Comparing Active Delay and Procrastination from a Self-Regulated Learning Perspective

Science.gov (United States)

Corkin, Danya M.; Yu, Shirley L.; Lindt, Suzanne F.

2011-01-01

Researchers have proposed that the act of postponing academic work may be divided into a traditional definition of procrastination, viewed as maladaptive, and adaptive forms of delay. Adaptive forms of delay may be more consistent with certain facets of self-regulated learning. The current study investigated this issue by examining whether the…

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

Science.gov (United States)

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

2009-12-01

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

The influence of delaying judgments of learning on metacognitive accuracy: a meta-analytic review.

Science.gov (United States)

Rhodes, Matthew G; Tauber, Sarah K

2011-01-01

Many studies have examined the accuracy of predictions of future memory performance solicited through judgments of learning (JOLs). Among the most robust findings in this literature is that delaying predictions serves to substantially increase the relative accuracy of JOLs compared with soliciting JOLs immediately after study, a finding termed the delayed JOL effect. The meta-analyses reported in the current study examined the predominant theoretical accounts as well as potential moderators of the delayed JOL effect. The first meta-analysis examined the relative accuracy of delayed compared with immediate JOLs across 4,554 participants (112 effect sizes) through gamma correlations between JOLs and memory accuracy. Those data showed that delaying JOLs leads to robust benefits to relative accuracy (g = 0.93). The second meta-analysis examined memory performance for delayed compared with immediate JOLs across 3,807 participants (98 effect sizes). Those data showed that delayed JOLs result in a modest but reliable benefit for memory performance relative to immediate JOLs (g = 0.08). Findings from these meta-analyses are well accommodated by theories suggesting that delayed JOL accuracy reflects access to more diagnostic information from long-term memory rather than being a by-product of a retrieval opportunity. However, these data also suggest that theories proposing that the delayed JOL effect results from a memorial benefit or the match between the cues available for JOLs and those available at test may also provide viable explanatory mechanisms necessary for a comprehensive account.

Self-Regulation of Learning and Academic Delay of Gratification among Korean College Students

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Bembenutty, Hefer

2007-01-01

The goal of the present study was to examine the relationship between Korean students' motivation for learning, use of self-regulation of learning strategies, and delay of gratification Self-regulation of learning is a process that required students to get involved in their personal, behavioral, motivational, and cognitive learning tasks in order…

Lessons learned during Type A Packaging testing

International Nuclear Information System (INIS)

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

1995-11-01

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

A Parametric Learning and Identification Based Robust Iterative Learning Control for Time Varying Delay Systems

Directory of Open Access Journals (Sweden)

Lun Zhai

2014-01-01

Full Text Available A parametric learning based robust iterative learning control (ILC scheme is applied to the time varying delay multiple-input and multiple-output (MIMO linear systems. The convergence conditions are derived by using the H∞ and linear matrix inequality (LMI approaches, and the convergence speed is analyzed as well. A practical identification strategy is applied to optimize the learning laws and to improve the robustness and performance of the control system. Numerical simulations are illustrated to validate the above concepts.

Measuring and Modelling Delays in Robot Manipulators for Temporally Precise Control using Machine Learning

DEFF Research Database (Denmark)

Andersen, Thomas Timm; Amor, Heni Ben; Andersen, Nils Axel

2015-01-01

and separate. In this paper, we present a data-driven methodology for separating and modelling inherent delays during robot control. We show how both actuation and response delays can be modelled using modern machine learning methods. The resulting models can be used to predict the delays as well...

Causal relationships among academic delay of gratification, motivation, and self-regulated learning in elementary school children.

Science.gov (United States)

Zhang, Lili; Maruno, Shun'ichi

2010-10-01

Academic delay of gratification refers to the postponement of immediate rewards by students and the pursuit of more important, temporally remote academic goals. A path model was designed to identify the causal relationships among academic delay of gratification and motivation, self-regulated learning strategies (as specified in the Motivated Strategies for Learning Questionnaire), and grades among 386 Chinese elementary school children. Academic delay of gratification was found to be positively related to motivation and metacognition. Cognitive strategy, resource management, and grades mediated these two factors and were indirectly related to academic delay of gratification.

Factors associated with delayed tuberculosis test-seeking behavior in the Peruvian Amazon.

Science.gov (United States)

Ford, Carolyn M; Bayer, Angela M; Gilman, Robert H; Onifade, Dami; Acosta, Colleen; Cabrera, Lilia; Vidal, Carlos; Evans, Carlton A

2009-12-01

This study aimed to determine the psychosocial factors associated with delayed test-seeking among tuberculosis patients. The duration of symptoms before seeking medical care was assessed by interview for 108 newly diagnosed pulmonary tuberculosis patients in the city of Iquitos in the Peruvian Amazon, which has high tuberculosis incidence. Beliefs associated with test-seeking behavior and delay was assessed in these patients. The median delay from symptom onset to seeking diagnostic testing was 61 days (inter-quartile range 30-91 days). The belief that tuberculosis is curable was associated with a 100% longer test-seeking delay; the perception that tuberculosis was common was associated with a 57% longer delay; male gender was associated with a 48% longer delay; and education less than complete secondary schooling was associated with a 44% longer delay. In conclusion, current health promotion activities that emphasize tuberculosis curability and high prevalence may paradoxically increase test-seeking delay and therefore require prospective evaluation.

The Effect of D-Cycloserine on Immediate vs. Delayed Extinction of Learned Fear

Science.gov (United States)

Langton, Julia M.; Richardson, Rick

2010-01-01

We compared the effect of D-cycloserine (DCS) on immediate (10 min after conditioning) and delayed (24 h after conditioning) extinction of learned fear in rats. DCS facilitated both immediate and delayed extinction when the drug was administered after extinction training. However, DCS did not facilitate immediate extinction when administered prior…

The difference of delay time in monitoring system of facial acupressure learning media using bluetooth, wireless and ethernet

Science.gov (United States)

Agustin, Eny Widhia; Hangga, Arimaz; Fahrian, Muhammad Iqbal; Azhari, Anis Fikri

2018-03-01

The implementation of monitoring system in the facial acupressure learning media could increase the students' proficiency. However the common learning media still has not implemented a monitoring system in their learning process. This research was conducted to implement monitoring system in the mannequin head prototype as a learning media of facial acupressure using Bluetooth, wireless and Ethernet. The results of the implementation of monitoring system in the prototype showed that there were differences in the delay time between Bluetooth and wireless or Ethernet. The results data showed no difference in the average delay time between the use of Bluetooth with wireless and the use of Bluetooth with Ethernet in monitoring system of facial acupressure learning media. From all the facial acupressure points, the forehead facial acupressure point has the longest delay time of 11.93 seconds. The average delay time in all 3 class rooms was 1.96 seconds therefore the use of Bluetooth, wireless and Ethernet is highly recommended in the monitoring system of facial acupressure.

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

Science.gov (United States)

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

2016-11-01

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

Conduction Delay Learning Model for Unsupervised and Supervised Classification of Spatio-Temporal Spike Patterns.

Science.gov (United States)

Matsubara, Takashi

2017-01-01

Precise spike timing is considered to play a fundamental role in communications and signal processing in biological neural networks. Understanding the mechanism of spike timing adjustment would deepen our understanding of biological systems and enable advanced engineering applications such as efficient computational architectures. However, the biological mechanisms that adjust and maintain spike timing remain unclear. Existing algorithms adopt a supervised approach, which adjusts the axonal conduction delay and synaptic efficacy until the spike timings approximate the desired timings. This study proposes a spike timing-dependent learning model that adjusts the axonal conduction delay and synaptic efficacy in both unsupervised and supervised manners. The proposed learning algorithm approximates the Expectation-Maximization algorithm, and classifies the input data encoded into spatio-temporal spike patterns. Even in the supervised classification, the algorithm requires no external spikes indicating the desired spike timings unlike existing algorithms. Furthermore, because the algorithm is consistent with biological models and hypotheses found in existing biological studies, it could capture the mechanism underlying biological delay learning.

When Delays Improve Memory: Stabilizing Memory in Children May Require Time

OpenAIRE

Darby, Kevin P.; Sloutsky, Vladimir M.

2015-01-01

Memory is critical for learning, cognition and cognitive development. Recent work has suggested that preschool-aged children are vulnerable to catastrophic levels of memory interference, in which new learning dramatically attenuates memory for previously acquired knowledge. Work reported here investigates the effects of consolidation on children’s memory by introducing a 48- hours-long delay between learning and testing. In Experiment 1, the delay improved children’s memory and eliminated int...

The Effects of Test Trial and Processing Level on Immediate and Delayed Retention

Science.gov (United States)

Chang, Sau Hou

2017-01-01

The purpose of the present study was to investigate the effects of test trial and processing level on immediate and delayed retention. A 2 × 2 × 2 mixed ANOVAs was used with two between-subject factors of test trial (single test, repeated test) and processing level (shallow, deep), and one within-subject factor of final recall (immediate, delayed). Seventy-six college students were randomly assigned first to the single test (studied the stimulus words three times and took one free-recall test) and the repeated test trials (studied the stimulus words once and took three consecutive free-recall tests), and then to the shallow processing level (asked whether each stimulus word was presented in capital letter or in small letter) and the deep processing level (whether each stimulus word belonged to a particular category) to study forty stimulus words. The immediate test was administered five minutes after the trials, whereas the delayed test was administered one week later. Results showed that single test trial recalled more words than repeated test trial in immediate final free-recall test, participants in deep processing performed better than those in shallow processing in both immediate and delayed retention. However, the dominance of single test trial and deep processing did not happen in delayed retention. Additional study trials did not further enhance the delayed retention of words encoded in deep processing, but did enhance the delayed retention of words encoded in shallow processing. PMID:28344679

The Effects of Test Trial and Processing Level on Immediate and Delayed Retention.

Science.gov (United States)

Chang, Sau Hou

2017-03-01

The purpose of the present study was to investigate the effects of test trial and processing level on immediate and delayed retention. A 2 × 2 × 2 mixed ANOVAs was used with two between-subject factors of test trial (single test, repeated test) and processing level (shallow, deep), and one within-subject factor of final recall (immediate, delayed). Seventy-six college students were randomly assigned first to the single test (studied the stimulus words three times and took one free-recall test) and the repeated test trials (studied the stimulus words once and took three consecutive free-recall tests), and then to the shallow processing level (asked whether each stimulus word was presented in capital letter or in small letter) and the deep processing level (whether each stimulus word belonged to a particular category) to study forty stimulus words. The immediate test was administered five minutes after the trials, whereas the delayed test was administered one week later. Results showed that single test trial recalled more words than repeated test trial in immediate final free-recall test, participants in deep processing performed better than those in shallow processing in both immediate and delayed retention. However, the dominance of single test trial and deep processing did not happen in delayed retention. Additional study trials did not further enhance the delayed retention of words encoded in deep processing, but did enhance the delayed retention of words encoded in shallow processing.

The Effects of Test Trial and Processing Level on Immediate and Delayed Retention

Directory of Open Access Journals (Sweden)

Sau Hou Chang

2017-03-01

Full Text Available The purpose of the present study was to investigate the effects of test trial and processing level on immediate and delayed retention. A 2 × 2 × 2 mixed ANOVAs was used with two between-subject factors of test trial (single test, repeated test and processing level (shallow, deep, and one within-subject factor of final recall (immediate, delayed. Seventy-six college students were randomly assigned first to the single test (studied the stimulus words three times and took one free-recall test and the repeated test trials (studied the stimulus words once and took three consecutive free-recall tests, and then to the shallow processing level (asked whether each stimulus word was presented in capital letter or in small letter and the deep processing level (whether each stimulus word belonged to a particular category to study forty stimulus words. The immediate test was administered five minutes after the trials, whereas the delayed test was administered one week later. Results showed that single test trial recalled more words than repeated test trial in immediate final free-recall test, participants in deep processing performed better than those in shallow processing in both immediate and delayed retention. However, the dominance of single test trial and deep processing did not happen in delayed retention. Additional study trials did not further enhance the delayed retention of words encoded in deep processing, but did enhance the delayed retention of words encoded in shallow processing.

The Effectiveness of Using Contextual Clues, Dictionary Strategy and Computer Assisted Language Learning (Call In Learning Vocabulary

Directory of Open Access Journals (Sweden)

Zuraina Ali

2013-07-01

Full Text Available This study investigates the effectiveness of three vocabulary learning methods that are Contextual Clues, Dictionary Strategy, and Computer Assisted Language Learning (CALL in learning vocabulary among ESL learners. First, it aims at finding which of the vocabulary learning methods namely Dictionary Strategy, Contextual Clues, and CALL that may result in the highest number of words learnt in the immediate and delayed recall tests. Second, it compares the results of the Pre-test and the Delayed Recall Post-test to determine the differences of learning vocabulary using the methods. A quasi-experiment that tested the effectiveness of learning vocabulary using Dictionary Strategy, Contextual clues, and CALL involved 123 first year university students. Qualitative procedures included the collection of data from interviews which were conducted to triangulate the data obtain from the quantitative inquiries. Findings from the study using ANOVA revealed that there were significant differences when students were exposed to Dictionary Strategy, Contextual Clues and CALL in the immediate recall tests but not in the Delayed Recall Post-test. Also, there were significant differences when t test was used to compare the scores between the Pre-test and the Delayed Recall Post-test in using the three methods of vocabulary learning. Although many researchers have advocated the relative effectiveness of Dictionary Strategy, Contextual Clues, and CALL in learning vocabulary, the study however, is still paramount since there is no study has ever empirically investigated the relative efficacy of these three methods in a single study.

Delayed benefit of naps on motor learning in preschool children.

Science.gov (United States)

Desrochers, Phillip C; Kurdziel, Laura B F; Spencer, Rebecca M C

2016-03-01

Sleep benefits memory consolidation across a variety of domains in young adults. However, while declarative memories benefit from sleep in young children, such improvements are not consistently seen for procedural skill learning. Here we examined whether performance improvements on a procedural task, although not immediately observed, are evident after a longer delay when augmented by overnight sleep (24 h after learning). We trained 47 children, aged 33-71 months, on a serial reaction time task and, using a within-subject design, evaluated performance at three time points: immediately after learning, after a daytime nap (nap condition) or equivalent wake opportunity (wake condition), and 24 h after learning. Consistent with previous studies, performance improvements following the nap did not differ from performance improvements following an equivalent interval spent awake. However, significant benefits of the nap were found when performance was assessed 24 h after learning. This research demonstrates that motor skill learning is benefited by sleep, but that this benefit is only evident after an extended period of time.

Electronic Detection of Delayed Test Result Follow-Up in Patients with Hypothyroidism.

Science.gov (United States)

Meyer, Ashley N D; Murphy, Daniel R; Al-Mutairi, Aymer; Sittig, Dean F; Wei, Li; Russo, Elise; Singh, Hardeep

2017-07-01

Delays in following up abnormal test results are a common problem in outpatient settings. Surveillance systems that use trigger tools to identify delayed follow-up can help reduce missed opportunities in care. To develop and test an electronic health record (EHR)-based trigger algorithm to identify instances of delayed follow-up of abnormal thyroid-stimulating hormone (TSH) results in patients being treated for hypothyroidism. We developed an algorithm using structured EHR data to identify patients with hypothyroidism who had delayed follow-up (>60 days) after an abnormal TSH. We then retrospectively applied the algorithm to a large EHR data warehouse within the Department of Veterans Affairs (VA), on patient records from two large VA networks for the period from January 1, 2011, to December 31, 2011. Identified records were reviewed to confirm the presence of delays in follow-up. During the study period, 645,555 patients were seen in the outpatient setting within the two networks. Of 293,554 patients with at least one TSH test result, the trigger identified 1250 patients on treatment for hypothyroidism with elevated TSH. Of these patients, 271 were flagged as potentially having delayed follow-up of their test result. Chart reviews confirmed delays in 163 of the 271 flagged patients (PPV = 60.1%). An automated trigger algorithm applied to records in a large EHR data warehouse identified patients with hypothyroidism with potential delays in thyroid function test results follow-up. Future prospective application of the TSH trigger algorithm can be used by clinical teams as a surveillance and quality improvement technique to monitor and improve follow-up.

Neurodevelopmental delay in children exposed in utero to hyperemesis gravidarum.

Science.gov (United States)

Fejzo, Marlena S; Magtira, Aromalyn; Schoenberg, Frederic Paik; Macgibbon, Kimber; Mullin, Patrick M

2015-06-01

The purpose of this study is to determine the frequency of emotional, behavioral, and learning disorders in children exposed in utero to hyperemesis gravidarum (HG) and to identify prognostic factors for these disorders. Neurodevelopmental outcomes of 312 children from 203 mothers with HG were compared to neurodevelopmental outcomes from 169 children from 89 unaffected mothers. Then the clinical profiles of patients with HG and a normal child outcome were compared to the clinical profiles of patients with HG and a child with neurodevelopmental delay to identify prognostic factors. Binary responses were analyzed using either a Chi-square or Fisher Exact test and continuous responses were analyzed using a t-test. Children exposed in utero to HG have a 3.28-fold increase in odds of a neurodevelopmental diagnosis including attention disorders, learning delay, sensory disorders, and speech and language delay (Pneurodevelopmental delay. We found no evidence for increased risk of 13 emotional, behavioral, and learning disorders, including autism, intellectual impairment, and obsessive-compulsive disorder. However, the study was not sufficiently powered to detect rare conditions. Medications, treatments, and preterm birth were not associated with an increased risk for neurodevelopmental delay. Women with HG are at a significantly increased risk of having a child with neurodevelopmental delay. Common antiemetic treatments were not linked to neurodevelopmental delay, but early symptoms may play a role. There is an urgent need to address whether aggressive treatment that includes vitamin and nutrient supplementation in women with early symptoms of severe nausea of pregnancy decreases the risk of neurodevelopmental delay. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

When Delays Improve Memory: Stabilizing Memory in Children May Require Time.

Science.gov (United States)

Darby, Kevin P; Sloutsky, Vladimir M

2015-12-01

Memory is critical for learning, cognition, and cognitive development. Recent work has suggested that preschool-age children are vulnerable to catastrophic levels of memory interference, in which new learning dramatically attenuates memory for previously acquired knowledge. In the work reported here, we investigated the effects of consolidation on children's memory by introducing a 48-hr delay between learning and testing. In Experiment 1, the delay improved children's memory and eliminated interference. Results of Experiment 2 suggest that the benefit of this delay is limited to situations in which children are given enough information to form complex memory structures. These findings have important implications for understanding consolidation processes and memory development. © The Author(s) 2015.

Autonomous learning by simple dynamical systems with delayed feedback.

Science.gov (United States)

Kaluza, Pablo; Mikhailov, Alexander S

2014-09-01

A general scheme for the construction of dynamical systems able to learn generation of the desired kinds of dynamics through adjustment of their internal structure is proposed. The scheme involves intrinsic time-delayed feedback to steer the dynamics towards the target performance. As an example, a system of coupled phase oscillators, which can, by changing the weights of connections between its elements, evolve to a dynamical state with the prescribed (low or high) synchronization level, is considered and investigated.

An interpolated activity during the knowledge-of-results delay interval eliminates the learning advantages of self-controlled feedback schedules.

Science.gov (United States)

Carter, Michael J; Ste-Marie, Diane M

2017-03-01

The learning advantages of self-controlled knowledge-of-results (KR) schedules compared to yoked schedules have been linked to the optimization of the informational value of the KR received for the enhancement of one's error-detection capabilities. This suggests that information-processing activities that occur after motor execution, but prior to receiving KR (i.e., the KR-delay interval) may underlie self-controlled KR learning advantages. The present experiment investigated whether self-controlled KR learning benefits would be eliminated if an interpolated activity was performed during the KR-delay interval. Participants practiced a waveform matching task that required two rapid elbow extension-flexion reversals in one of four groups using a factorial combination of choice (self-controlled, yoked) and KR-delay interval (empty, interpolated). The waveform had specific spatial and temporal constraints, and an overall movement time goal. The results indicated that the self-controlled + empty group had superior retention and transfer scores compared to all other groups. Moreover, the self-controlled + interpolated and yoked + interpolated groups did not differ significantly in retention and transfer; thus, the interpolated activity eliminated the typically found learning benefits of self-controlled KR. No significant differences were found between the two yoked groups. We suggest the interpolated activity interfered with information-processing activities specific to self-controlled KR conditions that occur during the KR-delay interval and that these activities are vital for reaping the associated learning benefits. These findings add to the growing evidence that challenge the motivational account of self-controlled KR learning advantages and instead highlights informational factors associated with the KR-delay interval as an important variable for motor learning under self-controlled KR schedules.

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

Science.gov (United States)

Tse, Chi-Shing; Pu, Xiaoping

2012-09-01

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

Perceived Discrimination and Reported Delay of Pharmacy Prescriptions and Medical Tests

Science.gov (United States)

Van Houtven, Courtney Harold; Voils, Corrine I; Oddone, Eugene Z; Weinfurt, Kevin P; Friedman, Joëlle Y; Schulman, Kevin A; Bosworth, Hayden B

2005-01-01

BACKGROUND Access to health care varies according to a person's race and ethnicity. Delaying treatment is one measure of access with important health consequences. OBJECTIVE Determine whether perceptions of unfair treatment because of race or ethnicity are associated with reported treatment delays, controlling for economic constraints, self-reported health, depression, and demographics. DESIGN Cross-sectional, observational study. PARTICIPANTS A randomly selected community sample of 181 blacks, 148 Latinos, and 193 whites in Durham County, NC. MEASUREMENTS A phone survey conducted in 2002 to assess discrimination, trust in medical care, quality of care, and access to care. Treatment delays were measured by whether or not a person reported delaying or forgoing filling a prescription and delaying or forgoing having a medical test/treatment in the past 12 months. Perceived discrimination was measured as unfair treatment in health care and as racism in local health care institutions. RESULTS The odds of delaying filling prescriptions were significantly higher (odds ratio (OR)=2.02) for persons who perceived unfair treatment, whereas the odds of delaying tests or treatments were significantly higher (OR=2.42) for persons who thought racism was a problem in health care locally. People with self-reported depression and people who reported not working had greater odds of delaying both types of care. CONCLUSIONS A prospective cohort study with both personal and macro measures of discrimination, as well as more refined measures of treatment delays, would help us better understand the relationship between perceived discrimination and treatment delays. PMID:16050850

Effects of neonatal inferior prefrontal and medial temporal lesions on learning the rule for delayed nonmatching-to-sample.

Science.gov (United States)

Málková, L; Bachevalier, J; Webster, M; Mishkin, M

2000-01-01

The ability of rhesus monkeys to master the rule for delayed nonmatching-to-sample (DNMS) has a protracted ontogenetic development, reaching adult levels of proficiency around 4 to 5 years of age (Bachevalier, 1990). To test the possibility that this slow development could be due, at least in part, to immaturity of the prefrontal component of a temporo-prefrontal circuit important for DNMS rule learning (Kowalska, Bachevalier, & Mishkin, 1991; Weinstein, Saunders, & Mishkin, 1988), monkeys with neonatal lesions of the inferior prefrontal convexity were compared on DNMS with both normal controls and animals given neonatal lesions of the medial temporal lobe. Consistent with our previous results (Bachevalier & Mishkin, 1994; Málková, Mishkin, & Bachevalier, 1995), the neonatal medial temporal lesions led to marked impairment in rule learning (as well as in recognition memory with long delays and list lengths) at both 3 months and 2 years of age. By contrast, the neonatal inferior convexity lesions yielded no impairment in rule-learning at 3 months and only a mild impairment at 2 years, a finding that also contrasts sharply with the marked effects of the same lesion made in adulthood. This pattern of sparing closely resembles the one found earlier after neonatal lesions to the cortical visual area TE (Bachevalier & Mishkin, 1994; Málková et al., 1995). The functional sparing at 3 months probably reflects the fact that the temporo-prefrontal circuit is nonfunctional at this early age, resulting in a total dependency on medial temporal contributions to rule learning. With further development, however, this circuit begins to provide a supplementary route for learning.

Fuzzy delay model based fault simulator for crosstalk delay fault test ...

Indian Academy of Sciences (India)

In this paper, a fuzzy delay model based crosstalk delay fault simulator is proposed. As design trends move towards nanometer technologies, more number of new parameters affects the delay of the component. Fuzzy delay models are ideal for modelling the uncertainty found in the design and manufacturing steps.

Examination of Communication Delays on Team Performance: Utilizing the International Space Station (ISS) as a Test Bed for Analog Research

Science.gov (United States)

Keeton, K. E.; Slack, K, J.; Schmidt, L. L.; Ploutz-Snyder, R.; Baskin, P.; Leveton, L. B.

2011-01-01

Operational conjectures about space exploration missions of the future indicate that space crews will need to be more autonomous from mission control and operate independently. This is in part due to the expectation that communication quality between the ground and exploration crews will be more limited and delayed. Because of potential adverse effects on communication quality, both researchers and operational training and engineering experts have suggested that communication delays and the impact these delays have on the quality of communications to the crew will create performance decrements if crews are not given adequate training and tools to support more autonomous operations. This presentation will provide an overview of a research study led by the Behavioral Health and Performance Element (BHP) of the NASA Human Research Program that examines the impact of implementing a communication delay on ISS on individual and team factors and outcomes, including performance and related perceptions of autonomy. The methodological design, data collection efforts, and initial results of this study to date will be discussed . The results will focus on completed missions, DRATS and NEEMO15. Lessons learned from implementing this study within analog environments will also be discussed. One lesson learned is that the complexities of garnishing a successful data collection campaign from these high fidelity analogs requires perseverance and a strong relationship with operational experts. Results of this study will provide a preliminary understanding of the impact of communication delays on individual and team performance as well as an insight into how teams perform and interact in a space-like environment . This will help prepare for implementation of communication delay tests on the ISS, targeted for Increment 35/36.

Vital Signs: Human Immunodeficiency Virus Testing and Diagnosis Delays - United States.

Science.gov (United States)

Dailey, Andre F; Hoots, Brooke E; Hall, H Irene; Song, Ruiguang; Hayes, Demorah; Fulton, Paul; Prejean, Joseph; Hernandez, Angela L; Koenig, Linda J; Valleroy, Linda A

2017-12-01

Persons unaware of their human immunodeficiency virus (HIV) infection account for approximately 40% of ongoing transmissions in the United States. Persons are unaware of their infection because of delayed HIV diagnoses that represent substantial missed opportunities to improve health outcomes and prevent HIV transmission. Data from CDC's National HIV Surveillance System were used to estimate, among persons with HIV infection diagnosed in 2015, the median interval (and range) from infection to diagnosis (diagnosis delay), based on the first CD4 test after HIV diagnosis and a CD4 depletion model indicating disease progression and, among persons living with HIV in 2015, the percentage with undiagnosed infection. Data from CDC's National HIV Behavioral Surveillance were analyzed to determine the percentage of persons at increased risk for HIV infection who had tested in the past 12 months and who had missed opportunities for testing. An estimated 15% of persons living with HIV in 2015 were unaware of their infection. Among the 39,720 persons with HIV infection diagnosed in 2015, the estimated median diagnosis delay was 3.0 years (interquartile range = 0.7-7.8 years); diagnosis delay varied by race/ethnicity (from 2.2 years among whites to 4.2 years among Asians) and transmission category (from 2.0 years among females who inject drugs to 4.9 years among heterosexual males). Among persons interviewed through National HIV Behavioral Surveillance, 71% of men who have sex with men, 58% of persons who inject drugs, and 41% of heterosexual persons at increased risk for HIV infection reported testing in the past 12 months. In each risk group, at least two thirds of persons who did not have an HIV test had seen a health care provider in the past year. Delayed HIV diagnoses continue to be substantial for some population groups and prevent early entry to care to improve health outcomes and reduce HIV transmission to others. Health care providers and others providing HIV testing

Delay model and performance testing for FPGA carry chain TDC

International Nuclear Information System (INIS)

Kang Xiaowen; Liu Yaqiang; Cui Junjian Yang Zhangcan; Jin Yongjie

2011-01-01

Time-of-flight (TOF) information would improve the performance of PET (position emission tomography). TDC design is a key technique. It proposed Carry Chain TDC Delay model. Through changing the significant delay parameter of model, paper compared the difference of TDC performance, and finally realized Time-to-Digital Convertor (TDC) based on Carry Chain Method using FPGA EP2C20Q240C8N with 69 ps LSB, max error below 2 LSB. Such result could meet the TOF demand. It also proposed a Coaxial Cable Measuring method for TDC testing, without High-precision test equipment. (authors)

Nonlinear reaction-diffusion equations with delay: some theorems, test problems, exact and numerical solutions

Science.gov (United States)

Polyanin, A. D.; Sorokin, V. G.

2017-12-01

The paper deals with nonlinear reaction-diffusion equations with one or several delays. We formulate theorems that allow constructing exact solutions for some classes of these equations, which depend on several arbitrary functions. Examples of application of these theorems for obtaining new exact solutions in elementary functions are provided. We state basic principles of construction, selection, and use of test problems for nonlinear partial differential equations with delay. Some test problems which can be suitable for estimating accuracy of approximate analytical and numerical methods of solving reaction-diffusion equations with delay are presented. Some examples of numerical solutions of nonlinear test problems with delay are considered.

Comparing cognition by integrating concept learning, proactive interference, and list memory.

Science.gov (United States)

Wright, Anthony A; Kelly, Debbie M; Katz, Jeffrey S

2018-06-01

This article describes an approach for training a variety of species to learn the abstract concept of same/different, which in turn forms the basis for testing proactive interference and list memory. The stimulus set for concept-learning training was progressively doubled from 8, 16, 32, 64, 128 . . . to 1,024 different pictures with novel-stimulus transfer following learning. All species fully learned the same/different abstract concept: capuchin and rhesus monkeys learned more readily than pigeons; nutcrackers and magpies were at least equivalent to monkeys and transferred somewhat better following initial training sets. A similar task using the 1,024-picture set plus delays was used to test proactive interference on occasional trials. Pigeons revealed greater interference with 10-s than with 1-s delays, whereas delay time had no effect on rhesus monkeys, suggesting that the monkeys' interference was event based. This same single-item same/different task was expanded to a 4-item list memory task to test animal list memory. Humans were tested similarly with lists of kaleidoscope pictures. Delays between the list and test were manipulated, resulting in strong initial recency effects (i.e., strong 4th-item memory) at short delays and changing to a strong primacy effect (i.e., strong 1st-item memory) at long delays (pigeons 0-s to 10-s delays; monkeys 0-s to 30-s delays; humans 0-s to 100-s delays). Results and findings are discussed in terms of these species' cognition and memory comparisons, evolutionary implications, and future directions for testing other species in these synergistically related tasks.

The Effects of Test Trial and Processing Level on Immediate and Delayed Retention

OpenAIRE

Chang, Sau Hou

2017-01-01

The purpose of the present study was to investigate the effects of test trial and processing level on immediate and delayed retention. A 2 × 2 × 2 mixed ANOVAs was used with two between-subject factors of test trial (single test, repeated test) and processing level (shallow, deep), and one within-subject factor of final recall (immediate, delayed). Seventy-six college students were randomly assigned first to the single test (studied the stimulus words three times and took one free-recall test...

Cerebellar Norepinephrine Modulates Learning of Delay Classical Eyeblink Conditioning: Evidence for Post-Synaptic Signaling via PKA

Science.gov (United States)

Fister, Mathew; Bickford, Paula C.; Cartford, M. Claire; Samec, Amy

2004-01-01

The neurotransmitter norepinephrine (NE) has been shown to modulate cerebellar-dependent learning and memory. Lesions of the nucleus locus coeruleus or systemic blockade of noradrenergic receptors has been shown to delay the acquisition of several cerebellar-dependent learning tasks. To date, no studies have shown a direct involvement of…

Regret Expression and Social Learning Increases Delay to Sexual Gratification.

Directory of Open Access Journals (Sweden)

Amanda J Quisenberry

Full Text Available Modification and prevention of risky sexual behavior is important to individuals' health and public health policy. This study employed a novel sexual discounting task to elucidate the effects of social learning and regret expression on delay to sexual gratification in a behavioral task.Amazon Mechanical Turk Workers were assigned to hear one of three scenarios about a friend who engages in similar sexual behavior. The scenarios included a positive health consequence, a negative health consequence or a negative health consequence with the expression of regret. After reading one scenario, participants were asked to select from 60 images, those with whom they would have casual sex. Of the selected images, participants chose one image each for the person they most and least want to have sex with and person most and least likely to have a sexually transmitted infection. They then answered questions about engaging in unprotected sex now or waiting some delay for condom-protected sex in each partner condition.Results indicate that the negative health outcome scenario with regret expression resulted in delayed sexual gratification in the most attractive and least STI partner conditions, whereas in the least attractive and most STI partner conditions the negative health outcome with and without regret resulted in delayed sexual gratification.Results suggest that the sexual discounting task is a relevant laboratory measure and the framing of information to include regret expression may be relevant for prevention of risky sexual behavior.

Multilevel linear modelling of the response-contingent learning of young children with significant developmental delays.

Science.gov (United States)

Raab, Melinda; Dunst, Carl J; Hamby, Deborah W

2018-02-27

The purpose of the study was to isolate the sources of variations in the rates of response-contingent learning among young children with multiple disabilities and significant developmental delays randomly assigned to contrasting types of early childhood intervention. Multilevel, hierarchical linear growth curve modelling was used to analyze four different measures of child response-contingent learning where repeated child learning measures were nested within individual children (Level-1), children were nested within practitioners (Level-2), and practitioners were nested within the contrasting types of intervention (Level-3). Findings showed that sources of variations in rates of child response-contingent learning were associated almost entirely with type of intervention after the variance associated with differences in practitioners nested within groups were accounted for. Rates of child learning were greater among children whose existing behaviour were used as the building blocks for promoting child competence (asset-based practices) compared to children for whom the focus of intervention was promoting child acquisition of missing skills (needs-based practices). The methods of analysis illustrate a practical approach to clustered data analysis and the presentation of results in ways that highlight sources of variations in the rates of response-contingent learning among young children with multiple developmental disabilities and significant developmental delays. Copyright © 2018 The Author(s). Published by Elsevier Ltd.. All rights reserved.

Scientists confirm delay in testing new CERN particle accelerator

CERN Multimedia

2007-01-01

"Scientists seeking to uncover the secrets of the universe will have to wait a little longer after the CERN laboratory inswitzerland on Monday confirmed a delay in tests of a massive new particle accelerator." (1 page)

A Cross-Correlated Delay Shift Supervised Learning Method for Spiking Neurons with Application to Interictal Spike Detection in Epilepsy.

Science.gov (United States)

Guo, Lilin; Wang, Zhenzhong; Cabrerizo, Mercedes; Adjouadi, Malek

2017-05-01

This study introduces a novel learning algorithm for spiking neurons, called CCDS, which is able to learn and reproduce arbitrary spike patterns in a supervised fashion allowing the processing of spatiotemporal information encoded in the precise timing of spikes. Unlike the Remote Supervised Method (ReSuMe), synapse delays and axonal delays in CCDS are variants which are modulated together with weights during learning. The CCDS rule is both biologically plausible and computationally efficient. The properties of this learning rule are investigated extensively through experimental evaluations in terms of reliability, adaptive learning performance, generality to different neuron models, learning in the presence of noise, effects of its learning parameters and classification performance. Results presented show that the CCDS learning method achieves learning accuracy and learning speed comparable with ReSuMe, but improves classification accuracy when compared to both the Spike Pattern Association Neuron (SPAN) learning rule and the Tempotron learning rule. The merit of CCDS rule is further validated on a practical example involving the automated detection of interictal spikes in EEG records of patients with epilepsy. Results again show that with proper encoding, the CCDS rule achieves good recognition performance.

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

Science.gov (United States)

Hayashi, Hatsuo; Igarashi, Jun

2009-06-01

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

Self-Regulation of Learning and Academic Delay of Gratification: Individual Differences among College Students.

Science.gov (United States)

Bembenutty, Hefer

This study examined whether there were gender and ethnic differences in students' willingness to delay gratification, intrinsic and extrinsic motivation, self-efficacy beliefs, use of cognitive strategies (such as rehearsal, organization, elaboration, and metacognition), and use of learning strategies (help seeking, time management, effort…

[Delayed reactions of active avoidance in white rats under conditions of an alternative choice].

Science.gov (United States)

Ioseliani, T K; Sikharulidze, N I; Kadagishvili, A Ia; Mitashvili, E G

1995-01-01

It was shown that if the rats had been learned and then tested using conventional pain punishment of erroneous choice they were able to solve the problem of alternative choice only in the period of immediate action of conditioned stimuli. If the pain punishment for erroneously chosen compartment had not been applied in animal learning and testing, rats successfully solved the problem of alternative choice even after 5-second delay. Introduction of pain punishment led to the frustration of earlier elaborated delayed avoidance reactions. Analysis of the obtained results allows us to argue that the apparent incapability of white rats for solving the problems of delayed avoidance is caused by simultaneous action of two different mechanisms, i.e., those of the active and passive avoidance rather than short-term memory deficit.

Lessons Learned in Pilot Testing Specialty Consultations to Benefit Individuals with Lower Limb Loss

Directory of Open Access Journals (Sweden)

Christine Elnitsky

2012-12-01

Full Text Available Telerehabilitation technologies enable the delivery of rehabilitation services from providers to people with disabilities as well as specialty care consultations. This article discusses the barriers experienced when planning and pilot testing a telerehabilitation multi-site specialty consultation for specialists in their medical centers, and the lessons learned. The barriers included integration and participation, coordination across organizational units, and privacy and information security. Lessons learned included the need for collaboration across multiple departments, telerehabilitation equipment back-ups, and anonymous and private communication protocols. Despite delays resulting from coordination at multiple levels of a national organization, we developed a program plan and successfully implemented a pilot test of the southeast region program.  Specialty consultation using telerehabilitation delivery methods requires identifying provider preferences for technological features. Lessons learned could inform development of outpatient telerehabilitation for patients with amputations and studies of patients and providers involved in telerehabilitation.

Modeling Directional Selectivity Using Self-Organizing Delay-Aadaptation Maps

OpenAIRE

Tversky, Mr. Tal; Miikkulainen, Dr. Risto

2002-01-01

Using a delay adaptation learning rule, we model the activity-dependent development of directionally selective cells in the primary visual cortex. Based on input stimuli, a learning rule shifts delays to create synchronous arrival of spikes at cortical cells. As a result, delays become tuned creating a smooth cortical map of direction selectivity. This result demonstrates how delay adaption can serve as a powerful abstraction for modeling temporal learning in the brain.

Test Report Emission Test Program EPA Information Collection Request for Delayed Coking Units 736 Coker Unit

Science.gov (United States)

ARI Environmental, Inc. (ARI) was retained by Houston Refining LP (HRO) to conduct an emission test program at their refinery located in Houston, Texas. The testing was conducted on on the 736 Delayed Coking Unit (DCU) in response to EPA's ICR.

Automatic test pattern generation for stuck-at and delay faults in combinational circuits

International Nuclear Information System (INIS)

Kim, Dae Sik

1998-02-01

The present studies are developed to propose the automatic test pattern generation (ATG) algorithms for combinational circuits. These ATG algorithms are realized in two ATG programs: One is the ATG program for stuck-at fault and the other one for delay faults. In order to accelerate the ATG process, these two ATG programs have a common feature (the search method based on the concept of the degree of freedom), whereas only ATG program for the delay fault utilizes the 19-valued logic, a type of composite valued logic. This difference between two ATG programs results from the difference of the target fault. Accelerating the ATG process is indispensable for improving the ATG algorithms. This acceleration is mainly achieved by reducing the number of the unnecessary backtrackings, making the earlier detection of the conflicts, and shortening the computation time between the implication. Because of this purpose, the developed ATG programs include the new search method based on the concept of the degree of freedom (DF). The DF concept, computed directly and easily from the system descriptions such as types of gates and their interconnections, is the criterion to decide which, among several alternate lines' logic values required along each path, promises to be the most effective in order to accelerate and improve the ATG process. This DF concept is utilized to develop and improve both of ATG programs for stuck-at and delay faults in combinational circuits. In addition to improving the ATG process, reducing number of test pattern is indispensable for testing the delay faults because the size of the delay faults grows rapidly as increasing the size of the circuit. In order to improve the compactness of the test set, 19-valued logic are derived. Unlike other TG logic systems, 19-valued logic is utilized to generate the robustly hazard-free test pattern. This is achieved by using the basic 5-valued logic, proposed in this work, where the transition with no hazard is

Compounding diagnostic delays: a qualitative study of point-of-care testing in South Africa.

Science.gov (United States)

Engel, Nora; Davids, Malika; Blankvoort, Nadine; Pai, Nitika Pant; Dheda, Keertan; Pai, Madhukar

2015-04-01

Successful point-of-care (POC) testing (completion of test-and-treat cycle in one patient encounter) has immense potential to reduce diagnostic and treatment delays, and improve patient and public health outcomes. We explored what tests are done and how in public/private, rural/urban hospitals and clinics in South Africa and whether they can ensure successful POC testing. This qualitative research study examined POC testing across major diseases in Cape Town, Durban and Eastern Cape. We conducted 101 semi-structured interviews and seven focus group discussions with doctors, nurses, community health workers, patients, laboratory technicians, policymakers, hospital managers and diagnostic manufacturers. In South Africa, diagnostics are characterised by a centralised system. Most tests conducted on the spot can be made to work successfully as POC tests. The majority of public/private clinics and smaller hospitals send samples via couriers to centralised laboratories and retrieve results the same way, via internet, fax or phone. The main challenge to POC testing lies in transporting samples and results, while delays risk patient loss from diagnostic/treatment pathways. Strategies to deal with associated delays create new problems, such as artificially prolonged turnaround times, strains on human resources and quality of testing, compounding additional diagnostic and treatment delays. For POC testing to succeed, particular characteristics of diagnostic ecosystems and adaptations of professional practices to overcome associated challenges must be taken into account. © 2014 John Wiley & Sons Ltd.

Output Information Based Fault-Tolerant Iterative Learning Control for Dual-Rate Sampling Process with Disturbances and Output Delay

Directory of Open Access Journals (Sweden)

Hongfeng Tao

2018-01-01

Full Text Available For a class of single-input single-output (SISO dual-rate sampling processes with disturbances and output delay, this paper presents a robust fault-tolerant iterative learning control algorithm based on output information. Firstly, the dual-rate sampling process with output delay is transformed into discrete system in state-space model form with slow sampling rate without time delay by using lifting technology; then output information based fault-tolerant iterative learning control scheme is designed and the control process is turned into an equivalent two-dimensional (2D repetitive process. Moreover, based on the repetitive process stability theory, the sufficient conditions for the stability of system and the design method of robust controller are given in terms of linear matrix inequalities (LMIs technique. Finally, the flow control simulations of two flow tanks in series demonstrate the feasibility and effectiveness of the proposed method.

A longitudinal study on time perspectives: relations with academic delay of gratification and learning environment

NARCIS (Netherlands)

Peetsma, T.; Schuitema, J.; van der Veen, I.

2012-01-01

After they start secondary school (at age 12 in the Netherlands), students' time perspectives on school and professional career and self-regulated learning decrease, while their perspectives on leisure increase. We aimed to investigate relations in the developments in time perspectives and delay of

Divided attention improves delayed, but not immediate retrieval of a consolidated memory.

Science.gov (United States)

Kessler, Yoav; Vandermorris, Susan; Gopie, Nigel; Daros, Alexander; Winocur, Gordon; Moscovitch, Morris

2014-01-01

A well-documented dissociation between memory encoding and retrieval concerns the role of attention in the two processes. The typical finding is that divided attention (DA) during encoding impairs future memory, but retrieval is relatively robust to attentional manipulations. However, memory research in the past 20 years had demonstrated that retrieval is a memory-changing process, in which the strength and availability of information are modified by various characteristics of the retrieval process. Based on this logic, several studies examined the effects of DA during retrieval (Test 1) on a future memory test (Test 2). These studies yielded inconsistent results. The present study examined the role of memory consolidation in accounting for the after-effect of DA during retrieval. Initial learning required a classification of visual stimuli, and hence involved incidental learning. Test 1 was administered 24 hours after initial learning, and therefore required retrieval of consolidated information. Test 2 was administered either immediately following Test 1 or after a 24-hour delay. Our results show that the effect of DA on Test 2 depended on this delay. DA during Test 1 did not affect performance on Test 2 when it was administered immediately, but improved performance when Test 2 was given 24-hours later. The results are consistent with other findings showing long-term benefits of retrieval difficulty. Implications for theories of reconsolidation in human episodic memory are discussed.

Short-term total sleep deprivation alters delay-conditioned memory in the rat.

Science.gov (United States)

Tripathi, Shweta; Jha, Sushil K

2016-06-01

Short-term sleep deprivation soon after training may impair memory consolidation. Also, a particular sleep stage or its components increase after learning some tasks, such as negative and positive reinforcement tasks, avoidance tasks, and spatial learning tasks, and so forth. It suggests that discrete memory types may require specific sleep stage or its components for their optimal processing. The classical conditioning paradigms are widely used to study learning and memory but the role of sleep in a complex conditioned learning is unclear. Here, we have investigated the effects of short-term sleep deprivation on the consolidation of delay-conditioned memory and the changes in sleep architecture after conditioning. Rats were trained for the delay-conditioned task (for conditioning, house-light [conditioned stimulus] was paired with fruit juice [unconditioned stimulus]). Animals were divided into 3 groups: (a) sleep deprived (SD); (b) nonsleep deprived (NSD); and (c) stress control (SC) groups. Two-way ANOVA revealed a significant interaction between groups and days (training and testing) during the conditioned stimulus-unconditioned stimulus presentation. Further, Tukey post hoc comparison revealed that the NSD and SC animals exhibited significant increase in performances during testing. The SD animals, however, performed significantly less during testing. Further, we observed that wakefulness and NREM sleep did not change after training and testing. Interestingly, REM sleep increased significantly on both days compared to baseline more specifically during the initial 4-hr time window after conditioning. Our results suggest that the consolidation of delay-conditioned memory is sleep-dependent and requires augmented REM sleep during an explicit time window soon after training. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Bias associated with delayed verification in test accuracy studies: accuracy of tests for endometrial hyperplasia may be much higher than we think!

Directory of Open Access Journals (Sweden)

Coomarasamy Aravinthan

2004-05-01

Full Text Available Abstract Background To empirically evaluate bias in estimation of accuracy associated with delay in verification of diagnosis among studies evaluating tests for predicting endometrial hyperplasia. Methods Systematic reviews of all published research on accuracy of miniature endometrial biopsy and endometr ial ultrasonography for diagnosing endometrial hyperplasia identified 27 test accuracy studies (2,982 subjects. Of these, 16 had immediate histological verification of diagnosis while 11 had verification delayed > 24 hrs after testing. The effect of delay in verification of diagnosis on estimates of accuracy was evaluated using meta-regression with diagnostic odds ratio (dOR as the accuracy measure. This analysis was adjusted for study quality and type of test (miniature endometrial biopsy or endometrial ultrasound. Results Compared to studies with immediate verification of diagnosis (dOR 67.2, 95% CI 21.7–208.8, those with delayed verification (dOR 16.2, 95% CI 8.6–30.5 underestimated the diagnostic accuracy by 74% (95% CI 7%–99%; P value = 0.048. Conclusion Among studies of miniature endometrial biopsy and endometrial ultrasound, diagnostic accuracy is considerably underestimated if there is a delay in histological verification of diagnosis.

Meta-analysis of fluid intelligence tests of children from the Chinese mainland with learning difficulties.

Directory of Open Access Journals (Sweden)

Fang Tong

Full Text Available OBJECTIVE: To evaluate the differences in fluid intelligence tests between normal children and children with learning difficulties in China. METHOD: PubMed, MD Consult, and other Chinese Journal Database were searched from their establishment to November 2012. After finding comparative studies of Raven measurements of normal children and children with learning difficulties, full Intelligent Quotation (FIQ values and the original values of the sub-measurement were extracted. The corresponding effect model was selected based on the results of heterogeneity and parallel sub-group analysis was performed. RESULTS: Twelve documents were included in the meta-analysis, and the studies were all performed in mainland of China. Among these, two studies were performed at child health clinics, the other ten sites were schools and control children were schoolmates or classmates. FIQ was evaluated using a random effects model. WMD was -13.18 (95% CI: -16.50- -9.85. Children with learning difficulties showed significantly lower FIQ scores than controls (P<0.00001; Type of learning difficulty and gender differences were evaluated using a fixed-effects model (I² = 0%. The sites and purposes of the studies evaluated here were taken into account, but the reasons of heterogeneity could not be eliminated; The sum IQ of all the subgroups showed considerable heterogeneity (I² = 76.5%. The sub-measurement score of document A showed moderate heterogeneity among all documents, and AB, B, and E showed considerable heterogeneity, which was used in a random effect model. Individuals with learning difficulties showed heterogeneity as well. There was a moderate delay in the first three items (-0.5 to -0.9, and a much more pronounced delay in the latter three items (-1.4 to -1.6. CONCLUSION: In the Chinese mainland, the level of fluid intelligence of children with learning difficulties was lower than that of normal children. Delayed development in sub-items of C, D

Learning Python testing

CERN Document Server

Arbuckle, Daniel

2014-01-01

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

Divided attention improves delayed, but not immediate retrieval of a consolidated memory.

Directory of Open Access Journals (Sweden)

Yoav Kessler

Full Text Available A well-documented dissociation between memory encoding and retrieval concerns the role of attention in the two processes. The typical finding is that divided attention (DA during encoding impairs future memory, but retrieval is relatively robust to attentional manipulations. However, memory research in the past 20 years had demonstrated that retrieval is a memory-changing process, in which the strength and availability of information are modified by various characteristics of the retrieval process. Based on this logic, several studies examined the effects of DA during retrieval (Test 1 on a future memory test (Test 2. These studies yielded inconsistent results. The present study examined the role of memory consolidation in accounting for the after-effect of DA during retrieval. Initial learning required a classification of visual stimuli, and hence involved incidental learning. Test 1 was administered 24 hours after initial learning, and therefore required retrieval of consolidated information. Test 2 was administered either immediately following Test 1 or after a 24-hour delay. Our results show that the effect of DA on Test 2 depended on this delay. DA during Test 1 did not affect performance on Test 2 when it was administered immediately, but improved performance when Test 2 was given 24-hours later. The results are consistent with other findings showing long-term benefits of retrieval difficulty. Implications for theories of reconsolidation in human episodic memory are discussed.

10-minute delayed recall from the modified mini-mental state test predicts Alzheimer's disease pathology.

Science.gov (United States)

Lyness, Scott A; Lee, Ae Young; Zarow, Chris; Teng, Evelyn L; Chui, Helena C

2014-01-01

We compared the sensitivity and specificity of two delayed recall scores from the Modified Mini-Mental State (3MS) test with consensus clinical diagnosis to differentiate cognitive impairment due to Alzheimer's disease (AD) versus non-AD pathologies. At a memory disorders clinic, 117 cognitively impaired patients were administered a baseline 3MS test and received a contemporaneous consensus clinical diagnosis. Their brains were examined after death about 5 years later. Using logistic regression with forward selection to predict pathologically defined AD versus non-AD, 10-min delayed recall entered first (p = 0.001), followed by clinical diagnosis (p = 0.02); 1-min delayed recall did not enter. 10-min delayed recall scores ≤4 (score range = 0-9) were 87% sensitive and 47% specific in predicting AD pathology; consensus clinical diagnosis was 82% sensitive and 45% specific. For the 57 patients whose initial Mini-Mental State Examination scores were ≥19 (the median), 3MS 10-min delayed recall scores ≤4 showed some loss of sensitivity (80%) but a substantial gain in specificity (77%). In conclusion, 10-min delayed recall score on the brief 3MS test distinguished between AD versus non-AD pathology about 5 years before death at least as well as consensus clinical diagnosis that requires much more comprehensive information and complex deliberation.

Oscillatory dynamics of an intravenous glucose tolerance test model with delay interval

Science.gov (United States)

Shi, Xiangyun; Kuang, Yang; Makroglou, Athena; Mokshagundam, Sriprakash; Li, Jiaxu

2017-11-01

Type 2 diabetes mellitus (T2DM) has become prevalent pandemic disease in view of the modern life style. Both diabetic population and health expenses grow rapidly according to American Diabetes Association. Detecting the potential onset of T2DM is an essential focal point in the research of diabetes mellitus. The intravenous glucose tolerance test (IVGTT) is an effective protocol to determine the insulin sensitivity, glucose effectiveness, and pancreatic β-cell functionality, through the analysis and parameter estimation of a proper differential equation model. Delay differential equations have been used to study the complex physiological phenomena including the glucose and insulin regulations. In this paper, we propose a novel approach to model the time delay in IVGTT modeling. This novel approach uses two parameters to simulate not only both discrete time delay and distributed time delay in the past interval, but also the time delay distributed in a past sub-interval. Normally, larger time delay, either a discrete or a distributed delay, will destabilize the system. However, we find that time delay over a sub-interval might not. We present analytically some basic model properties, which are desirable biologically and mathematically. We show that this relatively simple model provides good fit to fluctuating patient data sets and reveals some intriguing dynamics. Moreover, our numerical simulation results indicate that our model may remove the defect in well known Minimal Model, which often overestimates the glucose effectiveness index.

Learning style, judgements of learning, and learning of verbal and visual information.

Science.gov (United States)

Knoll, Abby R; Otani, Hajime; Skeel, Reid L; Van Horn, K Roger

2017-08-01

The concept of learning style is immensely popular despite the lack of evidence showing that learning style influences performance. This study tested the hypothesis that the popularity of learning style is maintained because it is associated with subjective aspects of learning, such as judgements of learning (JOLs). Preference for verbal and visual information was assessed using the revised Verbalizer-Visualizer Questionnaire (VVQ). Then, participants studied a list of word pairs and a list of picture pairs, making JOLs (immediate, delayed, and global) while studying each list. Learning was tested by cued recall. The results showed that higher VVQ verbalizer scores were associated with higher immediate JOLs for words, and higher VVQ visualizer scores were associated with higher immediate JOLs for pictures. There was no association between VVQ scores and recall or JOL accuracy. As predicted, learning style was associated with subjective aspects of learning but not objective aspects of learning. © 2016 The British Psychological Society.

Stability and delay sensitivity of neutral fractional-delay systems.

Science.gov (United States)

Xu, Qi; Shi, Min; Wang, Zaihua

2016-08-01

This paper generalizes the stability test method via integral estimation for integer-order neutral time-delay systems to neutral fractional-delay systems. The key step in stability test is the calculation of the number of unstable characteristic roots that is described by a definite integral over an interval from zero to a sufficient large upper limit. Algorithms for correctly estimating the upper limits of the integral are given in two concise ways, parameter dependent or independent. A special feature of the proposed method is that it judges the stability of fractional-delay systems simply by using rough integral estimation. Meanwhile, the paper shows that for some neutral fractional-delay systems, the stability is extremely sensitive to the change of time delays. Examples are given for demonstrating the proposed method as well as the delay sensitivity.

Accuracy of different diagnostic tests for early, delayed and late prosthetic joint infection.

Science.gov (United States)

Fernández-Sampedro, M; Fariñas-Alvarez, C; Garces-Zarzalejo, C; Alonso-Aguirre, M A; Salas-Venero, C; Martínez-Martínez, L; Fariñas, M C

2017-08-25

A combination of laboratory, histopathological and microbiological tests for diagnosis of prosthetic joint infection (PJI) have been strongly recommended. This study aims to characterize the accuracy of individual or group tests, such as culture of sonicate fluid, synovial fluid and peri-implant tissue, C-reactive protein (CRP) and histopathology for detection of early, delayed and late PJI. A prospective study of patients undergoing hip or knee arthroplasty from February 2009 to February 2014 was performed in a Spanish tertiary health care hospital. The diagnostic accuracy of the different methods was evaluated constructing receiver-operating-characteristic (ROC) curve areas. One hundred thirty consecutive patients were included: 18 (13.8%) early PJI, 35 (27%) delayed PJI and 77 (59.2%) late PJI. For individual parameters, the area under the ROC curve for peri-implant tissue culture was larger for early (0.917) than for delayed (0.829) and late PJI (0.778), p = 0.033. There was a significantly larger difference for ROC area in the synovial fluid culture for delayed (0.803) than for early (0.781) and late infections (0.679), p = 0.039. The comparison of the areas under the ROC curves for the two microbiological tests showed that sonicate fluid was significantly different from peri-implant tissue in delayed (0.951 vs 0.829, p = 0.005) and late PJI (0.901 vs 0.778, p = 0.000). The conjunction of preoperative parameters, synovial fluid culture and CRP, improved the accuracy for late PJI (p = 0.01). The conjunction of histopathology and sonicate fluid culture increased the area under ROC curve of sonication in early (0.917 vs 1.000); p = 0.06 and late cases (0.901 vs 0.999); p < 0.001. For early PJI, sonicate fluid and peri-implant tissue cultures achieve the same best sensitivity. For delayed and late PJI, sonicate fluid culture is the most sensitive individual diagnostic method. By combining histopathology and peri-implant tissue, all early, 97% of

Long-term maintenance of immediate or delayed extinction is determined by the extinction-test interval

OpenAIRE

Johnson, Justin S.; Escobar, Martha; Kimble, Whitney L.

2010-01-01

Short acquisition-extinction intervals (immediate extinction) can lead to either more or less spontaneous recovery than long acquisition-extinction intervals (delayed extinction). Using rat subjects, we observed less spontaneous recovery following immediate than delayed extinction (Experiment 1). However, this was the case only if a relatively long extinction-test interval was used; a relatively short extinction-test interval yielded the opposite result (Experiment 2). Previous data appear co...

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

Science.gov (United States)

Brame, Cynthia J; Biel, Rachel

2015-01-01

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

The Effects of Test Trial and Processing Level on Immediate and Delayed Retention

Science.gov (United States)

Chang, Sau Hou

2017-01-01

The purpose of the present study was to investigate the effects of test trial and processing level on immediate and delayed retention. A 2 × 2 × 2 mixed ANOVAs was used with two between-subject factors of test trial (single test, repeated test) and processing level (shallow, deep), and one within-subject factor of final recall (immediate,…

Using Tests as Learning Opportunities.

Science.gov (United States)

Foos, Paul W.; Fisher, Ronald P.

1988-01-01

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

Delayed hydrogen cracking test design for pressure tubes

International Nuclear Information System (INIS)

Haddad, Roberto; Loberse, Antonio N.; Yawny, Alejandro A.; Riquelme, Pablo

1999-01-01

CANDU nuclear power stations pressure tubes of alloy Zr-2,5 % Nb present a cracking phenomenon known as delayed hydrogen cracking (DHC). This is a brittle fracture of zirconium hydrides that are developed by hydrogen due to aqueous corrosion on the metal surface. This hydrogen diffuses to the crack tip where brittle zirconium hydrides develops and promotes the crack propagation. A direct current potential decay (DCPD) technique has been developed to measure crack propagation rates on compact test (CT) samples machined from a non irradiated pressure tube. Those test samples were hydrogen charged by cathodic polarization in an acid solution and then pre cracked in a fatigue machine. This technique proved to be useful to measure crack propagation rates with at least 1% accuracy for DHC in pressure tubes. (author)

Effects of OEF/OIF-Related Physical and Emotional Co-Morbidities on Associative Learning: Concurrent Delay and Trace Eyeblink Classical Conditioning

Directory of Open Access Journals (Sweden)

Regina E. McGlinchey

2014-03-01

Full Text Available This study examined the performance of veterans and active duty personnel who served in Operation Enduring Freedom and/or Operation Iraqi Freedom (OEF/OIF on a basic associative learning task. Eighty-eight individuals participated in this study. All received a comprehensive clinical evaluation to determine the presence and severity of posttraumatic stress disorder (PTSD and traumatic brain injury (TBI. The eyeblink conditioning task was composed of randomly intermixed delay and trace conditioned stimulus (CS and unconditioned stimulus (US pairs (acquisition followed by a series of CS only trials (extinction. Results revealed that those with a clinical diagnosis of PTSD or a diagnosis of PTSD with comorbid mTBI acquired delay and trace conditioned responses (CRs to levels and at rates similar to a deployed control group, thus suggesting intact basic associative learning. Differential extinction impairment was observed in the two clinical groups. Acquisition of CRs for both delay and trace conditioning, as well as extinction of trace CRs, was associated with alcoholic behavior across all participants. These findings help characterize the learning and memory function of individuals with PTSD and mTBI from OEF/OIF and raise the alarming possibility that the use of alcohol in this group may lead to more significant cognitive dysfunction.

Do testing effects change over time? Insights from immediate and delayed retrieval speed

NARCIS (Netherlands)

Broek, G.S.E. van den; Segers, P.C.J.; Takashima, A.; Verhoeven, L.T.W.

2014-01-01

Retrieving information from memory improves recall accuracy more than continued studying, but this testing effect often only becomes visible over time. In contrast, the present study documents testing effects on recall speed both immediately after practice and after a delay. A total of 40

Evaluation of susceptibility of high strength steels to delayed fracture by using cyclic corrosion test and slow strain rate test

International Nuclear Information System (INIS)

Li Songjie; Zhang Zuogui; Akiyama, Eiji; Tsuzaki, Kaneaki; Zhang Boping

2010-01-01

To evaluate susceptibilities of high strength steels to delayed fracture, slow strain rate tests (SSRT) of notched bar specimens of AISI 4135 with tensile strengths of 1300 and 1500 MPa and boron-bearing steel with 1300 MPa have been performed after cyclic corrosion test (CCT). During SSRT the humidity around the specimen was kept high to keep absorbed diffusible hydrogen. The fracture stresses of AISI 4135 steels decreased with increment of diffusible hydrogen content which increased with CCT cycles. Their delayed fracture susceptibilities could be successfully evaluated in consideration of both influence of hydrogen content on mechanical property and hydrogen entry.

Evaluation of susceptibility of high strength steels to delayed fracture by using cyclic corrosion test and slow strain rate test

Energy Technology Data Exchange (ETDEWEB)

Li Songjie [School of Materials Science and Engineering, University of Science and Technology Beijing, No. 30 Xueyuan Road, Hidian Zone, Beijing 100083 (China); Structural Metals Center, National Institute for Materials Science, 1-2-1 Sengen, Tsukuba, Ibaraki 305-0047 (Japan); Zhang Zuogui [Structural Metals Center, National Institute for Materials Science, 1-2-1 Sengen, Tsukuba, Ibaraki 305-0047 (Japan); Akiyama, Eiji [Structural Metals Center, National Institute for Materials Science, 1-2-1 Sengen, Tsukuba, Ibaraki 305-0047 (Japan)], E-mail: AKIYAMA.Eiji@nims.go.jp; Tsuzaki, Kaneaki [Structural Metals Center, National Institute for Materials Science, 1-2-1 Sengen, Tsukuba, Ibaraki 305-0047 (Japan); Zhang Boping [School of Materials Science and Engineering, University of Science and Technology Beijing, No. 30 Xueyuan Road, Hidian Zone, Beijing 100083 (China)

2010-05-15

To evaluate susceptibilities of high strength steels to delayed fracture, slow strain rate tests (SSRT) of notched bar specimens of AISI 4135 with tensile strengths of 1300 and 1500 MPa and boron-bearing steel with 1300 MPa have been performed after cyclic corrosion test (CCT). During SSRT the humidity around the specimen was kept high to keep absorbed diffusible hydrogen. The fracture stresses of AISI 4135 steels decreased with increment of diffusible hydrogen content which increased with CCT cycles. Their delayed fracture susceptibilities could be successfully evaluated in consideration of both influence of hydrogen content on mechanical property and hydrogen entry.

Substitution of California Verbal Learning Test, second edition for Verbal Paired Associates on the Wechsler Memory Scale, fourth edition.

Science.gov (United States)

Miller, Justin B; Axelrod, Bradley N; Rapport, Lisa J; Hanks, Robin A; Bashem, Jesse R; Schutte, Christian

2012-01-01

Two common measures used to evaluate verbal learning and memory are the Verbal Paired Associates (VPA) subtest from the Wechsler Memory Scales (WMS) and the second edition of the California Verbal Learning Test (CVLT-II). For the fourth edition of the WMS, scores from the CVLT-II can be substituted for VPA; the present study sought to examine the validity of the substitution. For each substitution, paired-samples t tests were conducted between original VPA scaled scores and scaled scores obtained from the CVLT-II substitution to evaluate comparability. Similar comparisons were made at the index score level. At the index score level, substitution resulted in significantly lower scores for the AMI (p = .03; r = .13) but not for the IMI (p = .29) or DMI (p = .09). For the subtest scores, substituted scaled scores for VPA were not significantly different from original scores for the immediate recall condition (p = .20) but were significantly lower at delayed recall (p = .01). These findings offer partial support for the substitution. For both the immediate and delayed conditions, the substitution produced generally lower subtest scores compared to original VPA subtest scores.

Development and testing of a decision aid for women considering delayed breast reconstruction.

Science.gov (United States)

Metcalfe, Kelly; Zhong, Toni; O'Neill, Anne C; McCready, David; Chan, Linda; Butler, Kate; Brennenstuhl, Sarah; Hofer, Stefan O P

2018-03-01

The decision to have post-mastectomy breast reconstruction (PMBR) is highly complex and many women feel ill equipped to make this decision. Decision aids have been advocated to promote patient involvement in decision-making by streamlining and standardizing communication between the patient and the health care professional. In this study, we report on the development and testing of a decision aid (DA) for breast cancer survivors considering delayed PMBR. The DA was developed and evaluated in three phases. The first phase included the development of the DA with input and review by practitioners and key stakeholders. The second phase involved pilot testing of the feasibility and acceptability of the DA with a convenience sample of women with delayed PMBR. The third phase involved a pretest/post-test evaluation of the DA for women who were making decisions about their PMBR options. The DA was developed using the Ottawa Decision Support Framework. In the second phase of the study, 21 women completed the acceptability survey, of whom 100% reported that they would recommend the DA to other women. In the third phase, decisional conflict decreased significantly (p < 0.001) and knowledge increased significantly (p < 0.001) from prior to using the DA to 1-2 weeks after using the DA. The DA is feasible and acceptable to women considering delayed PMBR. Furthermore, the DA is effective at reducing decisional conflict and increasing knowledge about delayed PMBR. The DA is an appropriate tool to be used in addition with standard care in women considering PMBR. Copyright © 2017 British Association of Plastic, Reconstructive and Aesthetic Surgeons. Published by Elsevier Ltd. All rights reserved.

Teaching Language Skills to Preschool Students with Developmental Delays and Autism Spectrum Disorder Using Language for Learning

Science.gov (United States)

Flores, Margaret M.; Schweck, Kelly B.; Hinton, Vanessa

2016-01-01

Language intervention using Direct Instruction (DI) has shown positive results. There is a growing body of investigation of Language for Learning (LL), a DI program, on the performance of students with autism spectrum disorders (ASD) and students with developmental delays (DD). There is need for replication and extension of research to include…

Learning software testing with Test Studio

CERN Document Server

Madi, Rawane

2013-01-01

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

The Role of Covert Retrieval in Working Memory Span Tasks: Evidence from Delayed Recall Tests

Science.gov (United States)

McCabe, David P.

2008-01-01

The current study examined delayed recall of items that had been processed during simple and complex span tasks. Three experiments were reported showing that despite more items being recalled initially from a simple span task (i.e., word span) than a complex span task (i.e., operation span), on a delayed recall test more items were recalled that…

Meta-analysis of fluid intelligence tests of children from the Chinese mainland with learning difficulties.

Science.gov (United States)

Tong, Fang; Fu, Tong

2013-01-01

To evaluate the differences in fluid intelligence tests between normal children and children with learning difficulties in China. PubMed, MD Consult, and other Chinese Journal Database were searched from their establishment to November 2012. After finding comparative studies of Raven measurements of normal children and children with learning difficulties, full Intelligent Quotation (FIQ) values and the original values of the sub-measurement were extracted. The corresponding effect model was selected based on the results of heterogeneity and parallel sub-group analysis was performed. Twelve documents were included in the meta-analysis, and the studies were all performed in mainland of China. Among these, two studies were performed at child health clinics, the other ten sites were schools and control children were schoolmates or classmates. FIQ was evaluated using a random effects model. WMD was -13.18 (95% CI: -16.50- -9.85). Children with learning difficulties showed significantly lower FIQ scores than controls (Pintelligence of children with learning difficulties was lower than that of normal children. Delayed development in sub-items of C, D, and E was more obvious.

Effects of chewing gum on mood, learning, memory and performance of an intelligence test.

Science.gov (United States)

Smith, Andrew

2009-04-01

Recent research suggests that chewing gum may increase alertness and lead to changes in cognitive performance. The present study examined effects of chewing gum on these functions within the context of a single study. This study had four main aims. The first was to examine whether chewing gum improved learning and memory of information in a story. The second aim was to determine whether chewing gum improved test performance on a validated intellectual task (the Alice Heim task). A third aim was to determine whether chewing gum improved performance on short memory tasks (immediate and delayed recall of a list of words, delayed recognition memory, retrieval from semantic memory, and a working memory task). The final aim was to determine whether chewing gum improved mood (alertness, calm and hedonic tone). A cross-over design was used with gum and no-gum sessions being on consecutive weeks. In each week, volunteers attended for two sessions, two days apart. The first session assessed mood, immediate recall of information from a story and performance on short memory tasks. The second session assessed mood, delayed recall of information from a story and performance of an intelligence test (the Alice Heim test). There were no significant effects of chewing gum on any aspect of recall of the story. Chewing gum improved the accuracy of performing the Alice Heim test which confirms the benefits of gum on test performance seen in an earlier study. Chewing gum had no significant effect on the short memory tasks. Chewing gum increased alertness at the end of the test session in both parts of the study. This effect was in the region of a 10% increase and was highly significant (P increases alertness. In contrast, no significant effects of chewing gum were observed in the memory tasks. Intellectual performance was improved in the gum condition. Overall, the results suggest further research on the alerting effects of chewing gum and possible improved test performance in these

Students' views of cooperative learning and group testing.

Science.gov (United States)

Hicks, Jay

2007-01-01

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

Learning Automata Based Caching for Efficient Data Access in Delay Tolerant Networks

Directory of Open Access Journals (Sweden)

Zhenjie Ma

2018-01-01

Full Text Available Effective data access is one of the major challenges in Delay Tolerant Networks (DTNs that are characterized by intermittent network connectivity and unpredictable node mobility. Currently, different data caching schemes have been proposed to improve the performance of data access in DTNs. However, most existing data caching schemes perform poorly due to the lack of global network state information and the changing network topology in DTNs. In this paper, we propose a novel data caching scheme based on cooperative caching in DTNs, aiming at improving the successful rate of data access and reducing the data access delay. In the proposed scheme, learning automata are utilized to select a set of caching nodes as Caching Node Set (CNS in DTNs. Unlike the existing caching schemes failing to address the challenging characteristics of DTNs, our scheme is designed to automatically self-adjust to the changing network topology through the well-designed voting and updating processes. The proposed scheme improves the overall performance of data access in DTNs compared with the former caching schemes. The simulations verify the feasibility of our scheme and the improvements in performance.

Comparison between two tests of delayed recall for the diagnosis of dementia

Directory of Open Access Journals (Sweden)

Takada Leonel Tadao

2006-01-01

Full Text Available Diagnosis of dementia is a challenge in populations with heterogeneous educational background. OBJECTIVE: To compare the accuracies of two delayed recall tests for the diagnosis of dementia in a community with high proportion of illiterates. METHOD: The delayed recall of a word list from the CERAD battery (DR-CERAD was compared with the delayed recall of objects presented as line drawings from the Brief Cognitive Screening Battery (DR-BCSB using ROC curves. Illiterate (23 controls and 17 patients with dementia and literate individuals (28 controls and 17 patients with dementia were evaluated in a community-dwelling Brazilian population. RESULTS: The DR-BCSB showed higher accuracy than the DR-CERAD in the illiterate (p=0.029, similar accuracy in the literate individuals (p=0.527, and a trend for higher accuracy in the entire population (p=0.084. CONCLUSION: the DR-BCSB could be an alternative for the diagnosis of dementia in populations with high proportion of illiterates.

[Diagnostic evaluation of the developmental level in children identified at risk of delay through the Child Development Evaluation Test].

Science.gov (United States)

Rizzoli-Córdoba, Antonio; Campos-Maldonado, Martha Carmen; Vélez-Andrade, Víctor Hugo; Delgado-Ginebra, Ismael; Baqueiro-Hernández, César Iván; Villasís-Keever, Miguel Ángel; Reyes-Morales, Hortensia; Ojeda-Lara, Lucía; Davis-Martínez, Erika Berenice; O'Shea-Cuevas, Gabriel; Aceves-Villagrán, Daniel; Carrasco-Mendoza, Joaquín; Villagrán-Muñoz, Víctor Manuel; Halley-Castillo, Elizabeth; Sidonio-Aguayo, Beatriz; Palma-Tavera, Josuha Alexander; Muñoz-Hernández, Onofre

The Child Development Evaluation (or CDE Test) was developed in Mexico as a screening tool for child developmental problems. It yields three possible results: normal, slow development or risk of delay. The modified version was elaborated using the information obtained during the validation study but its properties according to the base population are not known. The objective of this work was to establish diagnostic confirmation of developmental delay in children 16- to 59-months of age previously identified as having risk of delay through the CDE Test in primary care facilities. A population-based cross-sectional study was conducted in one Mexican state. CDE test was administered to 11,455 children 16- to 59-months of age from December/2013 to March/2014. The eligible population represented the 6.2% of the children (n=714) who were identified at risk of delay through the CDE Test. For inclusion in the study, a block randomization stratified by sex and age group was performed. Each participant included in the study had a diagnostic evaluation using the Battelle Development Inventory, 2 nd edition. From the 355 participants included with risk of delay, 65.9% were male and 80.2% were from rural areas; 6.5% were false positives (Total Development Quotient ˃90) and 6.8% did not have any domain with delay (Domain Developmental Quotient <80). The proportion of delay for each domain was as follows: communication 82.5%; cognitive 80.8%; social-personal 33.8%; motor 55.5%; and adaptive 41.7%. There were significant differences in the percentages of delay both by age and by domain/subdomain evaluated. In 93.2% of the participants, developmental delay was corroborated in at least one domain evaluated. Copyright © 2015 Hospital Infantil de México Federico Gómez. Publicado por Masson Doyma México S.A. All rights reserved.

The Effect of Multiple Intelligences on DDL Vocabulary Learning

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Asma’a Abdulrazzaq Al-Mahbashi

2017-01-01

Full Text Available Over the past decades, the potential for the direct use of corpora known as data driven learning (DDL has gained great prominence in English language classrooms. A substantial number of empirical studies demonstrated that DDL instruction positively affects students’ learning. As learning outcomes can be affected by individual differences, some researchers have investigated the efficiency of DDL in the light of learners’ different characteristics to determine the type of learners who were more responsive to DDL. The DDL literature has indicated the need for more research addressing for whom DDL best suits. Therefore, the aim of the current study was to examine whether or not learners’ predominant intelligences were significant predictors of DDL learning outcomes. The sample for this study included 30 female EFL Yemeni students at Sana’a University. The study used three primary instruments:  a multiple intelligence questionnaire, a posttest and a delayed test on the vocabulary that was taught using DDL. The result of the correlation analyses between the participants’ three identified predominant intelligences and their performances in the posttest and delayed test showed an insignificant relationship between the variables. The regression analyses results also revealed that the predominant intelligences insignificantly predicted the participants’ posttest and delayed test performances.  Based on these findings, learners’ needs and preferences should be activated and addressed by classroom instructions for creating a diverse and motivating learning environment.

Anticipation of delayed action-effects: learning when an effect occurs, without knowing what this effect will be.

Science.gov (United States)

Dignath, David; Janczyk, Markus

2017-09-01

According to the ideomotor principle, behavior is controlled via a retrieval of the sensory consequences that will follow from the respective movement ("action-effects"). These consequences include not only what will happen, but also when something will happen. In fact, recollecting the temporal duration between response and effect takes time and prolongs the initiation of the response. We investigated the associative structure of action-effect learning with delayed effects and asked whether participants acquire integrated action-time-effect episodes that comprise a compound of all three elements or whether they acquire separate traces that connect actions to the time until an effect occurs and actions to the effects that follow them. In three experiments, results showed that participants retrieve temporal intervals that follow from their actions even when the identity of the effect could not be learned. Furthermore, retrieval of temporal intervals in isolation was not inferior to retrieval of temporal intervals that were consistently followed by predictable action-effects. More specifically, when tested under extinction, retrieval of action-time and action-identity associations seems to compete against each other, similar to overshadowing effects reported for stimulus-response conditioning. Together, these results suggest that people anticipate when the consequences of their action will occur, independently from what the consequences will be.

The spacing effect in immediate and delayed free recall.

Science.gov (United States)

Godbole, Namrata R; Delaney, Peter F; Verkoeijen, Peter P J L

2014-01-01

Spacing repetitions improves learning relative to massing repetitions (the spacing effect). While most studies have examined the spacing effect at short retention intervals, there are contradictory claims about its fate at a delay. Certain empirical findings suggest that the spacing effect persists at a delay. However, a recent theoretical account proposes that in free recall the spacing effect should disappear at a delay. The few studies that have examined the spacing effect at a delay are sub-optimally designed, preventing an unbiased conclusion. The current study used incidental learning and controlled recency and encoding strategy in order to examine the effect of delay on the recall of spaced items within a free recall paradigm. The results demonstrated that the spacing effect persists after a delay. The results point to an important dissociation between intentional forgetting and context-change designs (which produce more forgetting of spaced than massed items) and the passage of time (which produces similar forgetting of spaced and massed items).

Incidental Learning: A Brief, Valid Measure of Memory Based on the WAIS-IV Vocabulary and Similarities Subtests.

Science.gov (United States)

Spencer, Robert J; Reckow, Jaclyn; Drag, Lauren L; Bieliauskas, Linas A

2016-12-01

We assessed the validity of a brief incidental learning measure based on the Similarities and Vocabulary subtests of the Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV). Most neuropsychological assessments for memory require intentional learning, but incidental learning occurs without explicit instruction. Incidental memory tests such as the WAIS-III Symbol Digit Coding subtest have existed for many years, but few memory studies have used a semantically processed incidental learning model. We conducted a retrospective analysis of 37 veterans with traumatic brain injury, referred for outpatient neuropsychological testing at a Veterans Affairs hospital. As part of their evaluation, the participants completed the incidental learning tasks. We compared their incidental learning performance to their performance on traditional memory measures. Incidental learning scores correlated strongly with scores on the California Verbal Learning Test-Second Edition (CVLT-II) and Brief Visuospatial Memory Test-Revised (BVMT-R). After we conducted a partial correlation that controlled for the effects of age, incidental learning correlated significantly with the CVLT-II Immediate Free Recall, CVLT-II Short-Delay Recall, CVLT-II Long-Delay Recall, and CVLT-II Yes/No Recognition Hits, and with the BVMT-R Delayed Recall and BVMT-R Recognition Discrimination Index. Our incidental learning procedures derived from subtests of the WAIS-IV Edition are an efficient and valid way of measuring memory. These tasks add minimally to testing time and capitalize on the semantic encoding that is inherent in completing the Similarities and Vocabulary subtests.

Test of the FLRW Metric and Curvature with Strong Lens Time Delays

International Nuclear Information System (INIS)

Liao, Kai; Li, Zhengxiang; Wang, Guo-Jian; Fan, Xi-Long

2017-01-01

We present a new model-independent strategy for testing the Friedmann–Lemaître–Robertson–Walker (FLRW) metric and constraining cosmic curvature, based on future time-delay measurements of strongly lensed quasar-elliptical galaxy systems from the Large Synoptic Survey Telescope and supernova observations from the Dark Energy Survey. The test only relies on geometric optics. It is independent of the energy contents of the universe and the validity of the Einstein equation on cosmological scales. The study comprises two levels: testing the FLRW metric through the distance sum rule (DSR) and determining/constraining cosmic curvature. We propose an effective and efficient (redshift) evolution model for performing the former test, which allows us to concretely specify the violation criterion for the FLRW DSR. If the FLRW metric is consistent with the observations, then on the second level the cosmic curvature parameter will be constrained to ∼0.057 or ∼0.041 (1 σ ), depending on the availability of high-redshift supernovae, which is much more stringent than current model-independent techniques. We also show that the bias in the time-delay method might be well controlled, leading to robust results. The proposed method is a new independent tool for both testing the fundamental assumptions of homogeneity and isotropy in cosmology and for determining cosmic curvature. It is complementary to cosmic microwave background plus baryon acoustic oscillation analyses, which normally assume a cosmological model with dark energy domination in the late-time universe.

Test of the FLRW Metric and Curvature with Strong Lens Time Delays

Energy Technology Data Exchange (ETDEWEB)

Liao, Kai [School of Science, Wuhan University of Technology, Wuhan 430070 (China); Li, Zhengxiang; Wang, Guo-Jian [Department of Astronomy, Beijing Normal University, Beijing 100875 (China); Fan, Xi-Long, E-mail: liaokai@whut.edu.cn, E-mail: xilong.fan@glasgow.ac.uk [Department of Physics and Mechanical and Electrical Engineering, Hubei University of Education, Wuhan 430205 (China)

2017-04-20

We present a new model-independent strategy for testing the Friedmann–Lemaître–Robertson–Walker (FLRW) metric and constraining cosmic curvature, based on future time-delay measurements of strongly lensed quasar-elliptical galaxy systems from the Large Synoptic Survey Telescope and supernova observations from the Dark Energy Survey. The test only relies on geometric optics. It is independent of the energy contents of the universe and the validity of the Einstein equation on cosmological scales. The study comprises two levels: testing the FLRW metric through the distance sum rule (DSR) and determining/constraining cosmic curvature. We propose an effective and efficient (redshift) evolution model for performing the former test, which allows us to concretely specify the violation criterion for the FLRW DSR. If the FLRW metric is consistent with the observations, then on the second level the cosmic curvature parameter will be constrained to ∼0.057 or ∼0.041 (1 σ ), depending on the availability of high-redshift supernovae, which is much more stringent than current model-independent techniques. We also show that the bias in the time-delay method might be well controlled, leading to robust results. The proposed method is a new independent tool for both testing the fundamental assumptions of homogeneity and isotropy in cosmology and for determining cosmic curvature. It is complementary to cosmic microwave background plus baryon acoustic oscillation analyses, which normally assume a cosmological model with dark energy domination in the late-time universe.

Effect of Time Delay on Recognition Memory for Pictures: The Modulatory Role of Emotion

Science.gov (United States)

Wang, Bo

2014-01-01

This study investigated the modulatory role of emotion in the effect of time delay on recognition memory for pictures. Participants viewed neutral, positive and negative pictures, and took a recognition memory test 5 minutes, 24 hours, or 1 week after learning. The findings are: 1) For neutral, positive and negative pictures, overall recognition accuracy in the 5-min delay did not significantly differ from that in the 24-h delay. For neutral and positive pictures, overall recognition accuracy in the 1-week delay was lower than in the 24-h delay; for negative pictures, overall recognition in the 24-h and 1-week delay did not significantly differ. Therefore negative emotion modulates the effect of time delay on recognition memory, maintaining retention of overall recognition accuracy only within a certain frame of time. 2) For the three types of pictures, recollection and familiarity in the 5-min delay did not significantly differ from that in the 24-h and the 1-week delay. Thus emotion does not appear to modulate the effect of time delay on recollection and familiarity. However, recollection in the 24-h delay was higher than in the 1-week delay, whereas familiarity in the 24-h delay was lower than in the 1-week delay. PMID:24971457

Improving outcomes of preschool language delay in the community: protocol for the Language for Learning randomised controlled trial

Directory of Open Access Journals (Sweden)

Wake Melissa

2012-07-01

Full Text Available Abstract Background Early language delay is a high-prevalence condition of concern to parents and professionals. It may result in lifelong deficits not only in language function, but also in social, emotional/behavioural, academic and economic well-being. Such delays can lead to considerable costs to the individual, the family and to society more widely. The Language for Learning trial tests a population-based intervention in 4 year olds with measured language delay, to determine (1 if it improves language and associated outcomes at ages 5 and 6 years and (2 its cost-effectiveness for families and the health care system. Methods/Design A large-scale randomised trial of a year-long intervention targeting preschoolers with language delay, nested within a well-documented, prospective, population-based cohort of 1464 children in Melbourne, Australia. All children received a 1.25-1.5 hour formal language assessment at their 4th birthday. The 200 children with expressive and/or receptive language scores more than 1.25 standard deviations below the mean were randomised into intervention or ‘usual care’ control arms. The 20-session intervention program comprises 18 one-hour home-based therapeutic sessions in three 6-week blocks, an outcome assessment, and a final feed-back/forward planning session. The therapy utilises a ‘step up-step down’ therapeutic approach depending on the child’s language profile, severity and progress, with standardised, manualised activities covering the four language development domains of: vocabulary and grammar; narrative skills; comprehension monitoring; and phonological awareness/pre-literacy skills. Blinded follow-up assessments at ages 5 and 6 years measure the primary outcome of receptive and expressive language, and secondary outcomes of vocabulary, narrative, and phonological skills. Discussion A key strength of this robust study is the implementation of a therapeutic framework that provides a standardised

Continued use of an interactive computer game-based visual perception learning system in children with developmental delay.

Science.gov (United States)

Lin, Hsien-Cheng; Chiu, Yu-Hsien; Chen, Yenming J; Wuang, Yee-Pay; Chen, Chiu-Ping; Wang, Chih-Chung; Huang, Chien-Ling; Wu, Tang-Meng; Ho, Wen-Hsien

2017-11-01

This study developed an interactive computer game-based visual perception learning system for special education children with developmental delay. To investigate whether perceived interactivity affects continued use of the system, this study developed a theoretical model of the process in which learners decide whether to continue using an interactive computer game-based visual perception learning system. The technology acceptance model, which considers perceived ease of use, perceived usefulness, and perceived playfulness, was extended by integrating perceived interaction (i.e., learner-instructor interaction and learner-system interaction) and then analyzing the effects of these perceptions on satisfaction and continued use. Data were collected from 150 participants (rehabilitation therapists, medical paraprofessionals, and parents of children with developmental delay) recruited from a single medical center in Taiwan. Structural equation modeling and partial-least-squares techniques were used to evaluate relationships within the model. The modeling results indicated that both perceived ease of use and perceived usefulness were positively associated with both learner-instructor interaction and learner-system interaction. However, perceived playfulness only had a positive association with learner-system interaction and not with learner-instructor interaction. Moreover, satisfaction was positively affected by perceived ease of use, perceived usefulness, and perceived playfulness. Thus, satisfaction positively affects continued use of the system. The data obtained by this study can be applied by researchers, designers of computer game-based learning systems, special education workers, and medical professionals. Copyright © 2017 Elsevier B.V. All rights reserved.

Delayed onset of a daytime nap facilitates retention of declarative memory.

Directory of Open Access Journals (Sweden)

Sara E Alger

Full Text Available BACKGROUND: Learning followed by a period of sleep, even as little as a nap, promotes memory consolidation. It is now generally recognized that sleep facilitates the stabilization of information acquired prior to sleep. However, the temporal nature of the effect of sleep on retention of declarative memory is yet to be understood. We examined the impact of a delayed nap onset on the recognition of neutral pictorial stimuli with an added spatial component. METHODOLOGY/PRINCIPAL FINDINGS: Participants completed an initial study session involving 150 neutral pictures of people, places, and objects. Immediately following the picture presentation, participants were asked to make recognition judgments on a subset of "old", previously seen, pictures versus intermixed "new" pictures. Participants were then divided into one of four groups who either took a 90-minute nap immediately, 2 hours, or 4 hours after learning, or remained awake for the duration of the experiment. 6 hours after initial learning, participants were again tested on the remaining "old" pictures, with "new" pictures intermixed. CONCLUSIONS/SIGNIFICANCE: Interestingly, we found a stabilizing benefit of sleep on the memory trace reflected as a significant negative correlation between the average time elapsed before napping and decline in performance from test to retest (p = .001. We found a significant interaction between the groups and their performance from test to retest (p = .010, with the 4-hour delay group performing significantly better than both those who slept immediately and those who remained awake (p = .044, p = .010, respectively. Analysis of sleep data revealed a significant positive correlation between amount of slow wave sleep (SWS achieved and length of the delay before sleep onset (p = .048. The findings add to the understanding of memory processing in humans, suggesting that factors such as waking processing and homeostatic increases in need for sleep over time modulate

Predicting Freeway Work Zone Delays and Costs with a Hybrid Machine-Learning Model

Directory of Open Access Journals (Sweden)

Bo Du

2017-01-01

Full Text Available A hybrid machine-learning model, integrating an artificial neural network (ANN and a support vector machine (SVM model, is developed to predict spatiotemporal delays, subject to road geometry, number of lane closures, and work zone duration in different periods of a day and in the days of a week. The model is very user friendly, allowing the least inputs from the users. With that the delays caused by a work zone on any location of a New Jersey freeway can be predicted. To this end, tremendous amounts of data from different sources were collected to establish the relationship between the model inputs and outputs. A comparative analysis was conducted, and results indicate that the proposed model outperforms others in terms of the least root mean square error (RMSE. The proposed hybrid model can be used to calculate contractor penalty in terms of cost overruns as well as incentive reward schedule in case of early work competition. Additionally, it can assist work zone planners in determining the best start and end times of a work zone for developing and evaluating traffic mitigation and management plans.

Delayed matching-to-sample: A tool to assess memory and other cognitive processes in pigeons.

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Zentall, Thomas R; Smith, Aaron P

2016-02-01

Delayed matching-to-sample is a versatile task that has been used to assess the nature of animal memory. Although once thought to be a relatively passive process, matching research has demonstrated considerable flexibility in how animals actively represent events in memory. But delayed matching can also demonstrate how animals fail to maintain representations in memory when they are cued that they will not be tested (directed forgetting) and how the outcome expected can serve as a choice cue. When pigeons have shown divergent retention functions following training without a delay, it has been taken as evidence of the use of a single-code/default coding strategy but in many cases an alternative account may be involved. Delayed matching has also been used to investigate equivalence learning (how animals represent stimuli when they learn that the same comparison response is correct following the presentation of two different samples) and to test for metamemory (the ability of pigeons to indicate that they understand what they know) by allowing animals to decline to be tested when they are uncertain that they remember a stimulus. How animals assess the passage of time has also been studied using the matching task. And there is evidence that when memory for the sample is impaired by a delay, rather than use the probability of being correct for choice of each of the comparison stimuli, pigeons tend to choose based on the overall sample frequency (base-rate neglect). Finally, matching has been used to identify natural color categories as well as dimensional categories in pigeons. Overall, matching to sample has provided an excellent methodology for assessing an assortment of cognitive processes in animals. Copyright © 2015 Elsevier B.V. All rights reserved.

Performance of normal adults on Rey Auditory Learning Test: a pilot study Desempenho de indivíduos saudáveis no Rey Auditory Verbal Learning Test (RAVLT: estudo piloto

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Leila Cardoso Teruya

2009-06-01

Full Text Available The present study aimed to assess the performance of healthy Brazilian adults on the Rey Auditory Verbal Learning Test (RAVLT, a test devised for assessing memory, and to investigate the influence of the variables age, sex and education on the performance obtained, and finally to suggest scores which may be adopted for assessing memory with this instrument. The performance of 130 individuals, subdivided into groups according to age and education, was assessed. Overall performance decreased with age. Schooling presented a strong and positive relationship with scores on all subitems analyzed except learning, for which no influence was found. Mean scores of subitems analyzed did not differ significantly between men and women, except for the delayed recall subitem. This manuscript describes RAVLT scores according to age and education. In summary, this is a pilot study that presents a profile of Brazilian adults on A1, A7, recognition and LOT subitem.O objetivo deste estudo foi avaliar o desempenho de adultos normais brasileiros no Rey Auditory Verbal Learning Test (RAVLT, um teste destinado à avaliação da memória, e investigar a influência das variáveis idade, sexo e escolaridade no desempenho obtido, além de sugerir escores que possam ser utilizados na avaliação da memória segundo este instrumento. Foi avaliado o desempenho de 130 indivíduos, subdivididos em grupos de acordo com a idade e escolaridade. O desempenho geral no teste diminuiu com o aumento da idade. A escolaridade apresentou relação forte e positiva com os escores em todos os subitens analisados, exceto no aprendizado, no qual não foi verificada influência. As médias dos escores dos subitens analisados não foram estatisticamente diferentes entre homens e mulheres, exceto no subitem recordação tardia. Descrevemos os escores no RAVLT de acordo com faixa etária e escolaridade neste manuscrito.

Learning from Feedback: Spacing and the Delay-Retention Effect

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Smith, Troy A.; Kimball, Daniel R.

2010-01-01

Most modern research on the effects of feedback during learning has assumed that feedback is an error correction mechanism. Recent studies of feedback-timing effects have suggested that feedback might also strengthen initially correct responses. In an experiment involving cued recall of trivia facts, we directly tested several theories of…

Learning Digital Test and Diagnostics via Internet

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Heinz-Dietrich Wuttke

2007-02-01

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

Distress in unaffected individuals who decline, delay or remain ineligible for genetic testing for hereditary diseases: a systematic review.

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Heiniger, Louise; Butow, Phyllis N; Price, Melanie A; Charles, Margaret

2013-09-01

Reviews on the psychosocial aspects of genetic testing for hereditary diseases typically focus on outcomes for carriers and non-carriers of genetic mutations. However, the majority of unaffected individuals from high-risk families do not undergo predictive testing. The aim of this review was to examine studies on psychosocial distress in unaffected individuals who delay, decline or remain ineligible for predictive genetic testing. Systematic searches of Medline, CINAHL, PsychINFO, PubMed and handsearching of related articles published between 1990 and 2012 identified 23 articles reporting 17 different studies that were reviewed and subjected to quality assessment. Findings suggest that definitions of delaying and declining are not always straightforward, and few studies have investigated psychological distress among individuals who remain ineligible for testing. Findings related to distress in delayers and decliners have been mixed, but there is evidence to suggest that cancer-related distress is lower in those who decline genetic counselling and testing, compared with testers, and that those who remain ineligible for testing experience more anxiety than tested individuals. Psychological, personality and family history vulnerability factors were identified for decliners and individuals who are ineligible for testing. The small number of studies and methodological limitations preclude definitive conclusions. Nevertheless, subgroups of those who remain untested appear to be at increased risk for psychological morbidity. As the majority of unaffected individuals do not undergo genetic testing, further research is needed to better understand the psychological impact of being denied the option of testing, declining and delaying testing. Copyright © 2012 John Wiley & Sons, Ltd.

Immediate and delayed recall of a small-scale spatial array.

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Tlauka, Michael; Donaldson, Phillip; Bonnar, Daniel

2015-01-01

The study examined people's spatial memory of a small-scale array of objects. Earlier work has primarily relied on short-retention intervals, and to date it is not known whether performance is affected by longer intervals between learning and recall. In the present investigation, university students studied seven target objects. Recall was tested immediately after learning and after an interval of seven days. Performance was found to be similar in the immediate and delayed conditions, and the results suggested that recall was facilitated by egocentric and intrinsic cues. The findings are discussed with reference to recent investigations that have shown task parameters can influence spatial recall.

Children with autism spectrum disorders show abnormal conditioned response timing on delay, but not trace, eyeblink conditioning

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Oristaglio, Jeff; West, Susan Hyman; Ghaffari, Manely; Lech, Melissa S.; Verma, Beeta R.; Harvey, John A.; Welsh, John P.; Malone, Richard P.

2013-01-01

Children with autism spectrum disorder (ASD) and age-matched typically-developing (TD) peers were tested on two forms of eyeblink conditioning (EBC), a Pavlovian associative learning paradigm where subjects learn to execute an appropriately-timed eyeblink in response to a previously neutral conditioning stimulus (CS). One version of the task, trace EBC, interposes a stimulus-free interval between the presentation of the CS and the unconditioned stimulus (US), a puff of air to the eye which causes subjects to blink. In delay EBC, the CS overlaps in time with the delivery of the US, usually with both stimuli terminating simultaneously. ASD children performed normally during trace EBC, exhibiting no differences from typically-developing (TD) subjects with regard to learning rate or the timing of the CR. However, when subsequently tested on delay EBC, subjects with ASD displayed abnormally-timed conditioned eye blinks that began earlier and peaked sooner than those of TD subjects, consistent with previous findings. The results suggest an impaired ability of children with ASD to properly time conditioned eye blinks which appears to be specific to delay EBC. We suggest that this deficit may reflect a dysfunction of cerebellar cortex in which increases in the intensity or duration of sensory input can temporarily disrupt the accuracy of motor timing over short temporal intervals. PMID:23769889

Monitoring the hydrolyzation of aspirin during the dissolution testing for aspirin delayed-release tablets with a fiber-optic dissolution system

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Yan Wang

2012-10-01

Full Text Available The purpose of this study was to investigate the hydrolyzation of aspirin during the process of dissolution testing for aspirin delayed-release tablets. Hydrolysis product of salicylic acid can result in adverse effects and affect the determination of dissolution rate assaying. In this study, the technique of differential spectra was employed, which made it possible to monitor the dissolution testing in situ. The results showed that the hydrolyzation of aspirin made the percentage of salicylic acid exceed the limit of free salicylic acid (4.0, and the hydrolyzation may affect the quality detection of aspirin delayed-release tablets. Keywords: Aspirin delayed-release tablets, Drug dissolution test, Fiber-optic dissolution system, UV–vis spectrum

Delay and reward choice in ADHD: an experimental test of the role of delay aversion.

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Marco, Rafaela; Miranda, Ana; Schlotz, Wolff; Melia, Amanda; Mulligan, Aisling; Müller, Ueli; Andreou, Penny; Butler, Louise; Christiansen, Hanna; Gabriels, Isabel; Medad, Sheera; Albrecht, Bjorn; Uebel, Henrik; Asherson, Phillip; Banaschewski, Tobias; Gill, Michael; Kuntsi, Jonna; Mulas, Fernando; Oades, Robert; Roeyers, Herbert; Steinhausen, Hans-Christoph; Rothenberger, Aribert; Faraone, Stephen V; Sonuga-Barke, Edmund J S

2009-05-01

Children with attention deficit/hyperactivity disorder (ADHD) choose smaller sooner (SS) over larger later (LL) rewards more than controls. Here we assess the contributions of impulsive drive for immediate rewards (IDIR) and delay aversion (DAv) to this pattern. We also explore the characteristics of, and the degree of familiality in, ADHD SS responders. We had 360 ADHD probands; 349 siblings and 112 controls (aged between 6 to 17 years) chose between SS (1 point after 2 s) and LL reward (2 points after 30 s) outcomes on the Maudsley Index of Delay Aversion (Kuntsi, Oosterlaan, & Stevenson, 2001): Under one condition SS choice led to less overall trial delay under another it did not. ADHD participants chose SS more than controls under both conditions. This effect was larger when SS choice reduced trial delay. ADHD SS responders were younger, had lower IQ, more conduct disorder and had siblings who were more likely to be SS responders themselves. The results support a dual component model in which both IDIR and DAv contribute to SS choice in ADHD. SS choice may be a marker of an ADHD motivational subtype.

Computerized adaptive testing in computer assisted learning?

NARCIS (Netherlands)

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

2011-01-01

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

Early onset marijuana use is associated with learning inefficiencies.

Science.gov (United States)

Schuster, Randi Melissa; Hoeppner, Susanne S; Evins, A Eden; Gilman, Jodi M

2016-05-01

Verbal memory difficulties are the most widely reported and persistent cognitive deficit associated with early onset marijuana use. Yet, it is not known what memory stages are most impaired in those with early marijuana use. Forty-eight young adults, aged 18-25, who used marijuana at least once per week and 48 matched nonusing controls (CON) completed the California Verbal Learning Test, Second Edition (CVLT-II). Marijuana users were stratified by age of initial use: early onset users (EMJ), who started using marijuana at or before age 16 (n = 27), and late onset marijuana user group (LMJ), who started using marijuana after age 16 (n = 21). Outcome variables included trial immediate recall, total learning, clustering strategies (semantic clustering, serial clustering, ratio of semantic to serial clustering, and total number of strategies used), delayed recall, and percent retention. Learning improved with repetition, with no group effect on the learning slope. EMJ learned fewer words overall than LMJ or CON. There was no difference between LMJ and CON in total number of words learned. Reduced overall learning mediated the effect on reduced delayed recall among EMJ, but not CON or LMJ. Learning improved with greater use of semantic versus serial encoding, but this did not vary between groups. EMJ was not related to delayed recall after adjusting for encoding. Young adults reporting early onset marijuana use had learning weaknesses, which accounted for the association between early onset marijuana use and delayed recall. No amnestic effect of marijuana use was observed. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Delay/Disruption Tolerant Networks (DTN): Testing and Demonstration for Lunar Surface Applications

Science.gov (United States)

2009-01-01

This slide presentation reviews the testing of the Delay/Disruption Tolerant Network (DTN) designed for use with Lunar Surface applications. This is being done through the DTN experimental Network (DEN), that permit access and testing by other NASA centers, DTN team members and protocol developers. The objective of this work is to demonstrate DTN for high return applications in lunar scenarios, provide DEN connectivity with analogs of Constellation elements, emulators, and other resources from DTN Team Members, serve as a wireless communications staging ground for remote analog excursions and enable testing of detailed communication scenarios and evaluation of network performance. Three scenarios for DTN on the Lunar surface are reviewed: Motion imagery, Voice and sensor telemetry, and Navigation telemetry.

Learning From Tests: Facilitation of Delayed Recall by Initial Recognition Alternatives.

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Whitten, William B., II; Leonard, Janet Mauriello

1980-01-01

Two experiments were designed to determine the effects of multiple-choice recognition test alternatives on subsequent memory for the correct answers. Results of both experiments are interpreted as demonstrations of the principle that long-term retention is facilitated such that memory evaluation occurs during initial recognition tests. (Author/RD)

Self-Testing Produces Superior Recall of Both Familiar and Unfamiliar Muscle Information

Science.gov (United States)

Dobson, John L.; Linderholm, Tracy; Yarbrough, Mary Beth

2015-01-01

Dozens of studies have found learning strategies based on the "testing effect" promote greater recall than those that rely solely on reading; however, the advantages of testing are often only observed after a delay (e.g., 2-7 days later). In contrast, our research, which has focused on kinesiology students learning kinesiology…

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

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He, Xiaohua; Canty, Anne

2013-01-01

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

Clinical review: Distinguishing constitutional delay of growth and puberty from isolated hypogonadotropic hypogonadism: critical appraisal of available diagnostic tests.

Science.gov (United States)

Harrington, Jennifer; Palmert, Mark R

2012-09-01

Determining the etiology of delayed puberty during initial evaluation can be challenging. Specifically, clinicians often cannot distinguish constitutional delay of growth and puberty (CDGP) from isolated hypogonadotropic hypogonadism (IHH), with definitive diagnosis of IHH awaiting lack of spontaneous puberty by age 18 yr. However, the ability to make a timely, correct diagnosis has important clinical implications. The aim was to describe and evaluate the literature regarding the ability of diagnostic tests to distinguish CDGP from IHH. A PubMed search was performed using key words "puberty, delayed" and "hypogonadotropic hypogonadism," and citations within retrieved articles were reviewed to identify studies that assessed the utility of basal and stimulation tests in the diagnosis of delayed puberty. Emphasis was given to a test's ability to distinguish prepubertal adolescents with CDGP from those with IHH. Basal gonadotropin and GnRH stimulation tests have limited diagnostic specificity, with overlap in gonadotropin levels between adolescents with CDGP and IHH. Stimulation tests using more potent GnRH agonists and/or human chorionic gonadotropin may have better discriminatory value, but small study size, lack of replication of diagnostic thresholds, and prolonged protocols limit clinical application. A single inhibin B level in two recent studies demonstrated good differentiation between groups. Distinguishing IHH from CDGP is an important clinical issue. Basal inhibin B may offer a simple, discriminatory test if results from recent studies are replicated. However, current literature does not allow for recommendation of any diagnostic test for routine clinical use, making this an important area for future investigation.

Questioning the rule of thumb: can verbal tasks be administered during the CVLT-II delay interval?

Science.gov (United States)

Williams, Bethany R; Donovick, Peter J

2008-09-01

In the manual for the California Verbal Learning Test - II (CVLT-II), the authors suggest that nonverbal, rather than verbal, tasks be administered during the delay interval between administrations of the Short- and Long-Delay Recall trials of this test. They contend that this method minimizes the retroactive interference produced by intervening tasks. The purpose of the current study was to compare the extent to which verbal and nonverbal intervening tasks produce retroactive interference on CVLT-II List A recall following the long-delay. Participants in the present study were 120 undergraduate students. All participants completed the CVLT-II, and were randomly assigned to a group in which they were administered either a verbal (WAIS-III Vocabulary or Peabody Picture Vocabulary Test - IIIB) or nonverbal (Raven's Standard Progressive Matrices or WAIS-III Block Design) intervening task during the long-delay interval of the CVLT-II. Statistical analyses revealed that regardless of the type of intervening task given, participants in all groups recalled the same number of words and produced a similar number of intrusions during the CVLT-II recall trials. This indicates that not all verbal tasks produce retroactive effects beyond those produced by nonverbal tasks.

Missile Defense: Ballistic Missile Defense System Testing Delays Affect Delivery of Capabilities

Science.gov (United States)

2016-04-28

Page 1 GAO-16-339R Ballistic Missile Defense 441 G St. N.W. Washington, DC 20548 April 28, 2016 Congressional Committees Missile Defense... Ballistic Missile Defense System Testing Delays Affect Delivery of Capabilities For over half a century, the Department of Defense (DOD) has been...funding efforts to develop a system to detect, track, and defeat enemy ballistic missiles. The current system—the Ballistic Missile Defense System

Stability Tests of Positive Fractional Continuous-time Linear Systems with Delays

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Tadeusz Kaczorek

2013-06-01

Full Text Available Necessary and sufficient conditions for the asymptotic stability of positive fractional continuous-time linear systems with many delays are established. It is shown that: 1 the asymptotic stability of the positive fractional system is independent of their delays, 2 the checking of the asymptotic stability of the positive fractional systems with delays can be reduced to checking of the asymptotic stability of positive standard linear systems without delays.

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

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Anca-Georgiana FODOR

2016-11-01

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

Distinct Neuropsychological Mechanisms May Explain Delayed- Versus Rapid-Onset Antidepressant Efficacy

Science.gov (United States)

Stuart, Sarah A; Butler, Paul; Munafò, Marcus R; Nutt, David J; Robinson, Emma SJ

2015-01-01

The biochemical targets for antidepressants are relatively well established, but we lack a clear understanding of how actions at these proteins translate to clinical benefits. This study used a novel rodent assay to investigate how different antidepressant drugs act to modify affective biases that have been implicated in depression. In this bowl-digging task, rats encounter two equal value learning experiences on separate days (one during an affective manipulation and the other during control conditions). This induces an affective bias that is quantified using a preference test in which both digging substrates are presented together and the individual rats’ choices recorded. The assay can be used to measure affective biases associated with learning (when the treatment is given at the time of the experience) or examine the modification of previously acquired biases (when the treatment is administered before the preference test). The rapid-onset antidepressant ketamine, but not the delayed-onset antidepressant, venlafaxine, attenuated the previously acquired FG7142-induced negative bias following systemic administration. Venlafaxine but not ketamine induced a positive bias when administered before learning. We then used local drug infusions and excitotoxic lesions to localize the effects of ketamine to the medial prefrontal cortex and venlafaxine to the amygdala. Using a modified protocol we also showed that positive and negative biases amplified further when the numbers of substrate–reinforcer associations are increased. We propose that this pattern of results could explain the delayed onset of action of venlafaxine and the rapid onset of action but lack of long-term efficacy seen with ketamine. PMID:25740288

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

Science.gov (United States)

Everly, Marcee C

2013-02-01

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

Engineering scale tests of an FFTF fission gas delay bed

International Nuclear Information System (INIS)

Kabele, T.J.; Bohringer, A.P.

1975-01-01

The dynamic adsorption coefficient of 85 Kr on activated charcoal from a nitrogen carrier gas was measured at -80 and -120 0 C at pressures of zero and 30 psig. The effects of the presence of impurities in the nitrogen carrier gas (1 percent oxygen, and 100 vppm carbon dioxide) on the adsorption coefficient of 85 Kr were also measured. The 85 Kr adsorption coefficient increased with decreasing temperature, and increased with increasing pressure. The presence of oxygen and carbon dioxide impurities in the nitrogen carrier gas had no discernible effect upon the adsorption coefficient. The adsorption coefficient for 85 Kr from nitrogen gas was lower than for adsorption of 85 Kr from an argon gas stream. The work concluded a test program which provided design data for the fission gas delay beds which will be installed in the Fast Flux Test Facility (FFTF). (U.S.)

The effectiveness of integration of virtual patients in a collaborative learning activity.

Science.gov (United States)

Marei, Hesham F; Donkers, Jeroen; Van Merrienboer, Jeroen J G

2018-05-07

Virtual patients (VPs) have been recently integrated within different learning activities. To compare between the effect of using VPs in a collaborative learning activity and using VPs in an independent learning activity on students' knowledge acquisition, retention and transfer. For two different topics, respectively 82 and 76 dental students participated in teaching, learning and assessment sessions with VPs. Students from a female campus and from a male campus have been randomly assigned to condition (collaborative and independent), yielding four experimental groups. Each group received a lecture followed by a learning session using two VPs per topic. Students were administrated immediate and delayed written tests as well as transfer tests using two VPs to assess their knowledge in diagnosis and treatment. For the treatment items of the immediate and delayed written tests, females outperformed males in the collaborative VP group but not in the independent VP group. On the female campus, the use of VPs in a collaborative learning activity is more effective than its use as an independent learning activity in enhancing students' knowledge acquisition and retention. However, the collaborative use of VPs by itself is not enough to produce consistent results across different groups of students and attention should be given to all the factors that would affect students' interaction.

A New Delay Connection for Long Short-Term Memory Networks.

Science.gov (United States)

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

2017-12-17

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

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

Science.gov (United States)

Kratzig, Gregory P.; Arbuthnott, Katherine D.

2006-01-01

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

Labeling and effectiveness testing; sunscreen drug products for over-the-counter human use; delay of compliance dates. Final rule; delay of compliance dates; request for comments.

Science.gov (United States)

2012-05-11

The Food and Drug Administration (FDA) is delaying the compliance dates for the final rule for over-the-counter (OTC) sunscreen drug products that published in the Federal Register of June 17, 2011 (76 FR 35620). The final rule establishes labeling and effectiveness testing for certain OTC sunscreen products containing specified active ingredients and marketed without approved applications. It also amends labeling claims that are not currently supported by data and lifts the previously-published delay of implementation of the Drug Facts labeling requirements for OTC sunscreens. The 2011 final rule's compliance dates are being delayed because information received after publication of the 2011 final rule indicates that full implementation of the 2011 final rule's requirements for all affected products will require an additional 6 months. This final rule is part of FDA's ongoing review of OTC drug products.

Learning selenium testing tools with Python

CERN Document Server

Gundecha, Unmesh

2014-01-01

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

Effectiveness of Distance Learning for the Battle Staff NCO Course

National Research Council Canada - National Science Library

Drenth, Debra

2001-01-01

.... Unlike previous evaluations of distance learning, the measures used to compare groups were not students' immediate reactions to the course nor their end-of-course test scores but measures delayed...

Learning sung lyrics aids retention in normal ageing and Alzheimer's disease.

Science.gov (United States)

Moussard, Aline; Bigand, Emmanuel; Belleville, Sylvie; Peretz, Isabelle

2014-01-01

Previous studies have suggested that presenting to-be-memorised lyrics in a singing mode, instead of a speaking mode, may facilitate learning and retention in normal adults. In this study, seven healthy older adults and eight participants with mild Alzheimer's disease (AD) learned and memorised lyrics that were either sung or spoken. We measured the percentage of words recalled from these lyrics immediately and after 10 minutes. Moreover, in AD participants, we tested the effect of successive learning episodes for one spoken and one sung excerpt, as well as long-term retention after a four week delay. Sung conditions did not influence lyrics recall in immediate recall but increased delayed recall for both groups. In AD, learning slopes for sung and spoken lyrics did not show a significant difference across successive learning episodes. However, sung lyrics showed a slight advantage over spoken ones after a four week delay. These results suggest that singing may increase the load of initial learning but improve long-term retention of newly acquired verbal information. We further propose some recommendations on how to maximise these effects and make them relevant for therapeutic applications.

Collaborative testing as a learning strategy in nursing education.

Science.gov (United States)

Sandahl, Sheryl S

2010-01-01

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

Bias associated with delayed verification in test accuracy studies: accuracy of tests for endometrial hyperplasia may be much higher than we think!

OpenAIRE

Clark, T Justin; ter Riet, Gerben; Coomarasamy, Aravinthan; Khan, Khalid S

2004-01-01

Abstract Background To empirically evaluate bias in estimation of accuracy associated with delay in verification of diagnosis among studies evaluating tests for predicting endometrial hyperplasia. Methods Systematic reviews of all published research on accuracy of miniature endometrial biopsy and endometr ial ultrasonography for diagnosing endometrial hyperplasia identified 27 test accuracy studies (2,982 subjects). Of these, 16 had immediate histological verification of diagnosis while 11 ha...

Cognitive and personality factors in the delay of gratification of hemodialysis patients.

Science.gov (United States)

Rosenbaum, M; Ben-Ari Smira, K

1986-08-01

On the basis of Mischel's (1984) social learning analysis of the process of delay of gratification in children and in line with Bandura's (1977) self-efficacy theory, we developed a model of delay of gratification in adults and tested it on dialysis patients who were continuously required to comply with a stringent regimen of fluid-intake to keep alive. We hypothesized that patients' self-evaluations of their past compliance and their efficacy expectations would be associated with their actual delay behavior. Underlying these process-regulating cognitions would be stable competencies, such as learned resourcefulness (i.e., one's self-control skills). Fifty-three dialysis patients self-evaluated their fluid intake compliance, their efficacy expectations, and their health beliefs. Resourcefulness was assessed by Rosenbaum's Self-Control Schedule. Actual fluid-intake compliance was reliably assessed by the mean body weight increase between dialyses during the 3-month period prior to the study and during two follow-up periods. The results supported the model. On the one hand, self-efficacy expectations were related to persistence with the fluid diet and on the other hand to subjects' self-evaluation of their past adherence behavior as well as to their resourcefulness. Although the path model suggested a causal pattern, the correlational nature of the study precluded any conclusions on cause-effect relationship.

Test and Diagnosis for Small-Delay Defects

CERN Document Server

Tehranipoor, Mohammad; Chakrabarty, Krishnendu

2012-01-01

This book introduces new techniques for detecting and diagnosing small-delay defects (SDD) in integrated circuits. Although this sort of timing defect is commonly found in integrated circuits manufactured with nanometer technology, this will be the first book to introduce effective and scalable methodologies for screening and diagnosing small-delay defects, including important parameters such as process variations, crosstalk, and power supply noise. This book presents new techniques and methodologies to improve overall SDD detection with very small pattern sets. These methods can result in pattern counts as low as a traditional 1-detect pattern set and long path sensitization and SDD detection similar to or even better than n-detect or timing-aware pattern sets. The important design parameters and pattern-induced noises such as process variations,power supply noise (PSN) and crosstalk are taken into account in the methodologies presented. A diagnostic flow is also presented to identify whether the failure is ...

Optimizing Multiple-Choice Tests as Learning Events

Science.gov (United States)

Little, Jeri Lynn

2011-01-01

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

Lessons Learned in Software Testing A Context-Driven Approach

CERN Document Server

Kaner, Cem; Pettichord, Bret

2008-01-01

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

Validity of the rey visual design test in primary and secondary school children

NARCIS (Netherlands)

Wilhelm, P.; van Klink, M.; van Klink, M.

2007-01-01

The Rey Visual Design Learning Test (Rey, 1964, cited in Spreen & Strauss, 1991, Wilhelm, 2004) assesses immediate memory span, new learning, delayed recall and recognition for nonverbal material. Two studies are presented that focused on the construct validity of the RVDLT in primary and secondary

Incorporating High-Frequency Physiologic Data Using Computational Dictionary Learning Improves Prediction of Delayed Cerebral Ischemia Compared to Existing Methods.

Science.gov (United States)

Megjhani, Murad; Terilli, Kalijah; Frey, Hans-Peter; Velazquez, Angela G; Doyle, Kevin William; Connolly, Edward Sander; Roh, David Jinou; Agarwal, Sachin; Claassen, Jan; Elhadad, Noemie; Park, Soojin

2018-01-01

Accurate prediction of delayed cerebral ischemia (DCI) after subarachnoid hemorrhage (SAH) can be critical for planning interventions to prevent poor neurological outcome. This paper presents a model using convolution dictionary learning to extract features from physiological data available from bedside monitors. We develop and validate a prediction model for DCI after SAH, demonstrating improved precision over standard methods alone. 488 consecutive SAH admissions from 2006 to 2014 to a tertiary care hospital were included. Models were trained on 80%, while 20% were set aside for validation testing. Modified Fisher Scale was considered the standard grading scale in clinical use; baseline features also analyzed included age, sex, Hunt-Hess, and Glasgow Coma Scales. An unsupervised approach using convolution dictionary learning was used to extract features from physiological time series (systolic blood pressure and diastolic blood pressure, heart rate, respiratory rate, and oxygen saturation). Classifiers (partial least squares and linear and kernel support vector machines) were trained on feature subsets of the derivation dataset. Models were applied to the validation dataset. The performances of the best classifiers on the validation dataset are reported by feature subset. Standard grading scale (mFS): AUC 0.54. Combined demographics and grading scales (baseline features): AUC 0.63. Kernel derived physiologic features: AUC 0.66. Combined baseline and physiologic features with redundant feature reduction: AUC 0.71 on derivation dataset and 0.78 on validation dataset. Current DCI prediction tools rely on admission imaging and are advantageously simple to employ. However, using an agnostic and computationally inexpensive learning approach for high-frequency physiologic time series data, we demonstrated that we could incorporate individual physiologic data to achieve higher classification accuracy.

The Effectiveness of Using the 7E's Learning Cycle Strategy on the Immediate and Delayed Mathematics Achievement and the Longitudinal Impact of Learning among Preparatory Year Students at King Saud University (KSU)

Science.gov (United States)

Khashan, Khaled

2016-01-01

This study aimed to investigate the effectiveness of teaching Mathematics by using 7E's Learning Cycle strategy in immediate and delayed achievement and retention among Preparatory Year students at King Saud University (KSU)--Saudi Arabia, in comparison with the traditional method. The study sample consisted of (73) Preparatory Year students at…

Factors influencing diagnosis delay of advanced breast cancer in Moroccan women

OpenAIRE

Maghous, A.; Rais, F.; Ahid, S.; Benhmidou, N.; Bellahamou, K.; Loughlimi, H.; Marnouche, E.; Elmajjaoui, S.; Elkacemi, H.; Kebdani, T.; Benjaafar, N.

2016-01-01

Background Delay in the diagnosis of breast cancer in symptomatic women of 3?months or more is associated with advanced stage and low survival. We conducted this study to learn more about the extent and reasons behind diagnosis delay of advanced breast cancer in Moroccan women. Methods A group of patients with advanced breast cancer were interviewed at the National Institute of Oncology in Rabat during the period from February to December 2014. Diagnosis delay was devised into patient delay a...

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

Science.gov (United States)

Rodgers, Joseph Lee; Rodgers, Jacci L.

2011-01-01

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

The Picmonic(®) Learning System: enhancing memory retention of medical sciences, using an audiovisual mnemonic Web-based learning platform.

Science.gov (United States)

Yang, Adeel; Goel, Hersh; Bryan, Matthew; Robertson, Ron; Lim, Jane; Islam, Shehran; Speicher, Mark R

2014-01-01

Medical students are required to retain vast amounts of medical knowledge on the path to becoming physicians. To address this challenge, multimedia Web-based learning resources have been developed to supplement traditional text-based materials. The Picmonic(®) Learning System (PLS; Picmonic, Phoenix, AZ, USA) is a novel multimedia Web-based learning platform that delivers audiovisual mnemonics designed to improve memory retention of medical sciences. A single-center, randomized, subject-blinded, controlled study was conducted to compare the PLS with traditional text-based material for retention of medical science topics. Subjects were randomly assigned to use two different types of study materials covering several diseases. Subjects randomly assigned to the PLS group were given audiovisual mnemonics along with text-based materials, whereas subjects in the control group were given the same text-based materials with key terms highlighted. The primary endpoints were the differences in performance on immediate, 1 week, and 1 month delayed free-recall and paired-matching tests. The secondary endpoints were the difference in performance on a 1 week delayed multiple-choice test and self-reported satisfaction with the study materials. Differences were calculated using unpaired two-tailed t-tests. PLS group subjects demonstrated improvements of 65%, 161%, and 208% compared with control group subjects on free-recall tests conducted immediately, 1 week, and 1 month after study of materials, respectively. The results of performance on paired-matching tests showed an improvement of up to 331% for PLS group subjects. PLS group subjects also performed 55% greater than control group subjects on a 1 week delayed multiple choice test requiring higher-order thinking. The differences in test performance between the PLS group subjects and the control group subjects were statistically significant (P<0.001), and the PLS group subjects reported higher overall satisfaction with the

Leveraging delay discounting for health: Can time delays influence food choice?

Science.gov (United States)

Appelhans, Bradley M; French, Simone A; Olinger, Tamara; Bogucki, Michael; Janssen, Imke; Avery-Mamer, Elizabeth F; Powell, Lisa M

2018-03-15

Delay discounting, the tendency to choose smaller immediate rewards over larger delayed rewards, is theorized to promote consumption of immediately rewarding but unhealthy foods at the expense of long-term weight maintenance and nutritional health. An untested implication of delay discounting models of decision-making is that selectively delaying access to less healthy foods may promote selection of healthier (immediately available) alternatives, even if they may be less desirable. The current study tested this hypothesis by measuring healthy versus regular vending machine snack purchasing before and during the implementation of a 25-s time delay on the delivery of regular snacks. Purchasing was also examined under a $0.25 discount on healthy snacks, a $0.25 tax on regular snacks, and the combination of both pricing interventions with the 25-s time delay. Across 32,019 vending sales from three separate vending locations, the 25-s time delay increased healthy snack purchasing from 40.1% to 42.5%, which was comparable to the impact of a $0.25 discount (43.0%). Combining the delay and the discount had a roughly additive effect (46.0%). However, the strongest effects were seen under the $0.25 tax on regular snacks (53.7%) and the combination of the delay and the tax (50.2%). Intervention effects varied substantially between vending locations. Importantly, time delays did not harm overall vending sales or revenue, which is relevant to the real-world feasibility of this intervention. More investigation is needed to better understand how the impact of time delays on food choice varies across populations, evaluate the effects of time delays on beverage vending choices, and extend this approach to food choices in contexts other than vending machines. ClinicalTrials.gov, NCT02359916. Copyright © 2018 Elsevier Ltd. All rights reserved.

Test of statistical models of the ν-delayed neutron emission by application of the Monte Carlo method

International Nuclear Information System (INIS)

Ohm, H.

1982-01-01

Using the example of the delayed neutron spectrum of 24 s- 137 I the statistical model is tested in view of its applicability. A computer code was developed which simulates delayed neutron spectra by the Monte Carlo method under the assumption that the transition probabilities of the ν and the neutron decays obey the Porter-Thomas distribution while the distances of the neutron emitting levels are Wigner distribution. Gramow-Teller ν-transitions and simply forbidden ν-transitions from the preceding nucleus to the emitting nucleus were regarded. (orig./HSI) [de

Testing protects against proactive interference in face-name learning.

Science.gov (United States)

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

2011-06-01

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

Temporal-contextual processing in working memory: evidence from delayed cued recall and delayed free recall tests.

Science.gov (United States)

Loaiza, Vanessa M; McCabe, David P

2012-02-01

Three experiments are reported that addressed the nature of processing in working memory by investigating patterns of delayed cued recall and free recall of items initially studied during complex and simple span tasks. In Experiment 1, items initially studied during a complex span task (i.e., operation span) were more likely to be recalled after a delay in response to temporal-contextual cues, relative to items from subspan and supraspan list lengths in a simple span task (i.e., word span). In Experiment 2, items initially studied during operation span were more likely to be recalled from neighboring serial positions during delayed free recall than were items studied during word span trials. Experiment 3 demonstrated that the number of attentional refreshing opportunities strongly predicts episodic memory performance, regardless of whether the information is presented in a spaced or massed format in a modified operation span task. The results indicate that the content-context bindings created during complex span trials reflect attentional refreshing opportunities that are used to maintain items in working memory.

Applying perceptual and adaptive learning techniques for teaching introductory histopathology

Directory of Open Access Journals (Sweden)

Sally Krasne

2013-01-01

Full Text Available Background: Medical students are expected to master the ability to interpret histopathologic images, a difficult and time-consuming process. A major problem is the issue of transferring information learned from one example of a particular pathology to a new example. Recent advances in cognitive science have identified new approaches to address this problem. Methods: We adapted a new approach for enhancing pattern recognition of basic pathologic processes in skin histopathology images that utilizes perceptual learning techniques, allowing learners to see relevant structure in novel cases along with adaptive learning algorithms that space and sequence different categories (e.g. diagnoses that appear during a learning session based on each learner′s accuracy and response time (RT. We developed a perceptual and adaptive learning module (PALM that utilized 261 unique images of cell injury, inflammation, neoplasia, or normal histology at low and high magnification. Accuracy and RT were tracked and integrated into a "Score" that reflected students rapid recognition of the pathologies and pre- and post-tests were given to assess the effectiveness. Results: Accuracy, RT and Scores significantly improved from the pre- to post-test with Scores showing much greater improvement than accuracy alone. Delayed post-tests with previously unseen cases, given after 6-7 weeks, showed a decline in accuracy relative to the post-test for 1 st -year students, but not significantly so for 2 nd -year students. However, the delayed post-test scores maintained a significant and large improvement relative to those of the pre-test for both 1 st and 2 nd year students suggesting good retention of pattern recognition. Student evaluations were very favorable. Conclusion: A web-based learning module based on the principles of cognitive science showed an evidence for improved recognition of histopathology patterns by medical students.

Effects of Embodied Learning and Digital Platform on the Retention of Physics Content: Centripetal Force.

Science.gov (United States)

Johnson-Glenberg, Mina C; Megowan-Romanowicz, Colleen; Birchfield, David A; Savio-Ramos, Caroline

2016-01-01

Embodiment theory proposes that knowledge is grounded in sensorimotor systems, and that learning can be facilitated to the extent that lessons can be mapped to these systems. This study with 109 college-age participants addresses two overarching questions: (a) how are immediate and delayed learning gains affected by the degree to which a lesson is embodied, and (b) how do the affordances of three different educational platforms affect immediate and delayed learning? Six 50 min-long lessons on centripetal force were created. The first factor was the degree of embodiment with two levels: (1) low and (2) high. The second factor was platform with three levels: (1) a large scale "mixed reality" immersive environment containing both digital and hands-on components called SMALLab , (2) an interactive whiteboard system, and (3) a mouse-driven desktop computer. Pre-tests, post-tests, and 1-week follow-up (retention or delayed learning gains) tests were administered resulting in a 2 × 3 × 3 design. Two knowledge subtests were analyzed, one that relied on more declarative knowledge and one that relied on more generative knowledge, e.g., hand-drawing vectors. Regardless of condition, participants made significant immediate learning gains from pre-test to post-test. There were no significant main effects or interactions due to platform or embodiment on immediate learning. However, from post-test to follow-up the level of embodiment interacted significantly with time, such that participants in the high embodiment conditions performed better on the subtest devoted to generative knowledge questions. We posit that better retention of certain types of knowledge can be seen over time when more embodiment is present during the encoding phase. This sort of retention may not appear on more traditional factual/declarative tests. Educational technology designers should consider using more sensorimotor feedback and gestural congruency when designing and opportunities for instructor

Effects of Embodied Learning and Digital Platform on the Retention of Physics Content: Centripetal Force

Science.gov (United States)

Johnson-Glenberg, Mina C.; Megowan-Romanowicz, Colleen; Birchfield, David A.; Savio-Ramos, Caroline

2016-01-01

Embodiment theory proposes that knowledge is grounded in sensorimotor systems, and that learning can be facilitated to the extent that lessons can be mapped to these systems. This study with 109 college-age participants addresses two overarching questions: (a) how are immediate and delayed learning gains affected by the degree to which a lesson is embodied, and (b) how do the affordances of three different educational platforms affect immediate and delayed learning? Six 50 min-long lessons on centripetal force were created. The first factor was the degree of embodiment with two levels: (1) low and (2) high. The second factor was platform with three levels: (1) a large scale “mixed reality” immersive environment containing both digital and hands-on components called SMALLab, (2) an interactive whiteboard system, and (3) a mouse-driven desktop computer. Pre-tests, post-tests, and 1-week follow-up (retention or delayed learning gains) tests were administered resulting in a 2 × 3 × 3 design. Two knowledge subtests were analyzed, one that relied on more declarative knowledge and one that relied on more generative knowledge, e.g., hand-drawing vectors. Regardless of condition, participants made significant immediate learning gains from pre-test to post-test. There were no significant main effects or interactions due to platform or embodiment on immediate learning. However, from post-test to follow-up the level of embodiment interacted significantly with time, such that participants in the high embodiment conditions performed better on the subtest devoted to generative knowledge questions. We posit that better retention of certain types of knowledge can be seen over time when more embodiment is present during the encoding phase. This sort of retention may not appear on more traditional factual/declarative tests. Educational technology designers should consider using more sensorimotor feedback and gestural congruency when designing and opportunities for instructor

Analyzing delay causes in Egyptian construction projects

Directory of Open Access Journals (Sweden)

Mohamed M. Marzouk

2014-01-01

Full Text Available Construction delays are common problems in civil engineering projects in Egypt. These problems occur frequently during project life-time leading to disputes and litigation. Therefore, it is essential to study and analyze causes of construction delays. This research presents a list of construction delay causes retrieved from literature. The feedback of construction experts was obtained through interviews. Subsequently, a questionnaire survey was prepared. The questionnaire survey was distributed to thirty-three construction experts who represent owners, consultants, and contractor’s organizations. Frequency Index, Severity Index, and Importance Index are calculated and according to the highest values of them the top ten delay causes of construction projects in Egypt are determined. A case study is analyzed and compared to the most important delay causes in the research. Statistical analysis is carried out using analysis of variance ANOVA method to test delay causes, obtained from the survey. The test results reveal good correlation between groups while there is significant difference between them for some delay causes and finally roadmap for prioritizing delay causes groups is presented.

Precise delay measurement through combinatorial logic

Science.gov (United States)

Burke, Gary R. (Inventor); Chen, Yuan (Inventor); Sheldon, Douglas J. (Inventor)

2010-01-01

A high resolution circuit and method for facilitating precise measurement of on-chip delays for FPGAs for reliability studies. The circuit embeds a pulse generator on an FPGA chip having one or more groups of LUTS (the "LUT delay chain"), also on-chip. The circuit also embeds a pulse width measurement circuit on-chip, and measures the duration of the generated pulse through the delay chain. The pulse width of the output pulse represents the delay through the delay chain without any I/O delay. The pulse width measurement circuit uses an additional asynchronous clock autonomous from the main clock and the FPGA propagation delay can be displayed on a hex display continuously for testing purposes.

A simple time-delayed method to control chaotic systems

International Nuclear Information System (INIS)

Chen Maoyin; Zhou Donghua; Shang Yun

2004-01-01

Based on the adaptive iterative learning strategy, a simple time-delayed controller is proposed to stabilize unstable periodic orbits (UPOs) embedded in chaotic attractors. This controller includes two parts: one is a linear feedback part; the other is an adaptive iterative learning estimation part. Theoretical analysis and numerical simulation show the effectiveness of this controller

Four-hour delayed memory recall for stories: Theoretical and clinical implications of measuring accelerated long-term forgetting.

Science.gov (United States)

Ladowsky-Brooks, Ricki L

2016-01-01

It has been noted that clinical neuropsychological assessment is "blind" to certain abnormalities of consolidation that occur beyond standard 30-min delay intervals. For example, normal forgetting at 30-min delays has been followed by enhanced forgetting at longer delays in temporal-lobe epilepsy, termed accelerated long-term forgetting (ALF). To evaluate whether ALF could be identified in the neuropsychological assessment of a small sample of examinees with head injuries or other neurological diagnoses (n = 42), a 4-hr delayed recall condition was added to the Logical Memory subtest of the Wechsler Memory Scale-Third Edition. A small percentage of examinees (5/42 or 11%), despite exhibiting unimpaired story recall immediately and after 30-min delays, showed increased forgetting when compared with the average retention of stories (M = 0.83, SD = 0.17) after a 4-hr delay. Three of these 5 examinees also had impaired scores on 20-min delayed recall of the California Verbal Learning Test-Second Edition (CVLT-II) and would have been identified as having memory impairment without an extended, 4-hr delayed recall. In fact, the highest correlation among memory indexes was between 4-hr delayed recall of stories and delayed recall of the CVLT-II word list (r = .59, p < .0001), suggesting different consolidation rates for relational and nonrelational material.

Learning effect and test-retest variability of pulsar perimetry.

Science.gov (United States)

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

2013-03-01

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

Picosecond resolution programmable delay line

International Nuclear Information System (INIS)

Suchenek, Mariusz

2009-01-01

The note presents implementation of a programmable delay line for digital signals. The tested circuit has a subnanosecond delay range programmable with a resolution of picoseconds. Implementation of the circuit was based on low-cost components, easily available on the market. (technical design note)

Uncovering the neural mechanisms underlying learning from tests.

Directory of Open Access Journals (Sweden)

Xiaonan L Liu

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

Incorporating High-Frequency Physiologic Data Using Computational Dictionary Learning Improves Prediction of Delayed Cerebral Ischemia Compared to Existing Methods

Directory of Open Access Journals (Sweden)

Murad Megjhani

2018-03-01

Full Text Available PurposeAccurate prediction of delayed cerebral ischemia (DCI after subarachnoid hemorrhage (SAH can be critical for planning interventions to prevent poor neurological outcome. This paper presents a model using convolution dictionary learning to extract features from physiological data available from bedside monitors. We develop and validate a prediction model for DCI after SAH, demonstrating improved precision over standard methods alone.Methods488 consecutive SAH admissions from 2006 to 2014 to a tertiary care hospital were included. Models were trained on 80%, while 20% were set aside for validation testing. Modified Fisher Scale was considered the standard grading scale in clinical use; baseline features also analyzed included age, sex, Hunt–Hess, and Glasgow Coma Scales. An unsupervised approach using convolution dictionary learning was used to extract features from physiological time series (systolic blood pressure and diastolic blood pressure, heart rate, respiratory rate, and oxygen saturation. Classifiers (partial least squares and linear and kernel support vector machines were trained on feature subsets of the derivation dataset. Models were applied to the validation dataset.ResultsThe performances of the best classifiers on the validation dataset are reported by feature subset. Standard grading scale (mFS: AUC 0.54. Combined demographics and grading scales (baseline features: AUC 0.63. Kernel derived physiologic features: AUC 0.66. Combined baseline and physiologic features with redundant feature reduction: AUC 0.71 on derivation dataset and 0.78 on validation dataset.ConclusionCurrent DCI prediction tools rely on admission imaging and are advantageously simple to employ. However, using an agnostic and computationally inexpensive learning approach for high-frequency physiologic time series data, we demonstrated that we could incorporate individual physiologic data to achieve higher classification accuracy.

Testing Methodology in the Student Learning Process

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Gorbunova, Tatiana N.

2017-01-01

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

Time delays across saddles as a test of modified gravity

International Nuclear Information System (INIS)

Magueijo, João; Mozaffari, Ali

2013-01-01

Modified gravity theories can produce strong signals in the vicinity of the saddles of the total gravitational potential. In a sub-class of these models, this translates into diverging time delays for echoes crossing the saddles. Such models arise from the possibility that gravity might be infrared divergent or confined, and if suitably designed they are very difficult to rule out. We show that Lunar Laser Ranging during an eclipse could probe the time-delay effect within metres of the saddle, thereby proving or excluding these models. Very Large Baseline Interferometry, instead, could target delays across the Jupiter–Sun saddle. Such experiments would shed light on the infrared behaviour of gravity and examine the puzzling possibility that there might be well-hidden regions of strong gravity and even singularities inside the solar system. (fast track communication)

Delayed-matching-to-place Task in a Dry Maze to Measure Spatial Working Memory in Mice.

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Feng, Xi; Krukowski, Karen; Jopson, Timothy; Rosi, Susanna

2017-07-05

The delayed-matching-to-place (DMP) dry maze test is a variant of DMP water maze (Steele and Morris, 1999; Faizi et al. , 2012) which measures spatial working/episodic-like learning and memory that depends on both hippocampal and cortical functions (Wang and Morris, 2010; Euston et al. , 2012). Using this test we can detect normal aging related spatial working memory decline, as well as trauma induced working memory deficits. Furthermore, we recently reported that fractionated whole brain irradiation does not affect working memory in mice (Feng et al. , 2016). Here we describe the experimental setup and procedures of this behavioral test.

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

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

2014-01-01

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

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

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Fryer, Luke K; Vermunt, Jan D

2018-03-01

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

The Picmonic® Learning System: enhancing memory retention of medical sciences, using an audiovisual mnemonic Web-based learning platform

Directory of Open Access Journals (Sweden)

Yang A

2014-05-01

Full Text Available Adeel Yang,1,* Hersh Goel,1,* Matthew Bryan,2 Ron Robertson,1 Jane Lim,1 Shehran Islam,1 Mark R Speicher2 1College of Medicine, The University of Arizona, Tucson, AZ, USA; 2Arizona College of Osteopathic Medicine, Midwestern University, Glendale, AZ, USA *These authors contributed equally to this work Background: Medical students are required to retain vast amounts of medical knowledge on the path to becoming physicians. To address this challenge, multimedia Web-based learning resources have been developed to supplement traditional text-based materials. The Picmonic® Learning System (PLS; Picmonic, Phoenix, AZ, USA is a novel multimedia Web-based learning platform that delivers audiovisual mnemonics designed to improve memory retention of medical sciences. Methods: A single-center, randomized, subject-blinded, controlled study was conducted to compare the PLS with traditional text-based material for retention of medical science topics. Subjects were randomly assigned to use two different types of study materials covering several diseases. Subjects randomly assigned to the PLS group were given audiovisual mnemonics along with text-based materials, whereas subjects in the control group were given the same text-based materials with key terms highlighted. The primary endpoints were the differences in performance on immediate, 1 week, and 1 month delayed free-recall and paired-matching tests. The secondary endpoints were the difference in performance on a 1 week delayed multiple-choice test and self-reported satisfaction with the study materials. Differences were calculated using unpaired two-tailed t-tests. Results: PLS group subjects demonstrated improvements of 65%, 161%, and 208% compared with control group subjects on free-recall tests conducted immediately, 1 week, and 1 month after study of materials, respectively. The results of performance on paired-matching tests showed an improvement of up to 331% for PLS group subjects. PLS group

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

NARCIS (Netherlands)

Dirkx, Kim

2014-01-01

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

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

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

2016-05-06

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

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

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Pan, Steven C; Rickard, Timothy C

2018-05-07

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

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

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Sumantri, Mohamad Syarif; Satriani, Retni

2016-01-01

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

The Relationship between Learning Style, Test Anxiety and Academic Achievement

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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.…

Prenatal treatment prevents learning deficit in Down syndrome model.

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Incerti, Maddalena; Horowitz, Kari; Roberson, Robin; Abebe, Daniel; Toso, Laura; Caballero, Madeline; Spong, Catherine Y

2012-01-01

Down syndrome is the most common genetic cause of mental retardation. Active fragments of neurotrophic factors release by astrocyte under the stimulation of vasoactive intestinal peptide, NAPVSIPQ (NAP) and SALLRSIPA (SAL) respectively, have shown therapeutic potential for developmental delay and learning deficits. Previous work demonstrated that NAP+SAL prevent developmental delay and glial deficit in Ts65Dn that is a well-characterized mouse model for Down syndrome. The objective of this study is to evaluate if prenatal treatment with these peptides prevents the learning deficit in the Ts65Dn mice. Pregnant Ts65Dn female and control pregnant females were randomly treated (intraperitoneal injection) on pregnancy days 8 through 12 with saline (placebo) or peptides (NAP 20 µg +SAL 20 µg) daily. Learning was assessed in the offspring (8-10 months) using the Morris Watermaze, which measures the latency to find the hidden platform (decrease in latency denotes learning). The investigators were blinded to the prenatal treatment and genotype. Pups were genotyped as trisomic (Down syndrome) or euploid (control) after completion of all tests. two-way ANOVA followed by Neuman-Keuls test for multiple comparisons, PDown syndrome-placebo; n = 11) did not demonstrate learning over the five day period. DS mice that were prenatally exposed to peptides (Down syndrome-peptides; n = 10) learned significantly better than Down syndrome-placebo (ptreatment with the neuroprotective peptides (NAP+SAL) prevented learning deficits in a Down syndrome model. These findings highlight a possibility for the prevention of sequelae in Down syndrome and suggest a potential pregnancy intervention that may improve outcome.

Abnormalities on magnetic resonance imaging seen acutely following mild traumatic brain injury: correlation with neuropsychological tests and delayed recovery

International Nuclear Information System (INIS)

Hughes, David G.; Jackson, Alan; Mason, Damon L.; Berry, Elizabeth; Hollis, Sally; Yates, David W.

2004-01-01

Mild traumatic brain injury (MTBI) is a common reason for hospital attendance and is associated with significant delayed morbidity. We studied a series of 80 persons with MTBI. Magnetic resonance imaging (MRI) and neuropsychological testing were used in the acute phase and a questionnaire for post-concussion syndrome (PCS) and return to work status at 6 months. In 26 subjects abnormalities were seen on MRI, of which 5 were definitely traumatic. There was weak correlation with abnormal neuropsychological tests for attention in the acute period. There was no significant correlation with a questionnaire for PCS and return to work status. Although non-specific abnormalities are frequently seen, standard MRI techniques are not helpful in identifying patients with MTBI who are likely to have delayed recovery. (orig.)

Carbon monoxide-induced delayed amnesia, delayed neuronal death and change in acetylcholine concentration in mice

International Nuclear Information System (INIS)

Nabeshima, T.; Katoh, A.; Ishimaru, H.; Yoneda, Y.; Ogita, K.; Murase, K.; Ohtsuka, H.; Inari, K.; Fukuta, T.; Kameyama, T.

1991-01-01

We investigated the interrelationship of delayed amnesia, delayed neuronal death and changes in acetylcholine concentration induced by carbon monoxide (CO)-exposure in mice. In the test for retention of the passive avoidance task, amnesia was observed 5 and 7 days after CO-exposure when the mice were exposed to CO 1 day after training; in the case when the mice were exposed to CO 5 and 7 days before training, amnesia was also observed in a retention test given 1 day after training. The number of pyramidal cells in the hippocampal CA1 subfield was lower than that of the control 3, 5 and 7 days after CO-exposure. But the neurodegeneration in the parietal cortex, area 1, was not observed until 7 days after CO-exposure. The findings indicated that the amnesia and the neuronal death were produced after a delay when the mice were exposed to CO. In addition, the delayed amnesia was closely related to the delayed neuronal death in the hippocampal CA1 subfield. Moreover, [3H]glutamate and [3H]glycine binding sites did not change after CO-exposure but, 7 days after CO-exposure, the concentration of acetylcholine and the binding of [3H]quinuclidinyl benzilate in the frontal cortex and the striatum were found to have significantly changed, but those in the hippocampus did not show significant change. Therefore, we suggest that delayed amnesia induced by CO-exposure may result from delayed neuronal death in the hippocampal CA1 subfield and dysfunction in the acetylcholinergic neurons, in the frontal cortex, the striatum and/or the hippocampus

Carbon monoxide-induced delayed amnesia, delayed neuronal death and change in acetylcholine concentration in mice

Energy Technology Data Exchange (ETDEWEB)

Nabeshima, T.; Katoh, A.; Ishimaru, H.; Yoneda, Y.; Ogita, K.; Murase, K.; Ohtsuka, H.; Inari, K.; Fukuta, T.; Kameyama, T. (Meijo Univ., Nagoya (Japan))

1991-01-01

We investigated the interrelationship of delayed amnesia, delayed neuronal death and changes in acetylcholine concentration induced by carbon monoxide (CO)-exposure in mice. In the test for retention of the passive avoidance task, amnesia was observed 5 and 7 days after CO-exposure when the mice were exposed to CO 1 day after training; in the case when the mice were exposed to CO 5 and 7 days before training, amnesia was also observed in a retention test given 1 day after training. The number of pyramidal cells in the hippocampal CA1 subfield was lower than that of the control 3, 5 and 7 days after CO-exposure. But the neurodegeneration in the parietal cortex, area 1, was not observed until 7 days after CO-exposure. The findings indicated that the amnesia and the neuronal death were produced after a delay when the mice were exposed to CO. In addition, the delayed amnesia was closely related to the delayed neuronal death in the hippocampal CA1 subfield. Moreover, (3H)glutamate and (3H)glycine binding sites did not change after CO-exposure but, 7 days after CO-exposure, the concentration of acetylcholine and the binding of (3H)quinuclidinyl benzilate in the frontal cortex and the striatum were found to have significantly changed, but those in the hippocampus did not show significant change. Therefore, we suggest that delayed amnesia induced by CO-exposure may result from delayed neuronal death in the hippocampal CA1 subfield and dysfunction in the acetylcholinergic neurons, in the frontal cortex, the striatum and/or the hippocampus.

Delayed behavioral dysfunctions following exposure to ionising radiation: role of neurogenesis

International Nuclear Information System (INIS)

Haridas, Seenu; Kumar, Mayank; Manda, Kailash

2014-01-01

Being a terminally differentiated organ, the brain has been considered to be a radioresistant one. Traditionally, delayed radiation-induced CNS damage was hypothesized as chiefly attributable to impaired vascular endothelial system and neuroinflammatory glial cell populations. In the recent decades, preclinical studies have focused on the hippocampal dentate gyrus, one of two discrete sites of the brain where adult neurogenesis takes place. Neurogenesis, in such area of the brain takes place throughout the adulthood and makes the brain highly vulnerable to the radiation. Recent investigations, including our own reports indicated that radiation ablates hippocampal neurogenesis, alters neuronal function, and induces neuroinflammation. Since the hippocampus is involved in learning and memory, behavioral adaptation and HPA axis regulation, damage by radiation leads to severe behavioral and cognitive dysfunctions. The present study aimed at evaluating the delayed effects of gamma-irradiation on the cognitive and affective functions, which were further corroborated to changes in neurogenesis. C57BL/6J mice were exposed to whole body irradiation as well as cranial irradiation by gamma-rays at different sub-lethal doses. The behavioral tests, consisting spontaneous motor activity, open field test, novel object recognition test, forced swim test and Morris water maze were performed at 1 month and 5 months post-exposure. Neurogenic potential was evaluated using flow-cytometry (FC) and immuno-histo-chemistry (IHC). The results indicated the significant changes in the affective and cognitive functions at delayed time points of radiation exposure. Profound alteration in the anxiety and depressive phenotype was observed following irradiation. Additionally, both long term and short term memory functions were disrupted, which were attributable to changes in the neurogenic potential as reported in the terms of BrdU positive cells using FC and IHC. Present investigation clearly

Feedback enhances the positive effects and reduces the negative effects of multiple-choice testing.

Science.gov (United States)

Butler, Andrew C; Roediger, Henry L

2008-04-01

Multiple-choice tests are used frequently in higher education without much consideration of the impact this form of assessment has on learning. Multiple-choice testing enhances retention of the material tested (the testing effect); however, unlike other tests, multiple-choice can also be detrimental because it exposes students to misinformation in the form of lures. The selection of lures can lead students to acquire false knowledge (Roediger & Marsh, 2005). The present research investigated whether feedback could be used to boost the positive effects and reduce the negative effects of multiple-choice testing. Subjects studied passages and then received a multiple-choice test with immediate feedback, delayed feedback, or no feedback. In comparison with the no-feedback condition, both immediate and delayed feedback increased the proportion of correct responses and reduced the proportion of intrusions (i.e., lure responses from the initial multiple-choice test) on a delayed cued recall test. Educators should provide feedback when using multiple-choice tests.

Temporal Discontiguity Is neither Necessary nor Sufficient for Learning-Induced Effects on Adult Neurogenesis

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Leuner, Benedetta; Waddell, Jaylyn; Gould, Elizabeth; Shors, Tracey J.

2012-01-01

Some, but not all, types of learning and memory can influence neurogenesis in the adult hippocampus. Trace eyeblink conditioning has been shown to enhance the survival of new neurons, whereas delay eyeblink conditioning has no such effect. The key difference between the two training procedures is that the conditioning stimuli are separated in time during trace but not delay conditioning. These findings raise the question of whether temporal discontiguity is necessary for enhancing the survival of new neurons. Here we used two approaches to test this hypothesis. First, we examined the influence of a delay conditioning task in which the duration of the conditioned stimulus (CS) was increased nearly twofold, a procedure that critically engages the hippocampus. Although the CS and unconditioned stimulus are contiguous, this very long delay conditioning procedure increased the number of new neurons that survived. Second, we examined the influence of learning the trace conditioned response (CR) after having acquired the CR during delay conditioning, a procedure that renders trace conditioning hippocampal-independent. In this case, trace conditioning did not enhance the survival of new neurons. Together, these results demonstrate that associative learning increases the survival of new neurons in the adult hippocampus, regardless of temporal contiguity. PMID:17192426

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

Science.gov (United States)

Wissman, Kathryn T; Rawson, Katherine A

2018-04-01

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

Scan cell design for enhanced delay fault testability

NARCIS (Netherlands)

van Brakel, Gerrit; van Brakel, G.; Xing, Yizi; Xing, Y.; Kerkhoff, Hans G.

1992-01-01

Problems in testing scannable sequential circuits for delay faults are addressed. Modifications to improve circuit controllability and observability for the testing of delay faults are implemented efficiently in a scan cell design. A layout on a gate array is designed and evaluated for this scan

Acceptable Channel Switching Delays for Mobile TV

DEFF Research Database (Denmark)

Fleury, Alexandre; Pedersen, Jakob Schou; Larsen, Lars Bo

2011-01-01

as well as three potential effect factors: the transition type, the test environment and the audiovisual content. The results show that delays longer than 5.7 seconds annoyed test participants, and that the transition type had a significant impact on the rating of channel switching delays. However......, neither the test environment nor the audiovisual content influenced the ratings significantly. Finally, a discussion of these results and directions for future research are proposed....

Observing the Testing Effect using Coursera Video-recorded Lectures: A Preliminary Study

Directory of Open Access Journals (Sweden)

Paul Zhihao eYONG

2016-01-01

Full Text Available We investigated the testing effect in Coursera video-based learning. One hundred and twenty-three participants either (a studied an instructional video-recorded lecture four times, (b studied the lecture three times and took one recall test, or (c studied the lecture once and took three tests. They then took a final recall test, either immediately or a week later, through which their learning was assessed. Whereas repeated studying produced better recall performance than did repeated testing when the final test was administered immediately, testing produced better performance when the final test was delayed until a week after. The testing effect was observed using Coursera lectures. Future directions are documented.

Delayed Auditory Feedback and Movement

Science.gov (United States)

Pfordresher, Peter Q.; Dalla Bella, Simone

2011-01-01

It is well known that timing of rhythm production is disrupted by delayed auditory feedback (DAF), and that disruption varies with delay length. We tested the hypothesis that disruption depends on the state of the movement trajectory at the onset of DAF. Participants tapped isochronous rhythms at a rate specified by a metronome while hearing DAF…

Test-Enhanced Learning in Competence-Based Predoctoral Orthodontics: A Four-Year Study.

Science.gov (United States)

Freda, Nicolas M; Lipp, Mitchell J

2016-03-01

Dental educators intend to promote integration of knowledge, skills, and values toward professional competence. Studies report that retrieval, in the form of testing, results in better learning with retention than traditional studying. The aim of this study was to evaluate test-enhanced experiences on demonstrations of competence in diagnosis and management of malocclusion and skeletal problems. The study participants were all third-year dental students (2011 N=88, 2012 N=74, 2013 N=91, 2014 N=85) at New York University College of Dentistry. The 2013 and 2014 groups received the test-enhanced method emphasizing formative assessments with written and dialogic delayed feedback, while the 2011 and 2012 groups received the traditional approach emphasizing lectures and classroom exercises. The students received six two-hour sessions, spaced one week apart. At the final session, a summative assessment consisting of the same four cases was administered. Students constructed a problem list, treatment objectives, and a treatment plan for each case, scored according to the same criteria. Grades were based on the number of cases without critical errors: A=0 critical errors on four cases, A-=0 critical errors on three cases, B+=0 critical errors on two cases, B=0 critical errors on one case, F=critical errors on four cases. Performance grades were categorized as high quality (B+, A-, A) and low quality (F, B). The results showed that the test-enhanced groups demonstrated statistically significant benefits at 95% confidence intervals compared to the traditional groups when comparing low- and high-quality grades. These performance trends support the continued use of the test-enhanced approach.

Mitigation of Atmospheric Delay in SAR Absolute Ranging Using Global Numerical Weather Prediction Data: Corner Reflector Experiments at 3 Different Test Sites

Science.gov (United States)

Cong, Xiaoying; Balss, Ulrich; Eineder, Michael

2015-04-01

The atmospheric delay due to vertical stratification, the so-called stratified atmospheric delay, has a great impact on both interferometric and absolute range measurements. In our current researches [1][2][3], centimeter-range accuracy has been proven based on Corner Reflector (CR) based measurements by applying atmospheric delay correction using the Zenith Path Delay (ZPD) corrections derived from nearby Global Positioning System (GPS) stations. For a global usage, an effective method has been introduced to estimate the stratified delay based on global 4-dimensional Numerical Weather Prediction (NWP) products: the direct integration method [4][5]. Two products, ERA-Interim and operational data, provided by European Centre for Medium-Range Weather Forecast (ECMWF) are used to integrate the stratified delay. In order to access the integration accuracy, a validation approach is investigated based on ZPD derived from six permanent GPS stations located in different meteorological conditions. Range accuracy at centimeter level is demonstrated using both ECMWF products. Further experiments have been carried out in order to determine the best interpolation method by analyzing the temporal and spatial correlation of atmospheric delay using both ECMWF and GPS ZPD. Finally, the integrated atmospheric delays in slant direction (Slant Path Delay, SPD) have been applied instead of the GPS ZPD for CR experiments at three different test sites with more than 200 TerraSAR-X High Resolution SpotLight (HRSL) images. The delay accuracy is around 1-3 cm depending on the location of test site due to the local water vapor variation and the acquisition time/date. [1] Eineder M., Minet C., Steigenberger P., et al. Imaging geodesy - Toward centimeter-level ranging accuracy with TerraSAR-X. Geoscience and Remote Sensing, IEEE Transactions on, 2011, 49(2): 661-671. [2] Balss U., Gisinger C., Cong X. Y., et al. Precise Measurements on the Absolute Localization Accuracy of TerraSAR-X on the

Better working memory and motor inhibition in children who delayed gratification

Directory of Open Access Journals (Sweden)

Junhong Yu

2016-07-01

Full Text Available Background: Despite the extensive research on delayed gratification over the past few decades, the neurocognitive processes that subserve delayed gratification remains unclear. As an exploratory step in studying these processes, the present study aims to describe the executive function profiles of children who were successful at delaying gratification and those who were not. =Methods: A total of 138 kindergarten students (65 males, 73 females; Mage = 44 months, SD= 3.5; age range= 37 to 53 months were administered a delayed gratification task, a 1-back test, a Day/night Stroop test and a Go/no-go test. The outcome measures of these tests were then analyzed between groups using a Multivariate Analysis of Variance, and subsequently a Multivariate Analysis of Covariance incorporating age as a covariate.Results: Children who were successful in delaying gratification were significantly older and had significantly better outcomes in the 1-back test and go/no-go test. With the exception of the number of hits in the go/no-go test, all other group differences remained significant after controlling for age.Conclusion:Children who were successful in delaying gratification showed better working memory and motor inhibition relative to those who failed the delayed gratification task. The implications of these findings are discussed

Better Working Memory and Motor Inhibition in Children Who Delayed Gratification

Science.gov (United States)

Yu, Junhong; Kam, Chi-Ming; Lee, Tatia M. C.

2016-01-01

Background: Despite the extensive research on delayed gratification over the past few decades, the neurocognitive processes that subserve delayed gratification remains unclear. As an exploratory step in studying these processes, the present study aims to describe the executive function profiles of children who were successful at delaying gratification and those who were not. Methods: A total of 138 kindergarten students (65 males, 73 females; Mage = 44 months, SD = 3.5; age range = 37–53 months) were administered a delayed gratification task, a 1-back test, a Day/night Stroop test and a Go/no-go test. The outcome measures of these tests were then analyzed between groups using a Multivariate Analysis of Variance, and subsequently a Multivariate Analysis of Covariance incorporating age as a covariate. Results: Children who were successful in delaying gratification were significantly older and had significantly better outcomes in the 1-back test and go/no-go test. With the exception of the number of hits in the go/no-go test, all other group differences remained significant after controlling for age. Conclusion: Children who were successful in delaying gratification showed better working memory and motor inhibition relative to those who failed the delayed gratification task. The implications of these findings are discussed. PMID:27493638

Timing matters: negative emotion elicited 5 min but not 30 min or 45 min after learning enhances consolidation of internal-monitoring source memory.

Science.gov (United States)

Wang, Bo; Bukuan, Sun

2015-05-01

Two experiments examined the time-dependent effects of negative emotion on consolidation of item and internal-monitoring source memory. In Experiment 1, participants (n=121) learned a list of words. They were asked to read aloud half of the words and to think about the remaining half. They were instructed to memorize each word and its associative cognitive operation ("reading" versus "thinking"). Immediately following learning they conducted free recall and then watched a 3-min either neutral or negative video clip when 5 min, 30 min or 45 min had elapsed after learning. Twenty-four hours later they returned to take surprise tests for item and source memory. Experiment 2 was similar to Experiment 1 except that participants, without conducting an immediate test of free recall, took tests of source memory for all encoded words both immediately and 24 h after learning. Experiment 1 showed that negative emotion enhanced consolidation of item memory (as measured by retention ratio of free recall) regardless of delay of emotion elicitation and that negative emotion enhanced consolidation of source memory when it was elicited at a 5 min delay but reduced consolidation of source memory when it was elicited at a 30 min delay; when elicited at a 45 min delay, negative emotion had little effect. Furthermore, Experiment 2 replicated the enhancement effect on source memory in the 5 min delay even when participants were tested on all the encoded words. The current study partially replicated prior studies on item memory and extends the literature by providing evidence for a time-dependent effect of negative emotion on consolidation of source memory based on internal monitoring. Copyright © 2015 Elsevier B.V. All rights reserved.

Learning and memory performance in breast cancer survivors 2 to 6 years post-treatment: the role of encoding versus forgetting.

Science.gov (United States)

Root, James C; Andreotti, Charissa; Tsu, Loretta; Ellmore, Timothy M; Ahles, Tim A

2016-06-01

Our previous retrospective analysis of clinically referred breast cancer survivors' performance on learning and memory measures found a primary weakness in initial encoding of information into working memory with intact retention and recall of this same information at a delay. This suggests that survivors may misinterpret cognitive lapses as being due to forgetting when, in actuality, they were not able to properly encode this information at the time of initial exposure. Our objective in this study was to replicate and extend this pattern of performance to a research sample to increase the generalizability of this finding in a sample in which subjects were not clinically referred for cognitive issues. We contrasted learning and memory performance between breast cancer survivors on endocrine therapy 2 to 6 years post-treatment with age- and education-matched healthy controls. We then stratified lower- and higher-performing breast cancer survivors to examine specific patterns of learning and memory performance. Contrasts were generated for four aggregate visual and verbal memory variables from the California Verbal Learning Test-2 (CVLT-2) and the Brown Location Test (BLT): Single-trial Learning: Trial 1 performance, Multiple-trial Learning: Trial 5 performance, Delayed Recall: Long-delay Recall performance, and Memory Errors: False-positive errors. As predicted, breast cancer survivors' performance as a whole was significantly lower on Single-trial Learning than the healthy control group but exhibited no significant difference in Delayed Recall. In the secondary analysis contrasting lower- and higher-performing survivors on cognitive measures, the same pattern of lower Single-trial Learning performance was exhibited in both groups, with the additional finding of significantly weaker Multiple-trial Learning performance in the lower-performing breast cancer group and intact Delayed Recall performance in both groups. As with our earlier finding of weaker initial

The effects of perceived USB-delay for sensor and embedded system development.

Science.gov (United States)

Du, J; Kade, D; Gerdtman, C; Ozcan, O; Linden, M

2016-08-01

Perceiving delay in computer input devices is a problem which gets even more eminent when being used in healthcare applications and/or in small, embedded systems. Therefore, the amount of delay found as acceptable when using computer input devices was investigated in this paper. A device was developed to perform a benchmark test for the perception of delay. The delay can be set from 0 to 999 milliseconds (ms) between a receiving computer and an available USB-device. The USB-device can be a mouse, a keyboard or some other type of USB-connected input device. Feedback from performed user tests with 36 people form the basis for the determination of time limitations for the USB data processing in microprocessors and embedded systems without users' noticing the delay. For this paper, tests were performed with a personal computer and a common computer mouse, testing the perception of delays between 0 and 500 ms. The results of our user tests show that perceived delays up to 150 ms were acceptable and delays larger than 300 ms were not acceptable at all.

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

Science.gov (United States)

Whelan, Michael

2017-01-01

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

No trade-off between learning speed and associative flexibility in bumblebees: a reversal learning test with multiple colonies.

Directory of Open Access Journals (Sweden)

Nigel E Raine

Full Text Available Potential trade-offs between learning speed and memory-related performance could be important factors in the evolution of learning. Here, we test whether rapid learning interferes with the acquisition of new information using a reversal learning paradigm. Bumblebees (Bombus terrestris were trained to associate yellow with a floral reward. Subsequently the association between colour and reward was reversed, meaning bees then had to learn to visit blue flowers. We demonstrate that individuals that were fast to learn yellow as a predictor of reward were also quick to reverse this association. Furthermore, overnight memory retention tests suggest that faster learning individuals are also better at retaining previously learned information. There is also an effect of relatedness: colonies whose workers were fast to learn the association between yellow and reward also reversed this association rapidly. These results are inconsistent with a trade-off between learning speed and the reversal of a previously made association. On the contrary, they suggest that differences in learning performance and cognitive (behavioural flexibility could reflect more general differences in colony learning ability. Hence, this study provides additional evidence to support the idea that rapid learning and behavioural flexibility have adaptive value.

Immediate extinction causes a less durable loss of performance than delayed extinction following either fear or appetitive conditioning

OpenAIRE

Woods, Amanda M.; Bouton, Mark E.

2008-01-01

Five experiments with rat subjects compared the effects of immediate and delayed extinction on the durability of extinction learning. Three experiments examined extinction of fear conditioning (using the conditioned emotional response method), and two experiments examined extinction of appetitive conditioning (using the food-cup entry method). In all experiments, conditioning and extinction were accomplished in single sessions, and retention testing took place 24 h after extinction. In both f...

Probing the limits of delay intolerance: preliminary young adult data from the Delay Frustration Task (DeFT).

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Bitsakou, Paraskevi; Antrop, Inge; Wiersema, Jan Roelf; Sonuga-Barke, Edmund J S

2006-02-15

Delay intolerance/aversion is one amongst a number of candidate neuropsychological endophenotypes for ADHD. Pilot data suggest that, because of potential ceiling effects, simple choice measures of delay tolerance used for children are probably not appropriate for adolescents and adults. The Delay Frustration Task (DeFT) is a new measure of delay intolerance, designed to be used in a similar form with adolescents and adults as well as children. In it delay frustration is indexed as the number and duration of responses made on a response key during a series of unpredictable and unsignalled delay periods, which interrupt the completion of a simple computer-based tests. The aim of this study was to provide preliminary data on the applicability of the task in a sample of young adults. The DeFT was administered to 49 male and female undergraduate students selected from a normal population-base. Their mean age was 23.14 (S.D.=1.54). Three measures of delay frustration were recorded across time intervals during the response window; the number of responses, their duration and their combined product (total time button was pressed) was calculated for each second interval bin during the post-response delay period. The AARS and HADS were used as screening questionnaires for ADHD and anxiety behaviour, respectively. The results indicated that young adults with high-ADHD symptoms scores pressed the button more than those with low ADHD scores during the post-response delay condition. While both groups increased responding across time within intervals this was significantly more marked in the high-ADHD symptom group. These effects became more pronounced when anxiety was controlled. Young adults with high-ADHD symptoms appear to be more sensitive to the imposition of unscheduled and unsignalled delay during a simple maths test. DeFT may provide a useful index of delay tolerance in young adults with ADHD. Future research needs to examine DeFT performance in different age groups and

The effect of testing on skills learning

DEFF Research Database (Denmark)

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

2009-01-01

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

On the linearity of cross-correlation delay times

Science.gov (United States)

Mercerat, E. D.; Nolet, G.

2012-12-01

We investigate the question whether a P-wave delay time Δ T estimated by locating the maximum of the cross-correlation function between data d(t) and a predicted test function s(t): γ (t) = ∫ t1t_2 s(τ ) d(τ -t) \\ {d}τ, provides an estimate of the Delta T that is (quasi-)linear with the relative velocity perturbation deltaln V_P}. Such linearity is intuitive if the data d(t) is an undeformed but delayed replica of the test signal, i.e. if d(t)=s(t-Delta T). Then the maximum of gamma (t) is shifted exactly by the delay Delta T, and linearity holds even for Delta T very large. In this case, we say that the body waves are in the ray theoretical regime and their delays, because of Fermat's Principle, depend quasi-linearly on the relative velocity (or slowness) perturbations deltaln V_P in the model. However, even if we correct for dispersion induced by the instrument response and by attenuation, body waves may show frequency dependent delay times that are caused by diffraction effects around lateral heterogeneities. It is not a-priori clear that linearity holds for Delta T, as is assumed in finite-frequency theory, if the waveforms of d(t) and s(t) differ substantially because of such dispersion. To test the linearity, we generate synthetic seismograms between two boreholes, and between the boreholes and the surface, in a 3D box of 200 × 120 × 120 m. The heterogeneity is a checkerboard with cubic anomalies of size 12 × 12 × 12 m. We test two different anomaly amplitudes: ± 2% and ± 5%, and measure Delta T using a test seismogram s(t) computed for an homogeneous medium. We also predict the delays for the 5% model from those in the 2% model by multiplying with 5/2. These predictions are in error by 10-20% of the delay, which is usually acceptable for tomography when compared with actual data errors. A slight bias in the prediction indicates that the Wielandt effect - the fact that negative delays suffer less wavefront healing than positive delays - is a

Delay-dependent working memory impairment in young-adult and aged 5-HT1BKO mice as assessed in a radial-arm water maze.

Science.gov (United States)

Wolff, Mathieu; Benhassine, Narimane; Costet, Pierre; Hen, Rene; Segu, Louis; Buhot, Marie-Christine

2003-01-01

Serotonin (5-HT) plays a modulatory role in mnemonic functions, especially by interacting with the cholinergic system. The 5-HT1B receptor is a key target of this interaction. The 5-HT1B receptor knockout mice were found previously to exhibit a facilitation in hippocampal-dependent spatial reference memory learning. In the present study, we submitted mice to a delayed spatial working memory task, allowing the introduction of various delays between an exposure trial and a test trial. The 5-HT1BKO and wild-type mice learned the task in a radial-arm water maze (returning to the most recent presented arm containing the escape platform), and exhibited a high level of performance at delays of 0 and 5 min. However, at the delay of 60 min, only 5-HT1BKO mice exhibited an impairment. At a delay of 90 min, all mice were impaired. Treatment by scopolamine (0.8 mg/kg) induced the same pattern of performance in wild type as did the mutation for short (5 min, no impairment) and long (60 min, impairment) delays. The 22-month-old wild-type and knockout mice exhibited an impairment at short delays (5 and 15 min). The effect of the mutation affected both young-adult and aged mice at delays of 15, 30, and 60 min. Neurobiological data show that stimulation of the 5-HT1B receptor inhibits the release of acetylcholine in the hippocampus, but stimulates this in the frontal cortex. This dual function might, at least in part, explain the opposite effect of the mutation on reference memory (facilitation) and delay-dependent working memory (impairment). These results support the idea that cholinergic-serotonergic interactions play an important role in memory processes.

Multi-agent sequential hypothesis testing

KAUST Repository

Kim, Kwang-Ki K.

2014-12-15

This paper considers multi-agent sequential hypothesis testing and presents a framework for strategic learning in sequential games with explicit consideration of both temporal and spatial coordination. The associated Bayes risk functions explicitly incorporate costs of taking private/public measurements, costs of time-difference and disagreement in actions of agents, and costs of false declaration/choices in the sequential hypothesis testing. The corresponding sequential decision processes have well-defined value functions with respect to (a) the belief states for the case of conditional independent private noisy measurements that are also assumed to be independent identically distributed over time, and (b) the information states for the case of correlated private noisy measurements. A sequential investment game of strategic coordination and delay is also discussed as an application of the proposed strategic learning rules.

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

Directory of Open Access Journals (Sweden)

Arnaud Witt

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

Identifying Otosclerosis with Aural Acoustical Tests of Absorbance, Group Delay, Acoustic Reflex Threshold, and Otoacoustic Emissions.

Science.gov (United States)

Keefe, Douglas H; Archer, Kelly L; Schmid, Kendra K; Fitzpatrick, Denis F; Feeney, M Patrick; Hunter, Lisa L

2017-10-01

Otosclerosis is a progressive middle-ear disease that affects conductive transmission through the middle ear. Ear-canal acoustic tests may be useful in the diagnosis of conductive disorders. This study addressed the degree to which results from a battery of ear-canal tests, which include wideband reflectance, acoustic stapedius muscle reflex threshold (ASRT), and transient evoked otoacoustic emissions (TEOAEs), were effective in quantifying a risk of otosclerosis and in evaluating middle-ear function in ears after surgical intervention for otosclerosis. To evaluate the ability of the test battery to classify ears as normal or otosclerotic, measure the accuracy of reflectance in classifying ears as normal or otosclerotic, and evaluate the similarity of responses in normal ears compared with ears after surgical intervention for otosclerosis. A quasi-experimental cross-sectional study incorporating case control was used. Three groups were studied: one diagnosed with otosclerosis before corrective surgery, a group that received corrective surgery for otosclerosis, and a control group. The test groups included 23 ears (13 right and 10 left) with normal hearing from 16 participants (4 male and 12 female), 12 ears (7 right and 5 left) diagnosed with otosclerosis from 9 participants (3 male and 6 female), and 13 ears (4 right and 9 left) after surgical intervention from 10 participants (2 male and 8 female). Participants received audiometric evaluations and clinical immittance testing. Experimental tests performed included ASRT tests with wideband reference signal (0.25-8 kHz), reflectance tests (0.25-8 kHz), which were parameterized by absorbance and group delay at ambient pressure and at swept tympanometric pressures, and TEOAE tests using chirp stimuli (1-8 kHz). ASRTs were measured in ipsilateral and contralateral conditions using tonal and broadband noise activators. Experimental ASRT tests were based on the difference in wideband-absorbed sound power before and after

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

Science.gov (United States)

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

Delaying gratification depends on social trust

Science.gov (United States)

Michaelson, Laura; de la Vega, Alejandro; Chatham, Christopher H.; Munakata, Yuko

2013-01-01

Delaying gratification is hard, yet predictive of important life outcomes, such as academic achievement and physical health. Prominent theories focus on the role of self-control, hypersensitivity to immediate rewards, and the cost of time spent waiting. However, delaying gratification may also require trust in people delivering future rewards as promised. To test the role of social trust, participants were presented with character vignettes and faces that varied in trustworthiness, and then choose between hypothetical smaller immediate or larger delayed rewards from those characters. Across two experiments, participants were less willing to wait for delayed rewards from less trustworthy characters, and perceived trustworthiness predicted willingness to delay gratification. These findings provide the first demonstration of a causal role for social trust in willingness to delay gratification, independent of other relevant factors, such as self-control or reward history. Thus, delaying gratification requires choosing not only a later reward, but a reward that is potentially less likely to be delivered, when there is doubt about the person promising it. Implications of this work include the need to revise prominent theories of delay of gratification, and new directions for interventions with populations characterized by impulsivity. PMID:23801977

Delaying gratification depends on social trust

Directory of Open Access Journals (Sweden)

Laura eMichaelson

2013-06-01

Full Text Available Delaying gratification is hard, yet predictive of important life outcomes, such as academic achievement and physical health. Prominent theories focus on the role of self-control, hypersensitivity to immediate rewards, and the cost of time spent waiting. However, delaying gratification may also require trust in people delivering future rewards as promised. To test the role of social trust, participants were presented with character vignettes and faces that varied in trustworthiness, and then chose between hypothetical smaller immediate or larger delayed rewards from those characters. Across two experiments, participants were less willing to wait for delayed rewards from less trustworthy characters, and perceived trustworthiness predicted willingness to delay gratification. These findings provide the first demonstration of a causal role for social trust in willingness to delay gratification, independent of other relevant factors, such as self-control or reward history. Thus, delaying gratification requires choosing not only a later reward, but a reward that is potentially less likely to be delivered, when there is doubt about the person promising it. Implications of this work include the need to revise prominent theories of delay of gratification, and new directions for interventions with populations characterized by impulsivity.

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

Science.gov (United States)

Gebril, Atta

2018-01-01

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

Testing Solutions of the Protection Systems Provided with Delay Maximum Current Relays

Directory of Open Access Journals (Sweden)

Horia BALAN

2017-12-01

Full Text Available Relay protection is one of the main forms of automation control of electro energy systems, having as primary aims fault detection and disconnection of the faulty element in order to avoid the extent of damages and the as fast as possible recovery to the normal operation regime for the rest of the system. Faults that occur in the electro energy system can be classified considering on one hand their causes and on the other their types, but in the vast majority of cases the causes of the faults are combined. Further, considering their nature, faults are classified in faults due to the insulation’s damage, in faults due to the destruction of the integrity of the circuits and faults determined by interruptions. With respect to their nature, faults are short circuits, earthing faults and phases interruptions. At the same time, considering their type, faults are divided in transversal and longitudinal ones. The paper presents a testing solution of the delayed maximal current relays using a T3000 ISA Test measuring equipment.

Rule learning in autism: the role of reward type and social context.

Science.gov (United States)

Jones, E J H; Webb, S J; Estes, A; Dawson, G

2013-01-01

Learning abstract rules is central to social and cognitive development. Across two experiments, we used Delayed Non-Matching to Sample tasks to characterize the longitudinal development and nature of rule-learning impairments in children with Autism Spectrum Disorder (ASD). Results showed that children with ASD consistently experienced more difficulty learning an abstract rule from a discrete physical reward than children with DD. Rule learning was facilitated by the provision of more concrete reinforcement, suggesting an underlying difficulty in forming conceptual connections. Learning abstract rules about social stimuli remained challenging through late childhood, indicating the importance of testing executive functions in both social and non-social contexts.

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

NARCIS (Netherlands)

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

2011-01-01

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

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

NARCIS (Netherlands)

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

2008-01-01

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

A time-delayed method for controlling chaotic maps

International Nuclear Information System (INIS)

Chen Maoyin; Zhou Donghua; Shang Yun

2005-01-01

Combining the repetitive learning strategy and the optimality principle, this Letter proposes a time-delayed method to control chaotic maps. This method can effectively stabilize unstable periodic orbits within chaotic attractors in the sense of least mean square. Numerical simulations of some chaotic maps verify the effectiveness of this method

A Computational Model of the Temporal Dynamics of Plasticity in Procedural Learning: Sensitivity to Feedback Timing

Directory of Open Access Journals (Sweden)

Vivian V. Valentin

2014-07-01

Full Text Available The evidence is now good that different memory systems mediate the learning of different types of category structures. In particular, declarative memory dominates rule-based (RB category learning and procedural memory dominates information-integration (II category learning. For example, several studies have reported that feedback timing is critical for II category learning, but not for RB category learning – results that have broad support within the memory systems literature. Specifically, II category learning has been shown to be best with feedback delays of 500ms compared to delays of 0 and 1000ms, and highly impaired with delays of 2.5 seconds or longer. In contrast, RB learning is unaffected by any feedback delay up to 10 seconds. We propose a neurobiologically detailed theory of procedural learning that is sensitive to different feedback delays. The theory assumes that procedural learning is mediated by plasticity at cortical-striatal synapses that are modified by dopamine-mediated reinforcement learning. The model captures the time-course of the biochemical events in the striatum that cause synaptic plasticity, and thereby accounts for the empirical effects of various feedback delays on II category learning.

Source Test Report for the 205 Delayed Coking Unit Drum 205-1201 and Drum 205-1202 Depressurization Vents (Marathon Petroleum Company LLC)

Science.gov (United States)

The 2010 Source Test was performed during the atmospheric depressurization step of the delayed coking process prior to the removal of petroleum coke from the coke drum. The 205 DCU was operated under a variety of conditions during the 2010 Source Test.

Computerized adaptive testing item selection in computerized adaptive learning systems

NARCIS (Netherlands)

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

2012-01-01

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

Learned Helplessness: The Effect of Failure on Test-Taking

Science.gov (United States)

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

2004-01-01

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

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

African Journals Online (AJOL)

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

A spatially-supported forced-choice recognition test reveals children’s long-term memory for newly learned word forms

Directory of Open Access Journals (Sweden)

Katherine R. Gordon

2014-03-01

Full Text Available Children’s memories for the link between a newly trained word and its referent have been the focus of extensive past research. However, memory for the word form itself is rarely assessed among preschool-age children. When it is, children are typically asked to verbally recall the forms, and they generally perform at floor on such tests. To better measure children’s memory for word forms, we aimed to design a more sensitive test that required recognition rather than recall, provided spatial cues to off-set the phonological memory demands of the test, and allowed pointing rather than verbal responses. We taught 12 novel word-referent pairs via ostensive naming to sixteen 4-to-6-year-olds and measured their memory for the word forms after a week-long retention interval using the new spatially-supported form recognition test. We also measured their memory for the word-referent links and the generalization of the links to untrained referents with commonly used recognition tests. Children demonstrated memory for word forms at above chance levels; however, their memory for forms was poorer than their memory for trained or generalized word-referent links. When in error, children were no more likely to select a foil that was a close neighbor to the target form than a maximally different foil. Additionally, they more often selected correct forms that were among the first six than the last six to be trained. Overall, these findings suggest that children are able to remember word forms after a limited number of ostensive exposures and a long-term delay. However, word forms remain more difficult to learn than word-referent links and there is an upper limit on the number of forms that can be learned within a given period of time.

Spatial delayed nonmatching-to-sample performances in long-living Ames dwarf mice.

Science.gov (United States)

Derenne, Adam; Brown-Borg, Holly M; Martner, Sarah; Wolff, Wendy; Frerking, Morgan

2014-01-17

Ames dwarf mice have an extended lifespan by comparison with normal mice. Behavioral testing has revealed that sometimes Ames dwarf mice also evince superior performances relative to normal mice, but in other cases they do not. In this experiment, Ames dwarf and normal mice were compared on a T-maze test and on a delayed nonmatching-to-sample variant of a T-maze test. On the simple T-maze, Ames dwarf and normal mice committed comparable numbers of errors. On the nonmatching-to-sample task, normal mice mastered the discrimination by the end of the experiment while Ames dwarf mice did not. The apparatus, distances traveled and session duration were equivalent between the two tasks. The poorer performances of Ames dwarf mice on the nonmatching-to-sample task suggests that Ames dwarf mice may not be as capable of learning relatively cognitively complex tasks as normal mice. © 2013.

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

Science.gov (United States)

Hunziker, M H L; Dos Santos, C V

2007-11-01

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

Interfering effects of retrieval in learning new information.

Science.gov (United States)

Finn, Bridgid; Roediger, Henry L

2013-11-01

In 7 experiments, we explored the role of retrieval in associative updating, that is, in incorporating new information into an associative memory. We tested the hypothesis that retrieval would facilitate incorporating a new contextual detail into a learned association. Participants learned 3 pieces of information-a person's face, name, and profession (in Experiments 1-5). In the 1st phase, participants in all conditions learned faces and names. In the 2nd phase, participants either restudied the face-name pair (the restudy condition) or were given the face and asked to retrieve the name (the test condition). In the 3rd phase, professions were presented for study just after restudy or testing. Our prediction was that the new information (the profession) would be more readily learned following retrieval of the face-name association compared to restudy of the face-name association. However, we found that the act of retrieval generally undermined acquisition of new associations rather than facilitating them. This detrimental effect emerged on both immediate and delayed tests. Further, the effect was not due to selective attention to feedback because we found impairment whether or not feedback was provided after the Phase 2 test. The data are novel in showing that the act of retrieving information can inhibit the ability to learn new information shortly thereafter. The results are difficult to accommodate within current theories that mostly emphasize benefits of retrieval for learning. PsycINFO Database Record (c) 2013 APA, all rights reserved.

Napping facilitates word learning in early lexical development.

Science.gov (United States)

Horváth, Klára; Myers, Kyle; Foster, Russell; Plunkett, Kim

2015-10-01

Little is known about the role that night-time sleep and daytime naps play in early cognitive development. Our aim was to investigate how napping affects word learning in 16-month-olds. Thirty-four typically developing infants were assigned randomly to nap and wake groups. After teaching two novel object-word pairs to infants, we tested their initial performance with an intermodal preferential looking task in which infants are expected to increase their target looking time compared to a distracter after hearing its auditory label. A second test session followed after approximately a 2-h delay. The delay contained sleep for the nap group or no sleep for the wake group. Looking behaviour was measured with an automatic eye-tracker. Vocabulary size was assessed using the Oxford Communicative Development Inventory. A significant interaction between group and session was found in preferential looking towards the target picture. The performance of the nap group increased after the nap, whereas that of the wake group did not change. The gain in performance correlated positively with the expressive vocabulary size in the nap group. These results indicate that daytime napping helps consolidate word learning in infancy. © 2015 European Sleep Research Society.

Inference of time-delayed gene regulatory networks based on dynamic Bayesian network hybrid learning method.

Science.gov (United States)

Yu, Bin; Xu, Jia-Meng; Li, Shan; Chen, Cheng; Chen, Rui-Xin; Wang, Lei; Zhang, Yan; Wang, Ming-Hui

2017-10-06

Gene regulatory networks (GRNs) research reveals complex life phenomena from the perspective of gene interaction, which is an important research field in systems biology. Traditional Bayesian networks have a high computational complexity, and the network structure scoring model has a single feature. Information-based approaches cannot identify the direction of regulation. In order to make up for the shortcomings of the above methods, this paper presents a novel hybrid learning method (DBNCS) based on dynamic Bayesian network (DBN) to construct the multiple time-delayed GRNs for the first time, combining the comprehensive score (CS) with the DBN model. DBNCS algorithm first uses CMI2NI (conditional mutual inclusive information-based network inference) algorithm for network structure profiles learning, namely the construction of search space. Then the redundant regulations are removed by using the recursive optimization algorithm (RO), thereby reduce the false positive rate. Secondly, the network structure profiles are decomposed into a set of cliques without loss, which can significantly reduce the computational complexity. Finally, DBN model is used to identify the direction of gene regulation within the cliques and search for the optimal network structure. The performance of DBNCS algorithm is evaluated by the benchmark GRN datasets from DREAM challenge as well as the SOS DNA repair network in Escherichia coli , and compared with other state-of-the-art methods. The experimental results show the rationality of the algorithm design and the outstanding performance of the GRNs.

The testing effect on skills learning might last 6 months

DEFF Research Database (Denmark)

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

2009-01-01

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

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

OpenAIRE

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

2013-01-01

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

Delay selection by spike-timing-dependent plasticity in recurrent networks of spiking neurons receiving oscillatory inputs.

Directory of Open Access Journals (Sweden)

Robert R Kerr

Full Text Available Learning rules, such as spike-timing-dependent plasticity (STDP, change the structure of networks of neurons based on the firing activity. A network level understanding of these mechanisms can help infer how the brain learns patterns and processes information. Previous studies have shown that STDP selectively potentiates feed-forward connections that have specific axonal delays, and that this underlies behavioral functions such as sound localization in the auditory brainstem of the barn owl. In this study, we investigate how STDP leads to the selective potentiation of recurrent connections with different axonal and dendritic delays during oscillatory activity. We develop analytical models of learning with additive STDP in recurrent networks driven by oscillatory inputs, and support the results using simulations with leaky integrate-and-fire neurons. Our results show selective potentiation of connections with specific axonal delays, which depended on the input frequency. In addition, we demonstrate how this can lead to a network becoming selective in the amplitude of its oscillatory response to this frequency. We extend this model of axonal delay selection within a single recurrent network in two ways. First, we show the selective potentiation of connections with a range of both axonal and dendritic delays. Second, we show axonal delay selection between multiple groups receiving out-of-phase, oscillatory inputs. We discuss the application of these models to the formation and activation of neuronal ensembles or cell assemblies in the cortex, and also to missing fundamental pitch perception in the auditory brainstem.

Delayed Effects of Remote Limb Ischemic Preconditioning on Maximum Oxygen Consumption, Lactate Release and Pulmonary Function Tests in Athletes and non-Athletes

Directory of Open Access Journals (Sweden)

Mahnaz Momeni

2016-11-01

Full Text Available Background: Remote Ischemic Preconditioning (RIPC improves exercise performance, and since this phenomenon has two phases, the aim of the current study was to investigate the delayed effects of remote ischemic preconditioning on cardiopulmonary function in athletes and non-athletes. Materials and Methods: 25 male and female students were studied in two main athletes and non-athletes groups. RIPC was induced by using 3 cycles of alternative 5 minutes ischemia and 5 minutes reperfusion at arms of participants. Cardiopulmonary tests were measured before, after and 24 hours after inducing remote ischemic preconditioning. Maximum oxygen consumption (VO2max estimated by using queen steps test. Results: Analysis of data demonstrated that delayed RIPC in non-athletes group caused significant improvement in Forced Expiratory Volume in one second (FEV1 and Maximum Voluntary Ventilation (MVV and noticeable improvement in some other parameters of pulmonary function tests. Moreover, it decreased systolic blood pressure and heart rate and decreased lactate release in both groups especially athletes group but it had no significant effect on VO2max of both groups. Conclusion: Delayed RIPC improves cardiovascular function of athletes and pulmonary function of non-athletes subjects. Thus, it can be considered as a good replacement for doping to improve sports performance of subjects in sports tournaments.

Testing a Conception of How School Leadership Influences Student Learning

Science.gov (United States)

Leithwood, Kenneth; Patten, Sarah; Jantzi, Doris

2010-01-01

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

A Comparative Study of Paper-based and Computer-based Contextualization in Vocabulary Learning of EFL Students

Directory of Open Access Journals (Sweden)

Mousa Ahmadian

2015-04-01

Full Text Available Vocabulary acquisition is one of the largest and most important tasks in language classes. New technologies, such as computers, have helped a lot in this way. The importance of the issue led the researchers to do the present study which concerns the comparison of contextualized vocabulary learning on paper and through Computer Assisted Language Learning (CALL. To this end, 52 Pre-university EFL learners were randomly assigned in two groups: a paper-based group (PB and a computer-based (CB group each with 26 learners. The PB group received PB contextualization of vocabulary items, while the CB group received CB contextualization of the vocabulary items thorough PowerPoint (PP software. One pretest, posttest, along with an immediate and a delayed posttest were given to the learners. Paired samples t-test of pretest and posttest and independent samples t-test of the delayed and immediate posttest were executed by SPSS software. The results revealed that computer-based contextualization had more effects on vocabulary learning of Iranian EFL learners than paper-based contextualization of the words. Keywords: Computer-based contextualization, Paper-based contextualization, Vocabulary learning, CALL

Distributed Optimal Consensus Control for Multiagent Systems With Input Delay.

Science.gov (United States)

Zhang, Huaipin; Yue, Dong; Zhao, Wei; Hu, Songlin; Dou, Chunxia; Huaipin Zhang; Dong Yue; Wei Zhao; Songlin Hu; Chunxia Dou; Hu, Songlin; Zhang, Huaipin; Dou, Chunxia; Yue, Dong; Zhao, Wei

2018-06-01

This paper addresses the problem of distributed optimal consensus control for a continuous-time heterogeneous linear multiagent system subject to time varying input delays. First, by discretization and model transformation, the continuous-time input-delayed system is converted into a discrete-time delay-free system. Two delicate performance index functions are defined for these two systems. It is shown that the performance index functions are equivalent and the optimal consensus control problem of the input-delayed system can be cast into that of the delay-free system. Second, by virtue of the Hamilton-Jacobi-Bellman (HJB) equations, an optimal control policy for each agent is designed based on the delay-free system and a novel value iteration algorithm is proposed to learn the solutions to the HJB equations online. The proposed adaptive dynamic programming algorithm is implemented on the basis of a critic-action neural network (NN) structure. Third, it is proved that local consensus errors of the two systems and weight estimation errors of the critic-action NNs are uniformly ultimately bounded while the approximated control policies converge to their target values. Finally, two simulation examples are presented to illustrate the effectiveness of the developed method.

Testing Delays Resulting in Increased Identification Accuracy in Line-Ups and Show-Ups.

Science.gov (United States)

Dekle, Dawn J.

1997-01-01

Investigated time delays (immediate, two-three days, one week) between viewing a staged theft and attempting an eyewitness identification. Compared lineups to one-person showups in a laboratory analogue involving 412 subjects. Results show that across all time delays, participants maintained a higher identification accuracy with the showup…

Role of Assessment Tests in the Stability of Intelligence Scoring of Pre-School Children with Uneven/Delayed Cognitive Profile

Science.gov (United States)

Yang, P.; Jong, Y-J.; Hsu, H-Y.; Lung, F-W.

2011-01-01

Background: As part of an ongoing clinical service programme for pre-school children with developmental delay in an Asian developing country, we analysed the effect of three assessment tests, that is, Bayley Scale of Infant Development-II, Leiter International Performance Scale-Revised and Wechsler Preschool and Primary Scale of…

Neutron delayed choice experiments

International Nuclear Information System (INIS)

Bernstein, H.J.

1986-01-01

Delayed choice experiments for neutrons can help extend the interpretation of quantum mechanical phenomena. They may also rule out alternative explanations which static interference experiments allow. A simple example of a feasible neutron test is presented and discussed. (orig.)

TECHNICAL DESIGN NOTE: Picosecond resolution programmable delay line

Science.gov (United States)

Suchenek, Mariusz

2009-11-01

The note presents implementation of a programmable delay line for digital signals. The tested circuit has a subnanosecond delay range programmable with a resolution of picoseconds. Implementation of the circuit was based on low-cost components, easily available on the market.

Modeling delay in genetic networks: from delay birth-death processes to delay stochastic differential equations.

Science.gov (United States)

Gupta, Chinmaya; López, José Manuel; Azencott, Robert; Bennett, Matthew R; Josić, Krešimir; Ott, William

2014-05-28

Delay is an important and ubiquitous aspect of many biochemical processes. For example, delay plays a central role in the dynamics of genetic regulatory networks as it stems from the sequential assembly of first mRNA and then protein. Genetic regulatory networks are therefore frequently modeled as stochastic birth-death processes with delay. Here, we examine the relationship between delay birth-death processes and their appropriate approximating delay chemical Langevin equations. We prove a quantitative bound on the error between the pathwise realizations of these two processes. Our results hold for both fixed delay and distributed delay. Simulations demonstrate that the delay chemical Langevin approximation is accurate even at moderate system sizes. It captures dynamical features such as the oscillatory behavior in negative feedback circuits, cross-correlations between nodes in a network, and spatial and temporal information in two commonly studied motifs of metastability in biochemical systems. Overall, these results provide a foundation for using delay stochastic differential equations to approximate the dynamics of birth-death processes with delay.

Modeling delay in genetic networks: From delay birth-death processes to delay stochastic differential equations

Energy Technology Data Exchange (ETDEWEB)

Gupta, Chinmaya; López, José Manuel; Azencott, Robert; Ott, William [Department of Mathematics, University of Houston, Houston, Texas 77004 (United States); Bennett, Matthew R. [Department of Biochemistry and Cell Biology, Rice University, Houston, Texas 77204, USA and Institute of Biosciences and Bioengineering, Rice University, Houston, Texas 77005 (United States); Josić, Krešimir [Department of Mathematics, University of Houston, Houston, Texas 77004 (United States); Department of Biology and Biochemistry, University of Houston, Houston, Texas 77204 (United States)

2014-05-28

Delay is an important and ubiquitous aspect of many biochemical processes. For example, delay plays a central role in the dynamics of genetic regulatory networks as it stems from the sequential assembly of first mRNA and then protein. Genetic regulatory networks are therefore frequently modeled as stochastic birth-death processes with delay. Here, we examine the relationship between delay birth-death processes and their appropriate approximating delay chemical Langevin equations. We prove a quantitative bound on the error between the pathwise realizations of these two processes. Our results hold for both fixed delay and distributed delay. Simulations demonstrate that the delay chemical Langevin approximation is accurate even at moderate system sizes. It captures dynamical features such as the oscillatory behavior in negative feedback circuits, cross-correlations between nodes in a network, and spatial and temporal information in two commonly studied motifs of metastability in biochemical systems. Overall, these results provide a foundation for using delay stochastic differential equations to approximate the dynamics of birth-death processes with delay.

Modeling delay in genetic networks: From delay birth-death processes to delay stochastic differential equations

International Nuclear Information System (INIS)

Gupta, Chinmaya; López, José Manuel; Azencott, Robert; Ott, William; Bennett, Matthew R.; Josić, Krešimir

2014-01-01

Delay is an important and ubiquitous aspect of many biochemical processes. For example, delay plays a central role in the dynamics of genetic regulatory networks as it stems from the sequential assembly of first mRNA and then protein. Genetic regulatory networks are therefore frequently modeled as stochastic birth-death processes with delay. Here, we examine the relationship between delay birth-death processes and their appropriate approximating delay chemical Langevin equations. We prove a quantitative bound on the error between the pathwise realizations of these two processes. Our results hold for both fixed delay and distributed delay. Simulations demonstrate that the delay chemical Langevin approximation is accurate even at moderate system sizes. It captures dynamical features such as the oscillatory behavior in negative feedback circuits, cross-correlations between nodes in a network, and spatial and temporal information in two commonly studied motifs of metastability in biochemical systems. Overall, these results provide a foundation for using delay stochastic differential equations to approximate the dynamics of birth-death processes with delay

In the Blink of an I: On Delayed but Identical Subjective Reactions and Their Effect on Self-Interested Behavior.

Science.gov (United States)

Pinel, Elizabeth C; Long, Anson E; Huneke, Mark

2015-01-01

People believe that they have shared an identical subjective experience--that they have I-shared--when they react identically and simultaneously to the same stimulus. Despite growing evidence for I-sharing, researchers have yet to ask whether simultaneity really makes a difference. We test the importance of simultaneity for I-sharing effects. Participants played prisoner's dilemma with someone who shared their subjective self, their objective self, or neither. Some participants learned this information immediately; others, after a short delay. Time delay decreased cooperation in the subjective similarity condition, but not in the objective similarity or neither conditions. These findings underscore the importance of simultaneity for I-sharing effects and highlight the implications of I-sharing for cooperation and self-interested behavior.

Test-Enhanced Learning in an Immunology and Infectious Disease Medicinal Chemistry/Pharmacology Course.

Science.gov (United States)

Hernick, Marcy

2015-09-25

Objective. To develop a series of active-learning modules that would improve pharmacy students' performance on summative assessments. Design. A series of optional online active-learning modules containing questions with multiple formats for topics in a first-year (P1) course was created using a test-enhanced learning approach. A subset of module questions was modified and included on summative assessments. Assessment. Student performance on module questions improved with repeated attempts and was predictive of student performance on summative assessments. Performance on examination questions was higher for students with access to modules than for those without access to modules. Module use appeared to have the most impact on low performing students. Conclusion. Test-enhanced learning modules with immediate feedback provide pharmacy students with a learning tool that improves student performance on summative assessments and also may improve metacognitive and test-taking skills.

Collaboration can improve individual recognition memory: evidence from immediate and delayed tests.

Science.gov (United States)

Rajaram, Suparna; Pereira-Pasarin, Luciane P

2007-02-01

In two experiments, we tested the effects of collaboration on individual recognition memory. In Experiment 1, participants studied pictures and words either for meaning or for surface properties and made recognition memory judgments individually either following group discussion among 3 members (collaborative condition) or in the absence of discussion (noncollaborative condition). Levels of processing and picture superiority effects were replicated, and collaboration significantly increased individual recognition memory. Experiment 2 replicated this positive effect and showed that even though memory sensitivity declined at longer delays (48 h and 1 week), collaboration continued to exert a positive influence. These findings show that (1) consensus is not necessary for producing benefits of collaboration on individual recognition, (2) collaborative facilitation on individual memory is robust, and (3) collaboration enhances individual memory further if conditions predispose individual accuracy in the absence of collaboration.

Collaborative Testing in Practical Laboratories: An Effective Teaching-Learning Method in Histology.

Science.gov (United States)

Guo, Yuping; Li, Enzhong

2016-01-01

This article presents an experimental teaching and learning program used in histology with first-year students in the second term in the Faculty of Biology at Huanghuai University, China. Eighty-six students were divided randomly into two groups (n=43 per group). Tests were conducted at the end of each practical laboratory (10 laboratories in total) in which collaborative testing was used in the experimental group and traditional testing in the control group. To assess achievement, a final examination in histology was carried out at the end of the course. To determine students' attitude to the teaching styles, a questionnaire survey was conducted at the end of the term. Results showed that students preferred the collaborative testing format. In the experimental group, students' scores were significantly higher than those of students in the control group in final examinations. These findings indicate that collaborative testing enhances student learning and understanding of the material taught, and suggest that collaborative testing is an effective teaching-learning method in histology.

Belief reward shaping in reinforcement learning

CSIR Research Space (South Africa)

Marom, O

2018-02-01

Full Text Available A key challenge in many reinforcement learning problems is delayed rewards, which can significantly slow down learning. Although reward shaping has previously been introduced to accelerate learning by bootstrapping an agent with additional...

Unconditionally stable difference methods for delay partial differential equations

OpenAIRE

Huang, Chengming; Vandewalle, Stefan

2012-01-01

This paper is concerned with the numerical solution of parabolic partial differential equations with time-delay. We focus in particular on the delay dependent stability analysis of difference methods that use a non-constrained mesh, i.e., the time step-size is not required to be a submultiple of the delay. We prove that the fully discrete system unconditionally preserves the delay dependent asymptotic stability of the linear test problem under consideration, when the following discretizati...

Delay systems from theory to numerics and applications

CERN Document Server

Lafay, Jean-François; Sipahi, Rifat

2014-01-01

This volume is the first of the new series Advances in Dynamics and Delays. It offers the latest advances in the research of analyzing and controlling dynamical systems with delays, which arise in many real-world problems. The contributions in this series are a collection across various disciplines, encompassing engineering, physics, biology, and economics, and some are extensions of those presented at the IFAC (International Federation of Automatic Control) conferences since 2011. The series is categorized in five parts covering the main themes of the contributions: ·         Stability Analysis and Control Design ·         Networks and Graphs ·         Time Delay and Sampled-Data Systems ·         Computational  and Software Tools ·         Applications This volume will become a good reference point for researchers and PhD students in the field of delay systems, and for those willing to learn more about the field, and it will also be a resource for control engine...

A Machine Learning Concept for DTN Routing

Science.gov (United States)

Dudukovich, Rachel; Hylton, Alan; Papachristou, Christos

2017-01-01

This paper discusses the concept and architecture of a machine learning based router for delay tolerant space networks. The techniques of reinforcement learning and Bayesian learning are used to supplement the routing decisions of the popular Contact Graph Routing algorithm. An introduction to the concepts of Contact Graph Routing, Q-routing and Naive Bayes classification are given. The development of an architecture for a cross-layer feedback framework for DTN (Delay-Tolerant Networking) protocols is discussed. Finally, initial simulation setup and results are given.

A novel design for randomized immuno-oncology clinical trials with potentially delayed treatment effects

Directory of Open Access Journals (Sweden)

Pei He

2015-10-01

Full Text Available The semi-parametric proportional hazards model is widely adopted in randomized clinical trials with time-to-event outcomes, and the log-rank test is frequently used to detect a potential treatment effect. Immuno-oncology therapies pose unique challenges to the design of a trial as the treatment effect may be delayed, which violates the proportional hazards assumption, and the log-rank test has been shown to markedly lose power under the non-proportional hazards setting. A novel design and analysis approach for immuno-oncology trials is proposed through a piecewise treatment effect function, which is capable of detecting a potentially delayed treatment effect. The number of events required for the trial will be determined to ensure sufficient power for both the overall log-rank test without a delayed effect and the test beyond the delayed period when such a delay exists. The existence of a treatment delay is determined by a likelihood ratio test with resampling. Numerical results show that the proposed design adequately controls the Type I error rate, has a minimal loss in power under the proportional hazards setting and is markedly more powerful than the log-rank test with a delayed treatment effect.

A Machine Learning Approach to Test Data Generation

DEFF Research Database (Denmark)

Christiansen, Henning; Dahmcke, Christina Mackeprang

2007-01-01

been tested, and a more thorough statistical foundation is required. We propose to use logic-statistical modelling methods for machine-learning for analyzing existing and manually marked up data, integrated with the generation of new, artificial data. More specifically, we suggest to use the PRISM...... system developed by Sato and Kameya. Based on logic programming extended with random variables and parameter learning, PRISM appears as a powerful modelling environment, which subsumes HMMs and a wide range of other methods, all embedded in a declarative language. We illustrate these principles here...

Test Reviews: Reynolds, C., & Voress, J. K. (2007). "Test of Memory and Learning: Second Edition." Austin, TX: PRO-ED

Science.gov (United States)

Schmitt, Ara J.; Decker, Scott L.

2009-01-01

This article reviews the Test of Memory and Learning: Second Edition (TOMAL-2), published by PRO-ED, which constitutes a recent revision of the Test of Memory and Learning (TOMAL; Reynolds & Bigler, 1994). Advertised as the "single most comprehensive memory battery available for the entire age range of 5 years through 59 years of age", the TOMAL-2…

Older adults get episodic memory boosting from noninvasive stimulation of prefrontal cortex during learning.

Science.gov (United States)

Sandrini, Marco; Manenti, Rosa; Brambilla, Michela; Cobelli, Chiara; Cohen, Leonardo G; Cotelli, Maria

2016-03-01

Episodic memory displays the largest degree of age-related decline, a process that is accelerated in pathological conditions such as amnestic mild cognitive impairment and Alzheimer's disease. Previous studies have shown that the left lateral prefrontal cortex (PFC) contributes to the encoding of episodic memories along the life span. The aim of this randomized, double-blind, placebo-controlled study was to test the hypothesis that anodal trascranial direct current stimulation (tDCS) over the left lateral PFC during the learning phase would enhance delayed recall of verbal episodic memories in elderly individuals. Older adults learned a list of words while receiving anodal or placebo (sham) tDCS. Memory recall was tested 48 hours and 1 month later. The results showed that anodal tDCS strengthened episodic memories, an effect indicated by enhanced delayed recall (48 hours) compared to placebo stimulation (Cohen's d effect size = 1.01). The observation that PFC-tDCS during learning can boost verbal episodic memory in the elderly opens up the possibility to design-specific neurorehabilitation protocols targeted to conditions that affect episodic memory such as mild cognitive impairment. Copyright © 2016 Elsevier Inc. All rights reserved.

Hydrogen effect on tendency to delayed brittle fracture in titanium alloys

International Nuclear Information System (INIS)

Nazimov, O.P.; Bunin, L.A.; Il'in, A.A.; Ponomareva, N.A.

1979-01-01

The results of investigating hydrogen effetc on the tendency to delayed fracture of the titanium alloys of VT1-0, VT5, VT5-1, OT4, VT6S and VT14 are given. The delayed fracture test data have been compared with the results of fractographic investigations. The notion of structural instability in the initial condition during the tests was suggested as a criterion for evaluating the tendency of metal to delayed fracture

Measuring organizational learning. Model testing in two Romanian universities

OpenAIRE

Alexandra Luciana Guţă

2014-01-01

The scientific literature associates organizational learning with superior organization performance. If we refer to the academic environment, we appreciate that it can develop and reach better levels of performance through changes driven from the inside. Thus, through this paper we elaborate on a conceptual model of organizational learning and we test the model on a sample of employees (university teachers and researchers) from two Romanian universities. The model comprises the process of org...

Negotiating the use of formative assessment for learning in an era of accountability testing

Science.gov (United States)

Yin, Xinying

The purpose of this collaborative action research was to understand how science educators can negotiate the tension between integrating formative assessment (FA) for students' learning and meeting the need for standardized summative assessment (testing) from a critical perspective. Using formative assessment in the era of accountability testing was a process in which the science educators identified the ways that the standardized testing system constrained the teacher's use of FA to improve students' learning, sought solutions to overcome the obstacles and came to understand how FA can be utilized to neutralize the power relationship between the institutional requirement and classroom teaching and learning. The challenge of doing FA under the pressure of standardized testing mainly lie in two dimensions: one was the demand of teaching all the desired standard-based content to all students in a limited amount of time and the sufficient time and flexibility required by doing FA to improve students' understanding, the other was the different levels of knowledge and forms of knowledge representation on FA and tests. The negotiation of doing FA for teaching standards and preparing students for tests entailed six aspects for the collaborative team, including clarifying teaching objectives, reconstructing instructional activities, negotiating with time constraints, designing effective FA activities, attending to students' needs in doing FA, and modifying end-of-unit tests to better assess the learning goals. As the teacher's instructional goals evolved to be more focused on conceptual understanding of standards and more thorough understanding for less activities, she perceived doing FA for learning and preparing students for standardized tests as more congruent. By integrating both divergent and convergent FA into instruction as well as modifying tests to be more aligned with standards, students' learning were enhanced and they were also being prepared for tests. This

Exploring delay causes of road construction projects in

Directory of Open Access Journals (Sweden)

Remon F. Aziz

2016-06-01

Full Text Available Construction delays are a common phenomenon in civil engineering projects in Egypt including road construction projects. Therefore, it is essential to study and analyze causes of road construction delays. This paper studied a list of construction delay causes gathered from literature having different types of construction, different countries, different periods and different numbers of delay causes and delay groups. A questionnaire and personal interviews have formed the basis of this paper listing 293 delay causes. The questionnaire survey was distributed to 500 construction participants and 389 were received who represent consultants, contractors and site/design engineers excluding the owner representing the government in road projects as one party only. Relative Importance Index (RII is calculated and according to the highest values the top twenty and the least twenty delay causes of construction projects in Egypt are determined. A case study is analyzed and compared to the most important delay causes in the paper. The test results reveal good correlation of causes and groups between contractors and site/design engineers and between consultants and site design engineers and a somewhat low correlation between contractors and consultants. So there are no root causes that can be taking for granted to be most or least effective delay causes. Proposed model for predicting actual road construction project duration was developed; a real case study tested the accuracy of proposed model. According to the analysis of case study, the most contributing causes and groups to delays were discussed, and some future recommendations were proposed in order to control and minimize delays in road construction projects. These findings can be helpful for project managers to mitigate the road construction delays in Egypt. In order to effectively overcome the road construction delays in developing countries, suggestions are made for fundamental and large�

Is it better to select or to receive? Learning via active and passive hypothesis testing.

Science.gov (United States)

Markant, Douglas B; Gureckis, Todd M

2014-02-01

People can test hypotheses through either selection or reception. In a selection task, the learner actively chooses observations to test his or her beliefs, whereas in reception tasks data are passively encountered. People routinely use both forms of testing in everyday life, but the critical psychological differences between selection and reception learning remain poorly understood. One hypothesis is that selection learning improves learning performance by enhancing generic cognitive processes related to motivation, attention, and engagement. Alternatively, we suggest that differences between these 2 learning modes derives from a hypothesis-dependent sampling bias that is introduced when a person collects data to test his or her own individual hypothesis. Drawing on influential models of sequential hypothesis-testing behavior, we show that such a bias (a) can lead to the collection of data that facilitates learning compared with reception learning and (b) can be more effective than observing the selections of another person. We then report a novel experiment based on a popular category learning paradigm that compares reception and selection learning. We additionally compare selection learners to a set of "yoked" participants who viewed the exact same sequence of observations under reception conditions. The results revealed systematic differences in performance that depended on the learner's role in collecting information and the abstract structure of the problem.

Sodium butyrate into the insular cortex during conditioned taste-aversion acquisition delays aversive taste memory extinction.

Science.gov (United States)

Núñez-Jaramillo, Luis; Reyes-López, Julian; Miranda, María Isabel

2014-04-16

Histone acetylation is one mechanism that promotes gene expression, and it increases during learning of various tasks. Specifically, novel taste consumption produces an increased acetylation of histone lysine residues in the insular cortex (IC), where protein synthesis is crucial during memory consolidation of conditioned taste aversion (CTA). However, the role of this elevated histone acetylation during CTA learning has not been examined directly. Thus, the present study investigated the effects of sodium butyrate (NaBu), a histone deacetylase inhibitor, injected into the IC during CTA acquisition. Male Wistar rats, IC bilaterally implanted, were injected 60 min before saccharine presentation, with a total volume of 0.5 µl of NaBu solution (100, 500, and 10 µg/0.5 µl) or saline; 30 min later animals were injected intraperitoneally with lithium chloride, a malaise-inducing drug. The next day, CTA retrieval was tested. No effects of NaBu were observed during acquisition or retrieval, but during extinction trials, a significant delay in aversive memory extinction was observed in the group injected with the lowest NaBu dose. This result indicates that NaBu in the IC strengthens CTA and delays aversive memory extinction, and suggests that histone acetylation could increase long-term taste-aversive memory strength.

Contribution of organizational strategy to verbal learning and memory in adults with attention-deficit/hyperactivity disorder.

Science.gov (United States)

Roth, Robert M; Wishart, Heather A; Flashman, Laura A; Riordan, Henry J; Huey, Leighton; Saykin, Andrew J

2004-01-01

Statistical mediation modeling was used to test the hypothesis that poor use of a semantic organizational strategy contributes to verbal learning and memory deficits in adults with attention-deficit/hyperactivity disorder (ADHD). Comparison of 28 adults with ADHD and 34 healthy controls revealed lower performance by the ADHD group on tests of verbal learning and memory, sustained attention, and use of semantic organization during encoding. Mediation modeling indicated that state anxiety, but not semantic organization, significantly contributed to the prediction of both learning and delayed recall in the ADHD group. The pattern of findings suggests that decreased verbal learning and memory in adult ADHD is due in part to situational anxiety and not to poor use of organizational strategies during encoding. ((c) 2004 APA, all rights reserved)

Building Knowledge Structures by Testing Helps Children With Mathematical Learning Difficulty.

Science.gov (United States)

Zhang, Yiyun; Zhou, Xinlin

2016-01-01

Mathematical learning difficulty (MLD) is prevalent in the development of mathematical abilities. Previous interventions for children with MLD have focused on number sense or basic mathematical skills. This study investigated whether mathematical performance of fifth grade children with MLD could be improved by developing knowledge structures by testing using a web-based curriculum learning system. A total of 142 children with MLD were recruited; half of the children were in the experimental group (using the system), and the other half were in the control group (not using the system). The children were encouraged to use the web-based learning system at home for at least a 15-min session, at least once a week, for one and a half months. The mean accumulated time of testing on the system for children in the experimental group was 56.2 min. Children in the experimental group had significantly higher scores on their final mathematical examination compared to the control group. The results suggest that web-based curriculum learning through testing that promotes the building of knowledge structures for a mathematical course was helpful for children with MLD. © Hammill Institute on Disabilities 2014.

Adolescent Learning in the Zoo: Embedding a Non-Formal Learning Environment to Teach Formal Aspects of Vertebrate Biology

Science.gov (United States)

Randler, Christoph; Kummer, Barbara; Wilhelm, Christian

2012-06-01

The aim of this study was to assess the outcome of a zoo visit in terms of learning and retention of knowledge concerning the adaptations and behavior of vertebrate species. Basis of the work was the concept of implementing zoo visits as an out-of-school setting for formal, curriculum based learning. Our theoretical framework centers on the self-determination theory, therefore, we used a group-based, hands-on learning environment. To address this questions, we used a treatment—control design (BACI) with different treatments and a control group. Pre-, post- and retention tests were applied. All treatments led to a substantial increase of learning and retention knowledge compared to the control group. Immediately after the zoo visit, the zoo-guide tour provided the highest scores, while after a delay of 6 weeks, the learner-centered environment combined with a teacher-guided summarizing scored best. We suggest incorporating the zoo as an out-of-school environment into formal school learning, and we propose different methods to improve learning in zoo settings.

Memory enhancement by a semantically unrelated emotional arousal source induced after learning.

Science.gov (United States)

Nielson, Kristy A; Yee, Douglas; Erickson, Kirk I

2005-07-01

It has been well established that moderate physiological or emotional arousal modulates memory. However, there is some controversy about whether the source of arousal must be semantically related to the information to be remembered. To test this idea, 35 healthy young adult participants learned a list of common nouns and afterward viewed a semantically unrelated, neutral or emotionally arousing videotape. The tape was shown after learning to prevent arousal effects on encoding or attention, instead influencing memory consolidation. Heart rate increase was significantly greater in the arousal group, and negative affect was significantly less reported in the non-arousal group after the video. The arousal group remembered significantly more words than the non-arousal group at both 30 min and 24 h delays, despite comparable group memory performance prior to the arousal manipulation. These results demonstrate that emotional arousal, even from an unrelated source, is capable of modulating memory consolidation. Potential reasons for contradictory findings in some previous studies, such as the timing of "delayed" memory tests, are discussed.

Learning and Control Model of the Arm for Loading

Science.gov (United States)

Kim, Kyoungsik; Kambara, Hiroyuki; Shin, Duk; Koike, Yasuharu

We propose a learning and control model of the arm for a loading task in which an object is loaded onto one hand with the other hand, in the sagittal plane. Postural control during object interactions provides important points to motor control theories in terms of how humans handle dynamics changes and use the information of prediction and sensory feedback. For the learning and control model, we coupled a feedback-error-learning scheme with an Actor-Critic method used as a feedback controller. To overcome sensory delays, a feedforward dynamics model (FDM) was used in the sensory feedback path. We tested the proposed model in simulation using a two-joint arm with six muscles, each with time delays in muscle force generation. By applying the proposed model to the loading task, we showed that motor commands started increasing, before an object was loaded on, to stabilize arm posture. We also found that the FDM contributes to the stabilization by predicting how the hand changes based on contexts of the object and efferent signals. For comparison with other computational models, we present the simulation results of a minimum-variance model.

A machine-learning approach for damage detection in aircraft structures using self-powered sensor data

Science.gov (United States)

Salehi, Hadi; Das, Saptarshi; Chakrabartty, Shantanu; Biswas, Subir; Burgueño, Rigoberto

2017-04-01

This study proposes a novel strategy for damage identification in aircraft structures. The strategy was evaluated based on the simulation of the binary data generated from self-powered wireless sensors employing a pulse switching architecture. The energy-aware pulse switching communication protocol uses single pulses instead of multi-bit packets for information delivery resulting in discrete binary data. A system employing this energy-efficient technology requires dealing with time-delayed binary data due to the management of power budgets for sensing and communication. This paper presents an intelligent machine-learning framework based on combination of the low-rank matrix decomposition and pattern recognition (PR) methods. Further, data fusion is employed as part of the machine-learning framework to take into account the effect of data time delay on its interpretation. Simulated time-delayed binary data from self-powered sensors was used to determine damage indicator variables. Performance and accuracy of the damage detection strategy was examined and tested for the case of an aircraft horizontal stabilizer. Damage states were simulated on a finite element model by reducing stiffness in a region of the stabilizer's skin. The proposed strategy shows satisfactory performance to identify the presence and location of the damage, even with noisy and incomplete data. It is concluded that PR is a promising machine-learning algorithm for damage detection for time-delayed binary data from novel self-powered wireless sensors.

Power conditioning accessories. Construction of a delayed drop-out relay and test of constant voltage transformers

International Nuclear Information System (INIS)

Keroe, E.; Kaufmann, H.; Koeck, J.; Scarpatetti, R.; Vuister, P.

1983-10-01

A delayed drop-out relay aimed to protect electronic measuring equipment during voltage fluctuations and power failures and transients is described. The results of a test on the performance of three resonant voltage transformers (GOULD GT 3000, CVT Isoreg 15-025 and Philips 1412/00) coupled with this relay, are presented. It is found that with this set-up, instrument malfunction and breakdown can be effectively prevented under the normal power conditions met in European countries or the USA. Under more severe conditions, usually met in the developing countries, a more careful selection has to be made; the test recommends the Philips transformer. It is also recommended that for best results the constant voltage transformers should be used at 75-80% of their rated power

Outer synchronization of complex networks with internal delay and coupling delay via aperiodically intermittent pinning control

Science.gov (United States)

Zhang, Chuan; Wang, Xingyuan; Wang, Chunpeng; Xia, Zhiqiu

This paper concerns the outer synchronization problem between two complex delayed networks via the method of aperiodically intermittent pinning control. Apart from previous works, internal delay and coupling delay are both involved in this model, and the designed intermittent controllers can be aperiodic. The main work in this paper can be summarized as follows: First, two cases of aperiodically intermittent control with constant gain and adaptive gain are implemented, respectively. The intermittent control and pinning control are combined to reduce consumptions further. Then, based on the Lyapunov stability theory, synchronization protocols are given by strict derivation. Especially, the designed controllers are indeed simple and valid in application of theory to practice. Finally, numerical examples put the proposed control methods to the test.

Optimal Joint Expected Delay Forwarding in Delay Tolerant Networks

OpenAIRE

Jia Xu; Xin Feng; Wen Jun Yang; Ru Chuan Wang; Bing Qing Han

2013-01-01

Multicopy forwarding schemes have been employed in delay tolerant network (DTN) to improve the delivery delay and delivery rate. Much effort has been focused on reducing the routing cost while retaining high performance. This paper aims to provide an optimal joint expected delay forwarding (OJEDF) protocol which minimizes the expected delay while satisfying a certain constant on the number of forwardings per message. We propose a comprehensive forwarding metric called joint expected delay (JE...

Within-session spacing improves delayed recall in children.

Science.gov (United States)

Zigterman, Jessica R; Simone, Patricia M; Bell, Matthew C

2015-01-01

Multiple retrievals of a memory over a spaced manner improve long-term memory performance in infants, children, younger and older adults; however, few studies have examined spacing effects with young school-age children. To expand the understanding of the spacing benefit in children, the current study presented weakly associated English word-pairs to children aged 7-11 and cued their recall two times immediately (massed), after a delay of 5 or 10 items (spaced) or not at all (control). After this encoding session with or without two retrievals, participants were tested two times for memory of all word-pairs: immediately and 30 minutes after the encoding session. Multiple retrievals significantly improved memory on the tests. However, words repeated in a spaced design were remembered at higher rates than those that were massed, while gap size between repetitions (5 or 10) did not differentially impact performance. The data show that a within-session spacing strategy can benefit children's ability to remember word-pairs after 30 minutes. Thus, asking students to recall what they have learned within a lesson is a technique that can be used in a classroom to improve long-term recall.

[The Amsterdam Dementia Screening Test in cognitively healthy and clinical samples. An update of normative data].

Science.gov (United States)

van Toutert, Meta; Diesfeldt, Han; Hoek, Dirk

2016-10-01

The six tests in the Amsterdam Dementia Screening Test (ADST) examine the cognitive domains of episodic memory (delayed picture recognition, word learning), orientation, category fluency (animals and occupations), constructional ability (figure copying) and executive function (alternating sequences). New normative data were collected in a sample of 102 elderly volunteers (aged 65-94), including subjects with medical or other health conditions, except dementia or frank cognitive impairment (MMSE > 24). Included subjects were independent in complex instrumental activities of daily living.Fluency, not the other tests, needed adjustment for age and education. A deficit score (0-1) was computed for each test. Summation (range 0-6) proved useful in differentiating patients with dementia (N = 741) from normal elderly (N = 102).Positive and negative predictive power across a range of summed deficit scores and base rates are displayed in Bayesian probability tables.In the normal elderly, delayed recall for eight words was tested and adjusted for initial recall. A recognition test mixed the target words with eight distractors. Delayed recognition was adjusted for immediate and delayed recall.The ADST and the normative data in this paper help the clinical neuropsychologist to make decisions concerning the presence or absence of neurocognitive disorder in individual elderly examinees.

77 FR 27591 - Labeling and Effectiveness Testing; Sunscreen Drug Products for Over-the-Counter Human Use; Delay...

Science.gov (United States)

2012-05-11

... and Drug Administration, HHS. ACTION: Final rule; delay of compliance dates; request for comments... that FDA has delayed implementation of rules in the past when a delay is justified. We acknowledge that... implementing the delay of the compliance dates for the 2011 final rule. In accordance with Sec. 10.40(e)(1...

Is Blended e-Learning as Measured by an Achievement Test and Self-Assessment Better than Traditional Classroom Learning for Vocational High School Students?

Directory of Open Access Journals (Sweden)

Chi-Cheng Chang

2014-04-01

Full Text Available The purpose of this study is to examine the effects of blended e-learning on electrical machinery performance (achievement test and self-assessment. Participants were two classes of 11th graders majoring in electrical engineering and taking the electrical machinery class at a vocational high school in Taiwan. The participants were randomly selected and assigned to either the experimental group (n = 33 which studied through blended e-learning or the control group (n = 32 which studied through traditional classroom learning. The experiment lasted for five weeks. The results showed that (a there were no significant differences in achievement test scores between blended e-learning and traditional learning; (b students in the experimental group obtained significantly higher scores on self-assessment than students in the control group; (c students’ scores on self-assessment were significantly higher after studying through blended e-learning than before. Overall, blended e-learning did not significantly affect students’ achievement test scores, but significantly affected their self-assessment scores.

Collaborative testing as a learning strategy in nursing education: a review of the literature.

Science.gov (United States)

Sandahl, Sheryl S

2009-01-01

Nurses are important members of a patient's interprofessional health care team. A primary goal of nursing education is to prepare nursing professionals who can work collaboratively with other team members for the benefit of the patient. Collaborative learning strategies provide students with opportunities to learn and practice collaboration. Collaborative testing is a collaborative learning strategy used to foster knowledge development, critical thinking in decision-making, and group processing skills. This article reviews the theoretical basis for collaborative learning and research on collaborative testing in nursing education.

Powerful Tests for Multi-Marker Association Analysis Using Ensemble Learning.

Directory of Open Access Journals (Sweden)

Badri Padhukasahasram

Full Text Available Multi-marker approaches have received a lot of attention recently in genome wide association studies and can enhance power to detect new associations under certain conditions. Gene-, gene-set- and pathway-based association tests are increasingly being viewed as useful supplements to the more widely used single marker association analysis which have successfully uncovered numerous disease variants. A major drawback of single-marker based methods is that they do not look at the joint effects of multiple genetic variants which individually may have weak or moderate signals. Here, we describe novel tests for multi-marker association analyses that are based on phenotype predictions obtained from machine learning algorithms. Instead of assuming a linear or logistic regression model, we propose the use of ensembles of diverse machine learning algorithms for prediction. We show that phenotype predictions obtained from ensemble learning algorithms provide a new framework for multi-marker association analysis. They can be used for constructing tests for the joint association of multiple variants, adjusting for covariates and testing for the presence of interactions. To demonstrate the power and utility of this new approach, we first apply our method to simulated SNP datasets. We show that the proposed method has the correct Type-1 error rates and can be considerably more powerful than alternative approaches in some situations. Then, we apply our method to previously studied asthma-related genes in 2 independent asthma cohorts to conduct association tests.

Effects of Concept Map Extraction and a Test-Based Diagnostic Environment on Learning Achievement and Learners' Perceptions

Science.gov (United States)

Lin, Yu-Shih; Chang, Yi-Chun; Liew, Keng-Hou; Chu, Chih-Ping

2016-01-01

Computerised testing and diagnostics are critical challenges within an e-learning environment, where the learners can assess their learning performance through tests. However, a test result based on only a single score is insufficient information to provide a full picture of learning performance. In addition, because test results implicitly…

Generating pseudo test collections for learning to rank scientific articles

NARCIS (Netherlands)

Berendsen, R.; Tsagkias, M.; de Rijke, M.; Meij, E.

2012-01-01

Pseudo test collections are automatically generated to provide training material for learning to rank methods. We propose a method for generating pseudo test collections in the domain of digital libraries, where data is relatively sparse, but comes with rich annotations. Our intuition is that

An experimental facility for studying delayed neutron emission

International Nuclear Information System (INIS)

Dermendzhiev, E.; Nazarov, V.M.; Pavlov, S.S.; Ruskov, Iv.; Zamyatin, Yu.S.

1993-01-01

A new experimental facility for studying delayed neutron emission has been designed and tested. A method based on utilization of the Dubna IBR-2 pulsed reactor, has been proposed and realized for periodical irradiation of targets composed of fissionable isotopes. Such a powerful pulsed neutron source in combination with a slow neutron chopper synchronized with the reactor bursts makes possible variation of the exposure duration and effective suppression of the fast neutron background due to delay neutrons emitted from the reactor core. Detection of delayed neutrons from the target is carried out by a high-efficiency multicounter neutron detector with a near-4π geometry. Some test measurements and results are briefly described. Possible use of the facility for other tasks is also discussed. 14 refs.; 14 figs

Operational Lessons Learned from the Ares I-X Flight Test

Science.gov (United States)

Davis, Stephan R.

2010-01-01

The Ares I-X flight test, launched in 2009, is the first test of the Ares I crew launch vehicle. This development flight test evaluated the flight dynamics, roll control, and separation events, but also provided early insights into logistical, stacking, launch, and recovery operations for Ares I. Operational lessons will be especially important for NASA as the agency makes the transition from the Space Shuttle to the Constellation Program, which is designed to be less labor-intensive. The mission team itself comprised only 700 individuals over the life of the project compared to the thousands involved in Shuttle and Apollo missions; while missions to and beyond low-Earth orbit obviously will require additional personnel, this lean approach will serve as a model for future Constellation missions. To prepare for Ares I-X, vehicle stacking and launch infrastructure had to be modified at Kennedy Space Center's Vehicle Assembly Building (VAB) as well as Launch Complex (LC) 39B. In the VAB, several platforms and other structures designed for the Shuttle s configuration had to be removed to accommodate the in-line, much taller Ares I-X. Vehicle preparation activities resulted in delays, but also in lessons learned for ground operations personnel, including hardware deliveries, cable routing, transferred work and custodial paperwork. Ares I-X also proved to be a resource challenge, as individuals and ground service equipment (GSE) supporting the mission also were required for Shuttle or Atlas V operations at LC 40/41 at Cape Canaveral Air Force Station. At LC 39B, several Shuttle-specific access arms were removed and others were added to accommodate the in-line Ares vehicle. Ground command, control, and communication (GC3) hardware was incorporated into the Mobile Launcher Platform (MLP). The lightning protection system at LC 39B was replaced by a trio of 600-foot-tall towers connected by a catenary wire to account for the much greater height of the vehicle. Like Shuttle

Pediatric residents' learning styles and temperaments and their relationships to standardized test scores.

Science.gov (United States)

Tuli, Sanjeev Y; Thompson, Lindsay A; Saliba, Heidi; Black, Erik W; Ryan, Kathleen A; Kelly, Maria N; Novak, Maureen; Mellott, Jane; Tuli, Sonal S

2011-12-01

Board certification is an important professional qualification and a prerequisite for credentialing, and the Accreditation Council for Graduate Medical Education (ACGME) assesses board certification rates as a component of residency program effectiveness. To date, research has shown that preresidency measures, including National Board of Medical Examiners scores, Alpha Omega Alpha Honor Medical Society membership, or medical school grades poorly predict postresidency board examination scores. However, learning styles and temperament have been identified as factors that 5 affect test-taking performance. The purpose of this study is to characterize the learning styles and temperaments of pediatric residents and to evaluate their relationships to yearly in-service and postresidency board examination scores. This cross-sectional study analyzed the learning styles and temperaments of current and past pediatric residents by administration of 3 validated tools: the Kolb Learning Style Inventory, the Keirsey Temperament Sorter, and the Felder-Silverman Learning Style test. These results were compared with known, normative, general and medical population data and evaluated for correlation to in-service examination and postresidency board examination scores. The predominant learning style for pediatric residents was converging 44% (33 of 75 residents) and the predominant temperament was guardian 61% (34 of 56 residents). The learning style and temperament distribution of the residents was significantly different from published population data (P  =  .002 and .04, respectively). Learning styles, with one exception, were found to be unrelated to standardized test scores. The predominant learning style and temperament of pediatric residents is significantly different than that of the populations of general and medical trainees. However, learning styles and temperament do not predict outcomes on standardized in-service and board examinations in pediatric residents.

Photonic single nonlinear-delay dynamical node for information processing

Science.gov (United States)

Ortín, Silvia; San-Martín, Daniel; Pesquera, Luis; Gutiérrez, José Manuel

2012-06-01

An electro-optical system with a delay loop based on semiconductor lasers is investigated for information processing by performing numerical simulations. This system can replace a complex network of many nonlinear elements for the implementation of Reservoir Computing. We show that a single nonlinear-delay dynamical system has the basic properties to perform as reservoir: short-term memory and separation property. The computing performance of this system is evaluated for two prediction tasks: Lorenz chaotic time series and nonlinear auto-regressive moving average (NARMA) model. We sweep the parameters of the system to find the best performance. The results achieved for the Lorenz and the NARMA-10 tasks are comparable to those obtained by other machine learning methods.

Self-regulated learning in simulation-based training: a systematic review and meta-analysis.

Science.gov (United States)

Brydges, Ryan; Manzone, Julian; Shanks, David; Hatala, Rose; Hamstra, Stanley J; Zendejas, Benjamin; Cook, David A

2015-04-01

Self-regulated learning (SRL) requires an active learner who has developed a set of processes for managing the achievement of learning goals. Simulation-based training is one context in which trainees can safely practise learning how to learn. The purpose of the present study was to evaluate, in the simulation-based training context, the effectiveness of interventions designed to support trainees in SRL activities. We used the social-cognitive model of SRL to guide a systematic review and meta-analysis exploring the links between instructor supervision, supports or scaffolds for SRL, and educational outcomes. We searched databases including MEDLINE and Scopus, and previous reviews, for material published until December 2011. Studies comparing simulation-based SRL interventions with another intervention for teaching health professionals were included. Reviewers worked independently and in duplicate to extract information on learners, study quality and educational outcomes. We used random-effects meta-analysis to compare the effects of supervision (instructor present or absent) and SRL educational supports (e.g. goal-setting study guides present or absent). From 11,064 articles, we included 32 studies enrolling 2482 trainees. Only eight of the 32 studies included educational supports for SRL. Compared with instructor-supervised interventions, unsupervised interventions were associated with poorer immediate post-test outcomes (pooled effect size: -0.34, p = 0.09; n = 19 studies) and negligible effects on delayed (i.e. > 1 week) retention tests (pooled effect size: 0.11, p = 0.63; n = 8 studies). Interventions including SRL supports were associated with small benefits compared with interventions without supports on both immediate post-tests (pooled effect size: 0.23, p = 0.22; n = 5 studies) and delayed retention tests (pooled effect size: 0.44, p = 0.067; n = 3 studies). Few studies in the simulation literature have designed SRL training to explicitly support trainees

Incidental learning during rapid information processing on the symbol-digit modalities test.

Science.gov (United States)

Denney, Douglas R; Hughes, Abbey J; Elliott, Jacquelyn K; Roth, Alexandra K; Lynch, Sharon G

2015-06-01

The Symbol--Digit Modalities Test (SDMT) is widely used to assess processing speed in MS patients. We developed a computerized version of the SDMT (c-SDMT) that scored participants' performance during subintervals over the course of the usual 90-s time period and also added an incidental learning test (c-ILT) to assess how well participants learned the symbol-digit associations while completing the c-SDMT. Patients with MS (n = 65) achieved lower scores than healthy controls (n = 38) on both the c-SDMT and c-ILT, and the scores on the two tests were correlated. However, no increase in the rate of item completion occurred for either group over the course of the c-SDMT, and the difference between groups was the same during each subinterval. Therefore, it seems implausible that controls completed more items on the c-SDMT because they were more adept at learning the symbol-digit associations as the test ensued. Instead, MS patients' poorer incidental learning performance appears to reflect the greater attentional burden that tasks requiring rapid serial processing of information impose upon them. © The Author 2015. Published by Oxford University Press. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Selective attention affects implicit and explicit memory for familiar pictures at different delay conditions.

Science.gov (United States)

Ballesteros, Soledad; Reales, José M; García, Eulalio; Carrasco, Marisa

2006-02-01

Three experiments investigated the effects of two variables -selective attention during encoding and delay between study and test- on implicit (picture fragment completion and object naming) and explicit (free recall and recognition) memory tests. Experiments 1 and 2 consistently indicated that (a) at all delays (immediate to 1 month), picture-fragment identification threshold was lower for the attended than the unattended pictures; (b) the attended pictures were recalled and recognized better than the unattended; and (c) attention and delay interacted in both memory tests. For implicit memory, performance decreased as delay increased for both attended and unattended pictures, but priming was more pronounced and lasted longer for the attended pictures; it was still present after a 1-month delay. For explicit memory, performance decreased as delay increased for attended pictures, but for unattended pictures performance was consistent throughout delay. By using a perceptual object naming task, Experiment 3 showed reliable implicit and explicit memory for attended but not for unattended pictures. This study indicates that picture repetition priming requires attention at the time of study and that neither delay nor attention dissociate performance in explicit and implicit memory tests; both types of memory require attention, but explicit memory does so to a larger degree.

Encoding process in delayed recall impairment and rate of forgetting in Alzheimer's disease Comprometimento da codificação na deficiência de memória tardia e taxa de esquecimento na doença de Alzheimer

Directory of Open Access Journals (Sweden)

Jairo Degenszajn

2001-06-01

Full Text Available OBJECTIVE: To assess the role of impaired encoding in learning and in delayed recall disturbances, and to evaluate the rate of forgetting in AD. METHOD: Fifteen AD patients with mild or moderate dementia and 15 normal matched controls were assessed with the Buschke Selective Reminding Test. Delayed recall was evaluated after 30 minutes and after 24 hours. RESULTS: AD patients had a poorer performance across the six trials of the learning phase as well as in both delayed recall evaluations, with no difference between recall at 30 minutes and at 24 hours. CONCLUSION: Performance in the learning phase was as specific and almost as sensitive as the performance in delayed recall for AD diagnosis. Encoding impairment was responsible for poorer learning and rapid displacement of previous learned material in the AD group. Finally, we did not find a higher rate of forgetting in AD patients.OBJETIVO: Investigar o papel do distúrbio da codificação nas deficiências de aprendizado e de memória e avaliar a taxa de esquecimento na doença de Alzheimer (DA. MÉTODO: Quinze pacientes com DA leve e moderada e 15 controles normais pareados foram avaliados pelo teste de memória seletiva de Buschke. A memória tardia foi avaliada depois de 30 minutos e depois de 24 horas. RESULTADOS: Os pacientes com DA apresentaram desempenho inferior no aprendizado e na memória tardia. A taxa de esquecimento entre 30 minutos e 24 horas não foi diferente entre pacientes e controles. CONCLUSÃO: O desempenho na fase de aprendizado mostrou-se tão específico e quase tão sensível quanto o desempenho na memória tardia para o diagnóstico da DA. O distúrbio da codificação foi considerado responsável pelo distúrbio de aprendizado na DA. Após a memorização, o esquecimento não foi mais pronunciado na DA, nas primeiras 24 horas.

Energy management - The delayed flap approach

Science.gov (United States)

Bull, J. S.

1976-01-01

Flight test evaluation of a Delayed Flap approach procedure intended to provide reductions in noise and fuel consumption is underway using the NASA CV-990 test aircraft. Approach is initiated at a high airspeed (240 kt) and in a drag configuration that allows for low thrust. The aircraft is flown along the conventional ILS glide slope. A Fast/Slow message display signals the pilot when to extend approach flaps, landing gear, and land flaps. Implementation of the procedure in commercial service may require the addition of a DME navigation aid co-located with the ILS glide slope transmitter. The Delayed Flap approach saves 250 lb of fuel over the Reduced Flap approach, with a 95 EPNdB noise contour only 43% as large.

The Strong Lensing Time Delay Challenge (2014)

Science.gov (United States)

Liao, Kai; Dobler, G.; Fassnacht, C. D.; Treu, T.; Marshall, P. J.; Rumbaugh, N.; Linder, E.; Hojjati, A.

2014-01-01

Time delays between multiple images in strong lensing systems are a powerful probe of cosmology. At the moment the application of this technique is limited by the number of lensed quasars with measured time delays. However, the number of such systems is expected to increase dramatically in the next few years. Hundred such systems are expected within this decade, while the Large Synoptic Survey Telescope (LSST) is expected to deliver of order 1000 time delays in the 2020 decade. In order to exploit this bounty of lenses we needed to make sure the time delay determination algorithms have sufficiently high precision and accuracy. As a first step to test current algorithms and identify potential areas for improvement we have started a "Time Delay Challenge" (TDC). An "evil" team has created realistic simulated light curves, to be analyzed blindly by "good" teams. The challenge is open to all interested parties. The initial challenge consists of two steps (TDC0 and TDC1). TDC0 consists of a small number of datasets to be used as a training template. The non-mandatory deadline is December 1 2013. The "good" teams that complete TDC0 will be given access to TDC1. TDC1 consists of thousands of lightcurves, a number sufficient to test precision and accuracy at the subpercent level, necessary for time-delay cosmography. The deadline for responding to TDC1 is July 1 2014. Submissions will be analyzed and compared in terms of predefined metrics to establish the goodness-of-fit, efficiency, precision and accuracy of current algorithms. This poster describes the challenge in detail and gives instructions for participation.

Learned Helplessness, Test Anxiety, and Academic Achievement: A Longitudinal Analysis.

Science.gov (United States)

Fincham, Frank D.; And Others

1989-01-01

Examines the stability of individual differences in test anxiety and learned helplessness of 82 children in third grade and later in fifth grade. Results indicate that teacher reports of helplessness had the strongest and most consistent relation to concurrent achievement and to achievement test scores two years later. (RJC)

Reliability and validity of the rey visual design learning test in primary school children

NARCIS (Netherlands)

Wilhelm, P.

2004-01-01

The Rey Visual Design Learning Test (Rey, 1964, in Spreen & Strauss, 1991) assesses immediate memory span, new learning and recognition for non-verbal material. Three studies are presented that focused on the reliability and validity of the RVDLT in primary school children. Test-retest reliability

Utilizing constructivism learning theory in collaborative testing as a creative strategy to promote essential nursing skills.

Science.gov (United States)

Duane, Barbara T; Satre, Maria E

2014-01-01

In nursing education, students participate in individual learner testing. This process follows the instructionist learning theory of a system model. However, in the practice of nursing, success depends upon collaboration with numerous people in different capacities, critical thinking, clinical reasoning, and the ability to communicate with others. Research has shown that collaborative testing, a constructivism learning activity and a form of collaborative learning, enhances students' abilities to master these areas. Collaborative testing is a clear, creative strategy which constructivists would say supports the socio-linguistic base of their learning theory. The test becomes an active implementation of peer-mediated learning where individual knowledge is enhanced through problem solving or defense of an individual position with the collaborative method. There is criticism for the testing method's potential of grade inflation and for students to receive grade benefits with little effort. After a review of various collaborative testing methods, this nursing faculty implemented a collaborative testing format that addresses both the positive and negative aspects of the process. Copyright © 2013 Elsevier Ltd. All rights reserved.

Effects of imitating gestures during encoding or during retrieval of novel verbs on children's test performance.

Science.gov (United States)

de Nooijer, Jacqueline A; van Gog, Tamara; Paas, Fred; Zwaan, Rolf A

2013-09-01

Research has shown that observing and imitating gestures can foster word learning and that imitation might be more beneficial than observation, which is in line with theories of Embodied Cognition. This study investigated when imitation of gestures is most effective, using a 2×2×2×3 mixed design with between-subjects factors Imitation during Encoding (IE; Yes/No) and Imitation during Retrieval (IR; Yes/No), and within-subjects factors Time of Testing (Immediate/Delayed) and Verb Type (Object manipulation/Locomotion/Abstract). Primary school children (N=115) learned 15 novel verbs (five of each type). They were provided with a verbal definition and a video of the gesture. Depending on assigned condition, they additionally received no imitation instructions, instructions to imitate the gesture immediately (i.e., during encoding; IE), instructions to imitate (from memory) during the first posttest (i.e., during retrieval; IR), or both (IE-IR). Based on the literature, all three imitation conditions could be predicted to be more effective than no imitation. On an immediate and delayed posttest, only the object-manipulation verbs were differentially affected by instructional method, with IE and IR being more effective than no imitation on the immediate test; IE-IR and no imitation did not differ significantly. After a one week delay, only IR was more effective than no imitation, suggesting that imitation during retrieval is most effective for learning object-manipulation words. Copyright © 2013 Elsevier B.V. All rights reserved.

A supervised learning rule for classification of spatiotemporal spike patterns.

Science.gov (United States)

Lilin Guo; Zhenzhong Wang; Adjouadi, Malek

2016-08-01

This study introduces a novel supervised algorithm for spiking neurons that take into consideration synapse delays and axonal delays associated with weights. It can be utilized for both classification and association and uses several biologically influenced properties, such as axonal and synaptic delays. This algorithm also takes into consideration spike-timing-dependent plasticity as in Remote Supervised Method (ReSuMe). This paper focuses on the classification aspect alone. Spiked neurons trained according to this proposed learning rule are capable of classifying different categories by the associated sequences of precisely timed spikes. Simulation results have shown that the proposed learning method greatly improves classification accuracy when compared to the Spike Pattern Association Neuron (SPAN) and the Tempotron learning rule.

Video-task assessment of learning and memory in Macaques (Macaca mulatta) - Effects of stimulus movement on performance

Science.gov (United States)

Washburn, David A.; Hopkins, William D.; Rumbaugh, Duane M.

1989-01-01

Effects of stimulus movement on learning, transfer, matching, and short-term memory performance were assessed with 2 monkeys using a video-task paradigm in which the animals responded to computer-generated images by manipulating a joystick. Performance on tests of learning set, transfer index, matching to sample, and delayed matching to sample in the video-task paradigm was comparable to that obtained in previous investigations using the Wisconsin General Testing Apparatus. Additionally, learning, transfer, and matching were reliably and significantly better when the stimuli or discriminanda moved than when the stimuli were stationary. External manipulations such as stimulus movement may increase attention to the demands of a task, which in turn should increase the efficiency of learning. These findings have implications for the investigation of learning in other populations, as well as for the application of the video-task paradigm to comparative study.

Testing students' e-learning via Facebook through Bayesian structural equation modeling.

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Salarzadeh Jenatabadi, Hashem; Moghavvemi, Sedigheh; Wan Mohamed Radzi, Che Wan Jasimah Bt; Babashamsi, Parastoo; Arashi, Mohammad

2017-01-01

Learning is an intentional activity, with several factors affecting students' intention to use new learning technology. Researchers have investigated technology acceptance in different contexts by developing various theories/models and testing them by a number of means. Although most theories/models developed have been examined through regression or structural equation modeling, Bayesian analysis offers more accurate data analysis results. To address this gap, the unified theory of acceptance and technology use in the context of e-learning via Facebook are re-examined in this study using Bayesian analysis. The data (S1 Data) were collected from 170 students enrolled in a business statistics course at University of Malaya, Malaysia, and tested with the maximum likelihood and Bayesian approaches. The difference between the two methods' results indicates that performance expectancy and hedonic motivation are the strongest factors influencing the intention to use e-learning via Facebook. The Bayesian estimation model exhibited better data fit than the maximum likelihood estimator model. The results of the Bayesian and maximum likelihood estimator approaches are compared and the reasons for the result discrepancy are deliberated.

Testing students' e-learning via Facebook through Bayesian structural equation modeling.

Directory of Open Access Journals (Sweden)

Hashem Salarzadeh Jenatabadi

Full Text Available Learning is an intentional activity, with several factors affecting students' intention to use new learning technology. Researchers have investigated technology acceptance in different contexts by developing various theories/models and testing them by a number of means. Although most theories/models developed have been examined through regression or structural equation modeling, Bayesian analysis offers more accurate data analysis results. To address this gap, the unified theory of acceptance and technology use in the context of e-learning via Facebook are re-examined in this study using Bayesian analysis. The data (S1 Data were collected from 170 students enrolled in a business statistics course at University of Malaya, Malaysia, and tested with the maximum likelihood and Bayesian approaches. The difference between the two methods' results indicates that performance expectancy and hedonic motivation are the strongest factors influencing the intention to use e-learning via Facebook. The Bayesian estimation model exhibited better data fit than the maximum likelihood estimator model. The results of the Bayesian and maximum likelihood estimator approaches are compared and the reasons for the result discrepancy are deliberated.

Collaborative testing for key-term definitions under representative conditions: Efficiency costs and no learning benefits.

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Wissman, Kathryn T; Rawson, Katherine A

2018-01-01

Students are expected to learn key-term definitions across many different grade levels and academic disciplines. Thus, investigating ways to promote understanding of key-term definitions is of critical importance for applied purposes. A recent survey showed that learners report engaging in collaborative practice testing when learning key-term definitions, with outcomes also shedding light on the way in which learners report engaging in collaborative testing in real-world contexts (Wissman & Rawson, 2016, Memory, 24, 223-239). However, no research has directly explored the effectiveness of engaging in collaborative testing under representative conditions. Accordingly, the current research evaluates the costs (with respect to efficiency) and the benefits (with respect to learning) of collaborative testing for key-term definitions under representative conditions. In three experiments (ns = 94, 74, 95), learners individually studied key-term definitions and then completed retrieval practice, which occurred either individually or collaboratively (in dyads). Two days later, all learners completed a final individual test. Results from Experiments 1-2 showed a cost (with respect to efficiency) and no benefit (with respect to learning) of engaging in collaborative testing for key-term definitions. Experiment 3 evaluated a theoretical explanation for why collaborative benefits do not emerge under representative conditions. Collectively, outcomes indicate that collaborative testing versus individual testing is less effective and less efficient when learning key-term definitions under representative conditions.

Generalized HARQ Protocols with Delayed Channel State Information and Average Latency Constraints

DEFF Research Database (Denmark)

Trillingsgaard, Kasper Fløe; Popovski, Petar

2018-01-01

In many practical wireless systems, the signal-to-interference-and-noise ratio (SINR) that is applicable to a certain transmission, referred to as channel state information (CSI), can only be learned after the transmission has taken place and is thereby delayed (outdated). In such systems, hybrid...... automatic repeat request (HARQ) protocols are often used to achieve high throughput with low latency. This paper put forth the family of expandable message space (EMS) protocols that generalize the HARQ protocol and allow for rate adaptation based on delayed CSI at the transmitter (CSIT). Assuming a block...

The Effect of a Reading Accommodation on Standardized Test Scores of Learning Disabled and Non Learning Disabled Students.

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

The effect of the Read Aloud accommodation on the performances of learning disabled in reading (LD-R) and non-learning disabled (non LD) middle school students was studied using selected texts from the Iowa Tests of Basic Skills (ITBS) achievement battery. Science, Usage and Expression, Math Problem Solving and Data Interpretation, and Reading…

Academic self-concept, learning motivation, and test anxiety of the underestimated student.

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Urhahne, Detlef; Chao, Sheng-Han; Florineth, Maria Luise; Luttenberger, Silke; Paechter, Manuela

2011-03-01

BACKGROUND. Teachers' judgments of student performance on a standardized achievement test often result in an overestimation of students' abilities. In the majority of cases, a larger group of overestimated students and a smaller group of underestimated students are formed by these judgments. AIMS. In this research study, the consequences of the underestimation of students' mathematical performance potential were examined. SAMPLE. Two hundred and thirty-five fourth grade students and their fourteen mathematics teachers took part in the investigation. METHOD. Students worked on a standardized mathematics achievement test and completed a self-description questionnaire about motivation and affect. Teachers estimated each individual student's potential with regard to mathematics test performance as well as students' expectancy for success, level of aspiration, academic self-concept, learning motivation, and test anxiety. The differences between teachers' judgments on students' test performance and students' actual performance were used to build groups of underestimated and overestimated students. RESULTS. Underestimated students displayed equal levels of test performance, learning motivation, and level of aspiration in comparison with overestimated students, but had lower expectancy for success, lower academic self-concept, and experienced more test anxiety. Teachers expected that underestimated students would receive lower grades on the next mathematics test, believed that students were satisfied with lower grades, and assumed that the students have weaker learning motivation than their overestimated classmates. CONCLUSION. Teachers' judgment error was not confined to test performance but generalized to motivational and affective traits of the students. © 2010 The British Psychological Society.

Towards Intelligence and Flexibility of Learning and Knowledge Testing Environments

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Nerijus AUKSTAKALNIS

2006-02-01

Full Text Available The proposed goal oriented knowledge acquisition and assessment are based on the flexible educational model and allows to implement an adaptive control of the enhanced learning process according to the requirements of student's knowledge level, his state of cognition and subject learning history. The enhanced learner knowledge model specifies how the cognition state of the user will be achieved step by step. The use case actions definition is a starting point of the specification, which depends on different levels of learning scenarios and user cognition sub goals. The use case actions specification is used as a basis to set the requirements for service software specification and attributes of learning objects respectively. The paper presents the enhanced architecture of the student self-evaluation and on-line assessment system TestTool. The system is explored as an assessment engine capable of supporting and improving the individualized intelligent goal oriented self-instructional and simulation based mode of learning, grounded on the GRID distributed service architecture.

Control for delayed bilateral teleoperation of a quadrotor.

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Slawiñski, E; Santiago, D; Mut, V

2017-11-01

This paper proposes a cascade control scheme for delayed bilateral teleoperation of a quadcopter. The strategy transforms a 6D real quadcopter to an easy-to-teleoperate 3D virtual quadcopter. The scheme is formed by a P+d plus PID controller for each dof. The analysis based on Lyapunov theory gets as result the way to set the control parameters depending on the magnitude of the asymmetric time delays (forward and backward delays). This technic aims to reach stability, simplicity and good performance in practice. Besides, experimental tests about delayed bilateral teleoperation of a quadcopter including the proposed control scheme are shown in order to evaluate the system performance. Copyright © 2017 ISA. Published by Elsevier Ltd. All rights reserved.

Improving Student Understanding of Lipids Concepts in a Biochemistry Course Using Test-Enhanced Learning

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Horn, Savannah; Hernick, Marcy

2015-01-01

Test-enhanced learning has successfully been used as a means to enhance learning and promote knowledge retention in students. We have examined whether this approach could be used in a biochemistry course to enhance student learning about lipids-related concepts. Students were provided access to two optional learning modules with questions related…

Serotonin blockade delays learning performance in a cooperative fish.

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Soares, Marta C; Paula, José R; Bshary, Redouan

2016-09-01

Animals use learning and memorizing to gather information that will help them to make ecologically relevant decisions. Neuro-modulatory adjustments enable them to make associations between stimuli and appropriate behavior. A key candidate for the modulation of cooperative behavior is serotonin. Previous research has shown that modulation of the serotonergic system spontaneously affects the behavior of the cleaner wrasse Labroides dimidiatus during interactions with so-called 'client' reef fish. Here, we asked whether shifts in serotonin function affect the cleaners' associative learning abilities when faced with the task to distinguish two artificial clients that differ in their value as a food source. We found that the administration of serotonin 1A receptor antagonist significantly slowed learning speed in comparison with saline treated fish. As reduced serotonergic signaling typically enhances fear, we discuss the possibility that serotonin may affect how cleaners appraise, acquire information and respond to client-derived stimuli via manipulation of the perception of danger.

Action-outcome learning and prediction shape the window of simultaneity of audiovisual outcomes.

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Desantis, Andrea; Haggard, Patrick

2016-08-01

To form a coherent representation of the objects around us, the brain must group the different sensory features composing these objects. Here, we investigated whether actions contribute in this grouping process. In particular, we assessed whether action-outcome learning and prediction contribute to audiovisual temporal binding. Participants were presented with two audiovisual pairs: one pair was triggered by a left action, and the other by a right action. In a later test phase, the audio and visual components of these pairs were presented at different onset times. Participants judged whether they were simultaneous or not. To assess the role of action-outcome prediction on audiovisual simultaneity, each action triggered either the same audiovisual pair as in the learning phase ('predicted' pair), or the pair that had previously been associated with the other action ('unpredicted' pair). We found the time window within which auditory and visual events appeared simultaneous increased for predicted compared to unpredicted pairs. However, no change in audiovisual simultaneity was observed when audiovisual pairs followed visual cues, rather than voluntary actions. This suggests that only action-outcome learning promotes temporal grouping of audio and visual effects. In a second experiment we observed that changes in audiovisual simultaneity do not only depend on our ability to predict what outcomes our actions generate, but also on learning the delay between the action and the multisensory outcome. When participants learned that the delay between action and audiovisual pair was variable, the window of audiovisual simultaneity for predicted pairs increased, relative to a fixed action-outcome pair delay. This suggests that participants learn action-based predictions of audiovisual outcome, and adapt their temporal perception of outcome events based on such predictions. Copyright © 2016 The Authors. Published by Elsevier B.V. All rights reserved.

Using Constant Time Delay to Teach Braille Word Recognition

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Hooper, Jonathan; Ivy, Sarah; Hatton, Deborah

2014-01-01

Introduction: Constant time delay has been identified as an evidence-based practice to teach print sight words and picture recognition (Browder, Ahlbrim-Delzell, Spooner, Mims, & Baker, 2009). For the study presented here, we tested the effectiveness of constant time delay to teach new braille words. Methods: A single-subject multiple baseline…

Down two steps: Are bilinguals delayed in the acquisition of recursively embedded PPs?

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Ana Pérez-Leroux

2017-08-01

Full Text Available The present study examines whether bilingual children are delayed in the ability to produce complex DPs. We elicited production of DPs containing two PP modifiers, in two conditions designed to tease apart the acquisition of an embedding rule from the acquisition of the recursivity of an embedding rule. In the recursive condition, one modifier PP was itself modified by an additional PP. In the non-recursive condition, both PPs sequentially modified the main noun. Participants were 71 English monolingual children and 35 bilinguals between the ages of four and six. The evidence suggested an overall difference between groups, however further analysis revealed that bilinguals differed from monolinguals only insofar as the onset of PP embedding. No specific additional bilingual delay arose from the recursive condition. This suggests that recursive embedding is a resilient domain in language acquisition and supports proposals that link morphosyntactic delays in bilingual children to domains of grammar that are heavily reliant on lexical learning, which would include learning the first instance of PP embedding. --- Original in English.   --- DOI: http://dx.doi.org/10.12957/matraga.2017.28781

Delayed Face Recognition in Children and Adolescents with Autism Spectrum Disorders

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Zahra Shahrivar

2012-06-01

Full Text Available Objective: Children with autism spectrum disorders (ASDs have great problems in social interactions including face recognition. There are many studies reporting deficits in face memory in individuals with ASDs. On the other hand, some studies indicate that this kind of memory is intact in this group. In the present study, delayed face recognition has been investigated in children and adolescents with ASDs compared to the age and sex matched typically developing group.Methods: In two sessions, Benton Facial Recognition Test was administered to 15 children and adolescents with ASDs (high functioning autism and Asperger syndrome and to 15 normal participants, ages 8-17 years. In the first condition, the long form of Benton Facial Recognition Test was used without any delay. In the second session, this test was administered with 15 seconds delay after one week. The reaction times and correct responses were measured in both conditions as the dependent variables.Results: Comparison of the reaction times and correct responses in the two groups revealed no significant difference in delayed and non-delayed conditions. Furthermore, no significant difference was observed between the two conditions in ASDs patients when comparing the variables. Although a significant correlation (p<0.05 was found between delayed and non-delayed conditions, it was not significant in the normal group. Moreover, data analysis revealed no significant difference between the two groups in the two conditions when the IQ was considered as covariate. Conclusion: In this study, it was found that the ability to recognize faces in simultaneous and delayed conditions is similar between adolescents with ASDs and their normal counterparts.

Test Scatter on the WISC-R in Learning Disabled Children.

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Tabachnick, Barbara Gerson

Scatter on the revised Wechsler Intelligence Scale for children (WISC-R) was evaluated for 105 learning disabled (LD) children. Scatter was defined as range of scaled scores on: (1) five regular verbal tests; (2) five regular performance tests; and (3) all 10 regular subtests. Pairwise combinations of 11 subtests were also evaluated for deviations…

Choice between delayed food and immediate oxycodone in rats.

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Secci, Maria E; Factor, Julie A; Schindler, Charles W; Panlilio, Leigh V

2016-12-01

The choice to seek immediate drug effects instead of more meaningful but delayed rewards is a defining feature of addiction. To develop a rodent model of this behavior, we allowed rats to choose between immediate intravenous delivery of the prescription opioid oxycodone (50 μg/kg) and delayed delivery of palatable food pellets. Rats preferred food at delays up to 30 s, but they chose oxycodone and food equally at 60-s delay and preferred oxycodone over food at 120-s delay. Comparison of food-drug choice, food-only, and drug-only conditions indicated that food availability decreased drug intake, but drug availability increased food intake. In the food-only condition, food was effective as a reinforcer even when delayed by 120 s. Pre-session feeding with chow slowed acquisition of food and drug self-administration, but did not affect choice. To establish procedures for testing potential anti-addiction medications, noncontingent pre-treatment with oxycodone or naltrexone (analogous to substitution and antagonist therapies, respectively) were tested on a baseline in which oxycodone was preferred over delayed food. Naltrexone pre-treatment decreased drug intake and increased food intake. Oxycodone pre-treatment decreased drug intake, but also produced extended periods with no food or drug responding. These findings show that the contingencies that induce preference for drugs over more meaningful but less immediate rewards in humans can be modeled in rodents, and they suggest that the model could be useful for assessing the therapeutic potential of treatments and exploring the underlying behavioral and neural mechanisms involved in addiction.

Long-Term Maintenance of Immediate or Delayed Extinction Is Determined by the Extinction-Test Interval

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Johnson, Justin S.; Escobar, Martha; Kimble, Whitney L.

2010-01-01

Short acquisition-extinction intervals (immediate extinction) can lead to either more or less spontaneous recovery than long acquisition-extinction intervals (delayed extinction). Using rat subjects, we observed less spontaneous recovery following immediate than delayed extinction (Experiment 1). However, this was the case only if a relatively…

Lauch of CERN particle accelerator delayed

CERN Multimedia

2007-01-01

"Scientists seeking to uncover the secrets of the universe will have to wait a little longer after the CERN laboratory inSwitzerland yesterday confirmed a delay in tests of its massive new particle accelerator." (1 page)

Feedback-related brain activity predicts learning from feedback in multiple-choice testing.

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Ernst, Benjamin; Steinhauser, Marco

2012-06-01

Different event-related potentials (ERPs) have been shown to correlate with learning from feedback in decision-making tasks and with learning in explicit memory tasks. In the present study, we investigated which ERPs predict learning from corrective feedback in a multiple-choice test, which combines elements from both paradigms. Participants worked through sets of multiple-choice items of a Swahili-German vocabulary task. Whereas the initial presentation of an item required the participants to guess the answer, corrective feedback could be used to learn the correct response. Initial analyses revealed that corrective feedback elicited components related to reinforcement learning (FRN), as well as to explicit memory processing (P300) and attention (early frontal positivity). However, only the P300 and early frontal positivity were positively correlated with successful learning from corrective feedback, whereas the FRN was even larger when learning failed. These results suggest that learning from corrective feedback crucially relies on explicit memory processing and attentional orienting to corrective feedback, rather than on reinforcement learning.

A Serious Flaw in the Collegiate Learning Assessment [CLA] Test

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Kevin Possin

2013-09-01

Full Text Available The Collegiate Learning Assessment Test (CLA has become popular and highly recommended, praised for its reliability and validity. I argue that while the CLA may be a commendable test for measuring critical-thinking, problem-solving, and logical-reasoning skills, those who are scoring students’ answers to the test’s questions are rendering the CLA invalid.

Isolating the delay component of impulsive choice in adolescent rats

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Jesse eMcClure

2014-01-01

Full Text Available Impulsive choice — the preference for small immediate rewards over larger delayed rewards — has been linked to various psychological conditions ranging from behavioral disorders to addiction. These links highlight the critical need to dissect the various components of this multifaceted behavioral trait. Delay discounting tasks allow researchers to study an important factor of this behavior: how the subjective value of a rewards changes over a delay period. However, existing methods of delay discounting include a confound of modifying reward sizes during the procedure. Here we present a new approach of using a single constant reward size to assess delay discounting. A complementary approach could hold delay constant and assess the utility of changing quantities of a reward. Isolating these behavioral components can advance our ability to explore the behavioral complexity of impulsive choice. We present the methods for isolating delay in detail, and further capitalize on this method by pairing it with a standard peak interval task to test whether individual variation in delay discounting can be explained by differences in perception of time in male and female adolescent rats. We find that rats that were more precise in discriminating time intervals were also less impulsive in their choice. Our data suggest that differences in timing and delay discounting are not causally related, but instead are more likely influenced by a common factor. Further, the mean-level change in our measure between postnatal day 28 and 42 suggests this test may be capturing a developmental change in this factor. In summary, this new method of isolating individual components of impulsive choice (delay or quantity can be efficiently applied in either adolescent or adult animal models and may help elucidate the mechanisms underlying impulsivity and its links to psychological disorders.

Quasidistributed temperature sensor based on dense wavelength-division multiplexing optical fiber delay

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Su, Jun; Yang, Ning; Fan, Zhiqiang; Qiu, Qi

2017-10-01

We report on a fiber-optic delay-based quasidistributed temperature sensor with high precision. The device works by detecting the delay induced by the temperature instead of the spectrum. To analyze the working principle of this sensor, the thermal dependence of the fiber-optic delay was theoretically investigated and the delay-temperature coefficient was measured to be 42.2 ps/km°C. In this sensor, quasidistributed measurement of temperature could be easily realized by dense wavelength-division multiplexing and wavelength addressing. We built and tested a prototype quasidistributed temperature sensor with eight testing points equally distributed along a 32.61-km-long fiber. The experimental results demonstrate an average error of economic temperature measurements.

Decentralized H∞ Control of Interconnected Systems with Time-varying Delays

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Amal Zouhri

2017-01-01

Full Text Available This paper focuses on the problem of delay dependent stability/stabilization of interconnected systems with time-varying delays. The approach is based on a new Lyapunov-Krasovskii functional. A decentralized delay-dependent stability analysis is performed to characterize linear matrix inequalities (LMIs based on the conditions under which every local subsystem of the linear interconnected delay system is asymptotically stable. Then we design a decentralized state-feedback stabilization scheme such that the family of closedloop feedback subsystems enjoys the delay-dependent asymptotic stability for each subsystem. The decentralized feedback gains are determined by convex optimization over LMIs. All the developed results are tested on a representative example and compared with some recent previous ones.

Trading Later Rewards for Current Pleasure: Pornography Consumption and Delay Discounting.

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Negash, Sesen; Sheppard, Nicole Van Ness; Lambert, Nathaniel M; Fincham, Frank D

2016-01-01

Internet pornography is a multi-billion-dollar industry that has grown increasingly accessible. Delay discounting involves devaluing larger, later rewards in favor of smaller, more immediate rewards. The constant novelty and primacy of sexual stimuli as particularly strong natural rewards make Internet pornography a unique activator of the brain's reward system, thereby having implications for decision-making processes. Based on theoretical studies of evolutionary psychology and neuroeconomics, two studies tested the hypothesis that consuming Internet pornography would relate to higher rates of delay discounting. Study 1 used a longitudinal design. Participants completed a pornography use questionnaire and a delay discounting task at Time 1 and then again four weeks later. Participants reporting higher initial pornography use demonstrated a higher delay discounting rate at Time 2, controlling for initial delay discounting. Study 2 tested for causality with an experimental design. Participants were randomly assigned to abstain from either their favorite food or pornography for three weeks. Participants who abstained from pornography use demonstrated lower delay discounting than participants who abstained from their favorite food. The finding suggests that Internet pornography is a sexual reward that contributes to delay discounting differently than other natural rewards. Theoretical and clinical implications of these studies are highlighted.

Cerebellar motor learning: when is cortical plasticity not enough?

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John Porrill

2007-10-01

Full Text Available Classical Marr-Albus theories of cerebellar learning employ only cortical sites of plasticity. However, tests of these theories using adaptive calibration of the vestibulo-ocular reflex (VOR have indicated plasticity in both cerebellar cortex and the brainstem. To resolve this long-standing conflict, we attempted to identify the computational role of the brainstem site, by using an adaptive filter version of the cerebellar microcircuit to model VOR calibration for changes in the oculomotor plant. With only cortical plasticity, introducing a realistic delay in the retinal-slip error signal of 100 ms prevented learning at frequencies higher than 2.5 Hz, although the VOR itself is accurate up to at least 25 Hz. However, the introduction of an additional brainstem site of plasticity, driven by the correlation between cerebellar and vestibular inputs, overcame the 2.5 Hz limitation and allowed learning of accurate high-frequency gains. This "cortex-first" learning mechanism is consistent with a wide variety of evidence concerning the role of the flocculus in VOR calibration, and complements rather than replaces the previously proposed "brainstem-first" mechanism that operates when ocular tracking mechanisms are effective. These results (i describe a process whereby information originally learnt in one area of the brain (cerebellar cortex can be transferred and expressed in another (brainstem, and (ii indicate for the first time why a brainstem site of plasticity is actually required by Marr-Albus type models when high-frequency gains must be learned in the presence of error delay.

New Approaches For Asteroid Spin State and Shape Modeling From Delay-Doppler Radar Images

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Raissi, Chedy; Lamee, Mehdi; Mosiane, Olorato; Vassallo, Corinne; Busch, Michael W.; Greenberg, Adam; Benner, Lance A. M.; Naidu, Shantanu P.; Duong, Nicholas

2016-10-01

Delay-Doppler radar imaging is a powerful technique to characterize the trajectories, shapes, and spin states of near-Earth asteroids; and has yielded detailed models of dozens of objects. Reconstructing objects' shapes and spins from delay-Doppler data is a computationally intensive inversion problem. Since the 1990s, delay-Doppler data has been analyzed using the SHAPE software. SHAPE performs sequential single-parameter fitting, and requires considerable computer runtime and human intervention (Hudson 1993, Magri et al. 2007). Recently, multiple-parameter fitting algorithms have been shown to more efficiently invert delay-Doppler datasets (Greenberg & Margot 2015) - decreasing runtime while improving accuracy. However, extensive human oversight of the shape modeling process is still required. We have explored two new techniques to better automate delay-Doppler shape modeling: Bayesian optimization and a machine-learning neural network.One of the most time-intensive steps of the shape modeling process is to perform a grid search to constrain the target's spin state. We have implemented a Bayesian optimization routine that uses SHAPE to autonomously search the space of spin-state parameters. To test the efficacy of this technique, we compared it to results with human-guided SHAPE for asteroids 1992 UY4, 2000 RS11, and 2008 EV5. Bayesian optimization yielded similar spin state constraints within a factor of 3 less computer runtime.The shape modeling process could be further accelerated using a deep neural network to replace iterative fitting. We have implemented a neural network with a variational autoencoder (VAE), using a subset of known asteroid shapes and a large set of synthetic radar images as inputs to train the network. Conditioning the VAE in this manner allows the user to give the network a set of radar images and get a 3D shape model as an output. Additional development will be required to train a network to reliably render shapes from delay

Factors influencing diagnosis delay of advanced breast cancer in Moroccan women.

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Maghous, A; Rais, F; Ahid, S; Benhmidou, N; Bellahamou, K; Loughlimi, H; Marnouche, E; Elmajjaoui, S; Elkacemi, H; Kebdani, T; Benjaafar, N

2016-06-07

Delay in the diagnosis of breast cancer in symptomatic women of 3 months or more is associated with advanced stage and low survival. We conducted this study to learn more about the extent and reasons behind diagnosis delay of advanced breast cancer in Moroccan women. A group of patients with advanced breast cancer were interviewed at the National Institute of Oncology in Rabat during the period from February to December 2014. Diagnosis delay was devised into patient delay and system delay. Patient delay was defined as time from first symptoms until first medical consultation. System delay was defined as time from first presentation to a health care provider until definite diagnosis or treatment. Prospective information and clinical data were collected on a form during an interview with each patient and from medical records. In all, 137 patients were interviewed. The mean age of women was 48.3 ± 10.4 years. The median of consultation time was 6[4,12] months and the median of diagnosis time was 1[1,3] months. Diagnosis delay was associated to a personal reason in 96 (70.1 %) patients and to a medical reason in 19 (13.9 %) patients. A number of factors predicted diagnosis delay: symptoms were not considered serious in 66 (55.9 %) patients; traditional therapy was applied in 15 (12.7 %) patients and fear of cancer diagnosis and/or treatment in 14 (11.9 %) patients. A use of traditional methods was significantly associated with rural residence and far away from basic health center (p = 0.000). Paradoxically, a family history of breast cancer was significantly higher in who report a fear of cancer diagnosis and/or treatment to diagnosis delay (p Diagnosis delay is very serious problem in Morocco. Diagnosis delay was associated with complex interactions between several factors and with advanced stages. There is a need for improving breast cancer information in our populations and training of general practitioners to reduce advanced breast cancer by

Serial position learning effects in patients with aneurysms of the anterior communicating artery.

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Stefanova, Elka; Kostic, Vladimir S; Ziropadja, Ljubomir; Markovic, Milan; Ocic, Gordana

2002-08-01

Ruptured and repaired Anterior Communicating Artery (ACoA) aneurysm can result in devastating impairments involving memory, executive function, confabulation, and personality changes. This study tested serial position learning effects (SPEs) in patients following repaired and ruptured ACoA aneurysm, using results on the Rey Auditory Verbal Learning Test (RAVLT). Thirty patients with ruptured aneurysms of the ACoA and 31 matched controls were included in the study. The primacy-recency effects were maintained during five learning trials in ACoA group, albeit at an overall lower level than in the controls. There was no difference in primacy-recency relation across five learning trials in ACoA group. On the delayed recall trial the patient group demonstrated neither a primacy, nor a recency phenomenon, reflecting a lack of recall of any parts of the word list. This kind of primacy-recency profile across learning trials in ACoA group has no similarity with SPE results in frontal lesion groups, or with SPE distributions in other amnesic disorders, despite the fact that memory and executive deficits were evident in our ACoA group.

Compensating for telecommunication delays during robotic telerehabilitation.

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Consoni, Leonardo J; Siqueira, Adriano A G; Krebs, Hermano I

2017-07-01

Rehabilitation robotic systems may afford better care and telerehabilitation may extend the use and benefits of robotic therapy to the home. Data transmissions over distance are bound by intrinsic communication delays which can be significant enough to deem the activity unfeasible. Here we describe an approach that combines unilateral robotic telerehabilitation and serious games. This approach has a modular and distributed design that permits different types of robots to interact without substantial code changes. We demonstrate the approach through an online multiplayer game. Two users can remotely interact with each other with no force exchanges, while a smoothing and prediction algorithm compensates motions for the delay in the Internet connection. We demonstrate that this approach can successfully compensate for data transmission delays, even when testing between the United States and Brazil. This paper presents the initial experimental results, which highlight the performance degradation with increasing delays as well as improvements provided by the proposed algorithm, and discusses planned future developments.

Impulsive Choice, Alcohol Consumption, and Pre-Exposure to Delayed Rewards: II. Potential Mechanisms

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Stein, Jeffrey S.; Renda, C. Renee; Hinnenkamp, Jay E.; Madden, Gregory J.

2014-01-01

In a prior study (Stein et al., 2013), we reported that rats pre-exposed to delayed rewards made fewer impulsive choices, but consumed more alcohol (12% wt/vol), than rats pre-exposed to immediate rewards. To understand the mechanisms that produced these findings, we again pre-exposed rats to either delayed (17.5 s; n = 32) or immediate (n = 30) rewards. In post-tests, delay-exposed rats made significantly fewer impulsive choices at both 15- and 30-s delays to a larger, later food reward than the immediacy-exposed comparison group. Behavior in an open-field test provided little evidence of differential stress exposure between groups. Further, consumption of either 12% alcohol or isocaloric sucrose in subsequent tests did not differ between groups. Because Stein et al. introduced alcohol concentration gradually (3–12%), we speculate that their group differences in 12% alcohol consumption were not determined by alcohol’s pharmacological effects, but by another variable (e.g., taste) that was preserved as an artifact from lower concentrations. We conclude that pre-exposure to delayed rewards generalizes beyond the pre-exposure delay; however, this same experimental variable does not robustly influence alcohol consumption. PMID:25418607

Effect of collaborative testing on learning and retention of course content in nursing students.

Science.gov (United States)

Rivaz, Mozhgan; Momennasab, Marzieh; Shokrollahi, Paymaneh

2015-10-01

Collaborative testing is a learning strategy that provides students with the opportunity to learn and practice collaboration. This study aimed to determine the effect of collaborative testing on test performance and retention of course content in nursing students of Shiraz University of Medical Sciences, Shiraz, Iran. This quasi-experimental study was carried out on 84 students enrolled in the course of Medical-Surgical 2 in Spring 2013 and Fall 2013 semesters. The control group consisting of 39 students participated in the first mid-term exam in an individual format. The intervention group, on the other hand, consisted of 45 students who took the test in a two-stage process. The first stage included an individual testing, while the second stage was a collaborative one given in groups of five individuals chosen randomly. Four weeks later, in order to investigate retention of the course content, both groups took part in the second mid-term exam held individually. The study findings showed significant difference between the mean scores in the intervention group in the Fall 2013 semester (p=0.001). Besides, a statistically significant difference was found between the two groups regarding the tests mean scores (p=0.001). Moreover, retention of course content improved in the collaborative group (p=0.001). The results indicated an increase in test performance and a long-term learning enhancement in collaborative testing compared with the traditional method. Collaborative testing, as an active learning technique and a valuable assessment method, can help nursing instructors provide the alumni with strong problem-solving and critical thinking abilities at healthcare environments.

Using a Comprehensive Model to Test and Predict the Factors of Online Learning Effectiveness

Science.gov (United States)

He, Minyan

2013-01-01

As online learning is an important part of higher education, the effectiveness of online learning has been tested with different methods. Although the literature regarding online learning effectiveness has been related to various factors, a more comprehensive review of the factors may result in broader understanding of online learning…

Television viewing associates with delayed language development.

Science.gov (United States)

Chonchaiya, Weerasak; Pruksananonda, Chandhita

2008-07-01

To identify impact of television viewing on language development. The case-control study included 56 new patients with language delay and 110 normal children, aged 15-48 months. Language delay was diagnosed by reviewing language milestones and Denver-II. Television viewing variables and child/parental characteristics between both groups were interviewed. The data were analyzed by ANOVA and chi-square test. Adjusted odds ratios and 95% confidence intervals were calculated from multivariate logistic regression model. Forty-six boys and 10 girls; mean [+/-SD] age, 2.11+/-0.47 years of the case group and 59 boys and 51 girls; mean [+/-SD] age, 2.23+/-0.80 years of the control group were enrolled. Children who had language delay usually started watching television earlier at age 7.22+/-5.52 months vs. 11.92+/-5.86 months, p-valuetelevision than normal children (3.05+/-1.90 h/day vs. 1.85+/-1.18 h/day; p-valuetelevision attelevision>2 h/day were approximately six times more likely to have language delays. There is a relationship between early onset and high frequency of TV viewing and language delay.

Delayed Intermodal Contingency Affects Young Children's Recognition of Their Current Self

Science.gov (United States)

Miyazaki, Michiko; Hiraki, Kazuo

2006-01-01

This study investigated whether 2-, 3-, and 4-year-olds use their video feedback as a reflection of their current state, even when their feedback was presented with a short temporal delay. In Experiment 1, the effects of 1- and 2-s delayed feedback were examined on an analog of the mark test. In the case of live and 1-s delayed feedback,…

Atrial fibrillation and delayed gastric emptying.

Directory of Open Access Journals (Sweden)

Isadora C Botwinick

Full Text Available BACKGROUND: Atrial fibrillation and delayed gastric emptying (DGE are common after pancreaticoduodenectomy. Our aim was to investigate a potential relationship between atrial fibrillation and DGE, which we defined as failure to tolerate a regular diet by the 7(th postoperative day. METHODS: We performed a retrospective chart review of 249 patients who underwent pancreaticoduodenectomy at our institution between 2000 and 2009. Data was analyzed with Fisher exact test for categorical variables and Mann-Whitney U or unpaired T-test for continuous variables. RESULTS: Approximately 5% of the 249 patients included in the analysis experienced at least one episode of postoperative atrial fibrillation. Median age of patients with atrial fibrillation was 74 years, compared with 66 years in patients without atrial fibrillation (p = 0.0005. Patients with atrial fibrillation were more likely to have a history of atrial fibrillation (p = 0.03. 92% of the patients with atrial fibrillation suffered from DGE, compared to 46% of patients without atrial fibrillation (p = 0.0007. This association held true when controlling for age. CONCLUSION: Patients with postoperative atrial fibrillation are more likely to experience delayed gastric emptying. Interventions to manage delayed gastric function might be prudent in patients at high risk for postoperative atrial fibrillation.

Infants' Delayed Recognition Memory and Forgetting

Science.gov (United States)

Fagan, Joseph F., III

1973-01-01

Infants 21- to 25-weeks-old devoted more visual fixation to novel than familiar stimuli on immediate and delayed recognition tests. The experiments confirm the existence of long-term recognition memory for pictorial stimuli in the early months of life. (DP)

Preserved Learning during the Symbol-Digit Substitution Test in Patients with Schizophrenia, Age-Matched Controls, and Elderly.

Science.gov (United States)

Cornelis, Claudia; De Picker, Livia J; Hulstijn, Wouter; Dumont, Glenn; Timmers, Maarten; Janssens, Luc; Sabbe, Bernard G C; Morrens, Manuel

2014-01-01

Speed of processing, one of the main cognitive deficits in schizophrenia is most frequently measured with a digit-symbol-coding test. Performance on this test is additionally affected by writing speed and the rate at which symbol-digit relationships are learned, two factors that may be impaired in schizophrenia. This study aims to investigate the effects of sensorimotor speed, short-term learning, and long-term learning on task performance in schizophrenia. In addition, the study aims to explore differences in learning effects between patients with schizophrenia and elderly individuals. Patients with schizophrenia (N = 30) were compared with age-matched healthy controls (N = 30) and healthy elderly volunteers (N = 30) during the Symbol-Digit Substitution Test (SDST). The task was administered on a digitizing tablet, allowing precise measurements of the time taken to write each digit (writing time) and the time to decode symbols into their corresponding digits (matching time). The SDST was administered on three separate days (day 1, day 2, day 7). Symbol-digit repetitions during the task represented short-term learning and repeating the task on different days represented long-term learning. The repetition of the same symbol-digit combinations within one test and the repetition of the test over days resulted in significant decreases in matching time. Interestingly, these short-term and long-term learning effects were about equal among the three groups. Individual participants showed a large variation in the rate of short-term learning. In general, patients with schizophrenia had the longest matching time whereas the elderly had the longest writing time. Writing time remained the same over repeated testing. The rate of learning and sensorimotor speed was found to have a substantial influence on the SDST score. However, a large individual variation in learning rate should be taken into account in the interpretation of task scores for processing speed. Equal

Preserved learning during the Symbol Digit Substitution Test in patients with schizophrenia, age-matched controls and elderly

Directory of Open Access Journals (Sweden)

Claudia eCornelis

2015-01-01

Full Text Available Objective: Speed of processing, one of the main cognitive deficits in schizophrenia is most frequently measured with a digit symbol-coding test. Performance on this test is additionally affected by writing speed and the rate at which symbol-digit relationships are learned, two factors that may be impaired in schizophrenia. This study aims to investigate the effects of sensorimotor speed, short-term learning and long-term learning on task performance in schizophrenia. In addition the study aims to explore differences in learning effects between patients with schizophrenia and elderly individuals. Methods: Patients with schizophrenia (N=30 were compared with age-matched healthy controls (N=30 and healthy elderly volunteers (N=30 during the Symbol Digit Subsstitution Test (SDST. The task was administered on a digitizing tablet, allowing precise measurements of the time taken to write each digit (writing time and the time to decode symbols into their corresponding digits (matching time. The SDST was administered on three separate days (day 1, day 2, day 7. Symbol-digit repetitions during the task represented short-term learning and repeating the task on different days represented long-term learning.Results: The repetition of the same symbol-digit combinations within one test and the repetition of the test over days resulted in significant decreases in matching time. Interestingly, these short-term and long-term learning effects were about equal among the three groups. Individual participants showed a large variation in the rate of short-term learning. In general, patients with schizophrenia had the longest matching time whereas the elderly had the longest writing time. Writing time remained the same over repeated testing.Conclusion: The rate of learning and sensorimotor speed were found to have a substantial influence on the SDST score. However, large individual variation in learning rate should be taken into account in the interpretation of task

A high-resolution programmable Vernier delay generator based on carry chains in FPGA.

Science.gov (United States)

Cui, Ke; Li, Xiangyu; Zhu, Rihong

2017-06-01

This paper presents an architecture of a high-resolution delay generator implemented in a single field programmable gate array chip by exploiting the method of utilizing dedicated carry chains. It serves as the core component in various physical instruments. The proposed delay generator contains the coarse delay step and the fine delay step to guarantee both large dynamic range and high resolution. The carry chains are organized in the Vernier delay loop style to fulfill the fine delay step with high precision and high linearity. The delay generator was implemented in the EP3SE110F1152I3 Stratix III device from Altera on a self-designed test board. Test results show that the obtained resolution is 38.6 ps, and the differential nonlinearity/integral nonlinearity is in the range of [-0.18 least significant bit (LSB), 0.24 LSB]/(-0.02 LSB, 0.01 LSB) under the nominal supply voltage of 1100 mV and environmental temperature of 20  ° C. The delay generator is rather efficient concerning resource cost, which uses only 668 look-up tables and 146 registers in total.

A high-resolution programmable Vernier delay generator based on carry chains in FPGA

Science.gov (United States)

Cui, Ke; Li, Xiangyu; Zhu, Rihong

2017-06-01

This paper presents an architecture of a high-resolution delay generator implemented in a single field programmable gate array chip by exploiting the method of utilizing dedicated carry chains. It serves as the core component in various physical instruments. The proposed delay generator contains the coarse delay step and the fine delay step to guarantee both large dynamic range and high resolution. The carry chains are organized in the Vernier delay loop style to fulfill the fine delay step with high precision and high linearity. The delay generator was implemented in the EP3SE110F1152I3 Stratix III device from Altera on a self-designed test board. Test results show that the obtained resolution is 38.6 ps, and the differential nonlinearity/integral nonlinearity is in the range of [-0.18 least significant bit (LSB), 0.24 LSB]/(-0.02 LSB, 0.01 LSB) under the nominal supply voltage of 1100 mV and environmental temperature of 2 0°C. The delay generator is rather efficient concerning resource cost, which uses only 668 look-up tables and 146 registers in total.

Validity and Reliability Testing of an e-learning Questionnaire for Chemistry Instruction

Science.gov (United States)

Guspatni, G.; Kurniawati, Y.

2018-04-01

The aim of this paper is to examine validity and reliability of a questionnaire used to evaluate e-learning implementation in chemistry instruction. 48 questionnaires were filled in by students who had studied chemistry through e-learning system. The questionnaire consisted of 20 indicators evaluating students’ perception on using e-learning. Parametric testing was done as data were assumed to follow normal distribution. Item validity of the questionnaire was examined through item-total correlation using Pearson’s formula while its reliability was assessed with Cronbach’s alpha formula. Moreover, convergent validity was assessed to see whether indicators building a factor had theoretically the same underlying construct. The result of validity testing revealed 19 valid indicators while the result of reliability testing revealed Cronbach’s alpha value of .886. The result of factor analysis showed that questionnaire consisted of five factors, and each of them had indicators building the same construct. This article shows the importance of factor analysis to get a construct valid questionnaire before it is used as research instrument.

The reduction of radiation-induced mitotic delay by caffeine: a test of the cyclic AMP hypothesis

International Nuclear Information System (INIS)

Oleinick, N.L.; Brewer, E.N.; Rustad, R.C.

1978-01-01

A study has been made of the reduction in γ-radiation-induced mitotic delay by caffeine in the naturally-synchronous plasmodial slime mould. Physarum polycephalum during late G 2 and early prophase, and the results compared with those obtained with other compounds of similar structure and/or physiological function. The reduction of radiation-induced mitotic delay was related to increasing concentrations of caffeine over at least two orders of magnitude. Pre-irradiation treatment with caffeine had no detectable effect. Caffeine had to be present for most, if not all, of the post-irradiation pre-mitotic period. Other chemicals which are reported to inhibit cyclic AMP phosphodiesterase either reduce or increase radiation-induced mitotic delay. The results therefore indicate that the reduction of mitotic delay by caffeine is not a result of altered cyclic AMP levels. (UK)

On the cost/delay tradeoff of wireless delay tolerant geographic routing

OpenAIRE

Tasiopoulos, Argyrios; Tsiaras, Christos; Toumpis, Stavros

2012-01-01

In Delay Tolerant Networks (DTNs), there is a fundamental tradeoff between the aggregate transport cost of a packet and the delay in its delivery. We study this tradeoff in the context of geographical routing in wireless DTNs.We ?rst specify the optimal cost/delay tradeoff, i.e., the tradeoff under optimal network operation, using a dynamic network construction termed the Cost/Delay Evolving Graph (C/DEG) and the Optimal Cost/Delay Curve (OC/DC), a function that gives the minimum possible agg...

Introduction to Focus Issue: Time-delay dynamics

Science.gov (United States)

Erneux, Thomas; Javaloyes, Julien; Wolfrum, Matthias; Yanchuk, Serhiy

2017-11-01

The field of dynamical systems with time delay is an active research area that connects practically all scientific disciplines including mathematics, physics, engineering, biology, neuroscience, physiology, economics, and many others. This Focus Issue brings together contributions from both experimental and theoretical groups and emphasizes a large variety of applications. In particular, lasers and optoelectronic oscillators subject to time-delayed feedbacks have been explored by several authors for their specific dynamical output, but also because they are ideal test-beds for experimental studies of delay induced phenomena. Topics include the control of cavity solitons, as light spots in spatially extended systems, new devices for chaos communication or random number generation, higher order locking phenomena between delay and laser oscillation period, and systematic bifurcation studies of mode-locked laser systems. Moreover, two original theoretical approaches are explored for the so-called Low Frequency Fluctuations, a particular chaotical regime in laser output which has attracted a lot of interest for more than 30 years. Current hot problems such as the synchronization properties of networks of delay-coupled units, novel stabilization techniques, and the large delay limit of a delay differential equation are also addressed in this special issue. In addition, analytical and numerical tools for bifurcation problems with or without noise and two reviews on concrete questions are proposed. The first review deals with the rich dynamics of simple delay climate models for El Nino Southern Oscillations, and the second review concentrates on neuromorphic photonic circuits where optical elements are used to emulate spiking neurons. Finally, two interesting biological problems are considered in this Focus Issue, namely, multi-strain epidemic models and the interaction of glucose and insulin for more effective treatment.

Ubiquitous testing using tablets: its impact on medical student perceptions of and engagement in learning.

Science.gov (United States)

Kim, Kyong-Jee; Hwang, Jee-Young

2016-03-01

Ubiquitous testing has the potential to affect medical education by enhancing the authenticity of the assessment using multimedia items. This study explored medical students' experience with ubiquitous testing and its impact on student learning. A cohort (n=48) of third-year students at a medical school in South Korea participated in this study. The students were divided into two groups and were given different versions of 10 content-matched items: one in text version (the text group) and the other in multimedia version (the multimedia group). Multimedia items were delivered using tablets. Item response analyses were performed to compare item characteristics between the two versions. Additionally, focus group interviews were held to investigate the students' experiences of ubiquitous testing. The mean test score was significantly higher in the text group. Item difficulty and discrimination did not differ between text and multimedia items. The participants generally showed positive responses on ubiquitous testing. Still, they felt that the lectures that they had taken in preclinical years did not prepare them enough for this type of assessment and clinical encounters during clerkships were more helpful. To be better prepared, the participants felt that they needed to engage more actively in learning in clinical clerkships and have more access to multimedia learning resources. Ubiquitous testing can positively affect student learning by reinforcing the importance of being able to understand and apply knowledge in clinical contexts, which drives students to engage more actively in learning in clinical settings.

Characteristics of hypertrophic cardiomyopathy on delayed contrast-enhanced MRI

International Nuclear Information System (INIS)

Yan Chaowu; Zhao Shihua; Li Hua; Jiang Shiliang; Lu Minjie; Zhang Yan; Wei Yunqing; Ling Jian; Fang Wei

2010-01-01

Objective: To analyze the characteristics of hypertrophic cardiomyopathy (HCM) on delayed contrast-enhanced cardiac magnetic resonance imaging (CMRI). Methods: All patients underwent delayed contrast-enhanced CMRI. The left ventricle was divided into 9 segments to assess the location, extent and function of the hypertrophic segments. The t test was applied for the statistics. Results: Of 154 patients, delayed enhancement of' hypertrophic segment was found in 95 cases and non-delayed enhancement in 59 cases. The thickness and number of hypertrophic segment in patients with delayed enhancement were larger than those with non-delayed enhancement [(24.8±5.5) mm vs (20.4± 3.8) mm, t=3.82, P<0.05; (3.3±1.9) vs (2.4±1.7), t=2.26, P<0.05], and the age was younger [(46.0±15.2) years vs (55.0±11.9) years, t=-3.67, P<0.05]. The diffuse enhancement was found in 62 patients, and confluent enhancement in 33 patients. Confluent enhancement was found in all 14 patients after the alcohol ablation procedure. Conclusion: The age, thickness and number of hypertrophic segments in patients with delayed enhancement are different from those with non-delayed enhancement. (authors)

An Incremental Time-delay Neural Network for Dynamical Recurrent Associative Memory

Institute of Scientific and Technical Information of China (English)

无

2002-01-01

An incremental time-delay neural network based on synapse growth, which is suitable for dynamic control and learning of autonomous robots, is proposed to improve the learning and retrieving performance of dynamical recurrent associative memory architecture. The model allows steady and continuous establishment of associative memory for spatio-temporal regularities and time series in discrete sequence of inputs. The inserted hidden units can be taken as the long-term memories that expand the capacity of network and sometimes may fade away under certain condition. Preliminary experiment has shown that this incremental network may be a promising approach to endow autonomous robots with the ability of adapting to new data without destroying the learned patterns. The system also benefits from its potential chaos character for emergence.

A pilot study on utility of Malayalam version of Addenbrooke's Cognitive Examination in detection of amnestic mild cognitive impairment: A critical insight into utility of learning and recall measures.

Science.gov (United States)

Menon, Ramshekhar; Lekha, Vs; Justus, Sunitha; Sarma, P Sankara; Mathuranath, Ps

2014-10-01

This pilot study sought to determine whether the Malayalam adaptation of Addenbrooke's Cognitive Examination (M-ACE) can effectively identify patients with amnestic mild cognitive impairment (a-MCI) and the impact of measures of learning and free recall. A cohort of 23 patients with a-MCI aged between 55-80 years diagnosed as per current criteria and 23 group matched cognitively normal healthy controls (CNHC) were studied. The measures of acquisition and delayed recall were the Rey Auditory Verbal Learning Test (RAVLT) and Wechsler Memory Scale (WMS)-III (verbal and visual subsets) and Delayed Matching-to-sample Test (DMS)-48. Test scores of M-ACE registration and recall scores were included. To examine the differences in test performances between the groups, we compared the number of subjects with test scores less than 1.5 standard deviation (SD) of the control scores. Comparisons between a-MCI and controls were drawn using Fisher's exact test and Mann-Whitney U tests. M-ACE registration component ascertained on a 24-point scale failed to demonstrate any differences between a-MCI and controls (P = 0.665) as opposed to recall judged on a cumulative 10-point scale (P = 0.001). Significant differences were noted in RAVLT list learning (P < 0.001) and list recall (P = 0.003), WMS-III paragraph learning (P <0.001) and recall (P = 0.007), visual learning (P = 0.004) and recall (P = 0.001). M-ACE recall scores are an effective screening tool to identify patients with suspected a-MCI. Both word list and paragraph learning and recall components have been found to be sensitive to concretely identify a-MCI and impairment on at least 2 tests should be considered in the diagnostic criteria of MCI rather than rely on a single screening battery.

Ignition Delay of Combustible Materials in Normoxic Equivalent Environments

Science.gov (United States)

McAllister, Sara; Fernandez-Pello, Carlos; Ruff, Gary; Urban, David

2009-01-01

Material flammability is an important factor in determining the pressure and composition (fraction of oxygen and nitrogen) of the atmosphere in the habitable volume of exploration vehicles and habitats. The method chosen in this work to quantify the flammability of a material is by its ease of ignition. The ignition delay time was defined as the time it takes a combustible material to ignite after it has been exposed to an external heat flux. Previous work in the Forced Ignition and Spread Test (FIST) apparatus has shown that the ignition delay in the currently proposed space exploration atmosphere (approximately 58.6 kPa and32% oxygen concentration) is reduced by 27% compared to the standard atmosphere used in the Space Shuttle and Space Station. In order to determine whether there is a safer environment in terms of material flammability, a series of piloted ignition delay tests using polymethylmethacrylate (PMMA) was conducted in the FIST apparatus to extend the work over a range of possible exploration atmospheres. The exploration atmospheres considered were the normoxic equivalents, i.e. reduced pressure conditions with a constant partial pressure of oxygen. The ignition delay time was seen to decrease as the pressure was reduced along the normoxic curve. The minimum ignition delay observed in the normoxic equivalent environments was nearly 30% lower than in standard atmospheric conditions. The ignition delay in the proposed exploration atmosphere is only slightly larger than this minimum. Interms of material flammability, normoxic environments with a higher pressure relative to the proposed pressure would be desired.

Representing delayed force feedback as a combination of current and delayed states.

Science.gov (United States)

Avraham, Guy; Mawase, Firas; Karniel, Amir; Shmuelof, Lior; Donchin, Opher; Mussa-Ivaldi, Ferdinando A; Nisky, Ilana

2017-10-01

To adapt to deterministic force perturbations that depend on the current state of the hand, internal representations are formed to capture the relationships between forces experienced and motion. However, information from multiple modalities travels at different rates, resulting in intermodal delays that require compensation for these internal representations to develop. To understand how these delays are represented by the brain, we presented participants with delayed velocity-dependent force fields, i.e., forces that depend on hand velocity either 70 or 100 ms beforehand. We probed the internal representation of these delayed forces by examining the forces the participants applied to cope with the perturbations. The findings showed that for both delayed forces, the best model of internal representation consisted of a delayed velocity and current position and velocity. We show that participants relied initially on the current state, but with adaptation, the contribution of the delayed representation to adaptation increased. After adaptation, when the participants were asked to make movements with a higher velocity for which they had not previously experienced with the delayed force field, they applied forces that were consistent with current position and velocity as well as delayed velocity representations. This suggests that the sensorimotor system represents delayed force feedback using current and delayed state information and that it uses this representation when generalizing to faster movements. NEW & NOTEWORTHY The brain compensates for forces in the body and the environment to control movements, but it is unclear how it does so given the inherent delays in information transmission and processing. We examined how participants cope with delayed forces that depend on their arm velocity 70 or 100 ms beforehand. After adaptation, participants applied opposing forces that revealed a partially correct representation of the perturbation using the current and the

Design flaw could delay collider

CERN Multimedia

Cho, Adrian

2007-01-01

"A magnet for the Large Hadron Collider (LHC) failed during a key test at the European particle physics laboratory CERN last week. Physicists and engineers will have to repair the damaged magnet and retrofit others to correct the underlynig design flaw, which could delay the start-up of the mammouth subterranean machine." (1,5 page)

Correlation Between Mothers' Depression and Developmental Delay in Infants Aged 6-18 Months.

Science.gov (United States)

Vameghi, Roshanak; Amir Ali Akbari, Sedigheh; Sajjadi, Homeira; Sajedi, Firoozeh; Alavimajd, Hamid

2015-08-23

Regarding the importance of children's developmental status and various factors that delay their development, this study was conducted to examine the correlation between mothers' depression levels and the developmental delay in infants. This descriptive study was performed on 1053 mothers and their infants' age 6 to18 month-old in medical centers affiliated with Shahid Beheshti University of Medical Sciences, Iran, in 2014-2015. The participants were selected through multi-stage random sampling. The following instruments were used in this study: A demographic and obstetric specification questionnaire, infant specification questionnaire, the Beck Depression Inventory, and the Ages and Stages Questionnaire to determine the status of the children's development. The data were analyzed using SPSS19 software, Mann-Whitney; independent T-test and logistic-Regression tests were used. The results showed that 491 mothers (46.7%) suffered mild to extremely severe depression. The delay in infant development was 11.8%. The Mann-Whitney test showed a correlation between mothers' depression levels and developmental delay in infants (P=0.001). Moreover, there was a significant correlation between mothers' depression and developmental delays in gross-motor and problem-solving skills (Pmothers' depression and infant development, it is recommended to screen mothers for depression in order to perform early interventions in developmental delay.

States of curiosity modulate hippocampus-dependent learning via the dopaminergic circuit

Science.gov (United States)

Gruber, Matthias J.; Gelman, Bernard D.; Ranganath, Charan

2014-01-01

Summary People find it easier to learn about topics that interest them, but little is known about the mechanisms by which intrinsic motivational states affect learning. We used functional magnetic resonance imaging to investigate how curiosity (intrinsic motivation to learn) influences memory. In both immediate and one-day delayed memory tests, participants showed improved memory for information that they were curious about, and also for incidental material learned during states of high curiosity. FMRI results revealed that activity in the midbrain and the nucleus accumbens was enhanced during states of high curiosity. Importantly, individual variability in curiosity-driven memory benefits for incidental material was supported by anticipatory activity in the midbrain and hippocampus and by functional connectivity between these regions. These findings suggest a link between the mechanisms supporting extrinsic reward motivation and intrinsic curiosity and highlight the importance of stimulating curiosity in order to create more effective learning experiences. PMID:25284006

States of curiosity modulate hippocampus-dependent learning via the dopaminergic circuit.

Science.gov (United States)

Gruber, Matthias J; Gelman, Bernard D; Ranganath, Charan

2014-10-22

People find it easier to learn about topics that interest them, but little is known about the mechanisms by which intrinsic motivational states affect learning. We used functional magnetic resonance imaging to investigate how curiosity (intrinsic motivation to learn) influences memory. In both immediate and one-day-delayed memory tests, participants showed improved memory for information that they were curious about and for incidental material learned during states of high curiosity. Functional magnetic resonance imaging results revealed that activity in the midbrain and the nucleus accumbens was enhanced during states of high curiosity. Importantly, individual variability in curiosity-driven memory benefits for incidental material was supported by anticipatory activity in the midbrain and hippocampus and by functional connectivity between these regions. These findings suggest a link between the mechanisms supporting extrinsic reward motivation and intrinsic curiosity and highlight the importance of stimulating curiosity to create more effective learning experiences. Copyright © 2014 Elsevier Inc. All rights reserved.

Survival analysis for predictive factors of delay vaccination in Iranian children

Directory of Open Access Journals (Sweden)

Abolfazl Mohammadbeigi

2015-01-01

Full Text Available Background: Today, beside immunization coverage the age appropriate vaccination is another helpful index in public health. Evidences have shown that high immunization coverage rates do not necessarily imply age-appropriate vaccination status. The current study aimed to show the predictive factors of delayed vaccination by survival models. Methods: A historical cohort study conducted on 3610 children aged between 24 and 47 months who was living in the suburbs of five big cities of Iran. Time of delay in vaccination of first dose of mumps-measles-rubella (MMR was calculated from date of vaccination minus age appropriate time according to vaccine card. Kaplan-Maier and Log rank tests were used for comparison the median of delay time. For controlling of confounding variables, multivariate cox model was used and hazard ratio with 95% confidence interval (95% was reported. Results: The mean ± standard deviation and median interquartile range of delay time was 38.34 ± 73.1 and 16 (11-31 days in delayed group. The Log rank test showed that city of living, nationality, parents′ education, and birth order are related with prolonged delay time in MMR vaccination (P 0.05. Cox regression showed that city of living, mother education, and nationality are the most predictive factors of delay time duration in MMR vaccination. Conclusions: Delay time duration of vaccination increased by faring from capital to the east south. Moreover, concentration of foreign immigrants in big cities and low level of mother education are the most predictors of delayed vaccination. Educational intervention should focus on immigrants and mothers with low education level.

Prolonged rote learning produces delayed memory facilitation and metabolic changes in the hippocampus of the ageing human brain.

LENUS (Irish Health Repository)

Roche, Richard Ap

2009-01-01

BACKGROUND: Repeated rehearsal is one method by which verbal material may be transferred from short- to long-term memory. We hypothesised that extended engagement of memory structures through prolonged rehearsal would result in enhanced efficacy of recall and also of brain structures implicated in new learning. Twenty-four normal participants aged 55-70 (mean = 60.1) engaged in six weeks of rote learning, during which they learned 500 words per week every week (prose, poetry etc.). An extensive battery of memory tests was administered on three occasions, each six weeks apart. In addition, proton magnetic resonance spectroscopy (1H-MRS) was used to measure metabolite levels in seven voxels of interest (VOIs) (including hippocampus) before and after learning. RESULTS: Results indicate a facilitation of new learning that was evident six weeks after rote learning ceased. This facilitation occurred for verbal\\/episodic material only, and was mirrored by a metabolic change in left posterior hippocampus, specifically an increase in NAA\\/(Cr+Cho) ratio. CONCLUSION: Results suggest that repeated activation of memory structures facilitates anamnesis and may promote neuronal plasticity in the ageing brain, and that compliance is a key factor in such facilitation as the effect was confined to those who engaged fully with the training.

Prolonged rote learning produces delayed memory facilitation and metabolic changes in the hippocampus of the ageing human brain

Directory of Open Access Journals (Sweden)

Prendergast Julie

2009-11-01

Full Text Available Abstract Background Repeated rehearsal is one method by which verbal material may be transferred from short- to long-term memory. We hypothesised that extended engagement of memory structures through prolonged rehearsal would result in enhanced efficacy of recall and also of brain structures implicated in new learning. Twenty-four normal participants aged 55-70 (mean = 60.1 engaged in six weeks of rote learning, during which they learned 500 words per week every week (prose, poetry etc.. An extensive battery of memory tests was administered on three occasions, each six weeks apart. In addition, proton magnetic resonance spectroscopy (1H-MRS was used to measure metabolite levels in seven voxels of interest (VOIs (including hippocampus before and after learning. Results Results indicate a facilitation of new learning that was evident six weeks after rote learning ceased. This facilitation occurred for verbal/episodic material only, and was mirrored by a metabolic change in left posterior hippocampus, specifically an increase in NAA/(Cr+Cho ratio. Conclusion Results suggest that repeated activation of memory structures facilitates anamnesis and may promote neuronal plasticity in the ageing brain, and that compliance is a key factor in such facilitation as the effect was confined to those who engaged fully with the training.

Prolonged rote learning produces delayed memory facilitation and metabolic changes in the hippocampus of the ageing human brain.

Science.gov (United States)

Roche, Richard Ap; Mullally, Sinéad L; McNulty, Jonathan P; Hayden, Judy; Brennan, Paul; Doherty, Colin P; Fitzsimons, Mary; McMackin, Deirdre; Prendergast, Julie; Sukumaran, Sunita; Mangaoang, Maeve A; Robertson, Ian H; O'Mara, Shane M

2009-11-20

Repeated rehearsal is one method by which verbal material may be transferred from short- to long-term memory. We hypothesised that extended engagement of memory structures through prolonged rehearsal would result in enhanced efficacy of recall and also of brain structures implicated in new learning. Twenty-four normal participants aged 55-70 (mean = 60.1) engaged in six weeks of rote learning, during which they learned 500 words per week every week (prose, poetry etc.). An extensive battery of memory tests was administered on three occasions, each six weeks apart. In addition, proton magnetic resonance spectroscopy (1H-MRS) was used to measure metabolite levels in seven voxels of interest (VOIs) (including hippocampus) before and after learning. Results indicate a facilitation of new learning that was evident six weeks after rote learning ceased. This facilitation occurred for verbal/episodic material only, and was mirrored by a metabolic change in left posterior hippocampus, specifically an increase in NAA/(Cr+Cho) ratio. Results suggest that repeated activation of memory structures facilitates anamnesis and may promote neuronal plasticity in the ageing brain, and that compliance is a key factor in such facilitation as the effect was confined to those who engaged fully with the training.

Effect of state-dependent delay on a weakly damped nonlinear oscillator.

Science.gov (United States)

Mitchell, Jonathan L; Carr, Thomas W

2011-04-01

We consider a weakly damped nonlinear oscillator with state-dependent delay, which has applications in models for lasers, epidemics, and microparasites. More generally, the delay-differential equations considered are a predator-prey system where the delayed term is linear and represents the proliferation of the predator. We determine the critical value of the delay that causes the steady state to become unstable to periodic oscillations via a Hopf bifurcation. Using asymptotic averaging, we determine how the system's behavior is influenced by the functional form of the state-dependent delay. Specifically, we determine whether the branch of periodic solutions will be either sub- or supercritical as well as an accurate estimation of the amplitude. Finally, we choose a few examples of state-dependent delay to test our analytical results by comparing them to numerical continuation.

Asymptotic Delay Analysis for Cross-Layer Delay-Based Routing in Ad Hoc Networks

Directory of Open Access Journals (Sweden)

Philippe Jacquet

2007-01-01

Full Text Available This paper addresses the problem of the evaluation of the delay distribution via analytical means in IEEE 802.11 wireless ad hoc networks. We show that the asymptotic delay distribution can be expressed as a power law. Based on the latter result, we present a cross-layer delay estimation protocol and we derive new delay-distribution-based routing algorithms, which are well adapted to the QoS requirements of real-time multimedia applications. In fact, multimedia services are not sensitive to average delays, but rather to the asymptotic delay distributions. Indeed, video streaming applications drop frames when they are received beyond a delay threshold, determined by the buffer size. Although delay-distribution-based routing is an NP-hard problem, we show that it can be solved in polynomial time when the delay threshold is large, because of the asymptotic power law distribution of the link delays.

Delayed dermal burns caused by dimethyl acetylenedicarboxylate

Energy Technology Data Exchange (ETDEWEB)

Slovak, A J; Payne, A R

1984-07-01

A chemical operator handling dimethyl acetylenedicarboxylate (DMAD) developed delayed and pain-free burns on one of his feet 2 days after a supposed spillage of DMAD. The injuries were confirmed to be associated with DMAD by chemical analysis of the operator's safety boot and patch tests. DMAD easily penetrates some protective clothing and dilute solutions can still be hazardous: the toxic effect is compounded by being delayed and painless. The lachrymatory irritant properties of undiluted DMAD are not adequate warning of its presence or spillage in quantities sufficient to cause significant skin damage.

The effect of study-test modalities on the remembrance of subjective duration from long-term memory.

Science.gov (United States)

Klapproth, Florian

2002-07-31

It was examined whether stimulus modality (auditory vs. visual) affects the retrieval of subjective duration from memory. In two experiments the temporal generalization paradigm was used. Participants had to decide whether the previously learned standard duration (400 ms) occurred in the context of comparison stimuli. Two major results were found. (1) Discrimination was more accurate if the training and testing stimuli were of the same modality than if they were of opposite modalities. (2) If both modality of learning and modality of testing were different, subjects systematically underestimated the test durations, i.e. temporal generalization gradients (the proportion of identifications of a stimulus as the standard, plotted against stimulus duration) shifted to the right. The observed shift is interpreted as a result of a delayed timing process.

Effects of Didactic Instruction and Test-Enhanced Learning in a Nursing Review Course.

Science.gov (United States)

Tu, Yu-Ching; Lin, Yi-Jung; Lee, Jonathan W; Fan, Lir-Wan

2017-11-01

Determining the most effective approach for students' successful academic performance and achievement on the national licensure examination for RNs is important to nursing education and practice. A quasi-experimental design was used to compare didactic instruction and test-enhanced learning among nursing students divided into two fundamental nursing review courses in their final semester. Students in each course were subdivided into low-, intermediate-, and high-score groups based on their first examination scores. Mixed model of repeated measure and two-way analysis of variance were applied to evaluate students' academic results and both teaching approaches. Intermediate-scoring students' performances improved more through didactic instruction, whereas low-scoring students' performances improved more through test-enhanced learning. Each method had differing effects on individual subgroups within the different performance level groups of their classes, which points to the importance of considering both the didactic and test-enhanced learning approaches. [J Nurs Educ. 2017;56(11):683-687.]. Copyright 2017, SLACK Incorporated.

Second Language Idiom Learning in a Paired-Associate Paradigm: Effects of Direction of Learning, Direction of Testing, Idiom Imageability, and Idiom Transparency

Science.gov (United States)

Steinel, Margarita P.; Hulstijn, Jan H.; Steinel, Wolfgang

2007-01-01

In a paired-associate learning (PAL) task, Dutch university students (n = 129) learned 20 English second language (L2) idioms either receptively or productively (i.e., L2-first language [L1] or L1-L2) and were tested in two directions (i.e., recognition or production) immediately after learning and 3 weeks later. Receptive and productive…

Comparison on testability of visual acuity, stereo acuity and colour vision tests between children with learning disabilities and children without learning disabilities in government primary schools.

Science.gov (United States)

Abu Bakar, Nurul Farhana; Chen, Ai-Hong

2014-02-01

Children with learning disabilities might have difficulties to communicate effectively and give reliable responses as required in various visual function testing procedures. The purpose of this study was to compare the testability of visual acuity using the modified Early Treatment Diabetic Retinopathy Study (ETDRS) and Cambridge Crowding Cards, stereo acuity using Lang Stereo test II and Butterfly stereo tests and colour perception using Colour Vision Test Made Easy (CVTME) and Ishihara's Test for Colour Deficiency (Ishihara Test) between children in mainstream classes and children with learning disabilities in special education classes in government primary schools. A total of 100 primary school children (50 children from mainstream classes and 50 children from special education classes) matched in age were recruited in this cross-sectional comparative study. The testability was determined by the percentage of children who were able to give reliable respond as required by the respective tests. 'Unable to test' was defined as inappropriate response or uncooperative despite best efforts of the screener. The testability of the modified ETDRS, Butterfly stereo test and Ishihara test for respective visual function tests were found lower among children in special education classes ( P learning disabilities. Modifications of vision testing procedures are essential for children with learning disabilities.

Pengaruh Faktor Internal dan Eksternal Perusahaan Terhadap Audit Delay dan Timeliness

Directory of Open Access Journals (Sweden)

Sistya Rachmawati

2008-01-01

Full Text Available The objective of this research is to investigate the influence of the firm size, the profitability, the solvability, the public accountant size and the existence of internal auditor division toward the Audit Delay and Timeliness on manufacture companies that listed in Jakarta Stock Exchange.The Research sample was taken from Fifty-nine listed companies in Jakarta Stock Exchange. These samples were selected by using Purposive sampling method. Analysis hypothesis is using Multiple Regression, before hypothesis test, normality data test using P-Plot test.The result of Multiple Regression model shows that Audit Delay influenced by firm size and public accountant size, and Timeliness influenced by firm size and solvability. This result is recommended for auditor to increase effectiveness and efficiency of his audit performance and for all existing studies to contribute towards the current literature on Auditing. Abstract in Bahasa Indonesia: Penelitian ini bertujuan untuk mengukur pengaruh faktor internal yaitu: profitabilitas, solva¬bili¬tas, internal auditor dan size perusahaan dan faktor eksternal, yaitu ukuran KAP terhadap audit delay dan Timeliness pada perusahaan manufaktur yang terdaftar pada Jakarta Stock Exchange. Pemilihan sampel menggunakan metode Purposive Sampling. Dari hasil pengolahan Regresi Berganda pada Audit Delay diketahui bahwa koefisien determi¬nasi Adjusted R2 = 0,123. Artinya seluruh variabel independen (Profitabilitas, Solvabilitas, Internal Auditor, Size Perusahaan, dan KAP hanya mampu menjelaskan variasi dari variabel depen¬den (Audit Delay adalah sebesar 12,3%. Sedang¬kan pada Timeliness, seluruh variabel independen (Profitabilitas, Solvabilitas, Internal Auditor, Size Perusahaan, dan KAP dapat men¬jelaskan variasi pada variabel dependennya (Timeliness adalah sebesar 7,9%. Hasil dari penelitian ini dapat membantu profesi akuntan publik dalam upaya meningkatkan efisiensi dan efektivitas proses audit dengan

Test-enhanced learning may be a gender-related phenomenon explained by changes in cortisol level.

Science.gov (United States)

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

2011-02-01

testing increases memory of a topic studied more than additional study or training. The mechanisms by which this occurs are not clearly understood. Testing can be stressful and studies suggest that the stress hormone cortisol has modulating effects on memory, predominantly in men. The aim of this study was to investigate whether cardiopulmonary resuscitation (CPR) skills testing induce a cortisol increase, whether the cortisol increase enhances retention of CPR skills, and how this relates to gender. we randomised a convenience sample of medical students attending a mandatory course to one intervention and one control group. Students received a 4-hour course on CPR skills. During the final half-hour of the intervention course, participants were tested in CPR scenarios, whereas the control group underwent additional training. We assessed learning outcomes 2 weeks later by rating student performance in a CPR scenario using a checklist and a single blinded assessor. We measured salivary cortisol pre-course, half an hour before the end of the course and post-course, and compared learning outcomes and cortisol responses between groups and genders. in total, 146 of 202 (72%) students completed the study. We found a significant difference in learning outcome between the intervention and control groups for both genders (mean ± standard deviation, 5.0 ± 3.5; p = 0.006). We found a significant effect of increase in cortisol on learning outcome in men. The correlation between learning outcome and cortisol increase was medium to large for men (r = 0.38), but not for women (r = -0.05). cardiopulmonary resuscitation skills testing induces a rise in cortisol in men, which is related to the better retention of skills in men. Cortisol modulates test-enhanced learning in men.

Congenital rubella syndrome and delayed manifestations

DEFF Research Database (Denmark)

Dammeyer, Jesper Herup

2010-01-01

Objective: Several hypotheses of different medical and psychological delayed manifestations among people who have congenital rubella syndrome (CRS) have been discussed. This study tests some of these hypotheses of delayed manifestations. Methods: Gathering information about 35 individuals who hav...... which people with CRS face must primarily be understood in relation to congenital deafblindness and dual sensory and communicative deprivation....... CRS and who are congenitally deafblind. Results: None of the hypotheses could be confirmed when individuals with CRS were compared to a control group of individuals who were congenital deafblind with different aetiology than CRS. Conclusions: This study concludes that those health related problems...

A pilot study on utility of Malayalam version of Addenbrooke′s Cognitive Examination in detection of amnestic mild cognitive impairment: A critical insight into utility of learning and recall measures

Directory of Open Access Journals (Sweden)

Ramshekhar Menon

2014-01-01

Full Text Available Aims: This pilot study sought to determine whether the Malayalam adaptation of Addenbrooke′s Cognitive Examination (M-ACE can effectively identify patients with amnestic mild cognitive impairment (a-MCI and the impact of measures of learning and free recall. Materials and Methods: A cohort of 23 patients with a-MCI aged between 55-80 years diagnosed as per current criteria and 23 group matched cognitively normal healthy controls (CNHC were studied. The measures of acquisition and delayed recall were the Rey Auditory Verbal Learning Test (RAVLT and Wechsler Memory Scale (WMS-III (verbal and visual subsets and Delayed Matching-to-sample Test (DMS-48. Test scores of M-ACE registration and recall scores were included. To examine the differences in test performances between the groups, we compared the number of subjects with test scores less than 1.5 standard deviation (SD of the control scores. Comparisons between a-MCI and controls were drawn using Fisher′s exact test and Mann-Whitney U tests. Results: M-ACE registration component ascertained on a 24-point scale failed to demonstrate any differences between a-MCI and controls (P = 0.665 as opposed to recall judged on a cumulative 10-point scale (P = 0.001. Significant differences were noted in RAVLT list learning (P < 0.001 and list recall (P = 0.003, WMS-III paragraph learning (P <0.001 and recall (P = 0.007, visual learning (P = 0.004 and recall (P = 0.001. Conclusions: M-ACE recall scores are an effective screening tool to identify patients with suspected a-MCI. Both word list and paragraph learning and recall components have been found to be sensitive to concretely identify a-MCI and impairment on at least 2 tests should be considered in the diagnostic criteria of MCI rather than rely on a single screening battery.

Delayed somatic effects following extended radiotherapy

Energy Technology Data Exchange (ETDEWEB)

Slanina, J

1977-10-27

A group of 135 patients was investigated, who suffered from Hodgkin's disease with long-term remission following radiotherapy. By restricting the investigations to the patient group with long-term remission and correlative examinations, differentiation was made between exclusive or principal delayed radiation effects and delayed effects due to other factors. The study reports the most significant results obtained in the fields of catamnesis, laboratory diagnostics, hematology, pulmology, cardiology, thyroid function tests, neurology, andrology and dermatology. Due to the numerous detectable delayed effects the group of patients with long-term remission receives a special status. Although those effects are in no proportion to the deletary risks of an untreated Hodgkin's disease and though they are consequently tolerable in the present state of the therapeutic development, they must initiate the completion of the therapeutic concept including performance of radiotherapy and aftercare, because only then the risk for the patient provoked by these effects, which ranges beyond the malignity of this disease can be reduced or prevented.

A new delay-independent condition for global robust stability of neural networks with time delays.

Science.gov (United States)

Samli, Ruya

2015-06-01

This paper studies the problem of robust stability of dynamical neural networks with discrete time delays under the assumptions that the network parameters of the neural system are uncertain and norm-bounded, and the activation functions are slope-bounded. By employing the results of Lyapunov stability theory and matrix theory, new sufficient conditions for the existence, uniqueness and global asymptotic stability of the equilibrium point for delayed neural networks are presented. The results reported in this paper can be easily tested by checking some special properties of symmetric matrices associated with the parameter uncertainties of neural networks. We also present a numerical example to show the effectiveness of the proposed theoretical results. Copyright © 2015 Elsevier Ltd. All rights reserved.

Longitudinal investigation on learned helplessness tested under negative and positive reinforcement involving stimulus control.

Science.gov (United States)

Oliveira, Emileane C; Hunziker, Maria Helena

2014-07-01

In this study, we investigated whether (a) animals demonstrating the learned helplessness effect during an escape contingency also show learning deficits under positive reinforcement contingencies involving stimulus control and (b) the exposure to positive reinforcement contingencies eliminates the learned helplessness effect under an escape contingency. Rats were initially exposed to controllable (C), uncontrollable (U) or no (N) shocks. After 24h, they were exposed to 60 escapable shocks delivered in a shuttlebox. In the following phase, we selected from each group the four subjects that presented the most typical group pattern: no escape learning (learned helplessness effect) in Group U and escape learning in Groups C and N. All subjects were then exposed to two phases, the (1) positive reinforcement for lever pressing under a multiple FR/Extinction schedule and (2) a re-test under negative reinforcement (escape). A fourth group (n=4) was exposed only to the positive reinforcement sessions. All subjects showed discrimination learning under multiple schedule. In the escape re-test, the learned helplessness effect was maintained for three of the animals in Group U. These results suggest that the learned helplessness effect did not extend to discriminative behavior that is positively reinforced and that the learned helplessness effect did not revert for most subjects after exposure to positive reinforcement. We discuss some theoretical implications as related to learned helplessness as an effect restricted to aversive contingencies and to the absence of reversion after positive reinforcement. This article is part of a Special Issue entitled: insert SI title. Copyright © 2014. Published by Elsevier B.V.

Delayed fission

Energy Technology Data Exchange (ETDEWEB)

Hatsukawa, Yuichi [Japan Atomic Energy Research Inst., Tokai, Ibaraki (Japan). Tokai Research Establishment

1997-07-01

Delayed fission is a nuclear decay process that couples {beta} decay and fission. In the delayed fission process, a parent nucleus undergoes {beta} decay and thereby populates excited states in the daughter. If these states are of energies comparable to or greater than the fission barrier of the daughter, then fission may compete with other decay modes of the excited states in the daughter. In this paper, mechanism and some experiments of the delayed fission will be discussed. (author)

Impaired associative fear learning in mice with complete loss or haploinsufficiency of AMPA GluR1 receptors

Directory of Open Access Journals (Sweden)

Michael Feyder

2007-12-01

Full Text Available There is compelling evidence that L-alpha-amino-3-hydroxy-5-methylisoxazole-4-propionate (AMPA glutamate receptors containing the GluR1 subunit contribute to the molecular mechanisms associated with learning. AMPA GluR1 glutamate receptor knockout mice (KO exhibit abnormal hippocampal and amygdala plasticity, and deficits on various assays for cognition including Pavlovian fear conditioning. Here we examined associative fear learning in mice with complete absence (KO or partial loss (heterozygous mutant, HET of GluR1 on multiple fear conditioning paradigms. After multi-trial delay or trace conditioning, KO displayed impaired tone and context fear recall relative to WT, whereas HET were normal. After one-trial delay conditioning, both KO and HET showed impaired tone and context recall. HET and KO showed normal nociceptive sensitivity in the hot plate and tail flick tests. These data demonstrate that the complete absence of GluR1 subunit-containing receptors prevents the formation of associative fear memories, while GluR1 haploinsufficiency is sufficient to impair one-trial fear learning. These findings support growing evidence of a major role for GluR1-containing AMPA receptors in amygdalamediated forms of learning and memory.

A Test of Two Alternative Cognitive Processing Models: Learning Styles and Dual Coding

Science.gov (United States)

Cuevas, Joshua; Dawson, Bryan L.

2018-01-01

This study tested two cognitive models, learning styles and dual coding, which make contradictory predictions about how learners process and retain visual and auditory information. Learning styles-based instructional practices are common in educational environments despite a questionable research base, while the use of dual coding is less…

The effect of four instructional methods, gender, and time of testing on the achievement of sixth graders learning to interpret graphs

Science.gov (United States)

Young, Jerry Wayne

The purpose of this study was to determine the effects of four instructional methods (direct instruction, computer-aided instruction, video observation, and microcomputer-based lab activities), gender, and time of testing (pretest, immediate posttest for determining the immediate effect of instruction, and a delayed posttest two weeks later to determine the retained effect of the instruction) on the achievement of sixth graders who were learning to interpret graphs of displacement and velocity. The dependent variable of achievement was reflected in the scores earned by students on a testing instrument of established validity and reliability. The 107 students participating in the study were divided by gender and were then randomly assigned to the four treatment groups, each taught by a different teacher. Each group had approximately equal numbers of males and females. The students were pretested and then involved in two class periods of the instructional method which was unique to their group. Immediately following treatment they were posttested and two weeks later they were posttested again. The data in the form of test scores were analyzed with a two-way split-plot analysis of variance to determine if there was significant interaction among technique, gender, and time of testing. When significant interaction was indicated, the Tukey HSD test was used to determine specific mean differences. The results of the analysis indicated no gender effect. Only students in the direct instruction group and the microcomputer-based laboratory group had significantly higher posttest-1 scores than pretest scores. They also had significantly higher posttest-2 scores than pretest scores. This suggests that the learning was retained. The other groups experienced no significant differences among pretest, posttest-1, and posttest-2 scores. Recommendations are that direct instruction and microcomputer-based laboratory activities should be considered as effective stand-alone methods for

Tuberculous Lymphadenitis: Skin Delayed-Type Hypersensitivity ...

African Journals Online (AJOL)

Tuberculous Lymphadenitis: Skin Delayed-Type Hypersensitivity Reaction and Cellular Immune Responses. ... The tuberculin skin test (TST) and peripheral blood mono-nuclear cells (PBMCs) culture were conducted using PPD. The cytokines were measured using commercial kits. Results: The mean TST was 24.6 ±8.0 ...

Myocardial delayed-enhancement CT: initial experience in children and young adults

Energy Technology Data Exchange (ETDEWEB)

Goo, Hyun Woo [University of Ulsan College of Medicine, Department of Radiology and Research Institute of Radiology, Asan Medical Center, Seoul (Korea, Republic of)

2017-10-15

Clinical utility of myocardial delayed enhancement CT has not been reported in children and young adults. To describe initial experience of myocardial delayed enhancement CT regarding image quality, radiation dose and identification of myocardial lesions in children and young adults. Between August 2013 and November 2016, 29 consecutive children and young adults (median age 16 months) with suspected coronary artery or myocardial abnormality underwent arterial- and delayed-phase cardiac CT at our institution. We measured CT densities in normal myocardium, left ventricular cavity, and arterial and delayed hypo-enhancing and delayed hyperenhancing myocardial lesions. We then compared the extent of delayed hyperenhancing lesions with delayed-enhancement MRI or thallium single-photon emission CT. Normal myocardium and left ventricular cavity showed significantly higher CT numbers on arterial-phase CT than on delayed-phase CT (t-test, P<0.0001). Contrast-to-noise ratios of the arterial and delayed hypo-enhancing and delayed hyperenhancing lesions on CT were 26.7, 17.6 and 18.7, respectively. Delayed-phase CT findings were equivalent to those of delayed-enhancement MRI in all cases (7/7) and to those of thallium single-photon emission CT in 70% (7/10). Myocardial delayed-enhancement CT can be added to evaluate myocardial lesions in select children and young adults with suspected coronary artery or myocardial abnormality. (orig.)

Myocardial delayed-enhancement CT: initial experience in children and young adults

International Nuclear Information System (INIS)

Goo, Hyun Woo

2017-01-01

Clinical utility of myocardial delayed enhancement CT has not been reported in children and young adults. To describe initial experience of myocardial delayed enhancement CT regarding image quality, radiation dose and identification of myocardial lesions in children and young adults. Between August 2013 and November 2016, 29 consecutive children and young adults (median age 16 months) with suspected coronary artery or myocardial abnormality underwent arterial- and delayed-phase cardiac CT at our institution. We measured CT densities in normal myocardium, left ventricular cavity, and arterial and delayed hypo-enhancing and delayed hyperenhancing myocardial lesions. We then compared the extent of delayed hyperenhancing lesions with delayed-enhancement MRI or thallium single-photon emission CT. Normal myocardium and left ventricular cavity showed significantly higher CT numbers on arterial-phase CT than on delayed-phase CT (t-test, P<0.0001). Contrast-to-noise ratios of the arterial and delayed hypo-enhancing and delayed hyperenhancing lesions on CT were 26.7, 17.6 and 18.7, respectively. Delayed-phase CT findings were equivalent to those of delayed-enhancement MRI in all cases (7/7) and to those of thallium single-photon emission CT in 70% (7/10). Myocardial delayed-enhancement CT can be added to evaluate myocardial lesions in select children and young adults with suspected coronary artery or myocardial abnormality. (orig.)

Enhancement of delay eyelid conditioning by microcurrent electrical stimulation of the medial prefrontal cortex is triggered by the expression of Fos protein in guinea pigs

OpenAIRE

ZHENG, YA-JUAN; DONG, YU-CHEN; ZHU, CHAO; ZHAO, MEI-SHENG

2016-01-01

Eyelid conditioning, including delay eyelid conditioning and trace eyelid conditioning, has been used extensively to study neural structures and mechanisms of learning and memory as a form of associative learning. In the present study, microcurrent electrical stimulation was used to stimulate the medial prefrontal cortex (mPFC) to induce delay eyelid conditioning in guinea pigs. The acquisition rate and relative latency of the conditioned eyelid response (CR) and the startle eyelid response (...

PD-like controller for delayed bilateral teleoperation of wheeled robots

Science.gov (United States)

Slawiñski, E.; Mut, V.; Santiago, D.

2016-08-01

This paper proposes a proportional derivative (PD)-like controller applied to the delayed bilateral teleoperation of wheeled robots with force feedback in face of asymmetric and varying-time delays. In contrast to bilateral teleoperation of manipulator robots, in these systems, there is a mismatch between the models of the master and slave (mobile robot), problem that is approached in this work, where the system stability is analysed. From this study, it is possible to infer the control parameters, depending on the time delay, necessary to assure stability. Finally, the performance of the delayed teleoperation system is evaluated through tests where a human operator drives a 3D simulator as well as a mobile robot for pushing objects.

Epidemiology, diagnostic delay and outcome of tuberculosis in North Jutland, Denmark

DEFF Research Database (Denmark)

Andersen, Rosa M Ø; Bjørn-Præst, Simon O; Oren Gradel, Kim

2011-01-01

The objective of this study was to evaluate the clinical outcome of tuberculosis (TB) with regards to epidemiology, symptoms, delay, diagnostics, use of HIV-test, treatment, treatment outcome and mortality in the North Jutland Region from 2000 through 2008.......The objective of this study was to evaluate the clinical outcome of tuberculosis (TB) with regards to epidemiology, symptoms, delay, diagnostics, use of HIV-test, treatment, treatment outcome and mortality in the North Jutland Region from 2000 through 2008....

Delayed reactions to reusable protective gloves.

Science.gov (United States)

Pontén, Ann; Dubnika, Inese

2009-04-01

The materials in plastic protective gloves are thought to cause less contact allergy than rubber gloves. Our aim was to estimate the frequency of delayed reactions to different types of reusable protective gloves among dermatitis patients. 2 x 2 cm pieces of polyvinyl chloride (PVC) gloves, nitrile gloves, and natural rubber latex (NRL) gloves were tested as is in consecutive dermatitis patients tested with the baseline series. Among 658 patients, 6 patients reacted to PVC gloves and 6 patients to the NRL gloves. None reacted to both these types of gloves. Five of six patients with reactions to rubber gloves reacted to thiuram mix in the baseline series. Delayed reactions to reusable PVC gloves may be as common as to reusable NRL gloves. In contrast to most reactions to the NRL glove, the reactions to the PVC glove had no obvious association with reactions to any allergen(s) in the baseline series.

People use the memory for past-test heuristic as an explicit cue for judgments of learning.

Science.gov (United States)

Serra, Michael J; Ariel, Robert

2014-11-01

When people estimate their memory for to-be-learned material over multiple study-test trials, they tend to base their judgments of learning (JOLs) on their test performance for those materials on the previous trial. Their use of this information-known as the memory for past-test (MPT) heuristic-is believed to be responsible for improvements in the relative accuracy (resolution) of people's JOLs across learning trials. Although participants seem to use past-test information as a major basis for their JOLs, little is known about how learners translate this information into a judgment of learning. Toward this end, in two experiments, we examined whether participants factored past-test performance into their JOLs in either an explicit, theory-based way or an implicit way. To do so, we had one group of participants (learners) study paired associates, make JOLs, and take a test on two study-test trials. Other participants (observers) viewed learners' protocols and made JOLs for the learners. Presumably, observers could only use theory-based information to make JOLs for the learners, which allowed us to estimate the contribution of explicit and implicit information to learners' JOLs. Our analyses suggest that all participants factored simple past-test performance into their JOLs in an explicit, theory-based way but that this information made limited contributions to improvements in relative accuracy across trials. In contrast, learners also used other privileged, implicit information about their learning to inform their judgments (that observers had no access to) that allowed them to achieve further improvements in relative accuracy across trials.

Hippocampus, delay discounting, and vicarious trial-and-error.

Science.gov (United States)

Bett, David; Murdoch, Lauren H; Wood, Emma R; Dudchenko, Paul A

2015-05-01

In decision-making, an immediate reward is usually preferred to a delayed reward, even if the latter is larger. We tested whether the hippocampus is necessary for this form of temporal discounting, and for vicarious trial-and-error at the decision point. Rats were trained on a recently developed, adjustable delay-discounting task (Papale et al. (2012) Cogn Affect Behav Neurosci 12:513-526), which featured a choice between a small, nearly immediate reward, and a larger, delayed reward. Rats then received either hippocampus or sham lesions. Animals with hippocampus lesions adjusted the delay for the larger reward to a level similar to that of sham-lesioned animals, suggesting a similar valuation capacity. However, the hippocampus lesion group spent significantly longer investigating the small and large rewards in the first part of the sessions, and were less sensitive to changes in the amount of reward in the large reward maze arm. Both sham- and hippocampus-lesioned rats showed a greater amount of vicarious trial-and-error on trials in which the delay was adjusted. In a nonadjusting version of the delay discounting task, animals with hippocampus lesions showed more variability in their preference for a larger reward that was delayed by 10 s compared with sham-lesioned animals. To verify the lesion behaviorally, rat were subsequently trained on a water maze task, and rats with hippocampus lesions were significantly impaired compared with sham-lesioned animals. The findings on the delay discounting tasks suggest that damage to the hippocampus may impair the detection of reward magnitude. © 2014 Wiley Periodicals, Inc.

Peers without fears? Barriers to effective communication among primary care physicians and oncologists about diagnostic delays in cancer.

Science.gov (United States)

Lipitz-Snyderman, Allison; Kale, Minal; Robbins, Laura; Pfister, David; Fortier, Elizabeth; Pocus, Valerie; Chimonas, Susan; Weingart, Saul N

2017-11-01

Relatively little attention has been devoted to the role of communication between physicians as a mechanism for individual and organisational learning about diagnostic delays. This study's objective was to elicit physicians' perceptions about and experiences with communication among physicians regarding diagnostic delays in cancer. Qualitative analysis based on seven focus groups. Fifty-one physicians affiliated with three New York-based academic medical centres participated, with six to nine subjects per group. We used content analysis to identify commonalities among primary care physicians and specialists (ie, medical and surgical oncologists). Perceptions and experiences with physician-to-physician communication about delays in cancer diagnosis. Our analysis identified five major themes: openness to communication, benefits of communication, fears about giving and receiving feedback, infrastructure barriers to communication and overcoming barriers to communication. Subjects valued communication about cancer diagnostic delays, but they had many concerns and fears about providing and receiving feedback in practice. Subjects expressed reluctance to communicate if there was insufficient information to attribute responsibility, if it would have no direct benefit or if it would jeopardise their existing relationships. They supported sensitive approaches to conveying information, as they feared eliciting or being subject to feelings of incompetence or shame. Subjects also cited organisational barriers. They offered suggestions that might facilitate communication about delays. Addressing the barriers to communication among physicians about diagnostic delays is needed to promote a culture of learning across specialties and institutions. Supporting open and honest discussions about diagnostic delays may help build safer health systems. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use

Hand gestures support word learning in patients with hippocampal amnesia.

Science.gov (United States)

Hilverman, Caitlin; Cook, Susan Wagner; Duff, Melissa C

2018-06-01

Co-speech hand gesture facilitates learning and memory, yet the cognitive and neural mechanisms supporting this remain unclear. One possibility is that motor information in gesture may engage procedural memory representations. Alternatively, iconic information from gesture may contribute to declarative memory representations mediated by the hippocampus. To investigate these alternatives, we examined gesture's effects on word learning in patients with hippocampal damage and declarative memory impairment, with intact procedural memory, and in healthy and in brain-damaged comparison groups. Participants learned novel label-object pairings while producing gesture, observing gesture, or observing without gesture. After a delay, recall and object identification were assessed. Unsurprisingly, amnesic patients were unable to recall the labels at test. However, they correctly identified objects at above chance levels, but only if they produced a gesture at encoding. Comparison groups performed well above chance at both recall and object identification regardless of gesture. These findings suggest that gesture production may support word learning by engaging nondeclarative (procedural) memory. © 2018 Wiley Periodicals, Inc.

Attention-deficit/hyperactivity disorder, delay discounting, and risky financial behaviors: A preliminary analysis of self-report data.

Science.gov (United States)

Beauchaine, Theodore P; Ben-David, Itzhak; Sela, Aner

2017-01-01

Delay discounting-often referred to as hyperbolic discounting in the financial literature-is defined by a consistent preference for smaller, immediate rewards over larger, delayed rewards, and by failure of future consequences to curtail current consummatory behaviors. Previous research demonstrates (1) excessive delay discounting among individuals with attention-deficit/hyperactivity disorder (ADHD), (2) common neural substrates of delay discounting and hyperactive-impulsive symptoms of ADHD, and (3) associations between delay discounting and both debt burden and high interest rate borrowing. This study extends prior research by examining associations between ADHD symptoms, delay discounting, and an array of previously unevaluated financial outcomes among 544 individuals (mean age 35 years). Controlling for age, income, sex, education, and substance use, ADHD symptoms were associated with delay discounting, late credit card payments, credit card balances, use of pawn services, personal debt, and employment histories (less time spent at more jobs). Consistent with neural models of reward processing and associative learning, more of these relations were attributable to hyperactive-impulsive symptoms than inattentive symptoms. Implications for financial decision-making and directions for future research are discussed.

Specialization processes in on-line unsupervised learning

NARCIS (Netherlands)

Biehl, M.; Freking, A.; Reents, G.; Schlösser, E.

1998-01-01

From the recent analysis of supervised learning by on-line gradient descent in multilayered neural networks it is known that the necessary process of student specialization can be delayed significantly. We demonstrate that this phenomenon also occurs in various models of unsupervised learning. A

Parallel processing using an optical delay-based reservoir computer

Science.gov (United States)

Van der Sande, Guy; Nguimdo, Romain Modeste; Verschaffelt, Guy

2016-04-01

Delay systems subject to delayed optical feedback have recently shown great potential in solving computationally hard tasks. By implementing a neuro-inspired computational scheme relying on the transient response to optical data injection, high processing speeds have been demonstrated. However, reservoir computing systems based on delay dynamics discussed in the literature are designed by coupling many different stand-alone components which lead to bulky, lack of long-term stability, non-monolithic systems. Here we numerically investigate the possibility of implementing reservoir computing schemes based on semiconductor ring lasers. Semiconductor ring lasers are semiconductor lasers where the laser cavity consists of a ring-shaped waveguide. SRLs are highly integrable and scalable, making them ideal candidates for key components in photonic integrated circuits. SRLs can generate light in two counterpropagating directions between which bistability has been demonstrated. We demonstrate that two independent machine learning tasks , even with different nature of inputs with different input data signals can be simultaneously computed using a single photonic nonlinear node relying on the parallelism offered by photonics. We illustrate the performance on simultaneous chaotic time series prediction and a classification of the Nonlinear Channel Equalization. We take advantage of different directional modes to process individual tasks. Each directional mode processes one individual task to mitigate possible crosstalk between the tasks. Our results indicate that prediction/classification with errors comparable to the state-of-the-art performance can be obtained even with noise despite the two tasks being computed simultaneously. We also find that a good performance is obtained for both tasks for a broad range of the parameters. The results are discussed in detail in [Nguimdo et al., IEEE Trans. Neural Netw. Learn. Syst. 26, pp. 3301-3307, 2015

The impact of sleep on true and false memory across long delays.

Science.gov (United States)

Pardilla-Delgado, Enmanuelle; Payne, Jessica D

2017-01-01

While the influence of sleep on memory has a long history, sleep's role in the formation of false memories is less clear. Moreover, virtually nothing is known about the development of false memories beyond delays of about 12h. Here, for the first time, we assess post-sleep development of true and false memories across longer delay intervals of 24 and 48h. Although technically a false memory, remembering information that is related to the theme, or gist, of an experience can be considered an adaptive process. Some evidence suggests that sleep, compared to a wake period, increases both true and gist-based false memories in the Deese-Roediger-McDermott (DRM) task, but not all studies have returned this result, and most studies cannot rule out the possibility that sleep is merely protecting the information from interference, as opposed to actively aiding its consolidation. Here, to equate amount of time spent awake and asleep across groups, we assess how the positioning of sleep relative to memory encoding impacts retention across longer delays of 24 and 48h. Participants encoded 16 DRM lists in the morning (WAKE 1st Groups) or evening (SLEEP 1st Groups), and were tested either 24 or 48h later at the same time of day. Results demonstrate that true memory is better when participants sleep soon after learning. Sleeping first also increased false memory, but only in low performers. Importantly, and similar to previous studies, we found a negative correlation between slow-wave sleep (SWS) and false memory, suggesting that SWS may be detrimental for semantic/gist processing. Copyright © 2016 Elsevier Inc. All rights reserved.

An effective self-assessment based on concept map extraction from test-sheet for personalized learning

Science.gov (United States)

Liew, Keng-Hou; Lin, Yu-Shih; Chang, Yi-Chun; Chu, Chih-Ping

2013-12-01

Examination is a traditional way to assess learners' learning status, progress and performance after a learning activity. Except the test grade, a test sheet hides some implicit information such as test concepts, their relationships, importance, and prerequisite. The implicit information can be extracted and constructed a concept map for considering (1) the test concepts covered in the same question means these test concepts have strong relationships, and (2) questions in the same test sheet means the test concepts are relative. Concept map has been successfully employed in many researches to help instructors and learners organize relationships among concepts. However, concept map construction depends on experts who need to take effort and time for the organization of the domain knowledge. In addition, the previous researches regarding to automatic concept map construction are limited to consider all learners of a class, which have not considered personalized learning. To cope with this problem, this paper proposes a new approach to automatically extract and construct concept map based on implicit information in a test sheet. Furthermore, the proposed approach also can help learner for self-assessment and self-diagnosis. Finally, an example is given to depict the effectiveness of proposed approach.

Delayed power analysis

International Nuclear Information System (INIS)

Adamovich, L.A.; Azarov, V.V.

1999-01-01

Time dependent core power behavior in a nuclear reactor is described with well-known neutron kinetics equations. At the same time, two portions are distinguished in energy released from uranium nuclei fission; one released directly at fission and another delayed (residual) portion produced during radioactive decay of fission products. While prompt power is definitely described with kinetics equations, the delayed power presentation still remains outstanding. Since in operation the delayed power part is relatively small (about 6%) operation, it can be neglected for small reactivity disturbances assuming that entire power obeys neutron kinetics equations. In case of a high negative reactivity rapidly inserted in core (e.g. reactor scram initiation) the prompt and delayed components can be calculated separately with practically no impact on each other, employing kinetics equations for prompt power and known approximation formulas for delayed portion, named residual in this specific case. Under substantial disturbances the prompt component in the dynamic process becomes commensurable with delayed portion, thus making necessary to take into account their cross impact. A system of differential equations to describe time-dependent behavior of delayed power is presented. Specific NPP analysis shows a way to significantly simplify the task formulation. (author)

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

Science.gov (United States)

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.

Factors Related to Competency Test Performance for High School Learning Disabled Students.

Science.gov (United States)

Hall, Julia; And Others

1985-01-01

This study explored some factors associated with learning disabled high school students who passed the North Carolina Minimum Competency Test on the second administration. Factors examined include reading score on the first competency test, intelligence quotient, locus of control, mother's education, teacher support, student/teacher ratio, and…

Opportunity to learn: Investigating possible predictors for pre-course Test Of Astronomy STandards TOAST scores

Science.gov (United States)

Berryhill, Katie J.

As astronomy education researchers become more interested in experimentally testing innovative teaching strategies to enhance learning in introductory astronomy survey courses ("ASTRO 101"), scholars are placing increased attention toward better understanding factors impacting student gain scores on the widely used Test Of Astronomy STandards (TOAST). Usually used in a pre-test and post-test research design, one might naturally assume that the pre-course differences observed between high- and low-scoring college students might be due in large part to their pre-existing motivation, interest, experience in science, and attitudes about astronomy. To explore this notion, 11 non-science majoring undergraduates taking ASTRO 101 at west coast community colleges were interviewed in the first few weeks of the course to better understand students' pre-existing affect toward learning astronomy with an eye toward predicting student success. In answering this question, we hope to contribute to our understanding of the incoming knowledge of students taking undergraduate introductory astronomy classes, but also gain insight into how faculty can best meet those students' needs and assist them in achieving success. Perhaps surprisingly, there was only weak correlation between students' motivation toward learning astronomy and their pre-test scores. Instead, the most fruitful predictor of TOAST pre-test scores was the quantity of pre-existing, informal, self-directed astronomy learning experiences.

Effect of Nb on hydrogen-induced delayed fracture in high strength hot stamping steels

Energy Technology Data Exchange (ETDEWEB)

Zhang, Shiqi [School of Materials Science and Engineering, University of Science and Technology Beijing, Beijing 100083 (China); College of Mechanical Engineering, Yangtze University, Jingzhou 434023 (China); Huang, Yunhua, E-mail: huangyh@mater.ustb.edu.cn [School of Materials Science and Engineering, University of Science and Technology Beijing, Beijing 100083 (China); Sun, Bintang, E-mail: bingtangsun@ustb.edu.cn [School of Materials Science and Engineering, University of Science and Technology Beijing, Beijing 100083 (China); Liao, Qingliang [School of Materials Science and Engineering, University of Science and Technology Beijing, Beijing 100083 (China); Lu, Hongzhou [CITIC Metal Co. Ltd., Room 1901, Capital Mansion 6, Xin Yuan Nanlu, Chaoyang District, Beijing 100004 (China); The School of Resources and Environmental Engineering, East China University of Science and Technology, Meilong road 130, Xujiahui District, Shanghai 200237 (China); Jian, Bian [Niobium Tech Asia, 068898 Singapore (Singapore); Mohrbacher, Hardy [NiobelCon bvba, 2970 Schilde (Belgium); Zhang, Wei; Guo, Aimin [CITIC Metal Co. Ltd., Room 1901, Capital Mansion 6, Xin Yuan Nanlu, Chaoyang District, Beijing 100004 (China); Zhang, Yue [School of Materials Science and Engineering, University of Science and Technology Beijing, Beijing 100083 (China); The State Key Laboratory for Advanced Metals and Materials, University of Science and Technology Beijing, Beijing 100083 (China)

2015-02-25

The effect of Nb addition (0.022, 0.053, 0.078 wt%) on the hydrogen-induced delayed fracture resistance of 22MnB5 was studied by constant load test and electrochemical hydrogen permeation method. It is shown that the appropriate addition of Nb is beneficial to the improvement of the delayed fracture resistance of tested steel, especially when the steel contains high concentration of hydrogen, and the maximum delayed fracture resistance is obtained at a Nb content of 0.053%.The result of hydrogen permeation test shows that the diffusion coefficient of hydrogen in the steel containing niobium is lower than that in steel without niobium, which indicates that it is harder for hydrogen in the steels containing niobium to diffuse and aggregate. In addition, the reason for Nb improving the delayed fracture resistance of steels is discussed from two aspects: hydrogen trap effect and grain refinement effect. The analysis shows that the main reason leading to the improvement of the delayed fracture resistance is the hydrogen trapping effect of NbC while the grain refinement effect of Nb(C,N) secondary.

Effect of Nb on hydrogen-induced delayed fracture in high strength hot stamping steels

International Nuclear Information System (INIS)

Zhang, Shiqi; Huang, Yunhua; Sun, Bintang; Liao, Qingliang; Lu, Hongzhou; Jian, Bian; Mohrbacher, Hardy; Zhang, Wei; Guo, Aimin; Zhang, Yue

2015-01-01

The effect of Nb addition (0.022, 0.053, 0.078 wt%) on the hydrogen-induced delayed fracture resistance of 22MnB5 was studied by constant load test and electrochemical hydrogen permeation method. It is shown that the appropriate addition of Nb is beneficial to the improvement of the delayed fracture resistance of tested steel, especially when the steel contains high concentration of hydrogen, and the maximum delayed fracture resistance is obtained at a Nb content of 0.053%.The result of hydrogen permeation test shows that the diffusion coefficient of hydrogen in the steel containing niobium is lower than that in steel without niobium, which indicates that it is harder for hydrogen in the steels containing niobium to diffuse and aggregate. In addition, the reason for Nb improving the delayed fracture resistance of steels is discussed from two aspects: hydrogen trap effect and grain refinement effect. The analysis shows that the main reason leading to the improvement of the delayed fracture resistance is the hydrogen trapping effect of NbC while the grain refinement effect of Nb(C,N) secondary

CopperCore Service Integration, Integrating IMS Learning Design and IMS Question and Test Interoperability

NARCIS (Netherlands)

Vogten, Hubert; Martens, Harrie; Nadolski, Rob; Tattersall, Colin; Van Rosmalen, Peter; Koper, Rob

2006-01-01

Vogten, H., Martens, H., Nadolski, R., Tattersall, C., Rosmalen, van, P., Koper, R., (2006). CopperCore Service Integration, Integrating IMS Learning Design and IMS Question and Test Interoperability. Proceedings of the 6th IEEE International Conference on Advanced Learning Technologies (pp.