Multi-sensory Sculpting (MSS)

DEFF Research Database (Denmark)

von Wallpach, Sylvia; Kreuzer, Maria

2013-01-01

-conscious and modality-specific level and use multi-sensory metaphors to express embodied knowledge. Retrieving embodied brand knowledge requires methods that (a) stimulate various senses that have been involved in brand knowledge formation and (b) give consumers the opportunity to express themselves metaphorically...

Superior sensory, motor, and cognitive performance in elderly individuals with multi-year dancing activities

Directory of Open Access Journals (Sweden)

Jan-Christoph Kattenstroth

2010-07-01

Full Text Available Aging is associated with a progressive decline of mental and physical abilities. Considering the current demographic changes in many civilizations there is an urgent need for measures permitting an independent lifestyle into old age. The critical role of physical exercise in mediating and maintaining physical and mental fitness is well-acknowledged. Dance, in addition to physical activity, combines emotions, social interaction, sensory stimulation, motor coordination and music, thereby creating enriched environmental conditions for human individuals. Here we demonstrate the impact of multi-year (average 16.5 years amateur dancing (AD in a group of elderly subjects (aged 65 to 84 years as compared to education-, gender- and aged-matched controls (CG having no record of dancing or sporting activities. Besides posture and balance parameters, we tested reaction times, motor behavior, tactile and cognitive performance. In each of the different domains investigated, the AD group had a superior performance as compared to the non-dancer CG group. Analysis of individual performance revealed that the best participants of the AD group were not better than individuals of the CG group. Instead, the AD group lacked individuals showing poor performance, which was frequently observed for the CG group. This observation implies that maintaining a regular schedule of dancing into old age can preserve cognitive, motor and perceptual abilities and prevent them from degradation. We conclude that the far-reaching beneficial effects found in the AD group make dance, beyond its ability to facilitate balance and posture, a prime candidate for the preservation of everyday life competence of elderly individuals.

A multi-sensory methodological approach for science learning

Directory of Open Access Journals (Sweden)

Eugenia Lucia Bossio

2016-04-01

Full Text Available This paper presents both a learning environment aimed at science education and the results obtained at the end of its experimentation carried out in a secondary school. The edutainment environment has been designed to explain the physical theory of superstrings, and it was mainly based on the construction of artifacts and on the manipulation of digital media. In order to both intrigue students and make interesting and appealing this complex subject of physics we have tried to stimulate and engage students in a multi-sensory way through different approaches. It was outlined a path made by different steps to deal with the scientific issues addressed that would actively encourage a real translation of knowledge into skills and both different styles and ways of learning. Superstring theory was first presented through traditional approaches and, later, through the construction of metaphoric representations made by artifacts created by the students. The experimentation, conducted on a group of 20 students, allowed to evaluate the effectiveness of the environment. Un approccio multisensoriale per l’apprendimento delle scienzeQuesto articolo presenta un ambiente di apprendimento rivolto alla didattica delle scienze e i risultati ottenuti al termine della sua sperimentazione compiuta presso un istituto scolastico d’istruzione secondaria di primo grado. L’ambiente di edutainment è stato progettato per realizzare la divulgazione della teoria fisica delle superstringhe, ed è stato prevalentemente basato sulla costruzione di manufatti e sulla manipolazione di media digitali. Si è cercato di stimolare e coinvolgere gli alunni mediante approcci diversi e in maniera multisensoriale con l’obiettivo di incuriosirli rendendo interessante e accattivante questo complesso argomento della fisica. È stato delineato un percorso per gradi alle problematiche scientifiche affrontate che potesse attivamente stimolare sia i vari stili e modi di apprendimento

Effects of a Sensory Stimulation by Nurses and Families on Level of Cognitive Function, and Basic Cognitive Sensory Recovery of Comatose Patients With Severe Traumatic Brain Injury: A Randomized Control Trial.

Science.gov (United States)

Moattari, Marzieh; Alizadeh Shirazi, Fatemeh; Sharifi, Nasrin; Zareh, Najaf

2016-09-01

Several lines of evidence suggest that early sensory stimulation and regular family visiting programs are potential nursing interventions to improve the outcomes of head injured comatose patients. However, little is known about the impacts of family involvement in providing sensory stimulation. To determine the effects of a sensory stimulation program conducted by nurses and families on the consciousness, level of cognitive function, and basic cognitive sensory recovery of head injury comatose patients. This was a randomized clinical trial performed at the Shiraz level I trauma center including 60 head injured comatose patients with an initial Glasgow coma score (GCS) of less than 8. Patients were randomly assigned to receive sensory stimulation by a qualified nurse (nurse group; n = 20), by the family (family group; n = 20), or usual care (control group; n = 20). The sensory stimulation program involving the nurses and patients' families was conducted, twice daily, in the morning and evening for 7 days. The level of consciousness, level of cognitive function, and basic cognitive sensory recovery of the patients were evaluated and monitored using the GCS, Rancho Los Amigos (RLA), and Western Neuro-Sensory stimulation profile (WNSSP). Data were analyzed by chi square, Kruskal-Wallis, and repeated-measures tests using SPSS. All the patients were comparable regarding their baseline characteristics, level of consciousness, level of cognitive function, and basic cognitive sensory recovery determined by GCS, RLA, and WNSSP. Although the two intervention groups of the study improved, those who received the sensory stimulation program from their families had significantly higher GCS (P = 0.001), RLA (P = 0.001), and WNSSP (P = 0.001) scores after 7 days when compared to the two other groups. The application of sensory stimulation by families led to significant increases in the consciousness, level of cognitive function, and basic cognitive sensory recovery of comatose

Sex differences in chemosensation: sensory or cognitive?

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Kathrin eOhla

2013-09-01

Full Text Available Although the first sex-dependent differences for chemosensory processing were reported in the scientific literature over 60 years ago, the underlying mechanisms are still unknown. Generally, more pronounced sex-dependent differences are noted with increased task difficulty or with increased levels of intranasal irritation produced by the stimulus. Whether differences between the sexes arise from differences in chemosensory sensitivity of the two intranasal sensory systems involved or from differences in cognitive processing associated with emotional evaluation of the stimulants is still not known. We used simultaneous and complementary measures of electrophysiological (EEG, psychophysiological, and psychological responses to stimuli varying in intranasal irritation and oldorousness to investigate whether sex differences in the processing of intranasal irritation are mediated by varying sensitivity of the involved sensory systems or by differences in cognitive and/or emotional evaluation of the irritants. Women perceived all stimulants more irritating and they exhibited larger amplitudes of the late positive deflection of the event-related potential than men. No significant differences in sensory sensitivity, anxiety and arousal responses could be detected. Our findings suggest that men and women process intranasal irritation differently. Importantly, the differences cannot be explained by variation in sensory sensitivity to irritants, differences in anxiety or differences in physiological arousal. We propose that women allocate attention stronger to potentially noxious stimuli, which eventually causes differences in cognitive appraisal and subjective perception.

Cross-sectional and longitudinal relationship between neuroticism and cognitive ability in advanced old age: the moderating role of severe sensory impairment.

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Wettstein, Markus; Kuźma, Elżbieta; Wahl, Hans-Werner; Heyl, Vera

2016-09-01

Gaining a comprehensive picture of the network of constructs in which cognitive functioning is embedded is crucial across the full lifespan. With respect to personality, previous findings support a relationship between neuroticism and cognitive abilities. However, findings regarding old age are inconsistent. In particular, little is known about potentially moderating variables which might explain some of the inconsistency. Our aim was to examine the moderating effect of severe sensory impairment on cross-sectional and longitudinal associations between neuroticism and cognitive functioning. The study sample consisted of 121 visually impaired (VI), 116 hearing impaired (HI), and 150 sensory unimpaired older adults (UI). Mean age was 82.50 years (SD = 4.71 years). Neuroticism was assessed by the NEO Five Factor Inventory, and multiple established tests were used for the assessment of cognitive performance (e.g., subtests of the revised Wechsler Adult Intelligence Scale). Bivariate correlations and multi-group structural equation models indicated stronger relationships between cognitive abilities and neuroticism in both sensory impaired groups (VI and HI) compared to UI older individuals. This relationship was attenuated but still significant in both sensory impaired groups when controlling for age, education and health (number of chronic conditions). In cross-lagged panel models, higher baseline neuroticism was significantly associated with lower cognitive performance four years later in VI and HI individuals. Our results suggest that sensory impairment moderates both cross-sectional and longitudinal associations between neuroticism and cognitive function in advanced old age.

Just do it: action-dependent learning allows sensory prediction.

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Itai Novick

Full Text Available Sensory-motor learning is commonly considered as a mapping process, whereby sensory information is transformed into the motor commands that drive actions. However, this directional mapping, from inputs to outputs, is part of a loop; sensory stimuli cause actions and vice versa. Here, we explore whether actions affect the understanding of the sensory input that they cause. Using a visuo-motor task in humans, we demonstrate two types of learning-related behavioral effects. Stimulus-dependent effects reflect stimulus-response learning, while action-dependent effects reflect a distinct learning component, allowing the brain to predict the forthcoming sensory outcome of actions. Together, the stimulus-dependent and the action-dependent learning components allow the brain to construct a complete internal representation of the sensory-motor loop.

A combined model of sensory and cognitive representations underlying tonal expectations in music: from audio signals to behavior.

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Collins, Tom; Tillmann, Barbara; Barrett, Frederick S; Delbé, Charles; Janata, Petr

2014-01-01

Listeners' expectations for melodies and harmonies in tonal music are perhaps the most studied aspect of music cognition. Long debated has been whether faster response times (RTs) to more strongly primed events (in a music theoretic sense) are driven by sensory or cognitive mechanisms, such as repetition of sensory information or activation of cognitive schemata that reflect learned tonal knowledge, respectively. We analyzed over 300 stimuli from 7 priming experiments comprising a broad range of musical material, using a model that transforms raw audio signals through a series of plausible physiological and psychological representations spanning a sensory-cognitive continuum. We show that RTs are modeled, in part, by information in periodicity pitch distributions, chroma vectors, and activations of tonal space--a representation on a toroidal surface of the major/minor key relationships in Western tonal music. We show that in tonal space, melodies are grouped by their tonal rather than timbral properties, whereas the reverse is true for the periodicity pitch representation. While tonal space variables explained more of the variation in RTs than did periodicity pitch variables, suggesting a greater contribution of cognitive influences to tonal expectation, a stepwise selection model contained variables from both representations and successfully explained the pattern of RTs across stimulus categories in 4 of the 7 experiments. The addition of closure--a cognitive representation of a specific syntactic relationship--succeeded in explaining results from all 7 experiments. We conclude that multiple representational stages along a sensory-cognitive continuum combine to shape tonal expectations in music. (PsycINFO Database Record (c) 2014 APA, all rights reserved).

Cognitive, sensory and physical factors enabling driving safety in older adults.

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Anstey, Kaarin J; Wood, Joanne; Lord, Stephen; Walker, Janine G

2005-01-01

We reviewed literature on cognitive, sensory, motor and physical factors associated with safe driving and crash risk in older adults with the goal of developing a model of factors enabling safe driving behaviour. Thirteen empirical studies reporting associations between cognitive, sensory, motor and physical factors and either self-reported crashes, state crash records or on-road driving measures were identified. Measures of attention, reaction time, memory, executive function, mental status, visual function, and physical function variables were associated with driving outcome measures. Self-monitoring was also identified as a factor that may moderate observed effects by influencing driving behavior. We propose that three enabling factors (cognition, sensory function and physical function/medical conditions) predict driving ability, but that accurate self-monitoring of these enabling factors is required for safe driving behaviour.

LCoMotion - Learning, Cognition and Motion; a multicomponent cluster randomized school-based intervention aimed at increasing learning and cognition - rationale, design and methods

DEFF Research Database (Denmark)

Bugge, Anna; Tarp, Jakob; Ostergaard, Lars

2014-01-01

BACKGROUND: The aim of the study; LCoMotion - Learning, Cognition and Motion was to develop, document, and evaluate a multi-component physical activity (PA) intervention in public schools in Denmark. The primary outcome was cognitive function. Secondary outcomes were academic skills, body composi...

Adaptive multi-objective Optimization scheme for cognitive radio resource management

KAUST Repository

Alqerm, Ismail; Shihada, Basem

2014-01-01

configuration by exploiting optimization and machine learning techniques. In this paper, we propose an Adaptive Multi-objective Optimization Scheme (AMOS) for cognitive radio resource management to improve spectrum operation and network performance

Neuromorphic cognitive systems a learning and memory centered approach

CERN Document Server

Yu, Qiang; Hu, Jun; Tan Chen, Kay

2017-01-01

This book presents neuromorphic cognitive systems from a learning and memory-centered perspective. It illustrates how to build a system network of neurons to perform spike-based information processing, computing, and high-level cognitive tasks. It is beneficial to a wide spectrum of readers, including undergraduate and postgraduate students and researchers who are interested in neuromorphic computing and neuromorphic engineering, as well as engineers and professionals in industry who are involved in the design and applications of neuromorphic cognitive systems, neuromorphic sensors and processors, and cognitive robotics. The book formulates a systematic framework, from the basic mathematical and computational methods in spike-based neural encoding, learning in both single and multi-layered networks, to a near cognitive level composed of memory and cognition. Since the mechanisms for integrating spiking neurons integrate to formulate cognitive functions as in the brain are little understood, studies of neuromo...

Reducing the Cognitive Workload While Operating in Complex Sensory Environments

National Research Council Canada - National Science Library

Cooper, Leon

2004-01-01

.... However, there are some problems and ambiguities at the level of sensory processing, and preprocessing of the signal, that cannot be resolved without taking into account cognitive level expectations...

Deep Unsupervised Learning on a Desktop PC: A Primer for Cognitive Scientists.

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Testolin, Alberto; Stoianov, Ivilin; De Filippo De Grazia, Michele; Zorzi, Marco

2013-01-01

Deep belief networks hold great promise for the simulation of human cognition because they show how structured and abstract representations may emerge from probabilistic unsupervised learning. These networks build a hierarchy of progressively more complex distributed representations of the sensory data by fitting a hierarchical generative model. However, learning in deep networks typically requires big datasets and it can involve millions of connection weights, which implies that simulations on standard computers are unfeasible. Developing realistic, medium-to-large-scale learning models of cognition would therefore seem to require expertise in programing parallel-computing hardware, and this might explain why the use of this promising approach is still largely confined to the machine learning community. Here we show how simulations of deep unsupervised learning can be easily performed on a desktop PC by exploiting the processors of low cost graphic cards (graphic processor units) without any specific programing effort, thanks to the use of high-level programming routines (available in MATLAB or Python). We also show that even an entry-level graphic card can outperform a small high-performance computing cluster in terms of learning time and with no loss of learning quality. We therefore conclude that graphic card implementations pave the way for a widespread use of deep learning among cognitive scientists for modeling cognition and behavior.

Deep unsupervised learning on a desktop PC: A primer for cognitive scientists

Directory of Open Access Journals (Sweden)

Alberto eTestolin

2013-05-01

Full Text Available Deep belief networks hold great promise for the simulation of human cognition because they show how structured and abstract representations may emerge from probabilistic unsupervised learning. These networks build a hierarchy of progressively more complex distributed representations of the sensory data by fitting a hierarchical generative model. However, learning in deep networks typically requires big datasets and it can involve millions of connection weights, which implies that simulations on standard computers are unfeasible. Developing realistic, medium-to-large-scale learning models of cognition would therefore seem to require expertise in programming parallel-computing hardware, and this might explain why the use of this promising approach is still largely confined to the machine learning community. Here we show how simulations of deep unsupervised learning can be easily performed on a desktop PC by exploiting the processors of low-cost graphic cards (GPUs without any specific programming effort, thanks to the use of high-level programming routines (available in MATLAB or Python. We also show that even an entry-level graphic card can outperform a small high-performance computing cluster in terms of learning time and with no loss of learning quality. We therefore conclude that graphic card implementations pave the way for a widespread use of deep learning among cognitive scientists for modeling cognition and behavior.

Deep Unsupervised Learning on a Desktop PC: A Primer for Cognitive Scientists

Science.gov (United States)

Testolin, Alberto; Stoianov, Ivilin; De Filippo De Grazia, Michele; Zorzi, Marco

2013-01-01

Deep belief networks hold great promise for the simulation of human cognition because they show how structured and abstract representations may emerge from probabilistic unsupervised learning. These networks build a hierarchy of progressively more complex distributed representations of the sensory data by fitting a hierarchical generative model. However, learning in deep networks typically requires big datasets and it can involve millions of connection weights, which implies that simulations on standard computers are unfeasible. Developing realistic, medium-to-large-scale learning models of cognition would therefore seem to require expertise in programing parallel-computing hardware, and this might explain why the use of this promising approach is still largely confined to the machine learning community. Here we show how simulations of deep unsupervised learning can be easily performed on a desktop PC by exploiting the processors of low cost graphic cards (graphic processor units) without any specific programing effort, thanks to the use of high-level programming routines (available in MATLAB or Python). We also show that even an entry-level graphic card can outperform a small high-performance computing cluster in terms of learning time and with no loss of learning quality. We therefore conclude that graphic card implementations pave the way for a widespread use of deep learning among cognitive scientists for modeling cognition and behavior. PMID:23653617

The Embodied GIS. Using Mixed Reality to explore multi-sensory archaeological landscapes

Directory of Open Access Journals (Sweden)

Stuart Eve

2017-06-01

Full Text Available We are at a turning point in development and thought about multi-sensorial engagement using digital mediation. From Oculus Rift VR goggles, Google Cardboard, noise-reducing headphones, vibrating-haptic simulating gloves, smell generators and virtual treadmills, every week a new technology or software emerges that can be used to virtualise, augment or diminish our reality, across all of our senses. In many cases these technologies have been used by archaeologists or museum professionals to didactically present or reconstruct archaeological sites or artefacts. However, Mixed Reality is rarely used to actively explore or analyse archaeological sites. This article explores a number of ways that these new multi-sensory developments can be harnessed and linked to a traditional GIS database using Mixed Reality. Through the example of three different sensory applications, I will demonstrate the implementation of an embodied GIS – allowing a multi-sensorial experience of archaeological data in situ, and enabling archaeologists to explore data in new ways, encouraging new interpretations by thinking and working through the body.

Modeling language and cognition with deep unsupervised learning: a tutorial overview.

Science.gov (United States)

Zorzi, Marco; Testolin, Alberto; Stoianov, Ivilin P

2013-01-01

Deep unsupervised learning in stochastic recurrent neural networks with many layers of hidden units is a recent breakthrough in neural computation research. These networks build a hierarchy of progressively more complex distributed representations of the sensory data by fitting a hierarchical generative model. In this article we discuss the theoretical foundations of this approach and we review key issues related to training, testing and analysis of deep networks for modeling language and cognitive processing. The classic letter and word perception problem of McClelland and Rumelhart (1981) is used as a tutorial example to illustrate how structured and abstract representations may emerge from deep generative learning. We argue that the focus on deep architectures and generative (rather than discriminative) learning represents a crucial step forward for the connectionist modeling enterprise, because it offers a more plausible model of cortical learning as well as a way to bridge the gap between emergentist connectionist models and structured Bayesian models of cognition.

Modeling Language and Cognition with Deep Unsupervised Learning:A Tutorial Overview

Directory of Open Access Journals (Sweden)

Marco eZorzi

2013-08-01

Full Text Available Deep unsupervised learning in stochastic recurrent neural networks with many layers of hidden units is a recent breakthrough in neural computation research. These networks build a hierarchy of progressively more complex distributed representations of the sensory data by fitting a hierarchical generative model. In this article we discuss the theoretical foundations of this approach and we review key issues related to training, testing and analysis of deep networks for modeling language and cognitive processing. The classic letter and word perception problem of McClelland and Rumelhart (1981 is used as a tutorial example to illustrate how structured and abstract representations may emerge from deep generative learning. We argue that the focus on deep architectures and generative (rather than discriminative learning represents a crucial step forward for the connectionist modeling enterprise, because it offers a more plausible model of cortical learning as well as way to bridge the gap between emergentist connectionist models and structured Bayesian models of cognition.

Modeling language and cognition with deep unsupervised learning: a tutorial overview

Science.gov (United States)

Zorzi, Marco; Testolin, Alberto; Stoianov, Ivilin P.

2013-01-01

Deep unsupervised learning in stochastic recurrent neural networks with many layers of hidden units is a recent breakthrough in neural computation research. These networks build a hierarchy of progressively more complex distributed representations of the sensory data by fitting a hierarchical generative model. In this article we discuss the theoretical foundations of this approach and we review key issues related to training, testing and analysis of deep networks for modeling language and cognitive processing. The classic letter and word perception problem of McClelland and Rumelhart (1981) is used as a tutorial example to illustrate how structured and abstract representations may emerge from deep generative learning. We argue that the focus on deep architectures and generative (rather than discriminative) learning represents a crucial step forward for the connectionist modeling enterprise, because it offers a more plausible model of cortical learning as well as a way to bridge the gap between emergentist connectionist models and structured Bayesian models of cognition. PMID:23970869

Multi-Objective Reinforcement Learning-Based Deep Neural Networks for Cognitive Space Communications

Science.gov (United States)

Ferreria, Paulo Victor R.; Paffenroth, Randy; Wyglinski, Alexander M.; Hackett, Timothy M.; Bilen, Sven G.; Reinhart, Richard C.; Mortensen, Dale J.

2017-01-01

Future communication subsystems of space exploration missions can potentially benefit from software-defined radios (SDRs) controlled by machine learning algorithms. In this paper, we propose a novel hybrid radio resource allocation management control algorithm that integrates multi-objective reinforcement learning and deep artificial neural networks. The objective is to efficiently manage communications system resources by monitoring performance functions with common dependent variables that result in conflicting goals. The uncertainty in the performance of thousands of different possible combinations of radio parameters makes the trade-off between exploration and exploitation in reinforcement learning (RL) much more challenging for future critical space-based missions. Thus, the system should spend as little time as possible on exploring actions, and whenever it explores an action, it should perform at acceptable levels most of the time. The proposed approach enables on-line learning by interactions with the environment and restricts poor resource allocation performance through virtual environment exploration. Improvements in the multiobjective performance can be achieved via transmitter parameter adaptation on a packet-basis, with poorly predicted performance promptly resulting in rejected decisions. Simulations presented in this work considered the DVB-S2 standard adaptive transmitter parameters and additional ones expected to be present in future adaptive radio systems. Performance results are provided by analysis of the proposed hybrid algorithm when operating across a satellite communication channel from Earth to GEO orbit during clear sky conditions. The proposed approach constitutes part of the core cognitive engine proof-of-concept to be delivered to the NASA Glenn Research Center SCaN Testbed located onboard the International Space Station.

Development of sensorial experiments and their implementation into undergraduate laboratories

Science.gov (United States)

Bromfield Lee, Deborah Christina

"Visualization" of chemical phenomena often has been limited in the teaching laboratories to the sense of sight. We have developed chemistry experiments that rely on senses other than eyesight to investigate chemical concepts, make quantitative determinations, and familiarize students with chemical techniques traditionally designed using only eyesight. Multi-sensory learning can benefit all students by actively engaging them in learning through stimulation or an alternative way of experiencing a concept or ideas. Perception of events or concepts usually depends on the information from the different sensory systems combined. The use of multi-sensory learning can take advantage of all the senses to reinforce learning as each sense builds toward a more complete experience of scientific data. Research has shown that multi-sensory representations of scientific phenomena is a valuable tool for enhancing understanding of chemistry as well as displacing misconceptions through experience. Multi-sensory experiences have also been shown to enrich memory performance. There are few experiments published which utilize multiple senses in the teaching laboratory. The sensorial experiments chosen were conceptually similar to experiments currently performed in undergraduate laboratories; however students collect different types of data using multi-sensory observations. The experiments themselves were developed by using chemicals that would provide different sensory changes or capitalizing on sensory observations that were typically overlooked or ignored and obtain similar and precise results as in traditional experiments. Minimizing hazards and using safe practices are especially essential in these experiments as students utilize senses traditionally not allowed to be used in the laboratories. These sensorial experiments utilize typical equipment found in the teaching laboratories as well as inexpensive chemicals in order to aid implementation. All experiments are rigorously tested

Accommodating Students' Sensory Learning Modalities in Online Formats

Science.gov (United States)

Allison, Barbara N.; Rehm, Marsha L.

2016-01-01

Online classes have become a popular and viable method of educating students in both K-12 settings and higher education, including in family and consumer sciences (FCS) programs. Online learning dramatically affects the way students learn. This article addresses how online learning can accommodate the sensory learning modalities (sight, hearing,…

Learning anatomy via mobile augmented reality: Effects on achievement and cognitive load.

Science.gov (United States)

Küçük, Sevda; Kapakin, Samet; Göktaş, Yüksel

2016-10-01

Augmented reality (AR), a new generation of technology, has attracted the attention of educators in recent years. In this study, a MagicBook was developed for a neuroanatomy topic by using mobile augmented reality (mAR) technology. This technology integrates virtual learning objects into the real world and allow users to interact with the environment using mobile devices. The purpose of this study was to determine the effects of learning anatomy via mAR on medical students' academic achievement and cognitive load. The mixed method was applied in the study. The random sample consisted of 70 second-year undergraduate medical students: 34 in an experimental group and 36 in a control group. Academic achievement test and cognitive load scale were used as data collection tool. A one-way MANOVA test was used for analysis. The experimental group, which used mAR applications, reported higher achievement and lower cognitive load. The use of mAR applications in anatomy education contributed to the formation of an effective and productive learning environment. Student cognitive load decreased as abstract information became concrete in printed books via multimedia materials in mAR applications. Additionally, students were able to access the materials in the MagicBook anytime and anywhere they wanted. The mobile learning approach helped students learn better by exerting less cognitive effort. Moreover, the sensory experience and real time interaction with environment may provide learning satisfaction and enable students to structure their knowledge to complete the learning tasks. Anat Sci Educ 9: 411-421. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

Accelerating Early Language Development with Multi-Sensory Training

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Bjorn, Piia M.; Kakkuri, Irma; Karvonen, Pirkko; Leppanen, Paavo H. T.

2012-01-01

This paper reports the outcome of a multi-sensory intervention on infant language skills. A programme titled "Rhyming Game and Exercise Club", which included kinaesthetic-tactile mother-child rhyming games performed in natural joint attention situations, was intended to accelerate Finnish six- to eight-month-old infants' language development. The…

The visual cognitive network, but not the visual sensory network, is affected in amnestic mild cognitive impairment: a study of brain oscillatory responses.

Science.gov (United States)

Yener, Görsev G; Emek-Savaş, Derya Durusu; Güntekin, Bahar; Başar, Erol

2014-10-17

Mild Cognitive Impairment (MCI) is considered in many as prodromal stage of Alzheimer's disease (AD). Event-related oscillations (ERO) reflect cognitive responses of brain whereas sensory-evoked oscillations (SEO) inform about sensory responses. For this study, we compared visual SEO and ERO responses in MCI to explore brain dynamics (BACKGROUND). Forty-three patients with MCI (mean age=74.0 year) and 41 age- and education-matched healthy-elderly controls (HC) (mean age=71.1 year) participated in the study. The maximum peak-to-peak amplitudes for each subject's averaged delta response (0.5-3.0 Hz) were measured from two conditions (simple visual stimulation and classical visual oddball paradigm target stimulation) (METHOD). Overall, amplitudes of target ERO responses were higher than SEO amplitudes. The preferential location for maximum amplitude values was frontal lobe for ERO and occipital lobe for SEO. The ANOVA for delta responses showed significant results for the group Xparadigm. Post-hoc tests indicated that (1) the difference between groups were significant for target delta responses, but not for SEO, (2) ERO elicited higher responses for HC than MCI patients, and (3) females had higher target ERO than males and this difference was pronounced in the control group (RESULTS). Overall, cognitive responses display almost double the amplitudes of sensory responses over frontal regions. The topography of oscillatory responses differs depending on stimuli: visualsensory responses are highest over occipitals and -cognitive responses over frontal regions. A group effect is observed in MCI indicating that visual sensory and cognitive circuits behave differently indicating preserved visual sensory responses, but decreased cognitive responses (CONCLUSION). Copyright © 2014 Elsevier B.V. All rights reserved.

NHL and RCGA Based Multi-Relational Fuzzy Cognitive Map Modeling for Complex Systems

Directory of Open Access Journals (Sweden)

Zhen Peng

2015-11-01

Full Text Available In order to model multi-dimensions and multi-granularities oriented complex systems, this paper firstly proposes a kind of multi-relational Fuzzy Cognitive Map (FCM to simulate the multi-relational system and its auto construct algorithm integrating Nonlinear Hebbian Learning (NHL and Real Code Genetic Algorithm (RCGA. The multi-relational FCM fits to model the complex system with multi-dimensions and multi-granularities. The auto construct algorithm can learn the multi-relational FCM from multi-relational data resources to eliminate human intervention. The Multi-Relational Data Mining (MRDM algorithm integrates multi-instance oriented NHL and RCGA of FCM. NHL is extended to mine the causal relationships between coarse-granularity concept and its fined-granularity concepts driven by multi-instances in the multi-relational system. RCGA is used to establish high-quality high-level FCM driven by data. The multi-relational FCM and the integrating algorithm have been applied in complex system of Mutagenesis. The experiment demonstrates not only that they get better classification accuracy, but it also shows the causal relationships among the concepts of the system.

Age-related changes in visual temporal order judgment performance: Relation to sensory and cognitive capacities.

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Busey, Thomas; Craig, James; Clark, Chris; Humes, Larry

2010-08-06

Five measures of temporal order judgments were obtained from 261 participants, including 146 elder, 44 middle aged, and 71 young participants. Strong age group differences were observed in all five measures, although the group differences were reduced when letter discriminability was matched for all participants. Significant relations were found between these measures of temporal processing and several cognitive and sensory assays, and structural equation modeling revealed the degree to which temporal order processing can be viewed as a latent factor that depends in part on contributions from sensory and cognitive capacities. The best-fitting model involved two different latent factors representing temporal order processing at same and different locations, and the sensory and cognitive factors were more successful predicting performance in the different location factor than the same-location factor. Processing speed, even measured using high-contrast symbols on a paper-and-pencil test, was a surprisingly strong predictor of variability in both latent factors. However, low-level sensory measures also made significant contributions to the latent factors. The results demonstrate the degree to which temporal order processing relates to other perceptual and cognitive capacities, and address the question of whether age-related declines in these capacities share a common cause. Copyright 2010 Elsevier Ltd. All rights reserved.

Learning from sensory and reward prediction errors during motor adaptation.

Science.gov (United States)

Izawa, Jun; Shadmehr, Reza

2011-03-01

Voluntary motor commands produce two kinds of consequences. Initially, a sensory consequence is observed in terms of activity in our primary sensory organs (e.g., vision, proprioception). Subsequently, the brain evaluates the sensory feedback and produces a subjective measure of utility or usefulness of the motor commands (e.g., reward). As a result, comparisons between predicted and observed consequences of motor commands produce two forms of prediction error. How do these errors contribute to changes in motor commands? Here, we considered a reach adaptation protocol and found that when high quality sensory feedback was available, adaptation of motor commands was driven almost exclusively by sensory prediction errors. This form of learning had a distinct signature: as motor commands adapted, the subjects altered their predictions regarding sensory consequences of motor commands, and generalized this learning broadly to neighboring motor commands. In contrast, as the quality of the sensory feedback degraded, adaptation of motor commands became more dependent on reward prediction errors. Reward prediction errors produced comparable changes in the motor commands, but produced no change in the predicted sensory consequences of motor commands, and generalized only locally. Because we found that there was a within subject correlation between generalization patterns and sensory remapping, it is plausible that during adaptation an individual's relative reliance on sensory vs. reward prediction errors could be inferred. We suggest that while motor commands change because of sensory and reward prediction errors, only sensory prediction errors produce a change in the neural system that predicts sensory consequences of motor commands.

Stability and selectivity of a chronic, multi-contact cuff electrode for sensory stimulation in human amputees.

Science.gov (United States)

Tan, Daniel W; Schiefer, Matthew A; Keith, Michael W; Anderson, J Robert; Tyler, Dustin J

2015-04-01

Stability and selectivity are important when restoring long-term, functional sensory feedback in individuals with limb-loss. Our objective is to demonstrate a chronic, clinical neural stimulation system for providing selective sensory response in two upper-limb amputees. Multi-contact cuff electrodes were implanted in the median, ulnar, and radial nerves of the upper-limb. Nerve stimulation produced a selective sensory response on 19 of 20 contacts and 16 of 16 contacts in subjects 1 and 2, respectively. Stimulation elicited multiple, distinct percept areas on the phantom and residual limb. Consistent threshold, impedance, and percept areas have demonstrated that the neural interface is stable for the duration of this on-going, chronic study. We have achieved selective nerve response from multi-contact cuff electrodes by demonstrating characteristic percept areas and thresholds for each contact. Selective sensory response remains consistent in two upper-limb amputees for 1 and 2 years, the longest multi-contact sensory feedback system to date. Our approach demonstrates selectivity and stability can be achieved through an extraneural interface, which can provide sensory feedback to amputees.

Learning: from association to cognition.

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Shanks, David R

2010-01-01

Since the very earliest experimental investigations of learning, tension has existed between association-based and cognitive theories. Associationism accounts for the phenomena of both conditioning and "higher" forms of learning via concepts such as excitation, inhibition, and reinforcement, whereas cognitive theories assume that learning depends on hypothesis testing, cognitive models, and propositional reasoning. Cognitive theories have received considerable impetus in regard to both human and animal learning from recent research suggesting that the key illustration of cue selection in learning, blocking, often arises from inferential reasoning. At the same time, a dichotomous view that separates noncognitive, unconscious (implicit) learning from cognitive, conscious (explicit) learning has gained favor. This review selectively describes key findings from this research, evaluates evidence for and against associative and cognitive explanatory constructs, and critically examines both the dichotomous view of learning as well as the claim that learning can occur unconsciously.

Learning strategies and general cognitive ability as predictors of gender- specific academic achievement.

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Ruffing, Stephanie; Wach, F-Sophie; Spinath, Frank M; Brünken, Roland; Karbach, Julia

2015-01-01

Recent research has revealed that learning behavior is associated with academic achievement at the college level, but the impact of specific learning strategies on academic success as well as gender differences therein are still not clear. Therefore, the aim of this study was to investigate gender differences in the incremental contribution of learning strategies over general cognitive ability in the prediction of academic achievement. The relationship between these variables was examined by correlation analyses. A set of t-tests was used to test for gender differences in learning strategies, whereas structural equation modeling as well as multi-group analyses were applied to investigate the incremental contribution of learning strategies for male and female students' academic performance. The sample consisted of 461 students (mean age = 21.2 years, SD = 3.2). Correlation analyses revealed that general cognitive ability as well as the learning strategies effort, attention, and learning environment were positively correlated with academic achievement. Gender differences were found in the reported application of many learning strategies. Importantly, the prediction of achievement in structural equation modeling revealed that only effort explained incremental variance (10%) over general cognitive ability. Results of multi-group analyses showed no gender differences in this prediction model. This finding provides further knowledge regarding gender differences in learning research and the specific role of learning strategies for academic achievement. The incremental assessment of learning strategy use as well as gender-differences in their predictive value contributes to the understanding and improvement of successful academic development.

Training Enhances Both Locomotor and Cognitive Adaptability to a Novel Sensory Environment

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Bloomberg, J. J.; Peters, B. T.; Mulavara, A. P.; Brady, R. A.; Batson, C. D.; Ploutz-Snyder, R. J.; Cohen, H. S.

2010-01-01

During adaptation to novel gravitational environments, sensorimotor disturbances have the potential to disrupt the ability of astronauts to perform required mission tasks. The goal of this project is to develop a sensorimotor adaptability (SA) training program to facilitate rapid adaptation. We have developed a unique training system comprised of a treadmill placed on a motion-base facing a virtual visual scene that provides an unstable walking surface combined with incongruent visual flow designed to enhance sensorimotor adaptability. The goal of our present study was to determine if SA training improved both the locomotor and cognitive responses to a novel sensory environment and to quantify the extent to which training would be retained. Methods: Twenty subjects (10 training, 10 control) completed three, 30-minute training sessions during which they walked on the treadmill while receiving discordant support surface and visual input. Control subjects walked on the treadmill but did not receive any support surface or visual alterations. To determine the efficacy of training all subjects performed the Transfer Test upon completion of training. For this test, subjects were exposed to novel visual flow and support surface movement, not previously experienced during training. The Transfer Test was performed 20 minutes, 1 week, 1, 3 and 6 months after the final training session. Stride frequency, auditory reaction time, and heart rate data were collected as measures of postural stability, cognitive effort and anxiety, respectively. Results: Using mixed effects regression methods we determined that subjects who received SA training showed less alterations in stride frequency, auditory reaction time and heart rate compared to controls. Conclusion: Subjects who received SA training improved performance across a number of modalities including enhanced locomotor function, increased multi-tasking capability and reduced anxiety during adaptation to novel discordant sensory

A self-organized internal models architecture for coding sensory-motor schemes

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Esaú eEscobar Juárez

2016-04-01

Full Text Available Cognitive robotics research draws inspiration from theories and models on cognition, as conceived by neuroscience or cognitive psychology, to investigate biologically plausible computational models in artificial agents. In this field, the theoretical framework of Grounded Cognition provides epistemological and methodological grounds for the computational modeling of cognition. It has been stressed in the literature that textit{simulation}, textit{prediction}, and textit{multi-modal integration} are key aspects of cognition and that computational architectures capable of putting them into play in a biologically plausible way are a necessity.Research in this direction has brought extensive empirical evidencesuggesting that textit{Internal Models} are suitable mechanisms forsensory-motor integration. However, current Internal Models architectures show several drawbacks, mainly due to the lack of a unified substrate allowing for a true sensory-motor integration space, enabling flexible and scalable ways to model cognition under the embodiment hypothesis constraints.We propose the Self-Organized Internal ModelsArchitecture (SOIMA, a computational cognitive architecture coded by means of a network of self-organized maps, implementing coupled internal models that allow modeling multi-modal sensory-motor schemes. Our approach addresses integrally the issues of current implementations of Internal Models.We discuss the design and features of the architecture, and provide empirical results on a humanoid robot that demonstrate the benefits and potentialities of the SOIMA concept for studying cognition in artificial agents.

Superior short-term learning effect of visual and sensory organisation ability when sensory information is unreliable in adolescent rhythmic gymnasts.

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Chen, Hui-Ya; Chang, Hsiao-Yun; Ju, Yan-Ying; Tsao, Hung-Ting

2017-06-01

Rhythmic gymnasts specialise in dynamic balance under sensory conditions of numerous somatosensory, visual, and vestibular stimulations. This study investigated whether adolescent rhythmic gymnasts are superior to peers in Sensory Organisation test (SOT) performance, which quantifies the ability to maintain standing balance in six sensory conditions, and explored whether they plateaued faster during familiarisation with the SOT. Three and six sessions of SOTs were administered to 15 female rhythmic gymnasts (15.0 ± 1.8 years) and matched peers (15.1 ± 2.1 years), respectively. The gymnasts were superior to their peers in terms of fitness measures, and their performance was better in the SOT equilibrium score when visual information was unreliable. The SOT learning effects were shown in more challenging sensory conditions between Sessions 1 and 2 and were equivalent in both groups; however, over time, the gymnasts gained marginally significant better visual ability and relied less on visual sense when unreliable. In conclusion, adolescent rhythmic gymnasts have generally the same sensory organisation ability and learning rates as their peers. However, when visual information is unreliable, they have superior sensory organisation ability and learn faster to rely less on visual sense.

Learning to predict is spared in mild cognitive impairment due to Alzheimer's disease.

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Baker, Rosalind; Bentham, Peter; Kourtzi, Zoe

2015-10-01

Learning the statistics of the environment is critical for predicting upcoming events. However, little is known about how we translate previous knowledge about scene regularities to sensory predictions. Here, we ask whether patients with mild cognitive impairment due to Alzheimer's disease (MCI-AD) that are known to have spared implicit but impaired explicit recognition memory are able to learn temporal regularities and predict upcoming events. We tested the ability of MCI-AD patients and age-matched controls to predict the orientation of a test stimulus following exposure to sequences of leftwards or rightwards oriented gratings. Our results demonstrate that exposure to temporal sequences without feedback facilitates the ability to predict an upcoming stimulus in both MCI-AD patients and controls. Further, we show that executive cognitive control may account for individual variability in predictive learning. That is, we observed significant positive correlations of performance in attentional and working memory tasks with post-training performance in the prediction task. Taken together, these results suggest a mediating role of circuits involved in cognitive control (i.e. frontal circuits) that may support the ability for predictive learning in MCI-AD.

A Multi-Sensorial Hybrid Control for Robotic Manipulation in Human-Robot Workspaces

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Juan A. Corrales

2011-10-01

Full Text Available Autonomous manipulation in semi-structured environments where human operators can interact is an increasingly common task in robotic applications. This paper describes an intelligent multi-sensorial approach that solves this issue by providing a multi-robotic platform with a high degree of autonomy and the capability to perform complex tasks. The proposed sensorial system is composed of a hybrid visual servo control to efficiently guide the robot towards the object to be manipulated, an inertial motion capture system and an indoor localization system to avoid possible collisions between human operators and robots working in the same workspace, and a tactile sensor algorithm to correctly manipulate the object. The proposed controller employs the whole multi-sensorial system and combines the measurements of each one of the used sensors during two different phases considered in the robot task: a first phase where the robot approaches the object to be grasped, and a second phase of manipulation of the object. In both phases, the unexpected presence of humans is taken into account. This paper also presents the successful results obtained in several experimental setups which verify the validity of the proposed approach.

GEOGRAPHY IN CHILDHOOD FOR THE VISUALLY IMPAIRED STUDENTS: the use of a multi-sensorial landscape model for the learning of the landscape concept

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Luciana Maria Santos de Arruda

2016-06-01

Full Text Available The teaching of Geography for the visually impaired students needs to be re-contextualized so that this leaner may build up his knowledge through multi sensorial experiences, in which the other senses may be used. Rethinking the teaching of Geography for the visually impaired students regarding the landscape concept, from a sensorial experience, makes possible to build the concept through a dimension of textures, smell, sounds, and flavors, being necessary to exploit touch, smell, hearing and taste. This article aims to present multi-sensorial didactic material using the experiences lived by students in the landscape of the Institute Benjamin Constant (IBC. By means of sensorial activities, didactic materials were built so as to help students in the understanding of the landscape concept and enabling the use of the senses. In order to do so, IBC itself was one of the starting points for the observations that were made. As a result, four sensorial materials were obtained. However, in this article a multi-sensorial model was used to work the landscape concept with the blind students of the first year, searching to go through situations with these students that favored the concept of construction in them. The theoretical reference for the research was based on Tuan (2012 and Soler (1999, considering the multi-sensorial landscape and on Lopes (2010 concerning Geography and childhood. O Ensino de Geografia para alunos com Deficiência Visual, precisa ser recontextualizado para que esses educandos possam construir seus conhecimentos através de experiências multissensoriais, nas quais os outros sentidos sejam utilizados. Repensar o Ensino de Geografia para alunos com Deficiência Visual no que tange ao conceito de paisagem, a partir de uma vivência sensorial, torna-se possível por meio da construção do conceito através de uma dimensão de texturas, aromas, sons e sabores, sendo necessário explorar o tato, o olfato, a audição e o paladar. Esse

Learning New Sensorimotor Contingencies: Effects of Long-Term Use of Sensory Augmentation on the Brain and Conscious Perception

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Schumann, Frank; Keyser, Johannes; Goeke, Caspar; Krause, Carina; Wache, Susan; Lytochkin, Aleksey; Ebert, Manuel; Brunsch, Vincent; Wahn, Basil; Kaspar, Kai; Nagel, Saskia K.; Meilinger, Tobias; Bülthoff, Heinrich; Wolbers, Thomas; Büchel, Christian; König, Peter

2016-01-01

Theories of embodied cognition propose that perception is shaped by sensory stimuli and by the actions of the organism. Following sensorimotor contingency theory, the mastery of lawful relations between own behavior and resulting changes in sensory signals, called sensorimotor contingencies, is constitutive of conscious perception. Sensorimotor contingency theory predicts that, after training, knowledge relating to new sensorimotor contingencies develops, leading to changes in the activation of sensorimotor systems, and concomitant changes in perception. In the present study, we spell out this hypothesis in detail and investigate whether it is possible to learn new sensorimotor contingencies by sensory augmentation. Specifically, we designed an fMRI compatible sensory augmentation device, the feelSpace belt, which gives orientation information about the direction of magnetic north via vibrotactile stimulation on the waist of participants. In a longitudinal study, participants trained with this belt for seven weeks in natural environment. Our EEG results indicate that training with the belt leads to changes in sleep architecture early in the training phase, compatible with the consolidation of procedural learning as well as increased sensorimotor processing and motor programming. The fMRI results suggest that training entails activity in sensory as well as higher motor centers and brain areas known to be involved in navigation. These neural changes are accompanied with changes in how space and the belt signal are perceived, as well as with increased trust in navigational ability. Thus, our data on physiological processes and subjective experiences are compatible with the hypothesis that new sensorimotor contingencies can be acquired using sensory augmentation. PMID:27959914

Learning New Sensorimotor Contingencies: Effects of Long-Term Use of Sensory Augmentation on the Brain and Conscious Perception.

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König, Sabine U; Schumann, Frank; Keyser, Johannes; Goeke, Caspar; Krause, Carina; Wache, Susan; Lytochkin, Aleksey; Ebert, Manuel; Brunsch, Vincent; Wahn, Basil; Kaspar, Kai; Nagel, Saskia K; Meilinger, Tobias; Bülthoff, Heinrich; Wolbers, Thomas; Büchel, Christian; König, Peter

2016-01-01

Theories of embodied cognition propose that perception is shaped by sensory stimuli and by the actions of the organism. Following sensorimotor contingency theory, the mastery of lawful relations between own behavior and resulting changes in sensory signals, called sensorimotor contingencies, is constitutive of conscious perception. Sensorimotor contingency theory predicts that, after training, knowledge relating to new sensorimotor contingencies develops, leading to changes in the activation of sensorimotor systems, and concomitant changes in perception. In the present study, we spell out this hypothesis in detail and investigate whether it is possible to learn new sensorimotor contingencies by sensory augmentation. Specifically, we designed an fMRI compatible sensory augmentation device, the feelSpace belt, which gives orientation information about the direction of magnetic north via vibrotactile stimulation on the waist of participants. In a longitudinal study, participants trained with this belt for seven weeks in natural environment. Our EEG results indicate that training with the belt leads to changes in sleep architecture early in the training phase, compatible with the consolidation of procedural learning as well as increased sensorimotor processing and motor programming. The fMRI results suggest that training entails activity in sensory as well as higher motor centers and brain areas known to be involved in navigation. These neural changes are accompanied with changes in how space and the belt signal are perceived, as well as with increased trust in navigational ability. Thus, our data on physiological processes and subjective experiences are compatible with the hypothesis that new sensorimotor contingencies can be acquired using sensory augmentation.

Learning New Sensorimotor Contingencies: Effects of Long-Term Use of Sensory Augmentation on the Brain and Conscious Perception.

Directory of Open Access Journals (Sweden)

Sabine U König

Full Text Available Theories of embodied cognition propose that perception is shaped by sensory stimuli and by the actions of the organism. Following sensorimotor contingency theory, the mastery of lawful relations between own behavior and resulting changes in sensory signals, called sensorimotor contingencies, is constitutive of conscious perception. Sensorimotor contingency theory predicts that, after training, knowledge relating to new sensorimotor contingencies develops, leading to changes in the activation of sensorimotor systems, and concomitant changes in perception. In the present study, we spell out this hypothesis in detail and investigate whether it is possible to learn new sensorimotor contingencies by sensory augmentation. Specifically, we designed an fMRI compatible sensory augmentation device, the feelSpace belt, which gives orientation information about the direction of magnetic north via vibrotactile stimulation on the waist of participants. In a longitudinal study, participants trained with this belt for seven weeks in natural environment. Our EEG results indicate that training with the belt leads to changes in sleep architecture early in the training phase, compatible with the consolidation of procedural learning as well as increased sensorimotor processing and motor programming. The fMRI results suggest that training entails activity in sensory as well as higher motor centers and brain areas known to be involved in navigation. These neural changes are accompanied with changes in how space and the belt signal are perceived, as well as with increased trust in navigational ability. Thus, our data on physiological processes and subjective experiences are compatible with the hypothesis that new sensorimotor contingencies can be acquired using sensory augmentation.

Learning and Cognition

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Gr ver Aukrust, Vibeke, Ed.

2011-01-01

This collection of 58 articles from the recently-published third edition of the International Encyclopedia of Education focuses on learning, memory, attention, problem solving, concept formation, and language. Learning and cognition is the foundation of cognitive psychology and encompasses many topics including attention, memory, categorization,…

Cognitive Styles and Distance Education.

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Liu, Yuliang; Ginther, Dean

1999-01-01

Considers how to adapt the design of distance education to students' cognitive styles. Discusses cognitive styles, including field dependence versus independence, holistic-analytic, sensory preference, hemispheric preferences, and Kolb's Learning Style Model; and the characteristics of distance education, including technology. (Contains 92…

Improving Multi-Instance Multi-Label Learning by Extreme Learning Machine

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Ying Yin

2016-05-01

Full Text Available Multi-instance multi-label learning is a learning framework, where every object is represented by a bag of instances and associated with multiple labels simultaneously. The existing degeneration strategy-based methods often suffer from some common drawbacks: (1 the user-specific parameter for the number of clusters may incur the effective problem; (2 SVM may bring a high computational cost when utilized as the classifier builder. In this paper, we propose an algorithm, namely multi-instance multi-label (MIML-extreme learning machine (ELM, to address the problems. To our best knowledge, we are the first to utilize ELM in the MIML problem and to conduct the comparison of ELM and SVM on MIML. Extensive experiments have been conducted on real datasets and synthetic datasets. The results show that MIMLELM tends to achieve better generalization performance at a higher learning speed.

Designing an Adaptive Web-Based Learning System Based on Students' Cognitive Styles Identified Online

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Lo, Jia-Jiunn; Chan, Ya-Chen; Yeh, Shiou-Wen

2012-01-01

This study developed an adaptive web-based learning system focusing on students' cognitive styles. The system is composed of a student model and an adaptation model. It collected students' browsing behaviors to update the student model for unobtrusively identifying student cognitive styles through a multi-layer feed-forward neural network (MLFF).…

OWL model of multi-agent Smart-system of distance learning for people with vision disabilities

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Galina A. Samigulina

2017-01-01

Full Text Available The aim of the study is to develop an ontological model of multiagent smart-system of distance learning for visually impaired people based on Java Agent Development Framework for obtaining high-quality engineering education in laboratories of join use on modern equipment.Materials and methods of research. In developing multi-agent smart-system of distance learning, using various agents based on cognitive, ontological, statistical and intellectual methods is important. It is more convenient to implement this task in the form of software using multi-agent approach and Java Agent Development Framework. The main advantages of the platform are stability of operation, clear interface, simplicity of creating agents and extensive user database. In multi-agent systems, the solution is obtained automatically as result of interaction of many independent, purposeful agents. Each agent can perform certain tasks and pursue specified goals. Intellectual multi-agent systems and practical applications in distance learning based on them are considered.Results. The structural diagram of functioning of smart system distance learning for visually impaired people using various agents based on the system approach and the multi-agent platform Java Agent Development Framework is developed. The complex approach of distance learning of visually impaired people for obtaining highquality engineering education in laboratories of joint use on modern equipment is offered.The ontological model of multi-agent smart-system with a detailed description of the functions of following agents is created: personal, manager, ontological, cognitive, statistical, intellectual, shared laboratory agent, health agent, assistant to the agent and state agent. These agents execute their individual functions and provide a quality environment for learning.Conclusion. Thus, the proposed smart-system of distance learning for visually impaired people can significantly improve effectiveness and

Variable sensory perception in autism.

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Haigh, Sarah M

2018-03-01

Autism is associated with sensory and cognitive abnormalities. Individuals with autism generally show normal or superior early sensory processing abilities compared to healthy controls, but deficits in complex sensory processing. In the current opinion paper, it will be argued that sensory abnormalities impact cognition by limiting the amount of signal that can be used to interpret and interact with environment. There is a growing body of literature showing that individuals with autism exhibit greater trial-to-trial variability in behavioural and cortical sensory responses. If multiple sensory signals that are highly variable are added together to process more complex sensory stimuli, then this might destabilise later perception and impair cognition. Methods to improve sensory processing have shown improvements in more general cognition. Studies that specifically investigate differences in sensory trial-to-trial variability in autism, and the potential changes in variability before and after treatment, could ascertain if trial-to-trial variability is a good mechanism to target for treatment in autism. © 2017 Federation of European Neuroscience Societies and John Wiley & Sons Ltd.

A randomised controlled trial of sensory awareness training and additional motor practice for learning scalpel skills in podiatry students.

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Causby, Ryan S; McDonnell, Michelle N; Reed, Lloyd; Hillier, Susan L

2016-12-05

The process of using a scalpel, like all other motor activities, is dependent upon the successful integration of afferent (sensory), cognitive and efferent (motor) processes. During learning of these skills, even if motor practice is carefully monitored there is still an inherent risk involved. It is also possible that this strategy could reinforce high levels of anxiety experienced by the student and affect student self-efficacy, causing detrimental effects on motor learning. An alternative training strategy could be through targeting sensory rather than motor processes. Second year podiatry students who were about to commence learning scalpel skills were recruited. Participants were randomly allocated into sensory awareness training (Sensory), additional motor practice (Motor) or usual teaching only (Control) groups. Participants were then evaluated on psychological measures (Intrinsic Motivation Inventory) and dexterity measures (Purdue Pegboard, Grooved Pegboard Test and a grip-lift task). A total of 44 participants were included in the study. There were no baseline differences or significant differences between the three groups over time on the Perceived Competence, Effort/ Importance or Pressure/ Tension, psychological measures. All groups showed a significant increase in Perceived Competence over time (F 1,41  = 13.796, p = 0.001). Only one variable for the grip-lift task (Preload Duration for the non-dominant hand) showed a significant difference over time between the groups (F 2,41  = 3.280, p = 0.038), specifically, Motor and Control groups. The use of sensory awareness training, or additional motor practice did not provide a more effective alternative compared with usual teaching. Further research may be warranted using more engaged training, provision of supervision and greater participant numbers. Australian New Zealand Clinical Trials Registry (ANZCTR): ACTRN12616001428459 . Registered 13 th October 2016. Registered Retrospectively.

Crossmodal Perceptual Learning and Sensory Substitution

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Michael J Proulx

2011-10-01

Full Text Available A sensory substitution device for blind persons aims to provide the missing visual input by converting images into a form that another modality can perceive, such as sound. Here I will discuss the perceptual learning and attentional mechanisms necessary for interpreting sounds produced by a device (The vOICe in a visuospatial manner. Although some aspects of the conversion, such as relating vertical location to pitch, rely on natural crossmodal mappings, the extensive training required suggests that synthetic mappings are required to generalize perceptual learning to new objects and environments, and ultimately to experience visual qualia. Here I will discuss the effects of the conversion and training on perception and attention that demonstrate the synthetic nature of learning the crossmodal mapping. Sensorimotor experience may be required to facilitate learning, develop expertise, and to develop a form of synthetic synaesthesia.

Multi-View Multi-Instance Learning Based on Joint Sparse Representation and Multi-View Dictionary Learning.

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Li, Bing; Yuan, Chunfeng; Xiong, Weihua; Hu, Weiming; Peng, Houwen; Ding, Xinmiao; Maybank, Steve

2017-12-01

In multi-instance learning (MIL), the relations among instances in a bag convey important contextual information in many applications. Previous studies on MIL either ignore such relations or simply model them with a fixed graph structure so that the overall performance inevitably degrades in complex environments. To address this problem, this paper proposes a novel multi-view multi-instance learning algorithm (MIL) that combines multiple context structures in a bag into a unified framework. The novel aspects are: (i) we propose a sparse -graph model that can generate different graphs with different parameters to represent various context relations in a bag, (ii) we propose a multi-view joint sparse representation that integrates these graphs into a unified framework for bag classification, and (iii) we propose a multi-view dictionary learning algorithm to obtain a multi-view graph dictionary that considers cues from all views simultaneously to improve the discrimination of the MIL. Experiments and analyses in many practical applications prove the effectiveness of the M IL.

Sensory reactivity, empathizing and systemizing in autism spectrum conditions and sensory processing disorder

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Teresa Tavassoli

2018-01-01

Full Text Available Although the DSM-5 added sensory symptoms as a criterion for ASC, there is a group of children who display sensory symptoms but do not have ASC; children with sensory processing disorder (SPD. To be able to differentiate these two disorders, our aim was to evaluate whether children with ASC show more sensory symptomatology and/or different cognitive styles in empathy and systemizing compared to children with SPD and typically developing (TD children. The study included 210 participants: 68 children with ASC, 79 with SPD and 63 TD children. The Sensory Processing Scale Inventory was used to measure sensory symptoms, the Autism Spectrum Quotient (AQ to measure autistic traits, and the Empathy Quotient (EQ and Systemizing Quotient (SQ to measure cognitive styles. Across groups, a greater sensory symptomatology was associated with lower empathy. Further, both the ASC and SPD groups showed more sensory symptoms than TD children. Children with ASC and SPD only differed on sensory under-reactivity. The ASD group did, however, show lower empathy and higher systemizing scores than the SPD group. Together, this suggest that sensory symptoms alone may not be adequate to differentiate children with ASC and SPD but that cognitive style measures could be used for differential diagnosis. Keywords: Autism spectrum conditions, Sensory processing disorder, Sensory symptoms, Empathy, Systemizing

An earned presence: studying the effect of multi-task improvisation systems on cognitive and learning capacity

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Hansen, Pil; Oxoby, Robert J.

2017-01-01

In this article, we articulate preliminary insights from two pilot studies. These studies contribute to an ongoing process of developing empirical, cross-disciplinary measures to understand the cognitive and learning effects of complex artistic practices - effects that we situate between theory of embodied concepts and conceptually calibrated physical attention and action. The stage of this process that we report on here was led by the cognitive performance studies scholar and dramaturge, Pil Hansen, and undertaken in collaboration with the experimental psychologist, Vina Goghari, and the behavioural economist, Robert Oxoby, assisted by four research assistants from Drama, Music, and Psychology at the University of Calgary. Our team set out to test the following hypothesis: Active participation in performance generating systems has a positive effect on advanced student performers' working memory capacity, executive functions, and learning. Our results have implications, in particular, for understandings of embodied learning in the educational sector, however a perhaps more significant contribution is a better understanding of the measures and constructs needed to arrive at a more complex, yet operational concept of embodied learning and forward the experimental study of relationships between performing arts practices, cognition, and learning.

The Effects of Mood, Cognitive Style, and Cognitive Ability on Implicit Learning

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Pretz, Jean E.; Totz, Kathryn Sentman; Kaufman, Scott Barry

2010-01-01

In an experiment with 109 undergraduates, we examined the effect of mood, cognitive style, and cognitive ability on implicit learning in the Artificial Grammar (AG) and Serial Reaction Time (SRT) tasks. Negative mood facilitated AG learning, but had no significant effect on SRT learning. Rational cognitive style predicted greater learning on both…

Impairments of Multisensory Integration and Cross-Sensory Learning as Pathways to Dyslexia

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Hahn, Noemi; Foxe, John J.; Molholm, Sophie

2014-01-01

Two sensory systems are intrinsic to learning to read. Written words enter the brain through the visual system and associated sounds through the auditory system. The task before the beginning reader is quite basic. She must learn correspondences between orthographic tokens and phonemic utterances, and she must do this to the point that there is seamless automatic ‘connection’ between these sensorially distinct units of language. It is self-evident then that learning to read requires formation of cross-sensory associations to the point that deeply encoded multisensory representations are attained. While the majority of individuals manage this task to a high degree of expertise, some struggle to attain even rudimentary capabilities. Why do dyslexic individuals, who learn well in myriad other domains, fail at this particular task? Here, we examine the literature as it pertains to multisensory processing in dyslexia. We find substantial support for multisensory deficits in dyslexia, and make the case that to fully understand its neurological basis, it will be necessary to thoroughly probe the integrity of auditory-visual integration mechanisms. PMID:25265514

The role of socio-cognitive variables in predicting learning satisfaction in smart schools

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Mohammad Reza Firoozi

2017-03-01

Full Text Available The present study aimed to investigate the role of Socio-Cognitive variables in predicting learning satisfaction in Smart Schools. The population was all the primary school students studying in smart schools in the city of Shiraz in the school year 2014-2015. The sample, randomly chosen through multi-stage cluster sampling, was 383 primary school students studying in smart schools in Shiraz. The instruments were the Computer Self-Efficiency Questionnaire developed by Torkzadeh (2003, Performance Expectation Questionnaire developed by Compeau and Higgins (1995, System Functionality and Content Feature Questionnaire developed by Pituch and Lee (2006, Interaction Questionnaire developed by Johnston, Killion and Oomen (2005, Learning Climate Questionnaire developed by Chou` and Liu (2005 and Learning Satisfaction Questionnaire developed by Chou and Liu (2005. In order to determine the possible relationship between variables and to predict the changes in the degree of satisfaction, we made use of correlational procedures and step-wise regression analysis. The results indicated that all the socio-cognitive variables have a positive and significant correlation with learning satisfaction. Out of the socio-cognitive variables in question, Computer Self-Efficiency, Performance Expectation and Learning Climate significantly explained 53% of the variance of learning satisfaction.

The Role of Socio-Cognitive Variables in Predicting Learning Satisfaction in Smart Schools

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Mohammad Reza FIROOZI

2017-03-01

Full Text Available The present study aimed to investigate the role of Socio-Cognitive variables in predicting learning satisfaction in Smart Schools. The population was all the primary school students studying in smart schools in the city of Shiraz in the school year 2014-2015. The sample, randomly chosen through multi-stage cluster sampling, was 383 primary school students studying in smart schools in Shiraz. The instruments were the Computer Self-Efficiency Questionnaire developed by Torkzadeh (2003, Performance Expectation Questionnaire developed by Compeau and Higgins (1995, System Functionality and Content Feature Questionnaire developed by Pituch and Lee (2006, Interaction Questionnaire developed by Johnston, Killion and Oomen (2005, Learning Climate Questionnaire developed by Chou` and Liu (2005 and Learning Satisfaction Questionnaire developed by Chou and Liu (2005. In order to determine the possible relationship between variables and to predict the changes in the degree of satisfaction, we made use of correlational procedures and step-wise regression analysis. The results indicated that all the socio-cognitive variables have a positive and significant correlation with learning satisfaction. Out of the socio-cognitive variables in question, Computer Self-Efficiency, Performance Expectation and Learning Climate significantly explained 53% of the variance of learning satisfaction.

The Effect of Sensory Room Intervention on Perceptual-Cognitive Performance and Psychiatric Status of People with Schizophrenia

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Ara Shahgholi

2012-10-01

Full Text Available Objectives: Individuals with schizophrenia show perceptual-cognitive abnormalities. Besides, depression and anxiety is an integral part of the disease most of the times. People with mental diseases, while under institutional care, experience lack of control and choice in their daily lives. Sensory room is an environment in which individuals can choose, control and explore the stimuli around them. So, they can organize their responses to their environment and restore and develop their skills, interacting through it. Methods: 48 people met the study criteria, who were evaluated with Lowenstein Occupational Therapy Cognitive Assessment, Mini Mental State examination, and Positive and Negative Syndrome Scale. Then they were randomly and equally assigned to intervention and comparison groups. Intervention group received sensory room intervention and comparison group had their traditional therapies. After 32 treatment sessions, 14 participants in intervention group and 7 participants in comparison group were excluded from the study and the tests were repeated for the remaining ones. Results: Findings did not show a significant effect of sensory room intervention on perceptual-cognitive performance and psychiatric status of people with schizophrenia (P>0.05. In reminding domain, however, results indicated maintenance of the skill in intervention group (P>0.05. and exacerbating of that in comparison group (P<0.05. Discussion: No significant change in perceptual-cognitive performance and psychiatric status for individuals with schizophrenia during 3 month period of sensory room intervention was found, except for reminding which did not changed significantly in intervention group, but regressed in comparison group after the intervention period.

StreamAR: incremental and active learning with evolving sensory data for activity recognition

OpenAIRE

Abdallah, Z.; Gaber, M.; Srinivasan, B.; Krishnaswamy, S.

2012-01-01

Activity recognition focuses on inferring current user activities by leveraging sensory data available on today’s sensor rich environment. Supervised learning has been applied pervasively for activity recognition. Typical activity recognition techniques process sensory data based on point-by-point approaches. In this paper, we propose a novel cluster-based classification for activity recognition Systems, termed StreamAR. The system incorporates incremental and active learning for mining user ...

The Assessment of Cognitive Emotion Regulation Strategies, Sensory Processing Sensitivity and Anxiety Sensitivity in Patients with Multiple Sclerosis

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Esmeil Soleymani

2016-11-01

Full Text Available Abstract Background: The purpose of this study was to compare the cognitive emotional regulation strategies, sensory processing sensitivity and anxiety sensitivity in patients with multiple sclerosis and normal people. Materials and Methods: Statistical population of this study was all of patients with multiple sclerosis that referred to M.S association of Iran in the tehran. Sample of this study was 30 individuals of patients with multiple sclerosis selected by available sampling method and were matched with 30 individuals of normal people. Two groups completed cognitive emotion regulation, high sensory processing sensitivity and anxiety sensitivity questionnaires. Data were analyzed by one-way analysis of variance and Multivariate Analysis of Variance. Results: The results indicated that there is significant difference between two groups in view of cognitive emotion regulation strategies in which the mean of scores of patients with multiple sclerosis in maladaptive strategies of self- blame, catastrophizing and other blame were more than normal people and mean of scores of them in adaptive strategies of positive refocusing, positive reappraisal and putting into perspective were less than normal people. The results also indicated that there is a significant difference between two groups in anxiety sensitivity and sensory processing sensitivity. Conclusion: The most of emotional problems in patients with multiple sclerosis can be the result of more application of maladaptive strategies of cognitive emotion regulation, high sensory processing sensitivity and high anxiety sensitivity.

COGNITIVE FATIGUE FACILITATES PROCEDURAL SEQUENCE LEARNING

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Guillermo eBorragán

2016-03-01

Full Text Available Enhanced procedural learning has been evidenced in conditions where cognitive control is diminished, including hypnosis, disruption of prefrontal activity and non-optimal time of the day. Another condition depleting the availability of controlled resources is cognitive fatigue. We tested the hypothesis that cognitive fatigue, eventually leading to diminished cognitive control, facilitates procedural sequence learning. In a two-day experiment, twenty-three young healthy adults were administered a serial reaction time task (SRTT following the induction of high or low levels of cognitive fatigue, in a counterbalanced order. Cognitive fatigue was induced using the Time load Dual-back (TloadDback paradigm, a dual working memory task that allows tailoring cognitive load levels to the individual's optimal performance capacity. In line with our hypothesis, reaction times in the SRTT were faster in the high- than in the low-level fatigue condition, and performance improvement showed more of a benefit from the sequential components than from motor. Altogether, our results suggest a paradoxical, facilitating impact of cognitive fatigue on procedural motor sequence learning. We propose that facilitated learning in the high-level fatigue condition stems from a reduction in the cognitive resources devoted to cognitive control processes that normally oppose automatic procedural acquisition mechanisms.

Sensory Integration with Articulated Motion on a Humanoid Robot

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J. Rojas

2005-01-01

Full Text Available This paper describes the integration of articulated motion with auditory and visual sensory information that enables a humanoid robot to achieve certain reflex actions that mimic those of people. Reflexes such as reach-and-grasp behavior enables the robot to learn, through experience, its own state and that of the world. A humanoid robot with binaural audio input, stereo vision, and pneumatic arms and hands exhibited tightly coupled sensory-motor behaviors in four different demonstrations. The complexity of successive demonstrations was increased to show that the reflexive sensory-motor behaviors combine to perform increasingly complex tasks. The humanoid robot executed these tasks effectively and established the groundwork for the further development of hardware and software systems, sensory-motor vector-space representations, and coupling with higher-level cognition.

Associative learning and animal cognition.

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Dickinson, Anthony

2012-10-05

Associative learning plays a variety of roles in the study of animal cognition from a core theoretical component to a null hypothesis against which the contribution of cognitive processes is assessed. Two developments in contemporary associative learning have enhanced its relevance to animal cognition. The first concerns the role of associatively activated representations, whereas the second is the development of hybrid theories in which learning is determined by prediction errors, both directly and indirectly through associability processes. However, it remains unclear whether these developments allow associative theory to capture the psychological rationality of cognition. I argue that embodying associative processes within specific processing architectures provides mechanisms that can mediate psychological rationality and illustrate such embodiment by discussing the relationship between practical reasoning and the associative-cybernetic model of goal-directed action.

An Energy-Aware Runtime Management of Multi-Core Sensory Swarms

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Sungchan Kim

2017-08-01

Full Text Available In sensory swarms, minimizing energy consumption under performance constraint is one of the key objectives. One possible approach to this problem is to monitor application workload that is subject to change at runtime, and to adjust system configuration adaptively to satisfy the performance goal. As today’s sensory swarms are usually implemented using multi-core processors with adjustable clock frequency, we propose to monitor the CPU workload periodically and adjust the task-to-core allocation or clock frequency in an energy-efficient way in response to the workload variations. In doing so, we present an online heuristic that determines the most energy-efficient adjustment that satisfies the performance requirement. The proposed method is based on a simple yet effective energy model that is built upon performance prediction using IPC (instructions per cycle measured online and power equation derived empirically. The use of IPC accounts for memory intensities of a given workload, enabling the accurate prediction of execution time. Hence, the model allows us to rapidly and accurately estimate the effect of the two control knobs, clock frequency adjustment and core allocation. The experiments show that the proposed technique delivers considerable energy saving of up to 45%compared to the state-of-the-art multi-core energy management technique.

Multi-modal Virtual Scenario Enhances Neurofeedback Learning

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Avihay Cohen

2016-08-01

Full Text Available In the past decade neurofeedback has become the focus of a growing body of research. With real-time fMRI enabling on-line monitoring of emotion related areas such as the amygdala, many have begun testing its therapeutic benefits. However most existing neurofeedback procedures still use monotonic uni-modal interfaces, thus possibly limiting user engagement and weakening learning efficiency. The current study tested a novel multi-sensory neurofeedback animated scenario aimed at enhancing user experience and improving learning. We examined whether relative to a simple uni-modal 2D interface, learning via an interface of complex multi-modal 3D scenario will result in improved neurofeedback learning. As a neural-probe, we used the recently developed fMRI-inspired EEG model of amygdala activity (amygdala-EEG finger print; amygdala-EFP, enabling low-cost and mobile limbic neurofeedback training. Amygdala-EFP was reflected in the animated scenario by the unrest level of a hospital waiting-room in which virtual characters become impatient, approach the admission-desk and complain loudly. Successful down-regulation was reflected as an ease in the room unrest-level. We tested whether relative to a standard uni-modal 2D graphic thermometer interface, this animated scenario could facilitate more effective learning and improve the training experience. Thirty participants underwent two separated neurofeedback sessions (one-week apart practicing down-regulation of the amygdala-EFP signal. In the first session, half trained via the animated scenario and half via a thermometer interface. Learning efficiency was tested by three parameters: (a effect-size of the change in amygdala-EFP following training, (b sustainability of the learned down-regulation in the absence of online feedback, and (c transferability to an unfamiliar context. Comparing amygdala-EFP signal amplitude between the last and the first neurofeedback trials revealed that the animated scenario

Situating cognitive/socio-cognitive approaches to student learning in genetics

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Kindfield, Ann C. H.

2009-03-01

In this volume, Furberg and Arnseth report on a study of genetics learning from a socio-cultural perspective, focusing on students' meaning making as they engage in collaborative problem solving. Throughout the paper, they criticize research on student understanding and conceptual change conducted from a cognitive/socio-cognitive perspective on several reasonable grounds. However, their characterization of work undertaken from this perspective sometimes borders on caricature, failing to acknowledge the complexities of the research and the contexts within which it has been carried out. In this commentary, I expand their characterization of the cognitive/socio-cognitive perspective in general and situate my own work on genetics learning so as to provide a richer view of the enterprise. From this richer, more situated view, I conclude that research from both perspectives and collaboration between those looking at learning from different perspectives will ultimately provide a more complete picture of science learning.

Measuring Cognitive Load in Embodied Learning Settings

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Alexander Skulmowski

2017-08-01

Full Text Available In recent years, research on embodied cognition has inspired a number of studies on multimedia learning and instructional psychology. However, in contrast to traditional research on education and multimedia learning, studies on embodied learning (i.e., focusing on bodily action and perception in the context of education in some cases pose new problems for the measurement of cognitive load. This review provides an overview over recent studies on embodied learning in which cognitive load was measured using surveys, behavioral data, or physiological measures. The different methods are assessed in terms of their success in finding differences of cognitive load in embodied learning scenarios. At the same time, we highlight the most important challenges for researchers aiming to include these measures into their study designs. The main issues we identified are: (1 Subjective measures must be appropriately phrased to be useful for embodied learning; (2 recent findings indicate potentials as well as problematic aspects of dual-task measures; (3 the use of physiological measures offers great potential, but may require mobile equipment in the context of embodied scenarios; (4 meta-cognitive measures can be useful extensions of cognitive load measurement for embodied learning.

Measuring Cognitive Load in Embodied Learning Settings.

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Skulmowski, Alexander; Rey, Günter Daniel

2017-01-01

In recent years, research on embodied cognition has inspired a number of studies on multimedia learning and instructional psychology. However, in contrast to traditional research on education and multimedia learning, studies on embodied learning (i.e., focusing on bodily action and perception in the context of education) in some cases pose new problems for the measurement of cognitive load. This review provides an overview over recent studies on embodied learning in which cognitive load was measured using surveys, behavioral data, or physiological measures. The different methods are assessed in terms of their success in finding differences of cognitive load in embodied learning scenarios. At the same time, we highlight the most important challenges for researchers aiming to include these measures into their study designs. The main issues we identified are: (1) Subjective measures must be appropriately phrased to be useful for embodied learning; (2) recent findings indicate potentials as well as problematic aspects of dual-task measures; (3) the use of physiological measures offers great potential, but may require mobile equipment in the context of embodied scenarios; (4) meta-cognitive measures can be useful extensions of cognitive load measurement for embodied learning.

Overlapping structures in sensory-motor mappings.

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Kevin Earland

Full Text Available This paper examines a biologically-inspired representation technique designed for the support of sensory-motor learning in developmental robotics. An interesting feature of the many topographic neural sheets in the brain is that closely packed receptive fields must overlap in order to fully cover a spatial region. This raises interesting scientific questions with engineering implications: e.g. is overlap detrimental? does it have any benefits? This paper examines the effects and properties of overlap between elements arranged in arrays or maps. In particular we investigate how overlap affects the representation and transmission of spatial location information on and between topographic maps. Through a series of experiments we determine the conditions under which overlap offers advantages and identify useful ranges of overlap for building mappings in cognitive robotic systems. Our motivation is to understand the phenomena of overlap in order to provide guidance for application in sensory-motor learning robots.

Tic-related cognition, sensory phenomena, and anxiety in children and adolescents with Tourette syndrome.

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Steinberg, Tamar; Harush, Adva; Barnea, Meirav; Dar, Rueven; Piacentini, John; Woods, Doug; Shmuel-Baruch, Sharona; Apter, Alan

2013-07-01

Tourette syndrome is a protoypical example of developmental psychopathology, with the varying expressions of the disorder and its consequences appearing over time. Sensory urges typically appear after age 10 and are often followed by anxiety and depression. To study the associations among tic-related cognitions, premonitory urges, and tic severity in children with Tourette syndrome at different stages of the illness. Fifty-seven consecutive patients referred to a tic disorders clinic. A battery of instruments was completed: Yale Global Tic Severity Scale, Premonitory Urge for Tics Scale, Screen for Child Anxiety Related Emotional Disorders, and Child Depression Inventory. To examine cognitions, a new measure was developed: the Beliefs About Tics Scale. Strong correlations were found between tic-related beliefs and both premonitory urges and tic-related impairments (as measured by the Yale Global Scale). Tic-related beliefs were also strongly correlated with depression in children older than 13 years but not in younger children. The significant correlations between tic-related cognitions, premonitory urges, and tic-related impairments in children emphasize the important role of psychological and sensory factors in the understanding of Tourette syndrome and in its treatment. Copyright © 2013 Elsevier Inc. All rights reserved.

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

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

2014-01-01

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

Study of Meta-Cognitive Beliefs and Learning Methods and Their Relationship with Exam Anxiety in High School Students Bandar Abbas City, 2014

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Ghazal Motazed Keyvani

2016-08-01

Full Text Available Background Nowadays, one of the principal difficulties faced by educational systems worldwide is anxiety, a mental problem, which is evidently difficult to be endured by many students and leads to various types of mental and physical disorders or reduction of educational efficiency, and has gained attention of sociologists for its consequent psychological, social, and economical impacts. Objectives The current study aimed at predicting exam anxiety based on meta-cognitive beliefs and learning methods among high school students of Bandar Abbas. Methods The study population included 351 students (197 males and 154 females, who were selected randomly by the cluster approach and answered the research tools including Meta-Cognitive Beliefs Questionnaires (MCQ-30, Learning methods questionnaires of Marton and Saljoo (1996 and also test anxiety questionnaire of Alpert and Haber (1960. The study plan was correlative-descriptive. Pearson simple correlation coefficient, multi variable regression, and multi variable variance analysis were used to analyze the obtained data. Results The study results indicated that there was a positive significant relationship between meta-cognitive beliefs and exam anxiety, a negative significant relationship between profound learning and learning methods and exam anxiety, and a positive significant relationship between smattering learning method and exam anxiety. The regression exam results also revealed that meta-cognitive beliefs and smattering learning methods could positively predict and determine exam anxiety in students. A significant relationship was observed between meta-cognitive beliefs in females and males, and female students showed greater intention and interest toward meta-cognitive beliefs than males, however, no significant difference was observed between learning methods and exam anxiety in females and males. Conclusions It was concluded from the study results that profound learning methods lead to the

Development and Characterization of Embedded Sensory Particles Using Multi-Scale 3D Digital Image Correlation

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Cornell, Stephen R.; Leser, William P.; Hochhalter, Jacob D.; Newman, John A.; Hartl, Darren J.

2014-01-01

A method for detecting fatigue cracks has been explored at NASA Langley Research Center. Microscopic NiTi shape memory alloy (sensory) particles were embedded in a 7050 aluminum alloy matrix to detect the presence of fatigue cracks. Cracks exhibit an elevated stress field near their tip inducing a martensitic phase transformation in nearby sensory particles. Detectable levels of acoustic energy are emitted upon particle phase transformation such that the existence and location of fatigue cracks can be detected. To test this concept, a fatigue crack was grown in a mode-I single-edge notch fatigue crack growth specimen containing sensory particles. As the crack approached the sensory particles, measurements of particle strain, matrix-particle debonding, and phase transformation behavior of the sensory particles were performed. Full-field deformation measurements were performed using a novel multi-scale optical 3D digital image correlation (DIC) system. This information will be used in a finite element-based study to determine optimal sensory material behavior and density.

A good read : A study into the use and effects of multi-sensory storytelling; a storytelling method for persons with profound intellectual and multiple disabilities.

NARCIS (Netherlands)

ten Brug, Annet

2015-01-01

In order to include persons with profound intellectual and multiple disabilities (PIMD) into our storytelling culture, multi-sensory storytelling (MSST) has been developed. In a multi-sensory book, verbal text is supported by sensory stimuli, the form and content of the book are adjusted to the

Association of Sensory Processing and Cognitive Deficits in Children with Autism Spectrum Disorders – Pioneer Study in Saudi Arabia

OpenAIRE

Rana M. Zeina; Laila AL-Ayadhi; Shahid Bashir

2014-01-01

The association between sensory problems and cognitive abilities has been studied in individuals with Autism Spectrum Disorders (ASDs). In this study, we used a Neuropsychological Test to evaluate memory and attention in ASDs children with sensory problems compared to the ASDs children without sensory problems. Four visual memory tests of Cambridge Neuropsychological Test Automated Battery (CANTAB) including Big/little circle (BLC), Simple Reaction Time (SRT) Intra /Extra dimensional set shif...

Dysfunctional Sensory Modalities, Locus Coeruleus, and Basal Forebrain: Early Determinants that Promote Neuropathogenesis of Cognitive and Memory Decline and Alzheimer's Disease.

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Daulatzai, Mak Adam

2016-10-01

Sporadic Alzheimer's disease (AD) is a devastating neurodegenerative disorder. It is essential to unravel its etiology and pathogenesis. This should enable us to study the presymptomatic stages of the disease and to analyze and reverse the antemortem behavioral, memory, and cognitive dysfunction. Prima facie, an ongoing chronic vulnerability involving neural insult may lead normal elderly to mild cognitive impairment (MCI) and then to AD. Development of effective preventive and therapeutic strategies to thwart the disease pathology obviously requires a thorough delineation of underlying disruptive neuropathological processes. Our sensory capacity for touch, smell, taste, hearing, and vision declines with advancing age. Declines in different sensory attributes are considered here to be the primary "first-tier pathologies." Olfactory loss is among the first clinical signs of neurodegenerative diseases including AD and Parkinson's disease (PD). Sensory dysfunction in the aged promotes pathological disturbances in the locus coeruleus, basal forebrain, entorhinal cortex, hippocampus, and several key areas of neocortex and brainstem. Hence, sensory dysfunction is the pivotal factor that may upregulate cognitive and memory dysfunction. The age-related constellation of comorbid pathological factors may include apolipoprotein E (APOE) genotype, obesity, diabetes, hypertension, alcohol abuse, head trauma, and obstructive sleep apnea. The concepts and trajectories delineated here are the dynamic pillars of the current hypothesis presented-it postulates that the sensory decline, in conjunction with the above pathologies, is crucial in triggering neurodegeneration and promoting cognitive/memory dysfunction in aging and AD. The application of this thesis can be important in formulating new multifactorial preventive and treatment strategies (suggested here) in order to attenuate cognitive and memory decline and ameliorate pathological dysfunction in aging, MCI, and AD.

Cognitive memory.

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Widrow, Bernard; Aragon, Juan Carlos

2013-05-01

Regarding the workings of the human mind, memory and pattern recognition seem to be intertwined. You generally do not have one without the other. Taking inspiration from life experience, a new form of computer memory has been devised. Certain conjectures about human memory are keys to the central idea. The design of a practical and useful "cognitive" memory system is contemplated, a memory system that may also serve as a model for many aspects of human memory. The new memory does not function like a computer memory where specific data is stored in specific numbered registers and retrieval is done by reading the contents of the specified memory register, or done by matching key words as with a document search. Incoming sensory data would be stored at the next available empty memory location, and indeed could be stored redundantly at several empty locations. The stored sensory data would neither have key words nor would it be located in known or specified memory locations. Sensory inputs concerning a single object or subject are stored together as patterns in a single "file folder" or "memory folder". When the contents of the folder are retrieved, sights, sounds, tactile feel, smell, etc., are obtained all at the same time. Retrieval would be initiated by a query or a prompt signal from a current set of sensory inputs or patterns. A search through the memory would be made to locate stored data that correlates with or relates to the prompt input. The search would be done by a retrieval system whose first stage makes use of autoassociative artificial neural networks and whose second stage relies on exhaustive search. Applications of cognitive memory systems have been made to visual aircraft identification, aircraft navigation, and human facial recognition. Concerning human memory, reasons are given why it is unlikely that long-term memory is stored in the synapses of the brain's neural networks. Reasons are given suggesting that long-term memory is stored in DNA or RNA

Cognitive, sensory, and psychosocial characteristics in patients with Bardet-Biedl syndrome.

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Brinckman, Danielle D; Keppler-Noreuil, Kim M; Blumhorst, Catherine; Biesecker, Leslie G; Sapp, Julie C; Johnston, Jennifer J; Wiggs, Edythe A

2013-12-01

Forty-two patients with a clinical diagnosis of Bardet-Biedl syndrome ages 2-61 years were given a neuropsychological test battery to evaluate cognitive, sensory, and behavioral functioning. These tests included the Wechsler scales of intelligence, Rey Auditory Verbal Learning Test, Boston Naming Test, D-KEFS Verbal Fluency Test, D-KEFS Color-Word Interference Test, D-KEFS Sorting Test, Wide Range Achievement Test: Math and Reading Subtests, Purdue Pegboard, The University of Pennsylvania Smell Identification Test, Social Communication Questionnaire, Social Responsiveness Scale, and Behavior Assessment System for Children, Second Edition, Parent Rating Scale. On the age appropriate Wechsler scale, the mean Verbal Comprehension was 81 (n = 36), Working Memory was 81 (n = 36), Perceptual Reasoning was 78 (n = 24) and Full Scale IQ was 75 (n = 26). Memory for a word list (Rey Auditory Verbal Learning Test) was in the average range with a mean of 89 (n = 19). Fine motor speed was slow on the Purdue with mean scores 3-4 standard deviations below norms. All subjects were microsmic on the University of Pennsylvania Smell Identification Test. Of these 42 patients, only 6 were able to complete all auditory and visual tests; 52% were unable to complete the visual tests due to impaired vision. A wide range of behavioral issues were endorsed on questionnaires given to parents. Most had social skill deficits but no pattern of either externalizing or internalizing problems. We identify a characteristic neuro-behavioral profile in our cohort comprised of reduced IQ, impaired fine-motor function, and decreased olfaction. © 2013 Wiley Periodicals, Inc.

Computational Cognitive Neuroscience Modeling of Sequential Skill Learning

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2016-09-21

learning during declarative control. 8. Journal of Experimental Psychology : Learning, Memory , and Cognition . 9. Crossley, M. J., Ashby, F. G., & Maddox...learning: Sensitivity to feedback timing. Frontiers in Psychology – Cognitive Science, 5, article 643, 1-9. 15. Worthy, D.A. & Maddox, W.T. (2014). A...Learning, Memory , and Cognition . Crossley, M. J., Ashby, F. G., & Maddox, W. T. (2014). Context-dependent savings in procedural category learning

Image Mapping and Visual Attention on the Sensory Ego-Sphere

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Fleming, Katherine Achim; Peters, Richard Alan, II

2012-01-01

The Sensory Ego-Sphere (SES) is a short-term memory for a robot in the form of an egocentric, tessellated, spherical, sensory-motor map of the robot s locale. Visual attention enables fast alignment of overlapping images without warping or position optimization, since an attentional point (AP) on the composite typically corresponds to one on each of the collocated regions in the images. Such alignment speeds analysis of the multiple images of the area. Compositing and attention were performed two ways and compared: (1) APs were computed directly on the composite and not on the full-resolution images until the time of retrieval; and (2) the attentional operator was applied to all incoming imagery. It was found that although the second method was slower, it produced consistent and, thereby, more useful APs. The SES is an integral part of a control system that will enable a robot to learn new behaviors based on its previous experiences, and that will enable it to recombine its known behaviors in such a way as to solve related, but novel, task problems with apparent creativity. The approach is to combine sensory-motor data association and dimensionality reduction to learn navigation and manipulation tasks as sequences of basic behaviors that can be implemented with a small set of closed-loop controllers. Over time, the aggregate of behaviors and their transition probabilities form a stochastic network. Then given a task, the robot finds a path in the network that leads from its current state to the goal. The SES provides a short-term memory for the cognitive functions of the robot, association of sensory and motor data via spatio-temporal coincidence, direction of the attention of the robot, navigation through spatial localization with respect to known or discovered landmarks, and structured data sharing between the robot and human team members, the individuals in multi-robot teams, or with a C3 center.

Adaptive multi-objective Optimization scheme for cognitive radio resource management

KAUST Repository

Alqerm, Ismail

2014-12-01

Cognitive Radio is an intelligent Software Defined Radio that is capable to alter its transmission parameters according to predefined objectives and wireless environment conditions. Cognitive engine is the actuator that performs radio parameters configuration by exploiting optimization and machine learning techniques. In this paper, we propose an Adaptive Multi-objective Optimization Scheme (AMOS) for cognitive radio resource management to improve spectrum operation and network performance. The optimization relies on adapting radio transmission parameters to environment conditions using constrained optimization modeling called fitness functions in an iterative manner. These functions include minimizing power consumption, Bit Error Rate, delay and interference. On the other hand, maximizing throughput and spectral efficiency. Cross-layer optimization is exploited to access environmental parameters from all TCP/IP stack layers. AMOS uses adaptive Genetic Algorithm in terms of its parameters and objective weights as the vehicle of optimization. The proposed scheme has demonstrated quick response and efficiency in three different scenarios compared to other schemes. In addition, it shows its capability to optimize the performance of TCP/IP layers as whole not only the physical layer.

Multi-modal distraction: insights from children's limited attention.

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Matusz, Pawel J; Broadbent, Hannah; Ferrari, Jessica; Forrest, Benjamin; Merkley, Rebecca; Scerif, Gaia

2015-03-01

How does the multi-sensory nature of stimuli influence information processing? Cognitive systems with limited selective attention can elucidate these processes. Six-year-olds, 11-year-olds and 20-year-olds engaged in a visual search task that required them to detect a pre-defined coloured shape under conditions of low or high visual perceptual load. On each trial, a peripheral distractor that could be either compatible or incompatible with the current target colour was presented either visually, auditorily or audiovisually. Unlike unimodal distractors, audiovisual distractors elicited reliable compatibility effects across the two levels of load in adults and in the older children, but high visual load significantly reduced distraction for all children, especially the youngest participants. This study provides the first demonstration that multi-sensory distraction has powerful effects on selective attention: Adults and older children alike allocate attention to potentially relevant information across multiple senses. However, poorer attentional resources can, paradoxically, shield the youngest children from the deleterious effects of multi-sensory distraction. Furthermore, we highlight how developmental research can enrich the understanding of distinct mechanisms controlling adult selective attention in multi-sensory environments. Copyright © 2014 Elsevier B.V. All rights reserved.

Developing Healthy Food Preferences in Preschool Children Through Taste Exposure, Sensory Learning, and Nutrition Education.

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Nekitsing, Chandani; Hetherington, Marion M; Blundell-Birtill, Pam

2018-03-01

The present review was undertaken in order to summarize and evaluate recent research investigating taste exposure, sensory learning, and nutrition education interventions for promoting vegetable intake in preschool children. Overall, taste exposure interventions yielded the best outcomes for increasing vegetable intake in early childhood. Evidence from sensory learning strategies such as visual exposure and experiential learning also show some success. While nutrition education remains the most common approach used in preschool settings, additional elements are needed to strengthen the educational program for increasing vegetable intake. There is a substantial gap in the evidence base to promote vegetable intake in food fussy children. The present review reveals the relative importance of different intervention strategies for promoting vegetable intake. To strengthen intervention effects for improving vegetable intake in preschool children, future research could consider integrating taste exposure and sensory learning strategies with nutrition education within the preschool curriculum.

Long-term post-stroke changes include myelin loss, specific deficits in sensory and motor behaviors and complex cognitive impairment detected using active place avoidance.

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Jin Zhou

Full Text Available Persistent neurobehavioral deficits and brain changes need validation for brain restoration. Two hours middle cerebral artery occlusion (tMCAO or sham surgery was performed in male Sprague-Dawley rats. Neurobehavioral and cognitive deficits were measured over 10 weeks included: (1 sensory, motor, beam balance, reflex/abnormal responses, hindlimb placement, forepaw foot fault and cylinder placement tests, and (2 complex active place avoidance learning (APA and simple passive avoidance retention (PA. Electroretinogram (ERG, hemispheric loss (infarction, hippocampus CA1 neuronal loss and myelin (Luxol Fast Blue staining in several fiber tracts were also measured. In comparison to Sham surgery, tMCAO surgery produced significant deficits in all behavioral tests except reflex/abnormal responses. Acute, short lived deficits following tMCAO were observed for forelimb foot fault and forelimb cylinder placement. Persistent, sustained deficits for the whole 10 weeks were exhibited for motor (p<0.001, sensory (p<0.001, beam balance performance (p<0.01 and hindlimb placement behavior (p<0.01. tMCAO produced much greater and prolonged cognitive deficits in APA learning (maximum on last trial of 604±83% change, p<0.05 but only a small, comparative effect on PA retention. Hemispheric loss/atrophy was measured 10 weeks after tMCAO and cross-validated by two methods (e.g., almost identical % ischemic hemispheric loss of 33.4±3.5% for H&E and of 34.2±3.5% for TTC staining. No visual dysfunction by ERG and no hippocampus neuronal loss were detected after tMCAO. Fiber tract damage measured by Luxol Fast Blue myelin staining intensity was significant (p<0.01 in the external capsule and striatum but not in corpus callosum and anterior commissure. In summary, persistent neurobehavioral deficits were validated as important endpoints for stroke restorative research in the future. Fiber myelin loss appears to contribute to these long term behavioral dysfunctions and

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

Science.gov (United States)

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

2014-01-01

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

Understanding Cognitive Language Learning Strategies

Directory of Open Access Journals (Sweden)

Sergio Di Carlo

2017-01-01

Full Text Available Over time, definitions and taxonomies of language learning strategies have been critically examined. This article defines and classifies cognitive language learning strategies on a more grounded basis. Language learning is a macro-process for which the general hypotheses of information processing are valid. Cognitive strategies are represented by the pillars underlying the encoding, storage and retrieval of information. In order to understand the processes taking place on these three dimensions, a functional model was elaborated from multiple theoretical contributions and previous models: the Smart Processing Model. This model operates with linguistic inputs as well as with any other kind of information. It helps to illustrate the stages, relations, modules and processes that occur during the flow of information. This theoretical advance is a core element to classify cognitive strategies. Contributions from cognitive neuroscience have also been considered to establish the proposed classification which consists of five categories. Each of these categories has a different predominant function: classification, preparation, association, elaboration and transfer-practice. This better founded taxonomy opens the doors to potential studies that would allow a better understanding of the interdisciplinary complexity of language learning. Pedagogical and methodological implications are also discussed.

Cognitive Architectures for Multimedia Learning

Science.gov (United States)

Reed, Stephen K.

2006-01-01

This article provides a tutorial overview of cognitive architectures that can form a theoretical foundation for designing multimedia instruction. Cognitive architectures include a description of memory stores, memory codes, and cognitive operations. Architectures that are relevant to multimedia learning include Paivio's dual coding theory,…

A multi-ingredient dietary supplement abolishes large-scale brain cell loss, improves sensory function, and prevents neuronal atrophy in aging mice.

Science.gov (United States)

Lemon, J A; Aksenov, V; Samigullina, R; Aksenov, S; Rodgers, W H; Rollo, C D; Boreham, D R

2016-06-01

Transgenic growth hormone mice (TGM) are a recognized model of accelerated aging with characteristics including chronic oxidative stress, reduced longevity, mitochondrial dysfunction, insulin resistance, muscle wasting, and elevated inflammatory processes. Growth hormone/IGF-1 activate the Target of Rapamycin known to promote aging. TGM particularly express severe cognitive decline. We previously reported that a multi-ingredient dietary supplement (MDS) designed to offset five mechanisms associated with aging extended longevity, ameliorated cognitive deterioration and significantly reduced age-related physical deterioration in both normal mice and TGM. Here we report that TGM lose more than 50% of cells in midbrain regions, including the cerebellum and olfactory bulb. This is comparable to severe Alzheimer's disease and likely explains their striking age-related cognitive impairment. We also demonstrate that the MDS completely abrogates this severe brain cell loss, reverses cognitive decline and augments sensory and motor function in aged mice. Additionally, histological examination of retinal structure revealed markers consistent with higher numbers of photoreceptor cells in aging and supplemented mice. We know of no other treatment with such efficacy, highlighting the potential for prevention or amelioration of human neuropathologies that are similarly associated with oxidative stress, inflammation and cellular dysfunction. Environ. Mol. Mutagen. 57:382-404, 2016. © 2016 Wiley Periodicals, Inc. © 2016 Wiley Periodicals, Inc.

Perception Evolution Network Based on Cognition Deepening Model--Adapting to the Emergence of New Sensory Receptor.

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Xing, Youlu; Shen, Furao; Zhao, Jinxi

2016-03-01

The proposed perception evolution network (PEN) is a biologically inspired neural network model for unsupervised learning and online incremental learning. It is able to automatically learn suitable prototypes from learning data in an incremental way, and it does not require the predefined prototype number or the predefined similarity threshold. Meanwhile, being more advanced than the existing unsupervised neural network model, PEN permits the emergence of a new dimension of perception in the perception field of the network. When a new dimension of perception is introduced, PEN is able to integrate the new dimensional sensory inputs with the learned prototypes, i.e., the prototypes are mapped to a high-dimensional space, which consists of both the original dimension and the new dimension of the sensory inputs. In the experiment, artificial data and real-world data are used to test the proposed PEN, and the results show that PEN can work effectively.

Performance in normal subjects on a novel battery of driving-related sensory-motor and cognitive tests.

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Innes, Carrie R H; Jones, Richard D; Anderson, Tim J; Hollobon, Susan G; Dalrymple-Alford, John C

2009-05-01

Currently, there is no international standard for the assessment of fitness to drive for cognitively or physically impaired persons. A computerized battery of driving-related sensory-motor and cognitive tests (SMCTests) has been developed, comprising tests of visuoperception, visuomotor ability, complex attention, visual search, decision making, impulse control, planning, and divided attention. Construct validity analysis was conducted in 60 normal, healthy subjects and showed that, overall, the novel cognitive tests assessed cognitive functions similar to a set of standard neuropsychological tests. The novel tests were found to have greater perceived face validity for predicting on-road driving ability than was found in the equivalent standard tests. Test-retest stability and reliability of SMCTests measures, as well as correlations between SMCTests and on-road driving, were determined in a subset of 12 subjects. The majority of test measures were stable and reliable across two sessions, and significant correlations were found between on-road driving scores and measures from ballistic movement, footbrake reaction, hand-control reaction, and complex attention. The substantial face validity, construct validity, stability, and reliability of SMCTests, together with the battery's level of correlation with on-road driving in normal subjects, strengthen our confidence in the ability of SMCTests to detect and identify sensory-motor and cognitive deficits related to unsafe driving and increased risk of accidents.

A Hybrid Cognitive-Reactive Multi-Agent Controller

National Research Council Canada - National Science Library

Bugajska, Magdalena D; Schultz, Alan C; Trafton, J. G; Taylor, Matthew; Mintz, Farilee E

2002-01-01

...). In this system, the learning algorithm handles reactive aspects of the task and provides an adaptation mechanism, while the cognitive model handles cognitive aspects of the task and ensures the realism of the behavior...

Learning New Sensorimotor Contingencies: Effects of Long-Term Use of Sensory Augmentation on the Brain and Conscious Perception

NARCIS (Netherlands)

König, Sabine U.; Schumann, Frank; Keyser, Johannes; Goeke, Caspar; Krause, Carina; Wache, Susan; Lytochkin, Aleksey; Ebert, Manuel; Brunsch, Vincent; Wahn, Basil; Kaspar, Kai; Nagel, Saskia K.; Nagel, Saskia Kathi; Meilinger, Tobias; Bülthoff, Heinrich; Wolbers, Thomas; Büchel, Christian; König, Peter

2016-01-01

Theories of embodied cognition propose that perception is shaped by sensory stimuli and by the actions of the organism. Following sensorimotor contingency theory, the mastery of lawful relations between own behavior and resulting changes in sensory signals, called sensorimotor contingencies, is

[Treatment of sensory information in neurodevelopmental disorders].

Science.gov (United States)

Zoenen, D; Delvenne, V

2018-01-01

The processing of information coming from the elementary sensory systems conditions the development and fulfilment of a child's abilities. A dysfunction in the sensory stimuli processing may generate behavioural patterns that might affect a child's learning capacities as well as his relational sphere. The DSM-5 recognizes the sensory abnormalities as part of the symptomatology of Autism Spectrum Disorders. However, similar features are observed in other neurodevelopmental disorders. Over the years, these conditions have been the subject of numerous controversies. Nowadays, they are all grouped together under the term of Neurodevelopmental Disorders in DSM-5. The semiology of these disorders is rich and complex due to the frequent presence of comorbidities and their impact on cognitive, behavioural, and sensorimotor organization but also on a child's personality, as well as his family, his school, or his social relationships. We carried out a review of the literature on the alterations in the treatment of sensory information in ASD but also on the different neurodevelopmental clinical panels in order to show their impact on child development. Atypical sensory profiles have been demonstrated in several neurodevelopmental clinical populations such as Autism Spectrum Disorder, Attention Deficit/Hyperactivity Disorders, Dysphasia and Intellectual Disability. Abnomalies in the processing of sensory information should be systematically evaluated in child developmental disorders.

Cognitive Clusters in Specific Learning Disorder.

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Poletti, Michele; Carretta, Elisa; Bonvicini, Laura; Giorgi-Rossi, Paolo

The heterogeneity among children with learning disabilities still represents a barrier and a challenge in their conceptualization. Although a dimensional approach has been gaining support, the categorical approach is still the most adopted, as in the recent fifth edition of the Diagnostic and Statistical Manual of Mental Disorders. The introduction of the single overarching diagnostic category of specific learning disorder (SLD) could underemphasize interindividual clinical differences regarding intracategory cognitive functioning and learning proficiency, according to current models of multiple cognitive deficits at the basis of neurodevelopmental disorders. The characterization of specific cognitive profiles associated with an already manifest SLD could help identify possible early cognitive markers of SLD risk and distinct trajectories of atypical cognitive development leading to SLD. In this perspective, we applied a cluster analysis to identify groups of children with a Diagnostic and Statistical Manual-based diagnosis of SLD with similar cognitive profiles and to describe the association between clusters and SLD subtypes. A sample of 205 children with a diagnosis of SLD were enrolled. Cluster analyses (agglomerative hierarchical and nonhierarchical iterative clustering technique) were used successively on 10 core subtests of the Wechsler Intelligence Scale for Children-Fourth Edition. The 4-cluster solution was adopted, and external validation found differences in terms of SLD subtype frequencies and learning proficiency among clusters. Clinical implications of these findings are discussed, tracing directions for further studies.

The multi-component model of working memory: explorations in experimental cognitive psychology.

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Repovs, G; Baddeley, A

2006-04-28

There are a number of ways one can hope to describe and explain cognitive abilities, each of them contributing a unique and valuable perspective. Cognitive psychology tries to develop and test functional accounts of cognitive systems that explain the capacities and properties of cognitive abilities as revealed by empirical data gathered by a range of behavioral experimental paradigms. Much of the research in the cognitive psychology of working memory has been strongly influenced by the multi-component model of working memory [Baddeley AD, Hitch GJ (1974) Working memory. In: Recent advances in learning and motivation, Vol. 8 (Bower GA, ed), pp 47-90. New York: Academic Press; Baddeley AD (1986) Working memory. Oxford, UK: Clarendon Press; Baddeley A. Working memory: Thought and action. Oxford: Oxford University Press, in press]. By expanding the notion of a passive short-term memory to an active system that provides the basis for complex cognitive abilities, the model has opened up numerous questions and new lines of research. In this paper we present the current revision of the multi-component model that encompasses a central executive, two unimodal storage systems: a phonological loop and a visuospatial sketchpad, and a further component, a multimodal store capable of integrating information into unitary episodic representations, termed episodic buffer. We review recent empirical data within experimental cognitive psychology that has shaped the development of the multicomponent model and the understanding of the capacities and properties of working memory. Research based largely on dual-task experimental designs and on neuropsychological evidence has yielded valuable information about the fractionation of working memory into independent stores and processes, the nature of representations in individual stores, the mechanisms of their maintenance and manipulation, the way the components of working memory relate to each other, and the role they play in other

Co-Labeling for Multi-View Weakly Labeled Learning.

Science.gov (United States)

Xu, Xinxing; Li, Wen; Xu, Dong; Tsang, Ivor W

2016-06-01

It is often expensive and time consuming to collect labeled training samples in many real-world applications. To reduce human effort on annotating training samples, many machine learning techniques (e.g., semi-supervised learning (SSL), multi-instance learning (MIL), etc.) have been studied to exploit weakly labeled training samples. Meanwhile, when the training data is represented with multiple types of features, many multi-view learning methods have shown that classifiers trained on different views can help each other to better utilize the unlabeled training samples for the SSL task. In this paper, we study a new learning problem called multi-view weakly labeled learning, in which we aim to develop a unified approach to learn robust classifiers by effectively utilizing different types of weakly labeled multi-view data from a broad range of tasks including SSL, MIL and relative outlier detection (ROD). We propose an effective approach called co-labeling to solve the multi-view weakly labeled learning problem. Specifically, we model the learning problem on each view as a weakly labeled learning problem, which aims to learn an optimal classifier from a set of pseudo-label vectors generated by using the classifiers trained from other views. Unlike traditional co-training approaches using a single pseudo-label vector for training each classifier, our co-labeling approach explores different strategies to utilize the predictions from different views, biases and iterations for generating the pseudo-label vectors, making our approach more robust for real-world applications. Moreover, to further improve the weakly labeled learning on each view, we also exploit the inherent group structure in the pseudo-label vectors generated from different strategies, which leads to a new multi-layer multiple kernel learning problem. Promising results for text-based image retrieval on the NUS-WIDE dataset as well as news classification and text categorization on several real-world multi

Associative account of self-cognition: extended forward model and multi-layer structure

Directory of Open Access Journals (Sweden)

Motoaki eSugiura

2013-08-01

Full Text Available The neural correlates of self identified by neuroimaging studies differ depending on which aspects of self are addressed. Here, three categories of self are proposed based on neuroimaging findings and an evaluation of the likely underlying cognitive processes. The physical self, representing self-agency of action, body ownership, and bodily self-recognition, is supported by the sensory and motor association cortices located primarily in the right hemisphere. The interpersonal self, representing the attention or intentions of others directed at the self, is supported by several amodal association cortices in the dorsomedial frontal and lateral posterior cortices. The social self, representing the self as a collection of context-dependent social values, is supported by the ventral aspect of the medial prefrontal cortex and the posterior cingulate cortex. Despite differences in the underlying cognitive processes and neural substrates, all three categories of self are likely to share the computational characteristics of the forward model, which is underpinned by internal schema or learned associations between one’s behavioral output and the consequential input. Additionally, these three categories exist within a hierarchical layer structure based on developmental processes that updates the schema through the attribution of prediction error. In this account, most of the association cortices critically contribute to some aspect of the self through associative learning while the primary regions involved shift from the lateral to the medial cortices in a sequence from the physical to the interpersonal to the social self.

Perception and the strongest sensory memory trace of multi-stable displays both form shortly after the stimulus onset.

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Pastukhov, Alexander

2016-02-01

We investigated the relation between perception and sensory memory of multi-stable structure-from-motion displays. The latter is an implicit visual memory that reflects a recent history of perceptual dominance and influences only the initial perception of multi-stable displays. First, we established the earliest time point when the direction of an illusory rotation can be reversed after the display onset (29-114 ms). Because our display manipulation did not bias perception towards a specific direction of illusory rotation but only signaled the change in motion, this means that the perceptual dominance was established no later than 29-114 ms after the stimulus onset. Second, we used orientation-selectivity of sensory memory to establish which display orientation produced the strongest memory trace and when this orientation was presented during the preceding prime interval (80-140 ms). Surprisingly, both estimates point towards the time interval immediately after the display onset, indicating that both perception and sensory memory form at approximately the same time. This suggests a tighter integration between perception and sensory memory than previously thought, warrants a reconsideration of its role in visual perception, and indicates that sensory memory could be a unique behavioral correlate of the earlier perceptual inference that can be studied post hoc.

Interference in Ballistic Motor Learning: Specificity and Role of Sensory Error Signals

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Lundbye-Jensen, Jesper; Petersen, Tue Hvass; Rothwell, John C.; Nielsen, Jens Bo

2011-01-01

Humans are capable of learning numerous motor skills, but newly acquired skills may be abolished by subsequent learning. Here we ask what factors determine whether interference occurs in motor learning. We speculated that interference requires competing processes of synaptic plasticity in overlapping circuits and predicted specificity. To test this, subjects learned a ballistic motor task. Interference was observed following subsequent learning of an accuracy-tracking task, but only if the competing task involved the same muscles and movement direction. Interference was not observed from a non-learning task suggesting that interference requires competing learning. Subsequent learning of the competing task 4 h after initial learning did not cause interference suggesting disruption of early motor memory consolidation as one possible mechanism underlying interference. Repeated transcranial magnetic stimulation (rTMS) of corticospinal motor output at intensities below movement threshold did not cause interference, whereas suprathreshold rTMS evoking motor responses and (re)afferent activation did. Finally, the experiments revealed that suprathreshold repetitive electrical stimulation of the agonist (but not antagonist) peripheral nerve caused interference. The present study is, to our knowledge, the first to demonstrate that peripheral nerve stimulation may cause interference. The finding underscores the importance of sensory feedback as error signals in motor learning. We conclude that interference requires competing plasticity in overlapping circuits. Interference is remarkably specific for circuits involved in a specific movement and it may relate to sensory error signals. PMID:21408054

Adapting Choral Singing Experiences for Older Adults: The Implications of Sensory, Perceptual, and Cognitive Changes

Science.gov (United States)

Yinger, Olivia Swedberg

2014-01-01

As people age, they naturally experience sensory, perceptual, and cognitive changes. Many of these changes necessitate adaptations in designing programs for older adults. Choral singing is an activity that has many potential benefits for older adults, yet the rehearsal environment, presentation style, and content of material presented may need to…

Classifying cognitive profiles using machine learning with privileged information in Mild Cognitive Impairment

Directory of Open Access Journals (Sweden)

Hanin Hamdan Alahmadi

2016-11-01

Full Text Available Early diagnosis of dementia is critical for assessing disease progression and potential treatment. State-or-the-art machine learning techniques have been increasingly employed to take on this diagnostic task. In this study, we employed Generalised Matrix Learning Vector Quantization (GMLVQ classifiers to discriminate patients with Mild Cognitive Impairment (MCI from healthy controls based on their cognitive skills. Further, we adopted a ``Learning with privileged information'' approach to combine cognitive and fMRI data for the classification task. The resulting classifier operates solely on the cognitive data while it incorporates the fMRI data as privileged information (PI during training. This novel classifier is of practical use as the collection of brain imaging data is not always possible with patients and older participants.MCI patients and healthy age-matched controls were trained to extract structure from temporal sequences. We ask whether machine learning classifiers can be used to discriminate patients from controls based on the learning performance and whether differences between these groups relate to individual cognitive profiles. To this end, we tested participants in four cognitive tasks: working memory, cognitive inhibition, divided attention, and selective attention. We also collected fMRI data before and after training on the learning task and extracted fMRI responses and connectivity as features for machine learning classifiers. Our results show that the PI guided GMLVQ classifiers outperform the baseline classifier that only used the cognitive data. In addition, we found that for the baseline classifier, divided attention is the only relevant cognitive feature. When PI was incorporated, divided attention remained the most relevant feature while cognitive inhibition became also relevant for the task. Interestingly, this analysis for the fMRI GMLVQ classifier suggests that (1 when overall fMRI signal for structured stimuli is

Development of auditory sensory memory from 2 to 6 years: an MMN study.

Science.gov (United States)

Glass, Elisabeth; Sachse, Steffi; von Suchodoletz, Waldemar

2008-08-01

Short-term storage of auditory information is thought to be a precondition for cognitive development, and deficits in short-term memory are believed to underlie learning disabilities and specific language disorders. We examined the development of the duration of auditory sensory memory in normally developing children between the ages of 2 and 6 years. To probe the lifetime of auditory sensory memory we elicited the mismatch negativity (MMN), a component of the late auditory evoked potential, with tone stimuli of two different frequencies presented with various interstimulus intervals between 500 and 5,000 ms. Our findings suggest that memory traces for tone characteristics have a duration of 1-2 s in 2- and 3-year-old children, more than 2 s in 4-year-olds and 3-5 s in 6-year-olds. The results provide insights into the maturational processes involved in auditory sensory memory during the sensitive period of cognitive development.

Learning Potential and Cognitive Modifiability

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Kozulin, Alex

2011-01-01

The relationship between thinking and learning constitutes one of the fundamental problems of cognitive psychology. Though there is an obvious overlap between the domains of thinking and learning, it seems more productive to consider learning as being predominantly acquisition while considering thinking as the application of the existent concepts…

Estrogens and cognition: Friends or foes?: An evaluation of the opposing effects of estrogens on learning and memory.

Science.gov (United States)

Korol, Donna L; Pisani, Samantha L

2015-08-01

This article is part of a Special Issue "Estradiol and cognition". Estrogens are becoming well known for their robust enhancement on cognition particularly for learning and memory that relies upon functioning of the hippocampus and related neural systems. What is also emerging is that estrogen modulation of cognition is not uniform, at times enhancing yet at other times impairing learning. This review explores the bidirectional effects of estrogens on learning from a multiple memory systems view, focusing on the hippocampus and striatum, whereby modulation by estrogens sorts according to task attributes and neural systems engaged during cognition. We highlight our findings showing that the ability to solve hippocampus-sensitive tasks typically improves under relatively high estrogen status while the ability to solve striatum-sensitive tasks degrades with estrogen exposures. Though constrained by dose and timing of exposure, these opposing enhancements and impairments of cognition can be observed following treatments with different estrogenic compounds including the hormone estradiol, the isoflavone genistein found in soybeans, and agonists that are selective for specific estrogen receptors, suggesting that activation of a single receptor type is sufficient to produce the observed shifts in learning strategies. Using this multi-dimensional framework will allow us to extend our thinking of the relationship between estrogens and cognition to other brain regions and cognitive functions. Copyright © 2015 Elsevier Inc. All rights reserved.

A Secured Cognitive Agent based Multi-strategic Intelligent Search System

Directory of Open Access Journals (Sweden)

Neha Gulati

2018-04-01

Full Text Available Search Engine (SE is the most preferred information retrieval tool ubiquitously used. In spite of vast scale involvement of users in SE’s, their limited capabilities to understand the user/searcher context and emotions places high cognitive, perceptual and learning load on the user to maintain the search momentum. In this regard, the present work discusses a Cognitive Agent (CA based approach to support the user in Web-based search process. The work suggests a framework called Secured Cognitive Agent based Multi-strategic Intelligent Search System (CAbMsISS to assist the user in search process. It helps to reduce the contextual and emotional mismatch between the SE’s and user. After implementation of the proposed framework, performance analysis shows that CAbMsISS framework improves Query Retrieval Time (QRT and effectiveness for retrieving relevant results as compared to Present Search Engine (PSE. Supplementary to this, it also provides search suggestions when user accesses a resource previously tagged with negative emotions. Overall, the goal of the system is to enhance the search experience for keeping the user motivated. The framework provides suggestions through the search log that tracks the queries searched, resources accessed and emotions experienced during the search. The implemented framework also considers user security. Keywords: BDI model, Cognitive Agent, Emotion, Information retrieval, Intelligent search, Search Engine

Multi-sensory stimulation in 24-hour dementia care: effects of snoezelen on residents and caregivers.

NARCIS (Netherlands)

Weert, J. van; Dulmen, S. van; Bensing, J.

2011-01-01

Dementia among nursing home residents is oftenaccompanied by behavioural disturbances and high caredependency. Multi-Sensory Stimulation or snoezelen,integrated in 24-h dementia care, is an approach thatmight improve mood and behaviour of demented elderlyas well as the quality of working life of

Multi-sensory stimulation in 24-hour dementia care: effects of snoezelen on residents and caregivers

NARCIS (Netherlands)

van Weert, J.; van Dulmen, S.; Bensing, J.

2011-01-01

Dementia among nursing home residents is oftenaccompanied by behavioural disturbances and high caredependency. Multi-Sensory Stimulation or snoezelen,integrated in 24-h dementia care, is an approach thatmight improve mood and behaviour of demented elderlyas well as the quality of working life of

Sencity : A multi-sensory music event for deaf and hearing people

OpenAIRE

van der Peet, Dominique

2013-01-01

The objective of the project thesis was to provide an insight into event management, especially when organising an event for a specific target group like the deaf community. The event in question is Sencity, a multi-sensory music event for deaf and hearing people which has been organized in various territories but never before in the United Kingdom. Event and project management are an essential part of organising an event. It is important to observe all aspects involved in organising an...

What is Sensory about Multi-Sensory Enhancement of Vision by Sounds?

Directory of Open Access Journals (Sweden)

Alexis Pérez-Bellido

2011-10-01

Full Text Available Can auditory input influence the sensory processing of visual information? Many studies have reported cross-modal enhancement in visual tasks, but the nature of such gain is still unclear. Some authors argue for ‘high-order’ expectancy or attention effects, whereas others propose ‘low-order’ stimulus-driven multisensory integration. The present study applies a psychophysical analysis of reaction time distributions in order to disentangle sensory changes from other kind of high-order (not sensory-specific effects. Observers performed a speeded simple detection task on Gabor patches of different spatial frequencies and contrasts, with and without accompanying sounds. The data were adjusted using chronometric functions in order to separate changes is sensory evidence from changes in decision or motor times. The results supported the existence of a stimulus unspecific auditory-induced enhancement in RTs across all types of visual stimuli, probably mediated by higher-order effects (eg, reduction of temporal uncertainty. Critically, we also singled out a sensory gain that was selective to low spatial frequency stimuli, highlighting the role of the magno-cellular visual pathway in multisensory integration for fast detection. The present findings help clarify previous mixed findings in the area, and introduce a novel form to evaluate cross-modal enhancement.

Superior cognitive mapping through single landmark-related learning than through boundary-related learning.

Science.gov (United States)

Zhou, Ruojing; Mou, Weimin

2016-08-01

Cognitive mapping is assumed to be through hippocampus-dependent place learning rather than striatum-dependent response learning. However, we proposed that either type of spatial learning, as long as it involves encoding metric relations between locations and reference points, could lead to a cognitive map. Furthermore, the fewer reference points to specify individual locations, the more accurate a cognitive map of these locations will be. We demonstrated that participants have more accurate representations of vectors between 2 locations and of configurations among 3 locations when locations are individually encoded in terms of a single landmark than when locations are encoded in terms of a boundary. Previous findings have shown that learning locations relative to a boundary involve stronger place learning and higher hippocampal activation whereas learning relative to a single landmark involves stronger response learning and higher striatal activation. Recognizing this, we have provided evidence challenging the cognitive map theory but favoring our proposal. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Switching dynamics of multi-agent learning

NARCIS (Netherlands)

Vrancx, P.; Tuyls, K.P.; Westra, R.

2008-01-01

This paper presents the dynamics of multi-agent reinforcement learning in multiple state problems. We extend previous work that formally modelled the relation between reinforcement learning agents and replicator dynamics in stateless multi-agent games. More precisely, in this work we use a

Discriminating Children with Autism from Children with Learning Difficulties with an Adaptation of the Short Sensory Profile

Science.gov (United States)

O'Brien, Justin; Tsermentseli, Stella; Cummins, Omar; Happe, Francesca; Heaton, Pamela; Spencer, Janine

2009-01-01

In this article, we examine the extent to which children with autism and children with learning difficulties can be discriminated from their responses to different patterns of sensory stimuli. Using an adapted version of the Short Sensory Profile (SSP), sensory processing was compared in 34 children with autism to 33 children with typical…

Associative Learning and Sensory Neuroplasticity: How Does It Happen and What Is It Good For?

Science.gov (United States)

McGann, John P.

2015-01-01

Historically, the body's sensory systems have been presumed to provide the brain with raw information about the external environment, which the brain must interpret to select a behavioral response. Consequently, studies of the neurobiology of learning and memory have focused on circuitry that interfaces between sensory inputs and behavioral…

Exploration of Unknown Spaces by People Who Are Blind Using a Multi-sensory Virtual Environment

Science.gov (United States)

Lahav, Orly; Mioduser, David

2004-01-01

The ability to explore unknown spaces independently, safely and efficiently is a combined product of motor, sensory, and cognitive skills. Normal exercise of this ability directly affects an individual?s quality of life. Mental mapping of spaces and of the possible paths for navigating these spaces is essential for the development of efficient…

Multi-sensory Storytelling for Persons with Profound Intellectual and Multiple Disabilities : An Analysis of the Development, Content and Application in Practice

NARCIS (Netherlands)

ten Brug, Annet; van der Putten, Annette; Penne, Anneleen; Maes, Bea; Vlaskamp, Carla

Background Multi-sensory storytelling (MSST) books are individualized stories, which involve sensory stimulation in addition to verbal text. Despite the frequent use of MSST in practice, little research is conducted into its structure, content and effectiveness. This study aims at the analysis of

Latent semantics as cognitive components

DEFF Research Database (Denmark)

Petersen, Michael Kai; Mørup, Morten; Hansen, Lars Kai

2010-01-01

Cognitive component analysis, defined as an unsupervised learning of features resembling human comprehension, suggests that the sensory structures we perceive might often be modeled by reducing dimensionality and treating objects in space and time as linear mixtures incorporating sparsity...... emotional responses can be encoded in words, we propose a simplified cognitive approach to model how we perceive media. Representing song lyrics in a vector space of reduced dimensionality using LSA, we combine bottom-up defined term distances with affective adjectives, that top-down constrain the latent......, which we suggest might function as cognitive components for perceiving the underlying structure in lyrics....

Can Cognitive Neuroscience Ground a Science of Learning?

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Kelly, Anthony E.

2011-01-01

In this article, I review recent findings in cognitive neuroscience in learning, particularly in the learning of mathematics and of reading. I argue that while cognitive neuroscience is in its infancy as a field, theories of learning will need to incorporate and account for this growing body of empirical data.

The Learning Way: Meta-Cognitive Aspects of Experiential Learning

Science.gov (United States)

Kolb, Alice Y.; Kolb, David A.

2009-01-01

Contemporary research on meta-cognition has reintroduced conscious experience into psychological research on learning and stimulated a fresh look at classical experiential learning scholars who gave experience a central role in the learning process--William James, John Dewey, Kurt Lewin, Carl Rogers, and Paulo Freire. In particular James's…

Constructivism, the so-called semantic learning theories, and situated cognition versus the psychological learning theories.

Science.gov (United States)

Aparicio, Juan José; Rodríguez Moneo, María

2005-11-01

In this paper, the perspective of situated cognition, which gave rise both to the pragmatic theories and the so-called semantic theories of learning and has probably become the most representative standpoint of constructivism, is examined. We consider the claim of situated cognition to provide alternative explanations of the learning phenomenon to those of psychology and, especially, to those of the symbolic perspective, currently predominant in cognitive psychology. The level of analysis of situated cognition (i.e., global interactive systems) is considered an inappropriate approach to the problem of learning. From our analysis, it is concluded that the pragmatic theories and the so-called semantic theories of learning which originated in situated cognition can hardly be considered alternatives to the psychological learning theories, and they are unlikely to add anything of interest to the learning theory or to contribute to the improvement of our knowledge about the learning phenomenon.

Environmental enrichment of young adult rats (Rattus norvegicus) in different sensory modalities has long-lasting effects on their ability to learn via specific sensory channels.

Science.gov (United States)

Dolivo, Vassilissa; Taborsky, Michael

2017-05-01

Sensory modalities individuals use to obtain information from the environment differ among conspecifics. The relative contributions of genetic divergence and environmental plasticity to this variance remain yet unclear. Numerous studies have shown that specific sensory enrichments or impoverishments at the postnatal stage can shape neural development, with potential lifelong effects. For species capable of adjusting to novel environments, specific sensory stimulation at a later life stage could also induce specific long-lasting behavioral effects. To test this possibility, we enriched young adult Norway rats with either visual, auditory, or olfactory cues. Four to 8 months after the enrichment period we tested each rat for their learning ability in 3 two-choice discrimination tasks, involving either visual, auditory, or olfactory stimulus discrimination, in a full factorial design. No sensory modality was more relevant than others for the proposed task per se, but rats performed better when tested in the modality for which they had been enriched. This shows that specific environmental conditions encountered during early adulthood have specific long-lasting effects on the learning abilities of rats. Furthermore, we disentangled the relative contributions of genetic and environmental causes of the response. The reaction norms of learning abilities in relation to the stimulus modality did not differ between families, so interindividual divergence was mainly driven by environmental rather than genetic factors. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Multi-agent machine learning a reinforcement approach

CERN Document Server

Schwartz, H M

2014-01-01

The book begins with a chapter on traditional methods of supervised learning, covering recursive least squares learning, mean square error methods, and stochastic approximation. Chapter 2 covers single agent reinforcement learning. Topics include learning value functions, Markov games, and TD learning with eligibility traces. Chapter 3 discusses two player games including two player matrix games with both pure and mixed strategies. Numerous algorithms and examples are presented. Chapter 4 covers learning in multi-player games, stochastic games, and Markov games, focusing on learning multi-pla

Linking Cognition to Cognitive Dissonance through Scientific Discrepant Events

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Allen G. Rauch

2010-10-01

Full Text Available The aim of this workshop and paper is to provide a conceptual framework that will develop skills in the areas of observation, cognition/meta-cognition with emphasis on critical thinking, decision making and problem solving. Simultaneously, this endeavour is designed to stimulate one‟s curiosity and thereby provide motivation to learn. These are accomplished through the learning style methodology with emphasis on interactive instructional resources addressing a multi-modality approach to teaching and learning. It will be shown that discrepant events impact thinking with respect to problem solving. The aforementioned is demonstrated with the use of gravity, molecular structure and optical illusions. The workshop presenters will show how cognitive dissonance, precipitated within each of these constituents, fosters curiosity and therefore provides an ideal motivational component for exploration.

Example-based learning: Integrating cognitive and social-cognitive research perspectives

NARCIS (Netherlands)

T.A.J.M. van Gog (Tamara); N. Rummel (Nikol)

2010-01-01

textabstractExample-based learning has been studied from different perspectives. Cognitive research has mainly focused on worked examples, which typically provide students with a written worked-out didactical solution to a problem to study. Social-cognitive research has mostly focused on modeling

Preparing mental health professionals for new directions in mental health practice: Evaluating the sensory approaches e-learning training package.

Science.gov (United States)

Meredith, Pamela; Yeates, Harriet; Greaves, Amanda; Taylor, Michelle; Slattery, Maddy; Charters, Michelle; Hill, Melissa

2018-02-01

The application of sensory modulation approaches in mental health settings is growing in recognition internationally. However, a number of barriers have been identified as limiting the implementation of the approach, including workplace culture and a lack of accessible and effective sensory approaches training. The aim of this project was to investigate the efficacy of providing this training through a custom-designed e-learning package. Participants in the present study were predominately nurses and occupational therapists working in mental health settings in Queensland, Australia. Data were collected from 121 participants using an online survey. Significant improvements were found between pre- and post-training in participants' real and perceived levels of knowledge, their perceived levels of confidence, and their attitudes towards using sensory modulation approaches in mental health settings. The findings of the study suggest that the custom-designed sensory approaches e-learning package is an effective, accessible, acceptable, and usable method to train health professionals in sensory modulation approaches. As this study is the first to analyse the efficacy of an e-learning sensory approaches package, the results are considered preliminary, and further investigation is required. © 2017 Australian College of Mental Health Nurses Inc.

The brain decade in debate: VI. Sensory and motor maps: dynamics and plasticity

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A. Das

2001-12-01

Full Text Available This article is an edited transcription of a virtual symposium promoted by the Brazilian Society of Neuroscience and Behavior (SBNeC. Although the dynamics of sensory and motor representations have been one of the most studied features of the central nervous system, the actual mechanisms of brain plasticity that underlie the dynamic nature of sensory and motor maps are not entirely unraveled. Our discussion began with the notion that the processing of sensory information depends on many different cortical areas. Some of them are arranged topographically and others have non-topographic (analytical properties. Besides a sensory component, every cortical area has an efferent output that can be mapped and can influence motor behavior. Although new behaviors might be related to modifications of the sensory or motor representations in a given cortical area, they can also be the result of the acquired ability to make new associations between specific sensory cues and certain movements, a type of learning known as conditioning motor learning. Many types of learning are directly related to the emotional or cognitive context in which a new behavior is acquired. This has been demonstrated by paradigms in which the receptive field properties of cortical neurons are modified when an animal is engaged in a given discrimination task or when a triggering feature is paired with an aversive stimulus. The role of the cholinergic input from the nucleus basalis to the neocortex was also highlighted as one important component of the circuits responsible for the context-dependent changes that can be induced in cortical maps.

Network Supervision of Adult Experience and Learning Dependent Sensory Cortical Plasticity.

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Blake, David T

2017-06-18

The brain is capable of remodeling throughout life. The sensory cortices provide a useful preparation for studying neuroplasticity both during development and thereafter. In adulthood, sensory cortices change in the cortical area activated by behaviorally relevant stimuli, by the strength of response within that activated area, and by the temporal profiles of those responses. Evidence supports forms of unsupervised, reinforcement, and fully supervised network learning rules. Studies on experience-dependent plasticity have mostly not controlled for learning, and they find support for unsupervised learning mechanisms. Changes occur with greatest ease in neurons containing α-CamKII, which are pyramidal neurons in layers II/III and layers V/VI. These changes use synaptic mechanisms including long term depression. Synaptic strengthening at NMDA-containing synapses does occur, but its weak association with activity suggests other factors also initiate changes. Studies that control learning find support of reinforcement learning rules and limited evidence of other forms of supervised learning. Behaviorally associating a stimulus with reinforcement leads to a strengthening of cortical response strength and enlarging of response area with poor selectivity. Associating a stimulus with omission of reinforcement leads to a selective weakening of responses. In some preparations in which these associations are not as clearly made, neurons with the most informative discharges are relatively stronger after training. Studies analyzing the temporal profile of responses associated with omission of reward, or of plasticity in studies with different discriminanda but statistically matched stimuli, support the existence of limited supervised network learning. © 2017 American Physiological Society. Compr Physiol 7:977-1008, 2017. Copyright © 2017 John Wiley & Sons, Inc.

Language-universal sensory deficits in developmental dyslexia: English, Spanish, and Chinese.

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Goswami, Usha; Wang, H-L Sharon; Cruz, Alicia; Fosker, Tim; Mead, Natasha; Huss, Martina

2011-02-01

Studies in sensory neuroscience reveal the critical importance of accurate sensory perception for cognitive development. There is considerable debate concerning the possible sensory correlates of phonological processing, the primary cognitive risk factor for developmental dyslexia. Across languages, children with dyslexia have a specific difficulty with the neural representation of the phonological structure of speech. The identification of a robust sensory marker of phonological difficulties would enable early identification of risk for developmental dyslexia and early targeted intervention. Here, we explore whether phonological processing difficulties are associated with difficulties in processing acoustic cues to speech rhythm. Speech rhythm is used across languages by infants to segment the speech stream into words and syllables. Early difficulties in perceiving auditory sensory cues to speech rhythm and prosody could lead developmentally to impairments in phonology. We compared matched samples of children with and without dyslexia, learning three very different spoken and written languages, English, Spanish, and Chinese. The key sensory cue measured was rate of onset of the amplitude envelope (rise time), known to be critical for the rhythmic timing of speech. Despite phonological and orthographic differences, for each language, rise time sensitivity was a significant predictor of phonological awareness, and rise time was the only consistent predictor of reading acquisition. The data support a language-universal theory of the neural basis of developmental dyslexia on the basis of rhythmic perception and syllable segmentation. They also suggest that novel remediation strategies on the basis of rhythm and music may offer benefits for phonological and linguistic development.

The use of multi representative learning materials: definitive, macroscopic, microscopic, symbolic, and practice in analyzing students’ concept understanding

Science.gov (United States)

Susilaningsih, E.; Wulandari, C.; Supartono; Kasmui; Alighiri, D.

2018-03-01

This research aims to compose learning material which contains definitive macroscopic, microscopic and symbolic to analyze students’ conceptual understanding in acid-base learning materials. This research was conducted in eleven grade, natural science class, senior high school 1 (SMAN 1) Karangtengah, Demak province, Indonesia as the low level of students’ conceptual understanding and the high level of students’ misconception. The data collecting technique is by test to assess the cognitive aspect, questionnaire to assess students’ responses to multi representative learning materials (definitive, macroscopic, microscopic, symbolic), and observation to assess students’ macroscopic aspects. Three validators validate the multi-representative learning materials (definitive, macroscopic, microscopic, symbolic). The results of the research show that the multi-representative learning materials (definitive, macroscopic, microscopes, symbolic) being used is valid in the average score 62 of 75. The data is analyzed using the descriptive qualitative method. The results of the research show that 72.934 % students understand, 7.977 % less understand, 8.831 % do not understand, and 10.256 % misconception. In comparison, the second experiment class shows 54.970 % students understand, 5.263% less understand, 11.988 % do not understand, 27.777 % misconception. In conclusion, the application of multi representative learning materials (definitive, macroscopic, microscopic, symbolic) can be used to analyze the students’ understanding of acid-base materials.

Multi-task Vector Field Learning.

Science.gov (United States)

Lin, Binbin; Yang, Sen; Zhang, Chiyuan; Ye, Jieping; He, Xiaofei

2012-01-01

Multi-task learning (MTL) aims to improve generalization performance by learning multiple related tasks simultaneously and identifying the shared information among tasks. Most of existing MTL methods focus on learning linear models under the supervised setting. We propose a novel semi-supervised and nonlinear approach for MTL using vector fields. A vector field is a smooth mapping from the manifold to the tangent spaces which can be viewed as a directional derivative of functions on the manifold. We argue that vector fields provide a natural way to exploit the geometric structure of data as well as the shared differential structure of tasks, both of which are crucial for semi-supervised multi-task learning. In this paper, we develop multi-task vector field learning (MTVFL) which learns the predictor functions and the vector fields simultaneously. MTVFL has the following key properties. (1) The vector fields MTVFL learns are close to the gradient fields of the predictor functions. (2) Within each task, the vector field is required to be as parallel as possible which is expected to span a low dimensional subspace. (3) The vector fields from all tasks share a low dimensional subspace. We formalize our idea in a regularization framework and also provide a convex relaxation method to solve the original non-convex problem. The experimental results on synthetic and real data demonstrate the effectiveness of our proposed approach.

Cognitive diffusion model with user-oriented context-to-text recognition for learning to promote high level cognitive processes

Directory of Open Access Journals (Sweden)

Wu-Yuin Hwang

2014-03-01

Full Text Available There is a large number of studies on how to promote students’ cognitive processes and learning achievements through various learning activities supported by advanced learning technologies. However, not many of them focus on applying the knowledge that students learn in school to solve authentic daily life problems. This study aims to propose a cognitive diffusion model called User-oriented Context-to-Text Recognition for Learning (U-CTRL to facilitate and improve students’ learning and cognitive processes from lower levels (i.e., Remember and Understand to higher levels (i.e., Apply and above through an innovative approach, called User-Oriented Context-to-Text Recognition for Learning (U-CTRL. With U-CTRL, students participate in learning activities in which they capture the learning context that can be scanned and recognized by a computer application as text. Furthermore, this study proposes the use of an innovative model, called Cognitive Diffusion Model, to investigate the diffusion and transition of students’ cognitive processes in different learning stages including pre-schooling, after-schooling, crossing the chasm, and higher cognitive processing. Finally, two cases are presented to demonstrate how the U-CTRL approach can be used to facilitate student cognition in their learning of English and Natural science.

Learning Based on CC1 and CC4 Neural Networks

OpenAIRE

Kak, Subhash

2017-01-01

We propose that a general learning system should have three kinds of agents corresponding to sensory, short-term, and long-term memory that implicitly will facilitate context-free and context-sensitive aspects of learning. These three agents perform mututally complementary functions that capture aspects of the human cognition system. We investigate the use of CC1 and CC4 networks for use as models of short-term and sensory memory.

An Exploration of Students' Science Learning Interest Related to Their Cognitive Anxiety, Cognitive Load, Self-Confidence and Learning Progress Using Inquiry-Based Learning With an iPad

Science.gov (United States)

Hong, Jon-Chao; Hwang, Ming-Yueh; Tai, Kai-Hsin; Tsai, Chi-Ruei

2017-12-01

Based on the cognitive-affective theory, the present study designed a science inquiry learning model, predict-observe-explain (POE), and implemented it in an app called "WhyWhy" to examine the effectiveness of students' science inquiry learning practice. To understand how POE can affect the cognitive-affective learning process, as well as the learning progress, a pretest and a posttest were given to 152 grade 5 elementary school students. The students practiced WhyWhy during six sessions over 6 weeks, and data related to interest in learning science (ILS), cognitive anxiety (CA), and extraneous cognitive load (ECL) were collected and analyzed through confirmatory factor analysis with structure equation modeling. The results showed that students with high ILS have low CA and ECL. In addition, the results also indicated that students with a high level of self-confidence enhancement showed significant improvement in the posttest. The implications of this study suggest that by using technology-enhanced science learning, the POE model is a practical approach to motivate students to learn.

Sensory ERPs predict differences in working memory span and fluid intelligence.

Science.gov (United States)

Brumback, Carrie R; Low, Kathy A; Gratton, Gabriele; Fabiani, Monica

2004-02-09

The way our brain reacts to sensory stimulation may provide important clues about higher-level cognitive function and its operation. Here we show that short-latency (memory span, as well as between subjects scoring high and low on a fluid intelligence test. Our findings also suggest that this link between sensory responses and complex cognitive tasks is modality specific (visual sensory measures correlate with visuo-spatial tasks whereas auditory sensory measures correlate with verbal tasks). We interpret these findings as indicating that people's effectiveness in controlling attention and gating sensory information is a critical determinant of individual differences in complex cognitive abilities.

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

Science.gov (United States)

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

2018-03-01

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

I Feel, Therefore, I am: The Insula and Its Role in Human Emotion, Cognition and the Sensory-Motor System

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Mani Pavuluri

2015-02-01

Full Text Available Background: The insula is instrumental in integrating the emotional, cognitive, and sensory-motor systems. This manuscript lays a foundational framework for understanding the insula’s mechanistic role in moderating brain networks in illness and wellness. Methods: Reviewed here is the select literature on the brain anatomy and function relevant to the insula’s role in psychiatrically ill and normative populations. Results: The insula is a hub for moderating social cognition, empathy, reward-driven decision-making, arousal, reactivity to emotional stimuli, and somatic pain processing. Findings indicate a spectrum of increasing complexity in insular function – from receiving and interpreting sensorimotor sensations in the posterior insula to subjective perception of emotions in the anterior insula. The insula plays a key role at the interface of cognitive and emotional domains, functioning in concert with other brain regions that share common cytoarchitecture, such as the ventrolateral prefrontal cortex and the anterior cingulate cortex. Pharmacotherapy and mindfulness-based interventions can alter insular activation. Conclusion: The insula serves as a receiver and interpreter of emotions in the context of cognitive and sensory-motor information. Therefore, insular function and connectivity may potentially be utilized as a biomarker for treatment selection and outcome.

Active Multi-Field Learning for Spam Filtering

OpenAIRE

Wuying Liu; Lin Wang; Mianzhu Yi; Nan Xie

2015-01-01

Ubiquitous spam messages cause a serious waste of time and resources. This paper addresses the practical spam filtering problem, and proposes a universal approach to fight with various spam messages. The proposed active multi-field learning approach is based on: 1) It is cost-sensitive to obtain a label for a real-world spam filter, which suggests an active learning idea; and 2) Different messages often have a similar multi-field text structure, which suggests a multi-field learning idea. The...

Sensory processes modulate differences in multi-component behavior and cognitive control between childhood and adulthood.

Science.gov (United States)

Gohil, Krutika; Bluschke, Annet; Roessner, Veit; Stock, Ann-Kathrin; Beste, Christian

2017-10-01

Many everyday tasks require executive functions to achieve a certain goal. Quite often, this requires the integration of information derived from different sensory modalities. Children are less likely to integrate information from different modalities and, at the same time, also do not command fully developed executive functions, as compared to adults. Yet still, the role of developmental age-related effects on multisensory integration processes has not been examined within the context of multicomponent behavior until now (i.e., the concatenation of different executive subprocesses). This is problematic because differences in multisensory integration might actually explain a significant amount of the developmental effects that have traditionally been attributed to changes in executive functioning. In a system, neurophysiological approach combining electroencephaloram (EEG) recordings and source localization analyses, we therefore examined this question. The results show that differences in how children and adults accomplish multicomponent behavior do not solely depend on developmental differences in executive functioning. Instead, the observed developmental differences in response selection processes (reflected by the P3 ERP) were largely dependent on the complexity of integrating temporally separated stimuli from different modalities. This effect was related to activation differences in medial frontal and inferior parietal cortices. Primary perceptual gating or attentional selection processes (P1 and N1 ERPs) were not affected. The results show that differences in multisensory integration explain parts of transformations in cognitive processes between childhood and adulthood that have traditionally been attributed to changes in executive functioning, especially when these require the integration of multiple modalities during response selection. Hum Brain Mapp 38:4933-4945, 2017. © 2017 Wiley Periodicals, Inc. © 2017 Wiley Periodicals, Inc.

Flexibility and Stability in Sensory Processing Revealed Using Visual-to-Auditory Sensory Substitution

Science.gov (United States)

Hertz, Uri; Amedi, Amir

2015-01-01

The classical view of sensory processing involves independent processing in sensory cortices and multisensory integration in associative areas. This hierarchical structure has been challenged by evidence of multisensory responses in sensory areas, and dynamic weighting of sensory inputs in associative areas, thus far reported independently. Here, we used a visual-to-auditory sensory substitution algorithm (SSA) to manipulate the information conveyed by sensory inputs while keeping the stimuli intact. During scan sessions before and after SSA learning, subjects were presented with visual images and auditory soundscapes. The findings reveal 2 dynamic processes. First, crossmodal attenuation of sensory cortices changed direction after SSA learning from visual attenuations of the auditory cortex to auditory attenuations of the visual cortex. Secondly, associative areas changed their sensory response profile from strongest response for visual to that for auditory. The interaction between these phenomena may play an important role in multisensory processing. Consistent features were also found in the sensory dominance in sensory areas and audiovisual convergence in associative area Middle Temporal Gyrus. These 2 factors allow for both stability and a fast, dynamic tuning of the system when required. PMID:24518756

Memory and cognitive control circuits in mathematical cognition and learning

Science.gov (United States)

Menon, V.

2018-01-01

Numerical cognition relies on interactions within and between multiple functional brain systems, including those subserving quantity processing, working memory, declarative memory, and cognitive control. This chapter describes recent advances in our understanding of memory and control circuits in mathematical cognition and learning. The working memory system involves multiple parietal–frontal circuits which create short-term representations that allow manipulation of discrete quantities over several seconds. In contrast, hippocampal–frontal circuits underlying the declarative memory system play an important role in formation of associative memories and binding of new and old information, leading to the formation of long-term memories that allow generalization beyond individual problem attributes. The flow of information across these systems is regulated by flexible cognitive control systems which facilitate the integration and manipulation of quantity and mnemonic information. The implications of recent research for formulating a more comprehensive systems neuroscience view of the neural basis of mathematical learning and knowledge acquisition in both children and adults are discussed. PMID:27339012

Uncovering the Mechanisms Responsible for Why Language Learning May Promote Healthy Cognitive Aging

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Mark Antoniou

2017-12-01

Full Text Available One of the great challenges facing humankind in the 21st century is preserving healthy brain function in our aging population. Individuals over 60 are the fastest growing age group in the world, and by 2050, it is estimated that the number of people over the age of 60 will triple. The typical aging process involves cognitive decline related to brain atrophy, especially in frontal brain areas and regions that subserve declarative memory, loss of synaptic connections, and the emergence of neuropathological symptoms associated with dementia. The disease-state of this age-related cognitive decline is Alzheimer’s disease and other dementias, which may cause older adults to lose their independence and rely on others to live safely, burdening family members and health care systems in the process. However, there are two lines of research that offer hope to those seeking to promote healthy cognitive aging. First, it has been observed that lifestyle variables such as cognitive leisure activities can moderate the risk of Alzheimer’s disease, which has led to the development of plasticity-based interventions for older adults designed to protect against the adverse effects of cognitive decline. Second, there is evidence that lifelong bilingualism acts as a safeguard in preserving healthy brain function, possibly delaying the incidence of dementia by several years. In previous work, we have suggested that foreign language learning programs aimed at older populations are an optimal solution for building cognitive reserve because language learning engages an extensive brain network that is known to overlap with the regions negatively affected by the aging process. Here, we will outline potential future lines of research that may uncover the mechanism responsible for the emergence of language learning related brain advantages, such as language typology, bi- vs. multi-lingualism, age of acquisition, and the elements that are likely to result in the largest

Uncovering the Mechanisms Responsible for Why Language Learning May Promote Healthy Cognitive Aging

Science.gov (United States)

Antoniou, Mark; Wright, Sarah M.

2017-01-01

One of the great challenges facing humankind in the 21st century is preserving healthy brain function in our aging population. Individuals over 60 are the fastest growing age group in the world, and by 2050, it is estimated that the number of people over the age of 60 will triple. The typical aging process involves cognitive decline related to brain atrophy, especially in frontal brain areas and regions that subserve declarative memory, loss of synaptic connections, and the emergence of neuropathological symptoms associated with dementia. The disease-state of this age-related cognitive decline is Alzheimer’s disease and other dementias, which may cause older adults to lose their independence and rely on others to live safely, burdening family members and health care systems in the process. However, there are two lines of research that offer hope to those seeking to promote healthy cognitive aging. First, it has been observed that lifestyle variables such as cognitive leisure activities can moderate the risk of Alzheimer’s disease, which has led to the development of plasticity-based interventions for older adults designed to protect against the adverse effects of cognitive decline. Second, there is evidence that lifelong bilingualism acts as a safeguard in preserving healthy brain function, possibly delaying the incidence of dementia by several years. In previous work, we have suggested that foreign language learning programs aimed at older populations are an optimal solution for building cognitive reserve because language learning engages an extensive brain network that is known to overlap with the regions negatively affected by the aging process. Here, we will outline potential future lines of research that may uncover the mechanism responsible for the emergence of language learning related brain advantages, such as language typology, bi- vs. multi-lingualism, age of acquisition, and the elements that are likely to result in the largest gains. PMID:29326636

Understanding the cognitive processes involved in writing to learn.

Science.gov (United States)

Arnold, Kathleen M; Umanath, Sharda; Thio, Kara; Reilly, Walter B; McDaniel, Mark A; Marsh, Elizabeth J

2017-06-01

Writing is often used as a tool for learning. However, empirical support for the benefits of writing-to-learn is mixed, likely because the literature conflates diverse activities (e.g., summaries, term papers) under the single umbrella of writing-to-learn. Following recent trends in the writing-to-learn literature, the authors focus on the underlying cognitive processes. They draw on the largely independent writing-to-learn and cognitive psychology learning literatures to identify important cognitive processes. The current experiment examines learning from 3 writing tasks (and 1 nonwriting control), with an emphasis on whether or not the tasks engaged retrieval. Tasks that engaged retrieval (essay writing and free recall) led to better final test performance than those that did not (note taking and highlighting). Individual differences in structure building (the ability to construct mental representations of narratives; Gernsbacher, Varner, & Faust, 1990) modified this effect; skilled structure builders benefited more from essay writing and free recall than did less skilled structure builders. Further, more essay-like responses led to better performance, implicating the importance of additional cognitive processes such as reorganization and elaboration. The results highlight how both task instructions and individual differences affect the cognitive processes involved when writing-to-learn, with consequences for the effectiveness of the learning strategy. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

[MEASURING THE EFFECT OF MULTI-SENSORY STIMULATION IN THE SNOEZELEN ROOM ON SLEEP QUALITY OF ALZHEIMER PATIENTS USING ACTIGRAPH].

Science.gov (United States)

Todder, Doron; Levartovsky, Meital; Dwolatzky, Tzvi

2016-12-01

The most common cause of dementia is Alzheimer's disease. The major manifestation of the disease is the cognitive impairment which appears at the onset of the disease. In addition to the cognitive impairment there are behavioral dysfunctions such as apathy, anxiety, depression and sleep disturbances. The treatment for the manifestations of Alzheimer is currently pharmacological and behavioral. One of the newest behavioral treatments for Alzheimer is the multi-sensory treatment using the Snoezelen room. The study group included 16 hospitalized Alzheimer patients. A device called the ActiGraph, which reads movement level, was placed on the subjects' non-dominant wrist. The measurements took place continually for five nights: two nights before snoezelen treatment, the day of treatment and two nights after the treatment. This protocol was repeated after a week of rest. The results showed that snoezelen treatment has a positive effect on the quality of sleep during the first week but not on the second week. Snoezelen treatment should be considered as part of the treatment regimen of Alzheimer patients, in addition to the pharmacological treatments in order to improve their quality of sleep and quality of life. Larger sample size and longer periods of time are needed to confirm the effectiveness of the treatment.

Learning Science: Some Insights from Cognitive Science

Science.gov (United States)

Matthews, P. S. C.

Theories of teaching and learning, including those associated with constructivism, often make no overt reference to an underlying assumption that they make; that is, human cognition depends on domain-free, general-purpose processing by the brain. This assumption is shown to be incompatible with evidence from studies of children's early learning. Rather, cognition is modular in nature, and often domain-specific. Recognition of modularity requires a re-evaluation of some aspects of current accounts of learning science. Especially, children's ideas in science are sometimes triggered rather than learned. It is in the nature of triggered conceptual structures that they are not necessarily expressible in language, and that they may not be susceptible to change by later learning.

Sensory and cognitive neurophysiology in rats. Part 2: Validation and demonstration.

Science.gov (United States)

Dimitriadis, George; Fransen, Anne M M; Maris, Eric

2014-07-30

We have developed a novel setup for rats that allows for controlled sensory input to an animal engaged in a task while recording both electrophysiological signals and behavioral output. Our setup is described in a companion paper. We validate our setup by replicating (1) the functionally nonspecific spread of neural activity following tactile stimulation, and (2) the effects of anesthesia on the tactile evoked responses. We also demonstrate for the first time that the ECoG can be used to record evoked responses in a signal that reflects neural output (spiking activity), and illustrate the usefulness of our setup by demonstrating that these evoked responses are modulated by both the phase of pre-stimulus oscillations and by expectation. Compared with high-density wire recordings, micro-ECoG offers a much more stable signal without readjustments, and a much better scalability. Compared with extracranial and regular ECoG recordings, micro-ECoG allows us to measure signals that reflect both neural input and neural output. For sensory and cognitive research, our setup provides a unique combination of possibilities that cannot be achieved in other setups for rodents. Copyright © 2014 Elsevier B.V. All rights reserved.

Complex Mobile Learning That Adapts to Learners' Cognitive Load

Science.gov (United States)

Deegan, Robin

2015-01-01

Mobile learning is cognitively demanding and frequently the ubiquitous nature of mobile computing means that mobile devices are used in cognitively demanding environments. This paper examines the use of mobile devices from a Learning, Usability and Cognitive Load Theory perspective. It suggests scenarios where these fields interact and presents an…

A Review of Learning Styles for Korean Learners of Japanese as a Foreign Language : Focused on Experiential Learning Theory of Kolb

OpenAIRE

朴, 志仙

2008-01-01

Learning styles have lately attracted considerable attention as a measure which elucidates the influence of individuality on learning. In this article, the concept of learning styles are defined, and earlier literatures concerning learning styles are surveyed, based mainly on Reid's (1995) classification. They are categorized as 3 types; sensory learning style, affective learning style, and cognitive learning style. After that, the learning styles of Korean learners are reviewed. The studies ...

Does (Non-)Meaningful Sensori-Motor Engagement Promote Learning With Animated Physical Systems?

NARCIS (Netherlands)

Pouw, Wim T J L; Eielts, Charly; van Gog, Tamara; Zwaan, Rolf A.; Paas, Fred

2016-01-01

Previous research indicates that sensori-motor experience with physical systems can have a positive effect on learning. However, it is not clear whether this effect is caused by mere bodily engagement or the intrinsically meaningful information that such interaction affords in performing the

THE POSITIVE EFFECTS OF COGNITIVE LEARNING STYLES IN ELT CLASSES

OpenAIRE

Ozlem Yagcioglu

2016-01-01

In the EFL, ESL, ESP and in the ELT classes, students are taught their courses with different kinds of methods and approaches. Cognitive learning styles are the most essential styles in foreign language education. In this paper, the positive effects of cognitive learning styles will be handled. The benefits of these styles will be highlighted. Games on cognitive learning styles will be explained. Sample classroom activities will be shared. Useful books, videos and websites on cognitive learni...

Multi-population genomic prediction using a multi-task Bayesian learning model.

Science.gov (United States)

Chen, Liuhong; Li, Changxi; Miller, Stephen; Schenkel, Flavio

2014-05-03

Genomic prediction in multiple populations can be viewed as a multi-task learning problem where tasks are to derive prediction equations for each population and multi-task learning property can be improved by sharing information across populations. The goal of this study was to develop a multi-task Bayesian learning model for multi-population genomic prediction with a strategy to effectively share information across populations. Simulation studies and real data from Holstein and Ayrshire dairy breeds with phenotypes on five milk production traits were used to evaluate the proposed multi-task Bayesian learning model and compare with a single-task model and a simple data pooling method. A multi-task Bayesian learning model was proposed for multi-population genomic prediction. Information was shared across populations through a common set of latent indicator variables while SNP effects were allowed to vary in different populations. Both simulation studies and real data analysis showed the effectiveness of the multi-task model in improving genomic prediction accuracy for the smaller Ayshire breed. Simulation studies suggested that the multi-task model was most effective when the number of QTL was small (n = 20), with an increase of accuracy by up to 0.09 when QTL effects were lowly correlated between two populations (ρ = 0.2), and up to 0.16 when QTL effects were highly correlated (ρ = 0.8). When QTL genotypes were included for training and validation, the improvements were 0.16 and 0.22, respectively, for scenarios of the low and high correlation of QTL effects between two populations. When the number of QTL was large (n = 200), improvement was small with a maximum of 0.02 when QTL genotypes were not included for genomic prediction. Reduction in accuracy was observed for the simple pooling method when the number of QTL was small and correlation of QTL effects between the two populations was low. For the real data, the multi-task model achieved an

Use of cognitive artifacts in chemistry learning

Science.gov (United States)

Yengin, Ilker

In everyday life, we interact with cognitive artifacts to receive and/or manipulate information so as to alter our thinking processes. CHEM/TEAC 869Q is a distance course that includes extensive explicit instruction in the use of a cognitive artifact. This study investigates issues related to the design of that online artifact. In order to understand design implications and how cognitive artifacts contribute to students' thinking and learning, a qualitative research methodology was engaged that utilized think aloud sessions. Participants' described constrained and structured cognitive models while using the artifact. The study also was informed by interviews and researcher's field notes. A purposeful sampling method led to the selection of participants, four males and two females, who had no prior history of using a course from the 869 series but who had experienced the scientific content covered by the CHEM869Q course. Analysis of the results showed both that a cognitive artifact may lead users' minds in decision making, and that problem solving processes were affected by cognitive artifact's design. When there is no design flaw, users generally thought that the cognitive artifact was helpful by simplifying steps, overcoming other limitations, and reducing errors in a reliable, effective, and easy to use way. Moreover, results showed that successful implementation of cognitive artifacts into teaching --learning practices depended on user willingness to transfer a task to the artifact. While users may like the idea of benefiting from a cognitive artifact, nevertheless, they may tend to limit their usage. They sometimes think that delegating a task to a cognitive artifact makes them dependent, and that they may not learn how to perform the tasks by themselves. They appear more willing to use a cognitive artifact after they have done the task by themselves.

Relational Analysis of High School Students' Cognitive Self-Regulated Learning Strategies and Conceptions of Learning Biology

Science.gov (United States)

Sadi, Özlem

2017-01-01

The purpose of this study was to analyze the relation between students' cognitive learning strategies and conceptions of learning biology. The two scales, "Cognitive Learning Strategies" and "Conceptions of Learning Biology", were revised and adapted to biology in order to measure the students' learning strategies and…

Cognitive and metacognitive processes in self-regulation of learning

Directory of Open Access Journals (Sweden)

Erika Tomec

2006-08-01

Full Text Available The purpose of the present study was to investigate differences among secondary school students in cognitive and metacognitive processes in self-regulated learning (SRL according to year of education, learning program, sex and achievement. Beside this, the autors were interested in the relationship between (metacognitive components of self-regulated learning. The theoretical framework of the research was the four-component model of self-regulated learning by Hofer, Yu and Pintrich (1998. The focus was on the first part of the model which is about cognitive structure and cognitive strategies.Metacognitive awareness inventory (Shraw and Sperling Dennison, 1994 and Cognitive strategies awareness questionnaire (Pečjak, 2000, in Peklaj and Pečjak, 2002 were applied. In a sample of 321 students, differences in perception of importance of cognitive strategies among students attending different grades (1st and 4th, students attending different learning programs, students of different gender and students with different achievements emerged. Students' achievement in the whole sample was related to amount of metacognitive awareness. In the sample of 4-year students and students attending professional secondary schools, students' achievement was additionally related to appraisal of importance elaboration and organizational strategies. Further statistical analyses of relationship between components in SRL showed high positive correlation between cognitive and metacognitive components.

Memory and cognitive control circuits in mathematical cognition and learning.

Science.gov (United States)

Menon, V

2016-01-01

Numerical cognition relies on interactions within and between multiple functional brain systems, including those subserving quantity processing, working memory, declarative memory, and cognitive control. This chapter describes recent advances in our understanding of memory and control circuits in mathematical cognition and learning. The working memory system involves multiple parietal-frontal circuits which create short-term representations that allow manipulation of discrete quantities over several seconds. In contrast, hippocampal-frontal circuits underlying the declarative memory system play an important role in formation of associative memories and binding of new and old information, leading to the formation of long-term memories that allow generalization beyond individual problem attributes. The flow of information across these systems is regulated by flexible cognitive control systems which facilitate the integration and manipulation of quantity and mnemonic information. The implications of recent research for formulating a more comprehensive systems neuroscience view of the neural basis of mathematical learning and knowledge acquisition in both children and adults are discussed. © 2016 Elsevier B.V. All rights reserved.

Mathematics Intervention Utilizing Carnegie Learning's Cognitive Tutor® and Compass Learning's Odyssey Math®

Science.gov (United States)

Barton, James M.

2016-01-01

Carnegie Learning's Cognitive Tutor®The purpose of this study is to determine whether there is a statistically significant difference between pre-test and post-test achievement scores when Compass Learning's Odyssey Math® is used together with Carnegie Learning's Math Cognitive Tutor® in a mathematics intervention program at ABC Middle School. The…

Instance annotation for multi-instance multi-label learning

Science.gov (United States)

F. Briggs; X.Z. Fern; R. Raich; Q. Lou

2013-01-01

Multi-instance multi-label learning (MIML) is a framework for supervised classification where the objects to be classified are bags of instances associated with multiple labels. For example, an image can be represented as a bag of segments and associated with a list of objects it contains. Prior work on MIML has focused on predicting label sets for previously unseen...

Why formal learning theory matters for cognitive science.

Science.gov (United States)

Fulop, Sean; Chater, Nick

2013-01-01

This article reviews a number of different areas in the foundations of formal learning theory. After outlining the general framework for formal models of learning, the Bayesian approach to learning is summarized. This leads to a discussion of Solomonoff's Universal Prior Distribution for Bayesian learning. Gold's model of identification in the limit is also outlined. We next discuss a number of aspects of learning theory raised in contributed papers, related to both computational and representational complexity. The article concludes with a description of how semi-supervised learning can be applied to the study of cognitive learning models. Throughout this overview, the specific points raised by our contributing authors are connected to the models and methods under review. Copyright © 2013 Cognitive Science Society, Inc.

Collective Machine Learning: Team Learning and Classification in Multi-Agent Systems

Science.gov (United States)

Gifford, Christopher M.

2009-01-01

This dissertation focuses on the collaboration of multiple heterogeneous, intelligent agents (hardware or software) which collaborate to learn a task and are capable of sharing knowledge. The concept of collaborative learning in multi-agent and multi-robot systems is largely under studied, and represents an area where further research is needed to…

The cerebellum does more than sensory prediction error-based learning in sensorimotor adaptation tasks.

Science.gov (United States)

Butcher, Peter A; Ivry, Richard B; Kuo, Sheng-Han; Rydz, David; Krakauer, John W; Taylor, Jordan A

2017-09-01

Individuals with damage to the cerebellum perform poorly in sensorimotor adaptation paradigms. This deficit has been attributed to impairment in sensory prediction error-based updating of an internal forward model, a form of implicit learning. These individuals can, however, successfully counter a perturbation when instructed with an explicit aiming strategy. This successful use of an instructed aiming strategy presents a paradox: In adaptation tasks, why do individuals with cerebellar damage not come up with an aiming solution on their own to compensate for their implicit learning deficit? To explore this question, we employed a variant of a visuomotor rotation task in which, before executing a movement on each trial, the participants verbally reported their intended aiming location. Compared with healthy control participants, participants with spinocerebellar ataxia displayed impairments in both implicit learning and aiming. This was observed when the visuomotor rotation was introduced abruptly ( experiment 1 ) or gradually ( experiment 2 ). This dual deficit does not appear to be related to the increased movement variance associated with ataxia: Healthy undergraduates showed little change in implicit learning or aiming when their movement feedback was artificially manipulated to produce similar levels of variability ( experiment 3 ). Taken together the results indicate that a consequence of cerebellar dysfunction is not only impaired sensory prediction error-based learning but also a difficulty in developing and/or maintaining an aiming solution in response to a visuomotor perturbation. We suggest that this dual deficit can be explained by the cerebellum forming part of a network that learns and maintains action-outcome associations across trials. NEW & NOTEWORTHY Individuals with cerebellar pathology are impaired in sensorimotor adaptation. This deficit has been attributed to an impairment in error-based learning, specifically, from a deficit in using sensory

Robot Competence Development by Constructive Learning

Science.gov (United States)

Meng, Q.; Lee, M. H.; Hinde, C. J.

This paper presents a constructive learning approach for developing sensor-motor mapping in autonomous systems. The system’s adaptation to environment changes is discussed and three methods are proposed to deal with long term and short term changes. The proposed constructive learning allows autonomous systems to develop network topology and adjust network parameters. The approach is supported by findings from psychology and neuroscience especially during infants cognitive development at early stages. A growing radial basis function network is introduced as a computational substrate for sensory-motor mapping learning. Experiments are conducted on a robot eye/hand coordination testbed and results show the incremental development of sensory-motor mapping and its adaptation to changes such as in tool-use.

The effects of autonomous learning on cognitive load and learning results

NARCIS (Netherlands)

Gorissen, Chantal; Kester, Liesbeth; Brand-Gruwel, Saskia; Martens, Rob

2012-01-01

Gorissen, C. J. J., Kester, L., Brand-Gruwel, S., & Martens, R. L. (2011, August). The Effects of Autonomous Learning on Cognitive Load and Learning Results. Presentation at the EARLI conference. Exeter, UK.

Cognitive Theory of Multimedia Learning, Instructional Design Principles, and Students with Learning Disabilities in Computer-Based and Online Learning Environments

Science.gov (United States)

Greer, Diana L.; Crutchfield, Stephen A.; Woods, Kari L.

2013-01-01

Struggling learners and students with Learning Disabilities often exhibit unique cognitive processing and working memory characteristics that may not align with instructional design principles developed with typically developing learners. This paper explains the Cognitive Theory of Multimedia Learning and underlying Cognitive Load Theory, and…

Multi-Touch Tablets, E-Books, and an Emerging Multi-Coding/Multi-Sensory Theory for Reading Science E-Textbooks: Considering the Struggling Reader

Science.gov (United States)

Rupley, William H.; Paige, David D.; Rasinski, Timothy V.; Slough, Scott W.

2015-01-01

Pavio's Dual-Coding Theory (1991) and Mayer's Multimedia Principal (2000) form the foundation for proposing a multi-coding theory centered around Multi-Touch Tablets and the newest generation of e-textbooks to scaffold struggling readers in reading and learning from science textbooks. Using E. O. Wilson's "Life on Earth: An Introduction"…

Project Based Learning in Multi-Grade Class

Science.gov (United States)

Ciftci, Sabahattin; Baykan, Ayse Aysun

2013-01-01

The purpose of this study is to evaluate project based learning in multi-grade classes. This study, based on a student-centered learning approach, aims to analyze students' and parents' interpretations. The study was done in a primary village school belonging to the Centre of Batman, already adapting multi-grade classes in their education system,…

Effects of the Physical Environment on Cognitive Load and Learning: Towards a New Model of Cognitive Load

Science.gov (United States)

Choi, Hwan-Hee; van Merriënboer, Jeroen J. G.; Paas, Fred

2014-01-01

Although the theoretical framework of cognitive load theory has acknowledged a role for the learning environment, the specific characteristics of the physical learning environment that could affect cognitive load have never been considered, neither theoretically nor empirically. In this article, we argue that the physical learning environment, and…

Socio-cognitive profiles for visual learning in young and older adults

Directory of Open Access Journals (Sweden)

Julie eChristian

2015-06-01

Full Text Available It is common wisdom that practice makes perfect; but why do some adults learn better than others? Here, we investigate individuals’ cognitive and social profiles to test which variables account for variability in learning ability across the lifespan. In particular, we focused on visual learning using tasks that test the ability to inhibit distractors and select task-relevant features. We tested the ability of young and older adults to improve through training in the discrimination of visual global forms embedded in a cluttered background. Further, we used a battery of cognitive tasks and psycho-social measures to examine which of these variables predict training-induced improvement in perceptual tasks and may account for individual variability in learning ability. Using partial least squares regression modelling, we show that visual learning is influenced by cognitive (i.e. cognitive inhibition, attention and social (strategic and deep learning factors rather than an individual’s age alone. Further, our results show that independent of age, strong learners rely on cognitive factors such as attention, while weaker learners use more general cognitive strategies. Our findings suggest an important role for higher-cognitive circuits involving executive functions that contribute to our ability to improve in perceptual tasks after training across the lifespan.

An Exploration of Students' Science Learning Interest Related to Their Cognitive Anxiety, Cognitive Load, Self-Confidence and Learning Progress Using Inquiry-Based Learning with an iPad

Science.gov (United States)

Hong, Jon-Chao; Hwang, Ming-Yueh; Tai, Kai-Hsin; Tsai, Chi-Ruei

2017-01-01

Based on the cognitive-affective theory, the present study designed a science inquiry learning model, "predict-observe-explain" (POE), and implemented it in an app called "WhyWhy" to examine the effectiveness of students' science inquiry learning practice. To understand how POE can affect the cognitive-affective learning…

Multi-instance dictionary learning via multivariate performance measure optimization

KAUST Repository

Wang, Jim Jing-Yan

2016-12-29

The multi-instance dictionary plays a critical role in multi-instance data representation. Meanwhile, different multi-instance learning applications are evaluated by specific multivariate performance measures. For example, multi-instance ranking reports the precision and recall. It is not difficult to see that to obtain different optimal performance measures, different dictionaries are needed. This observation motives us to learn performance-optimal dictionaries for this problem. In this paper, we propose a novel joint framework for learning the multi-instance dictionary and the classifier to optimize a given multivariate performance measure, such as the F1 score and precision at rank k. We propose to represent the bags as bag-level features via the bag-instance similarity, and learn a classifier in the bag-level feature space to optimize the given performance measure. We propose to minimize the upper bound of a multivariate loss corresponding to the performance measure, the complexity of the classifier, and the complexity of the dictionary, simultaneously, with regard to both the dictionary and the classifier parameters. In this way, the dictionary learning is regularized by the performance optimization, and a performance-optimal dictionary is obtained. We develop an iterative algorithm to solve this minimization problem efficiently using a cutting-plane algorithm and a coordinate descent method. Experiments on multi-instance benchmark data sets show its advantage over both traditional multi-instance learning and performance optimization methods.

Multi-instance dictionary learning via multivariate performance measure optimization

KAUST Repository

Wang, Jim Jing-Yan; Tsang, Ivor Wai-Hung; Cui, Xuefeng; Lu, Zhiwu; Gao, Xin

2016-01-01

The multi-instance dictionary plays a critical role in multi-instance data representation. Meanwhile, different multi-instance learning applications are evaluated by specific multivariate performance measures. For example, multi-instance ranking reports the precision and recall. It is not difficult to see that to obtain different optimal performance measures, different dictionaries are needed. This observation motives us to learn performance-optimal dictionaries for this problem. In this paper, we propose a novel joint framework for learning the multi-instance dictionary and the classifier to optimize a given multivariate performance measure, such as the F1 score and precision at rank k. We propose to represent the bags as bag-level features via the bag-instance similarity, and learn a classifier in the bag-level feature space to optimize the given performance measure. We propose to minimize the upper bound of a multivariate loss corresponding to the performance measure, the complexity of the classifier, and the complexity of the dictionary, simultaneously, with regard to both the dictionary and the classifier parameters. In this way, the dictionary learning is regularized by the performance optimization, and a performance-optimal dictionary is obtained. We develop an iterative algorithm to solve this minimization problem efficiently using a cutting-plane algorithm and a coordinate descent method. Experiments on multi-instance benchmark data sets show its advantage over both traditional multi-instance learning and performance optimization methods.

Sensory perception in autism.

Science.gov (United States)

Robertson, Caroline E; Baron-Cohen, Simon

2017-11-01

Autism is a complex neurodevelopmental condition, and little is known about its neurobiology. Much of autism research has focused on the social, communication and cognitive difficulties associated with the condition. However, the recent revision of the diagnostic criteria for autism has brought another key domain of autistic experience into focus: sensory processing. Here, we review the properties of sensory processing in autism and discuss recent computational and neurobiological insights arising from attention to these behaviours. We argue that sensory traits have important implications for the development of animal and computational models of the condition. Finally, we consider how difficulties in sensory processing may relate to the other domains of behaviour that characterize autism.

COGNITIVE SKILLS: A Modest Way of Learning through Technology

OpenAIRE

Satya Sundar SETHY

2012-01-01

Learning is an ever-present phenomenon. It takes place irrespective of time and place. It engages learners in their interested topic/content. Learning absorbs many skills, such as; reading skills, writing skills, technological skills, emotional skills, behavioral skills, cognitive skills, and language skills. Out of all these, cognitive skills play significant role for apprehending a concept and comprehending a discussion. In the context of distance education (DE), learning never restrains to...

A Radiation Learning Support System by Tri-sensory Augmented Reality using a Mobile Phone

International Nuclear Information System (INIS)

Shimoda, Hiroshi; Zhao, Yue; Yan, Weida; Ishii, Hirotake

2011-01-01

A radiation learning support system has been developed to support learning basic knowledge of radiation and its influence on the human body by using tri-sensory Augmented Reality (AR) technology with presenting information to visual, auditory and tactile sensation. The system consists of a knowledge learning mode in which learners can learn basic knowledge of radiation and an experience learning mode in which they can virtually experience its influence on the human body under various conditions. As the result of a simple evaluation, it was suggested that the system improves the learners' intuitive understanding, and information presentation to auditory and tactile sensation is more effective than that to visual sensation

Ontology Update in the Cognitive Model of Ontology Learning

Directory of Open Access Journals (Sweden)

Zhang De-Hai

2016-01-01

Full Text Available Ontology has been used in many hot-spot fields, but most ontology construction methods are semiautomatic, and the construction process of ontology is still a tedious and painstaking task. In this paper, a kind of cognitive models is presented for ontology learning which can simulate human being’s learning from world. In this model, the cognitive strategies are applied with the constrained axioms. Ontology update is a key step when the new knowledge adds into the existing ontology and conflict with old knowledge in the process of ontology learning. This proposal designs and validates the method of ontology update based on the axiomatic cognitive model, which include the ontology update postulates, axioms and operations of the learning model. It is proved that these operators subject to the established axiom system.

The endocranial anatomy of therizinosauria and its implications for sensory and cognitive function.

Directory of Open Access Journals (Sweden)

Stephan Lautenschlager

Full Text Available Therizinosauria is one of the most enigmatic and peculiar clades among theropod dinosaurs, exhibiting an unusual suite of characters, such as lanceolate teeth, a rostral rhamphotheca, long manual claws, and a wide, opisthopubic pelvis. This specialized anatomy has been associated with a shift in dietary preferences and an adaptation to herbivory. Despite a large number of discoveries in recent years, the fossil record for Therizinosauria is still relatively poor, and cranial remains are particularly rare.Based on computed tomographic (CT scanning of the nearly complete and articulated skull of Erlikosaurus andrewsi, as well as partial braincases of two other therizinosaurian taxa, the endocranial anatomy is reconstructed and described. The wider phylogenetic range of the described specimens permits the evaluation of sensory and cognitive capabilities of Therizinosauria in an evolutionary context. The endocranial anatomy reveals a mosaic of plesiomorphic and derived characters in therizinosaurians. The anatomy of the olfactory apparatus and the endosseous labyrinth suggests that olfaction, hearing, and equilibrium were well-developed in therizinosaurians and might have affected or benefited from an enlarged telencephalon.This study presents the first appraisal of the evolution of endocranial anatomy and sensory adaptations in Therizinosauria. Despite their phylogenetically basal position among maniraptoran dinosaurs, therizinosaurians had developed the neural pathways for a well developed sensory repertoire. In particular olfaction and hearing may have played an important role in foraging, predator evasion, and/or social complexity.

Effects of environmental enrichment on anxiety-like behavior, sociability, sensory gating, and spatial learning in male and female C57BL/6J mice.

Science.gov (United States)

Hendershott, Taylor R; Cronin, Marie E; Langella, Stephanie; McGuinness, Patrick S; Basu, Alo C

2016-11-01

The influence of housing on cognition and emotional regulation in mice presents a problem for the study of genetic and environmental risk factors for neuropsychiatric disorders: standard laboratory housing may result in low levels of cognitive function or altered levels of anxiety that leave little room for assessment of deleterious effects of experimental manipulations. The use of enriched environment (EE) may allow for the measurement of a wider range of performance in cognitive domains. Cognitive and behavioral effects of EE in male mice have not been widely reproduced, perhaps due to variability in the application of enrichment protocols, and the effects of EE in female mice have not been widely studied. We have developed an EE protocol using common laboratory equipment that, without a running wheel for exercise, results in significant cognitive and behavioral effects relative to standard laboratory housing conditions. We compared male and female wild-type C57BL/6J mice reared from weaning age in an EE to those reared in a standard environment (SE), using common measures of anxiety-like behavior, sensory gating, sociability, and spatial learning and memory. Sex was a significant factor in relevant elevated plus maze (EPM) measures, and bordered on significance in a social interaction (SI) assay. Effects of EE on anxiety-like behavior and sociability were indicative of a general increase in exploratory activity. In male and female mice, EE resulted in reduced prepulse inhibition (PPI) of the acoustic startle response, and enhanced spatial learning and use of spatially precise strategies in a Morris water maze task. Copyright © 2016 Elsevier B.V. All rights reserved.

Reinforcement learning in supply chains.

Science.gov (United States)

Valluri, Annapurna; North, Michael J; Macal, Charles M

2009-10-01

Effective management of supply chains creates value and can strategically position companies. In practice, human beings have been found to be both surprisingly successful and disappointingly inept at managing supply chains. The related fields of cognitive psychology and artificial intelligence have postulated a variety of potential mechanisms to explain this behavior. One of the leading candidates is reinforcement learning. This paper applies agent-based modeling to investigate the comparative behavioral consequences of three simple reinforcement learning algorithms in a multi-stage supply chain. For the first time, our findings show that the specific algorithm that is employed can have dramatic effects on the results obtained. Reinforcement learning is found to be valuable in multi-stage supply chains with several learning agents, as independent agents can learn to coordinate their behavior. However, learning in multi-stage supply chains using these postulated approaches from cognitive psychology and artificial intelligence take extremely long time periods to achieve stability which raises questions about their ability to explain behavior in real supply chains. The fact that it takes thousands of periods for agents to learn in this simple multi-agent setting provides new evidence that real world decision makers are unlikely to be using strict reinforcement learning in practice.

Examining Hypermedia Learning: The Role of Cognitive Load and Self-Regulated Learning

Science.gov (United States)

Moos, Daniel

2013-01-01

Distinct theoretical perspectives, Cognitive Load Theory and Self-Regulated Learning (SRL) theory, have been used to examine individual differences the challenges faced with hypermedia learning. However, research has tended to use these theories independently, resulting in less robust explanations of hypermedia learning. This study examined the…

Environmental change enhances cognitive abilities in fish.

Directory of Open Access Journals (Sweden)

Alexander Kotrschal

2010-04-01

Full Text Available Flexible or innovative behavior is advantageous, especially when animals are exposed to frequent and unpredictable environmental perturbations. Improved cognitive abilities can help animals to respond quickly and adequately to environmental dynamics, and therefore changing environments may select for higher cognitive abilities. Increased cognitive abilities can be attained, for instance, if environmental change during ontogeny triggers plastic adaptive responses improving the learning capacity of exposed individuals. We tested the learning abilities of fishes in response to experimental variation of environmental quality during ontogeny. Individuals of the cichlid fish Simochromis pleurospilus that experienced a change in food ration early in life outperformed fish kept on constant rations in a learning task later in life--irrespective of the direction of the implemented change and the mean rations received. This difference in learning abilities between individuals remained constant between juvenile and adult stages of the same fish tested 1 y apart. Neither environmental enrichment nor training through repeated neural stimulation can explain our findings, as the sensory environment was kept constant and resource availability was changed only once. Instead, our results indicate a pathway by which a single change in resource availability early in life permanently enhances the learning abilities of animals. Early perturbations of environmental quality may signal the developing individual that it lives in a changing world, requiring increased cognitive abilities to construct adequate behavioral responses.

Cognitive culture: theoretical and empirical insights into social learning strategies.

Science.gov (United States)

Rendell, Luke; Fogarty, Laurel; Hoppitt, William J E; Morgan, Thomas J H; Webster, Mike M; Laland, Kevin N

2011-02-01

Research into social learning (learning from others) has expanded significantly in recent years, not least because of productive interactions between theoretical and empirical approaches. This has been coupled with a new emphasis on learning strategies, which places social learning within a cognitive decision-making framework. Understanding when, how and why individuals learn from others is a significant challenge, but one that is critical to numerous fields in multiple academic disciplines, including the study of social cognition. Copyright © 2010 Elsevier Ltd. All rights reserved.

Approaches to learning, need for cognition, and strategic flexibility among university students.

Science.gov (United States)

Evans, Christina J; Kirby, John R; Fabrigar, Leandre R

2003-12-01

Considerable research has described students' deep and surface approaches to learning. Other research has described individuals' self-regulated learning and need for cognition. There is a need for research examining the relationships among these constructs. This study explored relationships among approaches to learning (deep, surface), need for cognition, and three types of control of learning (adaptive, inflexible, irresolute). Theory suggested similarities among the deep approach, need for cognition, and adaptive control (aspects of self-regulated learning); and among surface, inflexible, and irresolute control (aspects of an ineffective approach to learning). One-factor and two-factor models were proposed. Participants were 226 Canadian military college students. Participants completed the following questionnaires: the Study Process Questionnaire (Biggs, 1978), the Need for Cognition Scale (Cacioppo & Petty, 1982), and the Strategic Flexibility Questionnaire (Cantwell & Moore, 1996). Confirmatory factor analysis supported the identification of the six scale factors. Second order confirmatory factor analysis indicated three factors representing constructs underlying these factors. Neither the one- nor two-factor models accounted adequately for the data. Self-regulated learning was defined by measures of the deep approach to learning, need for cognition, and adaptive control of learning. The second factor divided into one factor consisting of irresolute control, the surface approach, and negative need for cognition; and another consisting of inflexible and negative adaptive control. Substantial relationships among scales support the need for further theory development.

Development and characterization of multi-sensory fluence rate probes

International Nuclear Information System (INIS)

Pomerleau-Dalcourt, Natalie; Lilge, Lothar

2006-01-01

Multi-sensory fluence rate probes (MSPs) yield several simultaneous measurements of photodynamic therapy (PDT) treatment light fluence from a single interstitial probe. Fluorescent sensors are embedded at desired positions along the axis of the optical fibre. A single fluorescence emission spectrum is obtained and decomposed using a partial least squares (PLS)-based analysis to yield the fluence at each sensor's location. The responsivity, linearity and possible photodegradation of each fluorophore chosen for the MSPs were evaluated using single-sensor probes. The performance of two- and three-sensor MSPs was evaluated experimentally. Individual fluorescence spectra collected from each sensor on the MSP were used to construct the training set necessary for the PLS-based analysis. The MSPs' responsivity, spatial resolution and accuracy were evaluated relative to a single scattering-tip detector. Three-fluorophore MSPs permitted three simultaneous measurements of the fluence rate gradient in a tissue-like phantom, with an average accuracy of 6.7%. No appreciable photodegradation or cross-talk was observed

A radiation learning support system by tri-sensory augmented reality using a mobile phone

International Nuclear Information System (INIS)

Shimoda, Hiroshi; Zhao, Yue; Yan, Weida; Ishii, Hirotake

2011-01-01

A radiation learning support system has been developed to support learning basic knowledge of radiation and its strength of human body impact by using tri-sensory Augmented Reality (AR) technology with presenting information to visual, auditory and haptic sensation. The system consists of a knowledge learning mode in which learners can learn basic knowledge of radiation and an experience learning mode in which they can virtually experience its strength of human body impact under various conditions. As the result of a simple evaluation, it was suggested that the system improves the learners' intuitive understanding, and information presentation of the radiation strength to auditory and haptic sensation is more comprehensive than that to visual sensation. (author)

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

DEFF Research Database (Denmark)

Sørensen, Anders Dræby

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

Collaborative multi-layer network coding for cellular cognitive radio networks

KAUST Repository

Sorour, Sameh

2013-06-01

In this paper, we propose a prioritized multi-layer network coding scheme for collaborative packet recovery in underlay cellular cognitive radio networks. This scheme allows the collocated primary and cognitive radio base-stations to collaborate with each other, in order to minimize their own and each other\\'s packet recovery overheads, and thus improve their throughput, without any coordination between them. This non-coordinated collaboration is done using a novel multi-layer instantly decodable network coding scheme, which guarantees that each network\\'s help to the other network does not result in any degradation in its own performance. It also does not cause any violation to the primary networks interference thresholds in the same and adjacent cells. Yet, our proposed scheme both guarantees the reduction of the recovery overhead in collocated primary and cognitive radio networks, and allows early recovery of their packets compared to non-collaborative schemes. Simulation results show that a recovery overhead reduction of 15% and 40% can be achieved by our proposed scheme in the primary and cognitive radio networks, respectively, compared to the corresponding non-collaborative scheme. © 2013 IEEE.

Multi-scale glycemic variability: a link to gray matter atrophy and cognitive decline in type 2 diabetes.

Directory of Open Access Journals (Sweden)

Xingran Cui

Full Text Available Type 2 diabetes mellitus (DM accelerates brain aging and cognitive decline. Complex interactions between hyperglycemia, glycemic variability and brain aging remain unresolved. This study investigated the relationship between glycemic variability at multiple time scales, brain volumes and cognition in type 2 DM.Forty-three older adults with and 26 without type 2 DM completed 72-hour continuous glucose monitoring, cognitive tests and anatomical MRI. We described a new analysis of continuous glucose monitoring, termed Multi-Scale glycemic variability (Multi-Scale GV, to examine glycemic variability at multiple time scales. Specifically, Ensemble Empirical Mode Decomposition was used to identify five unique ultradian glycemic variability cycles (GVC1-5 that modulate serum glucose with periods ranging from 0.5-12 hrs.Type 2 DM subjects demonstrated greater variability in GVC3-5 (period 2.0-12 hrs than controls (P<0.0001, during the day as well as during the night. Multi-Scale GV was related to conventional markers of glycemic variability (e.g. standard deviation and mean glycemic excursions, but demonstrated greater sensitivity and specificity to conventional markers, and was associated with worse long-term glycemic control (e.g. fasting glucose and HbA1c. Across all subjects, those with greater glycemic variability within higher frequency cycles (GVC1-3; 0.5-2.0 hrs had less gray matter within the limbic system and temporo-parietal lobes (e.g. cingulum, insular, hippocampus, and exhibited worse cognitive performance. Specifically within those with type 2 DM, greater glycemic variability in GVC2-3 was associated with worse learning and memory scores. Greater variability in GVC5 was associated with longer DM duration and more depression. These relationships were independent of HbA1c and hypoglycemic episodes.Type 2 DM is associated with dysregulation of glycemic variability over multiple scales of time. These time-scale-dependent glycemic fluctuations

Cognitive Models for Learning to Control Dynamic Systems

National Research Council Canada - National Science Library

Eberhart, Russ; Hu, Xiaohui; Chen, Yaobin

2008-01-01

Report developed under STTR contract for topic "Cognitive models for learning to control dynamic systems" demonstrated a swarm intelligence learning algorithm and its application in unmanned aerial vehicle (UAV) mission planning...

Reward Learning, Neurocognition, Social Cognition, and Symptomatology in Psychosis.

Science.gov (United States)

Lewandowski, Kathryn E; Whitton, Alexis E; Pizzagalli, Diego A; Norris, Lesley A; Ongur, Dost; Hall, Mei-Hua

2016-01-01

Patients with psychosis spectrum disorders exhibit deficits in social and neurocognition, as well as hallmark abnormalities in motivation and reward processing. Aspects of reward processing may overlap behaviorally and neurobiologically with some elements of cognitive functioning, and abnormalities in these processes may share partially overlapping etiologies in patients. However, whether reward processing and cognition are associated across the psychoses and linked to state and trait clinical symptomatology is unclear. The present study examined associations between cognitive functioning, reward learning, and clinical symptomatology in a cross-diagnostic sample. Patients with schizophrenia (SZ; n = 37), bipolar I disorder with psychosis (BD; n = 42), and healthy controls (n = 29) were assessed for clinical symptoms (patients only), neurocognitive functioning using the MATRICS Battery (MCCB) and reward learning using the probabilistic reward task (PRT). Groups were compared on neurocognition and PRT response bias, and associations between PRT response bias and neurocognition or clinical symptoms were examined controlling for demographic variables and PRT task difficulty (discriminability). Patients with SZ performed worse than controls on most measures of neurocognition; patients with BD exhibited deficits in some domains between the level of patients with SZ and controls. The SZ - but not BD - group exhibited deficits in social cognition compared to controls. Patients and controls did not differ on PRT response bias, but did differ on PRT discriminability. Better response bias across the sample was associated with poorer social cognition, but not neurocognition; conversely, discriminability was associated with neurocognition but not social cognition. Symptoms of psychosis, particularly negative symptoms, were associated with poorer response bias across patient groups. Reward learning was associated with symptoms of psychosis - in particular negative

Decreasing Cognitive Load for Learners: Strategy of Web-Based Foreign Language Learning

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Zhang, Jianfeng

2013-01-01

Cognitive load is one of the important factors that influence the effectiveness and efficiency of web-based foreign language learning. Cognitive load theory assumes that human's cognitive capacity in working memory is limited and if it overloads, learning will be hampered, so that high level of cognitive load can affect the performance of learning…

Characterization of Sensory-Motor Behavior Under Cognitive Load Using a New Statistical Platform for Studies of Embodied Cognition

Directory of Open Access Journals (Sweden)

Jihye Ryu

2018-04-01

Full Text Available The field of enacted/embodied cognition has emerged as a contemporary attempt to connect the mind and body in the study of cognition. However, there has been a paucity of methods that enable a multi-layered approach tapping into different levels of functionality within the nervous systems (e.g., continuously capturing in tandem multi-modal biophysical signals in naturalistic settings. The present study introduces a new theoretical and statistical framework to characterize the influences of cognitive demands on biophysical rhythmic signals harnessed from deliberate, spontaneous and autonomic activities. In this study, nine participants performed a basic pointing task to communicate a decision while they were exposed to different levels of cognitive load. Within these decision-making contexts, we examined the moment-by-moment fluctuations in the peak amplitude and timing of the biophysical time series data (e.g., continuous waveforms extracted from hand kinematics and heart signals. These spike-trains data offered high statistical power for personalized empirical statistical estimation and were well-characterized by a Gamma process. Our approach enabled the identification of different empirically estimated families of probability distributions to facilitate inference regarding the continuous physiological phenomena underlying cognitively driven decision-making. We found that the same pointing task revealed shifts in the probability distribution functions (PDFs of the hand kinematic signals under study and were accompanied by shifts in the signatures of the heart inter-beat-interval timings. Within the time scale of an experimental session, marked changes in skewness and dispersion of the distributions were tracked on the Gamma parameter plane with 95% confidence. The results suggest that traditional theoretical assumptions of stationarity and normality in biophysical data from the nervous systems are incongruent with the true statistical nature of

Characterization of Sensory-Motor Behavior Under Cognitive Load Using a New Statistical Platform for Studies of Embodied Cognition

Science.gov (United States)

Ryu, Jihye; Torres, Elizabeth B.

2018-01-01

The field of enacted/embodied cognition has emerged as a contemporary attempt to connect the mind and body in the study of cognition. However, there has been a paucity of methods that enable a multi-layered approach tapping into different levels of functionality within the nervous systems (e.g., continuously capturing in tandem multi-modal biophysical signals in naturalistic settings). The present study introduces a new theoretical and statistical framework to characterize the influences of cognitive demands on biophysical rhythmic signals harnessed from deliberate, spontaneous and autonomic activities. In this study, nine participants performed a basic pointing task to communicate a decision while they were exposed to different levels of cognitive load. Within these decision-making contexts, we examined the moment-by-moment fluctuations in the peak amplitude and timing of the biophysical time series data (e.g., continuous waveforms extracted from hand kinematics and heart signals). These spike-trains data offered high statistical power for personalized empirical statistical estimation and were well-characterized by a Gamma process. Our approach enabled the identification of different empirically estimated families of probability distributions to facilitate inference regarding the continuous physiological phenomena underlying cognitively driven decision-making. We found that the same pointing task revealed shifts in the probability distribution functions (PDFs) of the hand kinematic signals under study and were accompanied by shifts in the signatures of the heart inter-beat-interval timings. Within the time scale of an experimental session, marked changes in skewness and dispersion of the distributions were tracked on the Gamma parameter plane with 95% confidence. The results suggest that traditional theoretical assumptions of stationarity and normality in biophysical data from the nervous systems are incongruent with the true statistical nature of empirical data

Brain-Based Aspects of Cognitive Learning Approaches in Second Language Learning

Science.gov (United States)

Moghaddam, Alireza Navid; Araghi, Seyed Mahdi

2013-01-01

Language learning process is one of the complicated behaviors of human beings which has called many scholars and experts' attention especially after the middle of last century by the advent of cognitive psychology that later on we see its implication to education. Unlike previous thought of schools, cognitive psychology deals with the way in which…

Gender, abilities, cognitive style and students' achievement in cooperative learning

Directory of Open Access Journals (Sweden)

Cirila Peklaj

2003-12-01

Full Text Available The purpose of the study was to investigate the effects of cooperative learning on achievement in mathematics and native language and to analyze students' achievement in cooperative learning according to their gender, abilities and cognitive style. Three hundred and seventy three (170 in the experimental and 203 in the control group fifth grade students from nine different primary schools participated in the study. In experimental group, cooperative learning was introduced in one quarter of the hours dedicated to mathematics and Slovene language during the school year. Control group received the traditional way of teaching in both courses. The results were analyzed with ANOVA. Positive effects of cooperative learning were found in both courses. Results in cooperative learning group were further analyzed according to students' gender, abilities and cognitive style. No significant interaction between students' achievement and their gender or abilities were found. Statistically significant interactions between students' cognitive style and achievement were found in both courses. Field-dependent students benefited most from cooperative learning.

Education Isn’t Education: The Creativity Response or How to Improve the Learning Curve in Our Society

Directory of Open Access Journals (Sweden)

Stefan Brunnhuber

2017-06-01

Full Text Available Despite rising expenditure and general enrolment rates on a global level, educational output is stagnating, if not declining. There is increasing empirical evidence that we need a completely different approach to enhancing the learning curve; this holds true for early childhood, primary education, secondary education and higher education. Most existing educational programs do not tap into the full creative potential of our minds and our brains and often lead to suboptimal outcomes both for the individual and for society as a whole. Findings in clinical psychology, neurobiology and social psychology are not sufficiently considered when setting up appropriate educational programs. It is not the cognitive part of the curriculum that makes a difference, but rather the non-cognitive features (including stress management, impulse control, self-regulation, emotional attachment etc. that improve creativity. A ‘six-pack’ of features, including exercise, nutrition, social contact, mindfulness-based practices, sleeping well, and multi-sensory learning, is introduced as part of a ‘creativity response’. They are simple, affordable, evidence-based and efficient strategies that can be implemented promptly without additional costs, increasing our learning curve.

Concurrent Learning of Control in Multi agent Sequential Decision Tasks

Science.gov (United States)

2018-04-17

Concurrent Learning of Control in Multi-agent Sequential Decision Tasks The overall objective of this project was to develop multi-agent reinforcement... learning (MARL) approaches for intelligent agents to autonomously learn distributed control policies in decentral- ized partially observable... learning of policies in Dec-POMDPs, established performance bounds, evaluated these algorithms both theoretically and empirically, The views

Outage and ser performance of an opportunistic multi-user underlay cognitive network

KAUST Repository

Khan, Fahd Ahmed

2012-10-01

Consider a multi-user underlay cognitive network where multiple cognitive users concurrently share the spectrum with a primary network and a single secondary user is selected for transmission. The channel is assumed to have independent but not identical Nakagami-m fading. Closed form expressions for the outage performance and the symbol-error-rate performance of the opportunistic multi-user secondary network are derived when a peak interference power constraint is imposed on the secondary network in addition to the limited peak transmit power of each secondary user. © 2012 IEEE.

Patient learning of treatment contents in cognitive therapy.

Science.gov (United States)

Gumport, Nicole B; Dong, Lu; Lee, Jason Y; Harvey, Allison G

2018-03-01

Research has demonstrated that both memory and learning for treatment contents are poor, and that both are associated with worse treatment outcome. The Memory Support Intervention has been shown to improve memory for treatment, but it has not yet been established if this intervention can also improve learning of treatment contents. This study was designed to document the number of times participants exhibited each of the indices of learning, to examine the indices of learning and their relationship to recall of treatment points, and to investigate the association between the indices of learning and depression outcome. Adults diagnosed with major depressive disorder (N = 48) were randomly assigned to 14 sessions of cognitive therapy-as-usual (CT-as-usual) or cognitive therapy plus the Memory Support Intervention (CT + Memory Support). Measures of learning, memory, and depressive symptomatology were taken at mid-treatment, post-treatment, and at 6-month follow-up. Relative to the CT-as-usual group, participants in the CT + Memory Support group reported more accurate thoughts and applications of treatment points at mid-treatment, post-treatment, and 6-month follow-up. Patient recall was significantly correlated with application and cognitive generalization. Thoughts and application at mid-treatment were associated with increased odds of treatment response at post-treatment. The learning measure for this study has not yet been psychometrically validated. The results are based on a small sample. Learning during treatment is poor, but modifiable via the Memory Support Intervention. These results provide encouraging data that improving learning of treatment contents can reduce symptoms during and following treatment. Copyright © 2017 Elsevier Ltd. All rights reserved.

Use of Perceive, Recall, Plan, Perform Stage Two Cognitive Task Analysis for Students with Autism and Intellectual Disability: The Impact of a Sensory Activity Schedule

Science.gov (United States)

Mills, Caroline; Chapparo, Christine

2017-01-01

The aim of this study was to determine the impact of a classroom sensory activity schedule (SAS) on cognitive strategy use during task performance. This work studies a single-system AB research design with seven students with autism and intellectual disability. Repeated measures using the Perceive, Recall, Plan and Perform (PRPP) Cognitive Task…

Multi-task feature learning by using trace norm regularization

Directory of Open Access Journals (Sweden)

Jiangmei Zhang

2017-11-01

Full Text Available Multi-task learning can extract the correlation of multiple related machine learning problems to improve performance. This paper considers applying the multi-task learning method to learn a single task. We propose a new learning approach, which employs the mixture of expert model to divide a learning task into several related sub-tasks, and then uses the trace norm regularization to extract common feature representation of these sub-tasks. A nonlinear extension of this approach by using kernel is also provided. Experiments conducted on both simulated and real data sets demonstrate the advantage of the proposed approach.

Multi-Agent Framework for Virtual Learning Spaces.

Science.gov (United States)

Sheremetov, Leonid; Nunez, Gustavo

1999-01-01

Discussion of computer-supported collaborative learning, distributed artificial intelligence, and intelligent tutoring systems focuses on the concept of agents, and describes a virtual learning environment that has a multi-agent system. Describes a model of interactions in collaborative learning and discusses agents for Web-based virtual…

Technology-supported environments for learning through cognitive conflict

Directory of Open Access Journals (Sweden)

Anne McDougall

2002-12-01

Full Text Available This paper examines ways in which the idea of cognitive conflict is used to facilitate learning, looking at the design and use of learning environments for this purpose. Drawing on previous work in science education and educational computing, three approaches to the design of learning environments utilizing cognitive conflict are introduced. These approaches are described as confrontational, guiding and explanatory, based on the level of the designer's concern with learners' pre-existing understanding, the extent of modification to the learner's conceptual structures intended by the designer, and the directness of steering the learner to the desired understanding. The examples used to illustrate the three approaches are taken from science education, specifically software for learning about Newtonian physics; it is contended however that the argument of the paper applies more broadly, to learning environments for many curriculum areas for school levels and in higher education.

Look closer : The alertness of people with profound intellectual and multiple disabilities during multi-sensory storytelling, a time sequential analysis

NARCIS (Netherlands)

Ten Brug, Annet; Munde, Vera S.; van der Putten, Annette A. J.; Vlaskamp, Carla

2015-01-01

Introduction: Multi-sensory storytelling (MSST) is a storytelling method designed for individuals with profound intellectual and multiple disabilities (PIMD). It is essential that listeners be alert during MSST, so that they become familiar with their personalised stories. Repetition and the

Relationship between motor and cognitive learning abilities among ...

African Journals Online (AJOL)

Osama Abdelkarim

2017-01-11

Jan 11, 2017 ... the cognitive learning abilities (i.e. mathematical thinking, r = 0.62 and ...... exercise was efficient both in the promotion of learning English .... Ishigawara K, Ishizuka H. Effects of Brain Activation through Physical Exercise.

Episodic memory deficits slow down the dynamics of cognitive procedural learning in normal ageing

Science.gov (United States)

Beaunieux, Hélène; Hubert, Valérie; Pitel, Anne Lise; Desgranges, Béatrice; Eustache, Francis

2009-01-01

Cognitive procedural learning is characterized by three phases, each involving distinct processes. Considering the implication of the episodic memory in the first cognitive stage, the impairment of this memory system might be responsible for a slowing down of the cognitive procedural learning dynamics in the course of aging. Performances of massed cognitive procedural learning were evaluated in older and younger participants using the Tower of Toronto task. Nonverbal intelligence and psychomotor abilities were used to analyze procedural dynamics, while episodic memory and working memory were assessed to measure their respective contributions to learning strategies. This experiment showed that older participants did not spontaneously invoke episodic memory and presented a slowdown in the cognitive procedural learning associated with a late involvement of working memory. These findings suggest that the slowdown in the cognitive procedural learning may be linked with the implementation of different learning strategies less involving episodic memory in older subjects. PMID:18654928

Shared mechanisms of perceptual learning and decision making.

Science.gov (United States)

Law, Chi-Tat; Gold, Joshua I

2010-04-01

Perceptual decisions require the brain to weigh noisy evidence from sensory neurons to form categorical judgments that guide behavior. Here we review behavioral and neurophysiological findings suggesting that at least some forms of perceptual learning do not appear to affect the response properties of neurons that represent the sensory evidence. Instead, improved perceptual performance results from changes in how the sensory evidence is selected and weighed to form the decision. We discuss the implications of this idea for possible sites and mechanisms of training-induced improvements in perceptual processing in the brain. Copyright © 2009 Cognitive Science Society, Inc.

Cognitive Play and Mathematical Learning in Computer Microworlds.

Science.gov (United States)

Steffe, Leslie P.; Wiegel, Heide G.

1994-01-01

Uses the constructivist principle of active learning to explore the possibly essential elements in transforming a cognitive play activity into mathematical activity. Suggests that for such transformation to occur, cognitive play activity must involve operations of intelligence that, yield situations of mathematical schemes. Illustrates the…

Effect of Cognitive Style on Learning and Retrieval of Navigational Environments

Directory of Open Access Journals (Sweden)

Maddalena Boccia

2017-07-01

Full Text Available Field independence (FI has been found to correlate with a wide range of cognitive processes requiring cognitive restructuring. Cognitive restructuring, that is going beyond the information given by the setting, is pivotal in creating stable mental representations of the environment, the so-called “cognitive maps,” and it affects visuo-spatial abilities underpinning environmental navigation. Here we evaluated whether FI, by fostering cognitive restructuring of environmental cues on the basis of an internal frame of reference, affects the learning and retrieval of a novel environment. Fifty-four participants were submitted to the Embedded Figure Test (EFT for assessing their Cognitive Style (CS and to the Perspective Taking/Spatial Orientation Test (PTSOT and the Santa Barbara Sense of Direction Scale (SBSOD for assessing their spatial perspective taking and orientation skills. They were also required to learn a path in a novel, real environment (route learning, RL, to recognize landmarks of this path among distracters (landmark recognition, LR, to order them (landmark ordering, LO and to draw the learned path on a map (map drawing, MD. Retrieval tasks were performed both immediately after learning (immediate-retrieval and the day after (24 h-retrieval. Performances on EFT significantly correlated with the time needed to learn the path, with MD (both in the immediate- and in the 24 h- retrievals, results on LR (in 24-retrieval and performances on PTSOT. Interestingly, we found that gender interacted with CS on RL (time of learning and MD. Females performed significantly worse than males only if they were classified as FD, but did not differ from males if they were classified as FI. These results suggest that CS affects learning and retrieval of navigational environment, especially when a map-like representation is required. We propose that CS may be pivotal in forming the cognitive map of the environment, likely due to the higher ability of FI

Autonomous Learning from a Social Cognitive Perspective

Science.gov (United States)

Ponton, Michael K.; Rhea, Nancy E.

2006-01-01

The current perspective of autonomous learning defines it as the agentive exhibition of resourcefulness, initiative, and persistence in self-directed learning. As a form of human agency, it has been argued in the literature that this perspective should be consistent with Bandura's (1986) Social Cognitive Theory (SCT). The purpose of this article…

Modelization of cognition, activity and motivation as indicators for Interactive Learning Environment

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Asmaa Darouich

2017-06-01

Full Text Available In Interactive Learning Environment (ILE, the cognitive activity and behavior of learners are the center of the researchers’ concerns. The improvement of learning through combining these axes as a structure of indicators for well-designed learning environment, encloses the measurement of the educational activity as a part of the learning process. In this paper, we propose a mathematical modeling approach based on learners actions to estimate the cognitive activity, learning behavior and motivation, in accordance with a proposed course content structure. This Cognitive indicator includes the study of knowledge, memory and reasoning. While, activity indicator aims to study effort, resistance and intensity. The results recovered on a sample of students with different levels of education, assume that the proposed approach presents a relation among all these indicators which is relatively reliable in the term of cognitive system.

Digital Game-Based Learning Supports Student Motivation, Cognitive Success, and Performance Outcomes

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Woo, Jeng-Chung

2014-01-01

Traditional multimedia learning is primarily based on the cognitive load concept of information processing theory. Recent digital game-based learning (DGBL) studies have focused on exploring content support for learning motivation and related game characteristics. Motivation, volition, and performance (MVP) theory indicates that cognitive load and…

Mobile Learning Application Interfaces: First Steps to a Cognitive Load Aware System

Science.gov (United States)

Deegan, Robin

2013-01-01

Mobile learning is a cognitively demanding application and more frequently the ubiquitous nature of mobile computing means that mobile devices are used in cognitively demanding environments. This paper examines the nature of this use of mobile devices from a Learning, Usability and Cognitive Load Theory perspective. It suggests scenarios where…

Teaching the Love of Learning

Science.gov (United States)

Church, Ellen Booth

2006-01-01

As every early childhood teacher knows, providing children with activity and material choices, stimulating multi-sensory activities, and positive support and novel challenges can truly inspire children's love of learning. Now there is the additional support of brain research. Marian Diamonds of the University of California at Berkeley reports that…

An Incremental Type-2 Meta-Cognitive Extreme Learning Machine.

Science.gov (United States)

Pratama, Mahardhika; Zhang, Guangquan; Er, Meng Joo; Anavatti, Sreenatha

2017-02-01

Existing extreme learning algorithm have not taken into account four issues: 1) complexity; 2) uncertainty; 3) concept drift; and 4) high dimensionality. A novel incremental type-2 meta-cognitive extreme learning machine (ELM) called evolving type-2 ELM (eT2ELM) is proposed to cope with the four issues in this paper. The eT2ELM presents three main pillars of human meta-cognition: 1) what-to-learn; 2) how-to-learn; and 3) when-to-learn. The what-to-learn component selects important training samples for model updates by virtue of the online certainty-based active learning method, which renders eT2ELM as a semi-supervised classifier. The how-to-learn element develops a synergy between extreme learning theory and the evolving concept, whereby the hidden nodes can be generated and pruned automatically from data streams with no tuning of hidden nodes. The when-to-learn constituent makes use of the standard sample reserved strategy. A generalized interval type-2 fuzzy neural network is also put forward as a cognitive component, in which a hidden node is built upon the interval type-2 multivariate Gaussian function while exploiting a subset of Chebyshev series in the output node. The efficacy of the proposed eT2ELM is numerically validated in 12 data streams containing various concept drifts. The numerical results are confirmed by thorough statistical tests, where the eT2ELM demonstrates the most encouraging numerical results in delivering reliable prediction, while sustaining low complexity.

The Impact of Cognitive Load Theory on Learning Astronomy

Science.gov (United States)

Foster, Thomas M.

2010-01-01

Every student is different, which is the challenge of astronomy education research (AER) and teaching astronomy. This difference also provides the greatest goal for education researchers - our GUT - we need to be able to quantify these differences and provide explanatory and predictive theories to curriculum developers and teachers. One educational theory that holds promise is Cognitive Load Theory. Cognitive Load Theory begins with the well-established fact that everyone's working memory can hold 7 ± 2 unique items. This quirk of the human brain is why phone numbers are 7 digits long. This quirk is also why we forget peoples’ names after just meeting them, leave the iron on when we leave the house, and become overwhelmed as students of new material. Once the intricacies of Cognitive Load are understood, it becomes possible to design learning environments to marshal the resources students have and guide them to success. Lessons learned from Cognitive Load Theory can and should be applied to learning astronomy. Classroom-ready ideas will be presented.

The Positive Effects of Cognitive Learning Styles in ELT Classes

Science.gov (United States)

Yagcioglu, Ozlem

2016-01-01

In the EFL, ESL, ESP and in the ELT classes, students are taught their courses with different kinds of methods and approaches. Cognitive learning styles are the most essential styles in foreign language education. In this paper, the positive effects of cognitive learning styles will be handled. The benefits of these styles will be highlighted.…

Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions

NARCIS (Netherlands)

Van Merriënboer, Jeroen; Sweller, J.

2007-01-01

Traditionally, Cognitive Load Theory (CLT) has focused on instructional methods to decrease extraneous cognitive load so that available cognitive resources can be fully devoted to learning. This article strengthens the cognitive base of CLT by linking cognitive processes to the processes used by

A machine learning model with human cognitive biases capable of learning from small and biased datasets.

Science.gov (United States)

Taniguchi, Hidetaka; Sato, Hiroshi; Shirakawa, Tomohiro

2018-05-09

Human learners can generalize a new concept from a small number of samples. In contrast, conventional machine learning methods require large amounts of data to address the same types of problems. Humans have cognitive biases that promote fast learning. Here, we developed a method to reduce the gap between human beings and machines in this type of inference by utilizing cognitive biases. We implemented a human cognitive model into machine learning algorithms and compared their performance with the currently most popular methods, naïve Bayes, support vector machine, neural networks, logistic regression and random forests. We focused on the task of spam classification, which has been studied for a long time in the field of machine learning and often requires a large amount of data to obtain high accuracy. Our models achieved superior performance with small and biased samples in comparison with other representative machine learning methods.

Are Sema5a mutant mice a good model of autism? A behavioral analysis of sensory systems, emotionality and cognition

Science.gov (United States)

Gunn, Rhian K.; Huentelman, Matthew J.; Brown, Richard E.

2011-01-01

Semaphorin 5A (Sema5A) expression is reduced in the brain of individuals with autism, thus mice with reduced Sema5A levels may serve as a model of this neurodevelopmental disorder. We tested male and female Sema5a knockout mice (B6.129P2SEMA5A/J) and C57BL/6J controls for emotionality, visual ability, prepulse inhibition, motor learning and cognition. Overall, there were only two genotype differences in emotionality: Sema5a mutant mice had more stretch-attend postures in the elevated plus-maze and more defecations in the open field. All mice could see, but Sema5a mice had better visual ability than C57BL/6J mice. There were no genotype differences in sensory-motor gating. Sema5a mice showed higher levels of activity in the elevated plus-maze and light/dark transition box, and there were sex by genotype differences in the Rotarod, suggesting a sex difference in balance and coordination differentially affected by Sema5a. There were no genotype effects on cognition: Sema5a mice did not differ from C57BL/6J in the Morris water maze, set-shifting or cued and contextual fear conditioning. In the social recognition test, all mice preferred social stimuli, but there was no preference for social novelty, thus the Sema5A mice do not have a deficit in social behavior. Overall, there were a number of sex differences, with females showing greater activity and males performing better in tests of spatial learning and memory, but no deficits in the behavior of Sema5A mice. We conclude that the Sema5a mice do not meet the behavioral criteria for a mouse model of autism. PMID:21777623

Song learning and cognitive ability are not consistently related in a songbird.

Science.gov (United States)

Anderson, Rindy C; Searcy, William A; Peters, Susan; Hughes, Melissa; DuBois, Adrienne L; Nowicki, Stephen

2017-03-01

Learned aspects of song have been hypothesized to signal cognitive ability in songbirds. We tested this hypothesis in hand-reared song sparrows (Melospiza melodia) that were tutored with playback of adult songs during the critical period for song learning. The songs developed by the 19 male subjects were compared to the model songs to produce two measures of song learning: the proportion of notes copied from models and the average spectrogram cross-correlation between copied notes and model notes. Song repertoire size, which reflects song complexity, was also measured. At 1 year of age, subjects were given a battery of five cognitive tests that measured speed of learning in the context of a novel foraging task, color association, color reversal, detour-reaching, and spatial learning. Bivariate correlations between the three song measures and the five cognitive measures revealed no significant associations. As in other studies of avian cognition, different cognitive measures were for the most part not correlated with each other, and this result remained true when 22 hand-reared female song sparrows were added to the analysis. General linear mixed models controlling for effects of neophobia and nest of origin indicated that all three song measures were associated with better performance on color reversal and spatial learning but were associated with worse performance on novel foraging and detour-reaching. Overall, the results do not support the hypothesis that learned aspects of song signal cognitive ability.

Cognitive Load Theory: implications for medical education: AMEE Guide No. 86.

Science.gov (United States)

Young, John Q; Van Merrienboer, Jeroen; Durning, Steve; Ten Cate, Olle

2014-05-01

Cognitive Load Theory (CLT) builds upon established models of human memory that include the subsystems of sensory, working and long-term memory. Working memory (WM) can only process a limited number of information elements at any given time. This constraint creates a "bottleneck" for learning. CLT identifies three types of cognitive load that impact WM: intrinsic load (associated with performing essential aspects of the task), extraneous load (associated with non-essential aspects of the task) and germane load (associated with the deliberate use of cognitive strategies that facilitate learning). When the cognitive load associated with a task exceeds the learner's WM capacity, performance and learning is impaired. To facilitate learning, CLT researchers have developed instructional techniques that decrease extraneous load (e.g. worked examples), titrate intrinsic load to the developmental stage of the learner (e.g. simplify task without decontextualizing) and ensure that unused WM capacity is dedicated to germane load, i.e. cognitive learning strategies. A number of instructional techniques have been empirically tested. As learners' progress, curricula must also attend to the expertise-reversal effect. Instructional techniques that facilitate learning among early learners may not help and may even interfere with learning among more advanced learners. CLT has particular relevance to medical education because many of the professional activities to be learned require the simultaneous integration of multiple and varied sets of knowledge, skills and behaviors at a specific time and place. These activities possess high "element interactivity" and therefore impose a cognitive load that may surpass the WM capacity of the learner. Applications to various medical education settings (classroom, workplace and self-directed learning) are explored.

Developing Learning Style Inventory for Effective Instructional Design

Science.gov (United States)

Guven, Bulent; Ozbek, Ozge

2007-01-01

In the process of education, instead of classifying students according to their insufficiency, teachers should try to get to know them and determine their cognitive, sensorial, and kinetic characteristics. This study on improving learning style inventory, which aims to help classroom teachers determine students' attributes in individualized…

3D hierarchical spatial representation and memory of multimodal sensory data

Science.gov (United States)

Khosla, Deepak; Dow, Paul A.; Huber, David J.

2009-04-01

This paper describes an efficient method and system for representing, processing and understanding multi-modal sensory data. More specifically, it describes a computational method and system for how to process and remember multiple locations in multimodal sensory space (e.g., visual, auditory, somatosensory, etc.). The multimodal representation and memory is based on a biologically-inspired hierarchy of spatial representations implemented with novel analogues of real representations used in the human brain. The novelty of the work is in the computationally efficient and robust spatial representation of 3D locations in multimodal sensory space as well as an associated working memory for storage and recall of these representations at the desired level for goal-oriented action. We describe (1) A simple and efficient method for human-like hierarchical spatial representations of sensory data and how to associate, integrate and convert between these representations (head-centered coordinate system, body-centered coordinate, etc.); (2) a robust method for training and learning a mapping of points in multimodal sensory space (e.g., camera-visible object positions, location of auditory sources, etc.) to the above hierarchical spatial representations; and (3) a specification and implementation of a hierarchical spatial working memory based on the above for storage and recall at the desired level for goal-oriented action(s). This work is most useful for any machine or human-machine application that requires processing of multimodal sensory inputs, making sense of it from a spatial perspective (e.g., where is the sensory information coming from with respect to the machine and its parts) and then taking some goal-oriented action based on this spatial understanding. A multi-level spatial representation hierarchy means that heterogeneous sensory inputs (e.g., visual, auditory, somatosensory, etc.) can map onto the hierarchy at different levels. When controlling various machine

Functional imaging of the semantic system: retrieval of sensory-experienced and verbally learned knowledge.

Science.gov (United States)

Noppeney, Uta; Price, Cathy J

2003-01-01

This paper considers how functional neuro-imaging can be used to investigate the organization of the semantic system and the limitations associated with this technique. The majority of the functional imaging studies of the semantic system have looked for divisions by varying stimulus category. These studies have led to divergent results and no clear anatomical hypotheses have emerged to account for the dissociations seen in behavioral studies. Only a few functional imaging studies have used task as a variable to differentiate the neural correlates of semantic features more directly. We extend these findings by presenting a new study that contrasts tasks that differentially weight sensory (color and taste) and verbally learned (origin) semantic features. Irrespective of the type of semantic feature retrieved, a common semantic system was activated as demonstrated in many previous studies. In addition, the retrieval of verbally learned, but not sensory-experienced, features enhanced activation in medial and lateral posterior parietal areas. We attribute these "verbally learned" effects to differences in retrieval strategy and conclude that evidence for segregation of semantic features at an anatomical level remains weak. We believe that functional imaging has the potential to increase our understanding of the neuronal infrastructure that sustains semantic processing but progress may require multiple experiments until a consistent explanatory framework emerges.

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

Science.gov (United States)

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

2006-01-01

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

Cognitive Synergy in Multimedia Learning

Science.gov (United States)

Kim, Daesang; Kim, Dong-Joong; Whang, Woo-Hyung

2013-01-01

The main focus of our study was to investigate multimedia effects that had different results from the findings of existing multimedia learning studies. First, we describe and summarize three experimental studies we conducted from 2006 to 2010. Then we analyze our findings to explore learner characteristics that may impact the cognitive processes…

Learning Declarative and Procedural Knowledge via Video Lectures: Cognitive Load and Learning Effectiveness

Science.gov (United States)

Hong, Jianzhong; Pi, Zhongling; Yang, Jiumin

2018-01-01

Video lectures are being widely used in online and blended learning classes worldwide, and their learning effectiveness is becoming a focus of many educators and researchers. This study examined the cognitive load and learning effectiveness of video lectures in terms of the type of knowledge being taught (declarative or procedural) and instructor…

[Forming of the visual cognitive structures in the monkey conditioned-reflex behaviour: the dependence on the sensory information].

Science.gov (United States)

Dudkin, K N; Chueva, I V

2008-01-01

In monkeys, changes in size and shape of figures led to a significant decrease of correct solutions in training and a considerable increase of refusals from solution of tasks as well as the time of their motor response. The invariance of differentiation in this case was achieved after additional training. The data obtained show that, based on the stimulus sensory processing in conditioned-reflex training, in the long-term memory some differentiating signs are formed: the cognitive structures (the functional neurophysiological mechanisms) maintaining the classification of visual images. With these structures, temporary conditioned connection will be established. Their formation will be determined by the type of sensory information and provided for by existence in the long-term memory of separate subsystems for spatial as well as non-spatial information.

Estrogens and Cognition: Friends or Foes?

Science.gov (United States)

Korol, Donna L.; Pisani, Samantha L.

2015-01-01

Estrogens are becoming well known for their robust enhancement on cognition particularly for learning and memory that relies upon functioning of the hippocampus and related neural systems. What is also emerging is that estrogen modulation of cognition is not uniform, at times enhancing yet at other times impairing learning. This review explores the bidirectional effects of estrogens on learning from a multiple memory systems view, focusing on the hippocampus and striatum, whereby modulation by estrogens sorts according to task attributes and neural systems engaged during cognition. We highlight our findings that show the ability to solve hippocampus-sensitive tasks typically improves under relatively high estrogen status while the ability to solve striatum-sensitive tasks degrades with estrogen exposures. Though constrained by dose and timing of exposure, these opposing enhancements and impairments of cognition can be observed following treatments with different estrogenic compounds including the hormone estradiol, the isoflavone genistein found in soybeans, and agonists that are selective for specific estrogen receptors, suggesting that activation of a single receptor type is sufficient to produce the observed shifts in learning strategies. Using this multi-dimensional framework will allow us to extend our thinking of the relationship between estrogens and cognition to other brain regions and cognitive functions. PMID:26149525

Sensory-specific balance training in older adults: effect on proprioceptive reintegration and cognitive demands.

Science.gov (United States)

Westlake, Kelly P; Culham, Elsie G

2007-10-01

Age-related changes in the ability to adjust to alterations in sensory information contribute to impaired postural stability. The purpose of this randomized controlled trial was to investigate the effect of sensory-specific balance training on proprioceptive reintegration. The subjects of this study were 36 older participants who were healthy. Participants were randomly assigned to a balance exercise group (n=17) or a falls prevention education group (n=19). The primary outcome measure was the center-of-pressure (COP) velocity change score. This score represented the difference between COP velocity over 45 seconds of quiet standing and each of six 5-second intervals following proprioceptive perturbation through vibration with or without a secondary cognitive task. Clinical outcome measures included the Fullerton Advanced Balance (FAB) Scale and the Activities-specific Balance Confidence (ABC) Scale. Assessments were conducted at baseline, postintervention, and at an 8-week follow-up. Following the exercise intervention, there was less destabilization within the first 5 seconds following vibration with or without a secondary task than there was at baseline or in the falls prevention education group. These training effects were not maintained at the 8-week follow-up. Postintervention improvements also were seen on the FAB Scale and were maintained at follow-up. No changes in ABC Scale scores were identified in the balance exercise group, but ABC Scale scores indicated reduced balance confidence in the falls prevention education group postintervention. The results of this study support short-term enhanced postural responses to proprioceptive reintegration following a sensory-specific balance exercise program.

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

Science.gov (United States)

Hames, E.; Baker, M.

2015-03-01

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

Hybrid E-Learning Tool TransLearning: Video Storytelling to Foster Vicarious Learning within Multi-Stakeholder Collaboration Networks

Science.gov (United States)

van der Meij, Marjoleine G.; Kupper, Frank; Beers, Pieter J.; Broerse, Jacqueline E. W.

2016-01-01

E-learning and storytelling approaches can support informal vicarious learning within geographically widely distributed multi-stakeholder collaboration networks. This case study evaluates hybrid e-learning and video-storytelling approach "TransLearning" by investigation into how its storytelling e-tool supported informal vicarious…

Impact of Learning Model Based on Cognitive Conflict toward Student’s Conceptual Understanding

Science.gov (United States)

Mufit, F.; Festiyed, F.; Fauzan, A.; Lufri, L.

2018-04-01

The problems that often occur in the learning of physics is a matter of misconception and low understanding of the concept. Misconceptions do not only happen to students, but also happen to college students and teachers. The existing learning model has not had much impact on improving conceptual understanding and remedial efforts of student misconception. This study aims to see the impact of cognitive-based learning model in improving conceptual understanding and remediating student misconceptions. The research method used is Design / Develop Research. The product developed is a cognitive conflict-based learning model along with its components. This article reports on product design results, validity tests, and practicality test. The study resulted in the design of cognitive conflict-based learning model with 4 learning syntaxes, namely (1) preconception activation, (2) presentation of cognitive conflict, (3) discovery of concepts & equations, (4) Reflection. The results of validity tests by some experts on aspects of content, didactic, appearance or language, indicate very valid criteria. Product trial results also show a very practical product to use. Based on pretest and posttest results, cognitive conflict-based learning models have a good impact on improving conceptual understanding and remediating misconceptions, especially in high-ability students.

Situated cognition and cognitive apprenticeship: a model for teaching and learning clinical skills in a technologically rich and authentic learning environment.

Science.gov (United States)

Woolley, Norman N; Jarvis, Yvonne

2007-01-01

The acquisition of a range of diverse clinical skills is a central feature of the pre-registration nursing curriculum. Prior to exposure to clinical practice, it is essential that learners have the opportunity to practise and develop such skills in a safe and controlled environment under the direction and supervision of clinical experts. However, the competing demands of the HE nursing curriculum coupled with an increased number of learners have resulted in a reduced emphasis on traditional apprenticeship learning. This paper presents an alternative model for clinical skills teaching that draws upon the principles of cognitive apprenticeship [Collins, A., Brown, J.S., Newman, S., 1989. Cognitive Apprenticeship: teaching the crafts of reading, writing and mathematics. In: Resnick, L.B. (Ed.) Knowing. Learning and Instruction: Essays in Honor of Robert Glaser. Lawrence Erlbaum Associates, New Jersey, pp. 453-494] and situated cognition within a technologically rich and authentic learning environment. It will show how high quality DVD materials illustrating clinical skills performed by expert practitioners have been produced and used in conjunction with CCTV and digital recording technologies to support learning within a pedagogic framework appropriate to skills acquisition. It is argued that this model not only better prepares the student for the time they will spend in the practice setting, but also lays the foundation for the development of a clinically competent practitioner with the requisite physical and cognitive skills who is fit for purpose [UKCC, 1999. Fitness for Practice: The UKCC Commission for Nursing and Midwifery Education. United Kingdom Central Council for Nursing Midwifery and Health Visiting, London].

Humanoid Cognitive Robots That Learn by Imitating: Implications for Consciousness Studies

Directory of Open Access Journals (Sweden)

James A. Reggia

2018-01-01

Full Text Available While the concept of a conscious machine is intriguing, producing such a machine remains controversial and challenging. Here, we describe how our work on creating a humanoid cognitive robot that learns to perform tasks via imitation learning relates to this issue. Our discussion is divided into three parts. First, we summarize our previous framework for advancing the understanding of the nature of phenomenal consciousness. This framework is based on identifying computational correlates of consciousness. Second, we describe a cognitive robotic system that we recently developed that learns to perform tasks by imitating human-provided demonstrations. This humanoid robot uses cause–effect reasoning to infer a demonstrator’s intentions in performing a task, rather than just imitating the observed actions verbatim. In particular, its cognitive components center on top-down control of a working memory that retains the explanatory interpretations that the robot constructs during learning. Finally, we describe our ongoing work that is focused on converting our robot’s imitation learning cognitive system into purely neurocomputational form, including both its low-level cognitive neuromotor components, its use of working memory, and its causal reasoning mechanisms. Based on our initial results, we argue that the top-down cognitive control of working memory, and in particular its gating mechanisms, is an important potential computational correlate of consciousness in humanoid robots. We conclude that developing high-level neurocognitive control systems for cognitive robots and using them to search for computational correlates of consciousness provides an important approach to advancing our understanding of consciousness, and that it provides a credible and achievable route to ultimately developing a phenomenally conscious machine.

Sensory perception: lessons from synesthesia: using synesthesia to inform the understanding of sensory perception.

Science.gov (United States)

Harvey, Joshua Paul

2013-06-01

Synesthesia, the conscious, idiosyncratic, repeatable, and involuntary sensation of one sensory modality in response to another, is a condition that has puzzled both researchers and philosophers for centuries. Much time has been spent proving the condition's existence as well as investigating its etiology, but what can be learned from synesthesia remains a poorly discussed topic. Here, synaesthesia is presented as a possible answer rather than a question to the current gaps in our understanding of sensory perception. By first appreciating the similarities between normal sensory perception and synesthesia, one can use what is known about synaesthesia, from behavioral and imaging studies, to inform our understanding of "normal" sensory perception. In particular, in considering synesthesia, one can better understand how and where the different sensory modalities interact in the brain, how different sensory modalities can interact without confusion - the binding problem - as well as how sensory perception develops.

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

Science.gov (United States)

Bradford, George R.

2011-01-01

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

Making Sense of Crisis: Cognitive Barriers of Learning in Critical Situations

Directory of Open Access Journals (Sweden)

Ramona PERGHEL

2013-09-01

Full Text Available This paper explores the role of cognitive issues in learning from crisis situations, in particular the managers’ mental representations of crisis and the relationship of these “maps” with the learning process through “sense-making”, as well as the possible cognitive barriers that might prevent the process of learning from crisis and thus allow the incubation of crises to develop in the company. Reviewing secondary data from the current literature, the paper focuses on the complexity of human “sense-making” and understanding the phenomena of crisis and the meaning people assign to it. Considerable attention and analysis has been done in order to assess the manner in which organizations can effectively learn to prevent crisis situations, addressing the theoretical frameworks that analyse the barriers that might occur in the learning from crisis process at an individual and group level, pointing out the need of recognition and sense-making that sometimes the current state of knowledge is not well. The paper argues that the effective organizational learning from crises requires changes in the core beliefs, values and assumptions of organizational members, which translate into sustained behavioural changes and that these changes are possible through intense cognitive processes, in particular through the way managers make sense of crisis situations.  Keywords: crisis, learning, cognitive barriers, sense-making, managers, literature review

Look Closer: The Alertness of People with Profound Intellectual and Multiple Disabilities during Multi-Sensory Storytelling, a Time Sequential Analysis

Science.gov (United States)

Ten Brug, Annet; Munde, Vera S.; van der Putten, Annette A.J.; Vlaskamp, Carla

2015-01-01

Introduction: Multi-sensory storytelling (MSST) is a storytelling method designed for individuals with profound intellectual and multiple disabilities (PIMD). It is essential that listeners be alert during MSST, so that they become familiar with their personalised stories. Repetition and the presentation of stimuli are likely to affect the…

The influence of affordances on user preferences for multimedia language learning applications

OpenAIRE

Uther, M; Banks, AP

2016-01-01

This study investigates the influence of sensory and cognitive affordances on the user experience of mobile devices for multimedia language learning applications. A primarily audio-based language learning application – ‘Vowel Trainer’, was chosen against a comparison, text and picture-based language learning application – ‘Learn English for Taxi Drivers’. Impressions of the two applications were assessed on two different devices that have virtually the same interface and identical sound outpu...

Cognitive ability predicts motor learning on a virtual reality game in patients with TBI.

Science.gov (United States)

O'Neil, Rochelle L; Skeel, Reid L; Ustinova, Ksenia I

2013-01-01

Virtual reality games and simulations have been utilized successfully for motor rehabilitation of individuals with traumatic brain injury (TBI). Little is known, however, how TBI-related cognitive decline affects learning of motor tasks in virtual environments. To fill this gap, we examined learning within a virtual reality game involving various reaching motions in 14 patients with TBI and 15 healthy individuals with different cognitive abilities. All participants practiced ten 90-second gaming trials to assess various aspects of motor learning. Cognitive abilities were assessed with a battery of tests including measures of memory, executive functioning, and visuospatial ability. Overall, participants with TBI showed both reduced performance and a slower learning rate in the virtual reality game compared to healthy individuals. Numerous correlations between overall performance and several of the cognitive ability domains were revealed for both the patient and control groups, with the best predictor being overall cognitive ability. The results may provide a starting point for rehabilitation programs regarding which cognitive domains interact with motor learning.

Teachers' Awareness of the Semio-Cognitive Dimension of Learning Mathematics

Science.gov (United States)

Iori, Maura

2018-01-01

While many semiotic and cognitive studies on learning mathematics have focused primarily on students, this study focuses mainly on teachers, by seeking to bring to light their awareness of the semiotic and cognitive aspects of learning mathematics. The aim is to highlight the degree of awareness that teachers show about: (1) the distinction…

A Contextualised Multi-Platform Framework to Support Blended Learning Scenarios in Learning Networks

NARCIS (Netherlands)

De Jong, Tim; Fuertes, Alba; Schmeits, Tally; Specht, Marcus; Koper, Rob

2008-01-01

De Jong, T., Fuertes, A., Schmeits, T., Specht, M., & Koper, R. (2009). A Contextualised Multi-Platform Framework to Support Blended Learning Scenarios in Learning Networks. In D. Goh (Ed.), Multiplatform E-Learning Systems and Technologies: Mobile Devices for Ubiquitous ICT-Based Education (pp.

Improving the learning of clinical reasoning through computer-based cognitive representation.

Science.gov (United States)

Wu, Bian; Wang, Minhong; Johnson, Janice M; Grotzer, Tina A

2014-01-01

Clinical reasoning is usually taught using a problem-solving approach, which is widely adopted in medical education. However, learning through problem solving is difficult as a result of the contextualization and dynamic aspects of actual problems. Moreover, knowledge acquired from problem-solving practice tends to be inert and fragmented. This study proposed a computer-based cognitive representation approach that externalizes and facilitates the complex processes in learning clinical reasoning. The approach is operationalized in a computer-based cognitive representation tool that involves argument mapping to externalize the problem-solving process and concept mapping to reveal the knowledge constructed from the problems. Twenty-nine Year 3 or higher students from a medical school in east China participated in the study. Participants used the proposed approach implemented in an e-learning system to complete four learning cases in 4 weeks on an individual basis. For each case, students interacted with the problem to capture critical data, generate and justify hypotheses, make a diagnosis, recall relevant knowledge, and update their conceptual understanding of the problem domain. Meanwhile, students used the computer-based cognitive representation tool to articulate and represent the key elements and their interactions in the learning process. A significant improvement was found in students' learning products from the beginning to the end of the study, consistent with students' report of close-to-moderate progress in developing problem-solving and knowledge-construction abilities. No significant differences were found between the pretest and posttest scores with the 4-week period. The cognitive representation approach was found to provide more formative assessment. The computer-based cognitive representation approach improved the learning of clinical reasoning in both problem solving and knowledge construction.

5 Hz repetitive transcranial magnetic stimulation over the ipsilesional sensory cortex enhances motor learning after stroke

Directory of Open Access Journals (Sweden)

Sonia M Brodie

2014-03-01

Full Text Available Sensory feedback is critical for motor learning, and thus to neurorehabilitation after stroke. Whether enhancing sensory feedback by applying excitatory repetitive transcranial magnetic stimulation (rTMS over the ipsilesional primary sensory cortex (IL-S1 might enhance motor learning in chronic stroke has yet to be investigated. The present study investigated the effects of 5 Hz rTMS over IL-S1 paired with skilled motor practice on motor learning, hemiparetic cutaneous somatosensation, and motor function. Individuals with unilateral chronic stroke were pseudo-randomly divided into either Active or Sham 5 Hz rTMS groups (n=11/group. Following stimulation, both groups practiced a Serial Tracking Task (STT with the hemiparetic arm; this was repeated for 5 days. Performance on the STT was quantified by response time, peak velocity, and cumulative distance tracked at baseline, during the 5 days of practice, and at a no-rTMS retention test. Cutaneous somatosensation was measured using two-point discrimination. Standardized sensorimotor tests were performed to assess whether the effects might generalize to impact hemiparetic arm function. The active 5Hz rTMS + training group demonstrated significantly greater improvements in STT performance [response time (F1,286.04=13.016, p< 0.0005, peak velocity (F1,285.95=4.111, p=0.044, and cumulative distance (F1,285.92=4.076, p=0.044] and cutaneous somatosensation (F1,21.15=8.793, p=0.007 across all sessions compared to the sham rTMS + training group. Measures of upper extremity motor function were not significantly different for either group. Our preliminary results suggest that, when paired with motor practice, 5Hz rTMS over IL-S1 enhances motor learning related change in individuals with chronic stroke, potentially as a consequence of improved cutaneous somatosensation, however no improvement in general upper extremity function was observed.

LCoMotion - Learning, Cognition and Motion; a multicomponent cluster randomized school-based intervention aimed at increasing learning and cognition - rationale, design and methods.

Science.gov (United States)

Bugge, Anna; Tarp, Jakob; Østergaard, Lars; Domazet, Sidsel Louise; Andersen, Lars Bo; Froberg, Karsten

2014-09-18

The aim of the study; LCoMotion - Learning, Cognition and Motion was to develop, document, and evaluate a multi-component physical activity (PA) intervention in public schools in Denmark. The primary outcome was cognitive function. Secondary outcomes were academic skills, body composition, aerobic fitness and PA. The primary aim of the present paper was to describe the rationale, design and methods of the LCoMotion study. LCoMotion was designed as a cluster-randomized controlled study. Fourteen schools from all five regions in Denmark participated. All students from 6th and 7th grades were invited to participate (n = 869) and consent was obtained for 87% (n = 759). Baseline measurements were obtained in November/December 2013 and follow-up measurements in May/June 2014. The intervention lasted five months and consisted of a "package" of three main components: PA during academic lessons, PA during recess and PA homework. Furthermore a cycling campaign was conducted during the intervention period. Intervention schools should endeavor to ensure that students were physically active for at least 60 min every school day. Cognitive function was measured by a modified Eriksen flanker task and academic skills by a custom made mathematics test. PA was objectively measured by accelerometers (ActiGraph, GT3X and GT3X+) and aerobic fitness assessed by an intermittent shuttle-run test (the Andersen intermittent running test). Furthermore, compliance with the intervention was assessed by short message service (SMS)-tracking and questionnaires were delivered to students, parents and teachers. LCoMotion has ability to provide new insights on the effectiveness of a multicomponent intervention on cognitive function and academic skills in 6th and 7th grade students. Clinicaltrials.gov: NCT02012881 (10/10/2013).

Robust visual tracking via multi-task sparse learning

KAUST Repository

Zhang, Tianzhu; Ghanem, Bernard; Liu, Si; Ahuja, Narendra

2012-01-01

In this paper, we formulate object tracking in a particle filter framework as a multi-task sparse learning problem, which we denote as Multi-Task Tracking (MTT). Since we model particles as linear combinations of dictionary templates

Emerging Technologies as Cognitive Tools for Authentic Learning

Science.gov (United States)

Herrington, Jan; Parker, Jenni

2013-01-01

Employing emerging technologies in learning is becoming increasingly important as a means to support the development of digital media literacy. Using a theoretical framework of authentic learning and technology as cognitive tools, this paper examined student responses to the infusion of emerging technologies in a large first year teacher education…

Reported Sensory Processing of Children with Down Syndrome

Science.gov (United States)

Bruni, Maryanne; Cameron, Debra; Dua, Shelly; Noy, Sarah

2010-01-01

Investigators have identified delays and differences in cognitive, language, motor, and sensory development in children with Down syndrome (DS). The purpose of this study was to determine the parent-reported frequency of sensory processing issues in children with DS aged 3-10 years, and the parent-reported functional impact of those sensory…

From Sensory Signals to Modality-Independent Conceptual Representations: A Probabilistic Language of Thought Approach.

Directory of Open Access Journals (Sweden)

Goker Erdogan

2015-11-01

Full Text Available People learn modality-independent, conceptual representations from modality-specific sensory signals. Here, we hypothesize that any system that accomplishes this feat will include three components: a representational language for characterizing modality-independent representations, a set of sensory-specific forward models for mapping from modality-independent representations to sensory signals, and an inference algorithm for inverting forward models-that is, an algorithm for using sensory signals to infer modality-independent representations. To evaluate this hypothesis, we instantiate it in the form of a computational model that learns object shape representations from visual and/or haptic signals. The model uses a probabilistic grammar to characterize modality-independent representations of object shape, uses a computer graphics toolkit and a human hand simulator to map from object representations to visual and haptic features, respectively, and uses a Bayesian inference algorithm to infer modality-independent object representations from visual and/or haptic signals. Simulation results show that the model infers identical object representations when an object is viewed, grasped, or both. That is, the model's percepts are modality invariant. We also report the results of an experiment in which different subjects rated the similarity of pairs of objects in different sensory conditions, and show that the model provides a very accurate account of subjects' ratings. Conceptually, this research significantly contributes to our understanding of modality invariance, an important type of perceptual constancy, by demonstrating how modality-independent representations can be acquired and used. Methodologically, it provides an important contribution to cognitive modeling, particularly an emerging probabilistic language-of-thought approach, by showing how symbolic and statistical approaches can be combined in order to understand aspects of human perception.

Multi-dimensional technology-enabled social learning approach

DEFF Research Database (Denmark)

Petreski, Hristijan; Tsekeridou, Sofia; Prasad, Neeli R.

2013-01-01

’t respond to this systemic and structural changes and/or challenges and retains its status quo than it is jeopardizing its own existence or the existence of the education, as we know it. This paper aims to precede one step further by proposing a multi-dimensional approach for technology-enabled social...... in learning while socializing within their learning communities. However, their “educational” usage is still limited to facilitation of online learning communities and to collaborative authoring of learning material complementary to existing formal (e-) learning services. If the educational system doesn...

Collaborative Multi-Layer Network Coding in Hybrid Cellular Cognitive Radio Networks

KAUST Repository

Moubayed, Abdallah J.; Sorour, Sameh; Al-Naffouri, Tareq Y.; Alouini, Mohamed-Slim

2015-01-01

In this paper, as an extension to [1], we propose a prioritized multi-layer network coding scheme for collaborative packet recovery in hybrid (interweave and underlay) cellular cognitive radio networks. This scheme allows the uncoordinated

Collaborative Multi-Layer Network Coding For Hybrid Cellular Cognitive Radio Networks

KAUST Repository

Moubayed, Abdallah J.

2014-01-01

In this thesis, as an extension to [1], we propose a prioritized multi-layer network coding scheme for collaborative packet recovery in hybrid (interweave and underlay) cellular cognitive radio networks. This scheme allows the uncoordinated

A hybrid multi-objective evolutionary algorithm approach for ...

Indian Academy of Sciences (India)

V K MANUPATI

for handling sequence- and machine-dependent set-up times ... algorithm has been compared to that of multi-objective particle swarm optimization (MOPSO) and conventional ..... position and cognitive learning factor are considered for.

EFFECT OF FLIPPED LEARNING ON COGNITIVE LOAD: A HIGHER EDUCATION RESEARCH

Directory of Open Access Journals (Sweden)

Celal Karaca

2017-01-01

Full Text Available The purpose of this study is to determine the effect of the flipped learning method on the cognitive load of the students. The study was conducted with a sample of 160 people who were trained in Department of Mechanical Engineering for algorithms and programming courses at a higher education level. The study, which lasted for 8 weeks, has a semi-experimental design. A 9-point scale developed by Paas and Van Merrienboer (1993 was used for cognitive load measurements. At the end of the weekly courses, the scale was filled by the experimental and control groups. Independent sample t test was applied through SPSS 24 program to the obtained data. In both instances, the cognitive load in the experimental group in which the flipped learning method was applied was found to be lower than the cognitive load in the control group in which traditional face-to-face training was applied. As a result, it can be said that flipped learning, if well structured, is a method reducing cognitive load.

Improving the learning of clinical reasoning through computer-based cognitive representation

Directory of Open Access Journals (Sweden)

Bian Wu

2014-12-01

Full Text Available Objective: Clinical reasoning is usually taught using a problem-solving approach, which is widely adopted in medical education. However, learning through problem solving is difficult as a result of the contextualization and dynamic aspects of actual problems. Moreover, knowledge acquired from problem-solving practice tends to be inert and fragmented. This study proposed a computer-based cognitive representation approach that externalizes and facilitates the complex processes in learning clinical reasoning. The approach is operationalized in a computer-based cognitive representation tool that involves argument mapping to externalize the problem-solving process and concept mapping to reveal the knowledge constructed from the problems. Methods: Twenty-nine Year 3 or higher students from a medical school in east China participated in the study. Participants used the proposed approach implemented in an e-learning system to complete four learning cases in 4 weeks on an individual basis. For each case, students interacted with the problem to capture critical data, generate and justify hypotheses, make a diagnosis, recall relevant knowledge, and update their conceptual understanding of the problem domain. Meanwhile, students used the computer-based cognitive representation tool to articulate and represent the key elements and their interactions in the learning process. Results: A significant improvement was found in students’ learning products from the beginning to the end of the study, consistent with students’ report of close-to-moderate progress in developing problem-solving and knowledge-construction abilities. No significant differences were found between the pretest and posttest scores with the 4-week period. The cognitive representation approach was found to provide more formative assessment. Conclusions: The computer-based cognitive representation approach improved the learning of clinical reasoning in both problem solving and knowledge

Social cognitive theory, metacognition, and simulation learning in nursing education.

Science.gov (United States)

Burke, Helen; Mancuso, Lorraine

2012-10-01

Simulation learning encompasses simple, introductory scenarios requiring response to patients' needs during basic hygienic care and during situations demanding complex decision making. Simulation integrates principles of social cognitive theory (SCT) into an interactive approach to learning that encompasses the core principles of intentionality, forethought, self-reactiveness, and self-reflectiveness. Effective simulation requires an environment conducive to learning and introduces activities that foster symbolic coding operations and mastery of new skills; debriefing builds self-efficacy and supports self-regulation of behavior. Tailoring the level of difficulty to students' mastery level supports successful outcomes and motivation to set higher standards. Mindful selection of simulation complexity and structure matches course learning objectives and supports progressive development of metacognition. Theory-based facilitation of simulated learning optimizes efficacy of this learning method to foster maturation of cognitive processes of SCT, metacognition, and self-directedness. Examples of metacognition that are supported through mindful, theory-based implementation of simulation learning are provided. Copyright 2012, SLACK Incorporated.

Exploration and Learning for Cognitive Robots

NARCIS (Netherlands)

Rudinac, M.

2013-01-01

Before a future with household robots is really feasible, those robots need to be easily adaptable to novel environments and users, be able to apply previously acquired knowledge, and able to learn from perceiving and interacting with the world and users around them. This thesis proposes a cognitive

Combining symbolic cues with sensory input and prior experience in an iterative Bayesian framework

Directory of Open Access Journals (Sweden)

Frederike Hermi Petzschner

2012-08-01

Full Text Available Perception and action are the result of an integration of various sources of information, such as current sensory input, prior experience, or the context in which a stimulus occurs. Often, the interpretation is not trivial hence needs to be learned from the co-occurrence of stimuli. Yet, how do we combine such diverse information to guide our action?Here we use a distance production-reproduction task to investigate the influence of auxiliary, symbolic cues, sensory input, and prior experience on human performance under three different conditions that vary in the information provided. Our results indicate that subjects can (1 learn the mapping of a verbal, symbolic cue onto the stimulus dimension and (2 integrate symbolic information and prior experience into their estimate of displacements.The behavioral results are explained by to two distinct generative models that represent different structural approaches of how a Bayesian observer would combine prior experience, sensory input, and symbolic cue information into a single estimate of displacement. The first model interprets the symbolic cue in the context of categorization, assuming that it reflects information about a distinct underlying stimulus range (categorical model. The second model applies a multi-modal integration approach and treats the symbolic cue as additional sensory input to the system, which is combined with the current sensory measurement and the subjects’ prior experience (cue-combination model. Notably, both models account equally well for the observed behavior despite their different structural assumptions. The present work thus provides evidence that humans can interpret abstract symbolic information and combine it with other types of information such as sensory input and prior experience. The similar explanatory power of the two models further suggest that issues such as categorization and cue-combination could be explained by alternative probabilistic approaches.

Cognitive aspects in games workshops for learning a foreign language

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Claudia Ferrareto Lopes

2014-08-01

Full Text Available The goal of the study was to analyze the cognitive aspects related to learning English as a foreign language, by means of games workshops with students of the 6th grade of elementary school from a state school in Londrina. The paper is grounded on Piagetian theory and is descriptive-interpretative study with a qualitative perspective. Two guiding questions motivate the study: what is the role of games workshops for learning English as a foreign language? In what way the cognitive processes are held in the games workshops for learning English? To meet the proposed goals, workshops were implemented with games containing the linguistic contents studied in English classes. The games workshops enabled the observation and analysis of the cognitive aspects involved in learning a foreign language. Results show that the games workshops promote the participation of the students motivating action and output, evidencing gaps on the knowledge and providing equilibration processes. Subjects are asked to produce outputs via games demands, thus evoking knowhow, as well as the thinking about their own products, suggesting a conscious-awareness process.

MF-CRA: Multi-Function Cognitive Radio Architecture for Space Communications, Phase I

Data.gov (United States)

National Aeronautics and Space Administration — EpiSys Science, Inc. and University of Arizona propose to develop, implement, and demonstrate Multi-Function Cognitive Radio Architecture (MF-CRA) for Space...

Analysis of the relationship between cognitive skills and unilateral sensory hearing loss.

Science.gov (United States)

Calderón-Leyva, I; Díaz-Leines, S; Arch-Tirado, E; Lino-González, A L

2016-07-21

To analyse cognitive skills in patients with severe unilateral hearing loss versus those in subjects with normal hearing. 40 adults participated: 20 patients (10 women and 10 men) with severe unilateral hearing loss and 20 healthy subjects matched to the study group. Cognitive abilities were measured with the Spanish version of the Woodcock Johnson Battery-Revised; central auditory processing was assessed with monaural psychoacoustic tests. Box plots were drawn and t tests were performed for samples with a significance of P≤.05. A comparison of performances on the filtered word testing and time-compressed disyllabic word tests between patients and controls revealed a statistically significant difference (P≤.05) with greater variability among responses by hearing impaired subjects. This same group also showed a better cognitive performance on the numbers reversed, visual auditory learning, analysis synthesis, concept formation, and incomplete words tests. Patients with hearing loss performed more poorly than controls on the filtered word and time-compressed disyllabic word tests, but more competently on memory, reasoning, and auditory processing tasks. Complementary tests, such as those assessing central auditory processes and cognitive ability tests, are important and helpful for designing habilitation/rehabilitation and therapeutic strategies intended to optimise and stimulate cognitive skills in subjects with unilateral hearing impairment. Copyright © 2016 Sociedad Española de Neurología. Publicado por Elsevier España, S.L.U. All rights reserved.

At the interface of sensory and motor dysfunctions and Alzheimer’s Disease

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Albers, Mark W.; Gilmore, Grover C.; Kaye, Jeffrey; Murphy, Claire; Wingfield, Arthur; Bennett, David A.; Boxer, Adam L.; Buchman, Aron S.; Cruickshanks, Karen J.; Devanand, Davangere P.; Duffy, Charles J.; Gall, Christine M.; Gates, George A.; Granholm, Ann-Charlotte; Hensch, Takao; Holtzer, Roee; Hyman, Bradley T.; Lin, Frank R.; McKee, Ann C.; Morris, John C.; Petersen, Ronald C.; Silbert, Lisa C.; Struble, Robert G.; Trojanowski, John Q.; Verghese, Joe; Wilson, Donald A.; Xu, Shunbin; Zhang, Li I.

2014-01-01

Recent evidence indicates that sensory and motor changes may precede the cognitive symptoms of Alzheimer’s disease (AD) by several years and may signify increased risk of developing AD. Traditionally, sensory and motor dysfunctions in aging and AD have been studied separately. To ascertain the evidence supporting the relationship between age-related changes in sensory and motor systems and the development of AD and to facilitate communication between several disciplines, the National Institute on Aging held an exploratory workshop titled “Sensory and Motor Dysfunctions in Aging and Alzheimer’s Disease”. The scientific sessions of the workshop focused on age-related and neuropathological changes in the olfactory, visual, auditory, and motor systems, followed by extensive discussion and hypothesis generation related to the possible links among sensory, cognitive, and motor domains in aging and AD. Based on the data presented and discussed at this workshop, it is clear that sensory and motor regions of the CNS are affected by Alzheimer pathology and that interventions targeting amelioration of sensory-motor deficits in AD may enhance patient function as AD progresses. PMID:25022540

The Spiral and the Lattice: Changes in Cognitive Learning Theory with Implications for Art Education.

Science.gov (United States)

Efland, Arthur D.

1995-01-01

Contrasts recent views of learning and cognition with cognitive learning theories of the late 1950s and early 1960s. Maintains that Jerome Bruner's spiral curriculum approach, still valuable, is not sufficient to explain cognitive development. Proposes a lattice-like cognitive development structure, inviting differing paths of exploration. (CFR)

Cognitive components underpinning the development of model-based learning.

Science.gov (United States)

Potter, Tracey C S; Bryce, Nessa V; Hartley, Catherine A

2017-06-01

Reinforcement learning theory distinguishes "model-free" learning, which fosters reflexive repetition of previously rewarded actions, from "model-based" learning, which recruits a mental model of the environment to flexibly select goal-directed actions. Whereas model-free learning is evident across development, recruitment of model-based learning appears to increase with age. However, the cognitive processes underlying the development of model-based learning remain poorly characterized. Here, we examined whether age-related differences in cognitive processes underlying the construction and flexible recruitment of mental models predict developmental increases in model-based choice. In a cohort of participants aged 9-25, we examined whether the abilities to infer sequential regularities in the environment ("statistical learning"), maintain information in an active state ("working memory") and integrate distant concepts to solve problems ("fluid reasoning") predicted age-related improvements in model-based choice. We found that age-related improvements in statistical learning performance did not mediate the relationship between age and model-based choice. Ceiling performance on our working memory assay prevented examination of its contribution to model-based learning. However, age-related improvements in fluid reasoning statistically mediated the developmental increase in the recruitment of a model-based strategy. These findings suggest that gradual development of fluid reasoning may be a critical component process underlying the emergence of model-based learning. Copyright © 2016 The Authors. Published by Elsevier Ltd.. All rights reserved.

Cognitive and motivational variables that shape academic learning: A preliminary study

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Palos, Ramona

2013-07-01

Full Text Available The aim of this pilot study was to capture the relationship between cognitive and motivational variables and the student learning. 102 students from the Psychology specialization, license cycle, took part in the study. The following tools were used: the Rational-Experiential Inventory (Paccini & Epstein, 1999; the Intellectual development level questionnaire (Paloş, 2009, the Motivated Strategies for Learning Questionnaire (Rao & Sachs, 1999. The results indicated that the motivational and learning strategies used by students are influenced by their intellectual development level and their information processing style. Knowing the cognitive and motivational variables play an important role in devising the educational experiences and in making learning more efficient.

EFFICIENT SPECTRUM UTILIZATION IN COGNITIVE RADIO THROUGH REINFORCEMENT LEARNING

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Dhananjay Kumar

2013-09-01

Full Text Available Machine learning schemes can be employed in cognitive radio systems to intelligently locate the spectrum holes with some knowledge about the operating environment. In this paper, we formulate a variation of Actor Critic Learning algorithm known as Continuous Actor Critic Learning Automaton (CACLA and compare this scheme with Actor Critic Learning scheme and existing Q–learning scheme. Simulation results show that our CACLA scheme has lesser execution time and achieves higher throughput compared to other two schemes.

E-learning, dual-task, and cognitive load: The anatomy of a failed experiment.

Science.gov (United States)

Van Nuland, Sonya E; Rogers, Kem A

2016-01-01

The rising popularity of commercial anatomy e-learning tools has been sustained, in part, due to increased annual enrollment and a reduction in laboratory hours across educational institutions. While e-learning tools continue to gain popularity, the research methodologies used to investigate their impact on learning remain imprecise. As new user interfaces are introduced, it is critical to understand how functionality can influence the load placed on a student's memory resources, also known as cognitive load. To study cognitive load, a dual-task paradigm wherein a learner performs two tasks simultaneously is often used, however, its application within educational research remains uncommon. Using previous paradigms as a guide, a dual-task methodology was developed to assess the cognitive load imposed by two commercial anatomical e-learning tools. Results indicate that the standard dual-task paradigm, as described in the literature, is insensitive to the cognitive load disparities across e-learning tool interfaces. Confounding variables included automation of responses, task performance tradeoff, and poor understanding of primary task cognitive load requirements, leading to unreliable quantitative results. By modifying the secondary task from a basic visual response to a more cognitively demanding task, such as a modified Stroop test, the automation of secondary task responses can be reduced. Furthermore, by recording baseline measures for the primary task as well as the secondary task, it is possible for task performance tradeoff to be detected. Lastly, it is imperative that the cognitive load of the primary task be designed such that it does not overwhelm the individual's ability to learn new material. © 2015 American Association of Anatomists.

Organizational Change, Leadership and Learning: Culture as Cognitive Process.

Science.gov (United States)

Lakomski, Gabriele

2001-01-01

Examines the claim that it is necessary to change an organization's culture in order to bring about organizational change. Considers the purported causal relationship between the role of the leader and organizational learning and develops the notion of culture as cognitive process based on research in cultural anthropology and cognitive science.…

Neural decoding of collective wisdom with multi-brain computing.

Science.gov (United States)

Eckstein, Miguel P; Das, Koel; Pham, Binh T; Peterson, Matthew F; Abbey, Craig K; Sy, Jocelyn L; Giesbrecht, Barry

2012-01-02

Group decisions and even aggregation of multiple opinions lead to greater decision accuracy, a phenomenon known as collective wisdom. Little is known about the neural basis of collective wisdom and whether its benefits arise in late decision stages or in early sensory coding. Here, we use electroencephalography and multi-brain computing with twenty humans making perceptual decisions to show that combining neural activity across brains increases decision accuracy paralleling the improvements shown by aggregating the observers' opinions. Although the largest gains result from an optimal linear combination of neural decision variables across brains, a simpler neural majority decision rule, ubiquitous in human behavior, results in substantial benefits. In contrast, an extreme neural response rule, akin to a group following the most extreme opinion, results in the least improvement with group size. Analyses controlling for number of electrodes and time-points while increasing number of brains demonstrate unique benefits arising from integrating neural activity across different brains. The benefits of multi-brain integration are present in neural activity as early as 200 ms after stimulus presentation in lateral occipital sites and no additional benefits arise in decision related neural activity. Sensory-related neural activity can predict collective choices reached by aggregating individual opinions, voting results, and decision confidence as accurately as neural activity related to decision components. Estimation of the potential for the collective to execute fast decisions by combining information across numerous brains, a strategy prevalent in many animals, shows large time-savings. Together, the findings suggest that for perceptual decisions the neural activity supporting collective wisdom and decisions arises in early sensory stages and that many properties of collective cognition are explainable by the neural coding of information across multiple brains. Finally

Uncertainty Flow Facilitates Zero-Shot Multi-Label Learning in Affective Facial Analysis

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Wenjun Bai

2018-02-01

Full Text Available Featured Application: The proposed Uncertainty Flow framework may benefit the facial analysis with its promised elevation in discriminability in multi-label affective classification tasks. Moreover, this framework also allows the efficient model training and between tasks knowledge transfer. The applications that rely heavily on continuous prediction on emotional valance, e.g., to monitor prisoners’ emotional stability in jail, can be directly benefited from our framework. Abstract: To lower the single-label dependency on affective facial analysis, it urges the fruition of multi-label affective learning. The impediment to practical implementation of existing multi-label algorithms pertains to scarcity of scalable multi-label training datasets. To resolve this, an inductive transfer learning based framework, i.e.,Uncertainty Flow, is put forward in this research to allow knowledge transfer from a single labelled emotion recognition task to a multi-label affective recognition task. I.e., the model uncertainty—which can be quantified in Uncertainty Flow—is distilled from a single-label learning task. The distilled model uncertainty ensures the later efficient zero-shot multi-label affective learning. On the theoretical perspective, within our proposed Uncertainty Flow framework, the feasibility of applying weakly informative priors, e.g., uniform and Cauchy prior, is fully explored in this research. More importantly, based on the derived weight uncertainty, three sets of prediction related uncertainty indexes, i.e., soft-max uncertainty, pure uncertainty and uncertainty plus are proposed to produce reliable and accurate multi-label predictions. Validated on our manual annotated evaluation dataset, i.e., the multi-label annotated FER2013, our proposed Uncertainty Flow in multi-label facial expression analysis exhibited superiority to conventional multi-label learning algorithms and multi-label compatible neural networks. The success of our

Associative Cognitive CREED for Successful Grammar Learning

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Andrias Tri Susanto

2016-06-01

Full Text Available This research article reports a qualitative study which was conducted to investigate ways successful EFL learners learned English grammar. The subjects of this research were eight successful EFL learners from six different countries in Asia: China, Indonesia, Japan, South Korea, Thailand, and Vietnam. The data was collected by interviewing each subject in person individually at an agreed time and place. The result showed that all the grammar learning processes described by the subjects were closely linked to the framework of Associative Cognitive CREED. There were also some contributing factors that could be integrally combined salient to the overall grammar learning process. However, interestingly, each subject emphasized different aspects of learning.

Differential neural substrates of working memory and cognitive skill learning in healthy young volunteers

International Nuclear Information System (INIS)

Cho, Sang Soo; Lee, Eun Ju; Yoon, Eun Jin; Kim, Yu Kyeong; Lee, Won Woo; Kim, Sang Eun

2005-01-01

It is known that different neural circuits are involved in working memory and cognitive skill learning that represent explicit and implicit memory functions, respectively. In the present study, we investigated the metabolic correlates of working memory and cognitive skill learning with correlation analysis of FDG PET images. Fourteen right-handed healthy subjects (age, 24 ± 2 yr; 5 males and 9 females) underwent brain FDG PET and neuropsychological testing. Two-back task and weather prediction task were used for the evaluation of working memory and cognitive skill learning, respectively, Correlation between regional glucose metabolism and cognitive task performance was examined using SPM99. A significant positive correlation between 2-back task performance and regional glucose metabolism was found in the prefrontal regions and superior temporal gyri bilaterally. In the first term of weather prediction task the task performance correlated positively with glucose metabolism in the bilateral prefrontal areas, left middle temporal and posterior cingulate gyri, and left thalamus. In the second and third terms of the task, the correlation found in the prefrontal areas, superior temporal and anterior cingulate gyri bilaterally, right insula, left parahippocampal gyrus, and right caudate nucleus. We identified the neural substrates that are related with performance of working memory and cognitive skill learning. These results indicate that brain regions associated with the explicit memory system are recruited in early periods of cognitive skill learning, but additional brain regions including caudate nucleus are involved in late periods of cognitive skill learning

Differential neural substrates of working memory and cognitive skill learning in healthy young volunteers

Energy Technology Data Exchange (ETDEWEB)

Cho, Sang Soo; Lee, Eun Ju; Yoon, Eun Jin; Kim, Yu Kyeong; Lee, Won Woo; Kim, Sang Eun [Seoul National Univ. College of Medicine, Seoul (Korea, Republic of)

2005-07-01

It is known that different neural circuits are involved in working memory and cognitive skill learning that represent explicit and implicit memory functions, respectively. In the present study, we investigated the metabolic correlates of working memory and cognitive skill learning with correlation analysis of FDG PET images. Fourteen right-handed healthy subjects (age, 24 {+-} 2 yr; 5 males and 9 females) underwent brain FDG PET and neuropsychological testing. Two-back task and weather prediction task were used for the evaluation of working memory and cognitive skill learning, respectively, Correlation between regional glucose metabolism and cognitive task performance was examined using SPM99. A significant positive correlation between 2-back task performance and regional glucose metabolism was found in the prefrontal regions and superior temporal gyri bilaterally. In the first term of weather prediction task the task performance correlated positively with glucose metabolism in the bilateral prefrontal areas, left middle temporal and posterior cingulate gyri, and left thalamus. In the second and third terms of the task, the correlation found in the prefrontal areas, superior temporal and anterior cingulate gyri bilaterally, right insula, left parahippocampal gyrus, and right caudate nucleus. We identified the neural substrates that are related with performance of working memory and cognitive skill learning. These results indicate that brain regions associated with the explicit memory system are recruited in early periods of cognitive skill learning, but additional brain regions including caudate nucleus are involved in late periods of cognitive skill learning.

The Effect of Prenatal and Childhood Development on Hearing, Vision and Cognition in Adulthood.

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Piers Dawes

Full Text Available It is unclear what the contribution of prenatal versus childhood development is for adult cognitive and sensory function and age-related decline in function. We examined hearing, vision and cognitive function in adulthood according to self-reported birth weight (an index of prenatal development and adult height (an index of early childhood development. Subsets (N = 37,505 to 433,390 of the UK Biobank resource were analysed according to visual and hearing acuity, reaction time and fluid IQ. Sensory and cognitive performance was reassessed after ~4 years (N = 2,438 to 17,659. In statistical modelling including age, sex, socioeconomic status, educational level, smoking, maternal smoking and comorbid disease, adult height was positively associated with sensory and cognitive function (partial correlations; pr 0.05 to 0.12, p < 0.001. Within the normal range of birth weight (10th to 90th percentile, there was a positive association between birth weight and sensory and cognitive function (pr 0.06 to 0.14, p < 0.001. Neither adult height nor birth weight was associated with change in sensory or cognitive function. These results suggest that adverse prenatal and childhood experiences are a risk for poorer sensory and cognitive function and earlier development of sensory and cognitive impairment in adulthood. This finding could have significant implications for preventing sensory and cognitive impairment in older age.

Learning Structure of Sensory Inputs with Synaptic Plasticity Leads to Interference

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Joseph eChrol-Cannon

2015-08-01

Full Text Available Synaptic plasticity is often explored as a form of unsupervised adaptationin cortical microcircuits to learn the structure of complex sensoryinputs and thereby improve performance of classification and prediction. The question of whether the specific structure of the input patterns is encoded in the structure of neural networks has been largely neglected. Existing studies that have analyzed input-specific structural adaptation have used simplified, synthetic inputs in contrast to complex and noisy patterns found in real-world sensory data.In this work, input-specific structural changes are analyzed forthree empirically derived models of plasticity applied to three temporal sensory classification tasks that include complex, real-world visual and auditory data. Two forms of spike-timing dependent plasticity (STDP and the Bienenstock-Cooper-Munro (BCM plasticity rule are used to adapt the recurrent network structure during the training process before performance is tested on the pattern recognition tasks.It is shown that synaptic adaptation is highly sensitive to specific classes of input pattern. However, plasticity does not improve the performance on sensory pattern recognition tasks, partly due to synaptic interference between consecutively presented input samples. The changes in synaptic strength produced by one stimulus are reversed by thepresentation of another, thus largely preventing input-specific synaptic changes from being retained in the structure of the network.To solve the problem of interference, we suggest that models of plasticitybe extended to restrict neural activity and synaptic modification to a subset of the neural circuit, which is increasingly found to be the casein experimental neuroscience.

Effect of Mastery Learning on Senior Secondary School Students' Cognitive Learning Outcome in Quantitative Chemistry

Science.gov (United States)

Mitee, Telimoye Leesi; Obaitan, Georgina N.

2015-01-01

The cognitive learning outcome of Senior Secondary School chemistry students has been poor over the years in Nigeria. Poor mathematical skills and inefficient teaching methods have been identified as some of the major reasons for this. Bloom's theory of school learning and philosophy of mastery learning assert that virtually all students are…

Sensory experiences of digital photo-sharing—“mundane frictions” and emerging learning strategies

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Vaike Fors

2015-12-01

Full Text Available Digital technologies are increasingly ubiquitous in everyday life forming part of the way we live and experience the world. This article will specifically scrutinise how mobile phone cameras, digital photographing and the use of web-based photo-sharing sites and communities become part of the meaning-making practices through which the everyday is lived and understood. In doing so, I advance the concept of “mundane friction” through which to discuss the experience, meaning-making and pedagogy generated through operating screen-based technologies. Indeed, media participates in everyday worlds beyond its role as a provider of content and for communication. The question that will be addressed here is how this media presence can be understood from an embodied and sensory perspective, and is based in a study of sensory aspects of teenagers use of web-based photo-diaries. Further, this discussion leads to questions of how an appreciation of digital visuality as more than representational acknowledges the meaning of mundane friction caused by habitually touching, rubbing, clicking, pinching through media technologies as part of the sensory emplacement process that establish people as situated learners. In turn, problematising this tangible friction as pivotal for understanding digital visuality gives reason to argue for research methods that acknowledge digital visual material as more-than-visual and theory that moves toward the unspoken, tacit and sensory elements of learning in everyday practices. Thus, the aim of this article is to elaborate on the embodied, the methodological and the pedagogical dimensions of “mundane friction” in meaning-making activities, and its pedagogical implications.

A cognitive learning model of clinical nursing leadership.

Science.gov (United States)

Pepin, Jacinthe; Dubois, Sylvie; Girard, Francine; Tardif, Jacques; Ha, Laurence

2011-04-01

Cognitive modeling of competencies is important to facilitate learning and evaluation. Clinical nursing leadership is considered a competency, as it is a "complex know-act" that students and nurses develop for the quality of care of patients and their families. Previous research on clinical leadership describes the attributes and characteristics of leaders and leadership, but, to our knowledge, a cognitive learning model (CLM) has yet to be developed. The purpose of our research was to develop a CLM of the clinical nursing leadership competency, from the beginning of a nursing program to expertise. An interpretative phenomenological study design was used 1) to document the experience of learning and practicing clinical leadership, and 2) to identify critical-learning turning points. Data was gathered from interviews with 32 baccalaureate students and 21 nurses from two clinical settings. An inductive analysis of data was conducted to determine the learning stages experienced: awareness of clinical leadership in nursing; integration of clinical leadership in actions; active leadership with patient/family; active leadership with the team; and, embedded clinical leadership extended to organizational level and beyond. The resulting CLM could have significant impact on both basic and continuing nursing education. Copyright © 2010 Elsevier Ltd. All rights reserved.

A diagram retrieval method with multi-label learning

Science.gov (United States)

Fu, Songping; Lu, Xiaoqing; Liu, Lu; Qu, Jingwei; Tang, Zhi

2015-01-01

In recent years, the retrieval of plane geometry figures (PGFs) has attracted increasing attention in the fields of mathematics education and computer science. However, the high cost of matching complex PGF features leads to the low efficiency of most retrieval systems. This paper proposes an indirect classification method based on multi-label learning, which improves retrieval efficiency by reducing the scope of compare operation from the whole database to small candidate groups. Label correlations among PGFs are taken into account for the multi-label classification task. The primitive feature selection for multi-label learning and the feature description of visual geometric elements are conducted individually to match similar PGFs. The experiment results show the competitive performance of the proposed method compared with existing PGF retrieval methods in terms of both time consumption and retrieval quality.

Multi-Destination Cognitive Radio Relay Network with SWIPT and Multiple Primary Receivers

KAUST Repository

Al-Habob, Ahmed A.; Salhab, Anas M.; Zummo, Salam A.; Alouini, Mohamed-Slim

2017-01-01

In this paper, we study the performance of simultaneous wireless information and power transfer (SWIPT) technique in a multi-destination dual-hop underlay cognitive relay network with multiple primary receivers. Information transmission from

Social Cognition as Reinforcement Learning: Feedback Modulates Emotion Inference.

Science.gov (United States)

Zaki, Jamil; Kallman, Seth; Wimmer, G Elliott; Ochsner, Kevin; Shohamy, Daphna

2016-09-01

Neuroscientific studies of social cognition typically employ paradigms in which perceivers draw single-shot inferences about the internal states of strangers. Real-world social inference features much different parameters: People often encounter and learn about particular social targets (e.g., friends) over time and receive feedback about whether their inferences are correct or incorrect. Here, we examined this process and, more broadly, the intersection between social cognition and reinforcement learning. Perceivers were scanned using fMRI while repeatedly encountering three social targets who produced conflicting visual and verbal emotional cues. Perceivers guessed how targets felt and received feedback about whether they had guessed correctly. Visual cues reliably predicted one target's emotion, verbal cues predicted a second target's emotion, and neither reliably predicted the third target's emotion. Perceivers successfully used this information to update their judgments over time. Furthermore, trial-by-trial learning signals-estimated using two reinforcement learning models-tracked activity in ventral striatum and ventromedial pFC, structures associated with reinforcement learning, and regions associated with updating social impressions, including TPJ. These data suggest that learning about others' emotions, like other forms of feedback learning, relies on domain-general reinforcement mechanisms as well as domain-specific social information processing.

Contributions of Cognitive Psychology to the Future of E-Learning

OpenAIRE

Aibert, Dietrich; Mori, Toshiaki

2002-01-01

At the beginning of the 215t century strong efforts are made for facilitating e-learning (electronic-based learning and teaching). This development is driven mainly by economical and technological dynamics, however also the contributions of educational and learning sciences are requested by the decision maker. Beside methodological contributions, cognitive psychology is fundamental for individualising e-learning processes. Essential for individualisation is the adaptivity of the e-learning sy...

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

Science.gov (United States)

Garagnani, Max; Wennekers, Thomas; Pulvermüller, Friedemann

2009-06-01

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

The synaptic pharmacology underlying sensory processing in the superior colliculus.

Science.gov (United States)

Binns, K E

1999-10-01

The superior colliculus (SC) is one of the most ancient regions of the vertebrate central sensory system. In this hub afferents from several sensory pathways converge, and an extensive range of neural circuits enable primary sensory processing, multi-sensory integration and the generation of motor commands for orientation behaviours. The SC has a laminar structure and is usually considered in two parts; the superficial visual layers and the deep multi-modal/motor layers. Neurones in the superficial layers integrate visual information from the retina, cortex and other sources, while the deep layers draw together data from many cortical and sub-cortical sensory areas, including the superficial layers, to generate motor commands. Functional studies in anaesthetized subjects and in slice preparations have used pharmacological tools to probe some of the SC's interacting circuits. The studies reviewed here reveal important roles for ionotropic glutamate receptors in the mediation of sensory inputs to the SC and in transmission between the superficial and deep layers. N-methyl-D-aspartate receptors appear to have special responsibility for the temporal matching of retinal and cortical activity in the superficial layers and for the integration of multiple sensory data-streams in the deep layers. Sensory responses are shaped by intrinsic inhibitory mechanisms mediated by GABA(A) and GABA(B) receptors and influenced by nicotinic acetylcholine receptors. These sensory and motor-command activities of SC neurones are modulated by levels of arousal through extrinsic connections containing GABA, serotonin and other transmitters. It is possible to naturally stimulate many of the SC's sensory and non-sensory inputs either independently or simultaneously and this brain area is an ideal location in which to study: (a) interactions between inputs from the same sensory system; (b) the integration of inputs from several sensory systems; and (c) the influence of non-sensory systems on

Multi-way models for sensory profiling data

NARCIS (Netherlands)

Bro, Rasmus; Qannari, El Mostafa; Kiers, Henk A.L.; Naes, Tormod; Frost, Michael Bom; Bom, M.

2008-01-01

One of the problems in analyzing sensory profiling data is to handle the systematic individual differences in the assessments from different panelists. It is unavoidable that different persons have, at least to a certain degree, different perceptions of the samples as well as a different

MULTI-SENSORY BRANDING AS A TOOL FOR THE FORMATION OF A POSITIVE IMAGE OF THE HIGHER EDUCATION INSTITUTION

Directory of Open Access Journals (Sweden)

Natalya A. Spirina

2015-01-01

Full Text Available The purpose of this article is to study the relevance of the use of sensory branding in higher education and the development of an algorithm for educational brand, based on the use of the senses of the consumer: hearing, sight, touch, smell and taste.Methods. As a methodological basis author uses methods of scientific abstraction, modeling, analysis and synthesis, as well as the method of system analysis. Results. This article discusses the main directions of methodology for higher educational brand formation through the involvement of educational services’ consumers by using different sensory organs. The author presents the main advantages of the sensory branding over conventional not focused on the senses of consumers.Scientific novelty. The author proves the need for innovative approaches to educational branding in economy of values. Market congestion with advertising messages and information noises makes it impossible to win the commitment of consumers of educational services on the basis of the functional characteristics (high-quality education, focusing only on the vision or hearing of consumers (video and print advertising. It is necessary to focus on other senses of the consumer, such as touch, smell, taste. This will enhance the emotional connection with the consumer, make it possible to expand the range of services using an existing brand, and also allow defending against competitors. Multi-sensory branding creates a strong link with the consumer, since emotional commitment is stronger than functional. In other words, a sense of interaction with the brand persists much longer than simple physical satisfaction of needs.Practical significance. The author proposes a system of sensory perception channels of educational brand and their influence on the formation of the image of the higher education institution in the minds of consumers. The author also offers the algorithm of creation the educational brand, based on the five senses of

Effect of episodic and working memory impairments on semantic and cognitive procedural learning at alcohol treatment entry.

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Pitel, Anne Lise; Witkowski, Thomas; Vabret, François; Guillery-Girard, Bérengère; Desgranges, Béatrice; Eustache, Francis; Beaunieux, Hélène

2007-02-01

Chronic alcoholism is known to impair the functioning of episodic and working memory, which may consequently reduce the ability to learn complex novel information. Nevertheless, semantic and cognitive procedural learning have not been properly explored at alcohol treatment entry, despite its potential clinical relevance. The goal of the present study was therefore to determine whether alcoholic patients, immediately after the weaning phase, are cognitively able to acquire complex new knowledge, given their episodic and working memory deficits. Twenty alcoholic inpatients with episodic memory and working memory deficits at alcohol treatment entry and a control group of 20 healthy subjects underwent a protocol of semantic acquisition and cognitive procedural learning. The semantic learning task consisted of the acquisition of 10 novel concepts, while subjects were administered the Tower of Toronto task to measure cognitive procedural learning. Analyses showed that although alcoholic subjects were able to acquire the category and features of the semantic concepts, albeit slowly, they presented impaired label learning. In the control group, executive functions and episodic memory predicted semantic learning in the first and second halves of the protocol, respectively. In addition to the cognitive processes involved in the learning strategies invoked by controls, alcoholic subjects seem to attempt to compensate for their impaired cognitive functions, invoking capacities of short-term passive storage. Regarding cognitive procedural learning, although the patients eventually achieved the same results as the controls, they failed to automate the procedure. Contrary to the control group, the alcoholic groups' learning performance was predicted by controlled cognitive functions throughout the protocol. At alcohol treatment entry, alcoholic patients with neuropsychological deficits have difficulty acquiring novel semantic and cognitive procedural knowledge. Compared with

Strategic farsighted learning in competitive multi-agent games

NARCIS (Netherlands)

t Hoen, P.J.; Bohté, S.M.; Poutré, la J.A.; Brewka, G.; Coradeschi, S.; Perini, A.

2006-01-01

We describe a generalized Q-learning type algorithm for reinforcement learning in competitive multi-agent games. We make the observation that in a competitive setting with adaptive agents an agent's actions will (likely) result in changes in the opponents policies. In addition to accounting for the

The Effectiveness of a Multi Sensory Approach in Improving Letter-Sound Correspondence among Mild Intellectual Disabled Students in State of Kuwait

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Moustafa, Amr; Ghani, Mohd Zuri

2016-01-01

This research examines the effectiveness of multi sensory approach for the purpose of improving the knowledge on English Letter sound correspondence among mild disabled students in the state of Kuwait. The discussion in this study is based on the multisensory approach that could be applied in the teaching of reading skills as well as phonemic…

InSPAL: A Novel Immersive Virtual Learning Programme.

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Byrne, Julia; Ip, Horace H S; Shuk-Ying Lau, Kate; Chen Li, Richard; Tso, Amy; Choi, Catherine

2015-01-01

In this paper we introduce The Interactive Sensory Program for Affective Learning (InSPAL) a pioneering virtual learning programme designed for the severely intellectually disabled (SID) students, who are having cognitive deficiencies and other sensory-motor handicaps, and thus need more help and attention in overcoming their learning difficulties. Through combining and integrating interactive media and virtual reality technology with the principles of art therapy and relevant pedagogical techniques, InSPAL aims to strengthen SID students' pre-learning abilities, promote their self-awareness, decrease behavioral interferences with learning as well as social interaction, enhance their communication and thus promote their quality of life. Results of our study show that students who went through our programme were more focused, and the ability to do things more independently increased by 15%. Moreover, 50% of the students showed a marked improvement in the ability to raise their hands in response, thus increasing their communication skills. The use of therapeutic interventions enabled a better control to the body, mind and emotions, resulting a greater performance and better participation.

Cognitive Learning Styles: Can You Engineer a "Perfect" Match?

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Khuzzan, Sharifah Mazlina Syed; Goulding, Jack Steven

2016-01-01

Education and training is widely acknowledged as being one of the key factors for leveraging organisational success. However, it is equally acknowledged that skills development and the acquisition of learning through managed cognitive approaches has yet to provide a "perfect" match. Whilst it is argued that an ideal learning scenario…

A Framework for Re-thinking Learning in Science from Recent Cognitive Science Perspectives

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Tytler, Russell; Prain, Vaughan

2010-10-01

Recent accounts by cognitive scientists of factors affecting cognition imply the need to reconsider current dominant conceptual theories about science learning. These new accounts emphasize the role of context, embodied practices, and narrative-based representation rather than learners' cognitive constructs. In this paper we analyse data from a longitudinal study of primary school children's learning to outline a framework based on these contemporary accounts and to delineate key points of difference from conceptual change perspectives. The findings suggest this framework provides strong theoretical and practical insights into how children learn and the key role of representational negotiation in this learning. We argue that the nature and process of conceptual change can be re-interpreted in terms of the development of students' representational resources.

Topological schemas of cognitive maps and spatial learning

Directory of Open Access Journals (Sweden)

Andrey eBabichev

2016-03-01

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

Topological Schemas of Cognitive Maps and Spatial Learning.

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

2016-01-01

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

Digital Learning As Enhanced Learning Processing? Cognitive Evidence for New insight of Smart Learning.

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Di Giacomo, Dina; Ranieri, Jessica; Lacasa, Pilar

2017-01-01

Large use of technology improved quality of life across aging and favoring the development of digital skills. Digital skills can be considered an enhancing to human cognitive activities. New research trend is about the impact of the technology in the elaboration information processing of the children. We wanted to analyze the influence of technology in early age evaluating the impact on cognition. We investigated the performance of a sample composed of n. 191 children in school age distributed in two groups as users: high digital users and low digital users. We measured the verbal and visuoperceptual cognitive performance of children by n. 8 standardized psychological tests and ad hoc self-report questionnaire. Results have evidenced the influence of digital exposition on cognitive development: the cognitive performance is looked enhanced and better developed: high digital users performed better in naming, semantic, visual memory and logical reasoning tasks. Our finding confirms the data present in literature and suggests the strong impact of the technology using not only in the social, educational and quality of life of the people, but also it outlines the functionality and the effect of the digital exposition in early age; increased cognitive abilities of the children tailor digital skilled generation with enhanced cognitive processing toward to smart learning.

Evaluating the relationship between white matter integrity, cognition, and varieties of video game learning.

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Ray, Nicholas R; O'Connell, Margaret A; Nashiro, Kaoru; Smith, Evan T; Qin, Shuo; Basak, Chandramallika

2017-01-01

Many studies are currently researching the effects of video games, particularly in the domain of cognitive training. Great variability exists among video games however, and few studies have attempted to compare different types of video games. Little is known, for instance, about the cognitive processes or brain structures that underlie learning of different genres of video games. To examine the cognitive and neural underpinnings of two different types of game learning in order to evaluate their common and separate correlates, with the hopes of informing future intervention research. Participants (31 younger adults and 31 older adults) completed an extensive cognitive battery and played two different genres of video games, one action game and one strategy game, for 1.5 hours each. DTI scans were acquired for each participant, and regional fractional anisotropy (FA) values were extracted using the JHU atlas. Behavioral results indicated that better performance on tasks of working memory and perceptual discrimination was related to enhanced learning in both games, even after controlling for age, whereas better performance on a perceptual speed task was uniquely related with enhanced learning of the strategy game. DTI results indicated that white matter FA in the right fornix/stria terminalis was correlated with action game learning, whereas white matter FA in the left cingulum/hippocampus was correlated with strategy game learning, even after controlling for age. Although cognition, to a large extent, was a common predictor of both types of game learning, regional white matter FA could separately predict action and strategy game learning. Given the neural and cognitive correlates of strategy game learning, strategy games may provide a more beneficial training tool for adults suffering from memory-related disorders or declines in processing speed, particularly older adults.

Robust visual tracking via structured multi-task sparse learning

KAUST Repository

Zhang, Tianzhu; Ghanem, Bernard; Liu, Si; Ahuja, Narendra

2012-01-01

In this paper, we formulate object tracking in a particle filter framework as a structured multi-task sparse learning problem, which we denote as Structured Multi-Task Tracking (S-MTT). Since we model particles as linear combinations of dictionary

Reggio Emilia Inspired Learning Groups: Relationships, Communication, Cognition, and Play

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Hong, Seong Bock; Shaffer, LaShorage; Han, Jisu

2017-01-01

A key aspect of the Reggio Emilia inspired curriculum is a learning group approach that fosters social and cognitive development. The purpose of this paper is to investigate how a Reggio Emilia inspired learning group approach works for children with and without disabilities. This study gives insight into how to form an appropriate learning group…

Auditory sensory memory in 2-year-old children: an event-related potential study.

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Glass, Elisabeth; Sachse, Steffi; von Suchodoletz, Waldemar

2008-03-26

Auditory sensory memory is assumed to play an important role in cognitive development, but little is known about it in young children. The aim of this study was to estimate the duration of auditory sensory memory in 2-year-old children. We recorded the mismatch negativity in response to tone stimuli presented with different interstimulus intervals. Our findings suggest that in 2-year-old children the memory representation of the standard tone remains in the sensory memory store for at least 1 s but for less than 2 s. Recording the mismatch negativity with stimuli presented at various interstimulus intervals seems to be a useful method for studying the relationship between auditory sensory memory and normal and disturbed cognitive development.

Music and language perception: expectations, structural integration, and cognitive sequencing.

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Tillmann, Barbara

2012-10-01

Music can be described as sequences of events that are structured in pitch and time. Studying music processing provides insight into how complex event sequences are learned, perceived, and represented by the brain. Given the temporal nature of sound, expectations, structural integration, and cognitive sequencing are central in music perception (i.e., which sounds are most likely to come next and at what moment should they occur?). This paper focuses on similarities in music and language cognition research, showing that music cognition research provides insight into the understanding of not only music processing but also language processing and the processing of other structured stimuli. The hypothesis of shared resources between music and language processing and of domain-general dynamic attention has motivated the development of research to test music as a means to stimulate sensory, cognitive, and motor processes. Copyright © 2012 Cognitive Science Society, Inc.

Stroop-like effects in a new-code learning task: A cognitive load theory perspective.

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Hazan-Liran, Batel; Miller, Paul

2017-09-01

To determine whether and how learning is biased by competing task-irrelevant information that creates extraneous cognitive load, we assessed the efficiency of university students with a learning paradigm in two experiments. The paradigm asked participants to learn associations between eight words and eight digits. We manipulated congruity of the digits' ink colour with the words' semantics. In Experiment 1 word stimuli were colour words (e.g., blue, yellow) and in Experiment 2 colour-related word concepts (e.g., sky, banana). Marked benefits and costs on learning due to variation in extraneous cognitive load originating from processing task-irrelevant information were evident. Implications for cognitive load theory and schooling are discussed.

Cognitive and Social Aspects of Engagement in Active Learning

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Koretsky, Milo

2017-01-01

This article reports analysis of students' written reflections as to what helps them learn in an active learning environment. Eight hundred and twenty seven responses from 403 students in four different studio courses over two years were analyzed. An emergent coding scheme identified 55% of the responses as associated with cognitive processes…

Stereotype Threat Effects on Learning From a Cognitively Demanding Mathematics Lesson.

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Lyons, Emily McLaughlin; Simms, Nina; Begolli, Kreshnik N; Richland, Lindsey E

2018-03-01

Stereotype threat-a situational context in which individuals are concerned about confirming a negative stereotype-is often shown to impact test performance, with one hypothesized mechanism being that cognitive resources are temporarily co-opted by intrusive thoughts and worries, leading individuals to underperform despite high content knowledge and ability (see Schmader & Beilock, ). We test here whether stereotype threat may also impact initial student learning and knowledge formation when experienced prior to instruction. Predominantly African American fifth-grade students provided either their race or the date before a videotaped, conceptually demanding mathematics lesson. Students who gave their race retained less learning over time, enjoyed the lesson less, reported a diminished desire to learn more, and were less likely to choose to engage in an optional math activity. The detrimental impact was greatest among students with high baseline cognitive resources. While stereotype threat has been well documented to harm test performance, the finding that effects extend to initial learning suggests that stereotype threat's contribution to achievement gaps may be greatly underestimated. Copyright © 2017 Cognitive Science Society, Inc.

Selecting wool-type fabrics for sensorial comfort in women office clothing for the cold season, using the multi-criteria decision analysis

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Harpa, Rodica

2017-10-01

This article presents the strategy and the procedure used to achieve the declared goal: fabrics selection, pursuing sensorial comfort of a specific women-clothing item, by using the multi-criteria decision analysis. First, the objective evaluation of seven wool-type woven fabrics, suitable to the quality profile expected for the defined destination, was accomplished. Then, a survey was conducted on a sample of 187 consumers, women aged between 18 to 60 years old, with a background in the textile field, regarding both the preferences manifested in purchasing products, and the importance of various sensory perceptions through handling materials used in clothing products. Finally, the MCDM applied through the implementation of previous accomplished software STAT-ADM, allowed choosing the preferred wool-type fabric in order to get the expected sensorial comfort of women office trousers for the cold season, according to the previously established criteria. This overall approach showed good results in fabrics selection for assuring the sensorial comfort in women’s clothing, by using the multicriteria decision analysis based on a rating scale delivered by customers with knowledge in the textile field, but non-experts in the fabrics hand evaluation topic.

Anti-hebbian spike-timing-dependent plasticity and adaptive sensory processing.

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Roberts, Patrick D; Leen, Todd K

2010-01-01

Adaptive sensory processing influences the central nervous system's interpretation of incoming sensory information. One of the functions of this adaptive sensory processing is to allow the nervous system to ignore predictable sensory information so that it may focus on important novel information needed to improve performance of specific tasks. The mechanism of spike-timing-dependent plasticity (STDP) has proven to be intriguing in this context because of its dual role in long-term memory and ongoing adaptation to maintain optimal tuning of neural responses. Some of the clearest links between STDP and adaptive sensory processing have come from in vitro, in vivo, and modeling studies of the electrosensory systems of weakly electric fish. Plasticity in these systems is anti-Hebbian, so that presynaptic inputs that repeatedly precede, and possibly could contribute to, a postsynaptic neuron's firing are weakened. The learning dynamics of anti-Hebbian STDP learning rules are stable if the timing relations obey strict constraints. The stability of these learning rules leads to clear predictions of how functional consequences can arise from the detailed structure of the plasticity. Here we review the connection between theoretical predictions and functional consequences of anti-Hebbian STDP, focusing on adaptive processing in the electrosensory system of weakly electric fish. After introducing electrosensory adaptive processing and the dynamics of anti-Hebbian STDP learning rules, we address issues of predictive sensory cancelation and novelty detection, descending control of plasticity, synaptic scaling, and optimal sensory tuning. We conclude with examples in other systems where these principles may apply.

Multi-channel EEG-based sleep stage classification with joint collaborative representation and multiple kernel learning.

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Shi, Jun; Liu, Xiao; Li, Yan; Zhang, Qi; Li, Yingjie; Ying, Shihui

2015-10-30

Electroencephalography (EEG) based sleep staging is commonly used in clinical routine. Feature extraction and representation plays a crucial role in EEG-based automatic classification of sleep stages. Sparse representation (SR) is a state-of-the-art unsupervised feature learning method suitable for EEG feature representation. Collaborative representation (CR) is an effective data coding method used as a classifier. Here we use CR as a data representation method to learn features from the EEG signal. A joint collaboration model is established to develop a multi-view learning algorithm, and generate joint CR (JCR) codes to fuse and represent multi-channel EEG signals. A two-stage multi-view learning-based sleep staging framework is then constructed, in which JCR and joint sparse representation (JSR) algorithms first fuse and learning the feature representation from multi-channel EEG signals, respectively. Multi-view JCR and JSR features are then integrated and sleep stages recognized by a multiple kernel extreme learning machine (MK-ELM) algorithm with grid search. The proposed two-stage multi-view learning algorithm achieves superior performance for sleep staging. With a K-means clustering based dictionary, the mean classification accuracy, sensitivity and specificity are 81.10 ± 0.15%, 71.42 ± 0.66% and 94.57 ± 0.07%, respectively; while with the dictionary learned using the submodular optimization method, they are 80.29 ± 0.22%, 71.26 ± 0.78% and 94.38 ± 0.10%, respectively. The two-stage multi-view learning based sleep staging framework outperforms all other classification methods compared in this work, while JCR is superior to JSR. The proposed multi-view learning framework has the potential for sleep staging based on multi-channel or multi-modality polysomnography signals. Copyright © 2015 Elsevier B.V. All rights reserved.

The Inseparability of Cognition and Emotion in Second Language Learning

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Swain, Merrill

2013-01-01

The scholarly literature about the process of second language (L2) learning has focused to a considerable extent on cognitive processes. Left aside are questions about how emotions fit into an understanding of L2 learning. One goal of this plenary is to demonstrate that we have limited our understanding of L2 learning by failing to take into…

Internal Models, Vestibular Cognition, and Mental Imagery: Conceptual Considerations.

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Mast, Fred W; Ellis, Andrew W

2015-01-01

Vestibular cognition has recently gained attention. Despite numerous experimental and clinical demonstrations, it is not yet clear what vestibular cognition really is. For future research in vestibular cognition, adopting a computational approach will make it easier to explore the underlying mechanisms. Indeed, most modeling approaches in vestibular science include a top-down or a priori component. We review recent Bayesian optimal observer models, and discuss in detail the conceptual value of prior assumptions, likelihood and posterior estimates for research in vestibular cognition. We then consider forward models in vestibular processing, which are required in order to distinguish between sensory input that is induced by active self-motion, and sensory input that is due to passive self-motion. We suggest that forward models are used not only in the service of estimating sensory states but they can also be drawn upon in an offline mode (e.g., spatial perspective transformations), in which interaction with sensory input is not desired. A computational approach to vestibular cognition will help to discover connections across studies, and it will provide a more coherent framework for investigating vestibular cognition.

COGNITIVE LOAD MEASUREMENT WITHIN THE RESEARCH OF EFFICIENT USAGE OF LEARNING SOFTWARE

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Tetiana M. Derkach

2011-05-01

Full Text Available The methods of cognitive load measurement are described within the research of efficient usage of learning Software. Their classification is given, main advantages and disadvantages are analyzed, as well as area of use of these methods is defined. The article presents an overview of modern Software and Hardware that can be used for cognitive load measurement while studying with information technologies and practical examples of such methods. The use of the secondary task method is reasoned to be the most optimal for cognitive load measurement as well as for detection of optimal conditions for student work with different learning materials. This method allows to receive objective quantification of cognitive load and to investigate its dynamics accurately.

Confronting Social Injustice: Cognitive Dissonance and Civic Development in Higher Education Service-Learning

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Rogers, Leslie Cohen

2012-01-01

This qualitative, insider account of student civic development in a university service-learning course has two primary goals. One is to propose frameworks for describing the process of civic development of service-learning students that are situated in theories of civic identity, cognitive development, and cognitive dissonance. The other is to…

Cognitive modifiability of children with developmental disabilities: a multicentre study using Feuerstein's Instrumental Enrichment--Basic program.

Science.gov (United States)

Kozulin, A; Lebeer, J; Madella-Noja, A; Gonzalez, F; Jeffrey, I; Rosenthal, N; Koslowsky, M

2010-01-01

The study aimed at exploring the effectiveness of cognitive intervention with the new "Instrumental Enrichment Basic" program (IE-basic), based on Feuerstein's theory of structural cognitive modifiability that contends that a child's cognitive functioning can be significantly modified through mediated learning intervention. The IE-basic progam is aimed at enhancing domain-general cognitive functioning in a number of areas (systematic perception, self-regulation abilities, conceptual vocabulary, planning, decoding emotions and social relations) as well as transferring learnt principles to daily life domains. Participants were children with DCD, CP, intellectual impairment of genetic origin, autistic spectrum disorder, ADHD or other learning disorders, with a mental age of 5-7 years, from Canada, Chile, Belgium, Italy and Israel. Children in the experimental groups (N=104) received 27-90 h of the program during 30-45 weeks; the comparison groups (N=72) received general occupational and sensory-motor therapy. Analysis of the pre- to post-test gain scores demonstrated significant (pprinciples of mediated learning. Copyright 2009 Elsevier Ltd. All rights reserved.

Interactive Preference Learning of Utility Functions for Multi-Objective Optimization

OpenAIRE

Dewancker, Ian; McCourt, Michael; Ainsworth, Samuel

2016-01-01

Real-world engineering systems are typically compared and contrasted using multiple metrics. For practical machine learning systems, performance tuning is often more nuanced than minimizing a single expected loss objective, and it may be more realistically discussed as a multi-objective optimization problem. We propose a novel generative model for scalar-valued utility functions to capture human preferences in a multi-objective optimization setting. We also outline an interactive active learn...

Mirror Neurons, Embodied Cognitive Agents and Imitation Learning

OpenAIRE

Wiedermann, Jiří

2003-01-01

Mirror neurons are a relatively recent discovery; it has been conjectured that these neurons play an important role in imitation learning and other cognitive phenomena. We will study a possible place and role of mirror neurons in the neural architecture of embodied cognitive agents. We will formulate and investigate the hypothesis that mirror neurons serve as a mechanism which coordinates the multimodal (i.e., motor, perceptional and proprioceptive) information and completes it so that the ag...

Non-cognitive characteristics of gifted students with learning disabilities : An in-depth systematic review

NARCIS (Netherlands)

Beckmann, Else; Minnaert, Alexander

2018-01-01

Gifted students who also have learning disabilities (G/LD) are often overlooked when students are assessed either for giftedness or specific learning disabilities. The cognitive and non-cognitive characteristics of these G/LD students are habitually discussed only briefly alongside identification

Filtering sensory information with XCSF: improving learning robustness and robot arm control performance.

Science.gov (United States)

Kneissler, Jan; Stalph, Patrick O; Drugowitsch, Jan; Butz, Martin V

2014-01-01

It has been shown previously that the control of a robot arm can be efficiently learned using the XCSF learning classifier system, which is a nonlinear regression system based on evolutionary computation. So far, however, the predictive knowledge about how actual motor activity changes the state of the arm system has not been exploited. In this paper, we utilize the forward velocity kinematics knowledge of XCSF to alleviate the negative effect of noisy sensors for successful learning and control. We incorporate Kalman filtering for estimating successive arm positions, iteratively combining sensory readings with XCSF-based predictions of hand position changes over time. The filtered arm position is used to improve both trajectory planning and further learning of the forward velocity kinematics. We test the approach on a simulated kinematic robot arm model. The results show that the combination can improve learning and control performance significantly. However, it also shows that variance estimates of XCSF prediction may be underestimated, in which case self-delusional spiraling effects can hinder effective learning. Thus, we introduce a heuristic parameter, which can be motivated by theory, and which limits the influence of XCSF's predictions on its own further learning input. As a result, we obtain drastic improvements in noise tolerance, allowing the system to cope with more than 10 times higher noise levels.

The Impact of Cognitive Assessment on the Identity of People with Learning Disabilities

Science.gov (United States)

Davidson, Terence; Smith, Hilary; Burns, Jan

2014-01-01

Researchers and clinicians have hypothesised that cognitive assessments have the power to influence the self-identity of people with learning disabilities. This research aimed to explore the experience of a sample of people who had been given a cognitive assessment by a psychologist based in a team for people with learning disabilities. Five…

Upper gastrointestinal sensory-motor dysfunction in diabetes mellitus

Science.gov (United States)

Zhao, Jing-Bo; Frøkjær, Jens Brøndum; Drewes, Asbjørn Mohr; Ejskjaer, Niels

2006-01-01

Gastrointestinal (GI) sensory-motor abnormalities are common in patients with diabetes mellitus and may involve any part of the GI tract. Abnormalities are frequently sub-clinical, and fortunately only rarely do severe and life-threatening problems occur. The pathogenesis of abnormal upper GI sensory-motor function in diabetes is incompletely understood and is most likely multi-factorial of origin. Diabetic autonomic neuropathy as well as acute suboptimal control of diabetes has been shown to impair GI motor and sensory function. Morphological and biomechanical remodeling of the GI wall develops during the duration of diabetes, and may contribute to motor and sensory dysfunction. In this review sensory and motility disorders of the upper GI tract in diabetes is discussed; and the morphological changes and biomechanical remodeling related to the sensory-motor dysfunction is also addressed. PMID:16718808

Studying Sensory Perception.

Science.gov (United States)

Ackerly, Spafford C.

2001-01-01

Explains the vestibular organ's role in balancing the body and stabilizing the visual world using the example of a hunter. Describes the relationship between sensory perception and learning. Recommends using optical illusions to illustrate the distinctions between external realities and internal perceptions. (Contains 13 references.) (YDS)

Learning a Foreign Language: A New Path to Enhancement of Cognitive Functions

Science.gov (United States)

Shoghi Javan, Sara; Ghonsooly, Behzad

2018-01-01

The complicated cognitive processes involved in natural (primary) bilingualism lead to significant cognitive development. Executive functions as a fundamental component of human cognition are deemed to be affected by language learning. To date, a large number of studies have investigated how natural (primary) bilingualism influences executive…

Cognitive status, lexical learning and memory in deaf adults using sign language

Directory of Open Access Journals (Sweden)

Zahra Jafari

2013-05-01

Full Text Available Background and Aim : Learning and memory are two high level cognitive performances in human that hearing loss influences them. In our study, mini-mental state examination (MMSE and Ray auditory-verbal learning test (RAVLT was conducted to study cognitive stat us and lexical learning and memory in deaf adults using sign language. Methods: This cross-sectional comparative study was conducted on 30 available congenitally deaf adults using sign language in Persian and 46 normal adults aged 19 to 27 years for both sexes, with a minimum of diploma level of education. After mini-mental state examination, Rey auditory-verbal learning test was run through computers to evaluate lexical learning and memory with visual presentation. Results: Mean scores of mini-mental state examination and Rey auditory-verbal learning test in congenitally deaf adults were significantly lower than normal individuals in all scores (p=0.018 except in the two parts of the Rey test. Significant correlation was found between results of two tests just in the normal group (p=0.043. Gender had no effect on test results. Conclusion: Cognitive status and lexical memory and learning in congenitally deaf individuals is weaker than in normal subjects. It seems that using sign language as the main way of communication in deaf people causes poor lexical memory and learning.

Constrained Bayesian Active Learning of Interference Channels in Cognitive Radio Networks

Science.gov (United States)

Tsakmalis, Anestis; Chatzinotas, Symeon; Ottersten, Bjorn

2018-02-01

In this paper, a sequential probing method for interference constraint learning is proposed to allow a centralized Cognitive Radio Network (CRN) accessing the frequency band of a Primary User (PU) in an underlay cognitive scenario with a designed PU protection specification. The main idea is that the CRN probes the PU and subsequently eavesdrops the reverse PU link to acquire the binary ACK/NACK packet. This feedback indicates whether the probing-induced interference is harmful or not and can be used to learn the PU interference constraint. The cognitive part of this sequential probing process is the selection of the power levels of the Secondary Users (SUs) which aims to learn the PU interference constraint with a minimum number of probing attempts while setting a limit on the number of harmful probing-induced interference events or equivalently of NACK packet observations over a time window. This constrained design problem is studied within the Active Learning (AL) framework and an optimal solution is derived and implemented with a sophisticated, accurate and fast Bayesian Learning method, the Expectation Propagation (EP). The performance of this solution is also demonstrated through numerical simulations and compared with modified versions of AL techniques we developed in earlier work.

Manifold regularized matrix completion for multi-label learning with ADMM.

Science.gov (United States)

Liu, Bin; Li, Yingming; Xu, Zenglin

2018-05-01

Multi-label learning is a common machine learning problem arising from numerous real-world applications in diverse fields, e.g, natural language processing, bioinformatics, information retrieval and so on. Among various multi-label learning methods, the matrix completion approach has been regarded as a promising approach to transductive multi-label learning. By constructing a joint matrix comprising the feature matrix and the label matrix, the missing labels of test samples are regarded as missing values of the joint matrix. With the low-rank assumption of the constructed joint matrix, the missing labels can be recovered by minimizing its rank. Despite its success, most matrix completion based approaches ignore the smoothness assumption of unlabeled data, i.e., neighboring instances should also share a similar set of labels. Thus they may under exploit the intrinsic structures of data. In addition, the matrix completion problem can be less efficient. To this end, we propose to efficiently solve the multi-label learning problem as an enhanced matrix completion model with manifold regularization, where the graph Laplacian is used to ensure the label smoothness over it. To speed up the convergence of our model, we develop an efficient iterative algorithm, which solves the resulted nuclear norm minimization problem with the alternating direction method of multipliers (ADMM). Experiments on both synthetic and real-world data have shown the promising results of the proposed approach. Copyright © 2018 Elsevier Ltd. All rights reserved.

Collaboration Modality, Cognitive Load, and Science Inquiry Learning in Virtual Inquiry Environments

Science.gov (United States)

Erlandson, Benjamin E.; Nelson, Brian C.; Savenye, Wilhelmina C.

2010-01-01

Educational multi-user virtual environments (MUVEs) have been shown to be effective platforms for situated science inquiry curricula. While researchers find MUVEs to be supportive of collaborative scientific inquiry processes, the complex mix of multi-modal messages present in MUVEs can lead to cognitive overload, with learners unable to…

The Use of Multi-Criteria Decision Analysis Weight Elicitation Techniques in Patients with Mild Cognitive Impairment

NARCIS (Netherlands)

van Til, Janine Astrid; Dolan, James G.; Stiggelbout, Anne M.; Groothuis-Oudshoorn, Catharina Gerarda Maria; IJzerman, Maarten Joost

2008-01-01

Objective: To test the applicability of multi-criteria decision analysis preference elicitation techniques in cognitively impaired individuals. - Method: A convenience sample of 16 cognitively impaired subjects and 12 healthy controls was asked to participate in a small pilot study. The subjects

Multi-user cognitive radio network resource allocation based on the adaptive niche immune genetic algorithm

International Nuclear Information System (INIS)

Zu Yun-Xiao; Zhou Jie

2012-01-01

Multi-user cognitive radio network resource allocation based on the adaptive niche immune genetic algorithm is proposed, and a fitness function is provided. Simulations are conducted using the adaptive niche immune genetic algorithm, the simulated annealing algorithm, the quantum genetic algorithm and the simple genetic algorithm, respectively. The results show that the adaptive niche immune genetic algorithm performs better than the other three algorithms in terms of the multi-user cognitive radio network resource allocation, and has quick convergence speed and strong global searching capability, which effectively reduces the system power consumption and bit error rate. (geophysics, astronomy, and astrophysics)

ARLearn and StreetLearn software for virtual reality and augmented reality multi user learning games

NARCIS (Netherlands)

Ternier, Stefaan; Klemke, Roland

2012-01-01

Ternier, S., & Klemke, R. (2011). ARLearn and StreetLearn software for virtual reality and augmented reality multi user learning games (Version 1.0) [Software Documentation]. Heerlen, The Netherlands: Open Universiteit in the Netherlands.

ARLearn and StreetLearn software for virtual reality and augmented reality multi user learning games

NARCIS (Netherlands)

Ternier, Stefaan; Klemke, Roland

2012-01-01

Ternier, S., & Klemke, R. (2011). ARLearn and StreetLearn software for virtual reality and augmented reality multi user learning games (Version 1.0) [Computer software]. Heerlen, The Netherlands: Open Universiteit in the Netherlands.

Using Cognitive Tutor Software in Learning Linear Algebra Word Concept

Science.gov (United States)

Yang, Kai-Ju

2015-01-01

This paper reports on a study of twelve 10th grade students using Cognitive Tutor, a math software program, to learn linear algebra word concept. The study's purpose was to examine whether students' mathematics performance as it is related to using Cognitive Tutor provided evidence to support Koedlinger's (2002) four instructional principles used…

An approach to children's smoking behavior using social cognitive learning theory.

Science.gov (United States)

Bektas, Murat; Ozturk, Candan; Armstrong, Merry

2010-01-01

This review article discusses the theoretical principles of social cognitive learning theory and children's risk-taking behavior of cigarette smoking, along with preventive initiatives. Social cognitive learning theorists examine the behavior of initiating and sustained smoking using a social systems approach. The authors discuss the reciprocal determinism aspect of the theory as applied to the importance of individual factors, and environment and behavioral interactions that influence smoking behavior. Included is the concept of vicarious capability that suggests that smoking behavior is determined in response to and interaction with feedback provided by the environment. The principle of self-regulatory capability asserts that people have control over their own behavior and thus that behavior change is possible. The principle of self-efficacy proposes that high level of self-efficacy of an individual may decrease the behavior of attempting to or continuing to smoke. Examples of initiatives to be undertaken in order to prevent smoking in accordance with social cognitive learning theory are presented at the end of each principle.

Biological Correlates of Cognitive, Sensory and Motor Abilities

Science.gov (United States)

1975-04-01

receptor organs are of great interest in a compre- hensive understanding of sensory systems (Harris, 1974). Taste buds disappear following...cold. The interoceptors include a variety of mechanoreceptors and chemoreceptors such as the skeletal muscle spindles, tendon end organs, end

Learning Similar Actions by Reinforcement or Sensory-Prediction Errors Rely on Distinct Physiological Mechanisms.

Science.gov (United States)

Uehara, Shintaro; Mawase, Firas; Celnik, Pablo

2017-09-14

Humans can acquire knowledge of new motor behavior via different forms of learning. The two forms most commonly studied have been the development of internal models based on sensory-prediction errors (error-based learning) and success-based feedback (reinforcement learning). Human behavioral studies suggest these are distinct learning processes, though the neurophysiological mechanisms that are involved have not been characterized. Here, we evaluated physiological markers from the cerebellum and the primary motor cortex (M1) using noninvasive brain stimulations while healthy participants trained finger-reaching tasks. We manipulated the extent to which subjects rely on error-based or reinforcement by providing either vector or binary feedback about task performance. Our results demonstrated a double dissociation where learning the task mainly via error-based mechanisms leads to cerebellar plasticity modifications but not long-term potentiation (LTP)-like plasticity changes in M1; while learning a similar action via reinforcement mechanisms elicited M1 LTP-like plasticity but not cerebellar plasticity changes. Our findings indicate that learning complex motor behavior is mediated by the interplay of different forms of learning, weighing distinct neural mechanisms in M1 and the cerebellum. Our study provides insights for designing effective interventions to enhance human motor learning. © The Author 2017. Published by Oxford University Press. All rights reserved. For Permissions, please e-mail: journals.permissions@oup.com.

When cognitive exertion does not yield cognitive gain: toward an informational explanation of learned helplessness.

Science.gov (United States)

Sedek, G; Kofta, M

1990-04-01

This study tested a new information-processing explanation of learned helplessness that proposes that an uncontrollable situation produces helplessness symptoms because it is a source of inconsistent, self-contradictory task information during problem-solving attempts. The flow of such information makes hypothesis-testing activity futile. Prolonged and inefficient activity of this kind leads in turn to the emergence of a state of cognitive exhaustion, with accompanying performance deficits. In 3 experiments, Ss underwent informational helplessness training (IHT): They were sequentially exposed to inconsistent task information during discrimination problems. As predicted, IHT was associated with subjective symptoms of irreducible uncertainty and resulted in (a) performance deterioration on subsequent avoidance learning, (b) heightened negative mood, and (c) subjective symptoms of cognitive exhaustion.

Sensory, cognitive, and linguistic factors in the early academic performance of elementary school children: The Benton-IU project.

Science.gov (United States)

Watson, Charles S; Kidd, Gary R; Homer, Douglas G; Connell, Phil J; Lowther, Andrya; Eddins, David A; Krueger, Glenn; Goss, David A; Rainey, Bill B; Gospel, Mary D; Watson, Betty U

2003-01-01

Standardized sensory, perceptual, linguistic, intellectual, and cognitive tests were administered to 470 children, approximately 96% of the students entering the first grade in the four elementary schools of Benton County, Indiana, over a 3-year period (1995--1997). The results of 36 tests and subtests administered to entering first graders were well described by a 4-factor solution. These factors and the tests that loaded most heavily on them were reading-related skills (phonological awareness, letter and word identification); visual cognition (visual perceptual abilities, spatial perception, visual memory); verbal cognition (language development, vocabulary, verbal concepts); and speech processing (the ability to understand speech under difficult listening conditions). A cluster analysis identified 9 groups of children, each with a different profile of scores on the 4 factors. Within these groups, the proportion of students with unsatisfactory reading achievement in the first 2 years of elementary school (as reflected in teacher-assigned grades) varied from 3% to 40%. The profiles of factor scores demonstrated the primary influence of the reading-related skills factor on reading achievement and also on other areas of academic performance. The second strongest predictor of reading and mathematics grades was the visual cognition factor, followed by the verbal cognition factor. The speech processing factor was the weakest predictor of academic achievement, accounting for less than 1% of the variance in reading achievement. This project was a collaborative effort of the Benton Community School Corporation and a multidisciplinary group of investigators from Indiana University.

Assessing Student Learning in Academic Advising Using Social Cognitive Theory

Science.gov (United States)

Erlich, Richard J.; Russ-Eft, Darlene F.

2013-01-01

We investigated whether the social cognitive theory constructs of self-efficacy and self-regulated learning apply to academic advising for measuring student learning outcomes. Community college students (N = 120) participated in an individual academic-advising session. We assessed students' post-intervention self-efficacy in academic planning and…

The relation between Assessment for Learning and elementary students' cognitive and metacognitive strategy use.

Science.gov (United States)

Baas, Diana; Castelijns, Jos; Vermeulen, Marjan; Martens, Rob; Segers, Mien

2015-03-01

Assessment for Learning (AfL) is believed to create a rich learning environment in which students develop their cognitive and metacognitive strategies. Monitoring student growth and providing scaffolds that shed light on the next step in the learning process are hypothesized to be essential elements of AfL that enhance cognitive and metacognitive strategies. However, empirical evidence for the relation between AfL and students' strategy use is scarce. This study investigates the relation between AfL and elementary school students' use of cognitive and metacognitive strategies. The sample comprised 528 grade four to six students (9- to 12-year-olds) from seven Dutch elementary schools. Students' perceptions of AfL and their cognitive and metacognitive strategy use were measured by means of questionnaires. Structural equation modelling was used to investigate the relations among the variables. The results reveal that monitoring activities that provide students an understanding of where they are in their learning process predict Students' task orientation and planning. Scaffolding activities that support students in taking the next step in their learning are positively related to the use of both surface and deep-level learning strategies and the extent to which they evaluate their learning process after performing tasks. The results underline the importance of assessment practices in ceding responsibility to students in taking control of their own learning. © 2014 The British Psychological Society.

Sensory and cognitive neurophysiology in rats, Part 1: Controlled tactile stimulation and micro-ECoG recordings in freely moving animals.

Science.gov (United States)

Dimitriadis, George; Fransen, Anne M M; Maris, Eric

2014-07-30

We have developed a setup for rats that allows for controlled sensory input to an animal engaged in a task while recording both electrophysiological signals and behavioral output. We record electrophysiological signals using a novel high-density micro-electrocorticography (micro-ECoG) grid that covers almost the whole somatosensory system. We dealt with the well-known difficulty that the rat uses its whisker system in an active (motor-controlled) way to explore its environment by designing a head-mounted device that stimulates the rat's snout in a way unaffected by whisker movements. We replicate the spatial specificity of early evoked responses in somatosensory and auditory cortex. In a companion paper (Cognitive Neurophysiology in Rats, Part 2: Validation and Demonstration) we validate our setup and show for the first time that the ECoG can be used to record evoked responses in a signal that reflects neural output (spiking activity). Compared with high-density wire recordings, micro-ECoG offers a much more stable signal without readjustments, and a much better scalability. Compared with head-fixed preparations, our head-mounted stimulator allows to stay closer to the rat's natural way of collecting sensory information. For perceptual and cognitive research, our setup provides a unique combination of possibilities that cannot be achieved in other setups for rodents. Copyright © 2014 Elsevier B.V. All rights reserved.

A SOCIO-COGNITIVE APPROACH TO KNOWLEDGE CONSTRUCTION THROUGH BLENDED LEARNING

Directory of Open Access Journals (Sweden)

Tuba Kocaturk

2017-01-01

Full Text Available This paper results from an educational research project that was undertaken by the School of Architecture, at the University of Liverpool funded by the Higher Education Academy in UK. The research explored technology driven shifts in architectural design studio education, identified their cognitive effects on design learning and developed an innovative blended learning approach that was implemented at a masters level digital design studio. The contribution of the research and the proposed approach to the existing knowledge and practice are twofold. Firstly, it offers a new pedagogical framework which integrates social, technical and cognitive dimensions of knowledge construction. And secondly, it offers a unique operational model through the integration of both mediational and instrumental use of digital media. The proposed model provides a useful basis for the effective mobilization of next generation learning technologies which can effectively respond to the learning challenges specific to architectural design knowledge and its means of creation.

Out of sight, out of mind? Relations between visual acuity and cognition.

Science.gov (United States)

La Fleur, Claire G; Salthouse, Timothy A

2014-10-01

Prior research has established significant relations between measures of sensory ability and cognitive function in adults of different ages, and several explanations for this relation have been proposed. One explanation is that sensory abilities restrict cognitive processing, a second is that cognitive abilities influence assessments of sensory ability, and a third is that both sensory function and cognition are affected by a common, potentially age-based, third factor. These explanations were investigated using mediation and moderation analyses, with near visual acuity as the sensory measure and scores on visual speed tests and auditory memory tests as the cognitive measures. Measures of visual acuity, speed, and memory were obtained from three moderately large samples, two cross-sectional (N = 380, N = 4,779) and one longitudinal (N = 2,258), with participants ranging from 18 to 90 years of age. The visual acuity and cognitive measures had different age trajectories, and the visual acuity-cognition relations were similar in each 5-year age band. The results suggest that the age-related differences and changes in near visual acuity are unlikely to contribute to the age-related differences and changes in speed and memory measures.

Embodied Language Learning and Cognitive Bootstrapping

DEFF Research Database (Denmark)

Lyon, C.E.; Nehaniv, C. L.; Saunders, Joe

2016-01-01

Co-development of action, conceptualization and social interaction mutually scaffold and support each other within a virtuous feedback cycle in the development of human language in children. Within this framework, the purpose of this article is to bring together diverse but complementary accounts...... of research methods that jointly contribute to our understanding of cognitive development and in particular, language acquisition in robots. Thus, we include research pertaining to developmental robotics, cognitive science, psychology, linguistics and neuroscience, as well as practical computer science...... the humanoid robot iCub are reported, while human learning relevant to developmental robotics has also contributed useful results. Disparate approaches are brought together via common underlying design principles. Without claiming to model human language acquisition directly, we are nonetheless inspired...

Improved cognition after control of risk factors for multi-infarct dementia

International Nuclear Information System (INIS)

Meyer, J.S.; Judd, B.W.; Tawaklna, T.; Rogers, R.L.; Mortel, K.F.

1986-01-01

A cohort of 52 patients (30 men and 22 women) with multi-infarct dementia (MID) has been followed up prospectively for a mean interval of 22.2 months. Clinical course has been documented by serial history taking and interviews and neurological, medical, and psychological examinations, and correlated with measurements of cerebral blood flow. The clinical course and cognitive performance have been compared with those of age-matched normal volunteers and patients with Alzheimer's disease. Patients with MID were subdivided into hypertensive and normotensive groups, and also into those displaying stabilized or improved cognition and those whose condition deteriorated. Among hypertensive patients with MID, improved cognition and clinical course correlated with control of systolic blood pressure within upper limits of normalf (135 to 150 mm Hg), but if systolic blood pressure was reduced below this level, patients with MID deteriorated. Among normotensive patients with MID, improved cognition was associated with cessation of smoking cigarettes

Ecological aspects of pain in sensory modulation disorder.

Science.gov (United States)

Bar-Shalita, T; Deutsch, L; Honigman, L; Weissman-Fogel, I

2015-01-01

Sensory Modulation Disorder (SMD) interferes with the daily life participation of otherwise healthy individuals and is characterized by over-, under- or seeking responsiveness to naturally occurring sensory stimuli. Previous laboratory findings indicate pain hyper-sensitivity in SMD individuals suggesting CNS alteration in pain processing and modulation. However, laboratory studies lack ecological validity, and warrant clinical completion in order to elicit a sound understanding of the phenomenon studied. Thus, this study explored the association between sensory modulation and pain in a daily life context in a general population sample. Daily life context of pain and sensations were measured in 250 adults (aged 23-40 years; 49.6% males) using 4 self-report questionnaires: Pain Sensitivity Questionnaire (PSQ) and Pain Catastrophizing Scale (PCS) to evaluate the sensory and cognitive aspects of pain; the Sensory Responsiveness Questionnaire (SRQ) to appraise SMD; and the Short Form - 36 Health Survey, version 2 (SF36) to assess health related Quality of Life (QoL). Thirty two individuals (12.8%) were found with over-responsiveness type of SMD, forming the SOR-SMD group. While no group differences (SOR-SMD vs. Non-SMD) were found, low-to-moderate total sample correlations were demonstrated between the SRQ-Aversive sub-scale and i) PSQ total (r=0.31, pcognitive aspect. This indicates that SMD co-occurs with daily pain sensitivity, thus reducing QoL, but less with the cognitive-catastrophizing manifestation of pain perception. Copyright © 2015 Elsevier Ltd. All rights reserved.

Effect of Motivational Scaffolding on E-Learning Environments: Self-Efficacy, Learning Achievement, and Cognitive Style

Science.gov (United States)

Valencia-Vallejo, Nilson; López-Vargas, Omar; Sanabria-Rodríguez, Luis

2018-01-01

The present research studies the effects of motivational scaffolding that favor self-efficacy and improve learning achievement in students with different cognitive styles in the Field Dependence/Independence (FDI) dimension, when they interact in an e-learning environment on mathematics. The research has an experimental design with two groups and…

The Combined Use of Hypnosis and Sensory and Motor Stimulation in Assisting Children with Developmental Learning Problems.

Science.gov (United States)

Jampolsky, Gerald G.

Hypnosis was combined with sensory and motor stimulation to remediate reversal problems in five children (6 1/2- 9-years-old). Under hypnosis Ss were given the suggestion that they learn their numbers through feel and then given 1 hour of structured instruction daily for 10 days. Instruction stressed conditioning, vibratory memory, touch memory,…

The relationship between learning mathematics and general cognitive ability in primary school.

Science.gov (United States)

Cowan, Richard; Hurry, Jane; Midouhas, Emily

2018-06-01

Three relationships between learning mathematics and general cognitive ability have been hypothesized: The educational hypothesis that learning mathematics develops general cognitive skills, the psychometric hypothesis that differences in general cognitive ability cause differences in mathematical attainment, and the reciprocal influence hypothesis that developments in mathematical ability and general cognitive ability influence each other. These hypotheses are assessed with a sample of 948 children from the Twins Early Development Study who were assessed at 7, 9, and 10 years on mathematics, English, and general cognitive ability. A cross-lagged path analysis with mathematics and general cognitive ability measures supports the reciprocal influence hypothesis between 7 and 9 and between 9 and 10. A second analysis including English assessments only provides evidence of a reciprocal relationship between 7 and 9. Statement of Contribution What is already known on this subject? The correlations between mathematical attainment, literacy, and measures of general cognitive skills are well established. The role of literacy in developing general cognitive skills is emerging. What the present study adds? Mathematics contributes to the development of general cognitive skills. General cognitive ability contributes to mathematical development between 7 and 10. These findings support the hypothesis of reciprocal influence between mathematics and general cognitive ability, at least between 7 and 9. © 2017 The British Psychological Society.

Personalised learning object based on multi-agent model and learners’ learning styles

Directory of Open Access Journals (Sweden)

Noppamas Pukkhem

2011-09-01

Full Text Available A multi-agent model is proposed in which learning styles and a word analysis technique to create a learning object recommendation system are used. On the basis of a learning style-based design, a concept map combination model is proposed to filter out unsuitable learning concepts from a given course. Our learner model classifies learners into eight styles and implements compatible computational methods consisting of three recommendations: i non-personalised, ii preferred feature-based, and iii neighbour-based collaborative filtering. The analysis of preference error (PE was performed by comparing the actual preferred learning object with the predicted one. In our experiments, the feature-based recommendation algorithm has the fewest PE.

Prospects for direct social perception: a multi-theoretical integration to further the science of social cognition.

Science.gov (United States)

Wiltshire, Travis J; Lobato, Emilio J C; McConnell, Daniel S; Fiore, Stephen M

2014-01-01

In this paper we suggest that differing approaches to the science of social cognition mirror the arguments between radical embodied and traditional approaches to cognition. We contrast the use in social cognition of theoretical inference and mental simulation mechanisms with approaches emphasizing a direct perception of others' mental states. We build from a recent integrative framework unifying these divergent perspectives through the use of dual-process theory and supporting social neuroscience research. Our elaboration considers two complementary notions of direct perception: one primarily stemming from ecological psychology and the other from enactive cognition theory. We use this as the foundation from which to offer an account of the informational basis for social information and assert a set of research propositions to further the science of social cognition. In doing so, we point out how perception of the minds of others can be supported in some cases by lawful information, supporting direct perception of social affordances and perhaps, mental states, and in other cases by cues that support indirect perceptual inference. Our goal is to extend accounts of social cognition by integrating advances across disciplines to provide a multi-level and multi-theoretic description that can advance this field and offer a means through which to reconcile radical embodied and traditional approaches to cognitive neuroscience.

Anti-Hebbian Spike Timing Dependent Plasticity and Adaptive Sensory Processing

Directory of Open Access Journals (Sweden)

Patrick D Roberts

2010-12-01

Full Text Available Adaptive processing influences the central nervous system's interpretation of incoming sensory information. One of the functions of this adaptative sensory processing is to allow the nervous system to ignore predictable sensory information so that it may focus on important new information needed to improve performance of specific tasks. The mechanism of spike timing-dependent plasticity (STDP has proven to be intriguing in this context because of its dual role in long-term memory and ongoing adaptation to maintain optimal tuning of neural responses. Some of the clearest links between STDP and adaptive sensory processing have come from in vitro, in vivo, and modeling studies of the electrosensory systems of fish. Plasticity in such systems is anti-Hebbian, i.e. presynaptic inputs that repeatedly precede and hence could contribute to a postsynaptic neuron’s firing are weakened. The learning dynamics of anti-Hebbian STDP learning rules are stable if the timing relations obey strict constraints. The stability of these learning rules leads to clear predictions of how functional consequences can arise from the detailed structure of the plasticity. Here we review the connection between theoretical predictions and functional consequences of anti-Hebbian STDP, focusing on adaptive processing in the electrosensory system of weakly electric fish. After introducing electrosensory adaptive processing and the dynamics of anti-Hebbian STDP learning rules, we address issues of predictive sensory cancellation and novelty detection, descending control of plasticity, synaptic scaling, and optimal sensory tuning. We conclude with examples in other systems where these principles may apply.

HD-MTL: Hierarchical Deep Multi-Task Learning for Large-Scale Visual Recognition.

Science.gov (United States)

Fan, Jianping; Zhao, Tianyi; Kuang, Zhenzhong; Zheng, Yu; Zhang, Ji; Yu, Jun; Peng, Jinye

2017-02-09

In this paper, a hierarchical deep multi-task learning (HD-MTL) algorithm is developed to support large-scale visual recognition (e.g., recognizing thousands or even tens of thousands of atomic object classes automatically). First, multiple sets of multi-level deep features are extracted from different layers of deep convolutional neural networks (deep CNNs), and they are used to achieve more effective accomplishment of the coarseto- fine tasks for hierarchical visual recognition. A visual tree is then learned by assigning the visually-similar atomic object classes with similar learning complexities into the same group, which can provide a good environment for determining the interrelated learning tasks automatically. By leveraging the inter-task relatedness (inter-class similarities) to learn more discriminative group-specific deep representations, our deep multi-task learning algorithm can train more discriminative node classifiers for distinguishing the visually-similar atomic object classes effectively. Our hierarchical deep multi-task learning (HD-MTL) algorithm can integrate two discriminative regularization terms to control the inter-level error propagation effectively, and it can provide an end-to-end approach for jointly learning more representative deep CNNs (for image representation) and more discriminative tree classifier (for large-scale visual recognition) and updating them simultaneously. Our incremental deep learning algorithms can effectively adapt both the deep CNNs and the tree classifier to the new training images and the new object classes. Our experimental results have demonstrated that our HD-MTL algorithm can achieve very competitive results on improving the accuracy rates for large-scale visual recognition.

Non-cognitive Characteristics of Gifted Students With Learning Disabilities: An In-depth Systematic Review.

Science.gov (United States)

Beckmann, Else; Minnaert, Alexander

2018-01-01

Gifted students who also have learning disabilities (G/LD) are often overlooked when students are assessed either for giftedness or specific learning disabilities. The cognitive and non-cognitive characteristics of these G/LD students are habitually discussed only briefly alongside identification and intervention issues and, beyond that, the relevance of non-cognitive characteristics is often left unconsidered. Accordingly, this study aims to conduct an in-depth review of the non-cognitive characteristics of these students for identification and intervention purposes. Detailed analysis was performed on 23 publications. High levels of negative emotions, low self-perception, and adverse interpersonal relationships, as well as high levels of motivation, coping skills and perseverance were found among these students. A common characteristic was a high degree of frustration with the academic situation. The study reveals that these students show considerably duality in their non-cognitive characteristics which requires tailored counseling skills to provide effective support for their learning needs.

Thalamic control of sensory selection in divided attention.

Science.gov (United States)

Wimmer, Ralf D; Schmitt, L Ian; Davidson, Thomas J; Nakajima, Miho; Deisseroth, Karl; Halassa, Michael M

2015-10-29

How the brain selects appropriate sensory inputs and suppresses distractors is unknown. Given the well-established role of the prefrontal cortex (PFC) in executive function, its interactions with sensory cortical areas during attention have been hypothesized to control sensory selection. To test this idea and, more generally, dissect the circuits underlying sensory selection, we developed a cross-modal divided-attention task in mice that allowed genetic access to this cognitive process. By optogenetically perturbing PFC function in a temporally precise window, the ability of mice to select appropriately between conflicting visual and auditory stimuli was diminished. Equivalent sensory thalamocortical manipulations showed that behaviour was causally dependent on PFC interactions with the sensory thalamus, not sensory cortex. Consistent with this notion, we found neurons of the visual thalamic reticular nucleus (visTRN) to exhibit PFC-dependent changes in firing rate predictive of the modality selected. visTRN activity was causal to performance as confirmed by bidirectional optogenetic manipulations of this subnetwork. Using a combination of electrophysiology and intracellular chloride photometry, we demonstrated that visTRN dynamically controls visual thalamic gain through feedforward inhibition. Our experiments introduce a new subcortical model of sensory selection, in which the PFC biases thalamic reticular subnetworks to control thalamic sensory gain, selecting appropriate inputs for further processing.

Functional aging impairs the role of feedback in motor learning.

Science.gov (United States)

Liu, Yu; Cao, Chunmei; Yan, Jin H

2013-10-01

Optimal motor skill acquisition frequently requires augmented feedback or knowledge of results (KR). However, the effect of functional declines on the benefits of KR remains to be determined. The objective of this research was to examine how cognitive and motor deficits of older adults influence the use of KR for motor skill learning. A total of 57 older adults (mean 73.1 years; SD 4.2) received both cognitive and eye-hand coordination assessments, whereas 55 young controls (mean 25.8 years; SD 3.8) took only the eye-hand coordination test. All young and older participants learned a time-constrained arm movement through KR in three pre-KR and post-KR intervals. In the subsequent no-KR skill retests, absolute and variable time errors were not significantly reduced for the older learners who had KR during skill practice, especially for those with cognitive and motor dysfunctions. The finding suggests that KR results in no measureable improvement for older adults with cognitive and motor functional deficiencies. More importantly, for the older adults, longer post-KR intervals showed greater detrimental effects on feedback-based motor learning than shorter pauses after KR delivery. The findings support the hypothesis about the effects of cognitive and motor deficits on KR in motor skill learning of older adults. The dynamics of cognitive and motor aging, external feedback and internal control mechanisms collectively explain the deterioration in the sensory-motor learning of older adults. The theoretical implications and practical relevance of functional aging for motor skill learning are discussed. © 2013 Japan Geriatrics Society.

Multi-Touch Tables and Collaborative Learning

Science.gov (United States)

Higgins, Steve; Mercier, Emma; Burd, Liz; Joyce-Gibbons, Andrew

2012-01-01

The development of multi-touch tables, an emerging technology for classroom learning, offers valuable opportunities to explore how its features can be designed to support effective collaboration in schools. In this study, small groups of 10- to 11-year-old children undertook a history task where they had to connect various pieces of information…

The Influence of E-learning Use to Student Cognitive Performance and Motivation in Digital Simulation Course

Directory of Open Access Journals (Sweden)

Tigowati Tigowati

2017-12-01

Full Text Available Currently the technology is growing and sophisticated. Technological advances have also entered the world of education. One of them their is  online learning. Examples of learning that utilizes technology that is using Schoology and Edmodo. By using Schoology and Edmodo is expected to increase student motivation and learning outcomes. This study investigates whether the use of different learning management would affect (1 the student’s cognitive achievement (2 student’s motivation (3 the level motivation. This research method using mixed methods. The data collection technique using the test method to determine the cognitive performance. Questionnaires and interviews to find the motivation. The analysis of quantitative data using normality test, homogeneity test, tests of balance and hypothesis testing using independent t test, while the analysis of qualitative data using interactive models. Based on the results of the study (1 there are differences in the cognitive performance between classes that use e-learning based Schoology and e-learning based Edmodo. The cognitive performance classes that use Schoology better than the class that uses Edmodo, because schoology easiness to acces, the students has a target value, better understand the lesson and more active in study this may have an effect on cognitive performance.(2 there is a difference in motivation between classes that use e-learning based Schoology and e-learning based Edmodo. Motivation class with Schoology based e-learning is better than classes with e-learning based Edmodo, because schoology can interested in simulation course, more passion, make happy, easier to learn anywhere and more motivated to learn. (3 the level of motivation of students using e-learning based Schoology and Edmodo included in the medium category

How Do College/University Teacher Misbehaviors Influence Student Cognitive Learning, Academic Self-Efficacy, Motivation, and Curiosity?

Science.gov (United States)

Banfield, Sara R.

2009-01-01

The purpose of this research was to examine the relationship between teacher misbehaviors and a variety of outcome variables, including cognitive learning, motivation, curiosity, and academic self-efficacy. Research has yet to directly address how teacher misbehaviors affect cognitive learning. It is important to assess actual learning as opposed…

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

African Journals Online (AJOL)

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

Patterns of interactions at grade 5 classroom in learning the topic of statistics viewed from cognitive load theory

Science.gov (United States)

Setianingsih, R.

2018-01-01

The nature of interactions that occurs among teacher, students, learning sources, and learning environment creates different settings to enhance learning. Any setting created by a teacher is affected by 3 (three) types of cognitive load: intrinsic cognitive load, extraneous cognitive load, and germane cognitive load. This study is qualitative in nature, aims to analyse the patterns of interaction that are constituted in mathematics instructions by taking into account the cognitive load theory. The subjects of this study are 21 fifth-grade students who learn mathematics in small groups and whole-class interactive lessons. The data were collected through classroom observations which were videotaped, while field notes were also taken. The data analysis revealed that students engaged in productive interaction and inquiry while they were learning mathematics in small groups or in whole class setting, in which there was a different type of cognitive load that dominantly affecting the learning processes at each setting. During learning mathematics in whole class setting, the most frequently found interaction patterns were to discuss and compare solution based on self-developed models, followed by expressing opinions. This is consistent with the principles of mathematics learning, which gives students wide opportunities to construct mathematical knowledge through individual learning, learning in small groups as well as learning in whole class settings. It means that by participating in interactive learning, the students are habitually engaged in productive interactions and high level of mathematical thinking.

Sensory Integration Used with Children with Asperger's Syndrome

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Smith, Analisa L.

2010-01-01

Sensory Integration Program on Children with Asperger's Syndrome This literature review will document the effects of a parent implemented Sensory Integration Program upon children diagnosed with Asperger's Syndrome in order to discern its influence upon these children's overall ability to attend to learning and social development. The infrequency…

[Effectiveness of occupational therapy and other non-pharmacological therapies in cognitive impairment and Alzheimer's disease].

Science.gov (United States)

Matilla-Mora, Rosa; Martínez-Piédrola, Rosa María; Fernández Huete, Javier

A review is presented on the existing knowledge about the usefulness of the occupational therapy in the non-pharmacological treatment of Alzheimer's disease. After conducting a literature search of the period 2010-2015, 25 articles that met the inclusion criteria were selected. The evidence obtained showed the efficiency and effectiveness of OT in delaying the progression of various disorders, especially when structured home OT programs are used. These programs should include aerobic and strengthening, sensory stimulation, and cognitive and memory training exercises based on learning without mistakes. These have shown benefits in the performance of activities of daily living, cognitive and emotional functioning. The importance is stressed of the combined and individual household level intervention and caregiver education. Finally, the need for more studies on the effectiveness of long-term sensory stimulation is highlighted. Copyright © 2015 SEGG. Publicado por Elsevier España, S.L.U. All rights reserved.

From Neurons to Brainpower: Cognitive Neuroscience and Brain-Based Learning

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Phillips, Janet M.

2005-01-01

We have learned more about the brain in the past five years than the previous 100. Neuroimaging, lesion studies, and animal studies have revealed the intricate inner workings of the brain and learning. Synaptogenesis, pruning, sensitive periods, and plasticity have all become accepted concepts of cognitive neuroscience that are now being applied…

Applying Social Cognitive Theory to Academic Advising to Assess Student Learning Outcomes

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Erlich, Richard J.; Russ-Eft, Darlene

2011-01-01

Review of social cognitive theory constructs of self-efficacy and self-regulated learning is applied to academic advising for the purposes of assessing student learning. A brief overview of the history of student learning outcomes in higher education is followed by an explanation of self-efficacy and self-regulated learning constructs and how they…

The use of multi-criteria decision analysis weight elicitation techniques in patients with mild cognitive impairment: a pilot study.

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van Til, Janine A; Dolan, James G; Stiggelbout, Anne M; Groothuis, Karin C G M; Ijzerman, Maarten J

2008-04-01

To test the applicability of multi-criteria decision analysis preference elicitation techniques in cognitively impaired individuals. A convenience sample of 16 cognitively impaired subjects and 12 healthy controls was asked to participate in a small pilot study. The subjects determined the relative importance of four decision criteria using five different weight elicitation techniques, namely simple multi-attribute rating technique, simple multi-attribute rating technique using swing weights, Kepner-Tregoe weighting, the analytical hierarchical process, and conjoint analysis. Conjoint analysis was judged to be the easiest method for weight elicitation in the control group (Z = 10.00; p = 0.04), while no significant differences in difficulty rating between methods was found in cognitively impaired subjects. Conjoint analysis elicitates weights and rankings significantly different from other methods. Subjectively, cognitively impaired subjects were positive about the use of the weight elicitation techniques. However, it seems the use of swing weights can result in the employment of shortcut strategies. The results of this pilot study suggest that individuals with mild cognitive impairment are willing and able to use multi-criteria elicitation methods to determine criteria weights in a decision context, although no preference for a method was found. The same methodologic and practical issues can be identified in cognitively impaired individuals as in healthy controls and the choice of method is mostly determined by the decision context.

Comparative Effect of Memory and Cognitive Strategies Training on EFL Intermediate Learners' Vocabulary Learning

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Banisaeid, Maryam

2013-01-01

The present study was conducted to compare the effect of memory and cognitive strategies training on vocabulary learning of intermediate proficiency group of Iranian learners of English as a foreign language. It is to check how memory and cognitive strategies training affect word learning of EFL intermediate learners (N = 60) who were homogenized…

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

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

2018-01-01

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

Cognitive foundations of organizational learning: re-introducing the distinction between declarative and non-declarative knowledge.

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Kump, Barbara; Moskaliuk, Johannes; Cress, Ulrike; Kimmerle, Joachim

2015-01-01

Contemporary research into socio-cognitive foundations of organizational learning tends to disregard the distinction between declarative and non-declarative knowledge. By reviewing the literature from organizational learning research and cognitive psychology we explain that this distinction is crucial. We describe the foundations of organizational learning by referring to models that consider the interplay between individual and collective knowledge-related processes in organizations. We highlight the existence of a research gap resulting from the finding that these approaches have widely neglected the existence of different types of knowledge. We then elaborate on characteristics of declarative and non-declarative knowledge in general, consider organizations as structures of distributed cognition, and discuss the relationship between organizational knowledge and practice. Subsequently, we examine the role of declarative and non-declarative knowledge in the context of organizational learning. Here, we analyze (1) the cognitive and social mechanisms underlying the development of declarative and non-declarative knowledge within structures of distributed cognition; and (2) the relationship between alterations in declarative and non-declarative types of knowledge on the one hand and changes in organizational practice on the other. Concluding, we discuss implications of our analysis for organizational learning research. We explain how our integrative perspective may offer starting points for a refined understanding of the sub-processes involved in organizational learning and unlearning and may support a better understanding of practical problems related to organizational learning and change.

Cognitive foundations of organizational learning: re-introducing the distinction between declarative and non-declarative knowledge

Science.gov (United States)

Kump, Barbara; Moskaliuk, Johannes; Cress, Ulrike; Kimmerle, Joachim

2015-01-01

Contemporary research into socio-cognitive foundations of organizational learning tends to disregard the distinction between declarative and non-declarative knowledge. By reviewing the literature from organizational learning research and cognitive psychology we explain that this distinction is crucial. We describe the foundations of organizational learning by referring to models that consider the interplay between individual and collective knowledge-related processes in organizations. We highlight the existence of a research gap resulting from the finding that these approaches have widely neglected the existence of different types of knowledge. We then elaborate on characteristics of declarative and non-declarative knowledge in general, consider organizations as structures of distributed cognition, and discuss the relationship between organizational knowledge and practice. Subsequently, we examine the role of declarative and non-declarative knowledge in the context of organizational learning. Here, we analyze (1) the cognitive and social mechanisms underlying the development of declarative and non-declarative knowledge within structures of distributed cognition; and (2) the relationship between alterations in declarative and non-declarative types of knowledge on the one hand and changes in organizational practice on the other. Concluding, we discuss implications of our analysis for organizational learning research. We explain how our integrative perspective may offer starting points for a refined understanding of the sub-processes involved in organizational learning and unlearning and may support a better understanding of practical problems related to organizational learning and change. PMID:26483739

Associationism and cognition: human contingency learning at 25.

Science.gov (United States)

Shanks, David R

2007-03-01

A major topic within human learning, the field of contingency judgement, began to emerge about 25 years ago following publication of an article on depressive realism by Alloy and Abramson (1979). Subsequently, associationism has been the dominant theoretical framework for understanding contingency learning but this has been challenged in recent years by an alternative cognitive or inferential approach. This article outlines the key conceptual differences between these approaches and summarizes some of the main methods that have been employed to distinguish between them.

Robust visual tracking via multi-task sparse learning

KAUST Repository

Zhang, Tianzhu

2012-06-01

In this paper, we formulate object tracking in a particle filter framework as a multi-task sparse learning problem, which we denote as Multi-Task Tracking (MTT). Since we model particles as linear combinations of dictionary templates that are updated dynamically, learning the representation of each particle is considered a single task in MTT. By employing popular sparsity-inducing p, q mixed norms (p D; 1), we regularize the representation problem to enforce joint sparsity and learn the particle representations together. As compared to previous methods that handle particles independently, our results demonstrate that mining the interdependencies between particles improves tracking performance and overall computational complexity. Interestingly, we show that the popular L 1 tracker [15] is a special case of our MTT formulation (denoted as the L 11 tracker) when p q 1. The learning problem can be efficiently solved using an Accelerated Proximal Gradient (APG) method that yields a sequence of closed form updates. As such, MTT is computationally attractive. We test our proposed approach on challenging sequences involving heavy occlusion, drastic illumination changes, and large pose variations. Experimental results show that MTT methods consistently outperform state-of-the-art trackers. © 2012 IEEE.

Exploring Effects of Multi-Touch Tabletop on Collaborative Fraction Learning and the Relationship of Learning Behavior and Interaction with Learning Achievement

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Hwang, Wu-Yuin; Shadiev, Rustam; Tseng, Chi-Wei; Huang, Yueh-Min

2015-01-01

This study designed a learning system to facilitate elementary school students' fraction learning. An experiment was carried out to investigate how the system, which runs on multi-touch tabletop versus tablet PC, affects fraction learning. Two groups, a control and experimental, were assigned. Control students have learned fraction by using tablet…

Cognitive-Linguistic Functioning and Learning to Read in Preschoolers

Science.gov (United States)

Goldstein, David M.

1976-01-01

The major results partially confirm the hypothesis of a reciprocal relationship between the experience of learning to read and the cognitive-linguistic skills which undergo development between the ages of five and seven. (RC)

Sensory modulation and sleep quality among adults with learning disabilities: a quasi-experimental case-control design study.

Directory of Open Access Journals (Sweden)

Kineret Sharfi

Full Text Available Following the International Classification of Functioning, Disability and Health (ICF concepts, this study examines body functions such as sensory modulation and sleep quality among adults with learning disabilities (LD.One hundred and ten participants, 55 adults with LD and 55 matched controls (mean age 30 years filled in a socio-demographic questionnaire, the Adults/Adolescents Sensory Profile (AASP, and the Mini Sleep Questionnaire (MSQ. Chi-tests, Mann-Whitney tests, and Kolmogorov-Smirnov tests were conducted to examine group differences related to socio-demographic characteristics and body functions. Correlation and regression analyses were conducted to examine relationships between body functions.Significant differences were found between the groups in: (a unique socio-demographic variables: high-schools attended, family status and number of children; (b body functions: low registration and sensory sensitivity (p < .001, sensory avoiding (p = .002, sensory seeking (p = .021 and sleep quality (p < .001. Significant correlations were found between AASP subscale scores and the MSQ final score in each group. Regression analysis revealed that for the entire sample (N = 108, low registration accounted for 10.2% of the variance of sleep quality above group membership (p < .001, while in a separate examination of adults with LD (n = 53, low registration accounted for 19.9% of the variance of sleep quality (p < .001.Adults with LD need to be studied through a health-related perspective such as the ICF model to gain further understanding of their unique characteristics and daily needs. Sensory and sleep functions of adults with LD should be further studied in the context of health related quality of life.

Role of Social Presence and Cognitive Absorption in Online Learning Environments

Science.gov (United States)

Leong, Peter

2011-01-01

This article investigates the relationships between social presence, cognitive absorption, interest, and student satisfaction in online learning. A hypothesized structural equation model was developed to study these critical variables that may influence interaction in online learning environments. Contrary to expectations, the study determined…

The cognitive impact of interactive design features for learning complex materials in medical education.

Science.gov (United States)

Song, Hyuksoon S; Pusic, Martin; Nick, Michael W; Sarpel, Umut; Plass, Jan L; Kalet, Adina L

2014-02-01

To identify the most effective way for medical students to interact with a browser-based learning module on the symptoms and neurological underpinnings of stroke syndromes, this study manipulated the way in which subjects interacted with a graphical model of the brain and examined the impact of functional changes on learning outcomes. It was hypothesized that behavioral interactions that were behaviorally more engaging and which required deeper consideration of the model would result in heightened cognitive interaction and better learning than those whose manipulation required less deliberate behavioral and cognitive processing. One hundred forty four students were randomly assigned to four conditions whose model controls incorporated features that required different levels of behavioral and cognitive interaction: Movie (low behavioral/low cognitive, n = 40), Slider (high behavioral/low cognitive, n = 36), Click (low behavioral/high cognitive, n = 30), and Drag (high behavioral/high cognitive, n = 38). Analysis of Covariates (ANCOVA) showed that students who received the treatments associated with lower cognitive interactivity (Movie and Slider) performed better on a transfer task than those receiving the module associated with high cognitive interactivity (Click and Drag, partial eta squared = .03). In addition, the students in the high cognitive interactivity conditions spent significantly more time on the stroke locator activity than other conditions (partial eta squared = .36). The results suggest that interaction with controls that were tightly coupled with the model and whose manipulation required deliberate consideration of the model's features may have overtaxed subjects' cognitive resources. Cognitive effort that facilitated manipulation of content, though directed at the model, may have resulted in extraneous cognitive load, impeding subjects in recognizing the deeper, global relationships in the materials. Instructional designers must, therefore, keep in

Perceptual learning: top to bottom.

Science.gov (United States)

Amitay, Sygal; Zhang, Yu-Xuan; Jones, Pete R; Moore, David R

2014-06-01

Perceptual learning has traditionally been portrayed as a bottom-up phenomenon that improves encoding or decoding of the trained stimulus. Cognitive skills such as attention and memory are thought to drive, guide and modulate learning but are, with notable exceptions, not generally considered to undergo changes themselves as a result of training with simple perceptual tasks. Moreover, shifts in threshold are interpreted as shifts in perceptual sensitivity, with no consideration for non-sensory factors (such as response bias) that may contribute to these changes. Accumulating evidence from our own research and others shows that perceptual learning is a conglomeration of effects, with training-induced changes ranging from the lowest (noise reduction in the phase locking of auditory signals) to the highest (working memory capacity) level of processing, and includes contributions from non-sensory factors that affect decision making even on a "simple" auditory task such as frequency discrimination. We discuss our emerging view of learning as a process that increases the signal-to-noise ratio associated with perceptual tasks by tackling noise sources and inefficiencies that cause performance bottlenecks, and present some implications for training populations other than young, smart, attentive and highly-motivated college students. Crown Copyright © 2013. Published by Elsevier Ltd. All rights reserved.

Multi-Destination Cognitive Radio Relay Network with SWIPT and Multiple Primary Receivers

KAUST Repository

Al-Habob, Ahmed A.

2017-05-12

In this paper, we study the performance of simultaneous wireless information and power transfer (SWIPT) technique in a multi-destination dual-hop underlay cognitive relay network with multiple primary receivers. Information transmission from the secondary source to destinations is performed entirely via a decode- and-forward (DF) relay. The relay is assumed to have no embedded power source and to harvest energy from the source signal using a power splitting (PS) protocol and employing opportunistic scheduling to forward the information to the selected destination. We derive analytical expressions for the outage probability assuming Rayleigh fading channels and considering the energy harvesting efficiency at relay, the source maximum transmit power and primary receivers interference constraints. The system performance is also studied at high signal-to-noise ratio (SNR) values where approximate expressions for the outage probability are provided and analyzed in terms of diversity order and coding gain. Monte-Carlo simulations and some numerical examples are provided to validate the derived expressions and to illustrate the effect of various system parameters on the system performance. In contrast to their conventional counterparts where a multi- destination diversity is usually achieved, the results show that the multi-destination cognitive radio relay networks with the SWIPT technique achieve a constant diversity order of one.

Sensory Processing Dysfunction in the Personal Experience and Neuronal Machinery of Schizophrenia

Science.gov (United States)

Javitt, Daniel C.; Freedman, Robert

2015-01-01

Sensory processing deficits, first investigated by Kraeplin and Bleuler as possible pathophysiological mechanisms in schizophrenia, are now being re-characterized in the context of modern understanding of the involved molecular and neurobiological brain mechanisms. The National Institute of Mental Health Research Domain Criteria position these deficits as intermediaries between molecular and cellular mechanisms and clinical symptoms of schizophrenia such as hallucinations. The pre-pulse inhibition of startle responses by a weaker preceding tone, the inhibitory gating of response to paired sensory stimuli characterized using the auditory P50 evoked response, and the detection of slightly different stimuli that elicits the cortical Mismatch Negativity potential demonstrate deficits in early sensory processing mechanisms, whose molecular and neurobiological bases are increasingly well understood. Deficits in sensory processing underlie more complex cognitive dysfunction and, vice versa, are affected by higher-level cognitive difficulties. These deficits are now being used to identify genes involved in familial transmission of the illness and to monitor potentially therapeutic drug effects for both treatment and prevention. This research also provides a clinical reminder that patients’ sensory perception of the surrounding world, even during treatment sessions, may differ considerable from others’ perceptions. A person’s ability to understand and interact effectively with surrounding world ultimately depends upon an underlying sensory experience of it. PMID:25553496