1/2 expression in the PFC.This study contributes to uncovering the mechanism underlying MA abuse,and to exploring potential therapies.

Visual Statistical Learning Works after Binding the Temporal Sequences of Shapes and Spatial Positions

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Osamu Watanabe

2011-05-01

Full Text Available The human visual system can acquire the statistical structures in temporal sequences of object feature changes, such as changes in shape, color, and its combination. Here we investigate whether the statistical learning for spatial position and shape changes operates separately or not. It is known that the visual system processes these two types of information separately; the spatial information is processed in the parietal cortex, whereas object shapes and colors are detected in the temporal pathway, and, after that, we perceive bound information in the two streams. We examined whether the statistical learning operates before or after binding the shape and the spatial information by using the “re-paired triplet” paradigm proposed by Turk-Browne, Isola, Scholl, and Treat (2008. The result showed that observers acquired combined sequences of shape and position changes, but no statistical information in individual sequence was obtained. This finding suggests that the visual statistical learning works after binding the temporal sequences of shapes and spatial structures and would operate in the higher-order visual system; this is consistent with recent ERP (Abla & Okanoya, 2009 and fMRI (Turk-Browne, Scholl, Chun, & Johnson, 2009 studies.

The selective serotonin reuptake inhibitor, escitalopram, enhances inhibition of prepotent responding and spatial reversal learning

Science.gov (United States)

Brown, Holden D.; Amodeo, Dionisio A.; Sweeney, John A.; Ragozzino, Michael E.

2011-01-01

Previous findings indicate treatment with a selective serotonin reuptake inhibitor (SSRI) facilitates behavioral flexibility when conditions require inhibition of a learned response pattern. The present experiment investigated whether acute treatment with the SSRI, escitalopram, affects behavioral flexibility when conditions require inhibition of a naturally-biased response pattern (elevated conflict test) and/or reversal of a learned response pattern (spatial reversal learning). An additional experiment was carried out to determine whether escitalopram, at doses that affected behavioral flexibility, also reduced anxiety as tested in the elevated plus-maze. In each experiment, Long-Evans rats received an intraperitoneal injection of either saline or escitalopram (0.03, 0.3 or 1.0 mg/kg) 30 minutes prior to behavioral testing. Escitalopram, at all doses tested, enhanced acquisition in the elevated conflict test, but did not affect performance in the elevated plus-maze. Escitalopram (0.3 and 1.0 mg/kg) did not alter acquisition of the spatial discrimination, but facilitated reversal learning. In the elevated conflict and spatial reversal learning test, escitalopram enhanced the ability to maintain the relevant strategy after being initially selected. The present findings suggest that enhancing serotonin transmission with a SSRI facilitates inhibitory processes when conditions require a shift away from either a naturally-biased response pattern or a learned choice pattern. PMID:22219222

Biphasic effect of citral, a flavoring and scenting agent, on spatial learning and memory in rats.

Science.gov (United States)

Yang, Zheqiong; Xi, Jinlei; Li, Jihong; Qu, Wen

2009-10-01

Although some central effects of citral have been reported, cognitive effects on spatial memory have not been investigated. The evidence showed that citral can regulate the synthesis of retinoic acid (RA), which exerts a vital function in the development and maintenance of spatial memory. In this study, we applied Morris water maze to test the effect of citral on animals' spatial learning and memory. To elucidate the mechanism of this effect, we also measured the retinoic acid concentration in rats' hippocampus by high performance liquid chromatography (HPLC). Our data implied biphasic effects of citral. The low dose (0.1 mg/kg) of citral improved the spatial learning capability, and enhanced the spatial reference memory of rats, whereas the high dose (1.0 mg/kg) was like to produce the opposite effects. Meanwhile, the low dose of citral increased the hippocampal retinoic acid concentration, while the high dose decreased it. Due to the quick elimination and non-bioaccumulation in the body, effects of citral on spatial memory in this study seemed to be indirect actions. The change in hippocampal retinoic acid concentration induced by different doses of citral might be responsible for the biphasic effect of citral on spatial learning and memory.

Spatial Language Learning

Science.gov (United States)

Fu, Zhengling

2016-01-01

Spatial language constitutes part of the basic fabric of language. Although languages may have the same number of terms to cover a set of spatial relations, they do not always do so in the same way. Spatial languages differ across languages quite radically, thus providing a real semantic challenge for second language learners. The essay first…

Using Relational Histogram Features and Action Labelled Data to Learn Preconditions for Means-End Actions

DEFF Research Database (Denmark)

Fichtl, Severin; Kraft, Dirk; Krüger, Norbert

2015-01-01

The outcome of many complex manipulation ac- tions is contingent on the spatial relationships among pairs of objects, e.g. if an object is “inside” or “on top” of another. Recognising these spatial relationships requires a vision system which can extract appropriate features from the vision input...... that capture and represent the spatial relationships in an easily accessible way. We are interested in learning to predict the success of “means end” actions that manipulate two objects at once, from exploratory actions, and the observed sensorimo- tor contingencies. In this paper, we use relational histogram...... features and illustrate their effect on learning to predict a variety of “means end” actions’ outcomes. The results show that our vision features can make the learning problem significantly easier, leading to increased learning rates and higher maximum performance. This work is in particular important...

Learning in Authentic Contexts: Projects Integrating Spatial Technologies and Fieldwork

Science.gov (United States)

Huang, Kuo-Hung

2011-01-01

In recent years, professional practice has been an issue of concern in higher education. The purpose of this study is to design students' projects to facilitate collaborative learning in authentic contexts. Ten students majoring in Management Information Systems conducted fieldwork with spatial technologies to collect data and provided information…

Active Learning Environments with Robotic Tangibles: Children's Physical and Virtual Spatial Programming Experiences

Science.gov (United States)

Burleson, Winslow S.; Harlow, Danielle B.; Nilsen, Katherine J.; Perlin, Ken; Freed, Natalie; Jensen, Camilla Nørgaard; Lahey, Byron; Lu, Patrick; Muldner, Kasia

2018-01-01

As computational thinking becomes increasingly important for children to learn, we must develop interfaces that leverage the ways that young children learn to provide opportunities for them to develop these skills. Active Learning Environments with Robotic Tangibles (ALERT) and Robopad, an analogous on-screen virtual spatial programming…

Effect of Non-specific HCN1 Blocker CsCl on Spatial Learning and Memory in Mouse

Institute of Scientific and Technical Information of China (English)

YU Xin; GUO Lianjun; YIN Guangfu; ZONG Xiangang; AI Yongxun

2006-01-01

It has been suggested that HCN1 is primarily expressed in hippocampus, however little is known about its effects on spatial learning and memory. In the present study, we investigated the effects of non-specific HCN1 blocker CsCl on spatial learning and memory by using Morris water maze and in situ hybridization in mice. The results showed CsCl 160 mg/kg ip for 4 days, and the mean escape latency was 34 s longer than that of normal control (P＜0.01). In hippocampal tissues, staining for the HCN1 mRNA was stronger in the DG and CA1 region of the hippocampus (P ＜0.05, P＜0.05, when CsCl-administration group was compared with normal group). Our results suggested that CsCl could significantly affect the spatial learning and memory in mice, and HCN channel is involved in the process of learning and memory.

Scale effects on spatially varying relationships between urban landscape patterns and water quality.

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Sun, Yanwei; Guo, Qinghai; Liu, Jian; Wang, Run

2014-08-01

Scientific interpretation of the relationships between urban landscape patterns and water quality is important for sustainable urban planning and watershed environmental protection. This study applied the ordinary least squares regression model and the geographically weighted regression model to examine the spatially varying relationships between 12 explanatory variables (including three topographical factors, four land use parameters, and five landscape metrics) and 15 water quality indicators in watersheds of Yundang Lake, Maluan Bay, and Xinglin Bay with varying levels of urbanization in Xiamen City, China. A local and global investigation was carried out at the watershed-level, with 50 and 200 m riparian buffer scales. This study found that topographical features and landscape metrics are the dominant factors of water quality, while land uses are too weak to be considered as a strong influential factor on water quality. Such statistical results may be related with the characteristics of land use compositions in our study area. Water quality variations in the 50 m buffer were dominated by topographical variables. The impact of landscape metrics on water quality gradually strengthen with expanding buffer zones. The strongest relationships are obtained in entire watersheds, rather than in 50 and 200 m buffer zones. Spatially varying relationships and effective buffer zones were verified in this study. Spatially varying relationships between explanatory variables and water quality parameters are more diversified and complex in less urbanized areas than in highly urbanized areas. This study hypothesizes that all these varying relationships may be attributed to the heterogeneity of landscape patterns in different urban regions. Adjustment of landscape patterns in an entire watershed should be the key measure to successfully improving urban lake water quality.

Active and passive spatial learning in human navigation: acquisition of graph knowledge.

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Chrastil, Elizabeth R; Warren, William H

2015-07-01

It is known that active exploration of a new environment leads to better spatial learning than does passive visual exposure. We ask whether specific components of active learning differentially contribute to particular forms of spatial knowledge-the exploration-specific learning hypothesis. Previously, we found that idiothetic information during walking is the primary active contributor to metric survey knowledge (Chrastil & Warren, 2013). In this study, we test the contributions of 3 components to topological graph and route knowledge: visual information, idiothetic information, and cognitive decision making. Four groups of participants learned the locations of 8 objects in a virtual hedge maze by (a) walking or (b) watching a video, crossed with (1) either making decisions about their path or (2) being guided through the maze. Route and graph knowledge were assessed by walking in the maze corridors from a starting object to the remembered location of a test object, with frequent detours. Decision making during exploration significantly contributed to subsequent route finding in the walking condition, whereas idiothetic information did not. Participants took novel routes and the metrically shortest routes on the majority of both direct and barrier trials, indicating that labeled graph knowledge-not merely route knowledge-was acquired. We conclude that, consistent with the exploration-specific learning hypothesis, decision making is the primary component of active learning for the acquisition of topological graph knowledge, whereas idiothetic information is the primary component for metric survey knowledge. (c) 2015 APA, all rights reserved.

Spatial relational memory requires hippocampal adult neurogenesis.

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David Dupret

Full Text Available The dentate gyrus of the hippocampus is one of the few regions of the mammalian brain where new neurons are generated throughout adulthood. This adult neurogenesis has been proposed as a novel mechanism that mediates spatial memory. However, data showing a causal relationship between neurogenesis and spatial memory are controversial. Here, we developed an inducible transgenic strategy allowing specific ablation of adult-born hippocampal neurons. This resulted in an impairment of spatial relational memory, which supports a capacity for flexible, inferential memory expression. In contrast, less complex forms of spatial knowledge were unaltered. These findings demonstrate that adult-born neurons are necessary for complex forms of hippocampus-mediated learning.

Learning of spatial relationships between observed and imitated actions allows invariant inverse computation in the frontal mirror neuron system.

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Oh, Hyuk; Gentili, Rodolphe J; Reggia, James A; Contreras-Vidal, José L

2011-01-01

It has been suggested that the human mirror neuron system can facilitate learning by imitation through coupling of observation and action execution. During imitation of observed actions, the functional relationship between and within the inferior frontal cortex, the posterior parietal cortex, and the superior temporal sulcus can be modeled within the internal model framework. The proposed biologically plausible mirror neuron system model extends currently available models by explicitly modeling the intraparietal sulcus and the superior parietal lobule in implementing the function of a frame of reference transformation during imitation. Moreover, the model posits the ventral premotor cortex as performing an inverse computation. The simulations reveal that: i) the transformation system can learn and represent the changes in extrinsic to intrinsic coordinates when an imitator observes a demonstrator; ii) the inverse model of the imitator's frontal mirror neuron system can be trained to provide the motor plans for the imitated actions.

Learning through EC directive based SEA in spatial planning? Evidence from the Brunswick Region in Germany

International Nuclear Information System (INIS)

Fischer, Thomas B.; Kidd, Sue; Jha-Thakur, Urmila; Gazzola, Paola; Peel, Deborah

2009-01-01

This paper presents results of an international comparative research project, funded by the UK Economic and Social Research Council (ESRC) and the Academy for Sustainable Communities (ASC) on the 'learning potential of appraisal (strategic environmental assessment - SEA) in spatial planning'. In this context, aspects of 'single-loop' and 'double-loop' learning, as well as of individual, organisational and social learning are discussed for emerging post-EC Directive German practice in the planning region (Zweckverband) of Brunswick (Braunschweig), focusing on four spatial plan SEAs from various administrative levels in the region. It is found that whilst SEA is able to lead to plan SEA specific knowledge acquisition, comprehension, application and analysis ('single-loop learning'), it is currently resulting only occasionally in wider synthesis and evaluation ('double-loop learning'). Furthermore, whilst there is evidence that individual and occasionally organisational learning may be enhanced through SEA, most notably in small municipalities, social learning appears to be happening only sporadically.

The relationships among nurses' job characteristics and attitudes toward web-based continuing learning.

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Chiu, Yen-Lin; Tsai, Chin-Chung; Fan Chiang, Chih-Yun

2013-04-01

The purpose of this study was to explore the relationships between job characteristics (job demands, job control and social support) and nurses' attitudes toward web-based continuing learning. A total of 221 in-service nurses from hospitals in Taiwan were surveyed. The Attitudes toward Web-based Continuing Learning Survey (AWCL) was employed as the outcome variables, and the Chinese version Job Characteristic Questionnaire (C-JCQ) was administered to assess the predictors for explaining the nurses' attitudes toward web-based continuing learning. To examine the relationships among these variables, hierarchical regression was conducted. The results of the regression analysis revealed that job control and social support positively associated with nurses' attitudes toward web-based continuing learning. However, the relationship of job demands to such learning was not significant. Moreover, a significant demands×job control interaction was found, but the job demands×social support interaction had no significant relationships with attitudes toward web-based continuing learning. Copyright © 2013 Elsevier Ltd. All rights reserved.

The Relationship between Learning Organization Dimensions and Library Performance

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Haley, Qing Kong

2010-01-01

The purpose of this research was to examine the relationship between learning organization dimensions and academic library performance. It studied whether differences existed in learning organization dimensions given the predictor variables of performance indicators, library resources, and demographics of the academic library. This research…

Spatial relationships and movement patterns of the air cargo industry in airport regions

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Petrus J. van V. Coetzee

2017-05-01

Full Text Available Background: During the past few years, with the increase in air traffic and the expansion of airports, very few industries had such a large spatial development and movement impact as that of airport-related clusters or airport regions. Although much research was done on the various impacts of the airport industry, very little research was done on the air cargo industry in airport regions. Objectives: This article specifically explored the unique spatial relationships, impacts, trends and movement patterns of the air cargo industry within a typical airport region. Method: The article focused on the OR Tambo International Airport in Gauteng, South Africa, as a case study and was informed by an extensive quantitative spatial and land use analysis and modelling of the study area. Results: The article presented findings and insights on the movement patterns and relationships between (1 the airport facility and (2 the spatial configuration of air cargo industries in the particular airport region. These findings also provided some framework for a possible spatial model and guideline that could assist in steering and managing development and movement patterns in airport regions. Conclusion: The article provided new insights and understanding on the spatial dynamics of airport regions and the air cargo industry, ultimately addressing some gaps in this knowledge field. The article in the end highlighted the need for a different and novel approach to the planning and management of the air cargo industry in airport regions and a basis for further research.

Critique to the contemporaneous cynic reason: life and learning relationship review.

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Diana Milena Peñuela Contreras

2013-01-01

Full Text Available In the present article it is proposed to think about life and learning relationship from the turn produced by the introduction of the cynical reason in the contemporaneous societies. Three stages form this writing. In the first one, the ways of functioning of the critique to the cynical reason, from Sloterdjik and Deleuze, are contextualized. In the second one, the implications of such cynical reason, designated by Sloterdjik as reversion of the life’s effects on the learning and their relationship are discussed. And in the third one, the Jacotot’s experience, reconstructed by Jaques Ranciere, is picked up in order to give other senses and understandings to today’s life-learning relationship.

Relationship between Organizational Learning and Workplace Bullying in Learning Organizations

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Korkmaz, Mehmet; Cemaloglu, Necati

2010-01-01

The purpose of this research is to define the relationship between features of a learning organization in formal educational institutions in Turkey, specifically primary schools, and workplace bullying of teachers in these institutions. The scope and sampling group of the research are teachers in primary schools. Two different scales are used in…

Coordinated learning of grid cell and place cell spatial and temporal properties: multiple scales, attention and oscillations.

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Grossberg, Stephen; Pilly, Praveen K

2014-02-05

A neural model proposes how entorhinal grid cells and hippocampal place cells may develop as spatial categories in a hierarchy of self-organizing maps (SOMs). The model responds to realistic rat navigational trajectories by learning both grid cells with hexagonal grid firing fields of multiple spatial scales, and place cells with one or more firing fields, that match neurophysiological data about their development in juvenile rats. Both grid and place cells can develop by detecting, learning and remembering the most frequent and energetic co-occurrences of their inputs. The model's parsimonious properties include: similar ring attractor mechanisms process linear and angular path integration inputs that drive map learning; the same SOM mechanisms can learn grid cell and place cell receptive fields; and the learning of the dorsoventral organization of multiple spatial scale modules through medial entorhinal cortex to hippocampus (HC) may use mechanisms homologous to those for temporal learning through lateral entorhinal cortex to HC ('neural relativity'). The model clarifies how top-down HC-to-entorhinal attentional mechanisms may stabilize map learning, simulates how hippocampal inactivation may disrupt grid cells, and explains data about theta, beta and gamma oscillations. The article also compares the three main types of grid cell models in the light of recent data.

Time course influences transfer of visual perceptual learning across spatial location.

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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.

Spatial learning and memory in male mice with altered growth hormone action.

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Basu, Amrita; McFarlane, Hewlet G; Kopchick, John J

2017-07-01

Growth hormone (GH) has a significant influence on cognitive performance in humans and other mammals. To understand the influence of altered GH action on cognition, we assessed spatial learning and memory using a Barnes maze (BM) comparing twelve-month old, male, bovine GH (bGH) and GH receptor antagonist (GHA) transgenic mice and their corresponding wild type (WT) littermates. During the acquisition training period in the BM, bGH mice showed increased latency, traveled longer path lengths and made more errors to reach the target than WT mice, indicating significantly poorer learning. Short-term memory (STM) and long-term memory (LTM) trials showed significantly suppressed memory retention in bGH mice when compared to the WT group. Conversely, GHA mice showed significantly better learning parameters (latency, path length and errors) and increased use of an efficient search strategy than WT mice. Our study indicates a negative impact of GH excess and a beneficial effect of the inhibition of GH action on spatial learning and memory and, therefore, cognitive performance in male mice. Further research to elucidate GH's role in brain function will facilitate identifying therapeutic applications of GH or GHA for neuropathological and neurodegenerative conditions. Copyright © 2017 Elsevier Inc. All rights reserved.

Learning of Spatial Relationships between Observed and Imitated Actions allows Invariant Inverse Computation in the Frontal Mirror Neuron System

Science.gov (United States)

Oh, Hyuk; Gentili, Rodolphe J.; Reggia, James A.; Contreras-Vidal, José L.

2014-01-01

It has been suggested that the human mirror neuron system can facilitate learning by imitation through coupling of observation and action execution. During imitation of observed actions, the functional relationship between and within the inferior frontal cortex, the posterior parietal cortex, and the superior temporal sulcus can be modeled within the internal model framework. The proposed biologically plausible mirror neuron system model extends currently available models by explicitly modeling the intraparietal sulcus and the superior parietal lobule in implementing the function of a frame of reference transformation during imitation. Moreover, the model posits the ventral premotor cortex as performing an inverse computation. The simulations reveal that: i) the transformation system can learn and represent the changes in extrinsic to intrinsic coordinates when an imitator observes a demonstrator; ii) the inverse model of the imitator’s frontal mirror neuron system can be trained to provide the motor plans for the imitated actions. PMID:22255261

The Relationship Between EFL Learners’ Resilience and Autonomous Learning

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Parinaz Kajabadi

2016-07-01

Full Text Available This study aimed to investigate relationship between resilience as a personality factor defined in positive psychology and autonomous learning as a newly developed subject in learning and teaching (EFL area. This research employed resilience scale by Connor and Davidson (2003 and learner autonomy questionnaire by Spratt, Humphreys and Chan (2002 to evaluate EFL learners’ resilience level and their autonomy. To meet the purpose of this study, about 150 male and female participants randomly selected among undergraduate students majoring English language translation. Collected data of two questionnaires were analyzed through Spearman’s correlation and regression. Findings of the correlation analysis revealed that there is a significant relationship between resilience and autonomy (ρ = .29, n = 156, p < .01. Also, results showed that resilience is a strong predictor for autonomous learning.

Using Spatial Reinforcement Learning to Build Forest Wildfire Dynamics Models From Satellite Images

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Sriram Ganapathi Subramanian

2018-04-01

Full Text Available Machine learning algorithms have increased tremendously in power in recent years but have yet to be fully utilized in many ecology and sustainable resource management domains such as wildlife reserve design, forest fire management, and invasive species spread. One thing these domains have in common is that they contain dynamics that can be characterized as a spatially spreading process (SSP, which requires many parameters to be set precisely to model the dynamics, spread rates, and directional biases of the elements which are spreading. We present related work in artificial intelligence and machine learning for SSP sustainability domains including forest wildfire prediction. We then introduce a novel approach for learning in SSP domains using reinforcement learning (RL where fire is the agent at any cell in the landscape and the set of actions the fire can take from a location at any point in time includes spreading north, south, east, or west or not spreading. This approach inverts the usual RL setup since the dynamics of the corresponding Markov Decision Process (MDP is a known function for immediate wildfire spread. Meanwhile, we learn an agent policy for a predictive model of the dynamics of a complex spatial process. Rewards are provided for correctly classifying which cells are on fire or not compared with satellite and other related data. We examine the behavior of five RL algorithms on this problem: value iteration, policy iteration, Q-learning, Monte Carlo Tree Search, and Asynchronous Advantage Actor-Critic (A3C. We compare to a Gaussian process-based supervised learning approach and also discuss the relation of our approach to manually constructed, state-of-the-art methods from forest wildfire modeling. We validate our approach with satellite image data of two massive wildfire events in Northern Alberta, Canada; the Fort McMurray fire of 2016 and the Richardson fire of 2011. The results show that we can learn predictive, agent

Relationship between the Learning Styles Preferences and Academic Achievement

Science.gov (United States)

Awang, H.; Samad, N. Abd; Faiz, N. S. Mohd; Roddin, R.; Kankia, J. D.

2017-08-01

The individual learning differences that have been much explored relate to differences in personality, learning styles, strategies and conceptual of learning. This article studies the learning style profile exhibited by students towards the academic achievement in Malaysian Polytechnic. The relationship between learning styles of Polytechnic students and their academic achievement based on VARK learning styles model. The target population was international business students of Malaysian Polytechnic. By means of randomly sampling method, 103 students were selected as sample of research. By descriptive - survey research method and a questionnaire adapted from VARK Learning Style Index, required data were collected. According to the results, no significantly difference between learning style and academic achievement of students. Students academic achievement was quite similar to their individual learning styles. These facts reveal that each learning style has its own strengths and weaknesses.

Spatial Cognition and Range Use in Free-Range Laying Hens.

Science.gov (United States)

Campbell, Dana L M; Talk, Andrew C; Loh, Ziyang A; Dyall, Tim R; Lee, Caroline

2018-02-08

Radio-frequency identification tracking shows individual free-range laying hens vary in range use, with some never going outdoors. The range is typically more environmentally complex, requiring navigation to return to the indoor resources. Outdoor-preferring hens may have improved spatial abilities compared to indoor-preferring hens. Experiment 1 tested 32 adult ISA Brown hens in a T-maze learning task that showed exclusively-indoor birds were slowest to reach the learning success criterion ( p 0.05), the age that coincided with the onset of lay. Enriched birds that were faster to learn the maze task showed more range visits in the first 4 weeks of range access. Enriched and non-enriched birds showed no differences in telencephalon or hippocampal volume ( p > 0.05). Fear may reduce spatial abilities but further testing with more pen replicates per early rearing treatments would improve our understanding of the relationship between spatial cognitive abilities and range use.

Association rules for rat spatial learning: the importance of the hippocampus for binding item identity with item location.

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Albasser, Mathieu M; Dumont, Julie R; Amin, Eman; Holmes, Joshua D; Horne, Murray R; Pearce, John M; Aggleton, John P

2013-12-01

Three cohorts of rats with extensive hippocampal lesions received multiple tests to examine the relationships between particular forms of associative learning and an influential account of hippocampal function (the cognitive map hypothesis). Hippocampal lesions spared both the ability to discriminate two different digging media and to discriminate two different room locations in a go/no-go task when each location was approached from a single direction. Hippocampal lesions had, however, differential effects on a more complex task (biconditional discrimination) where the correct response was signaled by the presence or absence of specific cues. For all biconditional tasks, digging in one medium (A) was rewarded in the presence of cue C, while digging in medium B was rewarded in the presences of cue D. Such biconditional tasks are "configural" as no individual cue or element predicts the solution (AC+, AD-, BD+, and BC-). When proximal context cues signaled the correct digging choice, biconditional learning was seemingly unaffected by hippocampal lesions. Severe deficits occurred, however, when the correct digging choice was signaled by distal room cues. Also, impaired was the ability to discriminate two locations when each location was approached from two directions. A task demand that predicted those tasks impaired by hippocampal damage was the need to combine specific cues with their relative spatial positions ("structural learning"). This ability makes it possible to distinguish the same cues set in different spatial arrays. Thus, the hippocampus appears necessary for configural discriminations involving structure, discriminations that potentially underlie the creation of cognitive maps. Copyright © 2013 The Authors. Hippocampus Published by Wiley Periodicals, Inc.

Active and passive spatial learning in human navigation: acquisition of survey knowledge.

Science.gov (United States)

Chrastil, Elizabeth R; Warren, William H

2013-09-01

It seems intuitively obvious that active exploration of a new environment would lead to better spatial learning than would passive visual exposure. It is unclear, however, which components of active learning contribute to spatial knowledge, and previous literature is decidedly mixed. This experiment tests the contributions of 4 components to metric survey knowledge: visual, vestibular, and podokinetic information and cognitive decision making. In the learning phase, 6 groups of participants learned the locations of 8 objects in a virtual hedge maze by (a) walking, (b) being pushed in a wheelchair, or (c) watching a video, crossed with (1) making decisions about their path or (2) being guided through the maze. In the test phase, survey knowledge was assessed by having participants walk a novel shortcut from a starting object to the remembered location of a test object, with the maze removed. Performance was slightly better than chance in the passive video condition. The addition of vestibular information did not improve performance in the wheelchair condition, but the addition of podokinetic information significantly improved angular accuracy in the walking condition. In contrast, there was no effect of decision making in any condition. The results indicate that visual and podokinetic information significantly contribute to survey knowledge, whereas vestibular information and decision making do not. We conclude that podokinetic information is the primary component of active learning for the acquisition of metric survey knowledge. PsycINFO Database Record (c) 2013 APA, all rights reserved.

Grammar Learning Strategies and Language Attainment: Seeking a Relationship

OpenAIRE

Pawlak Mirosław

2009-01-01

Despite major advances in research on language learning strategies, there are still areas that have received only scant attention, and one of them is undoubtedly learning grammar. The paper contributes to the paucity of empirical investigations in this domain by presenting the findings of a study which sought to investigate the relationship between the use of grammar learning strategies (GLS) reported by 142 English Department students and target language attainment, operationalized as their ...

Cognitive Control Structures in the Imitation Learning of Spatial Sequences and Rhythms-An fMRI Study.

Science.gov (United States)

Sakreida, Katrin; Higuchi, Satomi; Di Dio, Cinzia; Ziessler, Michael; Turgeon, Martine; Roberts, Neil; Vogt, Stefan

2018-03-01

Imitation learning involves the acquisition of novel motor patterns based on action observation (AO). We used event-related functional magnetic resonance imaging to study the imitation learning of spatial sequences and rhythms during AO, motor imagery (MI), and imitative execution in nonmusicians and musicians. While both tasks engaged the fronto-parietal mirror circuit, the spatial sequence task recruited posterior parietal and dorsal premotor regions more strongly. The rhythm task involved an additional network for auditory working memory. This partial dissociation supports the concept of task-specific mirror mechanisms. Two regions of cognitive control were identified: 1) dorsolateral prefrontal cortex (DLPFC) was found to be more strongly activated during MI of novel spatial sequences, which allowed us to extend the 2-level model of imitation learning by Buccino et al. (2004) to spatial sequences. 2) During imitative execution of both tasks, the posterior medial frontal cortex was robustly activated, along with the DLPFC, which suggests that both regions are involved in the cognitive control of imitation learning. The musicians' selective behavioral advantage for rhythm imitation was reflected cortically in enhanced sensory-motor processing during AO and by the absence of practice-related activation differences in DLPFC during rhythm execution. © The Author 2017. Published by Oxford University Press. All rights reserved. For Permissions, please e-mail: journals.permissions@oup.com.

Family relationships versus learning: an analysis with children aged 5 and 6 years

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Marisa Claudia Jacometo Durante

2017-01-01

Full Text Available As the first mediator between man and culture, the family constitutes the dynamic unity of affective, social and cognitive relations that are immersed in the material, historical and cultural conditions of a given social group. The overall objective of the study was to investigate whether family relationships can compromise children’s learning. Specifically, it was intended to: a Identify conflicts in family relationships; B To verify if the conflicts in the family relations can compromise the interpersonal relationship of the children in the literacy phase; C Analyze whether conflicts in family relationships interfere with children’s learning. A total of 219 families with children aged 5 and 6 participated in the study. The main results indicate that there is a distancing of the parents in relation to the school life of the children, as well as in the family relationships there is a mixture of conflict and affection. It is considered that the learning of children can be compromised by conflicts in family relationships because learning and school performance depend primarily on family interaction and later on the relationship between teacher-student.

The Relationship between The Level of Intelligence, Achievement Motivation, Mathematics Learning Habits and Learning Achievement

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Farkhatu Sikhah

2017-03-01

Full Text Available Tujuan penelitian ini adalah (1 Untuk mengetahui hubungan antara tingkat kecerdasan dengan prestasi belajar matematika (2 Untuk mengetahui hubungan antara motivasi berprestasi dengan prestasi belajar matematika (3 Untuk mengetahui hubungan antara kebiasaan belajar dengan prestasi belajar matematika (4 Untuk mengetahui hubungan antara tingkat kecerdasan, motivasi berprestasi, dan kebiasaan belajar matematika dengan prestasi belajar matematika siswa semester 1 kelas XI IPA SMAN 1 Bojong. Jumlah sampel dalam penelitian ini sebanyak 40 orang siswa. Penelitian ini merupakan penelitian deskriptif korelatif sehingga data dianalisa untuk mendeskripsikan hubungan antara tingkat kecerdasan, motivasi berprestasi, dan kebiasaan belajar matematika dengan prestasi belajar matematika siswa. Instrumen pengambilan data menggunakan dokumentasi dan angket, dan dianalisa menggunakan regresi dan korelasi linier sederhana, serta regresi dan korelasi linier berganda. Hasil penelitian menunjukkan bahwa terdapat hubungan yang signifikan antara : (1 tingkat kecerdasan dengan prestasi belajar matematika siswa, (2 motivasi berprestasi dengan prestasi belajar matematika siswa, (3 kebiasaan belajar dengan prestasi belajar matematika siswa (4 tingkat kecerdasan, motivasi berprestasi dan kebiasaan belajar matematika dengan prestasi belajar matematika siswa.   The purpose of this study is (1 To determine the relationship between the level of intelligence and academic achievement of mathematics (2 To determine the relationship between achievement motivation and learning achievement in mathematics (3 To determine the relationship between study habits and academic achievement of mathematics (4 To determine the relationship between level of intelligence, achievement motivation and study habits mathematics learning achievement of student mathematics 1st semester of grade XI IPA SMAN 1 Bojong. The number of samples in this study were 40 students.This research was descriptive

Repeated Sleep Restriction in Adolescent Rats Altered Sleep Patterns and Impaired Spatial Learning/Memory Ability

Science.gov (United States)

Yang, Su-Rong; Sun, Hui; Huang, Zhi-Li; Yao, Ming-Hui; Qu, Wei-Min

2012-01-01

Study Objectives: To investigate possible differences in the effect of repeated sleep restriction (RSR) during adolescence and adulthood on sleep homeostasis and spatial learning and memory ability. Design: The authors examined electroencephalograms of rats as they were subjected to 4-h daily sleep deprivation that continued for 7 consecutive days and assessed the spatial learning and memory by Morris water maze test (WMT). Participants: Adolescent and adult rats. Measurements and Results: Adolescent rats exhibited a similar amount of rapid eye movement (REM) and nonrapid eye movement (NREM) sleep with higher slow wave activity (SWA, 0.5-4 Hz) and fewer episodes and conversions with prolonged durations, indicating they have better sleep quality than adult rats. After RSR, adult rats showed strong rebound of REM sleep by 31% on sleep deprivation day 1; this value was 37% on sleep deprivation day 7 in adolescents compared with 20-h baseline level. On sleep deprivation day 7, SWA in adult and adolescent rats increased by 47% and 33%, and such elevation lasted for 5 h and 7 h, respectively. Furthermore, the authors investigated the effects of 4-h daily sleep deprivation immediately after the water maze training sessions on spatial cognitive performance. Adolescent rats sleep-restricted for 7 days traveled a longer distance to find the hidden platform during the acquisition training and had fewer numbers of platform crossings in the probe trial than those in the control group, something that did not occur in the sleep-deprived adult rats. Conclusions: Repeated sleep restriction (RSR) altered sleep profiles and mildly impaired spatial learning and memory capability in adolescent rats. Citation: Yang SR; Sun H; Huang ZL; Yao MH; Qu WM. Repeated sleep restriction in adolescent rats altered sleep patterns and impaired spatial learning/memory ability. SLEEP 2012;35(6):849-859. PMID:22654204

How to enhance route learning and visuo-spatial working memory in aging: a training for residential care home residents.

Science.gov (United States)

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.

Learning of Temporal and Spatial Movement Aspects: A Comparison of Four Types of Haptic Control and Concurrent Visual Feedback.

Science.gov (United States)

Rauter, Georg; Sigrist, Roland; Riener, Robert; Wolf, Peter

2015-01-01

In literature, the effectiveness of haptics for motor learning is controversially discussed. Haptics is believed to be effective for motor learning in general; however, different types of haptic control enhance different movement aspects. Thus, in dependence on the movement aspects of interest, one type of haptic control may be effective whereas another one is not. Therefore, in the current work, it was investigated if and how different types of haptic controllers affect learning of spatial and temporal movement aspects. In particular, haptic controllers that enforce active participation of the participants were expected to improve spatial aspects. Only haptic controllers that provide feedback about the task's velocity profile were expected to improve temporal aspects. In a study on learning a complex trunk-arm rowing task, the effect of training with four different types of haptic control was investigated: position control, path control, adaptive path control, and reactive path control. A fifth group (control) trained with visual concurrent augmented feedback. As hypothesized, the position controller was most effective for learning of temporal movement aspects, while the path controller was most effective in teaching spatial movement aspects of the rowing task. Visual feedback was also effective for learning temporal and spatial movement aspects.

Formation of cognitive structures in conditioned-reflex behavior in monkeys: Relationship with type of visual information.

Science.gov (United States)

Dudkin, K N; Chueva, I V

2009-02-01

The characteristics of learning processes and long-term memory (LTM) were studied in rhesus macaques discriminating visual stimuli (geometrical figures of different shapes, sizes, and orientations, and with different spatial relationships between image components). Trained monkeys were tested for the ability to perform invariant recognition after stimulus transformation, i.e., changes in size, shape, number of objects, and spatial relationships. Analysis of behavioral characteristics (correct solutions, refusals to decide, motor response times) revealed differences associated with the type of visual information. When monkeys discriminated between black and white geometrical figures of different shapes and orientations, as well as black-and-white figures with different shapes or orientations, the learning time was short and transformation of the stimuli had no effect on correct solutions: there was complete transfer of learning. When monkeys discriminated figures of different sizes or complex images with different spatial relationships, the learning time was significantly greater. Changes in the size and shape of figures led to significant reductions in correct solutions and significant increases in refusals to solve the task and in motor reaction times. Invariance of discrimination in this case appeared after additional training. The results obtained here showed that in conditioned reflex learning, the sensory processing of stimuli has the result that discriminatory features are formed in LTM, i.e., cognitive structures (functional neurophysiological mechanisms), these supporting the classification of visual images. The temporal conditioned link of the executive reaction is established with these. Their formation is determined by the type of sensory information and the existence in LTM of separate subsystems for spatial and non-spatial information.

Playing to Investigate the Relationship Between Achievement and the Perception of learning

Directory of Open Access Journals (Sweden)

Steven Boyd

2018-03-01

Full Text Available This paper investigates the relationship between achievement and the perception of enjoyment and learning through the serious game, Playing Property.Playing Property is an audience response game forming the basis of workshops to engage junior high students, of 13 to 15 years old, and enhance their knowledge of property investment. The investigation extends to the analysis of trends in audience response decisions from 14 workshops, conducted over three consecutive years.Emerging findings present significant associations between enjoyment and the perception of learning. The relationship between achievement, measured in accumulated game score, and the responders’ perception of enjoyment is present but less significant. Further analysis supports a deeper relationship between play and learning, one where competition and other game play attributes are more effective in engagement than point scoring or rewarding.A more detailed evaluation may include staged testing of what may be learned and how well that learning endures, in comparison with other forms of teaching.

Spatial Intensity Duration Frequency Relationships Using Hierarchical Bayesian Analysis for Urban Areas

Science.gov (United States)

Rupa, Chandra; Mujumdar, Pradeep

2016-04-01

In urban areas, quantification of extreme precipitation is important in the design of storm water drains and other infrastructure. Intensity Duration Frequency (IDF) relationships are generally used to obtain design return level for a given duration and return period. Due to lack of availability of extreme precipitation data for sufficiently large number of years, estimating the probability of extreme events is difficult. Typically, a single station data is used to obtain the design return levels for various durations and return periods, which are used in the design of urban infrastructure for the entire city. In an urban setting, the spatial variation of precipitation can be high; the precipitation amounts and patterns often vary within short distances of less than 5 km. Therefore it is crucial to study the uncertainties in the spatial variation of return levels for various durations. In this work, the extreme precipitation is modeled spatially using the Bayesian hierarchical analysis and the spatial variation of return levels is studied. The analysis is carried out with Block Maxima approach for defining the extreme precipitation, using Generalized Extreme Value (GEV) distribution for Bangalore city, Karnataka state, India. Daily data for nineteen stations in and around Bangalore city is considered in the study. The analysis is carried out for summer maxima (March - May), monsoon maxima (June - September) and the annual maxima rainfall. In the hierarchical analysis, the statistical model is specified in three layers. The data layer models the block maxima, pooling the extreme precipitation from all the stations. In the process layer, the latent spatial process characterized by geographical and climatological covariates (lat-lon, elevation, mean temperature etc.) which drives the extreme precipitation is modeled and in the prior level, the prior distributions that govern the latent process are modeled. Markov Chain Monte Carlo (MCMC) algorithm (Metropolis Hastings

Relationship between learning resources and student's academic ...

African Journals Online (AJOL)

The study investigated relationship between learning resources and student's academic achievement in science subjects in Taraba State Secondary Schools. A total of 35 science teachers and 18 science head of departments from 6 schools from three geopolitical zones of Taraba State were involved in the study.

Genistein improves spatial learning and memory in male rats with elevated glucose level during memory consolidation.

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Kohara, Yumi; Kawaguchi, Shinichiro; Kuwahara, Rika; Uchida, Yutaro; Oku, Yushi; Yamashita, Kimihiro

2015-03-01

Cognitive dysfunction due to higher blood glucose level has been reported previously. Genistein (GEN) is a phytoestrogen that we hypothesized might lead to improved memory, despite elevated blood glucose levels at the time of memory consolidation. To investigate this hypothesis, we compared the effects of orally administered GEN on the central nervous system in normal versus glucose-loaded adult male rats. A battery of behavioral assessments was carried out. In the MAZE test, which measured spatial learning and memory, the time of normal rats was shortened by GEN treatment compared to the vehicle group, but only in the early stages of testing. In the glucose-loaded group, GEN treatment improved performance as mazes were advanced. In the open-field test, GEN treatment delayed habituation to the new environment in normal rats, and increased the exploratory behaviors of glucose-loaded rats. There were no significant differences observed for emotionality or fear-motivated learning and memory. Together, these results indicate that GEN treatment improved spatial learning and memory only in the early stages of testing in the normal state, but improved spatial learning and memory when glucose levels increased during memory consolidation. Copyright © 2014 Elsevier Inc. All rights reserved.

The Relationship of Learning and Performance Diagnosis at Different System Levels.

Science.gov (United States)

Lubega, Khalid

2003-01-01

Examines learning and performance diagnosis, separately and in relation to each other, as they function in organization systems; explains the relationship between learning and performance diagnosis at the individual, process, and organizational levels using a three-level performance model; and discusses types of learning, including nonlearning,…

Role of synaptic structural plasticity in impairments of spatial learning and memory induced by developmental lead exposure in Wistar rats.

Directory of Open Access Journals (Sweden)

Yongmei Xiao

Full Text Available Lead (Pb is found to impair cognitive function. Synaptic structural plasticity is considered to be the physiological basis of synaptic functional plasticity and has been recently found to play important roles in learning and memory. To study the effect of Pb on spatial learning and memory at different developmental stages, and its relationship with alterations of synaptic structural plasticity, postnatal rats were randomly divided into three groups: Control; Pre-weaning Pb (Parents were exposed to 2 mM PbCl2 3 weeks before mating until weaning of pups; Post-weaning Pb (Weaned pups were exposed to 2 mM PbCl2 for 9 weeks. The spatial learning and memory of rats was measured by Morris water maze (MWM on PND 85-90. Rat pups in Pre-weaning Pb and Post-weaning Pb groups performed significantly worse than those in Control group (p<0.05. However, there was no significant difference in the performance of MWM between the two Pb-exposure groups. Before MWM (PND 84, the number of neurons and synapses significantly decreased in Pre-weaning Pb group, but not in Post-weaning Pb group. After MWM (PND 91, the number of synapses in Pre-weaning Pb group increased significantly, but it was still less than that of Control group (p<0.05; the number of synapses in Post-weaning Pb group was also less than that of Control group (p<0.05, although the number of synapses has no differences between Post-weaning Pb and Control groups before MWM. In both Pre-weaning Pb and Post-weaning Pb groups, synaptic structural parameters such as thickness of postsynaptic density (PSD, length of synaptic active zone and synaptic curvature increased significantly while width of synaptic cleft decreased significantly compared to Control group (p<0.05. Our data demonstrated that both early and late developmental Pb exposure impaired spatial learning and memory as well as synaptic structural plasticity in Wistar rats.

The effect of severe zinc deficiency and zinc supplement on spatial learning and memory.

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Tahmasebi Boroujeni, S; Naghdi, N; Shahbazi, M; Farrokhi, A; Bagherzadeh, F; Kazemnejad, A; Javadian, M

2009-07-01

Zinc deficiency during pregnancy and during lactation has been shown to impair cognitive function and motor activity in offspring rats. In the present study, the effect of zinc deficiency and zinc supplement on spatial learning and memory in Morris Water Maze (MWM) and motor activity in open field were investigated. Pregnant rats after mating were divided to three groups. Control group fed a standard diet and a zinc deficient (ZnD) group fed a diet deficient in zinc (0.5-1.5 ppm) and a zinc supplement (ZnS) group fed a standard diet and enhanced zinc in the drinking water (10 ppm). All the diets were exposed during the last trisemester of pregnancy and during lactation. Rat's offspring in these groups were tested for spatial learning and memory in MWM at post natal day (PND) 56 and were tested for motor activity in open field at PND 66.The Escape Latency (EL) and Traveled Distance (TD) in the ZnD group were increased but Percentage of Time Spent in the target quadrant (PTS) was decreased compared to the control group. In addition, these were no significant differences in EL and TD, but PTS had significant increase in ZnS compared to the control group. In the open field, Total Distance Moved (TDM) and Time of Motor Activity (TMA) for the ZnD were decreased compared to the control group, but there were no significant differences in TDM and TMA between control and ZnS groups. These findings suggest that zinc deficiency during the last trimester of pregnancy and during lactation impaired spatial learning and memory in their offsprings and has also negative effect on motor activity. In addition, ZnS has a significant effect on spatial learning and memory but no effect on motor activity in their offsprings.

Cross-cultural comparisons of university students' science learning self-efficacy: structural relationships among factors within science learning self-efficacy

Science.gov (United States)

Wang, Ya-Ling; Liang, Jyh-Chong; Tsai, Chin-Chung

2018-04-01

Science learning self-efficacy could be regarded as a multi-factor belief which comprises different aspects such as cognitive skills, practical work, and everyday application. However, few studies have investigated the relationships among these factors that compose science learning self-efficacy. Also, culture may play an important role in explaining the relationships among these factors. Accordingly, this study aimed to investigate cultural differences in science learning self-efficacy and examine the relationships within factors constituting science learning self-efficacy by adopting a survey instrument for administration to students in the U.S. and Taiwan. A total of 218 university students (62.40% females) were surveyed in the U.S.A, and 224 university students (49.10% females) in Taiwan were also invited to take part in the study. The results of the structural equation modelling revealed cultural differences in the relationships among the factors of science learning self-efficacy. It was found that U.S. students' confidence in their ability to employ higher-order cognitive skills tended to promote their confidence in their ability to accomplish practical work, strengthening their academic self-efficacy. However, the aforementioned mediation was not found for the Taiwanese participants.

When gestures show us the way: Co-speech gestures selectively facilitate navigation and spatial memory.

OpenAIRE

Galati, Alexia; Weisberg, Steven M.; Newcombe, Nora S.; Avraamides, Marios N.

2017-01-01

How does gesturing during route learning relate to subsequent spatial performance? We examined the relationship between gestures produced spontaneously while studying route directions and spatial representations of the navigated environment. Participants studied route directions, then navigated those routes from memory in a virtual environment, and finally had their memory of the environment assessed. We found that, for navigators with low spatial perspective-taking pe...

Contributions of Medial Temporal Lobe and Striatal Memory Systems to Learning and Retrieving Overlapping Spatial Memories

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Brown, Thackery I.; Stern, Chantal E.

2014-01-01

Many life experiences share information with other memories. In order to make decisions based on overlapping memories, we need to distinguish between experiences to determine the appropriate behavior for the current situation. Previous work suggests that the medial temporal lobe (MTL) and medial caudate interact to support the retrieval of overlapping navigational memories in different contexts. The present study used functional magnetic resonance imaging (fMRI) in humans to test the prediction that the MTL and medial caudate play complementary roles in learning novel mazes that cross paths with, and must be distinguished from, previously learned routes. During fMRI scanning, participants navigated virtual routes that were well learned from prior training while also learning new mazes. Critically, some routes learned during scanning shared hallways with those learned during pre-scan training. Overlap between mazes required participants to use contextual cues to select between alternative behaviors. Results demonstrated parahippocampal cortex activity specific for novel spatial cues that distinguish between overlapping routes. The hippocampus and medial caudate were active for learning overlapping spatial memories, and increased their activity for previously learned routes when they became context dependent. Our findings provide novel evidence that the MTL and medial caudate play complementary roles in the learning, updating, and execution of context-dependent navigational behaviors. PMID:23448868

Comparison of Visual-Spatial Performance Strategy Training in Children with Turner Syndrome and Learning Disabilities.

Science.gov (United States)

Williams, Janet K.; And Others

1992-01-01

Thirteen females with Turner syndrome, 13 females with nonverbal learning disabilities, and 14 males with nonverbal learning disabilities, ages 7-14, were taught via a cognitive behavioral modification approach to verbally mediate a spatial matching task. All three groups showed significant task improvement after the training, with no significant…

Spatial Organization and Molecular Correlation of Tumor-Infiltrating Lymphocytes Using Deep Learning on Pathology Images

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Joel Saltz

2018-04-01

Full Text Available Summary: Beyond sample curation and basic pathologic characterization, the digitized H&E-stained images of TCGA samples remain underutilized. To highlight this resource, we present mappings of tumor-infiltrating lymphocytes (TILs based on H&E images from 13 TCGA tumor types. These TIL maps are derived through computational staining using a convolutional neural network trained to classify patches of images. Affinity propagation revealed local spatial structure in TIL patterns and correlation with overall survival. TIL map structural patterns were grouped using standard histopathological parameters. These patterns are enriched in particular T cell subpopulations derived from molecular measures. TIL densities and spatial structure were differentially enriched among tumor types, immune subtypes, and tumor molecular subtypes, implying that spatial infiltrate state could reflect particular tumor cell aberration states. Obtaining spatial lymphocytic patterns linked to the rich genomic characterization of TCGA samples demonstrates one use for the TCGA image archives with insights into the tumor-immune microenvironment. : Tumor-infiltrating lymphocytes (TILs were identified from standard pathology cancer images by a deep-learning-derived “computational stain” developed by Saltz et al. They processed 5,202 digital images from 13 cancer types. Resulting TIL maps were correlated with TCGA molecular data, relating TIL content to survival, tumor subtypes, and immune profiles. Keywords: digital pathology, immuno-oncology, machine learning, lymphocytes, tumor microenvironment, deep learning, tumor-infiltrating lymphocytes, artificial intelligence, bioinformatics, computer vision

The Effects of Reciprocal Imitation on Teacher-Student Relationships and Student Learning Outcomes

Science.gov (United States)

Zhou, Jiangyuan

2012-01-01

Neuroscientific and developmental psychological research in imitation has yielded important insights into building teacher-student relationships and enhancing students' learning. This study investigated the effects of reciprocal imitation on teacher-student relationships and students' learning outcomes in one-on-one teacher-student interactions.…

Learning Algorithm of Boltzmann Machine Based on Spatial Monte Carlo Integration Method

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Muneki Yasuda

2018-04-01

Full Text Available The machine learning techniques for Markov random fields are fundamental in various fields involving pattern recognition, image processing, sparse modeling, and earth science, and a Boltzmann machine is one of the most important models in Markov random fields. However, the inference and learning problems in the Boltzmann machine are NP-hard. The investigation of an effective learning algorithm for the Boltzmann machine is one of the most important challenges in the field of statistical machine learning. In this paper, we study Boltzmann machine learning based on the (first-order spatial Monte Carlo integration method, referred to as the 1-SMCI learning method, which was proposed in the author’s previous paper. In the first part of this paper, we compare the method with the maximum pseudo-likelihood estimation (MPLE method using a theoretical and a numerical approaches, and show the 1-SMCI learning method is more effective than the MPLE. In the latter part, we compare the 1-SMCI learning method with other effective methods, ratio matching and minimum probability flow, using a numerical experiment, and show the 1-SMCI learning method outperforms them.

Active sensing associated with spatial learning reveals memory-based attention in an electric fish.

Science.gov (United States)

Jun, James J; Longtin, André; Maler, Leonard

2016-05-01

Active sensing behaviors reveal what an animal is attending to and how it changes with learning. Gymnotus sp, a gymnotiform weakly electric fish, generates an electric organ discharge (EOD) as discrete pulses to actively sense its surroundings. We monitored freely behaving gymnotid fish in a large dark "maze" and extracted their trajectories and EOD pulse pattern and rate while they learned to find food with electrically detectable landmarks as cues. After training, they more rapidly found food using shorter, more stereotyped trajectories and spent more time near the food location. We observed three forms of active sensing: sustained high EOD rates per unit distance (sampling density), transient large increases in EOD rate (E-scans) and stereotyped scanning movements (B-scans) were initially strong at landmarks and food, but, after learning, intensified only at the food location. During probe (no food) trials, after learning, the fish's search area and intense active sampling was still centered on the missing food location, but now also increased near landmarks. We hypothesize that active sensing is a behavioral manifestation of attention and essential for spatial learning; the fish use spatial memory of landmarks and path integration to reach the expected food location and confine their attention to this region. Copyright © 2016 the American Physiological Society.

Effects of caloric restriction on learning and recovery of a spatial task in rats exposed to acute stress

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Lamprea Rodríguez, Marisol

2009-06-01

Full Text Available The purpose of the present study was to describe the effects of caloric restriction on spatial learning and recovery in the Barnes maze in animals experimentally stressed before recovery of the spatial task. Male Wistar rats were exposed for two months to one of two conditions: ad libitum (AL or intermittent fasting (IF. Both groups were exposed then to an experimental form of acute stress, induced by movement restriction for 4 hours. IF subjects had better performance in learning tasks during the acquisition trials but required more time to complete the task after the stressor was applied. These results are discussed in light of previous data reported in the literature emphasizing differences in the instruments used to evaluate spatial learning and its interaction with experimentally induced stress.

Exploring the Relationship between Annotation Use of EFL Learners and Their Learning Styles

OpenAIRE

Şakar, Asım

2015-01-01

This study explores the relationship between (perceptual and cognitive) learning styles and the use of hypermedia annotations by intermediate EFL learners while reading a hypermedia text. The participants were 44 EFL adult learners studying English for academic purposes. Data were collected through a software tracking tool, a learning styles survey and interviews. Results did not indicate a significant relationship, suggesting that learners with different learning styles had similar patterns ...

Why Choose Online Learning: Relationship of Existing Factors and Chronobiology

Science.gov (United States)

Luo, Yi; Pan, Rui; Choi, Jea H.; Mellish, Linda; Strobel, Johannes

2011-01-01

Existing research on choice of online learning utilized factors such as perceived level of control, independence, and satisfaction, yet the relationship among these factors is under-researched. Due to the value of "learning anytime," biological factors underlying "choice of time" might provide additional insights. This article…

Learning Assessment in physical education: the relationship between assessment practices of teachers and learning approaches

Directory of Open Access Journals (Sweden)

Marco Vinicio Gutiérrez

2015-02-01

Full Text Available This article shows the result of an investigation that studied teachers’ assessment practices in Physical Education in public schools from Suba in Bogota and the relationship between these practices with both superfluous and superficial learning approaches. It is organized into two sections; the first presents a classification of the evaluation practices, and the second establishes the relationship between these practices with the superficial and profound learning approaches. This article nourishes itself from a mixed-method research approach wherein the sample consisted of 68 teachers from whom data was collected using a survey. This data was then analyzed using the statistical software R. The results show the object, the purpose, procedures and ways in which teachers develop their assessment practice in physical education, and as well show a trend towards promoting meaningful and profound learning.

Spatial and Temporal Relationships Between Localized Corrosion and Bacterial Activtty on lron-Containing Substrata

National Research Council Canada - National Science Library

Franklin, M

1999-01-01

A series of laboratory and field experiments were designed to determine the temporal and spatial relationships between accumulations of bacteria and pitting corrosion of iron-containing metals exposed...

Influence of spatial environment on maze learning in an African mole-rat

CSIR Research Space (South Africa)

Du Toit, L

2012-05-01

Full Text Available -1 Anim Cogn DOI 10.1007/s10071-012-0503-0 Influence of spatial environment on maze learning in an African mole-rat Lydia du Toit ? Nigel C. Bennett ? Alecia Nickless ? Martin J. Whiting L. du Toit , A. Nickless , M. J. Whiting (email) School...

Spatial Context Learning Survives Interference from Working Memory Load

Science.gov (United States)

Vickery, Timothy J.; Sussman, Rachel S.; Jiang, Yuhong V.

2010-01-01

The human visual system is constantly confronted with an overwhelming amount of information, only a subset of which can be processed in complete detail. Attention and implicit learning are two important mechanisms that optimize vision. This study addressed the relationship between these two mechanisms. Specifically we asked, Is implicit learning…

Regional learning: Integrating the science and practice of strategic spatial planning

NARCIS (Netherlands)

Carsjens, G.J.; Nieuwenhuize, van J.P.A.; Kleinrensink, G.

2013-01-01

Spatial planning is facing the growing complexity of metropolitan landscapes. It has to deal with the highly complex, reciprocal relationship between the landscape and societal activities. The complexity is increasing due to processes such as climate change, decentralisation of responsibilities and

The relationship between students' perceptual learning style preferences, language learning strategies and English language vocabulary size

OpenAIRE

Gorevanova, Anna

2000-01-01

Ankara : The Institute of Economic and Social Sciences Bilkent Univ., 2000. Thesis (Master's) -- Bilkent University, 2000. Includes bibliographical references leaves 54-58 This study investigated the relationship between students’ perceptual learning style preferences, language learning strategies and English language vocabulary size. It is very important for teachers to be aware of students’ preferences in learning to help them be more successful and to avoid conflicts when...

N-methyl-d-aspartate receptors, learning and memory: chronic intraventricular infusion of the NMDA receptor antagonist d-AP5 interacts directly with the neural mechanisms of spatial learning.

Science.gov (United States)

Morris, R G M; Steele, R J; Bell, J E; Martin, S J

2013-03-01

Three experiments were conducted to contrast the hypothesis that hippocampal N-methyl-d-aspartate (NMDA) receptors participate directly in the mechanisms of hippocampus-dependent learning with an alternative view that apparent impairments of learning induced by NMDA receptor antagonists arise because of drug-induced neuropathological and/or sensorimotor disturbances. In experiment 1, rats given a chronic i.c.v. infusion of d-AP5 (30 mm) at 0.5 μL/h were selectively impaired, relative to aCSF-infused animals, in place but not cued navigation learning when they were trained during the 14-day drug infusion period, but were unimpaired on both tasks if trained 11 days after the minipumps were exhausted. d-AP5 caused sensorimotor disturbances in the spatial task, but these gradually worsened as the animals failed to learn. Histological assessment of potential neuropathological changes revealed no abnormalities in d-AP5-treated rats whether killed during or after chronic drug infusion. In experiment 2, a deficit in spatial learning was also apparent in d-AP5-treated rats trained on a spatial reference memory task involving two identical but visible platforms, a task chosen and shown to minimise sensorimotor disturbances. HPLC was used to identify the presence of d-AP5 in selected brain areas. In Experiment 3, rats treated with d-AP5 showed a delay-dependent deficit in spatial memory in the delayed matching-to-place protocol for the water maze. These data are discussed with respect to the learning mechanism and sensorimotor accounts of the impact of NMDA receptor antagonists on brain function. We argue that NMDA receptor mechanisms participate directly in spatial learning. © 2013 Federation of European Neuroscience Societies and Blackwell Publishing Ltd.

Creating a memory of causal relationships an integration of empirical and explanation-based learning methods

CERN Document Server

Pazzani, Michael J

2014-01-01

This book presents a theory of learning new causal relationships by making use of perceived regularities in the environment, general knowledge of causality, and existing causal knowledge. Integrating ideas from the psychology of causation and machine learning, the author introduces a new learning procedure called theory-driven learning that uses abstract knowledge of causality to guide the induction process. Known as OCCAM, the system uses theory-driven learning when new experiences conform to common patterns of causal relationships, empirical learning to learn from novel experiences, and expl

The impact of I(C)T in spatial planning education, 25 years of blended e-learning

NARCIS (Netherlands)

Knaap, van der W.G.M.

2014-01-01

The Wageningen spatial planning education curriculum is based on a mix of decision-oriented and design-oriented approaches. It is also intertwined with a wide range of E-learning options. The Elearning environment consists of a spectrum of applications such as model studies, spatial analysis using

A study of the relationship between learning styles and cognitive abilities in engineering students

Science.gov (United States)

Hames, E.; Baker, M.

2015-03-01

Learning preferences have been indirectly linked to student success in engineering programmes, without a significant body of research to connect learning preferences with cognitive abilities. A better understanding of the relationship between learning styles and cognitive abilities will allow educators to optimise the classroom experience for students. The goal of this study was to determine whether relationships exist between student learning styles, as determined by the Felder-Soloman Inventory of Learning Styles (FSILS), and their cognitive performance. Three tests were used to assess student's cognitive abilities: a matrix reasoning task, a Tower of London task, and a mental rotation task. Statistical t-tests and correlation coefficients were used to quantify the results. Results indicated that the global-sequential, active-referential, and visual-verbal FSILS learning styles scales are related to performance on cognitive tasks. Most of these relationships were found in response times, not accuracy. Differences in task performance between gender groups (male and female) were more notable than differences between learning styles groups.

A Literature Review on Relationship between Learner Autonomy and Learning Motivation

Institute of Scientific and Technical Information of China (English)

LI Lu-lu

2014-01-01

This paper sets out to review the relationship of learner autonomy and motivation in English learning based on previ-ous theoretical and empirical studies. This study can be of great help for learners to realize the great importance of learner autono-my and learning motivation, making them more autonomous, motivated and successful in English learning.

The relationship between learning preferences (styles and approaches) and learning outcomes among pre-clinical undergraduate medical students

OpenAIRE

Liew, Siaw-Cheok; Sidhu, Jagmohni; Barua, Ankur

2015-01-01

Background Learning styles and approaches of individual undergraduate medical students vary considerably and as a consequence, their learning needs also differ from one student to another. This study was conducted to identify different learning styles and approaches of pre-clinical, undergraduate medical students and also to determine the relationships of learning preferences with performances in the summative examinations. Methods A cross-sectional study was conducted among randomly selected...

Relationship between motivational goal orientations, perceptions of general education classroom learning environment, and deep approaches to learning

OpenAIRE

Chanut Poondej; Thanita Lerdpornkulrat

2016-01-01

Researchers have reported empirical evidence that the deep approaches to learning account for significant successful learning. The present study aimed to investigate the relationship between students' motivational goal orientation, their perceptions of the general education classroom learning environment, and deep approaches to learning strategies. Participants (N = 494) were first- and second-year college students enrolled in any of the general education courses in higher education in Thaila...

Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years.

Science.gov (United States)

Hodgkiss, Alex; Gilligan, Katie A; Tolmie, Andrew K; Thomas, Michael S C; Farran, Emily K

2018-01-22

Prior longitudinal and correlational research with adults and adolescents indicates that spatial ability is a predictor of science learning and achievement. However, there is little research to date with primary-school aged children that addresses this relationship. Understanding this association has the potential to inform curriculum design and support the development of early interventions. This study examined the relationship between primary-school children's spatial skills and their science achievement. Children aged 7-11 years (N = 123) completed a battery of five spatial tasks, based on a model of spatial ability in which skills fall along two dimensions: intrinsic-extrinsic; static-dynamic. Participants also completed a curriculum-based science assessment. Controlling for verbal ability and age, mental folding (intrinsic-dynamic spatial ability), and spatial scaling (extrinsic-static spatial ability) each emerged as unique predictors of overall science scores, with mental folding a stronger predictor than spatial scaling. These spatial skills combined accounted for 8% of the variance in science scores. When considered by scientific discipline, mental folding uniquely predicted both physics and biology scores, and spatial scaling accounted for additional variance in biology and variance in chemistry scores. The children's embedded figures task (intrinsic-static spatial ability) only accounted for variance in chemistry scores. The patterns of association were consistent across the age range. Spatial skills, particularly mental folding, spatial scaling, and disembedding, are predictive of 7- to 11-year-olds' science achievement. These skills make a similar contribution to performance for each age group. © 2018 The Authors. British Journal of Education Psychology published by John Wiley & Sons Ltd on behalf of British Psychological Society.

A Study of the Relationships among Learning Styles, Participation Types, and Performance in Programming Language Learning Supported by Online Forums

Science.gov (United States)

Shaw, Ruey-Shiang

2012-01-01

This study is focused on the relationships among learning styles, participation types, and learning performance for programming language learning supported by an online forum. Kolb's learning style inventory was used in this study to determine a learner's learning type: "Diverger", "Assimilator", "Converger", and "Accommodator". Social Learning…

The Relationship between Learning Style, Test Anxiety and Academic Achievement

Science.gov (United States)

Yazici, Kubilay

2017-01-01

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

A STUDY OF RELATIONSHIP BETWEEN INTERNET USAGE AND SELF-REGULATED LEARNING OF UNDERGRADUATES

OpenAIRE

Dr. Meena Prakash Kute; SadhanaPote-Palsamkar

2017-01-01

The present paper is based on the descriptive correlational research study which aimed to study the relationship between internet usage and self-regulated learning of undergraduates. The survey method was employed to collect the data from commerce, science and arts undergraduates of Mumbai University. The findings of present study showed that, there is significant relationship between internet usage and self-regulated learning of undergraduates. The relationship was found to be positive and n...

The Relationship Between Artificial and Second Language Learning.

Science.gov (United States)

Ettlinger, Marc; Morgan-Short, Kara; Faretta-Stutenberg, Mandy; Wong, Patrick C M

2016-05-01

Artificial language learning (ALL) experiments have become an important tool in exploring principles of language and language learning. A persistent question in all of this work, however, is whether ALL engages the linguistic system and whether ALL studies are ecologically valid assessments of natural language ability. In the present study, we considered these questions by examining the relationship between performance in an ALL task and second language learning ability. Participants enrolled in a Spanish language class were evaluated using a number of different measures of Spanish ability and classroom performance, which was compared to IQ and a number of different measures of ALL performance. The results show that success in ALL experiments, particularly more complex artificial languages, correlates positively with indices of L2 learning even after controlling for IQ. These findings provide a key link between studies involving ALL and our understanding of second language learning in the classroom. Copyright © 2015 Cognitive Science Society, Inc.

Effect of intranasal manganese administration on neurotransmission and spatial learning in rats

Energy Technology Data Exchange (ETDEWEB)

Blecharz-Klin, Kamilla; Piechal, Agnieszka; Joniec-Maciejak, Ilona; Pyrzanowska, Justyna; Widy-Tyszkiewicz, Ewa, E-mail: etyszkiewicz@wum.edu.pl

2012-11-15

The effect of intranasal manganese chloride (MnCl{sub 2}·4H{sub 2}O) exposure on spatial learning, memory and motor activity was estimated in Morris water maze task in adult rats. Three-month-old male Wistar rats received for 2 weeks MnCl{sub 2}·4H{sub 2}O at two doses the following: 0.2 mg/kg b.w. (Mn0.2) or 0.8 mg/kg b.w. (Mn0.8) per day. Control (Con) and manganese-exposed groups were observed for behavioral performance and learning in water maze. ANOVA for repeated measurements did not show any significant differences in acquisition in the water maze between the groups. However, the results of the probe trial on day 5, exhibited spatial memory deficits following manganese treatment. After completion of the behavioral experiment, the regional brain concentrations of neurotransmitters and their metabolites were determined via HPLC in selected brain regions, i.e. prefrontal cortex, hippocampus and striatum. ANOVA demonstrated significant differences in the content of monoamines and metabolites between the treatment groups compared to the controls. Negative correlations between platform crossings on the previous platform position in Southeast (SE) quadrant during the probe trial and neurotransmitter turnover suggest that impairment of spatial memory and cognitive performance after manganese (Mn) treatment is associated with modulation of the serotonergic, noradrenergic and dopaminergic neurotransmission in the brain. These findings show that intranasally applied Mn can impair spatial memory with significant changes in the tissue level and metabolism of monoamines in several brain regions. -- Highlights: ► Intranasal exposure to manganese in rats impairs spatial memory in the water maze. ► Regional changes in levels of neurotransmitters in the brain have been identified. ► Cognitive disorder correlates with modulation of 5-HT, NA and DA neurotransmission.

Effect of intranasal manganese administration on neurotransmission and spatial learning in rats

International Nuclear Information System (INIS)

Blecharz-Klin, Kamilla; Piechal, Agnieszka; Joniec-Maciejak, Ilona; Pyrzanowska, Justyna; Widy-Tyszkiewicz, Ewa

2012-01-01

The effect of intranasal manganese chloride (MnCl 2 ·4H 2 O) exposure on spatial learning, memory and motor activity was estimated in Morris water maze task in adult rats. Three-month-old male Wistar rats received for 2 weeks MnCl 2 ·4H 2 O at two doses the following: 0.2 mg/kg b.w. (Mn0.2) or 0.8 mg/kg b.w. (Mn0.8) per day. Control (Con) and manganese-exposed groups were observed for behavioral performance and learning in water maze. ANOVA for repeated measurements did not show any significant differences in acquisition in the water maze between the groups. However, the results of the probe trial on day 5, exhibited spatial memory deficits following manganese treatment. After completion of the behavioral experiment, the regional brain concentrations of neurotransmitters and their metabolites were determined via HPLC in selected brain regions, i.e. prefrontal cortex, hippocampus and striatum. ANOVA demonstrated significant differences in the content of monoamines and metabolites between the treatment groups compared to the controls. Negative correlations between platform crossings on the previous platform position in Southeast (SE) quadrant during the probe trial and neurotransmitter turnover suggest that impairment of spatial memory and cognitive performance after manganese (Mn) treatment is associated with modulation of the serotonergic, noradrenergic and dopaminergic neurotransmission in the brain. These findings show that intranasally applied Mn can impair spatial memory with significant changes in the tissue level and metabolism of monoamines in several brain regions. -- Highlights: ► Intranasal exposure to manganese in rats impairs spatial memory in the water maze. ► Regional changes in levels of neurotransmitters in the brain have been identified. ► Cognitive disorder correlates with modulation of 5-HT, NA and DA neurotransmission.

Cognitive Disorders of Infantile Autism: A Study Employing the WISC, Spatial Relationship Conceptualization, and Gesture Imitations.

Science.gov (United States)

Ohta, Masataka

1987-01-01

Analysis of the conceptions of spatial relations, size comparisons, and gesture imitations of 16 autistic children (ages 6-14 years) with IQs over 70 indicated an inability to acquire concepts of size comparison and spatial relationships through verbal instructions, suggesting a cognitive deficit of impaired symbolic-representational functioning.…

Barnes Maze Procedure for Spatial Learning and Memory in Mice.

Science.gov (United States)

Pitts, Matthew W

2018-03-05

The Barnes maze is a dry-land based rodent behavioral paradigm for assessing spatial learning and memory that was originally developed by its namesake, Carol Barnes. It represents a well-established alternative to the more popular Morris Water maze and offers the advantage of being free from the potentially confounding influence of swimming behavior. Herein, the Barnes maze experimental setup and corresponding procedures for testing and analysis in mice are described in detail.

Relationships between the quality of blended learning experience, self-regulated learning, and academic achievement of medical students: a path analysis.

Science.gov (United States)

Kassab, Salah Eldin; Al-Shafei, Ahmad I; Salem, Abdel Halim; Otoom, Sameer

2015-01-01

This study examined the relationships between the different aspects of students' course experience, self-regulated learning, and academic achievement of medical students in a blended learning curriculum. Perceptions of medical students (n=171) from the Royal College of Surgeons in Ireland, Medical University of Bahrain (RCSI Bahrain), on the blended learning experience were measured using the Student Course Experience Questionnaire (SCEQ), with an added e-Learning scale. In addition, self-regulated learning was measured using the Motivated Strategies for Learning Questionnaire (MSLQ). Academic achievement was measured by the scores of the students at the end of the course. A path analysis was created to test the relationships between the different study variables. Path analysis indicated that the perceived quality of the face-to-face component of the blended experience directly affected the motivation of students. The SCEQ scale "quality of teaching" directly affected two aspects of motivation: control of learning and intrinsic goal orientation. Furthermore, appropriate course workload directly affected the self-efficacy of students. Moreover, the e-Learning scale directly affected students' peer learning and critical thinking but indirectly affected metacognitive regulation. The resource management regulation strategies, time and study environment, and effort regulation directly affected students' examination scores (17% of the variance explained). However, there were no significant direct relationships between the SCEQ scales and cognitive learning strategies or examination scores. The results of this study will have important implications for designing blended learning courses in medical schools.

How Spatial Abilities and Dynamic Visualizations Interplay When Learning Functional Anatomy with 3D Anatomical Models

Science.gov (United States)

Berney, Sandra; Bétrancourt, Mireille; Molinari, Gaëlle; Hoyek, Nady

2015-01-01

The emergence of dynamic visualizations of three-dimensional (3D) models in anatomy curricula may be an adequate solution for spatial difficulties encountered with traditional static learning, as they provide direct visualization of change throughout the viewpoints. However, little research has explored the interplay between learning material…

Design and Development Computer-Based E-Learning Teaching Material for Improving Mathematical Understanding Ability and Spatial Sense of Junior High School Students

Science.gov (United States)

Nurjanah; Dahlan, J. A.; Wibisono, Y.

2017-02-01

This paper aims to make a design and development computer-based e-learning teaching material for improving mathematical understanding ability and spatial sense of junior high school students. Furthermore, the particular aims are (1) getting teaching material design, evaluation model, and intrument to measure mathematical understanding ability and spatial sense of junior high school students; (2) conducting trials computer-based e-learning teaching material model, asessment, and instrument to develop mathematical understanding ability and spatial sense of junior high school students; (3) completing teaching material models of computer-based e-learning, assessment, and develop mathematical understanding ability and spatial sense of junior high school students; (4) resulting research product is teaching materials of computer-based e-learning. Furthermore, the product is an interactive learning disc. The research method is used of this study is developmental research which is conducted by thought experiment and instruction experiment. The result showed that teaching materials could be used very well. This is based on the validation of computer-based e-learning teaching materials, which is validated by 5 multimedia experts. The judgement result of face and content validity of 5 validator shows that the same judgement result to the face and content validity of each item test of mathematical understanding ability and spatial sense. The reliability test of mathematical understanding ability and spatial sense are 0,929 and 0,939. This reliability test is very high. While the validity of both tests have a high and very high criteria.

Prenatal complex rhythmic music sound stimulation facilitates postnatal spatial learning but transiently impairs memory in the domestic chick.

Science.gov (United States)

Kauser, H; Roy, S; Pal, A; Sreenivas, V; Mathur, R; Wadhwa, S; Jain, S

2011-01-01

Early experience has a profound influence on brain development, and the modulation of prenatal perceptual learning by external environmental stimuli has been shown in birds, rodents and mammals. In the present study, the effect of prenatal complex rhythmic music sound stimulation on postnatal spatial learning, memory and isolation stress was observed. Auditory stimulation with either music or species-specific sounds or no stimulation (control) was provided to separate sets of fertilized eggs from day 10 of incubation. Following hatching, the chicks at age 24, 72 and 120 h were tested on a T-maze for spatial learning and the memory of the learnt task was assessed 24 h after training. In the posthatch chicks at all ages, the plasma corticosterone levels were estimated following 10 min of isolation. The chicks of all ages in the three groups took less (p memory after 24 h of training, only the music-stimulated chicks at posthatch age 24 h took a significantly longer (p music sounds facilitates spatial learning, though the music stimulation transiently impairs postnatal memory. 2011 S. Karger AG, Basel.

Strain-dependent variations in spatial learning and in hippocampal synaptic plasticity in the dentate gyrus of freely behaving rats

Directory of Open Access Journals (Sweden)

Denise eManahan-Vaughan

2011-03-01

Full Text Available Hippocampal synaptic plasticity is believed to comprise the cellular basis for spatial learning. Strain-dependent differences in synaptic plasticity in the CA1 region have been reported. However, it is not known whether these differences extend to other synapses within the trisynaptic circuit, although there is evidence for morphological variations within that path. We investigated whether Wistar and Hooded Lister (HL rat strains express differences in synaptic plasticity in the dentate gyrus in vivo. We also explored whether they exhibit differences in the ability to engage in spatial learning in an 8-arm radial maze. Basal synaptic transmission was stable over a 24h period in both rat strains, and the input-output relationship of both strains was not significantly different. Paired-pulse analysis revealed significantly less paired-pulse facilitation in the Hooded Lister strain when pulses were given 40-100 msec apart. Low frequency stimulation at 1Hz evoked long-term depression (>24h in Wistar and short-term depression (<2h in HL rats; 200Hz stimulation induced long-term potentiation (>24h in Wistar, and a transient, significantly smaller potentiation (<1h in HL rats, suggesting that HL rats have higher thresholds for expression of persistent synaptic plasticity. Training for 10d in an 8-arm radial maze revealed that HL rats master the working memory task faster than Wistar rats, although both strains show an equivalent performance by the end of the trial period. HL rats also perform more efficiently in a double working and reference memory task. On the other hand, Wistar rats show better reference memory performance on the final (8-10 days of training. Wistar rats were less active and more anxious than HL rats.These data suggest that strain-dependent variations in hippocampal synaptic plasticity occur in different hippocampal synapses. A clear correlation with differences in spatial learning is not evident however.

Are Distal and Proximal Visual Cues Equally Important during Spatial Learning in Mice? A Pilot Study of Overshadowing in the Spatial Domain

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Marie Hébert

2017-06-01

Full Text Available Animals use distal and proximal visual cues to accurately navigate in their environment, with the possibility of the occurrence of associative mechanisms such as cue competition as previously reported in honey-bees, rats, birds and humans. In this pilot study, we investigated one of the most common forms of cue competition, namely the overshadowing effect, between visual landmarks during spatial learning in mice. To this end, C57BL/6J × Sv129 mice were given a two-trial place recognition task in a T-maze, based on a novelty free-choice exploration paradigm previously developed to study spatial memory in rodents. As this procedure implies the use of different aspects of the environment to navigate (i.e., mice can perceive from each arm of the maze, we manipulated the distal and proximal visual landmarks during both the acquisition and retrieval phases. Our prospective findings provide a first set of clues in favor of the occurrence of an overshadowing between visual cues during a spatial learning task in mice when both types of cues are of the same modality but at varying distances from the goal. In addition, the observed overshadowing seems to be non-reciprocal, as distal visual cues tend to overshadow the proximal ones when competition occurs, but not vice versa. The results of the present study offer a first insight about the occurrence of associative mechanisms during spatial learning in mice, and may open the way to promising new investigations in this area of research. Furthermore, the methodology used in this study brings a new, useful and easy-to-use tool for the investigation of perceptive, cognitive and/or attentional deficits in rodents.

An Investigation of the Relationship between Language Learning Strategies and Learning Styles in Turkish Freshman Students

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Balci, Özgül

2017-01-01

The purpose of this study is to determine the relationship between the language learning strategies of freshman students and their learning styles. This study is a descriptive research and employs a relational screening model. Participants of the study were 328 freshman students majoring in different fields at Necmettin Erbakan University Ahmet…

Training shortest-path tractography: Automatic learning of spatial priors

DEFF Research Database (Denmark)

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

2016-01-01

Tractography is the standard tool for automatic delineation of white matter tracts from diffusion weighted images. However, the output of tractography often requires post-processing to remove false positives and ensure a robust delineation of the studied tract, and this demands expert prior...... knowledge. Here we demonstrate how such prior knowledge, or indeed any prior spatial information, can be automatically incorporated into a shortest-path tractography approach to produce more robust results. We describe how such a prior can be automatically generated (learned) from a population, and we...

Relationships between Learning Approach, Procrastination and Academic Achievement amongst First-Year University Students

Science.gov (United States)

Saele, Rannveig Grøm; Dahl, Tove Irene; Sørlie, Tore; Friborg, Oddgeir

2017-01-01

Individual differences in student learning influence academic performance, and two aspects influencing the learning process are the particular learning approach the students use and procrastination behaviour. We examined the relationships between learning approaches, procrastination and academic achievement (measured 1 year later as the grade…

The Relationship between Learning Styles and Leadership Orientations of Pre-Service Teachers

OpenAIRE

Arslan, Hasan; Uslu, Barış

2014-01-01

This research aims to determine the relationship between learning styles and leadership orientations of pre-service teachers. In the research process, the data collection tool consists of “Learning Styles” and “Leadership Orientations” scales and the personal information form was applied to 452 pre-service teachers. Pearson Product Moment Correlation Analysis; to determine the relationship between the variables, and Multiple Linear Regression Analysis; to examine the predictive strength of le...

Thioredoxin and impaired spatial learning and memory in the rats exposed to intermittent hypoxia

Institute of Scientific and Technical Information of China (English)

YANG Xiu-hong; LIU Hui-guo; LIU Xue; CHEN Jun-nan

2012-01-01

Background Obstructive sleep apnea (OSA) can cause cognitive dysfunction and may be a reversible cause of cognitive loss in patients with Alzheimer's disease (AD).Chronic exposure to intermittent hypoxia (IH),such as encountered in OSA,is marked by neurodegenerative changes in rat brain.We investigated the change of thioredoxin (Trx),spatial learning and memory in rats exposed to chronic intermittent hypoxia (CIH).Methods Forty healthy male Sprague-Dawley (SD) rats were randomly divided into four groups of ten each:a CIH+normal saline (CIH+NS group),a N-acetylcystein-treated CIH (CIH+NAC) group,a sham CIH group (sham CIH+NS),and a sham NAC-treated sham CIH (CIH+NAC) group.Spatial learning and memory in each group was assessed with the Morris water maze.Real-time PCR and Western blotting were used to examine mRNA and protein expression of Trx in the hippocampus tissue.The terminal deoxynucleotidyl transferase-mediated dUTP-nick end-labeling (TUNEL) method was used to detect the apoptotic cells of the hippocampus CA1 region.Results ClH-rats showed impaired spatial learning and memory in the Morris water maze,including longer mean latencies for the target platform,reduced numbers of passes over the previous target platform and a smaller percentage of time spent in the target quadrant.Trx mRNA and protein levels were significantly decreased in the CIH-hippocampus,meanwhile,an elevated apoptotic index revealed apoptosis of hippocampal neurons of rats exposed to CIH.The rats,which acted better in the Morris water maze,showed higher levels of the Trx mRNA and protein in the hippocampus;apoptotic index of the neurons in the hippocampus of each group was negatively correlated with the Trx mRNA and protein levels.Conclusion The Trx deficit likely plays an important role in the impaired spatial learning and memory in the rats exposed to CIH and may work through the apoptosis of neurons in the hippocampus.

Observation of Depictive Versus Tracing Gestures Selectively Aids Verbal Versus Visual-Spatial Learning in Primary School Children

NARCIS (Netherlands)

van Wermeskerken, Margot; Fijan, Nathalie; Eielts, Charly; Pouw, Wim T. J. L.

2016-01-01

Previous research has established that gesture observation aids learning in children. The current study examined whether observation of gestures (i.e. depictive and tracing gestures) differentially affected verbal and visual-spatial retention when learning a route and its street names. Specifically,

Binding of visual and spatial short-term memory in Williams syndrome and moderate learning disability.

Science.gov (United States)

Jarrold, Christopher; Phillips, Caroline; Baddeley, Alan D

2007-04-01

A main aim of this study was to test the claim that individuals with Williams syndrome have selectively impaired memory for spatial as opposed to visual information. The performance of 16 individuals with Williams syndrome (six males, 10 females; mean age 18y 7mo [SD 7y 6mo], range 9y 1mo-30y 7mo) on tests of short-term memory for item and location information was compared with that shown by individuals with moderate learning difficulties (12 males, four females; mean age 10y 3mo [SD 1y], range 8y 6mo-11y 7mo) and typically developing children (six males, 10 females; mean age 6y 8mo [SD 7mo], range 5y 10mo-7y 9mo) of an equivalent level of visuospatial ability. A second aim was to determine whether individuals had impaired ability to 'bind' visual spatial information when required to recall 'item in location' information. In contrast to previous findings, there was no evidence that individuals with Williams syndrome were more impaired in the spatial than the visual memory condition. However, individuals with both Williams syndrome and moderate learning difficulties showed impaired memory for item in location information, suggesting that problems of binding may be generally associated with learning disability.

Altering spatial priority maps via statistical learning of target selection and distractor filtering.

Science.gov (United States)

Ferrante, Oscar; Patacca, Alessia; Di Caro, Valeria; Della Libera, Chiara; Santandrea, Elisa; Chelazzi, Leonardo

2018-05-01

The cognitive system has the capacity to learn and make use of environmental regularities - known as statistical learning (SL), including for the implicit guidance of attention. For instance, it is known that attentional selection is biased according to the spatial probability of targets; similarly, changes in distractor filtering can be triggered by the unequal spatial distribution of distractors. Open questions remain regarding the cognitive/neuronal mechanisms underlying SL of target selection and distractor filtering. Crucially, it is unclear whether the two processes rely on shared neuronal machinery, with unavoidable cross-talk, or they are fully independent, an issue that we directly addressed here. In a series of visual search experiments, participants had to discriminate a target stimulus, while ignoring a task-irrelevant salient distractor (when present). We systematically manipulated spatial probabilities of either one or the other stimulus, or both. We then measured performance to evaluate the direct effects of the applied contingent probability distribution (e.g., effects on target selection of the spatial imbalance in target occurrence across locations) as well as its indirect or "transfer" effects (e.g., effects of the same spatial imbalance on distractor filtering across locations). By this approach, we confirmed that SL of both target and distractor location implicitly bias attention. Most importantly, we described substantial indirect effects, with the unequal spatial probability of the target affecting filtering efficiency and, vice versa, the unequal spatial probability of the distractor affecting target selection efficiency across locations. The observed cross-talk demonstrates that SL of target selection and distractor filtering are instantiated via (at least partly) shared neuronal machinery, as further corroborated by strong correlations between direct and indirect effects at the level of individual participants. Our findings are compatible

Caffeine improves spatial learning deficits in an animal model of attention deficit hyperactivity disorder (ADHD) -- the spontaneously hypertensive rat (SHR).

Science.gov (United States)

Prediger, Rui D S; Pamplona, Fabrício A; Fernandes, Daniel; Takahashi, Reinaldo N

2005-12-01

The spontaneously hypertensive rat (SHR) is generally considered to be a suitable genetic model for the study of attention deficit hyperactivity disorder (ADHD), since it displays hyperactivity, impulsivity, poorly sustained attention, and deficits in learning and memory processes. Converging evidence suggests a primary role of disturbance in the dopaminergic neurotransmission in ADHD patients and in SHR, and in addition, some studies have also demonstrated alterations in adenosinergic neurotransmission in SHR. In the present study, adult female Wistar (WIS) and SHR rats received caffeine (1-10 mg/kg i.p.) 30 min before training, immediately after training, or 30 min before a test session in the spatial version of the Morris water maze. The effect of caffeine administration on WIS and SHR blood pressure was also measured. SHR needed significantly more trials in the training session to acquire the spatial information, but they displayed a similar profile to that of WIS rats in the test session (48 h later), demonstrating a selective deficit in spatial learning. Pre-training administration of caffeine (1-10 mg/kg i.p.) improved this spatial learning deficit in SHR, but did not alter the WIS performance. In contrast, post-training administration of caffeine (3 mg/kg i.p.) did not alter the SHR test performance, but increased memory retention in WIS rats. No dose of caffeine tested altered the mean blood pressure of WIS or SHR. These results demonstrate a selective spatial learning deficit in SHR which can be attenuated by pre-training administration of caffeine. In addition, the present findings indicate that the spatial learning deficit in SHR is not directly related to hypertension.

Defining the spatial relationships between eight anatomic planes in the 11+6 to 13+6 weeks fetus: a pilot study.

Science.gov (United States)

Abu-Rustum, Reem S; Ziade, M Fouad; Abu-Rustum, Sameer E

2012-09-01

Our study aims at investigating the spatial relationships between eight anatomic planes in the 11+6 to 13+6 weeks fetus. This is a retrospective pilot study where three-dimensional and four-dimensional stored data sets were manipulated to retrieve eight anatomic planes starting from the midsagittal plane of the fetus. Standardization of volumes was performed at the level of the transverse abdominal circumference plane. Parallel shift was utilized and the spatial relationships between eight anatomic planes were established. The median and the range were calculated for each of the planes, and they were evaluated as a function of the fetal crown-rump length. P planes were found to adhere to normal distribution curves, and most of the planes were in a definable relationship to each other with statistically significant correlations. To our knowledge, this is the first study to describe the possible spatial relationships between eight two-dimensional anatomic planes in the 11+6 to 13+6 weeks fetus, utilizing a standardized approach. Defining these spatial relationships may serve as the first step for the potential future development of automation software for fetal anatomic assessment at 11+6 to 13+6 weeks. © 2012 John Wiley & Sons, Ltd.

The Relationship between an Invasive Shrub and Soil Moisture: Seasonal Interactions and Spatially Covarying Relations

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Yuhong He

2014-09-01

Full Text Available Recent studies indicate that positive relationships between invasive plants and soil can contribute to further plant invasions. However, it remains unclear whether these relations remain unchanged throughout the growing season. In this study, spatial sequences of field observations along a transect were used to reveal seasonal interactions and spatially covarying relations between one common invasive shrub (Tartarian Honeysuckle, Lonicera tatarica and soil moisture in a tall grassland habitat. Statistical analysis over the transect shows that the contrast between soil moisture in shrub and herbaceous patches vary with season and precipitation. Overall, a negatively covarying relationship between shrub and soil moisture (i.e., drier surface soils at shrub microsites exists during the very early growing period (e.g., May, while in summer a positively covarying phenomenon (i.e., wetter soils under shrubs is usually evident, but could be weakened or vanish during long precipitation-free periods. If there is sufficient rainfall, surface soil moisture and leaf area index (LAI often spatially covary with significant spatial oscillations at an invariant scale (which is governed by the shrub spatial pattern and is about 8 m, but their phase relation in space varies with season, consistent with the seasonal variability of the co-varying phenomena between shrub invasion and soil water content. The findings are important for establishing a more complete picture of how shrub invasion affects soil moisture.

Qualitative development of eLearning environments through a learner relationship management methodology

Directory of Open Access Journals (Sweden)

Fattaneh Taghiyareh

2013-03-01

Full Text Available Due to paramount importance of knowledge, life-long learning, globalization, and mobility; eLearning as an information technology application has faced rapid growth in recent years. Disseminated war for talent enforces providers of eLearning products to identify technological gaps of learning and provide personalized services for customers of this industry. As we may know, designing customer-centered environments and managing end-user relations are the most effective elements in the market gain, due to the importance of customer satisfaction. The special features of eLearning systems with respect to their centers and users make them appropriate realms for applying a Customer Relationship Management (CRM methodology. Learner Relationship Management (LRM, which is more specialized than CRM in eLearning context, plays a significant role in improving quality of services, enhancing learners’ satisfaction and retention, keeping them, and recruitment new users. LRM provides an integrated infrastructure for eLearning systems and helps them to analyse learners’ capabilities and find the best match to overcome the turbulent environment and tight competition. Also, by improving the service quality and enhancing teaching and learning flows, LRM offers personalized instructions to learners.

The relationship between gross motor skills and academic achievement in children with learning disabilities.

Science.gov (United States)

Westendorp, Marieke; Hartman, Esther; Houwen, Suzanne; Smith, Joanne; Visscher, Chris

2011-01-01

The present study compared the gross motor skills of 7- to 12-year-old children with learning disabilities (n = 104) with those of age-matched typically developing children (n = 104) using the Test of Gross Motor Development-2. Additionally, the specific relationships between subsets of gross motor skills and academic performance in reading, spelling, and mathematics were examined in children with learning disabilities. As expected, the children with learning disabilities scored poorer on both the locomotor and object-control subtests than their typically developing peers. Furthermore, in children with learning disabilities a specific relationship was observed between reading and locomotor skills and a trend was found for a relationship between mathematics and object-control skills: the larger children's learning lag, the poorer their motor skill scores. This study stresses the importance of specific interventions facilitating both motor and academic abilities. Copyright © 2011 Elsevier Ltd. All rights reserved.

Poverty, health and satellite-derived vegetation indices: their inter-spatial relationship in West Africa

Science.gov (United States)

Sedda, Luigi; Tatem, Andrew J.; Morley, David W.; Atkinson, Peter M.; Wardrop, Nicola A.; Pezzulo, Carla; Sorichetta, Alessandro; Kuleszo, Joanna; Rogers, David J.

2015-01-01

Background Previous analyses have shown the individual correlations between poverty, health and satellite-derived vegetation indices such as the normalized difference vegetation index (NDVI). However, generally these analyses did not explore the statistical interconnections between poverty, health outcomes and NDVI. Methods In this research aspatial methods (principal component analysis) and spatial models (variography, factorial kriging and cokriging) were applied to investigate the correlations and spatial relationships between intensity of poverty, health (expressed as child mortality and undernutrition), and NDVI for a large area of West Africa. Results This research showed that the intensity of poverty (and hence child mortality and nutrition) varies inversely with NDVI. From the spatial point-of-view, similarities in the spatial variation of intensity of poverty and NDVI were found. Conclusions These results highlight the utility of satellite-based metrics for poverty models including health and ecological components and, in general for large scale analysis, estimation and optimisation of multidimensional poverty metrics. However, it also stresses the need for further studies on the causes of the association between NDVI, health and poverty. Once these relationships are confirmed and better understood, the presence of this ecological component in poverty metrics has the potential to facilitate the analysis of the impacts of climate change on the rural populations afflicted by poverty and child mortality. PMID:25733559

Prenatal Stress Impairs Spatial Learning and Memory Associated with Lower mRNA Level of the CAMKII and CREB in the Adult Female Rat Hippocampus.

Science.gov (United States)

Sun, Hongli; Wu, Haibin; Liu, Jianping; Wen, Jun; Zhu, Zhongliang; Li, Hui

2017-05-01

Prenatal stress (PS) results in various behavioral and emotional alterations observed in later life. In particular, PS impairs spatial learning and memory processes but the underlying mechanism involved in this pathogenesis still remains unknown. Here, we reported that PS lowered the body weight in offspring rats, particularly in female rats, and impaired spatial learning and memory of female offspring rats in the Morris water maze. Correspondingly, the decreased CaMKII and CREB mRNA in the hippocampus were detected in prenatally stressed female offspring, which partially explained the effect of PS on the spatial learning and memory. Our findings suggested that CaMKII and CREB may be involved in spatial learning and memory processes in the prenatally stressed adult female offspring.

Towards Semantic Analysis of Training-Learning Relationships within Human-Machine Interactions

DEFF Research Database (Denmark)

Badie, Farshad

2016-01-01

In this article First-Order Predicate Logic (FOL) is employed for analysing some relationships between human beings and machines. Based on FOL, I will be conceptually and logically concerned with semantic analysis of training-learning relationships in human-machine interaction. The central focus...

Evolution of learning strategies in temporally and spatially variable environments: a review of theory.

Science.gov (United States)

Aoki, Kenichi; Feldman, Marcus W

2014-02-01

The theoretical literature from 1985 to the present on the evolution of learning strategies in variable environments is reviewed, with the focus on deterministic dynamical models that are amenable to local stability analysis, and on deterministic models yielding evolutionarily stable strategies. Individual learning, unbiased and biased social learning, mixed learning, and learning schedules are considered. A rapidly changing environment or frequent migration in a spatially heterogeneous environment favors individual learning over unbiased social learning. However, results are not so straightforward in the context of learning schedules or when biases in social learning are introduced. The three major methods of modeling temporal environmental change--coevolutionary, two-timescale, and information decay--are compared and shown to sometimes yield contradictory results. The so-called Rogers' paradox is inherent in the two-timescale method as originally applied to the evolution of pure strategies, but is often eliminated when the other methods are used. Moreover, Rogers' paradox is not observed for the mixed learning strategies and learning schedules that we review. We believe that further theoretical work is necessary on learning schedules and biased social learning, based on models that are logically consistent and empirically pertinent. Copyright © 2013 Elsevier Inc. All rights reserved.

Evolution of learning strategies in temporally and spatially variable environments: A review of theory

Science.gov (United States)

Aoki, Kenichi; Feldman, Marcus W.

2013-01-01

The theoretical literature from 1985 to the present on the evolution of learning strategies in variable environments is reviewed, with the focus on deterministic dynamical models that are amenable to local stability analysis, and on deterministic models yielding evolutionarily stable strategies. Individual learning, unbiased and biased social learning, mixed learning, and learning schedules are considered. A rapidly changing environment or frequent migration in a spatially heterogeneous environment favors individual learning over unbiased social learning. However, results are not so straightforward in the context of learning schedules or when biases in social learning are introduced. The three major methods of modeling temporal environmental change – coevolutionary, two-timescale, and information decay – are compared and shown to sometimes yield contradictory results. The so-called Rogers’ paradox is inherent in the two-timescale method as originally applied to the evolution of pure strategies, but is often eliminated when the other methods are used. Moreover, Rogers’ paradox is not observed for the mixed learning strategies and learning schedules that we review. We believe that further theoretical work is necessary on learning schedules and biased social learning, based on models that are logically consistent and empirically pertinent. PMID:24211681

Nano-Sized Secondary Organic Aerosol of Diesel Engine Exhaust Origin Impairs Olfactory-Based Spatial Learning Performance in Preweaning Mice

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Tin-Tin Win-Shwe

2015-06-01

Full Text Available The aims of our present study were to establish a novel olfactory-based spatial learning test and to examine the effects of exposure to nano-sized diesel exhaust-origin secondary organic aerosol (SOA, a model environmental pollutant, on the learning performance in preweaning mice. Pregnant BALB/c mice were exposed to clean air, diesel exhaust (DE, or DE-origin SOA (DE-SOA from gestational day 14 to postnatal day (PND 10 in exposure chambers. On PND 11, the preweaning mice were examined by the olfactory-based spatial learning test. After completion of the spatial learning test, the hippocampus from each mouse was removed and examined for the expressions of neurological and immunological markers using real-time RT-PCR. In the test phase of the study, the mice exposed to DE or DE-SOA took a longer time to reach the target as compared to the control mice. The expression levels of neurological markers such as the N-methyl-d-aspartate (NMDA receptor subunits NR1 and NR2B, and of immunological markers such as TNF-α, COX2, and Iba1 were significantly increased in the hippocampi of the DE-SOA-exposed preweaning mice as compared to the control mice. Our results indicate that DE-SOA exposure in utero and in the neonatal period may affect the olfactory-based spatial learning behavior in preweaning mice by modulating the expressions of memory function–related pathway genes and inflammatory markers in the hippocampus.

Spatial Heterogeneity of Typical Ecosystem Services and Their Relationships in Different Ecological–Functional Zones in Beijing–Tianjin–Hebei Region, China

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Zhen Xie

2017-12-01

Full Text Available Recognizing changes in ecosystem services (ES and their relationships is the basis of achieving sustainable regional development. Regional collaborative development has become the core strategy of the development of the Beijing–Tianjin–Hebei (BTH region. However, sub regions have different ecological changes and relationships. Here, we quantify and map ES, including water yield, sediment retention, carbon sequestration and grain productive capacity in 2000, 2005, 2010 and 2015, using several biophysical models and explore the relationships of spatial correction, trade-offs and synergies among multiple ES in different spatial scales. Results across the four years show that the quality and variation tendency of ES from each region are spatially heterogeneous. The relationship between ES that are not significant in the entire region shows different correlations in individual ecological–functional zones. From the perspective of regional disparity, the effect of land use factor and correlative mechanisms among ES are analyzed. To observe the spatiotemporal variations and relationships of ES in individual regions, land use management policies are proposed on the basis of the results of the relationships among ES.

Analysis of the Spatial Relationship between Cattle and Wild Ungulates across Different Land-Use Systems in a Tropical Savanna Landscape

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Geoffrey W. Kinga

2018-01-01

Full Text Available In many African savanna landscapes, domestic and wild herbivores cooccur across different land-use systems, but the role of land-use in shaping their spatial relationship is poorly understood. We evaluated the spatial relationship between cattle and wild herbivores categorized by body sizes and feeding habits across different land-use types, namely, private ranches (PR, transitional lands (TRL, and pastoral grazing areas (PGA, in Laikipia County, Kenya. Cattle and wild herbivores spatial distribution data were obtained from Kenya’s Department of Resources Survey and Remote Sensing (DRSRS. Spatial relationships between cattle and different wild herbivore guilds were analyzed using Ripley’s bivariate K12 function. In PR, wild herbivore guilds showed significant attraction to cattle at short distances. In TRL, wild grazers, mixed feeders, megaherbivores, and medium-sized ungulates exhibited significant attraction to cattle. Additionally, repulsion was observed between cattle and browsers at short distances under this land-use system. In PGA, wild grazers, mixed feeders, and megaherbivores repelled strongly with cattle at short distances while browsers and medium-sized ungulates were significantly attracted to cattle. Cattle and wild herbivores were more randomly and independently distributed in PR than in TRL and PGA. These spatial relationships imply better coexistence between cattle and wild herbivores in PR than in TRL and PGA.

Autonomy in learning: a relationship between failure and success of Distance Education students

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Adejalmo Moreira Abadi

2016-05-01

Full Text Available This paper presents the results of a research conducted with undergraduate students of distance education at face-to-face support learning centers of Roraima. The research aimed to analyze the relationship between autonomy in distance learning and students’ outcomes. The issue was to investigate which causes related to autonomy contributed to the low performance rate. The theoretical framework deals with Distance Education and autonomy in distance learning. It was a quali-quantitative research, delineated as a case study. The data analysis was structured in order to define the profile of the student, the factors that influence dropout and completion of the courses. The final remarks present evidence of interfering causes in the results and in the relationship with learning autonomy, involving students as learning structure, and the institution as teaching structure.

The Relationship between Social-Emotional Learning Ability and Perceived Social Support in Gifted Students

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Ogurlu, Üzeyir; Sevgi-Yalin, Hatun; Yavuz-Birben, Fazilet

2018-01-01

This study aimed to examine the relationship between social-emotional learning skills and perceived social support of gifted students. Based on this relationship, the authors also examined to what extent social and emotional learning skills were predictive of social support. In addition, gender variables were compared in social and emotional…

Relationship between Learning Style and Academic Status of Babol Dental Students

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Nasiri, Zahra; Gharekhani, Samane; Ghasempour, Maryam

2016-01-01

Introduction Identifying and employing students’ learning styles could play an important role in selecting appropriate teaching methods in order to improve education. The aim of this study was to determine the relationship between the students’ final exam scores and the learning style preferences of dental students at Babol University of Medical Sciences. Methods This cross-sectional study was conducted on 88 dental students studying in their fourth, fifth, and sixth years using the visual–aural–reading/writing–kinesthetic (VARK) learning styles’ questionnaire. The data were analyzed with IBM SPSS, version 21, using the chi-squared test and the t-test. Results Of the 88 participants who responded to the questionnaire, 87 preferred multimodal learning styles. There was no significant difference between the mean of the final exam scores in students who did and did not prefer the aural learning style (p = 0.86), the reading/writing learning style (p = 0.20), and the kinesthetic learning style (p = 0.32). In addition, there was no significant difference between the scores on the final clinical course among the students who had different preferences for learning style. However, there was a significant difference between the mean of the final exam scores in students with and without visual learning style preference (p = 0.03), with the former having higher mean scores. There was no significant relationship between preferred learning styles and gender (p > 0.05). Conclusion The majority of dental students preferred multimodal learning styles, and there was a significant difference between the mean of the final exam scores for students with and without a preference for the visual learning style. In addition, there were no differences in the preferred learning styles between male and female students. PMID:27382442

Spatial relationships of levees and wetland systems within floodplains of the Wabash Basin, USA

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Bray, E. N.; Morrison, R. R.; Nardi, F.; Annis, A.; Dong, Q.

2017-12-01

Given the unique biogeochemical, physical, and hydrologic services provided by floodplain wetlands, proper management of river systems should include an understanding of how floodplain modifications influences wetland ecosystems. The construction of levees can reduce river-floodplain connectivity, yet it is unclear how levees affect wetlands within a river system, let alone the cumulative impacts within an entire watershed. This paper explores spatial relationships between levee and floodplain wetland systems in the Wabash basin, United States. We used a hydrogeomorphic floodplain delineation technique to map floodplain extents and identify wetlands that may be hydrologically connected to river networks. We then spatially examined the relationship between levee presence, wetland area, and other river network attributes within discrete HUC-12 sub-basins. Our results show that cumulative wetland area is relatively constant in sub-basins that contain levees, regardless of maximum stream order within the sub-basin. In sub-basins that do not contain levees, cumulative wetland area increases with maximum stream order. However, we found that wetland distributions around levees can be complex, and further studies on the influence of levees on wetland habitat may need to be evaluated at finer-resolution spatial scales.

Learning styles and critical thinking relationship in baccalaureate nursing education: a systematic review.

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Andreou, Christos; Papastavrou, Evridiki; Merkouris, Anastasios

2014-03-01

Critical thinking is a desirable competency for contemporary nurses although there are growing concerns supporting a disturbing paucity in its achievement. Learning styles reflect habitual behaviors which determine distinct preferences within learning situations. Evidence suggests that critical thinking could evolve through learning processes. Variances in critical thinking achievement by nursing students might therefore be influenced by individual learning preferences. The concepts "learning styles" and "critical thinking" have been independently examined in the nursing literature. No reviews were found however exploring their association in nursing education. To identify the potential relationships between learning styles and critical thinking in baccalaureate nursing students. Systematic review. Eleven electronic databases were utilized without geographical and time publishing filters. Hand-searching journals and scanning references from retrieved studies were also performed. Databases were searched for descriptive correlational studies which considered the relationship between learning styles and critical thinking in baccalaureate nursing students. The authors independently progressed three stage screening. Retrieved articles were reviewed at title, abstract and full text levels according to predetermined criteria. All included studies were quality appraised using a rating tool for descriptive studies. Six studies were finally included. Findings were grouped under four key themes: predominant learning styles, critical thinking scoring, critical thinking evolution across academic progress and learning styles-critical thinking correlations. Learning styles' diversities, weak critical thinking and inconsistent evolution through academic progress were revealed across studies. Critical thinking differed significantly between learning styles. Commonly accepted models in nursing education were lacking in both learning styles and critical thinking. Within studies

Fluoxetine Restores Spatial Learning but Not Accelerated Forgetting in Mesial Temporal Lobe Epilepsy

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Barkas, Lisa; Redhead, Edward; Taylor, Matthew; Shtaya, Anan; Hamilton, Derek A.; Gray, William P.

2012-01-01

Learning and memory dysfunction is the most common neuropsychological effect of mesial temporal lobe epilepsy, and because the underlying neurobiology is poorly understood, there are no pharmacological strategies to help restore memory function in these patients. We have demonstrated impairments in the acquisition of an allocentric spatial task,…

The experiment of cooperative learning model type team assisted individualization (TAI) on three-dimensional space subject viewed from spatial intelligence

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Manapa, I. Y. H.; Budiyono; Subanti, S.

2018-03-01

The aim of this research is to determine the effect of TAI or direct learning (DL) on student’s mathematics achievement viewed from spatial intelligence. This research was quasi experiment. The population was 10th grade senior high school students in Alor Regency on academic year of 2015/2016 chosen by stratified cluster random sampling. The data were collected through achievement and spatial intelligence test. The data were analyzed by two ways, ANOVA with unequal cell and scheffe test. This research showed that student’s mathematics achievement used in TAI had better results than DL models one. In spatial intelligence category, student’s mathematics achievement with high spatial intelligence has better result than the other spatial intelligence category and students with high spatial intelligence have better results than those with middle spatial intelligence category. At TAI, student’s mathematics achievement with high spatial intelligence has better result than those with the other spatial intelligence category and students with middle spatial intelligence have better results than students with low spatial intelligence. In DL model, student’s mathematics achievement with high and middle spatial intelligence has better result than those with low spatial intelligence, but students with high spatial intelligence and middle spatial intelligence have no significant difference. In each category of spatial intelligence and learning model, mathematics achievement has no significant difference.

Spatial and Reversal Learning in the Morris Water Maze Are Largely Resistant to Six Hours of REM Sleep Deprivation Following Training

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Walsh, Christine M.; Booth, Victoria; Poe, Gina R.

2011-01-01

This first test of the role of REM (rapid eye movement) sleep in reversal spatial learning is also the first attempt to replicate a much cited pair of papers reporting that REM sleep deprivation impairs the consolidation of initial spatial learning in the Morris water maze. We hypothesized that REM sleep deprivation following training would impair…

The Relationships among Scientific Epistemic Beliefs, Conceptions of Learning Science, and Motivation of Learning Science: A Study of Taiwan High School Students

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Ho, Hsin-Ning Jessie; Liang, Jyh-Chong

2015-01-01

This study explores the relationships among Taiwanese high school students' scientific epistemic beliefs (SEBs), conceptions of learning science (COLS), and motivation of learning science. The questionnaire responses from 470 high school students in Taiwan were gathered for analysis to explain these relationships. The structural equation modeling…

Universal effect of dynamical reinforcement learning mechanism in spatial evolutionary games

International Nuclear Information System (INIS)

Zhang, Hai-Feng; Wu, Zhi-Xi; Wang, Bing-Hong

2012-01-01

One of the prototypical mechanisms in understanding the ubiquitous cooperation in social dilemma situations is the win–stay, lose–shift rule. In this work, a generalized win–stay, lose–shift learning model—a reinforcement learning model with dynamic aspiration level—is proposed to describe how humans adapt their social behaviors based on their social experiences. In the model, the players incorporate the information of the outcomes in previous rounds with time-dependent aspiration payoffs to regulate the probability of choosing cooperation. By investigating such a reinforcement learning rule in the spatial prisoner's dilemma game and public goods game, a most noteworthy viewpoint is that moderate greediness (i.e. moderate aspiration level) favors best the development and organization of collective cooperation. The generality of this observation is tested against different regulation strengths and different types of network of interaction as well. We also make comparisons with two recently proposed models to highlight the importance of the mechanism of adaptive aspiration level in supporting cooperation in structured populations

Photography activities for developing students’ spatial orientation and spatial visualization

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Hendroanto, Aan; van Galen, Frans; van Eerde, D.; Prahmana, R. C. I.; Setyawan, F.; Istiandaru, A.

2017-12-01

Spatial orientation and spatial visualization are the foundation of students’ spatial ability. They assist students’ performance in learning mathematics, especially geometry. Considering its importance, the present study aims to design activities to help young learners developing their spatial orientation and spatial visualization ability. Photography activity was chosen as the context of the activity to guide and support the students. This is a design research study consisting of three phases: 1) preparation and designing 2) teaching experiment, and 3) retrospective analysis. The data is collected by tests and interview and qualitatively analyzed. We developed two photography activities to be tested. In the teaching experiments, 30 students of SD Laboratorium UNESA, Surabaya were involved. The results showed that the activities supported the development of students’ spatial orientation and spatial visualization indicated by students’ learning progresses, answers, and strategies when they solved the problems in the activities.

The Relationship between Writing Anxiety and Learning Styles among Graduate Students.

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Onwuegbuzie, Anthony J.

1998-01-01

Examines the relationship between learning styles and writing anxiety with female (n=72) and male (n=18) graduate students. Findings reveal that students with the highest levels of writing anxiety tended to be those who prefer to learn in warm environments, lacked self-motivation, liked structure, were peer-oriented learners, were…

Dissociation of spatial memory systems in Williams syndrome.

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Bostelmann, Mathilde; Fragnière, Emilie; Costanzo, Floriana; Di Vara, Silvia; Menghini, Deny; Vicari, Stefano; Lavenex, Pierre; Lavenex, Pamela Banta

2017-11-01

Williams syndrome (WS), a genetic deletion syndrome, is characterized by severe visuospatial deficits affecting performance on both tabletop spatial tasks and on tasks which assess orientation and navigation. Nevertheless, previous studies of WS spatial capacities have ignored the fact that two different spatial memory systems are believed to contribute parallel spatial representations supporting navigation. The place learning system depends on the hippocampal formation and creates flexible relational representations of the environment, also known as cognitive maps. The spatial response learning system depends on the striatum and creates fixed stimulus-response representations, also known as habits. Indeed, no study assessing WS spatial competence has used tasks which selectively target these two spatial memory systems. Here, we report that individuals with WS exhibit a dissociation in their spatial abilities subserved by these two memory systems. As compared to typically developing (TD) children in the same mental age range, place learning performance was impaired in individuals with WS. In contrast, their spatial response learning performance was facilitated. Our findings in individuals with WS and TD children suggest that place learning and response learning interact competitively to control the behavioral strategies normally used to support human spatial navigation. Our findings further suggest that the neural pathways supporting place learning may be affected by the genetic deletion that characterizes WS, whereas those supporting response learning may be relatively preserved. The dissociation observed between these two spatial memory systems provides a coherent theoretical framework to characterize the spatial abilities of individuals with WS, and may lead to the development of new learning strategies based on their facilitated response learning abilities. © 2017 Wiley Periodicals, Inc.

The effect of co-administration of lactobacillus probiotics and bifidobacterium on spatial memory and learning in diabetic rats

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Davari S

2012-12-01

Full Text Available Background: Diabetes mellitus affects numerous intracellular metabolic processes, which are reflected by changes in the concentration of some plasma constituents. Particularly, the disease may indirectly undermine some functions of the nervous system including learning and memory through altering oxidative stress status. On the other hand, probiotics can enhance the antioxidant capacity. This study was designed to evaluate the effects of probiotics on spatial memory, maze learning and indices of oxidative stress in diabetic rats.Methods: In this experimental study, 40 male Wistar rats were randomly allocated to 4 groups (n=10 for each: Control (CO, Control probiotic (CP, Control diabetic (DC, and Diabetic probiotic (DP. The probiotic supplement, including Lactobacillus acidophilus, Lactobacillus fermentum, Bifidobacterium lactis (334 mg of each with a CFU of ~1010, was administered through drinking water every 12 hours for 8 weeks. Using morris water maze (MWM, spatial learning and memory were evaluated. Serum insulin and oxidative stress indices, including superoxide dismutase (SOD and 8-hydroxy-2'-deoxyguanosine (8-OHdG, were measured by standard laboratory kits.Results: Oral administration of probiotics improved impairment of spatial learning (P=0.008 and consolidated memory (P=0.01 in the rats. Moreover, probiotic treatment increased serum insulin (P<0.0001 and serum superoxide dismutase activity (P=0.007 while it decreased their blood glucose (P=0.006 and 8-OHdG (P<0.0001.Conclusion: Probiotic supplementation reversed the serum concentrations of insulin and glucose along with an increase in antioxidant capacity in diabetic rats. It also improved spatial learning and memory in the animals. Relevancy of the metabolic changes and behavioral functions need to be further studied.

The relationships among usage of motivation, learning strategies, parents' educational level and gender

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Özlem Sadi

2014-08-01

Full Text Available Current study examines the following question: What is the relationship among Turkish high school students’ motivation and learning strategies use in biology, their gender and parents’ educational level? The aim of this study is to specify the relationships among family environment variables (fathers’ and mothers’ education levels, students’ gender, time/study environmental management, cognitive learning strategies (rehearsal, elaboration, organization and critical thinking and students’ goal orientations (intrinsic and extrinsic goal orientations. The participants were 400 students in 9th and 10th grades in Anatolian high schools in Turkey. So, they were in urban high school students. The Motivated Strategies for Learning Questionnaire (MSLQ was applied to measure motivational orientations and self-regulated learning strategies use of students. Moreover, a Structural Equation Modeling was used to investigate the relationships among family environment variables, students’ gender, time/study environmental management, cognitive learning strategies and students’ goal orientations by using the LISREL 8.72 program. The results of the study showed that parents’ education level was related to each of the following variables: rehearsal, elaboration, organization, critical thinking, time/study environmental management, intrinsic goal orientation and extrinsic goal orientation. Gender was related to rehearsal, elaboration, organization strategies, intrinsic goal orientation and extrinsic goal orientation. The results showed that students, whose parents have high education level, were also more likely to succeed in using cognitive learning strategies (rehearsal, elaboration, organization and critical thinking and planning the necessary time for learning and making use of time well. The present study revealed that parental education levels and gender should be taken into consideration as major predictors of time/study environmental

Six Myths About Spatial Thinking

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Newcombe, Nora S.; Stieff, Mike

2012-04-01

Visualizations are an increasingly important part of scientific education and discovery. However, users often do not gain knowledge from them in a complete or efficient way. This article aims to direct research on visualizations in science education in productive directions by reviewing the evidence for widespread assumptions that learning styles, sex differences, developmental stages, and spatial language determine the impact of visualizations on science learning. First, we examine the assumption that people differ in their verbal versus visual learning style. Due to the lack of rigorous evaluation, there is no current support for this distinction. Future research should distinguish between two different kinds of visual learning style. Second, we consider the belief that there are large and intractable sex differences in spatial ability resultant from immutable biological reasons. Although there are some spatial sex differences (in some types of spatial tests although not all), there is actually only very mixed support for biological causation. Most important, there is conclusive evidence that spatial skills can be improved through training and education. Third, we explore educators' use of Piaget's ideas about spatial development to draw conclusions about 'developmental appropriateness'. However, recent research on spatial development has focused on identifying sequences that begin with early starting points of skill, and spatial education is possible in some form at all ages. Fourth, although spatial language does not determine spatial thought, it does frame attention in a way that can have impact on learning and understanding. We examine the empirical support for each assumption and its relevance to future research on visualizations in science education.

An augmented reality tool for learning spatial anatomy on mobile devices.

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Jain, Nishant; Youngblood, Patricia; Hasel, Matthew; Srivastava, Sakti

2017-09-01

Augmented Realty (AR) offers a novel method of blending virtual and real anatomy for intuitive spatial learning. Our first aim in the study was to create a prototype AR tool for mobile devices. Our second aim was to complete a technical evaluation of our prototype AR tool focused on measuring the system's ability to accurately render digital content in the real world. We imported Computed Tomography (CT) data derived virtual surface models into a 3D Unity engine environment and implemented an AR algorithm to display these on mobile devices. We investigated the accuracy of the virtual renderings by comparing a physical cube with an identical virtual cube for dimensional accuracy. Our comparative study confirms that our AR tool renders 3D virtual objects with a high level of accuracy as evidenced by the degree of similarity between measurements of the dimensions of a virtual object (a cube) and the corresponding physical object. We developed an inexpensive and user-friendly prototype AR tool for mobile devices that creates highly accurate renderings. This prototype demonstrates an intuitive, portable, and integrated interface for spatial interaction with virtual anatomical specimens. Integrating this AR tool with a library of CT derived surface models provides a platform for spatial learning in the anatomy curriculum. The segmentation methodology implemented to optimize human CT data for mobile viewing can be extended to include anatomical variations and pathologies. The ability of this inexpensive educational platform to deliver a library of interactive, 3D models to students worldwide demonstrates its utility as a supplemental teaching tool that could greatly benefit anatomical instruction. Clin. Anat. 30:736-741, 2017. © 2017Wiley Periodicals, Inc. © 2017 Wiley Periodicals, Inc.

Investigating the Relationship between Learning Styles and ESP Reading Strategies in Academic Setting

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Parviz Ajideh; Mohammad Zohrabi; Kazem Pouralvar

2018-01-01

The present study investigated the relationship between Art and Science students’ learning styles and their ESP reading strategies in academic settings. Learning styles are defined as general orientations learners take toward their learning experiences. This notion has recently obtained attention in the area of language learning. Strategies are also defined as specific behaviours or techniques learners employ towards leaning in order to achieve their learning goals. The strategies chosen are ...

A Review of the Relationship between Novelty, Intrinsic Motivation and Reinforcement Learning

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Siddique Nazmul

2017-11-01

Full Text Available This paper presents a review on the tri-partite relationship between novelty, intrinsic motivation and reinforcement learning. The paper first presents a literature survey on novelty and the different computational models of novelty detection, with a specific focus on the features of stimuli that trigger a Hedonic value for generating a novelty signal. It then presents an overview of intrinsic motivation and investigations into different models with the aim of exploring deeper co-relationships between specific features of a novelty signal and its effect on intrinsic motivation in producing a reward function. Finally, it presents survey results on reinforcement learning, different models and their functional relationship with intrinsic motivation.

The ampakine, Org 26576, bolsters early spatial reference learning and retrieval in the Morris water maze: a subchronic, dose-ranging study in rats.

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Hamlyn, Eugene; Brand, Linda; Shahid, Mohammed; Harvey, Brian H

2009-10-01

Ampakines have shown beneficial effects on cognition in selected animal models of learning. However, their ability to modify long-term spatial memory tasks has not been studied yet. This would lend credence to their possible value in treating disorders of cognition. We evaluated the actions of subchronic Org 26576 administration on spatial reference memory performance in the 5-day Morris water maze task in male Sprague-Dawley rats, at doses of 1, 3 and 10 mg/kg twice daily through intraperitoneal injection over 12 days. Org 26576 exerted a dose and time-dependent effect on spatial learning, with dosages of 3 and 10 mg/kg significantly enhancing acquisition on day 1. Globally, escape latency decreased significantly as the training days progressed in the saline and Org 26576-treated groups, indicating that significant and equal learning had taken place over the learning period. However, at the end of the learning period, all doses of Org 26576 significantly improved spatial memory storage/retrieval without confounding effects in the cued version of the task. Org 26576 offers early phase spatial memory benefits in rats, but particularly enhances search accuracy during reference memory retrieval. These results support its possible utility in treating disorders characterized by deficits in cognitive performance.

Self-regulated learning strategies used in surgical clerkship and the relationship with clinical achievement.

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Turan, Sevgi; Konan, Ali

2012-01-01

Self-regulated learning indicates students' skills in controlling their own learning. Self-regulated learning, which a context-specific process, emphasizes autonomy and control. Students gain more autonomy with respect to learning in the clinical years. Examining the self-regulated learning skills of students in this period will provide important clues about the level at which students are ready to use these skills in real-life conditions. The self-regulated learning strategies used by medical students in surgical clerkship were investigated in this study and their relation with clinical achievement was analyzed. The study was conducted during the surgery clerkship of medical students. The participation rate was 94% (309 students). Motivated Strategies for Learning Questionnaire (MSLQ), a case-based examination, Objective Structured Clinical Examination (OSCE), and tutor evaluations for assessing achievement were used. The relationship between the Motivated Strategies for Learning Questionnaire scores of the students and clinical achievement was analyzed with multilinear regression analysis. The findings showed that students use self-regulated learning skills at medium levels during their surgery clerkship. A relationship between these skills and OSCE scores and tutor evaluations was determined. OSCE scores of the students were observed to increase in conjunction with increased self-efficacy levels. However, as students' beliefs regarding control over learning increased, OSCE scores decreased. No significant relationship was defined between self-regulated learning skills and case-based examination scores. We observed that a greater self-efficacy for learning resulted in higher OSCE scores. Conversely, students who believe that learning is a result of their own effort had lower OSCE scores. Copyright © 2012 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Exploring the Relationships between Tutor Background, Tutor Training, and Student Learning: A Problem-Based Learning Meta-Analysis

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Leary, Heather; Walker, Andrew; Shelton, Brett E.; Fitt, M. Harrison

2013-01-01

Despite years of primary research on problem-based learning and literature reviews, no systematic effort has been made to analyze the relationship between tutor characteristics and student learning outcomes. In an effort to fill that gap the following meta-analysis coded 223 outcomes from 94 studies with small but positive gains for PBL students…

Colorful ESL Test Papers And Spatial Intelligence:

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Dennis Moradkhan

2014-11-01

Full Text Available The purpose of this research was to find out whether introducing color as an element which may appeal to spatially-intelligent candidates affects their performance on ESL grammar tests. 52 participants were given two parallel grammar tests, one in black and white and the other bearing the full spectrum of colors in the natural daylight. In order to identify the candidates with visual-spatial learning style, the participants and their teachers were asked to respond to Visual-Spatial Identifier rating scale. Based on the results, no significant relationship was found between the performance of candidates on the colorful and black and white grammar tests and their visual-spatial intelligence. It was concluded that other variables including the method of applying colors, the type and combination of colors as well as the differential impact of different colors on candidates with different cultural backgrounds needed to be addressed before any conclusions can be drawn about the application of color in language assessment.

"Wherever You Go, You Will Be a Polis": Spatial Practices and Political Education in Computer-Supported Collaborative Learning Discussions

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Slakmon, Benzi; Schwarz, Baruch B.

2017-01-01

The aim of this article is to increase understanding of the development of spatial practices in virtual learning environments. The spatial change and development in 38 small-group e-discussions taken from a data set of a yearlong 8th-grade humanities course are described and analyzed. We show that the focus on spatial changes in computer-supported…

Equal Partners. Austin Teenagers Learn To Expect Respect in Dating Relationships.

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Harrison, Mary M.

1997-01-01

Describes the Teen Dating Violence Project, a 24-week program in the Austin (Texas) schools that offers single sex support groups for young men and women involved in violent relationships. Learning to build equitable and respectful relationships often involves unlearning gender stereotypes, but the program shows that attitudes can change. (SLD)

Relationship between Designing Computer-based Educational Games, and Learning Motivation among Elementary Students

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Zahra Jamebozorg

2017-12-01

Full Text Available Background: Motivation is an important factor in learning. Educational games increase the learning motivation and understanding of students by creating a sense of joy, satisfaction and involvement. However, it is necessary to incorporate learning elements into the games, differently. In this study, the researcher tried to provide a model for designing educational games and determining its relationship with learning motivation. Materials and Methods:  Components of the model for designing educational games were first determined qualitatively. Then, the relationship between the educational games designed and students' learning motivation was determined. A self-made questionnaire, with elements of educational game designing along with another questionnaire was used to determine the learning motivation. The obtained data were analyzed using Pearson correlation coefficient and independent t-test. Results: The model, with 4 main components and 26 sub-components, was designed. That set of various elements, including: the rules, objectives, tools, results and feedbacks, accidents, challenges and interactions displayed in the context of the game, along with instructional design component such as analysis, design, development, utilization and evaluation were used. After implementation of the pattern and designing the "States of Matter" lesson in the science book for the third graders, the results showed that there is a significant correlation between the use of designed educational game and components of the students’ learning motivation (r= 0.85 and P=0.01. Conclusion: According to this study given the relationship between the use of educational games and motivation to learn, it can be concluded that the educational games designed according to scientific principles could lead to the improved students’ motivation and learning.

Focal adhesion kinase regulates neuronal growth, synaptic plasticity and hippocampus-dependent spatial learning and memory.

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Monje, Francisco J; Kim, Eun-Jung; Pollak, Daniela D; Cabatic, Maureen; Li, Lin; Baston, Arthur; Lubec, Gert

2012-01-01

The focal adhesion kinase (FAK) is a non-receptor tyrosine kinase abundantly expressed in the mammalian brain and highly enriched in neuronal growth cones. Inhibitory and facilitatory activities of FAK on neuronal growth have been reported and its role in neuritic outgrowth remains controversial. Unlike other tyrosine kinases, such as the neurotrophin receptors regulating neuronal growth and plasticity, the relevance of FAK for learning and memory in vivo has not been clearly defined yet. A comprehensive study aimed at determining the role of FAK in neuronal growth, neurotransmitter release and synaptic plasticity in hippocampal neurons and in hippocampus-dependent learning and memory was therefore undertaken using the mouse model. Gain- and loss-of-function experiments indicated that FAK is a critical regulator of hippocampal cell morphology. FAK mediated neurotrophin-induced neuritic outgrowth and FAK inhibition affected both miniature excitatory postsynaptic potentials and activity-dependent hippocampal long-term potentiation prompting us to explore the possible role of FAK in spatial learning and memory in vivo. Our data indicate that FAK has a growth-promoting effect, is importantly involved in the regulation of the synaptic function and mediates in vivo hippocampus-dependent spatial learning and memory. Copyright © 2011 S. Karger AG, Basel.

RELATIONSHIP BETWEEN ATTITUDES LEARNING AND ACHIEVEMENT OF INTEREST LEARNING WITH LEARNING THE BASICS OF COST OF DISCUSSION AUTOMOTIVE AUTOMOTIVE DEPARTMENT OF CLASS X SMK PIRI SLEMAN EVEN SEMESTER OF STUDY 2013/2014

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Deril Gusa Wijaya

2014-12-01

Based on the analysis of the results obtained the following results: (1 There is a positive and significant relationship between the attitude of Learning (X1 with Achievement Automotive Basics (Y; (2 There is a positive and significant relationship between Interests Learning (X2 with Achievement Automotive Basics (Y; (3 There is a positive and significant relationship Attitude Study (X1 and Interest in Learning (X2 with Achievement Automotive Basics (Y.

CRITICAL COMPONENTS OF ONLINE LEARNING READINESS AND THEIR RELATIONSHIPS WITH LEARNER ACHIEVEMENT

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Harun CIGDEM

2016-04-01

Full Text Available This study aimed to examine the relationship between certain factors of online learning readiness and learners’ end-of-course achievements. The study was conducted at a two-year post-secondary Turkish military school within the scope of the course titled Computer Literacy, which was designed and implemented in a blended way. The data were collected from 155 post-secondary military students through an online questionnaire. Three sub-scales of Hung et al.’s Online Learning Readiness Scale were used to collect the data during the first two weeks of the course. Descriptive and inferential statistics, such as Pearson correlation coefficients and linear regression analyses were performed to analyze the data. The descriptive results of the study indicated that students’ motivation for online learning was higher than both their computer/Internet self-efficacy and their orientations to self-directed learning. The inferential results revealed that the students’ end-of-course grades had significantly positive relationships with their computer/Internet self-efficacy and self-directed learning orientations. Finally, the students’ self-direction towards online learning appeared to be the strongest predictor of their achievements within the course; whereas computer/Internet self-efficacy and motivation for learning did not predict the learner achievement significantly.

Statistical learning as a tool for rehabilitation in spatial neglect.

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Albulena eShaqiri

2013-05-01

Full Text Available We propose that neglect includes a disorder of representational updating. Representational updating refers to our ability to build mental models and adapt those models to changing experience. This updating ability depends on the processes of priming, working memory, and statistical learning. These processes in turn interact with our capabilities for sustained attention and precise temporal processing. We review evidence showing that all these non-spatial abilities are impaired in neglect, and we discuss how recognition of such deficits can lead to novel approaches for rehabilitating neglect.

Learning motivation and student achievement : description analysis and relationships both

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Ari Riswanto

2017-03-01

Full Text Available Education is very important for humans, through the education throughout the world will increasingly flourish. However, if faced with the activities within the learning process, not a few men (students who have less motivation in learning activities. This resulted in fewer maximal learning processes and in turn will affect student achievement. This study focuses to discuss matters relating to the motivation to learn and student achievement, with the aim of strengthening the importance of motivation in the learning process so that a clear relationship with student achievement. The method used is descriptive analysis and simple correlation to the 97 students taking the course introduction to Microeconomics and Indonesian. The conclusion from this research is the students have a good record if it has a well and motivated as well, and this study concludes their tie's difference between learning motivation and achievement of students on two different courses.

Spatial Reasoning and Understanding the Particulate Nature of Matter: A Middle School Perspective

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Cole, Merryn L.

This dissertation employed a mixed-methods approach to examine the relationship between spatial reasoning ability and understanding of chemistry content for both middle school students and their science teachers. Spatial reasoning has been linked to success in learning STEM subjects (Wai, Lubinski, & Benbow, 2009). Previous studies have shown a correlation between understanding of chemistry content and spatial reasoning ability (e.g., Pribyl & Bodner, 1987; Wu & Shah, 2003: Stieff, 2013), raising the importance of developing the spatial reasoning ability of both teachers and students. Few studies examine middle school students' or in-service middle school teachers' understanding of chemistry concepts or its relation to spatial reasoning ability. The first paper in this dissertation addresses the quantitative relationship between mental rotation, a type of spatial reasoning ability, and understanding a fundamental concept in chemistry, the particulate nature of matter. The data showed a significant, positive correlation between scores on the Purdue Spatial Visualization Test of Rotations (PSVT; Bodner & Guay, 1997) and the Particulate Nature of Matter Assessment (ParNoMA; Yezierski, 2003) for middle school students prior to and after chemistry instruction. A significant difference in spatial ability among students choosing different answer choices on ParNoMA questions was also found. The second paper examined the ways in which students of different spatial abilities talked about matter and chemicals differently. Students with higher spatial ability tended to provide more of an explanation, though not necessarily in an articulate matter. In contrast, lower spatial ability students tended to use any keywords that seemed relevant, but provided little or no explanation. The third paper examined the relationship between mental reasoning and understanding chemistry for middle school science teachers. Similar to their students, a significant, positive correlation between

Environmental impoverishment and aging alter object recognition, spatial learning, and dentate gyrus astrocytes.

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Diniz, Daniel G; Foro, César A R; Rego, Carla M D; Gloria, David A; de Oliveira, Fabio R R; Paes, Juliana M P; de Sousa, Aline A; Tokuhashi, Tatyana P; Trindade, Lucas S; Turiel, Maíra C P; Vasconcelos, Erick G R; Torres, João B; Cunnigham, Colm; Perry, Victor H; Vasconcelos, Pedro F da Costa; Diniz, Cristovam W P

2010-08-01

Environmental and age-related effects on learning and memory were analysed and compared with changes observed in astrocyte laminar distribution in the dentate gyrus. Aged (20 months) and young (6 months) adult female albino Swiss mice were housed from weaning either in impoverished conditions or in enriched conditions, and tested for episodic-like and water maze spatial memories. After these behavioral tests, brain hippocampal sections were immunolabeled for glial fibrillary acid protein to identify astrocytes. The effects of environmental enrichment on episodic-like memory were not dependent on age, and may protect water maze spatial learning and memory from declines induced by aging or impoverished environment. In the dentate gyrus, the number of astrocytes increased with both aging and enriched environment in the molecular layer, increased only with aging in the polymorphic layer, and was unchanged in the granular layer. We suggest that long-term experience-induced glial plasticity by enriched environment may represent at least part of the circuitry groundwork for improvements in behavioral performance in the aged mice brain.

Combining Distance and Face-To Teaching and Learning in Spatial Computations

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Gulland, E.-K.; Schut, A. G. T.; Veenendaal, B.

2011-09-01

Retention and passing rates as well as student engagement in computer programming and problem solving units are a major concern in tertiary spatial science courses. A number of initiatives were implemented to improve this. A pilot study reviews the changes made to the teaching and learning environment, including the addition of new resources and modifications to assessments, and investigates their effectiveness. In particular, the study focuses on the differences between students studying in traditional, oncampus mode and distance, e-learning mode. Student results and retention rates from 2009-2011, data from in-lecture clicker response units and two anonymous surveys collected in 2011 were analysed. Early results indicate that grades improved for engaged students but pass rates or grades of the struggling cohort of students did not improve significantly.

The Relationship between Instructor Humor Orientation and Students' Report on Second Language Learning

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Ziyaeemehr, Ali; Kumar, Vijay

2014-01-01

Humor is an integral component of any language and therefore has an impact on the way languages are acquired/learned. Numerous studies have investigated the role of instructor humor in teaching/learning processes; however, there is little empirical research on the relationship between instructor humor and learning of a second language. This paper…

Relationship between Lifelong Learning Levels and Information Literacy Skills in Teacher Candidates

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Solmaz, Dilek Yaliz

2017-01-01

This study aims to examine the relationship between lifelong learning levels and information literacy skills in teacher candidates. The research group consists of 127 physical education and sports teacher candidates. Data were collected by means of "Lifelong Learning Scale (LLL)" and "Information Literacy Scale". In the data…

Semantic elaboration in auditory and visual spatial memory.

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Taevs, Meghan; Dahmani, Louisa; Zatorre, Robert J; Bohbot, Véronique D

2010-01-01

The aim of this study was to investigate the hypothesis that semantic information facilitates auditory and visual spatial learning and memory. An auditory spatial task was administered, whereby healthy participants were placed in the center of a semi-circle that contained an array of speakers where the locations of nameable and non-nameable sounds were learned. In the visual spatial task, locations of pictures of abstract art intermixed with nameable objects were learned by presenting these items in specific locations on a computer screen. Participants took part in both the auditory and visual spatial tasks, which were counterbalanced for order and were learned at the same rate. Results showed that learning and memory for the spatial locations of nameable sounds and pictures was significantly better than for non-nameable stimuli. Interestingly, there was a cross-modal learning effect such that the auditory task facilitated learning of the visual task and vice versa. In conclusion, our results support the hypotheses that the semantic representation of items, as well as the presentation of items in different modalities, facilitate spatial learning and memory.

Does Spatial Ability Help the Learning of Anatomy in a Biomedical Science Course?

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Sweeney, Kevin; Hayes, Jennifer A.; Chiavaroli, Neville

2014-01-01

A three-dimensional appreciation of the human body is the cornerstone of clinical anatomy. Spatial ability has previously been found to be associated with students' ability to learn anatomy and their examination performance. The teaching of anatomy has been the subject of major change over the last two decades with the reduction in time spent…

Influence of spatial perception abilities on reading in school-age children

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Arnaud Saj

2015-12-01

Full Text Available Spatial perception abilities enable individuals to explore a visual field, to detect spatial position and to infer relationships between visual stimuli. Written words and text are conceptualized spatially along a horizontal mental line, but little is known about the way children develop these representations. The exact relationship between visuo-spatial perception and academic achievement has never been directly assessed. Therefore, our aim was to study the developmental trajectory of space perception abilities by assessing perceptual, attentional and memory components, the relationship between these abilities and reading achievement in school-age children. Forty-nine children aged between 6.5 and 11 years old were divided into four age groups and were assessed with visual bisection, visual search and visual memory location tasks. The results showed that the groups of older children, from the age of nine, improved significantly on the bisection and visual search tasks with respect to all visual fields, while the groups of younger children showed more errors in the left visual field (LVF. Performances on these tasks were correlated with reading level and age. Older children with a low reading score showed a LVF bias, similar to the youngest children. These results demonstrate how abnormal space perception might distort space representation and in turn affect reading and learning processes.

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

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

2017-01-01

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

An Investigation of the Relationship between College Chinese EFL Students' Autonomous Learning Capacity and Motivation in Using Computer-Assisted Language Learning

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Pu, Minran

2009-01-01

The purpose of the study was to investigate the relationship between college EFL students' autonomous learning capacity and motivation in using web-based Computer-Assisted Language Learning (CALL) in China. This study included three questionnaires: the student background questionnaire, the questionnaire on student autonomous learning capacity, and…

Similarities and differences between the brain networks underlying allocentric and egocentric spatial learning in rat revealed by cytochrome oxidase histochemistry.

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Rubio, S; Begega, A; Méndez, M; Méndez-López, M; Arias, J L

2012-10-25

The involvement of different brain regions in place- and response-learning was examined using a water cross-maze. Rats were trained to find the goal from the initial arm by turning left at the choice point (egocentric strategy) or by using environmental cues (allocentric strategy). Although different strategies were required, the same maze and learning conditions were used. Using cytochrome oxidase histochemistry as a marker of cellular activity, the function of the 13 diverse cortical and subcortical regions was assessed in rats performing these two tasks. Our results show that allocentric learning depends on the recruitment of a large functional network, which includes the hippocampal CA3, dentate gyrus, medial mammillary nucleus and supramammillary nucleus. Along with the striatum, these last three structures are also related to egocentric spatial learning. The present study provides evidence for the contribution of these regions to spatial navigation and supports a possible functional interaction between the two memory systems, as their structural convergence may facilitate functional cooperation in the behaviours guided by more than one strategy. In summary, it can be argued that spatial learning is based on dynamic functional systems in which the interaction of brain regions is modulated by task requirements. Copyright © 2012 IBRO. Published by Elsevier Ltd. All rights reserved.

The Association Between Effective Dose of Magnesium and Mild Compulsive Exercise on Spatial Learning, Memory, and Motor Activity of Adult Male Rats.

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Hajizade Ghonsulakandi, Shahnaz; Sheikh, Mahmuod; Dehghan Shasaltaneh, Marzieh; Chopani, Samira; Naghdi, Nasser

2017-08-01

One of the most important survival mechanisms is learning and memory processes. To emphasize the role of physical exercises and magnesium (Mg) in improvement of cognitive performance, we planned to investigate the effect of Mg and mild compulsive exercise on spatial learning and memory of adult male rats. Accordingly, we divided male Wistar rats into four groups: (I) control, (II) Mg treatment, (III) exercise, and (IV) Mg-exercise in the different dosages of Mg (0.5, 1, 1.5, and 2 mmol/kbw) were injected in the form of gavage during 1 week. Also, 1-week mild running on treadmill was used for exercise treatment. The Morris water maze (MWM) test and open field tool were used to evaluate spatial learning, memory, and motor activity, respectively. Our results clearly showed that 1 mmol/kbw Mg was applied as an effective dosage. Strikingly, 1-week mild exercise on treadmill had no significant effect on spatial motor activity, learning, and memory. Feeding 1 mmol/kbw Mg for a week showed a significant difference in learning and exploration stages. Compared to control animals, these results reveal exercise and Mg simultaneously had effect on learning and reminding. As a consequence, although mild exercise had no effect on motor activity and memory, Mg intake improved spatial learning, memory, and locomotor activity. The Mg feeding could be a promising supplemental treatment in the neurodegenerative disease. It is worthwhile to mention consumption of Mg leads to enhancement of memory, so animals find the hidden platform with the highest velocity.

Inability to acquire spatial information and deploy spatial search strategies in mice with lesions in dorsomedial striatum.

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Pooters, Tine; Gantois, Ilse; Vermaercke, Ben; D'Hooge, Rudi

2016-02-01

Dorsal striatum has been shown to contribute to spatial learning and memory, but the role of striatal subregions in this important aspect of cognitive functioning remains unclear. Moreover, the spatial-cognitive mechanisms that underlie the involvement of these regions in spatial navigation have scarcely been studied. We therefore compared spatial learning and memory performance in mice with lesions in dorsomedial (DMS) and dorsolateral striatum (DLS) using the hidden-platform version of the Morris water maze (MWM) task. Compared to sham-operated controls, animals with DMS damage were impaired during MWM acquisition training. These mice displayed delayed spatial learning, increased thigmotaxis, and increased search distance to the platform, in the absence of major motor dysfunction, working memory defects or changes in anxiety or exploration. They failed to show a preference for the target quadrant during probe trials, which further indicates that spatial reference memory was impaired in these animals. Search strategy analysis moreover demonstrated that DMS-lesioned mice were unable to deploy cognitively advanced spatial search strategies. Conversely, MWM performance was barely affected in animals with lesions in DLS. In conclusion, our results indicate that DMS and DLS display differential functional involvement in spatial learning and memory. Our results show that DMS, but not DLS, is crucial for the ability of mice to acquire spatial information and their subsequent deployment of spatial search strategies. These data clearly identify DMS as a crucial brain structure for spatial learning and memory, which could explain the occurrence of neurocognitive impairments in brain disorders that affect the dorsal striatum. Copyright © 2015 Elsevier B.V. All rights reserved.

Investigation the Relationship among Language Learning Strategies, English Self-Efficacy, and Explicit Strategy Instructions

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Yang, Pei-Ling; Wang, Ai-Ling

2015-01-01

The present study aims to investigate the relationship among EFL college learners' language learning strategies, English self-efficacy, and explicit strategy instruction from the perspectives of Social Cognitive Theory. Three constructs, namely language learning strategies, English learning self-efficacy, and explicit strategy instruction, were…

The Relationship between Spatial and Temporal Magnitude Estimation of Scientific Concepts at Extreme Scales

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Price, Aaron; Lee, H.

2010-01-01

Many astronomical objects, processes, and events exist and occur at extreme scales of spatial and temporal magnitudes. Our research draws upon the psychological literature, replete with evidence of linguistic and metaphorical links between the spatial and temporal domains, to compare how students estimate spatial and temporal magnitudes associated with objects and processes typically taught in science class.. We administered spatial and temporal scale estimation tests, with many astronomical items, to 417 students enrolled in 12 undergraduate science courses. Results show that while the temporal test was more difficult, students’ overall performance patterns between the two tests were mostly similar. However, asymmetrical correlations between the two tests indicate that students think of the extreme ranges of spatial and temporal scales in different ways, which is likely influenced by their classroom experience. When making incorrect estimations, students tended to underestimate the difference between the everyday scale and the extreme scales on both tests. This suggests the use of a common logarithmic mental number line for both spatial and temporal magnitude estimation. However, there are differences between the two tests in the errors student make in the everyday range. Among the implications discussed is the use of spatio-temporal reference frames, instead of smooth bootstrapping, to help students maneuver between scales of magnitude and the use of logarithmic transformations between reference frames. Implications for astronomy range from learning about spectra to large scale galaxy structure.

Otitis Media and Learning Disabilities: More Than a Relationship?

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Quick, Carol; Mandell, Colleen

The relationship between recurrent otitis media (middle ear infection characterized by the presence of middle ear fluid and possibly leading to a temporary conductive hearing loss) and learning disabilities (LD) is examined. Traditional treatment approaches (antibiotic medication and surgery) are reviewed. The definition of LD is presented and the…

The Relationship Between Spatial Configuration and Social Interaction in High-Rise Flats: A Case Study On The Jatinegara Barat in Jakarta.

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Ridwana Rifan

2018-01-01

The results of this study indicate that: (1 the relationship of spatial configuration to social interaction level in Jatinegara Barat flats can be positive or negative. (2 Positive relationships are found on the1st and 2ndfloor areas. High configuration values with high interaction levels are found in shared spaces on the 1st and 2nd floors with characteristics such as open space, large space, and availability of interaction supporting elements, while low configuration values with low interaction levels are found in more confined spaces such as private spaces and narrow corridors. (3 Negative relationships are found in the corridor and shared space in front of the elevator on each typical floors. Shared space in front of the elevator that has high spatial configuration value with large area show a low level of social interaction. While corridor with lower configuration value with the narrow area but have supporting elements such as chairs, mats, and shops have a higher level of social interaction. (4 This study shows that in the case of the relationship between spatial configuration and social interaction, availability of interaction supporting elements has greater influence rather than any other spatial factors.

MPEG DASH SRD : Spatial Relationship Description

NARCIS (Netherlands)

Niamut, O.A.; Thomas, E.D.R.; D'Acunto, L.; Concolato, C.; Denoual, F.; Yong Lim, S.

2016-01-01

This paper presents the Spatial Representation Description (SRD)feature of the second amendment of MPEG DASH standard part 1, 23009-1:2014 [1]. SRD is an approach for streaming only spatial sub-parts of a video to display devices, in combination with the form of adaptive multi-rate streaming that is

Learning Styles and Their Relationship to Stress and Coping in College Women

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Vaughn, L. M.; Hensley, B.; Baker, R. C.; Dearman, L.

2010-01-01

The authors examined the relationship between specific learning styles and stress and coping in a sample of female college students (N = 246). Participants in the study were assessed on the three variables by completing several self-report instruments measuring learning styles, life stress level, and coping skills. There were significant…

Considerations of How to Study Learning Processes when Students use GIS as an Instrument for Developing Spatial Thinking Skills

DEFF Research Database (Denmark)

Madsen, Lene Møller; Rump, Camilla Østerberg

2012-01-01

be studied. We empirically analyse students’ learning processes and the influences of teaching practice in an introductory course in GIS. We show that students have different strategies for creating their personal instrument for spatial thinking and how teaching interacts with the students’ learning...

The Relationship between Utilization of Computer Games and Spatial Abilities among High School Students

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Motamedi, Vahid; Yaghoubi, Razeyah Mohagheghyan

2015-01-01

This study aimed at investigating the relationship between computer game use and spatial abilities among high school students. The sample consisted of 300 high school male students selected through multi-stage cluster sampling. Data gathering tools consisted of a researcher made questionnaire (to collect information on computer game usage) and the…

Investigating the Relationship between Learning Styles and ESP Reading Strategies in Academic Setting

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Parviz Ajideh

2018-05-01

Full Text Available The present study investigated the relationship between Art and Science students’ learning styles and their ESP reading strategies in academic settings. Learning styles are defined as general orientations learners take toward their learning experiences. This notion has recently obtained attention in the area of language learning. Strategies are also defined as specific behaviours or techniques learners employ towards leaning in order to achieve their learning goals. The strategies chosen are often linked to the individual's learning style. The purpose of this study was to identify Art and Science students’ major learning style preferences and their strategies they employ to tackle their reading materials in ESP courses at Tabriz Islamic Art University. To this end, 313 Art and Science students at Tabriz Islamic Art University answered two self-report questionnaires (PLSPQ and SORS to identify their major and minor learning styles as well as their reading strategies in ESP reading. In order to find any relationship between the students’ preferred learning style (s and their reading strategies in ESP, Pearson Product Moment Coefficient r was used to analyze the participants’ answers to the questionnaires. The results showed that Art students favored Kinesthetic, Auditory, Visual and Tactile learning styles as their major learning styles while Science students showed preference to only Kinesthetic Learning style as their major learning style and other learning styles as their minor ones. It was also found that the most dominant reading strategies both Art and Science students apply in reading their ESP texts was cognitive strategies. Correlational analyses of their major learning styles and their reading strategies are discussed.

Participation of hippocampal agmatine in spatial learning: an in vivo microdialysis study.

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Rushaidhi, Madihah; Jing, Yu; Zhang, Hu; Liu, Ping

2013-02-01

Agmatine, decarboxylated arginine, is widely distributed in mammalian brains and is considered as a novel putative neurotransmitter. Recent research demonstrates spatial learning-induced increases in agmatine in memory-related structures at the tissue and presynaptic terminal levels. By using the in vivo microdialysis technique coupled with highly sensitive liquid chromatography/mass spectrometry assay, we investigated dynamic changes of extracellular agmatine in the rat dorsal hippocampus before, during and after water maze training to find a fixed hidden platform on the first and forth day of testing. It was firstly noted that the basal level of extracellular agmatine was significantly elevated on day 4. While swimming per se had no effect, a rapid rise (2-6 folds) in extracellular agmatine was observed during water maze training regardless of testing day. Such learning-induced rise was found to successively lessen across the multiple blocks of training on day 1. However, this pattern was reversed on day 4 when the platform was removed during the final training trial. The present study, for the first time, demonstrates water maze training-induced increase of extracellular agmatine in the dorsal hippocampus. The results suggest a role of endogenous agmatine in the encoding and retrieval of spatial information. Copyright © 2012 Elsevier Ltd. All rights reserved.

[Change of hippocampal NMDA receptor and emotional behavior and spatial learning and memory in status epilepticus rat model].

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Wang, Wei-Ping; Lou, Yan; Li, Zhen-Zhong; Li, Pan; Duan, Rui-Sheng

2007-02-01

SD rats were utilized for the purpose of the exploration of effects of status epilepticus (SE) on their emotional behavior, spatial learning and memory, and explorating its molecular mechanism. Forty maturity male SD rats, weighing (200 +/- 20) g were divided randomly and equally into SE group (SG) and normal control group (NG). The SG rats were induced by Pentylenetetrazole (PTZ) and the control animals received a saline (0.9%) solution. The change of emotional behavior in two groups were tested in elevated plus maze. Furthermore, Morris water maze was applied to evaluate the effects by SE on spatial learning and memory in rats. At the same time, N-methyl-D-aspartate (NMDA) receptor NR1 subunit mRNA in the hippocampus was determined by reverse transcription polymerase chain reaction (RT-PCR). In elevated plus test, SE rats increased the times of visits as well as the time spent on the open arms of the elevated plus maze (P emotional behavior and damage of spatial learning and memory in rats. NR1 might be involved in the patho- and physiological process in causing these behavioral changes.

Influences of spatial and temporal variation on fish-habitat relationships defined by regression quantiles

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Dunham, J.B.; Cade, B.S.; Terrell, J.W.

2002-01-01

We used regression quantiles to model potentially limiting relationships between the standing crop of cutthroat trout Oncorhynchus clarki and measures of stream channel morphology. Regression quantile models indicated that variation in fish density was inversely related to the width:depth ratio of streams but not to stream width or depth alone. The spatial and temporal stability of model predictions were examined across years and streams, respectively. Variation in fish density with width:depth ratio (10th-90th regression quantiles) modeled for streams sampled in 1993-1997 predicted the variation observed in 1998-1999, indicating similar habitat relationships across years. Both linear and nonlinear models described the limiting relationships well, the latter performing slightly better. Although estimated relationships were transferable in time, results were strongly dependent on the influence of spatial variation in fish density among streams. Density changes with width:depth ratio in a single stream were responsible for the significant (P 80th). This suggests that stream-scale factors other than width:depth ratio play a more direct role in determining population density. Much of the variation in densities of cutthroat trout among streams was attributed to the occurrence of nonnative brook trout Salvelinus fontinalis (a possible competitor) or connectivity to migratory habitats. Regression quantiles can be useful for estimating the effects of limiting factors when ecological responses are highly variable, but our results indicate that spatiotemporal variability in the data should be explicitly considered. In this study, data from individual streams and stream-specific characteristics (e.g., the occurrence of nonnative species and habitat connectivity) strongly affected our interpretation of the relationship between width:depth ratio and fish density.

The Relationship among Pre-Service EFL Teachers' Beliefs about Language Learning, Pedagogical Beliefs, and Beliefs about ICT Integration

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Inayati, Dian; Emaliana, Ive

2017-01-01

This paper elucidates the relationship among pre-service teachers' beliefs about language learning, pedagogical beliefs, and beliefs about ICT Integration through survey methodology. This study employed a quantitative approach, particularly a correlational relationship to investigate the relationships among beliefs about language learning,…

Multiagent-Based Simulation of Temporal-Spatial Characteristics of Activity-Travel Patterns Using Interactive Reinforcement Learning

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Min Yang

2014-01-01

Full Text Available We propose a multiagent-based reinforcement learning algorithm, in which the interactions between travelers and the environment are considered to simulate temporal-spatial characteristics of activity-travel patterns in a city. Road congestion degree is added to the reinforcement learning algorithm as a medium that passes the influence of one traveler’s decision to others. Meanwhile, the agents used in the algorithm are initialized from typical activity patterns extracted from the travel survey diary data of Shangyu city in China. In the simulation, both macroscopic activity-travel characteristics such as traffic flow spatial-temporal distribution and microscopic characteristics such as activity-travel schedules of each agent are obtained. Comparing the simulation results with the survey data, we find that deviation of the peak-hour traffic flow is less than 5%, while the correlation of the simulated versus survey location choice distribution is over 0.9.

The Mediating Effect of Intrinsic Motivation to Learn on the Relationship between Student´s Autonomy Support and Vitality and Deep Learning.

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Núñez, Juan L; León, Jaime

2016-07-18

Self-determination theory has shown that autonomy support in the classroom is associated with an increase of students' intrinsic motivation. Moreover, intrinsic motivation is related with positive outcomes. This study examines the relationships between autonomy support, intrinsic motivation to learn and two motivational consequences, deep learning and vitality. Specifically, the hypotheses were that autonomy support predicts the two types of consequences, and that autonomy support directly and indirectly predicts the vitality and the deep learning through intrinsic motivation to learn. Participants were 276 undergraduate students. The mean age was 21.80 years (SD = 2.94). Structural equation modeling was used to test the relationships between variables and delta method was used to analyze the mediating effect of intrinsic motivation to learn. Results indicated that student perception of autonomy support had a positive effect on deep learning and vitality (p motivation to learn. These findings suggest that teachers are key elements in generating of autonomy support environment to promote intrinsic motivation, deep learning, and vitality in classroom. Educational implications are discussed.

Relationship between the spatial distribution of SMS messages reporting needs and building damage in 2010 Haiti disaster

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C. Corbane

2012-02-01

Full Text Available Just 4 days after the M = 7.1 earthquake on 12 January 2010, Haitians could send SMS messages about their location and urgent needs through the on-line mapping platform Ushahidi. This real-time crowdsourcing of crisis information provided direct support to key humanitarian resources on the ground, including Search and Rescue teams. In addition to its use as a knowledge base for rescue operations and aid provision, the spatial distribution of geolocated SMS messages may represent an early indicator on the spatial distribution and on the intensity of building damage.

This work explores the relationship between the spatial patterns of SMS messages and building damage. The latter is derived from the detailed damage assessment of individual buildings interpreted in post-earthquake airborne photos. The interaction between SMS messages and building damage is studied by analyzing the spatial structure of the corresponding bivariate patterns.

The analysis is performed through the implementation of cross Ripley's K-function which is suitable for characterizing the spatial structure of a bivariate pattern, and more precisely the spatial relationship between two types of point sets located in the same study area.

The results show a strong attraction between the patterns exhibited by SMS messages and building damages. The interactions identified between the two patterns suggest that the geolocated SMS can be used as early indicators of the spatial distribution of building damage pattern. Accordingly, a statistical model has been developed to map the distribution of building damage from the geolocated SMS pattern.

The study presented in this paper is the first attempt to derive quantitative estimates on the spatial patterns of novel crowdsourced information and correlate these to established methods in damage assessment using remote sensing data. The consequences of the study findings for rapid damage detection in

A conceptual framework to identify spatial implications of new ways of learning in higher education

NARCIS (Netherlands)

Beckers, R; van der Voordt, Theo; Dewulf, G

2015-01-01

Purpose - The purpose of this paper is to explore the spatial implications of new learning theories and the use of Information and Communication Technologies (ICT) in higher education.
Design/methodology/approach - Based on a review of literature, a theoretical framework has been developed that

The Etendeka lavas SWA/Namibia: geology, chemistry and spatial and temporal relationships

International Nuclear Information System (INIS)

Marsh, J.S.; Erlank, A.J.; Duncan, A.R.; Miller, R.McG.; Rex, D.C.

1981-01-01

The paper discusses a geologic survey on the Etendeka lavas in South West Africa/Namibia with special attention to the geology, chemistry and spatial and temporal relationships in the area. K/Ar age data indicate that the bulk of the Etendeka lavas are about 120 m.y. old. In the study use was also made of 87 Sr/ 86 Sr, 143 Nd/ 144 Nd, 206 Pb/ 204 Pb, 207 Pb/ 204 Pb and 208 Pb/ 204 Pb isotope ratios

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

Science.gov (United States)

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

2017-08-01

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

The Relationships among Group Size, Participation, and Performance of Programming Language Learning Supported with Online Forums

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Shaw, Ruey-Shiang

2013-01-01

This study examined the relationships among group size, participation, and learning performance factors when learning a programming language in a computer-supported collaborative learning (CSCL) context. An online forum was used as the CSCL environment for learning the Microsoft ASP.NET programming language. The collaborative-learning experiment…

The impact of I(C)T in spatial planning education, 25 years of blended e-learning

OpenAIRE

Knaap, van der, W.G.M.

2014-01-01

The Wageningen spatial planning education curriculum is based on a mix of decision-oriented and design-oriented approaches. It is also intertwined with a wide range of E-learning options. The Elearning environment consists of a spectrum of applications such as model studies, spatial analysis using GIS, scenario studies, imaging results or support in the educational and the planning process. At the end of the 1980’s already divers applications were intertwined in the training of planning stude...

Nurse Educator Perceptions of the Importance of Relationship in Online Teaching and Learning.

Science.gov (United States)

Smith, Yvonne M; Crowe, Alicia R

The purpose of this study was to understand the perceptions of teaching nursing students in online environments as experienced by nursing educators who have been teaching online for a minimum of 2 years. The study used an interview-based qualitative descriptive design. Semistructured interviews with 10 full-time nurse educators were conducted. The participants represented a range of ranks and teaching experience. Analysis involved a constant comparative process of initial and focused coding. Relationships were important to these nurse educators, and there was an interconnected nature among (a) student engagement and learning, (b) "knowing students," and (c) helping students meet their needs. Although different in how they experienced these elements, they seemed to share a sense that you have to know your students to help them meet their needs, and that you have to help them meet their needs so that they can learn, and building relationships within the online environment is key to all if this. Relationships are the heart of nursing and, for these nurse educators, a key aspect of nursing education. Having a strong relationship between nurse educators and nursing students supports student engagement in learning online. With continually increasing online nurse education, understanding these relationships is important to improve nursing education and consequently improve nursing practice. Copyright © 2016 Elsevier Inc. All rights reserved.

Examining Asymmetrical Relationships of Organizational Learning Antecedents: A Theoretical Model

Directory of Open Access Journals (Sweden)

Ery Tri Djatmika

2016-02-01

Full Text Available Global era is characterized by highly competitive advantage market demand. Responding to the challenge of rapid environmental changes, organizational learning is becoming a strategic way and solution to empower people themselves within the organization in order to create a novelty as valuable positioning source. For research purposes, determining the influential antecedents that affect organizational learning is vital to understand research-based solutions given for practical implications. Accordingly, identification of variables examined by asymmetrical relationships is critical to establish. Possible antecedent variables come from organizational and personal point of views. It is also possible to include a moderating one. A proposed theoretical model of asymmetrical effects of organizational learning and its antecedents is discussed in this article.

The Mediating Role of Organizational Learning in the Relationship of Organizational Intelligence and Organizational Agility.

Science.gov (United States)

Bahrami, Mohammad Amin; Kiani, Mohammad Mehdi; Montazeralfaraj, Raziye; Zadeh, Hossein Fallah; Zadeh, Morteza Mohammad

2016-06-01

Organizational learning is defined as creating, absorbing, retaining, transferring, and application of knowledge within an organization. This article aims to examine the mediating role of organizational learning in the relationship of organizational intelligence and organizational agility. This analytical and cross-sectional study was conducted in 2015 at four teaching hospitals of Yazd city, Iran. A total of 370 administrative and medical staff contributed to the study. We used stratified-random method for sampling. Required data were gathered using three valid questionnaires including Alberkht (2003) organizational intelligence, Neefe (2001) organizational learning, and Sharifi and Zhang (1999) organizational agility questionnaires. Data analysis was done through R and SPSS 18 statistical software. The results showed that organizational learning acts as a mediator in the relationship of organizational intelligence and organizational agility (path coefficient = 0.943). Also, organizational learning has a statistical relationship with organizational agility (path coefficient = 0.382). Our findings suggest that the improvement of organizational learning abilities can affect an organization's agility which is crucial for its survival.

On the relationships among work characteristics and learning-related behavior : Does age matter?

NARCIS (Netherlands)

De Lange, Annet H.; Taris, Toon W.; Jansen, Paul; Kompier, Michiel A. J.; Houtman, Irene L. D.; Bongers, Paulien M.

2010-01-01

This 3-wave longitudinal study examined (a) the causal direction of the relationships among psychosocial work characteristics (e.g., job demands, job control, and supervisor support) and indicators of learning-related behavior (e.g., motivation to learn and active problem solving), and (b) whether

Learning strategy preference of 5XFAD transgenic mice depends on the sequence of place/spatial and cued training in the water maze task.

Science.gov (United States)

Cho, Woo-Hyun; Park, Jung-Cheol; Chung, ChiHye; Jeon, Won Kyung; Han, Jung-Soo

2014-10-15

Learning strategy preference was assessed in 5XFAD mice, which carry 5 familial Alzheimer's disease (AD) mutations. Mice were sequentially trained in cued and place/spatial versions of the water maze task. After training, a strategy preference test was conducted in which mice were required to choose between the spatial location where the platform had previously been during the place/spatial training, and a visible platform in a new location. 5XFAD and non-transgenic control mice showed equivalent escape performance in both training tasks. However, in the strategy preference test, 5XFAD mice preferred a cued strategy relative to control mice. When the training sequence was presented in the reverse order (i.e., place/spatial training before cued training), 5XFAD mice showed impairments in place/spatial training, but no differences in cued training or in the strategy preference test comparing to control. Analysis of regional Aβ42 deposition in brains of 5XFAD mice showed that the hippocampus, which is involved in the place/spatial learning strategy, had the highest levels of Aβ42 and the dorsal striatum, which is involved in cued learning strategy, showed a small increase in Aβ42 levels. The effect of training protocol order on performance, and regional differences in Aβ42 deposition observed in 5XFAD mice, suggest differential functional recruitment of brain structures related to learning in healthy and AD individuals. Copyright © 2014 Elsevier B.V. All rights reserved.

The Effects of Online Interactions on the Relationship between Learning-Related Anxiety and Intention to Persist among E-Learning Students with Visual Impairment

Science.gov (United States)

Oh, Yunjin; Lee, Soon Min

2016-01-01

This study explored whether learning-related anxiety would negatively affect intention to persist with e-learning among students with visual impairment, and examined the roles of three online interactions in the relationship between learning-related anxiety and intention to persist with e-learning. For this study, a convenience sample of…

A conceptual framework to identify spatial implications of new ways of learning in higher education

NARCIS (Netherlands)

Geert Dewulf; Theo van der Voordt; Ronald Beckers

2015-01-01

Purpose – The purpose of this paper is to explore the spatial implications of new learning theories and the use of information and communication technologies (ICT) in higher education. Design/methodology/approach – Based on a review of the literature, a theoretical framework has been developed

A conceptual framework to identify spatial implications of new ways of learning in higher education

NARCIS (Netherlands)

Beckers, Ronald; van der Voordt, Theo; Dewulf, Geert P.M.R.

2015-01-01

Purpose – The purpose of this paper is to explore the spatial implications of new learning theories and the use of information and communication technologies (ICT) in higher education. Design/methodology/approach – Based on a review of the literature, a theoretical framework has been developed that

Exposure to activity-based anorexia impairs contextual learning in weight-restored rats without affecting spatial learning, taste, anxiety, or dietary-fat preference.

Science.gov (United States)

Boersma, Gretha J; Treesukosol, Yada; Cordner, Zachary A; Kastelein, Anneke; Choi, Pique; Moran, Timothy H; Tamashiro, Kellie L

2016-02-01

Relapse rates are high amongst cases of anorexia nervosa (AN) suggesting that some alterations induced by AN may remain after weight restoration. To study the consequences of AN without confounds of environmental variability, a rodent model of activity-based anorexia (ABA) can be employed. We hypothesized that exposure to ABA during adolescence may have long-term consequences in taste function, cognition, and anxiety-like behavior after weight restoration. To test this hypothesis, we exposed adolescent female rats to ABA (1.5 h food access, combined with voluntary running wheel access) and compared their behavior to that of control rats after weight restoration was achieved. The rats were tested for learning/memory, anxiety, food preference, and taste in a set of behavioral tests performed during the light period. Our data show that ABA exposure leads to reduced performance during the novel object recognition task, a test for contextual learning, without altering performance in the novel place recognition task or the Barnes maze, both tasks that test spatial learning. Furthermore, we do not observe alterations in unconditioned lick responses to sucrose nor quinine (described by humans as "sweet" and "bitter," respectively). Nor Do we find alterations in anxiety-like behavior during an elevated plus maze or an open field test. Finally, preference for a diet high in fat is not altered. Overall, our data suggest that ABA exposure during adolescence impairs contextual learning in adulthood without altering spatial leaning, taste, anxiety, or fat preference. © 2015 Wiley Periodicals, Inc.

Blue light filtered white light induces depression-like responses and temporary spatial learning deficits in rats.

Science.gov (United States)

Meng, Qinghe; Lian, Yuzheng; Jiang, Jianjun; Wang, Wei; Hou, Xiaohong; Pan, Yao; Chu, Hongqian; Shang, Lanqin; Wei, Xuetao; Hao, Weidong

2018-04-18

Ambient light has a vital impact on mood and cognitive functions. Blue light has been previously reported to play a salient role in the antidepressant effect via melanopsin. Whether blue light filtered white light (BFW) affects mood and cognitive functions remains unclear. The present study aimed to investigate whether BFW led to depression-like symptoms and cognitive deficits including spatial learning and memory abilities in rats, and whether they were associated with the light-responsive function in retinal explants. Male Sprague-Dawley albino rats were randomly divided into 2 groups (n = 10) and treated with a white light-emitting diode (LED) light source and BFW light source, respectively, under a standard 12 : 12 h L/D condition over 30 days. The sucrose consumption test, forced swim test (FST) and the level of plasma corticosterone (CORT) were employed to evaluate depression-like symptoms in rats. Cognitive functions were assessed by the Morris water maze (MWM) test. A multi-electrode array (MEA) system was utilized to measure electro-retinogram (ERG) responses induced by white or BFW flashes. The effect of BFW over 30 days on depression-like responses in rats was indicated by decreased sucrose consumption in the sucrose consumption test, an increased immobility time in the FST and an elevated level of plasma CORT. BFW led to temporary spatial learning deficits in rats, which was evidenced by prolonged escape latency and swimming distances in the spatial navigation test. However, no changes were observed in the short memory ability of rats treated with BFW. The micro-ERG results showed a delayed implicit time and reduced amplitudes evoked by BFW flashes compared to the white flash group. BFW induces depression-like symptoms and temporary spatial learning deficits in rats, which might be closely related to the impairment of light-evoked output signals in the retina.

Global assessment of soil organic carbon stocks and spatial distribution of histosols: the Machine Learning approach

Science.gov (United States)

Hengl, Tomislav

2016-04-01

Preliminary results of predicting distribution of soil organic soils (Histosols) and soil organic carbon stock (in tonnes per ha) using global compilations of soil profiles (about 150,000 points) and covariates at 250 m spatial resolution (about 150 covariates; mainly MODIS seasonal land products, SRTM DEM derivatives, climatic images, lithological and land cover and landform maps) are presented. We focus on using a data-driven approach i.e. Machine Learning techniques that often require no knowledge about the distribution of the target variable or knowledge about the possible relationships. Other advantages of using machine learning are (DOI: 10.1371/journal.pone.0125814): All rules required to produce outputs are formalized. The whole procedure is documented (the statistical model and associated computer script), enabling reproducible research. Predicted surfaces can make use of various information sources and can be optimized relative to all available quantitative point and covariate data. There is more flexibility in terms of the spatial extent, resolution and support of requested maps. Automated mapping is also more cost-effective: once the system is operational, maintenance and production of updates are an order of magnitude faster and cheaper. Consequently, prediction maps can be updated and improved at shorter and shorter time intervals. Some disadvantages of automated soil mapping based on Machine Learning are: Models are data-driven and any serious blunders or artifacts in the input data can propagate to order-of-magnitude larger errors than in the case of expert-based systems. Fitting machine learning models is at the order of magnitude computationally more demanding. Computing effort can be even tens of thousands higher than if e.g. linear geostatistics is used. Many machine learning models are fairly complex often abstract and any interpretation of such models is not trivial and require special multidimensional / multivariable plotting and data mining

How entorhinal grid cells may learn multiple spatial scales from a dorsoventral gradient of cell response rates in a self-organizing map.

Directory of Open Access Journals (Sweden)

Stephen Grossberg

Full Text Available Place cells in the hippocampus of higher mammals are critical for spatial navigation. Recent modeling clarifies how this may be achieved by how grid cells in the medial entorhinal cortex (MEC input to place cells. Grid cells exhibit hexagonal grid firing patterns across space in multiple spatial scales along the MEC dorsoventral axis. Signals from grid cells of multiple scales combine adaptively to activate place cells that represent much larger spaces than grid cells. But how do grid cells learn to fire at multiple positions that form a hexagonal grid, and with spatial scales that increase along the dorsoventral axis? In vitro recordings of medial entorhinal layer II stellate cells have revealed subthreshold membrane potential oscillations (MPOs whose temporal periods, and time constants of excitatory postsynaptic potentials (EPSPs, both increase along this axis. Slower (faster subthreshold MPOs and slower (faster EPSPs correlate with larger (smaller grid spacings and field widths. A self-organizing map neural model explains how the anatomical gradient of grid spatial scales can be learned by cells that respond more slowly along the gradient to their inputs from stripe cells of multiple scales, which perform linear velocity path integration. The model cells also exhibit MPO frequencies that covary with their response rates. The gradient in intrinsic rhythmicity is thus not compelling evidence for oscillatory interference as a mechanism of grid cell firing. A response rate gradient combined with input stripe cells that have normalized receptive fields can reproduce all known spatial and temporal properties of grid cells along the MEC dorsoventral axis. This spatial gradient mechanism is homologous to a gradient mechanism for temporal learning in the lateral entorhinal cortex and its hippocampal projections. Spatial and temporal representations may hereby arise from homologous mechanisms, thereby embodying a mechanistic "neural relativity" that

Functional relationships between the hippocampus and dorsomedial striatum in learning a visual scene-based memory task in rats.

Science.gov (United States)

Delcasso, Sébastien; Huh, Namjung; Byeon, Jung Seop; Lee, Jihyun; Jung, Min Whan; Lee, Inah

2014-11-19

The hippocampus is important for contextual behavior, and the striatum plays key roles in decision making. When studying the functional relationships with the hippocampus, prior studies have focused mostly on the dorsolateral striatum (DLS), emphasizing the antagonistic relationships between the hippocampus and DLS in spatial versus response learning. By contrast, the functional relationships between the dorsomedial striatum (DMS) and hippocampus are relatively unknown. The current study reports that lesions to both the hippocampus and DMS profoundly impaired performance of rats in a visual scene-based memory task in which the animals were required to make a choice response by using visual scenes displayed in the background. Analysis of simultaneous recordings of local field potentials revealed that the gamma oscillatory power was higher in the DMS, but not in CA1, when the rat performed the task using familiar scenes than novel ones. In addition, the CA1-DMS networks increased coherence at γ, but not at θ, rhythm as the rat mastered the task. At the single-unit level, the neuronal populations in CA1 and DMS showed differential firing patterns when responses were made using familiar visual scenes than novel ones. Such learning-dependent firing patterns were observed earlier in the DMS than in CA1 before the rat made choice responses. The present findings suggest that both the hippocampus and DMS process memory representations for visual scenes in parallel with different time courses and that flexible choice action using background visual scenes requires coordinated operations of the hippocampus and DMS at γ frequencies. Copyright © 2014 the authors 0270-6474/14/3415534-14$15.00/0.

Evaluation of passive avoidance learning and spatial memory in rats exposed to low levels of lead during specific periods of early brain development.

Science.gov (United States)

Rao Barkur, Rajashekar; Bairy, Laxminarayana K

2015-01-01

Widespread use of heavy metal lead (Pb) for various commercial purposes has resulted in the environmental contamination caused by this metal. The studies have shown a definite relationship between low level lead exposure during early brain development and deficit in children's cognitive functions. This study investigated the passive avoidance learning and spatial learning in male rat pups exposed to lead through their mothers during specific periods of early brain development. Experimental male rats were divided into 5 groups: i) the normal control group (NC) (N = 12) consisted of rat offspring born to mothers who were given normal drinking water throughout gestation and lactation, ii) the pre-gestation lead exposed group (PG) (N = 12) consisted of rat offspring, mothers of these rats had been exposed to 0.2% lead acetate in the drinking water for 1 month before conception, iii) the gestation lead exposed group (G) (N = 12) contained rat offspring born to mothers who had been exposed to 0.2% lead acetate in the drinking water throughout gestation, iv) the lactation lead exposed group (L) (N = 12) had rat offspring, mothers of these rats exposed to 0.2% lead acetate in the drinking water throughout lactation and v) the gestation and lactation lead exposed group (GL) (N = 12) contained rat offspring, mothers of these rats were exposed to 0.2% lead acetate throughout gestation and lactation. The study found deficit in passive avoidance learning in the G, L and GL groups of rats. Impairment in spatial learning was found in the PG, G, L and GL groups of rats. Interestingly, the study found that gestation period only and lactation period only lead exposure was sufficient to cause deficit in learning and memory in rats. The extent of memory impairment in the L group of rats was comparable with the GL group of rats. So it can be said that postnatal period of brain development is more sensitive to neurotoxicity compared to prenatal exposure. This work is available in Open

A Meta-Analysis of the Relationship between E-Learning and Students' Academic Achievement in Higher Education

Science.gov (United States)

Mothibi, Gloria

2015-01-01

E-learning is substantially becoming a popular effective learning approach within greater academic settings due to high use of web systems in learning. E-learning involves utilization of information and communication technology (ICT) to improve and help teaching and learning. The aim of this study was to estimate the relationship between…

The Relationship among Transformational Teaching and Student Motivation and Learning

Science.gov (United States)

Noland, Aaron; Richards, Keith

2014-01-01

Transformational leadership is a well-documented and validated leadership perspective studied in management and organizational contexts that has recently been applied to the instructional context. The current study predicted a positive relationship between teacher transformational leadership and learning, and motivation. A population of 273…

Medical students' self-efficacy in problem-based learning and its relationship with self-regulated learning.

Science.gov (United States)

Demirören, Meral; Turan, Sevgi; Öztuna, Derya

2016-01-01

Problem-based learning (PBL) is most commonly used in medical education to enhance self-regulated learning (SRL) skills. Self-efficacy beliefs affect students' motivation through self-regulatory processes. The purpose of this study is to examine the relationship between medical students' self-reported SRL skills and their self-efficacy in PBL. A cross-sectional study was conducted with second (286; 83.1%) and third (275; 80.2%) year students at the Ankara University School of Medicine. The SRL perception (SRLP) scale and self-efficacy for problem-based learning (SPBL) scale were used in the study. The SRLP subscales were positively correlated with the SPBL subscales. There was a weak but meaningful correlation between the subscales of SRLP (with the exception of the lack of self-directedness scale) and the subscales of SPBL and the students' views on benefiting from PBL. The female students' mean score was higher for the 'planning and goal setting' subscale of SRLP (p=0.017), and the second-year students' mean score was higher than that of the third-year students for the 'lack of self-directedness' subscale of SRLP (p=0.001) with small effect sizes (Cohen's d is 0.17 and 0.27). There was no statistically significant difference between the year and subscales of SPBL. With regard to gender, the female students had higher scores than the male students on the 'responsibility' subscale of SPBL (p=0.003; Cohen's d=0.26). The study showed that medical students used SRL skills and believed in their ability to learn effectively in the PBL context and demonstrated the relationship between SRL skills and self-efficacy beliefs. Monitoring students' development in these skills and giving them feedback could be beneficial for the cognitive achievement of students with learning difficulties and insufficient study skills. Further studies need to be undertaken to investigate issues such as the curriculum, learning environment, individual differences, and how these can affect the

Medical students’ self-efficacy in problem-based learning and its relationship with self-regulated learning

Science.gov (United States)

Demirören, Meral; Turan, Sevgi; Öztuna, Derya

2016-01-01

Background Problem-based learning (PBL) is most commonly used in medical education to enhance self-regulated learning (SRL) skills. Self-efficacy beliefs affect students’ motivation through self-regulatory processes. The purpose of this study is to examine the relationship between medical students’ self-reported SRL skills and their self-efficacy in PBL. Methods A cross-sectional study was conducted with second (286; 83.1%) and third (275; 80.2%) year students at the Ankara University School of Medicine. The SRL perception (SRLP) scale and self-efficacy for problem-based learning (SPBL) scale were used in the study. Results The SRLP subscales were positively correlated with the SPBL subscales. There was a weak but meaningful correlation between the subscales of SRLP (with the exception of the lack of self-directedness scale) and the subscales of SPBL and the students’ views on benefiting from PBL. The female students’ mean score was higher for the ‘planning and goal setting’ subscale of SRLP (p=0.017), and the second-year students’ mean score was higher than that of the third-year students for the ‘lack of self-directedness’ subscale of SRLP (p=0.001) with small effect sizes (Cohen's d is 0.17 and 0.27). There was no statistically significant difference between the year and subscales of SPBL. With regard to gender, the female students had higher scores than the male students on the ‘responsibility’ subscale of SPBL (p=0.003; Cohen's d=0.26). Conclusions The study showed that medical students used SRL skills and believed in their ability to learn effectively in the PBL context and demonstrated the relationship between SRL skills and self-efficacy beliefs. Monitoring students’ development in these skills and giving them feedback could be beneficial for the cognitive achievement of students with learning difficulties and insufficient study skills. Further studies need to be undertaken to investigate issues such as the curriculum, learning

Medical students’ self-efficacy in problem-based learning and its relationship with self-regulated learning

Directory of Open Access Journals (Sweden)

Meral Demirören

2016-03-01

Full Text Available Background: Problem-based learning (PBL is most commonly used in medical education to enhance self-regulated learning (SRL skills. Self-efficacy beliefs affect students’ motivation through self-regulatory processes. The purpose of this study is to examine the relationship between medical students’ self-reported SRL skills and their self-efficacy in PBL. Methods: A cross-sectional study was conducted with second (286; 83.1% and third (275; 80.2% year students at the Ankara University School of Medicine. The SRL perception (SRLP scale and self-efficacy for problem-based learning (SPBL scale were used in the study. Results: The SRLP subscales were positively correlated with the SPBL subscales. There was a weak but meaningful correlation between the subscales of SRLP (with the exception of the lack of self-directedness scale and the subscales of SPBL and the students’ views on benefiting from PBL. The female students’ mean score was higher for the ‘planning and goal setting’ subscale of SRLP (p=0.017, and the second-year students’ mean score was higher than that of the third-year students for the ‘lack of self-directedness’ subscale of SRLP (p=0.001 with small effect sizes (Cohen's d is 0.17 and 0.27. There was no statistically significant difference between the year and subscales of SPBL. With regard to gender, the female students had higher scores than the male students on the ‘responsibility’ subscale of SPBL (p=0.003; Cohen's d=0.26. Conclusions: The study showed that medical students used SRL skills and believed in their ability to learn effectively in the PBL context and demonstrated the relationship between SRL skills and self-efficacy beliefs. Monitoring students’ development in these skills and giving them feedback could be beneficial for the cognitive achievement of students with learning difficulties and insufficient study skills. Further studies need to be undertaken to investigate issues such as the curriculum

Perinatal exposure to genistein, a soy phytoestrogen, improves spatial learning and memory but impairs passive avoidance learning and memory in offspring.

Science.gov (United States)

Kohara, Yumi; Kuwahara, Rika; Kawaguchi, Shinichiro; Jojima, Takeshi; Yamashita, Kimihiro

2014-05-10

This study investigated the effects of perinatal genistein (GEN) exposure on the central nervous system of rat offspring. Pregnant dams orally received GEN (1 or 10 mg/kg/day) or vehicle (1 ml/kg/day) from gestation day 10 to postnatal day 14. In order to assess the effects of GEN on rat offspring, we used a battery of behavioral tests, including the open-field, elevated plus-maze, MAZE and step-through passive avoidance tests. MAZE test is an appetite-motivation test, and we used this mainly for assessing spatial learning and memory. In the MAZE test, GEN groups exhibited shorter latency from start to goal than the vehicle-treated group in both sexes. On the other hand, performances in the step-through passive avoidance test were non-monotonically inhibited by GEN in both sexes, and a significant difference was observed in low dose of the GEN-treated group compared to the vehicle-treated group in female rats. Furthermore, we found that perinatal exposure to GEN did not significantly alter locomotor activity or emotionality as assessed by the open-field and elevated-plus maze tests. These results suggest that perinatal exposure to GEN improved spatial learning and memory of rat offspring, but impaired their passive avoidance learning and memory. Copyright © 2014 Elsevier Inc. All rights reserved.

Blue colour preference in honeybees distracts visual attention for learning closed shapes.

Science.gov (United States)

Morawetz, Linde; Svoboda, Alexander; Spaethe, Johannes; Dyer, Adrian G

2013-10-01

Spatial vision is an important cue for how honeybees (Apis mellifera) find flowers, and previous work has suggested that spatial learning in free-flying bees is exclusively mediated by achromatic input to the green photoreceptor channel. However, some data suggested that bees may be able to use alternative channels for shape processing, and recent work shows conditioning type and training length can significantly influence bee learning and cue use. We thus tested the honeybees' ability to discriminate between two closed shapes considering either absolute or differential conditioning, and using eight stimuli differing in their spectral characteristics. Consistent with previous work, green contrast enabled reliable shape learning for both types of conditioning, but surprisingly, we found that bees trained with appetitive-aversive differential conditioning could additionally use colour and/or UV contrast to enable shape discrimination. Interestingly, we found that a high blue contrast initially interferes with bee shape learning, probably due to the bees innate preference for blue colours, but with increasing experience bees can learn a variety of spectral and/or colour cues to facilitate spatial learning. Thus, the relationship between bee pollinators and the spatial and spectral cues that they use to find rewarding flowers appears to be a more rich visual environment than previously thought.

General Relationships between Abiotic Soil Properties and Soil Biota across Spatial Scales and Different Land-Use Types

Science.gov (United States)

Birkhofer, Klaus; Schöning, Ingo; Alt, Fabian; Herold, Nadine; Klarner, Bernhard; Maraun, Mark; Marhan, Sven; Oelmann, Yvonne; Wubet, Tesfaye; Yurkov, Andrey; Begerow, Dominik; Berner, Doreen; Buscot, François; Daniel, Rolf; Diekötter, Tim; Ehnes, Roswitha B.; Erdmann, Georgia; Fischer, Christiane; Foesel, Bärbel; Groh, Janine; Gutknecht, Jessica; Kandeler, Ellen; Lang, Christa; Lohaus, Gertrud; Meyer, Annabel; Nacke, Heiko; Näther, Astrid; Overmann, Jörg; Polle, Andrea; Pollierer, Melanie M.; Scheu, Stefan; Schloter, Michael; Schulze, Ernst-Detlef; Schulze, Waltraud; Weinert, Jan; Weisser, Wolfgang W.; Wolters, Volkmar; Schrumpf, Marion

2012-01-01

Very few principles have been unraveled that explain the relationship between soil properties and soil biota across large spatial scales and different land-use types. Here, we seek these general relationships using data from 52 differently managed grassland and forest soils in three study regions spanning a latitudinal gradient in Germany. We hypothesize that, after extraction of variation that is explained by location and land-use type, soil properties still explain significant proportions of variation in the abundance and diversity of soil biota. If the relationships between predictors and soil organisms were analyzed individually for each predictor group, soil properties explained the highest amount of variation in soil biota abundance and diversity, followed by land-use type and sampling location. After extraction of variation that originated from location or land-use, abiotic soil properties explained significant amounts of variation in fungal, meso- and macrofauna, but not in yeast or bacterial biomass or diversity. Nitrate or nitrogen concentration and fungal biomass were positively related, but nitrate concentration was negatively related to the abundances of Collembola and mites and to the myriapod species richness across a range of forest and grassland soils. The species richness of earthworms was positively correlated with clay content of soils independent of sample location and land-use type. Our study indicates that after accounting for heterogeneity resulting from large scale differences among sampling locations and land-use types, soil properties still explain significant proportions of variation in fungal and soil fauna abundance or diversity. However, soil biota was also related to processes that act at larger spatial scales and bacteria or soil yeasts only showed weak relationships to soil properties. We therefore argue that more general relationships between soil properties and soil biota can only be derived from future studies that consider

Enhanced learning of proportional math through music training and spatial-temporal training.

Science.gov (United States)

Graziano, A B; Peterson, M; Shaw, G L

1999-03-01

It was predicted, based on a mathematical model of the cortex, that early music training would enhance spatial-temporal reasoning. We have demonstrated that preschool children given six months of piano keyboard lessons improved dramatically on spatial-temporal reasoning while children in appropriate control groups did not improve. It was then predicted that the enhanced spatial-temporal reasoning from piano keyboard training could lead to enhanced learning of specific math concepts, in particular proportional math, which is notoriously difficult to teach using the usual language-analytic methods. We report here the development of Spatial-Temporal Math Video Game software designed to teach fractions and proportional math, and its strikingly successful use in a study involving 237 second-grade children (age range six years eight months-eight years five months). Furthermore, as predicted, children given piano keyboard training along with the Math Video Game training scored significantly higher on proportional math and fractions than children given a control training along with the Math Video Game. These results were readily measured using the companion Math Video Game Evaluation Program. The training time necessary for children on the Math Video Game is very short, and they rapidly reach a high level of performance. This suggests that, as predicted, we are tapping into fundamental cortical processes of spatial-temporal reasoning. This spatial-temporal approach is easily generalized to teach other math and science concepts in a complementary manner to traditional language-analytic methods, and at a younger age. The neural mechanisms involved in thinking through fractions and proportional math during training with the Math Video Game might be investigated in EEG coherence studies along with priming by specific music.

The Relationships among Middle School Students' Motivational Orientations, Learning Strategies, and Academic Achievement

Science.gov (United States)

McClintic-Gilbert, Megan S.; Corpus, Jennifer Henderlong; Wormington, Stephanie V.; Haimovitz, Kyla

2013-01-01

The present study examined the extent to which middle school students' (N = 90) learning strategies mediated the relationship between their motivational orientations and academic achievement. Survey data revealed that higher degrees of intrinsic motivation predicted the use of both deep and surface learning strategies, whereas higher degrees of…

The Relationship between Incentives to Learn and Maslow's Hierarchy of Needs

Science.gov (United States)

Wu, Wenling

This paper empirically explores lots of students in college for their hierarchy of needs and incentives to learn, and finds the linear relationship between them. With the survey, it's be found that there are some kinds of factors influence the students needs order. The paper gives several diagrams to show these important factors which affect the college students' hierarchy of needs most. The paper also finds the change of the student' hierarchy of needs will affect the variety of incentives to learn. Then the paper develops a model for qualitative analyze this relationship. Numerical examples are used to demonstrate the performance of the model. With this model the correct and useful methods can be easily selected for students to incentive according to their types of hierarchy of needs.

Noise-induced tinnitus using individualized gap detection analysis and its relationship with hyperacusis, anxiety, and spatial cognition.

Directory of Open Access Journals (Sweden)

Edward Pace

Full Text Available Tinnitus has a complex etiology that involves auditory and non-auditory factors and may be accompanied by hyperacusis, anxiety and cognitive changes. Thus far, investigations of the interrelationship between tinnitus and auditory and non-auditory impairment have yielded conflicting results. To further address this issue, we noise exposed rats and assessed them for tinnitus using a gap detection behavioral paradigm combined with statistically-driven analysis to diagnose tinnitus in individual rats. We also tested rats for hearing detection, responsivity, and loss using prepulse inhibition and auditory brainstem response, and for spatial cognition and anxiety using Morris water maze and elevated plus maze. We found that our tinnitus diagnosis method reliably separated noise-exposed rats into tinnitus((+ and tinnitus((- groups and detected no evidence of tinnitus in tinnitus((- and control rats. In addition, the tinnitus((+ group demonstrated enhanced startle amplitude, indicating hyperacusis-like behavior. Despite these results, neither tinnitus, hyperacusis nor hearing loss yielded any significant effects on spatial learning and memory or anxiety, though a majority of rats with the highest anxiety levels had tinnitus. These findings showed that we were able to develop a clinically relevant tinnitus((+ group and that our diagnosis method is sound. At the same time, like clinical studies, we found that tinnitus does not always result in cognitive-emotional dysfunction, although tinnitus may predispose subjects to certain impairment like anxiety. Other behavioral assessments may be needed to further define the relationship between tinnitus and anxiety, cognitive deficits, and other impairments.

Noise-Induced Tinnitus Using Individualized Gap Detection Analysis and Its Relationship with Hyperacusis, Anxiety, and Spatial Cognition

Science.gov (United States)

Pace, Edward; Zhang, Jinsheng

2013-01-01

Tinnitus has a complex etiology that involves auditory and non-auditory factors and may be accompanied by hyperacusis, anxiety and cognitive changes. Thus far, investigations of the interrelationship between tinnitus and auditory and non-auditory impairment have yielded conflicting results. To further address this issue, we noise exposed rats and assessed them for tinnitus using a gap detection behavioral paradigm combined with statistically-driven analysis to diagnose tinnitus in individual rats. We also tested rats for hearing detection, responsivity, and loss using prepulse inhibition and auditory brainstem response, and for spatial cognition and anxiety using Morris water maze and elevated plus maze. We found that our tinnitus diagnosis method reliably separated noise-exposed rats into tinnitus(+) and tinnitus(−) groups and detected no evidence of tinnitus in tinnitus(−) and control rats. In addition, the tinnitus(+) group demonstrated enhanced startle amplitude, indicating hyperacusis-like behavior. Despite these results, neither tinnitus, hyperacusis nor hearing loss yielded any significant effects on spatial learning and memory or anxiety, though a majority of rats with the highest anxiety levels had tinnitus. These findings showed that we were able to develop a clinically relevant tinnitus(+) group and that our diagnosis method is sound. At the same time, like clinical studies, we found that tinnitus does not always result in cognitive-emotional dysfunction, although tinnitus may predispose subjects to certain impairment like anxiety. Other behavioral assessments may be needed to further define the relationship between tinnitus and anxiety, cognitive deficits, and other impairments. PMID:24069375

Cross-Cultural Comparisons of University Students' Science Learning Self-Efficacy: Structural Relationships among Factors within Science Learning Self-Efficacy

Science.gov (United States)

Wang, Ya-Ling; Liang, Jyh-Chong; Tsai, Chin-Chung

2018-01-01

Science learning self-efficacy could be regarded as a multi-factor belief which comprises different aspects such as cognitive skills, practical work, and everyday application. However, few studies have investigated the relationships among these factors that compose science learning self-efficacy. Also, culture may play an important role in…

Spatial relationship of 1-meter equatorial spread-F irregularities and depletions in total electron content

International Nuclear Information System (INIS)

Tsunoda, R.T.; Towle, D.M.

1979-01-01

An experiment was conducted at Kwajalein Atoll, Marshall Islands to investigate the spatial relationship of 1-m equatorial spread-F irregularities to total electron content (TEC) depletions. A high-power radar was operated (1) in a backscatter scan mode to spatially map the distribution of 1-m irregularities, and (2) in a dual-frequency, satellite-track mode to obtain the longitudinal TEC variations. We show that radar backscatter ''plumes'' found in the disturbed, nighttime equatorial ionosphere are longitudinally coincident with TEC depletions. We suggest that the TEC depletions are probably due to the presence of plasma ''bubbles'' in the equatorial F layer

Differentiation of Forebrain and Hippocampal Dopamine 1-Class Receptors, D1R and D5R, in Spatial Learning and Memory

Science.gov (United States)

Sariñana, Joshua; Tonegawa, Susumu

2017-01-01

Activation of prefrontal cortical (PFC), striatal, and hippocampal dopamine 1-class receptors (D1R and D5R) is necessary for normal spatial information processing. Yet the precise role of the D1R versus the D5R in the aforementioned structures, and their specific contribution to the water-maze spatial learning task remains unknown. D1R- and D5R- specific in situ hybridization probes showed that forebrain restricted D1R and D5R KO mice (F-D1R/D5R KO) displayed D1R mRNA deletion in the medial (m)PFC, dorsal and ventral striatum, and the dentate gyrus (DG) of the hippocampus. D5R mRNA deletion was limited to the mPFC, the CA1 and DG hippocampal subregions. F-D1R/D5R KO mice were given water-maze training and displayed subtle spatial latency differences between genotypes and spatial memory deficits during both regular and reversal training. To differentiate forebrain D1R from D5R activation, forebrain restricted D1R KO (F-D1R KO) and D5R KO (F-D5R KO) mice were trained on the water-maze task. F-D1R KO animals exhibited escape latency deficits throughout regular and reversal training as well as spatial memory deficits during reversal training. F-D1R KO mice also showed perseverative behavior during the reversal spatial memory probe test. In contrast, F-D5R KO animals did not present observable deficits on the water-maze task. Because F-D1R KO mice showed water-maze deficits we tested the necessity of hippocampal D1R activation for spatial learning and memory. We trained DG restricted D1R KO (DG-D1R KO) mice on the water-maze task. DG-D1R KO mice did not present detectable spatial memory deficit, but did show subtle deficits during specific days of training. Our data provides evidence that forebrain D5R activation plays a unique role in spatial learning and memory in conjunction with D1R activation. Moreover, these data suggest that mPFC and striatal, but not DG D1R activation are essential for spatial learning and memory. PMID:26174222

Comprehending 3D Diagrams: Sketching to Support Spatial Reasoning.

Science.gov (United States)

Gagnier, Kristin M; Atit, Kinnari; Ormand, Carol J; Shipley, Thomas F

2017-10-01

Science, technology, engineering, and mathematics (STEM) disciplines commonly illustrate 3D relationships in diagrams, yet these are often challenging for students. Failing to understand diagrams can hinder success in STEM because scientific practice requires understanding and creating diagrammatic representations. We explore a new approach to improving student understanding of diagrams that convey 3D relations that is based on students generating their own predictive diagrams. Participants' comprehension of 3D spatial diagrams was measured in a pre- and post-design where students selected the correct 2D slice through 3D geologic block diagrams. Generating sketches that predicated the internal structure of a model led to greater improvement in diagram understanding than visualizing the interior of the model without sketching, or sketching the model without attempting to predict unseen spatial relations. In addition, we found a positive correlation between sketched diagram accuracy and improvement on the diagram comprehension measure. Results suggest that generating a predictive diagram facilitates students' abilities to make inferences about spatial relationships in diagrams. Implications for use of sketching in supporting STEM learning are discussed. Copyright © 2016 Cognitive Science Society, Inc.

Educators' Interprofessional Collaborative Relationships: Helping Pharmacy Students Learn to Work with Other Professions.

Science.gov (United States)

Croker, Anne; Smith, Tony; Fisher, Karin; Littlejohns, Sonja

2016-03-30

Similar to other professions, pharmacy educators use workplace learning opportunities to prepare students for collaborative practice. Thus, collaborative relationships between educators of different professions are important for planning, implementing and evaluating interprofessional learning strategies and role modelling interprofessional collaboration within and across university and workplace settings. However, there is a paucity of research exploring educators' interprofessional relationships. Using collaborative dialogical inquiry we explored the nature of educators' interprofessional relationships in a co-located setting. Data from interprofessional focus groups and semi-structured interviews were interpreted to identify themes that transcended the participants' professional affiliations. Educators' interprofessional collaborative relationships involved the development and interweaving of five interpersonal behaviours: being inclusive of other professions; developing interpersonal connections with colleagues from other professions; bringing a sense of own profession in relation to other professions; giving and receiving respect to other professions; and being learner-centred for students' collaborative practice . Pharmacy educators, like other educators, need to ensure that interprofessional relationships are founded on positive experiences rather than vested in professional interests.

Postnatal Gene Therapy Improves Spatial Learning Despite the Presence of Neuronal Ectopia in a Model of Neuronal Migration Disorder

Directory of Open Access Journals (Sweden)

Huaiyu Hu

2016-11-01

Full Text Available Patients with type II lissencephaly, a neuronal migration disorder with ectopic neurons, suffer from severe mental retardation, including learning deficits. There is no effective therapy to prevent or correct the formation of neuronal ectopia, which is presumed to cause cognitive deficits. We hypothesized that learning deficits were not solely caused by neuronal ectopia and that postnatal gene therapy could improve learning without correcting the neuronal ectopia formed during fetal development. To test this hypothesis, we evaluated spatial learning of cerebral cortex-specific protein O-mannosyltransferase 2 (POMT2, an enzyme required for O-mannosyl glycosylation knockout mice and compared to the knockout mice that were injected with an adeno-associated viral vector (AAV encoding POMT2 into the postnatal brains with Barnes maze. The data showed that the knockout mice exhibited reduced glycosylation in the cerebral cortex, reduced dendritic spine density on CA1 neurons, and increased latency to the target hole in the Barnes maze, indicating learning deficits. Postnatal gene therapy restored functional glycosylation, rescued dendritic spine defects, and improved performance on the Barnes maze by the knockout mice even though neuronal ectopia was not corrected. These results indicate that postnatal gene therapy improves spatial learning despite the presence of neuronal ectopia.

Modelling spatial relationship between climatic conditions and annual parasite incidence of malaria in southern part of Sistan&Balouchistan Province of Iran using spatial statistic models

Directory of Open Access Journals (Sweden)

Mansour Halimi

2014-02-01

Full Text Available Objective: To model spatial relationship between climatic conditions and annual parasite incidence (API of malaria in southern part of Sistan&Balouchistan Province of Iran using spatial statistic models . Methods: A geographical weighted regression model was applied for predicting API by 3 climatic factors in order to model the spatial API of malaria in Sistan&Baluchistan Province of Iran. Results: The results indicated that most important climatic factor for explaining API in Sistan&Baluchistan was annual rainfall being of more importance in southern part of study area such as Chabahar, and Nikshar. The temperature and relative humidity are of the second and third priority respectively. The importance of these two climatic factors is higher in northern part of the studied region. The spatial autocorrelation (Moran ’s I for standard residual of applied geographical weighted regression model is -0.022 which indicated no spatial patterns. Conclusions: This model explained only 0.51 of API spatial variation (R2=0.51. Thus, the nonclimatic factors such as socioeconomic, lifestyle and the neighborhood position of this province with Afghanistan, and Pakistan also should be considered in epidemiological survey of malaria in Sistan&Baluchistan.

Verbal short-term memory and vocabulary learning in polyglots.

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Papagno, C; Vallar, G

1995-02-01

Polyglot and non-polyglot Italian subjects were given tests assessing verbal (phonological) and visuo-spatial short-term and long-term memory, general intelligence, and vocabulary knowledge in their native language. Polyglots had a superior level of performance in verbal short-term memory tasks (auditory digit span and nonword repetition) and in a paired-associate learning test, which assessed the subjects' ability to acquire new (Russian) words. By contrast, the two groups had comparable performance levels in tasks assessing general intelligence, visuo-spatial short-term memory and learning, and paired-associate learning of Italian words. These findings, which are in line with neuropsychological and developmental evidence, as well as with data from normal subjects, suggest a close relationship between the capacity of phonological memory and the acquisition of foreign languages.

Features of an effective operative dentistry learning environment: students' perceptions and relationship with performance.

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Suksudaj, N; Lekkas, D; Kaidonis, J; Townsend, G C; Winning, T A

2015-02-01

Students' perceptions of their learning environment influence the quality of outcomes they achieve. Learning dental operative techniques in a simulated clinic environment is characterised by reciprocal interactions between skills training, staff- and student-related factors. However, few studies have examined how students perceive their operative learning environments and whether there is a relationship between their perceptions and subsequent performance. Therefore, this study aimed to clarify which learning activities and interactions students perceived as supporting their operative skills learning and to examine relationships with their outcomes. Longitudinal data about examples of operative laboratory sessions that were perceived as effective or ineffective for learning were collected twice a semester, using written critical incidents and interviews. Emergent themes from these data were identified using thematic analysis. Associations between perceptions of learning effectiveness and performance were analysed using chi-square tests. Students indicated that an effective learning environment involved interactions with tutors and peers. This included tutors arranging group discussions to clarify processes and outcomes, providing demonstrations and constructive feedback. Feedback focused on mistakes, and not improvement, was reported as being ineffective for learning. However, there was no significant association between students' perceptions of the effectiveness of their learning experiences and subsequent performance. It was clear that learning in an operative technique setting involved various factors related not only to social interactions and observational aspects of learning but also to cognitive, motivational and affective processes. Consistent with studies that have demonstrated complex interactions between students, their learning environment and outcomes, other factors need investigation. © 2014 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

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

Science.gov (United States)

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

2018-01-01

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

Spatial knowledge dynamics of innovation processes: local and non-local aspects of buzz and collective learning

DEFF Research Database (Denmark)

Tanner, Anne Nygaard

2014-01-01

learning processes and require face-to-face contact. In sum, the innovation biography method contributes in uncovering innovation processes and how these rely on many different configurations of spatial knowledge dynamics, including buzz, local ties and global pipelines. The findings imply that policy...

Effects of butternut squash extract on dentate gyrus cell proliferation and spatial learning in male adult rats

Institute of Scientific and Technical Information of China (English)

Mohsen Marzban; Sara Soleimani Asl; Hassan Fallah Huseini; Mahdi Tondar; Samira Choopani; Mehdi Mehdizadeh

2011-01-01

Previous studies reported that some plants, including butternut squash, exert positive effects on the brain. However, few studies have examined the effects of butternut squash on learning, memory, and neurogenesis. This study studied the effects of butternut squash extract on spatial learning and cell proliferation in the dentate gyrus of healthy male rats. Thirty-five male Wistar rats were intrap-eritoneally injected with 0, 50, 100, 200 and 400 mg/kg butternut squash extract once daily for 2 months. After the last administration, rat's spatial memory was studied using the Morris water maze. Finally, rats were sacrificed and hippocampal sections were prepared for light microscopy and bromodeoxyuridine immunohistochemistry studies. The results revealed that escape latency and swim distance decreased in all treatment groups compared with the control rats, and that the number of bromodeoxyuridine-positive cells in the dentate gyrus was significantly increased in the treatment groups compared with the controls. These findings suggest that butternut squash extract improves the learning and memory abilities of male rats, and increases the proliferation of dentate gyrus cells.

The relationship between organizational leadership for safety and learning from patient safety events.

Science.gov (United States)

Ginsburg, Liane R; Chuang, You-Ta; Berta, Whitney Blair; Norton, Peter G; Ng, Peggy; Tregunno, Deborah; Richardson, Julia

2010-06-01

To examine the relationship between organizational leadership for patient safety and five types of learning from patient safety events (PSEs). Forty-nine general acute care hospitals in Ontario, Canada. A nonexperimental design using cross-sectional surveys of hospital patient safety officers (PSOs) and patient care managers (PCMs). PSOs provided data on organization-level learning from (a) minor events, (b) moderate events, (c) major near misses, (d) major event analysis, and (e) major event dissemination/communication. PCMs provided data on organizational leadership (formal and informal) for patient safety. Hospitals were the unit of analysis. Seemingly unrelated regression was used to examine the influence of formal and informal leadership for safety on the five types of learning from PSEs. The interaction between leadership and hospital size was also examined. Formal organizational leadership for patient safety is an important predictor of learning from minor, moderate, and major near-miss events, and major event dissemination. This relationship is significantly stronger for small hospitals (learning from safety events. Formal leadership support for safety is of particular importance in small organizations where the economic burden of safety programs is disproportionately large and formal leadership is closer to the front lines.

Electrophysiological evidence for right frontal lobe dominance in spatial visuomotor learning.

Science.gov (United States)

Lang, W; Lang, M; Kornhuber, A; Kornhuber, H H

1986-02-01

Slow negative potential shifts were recorded together with the error made in motor performance when two different groups of 14 students tracked visual stimuli with their right hand. Various visuomotor tasks were compared. A tracking task (T) in which subjects had to track the stimulus directly, showed no decrease of error in motor performance during the experiment. In a distorted tracking task (DT) a continuous horizontal distortion of the visual feedback had to be compensated. The additional demands of this task required visuomotor learning. Another learning condition was a mirrored-tracking task (horizontally inverted tracking, hIT), i.e. an elementary function, such as the concept of changing left and right was interposed between perception and action. In addition, subjects performed a no-tracking control task (NT) in which they started the visual stimulus without tracking it. A slow negative potential shift was associated with the visuomotor performance (TP: tracking potential). In the learning tasks (DT and hIT) this negativity was significantly enhanced over the anterior midline and in hIT frontally and precentrally over both hemispheres. Comparing hIT and T for every subject, the enhancement of the tracking potential in hIT was correlated with the success in motor learning in frontomedial and bilaterally in frontolateral recordings (r = 0.81-0.88). However, comparing DT and T, such a correlation was only found in frontomedial and right frontolateral electrodes (r = 0.5-0.61), but not at the left frontolateral electrode. These experiments are consistent with previous findings and give further neurophysiological evidence for frontal lobe activity in visuomotor learning. The hemispherical asymmetry is discussed in respect to hemispherical specialization (right frontal lobe dominance in spatial visuomotor learning).

Sexual Orientation-Related Differences in Virtual Spatial Navigation and Spatial Search Strategies.

Science.gov (United States)

Rahman, Qazi; Sharp, Jonathan; McVeigh, Meadhbh; Ho, Man-Ling

2017-07-01

Spatial abilities are generally hypothesized to differ between men and women, and people with different sexual orientations. According to the cross-sex shift hypothesis, gay men are hypothesized to perform in the direction of heterosexual women and lesbian women in the direction of heterosexual men on cognitive tests. This study investigated sexual orientation differences in spatial navigation and strategy during a virtual Morris water maze task (VMWM). Forty-four heterosexual men, 43 heterosexual women, 39 gay men, and 34 lesbian/bisexual women (aged 18-54 years) navigated a desktop VMWM and completed measures of intelligence, handedness, and childhood gender nonconformity (CGN). We quantified spatial learning (hidden platform trials), probe trial performance, and cued navigation (visible platform trials). Spatial strategies during hidden and probe trials were classified into visual scanning, landmark use, thigmotaxis/circling, and enfilading. In general, heterosexual men scored better than women and gay men on some spatial learning and probe trial measures and used more visual scan strategies. However, some differences disappeared after controlling for age and estimated IQ (e.g., in visual scanning heterosexual men differed from women but not gay men). Heterosexual women did not differ from lesbian/bisexual women. For both sexes, visual scanning predicted probe trial performance. More feminine CGN scores were associated with lower performance among men and greater performance among women on specific spatial learning or probe trial measures. These results provide mixed evidence for the cross-sex shift hypothesis of sexual orientation-related differences in spatial cognition.

Initial investigation of the effects of an experimentally learned schema on spatial associative memory in humans.

Science.gov (United States)

van Buuren, Mariët; Kroes, Marijn C W; Wagner, Isabella C; Genzel, Lisa; Morris, Richard G M; Fernández, Guillén

2014-12-10

Networks of interconnected neocortical representations of prior knowledge, "schemas," facilitate memory for congruent information. This facilitation is thought to be mediated by augmented encoding and accelerated consolidation. However, it is less clear how schema affects retrieval. Rodent and human studies to date suggest that schema-related memories are differently retrieved. However, these studies differ substantially as most human studies implement pre-experimental world-knowledge as schemas and tested item or nonspatial associative memory, whereas animal studies have used intraexperimental schemas based on item-location associations within a complex spatial layout that, in humans, could engage more strategic retrieval processes. Here, we developed a paradigm conceptually linked to rodent studies to examine the effects of an experimentally learned spatial associative schema on learning and retrieval of new object-location associations and to investigate the neural mechanisms underlying schema-related retrieval. Extending previous findings, we show that retrieval of schema-defining associations is related to activity along anterior and posterior midline structures and angular gyrus. The existence of such spatial associative schema resulted in more accurate learning and retrieval of new, related associations, and increased time allocated to retrieve these associations. This retrieval was associated with right dorsolateral prefrontal and lateral parietal activity, as well as interactions between the right dorsolateral prefrontal cortex and medial and lateral parietal regions, and between the medial prefrontal cortex and posterior midline regions, supporting the hypothesis that retrieval of new, schema-related object-location associations in humans also involves augmented monitoring and systematic search processes. Copyright © 2014 the authors 0270-6474/14/3416662-09$15.00/0.

Relationships among Individual Task Self-Efficacy, Self-Regulated Learning Strategy Use and Academic Performance in a Computer-Supported Collaborative Learning Environment

Science.gov (United States)

Wilson, Kimberly; Narayan, Anupama

2016-01-01

This study investigates relationships between self-efficacy, self-regulated learning strategy use and academic performance. Participants were 96 undergraduate students working on projects with three subtasks (idea generation task, methodical task and data collection) in a blended learning environment. Task self-efficacy was measured with…

One-trial spatial learning: wild hummingbirds relocate a reward after a single visit.

Science.gov (United States)

Flores-Abreu, I Nuri; Hurly, T Andrew; Healy, Susan D

2012-07-01

Beaconing to rewarded locations is typically achieved by visual recognition of the actual goal. Spatial recognition, on the other hand, can occur in the absence of the goal itself, relying instead on the landmarks surrounding the goal location. Although the duration or frequency of experiences that an animal needs to learn the landmarks surrounding a goal have been extensively studied with a variety of laboratory tasks, little is known about the way in which wild vertebrates use them in their natural environment. Here, we allowed hummingbirds to feed once only from a rewarding flower (goal) before it was removed. When we presented a similar flower at a different height in another location, birds frequently returned to the location the flower had previously occupied (spatial recognition) before flying to the flower itself (beaconing). After experiencing three rewarded flowers, each in a different location, they were more likely to beacon to the current visible flower than they were to return to previously rewarded locations (without a visible flower). These data show that hummingbirds can encode a rewarded location on the basis of the surrounding landmarks after a single visit. After multiple goal location manipulations, however, the birds changed their strategy to beaconing presumably because they had learned that the flower itself reliably signalled reward.

The relationship between students’ perceptions of portfolio assessment practice and their approaches to learning

NARCIS (Netherlands)

Segers, M.S.R.; Gijbels, D.; Thurlings, M.C.G.

2008-01-01

This study focuses on students’ learning approaches in the context of a competency-based program on Applied Sciences, with portfolio assessment as its core mode of assessment. The study examines students’ perceptions of these assessment practices and the relationships to their learning approaches.

Technology, Educator Intention, and Relationships in Virtual Learning Spaces: A Qualitative Metasynthesis.

Science.gov (United States)

Gdanetz, Lorraine M; Hamer, Mika K; Thomas, Eileen; Tarasenko, Lindsey M; Horton-Deutsch, Sara; Jones, Jacqueline

2018-04-01

A main concern that remains with the continued growth of online nursing education programs is the way educator and student relationships can be affected by new technologies. This interpretive study aims to gain an understanding of how technology influences the development of interpersonal relationships between the student and faculty in a virtual learning environment. Using an established structured approach to qualitative metasynthesis, a search was conducted using PubMed, EBSCO, CINAHL, Medline, ProQuest, Ovid Nursing databases, and Google Scholar, focused on caring and relational aspects of online nursing education. Technology alters communication, thereby positioning the intentionality of the educator at the heart of interpersonal relationship development in virtual learning spaces. This interpretive synthesis of prior qualitative research supports the development of a framework for online nursing courses, the need for continuing education of nursing faculty, the value of caring intentions, and enhancement of the educator's technological proficiency. [J Nurs Educ. 2018;57(4):197-202.]. Copyright 2018, SLACK Incorporated.

E-LEARNING IN PHOTOGRAMMETRY, REMOTE SENSING AND SPATIAL INFORMATION SCIENCE

Directory of Open Access Journals (Sweden)

A. Vyas

2016-06-01

Full Text Available Science and technology are evolving leaps and bounds. The advancements in GI-Science for natural and built environment helps in improving the quality of life. Learning through education and training needs to be at par with those advancements, which plays a vital role in utilization of technology. New technologies that creates new opportunities have enabled Geomatics to broaden the horizon (skills and competencies. Government policies and decisions support the use of geospatial science in various sectors of governance. Mapping, Land management, Urban planning, Environmental planning, Industrialization are some of the areas where the geomatics has become a baseline for decision making at national level. There is a need to bridge the gap between developments in geospatial science and its utilization and implementation. To prepare a framework for standardisation it is important to understand the theories of education and prevailing practices, with articulate goals exploring variety of teaching techniques. E-Learning is an erudition practice shaped for facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources through digital and network-enabled technology. It is a shift from traditional education or training to ICT-based flexible and collaborative learning based on the community of learners, academia, professionals, experts and facilitators. Developments in e-learning is focussed on computer assisted learning which has become popular because of its potential for providing more flexible access to content and instruction at any time, from any place (Means et al, 2009. With the advent of the geo-spatial technology, fast development in the software and hardware, the demand for skilled manpower is increasing and the need is for training, education, research and dissemination. It suggests inter-organisational cooperation between academia, industry, government and international

E-Learning in Photogrammetry, Remote Sensing and Spatial Information Science

Science.gov (United States)

Vyas, Anjana; König, Gerhard

2016-06-01

Science and technology are evolving leaps and bounds. The advancements in GI-Science for natural and built environment helps in improving the quality of life. Learning through education and training needs to be at par with those advancements, which plays a vital role in utilization of technology. New technologies that creates new opportunities have enabled Geomatics to broaden the horizon (skills and competencies). Government policies and decisions support the use of geospatial science in various sectors of governance. Mapping, Land management, Urban planning, Environmental planning, Industrialization are some of the areas where the geomatics has become a baseline for decision making at national level. There is a need to bridge the gap between developments in geospatial science and its utilization and implementation. To prepare a framework for standardisation it is important to understand the theories of education and prevailing practices, with articulate goals exploring variety of teaching techniques. E-Learning is an erudition practice shaped for facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources through digital and network-enabled technology. It is a shift from traditional education or training to ICT-based flexible and collaborative learning based on the community of learners, academia, professionals, experts and facilitators. Developments in e-learning is focussed on computer assisted learning which has become popular because of its potential for providing more flexible access to content and instruction at any time, from any place (Means et al, 2009). With the advent of the geo-spatial technology, fast development in the software and hardware, the demand for skilled manpower is increasing and the need is for training, education, research and dissemination. It suggests inter-organisational cooperation between academia, industry, government and international collaboration. There is a

The HTM Spatial Pooler—A Neocortical Algorithm for Online Sparse Distributed Coding

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Yuwei Cui

2017-11-01

Full Text Available Hierarchical temporal memory (HTM provides a theoretical framework that models several key computational principles of the neocortex. In this paper, we analyze an important component of HTM, the HTM spatial pooler (SP. The SP models how neurons learn feedforward connections and form efficient representations of the input. It converts arbitrary binary input patterns into sparse distributed representations (SDRs using a combination of competitive Hebbian learning rules and homeostatic excitability control. We describe a number of key properties of the SP, including fast adaptation to changing input statistics, improved noise robustness through learning, efficient use of cells, and robustness to cell death. In order to quantify these properties we develop a set of metrics that can be directly computed from the SP outputs. We show how the properties are met using these metrics and targeted artificial simulations. We then demonstrate the value of the SP in a complete end-to-end real-world HTM system. We discuss the relationship with neuroscience and previous studies of sparse coding. The HTM spatial pooler represents a neurally inspired algorithm for learning sparse representations from noisy data streams in an online fashion.

The HTM Spatial Pooler-A Neocortical Algorithm for Online Sparse Distributed Coding.

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Cui, Yuwei; Ahmad, Subutai; Hawkins, Jeff

2017-01-01

Hierarchical temporal memory (HTM) provides a theoretical framework that models several key computational principles of the neocortex. In this paper, we analyze an important component of HTM, the HTM spatial pooler (SP). The SP models how neurons learn feedforward connections and form efficient representations of the input. It converts arbitrary binary input patterns into sparse distributed representations (SDRs) using a combination of competitive Hebbian learning rules and homeostatic excitability control. We describe a number of key properties of the SP, including fast adaptation to changing input statistics, improved noise robustness through learning, efficient use of cells, and robustness to cell death. In order to quantify these properties we develop a set of metrics that can be directly computed from the SP outputs. We show how the properties are met using these metrics and targeted artificial simulations. We then demonstrate the value of the SP in a complete end-to-end real-world HTM system. We discuss the relationship with neuroscience and previous studies of sparse coding. The HTM spatial pooler represents a neurally inspired algorithm for learning sparse representations from noisy data streams in an online fashion.

Exposure to 56Fe irradiation accelerates normal brain aging and produces deficits in spatial learning and memory

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Shukitt-Hale, Barbara; Casadesus, Gemma; Carey, Amanda N.; Rabin, Bernard M.; Joseph, James A.

Previous studies have shown that radiation exposure, particularly to particles of high energy and charge (HZE particles) such as 56Fe, produces deficits in spatial learning and memory. These adverse behavioral effects are similar to those seen in aged animals. It is possible that these shared effects may be produced by the same mechanism. For example, an increased release of reactive oxygen species, and the subsequent oxidative stress and inflammatory damage caused to the central nervous system, is likely responsible for the deficits seen in aging and following irradiation. Therefore, dietary antioxidants, such as those found in fruits and vegetables, could be used as countermeasures to prevent the behavioral changes seen in these conditions. Both aged and irradiated rats display cognitive impairment in tests of spatial learning and memory such as the Morris water maze and the radial arm maze. These rats have decrements in the ability to build spatial representations of the environment, and they utilize non-spatial strategies to solve tasks. Furthermore, they show a lack of spatial preference, due to a decline in the ability to process or retain place (position of a goal with reference to a “map” provided by the configuration of numerous cues in the environment) information. These declines in spatial memory occur in measures dependent on both reference and working memory, and in the flexibility to reset mental images. These results show that irradiation with 56Fe high-energy particles produces age-like decrements in cognitive behavior that may impair the ability of astronauts, particularly middle-aged ones, to perform critical tasks during long-term space travel beyond the magnetosphere.

The Study of Relationship between Organizational Learning and Organizational Performance

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Bisotoon Azizi

2017-01-01

Full Text Available The aim of this study was to investigate the relationship between organizational learning and organizational performance among companies operating in the insurance industry of Tehran in Iran. The present study is a descriptive one in terms of the purpose and the method of data collection. The statistical population of the study was all insurance companies in the city of Tehran and 120 insurance companies were selected due to the lack of detailed statistical reference to their number. For this purpose, people were asked some questions who it was authorized to represent the name. The questionnaire is a tool for collecting data. The Gomez questionnaire et al. (2005 was used to measure organizational learning which includes four factors: management commitment, system perspective, openness and experimentation, transfer and integration of knowledge. To measure the organizational performance, the Yang et al. questionnaire (2004 is used. To determine the validity of data collection, the questionnaire was presented to six professors of management at various universities. The validity of questionnaire through the coordination of jury was about %100. The reliability of the questionnaire was conducted on thirty subjects, Cronbach alpha coefficient was calculated 0.91 and 0.85 for organizational learning and organizational performance, respectively. For data analysis, Pearson correlation coefficient and multiple regressions were used. The results showed that there is a positive relationship between organizational learning and its four dimensions (management commitment, vision systems, open space, and experimentation, transfer and integration of knowledge and organizational performance of Tehran insurance companies.

Spatial memory deficits in a virtual reality eight-arm radial maze in schizophrenia.

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Spieker, Elena A; Astur, Robert S; West, Jeffrey T; Griego, Jacqueline A; Rowland, Laura M

2012-03-01

Learning and memory impairments are present in schizophrenia (SZ) throughout the illness course and predict psychosocial function. Abnormalities in prefrontal and hippocampal function are thought to contribute to SZ deficits. The radial arm maze (RAM) is a test of spatial learning and memory in rodents that relies on intact prefrontal and hippocampal function. The goal of the present study was to investigate spatial learning in SZ using a virtual RAM. Thirty-three subjects with SZ and thirty-nine healthy controls (HC) performed ten trials of a virtual RAM task. Subjects attempted to learn to retrieve four rewards each located in separate arms. As expected, subjects with SZ used more time and traveled more distance to retrieve rewards, made more reference (RM) and working memory (WM) errors, and retrieved fewer rewards than HC. It is important to note that the SZ group did learn but did not reach the level of HC. Whereas RM errors decreased across trials in the SZ group, WM errors did not. There were no significant relationships between psychiatric symptom severity and maze performance. To our knowledge, use of a virtual 8-arm radial maze task in SZ to assess spatial learning is novel. Impaired virtual RAM performance in SZ is consistent with studies that examined RAM performance in animal models of SZ. Results provide further support for compromised prefrontal and hippocampal function underlying WM and RM deficits in SZ. The virtual RAM task could help bridge preclinical and clinical research for testing novel drug treatments of SZ. Copyright © 2011 Elsevier B.V. All rights reserved.

The effects of prenatal sound stress on the spatial learning and memory of rat's male offspring

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Barzegar M

2011-01-01

Full Text Available "n 800x600 Normal 0 false false false EN-US X-NONE AR-SA MicrosoftInternetExplorer4 /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Times New Roman","serif";} Background: Numerous evidences indicate that various environmental stresses during pregnancy affect physiological behavior of the offspring. This experimental study was designed to investigate the effect of noise stress during prenatal period of rats on spatial learning and memory and plasma corticostrone level in postnatal life."n"nMethods: Three groups of pregnant rats were given daily noise stress with durations of two and/ or four hours in last week of pregnancy period. The fourth group was left unstressed. The male offspring from the unstressed and different stressed groups were assigned as controls and stressed groups. The animals were introduced to a spatial task in Morris water maze 4 trials/day for five consecutive days. The probe test was performed on the 5th day of the experiment. The delay in findings and the distance passed to locate the target platform were assessed as the spatial learning. "n"nResults: Our results showed that prenatal exposure to noise stress for two and/ or four hours a day, leads to impaired acquisition of spatial learning in the postnatal animals. The plasma level of corticostrone in the two stressed groups of rats markedly matched with their behavioral function. Prenatal exposure to 1- hour noise stress revealed no effects on the offsprings' behavior and plasma corticostrone level."n"nConclusion: Based on our study results, it seems that applied range of stress which is executed through the noise stress could increase the plasma corticostrone level and

Relationship of maxillary 3-dimensional posterior occlusal plane to mandibular spatial position and morphology.

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Coro, Jorge C; Velasquez, Roberto L; Coro, Ivette M; Wheeler, Timothy T; McGorray, Susan P; Sato, Sadao

2016-07-01

The purpose of this study was to examine the relationship of the 3-dimensional (3D) posterior occlusal plane (POP) and the mandibular 3D spatial position. The relationship of the POP to mandibular morphology was also investigated. Retrospective data from a convenience sample of pretreatment diagnostic cone-beam computed tomography scans were rendered using InVivo software (Anatomage, San Jose, Calif). The sample consisted of 111 subjects (51 male, 60 female) and included growing and nongrowing subjects of different races and ethnicities. The 3D maxillary POP was defined by selecting the cusp tips of the second premolars and the second molars on the rendered images of the subjects. The angles made by this plane, in reference to the Frankfort horizontal plane, were measured against variables that described the mandibular position in the coronal, sagittal, and axial views. The POP was also compared with bilateral variables that described mandibular morphology. There were significant differences of the POP among the different skeletal malocclusions (P <0.0001). The POP showed significant correlations with mandibular position in the sagittal (P <0.0001), coronal (P <0.05), and axial (P <0.05) planes. The POP also showed a significant correlation with mandibular morphology (P <0.0001). These findings suggest that there is a distinct and significant relationship between the 3D POP and the mandibular spatial position and its morphology. Copyright © 2016 American Association of Orthodontists. Published by Elsevier Inc. All rights reserved.

The Relationship between Multiple Intelligences with Preferred Science Teaching and Science Process Skills

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Mohd Ali Samsudin

2015-02-01

Full Text Available This study was undertaken to identify the relationship between multiple intelligences with preferred science teaching and science process skills. The design of the study is a survey using three questionnaires reported in the literature: Multiple Intelligences Questionnaire, Preferred Science Teaching Questionnaire and Science Process Skills Questionnaire. The study selected 300 primary school students from five (5 primary schools in Penang, Malaysia. The findings showed a relationship between kinesthetic, logical-mathematical, visual-spatial and naturalistic intelligences with the preferred science teaching. In addition there was a correlation between kinesthetic and visual-spatial intelligences with science process skills, implying that multiple intelligences are related to science learning.

Semantic risk estimation of suspected minefields based on spatial relationships analysis of minefield indicators from multi-level remote sensing imagery

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Chan, Jonathan Cheung-Wai; Sahli, Hichem; Wang, Yuhang

2005-06-01

This paper presents semantic risk estimation of suspected minefields using spatial relationships of minefield indicators extracted from multi-level remote sensing. Both satellite image and pyramidal airborne acquisitions from 900m to 30m flying heights with resolutions from 1m to 2cm resolutions are used for identification of minefield indicators. R-Histogram [1] is a quantitative representation of spatial relationship between two objects in an image. Eight spatial relationships can be generated: 1) LEFT OF, 2) RIGHT OF, 3) ABOVE, 4) BELOW, 5) NEAR, 6) FAR, 7) INSIDE, 8) OUTSIDE. R-Histogram semantics are first generated from selected indicators and metrics such as topological proximity and directional relationships are trained for soft classification of risk index (normalized as 0-1). We presented a framework of how semantic metadata generated from remote sensing images are used in risk estimation. The resultant risk index identified seven out of twelve mine accidents occurred at high risk region. More importantly, comparison with ground truth obtained after mine clearance show that three out of the four identified pattern minefields falls into the area estimated at very high risk. A parcel-based per-field risk estimation can also be easily generated to show the usefulness of the risk index.

Robust fluoroscopic tracking of fiducial markers: exploiting the spatial constraints

International Nuclear Information System (INIS)

Li Rui; Sharp, Gregory

2013-01-01

Two new fluoroscopic fiducial tracking methods that exploit the spatial relationship among the multiple implanted fiducial to achieve fast, accurate and robust tracking are proposed in this paper. The spatial relationship between multiple implanted markers are modeled as Gaussian distributions of their pairwise distances over time. The means and standard deviations of these distances are learned from training sequences, and pairwise distances that deviate from these learned distributions are assigned a low spatial matching score. The spatial constraints are incorporated in two different algorithms: a stochastic tracking method and a detection based method. In the stochastic method, hypotheses of the ‘true’ fiducial position are sampled from a pre-trained respiration motion model. Each hypothesis is assigned an importance value based on image matching score and spatial matching score. Learning the parameters of the motion model is needed in addition to learning the distribution parameters of the pairwise distances in the proposed stochastic tracking approach. In the detection based method, a set of possible marker locations are identified by using a template matching based fiducial detector. The best location is obtained by optimizing the image matching score and spatial matching score through non-serial dynamic programming. In this detection based approach, there is no need to learn the respiration motion model. The two proposed algorithms are compared with a recent work using a multiple hypothesis tracking (MHT) algorithm which is denoted by MHT, Tang et al (2007 Phys. Med. Biol. 52 4081–98). Phantom experiments were performed using fluoroscopic videos captured with known motion relative to an anthropomorphic phantom. The patient experiments were performed using a retrospective study of 16 fluoroscopic videos of liver cancer patients with implanted fiducials. For the motion phantom data sets, the detection based approach has the smallest tracking error (�

Spatial Visualization as Mediating between Mathematics Learning Strategy and Mathematics Achievement among 8th Grade Students

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Rabab'h, Belal; Veloo, Arsaythamby

2015-01-01

Jordanian 8th grade students revealed low achievement in mathematics through four periods (1999, 2003, 2007 & 2011) of Trends in International Mathematics and Science Study (TIMSS). This study aimed to determine whether spatial visualization mediates the affect of Mathematics Learning Strategies (MLS) factors namely mathematics attitude,…

Relationship between Chinese Learning Motivation types and demographic features among Danish Students

DEFF Research Database (Denmark)

Zhang, Chun

The purpose of this study is to investigate the relationship between Chinese learning motivation types and the various demographic features among students at lower and upper secondary schools in Denmark. The basis of the analysis is survey data collected in Denmark from 204 students from 6 upper......) in mind, the motivational types in Chinese learning demonstrate the distinct features of the context. Theoretical and pedagogical implications for the findings are discussed....

Learning to echolocate in sighted people: a correlational study on attention, working memory and spatial abilities.

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Ekkel, M R; van Lier, R; Steenbergen, B

2017-03-01

Echolocation can be beneficial for the orientation and mobility of visually impaired people. Research has shown considerable individual differences for acquiring this skill. However, individual characteristics that affect the learning of echolocation are largely unknown. In the present study, we examined individual factors that are likely to affect learning to echolocate: sustained and divided attention, working memory, and spatial abilities. To that aim, sighted participants with normal hearing performed an echolocation task that was adapted from a previously reported size-discrimination task. In line with existing studies, we found large individual differences in echolocation ability. We also found indications that participants were able to improve their echolocation ability. Furthermore, we found a significant positive correlation between improvement in echolocation and sustained and divided attention, as measured in the PASAT. No significant correlations were found with our tests regarding working memory and spatial abilities. These findings may have implications for the development of guidelines for training echolocation that are tailored to the individual with a visual impairment.

The Role of Social Identification as University Student in Learning: Relationships between Students' Social Identity, Approaches to Learning, and Academic Achievement

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Bliuc, Ana-Maria; Ellis, Robert A.; Goodyear, Peter; Hendres, Daniela Muntele

2011-01-01

This article describes research exploring the relationship between students' self-perceptions in the context of university learning (i.e. student social identity), their approaches to learning, and academic achievement. The exploration of these inter-related aspects requires a mix of theoretical approaches, that is, in this research both social…

Adult sibling experience, roles, relationships and future concerns - a review of the literature in learning disabilities.

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Davys, Deborah; Mitchell, Duncan; Haigh, Carol

2011-10-01

This paper provides a review of the literature related to adult siblings of learning-disabled people. Siblings of learning-disabled people are often looked upon as next of kin when older parents die; however, there is little research regarding sibling views and wishes. A literature review of published peer-reviewed empirical research was undertaken. Electronic databases and citation tracking were used to collate data using key terms such as adult siblings and learning disability. Relevant articles were analysed, compared and contrasted. Six key themes emerged suggesting a varied impact of learning disability upon sibling lives in areas that include life choices, relationships, identity and future plans. Some siblings report a positive impact upon life, others state their lives are comparable with other adults who do not have a learning-disabled sibling and others still report a negative impact. Sibling roles and relationships are varied. Evidence suggests that sibling roles, relationships and experience are affected by life stage. Parents often have a primary care role for the disabled person, whilst siblings perform a more distant role; however, sibling involvement often rises when parents are no longer able to provide previous levels of support. Many factors appear to affect the sibling experience and uptake of roles including gender, life stage and circumstances, level of disability, health status and relationships between family members. Siblings are concerned about the future, particularly when parents are no longer able to provide support, and many appear to have expectations of future responsibilities regarding their disabled sibling. As siblings of people who have a learning disability are often expected by society to provide support, it is important that health and social care practitioners are aware of issues that may impact on this relationship. © 2011 Blackwell Publishing Ltd.

A Relationship Study of Student Satisfaction with Learning Online and Cognitive Load: Initial Results

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Bradford, George R.

2011-01-01

This study sought to explore if a relationship exists between cognitive load and student satisfaction with learning online. The study separates academic performance (a.k.a., "learning") from cognitive load and satisfaction to better distinguish influences on cognition (from cognitive load) and motivation (from satisfaction). Considerations that…

The Relationship between Interpersonal Intelligence, Reading Activity and Vocabulary Learning among Iranian EFL Learners

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Mustapha Hajebi

2018-03-01

Full Text Available The aim of this paper was to describe the relationship between Interpersonal Intelligence and the learners' vocabulary learning through teaching reading activity so as to see whether this type of intelligence contributes to better vocabulary learning and whether there is any significant relationship between the performance of participants with interpersonal intelligence and their vocabulary learning in reading activity or not. This quantitative study consisted of a vocabulary test, a reading passage, an English proficiency test and a Multiple Intelligences questionnaire followed the study. A pre- test and post -test were conducted to get the differences in the students‟ post- test vocabulary score and their pre- test vocabulary score served as their gain score in vocabulary knowledge through reading. The comparison between the students‟ scores showed that there was no significant difference in the final performance of two groups. Therefore, this study doesn‟t support the idea of relationship between interpersonal intelligence and vocabulary learning through reading, but as a positive point, the present study indicated that reading texts can greatly assist the learners in developing the level of their vocabulary knowledge. This study proved to be useful for Iranian EFL learners and also EFL teachers can adopt the technique in their classes to advance their students' language learning. A comparison of the results after the next course cycle will then allow us to assess the effects of enhancing vocabulary knowledge, which would not be possible without reading texts.

Effect of an NCAM mimetic peptide FGL on impairment in spatial learning and memory after neonatal phencyclidine treatment in rats

DEFF Research Database (Denmark)

Secher, Thomas; Berezin, Vladimir; Bock, Elisabeth

2008-01-01

treatment regimen where FGL was administered throughout development. Rats were tested as adults for spatial reference memory, reversal learning, and working memory in the Morris water maze. The PCP-treated rats demonstrated a robust impairment in working memory and reversal learning. However, the long-term......The FGL peptide is a neural cell adhesion molecule-derived fibroblast growth factor receptor agonist. FGL has both neurotrophic and memory enhancing properties. Neonatal phencyclidine (PCP) treatment on postnatal days 7, 9, and 11 has been shown to result in long-lasting behavioral abnormalities......, including cognitive impairment relevant to schizophrenia. The present study investigated the effect of FGL on spatial learning and memory deficits induced by neonatal PCP treatment. Rat pups were treated with 30mg/kg PCP on postnatal days 7, 9, and 11. Additionally, the rats were subjected to a chronic FGL...

Biomedical Ph.D. students enrolled in two elite universities in the United kingdom and the United States report adopting multiple learning relationships.

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Kemp, Matthew W; Lazarus, Benjamin M; Perron, Gabriel G; Hanage, William P; Chapman, Elaine

2014-01-01

The ability to form multiple learning relationships is a key element of the doctoral learning environment in the biomedical sciences. Of these relationships, that between student and supervisor has long been viewed as key. There are, however, limited data to describe the student perspective on what makes this relationship valuable. In the present study, we discuss the findings of semi-structured interviews with biomedical Ph.D. students from the United Kingdom and the United States to: i) determine if the learning relationships identified in an Australian biomedical Ph.D. cohort are also important in a larger international student cohort; and ii) improve our understanding of student perceptions of value in their supervisory relationships. 32 students from two research intensive universities, one in the United Kingdom (n = 17), and one in the United States (n = 15) were recruited to participate in a semi-structured interview. Verbatim transcripts were transcribed, validated and analysed using a Miles and Huberman method for thematic analysis. Students reported that relationships with other Ph.D. students, post-doctoral scientists and supervisors were all essential to their learning. Effective supervisory relationships were perceived as the primary source of high-level project guidance, intellectual support and confidence. Relationships with fellow students were viewed as essential for the provision of empathetic emotional support. Technical learning was facilitated, almost exclusively, by relationships with postdoctoral staff. These data make two important contributions to the scholarship of doctoral education in the biomedical sciences. Firstly, they provide further evidence for the importance of multiple learning relationships in the biomedical doctorate. Secondly, they clarify the form of a 'valued' supervisory relationship from a student perspective. We conclude that biomedical doctoral programs should be designed to contain a minimum level of formalised

Biomedical Ph.D. students enrolled in two elite universities in the United kingdom and the United States report adopting multiple learning relationships.

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Matthew W Kemp

Full Text Available The ability to form multiple learning relationships is a key element of the doctoral learning environment in the biomedical sciences. Of these relationships, that between student and supervisor has long been viewed as key. There are, however, limited data to describe the student perspective on what makes this relationship valuable. In the present study, we discuss the findings of semi-structured interviews with biomedical Ph.D. students from the United Kingdom and the United States to: i determine if the learning relationships identified in an Australian biomedical Ph.D. cohort are also important in a larger international student cohort; and ii improve our understanding of student perceptions of value in their supervisory relationships.32 students from two research intensive universities, one in the United Kingdom (n = 17, and one in the United States (n = 15 were recruited to participate in a semi-structured interview. Verbatim transcripts were transcribed, validated and analysed using a Miles and Huberman method for thematic analysis.Students reported that relationships with other Ph.D. students, post-doctoral scientists and supervisors were all essential to their learning. Effective supervisory relationships were perceived as the primary source of high-level project guidance, intellectual support and confidence. Relationships with fellow students were viewed as essential for the provision of empathetic emotional support. Technical learning was facilitated, almost exclusively, by relationships with postdoctoral staff.These data make two important contributions to the scholarship of doctoral education in the biomedical sciences. Firstly, they provide further evidence for the importance of multiple learning relationships in the biomedical doctorate. Secondly, they clarify the form of a 'valued' supervisory relationship from a student perspective. We conclude that biomedical doctoral programs should be designed to contain a minimum level

Non-spatial pre-training in the water maze as a clinically relevant model for evaluating learning and memory in experimental TBI.

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Wagner, Amy K; Brayer, Samuel W; Hurwitz, Max; Niyonkuru, Christian; Zou, Huichao; Failla, Michelle; Arenth, Patricia; Manole, Mioara D; Skidmore, Elizabeth; Thiels, Edda

2013-11-01

Explicit and implicit learning and memory networks exist where each network can facilitate or inhibit cognition. Clinical evidence suggests that implicit networks are relatively preserved after traumatic brain injury (TBI). Non-spatial pre-training (NSPT) in the Morris Water Maze (MWM) provides the necessary behavioral components to complete the task, while limiting the formation of spatial maps. Our study utilized NSPT in the MWM to assess implicit and explicit learning and memory system deficits in the controlled cortical impact (CCI) model of TBI. 76 adult male Sprague-Dawley rats were divided: CCI vs. sham surgery, NSPT vs. No-NSPT, and cued vs. non-cued groups. NSPT occurred for 4d prior to surgery (dynamic hidden platform location, extra-maze cues covered, static pool entry point). Acquisition (d14-18), Probe/Visible Platform (d19), and Reversal (d20-21) trials were conducted with or without extra-maze cues. Novel time allocation and search strategy selection metrics were utilized. Results indicated implicit and explicit learning/memory networks are distinguishable in the MWM. In the cued condition, NSPT reduced thigmotaxis, improved place learning, and largely eliminated the apparent injury-induced deficits typically observed between untrained CCI and sham rats. However, among NSPT groups, incorporation of cues into search strategy selection for CCI rats was relatively impaired compared to shams. Non-cued condition performance showed sham/NSPT and CCI/NSPT rats perform similarly, suggesting implicit memory networks are largely intact 2weeks after CCI. Place learning differences between CCI/NSPT and sham/NSPT rats more accurately reflect spatial deficits in our CCI model compared to untrained controls. These data suggest NSPT as a clinically relevant construct for evaluating potential neurorestorative and neuroprotective therapies. These findings also support development of non-spatial cognitive training paradigms for evaluating rehabilitation relevant

Relationship between Organizational Learning and Organizational Agility in Teaching Hospitals of Yazd

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Mohammad Amin Bahrami

2016-10-01

Full Text Available Background: In organizational learning theory, organization is defined as an open system that has the ability to anticipate, identify, define, design, and solve its problems. This study was aimed to examine the relationship between organizational learning and organizational agility in the teaching hospitals of the city of Yazd. Methods: This analytical and cross-sectional study was conducted in 2015 in four teaching hospitals of the city of Yazd. A total of 370 administrative and medical staff contributed in the study. We used stratified-random method for sampling. The required data were gathered using two valid questionnaires including organizational learning questionnaire (Neefe 2001 and organizational agility questionnaire according to the theory of Sharifi & Zhang (1999 being analyzed trough statistical softwares of R and lavaan package, semPlot and semtool for structural equation model and SPSS18 for descriptive statistics. Results: Our results showed a positive significant relationship between organizational learning and organizational agility (0.521. Conclusion: Based on the findings it can be concluded that the implementation of appropriate strategies for improving the organizational capacity to direct its employees’ mental abilities, can improve the ability of organization’s rapid response to surrounding issues which is crucial for its survival and dynamics in today’s changing world.

Learning efficient visual search for stimuli containing diagnostic spatial configurations and color-shape conjunctions.

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Reavis, Eric A; Frank, Sebastian M; Tse, Peter U

2018-04-12

Visual search is often slow and difficult for complex stimuli such as feature conjunctions. Search efficiency, however, can improve with training. Search for stimuli that can be identified by the spatial configuration of two elements (e.g., the relative position of two colored shapes) improves dramatically within a few hundred trials of practice. Several recent imaging studies have identified neural correlates of this learning, but it remains unclear what stimulus properties participants learn to use to search efficiently. Influential models, such as reverse hierarchy theory, propose two major possibilities: learning to use information contained in low-level image statistics (e.g., single features at particular retinotopic locations) or in high-level characteristics (e.g., feature conjunctions) of the task-relevant stimuli. In a series of experiments, we tested these two hypotheses, which make different predictions about the effect of various stimulus manipulations after training. We find relatively small effects of manipulating low-level properties of the stimuli (e.g., changing their retinotopic location) and some conjunctive properties (e.g., color-position), whereas the effects of manipulating other conjunctive properties (e.g., color-shape) are larger. Overall, the findings suggest conjunction learning involving such stimuli might be an emergent phenomenon that reflects multiple different learning processes, each of which capitalizes on different types of information contained in the stimuli. We also show that both targets and distractors are learned, and that reversing learned target and distractor identities impairs performance. This suggests that participants do not merely learn to discriminate target and distractor stimuli, they also learn stimulus identity mappings that contribute to performance improvements.

Relationship between Affective Dimension and Math Learning

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Ronny Gamboa Araya

2014-05-01

Full Text Available Math has become an obstacle to achieve educational goals for a large number of students; thus it has transcended the academic world and has become a cognitive and emotional impairment.  What students feel, perceive, believe, and how they act directly influences this.  In addition, what teachers feel and perceive, their expectations, beliefs and attitudes towards the discipline also play an important role in how they teach and in the affective dimension of their students.  Based on theoretical aspects from various authors, this paper is aimed at addressing some elements regarding the affective dimension, and at showing elements pertaining to teachers and students, and their relationship with math learning and teaching.  It was concluded that the role of the affective dimension in math learning must be addressed by math educators in order to understand the process from the perspective of the actors associated with it, both students and teachers, as well as to achieve a change in the discipline by improving the beliefs and attitudes of students and teachers.

The Relationship between the Big-Five Model of Personality and Self-Regulated Learning Strategies

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Bidjerano, Temi; Dai, David Yun

2007-01-01

The study examined the relationship between the big-five model of personality and the use of self-regulated learning strategies. Measures of self-regulated learning strategies and big-five personality traits were administered to a sample of undergraduate students. Results from canonical correlation analysis indicated an overlap between the…

An Analysis of the Relationship between the Learning Process and Learning Motivation Profiles of Japanese Pharmacy Students Using Structural Equation Modeling.

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Yamamura, Shigeo; Takehira, Rieko

2018-04-23

Pharmacy students in Japan have to maintain strong motivation to learn for six years during their education. The authors explored the students’ learning structure. All pharmacy students in their 4th through to 6th year at Josai International University participated in the survey. The revised two factor study process questionnaire and science motivation questionnaire II were used to assess their learning process and learning motivation profiles, respectively. Structural equation modeling (SEM) was used to examine a causal relationship between the latent variables in the learning process and those in the learning motivation profile. The learning structure was modeled on the idea that the learning process affects the learning motivation profile of respondents. In the multi-group SEM, the estimated mean of the deep learning to learning motivation profile increased just after their clinical clerkship for 6th year students. This indicated that the clinical experience benefited students’ deep learning, which is probably because the experience of meeting with real patients encourages meaningful learning in pharmacy studies.

Relationship Between Age, Experience, and Student Preference for Types of Learning Activities in Online Courses

Directory of Open Access Journals (Sweden)

Thomas A. Simonds

2017-10-01

Full Text Available In this study, two researchers explored student learning preferences in online courses. They used the scholarship of teaching and learning process as a research model, and embedded a web-based survey and online focus groups in the online courses they were teaching. After collecting data, the researchers conducted multiple logistic regression analyses to test their hypothesis that a relationship existed between some student factors and student preferences for types of online learning activities. The results of the data analysis revealed a statistically significant relationship between student age and student preference for certain types of online learning activities. Older students in the study indicated a much stronger preference for videos of the professor lecturing, while younger students tended to prefer more interactive learning strategies. Focus group comments from the older students provide insights into some of the reasons why they found watching video lectures to be helpful for their learning, and comments from younger students illustrate how they learn best in online courses. The researchers offer suggestions for online instructors based on the findings of this study, and they explain why online instructors may find the scholarship of teaching and learning research process especially helpful for both teaching and research efforts.

Opposite monosynaptic scaling of BLP-vCA1 inputs governs hopefulness- and helplessness-modulated spatial learning and memory.

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Yang, Ying; Wang, Zhi-Hao; Jin, Sen; Gao, Di; Liu, Nan; Chen, Shan-Ping; Zhang, Sinan; Liu, Qing; Liu, Enjie; Wang, Xin; Liang, Xiao; Wei, Pengfei; Li, Xiaoguang; Li, Yin; Yue, Chenyu; Li, Hong-Lian; Wang, Ya-Li; Wang, Qun; Ke, Dan; Xie, Qingguo; Xu, Fuqiang; Wang, Liping; Wang, Jian-Zhi

2016-07-14

Different emotional states lead to distinct behavioural consequences even when faced with the same challenging events. Emotions affect learning and memory capacities, but the underlying neurobiological mechanisms remain elusive. Here we establish models of learned helplessness (LHL) and learned hopefulness (LHF) by exposing animals to inescapable foot shocks or with anticipated avoidance trainings. The LHF animals show spatial memory potentiation with excitatory monosynaptic upscaling between posterior basolateral amygdale (BLP) and ventral hippocampal CA1 (vCA1), whereas the LHL show memory deficits with an attenuated BLP-vCA1 connection. Optogenetic disruption of BLP-vCA1 inputs abolishes the effects of LHF and impairs synaptic plasticity. By contrast, targeted BLP-vCA1 stimulation rescues the LHL-induced memory deficits and mimics the effects of LHF. BLP-vCA1 stimulation increases synaptic transmission and dendritic plasticity with the upregulation of CREB and intrasynaptic AMPA receptors in CA1. These findings indicate that opposite excitatory monosynaptic scaling of BLP-vCA1 controls LHF- and LHL-modulated spatial memory, revealing circuit-specific mechanisms linking emotions to memory.

Opposite monosynaptic scaling of BLP–vCA1 inputs governs hopefulness- and helplessness-modulated spatial learning and memory

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Yang, Ying; Wang, Zhi-Hao; Jin, Sen; Gao, Di; Liu, Nan; Chen, Shan-Ping; Zhang, Sinan; Liu, Qing; Liu, Enjie; Wang, Xin; Liang, Xiao; Wei, Pengfei; Li, Xiaoguang; Li, Yin; Yue, Chenyu; Li, Hong-lian; Wang, Ya-Li; Wang, Qun; Ke, Dan; Xie, Qingguo; Xu, Fuqiang; Wang, Liping; Wang, Jian-Zhi

2016-01-01

Different emotional states lead to distinct behavioural consequences even when faced with the same challenging events. Emotions affect learning and memory capacities, but the underlying neurobiological mechanisms remain elusive. Here we establish models of learned helplessness (LHL) and learned hopefulness (LHF) by exposing animals to inescapable foot shocks or with anticipated avoidance trainings. The LHF animals show spatial memory potentiation with excitatory monosynaptic upscaling between posterior basolateral amygdale (BLP) and ventral hippocampal CA1 (vCA1), whereas the LHL show memory deficits with an attenuated BLP–vCA1 connection. Optogenetic disruption of BLP–vCA1 inputs abolishes the effects of LHF and impairs synaptic plasticity. By contrast, targeted BLP–vCA1 stimulation rescues the LHL-induced memory deficits and mimics the effects of LHF. BLP–vCA1 stimulation increases synaptic transmission and dendritic plasticity with the upregulation of CREB and intrasynaptic AMPA receptors in CA1. These findings indicate that opposite excitatory monosynaptic scaling of BLP–vCA1 controls LHF- and LHL-modulated spatial memory, revealing circuit-specific mechanisms linking emotions to memory. PMID:27411738

Exploring the Structure of Spatial Representations

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Madl, Tamas; Franklin, Stan; Chen, Ke; Trappl, Robert; Montaldi, Daniela

2016-01-01

It has been suggested that the map-like representations that support human spatial memory are fragmented into sub-maps with local reference frames, rather than being unitary and global. However, the principles underlying the structure of these ‘cognitive maps’ are not well understood. We propose that the structure of the representations of navigation space arises from clustering within individual psychological spaces, i.e. from a process that groups together objects that are close in these spaces. Building on the ideas of representational geometry and similarity-based representations in cognitive science, we formulate methods for learning dissimilarity functions (metrics) characterizing participants’ psychological spaces. We show that these learned metrics, together with a probabilistic model of clustering based on the Bayesian cognition paradigm, allow prediction of participants’ cognitive map structures in advance. Apart from insights into spatial representation learning in human cognition, these methods could facilitate novel computational tools capable of using human-like spatial concepts. We also compare several features influencing spatial memory structure, including spatial distance, visual similarity and functional similarity, and report strong correlations between these dimensions and the grouping probability in participants’ spatial representations, providing further support for clustering in spatial memory. PMID:27347681

Relationships between hand laterality and verbal and spatial skills in 436 healthy adults balanced for handedness.

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Mellet, E; Jobard, G; Zago, L; Crivello, F; Petit, L; Joliot, M; Mazoyer, B; Tzourio-Mazoyer, N

2014-01-01

The relationship between manual laterality and cognitive skills remains highly controversial. Some studies have reported that strongly lateralised participants had higher cognitive performance in verbal and visuo-spatial domains compared to non-lateralised participants; however, others found the opposite. Moreover, some have suggested that familial sinistrality and sex might interact with individual laterality factors to alter cognitive skills. The present study addressed these issues in 237 right-handed and 199 left-handed individuals. Performance tests covered various aspects of verbal and spatial cognition. A principal component analysis yielded two verbal and one spatial factor scores. Participant laterality assessments included handedness, manual preference strength, asymmetry of motor performance, and familial sinistrality. Age, sex, education level, and brain volume were also considered. No effect of handedness was found, but the mean factor scores in verbal and spatial domains increased with right asymmetry in motor performance. Performance was reduced in participants with a familial history of left-handedness combined with a non-maximal preference strength in the dominant hand. These results elucidated some discrepancies among previous findings in laterality factors and cognitive skills. Laterality factors had small effects compared to the adverse effects of age for spatial cognition and verbal memory, the positive effects of education for all three domains, and the effect of sex for spatial cognition.

Semantic Features, Perceptual Expectations, and Frequency as Factors in the Learning of Polar Spatial Adjective Concepts.

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Dunckley, Candida J. Lutes; Radtke, Robert C.

Two semantic theories of word learning, a perceptual complexity hypothesis (H. Clark, 1970) and a quantitative complexity hypothesis (E. Clark, 1972) were tested by teaching 24 preschoolers and 16 college students CVC labels for five polar spatial adjective concepts having single word representations in English, and for three having no direct…

Relationships Between the External and Internal Training Load in Professional Soccer: What Can We Learn From Machine Learning?

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Jaspers, Arne; Beéck, Tim Op De; Brink, Michel S; Frencken, Wouter G P; Staes, Filip; Davis, Jesse J; Helsen, Werner F

2017-12-28

Machine learning may contribute to understanding the relationship between the external load and internal load in professional soccer. Therefore, the relationship between external load indicators and the rating of perceived exertion (RPE) was examined using machine learning techniques on a group and individual level. Training data were collected from 38 professional soccer players over two seasons. The external load was measured using global positioning system technology and accelerometry. The internal load was obtained using the RPE. Predictive models were constructed using two machine learning techniques, artificial neural networks (ANNs) and least absolute shrinkage and selection operator (LASSO), and one naive baseline method. The predictions were based on a large set of external load indicators. Using each technique, one group model involving all players and one individual model for each player was constructed. These models' performance on predicting the reported RPE values for future training sessions was compared to the naive baseline's performance. Both the ANN and LASSO models outperformed the baseline. Additionally, the LASSO model made more accurate predictions for the RPE than the ANN model. Furthermore, decelerations were identified as important external load indicators. Regardless of the applied machine learning technique, the group models resulted in equivalent or better predictions for the reported RPE values than the individual models. Machine learning techniques may have added value in predicting the RPE for future sessions to optimize training design and evaluation. Additionally, these techniques may be used in conjunction with expert knowledge to select key external load indicators for load monitoring.

A Comparative Study on the Relationship Between Learning Motivations and Outcomes of College Students in Taiwan and Shenzhen Region of Mainland China: Learning Modes as Mediators

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Sophia Shi-Huei Ho

2016-06-01

Full Text Available Previous studies in the relationship of learning motivation and outcome were mostly conducted on research samples in Asia from the perspective of oriental culture; however, under the same cultural background, different social systems might lead to different teaching and learning outcomes. Therefore, this study examines the learning motivation patterns of Taiwan and Mainland China college students from the perspectives on psychological motivation, and investigates the relationship between learning modes and learning outcomes. Adopting judgmental sampling, a total of 651 valid questionnaires were collected from cross-strait business college sophomore, junior, and senior students. The measurement scales were developed by Li et al. (2007, Nasir et al. (2009, Philip et al. (2008, Pike et al. (2011, White et al. (2008, and all measures were 5-point Likert-type scales. The path relationship of the two groups was examined through structural equation modeling (SEM using AMOS. The results showed that exploitative learning was perceived as more effective by the college students in Taiwan as compared to those in Mainland China. In terms of academic identity, the contrary is the case. However, in path analysis, Taiwanese students were superior to Chinese students in regard to the positive influence of role identity on exploitative and explorative learning and the positive influence of exploitative learning on cognitive and non-cognitive gains.

The relationship between learning preferences (styles and approaches) and learning outcomes among pre-clinical undergraduate medical students.

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Liew, Siaw-Cheok; Sidhu, Jagmohni; Barua, Ankur

2015-03-11

Learning styles and approaches of individual undergraduate medical students vary considerably and as a consequence, their learning needs also differ from one student to another. This study was conducted to identify different learning styles and approaches of pre-clinical, undergraduate medical students and also to determine the relationships of learning preferences with performances in the summative examinations. A cross-sectional study was conducted among randomly selected 419 pre-clinical, undergraduate medical students of the International Medical University (IMU) in Kuala Lumpur. The number of students from Year 2 was 217 while that from Year 3 was 202. The Visual, Auditory, Read/Write, Kinesthetic (VARK) and the Approaches and Study Skills Inventory for Students (ASSIST) questionnaires were used for data collection. This study revealed that 343 students (81.9%) had unimodal learning style, while the remaining 76 (18.1%) used a multimodal learning style. Among the unimodal learners, a majority (30.1%) were of Kinesthetic (K) type. Among the middle and high achievers in summative examinations, a majority had unimodal (Kinaesthetic) learning style (30.5%) and were also strategic/deep learners (79.4%). However, the learning styles and approaches did not contribute significantly towards the learning outcomes in summative examinations. A majority of the students in this study had Unimodal (Kinesthetic) learning style. The learning preferences (styles and approaches) did not contribute significantly to the learning outcomes. Future work to re-assess the viability of these learning preferences (styles and approaches) after the incorporation of teaching-learning instructions tailored specifically to the students will be beneficial to help medical teachers in facilitating students to become more capable learners.

The Relationship between Students' Leadership Style and Self-Directed Learning Level

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Strong, Robert; Wynn, J. Thomas; Irby, Travis L.; Lindner, James R.

2013-01-01

Leadership is a versatile process that requires working with others in personal and professional relationships to accomplish a goal. Cultivating leadership skills is important for students who are developing professional competencies. Leadership characteristics and abilities should be evaluated to assist in learning student traits to better…

THE RELATIONSHIP BETWEEN CREATIVE THINKING AND MOTIVATION TO LEARN CREATIVE THINKING AMONG PRE-SCHOOLERS IN JORDAN

OpenAIRE

Mohammad Ahmad Abdelaziz Al-Zu'bi; Mohd Sofian Omar-Fauzee; Amrita Kaur

2017-01-01

The investigation of the level of creative thinking and motivation to learn creative thinking, and the relationship between both of them, in Jordan is still insufficient due to lack of interest and research among researchers and scholars. Therefore, this study examines the relationship between creative thinking and motivation to learn creative thinking among pre-school children in Jordan. A total of 102 students from one kindergarten was examined. Parental consent was obtained before the stud...

A central role for the small GTPase Rac1 in hippocampal plasticity and spatial learning and memory

DEFF Research Database (Denmark)

Haditsch, Ursula; Leone, Dino P; Farinelli, Mélissa

2009-01-01

in excitatory neurons in the forebrain in vivo not only affects spine structure, but also impairs synaptic plasticity in the hippocampus with consequent defects in hippocampus-dependent spatial learning. Furthermore, Rac1 mutants display deficits in working/episodic-like memory in the delayed matching...

The relationship between novel word learning and anomia treatment success in adults with chronic aphasia.

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Dignam, Jade; Copland, David; Rawlings, Alicia; O'Brien, Kate; Burfein, Penni; Rodriguez, Amy D

2016-01-29

Learning capacity may influence an individual's response to aphasia rehabilitation. However, investigations into the relationship between novel word learning ability and response to anomia therapy are lacking. The aim of the present study was to evaluate the novel word learning ability in post-stroke aphasia and to establish the relationship between learning ability and anomia treatment outcomes. We also explored the influence of locus of language breakdown on novel word learning ability and anomia treatment response. 30 adults (6F; 24M) with chronic, post-stroke aphasia were recruited to the study. Prior to treatment, participants underwent an assessment of language, which included the Comprehensive Aphasia Test and three baseline confrontation naming probes in order to develop sets of treated and untreated items. We also administered the novel word learning paradigm, in which participants learnt novel names associated with unfamiliar objects and were immediately tested on recall (expressive) and recognition (receptive) tasks. Participants completed 48 h of Aphasia Language Impairment and Functioning Therapy (Aphasia LIFT) over a 3 week (intensive) or 8 week (distributed) schedule. Therapy primarily targeted the remediation of word retrieval deficits, so naming of treated and untreated items immediately post-therapy and at 1 month follow-up was used to determine therapeutic response. Performance on recall and recognition tasks demonstrated that participants were able to learn novel words; however, performance was variable and was influenced by participants' aphasia severity, lexical-semantic processing and locus of language breakdown. Novel word learning performance was significantly correlated with participants' response to therapy for treated items at post-therapy. In contrast, participants' novel word learning performance was not correlated with therapy gains for treated items at 1 month follow-up or for untreated items at either time point. Therapy intensity

The R package "sperrorest" : Parallelized spatial error estimation and variable importance assessment for geospatial machine learning

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Schratz, Patrick; Herrmann, Tobias; Brenning, Alexander

2017-04-01

Computational and statistical prediction methods such as the support vector machine have gained popularity in remote-sensing applications in recent years and are often compared to more traditional approaches like maximum-likelihood classification. However, the accuracy assessment of such predictive models in a spatial context needs to account for the presence of spatial autocorrelation in geospatial data by using spatial cross-validation and bootstrap strategies instead of their now more widely used non-spatial equivalent. The R package sperrorest by A. Brenning [IEEE International Geoscience and Remote Sensing Symposium, 1, 374 (2012)] provides a generic interface for performing (spatial) cross-validation of any statistical or machine-learning technique available in R. Since spatial statistical models as well as flexible machine-learning algorithms can be computationally expensive, parallel computing strategies are required to perform cross-validation efficiently. The most recent major release of sperrorest therefore comes with two new features (aside from improved documentation): The first one is the parallelized version of sperrorest(), parsperrorest(). This function features two parallel modes to greatly speed up cross-validation runs. Both parallel modes are platform independent and provide progress information. par.mode = 1 relies on the pbapply package and calls interactively (depending on the platform) parallel::mclapply() or parallel::parApply() in the background. While forking is used on Unix-Systems, Windows systems use a cluster approach for parallel execution. par.mode = 2 uses the foreach package to perform parallelization. This method uses a different way of cluster parallelization than the parallel package does. In summary, the robustness of parsperrorest() is increased with the implementation of two independent parallel modes. A new way of partitioning the data in sperrorest is provided by partition.factor.cv(). This function gives the user the

Knowledge exchange and learning from failures in distributed environments: The role of contractor relationship management and work characteristics

International Nuclear Information System (INIS)

Gressgård, Leif Jarle; Hansen, Kåre

2015-01-01

Learning from failures is vital for improvement of safety performance, reliability, and resilience in organizations. In order for such learning to take place in distributed environments, knowledge has to be shared among organizational members at different locations and units. This paper reports on a study conducted in the context of drilling and well operations on the Norwegian Continental Shelf, which represents a high-risk distributed organizational environment. The study investigates the relationships between organizations' abilities to learn from failures, knowledge exchange within and between organizational units, quality of contractor relationship management, and work characteristics. The results show that knowledge exchange between units is the most important predictor of perceived ability to learn from failures. Contractor relationship management, leadership involvement, role clarity, and empowerment are also important factors for failure-based learning, both directly and through increased knowledge exchange. The results of the study enhance our understanding of how abilities to learn from failures can be improved in distributed environments where similar work processes take place at different locations and involve employees from several companies. Theoretical contributions and practical implications are discussed. - Highlights: • We investigate factors affecting failure-based learning in distributed environments. • Knowledge exchange between units is the most important predictor. • Contractor relationship management is positively related to knowledge exchange. • Leadership involvement, role clarity, and empowerment are significant variables. • Respondents from an operator firm and eight contractors are included in the study

Spatial Thinking: Precept for Understanding Operational Environments

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2016-06-10

A Computer Movie Simulating Urban Growth in the Detroit Region,” 236. 29 U.S. National Research Council, Learning to Think Spatially: GIS as a... children and spatial language, the article focuses on the use of geospatial information systems (GIS) as a support mechanism for learning to think...Thinking, Cognition, Learning , Geospatial, Operating Environment, Space Perception 16. SECURITY CLASSIFICATION OF: 17. LIMITATION OF ABSTRACT 18

Relationship between EFL In-service Teachers’ Language Learning Strategies and their Beliefs toward Teaching Methodologies

Directory of Open Access Journals (Sweden)

Musa Farmanlu

2014-11-01

Full Text Available By the advent of new theories and approaches toward language teaching, a lot of attention has been paid to the role of those approaches on language learners. Superiority of psychology and linguistics in the area of language teaching urged scholars to develop new theories and techniques through a defined procedure. Most of the time the role of teacher’s experience as learner has been neglected. The present study was an attempt to investigate the relationship between EFL In-service teachers’ language learning strategies and their beliefs toward teaching methodologies. To find the relationship, a questionnaire was applied. The questionnaire in the study consists of three measures: (1 the individual background; (2 strategy inventory for language learning (Version 7.0 for ESL/EFL, Oxford, 1990; and, (3 beliefs toward English teaching methodologies (Chen, 2005. It was given to 252 in-service English teachers (136 female, 116 male majoring in TEFL. To analyze the quantitative data of the present study, descriptive as well as inferential analysis including ANOVA and Pearson’s correlations were used to investigate the relationships between language learning strategies and teaching beliefs toward EFL methodologies. Based on the teachers’ answers to the questionnaire, there was a meaningful relationship between language learning strategies and teacher’s methodology. The information provided in the present research can be helpful for teachers, policy holders of institutes and material developers. This study has also some implications for the researchers interested in teacher’s education studies.

Effect of methylphenidate on enhancement of spatial learning by novel alternated dual task.

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Veetil, Praveen Kottath; Mukkadan, Joseph Kurian

2011-01-01

The novel alternated dual task (ADT) arranged rats to learn T-maze spontaneous alternation task and radial arm maze (RAM) task alternatively, and by doing ADT, rats could acquire the tasks more easily than non alternated dual task (NADT) group. Also retention capacity of ADT group was significantly more and ADT help to learn a complex task faster than learning it in isolation from other tasks. In the present study effect of methylphenidate (MPD), a mood elevator, known to enhance learning and memory, on ADT procedure is assessed. Also effect of ADT procedure and MPD on spatial learning and memory are compared. Different groups were assigned by administering MPD (intraperitoneal injection at a dose of 3 mg/kg body weight) during different phases of behavioural experiments, and control groups received saline injection. MPD administration increased both acquisition and retention capacities. The amelioration attained for retention of complex task by ADT procedure, could be achieved by NADT rats only by administration of MPD. The influence of ADT procedure on acquisition and retention of TM and RAM tasks were similar to the effects of MPD, especially for the RAM task. MPD at low dose is found to enhance the learning and memory capacity in rats, than deteriorating it, supporting the use of MPD as a drug to treat attention deficit hyperactive disorder. The recent reports suggesting the effect of MPD only on retention and not on acquisition could not be confirmed, as enhancement for both acquisition and retention was found in this study.

Effects of genistein in the maternal diet on reproductive development and spatial learning in male rats.

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Ball, Evan R; Caniglia, Mary Kay; Wilcox, Jenna L; Overton, Karla A; Burr, Marra J; Wolfe, Brady D; Sanders, Brian J; Wisniewski, Amy B; Wrenn, Craige C

2010-03-01