Sample records for reaction learning behavior
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SCScore: Synthetic Complexity Learned from a Reaction Corpus.
Coley, Connor W; Rogers, Luke; Green, William H; Jensen, Klavs F
2018-02-26
Several definitions of molecular complexity exist to facilitate prioritization of lead compounds, to identify diversity-inducing and complexifying reactions, and to guide retrosynthetic searches. In this work, we focus on synthetic complexity and reformalize its definition to correlate with the expected number of reaction steps required to produce a target molecule, with implicit knowledge about what compounds are reasonable starting materials. We train a neural network model on 12 million reactions from the Reaxys database to impose a pairwise inequality constraint enforcing the premise of this definition: that on average, the products of published chemical reactions should be more synthetically complex than their corresponding reactants. The learned metric (SCScore) exhibits highly desirable nonlinear behavior, particularly in recognizing increases in synthetic complexity throughout a number of linear synthetic routes.
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Learning to predict chemical reactions.
Kayala, Matthew A; Azencott, Chloé-Agathe; Chen, Jonathan H; Baldi, Pierre
2011-09-26
Being able to predict the course of arbitrary chemical reactions is essential to the theory and applications of organic chemistry. Approaches to the reaction prediction problems can be organized around three poles corresponding to: (1) physical laws; (2) rule-based expert systems; and (3) inductive machine learning. Previous approaches at these poles, respectively, are not high throughput, are not generalizable or scalable, and lack sufficient data and structure to be implemented. We propose a new approach to reaction prediction utilizing elements from each pole. Using a physically inspired conceptualization, we describe single mechanistic reactions as interactions between coarse approximations of molecular orbitals (MOs) and use topological and physicochemical attributes as descriptors. Using an existing rule-based system (Reaction Explorer), we derive a restricted chemistry data set consisting of 1630 full multistep reactions with 2358 distinct starting materials and intermediates, associated with 2989 productive mechanistic steps and 6.14 million unproductive mechanistic steps. And from machine learning, we pose identifying productive mechanistic steps as a statistical ranking, information retrieval problem: given a set of reactants and a description of conditions, learn a ranking model over potential filled-to-unfilled MO interactions such that the top-ranked mechanistic steps yield the major products. The machine learning implementation follows a two-stage approach, in which we first train atom level reactivity filters to prune 94.00% of nonproductive reactions with a 0.01% error rate. Then, we train an ensemble of ranking models on pairs of interacting MOs to learn a relative productivity function over mechanistic steps in a given system. Without the use of explicit transformation patterns, the ensemble perfectly ranks the productive mechanism at the top 89.05% of the time, rising to 99.86% of the time when the top four are considered. Furthermore, the system
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Learning to Predict Chemical Reactions
Kayala, Matthew A.; Azencott, Chloé-Agathe; Chen, Jonathan H.
2011-01-01
Being able to predict the course of arbitrary chemical reactions is essential to the theory and applications of organic chemistry. Approaches to the reaction prediction problems can be organized around three poles corresponding to: (1) physical laws; (2) rule-based expert systems; and (3) inductive machine learning. Previous approaches at these poles respectively are not high-throughput, are not generalizable or scalable, or lack sufficient data and structure to be implemented. We propose a new approach to reaction prediction utilizing elements from each pole. Using a physically inspired conceptualization, we describe single mechanistic reactions as interactions between coarse approximations of molecular orbitals (MOs) and use topological and physicochemical attributes as descriptors. Using an existing rule-based system (Reaction Explorer), we derive a restricted chemistry dataset consisting of 1630 full multi-step reactions with 2358 distinct starting materials and intermediates, associated with 2989 productive mechanistic steps and 6.14 million unproductive mechanistic steps. And from machine learning, we pose identifying productive mechanistic steps as a statistical ranking, information retrieval, problem: given a set of reactants and a description of conditions, learn a ranking model over potential filled-to-unfilled MO interactions such that the top ranked mechanistic steps yield the major products. The machine learning implementation follows a two-stage approach, in which we first train atom level reactivity filters to prune 94.00% of non-productive reactions with a 0.01% error rate. Then, we train an ensemble of ranking models on pairs of interacting MOs to learn a relative productivity function over mechanistic steps in a given system. Without the use of explicit transformation patterns, the ensemble perfectly ranks the productive mechanism at the top 89.05% of the time, rising to 99.86% of the time when the top four are considered. Furthermore, the system
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Organic Determinants of Learning and Behavioral Disorders.
Philpott, William H.; And Others
Theories regarding organic determinants of learning and behavior disorders are reviewed historically. Cases illustrating how a bio-ecologic examination can isolate the substances to which a person reacts and some of the reasons for those reactions are presented; and the role of various disorders in relation to the central nervous system is…
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Yang, Jie Chi; Lin, Yi Lung; Liu, Yi-Chun
2017-01-01
Game-based learning has been gradually adopted in energy education as an effective learning tool because digital games have the potential to increase energy literacy and encourage behavior change. However, not every learner can benefit from this support. There is a need to examine how human factors affect learners' reactions to digital games for…
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Optimizing Chemical Reactions with Deep Reinforcement Learning.
Zhou, Zhenpeng; Li, Xiaocheng; Zare, Richard N
2017-12-27
Deep reinforcement learning was employed to optimize chemical reactions. Our model iteratively records the results of a chemical reaction and chooses new experimental conditions to improve the reaction outcome. This model outperformed a state-of-the-art blackbox optimization algorithm by using 71% fewer steps on both simulations and real reactions. Furthermore, we introduced an efficient exploration strategy by drawing the reaction conditions from certain probability distributions, which resulted in an improvement on regret from 0.062 to 0.039 compared with a deterministic policy. Combining the efficient exploration policy with accelerated microdroplet reactions, optimal reaction conditions were determined in 30 min for the four reactions considered, and a better understanding of the factors that control microdroplet reactions was reached. Moreover, our model showed a better performance after training on reactions with similar or even dissimilar underlying mechanisms, which demonstrates its learning ability.
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Cognitive, emotional, and behavioral reactions to service failures
Natália Araújo Pacheco
2016-01-01
Given the pervasive nature of service failures and their harmful consequences, it is important to understand how customers react to them. This doctoral dissertation addresses some of the customers’ cognitive, emotional, and behavioral reactions to service failures. More specifically, it investigates customers’ causal attributions, appraisals, and perceived control as cognitive reactions, as well as a wide range of emotional (e.g., regret, anger, disappointment, etc.) and behavioral reactions ...
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A learning-style theory for understanding autistic behaviors
Directory of Open Access Journals (Sweden)
Ning eQian
2011-08-01
Full Text Available Understanding autism’s ever-expanding array of behaviors, from sensation to cognition, is a major challenge. We posit that autistic and typically-developing brains implement different algorithms that are better suited to learn, represent, and process different tasks; consequently, they develop different interests and behaviors. Computationally, a continuum of algorithms exists, from lookup-table (LUT learning, which aims to store experiences precisely, to interpolation (INT learning, which focuses on extracting underlying statistical structure (regularities from experiences. We hypothesize that autistic and typical brains, respectively, are biased toward LUT and INT learning, in low and high dimensional feature spaces, possibly because of their narrow and broad tuning functions. The LUT style is good at learning relationships that are local, precise, rigid, and contain little regularity for generalization (e.g., the name-number association in a phonebook. However, it is poor at learning relationships that are context dependent, noisy, flexible, and do contain regularities for generalization (e.g., associations between gaze direction and intention, language and meaning, sensory input and interpretation, motor-control signal and movement, and social situation and proper response. The LUT style poorly compresses information, resulting in inefficiency, sensory overload (overwhelm, restricted interests, and resistance to change. It also leads to poor prediction and anticipation, frequent surprises and over-reaction (hyper-sensitivity, impaired attentional selection and switching, concreteness, strong local focus, weak adaptation, and superior and inferior performances on simple and complex tasks. The spectrum nature of autism can be explained by different degrees of LUT learning among different individuals, and in different systems of the same individual. Our theory suggests that therapy should focus on training autistic LUT algorithm to learn
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A Learning-Style Theory for Understanding Autistic Behaviors
Qian, Ning; Lipkin, Richard M.
2011-01-01
Understanding autism's ever-expanding array of behaviors, from sensation to cognition, is a major challenge. We posit that autistic and typically developing brains implement different algorithms that are better suited to learn, represent, and process different tasks; consequently, they develop different interests and behaviors. Computationally, a continuum of algorithms exists, from lookup table (LUT) learning, which aims to store experiences precisely, to interpolation (INT) learning, which focuses on extracting underlying statistical structure (regularities) from experiences. We hypothesize that autistic and typical brains, respectively, are biased toward LUT and INT learning, in low- and high-dimensional feature spaces, possibly because of their narrow and broad tuning functions. The LUT style is good at learning relationships that are local, precise, rigid, and contain little regularity for generalization (e.g., the name–number association in a phonebook). However, it is poor at learning relationships that are context dependent, noisy, flexible, and do contain regularities for generalization (e.g., associations between gaze direction and intention, language and meaning, sensory input and interpretation, motor-control signal and movement, and social situation and proper response). The LUT style poorly compresses information, resulting in inefficiency, sensory overload (overwhelm), restricted interests, and resistance to change. It also leads to poor prediction and anticipation, frequent surprises and over-reaction (hyper-sensitivity), impaired attentional selection and switching, concreteness, strong local focus, weak adaptation, and superior and inferior performances on simple and complex tasks. The spectrum nature of autism can be explained by different degrees of LUT learning among different individuals, and in different systems of the same individual. Our theory suggests that therapy should focus on training autistic LUT algorithm to learn regularities
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Web-Based Instruction, Learning Effectiveness and Learning Behavior: The Impact of Relatedness
Shieh, Chich-Jen; Liao, Ying; Hu, Ridong
2013-01-01
This study aims to discuss the effects of Web-based Instruction and Learning Behavior on Learning Effectiveness. Web-based Instruction contains the dimensions of Active Learning, Simulation-based Learning, Interactive Learning, and Accumulative Learning; and, Learning Behavior covers Learning Approach, Learning Habit, and Learning Attitude. The…
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Zwart, Fenny S; Vissers, Constance Th W M; van der Meij, Roemer; Kessels, Roy P C; Maes, Joseph H R
2017-09-01
It has been suggested that people with autism spectrum disorder (ASD) have an increased tendency to use explicit (or intentional) learning strategies. This altered learning may play a role in the development of the social communication difficulties characterizing ASD. In the current study, we investigated incidental and intentional sequence learning using a Serial Reaction Time (SRT) task in an adult ASD population. Response times and event related potentials (ERP) components (N2b and P3) were assessed as indicators of learning and knowledge. Findings showed that behaviorally, sequence learning and ensuing explicit knowledge were similar in ASD and typically developing (TD) controls. However, ERP findings showed that learning in the TD group was characterized by an enhanced N2b, while learning in the ASD group was characterized by an enhanced P3. These findings suggest that learning in the TD group might be more incidental in nature, whereas learning in the ASD group is more intentional or effortful. Increased intentional learning might serve as a strategy for individuals with ASD to control an overwhelming environment. Although this led to similar behavioral performances on the SRT task, it is very plausible that this intentional learning has adverse effects in more complex social situations, and hence contributes to the social impairments found in ASD. Autism Res 2017, 10: 1533-1543. © 2017 International Society for Autism Research, Wiley Periodicals, Inc. © 2017 International Society for Autism Research, Wiley Periodicals, Inc.
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Vicarious learning revisited: a contemporary behavior analytic interpretation.
Masia, C L; Chase, P N
1997-03-01
Beginning in the 1960s, social learning theorists argued that behavioral learning principles could not account for behavior acquired through observation. Such a viewpoint is still widely held today. This rejection of behavioral principles in explaining vicarious learning was based on three phenomena: (1) imitation that occurred without direct reinforcement of the observer's behavior; (2) imitation that occurred after a long delay following modeling; and (3) a greater probability of imitation of the model's reinforced behavior than of the model's nonreinforced or punished behavior. These observations convinced social learning theorists that cognitive variables were required to explain behavior. Such a viewpoint has progressed aggressively, as evidenced by the change in name from social learning theory to social cognitive theory, and has been accompanied by the inclusion of information-processing theory. Many criticisms of operant theory, however, have ignored the full range of behavioral concepts and principles that have been derived to account for complex behavior. This paper will discuss some problems with the social learning theory explanation of vicarious learning and provide an interpretation of vicarious learning from a contemporary behavior analytic viewpoint.
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THE CONCEPT OF LANGUAGE LEARNING IN BEHAVIORISM PERSPECTIVE
Directory of Open Access Journals (Sweden)
Khoiru Rakhman Abidin
2016-07-01
Full Text Available The aims of the study are (1 the concepts of language learning in behaviorism perspective, (2 the relation between language and learning in behaviorism perspective, (3 the influence of behaviorism in language learning. This is a descriptive qualitative study. The results showed that (1 behaviorism theories of languages also give good contribution in language learning process that describes a child can learn language from their environments, (2 behaviorism perspective defines as change of behavior through experience, it means human learn something from their environments, (3 human uses language for communication in the world and he also spreads his culture with his language so human gets knowledge of language through learning.
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Allergies and Learning/Behavioral Disorders.
McLoughlin, James A.; Nall, Michael
1994-01-01
This article describes various types of allergies, how they are diagnosed medically, and the different forms of medical treatment. It also considers how allergies may affect school learning and behavior, the connection between allergies and learning and behavioral disorders, the impact of allergy medications upon classroom performance, and various…
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Chung, Yi-Shih
2015-09-01
An increasing amount of evidence suggests that aberrant driving behaviors are not entirely rational. On the basis of the dual-process theory, this study postulates that drivers may learn to perform irrational aberrant driving behaviors, and these behaviors could be derived either from a deliberate or an intuitive decision-making approach. Accordingly, a seemingly irrational driving behavior model is proposed; in this model, the theory of planned behavior (TPB) was adopted to represent the deliberate decision-making mechanism, and habit strength was incorporated to reflect the intuitive decision process. A multiple trivariate mediation structure was designed to reflect the process through which driving behaviors are learned. Anticipated affective reactions (AARs) were further included to examine the effect of affect on aberrant driving behaviors. Considering the example of speeding behaviors, this study developed scales and conducted a two-wave survey of students in two departments at a university in Northern Taiwan. The analysis results show that habit strength consists of multiple aspects, and frequency of past behavior cannot be a complete repository for accumulating habit strength. Habit strength appeared to be a crucial mediator between intention antecedents (e.g., attitude) and the intention itself. Including habit strength in the TPB model enhanced the explained variance of speeding intention by 26.7%. In addition, AARs were different from attitudes; particularly, young drivers tended to perform speeding behaviors to reduce negative feelings such as regret. The proposed model provides an effective alternative approach for investigating aberrant driving behaviors; corresponding countermeasures are discussed. Copyright © 2015 Elsevier Ltd. All rights reserved.
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Machine learning techniques for gait biometric recognition using the ground reaction force
Mason, James Eric; Woungang, Isaac
2016-01-01
This book focuses on how machine learning techniques can be used to analyze and make use of one particular category of behavioral biometrics known as the gait biometric. A comprehensive Ground Reaction Force (GRF)-based Gait Biometrics Recognition framework is proposed and validated by experiments. In addition, an in-depth analysis of existing recognition techniques that are best suited for performing footstep GRF-based person recognition is also proposed, as well as a comparison of feature extractors, normalizers, and classifiers configurations that were never directly compared with one another in any previous GRF recognition research. Finally, a detailed theoretical overview of many existing machine learning techniques is presented, leading to a proposal of two novel data processing techniques developed specifically for the purpose of gait biometric recognition using GRF. This book · introduces novel machine-learning-based temporal normalization techniques · bridges research gaps concerning the effect of ...
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Car-following Behavior Model Learning Using Timed Automata
Zhang, Yihuan; Lin, Q.; Wang, Jun; Verwer, S.E.; Dochain, D.; Henrion, D.; Peaucelle, D.
Learning driving behavior is fundamental for autonomous vehicles to “understand” traffic situations. This paper proposes a novel method for learning a behavioral model of car-following using automata learning algorithms. The model is interpretable for car-following behavior analysis. Frequent common
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Sutiani, Ani; Silitonga, Mei Y.
2017-08-01
This research focused on the effect of learning models and emotional intelligence in students' chemistry learning outcomes on reaction rate teaching topic. In order to achieve the objectives of the research, with 2x2 factorial research design was used. There were two factors tested, namely: the learning models (factor A), and emotional intelligence (factor B) factors. Then, two learning models were used; problem-based learning/PBL (A1), and project-based learning/PjBL (A2). While, the emotional intelligence was divided into higher and lower types. The number of population was six classes containing 243 grade X students of SMAN 10 Medan, Indonesia. There were 15 students of each class were chosen as the sample of the research by applying purposive sampling technique. The data were analyzed by applying two-ways analysis of variance (2X2) at the level of significant α = 0.05. Based on hypothesis testing, there was the interaction between learning models and emotional intelligence in students' chemistry learning outcomes. Then, the finding of the research showed that students' learning outcomes in reaction rate taught by using PBL with higher emotional intelligence is higher than those who were taught by using PjBL. There was no significant effect between students with lower emotional intelligence taught by using both PBL and PjBL in reaction rate topic. Based on the finding, the students with lower emotional intelligence were quite hard to get in touch with other students in group discussion.
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Kayala, Matthew A; Baldi, Pierre
2012-10-22
Proposing reasonable mechanisms and predicting the course of chemical reactions is important to the practice of organic chemistry. Approaches to reaction prediction have historically used obfuscating representations and manually encoded patterns or rules. Here we present ReactionPredictor, a machine learning approach to reaction prediction that models elementary, mechanistic reactions as interactions between approximate molecular orbitals (MOs). A training data set of productive reactions known to occur at reasonable rates and yields and verified by inclusion in the literature or textbooks is derived from an existing rule-based system and expanded upon with manual curation from graduate level textbooks. Using this training data set of complex polar, hypervalent, radical, and pericyclic reactions, a two-stage machine learning prediction framework is trained and validated. In the first stage, filtering models trained at the level of individual MOs are used to reduce the space of possible reactions to consider. In the second stage, ranking models over the filtered space of possible reactions are used to order the reactions such that the productive reactions are the top ranked. The resulting model, ReactionPredictor, perfectly ranks polar reactions 78.1% of the time and recovers all productive reactions 95.7% of the time when allowing for small numbers of errors. Pericyclic and radical reactions are perfectly ranked 85.8% and 77.0% of the time, respectively, rising to >93% recovery for both reaction types with a small number of allowed errors. Decisions about which of the polar, pericyclic, or radical reaction type ranking models to use can be made with >99% accuracy. Finally, for multistep reaction pathways, we implement the first mechanistic pathway predictor using constrained tree-search to discover a set of reasonable mechanistic steps from given reactants to given products. Webserver implementations of both the single step and pathway versions of Reaction
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Tikal, K; Benesová, O; Franková, S
1976-04-15
Low protein (LP) or low calorie (LC) dietary regimens were applied in early postnatal life(1st-40th day of life) in male rats. After nutritional rehabilitation, open-field behavior in larger more illuminated boxes (HI, high intensity stimulus), and smaller, less illuminated boxes (HI, high intensity stimulus), and smaller, less illuminated boxes (HI, high intensity stimulus), and smaller, less illuminated boxes (HI, high intensity stimulus), dyadic interactions, and learning ability were investigated in these animals as adults (between the 200th to 300th day of life). LP malnutrition induced an increase of open-field activity with features of sterotypy both in LI and HI situations, an increase number of intersignal reactions during learning procedures without changes in other registered criteria of learning ability (latency, number of correct responses), and an increase of aggressive behavior in pair interaction. LC rats revealed only significant inhibition in LI--open-field activity and a slightly increased number in intersignal reactions during avoidance learning. With the aim of preventing previously described long-term deviations in early malnourished rats, some groups of animals with the above-mentioned early calorie or protein deficits were treated with pyrithioxine (Encephabol Merck) or pyridoxine in 10 doses of 40 mg/kg i.p. administered in the period when nutritional rehabilitation was carried out (between the 40th--50th day of life). The treatment with pyrithioxine reduced significantly behavioral disturbances in adult LP rats except the increase of intersignal reactions which was even potentiated. Pyridoxine was less effective but normalized the increase number of intersignal reactions both in LP and LC rats. The effect of pyridoxine of adult LC rats was interesting. There was significant improvement in all registered parameters of avoidance learning and a significant increase of sexual acts was recorded.
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Elias-Lambert, Nada; Black, Beverly M.; Chigbu, Kingsley U.
2014-01-01
This exploratory study examined middle school students' (N = 380) help-seeking behaviors and other reactions to controlling behaviors in their dating relationships. Over three-fourths of the participants perpetrated and were victimized by controlling behaviors in their dating relationships. Youth used emotional/verbal and dominance/isolation forms…
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Neural Behavior Chain Learning of Mobile Robot Actions
Directory of Open Access Journals (Sweden)
Lejla Banjanovic-Mehmedovic
2012-01-01
Full Text Available This paper presents a visual/motor behavior learning approach, based on neural networks. We propose Behavior Chain Model (BCM in order to create a way of behavior learning. Our behavior-based system evolution task is a mobile robot detecting a target and driving/acting towards it. First, the mapping relations between the image feature domain of the object and the robot action domain are derived. Second, a multilayer neural network for offline learning of the mapping relations is used. This learning structure through neural network training process represents a connection between the visual perceptions and motor sequence of actions in order to grip a target. Last, using behavior learning through a noticed action chain, we can predict mobile robot behavior for a variety of similar tasks in similar environment. Prediction results suggest that the methodology is adequate and could be recognized as an idea for designing different mobile robot behaviour assistance.
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Emotional reactions to harmful intergroup behavior
Gordijn, E.H.; Yzerbyt, V.Y.; Wigboldus, D.H.J.; Dumont, M.
2006-01-01
In this paper, we examined reactions to situations in which, although one is not personally involved, one could see oneself connected to either the perpetrators or the victims of unfair behavior. We manipulated participants' similarity and measured their identification to either one of two groups
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Emotional reactions to harmful intergroup behavior
Gordijn, Ernestine H.; Yzerbyt, Vincent; Wigboldus, Daniël; Dumont, Muriel
2006-01-01
In this paper, we examined reactions to situations in which, although one is not personally involved, one could see oneself connected to either the perpetrators or the victims of unfair behavior We 14 manipulated participants' similarity and measured their identification to either one of two groups
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Yamada, Masanori; Goda, Yoshiko; Matsuda, Takeshi; Kato, Hiroshi; Miyagawa, Hiroyuki
2015-01-01
This research aims to investigate the relationship among the awareness of self-regulated learning (SRL), procrastination, and learning behaviors in blended learning environment. One hundred seventy nine freshmen participated in this research, conducted in the blended learning style class using learning management system. Data collection was…
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Mining chemical reactions using neighborhood behavior and condensed graphs of reactions approaches.
de Luca, Aurélie; Horvath, Dragos; Marcou, Gilles; Solov'ev, Vitaly; Varnek, Alexandre
2012-09-24
This work addresses the problem of similarity search and classification of chemical reactions using Neighborhood Behavior (NB) and Condensed Graphs of Reaction (CGR) approaches. The CGR formalism represents chemical reactions as a classical molecular graph with dynamic bonds, enabling descriptor calculations on this graph. Different types of the ISIDA fragment descriptors generated for CGRs in combination with two metrics--Tanimoto and Euclidean--were considered as chemical spaces, to serve for reaction dissimilarity scoring. The NB method has been used to select an optimal combination of descriptors which distinguish different types of chemical reactions in a database containing 8544 reactions of 9 classes. Relevance of NB analysis has been validated in generic (multiclass) similarity search and in clustering with Self-Organizing Maps (SOM). NB-compliant sets of descriptors were shown to display enhanced mapping propensities, allowing the construction of better Self-Organizing Maps and similarity searches (NB and classical similarity search criteria--AUC ROC--correlate at a level of 0.7). The analysis of the SOM clusters proved chemically meaningful CGR substructures representing specific reaction signatures.
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Learning Theory and Prosocial Behavior
Rosenhan, D. L.
1972-01-01
Although theories of learning which stress the role of reinforcement can help us understand altruistic behaviors, it seems clear that a more complete comprehension calls for an expansion of our notions of learning, such that they incorporate affect and cognition. (Author/JM)
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Shifting workplace behavior to inspire learning: a journey to building a learning culture.
Schoonbeek, Sue; Henderson, Amanda
2011-01-01
This article discusses the process of building a learning culture. It began with establishing acceptance and connection with the nurse unit manager and the ward team. In the early phases of developing rapport, bullying became apparent. Because bullying undermines sharing and trust, the hallmarks of learning environments, the early intervention work assisted staff to recognize and counteract bullying behaviors. When predominantly positive relationships were restored, interactions that facilitated open communication, including asking questions and providing feedback-behaviors commensurate with learning in the workplace-were developed during regular in-service sessions. Staff participated in role-play and role modeling desired behaviors. Once staff became knowledgeable about positive learning interactions, reward and recognition strategies began to reinforce attitudes and behaviors that align with learning. Through rewards, all nurses had the opportunity to be recognized for their contribution. Nurses who excelled were invited to become champions to continue engaging the key stakeholders to further build the learning environment. Copyright 2011, SLACK Incorporated.
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Enriching behavioral ecology with reinforcement learning methods.
Frankenhuis, Willem E; Panchanathan, Karthik; Barto, Andrew G
2018-02-13
This article focuses on the division of labor between evolution and development in solving sequential, state-dependent decision problems. Currently, behavioral ecologists tend to use dynamic programming methods to study such problems. These methods are successful at predicting animal behavior in a variety of contexts. However, they depend on a distinct set of assumptions. Here, we argue that behavioral ecology will benefit from drawing more than it currently does on a complementary collection of tools, called reinforcement learning methods. These methods allow for the study of behavior in highly complex environments, which conventional dynamic programming methods do not feasibly address. In addition, reinforcement learning methods are well-suited to studying how biological mechanisms solve developmental and learning problems. For instance, we can use them to study simple rules that perform well in complex environments. Or to investigate under what conditions natural selection favors fixed, non-plastic traits (which do not vary across individuals), cue-driven-switch plasticity (innate instructions for adaptive behavioral development based on experience), or developmental selection (the incremental acquisition of adaptive behavior based on experience). If natural selection favors developmental selection, which includes learning from environmental feedback, we can also make predictions about the design of reward systems. Our paper is written in an accessible manner and for a broad audience, though we believe some novel insights can be drawn from our discussion. We hope our paper will help advance the emerging bridge connecting the fields of behavioral ecology and reinforcement learning. Copyright © 2018 The Authors. Published by Elsevier B.V. All rights reserved.
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Hoarding behaviors in children with learning disabilities.
Testa, Renée; Pantelis, Christos; Fontenelle, Leonardo F
2011-05-01
Our objective was to describe the prevalence, comorbidity, and neuropsychological profiles of children with hoarding and learning disabilities. From 61 children with learning disabilities, 16.4% exhibited hoarding as a major clinical issue. Although children with learning disabilities and hoarding displayed greater rates of obsessive-compulsive disorder (30%) as compared to those with learning disabilities without hoarding (5.9%), the majority of patients belonging to the former group did not display obsessive-compulsive disorder diagnosis. When learning disability patients with hoarding were compared to age-, sex-, and IQ-matched learning disability subjects without hoarding, hoarders exhibited a slower learning curve on word list-learning task. In conclusion, salient hoarding behaviors were found to be relatively common in a sample of children with learning disabilities and not necessarily associated with obsessive-compulsive disorder, supporting its nosological independence. It is unclear whether underlying cognitive features may play a major role in the development of hoarding behaviors in children with learning disabilities.
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Catalog Learning: Carabid Beetles Learn to Manipulate with Innate Coherent Behavioral Patterns
Directory of Open Access Journals (Sweden)
Zhanna Reznikova
2013-07-01
Full Text Available One of the most fascinating problems in comparative psychology is how learning contributes to solving specific functional problems in animal life, and which forms of learning our species shares with non-human animals. Simulating a natural situation of territorial conflicts between predatory carabids and red wood ants in field and laboratory experiments, we have revealed a relatively simple and quite natural form of learning that has been overlooked. We call it catalog learning, the name we give to the ability of animals to establish associations between stimuli and coherent behavioral patterns (patterns consist of elementary motor acts that have a fixed order. Instead of budgeting their motor acts gradually, from chaotic to rational sequences in order to learn something new, which is characteristic for a conditioning response, animals seem to be “cataloguing” their repertoire of innate coherent behavioral patterns in order to optimize their response to a certain repetitive event. This form of learning can be described as “stimulus-pattern” learning. In our experiments four “wild” carabid species, whose cognitive abilities have never been studied before, modified their behavior in a rather natural manner in order to avoid damage from aggressive ants. Beetles learned to select the relevant coherent behavioral patterns from the set of seven patterns, which are common to all four species and apparently innate. We suggest that this form of learning differs from the known forms of associative learning, and speculate that it is quite universal and can be present in a wide variety of species, both invertebrate and vertebrate. This study suggests a new link between the concepts of cognition and innateness.
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Modeling human behaviors and reactions under dangerous environment.
Kang, J; Wright, D K; Qin, S F; Zhao, Y
2005-01-01
This paper describes the framework of a real-time simulation system to model human behavior and reactions in dangerous environments. The system utilizes the latest 3D computer animation techniques, combined with artificial intelligence, robotics and psychology, to model human behavior, reactions and decision making under expected/unexpected dangers in real-time in virtual environments. The development of the system includes: classification on the conscious/subconscious behaviors and reactions of different people; capturing different motion postures by the Eagle Digital System; establishing 3D character animation models; establishing 3D models for the scene; planning the scenario and the contents; and programming within Virtools Dev. Programming within Virtools Dev is subdivided into modeling dangerous events, modeling character's perceptions, modeling character's decision making, modeling character's movements, modeling character's interaction with environment and setting up the virtual cameras. The real-time simulation of human reactions in hazardous environments is invaluable in military defense, fire escape, rescue operation planning, traffic safety studies, and safety planning in chemical factories, the design of buildings, airplanes, ships and trains. Currently, human motion modeling can be realized through established technology, whereas to integrate perception and intelligence into virtual human's motion is still a huge undertaking. The challenges here are the synchronization of motion and intelligence, the accurate modeling of human's vision, smell, touch and hearing, the diversity and effects of emotion and personality in decision making. There are three types of software platforms which could be employed to realize the motion and intelligence within one system, and their advantages and disadvantages are discussed.
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Better Behavior for Better Learning.
Novelli, Joan
1993-01-01
Presents strategies for banishing behavior problems in the classroom and creating a positive learning environment. The behaviors include name calling; hitting and pushing; tattling; poking and touching; overactivity; talking back; complaining about no playmates; being unprepared to work; and lying, cheating, and stealing. On-the-spot solutions are…
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Online Behavior Analysis-Based Student Profile for Intelligent E-Learning
Directory of Open Access Journals (Sweden)
Kun Liang
2017-01-01
Full Text Available With the development of mobile platform, such as smart cellphone and pad, the E-Learning model has been rapidly developed. However, due to the low completion rate for E-Learning platform, it is very necessary to analyze the behavior characteristics of online learners to intelligently adjust online education strategy and enhance the quality of learning. In this paper, we analyzed the relation indicators of E-Learning to build the student profile and gave countermeasures. Adopting the similarity computation and Jaccard coefficient algorithm, we designed a system model to clean and dig into the educational data and also the students’ learning attitude and the duration of learning behavior to establish student profile. According to the E-Learning resources and learner behaviors, we also present the intelligent guide model to guide both E-Learning platform and learners to improve learning things. The study on student profile can help the E-Learning platform to meet and guide the students’ learning behavior deeply and also to provide personalized learning situation and promote the optimization of the E-Learning.
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Parenting Stress, Parental Reactions, and Externalizing Behavior From Ages 4 to 10.
Mackler, Jennifer S; Kelleher, Rachael T; Shanahan, Lilly; Calkins, Susan D; Keane, Susan P; O'Brien, Marion
2015-04-01
The association between parenting stress and child externalizing behavior, and the mediating role of parenting, has yielded inconsistent findings; however, the literature has typically been cross-sectional and unidirectional. In the current study the authors examined the longitudinal transactions among parenting stress, perceived negative parental reactions, and child externalizing at 4, 5, 7, and 10 years old. Models examining parent effects (parenting stress to child behavior), child effects (externalizing to parental reactions and stress), indirect effects of parental reactions, and the transactional associations among all variables, were compared. The transactional model best fit the data, and longitudinal reciprocal effects emerged between parenting stress and externalizing behavior. The mediating role of parental reactions was not supported; however, indirect effects suggest that parenting stress both is affected by and affects parent and child behavior. The complex associations among parent and child variables indicate the importance of interventions to improve the parent-child relationship and reducing parenting stress.
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Assessing Student Behaviors and Motivation for Actively Learning Biology
Moore, Michael Edward
Vision and Change states that one of the major changes in the way we design biology courses should be a switch in approach from teacher-centered learning to student-centered learning and identifies active learning as a recommended methods. Studies show performance benefits for students taking courses that use active learning. What is unknown is why active learning is such an effective instructional tool and the limits of this instructional method’s ability to influence performance. This dissertation builds a case in three steps for why active learning is an effective instructional tool. In step one, I assessed the influence of different types of active learning (clickers, group activities, and whole class discussions) on student engagement behavior in one semester of two different introductory biology courses and found that active learning positively influenced student engagement behavior significantly more than lecture. For step two, I examined over four semesters whether student engagement behavior was a predictor of performance and found participation (engagement behavior) in the online (video watching) and in-class course activities (clicker participation) that I measure were significant predictors of performance. In the third, I assessed whether certain active learning satisfied the psychological needs that lead to students’ intrinsic motivation to participate in those activities when compared over two semesters and across two different institutions of higher learning. Findings from this last step show us that student’s perceptions of autonomy, competency, and relatedness in doing various types of active learning are significantly higher than lecture and consistent across two institutions of higher learning. Lastly, I tie everything together, discuss implications of the research, and address future directions for research on biology student motivation and behavior.
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McDermott, Paul A.; Fantuzzo, John W.; Warley, Heather P.; Waterman, Clare; Angelo, Lauren E.; Gadsden, Vivian L.; Sekino, Yumiko
2011-01-01
Assessment of preschool learning behavior has become very popular as a mechanism to inform cognitive development and promote successful interventions. The most widely used measures offer sound predictions but distinguish only a few types of stylistic learning and lack sensitive growth detection. The Learning-to-Learn Scales was designed to…
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Decentralized Reinforcement Learning of robot behaviors
Leottau, David L.; Ruiz-del-Solar, Javier; Babuska, R.
2018-01-01
A multi-agent methodology is proposed for Decentralized Reinforcement Learning (DRL) of individual behaviors in problems where multi-dimensional action spaces are involved. When using this methodology, sub-tasks are learned in parallel by individual agents working toward a common goal. In
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Mehmet FIRAT
2016-01-01
Two of the most important outcomes of learning analytics are predicting students’ learning and providing effective feedback. Learning Management Systems (LMS), which are widely used to support online and face-to-face learning, provide extensive research opportunities with detailed records of background data regarding users’ behaviors. The purpose of this study was to investigate the effects of undergraduate students’ LMS learning behaviors on their academic achievements. In line with this pur...
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How Does Self-Regulated Learning Relate to Active Procrastination and Other Learning Behaviors?
Yamada, Masanori; Goda, Yoshiko; Matsuda, Takeshi; Saito, Yutaka; Kato, Hiroshi; Miyagawa, Hiroyuki
2016-01-01
This research investigates the relationship between self-regulated learning awareness, procrastination, and learning behaviors in a blended learning environment. Participants included 179 first-grade university students attending a blended learning-style class that used a learning management system. Data were collected using questionnaires on…
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Frustration-Instigated Behavior and Learned Helplessness.
Winefield, Anthony H.
1979-01-01
Compares M. E. P. Seligman's recent work on learned helplessness with N. R. F. Maier's 30-year-old work on frustration behavior. Notes striking similarities between the two approaches. Concludes that the learned helplessness model might explain the "abnormal fixations" that Maier reported. (Author/RL)
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Results and code prediction comparisons of lithium-air reaction and aerosol behavior tests
International Nuclear Information System (INIS)
Jeppson, D.W.
1986-03-01
The Hanford Engineering Development Laboratory (HEDL) Fusion Safety Support Studies include evaluation of potential safety and environmental concerns associated with the use of liquid lithium as a breeder and coolant for fusion reactors. Potential mechanisms for volatilization and transport of radioactive metallic species associated with breeder materials are of particular interest. Liquid lithium pool-air reaction and aerosol behavior tests were conducted with lithium masses up to 100 kg within the 850-m 3 containment vessel in the Containment Systems Test Facility. Lithium-air reaction rates, aerosol generation rates, aerosol behavior and characterization, as well as containment atmosphere temperature and pressure responses were determined. Pool-air reaction and aerosol behavior test results were compared with computer code calculations for reaction rates, containment atmosphere response, and aerosol behavior. The volatility of potentially radioactive metallic species from a lithium pool-air reaction was measured. The response of various aerosol detectors to the aerosol generated was determined. Liquid lithium spray tests in air and in nitrogen atmospheres were conducted with lithium temperatures of about 427 0 and 650 0 C. Lithium reaction rates, containment atmosphere response, and aerosol generation and characterization were determined for these spray tests
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Using Mobile Learning: Determinates Impacting Behavioral Intention
Lowenthal, Jeffrey N.
2010-01-01
This study examined the factors or determinates that impact the behavioral intention of students to use mobile learning (m-learning) technology. These determinates include performance expectancy, effort expectancy, and self-management of learning, all mediated by age, gender, or both. Regression coefficients showed strong and significant…
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The Impact on Career Development of Learning Opportunities and Learning Behavior at Work.
Van der Sluis, Lidewey E. C.; Poell, Rob E.
2003-01-01
Survey responses were received in 1998 (n=63) and 1999 (n=98) from master's of business administration graduates. Hierarchical regression and difference of means tests found that career development depended on learning opportunities at work and on individual learning behavior. Behavior was more predictive of objective career development measures,…
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Wang, Wei-Ping; Lou, Yan; Li, Zhen-Zhong; Li, Pan; Duan, Rui-Sheng
2007-02-01
SD rats were utilized for the purpose of the exploration of effects of status epilepticus (SE) on their emotional behavior, spatial learning and memory, and explorating its molecular mechanism. Forty maturity male SD rats, weighing (200 +/- 20) g were divided randomly and equally into SE group (SG) and normal control group (NG). The SG rats were induced by Pentylenetetrazole (PTZ) and the control animals received a saline (0.9%) solution. The change of emotional behavior in two groups were tested in elevated plus maze. Furthermore, Morris water maze was applied to evaluate the effects by SE on spatial learning and memory in rats. At the same time, N-methyl-D-aspartate (NMDA) receptor NR1 subunit mRNA in the hippocampus was determined by reverse transcription polymerase chain reaction (RT-PCR). In elevated plus test, SE rats increased the times of visits as well as the time spent on the open arms of the elevated plus maze (P emotional behavior and damage of spatial learning and memory in rats. NR1 might be involved in the patho- and physiological process in causing these behavioral changes.
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Learning a decision maker's utility function from (possibly) inconsistent behavior
DEFF Research Database (Denmark)
Nielsen, Thomas Dyhre; Jensen, Finn Verner
2004-01-01
developed for learning the probabilities from a database.However, methods for learning the utilities have only received limitedattention in the computer science community. A promising approach for learning a decision maker's utility function is to takeoutset in the decision maker's observed behavioral...... patterns, and then find autility function which (together with a domain model) can explainthis behavior. That is, it is assumed that decision maker's preferences arereflected in the behavior. Standard learning algorithmsalso assume that the decision maker is behavioralconsistent, i.e., given a model ofthe...... decision problem, there exists a utility function which canaccount for all the observed behavior. Unfortunately, this assumption israrely valid in real-world decision problems, and in these situationsexisting learning methods may only identify a trivial utilityfunction. In this paper we relax...
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The Impact of Individual Differences on E-Learning System Behavioral Intention
Liao, Peiwen; Yu, Chien; Yi, Chincheh
This study investigated the impact of contingent variables on the relationship between four predictors and employees' behavioral intention with e-learning. Seven hundred and twenty-two employees in online training and education were asked to answer questionnaires about their learning styles, perceptions of the quality of the proposed predictors and behavioral intention with e-learning systems. The results of analysis showed that three contingent variables, gender, job title and industry, significantly influenced the perceptions of predictors and employees' behavioral intention with the e-learning system. This study also found a statistically significant moderating effect of two contingent variables, gender, job title and industry, on the relationship between predictors and e-learning system behavioral intention. The results suggest that a serious consideration of contingent variables is crucial for improving e-learning system behavioral intention. The implications of these results for the management of e-learning systems are discussed.
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Obad, Adam S; Peeran, Ahmed A; Shareef, Mohammad Abrar; Alsheikh, Wissal J; Kalagi, Dana A; AlAmodi, Abdulhadi A; Khan, Tehreem A; Shaikh, Abdul Ahad; Ganguly, Paul; Yaqinuddin, Ahmed
2016-12-01
Team-based learning (TBL) is an emerging teaching and learning strategy being employed in medical schools. The College of Medicine at Alfaisal University has adopted a TBL approach as an instructional method for first-year medical students. The aim of the present study was to describe the TBL method employed at Alfaisal University College of Medicine and to assess first-year medical students' perceptions of this learning modality for the anatomy- and physiology-based blocks/courses in organ systems form of curriculum. A five-point Likert scale questionnaire was structured based on Kirkpatrick's theory and assessed three major domains: reaction, learning, and behavior. Confirmatory factor analysis (CFA) and Cronbach's α-coefficient tests were used to assess the validity and reliability of the construct, respectively. CFA showed an adequate validity of the survey and Cronbach's α revealed an acceptable internal uniformity (0.69). A total of 185 respondents rated reaction, learning, and behavior toward introduction of TBL as 3.53 ± 1.01, 3.59 ± 1.12, and 3.57 ± 1.12, respectively. Excellent students rated TBL highly in all major domains compared with borderline students (reaction, behavior, and learning domains with P values of teaching and learning strategy for functional anatomy, and prior involvement in teamwork and academic performance correlates with higher ratings of TBL. Copyright © 2016 the American Physiological Society.
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Tseng, Min-Chen; Chen, Chia-Cheng
2017-06-01
This study investigated the self-regulatory behaviors of arts students, namely memory strategy, goal-setting, self-evaluation, seeking assistance, environmental structuring, learning responsibility, and planning and organizing. We also explored approaches to learning, including deep approach (DA) and surface approach (SA), in a comparison between students' professional training and English learning. The participants consisted of 344 arts majors. The Academic Self-Regulation Questionnaire and the Revised Learning Process Questionnaire were adopted to examine students' self-regulatory behaviors and their approaches to learning. The results show that a positive and significant correlation was found in students' self-regulatory behaviors between professional training and English learning. The results indicated that increases in using self-regulatory behaviors in professional training were associated with increases in applying self-regulatory behaviors in learning English. Seeking assistance, self-evaluation, and planning and organizing were significant predictors for learning English. In addition, arts students used the deep approach more often than the surface approach in both their professional training and English learning. A positive correlation was found in DA, whereas a negative correlation was shown in SA between students' self-regulatory behaviors and their approaches to learning. Students with high self-regulation adopted a deep approach, and they applied the surface approach less in professional training and English learning. In addition, a SEM model confirmed that DA had a positive influence; however, SA had a negative influence on self-regulatory behaviors.
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Instructional control of reinforcement learning: a behavioral and neurocomputational investigation.
Doll, Bradley B; Jacobs, W Jake; Sanfey, Alan G; Frank, Michael J
2009-11-24
Humans learn how to behave directly through environmental experience and indirectly through rules and instructions. Behavior analytic research has shown that instructions can control behavior, even when such behavior leads to sub-optimal outcomes (Hayes, S. (Ed.). 1989. Rule-governed behavior: cognition, contingencies, and instructional control. Plenum Press.). Here we examine the control of behavior through instructions in a reinforcement learning task known to depend on striatal dopaminergic function. Participants selected between probabilistically reinforced stimuli, and were (incorrectly) told that a specific stimulus had the highest (or lowest) reinforcement probability. Despite experience to the contrary, instructions drove choice behavior. We present neural network simulations that capture the interactions between instruction-driven and reinforcement-driven behavior via two potential neural circuits: one in which the striatum is inaccurately trained by instruction representations coming from prefrontal cortex/hippocampus (PFC/HC), and another in which the striatum learns the environmentally based reinforcement contingencies, but is "overridden" at decision output. Both models capture the core behavioral phenomena but, because they differ fundamentally on what is learned, make distinct predictions for subsequent behavioral and neuroimaging experiments. Finally, we attempt to distinguish between the proposed computational mechanisms governing instructed behavior by fitting a series of abstract "Q-learning" and Bayesian models to subject data. The best-fitting model supports one of the neural models, suggesting the existence of a "confirmation bias" in which the PFC/HC system trains the reinforcement system by amplifying outcomes that are consistent with instructions while diminishing inconsistent outcomes.
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Iterative perceptual learning for social behavior synthesis
de Kok, I.A.; Poppe, Ronald Walter; Heylen, Dirk K.J.
We introduce Iterative Perceptual Learning (IPL), a novel approach to learn computational models for social behavior synthesis from corpora of human–human interactions. IPL combines perceptual evaluation with iterative model refinement. Human observers rate the appropriateness of synthesized
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The Impact of Cognitive Dissonance on Learning Work Behavior
Dechawatanapaisal, Decha; Siengthai, Sununta
2006-01-01
Purpose: This research proposes a framework, which identifies the underlying factors that shape learning behavior in the workplace. It takes organizational members' perspectives into consideration to gain better understanding on managing people and their behavior in the organizational learning process. Design/methodology/approach: Primary data…
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The Impact of Robot Tutor Nonverbal Social Behavior on Child Learning
Directory of Open Access Journals (Sweden)
James Kennedy
2017-04-01
Full Text Available Several studies have indicated that interacting with social robots in educational contexts may lead to a greater learning than interactions with computers or virtual agents. As such, an increasing amount of social human–robot interaction research is being conducted in the learning domain, particularly with children. However, it is unclear precisely what social behavior a robot should employ in such interactions. Inspiration can be taken from human–human studies; this often leads to an assumption that the more social behavior an agent utilizes, the better the learning outcome will be. We apply a nonverbal behavior metric to a series of studies in which children are taught how to identify prime numbers by a robot with various behavioral manipulations. We find a trend, which generally agrees with the pedagogy literature, but also that overt nonverbal behavior does not account for all learning differences. We discuss the impact of novelty, child expectations, and responses to social cues to further the understanding of the relationship between robot social behavior and learning. We suggest that the combination of nonverbal behavior and social cue congruency is necessary to facilitate learning.
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Learning Behavior Models for Interpreting and Predicting Traffic Situations
Gindele, Tobias
2014-01-01
In this thesis, we present Bayesian state estimation and machine learning methods for predicting traffic situations. The cognitive ability to assess situations and behaviors of traffic participants, and to anticipate possible developments is an essential requirement for several applications in the traffic domain, especially for self-driving cars. We present a method for learning behavior models from unlabeled traffic observations and develop improved learning methods for decision trees.
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Iterative Perceptual Learning for Social Behavior Synthesis
de Kok, I.A.; Poppe, Ronald Walter; Heylen, Dirk K.J.
We introduce Iterative Perceptual Learning (IPL), a novel approach for learning computational models for social behavior synthesis from corpora of human-human interactions. The IPL approach combines perceptual evaluation with iterative model refinement. Human observers rate the appropriateness of
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Observing Animal Behavior at the Zoo: A Learning Laboratory
Hull, Debra B.
2003-01-01
Undergraduate students in a learning laboratory course initially chose a species to study; researched that species' physical and behavioral characteristics; then learned skills necessary to select, operationalize, observe, and record animal behavior accurately. After their classroom preparation, students went to a local zoo to observe the behavior…
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The impact on career development of learning opportunities and learning behavior at work
van der Sluis, E.C.; Poell, R.F.
2003-01-01
This study focuses on the individual career development process of M.B.A.s on the job, in an era emphasizing personal responsibility for learning and development. The impact of learning opportunities and individual learning behavior was analyzed through repeated measures. Hierarchical regressions
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Vanryckeghem, Martine
2017-01-01
Objectives To investigate the self‐perceived affective, behavioral, and cognitive reactions associated with communication of speakers with spasmodic dysphonia as a function of employment status. Study Design Prospective cross‐sectional investigation Methods 148 Participants with spasmodic dysphonia (SD) completed an adapted version of the Behavior Assessment Battery (BAB‐Voice), a multidimensional assessment of self‐perceived reactions to communication. The BAB‐Voice consisted of four subtests: the Speech Situation Checklist for A) Emotional Reaction (SSC‐ER) and B) Speech Disruption (SSC‐SD), C) the Behavior Checklist (BCL), and D) the Communication Attitude Test for Adults (BigCAT). Participants were assigned to groups based on employment status (working versus retired). Results Descriptive comparison of the BAB‐Voice in speakers with SD to previously published non‐dysphonic speaker data revealed substantially higher scores associated with SD across all four subtests. Multivariate Analysis of Variance (MANOVA) revealed no significantly different BAB‐Voice subtest scores as a function of SD group status (working vs. retired). Conclusions BAB‐Voice scores revealed that speakers with SD experienced substantial impact of their voice disorder on communication attitude, coping behaviors, and affective reactions in speaking situations as reflected in their high BAB scores. These impacts do not appear to be influenced by work status, as speakers with SD who were employed or retired experienced similar levels of affective and behavioral reactions in various speaking situations and cognitive responses. These findings are consistent with previously published pilot data. The specificity of items assessed by means of the BAB‐Voice may inform the clinician of valid patient‐centered treatment goals which target the impairment extended beyond the physiological dimension. Level of Evidence 2b PMID:29299525
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Watts, Christopher R; Vanryckeghem, Martine
2017-12-01
To investigate the self-perceived affective, behavioral, and cognitive reactions associated with communication of speakers with spasmodic dysphonia as a function of employment status. Prospective cross-sectional investigation. 148 Participants with spasmodic dysphonia (SD) completed an adapted version of the Behavior Assessment Battery (BAB-Voice), a multidimensional assessment of self-perceived reactions to communication. The BAB-Voice consisted of four subtests: the Speech Situation Checklist for A) Emotional Reaction (SSC-ER) and B) Speech Disruption (SSC-SD), C) the Behavior Checklist (BCL), and D) the Communication Attitude Test for Adults (BigCAT). Participants were assigned to groups based on employment status (working versus retired). Descriptive comparison of the BAB-Voice in speakers with SD to previously published non-dysphonic speaker data revealed substantially higher scores associated with SD across all four subtests. Multivariate Analysis of Variance (MANOVA) revealed no significantly different BAB-Voice subtest scores as a function of SD group status (working vs. retired). BAB-Voice scores revealed that speakers with SD experienced substantial impact of their voice disorder on communication attitude, coping behaviors, and affective reactions in speaking situations as reflected in their high BAB scores. These impacts do not appear to be influenced by work status, as speakers with SD who were employed or retired experienced similar levels of affective and behavioral reactions in various speaking situations and cognitive responses. These findings are consistent with previously published pilot data. The specificity of items assessed by means of the BAB-Voice may inform the clinician of valid patient-centered treatment goals which target the impairment extended beyond the physiological dimension. 2b.
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Runaway Reaction: Solving for X.
Bartz, Solveig A.
2003-01-01
This article examines the runaway reaction as it was displayed by Barry, a 14-year-old eighth-grade boy with learning disabilities. It identifies some of the common characteristics of this response and proposes school intervention methods. Functional behavioral assessments and strength-based assessments are encouraged, along with using strategy…
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Observations of Student Behavior in Collaborative Learning Groups
Adams, Jeffrey P.; Brissenden, Gina; Lindell, Rebecca S.; Slater, Timothy F.; Wallace, Joy
In an effort to determine how our students were responding to the use of collaborative learning groups in our large enrollment introductory astronomy (ASTRO 101) courses, we systematically observed the behavior of 270 undergraduate students working in 48 self-formed groups. Their observed behaviors were classified as: (i) actively engaged; (ii) watching actively; (iii) watching passively; and (iv) disengaged. We found that male behavior is consistent regardless of the sex-composition of the groups. However, females were categorized as watching passively and or disengaged significantly more frequently when working in groups that contained uneven numbers of males and females. This case study observation suggests that faculty who use collaborative learning groups might find that the level of student participation in collaborative group learning activities can depend on the sex-composition of the group.
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Adolescent-specific patterns of behavior and neural activity during social reinforcement learning.
Jones, Rebecca M; Somerville, Leah H; Li, Jian; Ruberry, Erika J; Powers, Alisa; Mehta, Natasha; Dyke, Jonathan; Casey, B J
2014-06-01
Humans are sophisticated social beings. Social cues from others are exceptionally salient, particularly during adolescence. Understanding how adolescents interpret and learn from variable social signals can provide insight into the observed shift in social sensitivity during this period. The present study tested 120 participants between the ages of 8 and 25 years on a social reinforcement learning task where the probability of receiving positive social feedback was parametrically manipulated. Seventy-eight of these participants completed the task during fMRI scanning. Modeling trial-by-trial learning, children and adults showed higher positive learning rates than did adolescents, suggesting that adolescents demonstrated less differentiation in their reaction times for peers who provided more positive feedback. Forming expectations about receiving positive social reinforcement correlated with neural activity within the medial prefrontal cortex and ventral striatum across age. Adolescents, unlike children and adults, showed greater insular activity during positive prediction error learning and increased activity in the supplementary motor cortex and the putamen when receiving positive social feedback regardless of the expected outcome, suggesting that peer approval may motivate adolescents toward action. While different amounts of positive social reinforcement enhanced learning in children and adults, all positive social reinforcement equally motivated adolescents. Together, these findings indicate that sensitivity to peer approval during adolescence goes beyond simple reinforcement theory accounts and suggest possible explanations for how peers may motivate adolescent behavior.
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Directory of Open Access Journals (Sweden)
Jose Aguilar
2017-04-01
Full Text Available Normally, Learning Analytics (LA can be focused on the analysis of the learning process or the student behavior. In this paper is analyzed the use of LA in the context of distance learning universities, particularly focuses on the students’ behavior. We propose to use a new concept, called "Autonomic Cycle of Learning Analysis Tasks", which defines a set of tasks of LA, whose common objective is to achieve an improvement in the process under study. In this paper, we develop the "Autonomic Cycle of LA Tasks" to analyze the dropout in distance learning institutions. We use a business intelligence methodology in order to develop the "Autonomic Cycle of LA Tasks" for the analysis of the dropout in distance learning. The Autonomic Cycle identifies factors that influence the decision of a student to abandon their studies, predicts the potentially susceptible students to abandon their university studies, and define a motivational pattern for these students.
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A Data-Driven Sparse-Learning Approach to Model Reduction in Chemical Reaction Networks
Harirchi, Farshad; Khalil, Omar A.; Liu, Sijia; Elvati, Paolo; Violi, Angela; Hero, Alfred O.
2017-01-01
In this paper, we propose an optimization-based sparse learning approach to identify the set of most influential reactions in a chemical reaction network. This reduced set of reactions is then employed to construct a reduced chemical reaction mechanism, which is relevant to chemical interaction network modeling. The problem of identifying influential reactions is first formulated as a mixed-integer quadratic program, and then a relaxation method is leveraged to reduce the computational comple...
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Directory of Open Access Journals (Sweden)
Mehmet FIRAT
2016-02-01
Full Text Available Two of the most important outcomes of learning analytics are predicting students’ learning and providing effective feedback. Learning Management Systems (LMS, which are widely used to support online and face-to-face learning, provide extensive research opportunities with detailed records of background data regarding users’ behaviors. The purpose of this study was to investigate the effects of undergraduate students’ LMS learning behaviors on their academic achievements. In line with this purpose, the participating students’ online learning behaviors in LMS were examined by using learning analytics for 14 weeks, and the relationship between students’ behaviors and their academic achievements was analyzed, followed by an analysis of their views about the influence of LMS on their academic achievement. The present study, in which quantitative and qualitative data were collected, was carried out with the explanatory mixed method. A total of 71 undergraduate students participated in the study. The results revealed that the students used LMSs as a support to face-to-face education more intensively on course days (at the beginning of the related lessons and at nights on course days and that they activated the content elements the most. Lastly, almost all the students agreed that LMSs helped increase their academic achievement only when LMSs included such features as effectiveness, interaction, reinforcement, attractive design, social media support, and accessibility.
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Uranium Metal Reaction Behavior in Water, Sludge, and Grout Matrices
Energy Technology Data Exchange (ETDEWEB)
Delegard, Calvin H.; Schmidt, Andrew J.
2009-05-27
This report summarizes information and data on the reaction behavior of uranium metal in water, in water-saturated simulated and genuine K Basin sludge, and in grout matrices. This information and data are used to establish the technical basis for metallic uranium reaction behavior for the K Basin Sludge Treatment Project (STP). The specific objective of this report is to consolidate the various sources of information into a concise document to serve as a high-level reference and road map for customers, regulators, and interested parties outside the STP (e.g., external reviewers, other DOE sites) to clearly understand the current basis for the corrosion of uranium metal in water, sludge, and grout.
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Uranium Metal Reaction Behavior in Water, Sludge, and Grout Matrices
Energy Technology Data Exchange (ETDEWEB)
Delegard, Calvin H.; Schmidt, Andrew J.
2008-09-25
This report summarizes information and data on the reaction behavior of uranium metal in water, in water-saturated simulated and genuine K Basin sludge, and in grout matrices. This information and data are used to establish the technical basis for metallic uranium reaction behavior for the K Basin Sludge Treatment Project (STP). The specific objective of this report is to consolidate the various sources of information into a concise document to serve as a high-level reference and road map for customers, regulators, and interested parties outside the STP (e.g., external reviewers, other DOE sites) to clearly understand the current basis for the corrosion of uranium metal in water, sludge, and grout.
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Learning assessment for students with mental and behavioral disorders
DEFF Research Database (Denmark)
Dræby, Anders
The session aims at presenting a learning-based model for how to conduct a comprehensive psychological evaluation of the learning resources and challenges amongst students with mental and behavioral disorders. In the learning assessment model the learning resources and challenges of the students...
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A Social Learning Model of Adolescent Contraceptive Behavior.
Balassone, Mary Lou
1991-01-01
Research findings and theories regarding adolescent contraceptive use are reviewed to propose an alternative framework relying on social learning theory. Environmental context, cognitive influences, and behavior execution constraints are suggested as the foundation for contraceptive behaviors. The behavioral skills teenagers need to use birth…
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CyberPsychological Computation on Social Community of Ubiquitous Learning
Zhou, Xuan; Dai, Genghui; Huang, Shuang; Sun, Xuemin; Hu, Feng; Hu, Hongzhi; Ivanović, Mirjana
2015-01-01
Under the modern network environment, ubiquitous learning has been a popular way for people to study knowledge, exchange ideas, and share skills in the cyberspace. Existing research findings indicate that the learners' initiative and community cohesion play vital roles in the social communities of ubiquitous learning, and therefore how to stimulate the learners' interest and participation willingness so as to improve their enjoyable experiences in the learning process should be the primary consideration on this issue. This paper aims to explore an effective method to monitor the learners' psychological reactions based on their behavioral features in cyberspace and therefore provide useful references for adjusting the strategies in the learning process. In doing so, this paper firstly analyzes the psychological assessment of the learners' situations as well as their typical behavioral patterns and then discusses the relationship between the learners' psychological reactions and their observable features in cyberspace. Finally, this paper puts forward a CyberPsychological computation method to estimate the learners' psychological states online. Considering the diversity of learners' habitual behaviors in the reactions to their psychological changes, a BP-GA neural network is proposed for the computation based on their personalized behavioral patterns. PMID:26557846
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Martinez, Andrew; Mcmahon, Susan D.; Coker, Crystal; Keys, Christopher B.
2016-01-01
Student behavioral problems pose a myriad of challenges for schools. In this study, we examine the relations among teacher and school-level constructs (i.e., teacher collaboration, supervision/discipline, instructional management), and student-related outcomes (i.e., high-risk behaviors, barriers to learning, student social-behavioral climate).…
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Student Reactions to Classroom Management Technology: Learning Styles and Attitudes toward Moodle
Chung, Christina; Ackerman, David
2015-01-01
The authors look at student perceptions regarding the adoption and usage of Moodle. Self-efficacy theory and the Technology Acceptance Model were applied to understand student reactions to instructor implementation of classroom management software Moodle. They also looked at how the learning styles of students impacted their reactions to Moodle.…
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Behavior learning in differential games and reorientation maneuvers
Satak, Neha
The purpose of this dissertation is to apply behavior learning concepts to incomplete- information continuous time games. Realistic game scenarios are often incomplete-information games in which the players withhold information. A player may not know its opponent's objectives and strategies prior to the start of the game. This lack of information can limit the player's ability to play optimally. If the player can observe the opponent's actions, it can better optimize its achievements by taking corrective actions. In this research, a framework to learn an opponent's behavior and take corrective actions is developed. The framework will allow a player to observe the opponent's actions and formulate behavior models. The developed behavior model can then be utilized to find the best actions for the player that optimizes the player's objective function. In addition, the framework proposes that the player plays a safe strategy at the beginning of the game. A safe strategy is defined in this research as a strategy that guarantees a minimum pay-off to the player independent of the other player's actions. During the initial part of the game, the player will play the safe strategy until it learns the opponent's behavior. Two methods to develop behavior models that differ in the formulation of the behavior model are proposed. The first method is the Cost-Strategy Recognition (CSR) method in which the player formulates an objective function and a strategy for the opponent. The opponent is presumed to be rational and therefore will play to optimize its objective function. The strategy of the opponent is dependent on the information available to the opponent about other players in the game. A strategy formulation presumes a certain level of information available to the opponent. The previous observations of the opponent's actions are used to estimate the parameters of the formulated behavior model. The estimated behavior model predicts the opponent's future actions. The second
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Patterns in clinical students' self-regulated learning behavior: a Q-methodology study.
Berkhout, Joris J; Teunissen, Pim W; Helmich, Esther; van Exel, Job; van der Vleuten, Cees P M; Jaarsma, Debbie A D C
2017-03-01
Students feel insufficiently supported in clinical environments to engage in active learning and achieve a high level of self-regulation. As a result clinical learning is highly demanding for students. Because of large differences between students, supervisors may not know how to support them in their learning process. We explored patterns in undergraduate students' self-regulated learning behavior in the clinical environment, to improve tailored supervision, using Q-methodology. Q-methodology uses features of both qualitative and quantitative methods for the systematic investigation of subjective issues by having participants sort statements along a continuum to represent their opinion. We enrolled 74 students between December 2014 and April 2015 and had them characterize their learning behavior by sorting 52 statements about self-regulated learning behavior and explaining their response. The statements used for the sorting were extracted from a previous study. The data was analyzed using by-person factor analysis to identify clusters of individuals with similar sorts of the statements. The resulting factors and qualitative data were used to interpret and describe the patterns that emerged. Five resulting patterns were identified in students' self-regulated learning behavior in the clinical environment, which we labelled: Engaged, Critically opportunistic, Uncertain, Restrained and Effortful. The five patterns varied mostly regarding goals, metacognition, communication, effort, and dependence on external regulation for learning. These discrete patterns in students' self-regulated learning behavior in the clinical environment are part of a complex interaction between student and learning context. The results suggest that developing self-regulated learning behavior might best be supported regarding individual students' needs.
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Behavioral Style, Culture, and Teaching and Learning.
Hilliard, Asa G., III
1992-01-01
Argues that unique behavioral styles can be identified among African-American populations and that behavioral style may help explain differences in test performance for white and African-American students. Implications for all students of providing stylistic diversity in the schools and student ability to use multiple learning styles are…
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Leaders Who Learn: The Intersection of Behavioral Science, Adult Learning and Leadership
Sabga, Natalya I.
2017-01-01
This study examines if a relationship exists among three rich research streams, specifically the behavioral science of motivation, adult learning and leadership. What motivates adult professionals to continue learning and how is that connected to their style and efficacy as leaders? An extension of literature to connect Andragogy,…
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Beliefs and Behaviors in Learning Critical Thinking Skills
Directory of Open Access Journals (Sweden)
Octavian REPOLSCHI
2015-12-01
Full Text Available The paper will present the relation between students’ beliefs and their behaviours observed in the process of learning critical thinking skills. In the first place some consideration concerning the fundamental epistemological concepts used in the research and about the particular critical thinking skills are to be sketched. Then the testing- learning procedure will be shortly summarized. Thirdly the evaluation of beliefs, their relations with knowledge and the associated behaviors are presented. The results of the periodic testing procedures that were taking place according to the established methodology are to be discussed. Finally, some general considerations concerning the relations between beliefs, behaviors and knowledge that have emerged in the process of learning are going to be presented.
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Student Nutrition, Learning and Behavior.
Royster, Martha
This discussion addresses several nutrition issues considered important to schools, students, and educators in the United States. Contents consist of a review of malnutrition and learning research and discussions of food additives and allergies, diet and hyperkinesia, the effects of caffeine and sugar on children's behavior, and the National…
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Klikovac, T; Djurdjevic, A
2010-01-01
In order to assess the impact of cancer diagnosis on several psychological dimensions, this study was undertaken with the aim to understand, identify and document the psychological responses of cancer patients - their common thoughts, feelings, body sensations and behavior when they faced the cancer diagnosis. The sample consisted of 80 patients who attended psychological lectures during the implementation of the European Educational Programme (EEP) "Learning to live with cancer". At the beginning of the lectures, the patients were asked to fulfill the self-describing questionnaire with 4 open questions: "Describe your common thoughts, feelings, behavior, and body reactions in the first 6 weeks when you learned that you were affected by cancer". A significant proportion of patients reported disease denial (65%) and reexamination in relation to past life experiences, stressful events and bad habits (60%). Depressive feelings and disappointment were reported by 90% of the patients, while 85% of them reported fear, hopelessness and emptiness. They also reported sadness (70%), anger and anxiety (65%), nervousness and irritability (90%). Positive thoughts and attitude in the sense of optimism concerning a successful treatment outcome were reported by 20% and 15% of patients, respectively. The diagnosis of cancer and cancer treatment can cause distress, emotional turmoil and different psychosocial disorders. Taking into consideration different psychological reactions of cancer patients can be helpful for organizing adequate psycho-educational and psychosocial support, and psychotherapy for cancer patients and their families.
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An approach to children's smoking behavior using social cognitive learning theory.
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.
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Two Programs Educating the Public in Animal Learning and Behavior
Estep, Daniel Q.
2002-01-01
Two educational programs have been developed that teach basic principles of animal learning and behavior and how they can be used in day to day interactions with companion animals. The first program educates violators of animal control laws about animal learning and cat and dog behavior to help them resolve their problems with their animals and avoid future animal control violations. The second educates home service providers concerning basic principles of animal communication, dog behavior, ...
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Some chaotic behaviors in a MCA learning algorithm with a constant learning rate
International Nuclear Information System (INIS)
Lv Jiancheng; Yi Zhang
2007-01-01
Douglas's minor component analysis algorithm with a constant learning rate has both stability and chaotic dynamical behavior under some conditions. The paper explores such dynamical behavior of this algorithm. Certain stability and chaos of this algorithm are derived. Waveform plots, Lyapunov exponents and bifurcation diagrams are presented to illustrate the existence of chaotic behavior
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Directory of Open Access Journals (Sweden)
Fei Li
2014-03-01
Full Text Available We discuss traditional classroom, e-learning, behavioral engagement and difference between behavioral engagements in two kind of instruction environment. Results from variance analyses suggest that there is no significant difference between engagements of active learning in different classroom conditions, and there exist significant differences on higher-level learning of innovative and critical thinking. Our findings highlight students' behavioral engagements in two environments have no significant advantage over each other, but e-learning facilitates higher-level learning better.
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The Learning Behaviors Scale: National Standardization in Trinidad and Tobago
Chao, Jessica L.; McDermott, Paul A.; Watkins, Marley W.; Drogalis, Anna Rhoad; Worrell, Frank C.; Hall, Tracey E.
2018-01-01
This study reports on the national standardization and validation of the Learning Behaviors Scale (LBS) for use in Trinidad and Tobago. The LBS is a teacher rating scale centering on observable behaviors relevant to identifying childhood approaches to classroom learning. Teachers observed a stratified sample of 900 students across the islands'…
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Place learning overrides innate behaviors in Drosophila.
Baggett, Vincent; Mishra, Aditi; Kehrer, Abigail L; Robinson, Abbey O; Shaw, Paul; Zars, Troy
2018-03-01
Animals in a natural environment confront many sensory cues. Some of these cues bias behavioral decisions independent of experience, and action selection can reveal a stimulus-response (S-R) connection. However, in a changing environment it would be a benefit for an animal to update behavioral action selection based on experience, and learning might modify even strong S-R relationships. How animals use learning to modify S-R relationships is a largely open question. Three sensory stimuli, air, light, and gravity sources were presented to individual Drosophila melanogaster in both naïve and place conditioning situations. Flies were tested for a potential modification of the S-R relationships of anemotaxis, phototaxis, and negative gravitaxis by a contingency that associated place with high temperature. With two stimuli, significant S-R relationships were abandoned when the cue was in conflict with the place learning contingency. The role of the dunce ( dnc ) cAMP-phosphodiesterase and the rutabaga ( rut ) adenylyl cyclase were examined in all conditions. Both dnc 1 and rut 2080 mutant flies failed to display significant S-R relationships with two attractive cues, and have characteristically lower conditioning scores under most conditions. Thus, learning can have profound effects on separate native S-R relationships in multiple contexts, and mutation of the dnc and rut genes reveal complex effects on behavior. © 2018 Baggett et al.; Published by Cold Spring Harbor Laboratory Press.
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Learned Helplessness: A Model to Understand and Overcome a Child's Extreme Reaction to Failure.
Balk, David
1983-01-01
The author reviews literature on childrens' reactions to perceived failure and offers "learned helplessness" as a model to explain why a child who makes a mistake gives up. Suggestions for preventing these reactions are given. (Author/JMK)
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Ackerman, David M; Wang, Jing; Wendel, Joseph H; Liu, Da-Jiang; Pruski, Marek; Evans, James W
2011-03-21
We analyze the spatiotemporal behavior of species concentrations in a diffusion-mediated conversion reaction which occurs at catalytic sites within linear pores of nanometer diameter. Diffusion within the pores is subject to a strict single-file (no passing) constraint. Both transient and steady-state behavior is precisely characterized by kinetic Monte Carlo simulations of a spatially discrete lattice-gas model for this reaction-diffusion process considering various distributions of catalytic sites. Exact hierarchical master equations can also be developed for this model. Their analysis, after application of mean-field type truncation approximations, produces discrete reaction-diffusion type equations (mf-RDE). For slowly varying concentrations, we further develop coarse-grained continuum hydrodynamic reaction-diffusion equations (h-RDE) incorporating a precise treatment of single-file diffusion in this multispecies system. The h-RDE successfully describe nontrivial aspects of transient behavior, in contrast to the mf-RDE, and also correctly capture unreactive steady-state behavior in the pore interior. However, steady-state reactivity, which is localized near the pore ends when those regions are catalytic, is controlled by fluctuations not incorporated into the hydrodynamic treatment. The mf-RDE partly capture these fluctuation effects, but cannot describe scaling behavior of the reactivity.
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DEFF Research Database (Denmark)
Hasse, Cathrine
2007-01-01
Universities can from the student?s point of view be seen as places of learning an explicit curriculum of a particular discipline. From a fieldwork among physicist students at the Niels Bohr Institute in Denmark, I argue that the learning of cultural code-curricula in higher educational...... institutions designate in ambiguous ways. I argue claim that students also have to learn institutional cultural codes, which are not the explicit curricula presented in textbooks, but a socially designated cultural code-curricula learned through everyday interactions at the university institutes. I further...... argue that this code-curriculum is learned through what I shall term indefinite learning processes, which are mainly pre-discursive to the newcomer...
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Amygdala subsystems and control of feeding behavior by learned cues.
Petrovich, Gorica D; Gallagher, Michela
2003-04-01
A combination of behavioral studies and a neural systems analysis approach has proven fruitful in defining the role of the amygdala complex and associated circuits in fear conditioning. The evidence presented in this chapter suggests that this approach is also informative in the study of other adaptive functions that involve the amygdala. In this chapter we present a novel model to study learning in an appetitive context. Furthermore, we demonstrate that long-recognized connections between the amygdala and the hypothalamus play a crucial role in allowing learning to modulate feeding behavior. In the first part we describe a behavioral model for motivational learning. In this model a cue that acquires motivational properties through pairings with food delivery when an animal is hungry can override satiety and promote eating in sated rats. Next, we present evidence that a specific amygdala subsystem (basolateral area) is responsible for allowing such learned cues to control eating (override satiety and promote eating in sated rats). We also show that basolateral amygdala mediates these actions via connectivity with the lateral hypothalamus. Lastly, we present evidence that the amygdalohypothalamic system is specific for the control of eating by learned motivational cues, as it does not mediate another function that depends on intact basolateral amygdala, namely, the ability of a conditioned cue to support new learning based on its acquired value. Knowledge about neural systems through which food-associated cues specifically control feeding behavior provides a defined model for the study of learning. In addition, this model may be informative for understanding mechanisms of maladaptive aspects of learned control of eating that contribute to eating disorders and more moderate forms of overeating.
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Learner Behaviors and Perceptions of Autonomous Language Learning
Bekleyen, Nilüfer; Selimoglu, Figen
2016-01-01
The purpose of the present study was to investigate the learners' behaviors and perceptions about autonomous language learning at the university level in Turkey. It attempts to reveal what type of perceptions learners held regarding teachers' and their own responsibilities in the language learning process. Their autonomous language learning…
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Instructional control of reinforcement learning: A behavioral and neurocomputational investigation
Doll, B.B.; Jacobs, W.J.; Sanfey, A.G.; Frank, M.J.
2009-01-01
Humans learn how to behave directly through environmental experience and indirectly through rules and instructions. Behavior analytic research has shown that instructions can control behavior, even when such behavior leads to sub-optimal outcomes (Hayes, S (Ed) 1989. Rule-governed behavior:
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Exercising during learning improves vocabulary acquisition: behavioral and ERP evidence.
Schmidt-Kassow, Maren; Kulka, Anna; Gunter, Thomas C; Rothermich, Kathrin; Kotz, Sonja A
2010-09-20
Numerous studies have provided evidence that physical activity promotes cortical plasticity in the adult brain and in turn facilitates learning. However, until now, the effect of simultaneous physical activity (e.g. bicycling) on learning performance has not been investigated systematically. The current study aims at clarifying whether simultaneous motor activity influences verbal learning compared to learning in a physically passive situation. Therefore the learning behavior of 12 healthy subjects (4 male, 19-33 years) was monitored over a period of 3 weeks. During that time, behavioral and electrophysiological responses to memorized materials were measured. We found a larger N400 effect and better performance in vocabulary tests when subjects were physically active during the encoding phase. Thus, our data indicate that simultaneous physical activity during vocabulary learning facilitates memorization of new items. Copyright 2010 Elsevier Ireland Ltd. All rights reserved.
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Developing Autonomous Vehicles That Learn to Navigate by Mimicking Human Behavior
2006-09-28
navigate in an unstructured environment to a specific target or location. 15. SUBJECT TERMS autonomous vehicles , fuzzy logic, learning behavior...ANSI-Std Z39-18 Developing Autonomous Vehicles That Learn to Navigate by Mimicking Human Behavior FINAL REPORT 9/28/2006 Dean B. Edwards Department...the future, as greater numbers of autonomous vehicles are employed, it is hoped that lower LONG-TERM GOALS Use LAGR (Learning Applied to Ground Robots
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Do Maternal Protective Behaviors Alleviate Toddlers' Fearful Distress?
Buss, Kristin A.; Kiel, Elizabeth J.
2011-01-01
Parenting behaviors during times when young children may feel vulnerable, such as when encountering novelty, undoubtedly affect how children learn to regulate their reactions to these events. Theory suggests and some research supports the link between protective behavior--behaviors that shield the child from a potential threat--and regulation of…
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DL-ADR: a novel deep learning model for classifying genomic variants into adverse drug reactions.
Liang, Zhaohui; Huang, Jimmy Xiangji; Zeng, Xing; Zhang, Gang
2016-08-10
Genomic variations are associated with the metabolism and the occurrence of adverse reactions of many therapeutic agents. The polymorphisms on over 2000 locations of cytochrome P450 enzymes (CYP) due to many factors such as ethnicity, mutations, and inheritance attribute to the diversity of response and side effects of various drugs. The associations of the single nucleotide polymorphisms (SNPs), the internal pharmacokinetic patterns and the vulnerability of specific adverse reactions become one of the research interests of pharmacogenomics. The conventional genomewide association studies (GWAS) mainly focuses on the relation of single or multiple SNPs to a specific risk factors which are a one-to-many relation. However, there are no robust methods to establish a many-to-many network which can combine the direct and indirect associations between multiple SNPs and a serial of events (e.g. adverse reactions, metabolic patterns, prognostic factors etc.). In this paper, we present a novel deep learning model based on generative stochastic networks and hidden Markov chain to classify the observed samples with SNPs on five loci of two genes (CYP2D6 and CYP1A2) respectively to the vulnerable population of 14 types of adverse reactions. A supervised deep learning model is proposed in this study. The revised generative stochastic networks (GSN) model with transited by the hidden Markov chain is used. The data of the training set are collected from clinical observation. The training set is composed of 83 observations of blood samples with the genotypes respectively on CYP2D6*2, *10, *14 and CYP1A2*1C, *1 F. The samples are genotyped by the polymerase chain reaction (PCR) method. A hidden Markov chain is used as the transition operator to simulate the probabilistic distribution. The model can perform learning at lower cost compared to the conventional maximal likelihood method because the transition distribution is conditional on the previous state of the hidden Markov
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Fast social-like learning of complex behaviors based on motor motifs
Calvo Tapia, Carlos; Tyukin, Ivan Y.; Makarov, Valeri A.
2018-05-01
Social learning is widely observed in many species. Less experienced agents copy successful behaviors exhibited by more experienced individuals. Nevertheless, the dynamical mechanisms behind this process remain largely unknown. Here we assume that a complex behavior can be decomposed into a sequence of n motor motifs. Then a neural network capable of activating motor motifs in a given sequence can drive an agent. To account for (n -1 )! possible sequences of motifs in a neural network, we employ the winnerless competition approach. We then consider a teacher-learner situation: one agent exhibits a complex movement, while another one aims at mimicking the teacher's behavior. Despite the huge variety of possible motif sequences we show that the learner, equipped with the provided learning model, can rewire "on the fly" its synaptic couplings in no more than (n -1 ) learning cycles and converge exponentially to the durations of the teacher's motifs. We validate the learning model on mobile robots. Experimental results show that the learner is indeed capable of copying the teacher's behavior composed of six motor motifs in a few learning cycles. The reported mechanism of learning is general and can be used for replicating different functions, including, for example, sound patterns or speech.
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A phenomenological memristor model for synaptic memory and learning behaviors
Institute of Scientific and Technical Information of China (English)
Nan Shao; Sheng-Bing Zhang; Shu-Yuan Shao
2017-01-01
Properties that are similar to the memory and learning functions in biological systems have been observed and reported in the experimental studies of memristors fabricated by different materials.These properties include the forgetting effect,the transition from short-term memory (STM) to long-term memory (LTM),learning-experience behavior,etc.The mathematical model of this kind of memristor would be very important for its theoretical analysis and application design.In our analysis of the existing memristor model with these properties,we find that some behaviors of the model are inconsistent with the reported experimental observations.A phenomenological memristor model is proposed for this kind of memristor.The model design is based on the forgetting effect and STM-to-LTM transition since these behaviors are two typical properties of these memristors.Further analyses of this model show that this model can also be used directly or modified to describe other experimentally observed behaviors.Simulations show that the proposed model can give a better description of the reported memory and learning behaviors of this kind of memristor than the existing model.
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Ittel, Angela; Müller, Christin R; Pfetsch, Jan; Walk, Sebastian
2014-01-01
The experience of cybervictimization is related to health, psychological, and behavioral problems among children and adolescents. Up to today research is scarce, how the persons affected by cybervictimization react and which determinants influence the choice for social, problem-focused, technical, or helpless coping behavior. The current online study with 428 adolescents considers age, sex, mean internet use, frequency of victimization, roles in cyberbullying, and emotional reactions to cybervictimization as potential determinants of the mentioned coping strategies. Based on the participant role approach, roles of cyberbullies, cybervictims, defenders or outsiders are frequently changing. Logistic regression analyses point out the important relevance of emotional reactions like anger or helplessness and the roles as cyberbully-victim or outsider. Further, younger participants reported cybervictimization more often, while the frequency of cybervictimization and sex did not and internet use only partially predict coping strategies. These findings corroborate the relevance of emotional reactions and the roles in the process of cyberbullying. As a starting point for prevention and intervention of cybervictimization, we suggest emotion regulation, teaching of technical coping behaviors as well as reflexion of roles in the context of cyberbullying. If feasible, different stakeholders should be engaged in this process: adolescents, parents, educational staff inside and outside of schools, experts from counseling and therapy as well as internet and mobile phone service providers.
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Personalized learning: From neurogenetics of behaviors to designing optimal language training.
Wong, Patrick C M; Vuong, Loan C; Liu, Kevin
2017-04-01
Variability in drug responsivity has prompted the development of Personalized Medicine, which has shown great promise in utilizing genotypic information to develop safer and more effective drug regimens for patients. Similarly, individual variability in learning outcomes has puzzled researchers who seek to create optimal learning environments for students. "Personalized Learning" seeks to identify genetic, neural and behavioral predictors of individual differences in learning and aims to use predictors to help create optimal teaching paradigms. Evidence for Personalized Learning can be observed by connecting research in pharmacogenomics, cognitive genetics and behavioral experiments across domains of learning, which provides a framework for conducting empirical studies from the laboratory to the classroom and holds promise for addressing learning effectiveness in the individual learners. Evidence can also be seen in the subdomain of speech learning, thus providing initial support for the applicability of Personalized Learning to language. Copyright © 2016 Elsevier Ltd. All rights reserved.
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Large-time behavior of solutions to a reaction-diffusion system with distributed microstructure
Muntean, A.
2009-01-01
Abstract We study the large-time behavior of a class of reaction-diffusion systems with constant distributed microstructure arising when modeling diffusion and reaction in structured porous media. The main result of this Note is the following: As t ¿ 8 the macroscopic concentration vanishes, while
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Personalized Learning: From Neurogenetics of Behaviors to Designing Optimal Language Training
Wong, Patrick C. M.; Vuong, Loan; Liu, Kevin
2016-01-01
Variability in drug responsivity has prompted the development of Personalized Medicine, which has shown great promise in utilizing genotypic information to develop safer and more effective drug regimens for patients. Similarly, individual variability in learning outcomes has puzzled researchers who seek to create optimal learning environments for students. “Personalized Learning” seeks to identify genetic, neural and behavioral predictors of individual differences in learning and aims to use predictors to help create optimal teaching paradigms. Evidence for Personalized Learning can be observed by connecting research in pharmacogenomics, cognitive genetics and behavioral experiments across domains of learning, which provides a framework for conducting empirical studies from the laboratory to the classroom and holds promise for addressing learning effectiveness in the individual learners. Evidence can also be seen in the subdomain of speech learning, thus providing initial support for the applicability of Personalized Learning to language. PMID:27720749
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CACNA1C gene regulates behavioral strategies in operant rule learning.
Koppe, Georgia; Mallien, Anne Stephanie; Berger, Stefan; Bartsch, Dusan; Gass, Peter; Vollmayr, Barbara; Durstewitz, Daniel
2017-06-01
Behavioral experiments are usually designed to tap into a specific cognitive function, but animals may solve a given task through a variety of different and individual behavioral strategies, some of them not foreseen by the experimenter. Animal learning may therefore be seen more as the process of selecting among, and adapting, potential behavioral policies, rather than mere strengthening of associative links. Calcium influx through high-voltage-gated Ca2+ channels is central to synaptic plasticity, and altered expression of Cav1.2 channels and the CACNA1C gene have been associated with severe learning deficits and psychiatric disorders. Given this, we were interested in how specifically a selective functional ablation of the Cacna1c gene would modulate the learning process. Using a detailed, individual-level analysis of learning on an operant cue discrimination task in terms of behavioral strategies, combined with Bayesian selection among computational models estimated from the empirical data, we show that a Cacna1c knockout does not impair learning in general but has a much more specific effect: the majority of Cacna1c knockout mice still managed to increase reward feedback across trials but did so by adapting an outcome-based strategy, while the majority of matched controls adopted the experimentally intended cue-association rule. Our results thus point to a quite specific role of a single gene in learning and highlight that much more mechanistic insight could be gained by examining response patterns in terms of a larger repertoire of potential behavioral strategies. The results may also have clinical implications for treating psychiatric disorders.
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Robotic Fish to Aid Animal Behavior Studies and Informal Science Learning
Phamduy, Paul
The application of robotic fish in the fields of animal behavior and informal science learning are new and relatively untapped. In the context of animal behavior studies, robotic fish offers a consistent and customizable stimulus that could contribute to dissect the determinants of social behavior. In the realm of informal science learning, robotic fish are gaining momentum for the possibility of educating the general public simultaneously on fish physiology and underwater robotics. In this dissertation, the design and development of a number of robotic fish platforms and prototypes and their application in animal behavioral studies and informal science learning settings are presented. Robotic platforms for animal behavioral studies focused on the utilization replica or same scale prototypes. A novel robotic fish platform, featuring a three-dimensional swimming multi-linked robotic fish, was developed with three control modes varying in the level of robot autonomy offered. This platform was deployed at numerous science festivals and science centers, to obtain data on visitor engagement and experience.
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Agreement among Classroom Observers of Children's Stylistic Learning Behaviors.
Buchanan, Helen Hamlet; McDermott, Paul A.; Schaefer, Barbara A.
1998-01-01
Investigates the interobserver agreement of the Learning Behavior Scale (LBS) by educators (n=16) observing students in special-education classes (n=72). No significant observer effect was found. Moreover, the LBS produced comparable levels of differential learning styles for assessments of individual children. (Author/MKA)
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Ho, Li-An
2009-01-01
The rapid advancement of Internet and computer technology has not only influenced the way we live, but also the way we learn. Due to the implementation of e-learning in urban junior high schools in Taiwan, it has become essential to find out how external and internal factors affect junior high school students' online learning behavior, which consequently affects their learning outcome. The present study aims to propose a conceptual structural equation model to investigate the relationships among e-Learning system quality (eLSQ), technology readiness (TR), learning behavior (LB), and learning outcome (LO), and to demonstrate the direct and indirect effect of eLSQ and TR on LO from the perspectives of LB. Data collected from 10 urban junior high schools in Taiwan (N = 376) were analyzed using structural equation modeling. Results reveal that both eLSQ and TR have a direct and significant impact on LB. However, eLSQ and TR influence LO indirectly through LB. In addition, LB has a direct and positive significant influence on LO. Managerial implications are proposed and research limitations are discussed.
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Early adversity and learning: implications for typical and atypical behavioral development.
Hanson, Jamie L; van den Bos, Wouter; Roeber, Barbara J; Rudolph, Karen D; Davidson, Richard J; Pollak, Seth D
2017-07-01
Children who experience early adversity often develop emotion regulatory problems, but little is known about the mechanisms that mediate this relation. We tested whether general associative learning processes contribute to associations between adversity, in the form of child maltreatment, and negative behavioral outcomes. Eighty-one participants between 12 and 17 years of age were recruited for this study and completed a probabilistic learning Task. Forty-one of these participants had been exposed to physical abuse, a form of early adversity. Forty additional participants without any known history of maltreatment served as a comparison group. All participants (and their parents) also completed portions of the Youth Life Stress Interview to understand adolescent's behavior. We calculated measures of associative learning, and also constructed mathematical models of learning. We found that adolescents exposed to high levels of adversity early in their lives had lower levels of associative learning than comparison adolescents. In addition, we found that impaired associative learning partially explained the higher levels of behavioral problems among youth who suffered early adversity. Using mathematical models, we also found that two components of learning were specifically affected in children exposed to adversity: choice variability and biases in their beliefs about the likelihood of rewards in the environment. Participants who had been exposed to early adversity were less able than their peers to correctly learn which stimuli were likely to result in reward, even after repeated feedback. These individuals also used information about known rewards in their environments less often. In addition, individuals exposed to adversity made decisions early in the learning process as if rewards were less consistent and occurred more at random. These data suggest one mechanism through which early life experience shapes behavioral development. © 2017 Association for Child and
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Classification and Validation of Behavioral Subtypes of Learning-Disabled Children.
Speece, Deborah L.; And Others
1985-01-01
Using the Classroom Behavior Inventory, teachers rated the behaviors of 63 school-identified, learning-disabled first and second graders. Hierarchical cluster analysis techniques identified seven distinct behavioral subtypes. Internal validation techniques indicated that the subtypes were replicable and had profile patterns different from a sample…
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An interactive approach for new careers: The role of learning opportunities and learning behavior
van der Sluis, E.C.; Peiperl, M.A.
2000-01-01
This study examined the learning process at work from an individual perspective. Different kinds of learning opportunities and learning behavior were examined as (a) predictors of career development and (b) moderators of the development process on the job. Survey data from early-career MBAs were analyzed by performing hierarchical regressions and difference-of-means tests. Results indicated that the total amount of developmental job opportunities has a positive influence on individual percept...
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Extended child and caregiver benefits of behavior-based child contingency learning games.
Dunst, Carl J; Raab, Melinda; Trivette, Carol M; Wilson, Linda L; Hamby, Deborah W; Parkey, Cindy
2010-08-01
Findings from 2 studies of the relationship between response-contingent child behavior and child, caregiver-child, and caregiver behavior not directly associated with child contingency learning are described. The participants were 19 children with significant developmental delays and their mothers in 1 study and 22 children with significant developmental delays and their teachers in the second study. Caregivers engaged the children in learning games characterized by behavior-based contingencies for 15 weeks. Research staff observed the children and their caregivers in everyday routines and activities and rated child and caregiver behavior while the children and caregivers were not playing the games. Results from both studies showed that the degree of response-contingent responding during the games was related to child and caregiver behavior, not the focus of the contingency learning opportunities afforded the children. Implications for practice are described.
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DEFF Research Database (Denmark)
Peeters, Marie; Verwilghen, Denis; Serteyn, Didier
2012-01-01
radiological examination. During the years 2008 and 2009, 93 stallions were evaluated. Stallions were observed from the moment they were unloaded from the trailer at the clinic until the end of veterinary examinations. In addition to the behavioral observations made by the experimenter, each staff member......," and " learning level" temperament traits were the most consistent, as shown by the significant Spearman correlations between judges' assessments. Undesirable behaviors during veterinary examinations leading to handling difficulties were associated with a low " easiness of manipulation" score assessed...... by the clinical staff. These low " easiness of manipulation" scores were positively correlated to temperament traits such as " anxiousness" and " aggressiveness" and negatively correlated to others such as " sociability" or " learning level." Temperament assessment and behavioral observations can therefore...
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Molina-Espíritu, Moyocoyani; Esquivel, Rodolfo O; Kohout, Miroslav; Angulo, Juan Carlos; Dobado, José A; Dehesa, Jesús S; LópezRosa, Sheila; Soriano-Correa, Catalina
2014-08-01
The course of the Diels-Alder reactions of cyclopentadiene and maleic anhydride were studied. Two reaction paths were modelled: endo- and exo-selective paths. All structures within the transient region were characterized and analyzed by means of geometrical descriptors, physicochemical parameters and information-theoretical measures in order to observe the linkage between chemical behavior and the carriage of information. We have shown that the information-theoretical characterization of the chemical course of the reaction is in complete agreement with its phenomenological behavior in passing from reactants to products. In addition, we were able to detect the main differences between the two reaction mechanisms. This type of informational analysis serves to provide tools to help understand the chemical reactivity of the two simplest Diels-Alder reactions, which permits the establishment of a connection between the quantum changes that molecular systems exert along reaction coordinates and standard physicochemical phenomenology. In the present study, we have shown that every reaction stage has a family of subsequent structures that are characterized not solely by their phenomenological behavior but also by informational properties of their electronic density distribution (localizability, order, uniformity). Moreover, we were able to describe the main differences between endo-adduct and exo-adduct pathways. With the advent of new experimental techniques, it is in principle possible to observe the structural changes in the transient regions of chemical reactions. Indeed, through this work we have provided the theoretical concepts needed to unveil the concurrent processes associated with chemical reactions.
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The effect of learning styles and study behavior on success of preclinical students in pharmacology.
Asci, Halil; Kulac, Esin; Sezik, Mekin; Cankara, F Nihan; Cicek, Ekrem
2016-01-01
To evaluate the effect of learning styles and study behaviors on preclinical medical students' pharmacology exam scores in a non-Western setting. Grasha-Reichmann Student Learning Study Scale and a modified Study Behavior Inventory were used to assess learning styles and study behaviors of preclinical medical students (n = 87). Logistic regression models were used to evaluate the independent effect of gender, age, learning style, and study behavior on pharmacology success. Collaborative (40%) and competitive (27%) dominant learning styles were frequent in the cohort. The most common study behavior subcategories were study reading (40%) and general study habits (38%). Adequate listening and note-taking skills were associated with pharmacology success, whereas students with adequate writing skills had lower exam scores. These effects were independent of gender. Preclinical medical students' study behaviors are independent predictive factors for short-term pharmacology success.
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Bouchet, Francois; Azevedo, Roger; Kinnebrew, John S.; Biswas, Gautam
2012-01-01
Identification of student learning behaviors, especially those that characterize or distinguish students, can yield important insights for the design of adaptation and feedback mechanisms in Intelligent Tutoring Systems (ITS). In this paper, we analyze trace data to identify distinguishing patterns of behavior in a study of 51 college students…
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Ontogeny of Classical and Operant Learning Behaviors in Zebrafish
Valente, Andre; Huang, Kuo-Hua; Portugues, Ruben; Engert, Florian
2012-01-01
The performance of developing zebrafish in both classical and operant conditioning assays was tested with a particular focus on the emergence of these learning behaviors during development. Strategically positioned visual cues paired with electroshocks were used in two fully automated assays to investigate both learning paradigms. These allow the…
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Combining fMRI and behavioral measures to examine the process of human learning.
Karuza, Elisabeth A; Emberson, Lauren L; Aslin, Richard N
2014-03-01
Prior to the advent of fMRI, the primary means of examining the mechanisms underlying learning were restricted to studying human behavior and non-human neural systems. However, recent advances in neuroimaging technology have enabled the concurrent study of human behavior and neural activity. We propose that the integration of behavioral response with brain activity provides a powerful method of investigating the process through which internal representations are formed or changed. Nevertheless, a review of the literature reveals that many fMRI studies of learning either (1) focus on outcome rather than process or (2) are built on the untested assumption that learning unfolds uniformly over time. We discuss here various challenges faced by the field and highlight studies that have begun to address them. In doing so, we aim to encourage more research that examines the process of learning by considering the interrelation of behavioral measures and fMRI recording during learning. Copyright © 2013 Elsevier Inc. All rights reserved.
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Learning Contracts in Undergraduate Courses: Impacts on Student Behaviors and Academic Performance
Frank, Timothy; Scharf, Lauren F. V
2013-01-01
This project studied the effect of individualized, voluntary learning contracts for 18 students who performed poorly in the first part of the semester. Contracts were hypothesized to increase commitment and motivation, and lead to changes in behaviors and course performance. Self-reported prioritization and learning-related behaviors (completion…
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Energy Technology Data Exchange (ETDEWEB)
Liang, Yunhong; Zhao, Qian; Li, Xiujuan; Zhang, Zhihui, E-mail: zhzh@jlu.edu.cn; Ren, Luquan
2016-09-15
The thermal explosion (TE) reaction behavior of Cu−Ti−C systems with different Ti and C particle sizes was investigated under air and Ar atmospheres. It was found that increasing the Ti and C particle sizes leads to higher ignition temperatures under both atmospheres and that the maximum combustion temperature decreases with increasing C particle size. The TE reaction is much easier to activate (i.e., it has a lower ignition temperature) in air because of the heat released from Ti oxidation and nitridation and Cu oxidation reactions on the Cu−Ti−C compact surface. TiC ceramic particles are successfully prepared in the bulk Cu−Ti−C compacts under both air and Ar atmospheres through a dissolution-diffusion-precipitation mechanism. Differential thermal and thermodynamic analyses show that the TE reaction ignition process in air is mainly controlled by the Ti particle size. - Highlights: • Variation of Ti and C particle sizes affects thermal reaction (TE) behaviors. • Ignition temperature under air is much lower than that under Ar atmosphere. • Heat of oxidation and nitridation reactions reduces ignition temperature under air.
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Learning about Regiochemistry from a Hydrogen-Atom Abstraction Reaction in Water
Sears-Dundes, Christopher; Huon, Yoeup; Hotz, Richard P.; Pinhas, Allan R.
2011-01-01
An experiment has been developed in which the hydrogen-atom abstraction and the coupling of propionitrile, using Fenton's reagent, are investigated. Students learn about the regiochemistry of radical formation, the stereochemistry of product formation, and the interpretation of GC-MS data, in a safe reaction that can be easily completed in one…
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Emotional reactions to harmful intergroup behavior [Erratum 36(1), 15-30
Gordijn, E.H.; Yzerbyt, V.Y.; Wigboldus, D.H.J.; Dumont, M.
2006-01-01
In this paper, we examined reactions to situations in which, although one is not personally involved, one could see oneself connected to either the perpetrators or the victims of unfair behavior. We manipulated participants’ similarity and measured their identification to either one of two groups
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Beliefs and Behaviors in Learning Critical Thinking Skills
Octavian REPOLSCHI
2015-01-01
The paper will present the relation between students’ beliefs and their behaviours observed in the process of learning critical thinking skills. In the first place some consideration concerning the fundamental epistemological concepts used in the research and about the particular critical thinking skills are to be sketched. Then the testing- learning procedure will be shortly summarized. Thirdly the evaluation of beliefs, their relations with knowledge and the associated behaviors are present...
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SOCON: a computer model for analyzing the behavior of sodium-concrete reactions
International Nuclear Information System (INIS)
Nguyen, D.G.; Muhlestein, L.D.
1985-03-01
Guided by experimental evidence available to date, ranging from basic laboratory studies to large scale tests, a mechanistic computer model (the SOCON model) has been developed to analyze the behavior of SOdium-CONcrete reactions. The model accounts for the thermal, chemical and mechanical phenomena which interact to determine the consequences of the reactions. Reaction limiting mechanisms could be any process which reduces water release and sodium transport to fresh concrete; the buildup of the inert reaction product layer would increase the resistance to sodium transport; water dry-out would decrease the bubble agitation transport mechanism. However, stress-induced failure of concrete, such as spalling, crushing and cracking, and a massive release of gaseous products (hydrogen, water vapor and CO 2 ) would increase the transport of sodium to the reaction zone. The results of SOCON calculations are in excellent agreement with measurements obtained from large-scale sodium-limestone concrete reaction tests of duration up to 100 hours conducted at the Hanford Engineering Development Laboratory. 8 refs., 7 figs
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Nonlinear electromechanical modelling and dynamical behavior analysis of a satellite reaction wheel
Aghalari, Alireza; Shahravi, Morteza
2017-12-01
The present research addresses the satellite reaction wheel (RW) nonlinear electromechanical coupling dynamics including dynamic eccentricity of brushless dc (BLDC) motor and gyroscopic effects, as well as dry friction of shaft-bearing joints (relative small slip) and bearing friction. In contrast to other studies, the rotational velocity of the flywheel is considered to be controllable, so it is possible to study the reaction wheel dynamical behavior in acceleration stages. The RW is modeled as a three-phases BLDC motor as well as flywheel with unbalances on a rigid shaft and flexible bearings. Improved Lagrangian dynamics for electromechanical systems is used to obtain the mathematical model of the system. The developed model can properly describe electromechanical nonlinear coupled dynamical behavior of the satellite RW. Numerical simulations show the effectiveness of the presented approach.
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DEFF Research Database (Denmark)
Iwarsson, Jenny
2014-01-01
A typical goal of voice therapy is a behavioral change in the patient’s everyday speech. The SLP’s plan for voice therapy should therefore optimally include strategies for automatization. The aim of the present study was to identify and describe factors that promote behavioral learning and habit...... are described and discussed from a learning theory perspective. Nine factors that seem to be relevant to facilitate behavioral learning and habit change in voice therapy are presented, together with related practical strategies and theoretical underpinnings. These are: 1) Cue-altering; 2) Attention exercises; 3...... change in voice behavior and have the potential to affect patient compliance and thus therapy outcome. Research literature from the areas of motor and behavioral learning, habit formation, and habit change was consulted. Also, specific elements from personal experience of clinical voice therapy...
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Iwarsson, Jenny
2015-12-01
A typical goal of voice therapy is a behavioral change in the patient's everyday speech. The SLP's plan for voice therapy should therefore optimally include strategies for automatization. The aim of the present study was to identify and describe factors that promote behavioral learning and habit change in voice behavior and have the potential to affect patient compliance and thus therapy outcome. Research literature from the areas of motor and behavioral learning, habit formation, and habit change was consulted. Also, specific elements from personal experience of clinical voice therapy are described and discussed from a learning theory perspective. Nine factors that seem to be relevant to facilitate behavioral learning and habit change in voice therapy are presented, together with related practical strategies and theoretical underpinnings. These are: 1) Cue-altering; 2) Attention exercises; 3) Repetition; 4) Cognitive activation; 5) Negative practice; 6) Inhibition through interruption; 7) Decomposing complex behavior; 8) The 'each time-every time' principle; and 9) Successive implementation of automaticity.
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E-Learning Turkish Language and Grammar: Analyzing Learners' Behavior
Georgalas, Panagiotis
2012-01-01
This study analyses the behavior and the preferences of the Greek learners of Turkish language, who use a particular e-learning website in parallel with their studies, namely: http://turkish.pgeorgalas.gr. The website offers free online material in Greek and English language for learning the Turkish language and grammar. The traffic of several…
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Porr, Bernd; von Ferber, Christian; Wörgötter, Florentin
2003-04-01
In "Isotropic Sequence Order Learning" (pp. 831-864 in this issue), we introduced a novel algorithm for temporal sequence learning (ISO learning). Here, we embed this algorithm into a formal nonevaluating (teacher free) environment, which establishes a sensor-motor feedback. The system is initially guided by a fixed reflex reaction, which has the objective disadvantage that it can react only after a disturbance has occurred. ISO learning eliminates this disadvantage by replacing the reflex-loop reactions with earlier anticipatory actions. In this article, we analytically demonstrate that this process can be understood in terms of control theory, showing that the system learns the inverse controller of its own reflex. Thereby, this system is able to learn a simple form of feedforward motor control.
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Kearney, Kerri S.; Krumm, Bernita; Hughes, Robin L.; Satterfield, James W.
2013-01-01
This article reports the qualitative analysis of the use of highly emotive documentaries of the Holocaust in a graduate-level organizational theory class. Specifically, the article looks at student reactions and impacts on learning. Student-produced work captured a broad range of reactions that led to increased insights about organizations (the…
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Wan, Chang Jin; Zhu, Li Qiang; Zhou, Ju Mei; Shi, Yi; Wan, Qing
2013-11-07
In neuroscience, signal processing, memory and learning function are established in the brain by modifying ionic fluxes in neurons and synapses. Emulation of memory and learning behaviors of biological systems by nanoscale ionic/electronic devices is highly desirable for building neuromorphic systems or even artificial neural networks. Here, novel artificial synapses based on junctionless oxide-based protonic/electronic hybrid transistors gated by nanogranular phosphorus-doped SiO2-based proton-conducting films are fabricated on glass substrates by a room-temperature process. Short-term memory (STM) and long-term memory (LTM) are mimicked by tuning the pulse gate voltage amplitude. The LTM process in such an artificial synapse is due to the proton-related interfacial electrochemical reaction. Our results are highly desirable for building future neuromorphic systems or even artificial networks via electronic elements.
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Online Behavior Analysis-Based Student Profile for Intelligent E-Learning
Liang, Kun; Zhang, Yiying; He, Yeshen; Zhou, Yilin; Tan, Wei; Li, Xiaoxia
2017-01-01
With the development of mobile platform, such as smart cellphone and pad, the E-Learning model has been rapidly developed. However, due to the low completion rate for E-Learning platform, it is very necessary to analyze the behavior characteristics of online learners to intelligently adjust online education strategy and enhance the quality of learning. In this paper, we analyzed the relation indicators of E-Learning to build the student profile and gave countermeasures. Adopting the similarit...
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Chaotic behavior learning of Chua's circuit
International Nuclear Information System (INIS)
Sun Jian-Cheng
2012-01-01
Least-square support vector machines (LS-SVM) are applied for learning the chaotic behavior of Chua's circuit. The system is divided into three multiple-input single-output (MISO) structures and the LS-SVM are trained individually. Comparing with classical approaches, the proposed one reduces the structural complexity and the selection of parameters is avoided. Some parameters of the attractor are used to compare the chaotic behavior of the reconstructed and the original systems for model validation. Results show that the LS-SVM combined with the MISO can be trained to identify the underlying link among Chua's circuit state variables, and exhibit the chaotic attractors under the autonomous working mode
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PSYCHOLOGICAL REACTIONS AND HEALTH BEHAVIOR FOLLOWING ACUTE MYOCARDIAL INFARCTION
Directory of Open Access Journals (Sweden)
Tatjana Milenković
2011-06-01
Full Text Available Psychological reactions, risk health behavior and cardiac parameters can influence rehospitalization after acute myocardial infarction.The aim of the paper was to determine the presence of psychological reactions and risk health behavior in patients with acute myocardial infarction on admission as well as the differences after six months.The research included thirty-trhee patients of both sexes, who were consecutively hospitalized due to acute myocardial infarction. A prospective clinical investigation involved the following: semi-structured interview, Mini International Neuropsychiatric Interview (M.I.N.I for pcychiatric disorders, Beck Anxiety Inventory (BAI for measuring the severity of anxiety, Beck Depression Inventory (BDI for measuring the severity of depression, KON-6 sigma test for aggression, Holms-Rahe Scale (H-R for exposure to stressful events, and Health Behavior Questionnaire: alcohol consumption, cigarette smoking, lack of physical activity. Measurement of the same parameters was done on admission and after six months. The differences were assessed using the t-test and chi-square test for p<0.05.On admission, anxiety (BAI=8.15±4.37 and depression (BDI=8.67±3.94 were mild without significant difference after six months in the group of examinees. Aggression was elevated and significantly lowered after six monts (KON-6 sigma =53,26±9, 58:41,42±7.67, t=2,13 for p<0.05. Exposure to stressful events in this period decreased (H-R=113.19±67.37:91,65±63,81, t=3,14 for p<0.05; distribution of physical activity was significantly higher compared to admission values (54.83%: 84.84%. χ2=5.07 for p<0.01.In the group of examinees with acute myocardial infarction in the period of six months, anxiety and depression remained mildly icreased, while the levels of aggression and exposure to stressful events were lowered. Risk health behavior was maintained, except for the improvement in physical activity. In the integrative therapy and
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Sundling, Catherine
2015-11-18
Accessibility of travel may be better understood if psychological factors underlying change in travel behavior are known. This paper examines older (65+) travelers' motives for changing their travel behavior. These changes are grounded in critical incidents earlier encountered in public-transport travel. A scientific framework is developed based on cognitive and behavioral theory. In 29 individual interviews, travelers' critical reactions (i.e., cognitive, emotional, and/or behavioral) to 77 critical incidents were examined. By applying critical incident technique (CIT), five reaction themes were identified that had generated travel-behavior change: firm restrictions, unpredictability, unfair treatment, complicated trips, and earlier adverse experiences. To improve older travelers' access to public transport, key findings were: (a) service must be designed so as to strengthen the feeling of being in control throughout the journey; (b) extended personal service would increase predictability in the travel chain and decrease travel complexity; consequently, (c) when designing new services and making effective accessibility interventions, policy makers should consider and utilize underlying psychological factors that could direct traveler behavior.
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Directory of Open Access Journals (Sweden)
Catherine Sundling
2015-11-01
Full Text Available Accessibility of travel may be better understood if psychological factors underlying change in travel behavior are known. This paper examines older (65+ travelers’ motives for changing their travel behavior. These changes are grounded in critical incidents earlier encountered in public-transport travel. A scientific framework is developed based on cognitive and behavioral theory. In 29 individual interviews, travelers’ critical reactions (i.e., cognitive, emotional, and/or behavioral to 77 critical incidents were examined. By applying critical incident technique (CIT, five reaction themes were identified that had generated travel-behavior change: firm restrictions, unpredictability, unfair treatment, complicated trips, and earlier adverse experiences. To improve older travelers’ access to public transport, key findings were: (a service must be designed so as to strengthen the feeling of being in control throughout the journey; (b extended personal service would increase predictability in the travel chain and decrease travel complexity; consequently, (c when designing new services and making effective accessibility interventions, policy makers should consider and utilize underlying psychological factors that could direct traveler behavior.
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Sundling, Catherine
2015-01-01
Accessibility of travel may be better understood if psychological factors underlying change in travel behavior are known. This paper examines older (65+) travelers’ motives for changing their travel behavior. These changes are grounded in critical incidents earlier encountered in public-transport travel. A scientific framework is developed based on cognitive and behavioral theory. In 29 individual interviews, travelers’ critical reactions (i.e., cognitive, emotional, and/or behavioral) to 77 critical incidents were examined. By applying critical incident technique (CIT), five reaction themes were identified that had generated travel-behavior change: firm restrictions, unpredictability, unfair treatment, complicated trips, and earlier adverse experiences. To improve older travelers’ access to public transport, key findings were: (a) service must be designed so as to strengthen the feeling of being in control throughout the journey; (b) extended personal service would increase predictability in the travel chain and decrease travel complexity; consequently, (c) when designing new services and making effective accessibility interventions, policy makers should consider and utilize underlying psychological factors that could direct traveler behavior. PMID:26593935
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Genetic dissection of behavioral flexibility: reversal learning in mice.
Laughlin, Rick E; Grant, Tara L; Williams, Robert W; Jentsch, J David
2011-06-01
Behavioral inflexibility is a feature of schizophrenia, attention-deficit/hyperactivity disorder, and behavior addictions that likely results from heritable deficits in the inhibitory control over behavior. Here, we investigate the genetic basis of individual differences in flexibility, measured using an operant reversal learning task. We quantified discrimination acquisition and subsequent reversal learning in a cohort of 51 BXD strains of mice (2-5 mice/strain, n = 176) for which we have matched data on sequence, gene expression in key central nervous system regions, and neuroreceptor levels. Strain variation in trials to criterion on acquisition and reversal was high, with moderate heritability (∼.3). Acquisition and reversal learning phenotypes did not covary at the strain level, suggesting that these traits are effectively under independent genetic control. Reversal performance did covary with dopamine D2 receptor levels in the ventral midbrain, consistent with a similar observed relationship between impulsivity and D2 receptors in humans. Reversal, but not acquisition, is linked to a locus on mouse chromosome 10 with a peak likelihood ratio statistic at 86.2 megabase (p work demonstrates the clear trait independence between, and genetic control of, discrimination acquisition and reversal and illustrates how globally coherent data sets for a single panel of highly related strains can be interrogated and integrated to uncover genetic sources and molecular and neuropharmacological candidates of complex behavioral traits relevant to human psychopathology. Copyright © 2011 Society of Biological Psychiatry. Published by Elsevier Inc. All rights reserved.
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The Fragile X Syndrome: Behavioral Phenotype and Learning Disabilities
Directory of Open Access Journals (Sweden)
Claudia GRAU RUBIO
2016-04-01
Full Text Available In this article, we describe the behavioral phenotype of individuals with Fragile X Syndrome and its impact in the educational scope. This syndrome is characterized by difficulties in sensory integration, cognitive deficits (verbal reasoning, abstract/ visual and cuantitative skills, short term memory, sequential processing, attention and executive processes, language disorders (phonetic-phonologicals, semanticals, morphosyntacticals and pragmaticals and communication disorders, social anxiety, general hyperarousal, autism, non autistic social difficulties, attention deficit and hyperactivity, and learning disabilities. The behavioral phenotype is highly variable and depends on sex, age, and mutation status (full mutation or premutation. The behavioural phenotype has important repercussions in education, as it enables us to understand the learning disabilities and to develop specific intervention strategies.
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Rilling, M
2000-01-01
Before he invented behaviorism, John B. Watson considered learning one of the most important topics in psychology. Watson conducted excellent empirical research on animal learning. He developed behaviorism in part to promote research and elevate the status of learning in psychology. Watson was much less successful in the adequacy and originality of the mechanisms he proposed to explain learning. By assimilating the method of classical conditioning and adopting Pavlov's theory of stimulus substitution, Watson linked behaviorism with a new method that could compete with both Titchener's method of introspection and Freud's methods of psychoanalysis. Watson's interest in explaining psychopathology led to the discovery of conditioned emotional responses and a behavioristic explanation for the learning of phobic behavior. Watson established learning as a central topic for basic research and application in American psychology.
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Colomer, Carla; Berenguer, Carmen; Roselló, Belén; Baixauli, Inmaculada; Miranda, Ana
2017-01-01
Children diagnosed with attention deficit/hyperactivity disorder (ADHD) are at risk of experiencing lower academic achievement compared to their peers without ADHD. However, we have a limited understanding of the mechanisms underlying this association. Both the symptoms of the disorder and the executive functions can negatively influence learning behaviors, including motivation, attitude toward learning, or persistence, key aspects of the learning process. The first objective of this study was to compare different components of learning behaviors in children diagnosed with ADHD and typically developing (TD) children. The second objective was to analyze the relationships among learning behaviors, executive functioning, and symptoms of hyperactivity/impulsivity in both groups. Participants were 35 children diagnosed with ADHD and 37 with TD (7-11 years old), matched on age and IQ. The teachers filled out the Behavior Rating Inventory of Executive Function (BRIEF) and the Learning Behaviors Scale, which evaluates Competence/motivation, Attitude toward learning, Attention/persistence, and Strategy/flexibility. In addition, parents and teachers filled out the DSM-5 diagnostic criteria for ADHD. ANOVAs showed significant differences between children with ADHD and TD children on all the learning behaviors. Moreover, in both the ADHD and TD groups, the behavioral regulation index of the BRIEF predicted the search for strategies, and the metacognition index was a good predictor of motivation. However, attitude toward learning was predicted by metacognition only in the group with ADHD. Therefore, the executive functions had greater power than the typical symptoms of inattention and hyperactivity/impulsivity in predicting learning behaviors of children with ADHD. The findings are in line with other studies that support the influence of the executive functions on performance, highlighting the importance of including their development as a top priority from early ages in the
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Modeling the behavioral substrates of associate learning and memory - Adaptive neural models
Lee, Chuen-Chien
1991-01-01
Three adaptive single-neuron models based on neural analogies of behavior modification episodes are proposed, which attempt to bridge the gap between psychology and neurophysiology. The proposed models capture the predictive nature of Pavlovian conditioning, which is essential to the theory of adaptive/learning systems. The models learn to anticipate the occurrence of a conditioned response before the presence of a reinforcing stimulus when training is complete. Furthermore, each model can find the most nonredundant and earliest predictor of reinforcement. The behavior of the models accounts for several aspects of basic animal learning phenomena in Pavlovian conditioning beyond previous related models. Computer simulations show how well the models fit empirical data from various animal learning paradigms.
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Sundling, Catherine
2015-01-01
Accessibility of travel may be better understood if psychological factors underlying change in travel behavior are known. This paper examines older (65+) travelers? motives for changing their travel behavior. These changes are grounded in critical incidents earlier encountered in public-transport travel. A scientific framework is developed based on cognitive and behavioral theory. In 29 individual interviews, travelers? critical reactions (i.e., cognitive, emotional, and/or behavioral) to 77 ...
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Treanor, Michael; Barry, Tom J
2017-09-01
Pathological avoidance of benign stimuli is a hallmark of anxiety and related disorders, and exposure-based treatments have often encouraged the removal of avoidance, or safety behaviors, due to their negative effects on extinction learning. Unfortunately, empirical evidence suggests that avoidance behaviors can persist following treatment, and the mere availability of avoidance behavior can be sufficient to renew fear following successful extinction learning. The present paper critically examines the function of avoidance behavior through the lens of modern learning theory, and speculates on novel behavioral and pharmacological strategies for targeting avoidance as an adjunct to current evidence-based treatments. Copyright © 2017. Published by Elsevier Ltd.
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Wood, Rodger Ll; Alderman, Nick
2011-01-01
For more than 3 decades, interventions derived from learning theory have been delivered within a neurobehavioral framework to manage challenging behavior after traumatic brain injury with the aim of promoting engagement in the rehabilitation process and ameliorating social handicap. Learning theory provides a conceptual structure that facilitates our ability to understand the relationship between challenging behavior and environmental contingencies, while accommodating the constraints upon learning imposed by impaired cognition. Interventions derived from operant learning theory have most frequently been described in the literature because this method of associational learning provides good evidence for the effectiveness of differential reinforcement methods. This article therefore examines the efficacy of applying operant learning theory to manage challenging behavior after TBI as well as some of the limitations of this approach. Future developments in the application of learning theory are also considered.
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Barden, R C; Ford, M E; Wilhelm, W M; Rogers-Salyer, M; Salyer, K E
1988-09-01
The present experiment investigated whether observers' emotional and behavioral reactions to facially deformed patients could be substantially improved by surgical procedures conducted by well-trained specialists in an experienced multidisciplinary team. Also investigated was the hypothesis that emotional states mediate the effects of physical attractiveness and facial deformity on social interaction. Twenty patients between the ages of 3 months and 17 years were randomly selected from over 2000 patients' files of Kenneth E. Salyer of Dallas, Texas. Patient diagnoses included facial clefts, hypertelorism, Treacher Collins syndrome, and craniofacial dysostoses (Crouzon's and Apert's syndromes). Rigorously standardized photographs of patients taken before and after surgery were shown to 22 "naive" raters ranging in age from 18 to 54 years. Raters were asked to predict their emotional and behavioral responses to the patients. These ratings indicated that observers' behavioral reactions to facially deformed children and adolescents would be more positive following craniofacial surgery. Similarly, the ratings indicated that observers' emotional reactions to these patients would be more positive following surgery. The results are discussed in terms of current sociopsychologic theoretical models for the effects of attractiveness on social interaction. A new model is presented that implicates induced emotional states as a mediating process in explaining the effects of attractiveness and facial deformity on the quality of social interactions. Limitations of the current investigation and directions for future research are also discussed.
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McCullough Chavis, Annie
2011-01-01
This article examines theoretical thoughts of social learning theory and behavioral therapy and their influences on human behavior within a social and cultural context. The article utilizes two case illustrations with applications for consumers. It points out the abundance of research studies concerning the effectiveness of social learning theory, and the paucity of research studies regarding effectiveness and evidence-based practices with diverse groups. Providing a social and cultural context in working with diverse groups with reference to social learning theory adds to the literature for more cultural considerations in adapting the theory to women, African Americans, and diverse groups.
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Jensen, Robert
2006-01-01
This paper critically assesses the scholarship in introductory psychology textbooks in relation to the topic of latent learning. A review of the treatment of latent learning in 48 introductory psychology textbooks published between 1948 and 2004, with 21 of these texts published since 1999, reveals that the scholarship on the topic of latent learning demonstrated in introductory textbooks warrants improvement. Errors that persist in textbooks include the assertion that the latent learning experiments demonstrate unequivocally that reinforcement was not necessary for learning to occur, that behavioral theories could not account for the results of the latent learning experiments, that B. F. Skinner was an S-R association behaviorist who argued that reinforcement is necessary for learning to occur, and that because behavioral theories (including that of B. F. Skinner) were unable explain the results of the latent learning experiments the cognitive map invoked by Edward Tolman is the only explanation for latent learning. Finally, the validity of the cognitive map is typically accepted without question. Implications of the presence of these errors for students and the discipline are considered. Lastly, remedies are offered to improve the scholarship found in introductory psychology textbooks.
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A Contextualized, Differential Sequence Mining Method to Derive Students' Learning Behavior Patterns
Kinnebrew, John S.; Loretz, Kirk M.; Biswas, Gautam
2013-01-01
Computer-based learning environments can produce a wealth of data on student learning interactions. This paper presents an exploratory data mining methodology for assessing and comparing students' learning behaviors from these interaction traces. The core algorithm employs a novel combination of sequence mining techniques to identify deferentially…
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Effects of Group Awareness and Self-Regulation Level on Online Learning Behaviors
Lin, Jian-Wei; Szu, Yu-Chin; Lai, Ching-Neng
2016-01-01
Group awareness can affect student online learning while self-regulation also can substantially influence student online learning. Although some studies identify that these two variables may partially determine learning behavior, few empirical studies or thorough analyses elucidate the simultaneous impact of these two variables (group awareness…
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Development of leadership behaviors in undergraduate nursing students: a service-learning approach.
Foli, Karen J; Braswell, Melanie; Kirkpatrick, Jane; Lim, Eunjung
2014-01-01
The purpose of this study was to determine leadership behaviors developed by nursing students and peers before and after a service-learning experience. Nurses have been called to fill growing needs in the health care setting, rendering care to vulnerable and diverse populations in a wide range of organizations. Leadership behaviors are therefore essential. Baccalaureate students (N = 65) completed the Student Leadership Practices Inventory-Self at the beginning and end of the semester. The students also rated peers using the Leadership Practices Inventory-Observer and answered six questions about service-learning. Repeated measures of analysis of variance for pre- and posttests revealed that leadership behaviors improved (p leadership course is an effective approach to the development of leadership behaviors.
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Crayfish Behavior: Observing Arthropods to Learn about Science & Scientific Inquiry
Rop, Charles J.
2010-01-01
This is a set of animal behavior investigations in which students will practice scientific inquiry as they observe crayfish, ask questions, and discuss territoriality, social interactions, and other behaviors. In doing this, they hone their skills of observation, learn to record and analyze data, control for variables, write hypotheses, make…
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International Nuclear Information System (INIS)
Mamedov, Z.G.; Rustamova, T.V.
2008-01-01
Investigated effects of unitary influence of weak electromegnetic (EMF) radiations of a range modulated in area alfa of EEG fluctuations on behavior reaction at rats in the test of an open field and conditional reaction. As a source EMF applied the generator of shaking frequency. The results testify to increase of research activity and infringement of processes learning at rats, subjected to influence of EMF directly ahead of updating. The irradiation of animals after procedure of training reflex doe not cause of infringements in behavior during testing. The received data are analyzed from the point of view of infringement under influence of EMF, of an optimum level of emotional making of learning processes, necessary for a correct estimation of the biological importance of unconditional components of activity
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Baston, George R.
2011-01-01
This research study explored perceptions of readiness to participate in distance learning among the certified behavioral workforce in Florida. The study sought to determine if there were significant differences in perception of readiness to participate in distance learning between certified behavioral health professionals at the administrator…
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Kang, Haijun; Chang, Bo
2016-01-01
There is a lack of shared understanding of how culture impacts learning in online environment. Utilizing document analysis, the authors in this research study culture's impact on the learning behaviors of student sojourners from Confucius culture studying in Western online learning context. The shared understandings of Confucius culture and…
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Student reactions to problem-based learning in photonics technician education
Massa, Nicholas M.; Donnelly, Judith; Hanes, Fenna
2014-07-01
Problem-based learning (PBL) is an instructional approach in which students learn problem-solving and teamwork skills by collaboratively solving complex real-world problems. Research shows that PBL improves student knowledge and retention, motivation, problem-solving skills, and the ability to skillfully apply knowledge in new and novel situations. One of the challenges faced by students accustomed to traditional didactic methods, however, is acclimating to the PBL process in which problem parameters are often ill-defined and ambiguous, often leading to frustration and disengagement with the learning process. To address this problem, the New England Board of Higher Education (NEBHE), funded by the National Science Foundation Advanced Technological Education (NSF-ATE) program, has created and field tested a comprehensive series of industry-based multimedia PBL "Challenges" designed to scaffold the development of students' problem solving and critical thinking skills. In this paper, we present the results of a pilot study conducted to examine student reactions to the PBL Challenges in photonics technician education. During the fall 2012 semester, students (n=12) in two associate degree level photonics courses engaged in PBL using the PBL Challenges. Qualitative and quantitative methods were used to assess student motivation, self-efficacy, critical thinking, metacognitive self-regulation, and peer learning using selected scales from the Motivated Strategies for Learning Questionnaire (MSLQ). Results showed positive gains in all variables. Follow-up focus group interviews yielded positive themes supporting the effectiveness of PBL in developing the knowledge, skills and attitudes of photonics technicians.
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Park, Minjung
2011-06-01
This study aims at increasing our understanding of first-year medical students' learning behaviors, major satisfaction, and study skills. We investigate different features of freshmen's behavior in relation to learning and explore the extent to which freshmen were satisfied with their major and perceived their study skills. A total of 106 freshmen participated in this study. At midyear, first-year medical students were asked to complete a questionnaire that included the learning behaviors, major satisfaction, and study skills. The data collected from the survey were analyzed using t-test, ANOVA, chi-square test, correlation analysis, and multiple regression analysis. The study reported that most of freshmen had a lot of difficulties in studying at medical school by lack of prior learning. Despite first-year students, they were studying hard their major. Freshmen spent studying an average of 1 hour or less than 2 hours every day. The study also indicated that of major satisfaction, the overall satisfaction of the department was the highest and the satisfaction in learning environment was the lowest. There were significant differences among the freshmen on the major satisfaction due to admission process, academic performance, and housing type. Of 11 study skills, while freshman highly perceived their teamwork, stress management, and reading skills, their weak study skills identified in this study were writing, note taking, time management, and test taking skills. There were significant differences among the freshmen on the study skills due to gender and academic performance. Finally, freshmen's learning behaviors and major satisfaction were significantly associated with some of study skills. This study may have implications for the academic adjustment and learning processes in the first year. We need to consider variables such as learning behaviors, major satisfaction, and study skills, when discussing about how to maximize the learning potential of medical students
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Experience the city : analysis of space-time behavior and spatial learning
Moiseeva, A.
2013-01-01
Learning plays an important role by coding information into individual cognitive maps that can be used to make decisions concerning individual behavior in space. Through traveling people learn about the urban environment and update their knowledge. In this regard, the growing concern in the field of
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Maternal intraguild predation risk affects offspring anti-predator behavior and learning in mites
Seiter, Michael; Schausberger, Peter
2015-01-01
Predation risk is a strong selective force shaping prey morphology, life history and behavior. Anti-predator behaviors may be innate, learned or both but little is known about the transgenerational behavioral effects of maternally experienced predation risk. We examined intraguild predation (IGP) risk-induced maternal effects on offspring anti-predator behavior, including learning, in the predatory mite Phytoseiulus persimilis. We exposed predatory mite mothers during egg production to presence or absence of the IG predator Amblyseius andersoni and assessed whether maternal stress affects the anti-predator behavior, including larval learning ability, of their offspring as protonymphs. Protonymphs emerging from stressed or unstressed mothers, and having experienced IGP risk as larvae or not, were subjected to choice situations with and without IG predator traces. Predator-experienced protonymphs from stressed mothers were the least active and acted the boldest in site choice towards predator cues. We argue that the attenuated response of the protonymphs to predator traces alone represents optimized risk management because no immediate risk existed. Such behavioral adjustment could reduce the inherent fitness costs of anti-predator behaviors. Overall, our study suggests that P. persimilis mothers experiencing IGP risk may prime their offspring to behave more optimally in IGP environments. PMID:26449645
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Using findings in multimedia learning to inform technology-based behavioral health interventions.
Aronson, Ian David; Marsch, Lisa A; Acosta, Michelle C
2013-09-01
Clinicians and researchers are increasingly using technology-based behavioral health interventions to improve intervention effectiveness and to reach underserved populations. However, these interventions are rarely informed by evidence-based findings of how technology can be optimized to promote acquisition of key skills and information. At the same time, experts in multimedia learning generally do not apply their findings to health education or conduct research in clinical contexts. This paper presents an overview of some key aspects of multimedia learning research that may allow those developing health interventions to apply informational technology with the same rigor as behavioral science content. We synthesized empirical multimedia learning literature from 1992 to 2011. We identified key findings and suggested a framework for integrating technology with educational and behavioral science theory. A scientific, evidence-driven approach to developing technology-based interventions can yield greater effectiveness, improved fidelity, increased outcomes, and better client service.
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Behavioral similarity measurement based on image processing for robots that use imitative learning
Sterpin B., Dante G.; Martinez S., Fernando; Jacinto G., Edwar
2017-02-01
In the field of the artificial societies, particularly those are based on memetics, imitative behavior is essential for the development of cultural evolution. Applying this concept for robotics, through imitative learning, a robot can acquire behavioral patterns from another robot. Assuming that the learning process must have an instructor and, at least, an apprentice, the fact to obtain a quantitative measurement for their behavioral similarity, would be potentially useful, especially in artificial social systems focused on cultural evolution. In this paper the motor behavior of both kinds of robots, for two simple tasks, is represented by 2D binary images, which are processed in order to measure their behavioral similarity. The results shown here were obtained comparing some similarity measurement methods for binary images.
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Purkey, Stewart C.
Organizational changes, within the existing structure of public schooling, have the potential to decrease the oppositional behavior of students and to foster humane, positive learning and working enviroments. It has been documented that managers can create organizational structures that promote positive behaviors and facilitate people's…
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Aversive Learning and Trait Aggression Influence Retaliatory Behavior.
Molapour, Tanaz; Lindström, Björn; Olsson, Andreas
2016-01-01
In two experiments (n = 35, n = 34), we used a modified fear-conditioning paradigm to investigate the role of aversive learning in retaliatory behavior in social context. Participants first completed an initial aversive learning phase in which the pairing of a neutral conditioned stimulus (CS; i.e., neutral face) with a naturally aversive unconditioned stimulus (US; electric shock) was learned. Then they were given an opportunity to interact (i.e., administer 0-2 shocks) with the same faces again, during a Test phase. In Experiment 2, we used the same paradigm with the addition of online trial-by-trial ratings (e.g., US expectancy and anger) to examine the role of aversive learning, anger, and the learned expectancy of receiving punishment more closely. Our results indicate that learned aversions influenced future retaliation in a social context. In both experiments, participants showed largest skin conductance responses (SCRs) to the faces paired with one or two shocks, demonstrating successful aversive learning. Importantly, participants administered more shocks to the faces paired with the most number of shocks when the opportunity was given during test. Also, our results revealed that aggressive traits (Buss and Perry Aggression scale) were associated with retaliation only toward CSs associated with aversive experiences. These two experiments show that aggressive traits, when paired with aversive learning experiences enhance the likelihood to act anti-socially toward others.
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NCS-1 dependent learning bonus and behavior outputs of self-directed exploration
Mun, Ho-Suk
Animals explore a new environment and learn about their surroundings. "Exploration" refers to all activities that increase the information obtained from an animal. For this study, I determined a molecule that mediates self-directed exploration, with a particular focus on rearing behavior and vocalization. Rearing can be either self-directed exploration or escape-oriented exploration. Self-directed exploration can be driven by the desire to gather information about environments while escape-oriented exploration can be driven by fear or anxiety. To differentiate between these two concepts, I compared rearing and other behaviors in three different conditions 1) novel dim (safe environment), which induces exploration based rearing; 2) novel bright (fearful environment), which elicits fear driven rearing; and 3) familiar environment as a control. First, I characterized the effects on two distinct types of environment in exploratory behavior and its effect on learning. From this, I determined that self-directed exploration enhances spatial learning while escape-oriented exploration does not produce a learning bonus. Second, I found that NCS-1 is involved in exploration, as well as learning and memory, by testing mice with reduced levels of Ncs-1 by point mutation and also siRNA injection. Finally, I illustrated other behavior outputs and neural substrate activities, which co-occurred during either self-directed or escape-oriented exploration. I found that high-frequency ultrasonic vocalizations occurred during self-directed exploration while low-frequency calls were emitted during escape-oriented exploration. Also, with immediate early gene imaging techniques, I found hippocampus and nucleus accumbens activation in self-directed exploration. This study is the first comprehensive molecular analysis of learning bonus in self-directed exploration. These results may be beneficial for studying underlying mechanisms of neuropsychiatric disease, and also reveal therapeutic
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Hu, Dan; Xu, Xiaojuan; Gonzalez-Lima, Francisco
2006-03-01
The present study investigated whether more vicarious trial-and-error (VTE) behavior, defined by head movement from one stimulus to another at a choice point during simultaneous discriminations, led to better visual discrimination learning in a Y-maze, and whether VTE behavior was a function of the hippocampus by measuring regional brain cytochrome oxidase (C.O.) activity, an index of neuronal metabolic activity. The results showed that the more VTEs a rat made, the better the rat learned the visual discrimination. Furthermore, both learning and VTE behavior during learning were correlated to C.O. activity in the hippocampus, suggesting that the hippocampus plays a role in VTE behavior during discrimination learning.
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Tseng, Min-chen; Chen, Chia-cheng
2017-01-01
This study investigated the self-regulatory behaviors of arts students, namely memory strategy, goal-setting, self-evaluation, seeking assistance, environmental structuring, learning responsibility, and planning and organizing. We also explored approaches to learning, including deep approach (DA) and surface approach (SA), in a comparison between…
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Mirror neuron system and observational learning: behavioral and neurophysiological evidence.
Lago-Rodriguez, Angel; Lopez-Alonso, Virginia; Fernández-del-Olmo, Miguel
2013-07-01
Three experiments were performed to study observational learning using behavioral, perceptual, and neurophysiological data. Experiment 1 investigated whether observing an execution model, during physical practice of a transitive task that only presented one execution strategy, led to performance improvements compared with physical practice alone. Experiment 2 investigated whether performing an observational learning protocol improves subjects' action perception. In experiment 3 we evaluated whether the type of practice performed determined the activation of the Mirror Neuron System during action observation. Results showed that, compared with physical practice, observing an execution model during a task that only showed one execution strategy does not provide behavioral benefits. However, an observational learning protocol allows subjects to predict more precisely the outcome of the learned task. Finally, intersperse observation of an execution model with physical practice results in changes of primary motor cortex activity during the observation of the motor pattern previously practiced, whereas modulations in the connectivity between primary and non primary motor areas (PMv-M1; PPC-M1) were not affected by the practice protocol performed by the observer. Copyright © 2013 Elsevier B.V. All rights reserved.
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Cerebral activation related to implicit sequence learning in a Double Serial Reaction Time task
van der Graaf, FHCE; Maguire, RP; Leenders, KL; de Jong, BM
2006-01-01
Using functional magnetic resonance imaging (fMRI), we examined the distribution of cerebral activations related to implicitly learning a series of fixed stimulus-response combinations. In a novel - bimanual - variant of the Serial Reaction Time task (SRT), simultaneous finger movements of the two
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Sex differences in vicarious trial-and-error behavior during radial arm maze learning.
Bimonte, H A; Denenberg, V H
2000-02-01
We investigated sex differences in VTE behavior in rats during radial arm maze learning. Females made more VTEs than males, although there were no sex differences in learning. Further, VTEs and errors were positively correlated during the latter testing sessions in females, but not in males. This sex difference may be a reflection of differences between the sexes in conflict behavior or cognitive strategy while solving the maze.
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Hsieh, Tzu-Ling
2014-01-01
The purpose of this study is to understand predictors of different learning outcomes among various student background characteristics, types of learning motivation and engagement behaviors. 178 junior students were surveyed at a 4-year research university in Taiwan. The scales of motivation, engagement and perceived learning outcomes were adapted…
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The Culture of Academic Medicine: Faculty Behaviors Impacting the Learning Environment.
Moutier, Christine; Wingard, Deborah; Gudea, Monica; Jeste, Dilip; Goodman, Seneca; Reznik, Vivian
2016-12-01
The culture of academic medical institutions impacts trainee education, among many other faculty and patient outcomes. Disrespectful behavior by faculty is one of the most challenging and common problems that, left unattended, disrupts healthy work and learning environments. Conversely, a respectful environment facilitates learning, creates a sense of safety, and rewards professionalism. The authors developed surveys and an intervention in an effort to better understand and improve climate concerns among health sciences faculty at the University of California, San Diego (UCSD), a research-intense, public, academic medical center. An online "climate survey" of all UC San Diego health sciences faculty was conducted in 2011-2012. A strategic campaign to address the behavioral issues identified in the initial survey was subsequently launched. In 2015, the climate was re-evaluated in order to assess the effectiveness of the intervention. A total of 478 faculty members (223 women, 235 men, 35 % of faculty) completed the baseline survey, reporting relatively low levels of observed sexual harassment (7 %). However, faculty reported concerning rates of other disruptive behaviors: derogatory comments (29 %), anger outbursts (25 %), and hostile communication (25 %). Women and mid-level faculty were more likely to report these behavioral concerns than men and junior or senior colleagues. Three years after an institutional strategy was initiated, 729 faculty members (50 % of the faculty) completed a follow-up survey. The 2015 survey results indicate significant improvement in numerous climate factors, including overall respectful behaviors, as well as behaviors related to gender. In order to enhance a culture of respect in the learning environment, institutions can effectively engage academic leaders and faculty at all levels to address disruptive behavior and enhance positive climate factors.
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Schools' Mental Health Services and Young Children's Emotions, Behavior, and Learning
Reback, Randall
2010-01-01
Recent empirical research has found that children's noncognitive skills play a critical role in their own success, young children's behavioral and psychological disorders can severely harm their future outcomes, and disruptive students harm the behavior and learning of their classmates. Yet relatively little is known about wide-scale interventions…
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STDP-based behavior learning on the TriBot robot
Arena, P.; De Fiore, S.; Patané, L.; Pollino, M.; Ventura, C.
2009-05-01
This paper describes a correlation-based navigation algorithm, based on an unsupervised learning paradigm for spiking neural networks, called Spike Timing Dependent Plasticity (STDP). This algorithm was implemented on a new bio-inspired hybrid mini-robot called TriBot to learn and increase its behavioral capabilities. In fact correlation based algorithms have been found to explain many basic behaviors in simple animals. The main interesting consequence of STDP is that the system is able to learn high-level sensor features, based on a set of basic reflexes, depending on some low-level sensor inputs. TriBot is composed of 3 modules, the first two being identical and inspired by the Whegs hybrid robot. The peculiar characteristics of the robot consists in the innovative shape of the three-spoke appendages that allow to increase stability of the structure. The last module is composed of two standard legs with 3 degrees of freedom each. Thanks to the cooperation among these modules, TriBot is able to face with irregular terrains overcoming potential deadlock situations, to climb high obstacles compared to its size and to manipulate objects. Robot experiments will be reported to demonstrate the potentiality and the effectiveness of the approach.
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Constitution and reaction behavior of LWR materials at core melting conditions
International Nuclear Information System (INIS)
Holleck, H.; Skokan, A.; Janzer, H.; Schlickeise, G.; Riemueller, K.; Stroemann, H.; Nold, E.; Schaefer, A.
1979-01-01
Crucible melting experiments were performed with mixtures of preoxidized corium and basaltic or limestone concrete in order to investigate the oxidation behavior of the fission products, esp. Mo and Ru, at elevated oxygen partial pressures by H 2 O and CO 2 released from concrete. - The solidification behavior of the metallic and oxide fractions of corium (A+R) and corium (E+R) in the course of the interaction with basaltic or limestone concrete was investigated by crucible experiments. -Thermoanalytical investigations were performed with concrete of different types ranging from pure basaltic to pure limestone aggregates in order to test the possibility of reactions between CaO and SiO 2 during the heating up period. (orig./RW) [de
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Bassett, Danielle S; Mattar, Marcelo G
2017-04-01
Humans adapt their behavior to their external environment in a process often facilitated by learning. Efforts to describe learning empirically can be complemented by quantitative theories that map changes in neurophysiology to changes in behavior. In this review we highlight recent advances in network science that offer a sets of tools and a general perspective that may be particularly useful in understanding types of learning that are supported by distributed neural circuits. We describe recent applications of these tools to neuroimaging data that provide unique insights into adaptive neural processes, the attainment of knowledge, and the acquisition of new skills, forming a network neuroscience of human learning. While promising, the tools have yet to be linked to the well-formulated models of behavior that are commonly utilized in cognitive psychology. We argue that continued progress will require the explicit marriage of network approaches to neuroimaging data and quantitative models of behavior. Copyright © 2017 Elsevier Ltd. All rights reserved.
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Dasgupta, Sakyasingha; Wörgötter, Florentin; Manoonpong, Poramate
2014-01-01
Goal-directed decision making in biological systems is broadly based on associations between conditional and unconditional stimuli. This can be further classified as classical conditioning (correlation-based learning) and operant conditioning (reward-based learning). A number of computational and experimental studies have well established the role of the basal ganglia in reward-based learning, where as the cerebellum plays an important role in developing specific conditioned responses. Although viewed as distinct learning systems, recent animal experiments point toward their complementary role in behavioral learning, and also show the existence of substantial two-way communication between these two brain structures. Based on this notion of co-operative learning, in this paper we hypothesize that the basal ganglia and cerebellar learning systems work in parallel and interact with each other. We envision that such an interaction is influenced by reward modulated heterosynaptic plasticity (RMHP) rule at the thalamus, guiding the overall goal directed behavior. Using a recurrent neural network actor-critic model of the basal ganglia and a feed-forward correlation-based learning model of the cerebellum, we demonstrate that the RMHP rule can effectively balance the outcomes of the two learning systems. This is tested using simulated environments of increasing complexity with a four-wheeled robot in a foraging task in both static and dynamic configurations. Although modeled with a simplified level of biological abstraction, we clearly demonstrate that such a RMHP induced combinatorial learning mechanism, leads to stabler and faster learning of goal-directed behaviors, in comparison to the individual systems. Thus, in this paper we provide a computational model for adaptive combination of the basal ganglia and cerebellum learning systems by way of neuromodulated plasticity for goal-directed decision making in biological and bio-mimetic organisms.
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Dynamical Behaviors of Stochastic Reaction-Diffusion Cohen-Grossberg Neural Networks with Delays
Directory of Open Access Journals (Sweden)
Li Wan
2012-01-01
Full Text Available This paper investigates dynamical behaviors of stochastic Cohen-Grossberg neural network with delays and reaction diffusion. By employing Lyapunov method, Poincaré inequality and matrix technique, some sufficient criteria on ultimate boundedness, weak attractor, and asymptotic stability are obtained. Finally, a numerical example is given to illustrate the correctness and effectiveness of our theoretical results.
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Umam, K.; Mardi, S. N. S.; Hariadi, M.
2017-01-01
The recent popularity of internet messenger based smartphone technologies has motivated some university lecturers to use them for educational activities. These technologies have enormous potential to enhance the teaching and ubiquitous learning experience for smart campus development. However, the design ubiquitous learning model using interactive internet messenger group (IIMG) and empirical evidence that would favor a broad application of mobile and ubiquitous learning in smart campus settings to improve engagement and behavior is still limited. In addition, the expectation that mobile learning could improve engagement and behavior on smart campus cannot be confirmed because the majority of the reviewed studies followed instructions paradigms. This article aims to present ubiquitous learning model design and showing learners’ experiences in improved engagement and behavior using IIMG for learner-learner and learner-lecturer interactions. The method applied in this paper includes design process and quantitative analysis techniques, with the purpose of identifying scenarios of ubiquitous learning and realize the impressions of learners and lecturers about engagement and behavior aspect, and its contribution to learning.
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The causes of variation in learning and behavior: Why individual differences matter
Directory of Open Access Journals (Sweden)
Bruno eSauce
2013-07-01
Full Text Available In a seminal paper written five decades ago, Cronbach discussed the two highly distinct approaches to scientific psychology: experimental and correlational. Today, although these two approaches are fruitfully implemented and embraced across some fields of psychology, this synergy is largely absent from other areas, such as in the study of learning and behavior. Both Tolman and Hull, in a rare case of agreement, stated that the correlational approach held little promise for the understanding of behavior. Interestingly, this dismissal of the study of individual differences was absent in the biologically-oriented branches of behavior analysis, namely, behavioral genetics and ethology. Here we propose that the distinction between causation and causes of variation (with its origins in the field of genetics reveal the potential value of the correlational approach in understanding the full complexity of learning and behavior. Although the experimental approach can illuminate the causal variables that modulate learning, the analysis of individual differences can elucidate how much and in which way variables interact to support variations in learning in complex natural environments. For example, understanding that a past experience with a stimulus influences its associability provides little insight into how individual predispositions interact to modulate this influence on associability. In this new light, we discuss examples from studies of individual differences in animals’ performance in the Morris Water Maze and from our own work on individual differences in general intelligence in mice. These studies illustrate that, opposed to what Underwood famously suggested, studies of individual differences can do much more to psychology than merely providing preliminary indications of cause-effect relationships.
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Measuring the complex behavior of the SO2 oxidation reaction
Directory of Open Access Journals (Sweden)
Muhammad Shahzad
2015-09-01
Full Text Available The two step reversible chemical reaction involving five chemical species is investigated. The quasi equilibrium manifold (QEM and spectral quasi equilibrium manifold (SQEM are used for initial approximation to simplify the mechanisms, which we want to utilize in order to investigate the behavior of the desired species. They show a meaningful picture, but for maximum clarity, the investigation method of invariant grid (MIG is employed. These methods simplify the complex chemical kinetics and deduce low dimensional manifold (LDM from the high dimensional mechanism. The coverage of the species near equilibrium point is investigated and then we shall discuss moving along the equilibrium of ODEs. The steady state behavior is observed and the Lyapunov function is utilized to study the stability of ODEs. Graphical results are used to describe the physical aspects of measurements.
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Using Ants, Animal Behavior & the Learning Cycle to Investigate Scientific Processes
Ligon, Russell A.; Dolezal, Adam G.; Hicks, Michael R.; Butler, Michael W.; Morehouse, Nathan I.; Ganesh, Tirupalavanam G.
2014-01-01
The behavior of animals is an intrinsically fascinating topic for students from a wide array of backgrounds. We describe a learning experience using animal behavior that we created for middle school students as part of a graduate-student outreach program, Graduate Partners in Science Education, at Arizona State University in collaboration with a…
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Childhood Fish Consumption and Learning and Behavioral Disorders
Directory of Open Access Journals (Sweden)
Jenny L. Carwile
2016-11-01
Full Text Available Fish is a major source of nutrients critical for brain development during early life. The importance of childhood fish consumption is supported by several studies reporting associations of n-3 polyunsaturated fatty acid (n-3 PUFA supplementation with better behavior and school performance. However, fish may have a different effect than n-3 PUFA alone due to the neurotoxic effects of methylmercury, a frequent contaminant. We investigated associations of childhood fish consumption with learning and behavioral disorders in birth cohort study of the neurotoxic effects of early life exposure to solvent-contaminated drinking water. Childhood (age 7–12 years fish consumption and learning and behavioral problems were reported in self-administered questionnaires (age 23–41 at questionnaire completion. Fish consumption was not meaningfully associated with repeating a grade, tutoring, attending summer school, special class placement, or low educational attainment. However, participants who ate fish several times a week had an elevated odds of Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder (odds ratio: 5.2; 95% confidence interval: 1.5–18 compared to participants who did not eat fish. While these findings generally support the safety of the observed level of fish consumption, the absence of a beneficial effect may be attributed to insufficient fish intake or the choice of relatively low n-3 PUFA fish.
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Analysis of Learning Behavior in a Flipped Programing Classroom Adopting Problem-Solving Strategies
Chiang, Tosti Hsu-Cheng
2017-01-01
Programing is difficult for beginners because they need to learn the new language of computers. Developing software, especially complex software, is bound to result in problems, frustration, and the need to think in new ways. Identifying the learning behavior behind programing by way of empirical studies can help beginners learn more easily. In…
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Behavioral analysis of differential Hebbian learning in closed-loop systems
DEFF Research Database (Denmark)
Kulvicius, Tomas; Kolodziejski, Christoph; Tamosiunaite, Minija
2010-01-01
Understanding closed loop behavioral systems is a non-trivial problem, especially when they change during learning. Descriptions of closed loop systems in terms of information theory date back to the 1950s, however, there have been only a few attempts which take into account learning, mostly...... measuring information of inputs. In this study we analyze a specific type of closed loop system by looking at the input as well as the output space. For this, we investigate simulated agents that perform differential Hebbian learning (STDP). In the first part we show that analytical solutions can be found...
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Micale, Vincenzo; Stepan, Jens; Jurik, Angela; Pamplona, Fabricio A; Marsch, Rudolph; Drago, Filippo; Eder, Matthias; Wotjak, Carsten T
2017-07-01
The development of exaggerated avoidance behavior is largely responsible for the decreased quality of life in patients suffering from anxiety disorders. Studies using animal models have contributed to the understanding of the neural mechanisms underlying the acquisition of avoidance responses. However, much less is known about its extinction. Here we provide evidence in mice that learning about the safety of an environment (i.e., safety learning) rather than repeated execution of the avoided response in absence of negative consequences (i.e., response extinction) allowed the animals to overcome their avoidance behavior in a step-down avoidance task. This process was context-dependent and could be blocked by pharmacological (3 mg/kg, s.c.; SR141716) or genetic (lack of cannabinoid CB1 receptors in neurons expressing dopamine D1 receptors) inactivation of CB1 receptors. In turn, the endocannabinoid reuptake inhibitor AM404 (3 mg/kg, i.p.) facilitated safety learning in a CB1-dependent manner and attenuated the relapse of avoidance behavior 28 days after conditioning. Safety learning crucially depended on endocannabinoid signaling at level of the hippocampus, since intrahippocampal SR141716 treatment impaired, whereas AM404 facilitated safety learning. Other than AM404, treatment with diazepam (1 mg/kg, i.p.) impaired safety learning. Drug effects on behavior were directly mirrored by drug effects on evoked activity propagation through the hippocampal trisynaptic circuit in brain slices: As revealed by voltage-sensitive dye imaging, diazepam impaired whereas AM404 facilitated activity propagation to CA1 in a CB1-dependent manner. In line with this, systemic AM404 enhanced safety learning-induced expression of Egr1 at level of CA1. Together, our data render it likely that AM404 promotes safety learning by enhancing information flow through the trisynaptic circuit to CA1. Copyright © 2017 Elsevier Ltd. All rights reserved.
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From rapid place learning to behavioral performance: a key role for the intermediate hippocampus.
Directory of Open Access Journals (Sweden)
Tobias Bast
2009-04-01
Full Text Available Rapid place encoding by hippocampal neurons, as reflected by place-related firing, has been intensely studied, whereas the substrates that translate hippocampal place codes into behavior have received little attention. A key point relevant to this translation is that hippocampal organization is characterized by functional-anatomical gradients along the septotemporal axis: Whereas the ability of hippocampal neurons to encode accurate place information declines from the septal to temporal end, hippocampal connectivity to prefrontal and subcortical sites that might relate such place information to behavioral-control processes shows an opposite gradient. We examined in rats the impact of selective lesions to relevant parts of the hippocampus on behavioral tests requiring place learning (watermaze procedures and on in vivo electrophysiological models of hippocampal encoding (long-term potentiation [LTP], place cells. We found that the intermediate hippocampus is necessary and largely sufficient for behavioral performance based on rapid place learning. In contrast, a residual septal pole of the hippocampus, although displaying intact electrophysiological indices of rapid information encoding (LTP, precise place-related firing, and rapid remapping, failed to sustain watermaze performance based on rapid place learning. These data highlight the important distinction between hippocampal encoding and the behavioral performance based on such encoding, and suggest that the intermediate hippocampus, where substrates of rapid accurate place encoding converge with links to behavioral control, is critical to translate rapid (one-trial place learning into navigational performance.
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Sung, Han-Yu; Hwang, Gwo-Jen
2018-01-01
Researchers have recognized the potential of educational computer games in improving students' learning engagement and outcomes; however, facilitating effective learning behaviors during the gaming process remains an important and challenging issue. In this paper, a collaborative knowledge construction strategy was incorporated into an educational…
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An explorative analysis of the links between learning behavior and change orientation
Sluis, van der E.C. (Lidewey); Caluwé, L.I.A.; Nistelrooij, van A.T.M.
2005-01-01
The article presents an explorative study on the links between learning behavior and change orientation of individuals. When reading literature on how to develop employees and organizations, it strikes one how less focus there is on learning and change needs of individuals. This paper deals with
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Pickar, Daniel B.; Tori, Christopher D.
1986-01-01
Using a developmental perspective, this study contrasted learning and nonlearning disabled adolescents on three variables: Erikson's stages of psychosocial development; self-concept; and delinquent behavior. The results indicated that the learning disabled subjects, due to years of failing, were unable to develop a sense of industry and…
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Carvalho, Célia Barreto; da Motta, Carolina; Pinto-Gouveia, José; Peixoto, Ermelindo Manuel Bernardo
Paranoia is a disruptive belief that can vary across a continuum, ranging from persecutory delusions presented in clinical settings to paranoid cognitions that are highly prevalent in the general population. The literature suggests that paranoid thoughts derive from the activation of a paranoid schema or information processing biases that can be sensitive to socially ambiguous stimuli and influence the processing of threatening situations. Four groups (schizophrenic participants in active psychotic phases, n=61; stable participants in remission, n=30; participants' relatives, n=32; and, healthy controls, n=64) were assessed with self-report questionnaires to determine how the reactions to paranoia of clinical patients differ from healthy individuals. Cognitive, emotional and behavioral dimensions of their reactions to these paranoid thoughts were examined. Paranoid individuals were present in all groups. Most participants referred to the rejection by others as an important trigger of paranoid ideations, while active psychotics were unable to identify triggering situations to their thoughts and reactions. This may be a determinant to the different reactions and the different degree of invalidation caused by paranoid thoughts observed across groups. Clinical and nonclinical expressions of paranoid ideations differ in terms of their cognitive, emotional and behavioral components. It is suggested that, in socially ambiguous situations, paranoid participants (presenting lower thresholds of paranoid schema activation) lose the opportunity to disconfirm their paranoid beliefs by resourcing to more maladaptive coping strategies. Consequently, by dwelling on these thoughts, the amount of time spent thinking about their condition and the disability related to the disease increases.
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Lum, Jarrad A.G.; Ullman, Michael T.; Conti-Ramsden, Gina
2013-01-01
A number of studies have investigated procedural learning in dyslexia using serial reaction time (SRT) tasks. Overall, the results have been mixed, with evidence of both impaired and intact learning reported. We undertook a systematic search of studies that examined procedural learning using SRT tasks, and synthesized the data using meta-analysis. A total of 14 studies were identified, representing data from 314 individuals with dyslexia and 317 typically developing control participants. The results indicate that, on average, individuals with dyslexia have worse procedural learning abilities than controls, as indexed by sequence learning on the SRT task. The average weighted standardized mean difference (the effect size) was found to be 0.449 (CI95: .204, .693), and was significant (p dyslexia. PMID:23920029
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Trujillo, Elena María; Suárez, Daniel Enrique; Lema, Mariana; Londoño, Alicia
2015-02-01
In Colombia, the use of alcohol is one of the main risky behaviors carried out by adolescents, given that alcohol is the principal drug of abuse in this age group. Understanding how adolescents learn about risk and behavior is important in developing effective prevention programs. The Theory of Social learning underlines the importance of social interaction in the learning process. It suggests that learning can occur in three ways: a live model in which a person is enacting the desired behavior, verbal instruction when the desired behavior is described, and symbolic learning in which modeling occurs by influence of the media. This study explores these three forms of learning in the perception of risk and behavior related to the use of alcohol in a group of students between 12 and 14 years of age in Bogotá, Colombia. This is a qualitative research study, which is part of a larger study exploring the social representations of risk and alcohol use in adolescents and their communities. The sample group included 160 students from two middle schools (7th and 8th graders) in Bogotá, Colombia. Six sessions of participant observation, 12 semi-structured interviews, and 12 focus group discussions were conducted for data collection. Data were analyzed using the Atlas ti software (V7.0) (ATLAS.ti Scientific Software Development GmbH, London, UK), and categories of analysis were developed using a framework analysis approach. Adolescents can identify several risks related to the use of alcohol, which for the most part, appear to have been learned through verbal instruction. However, this risk recognition does not appear to correlate with their behavior. Parental modeling and messages conveyed by the media represent two other significant sources of learning that are constantly contradicting the messages relayed through verbal instruction and correlate to a greater extent with adolescent behavior. The three different forms of learning described by Social Learning Theory play a
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Behavioral Ethics in Practice: Integrating Service Learning into a Graduate Business Ethics Course
O'Brien, Kevin; Wittmer, Dennis; Ebrahimi, Bahman Paul
2017-01-01
Adopting a broad definition that distinguishes behavioral ethics as science and behavioral ethics in practice, we describe how service learning can be a meaningful component of a four-credit, one-quarter graduate business ethics course by blending both normative/prescriptive and behavioral/descriptive ethics. We provide a conceptual and…
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Eskay, M.; Onu, V. C.; Obiyo, N.; Obidoa, M.
2012-01-01
The study investigated the use of peer tutoring, cooperative learning, and collaborative learning as strategies to reduce anti-social behavior among schooling adolescents. The study is a descriptive survey study. The area of study was Nsukka education zone in Enugu State of Nigeria. The sample of the study was 200 teachers randomly sampled from…
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An Adolescent Nutrition Learning Model to Facilitate Behavior Change in Overweight Teens
Young, Kimberly J.; Ramsay, Samantha A.; Holyoke, Laura B.
2016-01-01
Understanding the process by which adolescents learn about nutrition is necessary for developing tailored education that leads to sustainable behavior change. Teens aged 15-17 participating in an obesity prevention program were interviewed. From the data, three themes emerged and informed development of an adolescent nutrition learning model. The…
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Rethinking Hearing Aid Fitting by Learning From Behavioral Patterns
DEFF Research Database (Denmark)
Johansen, Benjamin; Petersen, Michael Kai; Pontoppidan, Niels Henrik
2017-01-01
users to remotely enhance auditory focus and attenuate background noise to improve speech intelligibility. N=5, participants changed program settings and adjusted volume on their hearing instruments using their smartphones. We found that individual behavioral patterns affected the usage of the devices....... A significant difference between program usage, and weekdays versus weekends, were found. Users not only changed programs to modify aspects of directionality and noise reduction, but also continuously adjusted the volume. Rethinking hearing instruments as devices that adaptively learn behavioral patterns based...
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Kormos, Judit; Csizér, Kata
2014-01-01
Autonomous learning and effective self-regulatory strategies are increasingly important in foreign language learning; without these, students might not be able to exploit learning opportunities outside language classrooms. This study investigated the influence of motivational factors and self-regulatory strategies on autonomous learning behavior.…
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Mas, Francisco G Soto; Plass, Jan; Kane, William M; Papenfuss, Richard L
2003-07-01
When health education researchers began to investigate how individuals make decisions related to health and the factors that influence health behaviors, they referred to frameworks shared by educational and learning research. Health education adopted the basic principles of the cognitive revolution, which were instrumental in advancing the field. There is currently a new challenge to confront: the widespread use of new technologies for health education. To better overcome this challenge, educational psychology and instructional technology theory should be considered. Unfortunately, the passion to incorporate new technologies too often overshadows how people learn or, in particular, how people learn through computer technologies. This two-part article explains how educational theory contributed to the early development of health behavior theory, describes the most relevant multimedia learning theories and constructs, and provides recommendations for developing multimedia health education programs and connecting theory and practice.
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Reversal learning as a measure of impulsive and compulsive behavior in addictions.
Izquierdo, Alicia; Jentsch, J David
2012-01-01
Our ability to measure the cognitive components of complex decision-making across species has greatly facilitated our understanding of its neurobiological mechanisms. One task in particular, reversal learning, has proven valuable in assessing the inhibitory processes that are central to executive control. Reversal learning measures the ability to actively suppress reward-related responding and to disengage from ongoing behavior, phenomena that are biologically and descriptively related to impulsivity and compulsivity. Consequently, reversal learning could index vulnerability for disorders characterized by impulsivity such as proclivity for initial substance abuse as well as the compulsive aspects of dependence. Though we describe common variants and similar tasks, we pay particular attention to discrimination reversal learning, its supporting neural circuitry, neuropharmacology and genetic determinants. We also review the utility of this task in measuring impulsivity and compulsivity in addictions. We restrict our review to instrumental, reward-related reversal learning studies as they are most germane to addiction. The research reviewed here suggests that discrimination reversal learning may be used as a diagnostic tool for investigating the neural mechanisms that mediate impulsive and compulsive aspects of pathological reward-seeking and -taking behaviors. Two interrelated mechanisms are posited for the neuroadaptations in addiction that often translate to poor reversal learning: frontocorticostriatal circuitry dysregulation and poor dopamine (D2 receptor) modulation of this circuitry. These data suggest new approaches to targeting inhibitory control mechanisms in addictions.
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Singletary, Joanna Lynn Bush
This study evaluated the relationship of environmental service-learning on environmental literacy in undergraduates. The subjects were 36 undergraduates at a small liberal arts university enrolled in an environmental biology course. To determine the role of environmental service-learning on college students' environmental knowledge, attitudes, behaviors, and environmental literacy, this study utilized concurrent mixed methods approach for qualitative and quantitative analysis. A quasi-experimental repeated measures approach was the design of the quantitative component of the study. Data were collected on attitude, behavior, and content knowledge aspects of environmental literacy as measured by the Environmental Literacy Survey (Kibert, 2000). Hypotheses were tested by independent samples ttests and repeated measures ANOVA. Repeated measures ANOVA conducted on participants' three subscales scores for the Environmental Literacy Survey (attitude, behavior, and knowledge) indicated that students who participated in environmental service-learning scored statistically significantly higher than those that did not initially participate in service-learning. Qualitative data collected in the form of journal reflections and portfolios were evaluated for themes of environmental attitudes or affective statements, environmentally positive behaviors and skills, and ecological content. Quantitative and qualitative data support the positive role of environmental service-learning in the development of environmental literacy in undergraduate students.
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Cerezo, Rebeca; Esteban, María; Sánchez-Santillán, Miguel; Núñez, José C
2017-01-01
Introduction: Research about student performance has traditionally considered academic procrastination as a behavior that has negative effects on academic achievement. Although there is much evidence for this in class-based environments, there is a lack of research on Computer-Based Learning Environments (CBLEs) . Therefore, the purpose of this study is to evaluate student behavior in a blended learning program and specifically procrastination behavior in relation to performance through Data Mining techniques. Materials and Methods: A sample of 140 undergraduate students participated in a blended learning experience implemented in a Moodle (Modular Object Oriented Developmental Learning Environment) Management System. Relevant interaction variables were selected for the study, taking into account student achievement and analyzing data by means of association rules, a mining technique. The association rules were arrived at and filtered through two selection criteria: 1, rules must have an accuracy over 0.8 and 2, they must be present in both sub-samples. Results: The findings of our study highlight the influence of time management in online learning environments, particularly on academic achievement, as there is an association between procrastination variables and student performance. Conclusion: Negative impact of procrastination in learning outcomes has been observed again but in virtual learning environments where practical implications, prevention of, and intervention in, are different from class-based learning. These aspects are discussed to help resolve student difficulties at various ages.
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Cerezo, Rebeca; Esteban, María; Sánchez-Santillán, Miguel; Núñez, José C.
2017-01-01
Introduction: Research about student performance has traditionally considered academic procrastination as a behavior that has negative effects on academic achievement. Although there is much evidence for this in class-based environments, there is a lack of research on Computer-Based Learning Environments (CBLEs). Therefore, the purpose of this study is to evaluate student behavior in a blended learning program and specifically procrastination behavior in relation to performance through Data Mining techniques. Materials and Methods: A sample of 140 undergraduate students participated in a blended learning experience implemented in a Moodle (Modular Object Oriented Developmental Learning Environment) Management System. Relevant interaction variables were selected for the study, taking into account student achievement and analyzing data by means of association rules, a mining technique. The association rules were arrived at and filtered through two selection criteria: 1, rules must have an accuracy over 0.8 and 2, they must be present in both sub-samples. Results: The findings of our study highlight the influence of time management in online learning environments, particularly on academic achievement, as there is an association between procrastination variables and student performance. Conclusion: Negative impact of procrastination in learning outcomes has been observed again but in virtual learning environments where practical implications, prevention of, and intervention in, are different from class-based learning. These aspects are discussed to help resolve student difficulties at various ages. PMID:28883801
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Directory of Open Access Journals (Sweden)
Rebeca Cerezo
2017-08-01
Full Text Available Introduction: Research about student performance has traditionally considered academic procrastination as a behavior that has negative effects on academic achievement. Although there is much evidence for this in class-based environments, there is a lack of research on Computer-Based Learning Environments (CBLEs. Therefore, the purpose of this study is to evaluate student behavior in a blended learning program and specifically procrastination behavior in relation to performance through Data Mining techniques.Materials and Methods: A sample of 140 undergraduate students participated in a blended learning experience implemented in a Moodle (Modular Object Oriented Developmental Learning Environment Management System. Relevant interaction variables were selected for the study, taking into account student achievement and analyzing data by means of association rules, a mining technique. The association rules were arrived at and filtered through two selection criteria: 1, rules must have an accuracy over 0.8 and 2, they must be present in both sub-samples.Results: The findings of our study highlight the influence of time management in online learning environments, particularly on academic achievement, as there is an association between procrastination variables and student performance.Conclusion: Negative impact of procrastination in learning outcomes has been observed again but in virtual learning environments where practical implications, prevention of, and intervention in, are different from class-based learning. These aspects are discussed to help resolve student difficulties at various ages.
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Locomotion-learning behavior relationship in Caenorhabditis elegans following γ-ray irradiation
International Nuclear Information System (INIS)
Sakashita, Tetsuya; Hamada, Nobuyuki; Suzuki, Michiyo; Kobayashi, Yasuhiko; Ikeda, Daisuke D.; Yanase, Sumino; Ishii, Naoaki
2008-01-01
Learning impairment following ionizing radiation (IR) exposure is an important potential risk in manned space missions. We previously reported the modulatory effects of IR on salt chemotaxis learning in Caenorhabditis elegans. However, little is known about the effects of IR on the functional relationship in the nervous system. In the present study, we investigated the effects of γ-ray exposure on the relationship between locomotion and salt chemotaxis learning behavior. We found that effects of pre-learning irradiation on locomotion were significantly correlated with the salt chemotaxis learning performance, whereas locomotion was not directly related to chemotaxis to NaCl. On the other hand, locomotion was positively correlated with salt chemotaxis of animals which were irradiated during learning, and the correlation disappeared with increasing doses. These results suggest an indirect relationship between locomotion and salt chemotaxis learning in C. elegans, and that IR inhibits the innate relationship between locomotion and chemotaxis, which is related to salt chemotaxis learning conditioning of C. elegans. (author)
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Effect of behavior training on learning and memory of young rats with fetal growth restriction
Institute of Scientific and Technical Information of China (English)
Li Xuelan; Gou Wenli; Huang Pu; Li Chunfang; Sun Yunping
2008-01-01
Objective: To investigate the effect of behavior training on the learning and memory of young rats with fetal growth restriction (FGR). Methods: The model of FGR was established by passive smoking method to pregnant rats.The new-born rats were divided into FGR group and normal group, and then randomly subdivided into trained and untrained group respectively. Morris water maze behavior training was performed on postnatal months 2 and 4, then learning and memory abilities of young rats were measured by dark-avoidance testing and step-down testing. Results: In the dark-avoidance and step-down testing, the young rats' performance of FGR group was worse than that of control group, and the trained group was better than the untrained group significantly. Conclusion: FGR young rats have descended learning and memory abilities. Behavior training could improve the young rats' learning and memory abilities, especially for the FGR young rats.
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Kinnebrew, John S.; Biswas, Gautam
2012-01-01
Our learning-by-teaching environment, Betty's Brain, captures a wealth of data on students' learning interactions as they teach a virtual agent. This paper extends an exploratory data mining methodology for assessing and comparing students' learning behaviors from these interaction traces. The core algorithm employs sequence mining techniques to…
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Grossberg, Stephen; Vladusich, Tony
2010-01-01
How does an infant learn through visual experience to imitate actions of adult teachers, despite the fact that the infant and adult view one another and the world from different perspectives? To accomplish this, an infant needs to learn how to share joint attention with adult teachers and to follow their gaze towards valued goal objects. The infant also needs to be capable of view-invariant object learning and recognition whereby it can carry out goal-directed behaviors, such as the use of tools, using different object views than the ones that its teachers use. Such capabilities are often attributed to "mirror neurons". This attribution does not, however, explain the brain processes whereby these competences arise. This article describes the CRIB (Circular Reactions for Imitative Behavior) neural model of how the brain achieves these goals through inter-personal circular reactions. Inter-personal circular reactions generalize the intra-personal circular reactions of Piaget, which clarify how infants learn from their own babbled arm movements and reactive eye movements how to carry out volitional reaches, with or without tools, towards valued goal objects. The article proposes how intra-personal circular reactions create a foundation for inter-personal circular reactions when infants and other learners interact with external teachers in space. Both types of circular reactions involve learned coordinate transformations between body-centered arm movement commands and retinotopic visual feedback, and coordination of processes within and between the What and Where cortical processing streams. Specific breakdowns of model processes generate formal symptoms similar to clinical symptoms of autism. Copyright © 2010 Elsevier Ltd. All rights reserved.
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McConnell, Karen J; Delate, Thomas; Newlon, Carey L
2015-04-25
To assess the long-term sustainability of continuing professional development (CPD) training in pharmacy practice and learning behaviors. This was a 3-year posttrial survey of pharmacists who had participated in an unblinded randomized controlled trial of CPD. The online survey assessed participants' perceptions of pharmacy practice, learning behaviors, and sustainability of CPD. Differences between groups on the posttrial survey responses and changes from the trial's follow-up survey to the posttrial survey responses within the intervention group were compared. Of the 91 pharmacists who completed the original trial, 72 (79%) participated in the sustainability survey. Compared to control participants, a higher percentage of intervention participants reported in the sustainability survey that they had utilized the CPD concept (45.7% vs 8.1%) and identified personal learning objectives (68.6% vs 43.2%) during the previous year. Compared to their follow-up survey responses, lower percentages of intervention participants reported identifying personal learning objectives (94.3% vs 68.6%), documenting their learning plan (82.9% vs 22.9%) and participating in learning by doing (42.9% vs 14.3%) in the sustainability survey. In the intervention group, many of the improvements to pharmacy practice items were sustained over the 3-year period but were not significantly different from the control group. Sustainability of a CPD intervention over a 3-year varied. While CPD-trained pharmacists reported utilizing CPD concepts at a higher rate than control pharmacists, their CPD learning behaviors diminished over time.
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Reappraising social insect behavior through aversive responsiveness and learning.
Roussel, Edith; Carcaud, Julie; Sandoz, Jean-Christophe; Giurfa, Martin
2009-01-01
The success of social insects can be in part attributed to their division of labor, which has been explained by a response threshold model. This model posits that individuals differ in their response thresholds to task-associated stimuli, so that individuals with lower thresholds specialize in this task. This model is at odds with findings on honeybee behavior as nectar and pollen foragers exhibit different responsiveness to sucrose, with nectar foragers having higher response thresholds to sucrose concentration. Moreover, it has been suggested that sucrose responsiveness correlates with responsiveness to most if not all other stimuli. If this is the case, explaining task specialization and the origins of division of labor on the basis of differences in response thresholds is difficult. To compare responsiveness to stimuli presenting clear-cut differences in hedonic value and behavioral contexts, we measured appetitive and aversive responsiveness in the same bees in the laboratory. We quantified proboscis extension responses to increasing sucrose concentrations and sting extension responses to electric shocks of increasing voltage. We analyzed the relationship between aversive responsiveness and aversive olfactory conditioning of the sting extension reflex, and determined how this relationship relates to division of labor. Sucrose and shock responsiveness measured in the same bees did not correlate, thus suggesting that they correspond to independent behavioral syndromes, a foraging and a defensive one. Bees which were more responsive to shock learned and memorized better aversive associations. Finally, guards were less responsive than nectar foragers to electric shocks, exhibiting higher tolerance to low voltage shocks. Consequently, foragers, which are more sensitive, were the ones learning and memorizing better in aversive conditioning. Our results constitute the first integrative study on how aversive responsiveness affects learning, memory and social
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Reappraising social insect behavior through aversive responsiveness and learning.
Directory of Open Access Journals (Sweden)
Edith Roussel
Full Text Available The success of social insects can be in part attributed to their division of labor, which has been explained by a response threshold model. This model posits that individuals differ in their response thresholds to task-associated stimuli, so that individuals with lower thresholds specialize in this task. This model is at odds with findings on honeybee behavior as nectar and pollen foragers exhibit different responsiveness to sucrose, with nectar foragers having higher response thresholds to sucrose concentration. Moreover, it has been suggested that sucrose responsiveness correlates with responsiveness to most if not all other stimuli. If this is the case, explaining task specialization and the origins of division of labor on the basis of differences in response thresholds is difficult.To compare responsiveness to stimuli presenting clear-cut differences in hedonic value and behavioral contexts, we measured appetitive and aversive responsiveness in the same bees in the laboratory. We quantified proboscis extension responses to increasing sucrose concentrations and sting extension responses to electric shocks of increasing voltage. We analyzed the relationship between aversive responsiveness and aversive olfactory conditioning of the sting extension reflex, and determined how this relationship relates to division of labor.Sucrose and shock responsiveness measured in the same bees did not correlate, thus suggesting that they correspond to independent behavioral syndromes, a foraging and a defensive one. Bees which were more responsive to shock learned and memorized better aversive associations. Finally, guards were less responsive than nectar foragers to electric shocks, exhibiting higher tolerance to low voltage shocks. Consequently, foragers, which are more sensitive, were the ones learning and memorizing better in aversive conditioning.Our results constitute the first integrative study on how aversive responsiveness affects learning, memory and
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McMullen, Rebecca C.; Shippen, Margaret E.; Dangel, Harry L.
2007-01-01
The purpose of this pilot study was to investigate the specific classroom organizational behaviors that middle school inclusive teachers report as expectations for students with learning disabilities. Practicing middle school science and social studies teachers (n = 12) responded to a survey about organization behaviors of students with learning…
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Sinclair, Peter; Kable, Ashley; Levett-Jones, Tracy
2015-01-01
research, not least the use of comparative design studies. Comparison between e-learning and traditional teaching methods are illogical and methodologically flawed because comparison groups are heterogeneous, lack uniformity and have multiple confounders that cannot be adjusted for.As early as 1994, researchersin computer-assisted learning were citing these limitations and called for a fresh research agenda in this area. Cookrepeated this call in 2005 and again in 2009 and noted a paucity of research related to patient or clinical practice outcomes. Electronic learning is not an educational panacea and research needs to progress from pre- and post-interventional and comparative designs that evaluate knowledge increases and user satisfaction. It is time to move towards determining whether improved self-efficacy or knowledge gained through e-learning improves patient outcomes or influences clinical behavior change and whether these changes are sustained. In order to develop the empirical evidence base in e-learning, research needs to be guided by established theoretical frameworks and use validated instruments to move from assessing knowledge generation towards improving our understanding of whether e-learning improves HCP behavior and more importantly, patient outcomes.One suitable framework that is congruent with e-learning research is Kirkpatrick'sfour levels of evaluation. Kirkpatrick's model is hierarchically based with level one relating to student reaction and how well the learner is satisfied with the education program. Level two pertains to learning and the evaluation of knowledge, level three expands on this and considers whether the education has influenced behavior. In the context of this review, behavior change is any practice that is intrinsically linked with the outcomes of the e-learning program undertaken. Finally, level four evaluates the impact on outcomes such as cost benefit or quality improvements.The majority of e-learning research has focused on
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Reaction behavior of SO2 in the sintering process with flue gas recirculation.
Yu, Zhi-Yuan; Fan, Xiao-Hui; Gan, Min; Chen, Xu-Ling; Chen, Qiang; Huang, Yun-Song
2016-07-01
The primary goal of this paper is to reveal the reaction behavior of SO2 in the sinter zone, combustion zone, drying-preheating zone, and over-wet zone during flue gas recirculation (FGR) technique. The results showed that SO2 retention in the sinter zone was associated with free-CaO in the form of CaSO3/CaSO4, and the SO2 adsorption reached a maximum under 900ºC. SO2 in the flue gas came almost from the combustion zone. One reaction behavior was the oxidation of sulfur in the sintering mix when the temperature was between 800 and 1000ºC; the other behavior was the decomposition of sulfite/sulfate when the temperature was over 1000ºC. However, the SO2 adsorption in the sintering bed mainly occurred in the drying-preheating zone, adsorbed by CaCO3, Ca(OH)2, and CaO. When the SO2 adsorption reaction in the drying-preheating zone reached equilibrium, the excess SO2 gas continued to migrate to the over-wet zone and was then absorbed by Ca(OH)2 and H2O. The emission rising point of SO2 moved forward in combustion zone, and the concentration of SO2 emissions significantly increased in the case of flue gas recirculation (FGR) technique. Aiming for the reuse of the sensible heat and a reduction in exhaust gas emission, the FGR technique is proposed in the iron ore sintering process. When using the FGR technique, SO2 emission in exhaust gas gets changed. In practice, the application of the FGR technique in a sinter plant should be cooperative with the flue gas desulfurization (FGD) technique. Thus, it is necessary to study the influence of the FGR technique on SO2 emissions because it will directly influence the demand and design of the FGD system.
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Pollock, Courtney L; Boyd, Lara A; Hunt, Michael A; Garland, S Jayne
2014-04-01
Stepping reactions are important for walking balance and community-level mobility. Stepping reactions of people with stroke are characterized by slow reaction times, poor coordination of motor responses, and low amplitude of movements, which may contribute to their decreased ability to recover their balance when challenged. An important aspect of rehabilitation of mobility after stroke is optimizing the motor learning associated with retraining effective stepping reactions. The Challenge Point Framework (CPF) is a model that can be used to promote motor learning through manipulation of conditions of practice to modify task difficulty, that is, the interaction of the skill of the learner and the difficulty of the task to be learned. This case series illustrates how the retraining of multidirectional stepping reactions may be informed by the CPF to improve balance function in people with stroke. Four people (53-68 years of age) with chronic stroke (>1 year) and mild to moderate motor recovery received 4 weeks of multidirectional stepping reaction retraining. Important tenets of motor learning were optimized for each person during retraining in accordance with the CPF. Participants demonstrated improved community-level walking balance, as determined with the Community Balance and Mobility Scale. These improvements were evident 1 year later. Aspects of balance-related self-efficacy and movement kinematics also showed improvements during the course of the intervention. The application of CPF motor learning principles in the retraining of stepping reactions to improve community-level walking balance in people with chronic stroke appears to be promising. The CPF provides a plausible theoretical framework for the progression of functional task training in neurorehabilitation.
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Assessing learning process of caring behavior among nursing students in Palembang, Indonesia
Directory of Open Access Journals (Sweden)
Ira Kusumawaty
2016-01-01
Full Text Available Background Caring as the heart of nursing profession should be learned by nursing students. However, in fact, to generate caring professional nurses is not an uncomplicated issue and there are some factors that can influence its achievement. Socio-cognitive theory which emphasizes on interaction between person, behavior, and environment in learning theory was used to assess caring behavior learning process. Objective The aims of the study are to assess characteristics of nursing students, to identify students’ preferences in choosing their profession, to pinpoint students’ perception and educators’ teaching methods used in caring behavior class and to determine students understanding of caring behavior. Methods A descriptive analysis was used to analyze data obtained through surveys and brief interviews.Samples are 232 nursing students from diploma III program (89, 66 and 77 students, respectively students at semester 2, 4 and 6, 3 nurse educators and 3 stakeholders from 2 hospitals, and 1 from organizational profession. Results Majority, of the students are female and, had chosen nursing as the first priority. However, more than 50% of their choice was not based on their preferences, but influenced by family’s desire. There are more students who have less understanding about caring than those who have good understanding. Teaching strategies were varied, but mostly consist of lectures and discussions. There were complaints from stakeholders related to communication, patience, and empathy as a part of caring behavior nurses who graduated with diploma III. Conclusion Nurse educators should provide an extensive understanding of the nursing profession and motivate students from the early semester. Improved motivation is crucially important to enhance students’ caring behavior.
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Leader-Member Exchange, Learning Orientation and Innovative Work Behavior
Atitumpong, Aungkhana; Badir, Yuosre F.
2018-01-01
Purpose: This study aims to examine the effects of leader-member exchange (LMX) and employee learning orientation on employee innovative work behavior (IWB) through creative self-efficacy. Design/methodology/approach: Data have been collected from 337 employees and 137 direct managers from manufacturing sector. A hierarchical linear model has been…
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Probability Learning: Changes in Behavior across Time and Development
Plate, Rista C.; Fulvio, Jacqueline M.; Shutts, Kristin; Green, C. Shawn; Pollak, Seth D.
2018-01-01
Individuals track probabilities, such as associations between events in their environments, but less is known about the degree to which experience--within a learning session and over development--influences people's use of incoming probabilistic information to guide behavior in real time. In two experiments, children (4-11 years) and adults…
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Probing the short range behavior of nuclei with high PT photo- and electro-nuclear reactions
International Nuclear Information System (INIS)
Laget, J.M.
1990-01-01
The short range behavior of the nucleus and the use of the nucleus as a filter are studied. Special emphasis is given to photon and hadron induced reactions. The components of the nuclear wave function are described. The evidences of hard scattering processes in reactions induced by real photons as well as by hadrons on free nucleus are reviewed. The spin observables are also investigated. The perspectives opened by these studies in the nuclear environment are considered
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Hwang, Wu-Yuin; Liu, Yi-Fan; Chen, Hon-Ren; Huang, Jian-Wun; Li, Jin-Yi
2015-01-01
Although previous studies have highlighted the advantages of using e-books for learning, most have compared learning achieved with traditional textbooks with that achieved with e-books in a classroom situation. These studies focused on individual learning instead of on interactions among learners, learning behavior using ebooks after school, and…
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Chaotic exploration and learning of locomotion behaviors.
Shim, Yoonsik; Husbands, Phil
2012-08-01
We present a general and fully dynamic neural system, which exploits intrinsic chaotic dynamics, for the real-time goal-directed exploration and learning of the possible locomotion patterns of an articulated robot of an arbitrary morphology in an unknown environment. The controller is modeled as a network of neural oscillators that are initially coupled only through physical embodiment, and goal-directed exploration of coordinated motor patterns is achieved by chaotic search using adaptive bifurcation. The phase space of the indirectly coupled neural-body-environment system contains multiple transient or permanent self-organized dynamics, each of which is a candidate for a locomotion behavior. The adaptive bifurcation enables the system orbit to wander through various phase-coordinated states, using its intrinsic chaotic dynamics as a driving force, and stabilizes on to one of the states matching the given goal criteria. In order to improve the sustainability of useful transient patterns, sensory homeostasis has been introduced, which results in an increased diversity of motor outputs, thus achieving multiscale exploration. A rhythmic pattern discovered by this process is memorized and sustained by changing the wiring between initially disconnected oscillators using an adaptive synchronization method. Our results show that the novel neurorobotic system is able to create and learn multiple locomotion behaviors for a wide range of body configurations and physical environments and can readapt in realtime after sustaining damage.
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High-Throughput Automatic Training System for Odor-Based Learned Behaviors in Head-Fixed Mice
Directory of Open Access Journals (Sweden)
Zhe Han
2018-02-01
Full Text Available Understanding neuronal mechanisms of learned behaviors requires efficient behavioral assays. We designed a high-throughput automatic training system (HATS for olfactory behaviors in head-fixed mice. The hardware and software were constructed to enable automatic training with minimal human intervention. The integrated system was composed of customized 3D-printing supporting components, an odor-delivery unit with fast response, Arduino based hardware-controlling and data-acquisition unit. Furthermore, the customized software was designed to enable automatic training in all training phases, including lick-teaching, shaping and learning. Using HATS, we trained mice to perform delayed non-match to sample (DNMS, delayed paired association (DPA, Go/No-go (GNG, and GNG reversal tasks. These tasks probed cognitive functions including sensory discrimination, working memory, decision making and cognitive flexibility. Mice reached stable levels of performance within several days in the tasks. HATS enabled an experimenter to train eight mice simultaneously, therefore greatly enhanced the experimental efficiency. Combined with causal perturbation and activity recording techniques, HATS can greatly facilitate our understanding of the neural-circuitry mechanisms underlying learned behaviors.
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On the relationships among work characteristics and learning-related behavior : Does age matter?
De Lange, Annet H.; Taris, Toon W.; Jansen, Paul; Kompier, Michiel A. J.; Houtman, Irene L. D.; Bongers, Paulien M.
2010-01-01
This 3-wave longitudinal study examined (a) the causal direction of the relationships among psychosocial work characteristics (e.g., job demands, job control, and supervisor support) and indicators of learning-related behavior (e.g., motivation to learn and active problem solving), and (b) whether
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Ellinger, Andrea D.; Ellinger, Alexander E.; Yang, Baiyin; Howton, Shelly W.
2002-01-01
Reports on a study of 208 manufacturing managers that found a positive correlation between the seven dimensions of learning organizations and four measures of business financial performance. "Invited Reaction" by Timothy T. Baldwin and Camden C. Danielson critiques the use of key respondent perceptions and bottom-line performance.…
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Learning Methods for Dynamic Topic Modeling in Automated Behavior Analysis.
Isupova, Olga; Kuzin, Danil; Mihaylova, Lyudmila
2017-09-27
Semisupervised and unsupervised systems provide operators with invaluable support and can tremendously reduce the operators' load. In the light of the necessity to process large volumes of video data and provide autonomous decisions, this paper proposes new learning algorithms for activity analysis in video. The activities and behaviors are described by a dynamic topic model. Two novel learning algorithms based on the expectation maximization approach and variational Bayes inference are proposed. Theoretical derivations of the posterior estimates of model parameters are given. The designed learning algorithms are compared with the Gibbs sampling inference scheme introduced earlier in the literature. A detailed comparison of the learning algorithms is presented on real video data. We also propose an anomaly localization procedure, elegantly embedded in the topic modeling framework. It is shown that the developed learning algorithms can achieve 95% success rate. The proposed framework can be applied to a number of areas, including transportation systems, security, and surveillance.
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Santos, Sara; Coutinho, Diogo; Gonçalves, Bruno; Schöllhorn, Wolfgang; Sampaio, Jaime; Leite, Nuno
2018-03-01
The aim of this study was to identify the effects of a differential-learning program, embedded in small-sided games, on the creative and tactical behavior of youth soccer players. Forty players from under-13 (U13) and under-15 (U15) were allocated into control and experimental groups and were tested using a randomized pretest to posttest design using small-sided games situations. The experimental group participated in a 5-month differential-learning program embodied in small-sided games situations, while the control group participated in a typical small-sided games training program. In-game creativity was assessed through notational analyses of the creative components, and the players' positional data were used to compute tactical-derived variables. The findings suggested that differential learning facilitated the development of creative components, mainly concerning attempts (U13, small; U15, small), versatility (U13, moderate; U15, small), and originality (U13, unclear; U15, small) of players' actions. Likewise, the differential-learning approach provided a decrease in fails during the game in both experimental groups (moderate). Moreover, differential learning seemed to favor regularity in pitch-positioning behavior for the distance between players' dyads (U13, small; U15, small), the distance to the team target (U13, moderate; U15, small), and the distance to the opponent target (U13, moderate; U15, small). The differential-learning program stressed creative and positional behavior in both age groups with a distinct magnitude of effects, with the U13 players demonstrating higher improvements over the U15 players. Overall, these findings confirmed that the technical variability promoted by differential learning nurtures regularity of positioning behavior.
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Using a Bracketed Analysis as a Learning Tool.
Main, Keith
1995-01-01
Bracketed analysis is an examination of experiences within a defined time frame or "bracket." It assumes the ability to learn from any source: behaviors, emotions, rational and irrational thought, insights, reflections, and reactions. A bracketed analysis to determine what went wrong with a grant proposal that missed deadlines…
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Directory of Open Access Journals (Sweden)
Aysel Ünal SÜMEN
2015-04-01
Full Text Available This study has been carried out to determine the effectiveness of case-based learning related to reaction rate on students’ conceptual understanding and conceptual change. In this respect, a class of 11th grade students in an Anatolian High School in the center of Izmir city was chosen randomly as experimental group (n=26 and another as control group (n=22. Reaction rate unit was taught to the experimental group within case-based learning method, and to the control group through activities defined in Chemistry curriculum. Comprehension Test developed by Cakmakci (2005 was utilized as data collecting instrument. The Comprehension Test was applied simultaneously to both experimental and control groups before and after the teaching. The data collected via the Comprehension Test was analyzed in terms of both quantity and quality. As a result of the study, it was noted that there was a significant difference between the groups after the instruction in favor of the experimental group. Also, it was determined that case-based learning was more effective in promoting conceptual change and assuring higher level of conceptual understanding for students.
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Margalit, M; Almougy, K
1991-01-01
The present study aimed to identify subtypes of the learning disabilities (LD) syndrome by examining classroom behavior and family climate among four groups of Israeli students ranging in age from 7 to 10 years: 22 students with LD and hyperactive behavior (HB), 22 nonhyperactive students with LD, 20 nondisabled students with HB, and 20 nondisabled nonhyperactive students. Schaefer's Classroom Behavior Inventory and Moos's Family Environmental Scale were administered to teachers and mothers, respectively. The results revealed that higher distractibility and hostility among both groups with HB differentiated between the two groups with LD. Families of children with HB were reported as less supportive and as emphasizing control less. The academic competence and temperament of the nondisabled students with HB were rated as similar to those of the two groups of students with LD. Both groups with LD were characterized by dependent interpersonal relations and by more conflictual families who fostered more achievement but less personal growth.
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Reversal learning and resurgence of operant behavior in zebrafish (Danio rerio).
Kuroda, Toshikazu; Mizutani, Yuto; Cançado, Carlos R X; Podlesnik, Christopher A
2017-09-01
Zebrafish are used extensively as vertebrate animal models in biomedical research for having such features as a fully sequenced genome and transparent embryo. Yet, operant-conditioning studies with this species are scarce. The present study investigated reversal learning and resurgence of operant behavior in zebrafish. A target response (approaching a sensor) was reinforced in Phase 1. In Phase 2, the target response was extinguished while reinforcing an alternative response (approaching a different sensor). In Phase 3, extinction was in effect for the target and alternative responses. Reversal learning was demonstrated when responding tracked contingency changes between Phases 1 and 2. Moreover, resurgence occurred in 10 of 13 fish in Phase 3: Target response rates increased transiently and exceeded rates of an unreinforced control response. The present study provides the first evidence with zebrafish supporting reversal learning between discrete operant responses and a laboratory model of relapse. These findings open the possibility to assessing genetic influences of operant behavior generally and in models of relapse (e.g., resurgence, renewal, reinstatement). Copyright © 2017 Elsevier B.V. All rights reserved.
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Low-Back Pain Patients Learn to Adapt Motor Behavior with Adverse Secondary Consequences
van Dieën, Jaap H.; Flor, Herta; Hodges, Paul W.
2017-01-01
ABSTRACT: We hypothesize that changes in motor behavior in individuals with low-back pain are adaptations aimed at minimizing the real or perceived risk of further pain. Through reinforcement learning, pain and subsequent adaptions result in less dynamic motor behavior, leading to increased loading
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Directory of Open Access Journals (Sweden)
Xiang Li
Full Text Available We describe an interdisciplinary comparison of the effects of acute and chronic alcohol exposure in terms of their disturbance of light, dark and color preferences and the occurrence of Parkinson-like behavior in zebrafish through computer visual tracking, data mining, and behavioral and physiological analyses. We found that zebrafish in anxiolytic and anxious states, which are induced by acute and chronic repeated alcohol exposure, respectively, display distinct emotional reactions in light/dark preference tests as well as distinct learning and memory abilities in color-enhanced conditional place preference (CPP tests. Additionally, compared with the chronic alcohol (1.0% treatment, acute alcohol exposure had a significant, dose-dependent effect on anxiety, learning and memory (color preference as well as locomotive activities. Acute exposure doses (0.5%, 1.0%, and 1.5% generated an "inverted V" dose-dependent pattern in all of the behavioral parameters, with 1.0% having the greatest effect, while the chronic treatment had a moderate effect. Furthermore, by measuring locomotive activity, learning and memory performance, the number of dopaminergic neurons, tyrosine hydroxylase expression, and the change in the photoreceptors in the retina, we found that acute and chronic alcohol exposure induced varying degrees of Parkinson-like symptoms in zebrafish. Taken together, these results illuminated the behavioral and physiological mechanisms underlying the changes associated with learning and memory and the cause of potential Parkinson-like behaviors in zebrafish due to acute and chronic alcohol exposure.
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Li, Xiang; Li, Xu; Li, Yi-Xiang; Zhang, Yuan; Chen, Di; Sun, Ming-Zhu; Zhao, Xin; Chen, Dong-Yan; Feng, Xi-Zeng
2015-01-01
We describe an interdisciplinary comparison of the effects of acute and chronic alcohol exposure in terms of their disturbance of light, dark and color preferences and the occurrence of Parkinson-like behavior in zebrafish through computer visual tracking, data mining, and behavioral and physiological analyses. We found that zebrafish in anxiolytic and anxious states, which are induced by acute and chronic repeated alcohol exposure, respectively, display distinct emotional reactions in light/dark preference tests as well as distinct learning and memory abilities in color-enhanced conditional place preference (CPP) tests. Additionally, compared with the chronic alcohol (1.0%) treatment, acute alcohol exposure had a significant, dose-dependent effect on anxiety, learning and memory (color preference) as well as locomotive activities. Acute exposure doses (0.5%, 1.0%, and 1.5%) generated an "inverted V" dose-dependent pattern in all of the behavioral parameters, with 1.0% having the greatest effect, while the chronic treatment had a moderate effect. Furthermore, by measuring locomotive activity, learning and memory performance, the number of dopaminergic neurons, tyrosine hydroxylase expression, and the change in the photoreceptors in the retina, we found that acute and chronic alcohol exposure induced varying degrees of Parkinson-like symptoms in zebrafish. Taken together, these results illuminated the behavioral and physiological mechanisms underlying the changes associated with learning and memory and the cause of potential Parkinson-like behaviors in zebrafish due to acute and chronic alcohol exposure.
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Modeling individuals’ cognitive and affective responses in spatial learning behavior
Han, Q.; Arentze, T.A.; Timmermans, H.J.P.; Janssens, D.; Wets, G.; Lo, H.P.; Leung, Stephen C.H.; Tan, Susanna M.L.
2008-01-01
Activity-based analysis has slowly shifted gear from analysis of daily activity patterns to analysis and modeling of dynamic activity-travel patterns. In this paper, we describe a dynamic model that is concerned with simulating cognitive and affective responses in spatial learning behavior for a
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Litniewski, Marek; Gorecki, Jerzy
2011-06-28
We have performed intensive computer simulations of the irreversible annihilation reaction: A + A → C + C and of the trapping reaction: A + B → C + B for a variety of three-dimensional fluids composed of identical spherical particles. We have found a significant difference in the asymptotic behavior of the rate coefficients for these reactions. Both the rate coefficients converge to the same value with time t going to infinity but the convergence rate is different: the O(t(-1/2)) term for the annihilation reaction is higher than the corresponding term for the trapping reaction. The simulation results suggest that ratio of the terms is a universal quantity with the value equal to 2 or slightly above. A model for the annihilation reaction based on the superposition approximation predicts the difference in the O(t(-1/2)) terms, but overestimates the value for the annihilation reaction by about 30%. We have also performed simulations for the dimerization process: A + A → E, where E stands for a dimer. The dimerization decreases the reaction rate due to the decrease in the diffusion constant for A. The effect is successfully predicted by a simple model.
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Conjectural variation based learning model of strategic bidding in spot market
International Nuclear Information System (INIS)
Yiqun Song; Yixin Ni; Fushuan Wen; Wu, F.F.
2004-01-01
In actual electricity market, which operates repeatedly on the basis of one hour or half hour, each firm might learn or estimate other competitors' strategic behaviors from available historical market operation data, and rationally aims at its maximum profit in the repeated biddings. A conjectural variation based learning method is proposed in this paper for generation firm to improve its strategic bidding performance. In the method, each firm learns and dynamically regulates its conjecture upon the reactions of its rivals to its bidding according to available information published in the electricity market, and then makes its optimal generation decision based on the updated conjectural variation of its rivals. Through such learning process, the equilibrium reached in the market is proven a Nash equilibrium. Motivation of generation firm to learn in the changing market environment and consequence of learning behavior in the market are also discussed through computer tests. (author)
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Directory of Open Access Journals (Sweden)
Damian Manayay
2010-06-01
Full Text Available In the manufacture of fruit juices and pulps, is of paramount importance to refer to non-enzymatic browning and rheological behavior. The non-enzymatic browning is a phenomenon of darkening of a purely chemical (Braverman, 1980, is characterized by the presence of brown polymers called melanoidins, generated by the Maillard reaction or condensation of melanoidins, the caramelization and degradation of acid ascorbic, while the rheological behavior is define as the proportion deformation of the material when exposed to shear stress (σ caused by a rheometer (Muller, 1978; Ibarz, 2005. Modeling studies of colour formation and definition of rheological behavior, considered in this review, aimed at the conclusion of the existence of a zero kinetic and first order respectively, and the most influential factors with the reactions are mainly Maillard, temperature, amino acids presence, water activity and pH, while the rheological behavior is affected by temperature, solid concentration and particles size that make up the suspension in the specific case of the pulps.
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A Driver Behavior Learning Framework for Enhancing Traffic Simulation
Directory of Open Access Journals (Sweden)
Ramona Maria Paven
2014-06-01
Full Text Available Traffic simulation provides an essential support for developing intelligent transportation systems. It allows affordable validation of such systems using a large variety of scenarios that involves massive data input. However, realistic traffic models are hard to be implemented especially for microscopic traffic simulation. One of the hardest problems in this context is to model the behavior of drivers, due the complexity of human nature. The work presented in this paper proposes a framework for learning driver behavior based on a Hidden Markov Model technique. Moreover, we propose also a practical method to inject this behavior in a traffic model used by the SUMO traffic simulator. To demonstrate the effectiveness of this method we present a case study involving real traffic collected from Timisoara city area.
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Inescapable Stress Changes Walking Behavior in Flies - Learned Helplessness Revisited.
Batsching, Sophie; Wolf, Reinhard; Heisenberg, Martin
2016-01-01
Like other animals flies develop a state of learned helplessness in response to unescapable aversive events. To show this, two flies, one 'master', one 'yoked', are each confined to a dark, small chamber and exposed to the same sequence of mild electric shocks. Both receive these shocks when the master fly stops walking for more than a second. Behavior in the two animals is differently affected by the shocks. Yoked flies are transiently impaired in place learning and take longer than master flies to exit from the chamber towards light. After the treatment they walk more slowly and take fewer and shorter walking bouts. The low activity is attributed to the fly's experience that its escape response, an innate behavior to terminate the electric shocks, does not help anymore. Earlier studies using heat pulses instead of electric shocks had shown similar effects. This parallel supports the interpretation that it is the uncontrollability that induces the state.
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Inescapable Stress Changes Walking Behavior in Flies - Learned Helplessness Revisited
Batsching, Sophie; Wolf, Reinhard; Heisenberg, Martin
2016-01-01
Like other animals flies develop a state of learned helplessness in response to unescapable aversive events. To show this, two flies, one 'master', one 'yoked', are each confined to a dark, small chamber and exposed to the same sequence of mild electric shocks. Both receive these shocks when the master fly stops walking for more than a second. Behavior in the two animals is differently affected by the shocks. Yoked flies are transiently impaired in place learning and take longer than master flies to exit from the chamber towards light. After the treatment they walk more slowly and take fewer and shorter walking bouts. The low activity is attributed to the fly's experience that its escape response, an innate behavior to terminate the electric shocks, does not help anymore. Earlier studies using heat pulses instead of electric shocks had shown similar effects. This parallel supports the interpretation that it is the uncontrollability that induces the state. PMID:27875580
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Inescapable Stress Changes Walking Behavior in Flies - Learned Helplessness Revisited.
Directory of Open Access Journals (Sweden)
Sophie Batsching
Full Text Available Like other animals flies develop a state of learned helplessness in response to unescapable aversive events. To show this, two flies, one 'master', one 'yoked', are each confined to a dark, small chamber and exposed to the same sequence of mild electric shocks. Both receive these shocks when the master fly stops walking for more than a second. Behavior in the two animals is differently affected by the shocks. Yoked flies are transiently impaired in place learning and take longer than master flies to exit from the chamber towards light. After the treatment they walk more slowly and take fewer and shorter walking bouts. The low activity is attributed to the fly's experience that its escape response, an innate behavior to terminate the electric shocks, does not help anymore. Earlier studies using heat pulses instead of electric shocks had shown similar effects. This parallel supports the interpretation that it is the uncontrollability that induces the state.
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Directory of Open Access Journals (Sweden)
Muhammad Anshar
2017-12-01
Full Text Available This research aims to determine the impact of visionary leadership, learning organization, and innovative behavior on the performance of Functional Officers of Customs and Excise Inspectors at Tanjung Priok Customs and Excise Main Service Office. The research was conducted at Tanjung Priok Customs and Excise Service Office using the number of samples of 78 Functional Officers of Customs and Excise Inspectors. The sample was selected using simple random sampling technique. Data collection was done by using questionnaire and data analysis using path analysis. The results showed that 1 visionary leadership, learning organization and innovative behavior have a direct and positive impact on performance, 2 visionary leadership, and learning organization have a direct and positive impact on innovative behavior and 3 visionary leadership have a direct and positive impact on learning organization. The conclusion of this research is to improve the performance of Functional Officer of Customs and Excise Inspectors at TanjungPriok Customs and Excise Main Service Office, it is necessary to increase the aspect of visionary leadership from Head of Main Service Office, learning organization at Main Service Office and innovative behavior at Functional Officers of Customs and Excise Inspectors.
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Mathematic anxiety, help seeking behavior and cooperative learning
Masoud Gholamali Lavasani; Farah Khandan
2011-01-01
Present project assess the effectiveness of cooperative learning over the mathematic anxiety and review the behavior of help seeking in first grade high school girl students. The experimental research procedure was in the form of pre-post tests after a period of 8 sessions of teaching. To measure the variables, the questionnaire of mathematic anxiety (Shokrani, 2002) and the questionnaire of help seeking technique (Ghadampour, 1998) were practiced (accepting or avoiding help seeking).To perfo...
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Kiaei, Mohammad Zakaria; Hasanpoor, Edris; Sokhanvar, Mobin; Mohseni, Mohammad; Ziaiifar, Hajarbibi; Moradi, Mahin
2014-10-01
Today, the concept of organizational learning has attracted the attention of many managers and researchers in scientific and research circles as well as those in the organization-related studies. Taking the organizational learning into account might offer a means of organizational effectiveness that has gone unnoticed. Thus the present study aimed at investigating the relationship between the organizational learning in each of its four aspects as independent variables and organizational citizen behavior of the staff as constituting the dependent variable of the study. This was a descriptive-analytical study with a practical approach conducted in 2010. The sample included 167 staff members working in educational health centers affiliated with Qazvin University of Medical Sciences. The data were collected via both the organizational learning questionnaire and organizational citizen behavior questionnaire and analyzed by using SPSS software and Spearman test. The results indicated that the mean of organizational learning indicator was 2.9±0.648 and that of organizational citizen behavior 3.78±0.413. In addition, the spearman correlation coefficient ranging from 0.058 to 0.129 between the elements of the organizational learning and the organizational citizen behavior was not statistically significant (p>0.05). The findings also indicated that the correlation between them was average among the staff of Shahid Raja'ee Educational health center (0.319), thus the relationship between the two sets of variables proved significant (p=0.031). However, the same was not true in other centers. It was concluded that management commitment, open space, transfer of knowledge, and systemic vision could all enhance the level of organizational learning in hospitals which calls for focus on the elements of organizational citizen behavior.
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Behavioral Objectives, the Cult of Efficiency, and Foreign Language Learning: Are They Compatible?
Tumposky, Nancy Rennau
1984-01-01
Surveys the literature regarding the use of behavioral objectives in education and in foreign language instruction and examines the roots of the behavioral objectives movement in behaviorist psychology and the scientific management movement of the 1920s. Discusses implications for foreign and second language learning and provides suggestions for…
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Hong, Weizhe; Kennedy, Ann; Burgos-Artizzu, Xavier P; Zelikowsky, Moriel; Navonne, Santiago G; Perona, Pietro; Anderson, David J
2015-09-22
A lack of automated, quantitative, and accurate assessment of social behaviors in mammalian animal models has limited progress toward understanding mechanisms underlying social interactions and their disorders such as autism. Here we present a new integrated hardware and software system that combines video tracking, depth sensing, and machine learning for automatic detection and quantification of social behaviors involving close and dynamic interactions between two mice of different coat colors in their home cage. We designed a hardware setup that integrates traditional video cameras with a depth camera, developed computer vision tools to extract the body "pose" of individual animals in a social context, and used a supervised learning algorithm to classify several well-described social behaviors. We validated the robustness of the automated classifiers in various experimental settings and used them to examine how genetic background, such as that of Black and Tan Brachyury (BTBR) mice (a previously reported autism model), influences social behavior. Our integrated approach allows for rapid, automated measurement of social behaviors across diverse experimental designs and also affords the ability to develop new, objective behavioral metrics.
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Adaptive Learning in Psychology: Wayfinding in the Digital Age
Dziuban, Charles D.; Moskal, Patsy D.; Cassisi, Jeffrey; Fawcett, Alexis
2016-01-01
This paper presents the results of a pilot study investigating the use of the Realizeit adaptive learning platform to deliver a fully online General Psychology course across two semesters. Through mutual cooperation, UCF and vendor (CCKF) researchers examined students' affective, behavioral, and cognitive reactions to the system. Student survey…
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Multidimensional (OLAP) Analysis for Designing Dynamic Learning Strategy
Rozeva, A.; Deliyska, B.
2010-10-01
Learning strategy in an intelligent learning system is generally elaborated on the basis of assessment of the following factors: learner's time for reaction, content of the learning object, amount of learning material in a learning object, learning object specification, e-learning medium and performance control. Current work proposes architecture for dynamic learning strategy design by implementing multidimensional analysis model of learning factors. The analysis model concerns on-line analytical processing (OLAP) of learner's data structured as multidimensional cube. Main components of the architecture are analysis agent for performing the OLAP operations on learner data cube, adaptation generator and knowledge selection agent for performing adaptive navigation in the learning object repository. The output of the analysis agent is involved in dynamic elaboration of learning strategy that fits best to learners profile and behavior. As a result an adaptive learning path for individual learner and for learner groups is generated.
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Domínguez, Ximena; Vitiello, Virginia E; Fuccillo, Janna M; Greenfield, Daryl B; Bulotsky-Shearer, Rebecca J
2011-04-01
Research suggests that promoting adaptive approaches to learning early in childhood may help close the gap between advantaged and disadvantaged children. Recent research has identified specific child-level and classroom-level variables that are significantly associated with preschoolers' approaches to learning. However, further research is needed to understand the interactive effects of these variables and determine whether classroom-level variables buffer the detrimental effects of child-level risk variables. Using a largely urban and minority sample (N=275) of preschool children, the present study examined the additive and interactive effects of children's context-specific problem behaviors and classroom process quality dimensions on children's approaches to learning. Teachers rated children's problem behavior and approaches to learning and independent assessors conducted classroom observations to assess process quality. Problem behaviors in structured learning situations and in peer and teacher interactions were found to negatively predict variance in approaches to learning. Classroom process quality domains did not independently predict variance in approaches to learning. Nonetheless, classroom process quality played an important role in these associations; high emotional support buffered the detrimental effects of problem behavior, whereas high instructional support exacerbated them. The findings of this study have important implications for classroom practices aimed at helping children who exhibit problem behaviors. Copyright © 2010 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.
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Furfaro, R.; Linares, R.; Gaylor, D.; Jah, M.; Walls, R.
2016-09-01
In this paper, we present an end-to-end approach that employs machine learning techniques and Ontology-based Bayesian Networks (BN) to characterize the behavior of resident space objects. State-of-the-Art machine learning architectures (e.g. Extreme Learning Machines, Convolutional Deep Networks) are trained on physical models to learn the Resident Space Object (RSO) features in the vectorized energy and momentum states and parameters. The mapping from measurements to vectorized energy and momentum states and parameters enables behavior characterization via clustering in the features space and subsequent RSO classification. Additionally, Space Object Behavioral Ontologies (SOBO) are employed to define and capture the domain knowledge-base (KB) and BNs are constructed from the SOBO in a semi-automatic fashion to execute probabilistic reasoning over conclusions drawn from trained classifiers and/or directly from processed data. Such an approach enables integrating machine learning classifiers and probabilistic reasoning to support higher-level decision making for space domain awareness applications. The innovation here is to use these methods (which have enjoyed great success in other domains) in synergy so that it enables a "from data to discovery" paradigm by facilitating the linkage and fusion of large and disparate sources of information via a Big Data Science and Analytics framework.
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Margalit, Malka
1989-01-01
Comparison of 31 elementary grade boys with learning disabilities and 52 boys with behavior disorders who either did or did not also display hyperactive behavior found significant differences between groups on the Classroom Behavior Inventory in three areas: Hostility versus Consideration, Extroversion versus Introversion, and Independence versus…
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Witono, J.R.; Noordergraaf, Inge; Heeres, Hero; Janssen, L.P.B.M.
2017-01-01
Literature data on the rheological behavior of a reaction mixture during the graft copolymerization of acrylic acid onto gelatinized starch are scarce. Yet, such information is important for process design. In this work, continuous torque recording was found to be a suitable method to monitor the
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Kubota, Carole A.; Olstad, Roger G.
The purpose of this study was to examine the relationships between (a) novelty and exploratory behavior, (b) novelty and cognitive learning, and (c) exploratory behavior and cognitive learning in science museums. Sixty-four sixth-grade public school students participated in a posttest-only control group design. The control group received a treatment designed to decrease the novelty of a field trip setting through a vicarious exposure while the placebo group received an informative but not novelty-reducing treatment. Both groups then visited the field site where they were videotaped. Statistical analyses were conducted on both dependent variables with socioeconomic status and academic achievement as covariates, novelty-reducing preparation as the independent variable, and gender as moderator variable. Exploratory behavior was shown to be positively correlated with cognitive learning. Significant differences were detected for exploratory behavior. For both dependent variables, gender by treatment group interaction was significant with novelty-reducing preparation shown to be highly effective on boys but having no effect on girls.
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Demographic and Behavioral Characteristics of Osher Lifelong Learning Institute Members
Hansen, Robert Jack; Brady, E. Michael; Thaxton, Steven P.
2016-01-01
The number of lifelong learning institutes (LLIs) is growing across the United States and it is important for educational planners and administrators to know about current demographic and behavioral characteristics of program participants. A 14-question survey was administered via SurveyMonkey to members who use computers in eight Osher Lifelong…
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McGreevy, P D; Della Torre, P K; Evans, D L
2003-01-01
Interactive software has been developed on CD-ROM to facilitate learning of problem formulation, diagnostic methodology, and therapeutic options in dog and cat behavior problems. Students working in small groups are presented with a signalment, a case history, and brief description of the problem behavior as perceived by the client. Students then navigate through the case history by asking the client questions from an icon-driven question pad. Animated video responses to the questions are provided. Students are then required to rate the significance of the questions and answers with respect to the development of the unwelcome behavior. Links to online self-assessments and to resource materials about causation and treatment options are provided to assist students in their decision-making process. The activity concludes with a software-generated e-mail submission that includes the recorded history, diagnosis, and recommended treatment for assessment purposes.
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Parcel, G S; Simons-Morton, B; O'Hara, N M; Baranowski, T; Wilson, B
1989-01-01
The Go For Health Program included classroom health education and environmental changes in school lunch and physical education to foster healthful diet and exercise among elementary school children. Interventions were based on social learning theory and implementation was based on an organizational change strategy for school innovations. Two schools were assigned to intervention and two to control conditions. Cognitive measures (behavioral capability, self-efficacy, behavioral expectations) and self-reported diet and exercise behavior were assessed at baseline and following intervention. Data were analyzed by ANOVA using the student and then the school as the unit of analysis. Statistically significant changes were observed for diet behavioral capability, self-efficacy, and behavioral expectations, use of salt, and exercise behavioral capability (fourth grade), self-efficacy (fourth grade) and frequency of participation in aerobic activity. The results provide evidence for program impact on learning outcomes and student behavior.
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Directory of Open Access Journals (Sweden)
Florina D. Spânu
2013-01-01
Full Text Available This study is a systematic review of the field research conducted in medical settings investigating collective learning behaviors. The review was driven by several research foci. Our main interest was in identifying antecedents and consequences of collective learning in hospitals. We also report results on the types of research questions addressed, research designs used, and types of medical teams investigated. Twelve studies met our inclusion criteria. Our findings revealed that highly contextualized studies that use different ways of measuring learning, different ways of conceptualizing medical teams, and different research methodologies, discuss similar antecedents. Variables like leadership behaviors, unit interpersonal climate, and hierarchical position were found to play a role in explaining organizational learning in hospitals across studies. We also found that despite an intense public discourse on the link between collective learning processes and patients’ safety and medical organizations’ performance, few studies actually report empirical data supporting this relationship.
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Directory of Open Access Journals (Sweden)
U. Abdullah Mumin
2017-06-01
Full Text Available The purpose of this study is to measure the level of the effect of Islamic Education learning and learning result on religious behaviour in STISIP Widyapuri Mandiri Sukabumi. The method used in this research is quantitative analysis based on inferential statistical model. The data collection is done by using observation techniques interviews and questionnaires. The researcher analize the data by using logic analysis for qualitative and statistical analysis for quantitative data by using descriptive statistics regression and correlation. Based on the hypothesis test simultaneously PAI learning and learning result have a positive and significant effect on students religious behaviour. Partially only PAI learning alone has a positive and significant impact on religious behavior.
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Cevik, Ozge Selin; Sahin, Leyla; Tamer, Lulufer
2018-05-01
The type and duration of exposure to stress is an important influence on emotional and cognitive functions. Learning is the adaptive response of the central nervous system that occurs in hippocampus which affects from environmental factors like exercise. In this study, we investigated effects of long term treadmill exercise on learning and behavior on chronic social isolated rat. Male Wistar rats (n = 32) randomly assigned into four groups: control, exercised, social isolation, social isolation + exercise during postnatal days (PNDs) 21-34. Social isolation protocol was applied during 14 days by placing rat in a cage one by one. Rats were exercised during 5 days, days were chosen randomly for overall 4 weeks (20, 30, 50, 60 min respectively). Finally, learning performance was evaluated by Morris water maze (MWM). Anxiety behavior was evaluated by Open field and elevated plus maze test. At the end of learning and behavior tests, the rats were decapitated to collect blood samples via intracardiac puncture and corticosterone analysis was performed with ELISA method. Animal weights and water consumption did not change significantly but food intake differed among groups. Corticosterone level did not change between groups. The frequency of entering to the target quadrant increased in exercised rat significantly. However, there was no difference in learning and memory in rats. Treadmill exercise reduced anxiety behavior significantly. Taken together these findings may point out that, long term treadmill exercise did not change learning and memory but reduced anxiety level of rat without changing corticosterone level. Copyright © 2018 Elsevier Inc. All rights reserved.
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Supasorn, Saksri; Promarak, Vinich
2015-01-01
The main purpose of this study was to enhance student understanding of the scientific concepts of chemical reaction rate. Forty-four grade 11 students were the target group. The treatment tools were seven learning plans of 5E inquiry incorporated with an analogy learning approach during 15 hours of class time. In each learning plan, the students…
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E-LEARNING TURKISH LANGUAGE AND GRAMMAR: Analyzing Learners' Behavior
Directory of Open Access Journals (Sweden)
Panagiotis GEORGALAS
2012-01-01
Full Text Available This study analyses the behavior and the preferences of the Greek learners of Turkish language, who use a particular e-learning website in parallel with their studies, namely: http://turkish.pgeorgalas.gr. The website offers free online material in Greek and English language for learning the Turkish language and grammar. The traffic of several modules of the website has been measured, examined and analyzed. The research was carried out between the years 2010- 2011 and included the analysis of several million clicks. The results show particular attitudes, habits and preferences throughout the e-learning process. There is a preference of users to exercises against theory. Fast cross-link exercises are preferred to slower “fill in” ones. During the weekends, visitors tend to use less e-learning facilities and select more light activities than the rest days of the week. Society trends and fashions like TV serials have a serious impact to the number of people who decide to learn a new foreign language, in particular Turkish. There is a strong preference of the audience to use online TV against online radio facilities for language practice. The subjects that Greek learners of Turkish language spend more time are verbs conjugation and vocabulary learning. They focus on elementary grammar subjects like the Alphabet, the numbers and the formation of plural. Finally, they try to learn the syntax of Turkish language through sentence structure puzzles and give priority to special grammar issues like noun compounds that are not present in Greek language.
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Möginger, B.; Kehret, L.; Hausnerova, B.; Steinhaus, J.
2016-05-01
3D-Printing is an efficient method in the field of additive manufacturing. In order to optimize the properties of manufactured parts it is essential to adapt the curing behavior of the resin systems with respect to the requirements. Thus, effects of resin composition, e.g. due to different additives such as thickener and curing agents, on the curing behavior have to be known. As the resin transfers from a liquid to a solid glass the time dependent ion viscosity was measured using DEA with flat IDEX sensors. This allows for a sensitive measurement of resin changes as the ion viscosity changes two to four decades. The investigated resin systems are based on the monomers styrene and HEMA. To account for the effects of copolymerization in the calculation of the reaction kinetics it was assumed that the reaction can be considered as a homo-polymerization having a reaction order n≠1. Then the measured ion viscosity curves are fitted with the solution of the reactions kinetics - the time dependent degree of conversion (DC-function) - for times exceeding the initiation phase representing the primary curing. The measured ion viscosity curves can nicely be fitted with the DC-function and the determined fit parameters distinguish distinctly between the investigated resin compositions.
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Identification of animal behavioral strategies by inverse reinforcement learning.
Directory of Open Access Journals (Sweden)
Shoichiro Yamaguchi
2018-05-01
Full Text Available Animals are able to reach a desired state in an environment by controlling various behavioral patterns. Identification of the behavioral strategy used for this control is important for understanding animals' decision-making and is fundamental to dissect information processing done by the nervous system. However, methods for quantifying such behavioral strategies have not been fully established. In this study, we developed an inverse reinforcement-learning (IRL framework to identify an animal's behavioral strategy from behavioral time-series data. We applied this framework to C. elegans thermotactic behavior; after cultivation at a constant temperature with or without food, fed worms prefer, while starved worms avoid the cultivation temperature on a thermal gradient. Our IRL approach revealed that the fed worms used both the absolute temperature and its temporal derivative and that their behavior involved two strategies: directed migration (DM and isothermal migration (IM. With DM, worms efficiently reached specific temperatures, which explains their thermotactic behavior when fed. With IM, worms moved along a constant temperature, which reflects isothermal tracking, well-observed in previous studies. In contrast to fed animals, starved worms escaped the cultivation temperature using only the absolute, but not the temporal derivative of temperature. We also investigated the neural basis underlying these strategies, by applying our method to thermosensory neuron-deficient worms. Thus, our IRL-based approach is useful in identifying animal strategies from behavioral time-series data and could be applied to a wide range of behavioral studies, including decision-making, in other organisms.
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Personalizing a Service Robot by Learning Human Habits from Behavioral Footprints
Directory of Open Access Journals (Sweden)
Kun Li
2015-03-01
Full Text Available For a domestic personal robot, personalized services are as important as predesigned tasks, because the robot needs to adjust the home state based on the operator's habits. An operator's habits are composed of cues, behaviors, and rewards. This article introduces behavioral footprints to describe the operator's behaviors in a house, and applies the inverse reinforcement learning technique to extract the operator's habits, represented by a reward function. We implemented the proposed approach with a mobile robot on indoor temperature adjustment, and compared this approach with a baseline method that recorded all the cues and behaviors of the operator. The result shows that the proposed approach allows the robot to reveal the operator's habits accurately and adjust the environment state accordingly.
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Temporal Memory Reinforcement Learning for the Autonomous Micro-mobile Robot Based-behavior
Institute of Scientific and Technical Information of China (English)
Yang Yujun(杨玉君); Cheng Junshi; Chen Jiapin; Li Xiaohai
2004-01-01
This paper presents temporal memory reinforcement learning for the autonomous micro-mobile robot based-behavior. Human being has a memory oblivion process, i.e. the earlier to memorize, the earlier to forget, only the repeated thing can be remembered firmly. Enlightening forms this, and the robot need not memorize all the past states, at the same time economizes the EMS memory space, which is not enough in the MPU of our AMRobot. The proposed algorithm is an extension of the Q-learning, which is an incremental reinforcement learning method. The results of simulation have shown that the algorithm is valid.
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Treatment and Managing Reactions
... of reactions. Learn more here. Milk Egg Peanut Tree Nuts Soy Wheat Fish Shellfish Sesame Other Food ... a severe reaction. Consider wearing an emergency medical identification (e.g., bracelet, other jewelry). What to Read ...
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[Lateralization of behavioral reactions and otolith asymmetry].
Lychakov, D V
2013-01-01
Lateralized behavior is widely spread among vertebrate animals and is determined first of ally by structural-functional brain asymmetry as well as by the presence of somatic and visceral asymmetry. Some kinds of asymmetric reactions are suggested to be due to the presence of asymmetry at the level of sense organs, in particular, of otolith organs. This review presents data on value and character of otolith asymmetry (OA) in animals of various species and classes, on action upon it of weightlessness and hypergravity; the problem of effect of OA on vestibular and auditory functions is considered. In symmetric vertebrates, OA has been shown to be of fluctuation character and its chi coefficient varies in diapason from -0.2 to 0.2; in the overwhelmed majority of individuals, /chi/ otolith organs to work coordinately; this it why OA is at the equally low level regardless of the individual's taxonomic and ecologic position, its size, age, and otolith growth rate. Individuals with abnormally high OA level can experience difficulties in analysis of auditory and vestibular stimuli, therefore in nature the majority of such individuals are eliminated in the process of natural selection. Unlike symmetrical vertebrates, labyrinths of many Pleuronectiformes have pronounced OA--otoliths of the lower labyrinth, on a average, are significantly heavier than those of the upper labyrinth. Their organs are the only example when OA with directed character seem to play an essential role in lateralized behavior and are suggested to be used in the spatial localization of the sound source. The short-time action of weightlessness and relatively weak hypergravity ( or = 3g, as well as some diseases and shifts connected with processes of aging can enhance OA and cause several functional disturbances.
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Automatic NMR-based identification of chemical reaction types in mixtures of co-occurring reactions.
Latino, Diogo A R S; Aires-de-Sousa, João
2014-01-01
The combination of chemoinformatics approaches with NMR techniques and the increasing availability of data allow the resolution of problems far beyond the original application of NMR in structure elucidation/verification. The diversity of applications can range from process monitoring, metabolic profiling, authentication of products, to quality control. An application related to the automatic analysis of complex mixtures concerns mixtures of chemical reactions. We encoded mixtures of chemical reactions with the difference between the (1)H NMR spectra of the products and the reactants. All the signals arising from all the reactants of the co-occurring reactions were taken together (a simulated spectrum of the mixture of reactants) and the same was done for products. The difference spectrum is taken as the representation of the mixture of chemical reactions. A data set of 181 chemical reactions was used, each reaction manually assigned to one of 6 types. From this dataset, we simulated mixtures where two reactions of different types would occur simultaneously. Automatic learning methods were trained to classify the reactions occurring in a mixture from the (1)H NMR-based descriptor of the mixture. Unsupervised learning methods (self-organizing maps) produced a reasonable clustering of the mixtures by reaction type, and allowed the correct classification of 80% and 63% of the mixtures in two independent test sets of different similarity to the training set. With random forests (RF), the percentage of correct classifications was increased to 99% and 80% for the same test sets. The RF probability associated to the predictions yielded a robust indication of their reliability. This study demonstrates the possibility of applying machine learning methods to automatically identify types of co-occurring chemical reactions from NMR data. Using no explicit structural information about the reactions participants, reaction elucidation is performed without structure elucidation of
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Automatic NMR-based identification of chemical reaction types in mixtures of co-occurring reactions.
Directory of Open Access Journals (Sweden)
Diogo A R S Latino
Full Text Available The combination of chemoinformatics approaches with NMR techniques and the increasing availability of data allow the resolution of problems far beyond the original application of NMR in structure elucidation/verification. The diversity of applications can range from process monitoring, metabolic profiling, authentication of products, to quality control. An application related to the automatic analysis of complex mixtures concerns mixtures of chemical reactions. We encoded mixtures of chemical reactions with the difference between the (1H NMR spectra of the products and the reactants. All the signals arising from all the reactants of the co-occurring reactions were taken together (a simulated spectrum of the mixture of reactants and the same was done for products. The difference spectrum is taken as the representation of the mixture of chemical reactions. A data set of 181 chemical reactions was used, each reaction manually assigned to one of 6 types. From this dataset, we simulated mixtures where two reactions of different types would occur simultaneously. Automatic learning methods were trained to classify the reactions occurring in a mixture from the (1H NMR-based descriptor of the mixture. Unsupervised learning methods (self-organizing maps produced a reasonable clustering of the mixtures by reaction type, and allowed the correct classification of 80% and 63% of the mixtures in two independent test sets of different similarity to the training set. With random forests (RF, the percentage of correct classifications was increased to 99% and 80% for the same test sets. The RF probability associated to the predictions yielded a robust indication of their reliability. This study demonstrates the possibility of applying machine learning methods to automatically identify types of co-occurring chemical reactions from NMR data. Using no explicit structural information about the reactions participants, reaction elucidation is performed without structure
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Observations of parent reactions to sex-stereotyped behaviors: age and sex effects.
Fagot, B I; Hagan, R
1991-06-01
To examine differential socialization of boys and girls by mothers and fathers, home observations were completed for families of 92 12-month-old children, 82 18-month-old children, and 172 5-year-old children. Mothers gave more instructions and directions than did fathers, while fathers spent more time in positive play interaction. Differences in parents' reactions to 12- and 18-month boys and girls were as expected, with the exception that boys received more negative comment for communication attempts than did girls. The suggestion in the literature that fathers would be more involved in sex typing than mothers was not confirmed in this study. The only 2 significant sex-of-parent x sex-of-child effects occurred at 18 months; fathers gave fewer positive reactions to boys engaging in female-typical toy play, and mothers gave more instruction to girls when they attempted to communicate. We argue that the second year of life is the time when children are learning many new skills and when parents are still experimenting with parenting styles and may well use stereotypical responses when unsure of themselves.
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Analysis of learners’ behaviors and learning outcomes in a massive open online course
Directory of Open Access Journals (Sweden)
Dong Liang
2014-09-01
Full Text Available This paper introduces a massive open online course (MOOC on educational technology, and studies the factors that may influence learners’ participation and performance in the MOOC. Students’ learning records captured in the course management system and students’ feedback collected from a questionnaire survey are explored. Regression analysis is adopted to examine the correlation among perceived learning experience, learning activities and learning outcomes; data mining is applied to optimize the correlation models. The findings suggest that learners’ perceived usefulness rather than perceived ease of use of the MOOC, positively influences learners’ use of the system, and consequentially, the learning outcome. In addition, learners’ previous MOOC experience is not found to have a significant impact on their learning behavior and learning outcome in general. However, the performance of less active learners is found to be influenced by their prior MOOC experience.
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Behavioral and neurobiological mechanisms of extinction in Pavlovian and instrumental learning.
Todd, Travis P; Vurbic, Drina; Bouton, Mark E
2014-02-01
This article reviews research on the behavioral and neural mechanisms of extinction as it is represented in both Pavlovian and instrumental learning. In Pavlovian extinction, repeated presentation of a signal without its reinforcer weakens behavior evoked by the signal; in instrumental extinction, repeated occurrence of a voluntary action without its reinforcer weakens the strength of the action. In either case, contemporary research at both the behavioral and neural levels of analysis has been guided by a set of extinction principles that were first generated by research conducted at the behavioral level. The review discusses these principles and illustrates how they have informed the study of both Pavlovian and instrumental extinction. It shows that behavioral and neurobiological research efforts have been tightly linked and that their results are readily integrated. Pavlovian and instrumental extinction are also controlled by compatible behavioral and neural processes. Since many behavioral effects observed in extinction can be multiply determined, we suggest that the current close connection between behavioral-level and neural-level analyses will need to continue. Copyright © 2013 Elsevier Inc. All rights reserved.
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Reaction-Map of Organic Chemistry
Murov, Steven
2007-01-01
The Reaction-Map of Organic Chemistry lists all the most commonly studied reactions in organic chemistry on one page. The discussed Reaction-Map will act as another learning aide for the students, making the study of organic chemistry much easier.
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Sensorimotor learning biases choice behavior: a learning neural field model for decision making.
Directory of Open Access Journals (Sweden)
Christian Klaes
Full Text Available According to a prominent view of sensorimotor processing in primates, selection and specification of possible actions are not sequential operations. Rather, a decision for an action emerges from competition between different movement plans, which are specified and selected in parallel. For action choices which are based on ambiguous sensory input, the frontoparietal sensorimotor areas are considered part of the common underlying neural substrate for selection and specification of action. These areas have been shown capable of encoding alternative spatial motor goals in parallel during movement planning, and show signatures of competitive value-based selection among these goals. Since the same network is also involved in learning sensorimotor associations, competitive action selection (decision making should not only be driven by the sensory evidence and expected reward in favor of either action, but also by the subject's learning history of different sensorimotor associations. Previous computational models of competitive neural decision making used predefined associations between sensory input and corresponding motor output. Such hard-wiring does not allow modeling of how decisions are influenced by sensorimotor learning or by changing reward contingencies. We present a dynamic neural field model which learns arbitrary sensorimotor associations with a reward-driven Hebbian learning algorithm. We show that the model accurately simulates the dynamics of action selection with different reward contingencies, as observed in monkey cortical recordings, and that it correctly predicted the pattern of choice errors in a control experiment. With our adaptive model we demonstrate how network plasticity, which is required for association learning and adaptation to new reward contingencies, can influence choice behavior. The field model provides an integrated and dynamic account for the operations of sensorimotor integration, working memory and action
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DEFF Research Database (Denmark)
Dasgupta, Sakyasingha; Wörgötter, Florentin; Manoonpong, Poramate
2014-01-01
Goal-directed decision making in biological systems is broadly based on associations between conditional and unconditional stimuli. This can be further classified as classical conditioning (correlation-based learning) and operant conditioning (reward-based learning). A number of computational...... and experimental studies have well established the role of the basal ganglia in reward-based learning, where as the cerebellum plays an important role in developing specific conditioned responses. Although viewed as distinct learning systems, recent animal experiments point toward their complementary role...... in behavioral learning, and also show the existence of substantial two-way communication between these two brain structures. Based on this notion of co-operative learning, in this paper we hypothesize that the basal ganglia and cerebellar learning systems work in parallel and interact with each other. We...
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Lindström, Björn; Olsson, Andreas
2015-06-01
Many nonhuman animals preferentially copy the actions of others when the environment contains predation risk or other types of danger. In humans, the role of social learning in avoidance of danger is still unknown, despite the fundamental importance of social learning for complex social behaviors. Critically, many social behaviors, such as cooperation and adherence to religious taboos, are maintained by threat of punishment. However, the psychological mechanisms allowing threat of punishment to generate such behaviors, even when actual punishment is rare or absent, are largely unknown. To address this, we used both computer simulations and behavioral experiments. First, we constructed a model where simulated agents interacted under threat of punishment and showed that mechanisms' (a) tendency to copy the actions of others through social learning, together with (b) the rewarding properties of avoiding a threatening punishment, could explain the emergence, maintenance, and transmission of large-scale behavioral traditions, both when punishment is common and when it is rare or nonexistent. To provide empirical support for our model, including the 2 mechanisms, we conducted 4 experiments, showing that humans, if threatened with punishment, are exceptionally prone to copy and transmit the behavior observed in others. Our results show that humans, similar to many nonhuman animals, use social learning if the environment is perceived as dangerous. We provide a novel psychological and computational basis for a range of human behaviors characterized by the threat of punishment, such as the adherence to cultural norms and religious taboos. (c) 2015 APA, all rights reserved).
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Conijn, Rianne; Kleingeld, Ad; Matzat, Uwe; Snijders, Chris; van Zaanen, Menno
2016-01-01
The use of learning management systems (LMS) in education make it possible to track students’ online behavior. This data can be used for educational data mining and learning analytics, for example, by predicting student performance. Although LMS data might contain useful predictors, course
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BEHAVIOR PRE-SET IN RELATIONS INTERPERSONAL ORGANIZATIONAL
Directory of Open Access Journals (Sweden)
Newton Fernandes de Ávila
2015-12-01
Full Text Available This article provides a study on the behavior and communication, and takes care not only to inform, but to reflect the actions and reactions in a contemporary universe. Thus, to achieve the proposed objective, it sought as methodology, the theoretical framework related to knowledge and communication in organizations. Thus, there was the need of the individual to be constantly learning in order to create and establish close between the action and the ability to push boundaries, not limited knowledge at the thought, but the practical application of communication, permeating the perception and modifying behaviors.
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Digby, Cynthia Louise Barrett
The purpose of this research is to consider the environmental knowledge, attitudes, and behaviors, of adults in Minnesota, and possible factors that influence environmental literacy. Specifically, this study is designed to: (1) measure the environmental literacy of Minnesota adults, (2) explore possible relationships between Minnesota adults, environmental literacy variables and their demographic, non-formal and informal learning, and (3) determine the relative contribution of demographic and learning variables for predicting environmental knowledge, attitudes and behaviors. This research was accomplished by conducting a secondary data analysis of The Third Minnesota Report Card on Environmental Literacy: A Survey of Adult Environmental Knowledge, Attitudes and Behavior (Murphy & Olson, 2008). Phone interviews were completed between August and November 2007 with one thousand adults throughout Minnesota. Findings indicated that for age, education, and income, there was a weak positive relationship with environmental knowledge, attitude and behavior scores. There was a significant effect for gender and environmental knowledge scores, with males receiving higher environmental knowledge scores than females. There was a significant effect for gender and environmental attitudes, and behavior scores as well, with females receiving slightly higher environmental attitude and behavior scores than males. After controlling for the effects of demographic variables on environmental knowledge, attitudes and behaviors, non-formal learning participation appears to be a moderate contributor to both environmental knowledge and environmental behaviors. After controlling for the effects of demographic variables on environmental knowledge, attitudes and behaviors, informal learning participation appears to be a slight contributor to environmental attitudes, and a moderate contributor to environmental knowledge and behaviors. Overall, the results of this study suggest that participation
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Sarit Rashkovits; Yael Livne
2013-01-01
The study investigates the relationship between education level, workplace learning behaviors, psychological empowerment and burnout in a sample of 191 teachers. We hypothesized that education level will positively affect psychological state of increased empowerment and decreased burnout, and we purposed that these effects will be mediated by workplace learning behaviors. We used multiple regression analyses to test the model that included also the 6 following control var...
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McDougall, Sanders A; Pothier, Alexandria G; Der-Ghazarian, Taleen; Herbert, Matthew S; Kozanian, Olga O; Castellanos, Kevin A; Flores, Ana T
2011-10-01
During adulthood, associative learning is necessary for the expression of one-trial behavioral sensitization; however, it is uncertain whether the same associative processes are operative during the preweanling period. Two strategies were used to assess the importance of associative learning for one-trial behavioral sensitization of preweanling rats. In the initial experiments, we varied both the sequence and time interval between presentation of the conditioned stimulus (CS, novel environment) and unconditioned stimulus (US, cocaine). In the final experiment, we determined whether electroconvulsive shock-induced retrograde amnesia would disrupt one-trial behavioral sensitization. Results showed that robust-sensitized responding was apparent regardless of the sequence in which cocaine and the novel environment (the presumptive CS) were presented. Varying the time between CS and US presentation (0, 3, or 6 h) was also without effect. Results from experiment 3 showed that single or multiple electroconvulsive shock treatments did not alter the expression of the sensitized response. Therefore, these data indicated that one-trial behavioral sensitization of preweanling rats was exclusively mediated by nonassociative mechanisms and that associative processes did not modulate sensitized responding. These findings are in contrast to what is observed during adulthood, as adult rats exhibit one-trial behavioral sensitization only when associative processes are operative.
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How does a specific learning and memory system in the mammalian brain gain control of behavior?
McDonald, Robert J; Hong, Nancy S
2013-11-01
This review addresses a fundamental, yet poorly understood set of issues in systems neuroscience. The issues revolve around conceptualizations of the organization of learning and memory in the mammalian brain. One intriguing, and somewhat popular, conceptualization is the idea that there are multiple learning and memory systems in the mammalian brain and they interact in different ways to influence and/or control behavior. This approach has generated interesting empirical and theoretical work supporting this view. One issue that needs to be addressed is how these systems influence or gain control of voluntary behavior. To address this issue, we clearly specify what we mean by a learning and memory system. We then review two types of processes that might influence which memory system gains control of behavior. One set of processes are external factors that can affect which system controls behavior in a given situation including task parameters like the kind of information available to the subject, types of training experience, and amount of training. The second set of processes are brain mechanisms that might influence what memory system controls behavior in a given situation including executive functions mediated by the prefrontal cortex; switching mechanisms mediated by ascending neurotransmitter systems, the unique role of the hippocampus during learning. The issue of trait differences in control of different learning and memory systems will also be considered in which trait differences in learning and memory function are thought to potentially emerge from differences in level of prefrontal influence, differences in plasticity processes, differences in ascending neurotransmitter control, differential access to effector systems like motivational and motor systems. Finally, we present scenarios in which different mechanisms might interact. This review was conceived to become a jumping off point for new work directed at understanding these issues. The outcome of
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Data-Driven Design: Learning from Student Experiences and Behaviors
Horodyskyj, L.; Mead, C.; Buxner, S.; Semken, S. C.; Anbar, A. D.
2015-12-01
Good instructors know that lessons and courses change over time. Limitations in time and data often prevent instructors from making changes that will most benefit their students. For example, in traditional in-person classrooms an instructor may only have access to the final product of a student's thought processes (such as a term paper, homework assignment, or exam). The thought processes that lead to a given answer are opaque to the instructor, making future modifications to course content an exercise in trial-and-error and instinct. Modern online intelligent tutoring systems can provide insight into a student's behavior, providing transparency to a previously opaque process and providing the instructor with better information for course modification. Habitable Worlds is an introductory level online-only astrobiology lab course that has been offered at Arizona State University since Fall 2011. The course is built and offered through an intelligent tutoring system, Smart Sparrow's Adaptive eLearning Platform, which provides in-depth analytics that allow the instructor to investigate detailed student behavior, from time spent on question to number of attempts to patterns of answers. We will detail the process we employ of informed modification of course content, including time and trial comparisons between semesters, analysis of submitted answers, analysis of alternative learning pathways taken, and A/B testing.
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Wetting Behavior of Mold Flux Droplet on Steel Substrate With or Without Interfacial Reaction
Zhou, Lejun; Li, Jingwen; Wang, Wanlin; Sohn, Il
2017-08-01
The slag entrapment in mold tends to cause severe defects on the slab surface, especially for casting steels containing active alloy elements such as Al, Ti, and Mn. The wetting behavior of molten mold flux on the initial solidified shell is considered to be a key factor to determine the entrapment of mold slag on the shell surface. Therefore, the wetting behavior of mold flux droplet on the steel substrate with or without interfacial reaction was investigated by the sessile drop method. The results indicated that the melting process of mold flux has a significant influence on the variation of contact angle, and the final contact angle for Flux1 droplet on 20Mn23AlV is only 15 deg, which is lower than the other two cases due to the intensive interracial reactions occurring in this case. In addition, the thickness of the interaction layer for the case of Flux1 on 20Mn23AlV is 10- μm greater than the other two cases, which confirms that the most intensive reactions occurred at the interface area. The microstructure and element distribution at the interface analyzed by a scanning electron microscope (SEM) and energy dispersive spectrum (EDS) suggested that the increase of wettability of mold flux droplet on the steel substrate is caused by the migration of Al, Mn, and Si elements occurring in the vicinity of the interface. The results obtained in this article can reveal the mechanism of flux entrapment by hook or shell and provide theoretic guidance for mold flux design and optimization.
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Learning Organization and Innovative Behavior: The Mediating Effect of Work Engagement
Park, Yu Kyoung; Song, Ji Hoon; Yoon, Seung Won; Kim, Jungwoo
2014-01-01
Purpose: The purpose of this study is to investigate the mediating effect of work engagement on the relationship between learning organization and innovative behavior. Design/methodology/approach: This study used surveys as a data collection tool and implemented structural equation modeling for empirically testing the proposed research model.…
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Behavioral and neural reactions to emotions of others in the distribution of resources.
Lelieveld, Gert-Jan; Van Dijk, Eric; Güroğlu, Berna; Van Beest, Ilja; Van Kleef, Gerben A; Rombouts, Serge A R B; Crone, Eveline A
2013-01-01
This study investigated the neural mechanisms involved in the interpersonal effects of emotions--i.e., how people are influenced by other people's emotions. Participants were allocators in a version of the dictator game and made a choice between two offers after receiving written emotional expressions of the recipients. The results showed that participants more often made a self-serving offer when dealing with an angry recipient than when dealing with a happy or disappointed recipient. Compared to disappointment, expressions of anger increased activation in regions associated with self-referential thinking (anterior medial prefrontal cortex, aMPFC) and (emotional) conflict (anterior cingulate cortex). We found increased activation in temporoparietal junction for receiving happy reactions in comparison with receiving angry or disappointed reactions. This study thus emphasizes that distinct emotions have distinct effects on people in terms of behavior and underlying neurological mechanisms.
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Fracture behavior of reaction layers in W and SiC joint system
International Nuclear Information System (INIS)
Son, S.J.; Kohyama, A.; Yu, I.K.; Cho, S.
2007-01-01
Full text of publication follows: SiC and SiC/SiC composites are considering as attractive structural materials for fusion reactors, because of their excellent physical, chemical and nuclear properties in fusion environments. For the application of these materials to gas-cooled fusion blanket systems, they have to satisfy specific requirements, such as hermeticity and surface features, in addition to baseline thermo-mechanical and irradiation properties. One of the critical issues for a fusion technology is a plasma facing material, which is considered in the connection with joining, heat transfer control and protection from helium gas in high temperature components. Tungsten as a coating material for SiC-based plasma-facing components has excellent advantages, such as a small mismatch in coefficient of thermal expansion, a very low sputtering yield, inherent heat resistance and high thermal conductivity. Therefore, tungsten and its alloys are promising as potential coating materials for divertor and first wall applications. In the present work, by using micron-sized tungsten and nano-SiC powders, W-SiC joints were prepared by simultaneous and sequential hot-pressing process. Various reaction products in the tungsten-SiC system were revealed by microstructural analyses. The interfacial phases and thickness were strongly depended on the temperature and time of hot pressing. The fracture characteristics of the reaction layers determine the robustness of W/SiC systems. Therefore, in this work, fracture behaviors by analyzing the indentation induced cracks in each phase and mechanical properties of W/SiC joints were examined. The most high shear strength was obtained in the joints fabricated at the conditions of 1780 deg. C, 20 MPa, 1 hr holding time. Easy crack extension was confirmed in the region of WC phase. The fracture of 1870 deg. C fabrication samples, which showed comparatively low shear strength, occurred at the wide region of reaction phases (WC+W 5 Si 3 +W
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Tzu-Ling Hsieh
2016-01-01
This study explores how different motivation categories influence college students’ learning engagement behaviors and outcomes under the context of eastern culture. 178 junior college students were surveyed at a four-year research university in Taiwan. The study addressed two research questions: 1. Are there subgroups of students with significantly different motivation profiles? 2. If so, do these subgroups of students differ significantly in terms of their engagement behaviors and learning o...
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Directory of Open Access Journals (Sweden)
Annika Krause
2017-05-01
Full Text Available Based on individual adaptive strategies (coping, animals may react differently to environmental challenges in terms of behavior and physiology according to their emotional perception. Emotional valence as well as arousal may be derived by measuring vagal and sympathetic tone of the autonomic nervous system (ANS. We investigated the situation-dependent autonomic response of 16 domestic pigs with either a reactive or a proactive coping style, previously selected according to the backtest which is accepted in piglets to assess escape behavior. At 11 weeks of age, the pigs were equipped with an implantable telemetric device, and heart rate (HR, blood pressure (BP and their respective variabilities (HRV, BPV were recorded for 1 h daily over a time period of 10 days and analyzed in four behavioral contexts (resting, feeding, idling, handling. Additionally, the first minute of feeding and handling was used for a short-term analysis of these parameters in 10-s intervals. Data from day 1–3 (period 1 and day 8–10 (period 2 were grouped into two separate periods. Our results revealed general differences between the coping styles during feeding, resting and handling, with proactive pigs showing higher HR compared to reactive pigs. This elevated HR was based on either lower vagal (resting or elevated sympathetic activation (feeding, handling. The short-term analysis of the autonomic activation during feeding revealed a physiological anticipation reaction in proactive pigs in period 1, whereas reactive pigs showed this reaction only in period 2. Food intake was characterized by sympathetic arousal with concurrent vagal withdrawal, which was more pronounced in proactive pigs. In contrast, neither coping style resulted in an anticipation reaction to handling. Vagal activation increased in reactive pigs during handling, while proactive pigs showed an increase in sympathetically driven arousal in period 2. Our findings confirm significant context
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Behavior of ionic species in biomolecular reactions
International Nuclear Information System (INIS)
Seki, Hiroyuki
1974-01-01
Studies were made on short-lived intermediates such as neutral radicals, activated molecules, and radical ions, which appear and disappear accompanying various reactions in living organisms, especially on the behavior of the ionic species of chlorophyl a (Chl. a) and on the reductive cutting of the cobalt-carbon linkage in Vitamin B 12 and coenzyme-type B 12 . A rigid body of MTHF at 77 0 K, containing 3 mM Chl. a, was irradiated with γ ray, and captured electrons which did not react were bleached with near-infrared light. Thus a spectrum of Chl. a - was obtained. The ESR spectrum of Chl. a - was also obtained. Examination of these spectra indicated that not only Chl. a + but also Chl. a - were formed in the course of photochemical synthesis. A methanol rigid body at 77 0 K containing 10 mM VB 12 was irradiated with γ ray, then captured electrons which did not react were bleached. Thus an electron spectrum and an ESR spectrum were obtained. Examination of these spectra indicated that the Co-C linkage was cut off even in a rigid body at 77 0 K when B 12 coenzyme was reduced by electron capture and Bsub(12s) and 5'-deoxyadenosyl radical were formed. (Fukutomi, T.)
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Gentle Human Touch and Yakson: The Effect on Preterm's Behavioral Reactions
Bahman Bijari, Bahare; Iranmanesh, Sedigheh; Eshghi, Fateme; Baneshi, Mohammad Reza
2012-01-01
Objective. Touch is one of the first strong positive senses that develop in neonate. Therapeutic touch could be considered as a complementary treatment in Neonate intensive care units (NICU). Methods. This quasi-experimental study was conducted to compare the effect of Yakson and GHT on behavioral reaction of preterm infants hospitalized in NICU in south-east of Iran. 90 preterm infants participated in this study. They are randomly divided into 3 groups: (1) Yakson group, n = 30, (2) GHT group, n = 30, (3) control group, n = 30. Each infant received the GHT and Yakson interventions twice a day for 5 days. Each session lasted 15 minutes. The control group received routine nursing care. Results. In interventional group, an increase was found in sleep state score after the Yakson and GHT intervention. Their awake and fussy states' scores decreased after both interventions. No significant difference was found between Yakson and GHT group in their behavioral state scores. Conclusion. The findings suggest that Yakson and GHT had soothing and calming effect on preterm infants and could be beneficial in nursing interventions. PMID:22792482
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Capability Building and Learning: An Emergent Behavior Approach
Directory of Open Access Journals (Sweden)
Andreu Rafael
2014-12-01
Full Text Available Economics-based models of firms typically overlook management acts and capability development. We propose a model that analyzes the aggregate behavior of a population of firms resulting from both specific management decisions and learning processes, that induce changes in companies’ capabilities. Decisions are made under imperfect information and bounded rationality, and managers may sacrifice short-term performance in exchange for qualitative outcomes that affect their firm’s future potential. The proposed model provides a structured setting in which these issues -often discussed only informally- can be systematically analyzed through simulation, producing a variety of hard-to-anticipate emergent behaviors. Economic performance is quite sensitive to managers’ estimates of their firms’ capabilities, and companies willing to sacrifice short-run results for future potential appear to be more stable than the rest. Also, bounded rationality can produce chaotic dynamics reminiscent of real life situations.
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Murillo, Anarina L; Safan, Muntaser; Castillo-Chavez, Carlos; Phillips, Elizabeth D Capaldi; Wadhera, Devina
2016-08-01
Eating behaviors among a large population of children are studied as a dynamic process driven by nonlinear interactions in the sociocultural school environment. The impact of food association learning on diet dynamics, inspired by a pilot study conducted among Arizona children in Pre-Kindergarten to 8th grades, is used to build simple population-level learning models. Qualitatively, mathematical studies are used to highlight the possible ramifications of instruction, learning in nutrition, and health at the community level. Model results suggest that nutrition education programs at the population-level have minimal impact on improving eating behaviors, findings that agree with prior field studies. Hence, the incorporation of food association learning may be a better strategy for creating resilient communities of healthy and non-healthy eaters. A Ratatouille effect can be observed when food association learners become food preference learners, a potential sustainable behavioral change, which in turn, may impact the overall distribution of healthy eaters. In short, this work evaluates the effectiveness of population-level intervention strategies and the importance of institutionalizing nutrition programs that factor in economical, social, cultural, and environmental elements that mesh well with the norms and values in the community.
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Designing a mobile learning game to investigate the impact of role-playing on helping behavior
Schmitz, Birgit; Ternier, Stefaan; Klemke, Roland; Kalz, Marco; Specht, Marcus
2013-01-01
Schmitz, B., Ternier, S., Klemke, R., Kalz, M., & Specht, M. (2013). Designing a mobile learning game to investigate the impact of role-playing on helping behavior. In D. Hernández-Leo et al. (Eds.), Scaling up Learning for Sustained Impact. Proceedings of European Conference on Technology Enhanced
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Learning to Eat: Behavioral and Psychological Aspects.
Birch, Leann L
2016-01-01
Because infants are totally dependent upon parents (or other caregivers) for care and sustenance, parents' feeding practices are a key feature of the family environments in which infants and young children learn about food and eating. Feeding practices include not only what the child is fed, but also the how, when, why and how much of feeding. Extensive evidence indicates that parenting behavior influences a variety of child outcomes, including cognitive and socioemotional development, as well as the development of self-regulatory skills. The focus of this chapter is on what is known about how parenting, particularly feeding practices, influences the early development of several aspects of children's eating behavior, including the acquisition of food preferences, self-regulatory skills, children's reactivity to food cues, satiety responsiveness and 'picky eating'. It is argued that traditional feeding practices, which evolved to protect children from environmental threats and ensure adequate intake in the context of food scarcity, can be maladaptive in current environments. An evidence base is needed to inform public policy to reduce early obesity risk in current environments, where too much palatable food is a major threat to child health. Results of recent research provides evidence that promoting responsive feeding practices can alter the development of eating behavior, sleep patterns and early self-regulatory skills, as well as reduce early obesity risk. © 2016 Nestec Ltd., Vevey/S. Karger AG, Basel.
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Conboy, Barbara T; Brooks, Rechele; Meltzoff, Andrew N; Kuhl, Patricia K
2015-01-01
Infants learn phonetic information from a second language with live-person presentations, but not television or audio-only recordings. To understand the role of social interaction in learning a second language, we examined infants' joint attention with live, Spanish-speaking tutors and used a neural measure of phonetic learning. Infants' eye-gaze behaviors during Spanish sessions at 9.5-10.5 months of age predicted second-language phonetic learning, assessed by an event-related potential measure of Spanish phoneme discrimination at 11 months. These data suggest a powerful role for social interaction at the earliest stages of learning a new language.
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English Learning Achievement and EFL Learners' Cheating Attitudes and Cheating Behaviors
Rahim, Mehrak; Goli, Atefeh
2016-01-01
The aim of the current study was investigating the role of achievement in learning English as a foreign language in EFL learners' cheating attitudes and cheating behaviors. Eight hundred junior high-school students were selected based on random cluster sampling and participated in the study. Their attitudes towards academic dishonesty and their…
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Behavioral evidence for differences in social and non-social category learning
Directory of Open Access Journals (Sweden)
Lucile eGamond
2012-08-01
Full Text Available When meeting someone for the very first time one spontaneously categorizes the seen person on the basis of his/her appearance. Categorization is based on the association between some physical features and category labels that can be social (character trait… or non-social (tall, thin. Surprisingly little is known about how such associations are formed, particularly in the social domain. Here, we aimed at testing whether social and non-social category learning may be dissociated. We presented subjects with a large number of faces that had to be rated according to social or non-social labels, and induced an association between a facial feature (inter-eye distance and the category labels using two different procedures. In a first experiment, we used a feedback procedure to reinforce the association; behavioral measures revealed an association between the physical feature manipulated and abstract non-social categories, while no evidence for an association with social labels could be found. In a second experiment, we used passive exposure to the association between physical features and labels; we obtained behavioral evidence for learning of both social and non-social categories. These results support the view of the specificity of social category learning; they suggest that social categories are best acquired through unsupervised procedures that can be considered as a simplified proxy for group transmission.
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Bettencourt, Amie F; Gross, Deborah; Ho, Grace; Perrin, Nancy
2018-02-01
Social, emotional, and behavioral skills are foundational to learning and long-term success. However, poverty and exposure to adverse childhood experiences reduce the chances of children entering kindergarten socially-behaviorally ready to learn. This study examined the unique impact of 5-year-old children (N = 11,412) entering kindergarten not socially-behaviorally ready on three costly school outcomes by fourth grade in Baltimore City Public Schools: being retained in grade, receiving services and supports through an IEP or 504 plan, and being suspended/expelled. Controlling for all other types of school readiness, students not identified as socially-behaviorally ready for kindergarten were more likely to experience all three school outcomes. Findings underscore the importance of early prevention and intervention strategies targeting parents and social-behavioral readiness skills during the first 5 years of life.
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"Well, good luck with that": reactions to learning of increased genetic risk for Alzheimer disease.
Zallen, Doris T
2018-03-08
PurposeApolipoprotein-E (APOE) genetic testing to estimate risk for developing late-onset Alzheimer disease is increasingly being offered without prior genetic counseling or preparation. Consumer interest continues to grow, raising the question of how best to conduct such testing.MethodsTwenty-six semistructured interviews were carried out to study the reactions of individuals who had already learned of their higher risk after APOE testing had been done because of a family history of Alzheimer disease, or from genetic tests done for other health-related or general-interest reasons.ResultsAdverse psychological reactions were reported by a substantial fraction of the participants, including those who had specifically sought testing, those for whom the information came as a surprise, those with a family history, and those with no known history. Still, nearly all of those interviewed said that they had benefited in the long term from lifestyle changes, often learned from online sources, that they subsequently made.ConclusionThe results show that people should be prepared prior to any genetic testing and allowed to opt out of particular tests. If testing is carried out and a higher risk is revealed, they should be actively assisted in deciding how to proceed.GENETICS in MEDICINE advance online publication, 8 March 2018; doi:10.1038/gim.2018.13.
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Astrocytic IL-6 mediates locomotor activity, exploration, anxiety, learning and social behavior.
Erta, Maria; Giralt, Mercedes; Esposito, Flavia Lorena; Fernandez-Gayol, Olaya; Hidalgo, Juan
2015-07-01
Interleukin-6 (IL-6) is a major cytokine in the central nervous system, secreted by different brain cells and with roles in a number of physiological functions. We herewith confirm and expand the importance of astrocytic production of and response to IL-6 by using transgenic mice deficient in astrocytic IL-6 (Ast-IL-6 KO) or in its receptor (Ast-IL-6R KO) in full C57Bl/6 genetic background. A major prosurvival effect of astrocytic IL-6 at early ages was clearly demonstrated. Robust effects were also evident in the control of activity and anxiety in the hole-board and elevated plus-maze, and in spatial learning in the Morris water-maze. The results also suggest an inhibitory role of IL-6 in the mechanism controlling the consolidation of hippocampus-dependent spatial learning. Less robust effects of astrocytic IL-6 system were also observed in despair behavior in the tail suspension test, and social behavior in the dominance and resident-intruder tests. The behavioral phenotype was highly dependent on age and/or sex in some cases. The phenotype of Ast-IL-6R KO mice mimicked only partially that of Ast-IL-6KO mice, which indicates both a role of astrocytes in behavior and the participation of other cells besides astrocytes. No evidences of altered function of the hypothalamic-pituitary-adrenal axis were observed. These results demonstrate that astrocytic IL-6 (acting at least partially in astrocytes) regulates normal behavior in mice. Copyright © 2015 Elsevier Inc. All rights reserved.
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Grounding the meanings in sensorimotor behavior using reinforcement learning
Directory of Open Access Journals (Sweden)
Igor eFarkaš
2012-02-01
Full Text Available The recent outburst of interest in cognitive developmental robotics is fueled by the ambition to propose ecologically plausible mechanisms of how, among other things, a learning agent/robot could ground linguistic meanings in its sensorimotor behaviour. Along this stream, we propose a model that allows the simulated iCub robot to learn the meanings of actions (point, touch and push oriented towards objects in robot's peripersonal space. In our experiments, the iCub learns to execute motor actions and comment on them. Architecturally, the model is composed of three neural-network-based modules that are trained in different ways. The first module, a two-layer perceptron, is trained by back-propagation to attend to the target position in the visual scene, given the low-level visual information and the feature-based target information. The second module, having the form of an actor-critic architecture, is the most distinguishing part of our model, and is trained by a continuous version of reinforcement learning to execute actions as sequences, based on a linguistic command. The third module, an echo-state network, is trained to provide the linguistic description of the executed actions. The trained model generalises well in case of novel action-target combinations with randomised initial arm positions. It can also promptly adapt its behavior if the action/target suddenly changes during motor execution.
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Directory of Open Access Journals (Sweden)
Ankit Gupta
2014-06-01
Full Text Available Reaction networks are systems in which the populations of a finite number of species evolve through predefined interactions. Such networks are found as modeling tools in many biological disciplines such as biochemistry, ecology, epidemiology, immunology, systems biology and synthetic biology. It is now well-established that, for small population sizes, stochastic models for biochemical reaction networks are necessary to capture randomness in the interactions. The tools for analyzing such models, however, still lag far behind their deterministic counterparts. In this paper, we bridge this gap by developing a constructive framework for examining the long-term behavior and stability properties of the reaction dynamics in a stochastic setting. In particular, we address the problems of determining ergodicity of the reaction dynamics, which is analogous to having a globally attracting fixed point for deterministic dynamics. We also examine when the statistical moments of the underlying process remain bounded with time and when they converge to their steady state values. The framework we develop relies on a blend of ideas from probability theory, linear algebra and optimization theory. We demonstrate that the stability properties of a wide class of biological networks can be assessed from our sufficient theoretical conditions that can be recast as efficient and scalable linear programs, well-known for their tractability. It is notably shown that the computational complexity is often linear in the number of species. We illustrate the validity, the efficiency and the wide applicability of our results on several reaction networks arising in biochemistry, systems biology, epidemiology and ecology. The biological implications of the results as well as an example of a non-ergodic biological network are also discussed.
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McMann, Joe
2011-01-01
Pica Kahn conducted "An Interview with Joe McMann: Lessons Learned in Human and Hardware Behavior" on August 16, 2011. With more than 40 years of experience in the aerospace industry, McMann has gained a wealth of knowledge. This presentation focused on lessons learned in human and hardware behavior. During his many years in the industry, McMann observed that the hardware development process was intertwined with human influences, which impacted the outcome of the product.
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Johnson, Dona S.
1981-01-01
Personality and behavioral consequences of learned helplessness were monitored in children experiencing failure in school. The predictive quality of learned helplessness theory was compared with that of value expectancy theories. Low self-concept was predicted significantly by school failure, internal attributions for failure, and external…
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Schneider, Nadine; Lowe, Daniel M; Sayle, Roger A; Landrum, Gregory A
2015-01-26
Fingerprint methods applied to molecules have proven to be useful for similarity determination and as inputs to machine-learning models. Here, we present the development of a new fingerprint for chemical reactions and validate its usefulness in building machine-learning models and in similarity assessment. Our final fingerprint is constructed as the difference of the atom-pair fingerprints of products and reactants and includes agents via calculated physicochemical properties. We validated the fingerprints on a large data set of reactions text-mined from granted United States patents from the last 40 years that have been classified using a substructure-based expert system. We applied machine learning to build a 50-class predictive model for reaction-type classification that correctly predicts 97% of the reactions in an external test set. Impressive accuracies were also observed when applying the classifier to reactions from an in-house electronic laboratory notebook. The performance of the novel fingerprint for assessing reaction similarity was evaluated by a cluster analysis that recovered 48 out of 50 of the reaction classes with a median F-score of 0.63 for the clusters. The data sets used for training and primary validation as well as all python scripts required to reproduce the analysis are provided in the Supporting Information.
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Could Intelligent Tutors Anticipate Successfully User Reactions?
Kalisz, Eugenia; Florea, Adina Magda
2006-06-01
Emotions have been shown to have an important impact on several human processes such as decision-making, planning, cognition, and learning. In an e-learning system, an artificial tutor capable of effectively understanding and anticipating the student emotions during learning will have a significantly enhanced role. The paper presents a model of an artificial tutor endowed with synthesized emotions according to the BDE model, previously developed by the authors. It also analyzes possible student reactions while interacting with the learning material and the way the artificial tutor could anticipate and should respond to these reactions, with adequate actions.
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Sodium concrete reaction - Structural considerations
International Nuclear Information System (INIS)
Ferskakis, G.N.
1984-01-01
An overview of the sodium concrete reaction phenomenon, with emphasis on structural considerations, is presented. Available test results for limestone, basalt, and magnetite concrete with various test article configurations are reviewed. Generally, tests indicate reaction is self limiting before all sodium is used. Uncertainties, however, concerning the mechanism for penetration of sodium into concrete have resulted in different theories about a reaction model. Structural behavior may be significant in the progression of the reaction due to thermal-structuralchemical interactions involving tensile cracking, compressive crushing, or general deterioration of concrete and the exposure of fresh concrete surfaces to react with sodium. Structural behavior of test articles and potential factors that could enhance the progression of the reaction are discussed
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Cseh, Maria; Manikoth, Nisha N.
2011-01-01
As the authors of the preceding article (Choi and Jacobs, 2011) have noted, the workplace learning literature shows evidence of the complementary and integrated nature of formal and informal learning in the development of employee competencies. The importance of supportive learning environments in the workplace and of employees' personal learning…
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Explaining Helping Behavior in a Cooperative Learning Classroom Setting Using Attribution Theory
Ahles, Paula M.; Contento, Jann M.
2006-01-01
This recently completed study examined whether attribution theory can explain helping behavior in an interdependent classroom environment that utilized a cooperative-learning model. The study focused on student participants enrolled in 6 community college communication classes taught by the same instructor. Three levels of cooperative-learning…
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Sieling, Fred; Bédécarrats, Alexis; Simmers, John; Prinz, Astrid A; Nargeot, Romuald
2014-05-05
Rewarding stimuli in associative learning can transform the irregularly and infrequently generated motor patterns underlying motivated behaviors into output for accelerated and stereotyped repetitive action. This transition to compulsive behavioral expression is associated with modified synaptic and membrane properties of central neurons, but establishing the causal relationships between cellular plasticity and motor adaptation has remained a challenge. We found previously that changes in the intrinsic excitability and electrical synapses of identified neurons in Aplysia's central pattern-generating network for feeding are correlated with a switch to compulsive-like motor output expression induced by in vivo operant conditioning. Here, we used specific computer-simulated ionic currents in vitro to selectively replicate or suppress the membrane and synaptic plasticity resulting from this learning. In naive in vitro preparations, such experimental manipulation of neuronal membrane properties alone increased the frequency but not the regularity of feeding motor output found in preparations from operantly trained animals. On the other hand, changes in synaptic strength alone switched the regularity but not the frequency of feeding output from naive to trained states. However, simultaneously imposed changes in both membrane and synaptic properties reproduced both major aspects of the motor plasticity. Conversely, in preparations from trained animals, experimental suppression of the membrane and synaptic plasticity abolished the increase in frequency and regularity of the learned motor output expression. These data establish direct causality for the contributions of distinct synaptic and nonsynaptic adaptive processes to complementary facets of a compulsive behavior resulting from operant reward learning. Copyright © 2014 Elsevier Ltd. All rights reserved.
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Zach, Sima; Yazdi-Ugav, Orly; Zeev, Aviva
2016-01-01
This study aimed to examine to what extent academic achievements, learning disorders, behavior problems and loneliness explain the variance of students' social skills. The differences between students diagnosed with learning disorders and students without learning disorders in all four variables were examined. Participants were 733 elementary…
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Tabak, Benjamin A; McCullough, Michael E; Carver, Charles S; Pedersen, Eric J; Cuccaro, Michael L
2014-06-01
Variations in the gene that encodes the oxytocin receptor (OXTR) have been associated with many aspects of social cognition as well as several prosocial behaviors. However, potential associations of OXTR variants with reactions to betrayals of trust while cooperating for mutual benefit have not yet been explored. We examined how variations in 10 single-nucleotide polymorphisms on OXTR were associated with behavior and emotional reactions after a betrayal of trust in an iterated Prisoner's Dilemma Game. After correction for multiple testing, one haplotype (C-rs9840864, T-rs2268494) was significantly associated with faster retaliation post-betrayal-an association that appeared to be due to this haplotype's intermediate effect of exacerbating people's anger after they had been betrayed. Furthermore, a second haplotype (A-rs237887, C-rs2268490) was associated with higher levels of post-betrayal satisfaction, and a third haplotype (G-rs237887, C-rs2268490) was associated with lower levels of post-betrayal satisfaction. © The Author (2013). Published by Oxford University Press. For Permissions, please email: journals.permissions@oup.com.
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Stark-Inbar, Alit; Raza, Meher; Taylor, Jordan A; Ivry, Richard B
2017-01-01
In standard taxonomies, motor skills are typically treated as representative of implicit or procedural memory. We examined two emblematic tasks of implicit motor learning, sensorimotor adaptation and sequence learning, asking whether individual differences in learning are correlated between these tasks, as well as how individual differences within each task are related to different performance variables. As a prerequisite, it was essential to establish the reliability of learning measures for each task. Participants were tested twice on a visuomotor adaptation task and on a sequence learning task, either the serial reaction time task or the alternating reaction time task. Learning was evident in all tasks at the group level and reliable at the individual level in visuomotor adaptation and the alternating reaction time task but not in the serial reaction time task. Performance variability was predictive of learning in both domains, yet the relationship was in the opposite direction for adaptation and sequence learning. For the former, faster learning was associated with lower variability, consistent with models of sensorimotor adaptation in which learning rates are sensitive to noise. For the latter, greater learning was associated with higher variability and slower reaction times, factors that may facilitate the spread of activation required to form predictive, sequential associations. Interestingly, learning measures of the different tasks were not correlated. Together, these results oppose a shared process for implicit learning in sensorimotor adaptation and sequence learning and provide insight into the factors that account for individual differences in learning within each task domain. We investigated individual differences in the ability to implicitly learn motor skills. As a prerequisite, we assessed whether individual differences were reliable across test sessions. We found that two commonly used tasks of implicit learning, visuomotor adaptation and the
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Model Experiment of Thermal Runaway Reactions Using the Aluminum-Hydrochloric Acid Reaction
Kitabayashi, Suguru; Nakano, Masayoshi; Nishikawa, Kazuyuki; Koga, Nobuyoshi
2016-01-01
A laboratory exercise for the education of students about thermal runaway reactions based on the reaction between aluminum and hydrochloric acid as a model reaction is proposed. In the introductory part of the exercise, the induction period and subsequent thermal runaway behavior are evaluated via a simple observation of hydrogen gas evolution and…
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Multiple systems for motor skill learning.
Clark, Dav; Ivry, Richard B
2010-07-01
Motor learning is a ubiquitous feature of human competence. This review focuses on two particular classes of model tasks for studying skill acquisition. The serial reaction time (SRT) task is used to probe how people learn sequences of actions, while adaptation in the context of visuomotor or force field perturbations serves to illustrate how preexisting movements are recalibrated in novel environments. These tasks highlight important issues regarding the representational changes that occur during the course of motor learning. One important theme is that distinct mechanisms vary in their information processing costs during learning and performance. Fast learning processes may require few trials to produce large changes in performance but impose demands on cognitive resources. Slower processes are limited in their ability to integrate complex information but minimally demanding in terms of attention or processing resources. The representations derived from fast systems may be accessible to conscious processing and provide a relatively greater measure of flexibility, while the representations derived from slower systems are more inflexible and automatic in their behavior. In exploring these issues, we focus on how multiple neural systems may interact and compete during the acquisition and consolidation of new behaviors. Copyright © 2010 John Wiley & Sons, Ltd. This article is categorized under: Psychology > Motor Skill and Performance. Copyright © 2010 John Wiley & Sons, Ltd.
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Educating dental students about diet-related behavior change: does experiential learning work?
Taylor, George W; Stumpos, Madelyn L; Kerschbaum, Wendy; Inglehart, Marita Rohr
2014-01-01
The objective of this study was to explore whether an experiential exercise in a nutrition class would a) increase dental students' motivation to change their own diet-related behavior, b) improve their understanding of theoretical concepts related to behavior change, and c) improve their attitudes towards educating their patients about diet-related behavior. Data were collected from 218 senior dental students in one dental school (2010: 106; 2011: 112) during their nutrition class. The students agreed at the beginning that it was important to change their own diet-related behavior. After one week, the majority agreed that they had changed how they felt and thought about the targeted behavior and what they actually did. After three weeks and at the end of the term, they rated the exercise as helpful for gaining a better understanding of health education theories. The majority indicated that the exercise had helped them understand the difficulty of diet-related behavior change and that it had increased their interest in helping patients change their diet-related behavior. In conclusion, this study suggests that experiential learning about diet-related behavior change is likely to affect students' own behavior positively and to result in increased understanding of behavior change theories and positive behavioral intentions concerning future health education efforts with patients.
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A Quasi-Linear Behavioral Model and an Application to Self-Directed Learning
Ponton, Michael K.; Carr, Paul B.
1999-01-01
A model is presented that describes the relationship between one's knowledge of the world and the concomitant personal behaviors that serve as a mechanism to obtain desired outcomes. Integrated within this model are the differing roles that outcomes serve as motivators and as modifiers to one's worldview. The model is dichotomized between general and contextual applications. Because learner self-directedness (a personal characteristic) involves cognition and affection while self-directed learning (a pedagogic process) encompasses conation, behavior and introspection, the model can be dichotomized again in another direction. Presented also are the roles that cognitive motivation theories play in moving an individual through this behavioral model and the roles of wishes, self-efficacy, opportunity and self-influence.
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Directory of Open Access Journals (Sweden)
Xiaoqian Liu
2016-09-01
Full Text Available Due to the rapid development of information technology, the Internet has gradually become a part of everyday life. People would like to communicate with friends to share their opinions on social networks. The diverse behavior on socials networks is an ideal reflection of users’ personality traits. Existing behavior analysis methods for personality prediction mostly extract behavior attributes with heuristic analysis. Although they work fairly well, they are hard to extend and maintain. In this paper, we utilize a deep learning algorithm to build a feature learning model for personality prediction, which could perform an unsupervised extraction of the Linguistic Representation Feature Vector (LRFV activity without supervision from text actively published on the Sina microblog. Compared with other feature extractsion methods, LRFV, as an abstract representation of microblog content, could describe a user’s semantic information more objectively and comprehensively. In the experiments, the personality prediction model is built using a linear regression algorithm, and different attributes obtained through different feature extraction methods are taken as input of the prediction model, respectively. The results show that LRFV performs better in microblog behavior descriptions, and improves the performance of the personality prediction model.
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Calcium imaging of basal forebrain activity during innate and learned behaviors
Directory of Open Access Journals (Sweden)
Thomas Clarke Harrison
2016-05-01
Full Text Available The basal forebrain (BF plays crucial roles in arousal, attention, and memory, and its impairment is associated with a variety of cognitive deficits. The BF consists of cholinergic, GABAergic, and glutamatergic neurons. Electrical or optogenetic stimulation of BF cholinergic neurons enhances cortical processing and behavioral performance, but the natural activity of these cells during behavior is only beginning to be characterized. Even less is known about GABAergic and glutamatergic neurons. Here, we performed microendoscopic calcium imaging of BF neurons as mice engaged in spontaneous behaviors in their home cages (innate or performed a go/no-go auditory discrimination task (learned. Cholinergic neurons were consistently excited during movement, including running and licking, but GABAergic and glutamatergic neurons exhibited diverse responses. All cell types were activated by overt punishment, either inside or outside of the discrimination task. These findings reveal functional similarities and distinctions between BF cell types during both spontaneous and task-related behaviors.
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Csernica, Stephen N.
transitions from two phases to a single phase, or pseudo-single phase. The transition to a single phase or pseudo-single phase is a function of the methanol content. Regardless, the maximum observed reaction rate occurs at the point of the phase transition, when the concentration of triglycerides in the methanol phase is largest. The phase transition occurs due to the accumulation of the primary product, biodiesel methyl esters. Through various experiments, it was determined that the rate of the triglyceride mass transfer into the methanol phase, as well as the solubility of triglycerides in methanol, increases with increasing methyl ester concentration. Thus, there exists some critical methyl ester concentration which favors the formation of a single or pseudo-single phase system. The effect of the by-product glycerol on the reaction kinetics was also investigated. It was determined that at low methanol to triglyceride molar ratios, glycerol acts to inhibit the reaction rate and limit the overall triglyceride conversion. This occurs because glycerol accumulates in the methanol phase, i.e. the primary reaction volume. When glycerol is at relatively high concentrations within the methanol phase, triglycerides become excluded from the reaction volume. This greatly reduces the reaction rate and limits the overall conversion. As the concentration of methanol is increased, glycerol becomes diluted and the inhibitory effects become dampened. Assuming pseudo-homogeneous phase behavior, a simple kinetic model incorporating the inhibitory effects of glycerol was proposed based on batch reactor data. The kinetic model was primarily used to theoretically compare the performance of different types of continuous flow reactors for continuous biodiesel production. It was determined that the inhibitory effects of glycerol result in the requirement of very large reactor volumes when using continuous stirred tank reactors (CSTR). The reactor volume can be greatly reduced using tubular style
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International Nuclear Information System (INIS)
Burkhardt, J.
1983-04-01
This report describes the behavior of radioiodine in inanimate nature (atmosphere, soil) as example for radioisotopes that exist in the environment in anionic form. Because of the significance of the longlived radionuclide Iodine-129 for the radiation exposure of man, the study is focussing on the retention process of radioiodine in soil. For a better understanding of some observations on the reaction of radioiodine in soil recorded in literature, the first chapter is dealing with the mechanisms of anion absorption in soil in general. Another chapter explores possible reactions of radioiodine in the atmosphere, based on the assumption that the chemophysical form of radioiodine deposited in soil is not necessarily identical to its original form at the time of release. Further discussed are the major reaction partners of iodine in soil and simultaneously occurring reaction mechanisms as well as the significance of soil types for radioiodine depositions in the soil. Since Iodine-129 is stored in the upper soil layer for a long period of time, due to its extremely long halflife, it may be periodically available to vegetation. The last chapter demonstrates on some examples, which uncertainty factors in the nature may influence the validity of the estimation of radiation exposures from Iodine-129 in the soil by means of an effective residence time. (orig.) [de
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Predicting Pilot Behavior in Medium Scale Scenarios Using Game Theory and Reinforcement Learning
Yildiz, Yildiray; Agogino, Adrian; Brat, Guillaume
2013-01-01
Effective automation is critical in achieving the capacity and safety goals of the Next Generation Air Traffic System. Unfortunately creating integration and validation tools for such automation is difficult as the interactions between automation and their human counterparts is complex and unpredictable. This validation becomes even more difficult as we integrate wide-reaching technologies that affect the behavior of different decision makers in the system such as pilots, controllers and airlines. While overt short-term behavior changes can be explicitly modeled with traditional agent modeling systems, subtle behavior changes caused by the integration of new technologies may snowball into larger problems and be very hard to detect. To overcome these obstacles, we show how integration of new technologies can be validated by learning behavior models based on goals. In this framework, human participants are not modeled explicitly. Instead, their goals are modeled and through reinforcement learning their actions are predicted. The main advantage to this approach is that modeling is done within the context of the entire system allowing for accurate modeling of all participants as they interact as a whole. In addition such an approach allows for efficient trade studies and feasibility testing on a wide range of automation scenarios. The goal of this paper is to test that such an approach is feasible. To do this we implement this approach using a simple discrete-state learning system on a scenario where 50 aircraft need to self-navigate using Automatic Dependent Surveillance-Broadcast (ADS-B) information. In this scenario, we show how the approach can be used to predict the ability of pilots to adequately balance aircraft separation and fly efficient paths. We present results with several levels of complexity and airspace congestion.
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Frayer, Dorothy A.; Klausmeier, Herbert J.
Research has shown that a behavior may be acquired through observing and imitating a model. A behavior which has already been acquired may be inhibited, disinhibited, or elicited by observing and imitating. A definition of imitation is given, and the effects of imitation on learning and performance are summarized. Research on factors which affect…
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Directory of Open Access Journals (Sweden)
Kate Fenner
Full Text Available Rein tension is used to apply pressure to control both ridden and unridden horses. The pressure is delivered by equipment such as the bit, which may restrict voluntary movement and cause changes in behavior and physiology. Managing the effects of such pressure on arousal level and behavioral indicators will optimise horse learning outcomes. This study examined the effect of training horses to turn away from bit pressure on cardiac outcomes and behavior (including responsiveness over the course of eight trials in a standardised learning task. The experimental procedure consisted of a resting phase, treatment/control phase, standardised learning trials requiring the horses (n = 68 to step backwards in response to bit pressure and a recovery phase. As expected, heart rate increased (P = 0.028 when the handler applied rein tension during the treatment phase. The amount of rein tension required to elicit a response during treatment was higher on the left than the right rein (P = 0.009. Total rein tension required for trials reduced (P < 0.001 as they progressed, as did time taken (P < 0.001 and steps taken (P < 0.001. The incidence of head tossing decreased (P = 0.015 with the progression of the trials and was higher (P = 0.018 for the control horses than the treated horses. These results suggest that preparing the horses for the lesson and slightly raising their arousal levels, improved learning outcomes.
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Nonassociative learning as gated neural integrator and differentiator in stimulus-response pathways
Directory of Open Access Journals (Sweden)
Young Daniel L
2006-08-01
Full Text Available Abstract Nonassociative learning is a basic neuroadaptive behavior exhibited across animal phyla and sensory modalities but its role in brain intelligence is unclear. Current literature on habituation and sensitization, the classic "dual process" of nonassociative learning, gives highly incongruous accounts between varying experimental paradigms. Here we propose a general theory of nonassociative learning featuring four base modes: habituation/primary sensitization in primary stimulus-response pathways, and desensitization/secondary sensitization in secondary stimulus-response pathways. Primary and secondary modes of nonassociative learning are distinguished by corresponding activity-dependent recall, or nonassociative gating, of neurotransmission memory. From the perspective of brain computation, nonassociative learning is a form of integral-differential calculus whereas nonassociative gating is a form of Boolean logic operator – both dynamically transforming the stimulus-response relationship. From the perspective of sensory integration, nonassociative gating provides temporal filtering whereas nonassociative learning affords low-pass, high-pass or band-pass/band-stop frequency filtering – effectively creating an intelligent sensory firewall that screens all stimuli for attention and resultant internal model adaptation and reaction. This unified framework ties together many salient characteristics of nonassociative learning and nonassociative gating and suggests a common kernel that correlates with a wide variety of sensorimotor integration behaviors such as central resetting and self-organization of sensory inputs, fail-safe sensorimotor compensation, integral-differential and gated modulation of sensorimotor feedbacks, alarm reaction, novelty detection and selective attention, as well as a variety of mental and neurological disorders such as sensorimotor instability, attention deficit hyperactivity, sensory defensiveness, autism
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Dos Santos, Luiz Miguel Renda; Okazaki, Shintaro
2013-01-01
This study sheds light on the organizational dimensions underlying e-learning adoption among Brazilian universities. We propose an organizational e-learning adoption model based on the decomposed theory of planned behavior (TPB). A series of hypotheses are posited with regard to the relationships among the proposed constructs. The model is…
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Alanoglu, Müslim; Demirtas, Zülfü
2016-01-01
The aim of this research is to determine the relationships between organizational learning levels of high schools; organizational citizenship behavior of managers and teachers and effective school characteristics of them based on the opinions of managers and teachers. The population of the research consists of managers and teachers serving at high…
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Learning Why We Buy: An Experiential Project for the Consumer Behavior Course
Morgan, Felicia N.; McCabe, Deborah Brown
2012-01-01
Marketing educators have long recognized the value of engendering students' deep learning of course content via experiential pedagogies. In this article, the authors describe a semester-long, team-based retail audit project that is structured to elicit active student engagement with consumer behavior course material via concrete, hands-on,…
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Effects of Corporal Punishment and Psychological Treatment on Students' Learning and Behavior
Arif, Muhammad Shahbaz; Rafi, Muhammad Shaban
2007-01-01
This paper aims to test the effects of corporal punishment and psychological treatment on students' learning and on their behavior. A pilot study, followed with experimental test, was framed in a demographically controlled environment on homogeneous variables at Punjab University Laboratory School, Pakistan over the period of six months.…
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The Mechanical and Reaction Behavior of PTFE/Al/Fe2O3 under Impact and Quasi-Static Compression
Directory of Open Access Journals (Sweden)
Jun-yi Huang
2017-01-01
Full Text Available Quasi-static compression and drop-weight test were used to characterize the mechanical and reaction behavior of PTFE/Al/Fe2O3 composites. Two kinds of PTFE/Al/Fe2O3 composites were prepared with different mass of PTFE, and the reaction phenomenon and stress-strain curves were recorded; the residuals after reaction were analyzed by X-ray diffraction (XRD. The results showed that, under quasi-static compression condition, the strength of the materials is increased (from 37.1 Mpa to 77.2 Mpa with the increase of PTFE, and the reaction phenomenon occurred only in materials with high PTFE content. XRD analysis showed that the reaction between Al and Fe2O3 was not triggered with identical experimental conditions. In drop-weight tests, PTFE/Al/Fe2O3 specimens with low PTFE content were found to be more insensitive by high-speed photography, and a High Temperature Metal Slag Spray (HTMSS phenomenon was observed in both kinds of PTFE/Al/Fe2O3 composites, indicating the existence of thermite reaction, which was confirmed by XRD. In PTFE/Al/Fe2O3 system, the reaction between PTFE and Al precedes the reaction between Al and Fe2O3.
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Directory of Open Access Journals (Sweden)
Sheng-Der Hsu
Full Text Available The Postgraduate Year (PGY Program allows doctors-in-training to learn about the diagnosis, treatment and nursing of various common, general diseases. These items form the core curriculum and are mostly learned through caring for patients and clinical teaching. Doctors-in-training are evaluated for their knowledge through written tests or assignments, based on which the effectiveness of their training is also assessed; however, this generally produces a negative learning attitude among them. So we introduced the flipped classroom into PGY training program to change PGY students' learning behavior. Although the flipped classroom is highly valued and has been practiced by teachers in schools of various levels, very few attempts have been made until now to report the learning outcomes achieved through the flipped classroom by means of rigorous research methods. Therefore we tried to employed Ajzen and Fishbein's (1980 theory of reasoned action and Bandura's self-efficacy to predict and explain the participants' behavioral intention when participating in the core curriculum learning of the flipped classroom and to assess the change in students' learning behavior and learning effectiveness. From August 2013 to July 2014, 39 PGY students from the General Surgery of the Tri-Service General Hospital were selected as the participants of this study. The control group included 43 students of the previous year, that is, the year before the intervention of the flipped classroom. A comparative analysis was performed. The questionnaire's related matrices indicated highest correlation between self-efficacy and behavioral intention (r = 0.491, P < 0.01, followed by attitude (r = 0.365, P < 0.01 and subjective norms (r = 0.360, P < 0.01. All three showed positive correlations with behavioral intention; among attitude, subjective norms, and self-efficacy, the pairwise correlations also reached significance level. The flipped classroom can indeed change PGY
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Modelling human behaviours and reactions under dangerous environment
Kang, J; Wright, D K; Qin, S F; Zhao, Y
2005-01-01
This paper describes the framework of a real-time simulation system to model human behavior and reactions in dangerous environments. The system utilizes the latest 3D computer animation techniques, combined with artificial intelligence, robotics and psychology, to model human behavior, reactions and decision making under expected/unexpected dangers in real-time in virtual environments. The development of the system includes: classification on the conscious/subconscious behaviors and reactions...
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Lin, Hsiu-Chuan; Lee, Yuan-Duen
2017-01-01
The purpose of this study is to examine the influence of organizational learning on employee's innovative behavior, and further proposed the mediation effect of work engagement between the relationship of organizational learning and employee's innovative behavior. The study targets on executives and their subordinates by paired samples within the…
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Cahill, Sara; Mussap, Alexander J
2007-06-01
We explored the extent to which changes in emotional states following exposure to images of idealized bodies predict unhealthy body change attitudes and behaviors in women and men, and whether particular psychological traits mediate these effects. One hundred thirty-three women and 93 men were assessed for unhealthy attitudes and behaviors related to body weight and muscles using the Eating Disorder Inventory-2 (EDI-2), the Obligatory Exercise Questionnaire, and the strategies to increase muscles subscale of the Body Change Inventory. Psychological traits assessed included body dissatisfaction (EDI-2), internalization of the thin/athletic ideal (Sociocultural Attitudes Towards Appearance Questionnaire-3), body comparison (Body Comparison Scale), self-esteem (Rosenberg Self-Esteem Inventory), depression (Beck Depression Inventory-II), and identity confusion (Self-Concept Clarity Scale). Participants were then exposed to photographs of thin female models and muscular male models, and visual analogue scales were used to measure changes in postexposure state body dissatisfaction, anger, anxiety, and depression. Postexposure increases in state anger, anxiety, depression, and body dissatisfaction correlated with drive for thinness and disordered eating symptomatology in women, while postexposure increases in state body dissatisfaction correlated with muscle development in men. Analyses revealed that internalization and body comparison mediated these relationships, with trait body dissatisfaction, trait depression, self-esteem, and self-concept/identity confusion serving as mediators for women only. These results are indicative of gender differences in: (a) reactions to idealized bodies; (b) psychological traits that predispose individuals to experience these reactions; and (c) types of body change behavior that are associated with these reactions.
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DEFF Research Database (Denmark)
Kumar, Abhishek; Grigoriadis, Joannis; Trulsson, Mats
2015-01-01
Sensory information from the orofacial mechanoreceptors are used by the nervous system to optimize the positioning of food, determine the force levels, and force vectors involved in biting of food morsels. Moreover, practice resulting from repetition could be a key to learning and acquiring a motor...... movements. Thirty healthy volunteers were asked to intraorally manipulate and split a chocolate candy, into two equal halves. The participants performed three series (with ten 10 trials) of the task before and after a short-term (approximately 30min) training. The accuracy of the split and vertical jaw...... task induces behavior learning, skill acquisition and optimization of jaw movements in terms of better performance and reduction in the duration of jaw movements, during the task. The finding of the present study provides insights on into how humans learn oral motor behaviors or the kind of adaptation...
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Directory of Open Access Journals (Sweden)
Elisabetta Versace
2015-09-01
Full Text Available In the Evolve and Resequence method (E&R, experimental evolution and genomics are combined to investigate evolutionary dynamics and the genotype-phenotype link. As other genomic approaches, this methods requires many replicates with large population sizes, which imposes severe restrictions on the analysis of behavioral phenotypes. Aiming to use E&R for investigating the evolution of behavior in Drosophila, we have developed a simple and effective method to assess spontaneous olfactory preferences and learning in large samples of fruit flies using a T-maze. We tested this procedure on (a a large wild-caught population and (b 11 isofemale lines of Drosophila melanogaster. Compared to previous methods, this procedure reduces the environmental noise and allows for the analysis of large population samples. Consistent with previous results, we show that flies have a preference for orange vs. apple odor. With our procedure wild-derived flies exhibit olfactory learning in the absence of previous laboratory selection. Furthermore, we find genetic differences in the olfactory learning with relatively high heritability. We propose this large-scale method as an effective tool for E&R and genome-wide association studies on olfactory preferences and learning.
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Peer Pressure and Adaptive Behavior Learning: A Study of Adolescents in Gujrat City
Asma Yunus; Shahzad Khaver Mushtaq; Sobia Qaiser
2012-01-01
The study aims at discovering the influences of Peer Pressure on adaptive behavior learning in the adolescents. For the purpose two scales, Adaptive behavior scale (ABS) and Peer Pressure Scale (PPS) were developed to measure both variables. The Sample of the study was purposive in nature and comprised of late adolescents (n=120) i.e. 60 males and 60 females, from Gujrat city. Cronbach alpha was calculated and found to be significant for Peer Pressure Scale(PPS) and its subscales i.e. Belongi...
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Effects of apomorphine on the expression of learned helplessness behavior.
Wang, Wen-Fu; Lei, Yen-Ping; Tseng, Ting; Hsu, Wen-Yu; Wang, Ching-Fu; Hsu, Cheng-Chin; Ho, Ying-Jui
2007-04-30
Dopaminergic system and its D1 as well as D2 receptors are involved in the modulation of emotional behavior. This experiment investigated the role of dopaminergic activity in the inescapable stress-induced learned helplessness, a widely used depression animal model, by using the pharmacological manipulation through the apomorphine (APO), an agonist for D1 and D2 receptors, and sulpiride (SUL), a selective D2 antagonist. Male Sprague Dawley rats were used and tested in a shuttle box. In the day-1 session, the rats received a 10-trial (1 min/trial) inescapable stressor: a 3 sec conditioned stimulus (CS; 75 db sound and 250 lux red light) followed by a 10 sec unconditioned stimulus (UCS; electrical foot shock, 0.5 mA). In the day-2 session, a 15-trial active avoidance test, 3 sec CS followed by UCS, was performed 30 min after the administration of APO (0, 0.05, 0.5, 1, and 5 mg/kg, i.p.). The number of failures was counted and the UCS was stopped when the rats did not escape after 15 sec UCS. The results showed that APO at the dosage of 0.5 mg/kg had a tendency to enhance the avoidance behavior. In contrast, the treatment of higher dose of APO, 1 and 5 mg/kg, reduced the number of escape but increased the number of failure. Pretreatment of SUL (5 mg/kg, i.p.), 10 min before 1 mg/kg of APO, significantly enhanced the failure behavior. The present data suggest that the activity of D2 receptor may be associated with the adaptive or protective role in the prevention of escape deficits after exposure to inescapable stress. However, the excessive stimulation of D1 receptor may participate in the failure of coping behavior leading to learned helplessness and therefore in the pathophysiological mechanisms underling the development of depression.
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Chang, Yao-Feng; Fowler, Burt; Chen, Ying-Chen; Zhou, Fei; Pan, Chih-Hung; Chang, Ting-Chang; Lee, Jack C.
2016-02-01
We realize a device with biological synaptic behaviors by integrating silicon oxide (SiOx) resistive switching memory with Si diodes. Minimal synaptic power consumption due to sneak-path current is achieved and the capability for spike-induced synaptic behaviors is demonstrated, representing critical milestones for the use of SiO2-based materials in future neuromorphic computing applications. Biological synaptic behaviors such as long-term potentiation (LTP), long-term depression (LTD) and spike-timing dependent plasticity (STDP) are demonstrated systematically using a comprehensive analysis of spike-induced waveforms, and represent interesting potential applications for SiOx-based resistive switching materials. The resistive switching SET transition is modeled as hydrogen (proton) release from (SiH)2 to generate the hydrogen bridge defect, and the RESET transition is modeled as an electrochemical reaction (proton capture) that re-forms (SiH)2. The experimental results suggest a simple, robust approach to realize programmable neuromorphic chips compatible with large-scale CMOS manufacturing technology.
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Basaltic rocks behavior of the Corrientes and Entre Rios province from the alcali silice reaction
International Nuclear Information System (INIS)
Marfil, S.; Batic, O.; Grecco, L.; Falcone, D.
2010-01-01
This work is about the basaltic rocks deposits in Mesopotamia - Argentina. This material is used for dikes, flooring and art . In several of them has been developed expansive processes associated with alkali - silica reaction such as pavements of some routes. In order to evaluate the behavior of these rocks their are obtained samples from the quarries using standard methods such as petrographic, rod accelerated and dissolved silica agree with the IRA M standards
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Pittig, Andre; van den Berg, Linda; Vervliet, Bram
2016-01-01
Extinction learning is a major mechanism for fear reduction by means of exposure. Current research targets innovative strategies to enhance fear extinction and thereby optimize exposure-based treatments for anxiety disorders. This selective review updates novel behavioral strategies that may provide cutting-edge clinical implications. Recent studies provide further support for two types of enhancement strategies. Procedural enhancement strategies implemented during extinction training translate to how exposure exercises may be conducted to optimize fear extinction. These strategies mostly focus on a maximized violation of dysfunctional threat expectancies and on reducing context and stimulus specificity of extinction learning. Flanking enhancement strategies target periods before and after extinction training and inform optimal preparation and post-processing of exposure exercises. These flanking strategies focus on the enhancement of learning in general, memory (re-)consolidation, and memory retrieval. Behavioral strategies to enhance fear extinction may provide powerful clinical applications to further maximize the efficacy of exposure-based interventions. However, future replications, mechanistic examinations, and translational studies are warranted to verify long-term effects and naturalistic utility. Future directions also comprise the interplay of optimized fear extinction with (avoidance) behavior and motivational antecedents of exposure.
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Hsu, Sheng-Der; Chen, Cheng-Jueng; Chang, Wei-Kuo; Hu, Yih-Jin
2016-01-01
The Postgraduate Year (PGY) Program allows doctors-in-training to learn about the diagnosis, treatment and nursing of various common, general diseases. These items form the core curriculum and are mostly learned through caring for patients and clinical teaching. Doctors-in-training are evaluated for their knowledge through written tests or assignments, based on which the effectiveness of their training is also assessed; however, this generally produces a negative learning attitude among them. So we introduced the flipped classroom into PGY training program to change PGY students' learning behavior. Although the flipped classroom is highly valued and has been practiced by teachers in schools of various levels, very few attempts have been made until now to report the learning outcomes achieved through the flipped classroom by means of rigorous research methods. Therefore we tried to employed Ajzen and Fishbein's (1980) theory of reasoned action and Bandura's self-efficacy to predict and explain the participants' behavioral intention when participating in the core curriculum learning of the flipped classroom and to assess the change in students' learning behavior and learning effectiveness. From August 2013 to July 2014, 39 PGY students from the General Surgery of the Tri-Service General Hospital were selected as the participants of this study. The control group included 43 students of the previous year, that is, the year before the intervention of the flipped classroom. A comparative analysis was performed. The questionnaire's related matrices indicated highest correlation between self-efficacy and behavioral intention (r = 0.491, P flipped classroom can indeed change PGY students' the learning behavior from "passive learning" to "active learning."
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Stanley, P D; Dai, Y; Nolan, R F
1997-04-01
Although generalizations from research are helpful in guiding problem identification and interventions in a school setting, characteristics of specific groups must not be overlooked if all students are to be served effectively. Differences in the areas of self-reported self-esteem and depression are frequently pertinent to decisions and recommendations educational professionals are called on to make. The current study examined differences in the level of self-reported self-esteem and depression between learning disabled and behavior disordered middle school students. Sixty-one participants completed the Coopersmith Self-Esteem Inventory (CSEI) and the Children's Depression Inventory (CDI). Similarities and differences between learning disabled and behavior disordered students were identified.
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Directory of Open Access Journals (Sweden)
Jian Luo
2016-01-01
Full Text Available A cloud based health care system is proposed in this paper for the elderly by providing abnormal gait behavior detection, classification, online diagnosis, and remote aid service. Intelligent mobile terminals with triaxial acceleration sensor embedded are used to capture the movement and ambulation information of elderly. The collected signals are first enhanced by a Kalman filter. And the magnitude of signal vector features is then extracted and decomposed into a linear combination of enhanced Gabor atoms. The Wigner-Ville analysis method is introduced and the problem is studied by joint time-frequency analysis. In order to solve the large-scale abnormal behavior data lacking problem in training process, a cloud based incremental SVM (CI-SVM learning method is proposed. The original abnormal behavior data are first used to get the initial SVM classifier. And the larger abnormal behavior data of elderly collected by mobile devices are then gathered in cloud platform to conduct incremental training and get the new SVM classifier. By the CI-SVM learning method, the knowledge of SVM classifier could be accumulated due to the dynamic incremental learning. Experimental results demonstrate that the proposed method is feasible and can be applied to aged care, emergency aid, and related fields.
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Directory of Open Access Journals (Sweden)
Liu Sheng
2013-01-01
Full Text Available The paper concerns with slag layer accumulation, chemical reaction on slag layer surface, and slag layer flow, heat and mass transfer on the wall of entrained-flow coal gasifier. A slag layer model is developed to simulate slag layer behaviors in the coal gasifier. This 3-D model can predict temperature, slag particle disposition rate, disposition particle composition, and syngas distribution in the gasifier hearth. The model is used to evaluate the effects of O2/coal ratio on slag layer behaviors.
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DEFF Research Database (Denmark)
Hasse, Cathrine
This book shall explore the concept of learning from the new perspective of the posthuman. The vast majority of cognitive, behavioral and part of the constructionist learning theories operate with an autonomous individual who learn in a world of separate objects. Technology is (if mentioned at all......) understood as separate from the individual learner and perceived as tools. Learning theory has in general not been acknowledging materiality in their theorizing about what learning is. A new posthuman learning theory is needed to keep up with the transformations of human learning resulting from new...... technological experiences. One definition of learning is that it is a relatively permanent change in behavior as the result of experience. During the first half of the twentieth century, two theoretical approaches dominated the domain of learning theory: the schools of thought commonly known as behaviorism...
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Preschool Interactive Peer Play Mediates Problem Behavior and Learning for Low-Income Children
Bulotsky-Shearer, Rebecca J.; Bell, Elizabeth R.; Romero, Sandy L.; Carter, Tracy M.
2012-01-01
The study employed a developmental, ecological, and resiliency framework to examine whether interactive peer play competencies mediated associations between teacher reported problem behavior and learning outcomes for a representative sample of urban low-income children (N = 507 across 46 Head Start classrooms). Structural equation models provided…
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Geier, Suzanne Smith; Young, Barbara
It was hypothesized that behavior patterns, learned early in life and maintained by almost continuous reinforcement, are determined by basic physiology, which in this study is represented by the duration of postrotary nystagmus (involuntary eyeball movement following rotational stimulation). The Southern California Postrotary Nystagmus Test was…
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Dignath-van Ewijk, Charlotte; van der Werf, Greetje
2012-01-01
In order to foster self-regulated learning (SRL), teachers should provide students with learning strategies, as well as with constructivist learning environments that allow them to self-regulate their learning. These two components complement each other. When investigating teachers’ promotion of SRL, not only teacher behavior, but also teachers’ beliefs as well as their knowledge about SRL are relevant aspects to consider. Therefore, this study seeks to examine teachers’ knowledge and beliefs...
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The Factor Structure of Preschool Learning Behaviors Scale Scores in Peruvian Children
Hahn, Kathryn R.; Schaefer, Barbara A.; Merino, Cesar; Worrell, Frank C.
2009-01-01
The factor structure of the Escala de Conductas de Aprendizaje Preescolar (ECAP), a Spanish translation of the Preschool Learning Behaviors Scale (PLBS), was examined in this study. Children aged 2 to 6 years (N = 328) enrolled in public and private preschools in the Republic of Peru were rated by classroom teachers on the frequency of observable,…
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Energy Sharing and Energy Feedback: Affective and Behavioral Reactions to Communal Energy Displays
Energy Technology Data Exchange (ETDEWEB)
Leygue, Caroline, E-mail: caroline.leygue@nottingham.ac.uk [Horizon Digital Economy Research, University of Nottingham, Nottingham (United Kingdom); Ferguson, Eamonn [School of Psychology, University of Nottingham, Nottingham (United Kingdom); Skatova, Anya [Horizon Digital Economy Research, University of Nottingham, Nottingham (United Kingdom); Spence, Alexa [Horizon Digital Economy Research, University of Nottingham, Nottingham (United Kingdom); School of Psychology, University of Nottingham, Nottingham (United Kingdom)
2014-07-25
Smart meters and energy displays are being rolled out in many countries to help individuals monitor and reduce their energy usage. However, to date, there is little in depth understanding of how they may change behavior. While there is currently a great deal of technical research into developing smart metering, little research has been conducted on how this affects the energy user. This research addresses this gap and explores the user perspective of energy displays when energy is considered as a shared resource. We report an online experiment conducted across the UK examining affective and behavioral responses to energy sharing situations incorporating different types of energy displays. Reactions differed depending on the type of display. In a situation where one person used more than their fair share of energy, displays showing the average amount of usage in the house were associated with feelings of guilt and fear and a decrease in intention to use energy. Displays that identified the person who overused the resource were associated with anger, and direct sanction intentions on those who were overusing energy. Findings are discussed in terms of the smart meter rollout and the potential utility of detailed energy monitoring technologies for behavior change.
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Energy sharing and energy feedback: Affective and behavioral reactions to communal energy displays.
Directory of Open Access Journals (Sweden)
Caroline eLeygue
2014-07-01
Full Text Available Smart meters and energy displays are being rolled out in many countries to help individuals monitor and reduce their energy usage. However, to date there is little in depth understanding of how they may change behavior. While there is currently a great deal of technical research into developing smart metering, little research has been conducted on how this affects the energy user. This research addresses this gap and explores the user perspective of energy displays when energy is considered as a shared resource. We report an online experiment conducted across the UK examining affective and behavioral responses to energy sharing situations incorporating different types of energy displays. Reactions differed depending on the type of display. In a situation where one person used more than their fair share of energy, displays showing the average amount of usage in the house were associated with feelings of guilt and fear and a decrease in intention to use energy. Displays that identified the person who overused the resource were associated with anger, and direct sanction intentions on those who were overusing energy. Findings are discussed in terms of the smart meter rollout and the potential utility of detailed energy monitoring technologies for behavior change.
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Energy Sharing and Energy Feedback: Affective and Behavioral Reactions to Communal Energy Displays
International Nuclear Information System (INIS)
Leygue, Caroline; Ferguson, Eamonn; Skatova, Anya; Spence, Alexa
2014-01-01
Smart meters and energy displays are being rolled out in many countries to help individuals monitor and reduce their energy usage. However, to date, there is little in depth understanding of how they may change behavior. While there is currently a great deal of technical research into developing smart metering, little research has been conducted on how this affects the energy user. This research addresses this gap and explores the user perspective of energy displays when energy is considered as a shared resource. We report an online experiment conducted across the UK examining affective and behavioral responses to energy sharing situations incorporating different types of energy displays. Reactions differed depending on the type of display. In a situation where one person used more than their fair share of energy, displays showing the average amount of usage in the house were associated with feelings of guilt and fear and a decrease in intention to use energy. Displays that identified the person who overused the resource were associated with anger, and direct sanction intentions on those who were overusing energy. Findings are discussed in terms of the smart meter rollout and the potential utility of detailed energy monitoring technologies for behavior change.
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Hsu, Sheng-Der; Chen, Cheng-Jueng; Chang, Wei-Kuo; Hu, Yih-Jin
2016-01-01
The Postgraduate Year (PGY) Program allows doctors-in-training to learn about the diagnosis, treatment and nursing of various common, general diseases. These items form the core curriculum and are mostly learned through caring for patients and clinical teaching. Doctors-in-training are evaluated for their knowledge through written tests or assignments, based on which the effectiveness of their training is also assessed; however, this generally produces a negative learning attitude among them. So we introduced the flipped classroom into PGY training program to change PGY students’ learning behavior. Although the flipped classroom is highly valued and has been practiced by teachers in schools of various levels, very few attempts have been made until now to report the learning outcomes achieved through the flipped classroom by means of rigorous research methods. Therefore we tried to employed Ajzen and Fishbein’s (1980) theory of reasoned action and Bandura’s self-efficacy to predict and explain the participants’ behavioral intention when participating in the core curriculum learning of the flipped classroom and to assess the change in students’ learning behavior and learning effectiveness. From August 2013 to July 2014, 39 PGY students from the General Surgery of the Tri-Service General Hospital were selected as the participants of this study. The control group included 43 students of the previous year, that is, the year before the intervention of the flipped classroom. A comparative analysis was performed. The questionnaire’s related matrices indicated highest correlation between self-efficacy and behavioral intention (r = 0.491, P flipped classroom can indeed change PGY students’ the learning behavior from “passive learning” to “active learning.” PMID:27911937
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Bozkurt, Aras; Honeychurch, Sarah; Caines, Autumm; Bali, Maha; Koutropoulos, Apostolos; Cormier, Dave
2016-01-01
This article contributes to the literature on connectivism, connectivist MOOCs (cMOOCs) and rhizomatic learning by examining participant interactions, community formation and nomadic learner behavior in a particular cMOOC, #rhizo15, facilitated for 6 weeks by Dave Cormier. It further focuses on what we can learn by observing Twitter interactions…
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Femtosecond laser control of chemical reactions
CSIR Research Space (South Africa)
Du Plessis, A
2010-08-31
Full Text Available Femtosecond laser control of chemical reactions is made possible through the use of pulse-shaping techniques coupled to a learning algorithm feedback loop – teaching the laser pulse to control the chemical reaction. This can result in controllable...
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Directory of Open Access Journals (Sweden)
M Parsaeian
2016-11-01
Full Text Available Introduction: Learning styles influence the methods and ways of obtaining information and lead to the variety of information seeking behaviors from the searchers. This study aimed to investigate the relationship between learning styles and information seeking behavior in master degree students of medical science in Shahid Sadoughi University of Medical Sciences in Yazd. Methods: This study was a cross-sectional analytic study. The population of the study was 601 master degree students of Shahid Sadoughi University of Medical Sciences in Yazd in 2013-2015. They were all freshmen. The sample size of 234 students was determined using Cochran formula. Data were collected by two questionnaires (Kolb questionnaire and researcher-made seeking behavior questionnaire. The validity of questionnaires was confirmed by a panel of experts and their reliability was confirmed by Cronbach`s alpha. Data analysis was done by inferential statistics and statistical software SPSS (version 18. Measuring the significant relationship between learning styles and information seeking behavior was done with Pierson correlation coefficient. The significant difference between learning styles and information seeking behavior in terms of gender and faculty was examined by Fisher`s test. Results: Learning styles had effect on information seeking behavior; also correlation coefficients between the learning styles and information seeking behavior had significant difference, but there was no difference in terms of faculty. Conclution: Recognition of learning styles and including it into designing of information systems may increase system`s interactivity that it may lead to have better and faster accessibility to information resources.
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International Nuclear Information System (INIS)
Henning, W.
1979-01-01
Quasielastic reaction studies, because of their capability to microscopically probe nuclear structure, are still of considerable interest in heavy-ion reactions. The recent progress in understanding various aspects of the reaction mechanism make this aim appear closer. The relation between microscopic and macroscopic behavior, as suggested, for example, by the single proton transfer data to individual final states or averaged excitation energy intervals, needs to be explored. It seems particularly useful to extend measurements to higher incident energies, to explore and understand nuclear structure aspects up to the limit of the energy range where they are important
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Hu, D; Griesbach, G; Amsel, A
1997-06-01
Previous work from our laboratory has suggested that hippocampal electrolytic lesions result in a deficit in simultaneous, black-white discrimination learning and reduce the frequency of vicarious trial-and-error (VTE) at a choice-point. VTE is a term Tolman used to describe the rat's conflict-like behavior, moving its head from one stimulus to the other at a choice point, and has been proposed as a major nonspatial feature of hippocampal function in both visual and olfactory discrimination learning. Simultaneous odor discrimination and VTE behavior were examined at three different ages. The results were that 16-day-old pups made fewer VTEs and learned much more slowly than 30- and 60-day-olds, a finding in accord with levels of hippocampal maturity in the rat.
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Mikulincer, M
1986-12-01
Following the learned helplessness paradigm, I assessed in this study the effects of global and specific attributions for failure on the generalization of performance deficits in a dissimilar situation. Helplessness training consisted of experience with noncontingent failures on four cognitive discrimination problems attributed to either global or specific causes. Experiment 1 found that performance in a dissimilar situation was impaired following exposure to globally attributed failure. Experiment 2 examined the behavioral effects of the interaction between stable and global attributions of failure. Exposure to unsolvable problems resulted in reduced performance in a dissimilar situation only when failure was attributed to global and stable causes. Finally, Experiment 3 found that learned helplessness deficits were a product of the interaction of global and internal attribution. Performance deficits following unsolvable problems were recorded when failure was attributed to global and internal causes. Results were discussed in terms of the reformulated learned helplessness model.
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Directory of Open Access Journals (Sweden)
Charlotte Dignath-van Ewijk
2012-01-01
Full Text Available In order to foster self-regulated learning (SRL, teachers should provide students with learning strategies, as well as with constructivist learning environments that allow them to self-regulate their learning. These two components complement each other. When investigating teachers’ promotion of SRL, not only teacher behavior, but also teachers’ beliefs as well as their knowledge about SRL are relevant aspects to consider. Therefore, this study seeks to examine teachers’ knowledge and beliefs on promoting SRL, as well as their predictive value on teachers’ promotion of SRL in the classroom. Forty-seven primary school teachers completed questionnaires on knowledge and beliefs towards both components of the promotion of SRL: strategy instruction and a constructivist learning environment. In addition, teachers had to answer open-ended questions on their understanding of SRL, as well as their implementation of SRL in their classroom. The results show that teachers are more positive towards constructivist than towards SRL (teacher beliefs, and most teachers mentioned characteristics of constructivist learning environments, while only few teachers addressed strategy instruction when being asked about their understanding of SRL (teacher knowledge. Moreover, teacher beliefs are the only predictor for teacher behavior. The results indicate how teacher education could support teachers to learn how to promote SRL effectively.
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Ubonwan Leawudomchai; Kittima Panprueksa; Somsiri Singlop; Thanawuth Latwong
2016-01-01
The objectives of this research were to study learning achievement and learning behavior in Biology on “genes and chromosomes” using storyline teaching for 12th grade students. The sample for this research consisted of 36 twelfth grade students from Piboonbumpen Demonstration School in the first semester of 2014. The sample was randomly selected for the experimental group using cluster random sampling. The research instruments were the lesson plans using storyline teaching on g...
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Brom, Mirte; Both, Stephanie; Laan, Ellen; Everaerd, Walter; Spinhoven, Philip
2014-01-01
Many theories of human sexual behavior assume that sexual stimuli obtain arousing properties through associative learning processes. It is widely accepted that classical conditioning contributes to the etiology of both normal and maladaptive human behaviors. Despite the hypothesized importance of
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Brom, M.; Both, S.; Laan, E.; Everaerd, W.; Spinhoven, P.
Many theories of human sexual behavior assume that sexual stimuli obtain arousing properties through associative learning processes. It is widely accepted that classical conditioning contributes to the etiology of both normal and maladaptive human behaviors. Despite the hypothesized importance of
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A Model for the Transfer of Perceptual-Motor Skill Learning in Human Behaviors
Rosalie, Simon M.; Muller, Sean
2012-01-01
This paper presents a preliminary model that outlines the mechanisms underlying the transfer of perceptual-motor skill learning in sport and everyday tasks. Perceptual-motor behavior is motivated by performance demands and evolves over time to increase the probability of success through adaptation. Performance demands at the time of an event…
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Mediators of the Risk for Problem Behavior in Children with Language Learning Disabilities.
Vallance, Denise D.; Cummings, Richard L.; Humphries, Tom
1998-01-01
The independent and relative influences of social discourse and social skills on problem behaviors were examined in 50 children with language learning disabilities (LLD) and 50 control children. Hierarchical regression analyses revealed that both impaired social discourse skills and poor social skills accounted for the negative effects of LLD on…
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Conijn, Rianne; Kleingeld, Ad; Matzat, Uwe; Snijders, Chris; van Zaanen, Menno
2016-01-01
The use of learning management systems (LMS) in education make it possible to track students’ online behavior. This data can be used for educational data mining and learning analytics, for example, by predicting student performance. Although LMS data might contain useful predictors, course characteristics and student characteristics have shown to influence student performance as well. However, these different sets of features are rarely combined or compared. Therefore, in the current study we...
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Directory of Open Access Journals (Sweden)
Brooks G Robinson
Full Text Available Drosophila melanogaster has proven to be a useful model system for the genetic analysis of ethanol-associated behaviors. However, past studies have focused on the response of the adult fly to large, and often sedating, doses of ethanol. The pharmacological effects of low and moderate quantities of ethanol have remained understudied. In this study, we tested the acute effects of low doses of ethanol (∼7 mM internal concentration on Drosophila larvae. While ethanol did not affect locomotion or the response to an odorant, we observed that ethanol impaired associative olfactory learning when the heat shock unconditioned stimulus (US intensity was low but not when the heat shock US intensity was high. We determined that the reduction in learning at low US intensity was not a result of ethanol anesthesia since ethanol-treated larvae responded to the heat shock in the same manner as untreated animals. Instead, low doses of ethanol likely impair the neuronal plasticity that underlies olfactory associative learning. This impairment in learning was reversible indicating that exposure to low doses of ethanol does not leave any long lasting behavioral or physiological effects.
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Behavioral Modeling for Mental Health using Machine Learning Algorithms.
Srividya, M; Mohanavalli, S; Bhalaji, N
2018-04-03
Mental health is an indicator of emotional, psychological and social well-being of an individual. It determines how an individual thinks, feels and handle situations. Positive mental health helps one to work productively and realize their full potential. Mental health is important at every stage of life, from childhood and adolescence through adulthood. Many factors contribute to mental health problems which lead to mental illness like stress, social anxiety, depression, obsessive compulsive disorder, drug addiction, and personality disorders. It is becoming increasingly important to determine the onset of the mental illness to maintain proper life balance. The nature of machine learning algorithms and Artificial Intelligence (AI) can be fully harnessed for predicting the onset of mental illness. Such applications when implemented in real time will benefit the society by serving as a monitoring tool for individuals with deviant behavior. This research work proposes to apply various machine learning algorithms such as support vector machines, decision trees, naïve bayes classifier, K-nearest neighbor classifier and logistic regression to identify state of mental health in a target group. The responses obtained from the target group for the designed questionnaire were first subject to unsupervised learning techniques. The labels obtained as a result of clustering were validated by computing the Mean Opinion Score. These cluster labels were then used to build classifiers to predict the mental health of an individual. Population from various groups like high school students, college students and working professionals were considered as target groups. The research presents an analysis of applying the aforementioned machine learning algorithms on the target groups and also suggests directions for future work.
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Directory of Open Access Journals (Sweden)
Pamphyle Abedi Mukutenga
2012-08-01
Full Text Available Introduction: The dorsal striatum plays an important role in the control of motor activity and learning processes within the basal ganglia circuitry. Furthermore, recent works have suggested functional differentiation between subregions of the dorsal striatum Methods: The present study examined the effects of bilateral electrolytic lesions of the dorsomedial striatum on motor behavior and learning ability in rats using a series of behavioral tests. 20 male wistar rats were used in the experiment and behavioral assessment were conducted using open field test, rotarod test and 8-arm radial maze. Results: In the open field test, rats with bilateral electrolytic lesions of the dorsomedial striatum showed a normal motor function in the horizontal locomotor activity, while in rearing activity they displayed a statistically significant motor impairment when compared to sham operated group. In the rotarod test, a deficit in motor coordination and acquisition of skilled behavior was observed in rats with bilateral electrolytic lesions of the dorsomedial striatum compared to sham. However, radial maze performance revealed similar capacity in the acquisition of learning task between experimental groups. Discussion: Our results support the premise of the existence of functional dissociation between the dorsomedial and the dorsolateral regions of the dorsal striatum. In addition, our data suggest that the associative dorsomedial striatum may be as critical in striatum-based motor control.
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Learning behavior and learning opportunities as career stimuli
van der Sluis, E.C.
2002-01-01
This paper presents some preliminary findings of a study in the field of work-related learning and management development from a managerial perspective. The interaction between individual and organisational characteristics builds the frame of reference to establish a management learning model, which
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Bedecarrats, Alexis; Cornet, Charles; Simmers, John; Nargeot, Romuald
2013-01-01
Feeding in "Aplysia" provides an amenable model system for analyzing the neuronal substrates of motivated behavior and its adaptability by associative reward learning and neuromodulation. Among such learning processes, appetitive operant conditioning that leads to a compulsive-like expression of feeding actions is known to be associated…
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Force and complexity of tongue task training influences behavioral measures of motor learning
DEFF Research Database (Denmark)
Kothari, Mohit; Svensson, Peter; Huo, Xueliang
2012-01-01
Relearning of motor skills is important in neurorehabilitation. We investigated the improvement of training success during simple tongue protrusion (two force levels) and a more complex tongue-training paradigm using the Tongue Drive System (TDS). We also compared subject-based reports of fun, pain...... training influences behavioral aspects of tongue motor learning....
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INCORPORATING THE BEHAVIORAL DIMENSION IN DESIGNING INCLUSIVE LEARNING ENVIRONMENT FOR AUTISM
Directory of Open Access Journals (Sweden)
Rachna Khare
2009-11-01
Full Text Available In last two decades environment and behavior studies has profoundly influenced the practice of architecture and there is growing trend towards people-centered and evidence-based design. The field has tremendous application in designing for special needs; most of the researches on designing for special groups, accessibility codes and design guidelines are based on the functional needs of the users, necessity to explore potential of behavioral aspects to design for people with cognitive limitations is felt though. In the present research, the systematic study of behavioral features in autism has provided a wealth of understanding that is applied to the process of design. There are several stages to this research project, in initial stage, learning behaviors of children, their strength and weakness in educational spaces helped in defining ‘enabling environment’ for autism, which is tested in the subsequent stages to provide evidence based body of knowledge that is expected to help architects and designers to design autism friendly inclusive educational spaces. The purpose of this paper is to present the enabling aspects of educational environment for children with autism and measure their affects on functional performance.
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Directory of Open Access Journals (Sweden)
Rosanna Y.-Y. Chan
2013-09-01
Full Text Available Online social networks are popular venues for computer-supported collaborative work and computer-supported collaborative learning. Professionals within the same discipline, such as software developers, often interact over various social network sites for knowledge updates and collective understandings. The current study aims at gathering empirical evidences concerning gender differences in online social network beliefs and behaviors. A total of 53 engineering postgraduate students were engaged in a blogging community for collaborative learning. Participants’ beliefs about collaboration and nature of knowledge and knowing (i.e. epistemological beliefs are investigated. More specifically, social network analysis metrics including in-degree, out-degree, closeness centrality, and betweenness centrality are obtained from an 8-interval longitudinal SNA. Methodologically speaking, the current work puts forward mixed methods of longitudinal SNA and quantitative beliefs survey to explore online social network participants’ beliefs and behaviors. The study’s findings demonstrate significant gender differences in collaborative learning through online social networks, including (1 female engineering postgraduate students engage significantly more actively in online communications, (2 male engineering postgraduate students are more likely to be the potential controllers of information flows, and (3 gender differences exist in belief gains related to social aspects, but not individual's epistemic aspects. Overall, participants in both genders demonstrated enhanced beliefs in collaboration as well as the nature of knowledge and knowing.
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Amygdala and ventral striatum make distinct contributions to reinforcement learning
Costa, Vincent D.; Monte, Olga Dal; Lucas, Daniel R.; Murray, Elisabeth A.; Averbeck, Bruno B.
2016-01-01
Summary Reinforcement learning (RL) theories posit that dopaminergic signals are integrated within the striatum to associate choices with outcomes. Often overlooked is that the amygdala also receives dopaminergic input and is involved in Pavlovian processes that influence choice behavior. To determine the relative contributions of the ventral striatum (VS) and amygdala to appetitive RL we tested rhesus macaques with VS or amygdala lesions on deterministic and stochastic versions of a two-arm bandit reversal learning task. When learning was characterized with a RL model relative to controls, amygdala lesions caused general decreases in learning from positive feedback and choice consistency. By comparison, VS lesions only affected learning in the stochastic task. Moreover, the VS lesions hastened the monkeys’ choice reaction times, which emphasized a speed-accuracy tradeoff that accounted for errors in deterministic learning. These results update standard accounts of RL by emphasizing distinct contributions of the amygdala and VS to RL. PMID:27720488
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Bagherian, Ali; Sheikhfathollahi, Mahmood
2016-01-01
Topical anesthesia has been widely advocated as an important component of atraumatic administration of intraoral local anesthesia. The aim of this study was to use direct observation of children's behavioral pain reactions during local anesthetic injection using cotton-roll vibration method compared with routine topical anesthesia. Forty-eight children participated in this randomized controlled clinical trial. They received two separate inferior alveolar nerve block or primary maxillary molar infiltration injections on contralateral sides of the jaws by both cotton-roll vibration (a combination of topical anesthesia gel, cotton roll, and vibration for physical distraction) and control (routine topical anesthesia) methods. Behavioral pain reactions of children were measured according to the author-developed face, head, foot, hand, trunk, and cry (FHFHTC) scale, resulting in total scores between 0 and 18. The total scores on the FHFHTC scale ranged between 0-5 and 0-10 in the cotton-roll vibration and control methods, respectively. The mean ± standard deviation values of total scores on FHFHTC scale were lower in the cotton-roll vibration method (1.21 ± 1.38) than in control method (2.44 ± 2.18), and this was statistically significant (P anesthesia in reducing behavioral pain reactions in children during local anesthesia administration.
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Kuratko, Connye N.; Barrett, Erin Cernkovich; Nelson, Edward B.; Norman, Salem
2013-01-01
Childhood is a period of brain growth and maturation. The long chain omega-3 fatty acid, docosahexaenoic acid (DHA), is a major lipid in the brain recognized as essential for normal brain function. In animals, low brain DHA results in impaired learning and behavior. In infants, DHA is important for optimal visual and cognitive development. The usual intake of DHA among toddlers and children is low and some studies show improvements in cognition and behavior as the result of supplementation with polyunsaturated fatty acids including DHA. The purpose of this review was to identify and evaluate current knowledge regarding the relationship of DHA with measures of learning and behavior in healthy school-age children. A systematic search of the literature identified 15 relevant publications for review. The search found studies which were diverse in purpose and design and without consistent conclusions regarding the treatment effect of DHA intake or biomarker status on specific cognitive tests. However, studies of brain activity reported benefits of DHA supplementation and over half of the studies reported a favorable role for DHA or long chain omega-3 fatty acids in at least one area of cognition or behavior. Studies also suggested an important role for DHA in school performance. PMID:23877090
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Directory of Open Access Journals (Sweden)
Norman Salem
2013-07-01
Full Text Available Childhood is a period of brain growth and maturation. The long chain omega-3 fatty acid, docosahexaenoic acid (DHA, is a major lipid in the brain recognized as essential for normal brain function. In animals, low brain DHA results in impaired learning and behavior. In infants, DHA is important for optimal visual and cognitive development. The usual intake of DHA among toddlers and children is low and some studies show improvements in cognition and behavior as the result of supplementation with polyunsaturated fatty acids including DHA. The purpose of this review was to identify and evaluate current knowledge regarding the relationship of DHA with measures of learning and behavior in healthy school-age children. A systematic search of the literature identified 15 relevant publications for review. The search found studies which were diverse in purpose and design and without consistent conclusions regarding the treatment effect of DHA intake or biomarker status on specific cognitive tests. However, studies of brain activity reported benefits of DHA supplementation and over half of the studies reported a favorable role for DHA or long chain omega-3 fatty acids in at least one area of cognition or behavior. Studies also suggested an important role for DHA in school performance.
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Zhang, Wei; Zhu, Guangjian; Tan, Liangjing; Yang, Jian; Chen, Yi; Liu, Qi; Shen, Qiqi; Chen, Jinping; Zhang, Libiao
2014-03-01
We observed the foraging behavior of short-nosed fruit bats, Cynopterus sphinx, in captivity. The role of olfaction in their foraging behavior was examined using real fruit, mimetic fruit, and mimetic fruit soaked in the juice of real fruit. The results showed that C. sphinx visited the real fruit more often than the mimetic fruit, but they had no preference between real fruit and treated mimetic fruit. Our experiment indicates that this bat has the ability to find and identify fruit by olfaction. We also tested for behavior of trial-and-error learning. Our observations revealed that the bats could form a sensory memory of the olfactory cue (cedar wood oil) after five days of training because they responded to the olfactory cues. Our results provide the evidence that C. sphinx can establish the connection between the fruit and a non-natural odor through learning and memory with the assistance of olfaction, and can thus recognize a variety of odors by trial-and-error learning. This behavioral flexibility based on olfactory cues will be beneficial for the short-nosed fruit bat in foraging. Copyright © 2013 Elsevier B.V. All rights reserved.
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The Effect of Mozart's Music on Social Learning Behavior of High School Students
Pelayo, Jose Maria G., III
2010-01-01
The researcher acknowledges the importance of creativity and innovation in terms of discovering more methods or strategies on improving intellectual growth of an individual. In this case, the researcher focuses on the Social Learning Behavior of high school students. About 15 years ago, a professor of psychology stirred up the music world with the…
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Directory of Open Access Journals (Sweden)
Mark A. Rossi
2015-05-01
Full Text Available The role of dopamine in controlling behavior remains poorly understood. In this study we examined licking behavior in an established hyperdopaminergic mouse model—dopamine transporter knockout (DAT KO mice. DAT KO mice showed higher rates of licking, which is due to increased perseveration of licking in a bout. By contrast, they showed increased individual lick durations, and reduced inter-lick-intervals. During extinction, both KO and control mice transiently increased variability in lick pattern generation while reducing licking rate, yet they showed very different behavioral patterns. Control mice gradually increased lick duration as well as variability. By contrast, DAT KO mice exhibited more immediate (within 10 licks adjustments—an immediate increase in lick duration variability, as well as more rapid extinction. These results suggest that the level of dopamine can modulate the persistence and pattern generation of a highly stereotyped consummatory behavior like licking, as well as new learning in response to changes in environmental feedback. Increased dopamine in DAT KO mice not only increased perseveration of bouts and individual lick duration, but also increased the behavioral variability in response to the extinction contingency and the rate of extinction.
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2011-01-01
Background Anecdotal reports and a few scientific publications suggest that flyovers of helicopters at low altitude may elicit fear- or anxiety-related behavioral reactions in grazing feral and farm animals. We investigated the behavioral and physiological stress reactions of five individually housed dairy goats to different acoustic and visual stimuli from helicopters and to combinations of these stimuli under controlled environmental (indoor) conditions. The visual stimuli were helicopter animations projected on a large screen in front of the enclosures of the goats. Acoustic and visual stimuli of a tractor were also presented. On the final day of the study the goats were exposed to two flyovers (altitude 50 m and 75 m) of a Chinook helicopter while grazing in a pasture. Salivary cortisol, behavior, and heart rate of the goats were registered before, during and after stimulus presentations. Results The goats reacted alert to the visual and/or acoustic stimuli that were presented in their room. They raised their heads and turned their ears forward in the direction of the stimuli. There was no statistically reliable rise of the average velocity of moving of the goats in their enclosure and no increase of the duration of moving during presentation of the stimuli. Also there was no increase in heart rate or salivary cortisol concentration during the indoor test sessions. Surprisingly, no physiological and behavioral stress responses were observed during the flyover of a Chinook at 50 m, which produced a peak noise of 110 dB. Conclusions We conclude that the behavior and physiology of goats are unaffected by brief episodes of intense, adverse visual and acoustic stimulation such as the sight and noise of overflying helicopters. The absence of a physiological stress response and of elevated emotional reactivity of goats subjected to helicopter stimuli is discussed in relation to the design and testing schedule of this study. PMID:21496239
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Pejić, N.; Vujković, M.; Maksimović, J.; Ivanović, A.; Anić, S.; Čupić, Ž.; Kolar-Anić, Lj.
2011-12-01
The non-periodic, periodic and chaotic regimes in the Bray-Liebhafsky (BL) oscillatory reaction observed in a continuously fed well stirred tank reactor (CSTR) under isothermal conditions at various inflow concentrations of the sulfuric acid were experimentally studied. In each series (at any fixed temperature), termination of oscillatory behavior via saddle loop infinite period bifurcation (SNIPER) as well as some kind of the Andronov-Hopf bifurcation is presented. In addition, it was found that an increase of temperature, in different series of experiments resulted in the shift of bifurcation point towards higher values of sulfuric acid concentration.
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Smith, Wade Clay, Jr.
The primary goals of this dissertation were to determine the relationships between interpersonal teaching behaviors and student achievement and affective learning outcomes. The instrument used to collect student perceptions of teacher interpersonal teaching behaviors was the Questionnaire on Teacher Interactions (QTI). The instrument used to assess student affective learning outcomes was the Biology Student Affective Instrument (BSAI). The interpersonal teaching behavior data were collected using students as the observers. 111 students in an urban influenced, rural high school answered the QTI and BSAI in September 1997 and again in April 1998. At the same time students were pre and post tested using the Biology End of Course Examination (BECE). The QTI has been used primarily in European and Oceanic areas. The instrument was also primarily used in educational stratified environment. This was the first time the BSAI was used to assess student affective learning outcomes. The BECE is a Texas normed cognitive assessment test and it is used by Texas schools districts as the end of course examination in biology. The interpersonal teaching behaviors model was tested to ascertain if predictive power in the USA and in a non-stratified educational environment. Findings indicate that the QTI is an adequate predictor of student achievement in biology. The results were not congruent with the non-USA data and results, this indicates that the QTI is a society/culturally sensitive instrument and the instrument needs to be normed to a particular society/culture before it is used to affect teachers' and students' educational environments.
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Explaining competitive reaction effects
Leeflang, P.S.H.; Wittink, D.R.
Changes in promotional expenditure decisions for a brand, as in other marketing decisions, should be based on the expected impact on purchase and consumption behavior as well as on the likely reactions by competitors. Purchase behavior may be predicted from estimated demand functions. Competitive
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Schroeder, Sascha; Richter, Tobias; McElvany, Nele; Hachfeld, Axinja; Baumert, Jurgen; Schnotz, Wolfgang; Horz, Holger; Ullrich, Mark
2011-01-01
This study investigated the relations between teachers' pedagogical beliefs and students' self-reported engagement in learning from texts with instructional pictures. Participants were the biology, geography, and German teachers of 46 classes (Grades 5-8) and their students. Teachers' instructional behaviors and students' engagement in learning…
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Directory of Open Access Journals (Sweden)
Takashi Ochiai
Full Text Available BACKGROUND: Coordinated movement in social animal groups via social learning facilitates foraging activity. Few studies have examined the behavioral cause-and-effect between group members that mediates this social learning. METHODOLOGY/PRINCIPAL FINDINGS: We first established a behavioral paradigm for visual food learning using medaka fish and demonstrated that a single fish can learn to associate a visual cue with a food reward. Grouped medaka fish (6 fish learn to respond to the visual cue more rapidly than a single fish, indicating that medaka fish undergo social learning. We then established a data-mining method based on Kullback-Leibler divergence (KLD to search for candidate behaviors that induce alignment and found that high-speed movement of a focal fish tended to induce alignment of the other members locally and transiently under free-swimming conditions without presentation of a visual cue. The high-speed movement of the informed and trained fish during visual cue presentation appeared to facilitate the alignment of naïve fish in response to some visual cues, thereby mediating social learning. Compared with naïve fish, the informed fish had a higher tendency to induce alignment of other naïve fish under free-swimming conditions without visual cue presentation, suggesting the involvement of individual recognition in social learning. CONCLUSIONS/SIGNIFICANCE: Behavioral cause-and-effect studies of the high-speed movement between fish group members will contribute to our understanding of the dynamics of social behaviors. The data-mining method used in the present study is a powerful method to search for candidates factors associated with inter-individual interactions using a dataset for time-series coordinate data of individuals.
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Dubrovina, N I; Zinov'eva, D V
2010-01-01
Learning and extinction of a conditioned passive avoidance reaction resulting from neuropharmacological actions on dopamine D(1) and D(2) receptors were demonstrated to be specific in intact mice and in mice with a depressive-like state. Learning was degraded only after administration of the D(2) receptor antagonist sulpiride and was independent of the initial functional state of the mice. In intact mice, activation of D(2) receptors with quinpirole led to a deficit of extinction, consisting of a reduction in the ability to acquire new inhibitory learning in conditions associated with the disappearance of the expected punishment. In mice with the "behavioral despair" reaction, characterized by delayed extinction, activation of D(1) receptors with SKF38393 normalized this process, while the D(2) agonist was ineffective. A positive effect consisting of accelerated extinction of the memory of fear of the dark ("dangerous") sector of the experimental chamber was also seen on blockade of both types of dopamine receptor.
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Directory of Open Access Journals (Sweden)
Amy Siegesmund
2016-05-01
Full Text Available Student overconfidence challenges success in introductory biology. This study examined the impact of classroom learning communities and self-assessment on student metacognition and subsequent impact on student epistemological beliefs, behaviors, and learning. Students wrote weekly self-assessments reflecting on the process of learning and received individual feedback. Students completed a learning strategies inventory focused on metacognition and study behaviors at the beginning and end of the semester and a Student Assessment of their Learning Gains (SALG at the end of the semester. Results indicated significant changes in both metacognition and study behaviors over the course of the semester, with a positive impact on learning as determined by broad and singular measures. Self-assessments and SALG data demonstrated a change in student beliefs and behaviors. Taken together, these findings argue that classroom learning communities and self-assessment can increase student metacognition and change student epistemological beliefs and behaviors.
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Laird, Robert D; Zeringue, Megan M; Lambert, Emily S
2018-02-01
This study focused on adolescents' negative reactions to parental monitoring to determine whether parents should avoid excessive monitoring because adolescents find monitoring behaviors to be over-controlling and privacy invasive. Adolescents (n = 242, M age = 15.4 years; 51% female) reported monitoring, negative reactions, warmth, antisocial behavior, depressive symptoms, and disclosure. Adolescents additionally reported antisocial behavior, depressive symptoms, and disclosure one to two years later. In cross-sectional analyses, less monitoring but more negative reactions were linked with less disclosure, suggesting that negative reactions can undermine parents' ability to obtain information. Although monitoring behaviors were not related to depressive symptoms, more negative reactions were linked with more depressive symptoms, suggesting that negative reactions also may increase depressive symptoms as a side effect of monitoring behavior. Negative reactions were not linked to antisocial behavior. There were no longitudinal links between negative reactions and changes in disclosure, antisocial behavior, or depressive symptoms. Copyright © 2017. Published by Elsevier Ltd.
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Energy Technology Data Exchange (ETDEWEB)
Kuroda, M; Sawada, T; Kato, Y [Tokyo Univ. of Agriculture and Technology, Tokyo (Japan); Ogawa, E; Nakamura, S [Jidosha Kiki Co. Ltd., Tokyo (Japan)
1997-10-01
Vacuum brake booster has been widely applied in automobiles, and it needs much time for experiments in order to design a new type model and so on. In this report concentrating on the behavior of a reaction disc, it was simulated by ARAQUS FEM program where coefficients of rubber disc are Mooney-Rivlin constants. It was shown that the numerical results represent good agreement with experiments, and in addition that values of jumping force which shows the starting point of the brake increases with the increment of the hardness of the disc, clearance and so on. 2 refs., 10 figs.
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Littlejohn, Vania
The National Assessment on Educational Progress signals that American students are not being adequately prepared to compete globally in an ever changing scientific society. As a result, legislation mandated that all students be assessed and show proficiency in scientific literacy beginning in Grade 4 with the reauthorization of the Elementary and Secondary Education Act of 2002 also known as No Child Left Behind. Research indicates a disturbing decline in the number of U.S. students pursuing more rigorous science courses in high school, majoring in scientific areas in college, and choosing future careers in science. With a need to improve science instruction and enhance science literacy for all students, this study focuses on immediate communication behaviors of the classroom teacher as a deciding factor in the opinions of high school students towards science. The purpose of this study was to reveal high school science student perceptions of teacher communication patterns, both verbal and nonverbal, and how they influence their motivation to learn science. The researcher utilized a nonexperimental, quantitative research design to guide this study. Teacher and student data were collected using the Teacher Communication Behavior Questionnaire (TCBQ). The Student Motivation to Learn Instrument (SMLI) across gender, ethnicity, and socioeconomic status survey was used to evaluate student motivation in science. Participants were encouraged to be honest in reporting and sharing information concerning teacher communication behaviors. The data revealed that teacher immediacy behaviors, both verbal and nonverbal, were perceived differently in terms of student gender, ethnicity, and socioeconomic class. The results showed that teachers who display positive communication behaviors and use challenging questioning followed with positive responses create pathways to potentially powerful relationships. These relationships between teachers and students can lead to increased student
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The effects of response cost and species-typical behaviors on a daily time-place learning task.
Deibel, Scott H; Thorpe, Christina M
2013-03-01
Two theories that have been hypothesized to mediate acquisition in daily time-place learning (TPL) tasks were investigated in a free operant daily TPL task: the response cost hypothesis and the species-typical behavior hypothesis. One lever at the end of one of the choice arms of a T-maze provided food in the morning, and 6 h later, a lever in the other choice arm provided food. Four groups were used to assess the effect of two possible sources of response cost: physical effort of the task and costs associated with foraging ecology. One group was used to assess the effect of explicitly allowing for species-typical behaviors. If only first arm choice data were considered, there was little evidence of learning. However, both first press and percentage of presses on the correct lever prior to the first reinforcement revealed evidence of TPL in most rats tested. Unexpectedly, the high response cost groups for both of the proposed sources did not perform better than the low response cost groups. The groups that allowed animals to display species-typical behaviors performed the worst. Skip session probe trials confirmed that the majority of the rats that acquired the task were using a circadian timing strategy. The results from the present study suggest that learning in free operant daily TPL tasks might not be dependent on response cost.
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Bertin, Aline; Meurisse, Maryse; Arnould, Cécile; Leterrier, Christine; Constantin, Paul; Cornilleau, Fabien; Vaudin, Pascal; Burlot, Thierry; Delaveau, Joel; Rat, Christophe; Calandreau, Ludovic
2016-03-01
In this study, we assessed whether prenatal exposure to elevated yolk steroid hormones can influence in ovo chemosensory learning and the behavior of domestic chicks. We simulated a maternal environmental challenge by experimentally enhancing yolk progesterone, testosterone, and estradiol concentrations in hen eggs prior to incubation. The embryos from these hormones-treated eggs (HO) as well as sham embryos (O) that had received the vehicle-only were exposed to the odor of fish oil (menhaden) between embryonic Days 11 and 20. An additional group of control embryos (C) was not exposed to the odor. All chicks were tested following hatching for their feeding preferences between foods that were or were not odorized with the menhaden odor. In the 3-min choice tests, the behavior of O chicks differed significantly according to the type of food whereas C and HO chicks showed no preference between odorized and non-odorized food. Our result suggests weaker response in HO chicks. In addition, HO chicks showed impaired growth and reduced intake of an unfamiliar food on the 24-h time scale compared to controls. Our data suggest that embryonic exposure to increased yolk hormone levels can alter growth, chemosensory learning, and the development of feeding behaviors. © 2015 Wiley Periodicals, Inc.
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Sabourin, Jennifer L.; Shores, Lucy R.; Mott, Bradford W.; Lester, James C.
2013-01-01
Self-regulated learning behaviors such as goal setting and monitoring have been found to be crucial to students' success in computer-based learning environments. Consequently, understanding students' self-regulated learning behavior has been the subject of increasing attention. Unfortunately, monitoring these behaviors in real-time has…
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The role of the Drosophila lateral horn in olfactory information processing and behavioral response.
Schultzhaus, Janna N; Saleem, Sehresh; Iftikhar, Hina; Carney, Ginger E
2017-04-01
Animals must rapidly and accurately process environmental information to produce the correct behavioral responses. Reactions to previously encountered as well as to novel but biologically important stimuli are equally important, and one understudied region in the insect brain plays a role in processing both types of stimuli. The lateral horn is a higher order processing center that mainly processes olfactory information and is linked via olfactory projection neurons to another higher order learning center, the mushroom body. This review focuses on the lateral horn of Drosophila where most functional studies have been performed. We discuss connectivity between the primary olfactory center, the antennal lobe, and the lateral horn and mushroom body. We also present evidence for the lateral horn playing roles in innate behavioral responses by encoding biological valence to novel odor cues and in learned responses to previously encountered odors by modulating neural activity within the mushroom body. We describe how these processes contribute to acceptance or avoidance of appropriate or inappropriate mates and food, as well as the identification of predators. The lateral horn is a sexually dimorphic and plastic region of the brain that modulates other regions of the brain to ensure that insects produce rapid and effective behavioral responses to both novel and learned stimuli, yet multiple gaps exist in our knowledge of this important center. We anticipate that future studies on olfactory processing, learning, and innate behavioral responses will include the lateral horn in their examinations, leading to a more comprehensive understanding of olfactory information relay and resulting behaviors. Copyright © 2016 Elsevier Ltd. All rights reserved.
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Wu, Ting-Ting
2014-06-01
Virtual communities provide numerous resources, immediate feedback, and information sharing, enabling people to rapidly acquire information and knowledge and supporting diverse applications that facilitate interpersonal interactions, communication, and sharing. Moreover, incorporating highly mobile and convenient devices into practice-based courses can be advantageous in learning situations. Therefore, in this study, a tablet PC and Google+ were introduced to a health education practice course to elucidate satisfaction of learning module and conditions and analyze the sequence and frequency of learning behaviors during the social-network-based learning process. According to the analytical results, social networks can improve interaction among peers and between educators and students, particularly when these networks are used to search for data, post articles, engage in discussions, and communicate. In addition, most nursing students and nursing educators expressed a positive attitude and satisfaction toward these innovative teaching methods, and looked forward to continuing the use of this learning approach. Copyright © 2014 Elsevier Ltd. All rights reserved.
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Directory of Open Access Journals (Sweden)
Elien Segers
2018-03-01
Full Text Available Introduction: Behavioral Parent Training (BPT is often provided for childhood psychiatric disorders. These disorders have been shown to be associated with working memory impairments. BPT is based on operant learning principles, yet how operant principles shape behavior (through the partial reinforcement (PRF extinction effect, i.e., greater resistance to extinction that is created when behavior is reinforced partially rather than continuously and the potential role of working memory therein is scarcely studied in children. This study explored the PRF extinction effect and the role of working memory therein using experimental tasks in typically developing children.Methods: Ninety-seven children (age 6–10 completed a working memory task and an operant learning task, in which children acquired a response-sequence rule under either continuous or PRF (120 trials, followed by an extinction phase (80 trials. Data of 88 children were used for analysis.Results: The PRF extinction effect was confirmed: We observed slower acquisition and extinction in the PRF condition as compared to the continuous reinforcement (CRF condition. Working memory was negatively related to acquisition but not extinction performance.Conclusion: Both reinforcement contingencies and working memory relate to acquisition performance. Potential implications for BPT are that decreasing working memory load may enhance the chance of optimally learning through reinforcement.
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Yeargan, Dollye R.
The factorial structure of intellectual functioning and adaptive behavior was examined in 160 learning disabled students (6 to 16 years old). Ss were administered the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Coping Inventory (CI). Factor analysis of WISC-R scores revealed three factors: verbal comprehenson, perceptual…
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Behavioral studies of learning in the Africanized honey bee (Apis mellifera L.).
Abramson, Charles I; Aquino, Italo S
2002-01-01
Experiments on basic classical conditioning phenomena in adult and young Africanized honey bees (Apis mellifera L.) are described. Phenomena include conditioning to various stimuli, extinction (both unpaired and CS only), conditioned inhibition, color and odor discrimination. In addition to work on basic phenomena, experiments on practical applications of conditioning methodology are illustrated with studies demonstrating the effects of insecticides on learning and the reaction of bees to consumer products. Electron microscope photos are presented of Africanized workers, drones, and queen bees. Possible sub-species differences between Africanized and European bees are discussed. Copyright 2002 S. Karger AG, Basel
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Stereodynamics: From elementary processes to macroscopic chemical reactions
Energy Technology Data Exchange (ETDEWEB)
Kasai, Toshio [Department of Chemistry, National Taiwan University, Taipei 106, Taiwan (China); Graduate School of Science, Department of Chemistry, Osaka University, Toyonaka, 560-0043 Osaka (Japan); Che, Dock-Chil [Graduate School of Science, Department of Chemistry, Osaka University, Toyonaka, 560-0043 Osaka (Japan); Tsai, Po-Yu [Department of Chemistry, National Taiwan University, Taipei 106, Taiwan (China); Department of Chemistry, National Chung Hsing University, Taichung 402, Taiwan (China); Institute of Atomic and Molecular Sciences, Academia Sinica, Taipei 106, Taiwan (China); Lin, King-Chuen [Department of Chemistry, National Taiwan University, Taipei 106, Taiwan (China); Institute of Atomic and Molecular Sciences, Academia Sinica, Taipei 106, Taiwan (China); Palazzetti, Federico [Scuola Normale Superiore, Pisa (Italy); Dipartimento di Chimica Biologia e Biotecnologie, Università di Perugia, 06123 Perugia (Italy); Aquilanti, Vincenzo [Dipartimento di Chimica Biologia e Biotecnologie, Università di Perugia, 06123 Perugia (Italy); Istituto di Struttura della Materia, Consiglio Nazionale delle Ricerche, Roma (Italy); Instituto de Fisica, Universidade Federal da Bahia, Salvador (Brazil)
2015-12-31
This paper aims at discussing new facets on stereodynamical behaviors in chemical reactions, i.e. the effects of molecular orientation and alignment on reactive processes. Further topics on macroscopic processes involving deviations from Arrhenius behavior in the temperature dependence of chemical reactions and chirality effects in collisions are also discussed.
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Jiang, Hui; Hanna, Eriny; Gatto, Cheryl L; Page, Terry L; Bhuva, Bharat; Broadie, Kendal
2016-03-01
Aversive olfactory classical conditioning has been the standard method to assess Drosophila learning and memory behavior for decades, yet training and testing are conducted manually under exceedingly labor-intensive conditions. To overcome this severe limitation, a fully automated, inexpensive system has been developed, which allows accurate and efficient Pavlovian associative learning/memory analyses for high-throughput pharmacological and genetic studies. The automated system employs a linear actuator coupled to an odorant T-maze with airflow-mediated transfer of animals between training and testing stages. Odorant, airflow and electrical shock delivery are automatically administered and monitored during training trials. Control software allows operator-input variables to define parameters of Drosophila learning, short-term memory and long-term memory assays. The approach allows accurate learning/memory determinations with operational fail-safes. Automated learning indices (immediately post-training) and memory indices (after 24h) are comparable to traditional manual experiments, while minimizing experimenter involvement. The automated system provides vast improvements over labor-intensive manual approaches with no experimenter involvement required during either training or testing phases. It provides quality control tracking of airflow rates, odorant delivery and electrical shock treatments, and an expanded platform for high-throughput studies of combinational drug tests and genetic screens. The design uses inexpensive hardware and software for a total cost of ∼$500US, making it affordable to a wide range of investigators. This study demonstrates the design, construction and testing of a fully automated Drosophila olfactory classical association apparatus to provide low-labor, high-fidelity, quality-monitored, high-throughput and inexpensive learning and memory behavioral assays. Copyright © 2015 Elsevier B.V. All rights reserved.
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A Social-Behavioral Learning Strategy Intervention for a Child with Asperger Syndrome: Brief Report
Bock, Marjorie A.
2007-01-01
This study examined the effect of a social-behavioral learning strategy intervention (Stop-Observe-Deliberate-Act; SODA) on the social interaction skills of one middle school student with Asperger syndrome (AS). More specifically, the study investigated the effect of SODA training on the ability of one student with AS to participate in cooperative…
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Hirai, Daiki; Iwao, Yasunori; Kimura, Shin-Ichiro; Noguchi, Shuji; Itai, Shigeru
2017-04-30
Metastable crystals and the amorphous state of poorly water-soluble drugs in solid dispersions (SDs), are subject to a solid-liquid interface reaction upon exposure to a solvent. The dissolution behavior during the solid-liquid interface reaction often shows that the concentration of drugs is supersaturated, with a high initial drug concentration compared with the solubility of stable crystals but finally approaching the latter solubility with time. However, a method for measuring the precipitation rate of stable crystals and/or the potential solubility of metastable crystals or amorphous drugs has not been established. In this study, a novel mathematical model that can represent the dissolution behavior of the solid-liquid interface reaction for metastable crystals or amorphous drug was developed and its validity was evaluated. The theory for this model was based on the Noyes-Whitney equation and assumes that the precipitation of stable crystals at the solid-liquid interface occurs through a first-order reaction. Moreover, two models were developed, one assuming that the surface area of the drug remains constant because of the presence of excess drug in the bulk and the other that the surface area changes in time-dependency because of agglomeration of the drug. SDs of Ibuprofen (IB)/polyvinylpyrrolidone (PVP) were prepared and their dissolution behaviors under non-sink conditions were fitted by the models to evaluate improvements in solubility. The model assuming time-dependent surface area showed good agreement with experimental values. Furthermore, by applying the model to the dissolution profile, parameters such as the precipitation rate and the potential solubility of the amorphous drug were successfully calculated. In addition, it was shown that the improvement in solubility with supersaturation was able to be evaluated quantitatively using this model. Therefore, this mathematical model would be a useful tool to quantitatively determine the supersaturation
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Effect of Kolb's Learning Styles under Inductive Guided-Inquiry Learning on Learning Outcomes
Sudria, Ida Bagus Nyoman; Redhana, I. Wayan; Kirna, I. Made; Aini, Diah
2018-01-01
This study aimed to examine the effect of Kolb's learning styles on chemical learning activities and achievement of reaction rate taught by inductive guided inquiry learning. The population was eleventh grade Science students of a senior secondary school having relatively good academic input based on national testing results in Bali, Indonesia.…
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Borchers, M R; Chang, Y M; Proudfoot, K L; Wadsworth, B A; Stone, A E; Bewley, J M
2017-07-01
The objective of this study was to use automated activity, lying, and rumination monitors to characterize prepartum behavior and predict calving in dairy cattle. Data were collected from 20 primiparous and 33 multiparous Holstein dairy cattle from September 2011 to May 2013 at the University of Kentucky Coldstream Dairy. The HR Tag (SCR Engineers Ltd., Netanya, Israel) automatically collected neck activity and rumination data in 2-h increments. The IceQube (IceRobotics Ltd., South Queensferry, United Kingdom) automatically collected number of steps, lying time, standing time, number of transitions from standing to lying (lying bouts), and total motion, summed in 15-min increments. IceQube data were summed in 2-h increments to match HR Tag data. All behavioral data were collected for 14 d before the predicted calving date. Retrospective data analysis was performed using mixed linear models to examine behavioral changes by day in the 14 d before calving. Bihourly behavioral differences from baseline values over the 14 d before calving were also evaluated using mixed linear models. Changes in daily rumination time, total motion, lying time, and lying bouts occurred in the 14 d before calving. In the bihourly analysis, extreme values for all behaviors occurred in the final 24 h, indicating that the monitored behaviors may be useful in calving prediction. To determine whether technologies were useful at predicting calving, random forest, linear discriminant analysis, and neural network machine-learning techniques were constructed and implemented using R version 3.1.0 (R Foundation for Statistical Computing, Vienna, Austria). These methods were used on variables from each technology and all combined variables from both technologies. A neural network analysis that combined variables from both technologies at the daily level yielded 100.0% sensitivity and 86.8% specificity. A neural network analysis that combined variables from both technologies in bihourly increments was
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Midline thalamic reuniens lesions improve executive behaviors.
Prasad, J A; Abela, A R; Chudasama, Y
2017-03-14
The role of the thalamus in complex cognitive behavior is a topic of increasing interest. Here we demonstrate that lesions of the nucleus reuniens (NRe), a midline thalamic nucleus interconnected with both hippocampal and prefrontal circuitry, lead to enhancement of executive behaviors typically associated with the prefrontal cortex. Rats were tested on four behavioral tasks: (1) the combined attention-memory (CAM) task, which simultaneously assessed attention to a visual target and memory for that target over a variable delay; (2) spatial memory using a radial arm maze, (3) discrimination and reversal learning using a touchscreen operant platform, and (4) decision-making with delayed outcomes. Following NRe lesions, the animals became more efficient in their performance, responding with shorter reaction times but also less impulsively than controls. This change, combined with a decrease in perseverative responses, led to focused attention in the CAM task and accelerated learning in the visual discrimination task. There were no observed changes in tasks involving either spatial memory or value-based decision making. These data complement ongoing efforts to understand the role of midline thalamic structures in human cognition, including the development of thalamic stimulation as a therapeutic strategy for acquired cognitive disabilities (Schiff, 2008; Mair et al., 2011), and point to the NRe as a potential target for clinical intervention. Published by Elsevier Ltd.
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Energy Technology Data Exchange (ETDEWEB)
Hirdt, J.A. [Department of Mathematics and Computer Science, St. Joseph' s College, Patchogue, NY 11772 (United States); Brown, D.A., E-mail: dbrown@bnl.gov [National Nuclear Data Center, Brookhaven National Laboratory, Upton, NY 11973-5000 (United States)
2016-01-15
The EXFOR library contains the largest collection of experimental nuclear reaction data available as well as the data's bibliographic information and experimental details. We text-mined the REACTION and MONITOR fields of the ENTRYs in the EXFOR library in order to identify understudied reactions and quantities. Using the results of the text-mining, we created an undirected graph from the EXFOR datasets with each graph node representing a single reaction and quantity and graph links representing the various types of connections between these reactions and quantities. This graph is an abstract representation of the connections in EXFOR, similar to graphs of social networks, authorship networks, etc. We use various graph theoretical tools to identify important yet understudied reactions and quantities in EXFOR. Although we identified a few cross sections relevant for shielding applications and isotope production, mostly we identified charged particle fluence monitor cross sections. As a side effect of this work, we learn that our abstract graph is typical of other real-world graphs.
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International Nuclear Information System (INIS)
Hirdt, J.A.; Brown, D.A.
2016-01-01
The EXFOR library contains the largest collection of experimental nuclear reaction data available as well as the data's bibliographic information and experimental details. We text-mined the REACTION and MONITOR fields of the ENTRYs in the EXFOR library in order to identify understudied reactions and quantities. Using the results of the text-mining, we created an undirected graph from the EXFOR datasets with each graph node representing a single reaction and quantity and graph links representing the various types of connections between these reactions and quantities. This graph is an abstract representation of the connections in EXFOR, similar to graphs of social networks, authorship networks, etc. We use various graph theoretical tools to identify important yet understudied reactions and quantities in EXFOR. Although we identified a few cross sections relevant for shielding applications and isotope production, mostly we identified charged particle fluence monitor cross sections. As a side effect of this work, we learn that our abstract graph is typical of other real-world graphs.
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Game-Theoretic Learning in Distributed Control
Marden, Jason R.
2018-01-05
In distributed architecture control problems, there is a collection of interconnected decision-making components that seek to realize desirable collective behaviors through local interactions and by processing local information. Applications range from autonomous vehicles to energy to transportation. One approach to control of such distributed architectures is to view the components as players in a game. In this approach, two design considerations are the components’ incentives and the rules that dictate how components react to the decisions of other components. In game-theoretic language, the incentives are defined through utility functions, and the reaction rules are online learning dynamics. This chapter presents an overview of this approach, covering basic concepts in game theory, special game classes, measures of distributed efficiency, utility design, and online learning rules, all with the interpretation of using game theory as a prescriptive paradigm for distributed control design.
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Influences of combined traffic noise on the ability of learning and memory in mice
Directory of Open Access Journals (Sweden)
Guo-Qing Di
2018-01-01
Full Text Available Objective: The present study aimed to evaluate the influences of combined traffic noise (CTN on the ability of learning and memory in mice. Materials and Methods: The Institute of Cancer Research (ICR mice were exposed to CTN from highways and high-speed railways for 42 days, whose day–night equivalent continuous A-weighted sound pressure level (Ldn was 70 dB(A. On the basis of behavioral reactions in Morris water maze (MWM and the concentrations of amino acid neurotransmitters in the hippocampus, the impacts of CTN on learning and memory in mice were examined. Results: The MWM test showed that the ability of learning and memory in mice was improved after short-term exposure (6–10 days, the first batch to 70 dB(A CTN, which showed the excitatory effect of stimuli. Long-term exposure (26–30 days, the third batch; 36–40 days, the fourth batch led to the decline of learning and memory ability, which indicated the inhibitory effect of stimuli. Assays testing amino acid neurotransmitters showed that the glutamate level of the experimental group was higher than that of the control group in the first batch. However, the former was lower than the latter in the third and fourth batches. Both, behavioral reactions and the concentrations of amino acid neurotransmitters, testified that short-term exposure and long-term exposure resulted in excitatory effect and inhibitory effect on the ability of learning and memory, respectively. Conclusion: The effects of 70 dB(A CTN on the ability of learning and memory were closely related to the exposure duration. Furthermore, those effects were regulated and controlled by the level of glutamate in the hippocampus.
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Directory of Open Access Journals (Sweden)
Aris Cahyono
2017-12-01
Full Text Available The aim of this research is to examine the implementation and effectivity of history learning concept based on value of Serat Mudhatanya for enhancing student’s leadership behavior. This research is conducted on XI-3 Social Science of SMA Negeri 1 Baureno as the experimental class and XI-3 Social Science of SMA Negeri 1 Sumberrejo as the control class. This research uses the combination of qualitative and quantitative method. The results of this research are: 1 history concept based on value of Serat Mudhatanya is developed by combining Group Investigation concept, Value Clarification Technique and Scientific approach, and leadership values of Serat Mudhatanya, 2 the implementation of history learning based on value of Serat Mudhatanya enhancing character building of student effectively in the form of leadership behavior and student’s result of their studies.
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Obergriesser, Stefanie; Stoeger, Heidrun
2015-01-01
Research has shown that various individual factors play an important role in the underachievement of gifted students. Most often discussed as predictors of underachievement are motivation, learning behavior, and emotions. To examine which specific constructs from these fields simultaneously predict underachievement among gifted fourth graders,…
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Directory of Open Access Journals (Sweden)
Ali Bagherian
2016-01-01
Conclusion: It may be concluded that the cotton-roll vibration method can be more helpful than the routine topical anesthesia in reducing behavioral pain reactions in children during local anesthesia administration.
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Yukay Yuksel, Muge
2013-01-01
In this study, to what extent 7-9-year old primary school children's' social behaviors at school vary depending on their grade, gender and learning disability was investigated. In addition, the predictive value of the intelligence scores of children with normal development and with learning disability was explored for their negative and positive…
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Hadadgar, Arash; Changiz, Tahereh; Masiello, Italo; Dehghani, Zahra; Mirshahzadeh, Nahidossadat; Zary, Nabil
2016-08-22
General practitioners (GP) update their knowledge and skills by participating in continuing medical education (CME) programs either in a traditional or an e-Learning format. GPs' beliefs about electronic format of CME have been studied but without an explicit theoretical framework which makes the findings difficult to interpret. In other health disciplines, researchers used theory of planned behavior (TPB) to predict user's behavior. In this study, an instrument was developed to investigate GPs' intention to use e-Learning in CME based on TPB. The goodness of fit of TPB was measured using confirmatory factor analysis and the relationship between latent variables was assessed using structural equation modeling. A total of 148 GPs participated in the study. Most of the items in the questionnaire related well to the TPB theoretical constructs, and the model had good fitness. The perceived behavioral control and attitudinal constructs were included, and the subjective norms construct was excluded from the structural model. The developed questionnaire could explain 66 % of the GPs' intention variance. The TPB could be used as a model to construct instruments that investigate GPs' intention to participate in e-Learning programs in CME. The findings from the study will encourage CME managers and researchers to explore the developed instrument as a mean to explain and improve the GPs' intentions to use eLearning in CME.
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Soil-pipe interaction modeling for pipe behavior prediction with super learning based methods
Shi, Fang; Peng, Xiang; Liu, Huan; Hu, Yafei; Liu, Zheng; Li, Eric
2018-03-01
Underground pipelines are subject to severe distress from the surrounding expansive soil. To investigate the structural response of water mains to varying soil movements, field data, including pipe wall strains in situ soil water content, soil pressure and temperature, was collected. The research on monitoring data analysis has been reported, but the relationship between soil properties and pipe deformation has not been well-interpreted. To characterize the relationship between soil property and pipe deformation, this paper presents a super learning based approach combining feature selection algorithms to predict the water mains structural behavior in different soil environments. Furthermore, automatic variable selection method, e.i. recursive feature elimination algorithm, were used to identify the critical predictors contributing to the pipe deformations. To investigate the adaptability of super learning to different predictive models, this research employed super learning based methods to three different datasets. The predictive performance was evaluated by R-squared, root-mean-square error and mean absolute error. Based on the prediction performance evaluation, the superiority of super learning was validated and demonstrated by predicting three types of pipe deformations accurately. In addition, a comprehensive understand of the water mains working environments becomes possible.
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Sodium-concrete reaction model development
International Nuclear Information System (INIS)
Nguyen, D.H.; Muhlestein, L.D.; Postma, A.K.
1982-07-01
Major observations have been formulated after reviewing test results for over 100 sodium-concrete reaction tests. The observations form the basis for developing a mechanistic model to predict the transient behavior of sodium-concrete reactions. The major observations are listed. Mechanisms associated with sodium and water transport to the reaction zone are identified, and represented by appropriate mathematical expressions. The model attempts to explain large-scale, long-term (100 h) test results were sodium-concrete reactions terminated even in the presence of unreacted sodium and concrete
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Kinetic studies of elementary chemical reactions
Energy Technology Data Exchange (ETDEWEB)
Durant, J.L. Jr. [Sandia National Laboratories, Livermore, CA (United States)
1993-12-01
This program concerning kinetic studies of elementary chemical reactions is presently focussed on understanding reactions of NH{sub x} species. To reach this goal, the author is pursuing experimental studies of reaction rate coefficients and product branching fractions as well as using electronic structure calculations to calculate transition state properties and reaction rate calculations to relate these properties to predicted kinetic behavior. The synergy existing between the experimental and theoretical studies allow one to gain a deeper insight into more complex elementary reactions.
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Cheng, Kai-Wen
2013-01-01
Although earlier concentration has addressed the use of corporate e-learning programs (CELP), the dissimilitude between pre and post installation reaction to CELP is less explored. This study adopted a two-phase investigation to survey learner intention to use CELP and actual behavior within an international accounting firm. In the…
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Social transmission of avoidance behavior under situational change in learned and unlearned rats.
Directory of Open Access Journals (Sweden)
Akira Masuda
Full Text Available BACKGROUND: Rats receive information from other conspecifics by observation or other types of social interaction. Such social interaction may contribute to the effective adaptation to changes of environment such as situational switching. Learning to avoid dangerous places or objects rapidly occurs with even a single conditioning session, and the conditioned memory tends to be sustained over long periods. The avoidance is important for adaptation, but the details of the conditions under which the social transmission of avoidance is formed are unknown. We demonstrate that the previous experience of avoidance learning is important for the formation of behaviors for social transmission of avoidance and that the experienced rats adapt to a change of situation determined by the presence or absence of aversive stimuli. We systematically investigated social influence on avoidance behavior using a passive avoidance test in a light/dark two-compartment apparatus. METHODOLOGY/PRINCIPAL FINDINGS: Rats were divided into two groups, one receiving foot shocks and another with no aversive experience in a dark compartment. Experienced and inexperienced rats were further divided into subjects and partners. In Experiment 1, each subject experienced (1 interaction with an experienced partner, (2 interaction with an inexperienced partner, or (3 no interaction. In Experiment 2, each subject experienced interaction with a partner that received a shock. The entering latency to a light compartment was measured. The avoidance behavior of experienced rats was inhibited by interaction with inexperienced or experienced partners in a safely-changed situation. The avoidance of experienced rats was reinstated in a dangerously-changed situation by interaction with shocked rats. In contrast, the inexperienced rats were not affected by any social circumstances. CONCLUSIONS/SIGNIFICANCE: These results suggest that transmitted information among rats can be updated under a
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Chen, Hao; Wang, Yi-jie; Yang, Li; Sui, Jian-feng; Hu, Zhi-an; Hu, Bo
2016-01-01
Associative learning is thought to require coordinated activities among distributed brain regions. For example, to direct behavior appropriately, the medial prefrontal cortex (mPFC) must encode and maintain sensory information and then interact with the cerebellum during trace eyeblink conditioning (TEBC), a commonly-used associative learning model. However, the mechanisms by which these two distant areas interact remain elusive. By simultaneously recording local field potential (LFP) signals from the mPFC and the cerebellum in guinea pigs undergoing TEBC, we found that theta-frequency (5.0–12.0 Hz) oscillations in the mPFC and the cerebellum became strongly synchronized following presentation of auditory conditioned stimulus. Intriguingly, the conditioned eyeblink response (CR) with adaptive timing occurred preferentially in the trials where mPFC-cerebellum theta coherence was stronger. Moreover, both the mPFC-cerebellum theta coherence and the adaptive CR performance were impaired after the disruption of endogenous orexins in the cerebellum. Finally, association of the mPFC -cerebellum theta coherence with adaptive CR performance was time-limited occurring in the early stage of associative learning. These findings suggest that the mPFC and the cerebellum may act together to contribute to the adaptive performance of associative learning behavior by means of theta synchronization. PMID:26879632
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Incidental Learning of Rewarded Associations Bolsters Learning on an Associative Task
Freedberg, Michael; Schacherer, Jonathan; Hazeltine, Eliot
2016-01-01
Reward has been shown to change behavior as a result of incentive learning (by motivating the individual to increase their effort) and instrumental learning (by increasing the frequency of a particular behavior). However, Palminteri et al. (2011) demonstrated that reward can also improve the incidental learning of a motor skill even when…
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Procedural learning during declarative control.
Crossley, Matthew J; Ashby, F Gregory
2015-09-01
There is now abundant evidence that human learning and memory are governed by multiple systems. As a result, research is now turning to the next question of how these putative systems interact. For instance, how is overall control of behavior coordinated, and does learning occur independently within systems regardless of what system is in control? Behavioral, neuroimaging, and neuroscience data are somewhat mixed with respect to these questions. Human neuroimaging and animal lesion studies suggest independent learning and are mostly agnostic with respect to control. Human behavioral studies suggest active inhibition of behavioral output but have little to say regarding learning. The results of two perceptual category-learning experiments are described that strongly suggest that procedural learning does occur while the explicit system is in control of behavior and that this learning might be just as good as if the procedural system was controlling the response. These results are consistent with the idea that declarative memory systems inhibit the ability of the procedural system to access motor output systems but do not prevent procedural learning. (c) 2015 APA, all rights reserved).
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Mitrani, Victoria B; De Santis, Joseph P; McCabe, Brian E; Deleon, Diego A; Gattamorta, Karina A; Leblanc, Natalie M
2017-08-01
This study examined the relationship of parent reaction to sexual orientation with depressive symptoms and safer sex among Hispanic adult men who have sex with men (MSM). We also examined men's acculturation to the U.S. (Americanism) in relation with these variables. Cross-sectional data collected from July 2011 to December 2012, from 125 MSM with a mean age of 43.02years. Instruments included the Perceived Parent Reaction Scale, the Centers for Epidemiological Studies Depression Scale, the Safer Sex Behavior Questionnaire and the Bidimensional Acculturation Scale. Data was analyzed using Hierarchical generalized linear models (GZLM). Among men whose parents knew of their sexual orientation, rejection of son's sexual orientation from mother (p=0.032) and from father (p=0.004) was related to higher number of depressive symptoms. Parent reactions were not directly related to safer sex behaviors. Americanism was associated with lower depressive symptoms (p=0.001) but was not related to safer sex behaviors. Current parent attitudes about their sons' sexual orientation had an effect on the sons' emotional wellbeing and acculturation may play a protective role. Mental health and primary care clinicians working with Hispanic MSM should assess for level of family support and provide resources to assist with disclosure and family acceptance of sexual orientation as indicated, particularly among recently immigrated men who may be at higher risk. Copyright © 2017 Elsevier Inc. All rights reserved.
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Brom, Mirte; Both, Stephanie; Laan, Ellen; Everaerd, Walter; Spinhoven, Philip
2014-01-01
Many theories of human sexual behavior assume that sexual stimuli obtain arousing properties through associative learning processes. It is widely accepted that classical conditioning contributes to the etiology of both normal and maladaptive human behaviors. Despite the hypothesized importance of basic learning processes in sexual behavior, research on classical conditioning of the sexual response in humans is scarce. In the present paper, animal studies and studies in humans on the role of pavlovian conditioning on sexual responses are reviewed. Animal research shows robust, direct effects of conditioning processes on partner- and place preference. On the contrast, the empirical research with humans in this area is limited and earlier studies within this field are plagued by methodological confounds. Although recent experimental demonstrations of human sexual conditioning are neither numerous nor robust, sexual arousal showed to be conditionable in both men and women. The present paper serves to highlight the major empirical findings and to renew the insight in how stimuli can acquire sexually arousing value. Hereby also related neurobiological processes in reward learning are discussed. Finally, the connections between animal and human research on the conditionability of sexual responses are discussed, and suggestions for future directions in human research are given. Copyright © 2013 Elsevier Ltd. All rights reserved.
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A motivational model for environmentally responsible behavior.
Tabernero, Carmen; Hernández, Bernardo
2012-07-01
This paper presents a study examining whether self-efficacy and intrinsic motivation are related to environmentally responsible behavior (ERB). The study analysed past environmental behavior, self-regulatory mechanisms (self-efficacy, satisfaction, goals), and intrinsic and extrinsic motivation in relation to ERBs in a sample of 156 university students. Results show that all the motivational variables studied are linked to ERB. The effects of self-efficacy on ERB are mediated by the intrinsic motivation responses of the participants. A theoretical model was created by means of path analysis, revealing the power of motivational variables to predict ERB. Structural equation modeling was used to test and fit the research model. The role of motivational variables is discussed with a view to creating adequate learning contexts and experiences to generate interest and new sensations in which self-efficacy and affective reactions play an important role.
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International Nuclear Information System (INIS)
Sakashita, Tetsuya; Suzuki, Michiyo
2011-01-01
Radiation effects on the essential behavior and its higher level of learning are described mainly on authors' studies of the title nematode (N), a unique model of which, in a whole, genome is mapped, genealogy of cells is defined, and anatomical distribution and linkage of nervous cells are known. N exhibits various behaviors such as meandering on the culture agar/swimming in water responding to given stimuli like touch, temperature, and chemical. Authors have found that the locomotive activity of N is reduced by gamma-irradiation. Their subsequent irradiation study of 60 Co gamma ray at 300-900 Gy (32 Gy/sec) to wild type and cat-2 mutant lacking tyrosine hydroxylase in the presence/absence of N's food has revealed that dopaminergic nerves do not participate in the mechanism of the reduction unexpectedly. Rather, participation of an active oxygen species is suggested by their following study with H 2 O 2 , but exact nervous system responsible to the reduction is still to be elucidated in future. For radiation effect on N's associative learning, authors have used the reversal of salt preference, where Ns cultured on NaCl-containing agar covered by E. coli (food), being chemotactic to the salt, are conditioned by food removal: salt preference is reversed after learning. The gamma ray irradiation at the conditioning stage but neither before nor after learning, is found to lead to reduction of the chemotaxis (promotion of learning), and this radiation response is found to occur in N lacking gpc-1 gene coding G-protein gamma-subunit which is localized in a part of sensory nerves. Authors think this radiation effect is a modulation of nervous circuit for chemotaxis of N, but of which relation with the complicated nervous functions in higher animals is further to be elucidated in aspects of learning and memory. (T.T.)
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Understanding Social Learning Behaviors via a Virtual Field Trip
Directory of Open Access Journals (Sweden)
Xin Bai
2014-06-01
Full Text Available This is a multidisciplinary study investigating how a virtual rather than face-to-face field trip can be conducted in a real-world setting and how students respond to such a social learning opportunity. Our participants followed a story of a stroke patient at her virtual home and in a virtual hospital via a teaching vignette. They were then given a new case and got on a virtual trip via a multiuser virtual environment. They played the roles of patients, relatives, doctors, or nurses, experiencing the emotional, physical, or social impacts those stakeholders may go through. Our study finds the overall participation of the Virtual Group is 50% more than the Text Group. Although the Virtual Group generates much more nodes in total, they focused much less on knowledge sharing and comparing than the Text Group (46 vs. 67, but more on other higher-level aspects of social interactions, such as knowledge discovery (57 vs. 42, co-construction (66 vs. 39, testing and modification (58 vs. 24 and application of newly constructed meaning (60 vs. 16. Analysis of students’ virtual field activities and in-depth discussions of important issues implied are included to help understand social learning behaviors during a virtual field trip. Sustainability of such systems is discussed.
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Scheich, Henning; Brechmann, André; Brosch, Michael; Budinger, Eike; Ohl, Frank W; Selezneva, Elena; Stark, Holger; Tischmeyer, Wolfgang; Wetzel, Wolfram
2011-01-01
Two phenomena of auditory cortex activity have recently attracted attention, namely that the primary field can show different types of learning-related changes of sound representation and that during learning even this early auditory cortex is under strong multimodal influence. Based on neuronal recordings in animal auditory cortex during instrumental tasks, in this review we put forward the hypothesis that these two phenomena serve to derive the task-specific meaning of sounds by associative learning. To understand the implications of this tenet, it is helpful to realize how a behavioral meaning is usually derived for novel environmental sounds. For this purpose, associations with other sensory, e.g. visual, information are mandatory to develop a connection between a sound and its behaviorally relevant cause and/or the context of sound occurrence. This makes it plausible that in instrumental tasks various non-auditory sensory and procedural contingencies of sound generation become co-represented by neuronal firing in auditory cortex. Information related to reward or to avoidance of discomfort during task learning, that is essentially non-auditory, is also co-represented. The reinforcement influence points to the dopaminergic internal reward system, the local role of which for memory consolidation in auditory cortex is well-established. Thus, during a trial of task performance, the neuronal responses to the sounds are embedded in a sequence of representations of such non-auditory information. The embedded auditory responses show task-related modulations of auditory responses falling into types that correspond to three basic logical classifications that may be performed with a perceptual item, i.e. from simple detection to discrimination, and categorization. This hierarchy of classifications determine the semantic "same-different" relationships among sounds. Different cognitive classifications appear to be a consequence of learning task and lead to a recruitment of
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Shaqrah, Amin A.
2015-01-01
The purpose of this study is to explain the behavior intention to use e-learning technologies. In order to achieve a better view and validate the study, researcher attempts to give details of how technology acceptance models help Jordanian trainees firms in accepting e-learning technology, and how if applied will result more attention to usage…
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Directory of Open Access Journals (Sweden)
S. Mulyani
2016-04-01
Full Text Available The research aims to obtain information of improvement students’ generic skills in science through chemistry learning using ICT-based media on reaction rate and osmotic pressure material. This research was designed with quasi-experimental research method, with the design of non-equivalent control group pretest-posttest design. The research subjects were students of class XI and XII one of Madrasah Aliyah Negeri (State Islamic Senior High School in Bandung. Learning process in experiment group were conducted using ICT-based media, whereas in control group conducted by applying laboratory activities. Data were collected through multiple-choice test. The result shows that there was no significant difference of n- gain of students’ generic skill in science between experiment and control group. Therefore it can be concluded that the learning process using ICT-based media can improve students' generic skills in science as well as laboratory-based activities.
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Pintana, Hiranya; Apaijai, Nattayaporn; Pratchayasakul, Wasana; Chattipakorn, Nipon; Chattipakorn, Siriporn C
2012-10-05
Metformin is a first line drug for the treatment of type 2 diabetes mellitus (T2DM). Our previous study reported that high-fat diet (HFD) consumption caused not only peripheral and neuronal insulin resistance, but also induced brain mitochondrial dysfunction as well as learning impairment. However, the effects of metformin on learning behavior and brain mitochondrial functions in HFD-induced insulin resistant rats have never been investigated. Thirty-two male Wistar rats were divided into two groups to receive either a normal diet (ND) or a high-fat diet (HFD) for 12weeks. Then, rats in each group were divided into two treatment groups to receive either vehicle or metformin (15mg/kg BW twice daily) for 21days. All rats were tested for cognitive behaviors using the Morris water maze (MWM) test, and blood samples were collected for the determination of glucose, insulin, and malondialdehyde. At the end of the study, animals were euthanized and the brain was removed for studying brain mitochondrial function and brain oxidative stress. We found that in the HFD group, metformin significantly attenuated the insulin resistant condition by improving metabolic parameters, decreasing peripheral and brain oxidative stress levels, and improving learning behavior, compared to the vehicle-treated group. Furthermore, metformin completely prevented brain mitochondrial dysfunction caused by long-term HFD consumption. Our findings suggest that metformin effectively improves peripheral insulin sensitivity, prevents brain mitochondrial dysfunction, and completely restores learning behavior, which were all impaired by long-term HFD consumption. Copyright © 2012 Elsevier Inc. All rights reserved.
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Metzger, Mary Ann; Freund, Lisa
The major purpose of this study was to describe the rule-governed and contingency-shaped behavior of learning-disabled, hyperactive, and nonselected elementary school children working on a computer-managed task. Hypotheses tested were (1) that the children would differ in the degree to which either instructions or external contingencies controlled…
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Directory of Open Access Journals (Sweden)
Resa M. Kelly
Full Text Available Understanding chemical reactions conceptually involves recognizing characteristics of observable phenomena and envisioning how atoms, ions and molecules move and interact to cause the macroscopic changes. Our research focuses on the development of effective strategies for designing and presenting visualizations (videos and animations to assist students with making connections between macroscopic and molecular level behaviors of chemical reactions. Specifically, we study how students, who view videos of a redox reaction that exhibits obvious signs of macroscopic chemical change, can determine which molecular animation of a set of contrasting animations is best supported by its fit with experimental evidence. Herein we describe how we develop our videos and animations, and how students are learning from this animation task. Students who select inaccurate animation models are often enticed by a model that is easier to explain and fits with their understanding of reaction equations. We note that even though students indicate a preference for one animation over another, they often revise their drawn representations to fit with features from multiple animations. With the assistance of eye tracking research, we are gaining a better understanding of what students view and how they make sense of it.
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Cheng, Hong-Yu; Zhang, Shu-Qiang
2017-01-01
The purpose of this study was to investigate whether and how high school students' cognitive tendencies in holistic/analytic style relate to their active or passive behavioral patterns observed in the classroom. It was speculated that academic intrinsic motivation might play the role as a moderator and learning approach (the structure-oriented…
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Vu, Thi Minh Hang; Tu, Viet Phu; Duerrschmid, Klaus
2018-05-01
Predictability of consumers' food choice based on their gazing behavior using eye-tracking has been shown and discussed in recent research. By applying this observational technique and conventional methods on a specific food product, this study aims at investigating consumers' reactions associated with gazing behavior, wanting, building up expectations, and the experience of tasting. The tested food products were wafers from Austria with hazelnut, whole wheat, lemon and vanilla flavors, which are very well known in Austria and not known in Vietnam. 114 Vietnamese and 128 Austrian participants took part in three sections: The results indicate that: i) the gazing behavior parameters are highly correlated in a positive way with the wanting-to-try choice; ii) wanting to try is in compliance with the expected liking for the Austrian consumer panel only, which is very familiar with the products; iii) the expected and tasted liking of the products are highly country and product dependent. The expected liking is strongly correlated with the tasted liking for the Austrian panel only. Differences between the reactions of the Vietnamese and Austrian consumers are discussed in detail. The results, which reflect the complex process from gazing for "wanting to try" to the expected and tasted liking, are discussed in the context of the cognitive theory and food choice habits of the consumers. Copyright © 2018. Published by Elsevier Ltd.
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Learning theories application in nursing education
Aliakbari, Fatemeh; Parvin, Neda; Heidari, Mohammad; Haghani, Fariba
2015-01-01
Learning theories are the main guide for educational systems planning in the classroom and clinical training included in nursing. The teachers by knowing the general principles of these theories can use their knowledge more effectively according to various learning situations. In this study, Eric, Medline, and Cochrane databases were used for articles in English and for the Persian literature, Magiran, Iran doc, Iran medex, and Sid databases were used with the help of keywords including social cognitive learning, learning theory, behavioral theory, cognitive theory, constructive theory, and nursing education. The search period was considered from 1990 to 2012. Some related books were also studied about each method, its original vision, the founders, practical application of the training theory, especially training of nursing and its strengths and weaknesses. Behaviorists believe that learning is a change in an observable behavior and it happens when the communication occurs between the two events, a stimulus and a response. Among the applications of this approach is the influence on the learner's emotional reactions. Among the theories of this approach, Thorndike and Skinner works are subject to review and critique. Cognitive psychologists unlike the behaviorists believe that learning is an internal process objective and they focus on thinking, understanding, organizing, and consciousness. Fundamentalists believe that learners should be equipped with the skills of inquiry and problem solving in order to learn by the discovery and process of information. Among this group, we will pay attention to analyze Wertheimer, Brunner, Ausubel theories, Ganyeh information processing model, in addition to its applications in nursing education. Humanists in learning pay attention to the feelings and experiences. Carl Rogers support the retention of learning-centered approach and he is believed to a semantic continuum. At the other end of the continuum, experiential learning is
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Learning theories application in nursing education.
Aliakbari, Fatemeh; Parvin, Neda; Heidari, Mohammad; Haghani, Fariba
2015-01-01
Learning theories are the main guide for educational systems planning in the classroom and clinical training included in nursing. The teachers by knowing the general principles of these theories can use their knowledge more effectively according to various learning situations. In this study, Eric, Medline, and Cochrane databases were used for articles in English and for the Persian literature, Magiran, Iran doc, Iran medex, and Sid databases were used with the help of keywords including social cognitive learning, learning theory, behavioral theory, cognitive theory, constructive theory, and nursing education. The search period was considered from 1990 to 2012. Some related books were also studied about each method, its original vision, the founders, practical application of the training theory, especially training of nursing and its strengths and weaknesses. Behaviorists believe that learning is a change in an observable behavior and it happens when the communication occurs between the two events, a stimulus and a response. Among the applications of this approach is the influence on the learner's emotional reactions. Among the theories of this approach, Thorndike and Skinner works are subject to review and critique. Cognitive psychologists unlike the behaviorists believe that learning is an internal process objective and they focus on thinking, understanding, organizing, and consciousness. Fundamentalists believe that learners should be equipped with the skills of inquiry and problem solving in order to learn by the discovery and process of information. Among this group, we will pay attention to analyze Wertheimer, Brunner, Ausubel theories, Ganyeh information processing model, in addition to its applications in nursing education. Humanists in learning pay attention to the feelings and experiences. Carl Rogers support the retention of learning-centered approach and he is believed to a semantic continuum. At the other end of the continuum, experiential learning is
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Efstratopoulou, Maria; Janssen, Rianne; Simons, Johan
2012-01-01
The study was designed to investigate the discriminant validity of the Motor Behavior Checklist (MBC) for distinguishing four group of children independently classified with Attention-Deficit/Hyperactivity Disorder, (ADHD; N=22), Conduct Disorder (CD; N=17), Learning Disabilities (LD; N=24) and Autistic Spectrum Disorders (ASD; N=20). Physical education teachers used the MBC for children to rate their pupils based on their motor related behaviors. A multivariate analysis revealed significant differences among the groups on different problem scales. The results indicated that the MBC for children may be effective in discriminating children with similar disruptive behaviors (e.g., ADHD, CD) and autistic disorders, based on their motor behavior characteristics, but not children with Learning Disabilities (LD), when used by physical education teachers in school settings. Copyright © 2011 Elsevier Ltd. All rights reserved.
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Zhang, Yongjun; Song, Hongwen; Liu, Xiaoming; Tang, Dinghong; Chen, Yue-e; Zhang, Xiaochu
2017-01-01
Massive Multiple Online Role-Playing Games (MMORPGs) have increased in popularity among children, juveniles, and adults since MMORPGs’ appearance in this digital age. MMORPGs can be applied to enhancing language learning, which is drawing researchers’ attention from different fields and many studies have validated MMORPGs’ positive effect on language learning. However, there are few studies on the underlying behavioral or neural mechanism of such effect. This paper reviews the educational app...
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Chromium 51 em K2CrO4: reactions of dopant atoms in solid state
International Nuclear Information System (INIS)
Valim, J.B.; Nascimento, R.L.G. do; Collins, C.H.; Collins, K.E.
1986-01-01
The study of the chemistry of 'dopant' 51 Cr(III) atoms in crystalline Cr(VI) compounds began as a sub-field of Hot Atom Chemistry. We shall review the attempts to use 'dopant' chromium-51 atoms as surrogate chromium recoil atoms with the special property of having a low-energy, recoil-dam-age-free history. These dopant atoms have shown behaviors very similar to those of high energy recoil 51 Gr atoms, thus offering little hope of learning about special damage site structures and reactions by behavioral differences. Recent work has shown that at least some of the 'dopant' 51 Cr(III) is present as a second, non-chromate solid phase in 'doped crystal' experiments. Monodisperse 51 Cr(OH) 3 particles mixed with pure K 2 CrO 4 are very reactive. (Author) [pt
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CSIR Research Space (South Africa)
Ngxande, Mkhuseli
2017-11-01
Full Text Available This paper presents a literature review of driver drowsiness detection based on behavioral measures using machine learning techniques. Faces contain information that can be used to interpret levels of drowsiness. There are many facial features...
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Directory of Open Access Journals (Sweden)
Anat Shoshani
2017-10-01
Full Text Available Despite the flourishing in recent years in applications of positive psychology in the field of education, there is a paucity of research investigating positive psychology interventions for preschool children. The present study examined the effects of a positive psychology-based intervention conducted in Israel on children’s subjective well-being, mental health and learning behaviors. Twelve preschool classrooms of 3–6.5 year-olds were randomly assigned to a positive psychology intervention condition or a wait-list control condition. In the intervention condition, during one school year, 160 children experienced eight modules of basic concepts in positive psychology that were adapted to the developmental characteristics of young children and were compared to 155 children in demographically similar control classrooms. Children were administered a pre-test and post-test of subjective well-being measures. In addition, children’s mental health and emotional well-being were measured by parental questionnaires. Preschool teachers completed questionnaires concerning children’s learning behaviors. The findings showed significant increases in subjective well-being and positive learning behaviors among the intervention participants, with no significant changes in the control group. The results highlight the potential of positive psychology interventions for increasing subjective well-being and a positive approach to learning at young ages.
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Sabourin, Jennifer L.; Rowe, Jonathan P.; Mott, Bradford W.; Lester, James C.
2013-01-01
Over the past decade, there has been growing interest in real-time assessment of student engagement and motivation during interactions with educational software. Detecting symptoms of disengagement, such as off-task behavior, has shown considerable promise for understanding students' motivational characteristics during learning. In this paper, we…
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Social modulation of learned behavior by dopamine in the basal ganglia: insights from songbirds.
Leblois, Arthur
2013-06-01
Dysfunction of the dopaminergic system leads to motor, cognitive, and motivational symptoms in brain disorders such as Parkinson's disease. The basal ganglia (BG) are involved in sensorimotor learning and receive a strong dopaminergic signal, shown to play an important role in social interactions. The function of the dopaminergic input to the BG in the integration of social cues during sensorimotor learning remains however largely unexplored. Songbirds use learned vocalizations to communicate during courtship and aggressive behaviors. Like language learning in humans, song learning strongly depends on social interactions. In songbirds, a specialized BG-thalamo-cortical loop devoted to song is particularly tractable for elucidating the signals carried by dopamine in the BG, and the function of dopamine signaling in mediating social cues during skill learning and execution. Here, I review experimental findings uncovering the physiological effects and function of the dopaminergic signal in the songbird BG, in light of our knowledge of the BG-dopamine interactions in mammals. Interestingly, the compact nature of the striato-pallidal circuits in birds led to new insight on the physiological effects of the dopaminergic input on the BG network as a whole. In singing birds, D1-like receptor agonist and antagonist can modulate the spectral variability of syllables bi-directionally, suggesting that social context-dependent changes in spectral variability are triggered by dopaminergic input through D1-like receptors. As variability is crucial for exploration during motor learning, but must be reduced after learning to optimize performance, I propose that, the dopaminergic input to the BG could be responsible for the social-dependent regulation of the exploration/exploitation balance in birdsong, and possibly in learned skills in other vertebrates. Copyright © 2012 Elsevier Ltd. All rights reserved.
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Directory of Open Access Journals (Sweden)
Wei-Jane Lin
2010-06-01
Full Text Available The infusion of information and communication technology into instruction has gained the foothold within many classrooms in higher education by its advantages to enable the variety and accessibility of school teaching and learning. However, to engage students with the technology enhanced learning experiences calls for attentions on more the processes than the mere outcome of technology use. This study examines the common phenomenon in college campus where network technology, group activities and project works are available with the intention to explore how student performance of teamwork and learning is affected by the micro factors of group compositions, members’ roles and their communication behaviors. Results show that the group performed most procedure-, task-, and social-communication behaviors during the execution stage than that of preparation and completion stages. Additionally, members’ roles performed and interfered within these stages positively affected the project performance to different extent. [Article content in Chinese; Extended abstract in English
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Learning Analytics: Insights into the Natural Learning Behavior of Our Students
Becker, Bernd
2013-01-01
The migration from traditional classrooms to online learning environments is in full effect. In the midst of these changes, a new approach to learning analytics needs to be considered. Learning analytics refers to the process of collecting and studying usage data in order to make instructional decisions that will support student success. In…
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Study of non-static behavior of tauσ-modes by (p,n) reactions
International Nuclear Information System (INIS)
Ichimura, M.; Izumoto, T.; Ko, C.M.; Siemens, P.J.
1984-01-01
The nuclear response function of tauσ-modes are investigated in the wide range of the energy-momentum plane (ω,q). The opalescence phenomena associated with the pion condensation is clearly seen at q asymptotically equals 2.2 μ (μ being the pion mass) and rather low ω in the response function of the normal nuclear matter if the Migdal parameter g' >= 0.5. To investigate such behavior of the nuclear response to the tauσ-modes, 90 Zr(p,n) reaction to the continuum states is analyzed by DWBA. The response functions of the finite nucleus are constructed by the local density approximation from those of the nuclear matter. It is found that the finiteness and the distorted wave effects smear the enhancement (the opalescence phenomena) considerably, but it would still be seen if q' >= 0.4. (author)
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Ways of Knowing as Learning Styles: Learning MAGIC with a Partner.
Galotti, Kathleen M.; Drebus, David W.; Reimer, Rebecca L.
2001-01-01
College student pairs learned a complex card game using a scripted set of turns and written explanations, played the game, rated perceptions of and reactions to the learning session and their partner, and completed the Attitudes Toward Thinking and Learning Scale. Significant differences in perceptions of partners and sessions related to…
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Use of chemistry software to teach and assess model-based reaction and equation knowledge
Directory of Open Access Journals (Sweden)
Kevin Pyatt
2014-12-01
Full Text Available This study investigated the challenges students face when learning chemical reactions in a first-year chemistry course and the effectiveness of a curriculum and software implementation that was used to teach and assess student understanding of chemical reactions and equations. This study took place over a two year period in a public suburban high-school, in southwestern USA. Two advanced placement (AP chemistry classes participated, referred to here as study group A (year 1, N = 14; and study group B (year 2, N = 21. The curriculum for a first-year chemistry course (group A was revised to include instruction on reaction-types. The second year of the study involved the creation and implementation of a software solution which promoted mastery learning of reaction-types. Students in both groups benefited from the reaction-type curriculum and achieved proficiency in chemical reactions and equations. The findings suggest there was an added learning benefit to using the reaction-type software solution. This study also found that reaction knowledge was a moderate to strong predictor of chemistry achievement. Based on regression analysis, reaction knowledge significantly predicted chemistry achievement for both groups.
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Liu, Da-Jiang; Evans, James W.
2013-12-01
A realistic molecular-level description of catalytic reactions on single-crystal metal surfaces can be provided by stochastic multisite lattice-gas (msLG) models. This approach has general applicability, although in this report, we will focus on the example of CO-oxidation on the unreconstructed fcc metal (1 0 0) or M(1 0 0) surfaces of common catalyst metals M = Pd, Rh, Pt and Ir (i.e., avoiding regimes where Pt and Ir reconstruct). These models can capture the thermodynamics and kinetics of adsorbed layers for the individual reactants species, such as CO/M(1 0 0) and O/M(1 0 0), as well as the interaction and reaction between different reactant species in mixed adlayers, such as (CO + O)/M(1 0 0). The msLG models allow population of any of hollow, bridge, and top sites. This enables a more flexible and realistic description of adsorption and adlayer ordering, as well as of reaction configurations and configuration-dependent barriers. Adspecies adsorption and interaction energies, as well as barriers for various processes, constitute key model input. The choice of these energies is guided by experimental observations, as well as by extensive Density Functional Theory analysis. Model behavior is assessed via Kinetic Monte Carlo (KMC) simulation. We also address the simulation challenges and theoretical ramifications associated with very rapid diffusion and local equilibration of reactant adspecies such as CO. These msLG models are applied to describe adsorption, ordering, and temperature programmed desorption (TPD) for individual CO/M(1 0 0) and O/M(1 0 0) reactant adlayers. In addition, they are also applied to predict mixed (CO + O)/M(1 0 0) adlayer structure on the nanoscale, the complete bifurcation diagram for reactive steady-states under continuous flow conditions, temperature programmed reaction (TPR) spectra, and titration reactions for the CO-oxidation reaction. Extensive and reasonably successful comparison of model predictions is made with experimental
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Differential Learning as a Key Training Approach to Improve Creative and Tactical Behavior in Soccer
Santos, Sara; Coutinho, Diogo; Gonçalves, Bruno; Schöllhorn, Wolfgang; Sampaio, Jaime; Leite, Nuno
2018-01-01
Purpose: The aim of this study was to identify the effects of a differential-learning program, embedded in small-sided games, on the creative and tactical behavior of youth soccer players. Forty players from under-13 (U13) and under-15 (U15) were allocated into control and experimental groups and were tested using a randomized pretest to posttest…
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Adolescent Perceptions of Animation Violence as an Indication of Aggressive Attitudes and Behaviors
Directory of Open Access Journals (Sweden)
Rosemary V. Barnett
2014-03-01
Full Text Available This reported study was designed to examine the beliefs and perceptions of adolescents on whether or not viewing violence on television contributes to an increase in adolescents’ abilities to learn aggressive attitudes and behaviors. It also explored the effects humor and satire used in the animated television series The Simpsons has on adolescents’ abilities to learn aggressive attitudes and behaviors. Finally, it examined to what extent the violence portrayed in The Simpsons was believed to be realistic and justified by adolescents viewing the show. Results indicate that adolescents were not affected by the violence they observed in The Simpsons animation: Further, they did not feel that it was acceptable for their favorite characters to use violence to solve problems. Youth did not have reactions to viewing the series that were violent, nor did they report becoming aggressive in response to viewing the violence on the The Simpsons. While the majority of the youth also reported that they did not use violence to solve a problem, 3.3% reported that they did. Overall, the study concluded that adolescents’ exposure to violent content by viewing it in animation in The Simpsons did not affect adolescents’ perceptions of their abilities to learn aggressive attitudes and behaviors. Youth did not perceive that the violence portrayed was realistic.
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Self-regulated Learning Behavior of College Students of Art and Their Academic Achievement
Peng, Cuixin
This study focuses on the relationship between self-regulated learning behavior and their academic achievement of college students of art. The results show that for students of art, the involvements in self-efficacy, intrinsic value and cognitive strategies are closely tied to their performance in the examination. However, test anxiety, as a negative emotional factor is negatively correlated with academic performance. And among the five variables, self-efficacy has the strongest influence on students of art's academic performance.
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Huffman, Michael A; Spiezio, Caterina; Sgaravatti, Andrea; Leca, Jean-Baptiste
2010-11-01
Demonstrating the ability to 'copy' the behavior of others is an important aspect in determining whether social learning occurs and whether group level differences in a given behavior represent cultural differences or not. Understanding the occurrence of this process in its natural context is essential, but can be a daunting task in the wild. In order to test the social learning hypothesis for the acquisition of leaf swallowing (LS), a self-medicative behavior associated with the expulsion of parasites, we conducted semi-naturalistic experiments on two captive groups of parasite-free, naïve chimpanzees (Pan troglodytes). Individuals in the group were systematically provided appropriate stimuli (rough hispid leaves) identical to those used by chimpanzees in the wild. Individuals initially responded in a variety of ways, ranging from total aversion to normal chewing and swallowing. Over time, however, the two groups adopted different variants for inserting and folding the leaves in the mouth prior to swallowing them (complete and partial LS), following the specific method spontaneously displayed by the first and primary LS models in their respective groups. These variants were similar to LS displayed by chimpanzees in the wild. Using the option-bias method, we found evidence for social learning leading to group-level biased transmission and group-level stabilization of these two variants. This is the first report on two distinct cultural variants innovated in response to the introduction of natural stimuli that emerged and spread spontaneously and concurrently within two adjacent groups of socially housed primates. These observations support the assertion that LS may reflect a generalized propensity for ingesting rough hispid leaves, which can be socially induced and transmitted within a group. Ingesting an adequate number of these leaves induces increased gut motility, which is responsible for the subsequent expulsion of particular parasite species in the wild
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Altobelli, Laura C
2017-08-23
One of the keys to improving health globally is promoting mothers' adoption of healthy home practices for improved nutrition and illness prevention in the first 1000 days of life from conception. Customarily, mothers are taught health messages which, even if simplified, are hard to remember. The challenge is how to promote learning and behavior change of mothers more effectively in low-resource settings where access to health information is poor, educational levels are low, and traditional beliefs are strong. In addressing that challenge, a new learning/teaching method called "Sharing Histories" is in development to improve the performance of female community health workers (CHWs) in promoting mothers' behaviors for maternal, neonatal and child health (MNCH). This method builds self-confidence and empowerment of CHWs in learning sessions that are built on guided sharing of their own memories of childbearing and child care. CHWs can later share histories with the mother, building her trust and empowerment to change. For professional primary health care staff who are not educators, Sharing Histories is simple to learn and use so that the method can be easily incorporated into government health systems and ongoing CHW programs. I present here the Sharing Histories method, describe how it differs from other social and behavior change methods, and discuss selected literature from psychology, communications, and neuroscience that helps to explain how and why this method works as a transformative tool to engage, teach, transform, and empower CHWs to be more effective change agents with other mothers in their communities, thereby contributing to the attainment of the Sustainable Development Goals.
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Story, Giles W.; Vlaev, Ivo; Seymour, Ben; Darzi, Ara; Dolan, Raymond J.
2014-01-01
The tendency to make unhealthy choices is hypothesized to be related to an individual's temporal discount rate, the theoretical rate at which they devalue delayed rewards. Furthermore, a particular form of temporal discounting, hyperbolic discounting, has been proposed to explain why unhealthy behavior can occur despite healthy intentions. We examine these two hypotheses in turn. We first systematically review studies which investigate whether discount rates can predict unhealthy behavior. These studies reveal that high discount rates for money (and in some instances food or drug rewards) are associated with several unhealthy behaviors and markers of health status, establishing discounting as a promising predictive measure. We secondly examine whether intention-incongruent unhealthy actions are consistent with hyperbolic discounting. We conclude that intention-incongruent actions are often triggered by environmental cues or changes in motivational state, whose effects are not parameterized by hyperbolic discounting. We propose a framework for understanding these state-based effects in terms of the interplay of two distinct reinforcement learning mechanisms: a “model-based” (or goal-directed) system and a “model-free” (or habitual) system. Under this framework, while discounting of delayed health may contribute to the initiation of unhealthy behavior, with repetition, many unhealthy behaviors become habitual; if health goals then change, habitual behavior can still arise in response to environmental cues. We propose that the burgeoning development of computational models of these processes will permit further identification of health decision-making phenotypes. PMID:24659960
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Learning Markov models for stationary system behaviors
DEFF Research Database (Denmark)
Chen, Yingke; Mao, Hua; Jaeger, Manfred
2012-01-01
to a single long observation sequence, and in these situations existing automatic learning methods cannot be applied. In this paper, we adapt algorithms for learning variable order Markov chains from a single observation sequence of a target system, so that stationary system properties can be verified using......Establishing an accurate model for formal verification of an existing hardware or software system is often a manual process that is both time consuming and resource demanding. In order to ease the model construction phase, methods have recently been proposed for automatically learning accurate...... the learned model. Experiments demonstrate that system properties (formulated as stationary probabilities of LTL formulas) can be reliably identified using the learned model....
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Smith, Garnett J.; McDougall, Dennis; Edelen-Smith, Patricia
2006-01-01
Cumulative-hierarchical learning (CHL) and behavior, a premise first introduced by Staats in 1975, describes how higher-level behavioral patterns and structures can emerge from interactions among a set of lower-level actions. Proponents of CHL emphasize the importance of pivotal response interventions, behavior repertoires, generative learning,…
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TWO IDEAS OF THE REDOX REACTION: MISCONCEPTIONS AND ...
African Journals Online (AJOL)
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1), or with the reaction of iron and a copper sulfate solution (see Fig. 2). ... Since neither the young people know the historical approach to the explanation of ... everyday life the concept of electron transfer in redox reactions, a good instruction on ..... Improving teaching and learning through chemistry education research: A.
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Chen, Shilan; Liu, Mingzhu; Jin, Shuping; Wang, Bin
2008-02-12
Drug-loaded chitosan (CS) beads were prepared under simple and mild condition using trisodium citrate as ionic crosslinker. The beads were further coated with poly(methacrylic acid) (PMAA) by dipping the beads in PMAA aqueous solution. The surface and cross-section morphology of these beads were observed by scanning electron microscopy and the observation showed that the coating beads had core-shell structure. In vitro release of model drug from these beads obtained under different reaction conditions was investigated in buffer medium (pH 1.8). The results showed that the rapid drug release was restrained by PMAA coating and the optimum conditions for preparing CS-based drug-loaded beads were decided through the effect of reaction conditions on the drug release behaviors. In addition, the drug release mechanism of CS-based drug-loaded beads was analyzed by Peppa's potential equation. According to this study, the ionic-crosslinked CS beads coated by PMAA could serve as suitable candidate for drug site-specific carrier in stomach.
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Snyder, Robert A.
2014-01-01
This essay provides evidence from the neurosciences that standard Introduction to Management and "Introduction to Organizational Behavior" textbooks may inhibit, rather than facilitate, learning of the basic concepts and the rudimentary knowledge-basis that underlie the complex skills business students should learn in subsequent…
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Smillie, Luke D; Dalgleish, Len I; Jackson, Chris J
2007-04-01
According to Gray's (1973) Reinforcement Sensitivity Theory (RST), a Behavioral Inhibition System (BIS) and a Behavioral Activation System (BAS) mediate effects of goal conflict and reward on behavior. BIS functioning has been linked with individual differences in trait anxiety and BAS functioning with individual differences in trait impulsivity. In this article, it is argued that behavioral outputs of the BIS and BAS can be distinguished in terms of learning and motivation processes and that these can be operationalized using the Signal Detection Theory measures of response-sensitivity and response-bias. In Experiment 1, two measures of BIS-reactivity predicted increased response-sensitivity under goal conflict, whereas one measure of BAS-reactivity predicted increased response-sensitivity under reward. In Experiment 2, two measures of BIS-reactivity predicted response-bias under goal conflict, whereas a measure of BAS-reactivity predicted motivation response-bias under reward. In both experiments, impulsivity measures did not predict criteria for BAS-reactivity as traditionally predicted by RST.
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Gonzalez, Blanca M.; Brown, D.
2015-01-01
As educators, we are responsible for teaching academic skills. However, some students not only need to learn academic skills but they need behavior support, due to problematic behaviors that are happening in the school setting. In this article, we will learn more of what are the implications, requirements and best strategies for a behavior plan.…
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Tsutsumi, Akizumi
2015-01-01
Behavioral science and behavioral medicine have not been systematically taught to Japanese undergraduate medical students. A working group under the auspices of Japanese Society of Behavioral Medicine developed an outcome-oriented curriculum of behavioral science/behavioral medicine through three processes: identifying the curriculum contents, holding a joint symposium with related societies, and defining outcomes and proposing a learning module. The behavioral science/behavioral medicine core curriculum consists of 11 units of lectures and four units of practical study. The working group plans to improve the current core curriculum by devising formative assessment methods so that students can learn and acquire attitude as well as the skills and knowledge necessary for student-centered clinical practice.
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Sun, Jerry Chih-Yuan; Lin, Che-Tsun; Chou, Chien
2018-01-01
This study aims to apply a sequential analysis to explore the effect of learning motivation on online reading behavioral patterns. The study's participants consisted of 160 graduate students who were classified into three group types: low reading duration with low motivation, low reading duration with high motivation, and high reading duration…
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Pattwell, Siobhan S.; Lee, Francis S.; Casey, B.J.
2013-01-01
Throughout the past several decades, studies have uncovered a wealth of information about the neural circuitry underlying fear learning and extinction that has helped to inform treatments for fear-related disorders such as post-traumatic stress and anxiety. Yet, up to 40 percent of people do not respond to such treatments. Adolescence, in particular, is a developmental stage during which anxiety disorders peak, yet little is known about the development of fear-related neural circuitry during this period. Moreover, pharmacological and behavioral therapies that have been developed are based on mature circuitry and function. Here, we review neural circuitry implicated in fear learning and data from adolescent mouse and human fear learning studies. In addition, we propose a developmental model of fear neural circuitry that may optimize current treatments and inform when, during development, specific treatments for anxiety may be most effective. PMID:23998679
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Islam, Talat; Khan, Mubbsher Munawar; Bukhari, Fida Hussain
2016-01-01
Purpose: The purpose of this paper is to examine the association among organizational learning culture (OLC), psychological empowerment (PE), affective commitment (AC), organizational citizenship behavior and turnover intention. Design/Methodology/Approach: This study was undertaken via a questionnaire conducted among Malay-Chinese working in…
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Melo, Angel I; Lovic, Vedran; Gonzalez, Andrea; Madden, Melissa; Sinopoli, Katia; Fleming, Alison S
2006-04-01
Maternal and littermate (social) separation, through artificial rearing (AR), disrupts the development of subsequent maternal behavior and social learning in rats. The addition of maternal-licking-like stimulation during AR, partially reverses some of these effects. However, little is know about the role of social stimuli from littermates and nest odors during the preweaning period, in the development of the adult maternal behavior and social learning. The purpose of this study was to examine the effects of peer- and peer-and-odor rearing on the development of maternal behavior and social learning in rats. Female pups were reared with mothers (mother reared-MR) or without mothers (AR) from postnatal day (PND) 3. AR rats received three different treatments: (1) AR-CONTROL group received minimal tactile stimulation, (2) AR-ODOR females received exposure to maternal nest material inside the AR-isolation-cup environment, (3) AR-SOCIAL group was reared in the cup with maternal nest material and a conspecific of the same-age and same-sex and received additional tactile stimulation. MR females were reared by their mothers in the nest and with conspecifics. In adulthood, rats were tested for maternal behavior towards their own pups and in a social learning task. Results confirm our previous report that AR impairs performance of maternal behavior and the development of a social food preference. Furthermore, social cues from a littermate, in combination with tactile stimulation and the nest odor, reversed the negative effects of complete isolation (AR-CONTROL) on some of the above behaviors. Exposure to the odor alone also had effects on some of these olfactory-mediated behaviors. These studies indicate that social stimulation from littermates during the preweaning period, in combination with odor from the nest and tactile stimulation, contributes to the development of affiliative behaviors. Copyright (c) 2006 Wiley Periodicals, Inc.
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Obesity, Physical Activity, and Sedentary Behavior of Youth With Learning Disabilities and ADHD.
Cook, Bryan G; Li, Dongmei; Heinrich, Katie M
2015-01-01
Obesity, physical activity, and sedentary behavior in childhood are important indicators of present and future health and are associated with school-related outcomes such as academic achievement, behavior, peer relationships, and self-esteem. Using logistic regression models that controlled for gender, age, ethnicity/race, and socioeconomic status, we investigated the likelihood that youth with learning disabilities (LD) and attention-deficit/hyperactivity disorder (ADHD) are obese, physically active, and sedentary using a nationally representative sample of 45,897 youth in the United States from 10 to 17 years of age. Results indicated that youth with comorbid LD/ADHD were significantly more likely than peers without LD or ADHD to be obese; that youth with LD only, ADHD only, and comorbid LD/ADHD were significantly less likely to meet recommended levels of physical activity; and that youth with LD only were significantly more likely to exceed recommended levels of sedentary behavior. Medication status mediated outcomes for youth with ADHD. We offer school-based recommendations for improving health-related outcomes for students with LD and ADHD. © Hammill Institute on Disabilities 2014.
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Energy Technology Data Exchange (ETDEWEB)
Austern, N. [University of Pittsburgh, Pittsburgh, PA (United States)
1963-01-15
In order to give a unified presentation of one point of view, these lectures are devoted only to a detailed development of the standard theories of direct reactions, starting from basic principles. Discussion is given of the present status of the theories, of the techniques used for practical calculation, and of possible future developments. The direct interaction (DI) aspects of a reaction are those which involve only a few of the many degrees of freedom of a nucleus. In fact the minimum number of degrees of freedom which must be involved in a reaction are those required to describe the initial and final channels, and DI studies typically consider these degrees of freedom and no others. Because of this simplicity DI theories may be worked out in painstaking detail. DI processes concern only part of the wave function for a problem. The other part involves complicated excitations of many degrees of freedom, and gives the compound nucleus (CN) effects. While it is extremely interesting to learn how to separate DI and CN effects in an orderly manner, if they are both present in a reaction, no suitable method has yet been found. Instead, current work stresses the kinds of reactions and the kinds of final states in which DI effects dominate and in which CN effects may almost be forgotten. The DI cross-sections which are studied are often extremely large, comparable to elastic scattering cross-sections. (author)
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Learning reduced kinetic Monte Carlo models of complex chemistry from molecular dynamics.
Yang, Qian; Sing-Long, Carlos A; Reed, Evan J
2017-08-01
We propose a novel statistical learning framework for automatically and efficiently building reduced kinetic Monte Carlo (KMC) models of large-scale elementary reaction networks from data generated by a single or few molecular dynamics simulations (MD). Existing approaches for identifying species and reactions from molecular dynamics typically use bond length and duration criteria, where bond duration is a fixed parameter motivated by an understanding of bond vibrational frequencies. In contrast, we show that for highly reactive systems, bond duration should be a model parameter that is chosen to maximize the predictive power of the resulting statistical model. We demonstrate our method on a high temperature, high pressure system of reacting liquid methane, and show that the learned KMC model is able to extrapolate more than an order of magnitude in time for key molecules. Additionally, our KMC model of elementary reactions enables us to isolate the most important set of reactions governing the behavior of key molecules found in the MD simulation. We develop a new data-driven algorithm to reduce the chemical reaction network which can be solved either as an integer program or efficiently using L1 regularization, and compare our results with simple count-based reduction. For our liquid methane system, we discover that rare reactions do not play a significant role in the system, and find that less than 7% of the approximately 2000 reactions observed from molecular dynamics are necessary to reproduce the molecular concentration over time of methane. The framework described in this work paves the way towards a genomic approach to studying complex chemical systems, where expensive MD simulation data can be reused to contribute to an increasingly large and accurate genome of elementary reactions and rates.
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... It is always more effective to positively reinforce desired behaviors and to teach children alternative behaviors rather ... he is angry, but instead to express his feelings through words. It’s important for him to learn ...
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Survival behavior in the cyclic Lotka-Volterra model with a randomly switching reaction rate.
West, Robert; Mobilia, Mauro; Rucklidge, Alastair M
2018-02-01
We study the influence of a randomly switching reproduction-predation rate on the survival behavior of the nonspatial cyclic Lotka-Volterra model, also known as the zero-sum rock-paper-scissors game, used to metaphorically describe the cyclic competition between three species. In large and finite populations, demographic fluctuations (internal noise) drive two species to extinction in a finite time, while the species with the smallest reproduction-predation rate is the most likely to be the surviving one (law of the weakest). Here we model environmental (external) noise by assuming that the reproduction-predation rate of the strongest species (the fastest to reproduce and predate) in a given static environment randomly switches between two values corresponding to more and less favorable external conditions. We study the joint effect of environmental and demographic noise on the species survival probabilities and on the mean extinction time. In particular, we investigate whether the survival probabilities follow the law of the weakest and analyze their dependence on the external noise intensity and switching rate. Remarkably, when, on average, there is a finite number of switches prior to extinction, the survival probability of the predator of the species whose reaction rate switches typically varies nonmonotonically with the external noise intensity (with optimal survival about a critical noise strength). We also outline the relationship with the case where all reaction rates switch on markedly different time scales.
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Survival behavior in the cyclic Lotka-Volterra model with a randomly switching reaction rate
West, Robert; Mobilia, Mauro; Rucklidge, Alastair M.
2018-02-01
We study the influence of a randomly switching reproduction-predation rate on the survival behavior of the nonspatial cyclic Lotka-Volterra model, also known as the zero-sum rock-paper-scissors game, used to metaphorically describe the cyclic competition between three species. In large and finite populations, demographic fluctuations (internal noise) drive two species to extinction in a finite time, while the species with the smallest reproduction-predation rate is the most likely to be the surviving one (law of the weakest). Here we model environmental (external) noise by assuming that the reproduction-predation rate of the strongest species (the fastest to reproduce and predate) in a given static environment randomly switches between two values corresponding to more and less favorable external conditions. We study the joint effect of environmental and demographic noise on the species survival probabilities and on the mean extinction time. In particular, we investigate whether the survival probabilities follow the law of the weakest and analyze their dependence on the external noise intensity and switching rate. Remarkably, when, on average, there is a finite number of switches prior to extinction, the survival probability of the predator of the species whose reaction rate switches typically varies nonmonotonically with the external noise intensity (with optimal survival about a critical noise strength). We also outline the relationship with the case where all reaction rates switch on markedly different time scales.
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International Nuclear Information System (INIS)
Dawson, P. M.; Watson, D. D.; Hylko, J. M.
2002-01-01
This paper documents how WESKEM, LLC utilized available source term information, integrated safety management, and associated project controls to safely decommission a reaction vessel and repackage sludge containing various Resource Conservation and Recovery Act constituents and technetium-99 (Tc-99). The decommissioning activities were segmented into five separate stages, allowing the project team to control work related decisions based on their knowledge, experience, expertise, and field observations. The information and experience gained from each previous stage and rehearsals contributed to modifying subsequent entries, further emphasizing the importance of developing hold points and incorporating lessons learned. The hold points and lessons learned, such as performing detailed personal protective equipment (PPE) inspections during sizing and repackaging operations, and using foam-type piping insulation to prevent workers from cutting or puncturing their PPE on sharp edge s or small shards generated during sizing operations, minimized direct contact with the Tc-99. To prevent the spread of contamination, the decommissioning activities were performed inside a containment enclosure connected to negative air machines. After performing over 235 individual entries totaling over 285 project hours, only one first aid was recorded during this five-stage project
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Zhang, Yongjun; Song, Hongwen; Liu, Xiaoming; Tang, Dinghong; Chen, Yue-e; Zhang, Xiaochu
2017-01-01
Massive Multiple Online Role-Playing Games (MMORPGs) have increased in popularity among children, juveniles, and adults since MMORPGs’ appearance in this digital age. MMORPGs can be applied to enhancing language learning, which is drawing researchers’ attention from different fields and many studies have validated MMORPGs’ positive effect on language learning. However, there are few studies on the underlying behavioral or neural mechanism of such effect. This paper reviews the educational application of the MMORPGs based on relevant macroscopic and microscopic studies, showing that gamers’ overall language proficiency or some specific language skills can be enhanced by real-time online interaction with peers and game narratives or instructions embedded in the MMORPGs. Mechanisms underlying the educational assistant role of MMORPGs in second language learning are discussed from both behavioral and neural perspectives. We suggest that attentional bias makes gamers/learners allocate more cognitive resources toward task-related stimuli in a controlled or an automatic way. Moreover, with a moderating role played by activation of reward circuit, playing the MMORPGs may strengthen or increase functional connectivity from seed regions such as left anterior insular/frontal operculum (AI/FO) and visual word form area to other language-related brain areas. PMID:28303097
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Zhang, Yongjun; Song, Hongwen; Liu, Xiaoming; Tang, Dinghong; Chen, Yue-E; Zhang, Xiaochu
2017-01-01
Massive Multiple Online Role-Playing Games (MMORPGs) have increased in popularity among children, juveniles, and adults since MMORPGs' appearance in this digital age. MMORPGs can be applied to enhancing language learning, which is drawing researchers' attention from different fields and many studies have validated MMORPGs' positive effect on language learning. However, there are few studies on the underlying behavioral or neural mechanism of such effect. This paper reviews the educational application of the MMORPGs based on relevant macroscopic and microscopic studies, showing that gamers' overall language proficiency or some specific language skills can be enhanced by real-time online interaction with peers and game narratives or instructions embedded in the MMORPGs. Mechanisms underlying the educational assistant role of MMORPGs in second language learning are discussed from both behavioral and neural perspectives. We suggest that attentional bias makes gamers/learners allocate more cognitive resources toward task-related stimuli in a controlled or an automatic way. Moreover, with a moderating role played by activation of reward circuit, playing the MMORPGs may strengthen or increase functional connectivity from seed regions such as left anterior insular/frontal operculum (AI/FO) and visual word form area to other language-related brain areas.
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James D. Whitworth; Joseph R. Herzog; Diane L. Scott
2012-01-01
This article outlines and evaluates a military social work course as it has been taught by three social work faculty members at two universities in the southeastern US. The authors highlight why these courses are needed within social work undergraduate and graduate programs. They report how CSWE-identified military practice behaviors are addressed within the course. They also describe how practice-based learning approaches appear to be ideally suited for teaching military social work curricul...
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Golani, Idit; Tadmor, Hagar; Buonanno, Andres; Kremer, Ilana; Shamir, Alon
2014-11-01
The ErbB signaling pathway has been genetically and functionally implicated in schizophrenia. Numerous findings support the dysregulation of Neuregulin (NRG) and epidermal growth factor (EGF) signaling in schizophrenia. However, it is unclear whether alterations of these pathways in the adult brain or during development are involved in the pathophysiology of schizophrenia. Herein we characterized the behavioral profile and molecular changes resulting from pharmacologically blocking the ErbB signaling pathway during a critical period in the development of decision making, planning, judgments, emotions, social cognition and cognitive skills, namely adolescence. We demonstrate that chronic administration of the pan-ErbB kinase inhibitor JNJ-28871063 (JNJ) to adolescent mice elevated striatal dopamine levels and reduced preference for sucrose without affecting locomotor activity and exploratory behavior. In adulthood, adolescent JNJ-treated mice continue to consume less sucrose and needed significantly more correct-response trials to reach the learning criterion during the discrimination phase of the T-maze reversal learning task than their saline-injected controls. In addition, JNJ mice exhibited deficit in reference memory but not in working memory as measured in the radial arm maze. Inhibition of the pathway during adolescence did not affect exploratory behavior and locomotor activity in the open field, social interaction, social memory, and reversal learning in adult mice. Our data suggest that alteration of ErbB signaling during adolescence resulted in changes in the dopaminergic systems that emerge in pathological learning and hedonic behavior in adulthood, and pinpoints the possible role of the pathway in the development of cognitive skills and motivated behavior. Copyright © 2014 Elsevier B.V. and ECNP. All rights reserved.
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Behaviorism and the Construction of Knowledge
Faryadi, Qais
2007-01-01
This paper attempts to discuss behaviorism and the construction of knowledge. This review investigates whether behaviorism methodology has any advantages in learning a language in our classroom. This assessment also observes the critics of behaviorism and its weaknesses in a learning environment. This inquiry concentrates on the view point of B.F.…
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Sensorimotor Learning during a Marksmanship Task in Immersive Virtual Reality
Directory of Open Access Journals (Sweden)
Hrishikesh M. Rao
2018-02-01
Full Text Available Sensorimotor learning refers to improvements that occur through practice in the performance of sensory-guided motor behaviors. Leveraging novel technical capabilities of an immersive virtual environment, we probed the component kinematic processes that mediate sensorimotor learning. Twenty naïve subjects performed a simulated marksmanship task modeled after Olympic Trap Shooting standards. We measured movement kinematics and shooting performance as participants practiced 350 trials while receiving trial-by-trial feedback about shooting success. Spatiotemporal analysis of motion tracking elucidated the ballistic and refinement phases of hand movements. We found systematic changes in movement kinematics that accompanied improvements in shot accuracy during training, though reaction and response times did not change over blocks. In particular, we observed longer, slower, and more precise ballistic movements that replaced effort spent on corrections and refinement. Collectively, these results leverage developments in immersive virtual reality technology to quantify and compare the kinematics of movement during early learning of full-body sensorimotor orienting.
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Sensorimotor Learning during a Marksmanship Task in Immersive Virtual Reality.
Rao, Hrishikesh M; Khanna, Rajan; Zielinski, David J; Lu, Yvonne; Clements, Jillian M; Potter, Nicholas D; Sommer, Marc A; Kopper, Regis; Appelbaum, Lawrence G
2018-01-01
Sensorimotor learning refers to improvements that occur through practice in the performance of sensory-guided motor behaviors. Leveraging novel technical capabilities of an immersive virtual environment, we probed the component kinematic processes that mediate sensorimotor learning. Twenty naïve subjects performed a simulated marksmanship task modeled after Olympic Trap Shooting standards. We measured movement kinematics and shooting performance as participants practiced 350 trials while receiving trial-by-trial feedback about shooting success. Spatiotemporal analysis of motion tracking elucidated the ballistic and refinement phases of hand movements. We found systematic changes in movement kinematics that accompanied improvements in shot accuracy during training, though reaction and response times did not change over blocks. In particular, we observed longer, slower, and more precise ballistic movements that replaced effort spent on corrections and refinement. Collectively, these results leverage developments in immersive virtual reality technology to quantify and compare the kinematics of movement during early learning of full-body sensorimotor orienting.
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Kavale, Kenneth A.; Mostert, Mark P.
2004-01-01
Sutherland and Singh (2004) focus on the relationship between students' inappropriate behaviors and academic failure, articulating how this relationship may be mediated by learned helplessness in a reciprocally negative reinforcing cycle. In responding to their work, the authors suggest a thread of disciplined inquiry and contextual framework for…
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Directory of Open Access Journals (Sweden)
Volodymyr V. Tkachenko
2014-12-01
Full Text Available The switchable three-component reactions of 5-amino-3-methylisoxazole, salicylaldehyde and N-aryl-3-oxobutanamides under different conditions were studied and discussed. The unexpected influence of the aryl substituent in N-aryl-3-oxobutanamides on the behavior of the reaction was discovered. The key influence of ultrasonication and Lewis acid catalysts led to an established protocol to selectively obtain two or three types of heterocyclic scaffolds depending on the substituent in the N-aryl moiety.
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Achieving HBSE Competencies through Service-learning
Directory of Open Access Journals (Sweden)
Sarah E. Twill
2011-04-01
Full Text Available Service-learning pedagogy allows social work educators to create meaningful learning opportunities for students and better prepare them for practicum, while at the same time, meeting a community need. This paper outlines the relevance of incorporating service-learning into the social work curriculum, specifically the human behavior and the social environment (HBSE area. Using Bloom’s taxonomy as a guide, the authors propose how the CSWE competencies and practice behaviors specific to HBSE may be assessed using service-learning pedagogy. An example is reviewed to illustrate how service-learning can assist faculty and students achieve the HBSE competencies and practice behaviors. Finally, implications for service-learning as a pedagogical strategy for social work education are discussed.
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Malnutrition, Learning, and Behavior.
Read, Merrill S.; Felson, David
The problems of those children who are chronically malnourished, the cultural environment of malnutrition, and the extent to which children are temporarily or permanently handicapped in learning because of malnutrition are discussed in this booklet. It also describes hunger and its effects on child development. The topics addressed are: definition…
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Bimodality: A Sign of Critical Behavior in Nuclear Reactions
International Nuclear Information System (INIS)
Le Fevre, A.; Aichelin, J.
2008-01-01
The recently discovered coexistence of multifragmentation and residue production for the same total transverse energy of light charged particles, which has been dubbed bimodality like it has been introduced in the framework of equilibrium thermodynamics, can be well reproduced in numerical simulations of heavy ion reactions. A detailed analysis shows that fluctuations (introduced by elementary nucleon-nucleon collisions) determine which of the exit states is realized. Thus, we can identify bifurcation in heavy ion reactions as a critical phenomenon. Also the scaling of the coexistence region with beam energy is well reproduced in these results from the quantum molecular dynamics simulation program
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Small grant management in health and behavioral sciences: Lessons learned.
Sakraida, Teresa J; D'Amico, Jessica; Thibault, Erica
2010-08-01
This article describes considerations in health and behavioral sciences small grant management and describes lessons learned during post-award implementation. Using the components by W. Sahlman [Sahlman, W. (1997). How to write a great business plan. Harvard Business Review, 75(4), 98-108] as a business framework, a plan was developed that included (a) building relationships with people in the research program and with external parties providing key resources, (b) establishing a perspective of opportunity for research advancement, (c) identifying the larger context of scientific culture and regulatory environment, and (d) anticipating problems with a flexible response and rewarding teamwork. Small grant management included developing a day-to-day system, building a grant/study program development plan, and initiating a marketing plan. Copyright 2010 Elsevier Inc. All rights reserved.
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From Behaviorism to Connectivism of Modern E-Learning
Directory of Open Access Journals (Sweden)
Zbigniew Meger
2012-06-01
Full Text Available Wider use of e-learning methods and universality of learning platform encourage to running learning processes in different forms and to preparing new teaching materials. However, it appears that such materials are usually prepared in the simplest form of programmed learning course, where knowledge is transmitted in form of programmed instruction without or only with a weak feedback from the learner. Meanwhile, in the past four decades are developing cognitive methods, which are only slightly reflected in nowadays techniques and methods of distance learning. However, it appears in the last years, that the important role in education can play constructivism, whose ideas can be also implement in distance learning environment. All of these trends is trying to cover the theory of connectivism, and glimpse of this theory can indicate the opportunities and threats of modern e-learning.
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Schools' mental health services and young children's emotions, behavior, and learning.
Reback, Randall
2010-01-01
Recent empirical research has found that children's noncognitive skills play a critical role in their own success, young children's behavioral and psychological disorders can severely harm their future outcomes, and disruptive students harm the behavior and learning of their classmates. Yet relatively little is known about wide-scale interventions designed to improve children's behavior and mental health. This is the first nationally representative study of the provision, financing, and impact of school-site mental health services for young children. Elementary school counselors are school employees who provide mental health services to all types of students, typically meeting with students one-on-one or in small groups. Given counselors' nonrandom assignment to schools, it is particularly challenging to estimate the impact of these counselors on student outcomes. First, cross-state differences in policies provide descriptive evidence that students in states with more aggressive elementary counseling policies make greater test score gains and are less likely to report internalizing or externalizing problem behaviors compared to students with similar observed characteristics in similar schools in other states. Next, difference-in-differences estimates exploiting both the timing and the targeted grade levels of states' counseling policy changes provide evidence that elementary counselors substantially influence teachers' perceptions of school climate. The adoption of state-funded counselor subsidies or minimum counselor–student ratios reduces the fraction of teachers reporting that their instruction suffers due to student misbehavior and reduces the fractions reporting problems with students physically fighting each other, cutting class, stealing, or using drugs. These findings imply that there may be substantial public and private benefits derived from providing additional elementary school counselors.
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International Nuclear Information System (INIS)
Mirrione, M.M.; Schulz, D.; Dewey, S.L.; Henn, F.A.
2009-01-01
The learned helplessness paradigm has been repeatedly shown to correlate with neurobiological aspects of depression in humans. In this model, rodents are exposed inescapable foot-shock in order to reveal susceptibility to escape deficit, defined as 'learned helplessness' (LH). Few methods are available to probe the neurobiological aspects underlying the differences in susceptibility in the living animal, thus far being limited to studies examining regional neurochemical changes with microdialysis. With the widespread implementation of small animal neuroimaging methods, including positron emission tomography (PET), it is now possible to explore the living brain on a systems level to define regional changes that may correlate with vulnerability to stress. In this study, 12 wild type Sprague-Dawley rats were exposed to 40 minutes of inescapable foot-shock followed by metabolic imaging using 2-deoxy-2[ 18 F]fluoro-D-glucose (18-FDG) 1 hour later. The escape test was performed on these rats 48 hours later (to accommodate radiotracer decay), where they were given the opportunity to press a lever to shut off the shock. A region of interest (ROI) analysis was used to investigate potential correlations (Pearson Regression Coefficients) between regional 18-FDG uptake following inescapable shock and subsequent learned helpless behavior (time to finish the test; number of successful lever presses within 20 seconds of shock onset). ROI analysis revealed a significant positive correlation between time to finish and 18-FDG uptake, and a negative correlation between lever presses and uptake, in the medial thalamic area (p=0.033, p=0.036). This ROI included the paraventricular thalamus, mediodorsal thalamus, and the habenula. In an effort to account for possible spillover artifact, the posterior thalamic area (including ventral medial and lateral portions) was also evaluated but did not reveal significant correlations (p=0.870, p=0.897). No other significant correlations were found
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Competing irreversible cooperative reactions on polymer chains
International Nuclear Information System (INIS)
Evans, J.W.; Hoffman, D.K.; Burgess, D.R.
1984-01-01
We analyze model processes involving competition between several irreversible reactions at the sites of a 1D, infinite, uniform polymer chain. These reactions can be cooperative, i.e., the corresponding rates depend on the state of the surrounding sites. An infinite hierarchy of rate equations is readily derived for the probabilities of various subconfigurations. By exploiting a shielding property of suitable blocks of unreacted sites, we show how exact hierarchy truncation and solution is sometimes possible. The behavior of solutions is illustrated in several cases by plotting families of ''reaction trajectories'' for varying ratios of reactant concentrations. As a specific application, we consider competition between coordination of ZnCl 2 to pairs of oxygen atoms and to single oxygen atoms in poly(propylene oxide). The observed glass transition temperature behavior is eludicated
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Sequential charged particle reaction
International Nuclear Information System (INIS)
Hori, Jun-ichi; Ochiai, Kentaro; Sato, Satoshi; Yamauchi, Michinori; Nishitani, Takeo
2004-01-01
The effective cross sections for producing the sequential reaction products in F82H, pure vanadium and LiF with respect to the 14.9-MeV neutron were obtained and compared with the estimation ones. Since the sequential reactions depend on the secondary charged particles behavior, the effective cross sections are corresponding to the target nuclei and the material composition. The effective cross sections were also estimated by using the EAF-libraries and compared with the experimental ones. There were large discrepancies between estimated and experimental values. Additionally, we showed the contribution of the sequential reaction on the induced activity and dose rate in the boundary region with water. From the present study, it has been clarified that the sequential reactions are of great importance to evaluate the dose rates around the surface of cooling pipe and the activated corrosion products. (author)
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Reinforcement learning in supply chains.
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.
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International Nuclear Information System (INIS)
Elving, P.J.; Schmakel, C.O.; Santhanam, K.S.V.
1976-01-01
Illustrations of the application of analytical chemical techniques to the study of chemical phenomena are given. In particular, electrochemical techniques and methodology and, to a lesser extent, spectrophotometry were used to investigate the solution behavior, adsorption, redox processes including coupled chemical reactions, and allied aspects of biologically significant compounds and of their intermediate and final redox products, e.g., the behavior of the free radicals produced by initial one-electron processes. This approach is illustrated by the consideration of the behavior in aqueous and nonaqueous media of a sequence of compounds ranging from nicotinamide (3-carbamoylpyridine) to NAD + and NADP + ; the latter compounds function as coenzymes for the pyridinoproteins which are principal components in the Krebs citric acid cycle and in the electron transport chain in biological redox reactions. The discussion is presented under the following section headings: interpretation of electrochemical behavior; mechanistic patterns; kinetic aspects of charge-transfer and chemical reactions; correlation with theoretically calculated parameters; and, mechanisms of biological oxidation-reduction reactions. The use of pulse radiolysis, chronopotentiometric, and cyclic voltammetric methods in studies on free radical dimerization rates is reviewed in the discussion of the kinetic aspects of charge-transfer and chemical reactions. (188 references)
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Human place and response learning: navigation strategy selection, pupil size and gaze behavior.
de Condappa, Olivier; Wiener, Jan M
2016-01-01
In this study, we examined the cognitive processes and ocular behavior associated with on-going navigation strategy choice using a route learning paradigm that distinguishes between three different wayfinding strategies: an allocentric place strategy, and the egocentric associative cue and beacon response strategies. Participants approached intersections of a known route from a variety of directions, and were asked to indicate the direction in which the original route continued. Their responses in a subset of these test trials allowed the assessment of strategy choice over the course of six experimental blocks. The behavioral data revealed an initial maladaptive bias for a beacon response strategy, with shifts in favor of the optimal configuration place strategy occurring over the course of the experiment. Response time analysis suggests that the configuration strategy relied on spatial transformations applied to a viewpoint-dependent spatial representation, rather than direct access to an allocentric representation. Furthermore, pupillary measures reflected the employment of place and response strategies throughout the experiment, with increasing use of the more cognitively demanding configuration strategy associated with increases in pupil dilation. During test trials in which known intersections were approached from different directions, visual attention was directed to the landmark encoded during learning as well as the intended movement direction. Interestingly, the encoded landmark did not differ between the three navigation strategies, which is discussed in the context of initial strategy choice and the parallel acquisition of place and response knowledge.
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Voss, Joel L; Warren, David E; Gonsalves, Brian D; Federmeier, Kara D; Tranel, Dan; Cohen, Neal J
2011-08-02
Effective exploratory behaviors involve continuous updating of sensory sampling to optimize the efficacy of information gathering. Despite some work on this issue in animals, little information exists regarding the cognitive or neural mechanisms for this sort of behavioral optimization in humans. Here we examined a visual exploration phenomenon that occurred when human subjects studying an array of objects spontaneously looked "backward" in their scanning paths to view recently seen objects again. This "spontaneous revisitation" of recently viewed objects was associated with enhanced hippocampal activity and superior subsequent memory performance in healthy participants, but occurred only rarely in amnesic patients with severe damage to the hippocampus. These findings demonstrate the necessity of the hippocampus not just in the aspects of long-term memory with which it has been associated previously, but also in the short-term adaptive control of behavior. Functional neuroimaging showed hippocampal engagement occurring in conjunction with frontocerebellar circuits, thereby revealing some of the larger brain circuitry essential for the strategic deployment of information-seeking behaviors that optimize learning.
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Reaction rate oscillations during catalytic CO oxidation: A brief overview
Tsotsis, T. T.; Sane, R. C.
1987-01-01
It is not the intent here to present a comprehensive review of the dynamic behavior of the catalytic oxidation of CO. This reaction is one of the most widely studied in the field of catalysis. A review paper by Engel and Ertl has examined the basic kinetic and mechanistic aspects, and a comprehensive paper by Razon and Schmitz was recently devoted to its dynamic behavior. Those interested in further study of the subject should consult these reviews and a number of general review papers on catalytic reaction dynamics. The goal is to present a brief overview of certain interesting aspects of the dynamic behavior of this reaction and to discuss a few questions and issues, which are still the subject of study and debate.
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Curtis, Britni; Liberato, Noelle; Rulien, Megan; Morrisroe, Kelly; Kenney, Caroline; Yutuc, Vernon; Ferrier, Clayton; Marti, C. Nathan; Mandell, Dorothy; Burbacher, Thomas M.; Sackett, Gene P.
2015-01-01
Background In the 1990s, the mercury-based preservative thimerosal was used in most pediatric vaccines. Although there are currently only two thimerosal-containing vaccines (TCVs) recommended for pediatric use, parental perceptions that vaccines pose safety concerns are affecting vaccination rates, particularly in light of the much expanded and more complex schedule in place today. Objectives The objective of this study was to examine the safety of pediatric vaccine schedules in a non-human primate model. Methods We administered vaccines to six groups of infant male rhesus macaques (n = 12–16/group) using a standardized thimerosal dose where appropriate. Study groups included the recommended 1990s Pediatric vaccine schedule, an accelerated 1990s Primate schedule with or without the measles–mumps–rubella (MMR) vaccine, the MMR vaccine only, and the expanded 2008 schedule. We administered saline injections to age-matched control animals (n = 16). Infant development was assessed from birth to 12 months of age by examining the acquisition of neonatal reflexes, the development of object concept permanence (OCP), computerized tests of discrimination learning, and infant social behavior. Data were analyzed using analysis of variance, multilevel modeling, and survival analyses, where appropriate. Results We observed no group differences in the acquisition of OCP. During discrimination learning, animals receiving TCVs had improved performance on reversal testing, although some of these same animals showed poorer performance in subsequent learning-set testing. Analysis of social and nonsocial behaviors identified few instances of negative behaviors across the entire infancy period. Although some group differences in specific behaviors were reported at 2 months of age, by 12 months all infants, irrespective of vaccination status, had developed the typical repertoire of macaque behaviors. Conclusions This comprehensive 5-year case–control study, which closely examined