Keij, B.M.; Kager, R.W.J.
In this chapter the early acquisition of word stress is discussed. This study is aimed at examining rhythmic preferences for either strong-weak or weak-strong stress patterns of Dutch-learning infants between 4 and 8 months of age. It is complementary to previous rhythmic preference studies
Keij, B.M.|info:eu-repo/dai/nl/374786097; Kager, R.W.J.|info:eu-repo/dai/nl/072294124
In this chapter the early acquisition of word stress is discussed. This study is aimed at examining rhythmic preferences for either strong-weak or weak-strong stress patterns of Dutch-learning infants between 4 and 8 months of age. It is complementary to previous rhythmic preference studies
Brain processes underlying the production and perception of rhythm indicate considerable flexibility in how physical signals are interpreted. This paper explores how that flexibility might play out in rhythmicity in speech and music. There is much in common across the two domains, but there are also significant differences. Interpretations are explored that reconcile some of the differences, particularly with respect to how functional properties modify the rhythmicity of speech, within limits imposed by its structural constraints. Functional and structural differences mean that music is typically more rhythmic than speech, and that speech will be more rhythmic when the emotions are more strongly engaged, or intended to be engaged. The influence of rhythmicity on attention is acknowledged, and it is suggested that local increases in rhythmicity occur at times when attention is required to coordinate joint action, whether in talking or music-making. Evidence is presented which suggests that while these short phases of heightened rhythmical behaviour are crucial to the success of transitions in communicative interaction, their modality is immaterial: they all function to enhance precise temporal prediction and hence tightly coordinated joint action. © 2014 The Author(s) Published by the Royal Society. All rights reserved.
Brain processes underlying the production and perception of rhythm indicate considerable flexibility in how physical signals are interpreted. This paper explores how that flexibility might play out in rhythmicity in speech and music. There is much in common across the two domains, but there are also significant differences. Interpretations are explored that reconcile some of the differences, particularly with respect to how functional properties modify the rhythmicity of speech, within limits imposed by its structural constraints. Functional and structural differences mean that music is typically more rhythmic than speech, and that speech will be more rhythmic when the emotions are more strongly engaged, or intended to be engaged. The influence of rhythmicity on attention is acknowledged, and it is suggested that local increases in rhythmicity occur at times when attention is required to coordinate joint action, whether in talking or music-making. Evidence is presented which suggests that while these short phases of heightened rhythmical behaviour are crucial to the success of transitions in communicative interaction, their modality is immaterial: they all function to enhance precise temporal prediction and hence tightly coordinated joint action. PMID:25385776
Bove, Marco; Tacchino, Andrea; Pelosin, Elisa; Moisello, Clara; Abbruzzese, Giovanni; Ghilardi, M Felice
Observation of people performing movements facilitates motor planning, execution and memory formation. Tempo, a crucial aspect involved in the execution of rhythmic movements, is normally perceived and learned through auditory channels. In this work, we ascertained whether: first, the frequency of self-paced finger movements (SPMs), which in normal subjects is around 2 Hz, is modified by prior observation of movements performed at either 1 or 3 Hz; second, such changes are lasting; third, there is an effect of time interval between observation and performance. We finally determined the effect of providing explicit information about the upcoming motor task. Seventy-two normal subjects (12 groups) performed a simple finger sequence at different intervals after observation of videos of either landscapes or finger opposition movements. Both with and without information about the upcoming task, observation influenced the tempo of SPMs and led to memory formation. With knowledge of the upcoming task, such changes occurred at all observation-execution intervals, while without instructions, changes took place only when SPMs were performed immediately after observation. Compared to explicit instructions, the absence of instructions produced tempo's changes that more closely resembled the observed rhythms. We conclude that learning requires a prompt comparison between visual and sensorimotor representations of movements; moreover, learning with explicit instructions is more efficient, as activity in both the dorsal and ventral streams might be potentiated by the chatecholaminergic attentional systems that promote long-term potentiation. These results provide the bases for novel neurorehabilitation strategies in terms of temporal re-organization of movement.
Marchal-Crespo, Laura; Bannwart, Mathias; Riener, Robert; Vallery, Heike
Bouncing a ball with a racket is a hybrid rhythmic-discrete motor task, combining continuous rhythmic racket movements with discrete impact events. Rhythmicity is exceptionally important in motor learning, because it underlies fundamental movements such as walking. Studies suggested that rhythmic and discrete movements are governed by different control mechanisms at different levels of the Central Nervous System. The aim of this study is to evaluate the effect of fixed/fading haptic guidance on learning to bounce a ball to a desired apex in virtual reality with varying gravity. Changing gravity changes dominance of rhythmic versus discrete control: The higher the value of gravity, the more rhythmic the task; lower values reduce the bouncing frequency and increase dwell times, eventually leading to a repetitive discrete task that requires initiation and termination, resembling target-oriented reaching. Although motor learning in the ball-bouncing task with varying gravity has been studied, the effect of haptic guidance on learning such a hybrid rhythmic-discrete motor task has not been addressed. We performed an experiment with thirty healthy subjects and found that the most effective training condition depended on the degree of rhythmicity: Haptic guidance seems to hamper learning of continuous rhythmic tasks, but it seems to promote learning for repetitive tasks that resemble discrete movements.
Fernández-Sotos, Alicia; Fernández-Caballero, Antonio; Latorre, José M
This article is based on the assumption of musical power to change the listener's mood. The paper studies the outcome of two experiments on the regulation of emotional states in a series of participants who listen to different auditions. The present research focuses on note value, an important musical cue related to rhythm. The influence of two concepts linked to note value is analyzed separately and discussed together. The two musical cues under investigation are tempo and rhythmic unit. The participants are asked to label music fragments by using opposite meaningful words belonging to four semantic scales, namely "Tension" (ranging from Relaxing to Stressing), "Expressiveness" (Expressionless to Expressive), "Amusement" (Boring to Amusing) and "Attractiveness" (Pleasant to Unpleasant). The participants also have to indicate how much they feel certain basic emotions while listening to each music excerpt. The rated emotions are "Happiness," "Surprise," and "Sadness." This study makes it possible to draw some interesting conclusions about the associations between note value and emotions.
Alfred Oliver Effenberg
learn a closed motor skill (technique acquisition of indoor rowing. One group was treated with visual information and two groups with audiovisual information (sonification vs. natural sounds. For all three groups learning became evident and remained stable. Participants treated with additional movement sonification showed better performance compared to both other groups. Results indicate that movement sonification enhances motor learning of a complex gross motor skill – even exceeding usually expected acoustic rhythmical effects on motor learning.
Effenberg, Alfred O; Fehse, Ursula; Schmitz, Gerd; Krueger, Bjoern; Mechling, Heinz
motor skill (technique acquisition of indoor rowing). One group was treated with visual information and two groups with audiovisual information (sonification vs. natural sounds). For all three groups learning became evident and remained stable. Participants treated with additional movement sonification showed better performance compared to both other groups. Results indicate that movement sonification enhances motor learning of a complex gross motor skill-even exceeding usually expected acoustic rhythmic effects on motor learning.
Effenberg, Alfred O.; Fehse, Ursula; Schmitz, Gerd; Krueger, Bjoern; Mechling, Heinz
motor skill (technique acquisition of indoor rowing). One group was treated with visual information and two groups with audiovisual information (sonification vs. natural sounds). For all three groups learning became evident and remained stable. Participants treated with additional movement sonification showed better performance compared to both other groups. Results indicate that movement sonification enhances motor learning of a complex gross motor skill—even exceeding usually expected acoustic rhythmic effects on motor learning. PMID:27303255
Rotstein, Horacio G; Schneider, Elisa; Szczupak, Lidia
Motoneurons are not mere output units of neuronal circuits that control motor behavior but participate in pattern generation. Research on the circuit that controls the crawling motor behavior in leeches indicated that motoneurons participate as modulators of this rhythmic motor pattern. Crawling results from successive bouts of elongation and contraction of the whole leech body. In the isolated segmental ganglia, dopamine can induce a rhythmic antiphasic activity of the motoneurons that control contraction (DE-3 motoneurons) and elongation (CV motoneurons). The study was performed in isolated ganglia where manipulation of the activity of specific motoneurons was performed in the course of fictive crawling ( crawling ). In this study, the membrane potential of CV was manipulated while crawling was monitored through the rhythmic activity of DE-3. Matching behavioral observations that show that elongation dominates the rhythmic pattern, the electrophysiological activity of CV motoneurons dominates the cycle. Brief excitation of CV motoneurons during crawling episodes resets the rhythmic activity of DE-3, indicating that CV feeds back to the rhythmic pattern generator. CV hyperpolarization accelerated the rhythm to an extent that depended on the magnitude of the cycle period, suggesting that CV exerted a positive feedback on the unit(s) of the pattern generator that controls the elongation phase. A simple computational model was implemented to test the consequences of such feedback. The simulations indicate that the duty cycle of CV depended on the strength of the positive feedback between CV and the pattern generator circuit. SIGNIFICANCE STATEMENT Rhythmic movements of animals are controlled by neuronal networks that have been conceived as hierarchical structures. At the basis of this hierarchy, we find the motoneurons, few neurons at the top control global aspects of the behavior (e.g., onset, duration); and within these two ends, specific neuronal circuits control
Dempsey, Jerome A
The cardioaccelerator and ventilatory responses to rhythmic exercise in the human are commonly viewed as being mediated predominantly via feedforward 'central command' mechanisms, with contributions from locomotor muscle afferents to the sympathetically mediated pressor response. We have assessed the relative contributions of three types of feedback afferents on the cardiorespiratory response to voluntary, rhythmic exercise by inhibiting their normal 'tonic' activity in healthy animals and humans and in chronic heart failure. Transient inhibition of the carotid chemoreceptors during moderate intensity exercise reduced muscle sympathetic nerve activity (MSNA) and increased limb vascular conductance and blood flow; and reducing the normal level of respiratory muscle work during heavier intensity exercise increased limb vascular conductance and blood flow. These cardiorespiratory effects were prevented via ganglionic blockade and were enhanced in chronic heart failure and in hypoxia. Blockade of μ opioid sensitive locomotor muscle afferents, with preservation of central motor output via intrathecal fentanyl: (a) reduced the mean arterial blood pressure (MAP), heart rate and ventilatory responses to all steady state exercise intensities; and (b) during sustained high intensity exercise, reduced O(2) transport, increased central motor output and end-exercise muscle fatigue and reduced endurance performance. We propose that these three afferent reflexes - probably acting in concert with feedforward central command - contribute significantly to preserving O(2) transport to locomotor and to respiratory muscles during exercise. Locomotor muscle afferents also appear to provide feedback concerning the metabolic state of the muscle to influence central motor output, thereby limiting peripheral fatigue development.
Dyer, J F; Stapleton, P; Rodger, M W M
An important question for skill acquisition is whether and how augmented feedback can be designed to improve the learning of complex skills. Auditory information triggered by learners' actions, movement sonification, can enhance learning of a complex bimanual coordination skill, specifically polyrhythmic bimanual shape tracing. However, it is not clear whether the coordination of polyrhythmic sequenced movements is enhanced by auditory-specified timing information alone or whether more complex sound mappings, such as melodic sonification, are necessary. Furthermore, while short-term retention of bimanual coordination performance has been shown with movement sonification training, longer term retention has yet to be demonstrated. In the present experiment, participants learned to trace a diamond shape with one hand while simultaneously tracing a triangle with the other to produce a sequenced 4:3 polyrhythmic timing pattern. Two groups of participants received real-time auditory feedback during training: melodic sonification (individual movements triggered a separate note of a melody) and rhythmic sonification (each movement triggered a percussive sound), while a third control group received no augmented feedback. Task acquisition and performance in immediate retention were superior in the melodic sonification group as compared to the rhythmic sonification and control group. In a 24-h retention phase, a decline in performance in the melodic sonification group was reversed by brief playback of the target pattern melody. These results show that melodic sonification of movement can provide advantages over augmented feedback which only provides timing information by better structuring the sequencing of timed actions, and also allow recovery of complex target patterns of movement after training. These findings have important implications for understanding the role of augmented perceptual information in skill learning, as well as its application to real-world training or
Kauser, H; Roy, S; Pal, A; Sreenivas, V; Mathur, R; Wadhwa, S; Jain, S
Early experience has a profound influence on brain development, and the modulation of prenatal perceptual learning by external environmental stimuli has been shown in birds, rodents and mammals. In the present study, the effect of prenatal complex rhythmic music sound stimulation on postnatal spatial learning, memory and isolation stress was observed. Auditory stimulation with either music or species-specific sounds or no stimulation (control) was provided to separate sets of fertilized eggs from day 10 of incubation. Following hatching, the chicks at age 24, 72 and 120 h were tested on a T-maze for spatial learning and the memory of the learnt task was assessed 24 h after training. In the posthatch chicks at all ages, the plasma corticosterone levels were estimated following 10 min of isolation. The chicks of all ages in the three groups took less (p memory after 24 h of training, only the music-stimulated chicks at posthatch age 24 h took a significantly longer (p music sounds facilitates spatial learning, though the music stimulation transiently impairs postnatal memory. 2011 S. Karger AG, Basel.
Zhu, Qin; Mirich, Todd; Huang, Shaochen; Snapp-Childs, Winona; Bingham, Geoffrey P
Many studies have shown that rhythmic interlimb coordination involves perception of the coupled limb movements, and different sensory modalities can be used. Using visual displays to inform the coupled bimanual movement, novel bimanual coordination patterns can be learned with practice. A recent study showed that similar learning occurred without vision when a coach provided manual guidance during practice. The information provided via the two different modalities may be same (amodal) or different (modality specific). If it is different, then learning with both is a dual task, and one source of information might be used in preference to the other in performing the task when both are available. In the current study, participants learned a novel 90° bimanual coordination pattern without or with visual information in addition to kinesthesis. In posttest, all participants were tested without and with visual information in addition to kinesthesis. When tested with visual information, all participants exhibited performance that was significantly improved by practice. When tested without visual information, participants who practiced using only kinesthetic information showed improvement, but those who practiced with visual information in addition showed remarkably less improvement. The results indicate that (1) the information is not amodal, (2) use of a single type of information was preferred, and (3) the preferred information was visual. We also hypothesized that older participants might be more likely to acquire dual task performance given their greater experience of the two sensory modes in combination, but results were replicated with both 20- and 50-year-olds.
Full Text Available Rhythmic gymnastics is the unique female sport which includes aspects of both artistic gymnastics and dance and is characterized by the use of small apparatuses (e.g., rope, clubs, ribbon, hoop and ball. Many studies compared the balance ability of athletes from different sports, underlying that gymnasts tended to have the best balance ability (Hrysomallis, 2011; Bressel, Yonker, Kras & Heath, 2007. No literature analysed the influence of the competitive experience of rhytmic gymnasts on the static postural balance.Objective: The purpose of the study is to evaluate the influence of years of competitive experience, hours of physical training and competition level on static postural balance in elite rhythmic gymnastics female athletes.
Gebauer, Line; Witek, Maria; Hansen, Niels Chr.
oxytocin. In this study we investigated the role of oxytocin on interpersonal rhythmic synchronization, and its relation to pro-social effects, using an interactive finger tapping setup. Pairs of two tapped together, and both participants in each pair received either oxytocin or a non-active placebo...... as nasal spray. Our preliminary analyses showed trends in which intranasally administered oxytocin improved interpersonal synchronization. In this poster we present the full data set and analysis of the effect of oxytocin on interpersonal synchronization and social bonding....
Chen, Hui-Ya; Chang, Hsiao-Yun; Ju, Yan-Ying; Tsao, Hung-Ting
Rhythmic gymnasts specialise in dynamic balance under sensory conditions of numerous somatosensory, visual, and vestibular stimulations. This study investigated whether adolescent rhythmic gymnasts are superior to peers in Sensory Organisation test (SOT) performance, which quantifies the ability to maintain standing balance in six sensory conditions, and explored whether they plateaued faster during familiarisation with the SOT. Three and six sessions of SOTs were administered to 15 female rhythmic gymnasts (15.0 ± 1.8 years) and matched peers (15.1 ± 2.1 years), respectively. The gymnasts were superior to their peers in terms of fitness measures, and their performance was better in the SOT equilibrium score when visual information was unreliable. The SOT learning effects were shown in more challenging sensory conditions between Sessions 1 and 2 and were equivalent in both groups; however, over time, the gymnasts gained marginally significant better visual ability and relied less on visual sense when unreliable. In conclusion, adolescent rhythmic gymnasts have generally the same sensory organisation ability and learning rates as their peers. However, when visual information is unreliable, they have superior sensory organisation ability and learn faster to rely less on visual sense.
Full Text Available While walking, human beings continuously adjust step length (SpL, step time (SpT, step speed (SpS = SpL/SpT and step width (SpW by integrating both feedforward and feedback mechanisms. These motor control processes result in correlations of gait parameters between consecutive strides (statistical persistence. Constraining gait with a speed cue (treadmill and/or a rhythmic auditory cue (metronome, modifies the statistical persistence to anti-persistence. The objective was to analyze whether the combined effect of treadmill and rhythmic auditory cueing (RAC modified not only statistical persistence, but also fluctuation magnitude (standard deviation, SD, and stationarity of SpL, SpT, SpS and SpW. Twenty healthy subjects performed 6 × 5 min. walking tests at various imposed speeds on a treadmill instrumented with foot-pressure sensors. Freely-chosen walking cadences were assessed during the first three trials, and then imposed accordingly in the last trials with a metronome. Fluctuation magnitude (SD of SpT, SpL, SpS and SpW was assessed, as well as NonStationarity Index (NSI, which estimates the dispersion of local means in the times series (SD of 20 local means over 10 steps. No effect of RAC on fluctuation magnitude (SD was observed. SpW was not modified by RAC, what is likely the evidence that lateral foot placement is separately regulated. Stationarity (NSI was modified by RAC in the same manner as persistent pattern: Treadmill induced low NSI in the time series of SpS, and high NSI in SpT and SpL. On the contrary, SpT, SpL and SpS exhibited low NSI under RAC condition. We used relatively short sample of consecutive strides (100 as compared to the usual number of strides required to analyze fluctuation dynamics (200 to 1000 strides. Therefore, the responsiveness of stationarity measure (NSI to cued walking opens the perspective to perform short walking tests that would be adapted to patients with a reduced gait perimeter.
Wang, L; Liu, L; Magome, N; Agladze, K; Chen, Y
In conventional primary cultures, cardiac cells prepared from a newborn rat undergo spontaneous formation of cell clusters after several days. These cell clusters may be non-homogeneously distributed on a flat surface and show irregular beating which can be recorded by calcium ion imaging. In order to improve the cell cluster homogeneity and the beating regularity, patterned topographic features were used to guide the cellular growth and the cell layer formation. On the substrate with an array of broadly spaced cross features made of photoresist, cells grew on the places that were not occupied by the crosses and thus formed a cell layer with interconnected cell clusters. Accordingly, spatially coordinated regular beating could be recorded over the whole patterned area. In contrast, when cultured on the substrate with broadly spaced but inter-connected cross features, the cardiac cell layer showed beatings which were neither coordinated in space nor regular in time. Finally, when cultured on the substrate with narrowly spaced features, the cell beating became spatially coordinated but still remained irregular. Our results suggest a way to improve the rhythmic property of cultured cardiac cell layers which might be useful for further investigations. (paper)
Barbara Raquel Agostini
Full Text Available Rhythmic gymnastics (RG athletes need high-performance training since a high degree of precision is required in their exercises. Plyometric training (PT has been used to improve athletes' neuromuscular function, explosive performance and strength in competition. The object of this study was to assess the efficiency of PT in improving the performance of RG athletes in the juvenile and adult categories over 12 months, by incorporating PT into two training macrocycles. Thirty athletes were selected; they were divided randomly into a control group (CG and an experimental group (EG of 15 athletes each. Two 6-month training macrocycles were drawn up for the EG in which they maintained normal training with the addition of PT. The CG maintained its normal training. Three tests were used for the assessment: vertical jump, horizontal jump and agility, assessed at 5 different moments. After 12 months it was observed an improvement in test performance in both groups, with a more significant improvement in the EG when compared to the CG. The addition of PT to normal training improved the performance of athletes by developing greater power in the lower limbs, increasing their capacity in vertical jump, horizontal jump and agility.
Haegens, Saskia; Nácher, Verónica; Luna, Rogelio; Romo, Ranulfo; Jensen, Ole
Extensive work in humans using magneto- and electroencephalography strongly suggests that decreased oscillatory α-activity (8-14 Hz) facilitates processing in a given region, whereas increased α-activity serves to actively suppress irrelevant or interfering processing. However, little work has been done to understand how α-activity is linked to neuronal firing. Here, we simultaneously recorded local field potentials and spikes from somatosensory, premotor, and motor regions while a trained monkey performed a vibrotactile discrimination task. In the local field potentials we observed strong activity in the α-band, which decreased in the sensorimotor regions during the discrimination task. This α-power decrease predicted better discrimination performance. Furthermore, the α-oscillations demonstrated a rhythmic relation with the spiking, such that firing was highest at the trough of the α-cycle. Firing rates increased with a decrease in α-power. These findings suggest that α-oscillations exercise a strong inhibitory influence on both spike timing and firing rate. Thus, the pulsed inhibition by α-oscillations plays an important functional role in the extended sensorimotor system.
Bouwer, F.L.; Werner, C.M.; Knetemann, M.; Honing, H.
Beat perception is the ability to perceive temporal regularity in musical rhythm. When a beat is perceived, predictions about upcoming events can be generated. These predictions can influence processing of subsequent rhythmic events. However, statistical learning of the order of sounds in a sequence
Sallat, Stephan; Jentschke, Sebastian
Language and music share many properties, with a particularly strong overlap for prosody. Prosodic cues are generally regarded as crucial for language acquisition. Previous research has indicated that children with SLI fail to make use of these cues. As processing of prosodic information involves similar skills to those required in music perception, we compared music perception skills (melodic and rhythmic-melodic perception and melody recognition) in a group of children with SLI (N = 29, five-year-olds) to two groups of controls, either of comparable age (N = 39, five-year-olds) or of age closer to the children with SLI in their language skills and about one year younger (N = 13, four-year-olds). Children with SLI performed in most tasks below their age level, closer matching the performance level of younger controls with similar language skills. These data strengthen the view of a strong relation between language acquisition and music processing. This might open a perspective for the possible use of musical material in early diagnosis of SLI and of music in SLI therapy. PMID:26508812
Sallat, Stephan; Jentschke, Sebastian
Language and music share many properties, with a particularly strong overlap for prosody. Prosodic cues are generally regarded as crucial for language acquisition. Previous research has indicated that children with SLI fail to make use of these cues. As processing of prosodic information involves similar skills to those required in music perception, we compared music perception skills (melodic and rhythmic-melodic perception and melody recognition) in a group of children with SLI (N = 29, five-year-olds) to two groups of controls, either of comparable age (N = 39, five-year-olds) or of age closer to the children with SLI in their language skills and about one year younger (N = 13, four-year-olds). Children with SLI performed in most tasks below their age level, closer matching the performance level of younger controls with similar language skills. These data strengthen the view of a strong relation between language acquisition and music processing. This might open a perspective for the possible use of musical material in early diagnosis of SLI and of music in SLI therapy.
Full Text Available Language and music share many properties, with a particularly strong overlap for prosody. Prosodic cues are generally regarded as crucial for language acquisition. Previous research has indicated that children with SLI fail to make use of these cues. As processing of prosodic information involves similar skills to those required in music perception, we compared music perception skills (melodic and rhythmic-melodic perception and melody recognition in a group of children with SLI (N=29, five-year-olds to two groups of controls, either of comparable age (N=39, five-year-olds or of age closer to the children with SLI in their language skills and about one year younger (N=13, four-year-olds. Children with SLI performed in most tasks below their age level, closer matching the performance level of younger controls with similar language skills. These data strengthen the view of a strong relation between language acquisition and music processing. This might open a perspective for the possible use of musical material in early diagnosis of SLI and of music in SLI therapy.
Bouwer, Fleur L; Werner, Carola M; Knetemann, Myrthe; Honing, Henkjan
Beat perception is the ability to perceive temporal regularity in musical rhythm. When a beat is perceived, predictions about upcoming events can be generated. These predictions can influence processing of subsequent rhythmic events. However, statistical learning of the order of sounds in a sequence can also affect processing of rhythmic events and must be differentiated from beat perception. In the current study, using EEG, we examined the effects of attention and musical abilities on beat perception. To ensure we measured beat perception and not absolute perception of temporal intervals, we used alternating loud and soft tones to create a rhythm with two hierarchical metrical levels. To control for sequential learning of the order of the different sounds, we used temporally regular (isochronous) and jittered rhythmic sequences. The order of sounds was identical in both conditions, but only the regular condition allowed for the perception of a beat. Unexpected intensity decrements were introduced on the beat and offbeat. In the regular condition, both beat perception and sequential learning were expected to enhance detection of these deviants on the beat. In the jittered condition, only sequential learning was expected to affect processing of the deviants. ERP responses to deviants were larger on the beat than offbeat in both conditions. Importantly, this difference was larger in the regular condition than in the jittered condition, suggesting that beat perception influenced responses to rhythmic events in addition to sequential learning. The influence of beat perception was present both with and without attention directed at the rhythm. Moreover, beat perception as measured with ERPs correlated with musical abilities, but only when attention was directed at the stimuli. Our study shows that beat perception is possible when attention is not directed at a rhythm. In addition, our results suggest that attention may mediate the influence of musical abilities on beat
Siegler, Robert S.
Discusses how children's knowledge can be measured/described, knowledge patterns across diverse concepts, interaction of knowledge/learning, and ways children construct more advanced problem-solving rules to replace less adequate ones. Evidence, drawn from studies on children's acquisition of knowledge about balance beams, suggests that knowledge…
experience of discontinuity is not overly disorganizing. For instance, if an object is absent for more than a certain amount of time, it is no longer alive in the infant's mind and despair is inevitable. This prompts us to think carefully about the separation experiences we impose upon babies and their duration. Rhythms of security set in right from the beginning of early childhood, or even in utero. The author gives an example of recourse to inner rhythmicity in an 8 - or 9-month-old baby, which serves to ground the baby's sense of security. In infants, as in each one of us, rhythmicity organizes a foundation of permanence and bridges the gap created by separation. If leaning on sensations and creating neo-rhythms fails to repair the discontinuities, the baby will plunge into experiences of chaos and confusion, as seen, for example, in inconsolability. Even in this latter case, one can find a rhythmicity in the infant's crying, for example, as if the baby didn't want to be separated from the sorrow, a sort of paradoxical companion. Traces of all these primitive defenses can be found in the older child and in adult psychopathology. The importance of rhythmicity is stressed in relation to learning, which involves the experience of otherness and reality, and the rhythmic patterns of engagement and withdrawal support the integration process. The same holds true for the caretaking relationship: rhythmic involvement supports coming together, sharing, and understanding. In all of these situations, the parent, the teacher, the caregiver, must adapt to the child, the pupil, the patient; the external rhythms must fit the internal rhythm of the subject. Copyright © 2015 L’Encéphale. Published by Elsevier Masson SAS.. All rights reserved.
Cinematic virtual reality is a new and relatively unexplored area in academia. While research in guiding the spectator's attention in this new medium has been conducted for some time, a focus on editing in conjunction with spectator orientation is only currently emerging. In this paper, we consid...... in rhythm perception, and complement it with applications in traditional editing. Through the notion of multimodal listening we provide guidelines that can be used in rhythmic and sonic interaction design in VR....
Höhle, Barbara; Pauen, Sabina; Hesse, Volker; Weissenborn, Jürgen
In this article we report on early rhythmic discrimination performance of children who participated in a longitudinal study following children from birth to their 6th year of life. Thirty-four children including 8 children with a family risk for developmental language impairment were tested on the discrimination of trochaic and iambic disyllabic…
Full Text Available The article is devoted to the problem of implementing drama techniques into the process of developing young learners’ rhythmic and intonation skills. The main task of learning the foreign language is using it as a mean of pupils’ communication in oral and written forms. The author proves that drama techniques integrate successfully all types of speech activities. It is specified that this method transfers the focus from teaching grammatically correct speech to training clear and effective communication. The author emphasizes on that sentence stress and speed of speech has the greatest influence on the rhythm. The application of these drama techniques are thought to increase primary school pupils’ level of motivation to master the language skills perfectly, it provides a positive psychological climate in English classes. The teachers’ role has a tendency to minimizing. They act as facilitators. In author’s opinion if they do impose the authority implementing drama activities into the classroom, the educational value of drama techniques will be never gained. It is also disclosed that rhythmic and intonation skills shouldn’t be formed spontaneously, the process of their development has to be conducted in certain stages (presentation and production to make pupils’ speech fluent and pronunciation clear, introducing the exercises based on drama techniques. At the stage of presentation the following exercises have the most methodological value: speed dictations, dictogloss, asking questions to practise recognizing word boundaries, matching phrases to stress patterns, marking stresses and weak forms, authentic listening. At production stage they suggest using exercises like play reading and play production. The following pieces of drama texts are recommended to be applied for teaching primary school children: jazz chants, poems, scripted plays and simple scenes from different movie genres. It is also proved that drama techniques and
Hwang, Heeyoun; Cho, Man-Ho; Hahn, Bum-Soo; Lim, Hyemin; Kwon, Yong-Kook; Hahn, Tae-Ryong; Bhoo, Seong Hee
Many aspects of plant metabolism that are involved in plant growth and development are influenced by light-regulated diurnal rhythms as well as endogenous clock-regulated circadian rhythms. To identify the rhythmic proteins in rice, periodically grown (12h light/12h dark cycle) seedlings were harvested for three days at six-hour intervals. Continuous dark-adapted plants were also harvested for two days. Among approximately 3000 reproducible protein spots on each gel, proteomic analysis ascertained 354 spots (~12%) as light-regulated rhythmic proteins, in which 53 spots showed prolonged rhythm under continuous dark conditions. Of these 354 ascertained rhythmic protein spots, 74 diurnal spots and 10 prolonged rhythmic spots under continuous dark were identified by MALDI-TOF MS analysis. The rhythmic proteins were functionally classified into photosynthesis, central metabolism, protein synthesis, nitrogen metabolism, stress resistance, signal transduction and unknown. Comparative analysis of our proteomic data with the public microarray database (the Plant DIURNAL Project) and RT-PCR analysis of rhythmic proteins showed differences in rhythmic expression phases between mRNA and protein, suggesting that the clock-regulated proteins in rice are modulated by not only transcriptional but also post-transcriptional, translational, and/or post-translational processes. 2011 Elsevier B.V. All rights reserved.
Vuust, Peter; Witek, Maria A G
Musical rhythm, consisting of apparently abstract intervals of accented temporal events,has a remarkable capacity to move our minds and bodies. How does the cognitive systemenable our experiences of rhythmically complex music? In this paper, we describe somecommon forms of rhythmic complexity...
Alexander K Khalil
Full Text Available Synchrony, or the coordinated processing of time, is an often-overlooked yet critical context for human interaction. This study tests the relationship between the ability to synchronize rhythmically in a group setting with the ability to attend in 102 elementary schoolchildren. Impairments in temporal processing have frequently been shown to exist in clinical populations with learning disorders, particularly those with Attention Deficit Hyperactivity Disorder (ADHD. Based on this evidence, we hypothesized that the ability to synchronize rhythmically in a group setting—an instance of the type of temporal processing necessary for successful interaction and learning—would be correlated with the ability to attend across the continuum of the population. A music class is an ideal setting for the study of interpersonal timing. In order to measure synchrony in this context, we constructed instruments that allowed the recording and measurement of individual rhythmic performance. The SWAN teacher questionnaire was used as a measurement of attentional behavior. We find that the ability to synchronize with others in a group music class can predict a child’s attentional behavior.
Hauge Torunn Bakken
Full Text Available Rhythmic music pedagogy is a relatively new Scandinavian approach to classroom music education that offers a variety of methods and strategies for teaching and learning music, especially within the performance of improvised and rhythmic music. This article is based on two earlier projects published in Norwegian, in which the concept of rytmisk musikkpedagogikk (or “rhythmic music pedagogy” as well as its applications and implications were thoroughly described. This research confirms that rhythmic music pedagogy may be an effective strategy for learning music in general, but most especially for learning skills associated with ensemble musicianship and playing by ear. In a multicultural and fluid society in which there are tendencies toward passivity and fragmentation, it may be more important than ever to maintain the idea of music as a collaborative creative process that extends across borders; in this context, rhythmic music pedagogy can play a central role in children’s social development. As a social medium, ensemble playing requires the participant to decentralize socially, since the perspectives of the other participants are necessary for a successful performance. The activity’s general potential for re-structuring social settings and moving boundaries in a positive way should not be underestimated.
Bozanic, Ana; Miletic, Durdica
The aims of this study were to determine possible differences between the sexes in specific rhythmic gymnastics techniques, and to examine the influence of various aspects of technique on rhythmic composition performance. Seventy-five students aged 21 ± 2 years (45 males, 30 female) undertook four test sessions to determine: coefficients of asymmetry, stability, versatility, and the two rhythmic compositions (without apparatus and with rope). An independent-sample t-test revealed sex-based differences in technique acquisition: stability for ball (P rhythmic composition without apparatus (P analysis revealed that the variables for assessing stability (beta = 0.44; P rhythmic composition performance of females, and the variables for assessing asymmetry (beta = -0.38; P rhythmic composition performance of males. The results suggest that female students dominate in body skill technique, while male students have the advantage with apparatus. There was a lack of an expressive aesthetic component in performance for males. The need for ambidexterity should be considered in the planning of training programmes.
Full Text Available Studied time dynamics (during 60 mines a level oxide nitric (NO in cross cuts of roots 2 – day etiolated seedlings of pea sowing (Pisum sativum L. by use of fluorescent probe DAF-2DA and a fluorescent microscope depending on action exogenous calcium (Ca2+. During an exposition of seedlings on water, solution CaCl2 are shown fluctuation in level NO in roots – his increase and decrease that testifies to the certain rhythm in generation NO. Exogenous factors (Ca2+ change time dynamics of level NO in comparison with variant “water”. Ca2+chelate EGTA removes action exogenous calcium on rhythmical change of a level NO in roots. Results are discussed in aspect of close interference of signaling systems and molecules (Ca2+, NO, Н2О2.
Full Text Available Rhythms, or patterns in time, play a vital role in both speech and music. Proficiency in a number of rhythm skills has been linked to language ability, suggesting that certain rhythmic processes in music and language rely on overlapping resources. However, a lack of understanding about how rhythm skills relate to each other has impeded progress in understanding how language relies on rhythm processing. In particular, it is unknown whether all rhythm skills are linked together, forming a single broad rhythmic competence, or whether there are multiple dissociable rhythm skills. We hypothesized that beat tapping and rhythm memory/sequencing form two separate clusters of rhythm skills. This hypothesis was tested with a battery of two beat tapping and two rhythm memory tests. Here we show that tapping to a metronome and the ability to adjust to a changing tempo while tapping to a metronome are related skills. The ability to remember rhythms and to drum along to repeating rhythmic sequences are also related. However, we found no relationship between beat tapping skills and rhythm memory skills. Thus, beat tapping and rhythm memory are dissociable rhythmic aptitudes. This discovery may inform future research disambiguating how distinct rhythm competencies track with specific language functions.
Tierney, Adam; Kraus, Nina
Rhythms, or patterns in time, play a vital role in both speech and music. Proficiency in a number of rhythm skills has been linked to language ability, suggesting that certain rhythmic processes in music and language rely on overlapping resources. However, a lack of understanding about how rhythm skills relate to each other has impeded progress in understanding how language relies on rhythm processing. In particular, it is unknown whether all rhythm skills are linked together, forming a single broad rhythmic competence, or whether there are multiple dissociable rhythm skills. We hypothesized that beat tapping and rhythm memory/sequencing form two separate clusters of rhythm skills. This hypothesis was tested with a battery of two beat tapping and two rhythm memory tests. Here we show that tapping to a metronome and the ability to adjust to a changing tempo while tapping to a metronome are related skills. The ability to remember rhythms and to drum along to repeating rhythmic sequences are also related. However, we found no relationship between beat tapping skills and rhythm memory skills. Thus, beat tapping and rhythm memory are dissociable rhythmic aptitudes. This discovery may inform future research disambiguating how distinct rhythm competencies track with specific language functions. PMID:26376489
a brain region associated with motivation and reward learning. Further, individuals’ level of striatal activity in response to consensus tracks...experiment. Economics Letters, 2001. 71(3): p. 397-404. 14. Ledyard, J., Public goods: A survey of experimental research. Pub Econ , 1994.
Keitel, Christian; Thut, Gregor; Gross, Joachim
Neural processing of dynamic continuous visual input, and cognitive influences thereon, are frequently studied in paradigms employing strictly rhythmic stimulation. However, the temporal structure of natural stimuli is hardly ever fully rhythmic but possesses certain spectral bandwidths (e.g. lip movements in speech, gestures). Examining periodic brain responses elicited by strictly rhythmic stimulation might thus represent ideal, yet isolated cases. Here, we tested how the visual system reflects quasi-rhythmic stimulation with frequencies continuously varying within ranges of classical theta (4-7Hz), alpha (8-13Hz) and beta bands (14-20Hz) using EEG. Our findings substantiate a systematic and sustained neural phase-locking to stimulation in all three frequency ranges. Further, we found that allocation of spatial attention enhances EEG-stimulus locking to theta- and alpha-band stimulation. Our results bridge recent findings regarding phase locking ("entrainment") to quasi-rhythmic visual input and "frequency-tagging" experiments employing strictly rhythmic stimulation. We propose that sustained EEG-stimulus locking can be considered as a continuous neural signature of processing dynamic sensory input in early visual cortices. Accordingly, EEG-stimulus locking serves to trace the temporal evolution of rhythmic as well as quasi-rhythmic visual input and is subject to attentional bias. Copyright © 2016 The Authors. Published by Elsevier Inc. All rights reserved.
Theodore P. Zanto
Full Text Available Temporal expectancy is thought to play a fundamental role in the perception of rhythm. This review summarizes recent studies that investigated rhythmic expectancy by recording neuroelectric activity with high temporal resolution during the presentation of rhythmic patterns. Prior event-related brain potential (ERP studies have uncovered auditory evoked responses that reflect detection of onsets, offsets, sustains,and abrupt changes in acoustic properties such as frequency, intensity, and spectrum, in addition to indexing higher-order processes such as auditory sensory memory and the violation of expectancy. In our studies of rhythmic expectancy, we measured emitted responses - a type of ERP that occurs when an expected event is omitted from a regular series of stimulus events - in simple rhythms with temporal structures typical of music. Our observations suggest that middle-latency gamma band (20-60 Hz activity (GBA plays an essential role in auditory rhythm processing. Evoked (phase-locked GBA occurs in the presence of physically presented auditory events and reflects the degree of accent. Induced (non-phase-locked GBA reflects temporally precise expectancies for strongly and weakly accented events in sound patterns. Thus far, these findings support theories of rhythm perception that posit temporal expectancies generated by active neural processes.
Suero, M.I.; Perez, A.L.; Diaz, F.; Montanero, M.; Pardo, P.J.; Gil, J.; Palomino, M.I.
Anomalies in colour vision constitute a particular type of sensory deficiency whose influence in educational contexts has attracted surprisingly little research attention given its ubiquitous use in various learning activities as a code, an aid, or even as the focus of the activity itself, especially during early education. We here describe a…
cascades, and developing applications such as viral marketing. Motivated by modern microblogging platforms, such as twitter, in this paper we study the problem of learning influence probabilities in a data-stream scenario, in which the network topology is relatively stable and the challenge of a learning...... algorithm is to keep up with a continuous stream of tweets using a small amount of time and memory. Our contribution is a number of randomized approximation algorithms, categorized according to the available space (superlinear, linear, and sublinear in the number of nodes n) and according to dierent models...
Balint, Mihaela; Dascalu, Mihai; Trausan-Matu, Stefan
Rhythm analysis of written texts focuses on literary analysis and it mainly considers poetry. In this paper we investigate the relevance of rhythmic features for categorizing texts in prosaic form pertaining to different genres. Our contribution is threefold. First, we define a set of rhythmic
Full Text Available The aim of the study is to develop a classification of factors influencing the quality of judging in rhythmic gymnastics. As a result of consolidation of theoretical information and practical experience was a list of the factors that negatively affect the behavior of judges in gymnastics, which were divided into two groups: the objective and non-objective (subjective. Objective factors include intense competition schedule, fatigue, especially memory, attention, competition rules, to the subjective: the ratio of judges to their gymnast (team or to the opposing team, the lack of interest in the performance, composition of the judging panel, the influence of authority and popularity sportswomen dependence on its management. Respondents were unanimous in that independent professional judges are needed in a rhythmic gymnastics. It is set that 64% respondent mark the presence of pressure on judges from the side of competitors.
Lafleur, Alexandre; Laflamme, Jonathan; Leppink, Jimmie; Côté, Luc
Models on pre-assessment learning effects confirmed that task demands stand out among the factors assessors can modify in an assessment to influence learning. However, little is known about which tasks in objective structured clinical examinations (OSCEs) improve students' cognitive and metacognitive processes. Research is needed to support OSCE designs that benefit students' metacognitive strategies when they are studying, reinforcing a hypothesis-driven approach. With that intent, hypothesis-driven physical examination (HDPE) assessments ask students to elicit and interpret findings of the physical exam to reach a diagnosis ("Examine this patient with a painful shoulder to reach a diagnosis"). When studying for HDPE, students will dedicate more time to hypothesis-driven discussions and practice than when studying for a part-task OSCE ("Perform the shoulder exam"). It is expected that the whole-task nature of HDPE will lead to a hypothesis-oriented use of the learning resources, a frequent use of adjustment strategies, and persistence with learning. In a mixed-methods study, 40 medical students were randomly paired and filmed while studying together for two hypothetical OSCE stations. Each 25-min study period began with video cues asking to study for either a part-task OSCE or an HDPE. In a crossover design, sequences were randomized for OSCEs and contents (shoulder or spine). Time-on-task for discussions or practice were categorized as "hypothesis-driven" or "sequence of signs and maneuvers." Content analysis of focus group interviews summarized students' perception of learning resources, adjustment strategies, and persistence with learning. When studying for HDPE, students allocate significantly more time for hypothesis-driven discussions and practice. Students use resources contrasting diagnoses and report persistence with learning. When studying for part-task OSCEs, time-on-task is reversed, spent on rehearsing a sequence of signs and maneuvers. OSCEs with
Sharma, Gaurav; Friedenberg, David A.; Annetta, Nicholas; Glenn, Bradley; Bockbrader, Marcie; Majstorovic, Connor; Domas, Stephanie; Mysiw, W. Jerry; Rezai, Ali; Bouton, Chad
Neuroprosthetic technology has been used to restore cortical control of discrete (non-rhythmic) hand movements in a paralyzed person. However, cortical control of rhythmic movements which originate in the brain but are coordinated by Central Pattern Generator (CPG) neural networks in the spinal cord has not been demonstrated previously. Here we show a demonstration of an artificial neural bypass technology that decodes cortical activity and emulates spinal cord CPG function allowing volitional rhythmic hand movement. The technology uses a combination of signals recorded from the brain, machine-learning algorithms to decode the signals, a numerical model of CPG network, and a neuromuscular electrical stimulation system to evoke rhythmic movements. Using the neural bypass, a quadriplegic participant was able to initiate, sustain, and switch between rhythmic and discrete finger movements, using his thoughts alone. These results have implications in advancing neuroprosthetic technology to restore complex movements in people living with paralysis.
Raemdonck, Isabel; Gijbels, David; van Groen, Willemijn
Given the increasing importance of learning at work, we set out to examine the factors which influence workplace learning behaviour. The study investigated the influence of the job characteristics from Karasek's Job Demand Control Support model and the personal characteristic self-directed learning orientation on workplace learning. A total…
Forrin, Noah D; MacLeod, Colin M
In the color-word contingency learning paradigm, each word appears more often in one color (high contingency) than in the other colors (low contingency). Shortly after beginning the task, color identification responses become faster on the high-contingency trials than on the low-contingency trials-the contingency learning effect. Across five groups, we varied the high-contingency proportion in 10% steps, from 80% to 40%. The size of the contingency learning effect was positively related to high-contingency proportion, with the effect disappearing when high contingency was reduced to 40%. At the two highest contingency proportions, the magnitude of the effect increased over trials, the pattern suggesting that there was an increasing cost for the low-contingency trials rather than an increasing benefit for the high-contingency trials. Overall, the results fit a modified version of Schmidt's (2013, Acta Psychologica, 142, 119-126) parallel episodic processing account in which prior trial instances are routinely retrieved from memory and influence current trial performance.
Cohen, M.S.; Gulbinaite, R.
Steady-state evoked potentials (SSEPs) are rhythmic brain responses to rhythmic sensory stimulation, and are often used to study perceptual and attentional processes. We present a data analysis method for maximizing the signal-to-noise ratio of the narrow-band steady-state response in the frequency and time-frequency domains. The method, termed rhythmic entrainment source separation (RESS), is based on denoising source separation approaches that take advantage of the simultaneous but differen...
Park, Yoonhee; Jacobs, Ronald L.
Although the importance of workplace learning has been recognized in research and practice, there is little empirical support that describes how workplace learning, including both formal and informal learning, is linked to organizational performance. This study investigated the influence of investment in workplace learning on learning outcomes and…
Choi, Woojae; Jacobs, Ronald L.
While workplace learning includes formal and informal learning, the relationship between the two has been overlooked, because they have been viewed as separate entities. This study investigated the effects of formal learning, personal learning orientation, and supportive learning environment on informal learning among 203 middle managers in Korean…
Purenović-Ivanović, Tijana; Popović, Ružena
Body size and build influence performance in many sports, especially in those belonging to the group of female aesthetic sports (rhythmic gymnastics, artistic gymnastics, and figure skating). These sports pose high specific demands upon the functional, energy, motor and psychological capacities of athletes, but also upon the size, body build and composition of the performers, particularly of the top-level female athletes. The study of the top athletes (rhythmic gymnasts, in this case) may provide valuable information on the morphological requirements for achieving success in this sport. Therefore, the main objective of this research was to analyze the somatotype of 40 Serbian top-level rhythmic gymnasts, aged 13.04±2.79, and to form the five age group categories. The anthropometric variables included body height, body mass, the selected diameters, girths and skinfolds, and the Heath-Carter anthropometric somatotype. All of the anthropometric data were collected according to International Biological Programme, and then processed in the Somatotype 1.2. The applied analysis of variance indicated an increase in endomorphic component with age. The obtained results show that the balanced ectomorph is a dominant somatotype, being similar for all of the athletes that took part in the research (3.54-3.24-4.5). These results are in line with the ones obtained in previous studies.
The article mainly focuses on the relationship between motivation and English learning,the influence of motivation on English learning(That is,English learning motive may be simply viewed as the reason of learning English;different motives will lead to different learning methods;generally speaking,surface motive does not endure longer than deep motive.;strong motivation can lead to final Success.)and six strategies of improving English learning(That is,developing proper attitudes towards English learning and letting students know the pressure of it;goal and feedback;praise and criticism;contest and cooperation;expectation and appraisement;achievement motive.).
Cohen, M.S.; Gulbinaite, R.
Steady-state evoked potentials (SSEPs) are rhythmic brain responses to rhythmic sensory stimulation, and are often used to study perceptual and attentional processes. We present a data analysis method for maximizing the signal-to-noise ratio of the narrow-band steady-state response in the frequency
Sink, Patricia E.
Study showed that music listening habits and preferences and instrument training may affect ways an individual processes the multiple dimensions of rhythm. Apparent alterations in tempo, duration and pitch characteristics, rhythmic and melodic phrase patterning, and monotony may serve as organizers of rhythmic processing. (Author/RM)
Leithwood, Kenneth; Patten, Sarah; Jantzi, Doris
Purpose: This article describes and reports the results of testing a new conception of how leadership influences student learning ("The Four Paths"). Framework: Leadership influence is conceptualized as flowing along four paths (Rational, Emotions, Organizational, and Family) toward student learning. Each path is populated by multiple…
Brown, Rachel M; Palmer, Caroline
In two experiments, we investigated how auditory-motor learning influences performers' memory for music. Skilled pianists learned novel melodies in four conditions: auditory only (listening), motor only (performing without sound), strongly coupled auditory-motor (normal performance), and weakly coupled auditory-motor (performing along with auditory recordings). Pianists' recognition of the learned melodies was better following auditory-only or auditory-motor (weakly coupled and strongly coupled) learning than following motor-only learning, and better following strongly coupled auditory-motor learning than following auditory-only learning. Auditory and motor imagery abilities modulated the learning effects: Pianists with high auditory imagery scores had better recognition following motor-only learning, suggesting that auditory imagery compensated for missing auditory feedback at the learning stage. Experiment 2 replicated the findings of Experiment 1 with melodies that contained greater variation in acoustic features. Melodies that were slower and less variable in tempo and intensity were remembered better following weakly coupled auditory-motor learning. These findings suggest that motor learning can aid performers' auditory recognition of music beyond auditory learning alone, and that motor learning is influenced by individual abilities in mental imagery and by variation in acoustic features.
Tan, Rachel Siew Kuang; Low, Ee-Ling
Previous work on the rhythm of Malaysian English has been based on impressionistic observations. This paper utilizes acoustic analysis to measure the rhythmic patterns of Malaysian English. Recordings of the read speech and spontaneous speech of 10 Malaysian English speakers were analyzed and compared with recordings of an equivalent sample of Singaporean English speakers. Analysis was done using two rhythmic indexes, the PVI and VarcoV. It was found that although the rhythm of read speech of the Singaporean speakers was syllable-based as described by previous studies, the rhythm of the Malaysian speakers was even more syllable-based. Analysis of the syllables in specific utterances showed that Malaysian speakers did not reduce vowels as much as Singaporean speakers in cases of syllables in utterances. Results of the spontaneous speech confirmed the findings for the read speech; that is, the same rhythmic patterning was found which normally triggers vowel reductions.
Guo, Jingjing; Zou, Tiantian; Peng, Danling
Many researchers realize that it's unrealistic to isolate language learning and processing from emotions. However, few studies on language learning have taken emotions into consideration so far, so that the probable influences of emotions on language learning are unclear. The current study thereby aimed to examine the effects of emotional states on novel word learning and their dynamic changes with learning continuing and task varying. Positive, negative or neutral pictures were employed to induce a given emotional state, and then participants learned the novel words through association with line-drawing pictures in four successive learning phases. At the end of each learning phase, participants were instructed to fulfill a semantic category judgment task (in Experiment 1) or a word-picture semantic consistency judgment task (in Experiment 2) to explore the effects of emotional states on different depths of word learning. Converging results demonstrated that negative emotional state led to worse performance compared with neutral condition; however, how positive emotional state affected learning varied with learning task. Specifically, a facilitative role of positive emotional state in semantic category learning was observed but disappeared in word specific meaning learning. Moreover, the emotional modulation on novel word learning was quite dynamic and changeable with learning continuing, and the final attainment of the learned words tended to be similar under different emotional states. The findings suggest that the impact of emotion can be offset when novel words became more and more familiar and a part of existent lexicon. PMID:29695994
Mei-Na WANG; Zhi-Fang DONG; Jun CAO; Lin XU
Objective To investigate whether repeated morphine exposure or prolonged withdrawal could influence operant and spatial learning differentially. Methods Animals were chronically treated with morphine or subjected to morphine withdrawal. Then, they were subjected to two kinds of learning: operant conditioning and spatial learning.Results The acquisition of both simple appetitive and cued operant learning was impaired after repeated morphine treatment. Withdrawal for 5 weeks alleviated the impairments. Single morphine exposure disrupted the retrieval of operant memory but had no effect on rats after 5-week withdrawal. Contrarily, neither chronic morphine exposure nor 5-week withdrawal influenced spatial learning task of the Morris water maze. Nevertheless, the retrieval of spatial memory was impaired by repeated morphine exposure but not by 5-week withdrawal. Conclusion These observations suggest that repeated morphine exposure can influence different types of learning at different aspects, implicating that the formation of opiate addiction may usurp memory mechanisms differentially.
The research conducted for this dissertation examined the learning environment of a specific high school program that delivered the explicit curriculum through an integrated experiential manner, which utilized field and outdoor experiences. The program ran over one semester (five months) and it integrated the grade 10 British Columbian curriculum in five subjects. A mixed methods approach was employed to identify the students' perceptions and provide richer descriptions of their experiences related to their unique learning environment. Quantitative instruments were used to assess changes in students' perspectives of their learning environment, as well as other supporting factors including students' mindfulness, and behaviours towards the environment. Qualitative data collection included observations, open-ended questions, and impromptu interviews with the teacher. The qualitative data describe the factors and processes that influenced the learning environment and give a richer, deeper interpretation which complements the quantitative findings. The research results showed positive scores on all the quantitative measures conducted, and the qualitative data provided further insight into descriptions of learning environment constructs that the students perceived as most important. A major finding was that the group cohesion measure was perceived by students as the most important attribute of their preferred learning environment. A flow chart was developed to help the researcher conceptualize how the learning environment, learning process, and outcomes relate to one another in the studied program. This research attempts to explain through the consideration of this case study: how learning environments can influence behavioural change and how an interconnectedness among several factors in the learning process is influenced by the type of learning environment facilitated. Considerably more research is needed in this area to understand fully the complexity learning
Cseh, Maria; Manikoth, Nisha N.
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…
Nielsen, Jacob S.; Boer, Harry; Gertsen, Frank
Collaborative improvement is a purposeful inter-company interactive process that focuses on continuous incremental innovation aimed at enhancing the partnership's overall performance. Considering that in such an environment the capability to learn jointly and individually is crucial, this paper...... takes a learning perspective on collaborative improvement and addresses the question: How do organisational learning and collaboration interplay and affect improvement performance? Based on an analysis of three dyads of the same Extended Manufacturing Enterprise, this paper concludes that a robust...
Schwind, Cathy J; Boehler, Margaret L; Rogers, David A; Williams, Reed G; Dunnington, Gary; Folse, Roland; Markwell, Stephen J
The operating room (OR) is an important venue where surgeons do much of medical student teaching and yet there has been little work evaluating variables that influence learning in this unique environment. We designed this study to identify variables that affected medical student learning in the OR. We developed a questionnaire based on surgery faculty observations of learning in the OR. The medical students completed the questionnaire on 114 learning episodes in the OR. Pearson correlation coefficient was used to establish the strength of association between various variables and the student's overall perception of learning. The students evaluated 27 variables that might impact their learning in the OR. Strong correlations were identified between the attending physician's attitude, interactions and teaching ability in the OR and the environment being conducive to learning. Surgical faculty behavior is a powerful determinant of student perceptions of what provides for a favorable learning environment in the OR.
Smith, L.M.; Honing, H.; Miyazaki, K.; Hiraga, Y.; Adachi, M.; Nakajima, Y.; Tsuzaki, M.
We describe a computational model of rhythmic cognition that predicts expected onset times. A dynamic representation of musical rhythm, the multiresolution analysis using the continuous wavelet transform is used. This representation decomposes the temporal structure of a musical rhythm into time
Odekerken, Daphne; Volk, A.; Koops, Hendrik Vincent
This paper presents a corpus-based study on rhythmic patterns in ragtime and jazz. Ragtime and jazz are related genres, but there are open questions on what specifies the two genres. Earlier studies revealed that variations of a particular syncopation pattern, referred to as 121, are among the most
Maculewicz, Justyna; Jylhä, Antti; Serafin, Stefania
We present an interactive auditory display for walking with sinusoidal tones or ecological, physically-based synthetic walking sounds. The feedback is either step-based or rhythmic, with constant or adaptive tempo. In a tempo-following experiment, we investigate different interaction modes...
Beniczky, Sándor; Lantz, Göran; Rosenzweig, Ivana
Although precise identification of the seizure-onset zone is an essential element of presurgical evaluation, source localization of ictal electroencephalography (EEG) signals has received little attention. The aim of our study was to estimate the accuracy of source localization of rhythmic ictal...... EEG activity using a distributed source model....
Application of recently developed rhythmic measures to passages of read speech in colloquial and formal Tamil revealed some significant differences between the two varieties, which are in diglossic distribution. Both were also distinguished from a set of control data from British English speakers reading an equivalent passage. The findings have…
Ross, Callum F; Blob, Richard W; Carrier, David R; Daley, Monica A; Deban, Stephen M; Demes, Brigitte; Gripper, Janaya L; Iriarte-Diaz, Jose; Kilbourne, Brandon M; Landberg, Tobias; Polk, John D; Schilling, Nadja; Vanhooydonck, Bieke
Differences in rhythmicity (relative variance in cycle period) among mammal, fish, and lizard feeding systems have been hypothesized to be associated with differences in their sensorimotor control systems. We tested this hypothesis by examining whether the locomotion of tachymetabolic tetrapods (birds and mammals) is more rhythmic than that of bradymetabolic tetrapods (lizards, alligators, turtles, salamanders). Species averages of intraindividual coefficients of variation in cycle period were compared while controlling for gait and substrate. Variance in locomotor cycle periods is significantly lower in tachymetabolic than in bradymetabolic animals for datasets that include treadmill locomotion, non-treadmill locomotion, or both. When phylogenetic relationships are taken into account the pooled analyses remain significant, whereas the non-treadmill and the treadmill analyses become nonsignificant. The co-occurrence of relatively high rhythmicity in both feeding and locomotor systems of tachymetabolic tetrapods suggests that the anatomical substrate of rhythmicity is in the motor control system, not in the musculoskeletal components. © 2012 The Author(s). Evolution© 2012 The Society for the Study of Evolution.
Roza Marsaulina Sibarani
Full Text Available The urgency of this research arises from the convergence of two dynamics that are transforming the workplace and impacting organization performance. The first is multigenerational workforce work side by side in the same organization even in the same team. The second is informal learning, a major mode of learning in an organization. Therefore, this paper aims to explore the influence of generational background of Baby Boomers, Generation X and Generation Y in relation to informal team learning in the Indonesian business environment. Both, qualitative and quantitative studies were conducted with 21 interviewees and 184 survey respondents representing a total of 191 multigenerational teams participating in this research. The findings suggest that generational background influence informal learner and effective informal team learning, but have no direct impact on team climate. Understanding generational differences will enable individuals to learn informally and create a conducive team climate that will lead to effective informal team learning.
Bullock, Alison; Webb, Katie
The influence of technology in medical workplace learning is explored by focusing on three uses: m-learning (notably apps), simulation and social media. Smartphones with point-of-care tools (such as textbooks, drug guides and medical calculators) can support workplace learning and doctors’ decision-making. Simulations can help develop technical skills and team interactions, and ‘in situ’ simulations improve the match between the virtual and the real. Social media (wikis, blogs, networking, Yo...
Luo, Yingyi; Duan, Yunyan; Zhou, Xiaolin
Prosodic constraints play a fundamental role during both spoken sentence comprehension and silent reading. In Chinese, the rhythmic pattern of the verb-object (V-O) combination has been found to rapidly affect the semantic access/integration process during sentence reading (Luo and Zhou, 2010). Rhythmic pattern refers to the combination of words with different syllabic lengths, with certain combinations disallowed (e.g., [2 + 1]; numbers standing for the number of syllables of the verb and the noun respectively) and certain combinations preferred (e.g., [1 + 1] or [2 + 2]). This constraint extends to the situation in which the combination is used to modify other words. A V-O phrase could modify a noun by simply preceding it, forming a V-O-N compound; when the verb is disyllabic, however, the word order has to be O-V-N and the object is preferred to be disyllabic. In this study, we investigated how the reader processes the rhythmic pattern and word order information by recording the reader's eye-movements. We created four types of sentences by crossing rhythmic pattern and word order in compounding. The compound, embedding a disyllabic verb, could be in the correct O-V-N or the incorrect V-O-N order; the object could be disyllabic or monosyllabic. We found that the reader spent more time and made more regressions on and after the compounds when either type of anomaly was detected during the first pass reading. However, during re-reading (after all the words in the sentence have been viewed), less regressive eye movements were found for the anomalous rhythmic pattern, relative to the correct pattern; moreover, only the abnormal rhythmic pattern, not the violated word order, influenced the regressive eye movements. These results suggest that while the processing of rhythmic pattern and word order information occurs rapidly during the initial reading of the sentence, the process of recovering from the rhythmic pattern anomaly may ease the reanalysis processing at the
Full Text Available Prosodic constraints play a fundamental role during both spoken sentence comprehension and silent reading. In Chinese, the rhythmic pattern of the verb-object (V-O combination has been found to rapidly affect the semantic access/integration process during sentence reading (Luo and Zhou, 2010. Rhythmic pattern refers to the combination of words with different syllabic lengths, with certain combinations disallowed (e.g., [2+1]; numbers standing for the number of syllables of the verb and the noun respectively and certain combinations preferred (e.g., [1+1] or [2+2]. This constraint extends to the situation in which the combination is used to modify other words. A V-O phrase could modify a noun by simply preceding it, forming a V-O-N compound; when the verb is disyllabic, however, the word order has to be O-V-N and the object is preferred to be disyllabic. In this study, we investigated how the reader processes the rhythmic pattern and word order information by recording the reader’s eye-movements. We created four types of sentences by crossing rhythmic pattern and word order in compounding. The compound, embedding a disyllabic verb, could be in the correct O-V-N or the incorrect V-O-N order; the object could be disyllabic or monosyllabic. We found that the reader spent more time and made more regressions on and after the compounds when either type of anomaly was detected during the first pass reading. However, during re-reading (after all the words in the sentence have been viewed, less regressive eye movements were found for the anomalous rhythmic pattern, relative to the correct pattern; moreover, only the abnormal rhythmic pattern, not the violated word order, influenced the regressive eye movements. These results suggest that while the processing of rhythmic pattern and word order information occurs rapidly during the initial reading of the sentence, the process of recovering from the rhythmic pattern anomaly may ease the reanalysis
Subrahmanyam, Kaveri; Renukarya, Bhavya
Digital games and gamelike contexts have become an integral part of young people's lives, and scholars have speculated about their potential to engage and enhance children's learning. Given that digital games are complex systems, we propose that different aspects of game features and game play might influence learning in different ways. Drawing on…
Full Text Available Purpose: to prove experimentally the technique of improvement of technical training of sportswomen in rhythmic gymnastics by means of acrobatics at the stage of preliminary basic preparation. Material & Methods: the following methods of the research were used: analysis and synthesis of references, pedagogical observations, pedagogical testing, pedagogical experiment, method of expert assessment (qualimetry, methods of mathematical statistics. Results: the level of technical skill of performance of pre-acrobatic elements by sportswomen of rhythmic gymnastics before carrying out the pedagogical experiment is determined. The dynamics of indicators of the level of technical preparedness of sportswomen of rhythmic gymnastics is defined. Conclusions: it is established that additional resources of acrobatics influence significantly the level of technical preparedness of sportswomen of rhythmic gymnastics at the stage of preliminary basic preparation.
Catherine Hindi Attar
Full Text Available Learning of associations between aversive stimuli and predictive cues is the basis of Pavlovian fear conditioning and is driven by a mismatch between expectation and outcome. To investigate whether serotonin modulates the formation of such aversive cue-outcome associations, we used functional magnetic resonance imaging (fMRI and dietary tryptophan depletion to reduce brain serotonin (5-HT levels in healthy human subjects. In a Pavlovian fear conditioning paradigm, 5-HT depleted subjects compared to a non-depleted control group exhibited attenuated autonomic responses to cues indicating the upcoming of an aversive event. These results were closely paralleled by reduced aversive learning signals in the amygdala and the orbitofrontal cortex, two prominent structures of the neural fear circuit. In agreement with current theories of serotonin as a motivational opponent system to dopamine in fear learning, our data provide first empirical evidence for a role of serotonin in representing formally derived learning signals for aversive events.
The students completed the Student Motivation for Science Learning questionnaire. ... (1999), which gave the South African education system the opportunity to benchmark mathematics and .... petition and rewards (Ramnarain, 2013; Vedder-.
Grover, C.N.; Terken, J.M.B.
Two potential factors in durational control are addressed. First, we investigate whether lengthening a syllable implies lengthening all of its constituent phonemes in a regular way. Analysis of a small corpus of syllables shows that this is not the case. Second, we investigate the influence of
Chai M. Tyng
Full Text Available Emotion has a substantial influence on the cognitive processes in humans, including perception, attention, learning, memory, reasoning, and problem solving. Emotion has a particularly strong influence on attention, especially modulating the selectivity of attention as well as motivating action and behavior. This attentional and executive control is intimately linked to learning processes, as intrinsically limited attentional capacities are better focused on relevant information. Emotion also facilitates encoding and helps retrieval of information efficiently. However, the effects of emotion on learning and memory are not always univalent, as studies have reported that emotion either enhances or impairs learning and long-term memory (LTM retention, depending on a range of factors. Recent neuroimaging findings have indicated that the amygdala and prefrontal cortex cooperate with the medial temporal lobe in an integrated manner that affords (i the amygdala modulating memory consolidation; (ii the prefrontal cortex mediating memory encoding and formation; and (iii the hippocampus for successful learning and LTM retention. We also review the nested hierarchies of circular emotional control and cognitive regulation (bottom-up and top-down influences within the brain to achieve optimal integration of emotional and cognitive processing. This review highlights a basic evolutionary approach to emotion to understand the effects of emotion on learning and memory and the functional roles played by various brain regions and their mutual interactions in relation to emotional processing. We also summarize the current state of knowledge on the impact of emotion on memory and map implications for educational settings. In addition to elucidating the memory-enhancing effects of emotion, neuroimaging findings extend our understanding of emotional influences on learning and memory processes; this knowledge may be useful for the design of effective educational
Booth, Julie L.; Siegler, Robert S.
This study examined whether the quality of first graders' (mean age = 7.2 years) numerical magnitude representations is correlated with, predictive of, and causally related to their arithmetic learning. The children's pretest numerical magnitude representations were found to be correlated with their pretest arithmetic knowledge and to be…
In the light of the poor academic achievement in science by secondary school students in South Africa, students' motivation for science learning should be enhanced. It is argued that this can only be achieved with insight into which motivational factors to target, with due consideration of the diversity in schools. The study ...
Merchant, Hugo; Bartolo, Ramón
The study of non-human primates in complex behaviors such as rhythm perception and entrainment is critical to understand the neurophysiological basis of human cognition. Next to reviewing the role of beta oscillations in human beat perception, here we discuss the role of primate putaminal oscillatory activity in the control of rhythmic movements that are guided by a sensory metronome or internally gated. The analysis of the local field potentials of the behaving macaques showed that gamma-oscillations reflect local computations associated with stimulus processing of the metronome, whereas beta-activity involves the entrainment of large putaminal circuits, probably in conjunction with other elements of cortico-basal ganglia-thalamo-cortical circuit, during internally driven rhythmic tapping. Thus, this review emphasizes the need of parametric neurophysiological observations in non-human primates that display a well-controlled behavior during high-level cognitive processes.
Hansen, Sandra Burri Gram; Ryberg, Thomas
design within this more established field of research and development. Rather than focus on improving learning technologies or motivating the interest in a subject, persuasive designs may be more efficient when used to influence the communities of practice in educational institutions.......Based on the preliminary results of implementing and testing a persuasive learning initiative in the Danish Military, this paper discusses and develops the notion of persuasive learning designs. It is suggested that the acquirement of new knowledge is fundamental to persuasion, and that persuasive...... learning designs distinguish themselves by leading to sustainable change to the learner’s attitude and/or behaviour. A practical example of persuasive learning designs is provided in terms of the interactive location-based learning game Acttention, which has been developed and tested on behalf...
Caplan, Jeremy B; Bottomley, Monica; Kang, Pardeep; Dixon, Roger A
Rhythmic brain activity at low frequencies (healthy neurocognitive aging are mixed. Here we address two reasons conventional spectral analyses may have led to inconsistent results. First, spectral-power measures are compared to a baseline condition; when resting activity is the signal of interest, it is unclear what the baseline should be. Second, conventional methods do not clearly differentiate power due to rhythmic versus non-rhythmic activity. The Better OSCillation detection method (BOSC; Caplan et al., 2001; Whitten et al., 2011) avoids these problems by using the signal's own spectral characteristics as a reference to detect elevations in power lasting a few cycles. We recorded electroencephalographic (EEG) signal during rest, alternating eyes open and closed, in healthy younger (18-25 years) and older (60-74 years) participants. Topographic plots suggested the conventional and BOSC analyses measured different sources of activity, particularly at frequencies, like delta (1-4Hz), at which rhythms are sporadic; topographies were more similar in the 8-12Hz alpha band. There was little theta-band activity meeting the BOSC method's criteria, suggesting prior findings of theta power in healthy aging may reflect non-rhythmic signal. In contrast, delta oscillations were present at higher levels than theta in both age groups. In summary, applying strict and standardized criteria for rhythmicity, slow rhythms appear present in the resting brain at delta and alpha, but not theta frequencies, and appear unchanged in healthy aging. Copyright © 2015 Elsevier Inc. All rights reserved.
Kauppi, Jukka-Pekka; Parkkonen, Lauri; Hari, Riitta; Hyvärinen, Aapo
We propose a new data-driven decoding method called Spectral Linear Discriminant Analysis (Spectral LDA) for the analysis of magnetoencephalography (MEG). The method allows investigation of changes in rhythmic neural activity as a result of different stimuli and tasks. The introduced classification model only assumes that each "brain state" can be characterized as a combination of neural sources, each of which shows rhythmic activity at one or several frequency bands. Furthermore, the model allows the oscillation frequencies to be different for each such state. We present decoding results from 9 subjects in a four-category classification problem defined by an experiment involving randomly alternating epochs of auditory, visual and tactile stimuli interspersed with rest periods. The performance of Spectral LDA was very competitive compared with four alternative classifiers based on different assumptions concerning the organization of rhythmic brain activity. In addition, the spectral and spatial patterns extracted automatically on the basis of trained classifiers showed that Spectral LDA offers a novel and interesting way of analyzing spectrospatial oscillatory neural activity across the brain. All the presented classification methods and visualization tools are freely available as a Matlab toolbox. © 2013.
Honing, Henkjan; Merchant, Hugo; Háden, Gábor P; Prado, Luis; Bartolo, Ramón
It was recently shown that rhythmic entrainment, long considered a human-specific mechanism, can be demonstrated in a selected group of bird species, and, somewhat surprisingly, not in more closely related species such as nonhuman primates. This observation supports the vocal learning hypothesis that suggests rhythmic entrainment to be a by-product of the vocal learning mechanisms that are shared by several bird and mammal species, including humans, but that are only weakly developed, or missing entirely, in nonhuman primates. To test this hypothesis we measured auditory event-related potentials (ERPs) in two rhesus monkeys (Macaca mulatta), probing a well-documented component in humans, the mismatch negativity (MMN) to study rhythmic expectation. We demonstrate for the first time in rhesus monkeys that, in response to infrequent deviants in pitch that were presented in a continuous sound stream using an oddball paradigm, a comparable ERP component can be detected with negative deflections in early latencies (Experiment 1). Subsequently we tested whether rhesus monkeys can detect gaps (omissions at random positions in the sound stream; Experiment 2) and, using more complex stimuli, also the beat (omissions at the first position of a musical unit, i.e. the 'downbeat'; Experiment 3). In contrast to what has been shown in human adults and newborns (using identical stimuli and experimental paradigm), the results suggest that rhesus monkeys are not able to detect the beat in music. These findings are in support of the hypothesis that beat induction (the cognitive mechanism that supports the perception of a regular pulse from a varying rhythm) is species-specific and absent in nonhuman primates. In addition, the findings support the auditory timing dissociation hypothesis, with rhesus monkeys being sensitive to rhythmic grouping (detecting the start of a rhythmic group), but not to the induced beat (detecting a regularity from a varying rhythm).
Full Text Available It was recently shown that rhythmic entrainment, long considered a human-specific mechanism, can be demonstrated in a selected group of bird species, and, somewhat surprisingly, not in more closely related species such as nonhuman primates. This observation supports the vocal learning hypothesis that suggests rhythmic entrainment to be a by-product of the vocal learning mechanisms that are shared by several bird and mammal species, including humans, but that are only weakly developed, or missing entirely, in nonhuman primates. To test this hypothesis we measured auditory event-related potentials (ERPs in two rhesus monkeys (Macaca mulatta, probing a well-documented component in humans, the mismatch negativity (MMN to study rhythmic expectation. We demonstrate for the first time in rhesus monkeys that, in response to infrequent deviants in pitch that were presented in a continuous sound stream using an oddball paradigm, a comparable ERP component can be detected with negative deflections in early latencies (Experiment 1. Subsequently we tested whether rhesus monkeys can detect gaps (omissions at random positions in the sound stream; Experiment 2 and, using more complex stimuli, also the beat (omissions at the first position of a musical unit, i.e. the 'downbeat'; Experiment 3. In contrast to what has been shown in human adults and newborns (using identical stimuli and experimental paradigm, the results suggest that rhesus monkeys are not able to detect the beat in music. These findings are in support of the hypothesis that beat induction (the cognitive mechanism that supports the perception of a regular pulse from a varying rhythm is species-specific and absent in nonhuman primates. In addition, the findings support the auditory timing dissociation hypothesis, with rhesus monkeys being sensitive to rhythmic grouping (detecting the start of a rhythmic group, but not to the induced beat (detecting a regularity from a varying rhythm.
Huang, Fang; Hoi, Cathy Ka Weng; Teo, Timothy
Learning style is one of the main factors that determines how students learn English and has a significant influence on students' learning strategy selection, which further affects their learning outcomes (Ehrman and Oxford in Mod Lang J 74(3):311-327, 1990; Oxford in Language learning styles and strategies: an overview, 2003. http://web.ntpu.edu.tw/~language/workshop/read2.pdf ). This study examines the learning style preferences of Chinese university students and whether those preferences influence their English achievements. Four hundred undergraduates from one university in eastern mainland China participated in this study. Data from 329 valid questionnaires were analysed. The results revealed that the Chinese university students preferred the visual learning style the most, followed by the auditory and kinaesthetic styles. However, no learning style preference was found to influence the students' English proficiency. Cultural reasons are discussed to explain the findings, which contradict those of previous studies of learning style theories and practices. This study recommends that Chinese scholars consider issues of English teaching and learning in China and to adopt appropriate teaching methods to effectively improve English teaching.
Thaut, Michael H; McIntosh, Gerald C; Hoemberg, Volker
Entrainment is defined by a temporal locking process in which one system's motion or signal frequency entrains the frequency of another system. This process is a universal phenomenon that can be observed in physical (e.g., pendulum clocks) and biological systems (e.g., fire flies). However, entrainment can also be observed between human sensory and motor systems. The function of rhythmic entrainment in rehabilitative training and learning was established for the first time by Thaut and colleagues in several research studies in the early 1990s. It was shown that the inherent periodicity of auditory rhythmic patterns could entrain movement patterns in patients with movement disorders (see for a review: Thaut et al., 1999). Physiological, kinematic, and behavioral movement analysis showed very quickly that entrainment cues not only changed the timing of movement but also improved spatial and force parameters. Mathematical models have shown that anticipatory rhythmic templates as critical time constraints can result in the complete specification of the dynamics of a movement over the entire movement cycle, thereby optimizing motor planning and execution. Furthermore, temporal rhythmic entrainment has been successfully extended into applications in cognitive rehabilitation and speech and language rehabilitation, and thus become one of the major neurological mechanisms linking music and rhythm to brain rehabilitation. These findings provided a scientific basis for the development of neurologic music therapy.
Thaut, Michael H.; McIntosh, Gerald C.; Hoemberg, Volker
Entrainment is defined by a temporal locking process in which one system’s motion or signal frequency entrains the frequency of another system. This process is a universal phenomenon that can be observed in physical (e.g., pendulum clocks) and biological systems (e.g., fire flies). However, entrainment can also be observed between human sensory and motor systems. The function of rhythmic entrainment in rehabilitative training and learning was established for the first time by Thaut and colleagues in several research studies in the early 1990s. It was shown that the inherent periodicity of auditory rhythmic patterns could entrain movement patterns in patients with movement disorders (see for a review: Thaut et al., 1999). Physiological, kinematic, and behavioral movement analysis showed very quickly that entrainment cues not only changed the timing of movement but also improved spatial and force parameters. Mathematical models have shown that anticipatory rhythmic templates as critical time constraints can result in the complete specification of the dynamics of a movement over the entire movement cycle, thereby optimizing motor planning and execution. Furthermore, temporal rhythmic entrainment has been successfully extended into applications in cognitive rehabilitation and speech and language rehabilitation, and thus become one of the major neurological mechanisms linking music and rhythm to brain rehabilitation. These findings provided a scientific basis for the development of neurologic music therapy. PMID:25774137
Full Text Available AbstractEntrainment is defined by a temporal locking process in which one system’s motion or signal frequency entrains the frequency of another system. This process is a universal phenomenon that can be observed in physical (e.g., pendulum clocks and biological systems (e.g. fire flies. However, entrainment can also be observed between human sensory and motor systems. The function of rhythmic entrainment in rehabilitative training and learning was established for the first time by Thaut and colleagues in several research studies in the early 1990s. It was shown that the inherent periodicity of auditory rhythmic patterns could entrain movement patterns in patients with movement disorders (see for a review: Thaut et al, 1999. Physiological, kinematic and behavioral movement analysis showed very quickly that entrainment cues not only changed the timing of movement but also improved spatial and force parameters. Mathematical models have shown that anticipatory rhythmic templates as critical time constraints can result in the complete specification of the dynamics of a movement over the entire movement cycle, thereby optimizing motor planning and execution. Furthermore, temporal rhythmic entrainment has been successfully extended into applications in cognitive rehabilitation and speech and language rehabilitation, and thus become one of the major neurological mechanisms linking music and rhythm to brain rehabilitation. These findings provided a scientific basis for the development of Neurologic Music Therapy.
Lee, Jung Jae; Clarke, Charlotte L; Carson, Maggie N
Clinical placements are essential for students to develop clinical skills to qualify as nurses. However, various difficulties encountered by nursing students during their clinical education detract from developing clinical competencies. This constructivist grounded theory study aims to explore nursing students' experiences in clinical nursing education, and to identify the factors that influence the clinical education students receive. Twenty-one individual and six group semi-structured interviews were conducted with sixteen fourth year nursing students and four registered nurses. This research identified six factors that influence nursing students' clinical education: interpersonal, socio-cultural, instructional, environmental, emotional and physical factors. The research has developed a dynamic model of learning in clinical contexts, which offers opportunities to understand how students' learning is influenced multifactorially during clinical placements. The understanding and application of the model can improve nursing instructional design, and subsequently, nursing students' learning in clinical contexts. Copyright © 2017 Elsevier Ltd. All rights reserved.
Gershman, Samuel J.; Pouncy, Hillard Thomas; Gweon, Hyowon
We routinely observe others' choices and use them to guide our own. Whose choices influence us more, and why? Prior work has focused on the effect of perceived similarity between two individuals (self and others), such as the degree of overlap in past choices or explicitly recognizable group affiliations. In the real world, however, any dyadic…
Hasegawa, Ai; Okanoya, Kazuo; Hasegawa, Toshikazu; Seki, Yoshimasa
In all ages and countries, music and dance have constituted a central part in human culture and communication. Recently, vocal-learning animals such as parrots and elephants have been found to share rhythmic ability with humans. Thus, we investigated the rhythmic synchronization of budgerigars, a vocal-mimicking parrot species, under controlled conditions and a systematically designed experimental paradigm as a first step in understanding the evolution of musical entrainment. We trained eight budgerigars to perform isochronous tapping tasks in which they pecked a key to the rhythm of audio–visual metronome-like stimuli. The budgerigars showed evidence of entrainment to external stimuli over a wide range of tempos. They seemed to be inherently inclined to tap at fast tempos, which have a similar time scale to the rhythm of budgerigars' natural vocalizations. We suggest that vocal learning might have contributed to their performance, which resembled that of humans. PMID:22355637
Hasegawa, Ai; Okanoya, Kazuo; Hasegawa, Toshikazu; Seki, Yoshimasa
In all ages and countries, music and dance have constituted a central part in human culture and communication. Recently, vocal-learning animals such as parrots and elephants have been found to share rhythmic ability with humans. Thus, we investigated the rhythmic synchronization of budgerigars, a vocal-mimicking parrot species, under controlled conditions and a systematically designed experimental paradigm as a first step in understanding the evolution of musical entrainment. We trained eight budgerigars to perform isochronous tapping tasks in which they pecked a key to the rhythm of audio-visual metronome-like stimuli. The budgerigars showed evidence of entrainment to external stimuli over a wide range of tempos. They seemed to be inherently inclined to tap at fast tempos, which have a similar time scale to the rhythm of budgerigars' natural vocalizations. We suggest that vocal learning might have contributed to their performance, which resembled that of humans.
Danovitch, Judith H; Shenouda, Christine K
Adults and children use information about expertise to infer what a person is likely to know, but it is unclear whether they realize that expertise also has implications for learning. We explore adults' and children's understanding that expertise in a particular category supports learning about a closely related category. In four experiments, 5-year-olds and adults (n = 160) judged which of two people would be better at learning about a new category. When faced with an expert and a nonexpert, adults consistently indicated that expertise supports learning in a closely related category; however, children's judgments were inconsistent and were strongly influenced by the description of the nonexpert. The results suggest that although children understand what it means to be an expert, they may judge an individual's learning capacity based on different considerations than adults.
Valentin Bégel; Valentin Bégel; Ines Di Loreto; Antoine Seilles; Simone Dalla Bella; Simone Dalla Bella; Simone Dalla Bella; Simone Dalla Bella
Rhythmic skills are natural and widespread in the general population. The majority can track the beat of music and move along with it. These abilities are meaningful from a cognitive standpoint given their tight links with prominent motor and cognitive functions such as language and memory. When rhythmic skills are challenged by brain damage or neurodevelopmental disorders, remediation strategies based on rhythm can be considered. For example, rhythmic training can be used to improve motor pe...
Tomassini, Alice; Ambrogioni, Luca; Medendorp, W Pieter; Maris, Eric
Ongoing brain oscillations are known to influence perception, and to be reset by exogenous stimulations. Voluntary action is also accompanied by prominent rhythmic activity, and recent behavioral evidence suggests that this might be coupled with perception. Here, we reveal the neurophysiological underpinnings of this sensorimotor coupling in humans. We link the trial-by-trial dynamics of EEG oscillatory activity during movement preparation to the corresponding dynamics in perception, for two unrelated visual and motor tasks. The phase of theta oscillations (~4 Hz) predicts perceptual performance, even >1 s before movement. Moreover, theta oscillations are phase-locked to the onset of the movement. Remarkably, the alignment of theta phase and its perceptual relevance unfold with similar non-monotonic profiles, suggesting their relatedness. The present work shows that perception and movement initiation are automatically synchronized since the early stages of motor planning through neuronal oscillatory activity in the theta range.
Mauvoisin, Daniel; Wang, Jingkui; Jouffe, Céline; Martin, Eva; Atger, Florian; Waridel, Patrice; Quadroni, Manfredo; Gachon, Frédéric; Naef, Felix
Diurnal oscillations of gene expression controlled by the circadian clock underlie rhythmic physiology across most living organisms. Although such rhythms have been extensively studied at the level of transcription and mRNA accumulation, little is known about the accumulation patterns of proteins. Here, we quantified temporal profiles in the murine hepatic proteome under physiological light-dark conditions using stable isotope labeling by amino acids quantitative MS. Our analysis identified over 5,000 proteins, of which several hundred showed robust diurnal oscillations with peak phases enriched in the morning and during the night and related to core hepatic physiological functions. Combined mathematical modeling of temporal protein and mRNA profiles indicated that proteins accumulate with reduced amplitudes and significant delays, consistent with protein half-life data. Moreover, a group comprising about one-half of the rhythmic proteins showed no corresponding rhythmic mRNAs, indicating significant translational or posttranslational diurnal control. Such rhythms were highly enriched in secreted proteins accumulating tightly during the night. Also, these rhythms persisted in clock-deficient animals subjected to rhythmic feeding, suggesting that food-related entrainment signals influence rhythms in circulating plasma factors.
de Graaf, Tom A.; Gross, Joachim; Paterson, Gavin; Rusch, Tessa; Sack, Alexander T.; Thut, Gregor
Oscillations are an important aspect of neuronal activity. Interestingly, oscillatory patterns are also observed in behaviour, such as in visual performance measures after the presentation of a brief sensory event in the visual or another modality. These oscillations in visual performance cycle at the typical frequencies of brain rhythms, suggesting that perception may be closely linked to brain oscillations. We here investigated this link for a prominent rhythm of the visual system (the alpha-rhythm, 8–12 Hz) by applying rhythmic visual stimulation at alpha-frequency (10.6 Hz), known to lead to a resonance response in visual areas, and testing its effects on subsequent visual target discrimination. Our data show that rhythmic visual stimulation at 10.6 Hz: 1) has specific behavioral consequences, relative to stimulation at control frequencies (3.9 Hz, 7.1 Hz, 14.2 Hz), and 2) leads to alpha-band oscillations in visual performance measures, that 3) correlate in precise frequency across individuals with resting alpha-rhythms recorded over parieto-occipital areas. The most parsimonious explanation for these three findings is entrainment (phase-locking) of ongoing perceptually relevant alpha-band brain oscillations by rhythmic sensory events. These findings are in line with occipital alpha-oscillations underlying periodicity in visual performance, and suggest that rhythmic stimulation at frequencies of intrinsic brain-rhythms can be used to reveal influences of these rhythms on task performance to study their functional roles. PMID:23555873
Joukov, Vladimir; Bonnet, Vincent; Karg, Michelle; Venture, Gentiane; Kulic, Dana
This paper proposes a method to enable the use of non-intrusive, small, wearable, and wireless sensors to estimate the pose of the lower body during gait and other periodic motions and to extract objective performance measures useful for physiotherapy. The Rhythmic Extended Kalman Filter (Rhythmic-EKF) algorithm is developed to estimate the pose, learn an individualized model of periodic movement over time, and use the learned model to improve pose estimation. The proposed approach learns a canonical dynamical system model of the movement during online observation, which is used to accurately model the acceleration during pose estimation. The canonical dynamical system models the motion as a periodic signal. The estimated phase and frequency of the motion also allow the proposed approach to segment the motion into repetitions and extract useful features, such as gait symmetry, step length, and mean joint movement and variance. The algorithm is shown to outperform the extended Kalman filter in simulation, on healthy participant data, and stroke patient data. For the healthy participant marching dataset, the Rhythmic-EKF improves joint acceleration and velocity estimates over regular EKF by 40% and 37%, respectively, estimates joint angles with 2.4° root mean squared error, and segments the motion into repetitions with 96% accuracy.
Molapour, Tanaz; Lindström, Björn; Olsson, Andreas
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.
Full Text Available Our ability to learn from the outcomes of our actions and to adapt our decisions accordingly changes over the course of the human lifespan. In recent years, there has been an increasing interest in using computational models to understand developmental changes in learning and decision-making. Moreover, extensions of these models are currently applied to study socio-emotional influences on learning in different age groups, a topic that is of great relevance for applications in education and health psychology. In this article, we aim to provide an introduction to basic ideas underlying computational models of reinforcement learning and focus on parameters and model variants that might be of interest to developmental scientists. We then highlight recent attempts to use reinforcement learning models to study the influence of social information on learning across development. The aim of this review is to illustrate how computational models can be applied in developmental science, what they can add to our understanding of developmental mechanisms and how they can be used to bridge the gap between psychological and neurobiological theories of development.
This study examined peer Influence on School Learning among students of varying socio-economic backgrounds. One hundred and twenty students (60 males and 60 females) with a mean age 15.1 years were randomly selected from four co-educational Secondary Schools in Ikenne Local Government area of Ogun State.
Supovitz, Jonathan; Sirinides, Philip; May, Henry
This paper examines the effects of principal leadership and peer teacher influence on teachers' instructional practice and student learning. Using teacher survey and student achievement data from a mid-sized urban southeastern school district in the United States in 2006-2007, the study employs multilevel structural equation modeling to examine…
Undorf, Monika; Böhm, Simon; Cüpper, Lutz
Current memory theories generally assume that memory performance reflects both recollection and automatic influences of memory. Research on people's predictions about the likelihood of remembering recently studied information on a memory test, that is, on judgments of learning (JOLs), suggests that both magnitude and resolution of JOLs are linked…
Andreano, Joseph M.; Cahill, Larry
In essentially every domain of neuroscience, the generally implicit assumption that few, if any, meaningful differences exist between male and female brain function is being challenged. Here we address how this development is influencing studies of the neurobiology of learning and memory. While it has been commonly held that males show an…
Hamada, Megumi; Goya, Hideki
This study investigated the role of syllable structure in L2 auditory word learning. Based on research on cross-linguistic variation of speech perception and lexical memory, it was hypothesized that Japanese L1 learners of English would learn English words with an open-syllable structure without consonant clusters better than words with a closed-syllable structure and consonant clusters. Two groups of college students (Japanese group, N = 22; and native speakers of English, N = 21) learned paired English pseudowords and pictures. The pseudoword types differed in terms of the syllable structure and consonant clusters (congruent vs. incongruent) and the position of consonant clusters (coda vs. onset). Recall accuracy was higher for the pseudowords in the congruent type and the pseudowords with the coda-consonant clusters. The syllable structure effect was obtained from both participant groups, disconfirming the hypothesized cross-linguistic influence on L2 auditory word learning.
Bullock, Alison; Webb, Katie
The influence of technology in medical workplace learning is explored by focusing on three uses: m-learning (notably apps), simulation and social media. Smartphones with point-of-care tools (such as textbooks, drug guides and medical calculators) can support workplace learning and doctors' decision-making. Simulations can help develop technical skills and team interactions, and 'in situ' simulations improve the match between the virtual and the real. Social media (wikis, blogs, networking, YouTube) heralds a more participatory and collaborative approach to knowledge development. These uses of technology are related to Kolb's learning cycle and Eraut's intentions of informal learning. Contentions and controversies with these technologies exist. There is a problem with the terminology commonly adopted to describe the use of technology to enhance learning. Using learning technology in the workplace changes the interaction with others and raises issues of professionalism and etiquette. Lack of regulation makes assessment of app quality a challenge. Distraction and dependency are charges levelled at smartphone use in the workplace and these need further research. Unless addressed, these and other challenges will impede the benefits that technology may bring to postgraduate medical education. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/
Iannarilli, Flora; Vannozzi, Giuseppe; Iosa, Marco; Pesce, Caterina; Capranica, Laura
The aim of the present study was to investigate the effect of task complexity on the capability to reproduce rhythmic patterns. Sedentary musically illiterate individuals (age: 34.8±4.2 yrs; M±SD) were administered a rhythmic test including three rhythmic patterns to be reproduced by means of finger-tapping, foot-tapping and walking. For the quantification of subjects' ability in the reproduction of rhythmic patterns, qualitative and quantitative parameters were submitted to analysis. A stereophotogrammetric system was used to reconstruct and evaluate individual performances. The findings indicated a good internal stability of the rhythmic reproduction, suggesting that the present experimental design is suitable to discriminate the participants' rhythmic ability. Qualitative aspects of rhythmic reproduction (i.e., speed of execution and temporal ratios between events) varied as a function of the perceptual-motor requirements of the rhythmic reproduction task, with larger reproduction deviations in the walking task. Copyright © 2013 Elsevier B.V. All rights reserved.
Marjana Merkac Skok
Full Text Available The aim of the research was to discover the motives for lifelong learning, for studying part time, possibilities for personal and career development and the level of learning support within organisations, where randomly selected students are already employed. We were interested in motivation for learning on behalf of the individual and its potential links with the organisation.In this research we tried to establish which factors have the most influence on individual’s personal development and career planning; whether organisation promotes career development; whether organisations promote learning and which support mechanisms are available. Employees’ motive for learning, education and training – even after they become employed – is linked with the possibility to receive a promotion. The research was conducted among large group of part time students, already holding a job. Over 150 respondents filled out questionnaire and results were statistically treated. The results of this research show, similar to other recent findings, that knowledge and work experience have the most influence on the possibility for development and for a career. Clear personal and organisational objectives are also crucial. And the importance of knowledge sharing with the help of peers, coaches or mentors is significant.
Walker, Rachel; Cooke, Marie; Henderson, Amanda; Creedy, Debra K
Leadership has been consistently implied in fostering clinical learning. However there is a lack of clarity about the form leadership should take. Limited quantitative research indicated a narrative approach to review literature from a broad perspective. A framework to guide the synthesis was developed to ensure a rigorous review process. Preliminary reading and review of papers using search terms nursing and leadership and clinical learning and learning culture narrowed the inclusion criteria to 245 papers published between 2000 and 2010. Given the diversity of the papers' focus, aim and context, a refined screening process justified the inclusion of twenty-six papers in the review. A critical appraisal of these peer-reviewed quantitative, qualitative and commentary papers identified factors/elements integral to effective leadership. Across the literature leadership was discussed in relation to two broad themes: influence of leadership on organisational learning and development and; influence of leadership on undergraduate clinical education. The factors central to leadership emerged as transformative principles, the role of the nurse unit/ward manager, collaboration and relationship building and role-modelling. The review has raised some suggestions for future research aimed at examining the impact of a leadership capacity building intervention that supports clinical learning. Copyright Â© 2010 Elsevier Ltd. All rights reserved.
Blasiak, Anna; Gundlach, Andrew L.; Hess, Grzegorz; Lewandowski, Marian H.
Many physiological processes fluctuate throughout the day/night and daily fluctuations are observed in brain and peripheral levels of several hormones, neuropeptides and transmitters. In turn, mediators under the “control” of the “master biological clock” reciprocally influence its function. Dysregulation in the rhythmicity of hormone release as well as hormone receptor sensitivity and availability in different tissues, is a common risk-factor for multiple clinical conditions, including psych...
Nowadays, more and more Children English Training organization developed, all the parents and teachers also want to improve the children's English. So the parents will find the organization where the teachers are better in teaching. They will motive a lot of imagine and acquire many information which you can not know. If we can care more about this point from the children, may be it also can help children to learn English well. This essay aims at how does classroom Layout influence the children to learn English well and let the children love this environment.
J?ncke, Lutz; Sandmann, Pascale
Abstract Background Whether listening to background music enhances verbal learning performance is still disputed. In this study we investigated the influence of listening to background music on verbal learning performance and the associated brain activations. Methods Musical excerpts were composed for this study to ensure that they were unknown to the subjects and designed to vary in tempo (fast vs. slow) and consonance (in-tune vs. out-of-tune). Noise was used as control stimulus. 75 subject...
Full Text Available Abstract This study examines the influence of the learning model guided findings on student learning outcomes in subjects PAI eighth grade students of SMP Plus al Masoem. The research method used in this study is a quantitative method in the form of quasi-experiment Quasi-Experimental Design. The findings of the study are expected to demonstrate 1 the difference significant increase in learning outcomes between the experimental class using guided discovery method that uses the control class discussion of learning models 2 Constraints in the method of guided discovery activities and the limited ability of educators in the experimental class in implements the method of guided discovery and constraints faced by students while digging the information they need so we need special strategies to motivate students in the experimental class in order for them creatively find the right way to gather information that supports learning PAI.
Teachers' influence on students' learning motivation is a well-researched topic. Nevertheless, the majority of such studies are situated in the conventional learning context despite the rapid growth of distance language learning. This study set out to investigate tutors' influence on students' learning motivation in the Chinese distance language…
Jimenez, Jorge Mario Garzon
This project targets on organizational culture and organizational learning, aiming to reveal how organizational culture influences on organizational learning within the shipping industry. The main research question is: How does organizational culture influence organizational learning within a shipping company? The two research sub-questions are: 1) Which components of organizational culture are especially important for organizational learning? 2) How is organizational structure...
Berkhout, Joris J; Helmich, Esther; Teunissen, Pim W; van den Berg, Joost W; van der Vleuten, Cees P M; Jaarsma, A Debbie C
The importance of self-regulated learning (SRL) has been broadly recognised by medical education institutions and regulatory bodies. Supporting the development of SRL skills has proven difficult because self-regulation is a complex interactive process and we know relatively little about the factors influencing this process in real practice settings. The aim of our study was therefore to identify factors that support or hamper medical students' SRL in a clinical context. We conducted a constructivist grounded theory study using semi-structured interviews with 17 medical students from two universities enrolled in clerkships. Participants were purposively sampled to ensure variety in age, gender, experience and current clerkship. The Day Reconstruction Method was used to help participants remember their activities of the previous day. The interviews were transcribed verbatim and analysed iteratively using constant comparison and open, axial and interpretive coding. Self-regulated learning by students in the clinical environment was influenced by the specific goals perceived by students, the autonomy they experienced, the learning opportunities they were given or created themselves, and the anticipated outcomes of an activity. All of these factors were affected by personal, contextual and social attributes. Self-regulated learning of medical students in the clinical environment is different for every individual. The factors influencing this process are affected by personal, social and contextual attributes. Some of these are similar to those known from previous research in classroom settings, but others are unique to the clinical environment and include the facilities available, the role of patients, and social relationships pertaining to peers and other hospital staff. To better support students' SRL, we believe it is important to increase students' metacognitive awareness and to offer students more tailored learning opportunities. © 2015 John Wiley & Sons Ltd.
Brenda L Killingsworth; Yajiong Xue
Team teaching factors, including mission clarity, affiliation, innovativeness, and fairness, are examined to determine how they influence student learning in a team-taught course. The study involved 184 college students enrolled in an Introduction to Computers course delivered in a team-taught format in a large university located in the United States. The collaborative teaching design followed a traditional team teaching approach with an instructor team teaching the same course collaborativel...
Celikkanat, Hande; Moriya, Hiroki; Ogawa, Takeshi; Kauppi, Jukka-Pekka; Kawanabe, Motoaki; Hyvarinen, Aapo
We attempt to decode emotional valence from electroencephalographic rhythmic activity in a naturalistic setting. We employ a data-driven method developed in a previous study, Spectral Linear Discriminant Analysis, to discover the relationships between the classification task and independent neuronal sources, optimally utilizing multiple frequency bands. A detailed investigation of the classifier provides insight into the neuronal sources related with emotional valence, and the individual differences of the subjects in processing emotions. Our findings show: (1) sources whose locations are similar across subjects are consistently involved in emotional responses, with the involvement of parietal sources being especially significant, and (2) even though the locations of the involved neuronal sources are consistent, subjects can display highly varying degrees of valence-related EEG activity in the sources.
Jylhä, Antti; Serafin, Stefania; Erkut, Cumhur
of interactions based on varying the temporal characteristics of the output, using the sound of human walking as the input. The system either provides a direct synthesis of a walking sound based on the detected amplitude envelope of the user's footstep sounds, or provides a continuous synthetic walking sound...... as a stimulus for the walking human, either with a fixed tempo or a tempo adapting to the human gait. In a pilot experiment, the different interaction modes are studied with respect to their effect on the walking tempo and the experience of the subjects. The results tentatively outline different user profiles......Walking is a natural rhythmic activity that has become of interest as a means of interacting with software systems such as computer games. Therefore, designing multimodal walking interactions calls for further examination. This exploratory study presents a system capable of different kinds...
Cohen, Michael X; Gulbinaite, Rasa
Steady-state evoked potentials (SSEPs) are rhythmic brain responses to rhythmic sensory stimulation, and are often used to study perceptual and attentional processes. We present a data analysis method for maximizing the signal-to-noise ratio of the narrow-band steady-state response in the frequency and time-frequency domains. The method, termed rhythmic entrainment source separation (RESS), is based on denoising source separation approaches that take advantage of the simultaneous but differential projection of neural activity to multiple electrodes or sensors. Our approach is a combination and extension of existing multivariate source separation methods. We demonstrate that RESS performs well on both simulated and empirical data, and outperforms conventional SSEP analysis methods based on selecting electrodes with the strongest SSEP response, as well as several other linear spatial filters. We also discuss the potential confound of overfitting, whereby the filter captures noise in absence of a signal. Matlab scripts are available to replicate and extend our simulations and methods. We conclude with some practical advice for optimizing SSEP data analyses and interpreting the results. Copyright © 2016 Elsevier Inc. All rights reserved.
Bégel, Valentin; Di Loreto, Ines; Seilles, Antoine; Dalla Bella, Simone
Rhythmic skills are natural and widespread in the general population. The majority can track the beat of music and move along with it. These abilities are meaningful from a cognitive standpoint given their tight links with prominent motor and cognitive functions such as language and memory. When rhythmic skills are challenged by brain damage or neurodevelopmental disorders, remediation strategies based on rhythm can be considered. For example, rhythmic training can be used to improve motor performance (e.g., gait) as well as cognitive and language skills. Here, we review the games readily available in the market and assess whether they are well-suited for rhythmic training. Games that train rhythm skills may serve as useful tools for retraining motor and cognitive functions in patients with motor or neurodevelopmental disorders (e.g., Parkinson's disease, dyslexia, or ADHD). Our criteria were the peripheral used to capture and record the response, the type of response and the output measure. None of the existing games provides sufficient temporal precision in stimulus presentation and/or data acquisition. In addition, games do not train selectively rhythmic skills. Hence, the available music games, in their present form, are not satisfying for training rhythmic skills. Yet, some features such as the device used, the interface or the game scenario provide good indications for devising efficient training protocols. Guidelines are provided for devising serious music games targeting rhythmic training in the future.
Full Text Available Rhythmic skills are natural and widespread in the general population. The majority can track the beat of music and move along with it. These abilities are meaningful from a cognitive standpoint given their tight links with prominent motor and cognitive functions such as language and memory. When rhythmic skills are challenged by brain damage or neurodevelopmental disorders, remediation strategies based on rhythm can be considered. For example, rhythmic training can be used to improve motor performance (e.g., gait as well as cognitive and language skills. Here, we review the games readily available in the market and assess whether they are well-suited for rhythmic training. Games that train rhythm skills may serve as useful tools for retraining motor and cognitive functions in patients with motor or neurodevelopmental disorders (e.g., Parkinson’s disease, dyslexia, or ADHD. Our criteria were the peripheral used to capture and record the response, the type of response and the output measure. None of the existing games provides sufficient temporal precision in stimulus presentation and/or data acquisition. In addition, games do not train selectively rhythmic skills. Hence, the available music games, in their present form, are not satisfying for training rhythmic skills. Yet, some features such as the device used, the interface or the game scenario provide good indications for devising efficient training protocols. Guidelines are provided for devising serious music games targeting rhythmic training in the future.
Gong, Tao; Lam, Yau W; Shuai, Lan
Psychological experiments have revealed that in normal visual perception of humans, color cues are more salient than shape cues, which are more salient than textural patterns. We carried out an artificial language learning experiment to study whether such perceptual saliency hierarchy (color > shape > texture) influences the learning of orders regulating adjectives of involved visual features in a manner either congruent (expressing a salient feature in a salient part of the form) or incongruent (expressing a salient feature in a less salient part of the form) with that hierarchy. Results showed that within a few rounds of learning participants could learn the compositional segments encoding the visual features and the order between them, generalize the learned knowledge to unseen instances with the same or different orders, and show learning biases for orders that are congruent with the perceptual saliency hierarchy. Although the learning performances for both the biased and unbiased orders became similar given more learning trials, our study confirms that this type of individual perceptual constraint could contribute to the structural configuration of language, and points out that such constraint, as well as other factors, could collectively affect the structural diversity in languages.
Gong, Tao; Lam, Yau W.; Shuai, Lan
Psychological experiments have revealed that in normal visual perception of humans, color cues are more salient than shape cues, which are more salient than textural patterns. We carried out an artificial language learning experiment to study whether such perceptual saliency hierarchy (color > shape > texture) influences the learning of orders regulating adjectives of involved visual features in a manner either congruent (expressing a salient feature in a salient part of the form) or incongruent (expressing a salient feature in a less salient part of the form) with that hierarchy. Results showed that within a few rounds of learning participants could learn the compositional segments encoding the visual features and the order between them, generalize the learned knowledge to unseen instances with the same or different orders, and show learning biases for orders that are congruent with the perceptual saliency hierarchy. Although the learning performances for both the biased and unbiased orders became similar given more learning trials, our study confirms that this type of individual perceptual constraint could contribute to the structural configuration of language, and points out that such constraint, as well as other factors, could collectively affect the structural diversity in languages. PMID:28066281
Boltz, M G
The purpose of this research was to investigate a set of factors that may influence the perceived rate of an auditory event. In a paired-comparison task, subjects were presented with a set of music-like patterns that differed in their relative number of contour changes and in the magnitude of pitch skips (Experiment 1) as well as in the compatibility of rhythmic accent structure with the arrangement of pitch relations (Experiment 2) Results indicated that, relative to their standard referents, comparison melodies were judged to unfold more slowly when they displayed more changes in pitch direction, greater pitch distances, and an incompatible rhythmic accent structure. These findings are suggested to stem from an imputed velocity hypothesis, in which people overgeneralize certain invariant relations that typically occur between melodic and temporal accent structure within Western music.
Pedersen, Peder Kaj
' was avoided and the Danish phrase 'rytmisk musik' (rhythmic music) was created to emphasize the educational and pedagogical content. The aim was also to prevent the prejudicious idea associated with jazz, especially by opponents. The article intends to evaluate the situation of 'rhythmic music' in the context......The article reflects on Danish music education and the concept of 'rhythmic music'. It highligths the so-called "jazz-oratorio", a unique genre, created by the composer Bernhard Christensen (1906-2004) and the librettist Sven Møller Kristensen (1909-91). The article shows that the term 'jazz...... of Danish music education....
Refinetti, R; Piccione, G
Research over the past 50 years has demonstrated the existence of circadian or daily rhythmicity in the body core temperature of a large number of mammalian species. However, previous studies have failed to identify daily rhythmicity of body temperature in dogs. We report here the successful recording of daily rhythms of rectal temperature in female Beagle dogs. The low robustness of the rhythms (41% of maximal robustness) and the small range of excursion (0.5 degrees C) are probably responsible for previous failures in detecting rhythmicity in dogs.
Jäncke, Lutz; Sandmann, Pascale
Whether listening to background music enhances verbal learning performance is still disputed. In this study we investigated the influence of listening to background music on verbal learning performance and the associated brain activations. Musical excerpts were composed for this study to ensure that they were unknown to the subjects and designed to vary in tempo (fast vs. slow) and consonance (in-tune vs. out-of-tune). Noise was used as control stimulus. 75 subjects were randomly assigned to one of five groups and learned the presented verbal material (non-words with and without semantic connotation) with and without background music. Each group was exposed to one of five different background stimuli (in-tune fast, in-tune slow, out-of-tune fast, out-of-tune slow, and noise). As dependent variable, the number of learned words was used. In addition, event-related desynchronization (ERD) and event-related synchronization (ERS) of the EEG alpha-band were calculated as a measure for cortical activation. We did not find any substantial and consistent influence of background music on verbal learning. There was neither an enhancement nor a decrease in verbal learning performance during the background stimulation conditions. We found however a stronger event-related desynchronization around 800 - 1200 ms after word presentation for the group exposed to in-tune fast music while they learned the verbal material. There was also a stronger event-related synchronization for the group exposed to out-of-tune fast music around 1600 - 2000 ms after word presentation. Verbal learning during the exposure to different background music varying in tempo and consonance did not influence learning of verbal material. There was neither an enhancing nor a detrimental effect on verbal learning performance. The EEG data suggest that the different acoustic background conditions evoke different cortical activations. The reason for these different cortical activations is unclear. The most
Full Text Available Abstract Background Whether listening to background music enhances verbal learning performance is still disputed. In this study we investigated the influence of listening to background music on verbal learning performance and the associated brain activations. Methods Musical excerpts were composed for this study to ensure that they were unknown to the subjects and designed to vary in tempo (fast vs. slow and consonance (in-tune vs. out-of-tune. Noise was used as control stimulus. 75 subjects were randomly assigned to one of five groups and learned the presented verbal material (non-words with and without semantic connotation with and without background music. Each group was exposed to one of five different background stimuli (in-tune fast, in-tune slow, out-of-tune fast, out-of-tune slow, and noise. As dependent variable, the number of learned words was used. In addition, event-related desynchronization (ERD and event-related synchronization (ERS of the EEG alpha-band were calculated as a measure for cortical activation. Results We did not find any substantial and consistent influence of background music on verbal learning. There was neither an enhancement nor a decrease in verbal learning performance during the background stimulation conditions. We found however a stronger event-related desynchronization around 800 - 1200 ms after word presentation for the group exposed to in-tune fast music while they learned the verbal material. There was also a stronger event-related synchronization for the group exposed to out-of-tune fast music around 1600 - 2000 ms after word presentation. Conclusion Verbal learning during the exposure to different background music varying in tempo and consonance did not influence learning of verbal material. There was neither an enhancing nor a detrimental effect on verbal learning performance. The EEG data suggest that the different acoustic background conditions evoke different cortical activations. The reason for
Peckel, Mathieu; Pozzo, Thierry; Bigand, Emmanuel
Inspired by theories of perception-action coupling and embodied music cognition, we investigated how rhythmic music perception impacts self-paced oscillatory movements. In a pilot study, we examined the kinematic parameters of self-paced oscillatory movements, walking and finger tapping using optical motion capture. In accordance with biomechanical constraints accounts of motion, we found that movements followed a hierarchical organization depending on the proximal/distal characteristic of the limb used. Based on these findings, we were interested in knowing how and when the perception of rhythmic music could resonate with the motor system in the context of these constrained oscillatory movements. In order to test this, we conducted an experiment where participants performed four different effector-specific movements (lower leg, whole arm and forearm oscillation and finger tapping) while rhythmic music was playing in the background. Musical stimuli consisted of computer-generated MIDI musical pieces with a 4/4 metrical structure. The musical tempo of each song increased from 60 BPM to 120 BPM by 6 BPM increments. A specific tempo was maintained for 20 s before a 2 s transition to the higher tempo. The task of the participant was to maintain a comfortable pace for the four movements (self-paced) while not paying attention to the music. No instruction on whether to synchronize with the music was given. Results showed that participants were distinctively influenced by the background music depending on the movement used with the tapping task being consistently the most influenced. Furthermore, eight strategies put in place by participants to cope with the task were unveiled. Despite not instructed to do so, participants also occasionally synchronized with music. Results are discussed in terms of the link between perception and action (i.e., motor/perceptual resonance). In general, our results give support to the notion that rhythmic music is processed in a motoric
Full Text Available Inspired by theories of perception-action coupling and embodied music cognition, we investigated how rhythmic music perception impacts self-paced oscillatory movements. In a pilot study, we examined the kinematic parameters of self-paced oscillatory movements, walking and finger tapping using optical motion capture. In accordance with biomechanical constraints accounts of motion, we found that movements followed a hierarchical organization depending on the proximal/distal characteristic of the limb used. Based on these findings, we were interested in knowing how and when the perception of rhythmic music could resonate with the motor system in the context of these constrained oscillatory movements. In order to test this, we conducted an experiment where participants performed four different effector-specific movements (lower leg, whole arm and forearm oscillation and finger tapping while rhythmic music was playing in the background. Musical stimuli consisted of computer-generated MIDI musical pieces with a 4/4 metrical structure. The musical tempo of each song increased from 60 BPM to 120 BPM by 6 BPM increments. A specific tempo was maintained for 20s before a 2s transition to the higher tempo. The task of the participant was to maintain a comfortable pace for the four movements (self-paced while not paying attention to the music. No instruction on whether to synchronize with the music was given. Results showed that participants were distinctively influenced by the background music depending on the movement used with the tapping task being consistently the most influenced. Furthermore, eight strategies put in place by participants to cope with task were unveiled. Despite not instructed to do so, participants also occasionally synchronized with music. Results are discussed in terms of the link between perception and action (i.e. motor/perceptual resonance. In general, our results give support to the notion that rhythmic music is processed in a
Taufiq Lilo Adi Sucipto
Full Text Available The study examines the influence of learning management systems to the implementation of flipped classroom model in a vocational school in Indonesia. The flipped classroom is a relatively new educational model that inverts students’ time to study on lectures and time spent on homework. Despite studies have been conducted on the model, few addressed the impact of the use of a learning management system to the performance of students involved in such learning model particularly within Indonesian educational systems context. A quasi-experiment approach was applied to an experiment class and another control class. Upon the analysis, the results emphasized previously held research outcomes. The use of Edmodo learning management systems enhances students’ performance in the experiment class, relative to those of the control class. Except where otherwise noted, content on this site is licensed under a Creative Commons Attribution 4.0 International License.
Vuust, Peter; Witek, Maria A. G.
Musical rhythm, consisting of apparently abstract intervals of accented temporal events, has a remarkable capacity to move our minds and bodies. How does the cognitive system enable our experiences of rhythmically complex music? In this paper, we describe some common forms of rhythmic complexity in music and propose the theory of predictive coding (PC) as a framework for understanding how rhythm and rhythmic complexity are processed in the brain. We also consider why we feel so compelled by rhythmic tension in music. First, we consider theories of rhythm and meter perception, which provide hierarchical and computational approaches to modeling. Second, we present the theory of PC, which posits a hierarchical organization of brain responses reflecting fundamental, survival-related mechanisms associated with predicting future events. According to this theory, perception and learning is manifested through the brain’s Bayesian minimization of the error between the input to the brain and the brain’s prior expectations. Third, we develop a PC model of musical rhythm, in which rhythm perception is conceptualized as an interaction between what is heard (“rhythm”) and the brain’s anticipatory structuring of music (“meter”). Finally, we review empirical studies of the neural and behavioral effects of syncopation, polyrhythm and groove, and propose how these studies can be seen as special cases of the PC theory. We argue that musical rhythm exploits the brain’s general principles of prediction and propose that pleasure and desire for sensorimotor synchronization from musical rhythm may be a result of such mechanisms. PMID:25324813
Full Text Available Musical rhythm, consisting of apparently abstract intervals of accented temporal events, has a remarkable capacity to move our minds and bodies. How does the cognitive system enable our experiences of rhythmically complex music? In this paper, we describe some common forms of rhythmic complexity in music and propose the theory of predictive coding as a framework for understanding how rhythm and rhythmic complexity are processed in the brain. We also consider why we feel so compelled by rhythmic tension in music. First, we consider theories of rhythm and meter perception, which provide hierarchical and computational approaches to modeling. Second, we present the theory of predictive coding, which posits a hierarchical organization of brain responses reflecting fundamental, survival-related mechanisms associated with predicting future events. According to this theory, perception and learning is manifested through the brain’s Bayesian minimization of the error between the input to the brain and the brain’s prior expectations. Third, we develop a predictive coding model of musical rhythm, in which rhythm perception is conceptualized as an interaction between what is heard (‘rhythm’ and the brain’s anticipatory structuring of music (‘meter’. Finally, we review empirical studies of the neural and behavioral effects of syncopation, polyrhythm and groove, and propose how these studies can be seen as special cases of the predictive coding theory. We argue that musical rhythm exploits the brain’s general principles of prediction and propose that pleasure and desire for sensorimotor synchronization from musical rhythm may be a result of such mechanisms.
Nilsson, Mikael; ?stergren, Jan; Fors, Uno; Rickenlund, Anette; Jorfeldt, Lennart; Caidahl, Kenneth; Bolinder, Gunilla
Abstract Background The compressed curriculum in modern knowledge-intensive medicine demands useful tools to achieve approved learning aims in a limited space of time. Web-based learning can be used in different ways to enhance learning. Little is however known regarding its optimal utilisation. Our aim was to investigate if the individual learning styles of medical students influence the choice to use a web-based ECG learning programme in a blended learning setting. Methods The programme, wi...
Nemet, Gregory F.
The extent and timing of cost-reducing improvements in low-carbon energy systems are important sources of uncertainty in future levels of greenhouse-gas emissions. Models that assess the costs of climate change mitigation policy, and energy policy in general, rely heavily on learning curves to include technology dynamics. Historically, no energy technology has changed more dramatically than photovoltaics (PV), the cost of which has declined by a factor of nearly 100 since the 1950s. Which changes were most important in accounting for the cost reductions that have occurred over the past three decades? Are these results consistent with the notion that learning from experience drove technical change? In this paper, empirical data are assembled to populate a simple model identifying the most important factors affecting the cost of PV. The results indicate that learning from experience, the theoretical mechanism used to explain learning curves, only weakly explains change in the most important factors-plant size, module efficiency, and the cost of silicon. Ways in which the consideration of a broader set of influences, such as technical barriers, industry structure, and characteristics of demand, might be used to inform energy technology policy are discussed
Lv, Ke; Qu, Lina
Purpose: It is vital for astronauts to maintain the optimal alertness and neurobehavioral function. Among various factors that exist in the space flight and long-duration mission environment, gravity changes may probably an essential environmental factor to interfere with internal circadian rhythms homeostasis and sleep quality, but the underlying mechanism is unclear. Mammals' biological clock is controlled by the suprachiasmatic nucleus (SCN), and peripheral organs adjust their own rhythmicity with the central signals. Nevertheless the mechanism underlying this synchronizition process is still unknown. microRNAs (miRNAs) are about 19˜22nt long regulatory RNAs that serve as critical modulators of post-transcriptional gene regulation. Recently, circulating miRNAs were found to have the regulatory role between cells and peripheral tissues, besides its function inside the cells. This study aims to investigate the regulatory signal transduction role of miRNAs between SCN and peripheral biological clock effecter tissues and to further decipher the mechanism of circadian disturbance under microgravity. Method: Firstly, based on the assumption that severe alterations in the expression of genes known to be involved in circadian rhythms may affect the expression of other genes, the labeled cDNA from liver and suprachiasmatic nucleus (SCN) of clock-knockout mice and control mice in different time points were cohybridized to microarrays. The fold change exceeding 2 (FC>2) was used to identify genes with altered expression levels in the knockout mice compared with control mice. Secondly, male C57BL/6J mice at 8 weeks of age were individually caged and acclimatized to the laboratory conditions (12h light/dark cycle) before being used for continuous core body temperature and activity monitoring. The mice were individually caged and tail suspended using a strip of adhesive surgical tape attached to a chain hanging from a pulley. Peripheral blood and liver tissues collection
Rabinowitch, Tal-Chen; Meltzoff, Andrew N
The allocation of resources to a peer partner is a prosocial act that is of fundamental importance. Joint rhythmic movement, such as occurs during musical interaction, can induce positive social experiences, which may play a role in developing and enhancing young children's prosocial skills. Here, we investigated whether joint rhythmic movement, free of musical context, increases 4-year-olds' sharing and sense of fairness in a resource allocation task involving peers. We developed a precise procedure for administering joint synchronous experience, joint asynchronous experience, and a baseline control involving no treatment. Then we tested how participants allocated resources between self and peer. We found an increase in the generous allocation of resources to peers following both synchronous and asynchronous movement compared to no treatment. At a more theoretical level, this result is considered in relation to previous work testing other aspects of child prosociality, for example, peer cooperation, which can be distinguished from judgments of fairness in resource allocation tasks. We draw a conceptual distinction between two types of prosocial behavior: resource allocation (an other-directed individual behavior) and cooperation (a goal-directed collaborative endeavor). Our results highlight how rhythmic interactions, which are prominent in joint musical engagements and synchronized activity, influence prosocial behavior between preschool peers.
Pedersen, Peder Kaj
In Danish state schools from elementary to upper secondary school music is part of curricula at all levels. It is widely accepted that both individuals and culture benefit from art subjects, creative activities etc. This type of motivation was sufficient support for maintaining music as a subject...... and to avoid what was associated with jazz, especially by its opponents. This paper aims at taking stock of the situation in Danish music education during the last decade and at specifying the situation of ‘rhythmic music’ within this context....... at all levels of the educational system from around 1960 to around 2000. This tradition dates back to the 1920s, when the first Social Democratic government in Danish history (1924-26), with Nina Bang as minister of education (probably the first female minister worldwide), in the field of music made...... genre of music, and in Denmark this interest manifested itself in attempts to integrate jazz in the musical education of the youth. A unique genre, the so-called ‘jazz oratorios’, was created by the composer Bernhard Christensen (1906-2004) and the librettist Sven Møller Kristensen (1909- 91...
Full Text Available Team teaching factors, including mission clarity, affiliation, innovativeness, and fairness, are examined to determine how they influence student learning in a team-taught course. The study involved 184 college students enrolled in an Introduction to Computers course delivered in a team-taught format in a large university located in the United States. The collaborative teaching design followed a traditional team teaching approach with an instructor team teaching the same course collaboratively. Students enrolled in the team-taught course filled out an online survey targeted at identifying key factors that influence student-based outcomes (satisfaction and competency in the course. Results showed that instructor team mission clarity, affiliation, and fairness are significantly related to students’ satisfaction while instructor team mission clarity and fairness are significantly related to students’ competency.
Shernoff, David J.; Ruzek, Erik A.; Sinha, Suparna
Classroom learning environments are frequently assumed to exert their influence on learning indirectly, via student engagement. The present study examined the influence of environmental challenge and support on learning in high school classrooms, and the potential for student engagement to act as a mediator in this relationship. Data were…
Obergriesser, Stefanie; Stoeger, Heidrun
Research on the relationships between students' achievement emotions and their (self-regulated) learning behavior is growing. However, little is known about the relationships between students' learning preferences and achievement emotions and the extent to which these influence learning strategies. In this study we, first, looked at the…
Yoga Budi Bhakti
Full Text Available This research aims to understand the influence process of science skill and motivation learning with creativity learn. Data about the process of scince skill, motivation and creativity learn collected by test questioner instrument. Data analysis with regression analysis and correlation . Research shows that: There is the influence of skill process of science to the process of creativity learn with correlation coefficient r = 0.634 , there is the influence of motivation learn students to creativity learning with correlation coefficient r = 0.55, the process of science skills and motivation to study for students influence of creativity learn with correlation coefficient r = 0.935. This study concluded that skill process of science and the motivation to study student could creative learning.
Comer, A. J.; Blakeborough, A.; Williams, M. S.
It is widely accepted that concerted human activity such as bouncing or bobbing can excite cantilever grandstands. Crowd coordination can be unwitting and may be exacerbated by structural motion caused by resonant structural response. This is an area of uncertainty in the design and analysis of modern grandstands. This paper presents experimental measurement and analysis of rhythmic crowd bobbing loads obtained from tests on a grandstand simulator with two distinct support conditions; (a) rigid, and; (b) flexible. It was found that significant structural vibration at the bobbing frequency did not increase the effective bobbing load. Structural motion at the bobbing frequency caused a reduction in the dynamic load factor (DLF) at the frequency of the second harmonic while those at the first and third harmonics were unaffected. Two plausible reasons for this are: (a) the bobbing group were unable to supply significant energy to the system at the frequency of the second harmonic; (b) the bobbing group altered their bobbing style to reduce the response of the grandstand simulator. It was deduced that the bobbing group did not absorb energy from the dynamic system. Furthermore, dynamic load factors for groups of test subjects bobbing on a rigid structure were typically greater than those of synthesised groups derived from individuals bobbing alone, possibly due to group effects such as audio and visual stimuli from neighbouring test subjects. Last, the vibration levels experienced by the test subjects appear to be below levels likely to cause discomfort. This is to be expected as the test subjects were themselves controlling the magnitude and duration of vibration for the bobbing tests considered.
Flessas, Konstantinos; Mylonas, Dimitris; Panagiotaropoulou, Georgia; Tsopani, Despina; Korda, Alexandrea; Siettos, Constantinos; Di Cagno, Alessandra; Evdokimidis, Ioannis; Smyrnis, Nikolaos
Rhythmic gymnastics (RG) is an aesthetic event balancing between art and sport that also has a performance rating system (Code of Points) given by the International Gymnastics Federation. It is one of the sports in which competition results greatly depend on the judges' evaluation. In the current study, we explored the judges' performance in a five-gymnast ensemble routine. An expert-novice paradigm (10 international-level, 10 national-level, and 10 novice-level judges) was implemented under a fully simulated procedure of judgment in a five-gymnast ensemble routine of RG using two videos of routines performed by the Greek national team of RG. Simultaneous recordings of two-dimensional eye movements were taken during the judgment procedure to assess the percentage of time spent by each judge viewing the videos and fixation performance of each judge when an error in gymnast performance had occurred. All judge level groups had very modest performance of error recognition on gymnasts' routines, and the best international judges reported approximately 40% of true errors. Novice judges spent significantly more time viewing the videos compared with national and international judges and spent significantly more time fixating detected errors than the other two groups. National judges were the only group that made efficient use of fixation to detect errors. The fact that international-level judges outperformed both other groups, while not relying on visual fixation to detect errors, suggests that these experienced judges probably make use of other cognitive strategies, increasing their overall error detection efficiency, which was, however, still far below optimum.
Full Text Available One of the variables that influence motor learning is the learner’s previous experience, which may provide perceptual and motor elements to be transferred to a novel motor skill. For swimming skills, several motor experiences may prove effective. Purpose. The aim was to analyse the influence of previous experience in playing in water, swimming lessons, and music or dance lessons on learning the breaststroke kick. Methods. The study involved 39 Physical Education students possessing basic swimming skills, but not the breaststroke, who performed 400 acquisition trials followed by 50 retention and 50 transfer trials, during which stroke index as well as rhythmic and spatial configuration indices were mapped, and answered a yes/no questionnaire regarding previous experience. Data were analysed by ANOVA (p = 0.05 and the effect size (Cohen’s d ≥0.8 indicating large effect size. Results. The whole sample improved their stroke index and spatial configuration index, but not their rhythmic configuration index. Although differences between groups were not significant, two types of experience showed large practical effects on learning: childhood water playing experience only showed major practically relevant positive effects, and no experience in any of the three fields hampered the learning process. Conclusions. The results point towards diverse impact of previous experience regarding rhythmic activities, swimming lessons, and especially with playing in water during childhood, on learning the breaststroke kick.
Alan James Power
Full Text Available Auditory cortical oscillations have been proposed to play an important role in speech perception. It is suggested that the brain may take temporal ‘samples’ of information from the speech stream at different rates, phase-resetting ongoing oscillations so that they are aligned with similar frequency bands in the input (‘phase locking’. Information from these frequency bands is then bound together for speech perception. To date, there are no explorations of neural phase-locking and entrainment to speech input in children. However, it is clear from studies of language acquisition that infants use both visual speech information and auditory speech information in learning. In order to study neural entrainment to speech in typically-developing children, we use a rhythmic entrainment paradigm (underlying 2 Hz or delta rate based on repetition of the syllable ba, presented in either the auditory modality alone, the visual modality alone, or as auditory-visual speech (via a talking head. To ensure attention to the task, children aged 13 years were asked to press a button as fast as possible when the ba stimulus violated the rhythm for each stream type. Rhythmic violation depended on delaying the occurrence of a ba in the isochronous stream. Neural entrainment was demonstrated for all stream types, and individual differences in standardized measures of language processing were related to auditory entrainment at the theta rate. Further, there was significant modulation of the preferred phase of auditory entrainment in the theta band when visual speech cues were present, indicating cross-modal phase resetting. The rhythmic entrainment paradigm developed here offers a method for exploring individual differences in oscillatory phase locking during development. In particular, a method for assessing neural entrainment and cross-modal phase resetting would be useful for exploring developmental learning difficulties thought to involve temporal sampling
Students of Open University are strongly required to be able to study independently. They rely heavily on the cognitive learning styles that they have in attempt to get maximum scores in every final exam. The participants of this research were students in the Physics Education program taking Thermodynamic subject course. The research analysis…
Soo Ji Kim
Full Text Available Deficits in bimanual coordination of older adults have been demonstrated to significantly limit their functioning in daily life. As a bimanual sensorimotor task, instrument playing has great potential for motor and cognitive training in advanced age. While the process of matching a person’s repetitive movements to auditory rhythmic cueing during instrument playing was documented to involve motor and attentional control, investigation into whether the level of cognitive functioning influences the ability to rhythmically coordinate movement to an external beat in older populations is relatively limited. Therefore, the current study aimed to examine how timing accuracy during bimanual instrument playing with rhythmic cueing differed depending on the degree of participants’ cognitive aging. Twenty one young adults, 20 healthy older adults, and 17 older adults with mild dementia participated in this study. Each participant tapped an electronic drum in time to the rhythmic cueing provided using both hands simultaneously and in alternation. During bimanual instrument playing with rhythmic cueing, mean and variability of synchronization errors were measured and compared across the groups and the tempo of cueing during each type of tapping task. Correlations of such timing parameters with cognitive measures were also analyzed. The results showed that the group factor resulted in significant differences in the synchronization errors-related parameters. During bimanual tapping tasks, cognitive decline resulted in differences in synchronization errors between younger adults and older adults with mild dimentia. Also, in terms of variability of synchronization errors, younger adults showed significant differences in maintaining timing performance from older adults with and without mild dementia, which may be attributed to decreased processing time for bimanual coordination due to aging. Significant correlations were observed between variability of
Vuust, Peter; Ostergaard, Leif; Pallesen, Karen Johanne; Bailey, Christopher; Roepstorff, Andreas
During the last decades, models of music processing in the brain have mainly discussed the specificity of brain modules involved in processing different musical components. We argue that predictive coding offers an explanatory framework for functional integration in musical processing. Further, we provide empirical evidence for such a network in the analysis of event-related MEG-components to rhythmic incongruence in the context of strong metric anticipation. This is seen in a mismatch negativity (MMNm) and a subsequent P3am component, which have the properties of an error term and a subsequent evaluation in a predictive coding framework. There were both quantitative and qualitative differences in the evoked responses in expert jazz musicians compared with rhythmically unskilled non-musicians. We propose that these differences trace a functional adaptation and/or a genetic pre-disposition in experts which allows for a more precise rhythmic prediction.
Amador, Ana; Trevisan, M. A.; Mindlin, G. B.
Horneros (Furnarius Rufus) are South American birds well known for their oven-looking nests and their ability to sing in couples. Previous work has analyzed the rhythmic organization of the duets, unveiling a mathematical structure behind the songs. In this work we analyze in detail an extended database of duets. The rhythms of the songs are compatible with the dynamics presented by a wide class of dynamical systems: forced excitable systems. Compatible with this nonlinear rule, we build a biologically inspired model for how the neural and the anatomical elements may interact to produce the observed rhythmic patterns. This model allows us to synthesize songs presenting the acoustic and rhythmic features observed in real songs. We also make testable predictions in order to support our hypothesis.
Full Text Available The main purpose of this study is to construct the user satisfaction structure model of mobile learning APP (software designed that run on mobile devices from the perspective of the mobile learning participants, and to analyze the influence factors of satisfaction with mobile learning APP. The results of this study show that perceived responsiveness and perceived content are both the important factors that affect user satisfaction with mobile learning APP. Users have high satisfaction with the content conforming to the mobile learning context. Users expect to get immediate feedback in the process of learning, which can improve the learning methods and efficiency.
Worker, Steven Michael
practices, STEM content learning, strengthening of tool competencies, learning dispositions, and psychological ownership - however, their expression, manifestation, and opportunities were afforded and/or constrained by the various participation structures. Furthermore, conflicts were evidenced in the use of participation structures; emphasis of educators on formal reasoning and planning versus youth preference for hands-on tinkering; and tensions amongst youth peers while engaging in design teams. Two themes emerged regarding the educators' pedagogy: adaptations in response to structural and curricular constraints and pedagogical approach influenced by self-identification with a professional field of engineering. This study contributes to our understanding of STEM learning through design in out-of-school time. This research helps clarify the tensions among major co-actors, youth, educator, and curriculum, as the learning environment was co-constructed and how that, in turn, afforded opportunities for youth to learn and develop. This study illuminated the complex negotiations between these co-actors and explored questions about who can and does decide the nature of the activity structures. These co-actors were not without conflict, thus suggesting that these spaces and pedagogies do not exemplify STEM teaching on their own, but neither do they preclude practices that deepen young people's interest and motivation for STEM learning.
Ghai, Shashank; Ghai, Ishan; Effenberg, Alfred O
Auditory entrainment can influence gait performance in movement disorders. The entrainment can incite neurophysiological and musculoskeletal changes to enhance motor execution. However, a consensus as to its effects based on gait in people with cerebral palsy is still warranted. A systematic review and meta-analysis were carried out to analyze the effects of rhythmic auditory cueing on spatiotemporal and kinematic parameters of gait in people with cerebral palsy. Systematic identification of published literature was performed adhering to Preferred Reporting Items for Systematic Reviews and Meta-Analyses and American Academy for Cerebral Palsy and Developmental Medicine guidelines, from inception until July 2017, on online databases: Web of Science, PEDro, EBSCO, Medline, Cochrane, Embase and ProQuest. Kinematic and spatiotemporal gait parameters were evaluated in a meta-analysis across studies. Of 547 records, nine studies involving 227 participants (108 children/119 adults) met our inclusion criteria. The qualitative review suggested beneficial effects of rhythmic auditory cueing on gait performance among all included studies. The meta-analysis revealed beneficial effects of rhythmic auditory cueing on gait dynamic index (Hedge's g =0.9), gait velocity (1.1), cadence (0.3), and stride length (0.5). This review for the first time suggests a converging evidence toward application of rhythmic auditory cueing to enhance gait performance and stability in people with cerebral palsy. This article details underlying neurophysiological mechanisms and use of cueing as an efficient home-based intervention. It bridges gaps in the literature, and suggests translational approaches on how rhythmic auditory cueing can be incorporated in rehabilitation approaches to enhance gait performance in people with cerebral palsy.
Full Text Available Shashank Ghai,1 Ishan Ghai,2 Alfred O. Effenberg1 1Institute for Sports Science, Leibniz University Hannover, Hannover, Germany; 2School of Life Sciences, Jacobs University, Bremen, Germany Abstract: Auditory entrainment can influence gait performance in movement disorders. The entrainment can incite neurophysiological and musculoskeletal changes to enhance motor execution. However, a consensus as to its effects based on gait in people with cerebral palsy is still warranted. A systematic review and meta-analysis were carried out to analyze the effects of rhythmic auditory cueing on spatiotemporal and kinematic parameters of gait in people with cerebral palsy. Systematic identification of published literature was performed adhering to Preferred Reporting Items for Systematic Reviews and Meta-Analyses and American Academy for Cerebral Palsy and Developmental Medicine guidelines, from inception until July 2017, on online databases: Web of Science, PEDro, EBSCO, Medline, Cochrane, Embase and ProQuest. Kinematic and spatiotemporal gait parameters were evaluated in a meta-analysis across studies. Of 547 records, nine studies involving 227 participants (108 children/119 adults met our inclusion criteria. The qualitative review suggested beneficial effects of rhythmic auditory cueing on gait performance among all included studies. The meta-analysis revealed beneficial effects of rhythmic auditory cueing on gait dynamic index (Hedge’s g=0.9, gait velocity (1.1, cadence (0.3, and stride length (0.5. This review for the first time suggests a converging evidence toward application of rhythmic auditory cueing to enhance gait performance and stability in people with cerebral palsy. This article details underlying neurophysiological mechanisms and use of cueing as an efficient home-based intervention. It bridges gaps in the literature, and suggests translational approaches on how rhythmic auditory cueing can be incorporated in rehabilitation approaches to
Omkar, S N; Vyas, Khushi; Vikranth, H N
Biomechanical signals due to human movements during exercise are represented in time-frequency domain using Wigner Distribution Function (WDF). Analysis based on WDF reveals instantaneous spectral and power changes during a rhythmic exercise. Investigations were carried out on 11 healthy subjects who performed 5 cycles of sun salutation, with a body-mounted Inertial Measurement Unit (IMU) as a motion sensor. Variance of Instantaneous Frequency (I.F) and Instantaneous Power (I.P) for performance analysis of the subject is estimated using one-way ANOVA model. Results reveal that joint Time-Frequency analysis of biomechanical signals during motion facilitates a better understanding of grace and consistency during rhythmic exercise.
Jung, Harim; Sontag, Samuel; Park, YeBin S; Loui, Psyche
Music and language are human cognitive and neural functions that share many structural similarities. Past theories posit a sharing of neural resources between syntax processing in music and language (Patel, 2003), and a dynamic attention network that governs general temporal processing (Large and Jones, 1999). Both make predictions about music and language processing over time. Experiment 1 of this study investigates the relationship between rhythmic expectancy and musical and linguistic syntax in a reading time paradigm. Stimuli (adapted from Slevc et al., 2009) were sentences broken down into segments; each sentence segment was paired with a musical chord and presented at a fixed inter-onset interval. Linguistic syntax violations appeared in a garden-path design. During the critical region of the garden-path sentence, i.e., the particular segment in which the syntactic unexpectedness was processed, expectancy violations for language, music, and rhythm were each independently manipulated: musical expectation was manipulated by presenting out-of-key chords and rhythmic expectancy was manipulated by perturbing the fixed inter-onset interval such that the sentence segments and musical chords appeared either early or late. Reading times were recorded for each sentence segment and compared for linguistic, musical, and rhythmic expectancy. Results showed main effects of rhythmic expectancy and linguistic syntax expectancy on reading time. There was also an effect of rhythm on the interaction between musical and linguistic syntax: effects of violations in musical and linguistic syntax showed significant interaction only during rhythmically expected trials. To test the effects of our experimental design on rhythmic and linguistic expectancies, independently of musical syntax, Experiment 2 used the same experimental paradigm, but the musical factor was eliminated-linguistic stimuli were simply presented silently, and rhythmic expectancy was manipulated at the critical
Full Text Available By different moving activities, learning about their body and its mothoric, a child develops its mothoric, acquires different motoric skills and habits and develops motoric activities. In this work, the subject of the research is just one segment of the anthropological area which refers to the appearance of appropriate motor abilities-speed. The research involved a total sample of 99 girls from the 3th and 4th grade of elementary school. The subjects were classified in experimental and control groups. The experimental group was made of 51 students and they were practicing according to planning instruction where the rhythmic gymnastics had the primary part. The control group of 48 students was practicing according to official instructional plan and program for P.E. of the Republic of Serbia. At the beginning of the academic year, initial (first measurement was performed, followed by experimental final (second measurement at the end of experiment. Research data was processed using SPSS standard statistics procedure. The multi-variant procedures were used in this research ant those were: the multi-variant analysis of the variable MANCOVA i MANOVA. Also, the mono-variant procedures were used and those were: the variable analysis ANCOVA, ANOVA and the interval of entrust. Considering the difference of the influence of the treatment, it can be pointed out that the experimental program, with all its characteristics, widely contributed to all its segments to the improvement of speed. It is known that the use of physical exercise stimulation only within regular physical education classes is not sufficient to provoke essential improvement of motoric abilities. Therefore it is very important not only to try to animate schoolboys for participation in additional sporting activities, especial rhythmic gymnastics, out of regular physical education classes, but, what is even more important, to increase the number of physical education classes a week, with the
Purpose: The purpose of this study is to investigate the influences of system and instructor factors on e-learning effectiveness under the interactions of computer self-efficacy. In this study, the factors of the e-learning system are functionality, interaction, and response. The factors of the e-learning instructor are attitude, technical skills,…
Cicuto, Camila Aparecida Tolentino; Torres, Bayardo Baptista
The Biochemistry: Biomolecules Structure and Metabolism course's goal is to promote meaningful learning through an active learning environment. Thus, study periods (SP) and discussion groups (DG) are used as a substitute for lecture classes. The goal of this study was to evaluate how this learning environment influences students' motivation (n =…
In this experimental study, the influence of the constructivist learning approach on students’ levels of learning trigonometry and on their attitudes towards mathematics was examined in comparison with the traditional methods of instruction. The constructivist learning approach was the independent variable, while mathematics achievement, the lessons of trigonometry and the attitudes towards mathematics constituted the dependent variables. The study was designed as the pretest-posttest control...
Jancke L; Brugger E; Brummer M; Scherrer S; Alahmadi N
BACKGROUND: Whether listening to background music enhances verbal learning performance is still a matter of dispute. In this study we investigated the influence of vocal and instrumental background music on verbal learning. METHODS: 226 subjects were randomly assigned to one of five groups (one control group and 4 experimental groups). All participants were exposed to a verbal learning task. One group served as control group while the 4 further groups served as experimental groups. The con...
Chang, Chi-Cheng; Liang, Chaoyun; Shu, Kuen-Ming; Chiu, Yi-Chun
The purpose of the present study was to investigate the variation of influencing factors of e-learning continuance intention for different degrees of participation and to examine moderating effects of degrees of participation on influencing factors of e-learning continuance intention. Participants included 670 learners from an adult professional…
Berkhout, J J; Slootweg, I. A.; Helmich, Esther; Teunissen, P W; van der Vleuten, C. P. M.; Jaarsma, A. D. C.
Background: In clerkships, students are expected to self-regulate their learning. How clinical departments and their routine approach on clerkships influences students' self-regulated learning (SRL) is unknown.Aim: This study explores how characteristic routines of clinical departments influence
Wittwer, Joanne E; Webster, Kate E; Hill, Keith
To determine whether rhythmic music and metronome cues alter spatiotemporal gait measures and gait variability in people with Alzheimer disease (AD). A repeated-measures study requiring participants to walk under different cueing conditions. University movement laboratory. Of the people (N=46) who met study criteria (a diagnosis of probable AD and ability to walk 100m) at routine medical review, 30 (16 men; mean age ± SD, 80±6y; revised Addenbrooke's Cognitive Examination range, 26-79) volunteered to participate. Participants walked 4 times over an electronic walkway synchronizing to (1) rhythmic music and (2) a metronome set at individual mean baseline comfortable speed cadence. Gait spatiotemporal measures and gait variability (coefficient of variation [CV]). Data from individual walks under each condition were combined. A 1-way repeated-measures analysis of variance was used to compare uncued baseline, cued, and retest measures. Gait velocity decreased with both music and metronome cues compared with baseline (baseline, 110.5cm/s; music, 103.4cm/s; metronome, 105.4cm/s), primarily because of significant decreases in stride length (baseline, 120.9cm; music, 112.5cm; metronome, 114.8cm) with both cue types. This was coupled with increased stride length variability compared with baseline (baseline CV, 3.4%; music CV, 4.3%; metronome CV, 4.5%) with both cue types. These changes did not persist at (uncued) retest. Temporal variability was unchanged. Rhythmic auditory cueing at comfortable speed tempo produced deleterious effects on gait in a single session in this group with AD. The deterioration in spatial gait parameters may result from impaired executive function associated with AD. Further research should investigate whether these instantaneous cue effects are altered with more practice or with learning methods tailored to people with cognitive impairment. Copyright © 2013 American Congress of Rehabilitation Medicine. Published by Elsevier Inc. All rights
Kojima, Shihoko; Sher-Chen, Elaine L.; Green, Carla B.
Green and colleagues perform a global analysis of circadian-controlled poly(A) tails and identify hundreds of mRNAs that display dynamic rhythmic polyadenylation states. They identify three distinct classes of mRNAs with rhythmic poly(A) tails. Interestingly, class III mRNAs are controlled not by transcription, but by rhythmic cytoplasmic polyadenylation, and are regulated by the components of the cytoplasmic polyadenylation machinery, CPEB2 in particular, which are themselves rhythmically ex...
Pacton, Sébastien; Sobaco, Amélie; Fayol, Michel; Treiman, Rebecca
TWO EXPERIMENTS INVESTIGATED WHETHER AND HOW THE LEARNING OF SPELLINGS BY FRENCH THIRD GRADERS IS INFLUENCED BY TWO GRAPHOTACTIC PATTERNS: consonants cannot double in word-initial position (Experiment 1) and consonants cannot double after single consonants (Experiment 2). Children silently read meaningful texts that contained three types of novel spellings: no doublet (e.g., mupile, guprane), doublet in a legal position (e.g., muppile, gupprane), and doublet in an illegal position (e.g., mmupile, guprrane). Orthographic learning was assessed with a task of spelling to dictation. In both experiments, children recalled items without doublets better than items with doublets. In Experiment 1, children recalled spellings with a doublet in illegal word-initial position better than spellings with a doublet in legal word-medial position, and almost all misspellings involved the omission of the doublet. The fact that the graphotactic violation in an item like mmupile was in the salient initial position may explain why children often remembered both the presence and the position of the doublet. In Experiment 2, children recalled non-words with a doublet before a single consonant (legal, e.g., gupprane) better than those with a doublet after a single consonant (illegal, e.g., guprrane). Omission of the doublet was the most frequent error for both types of items. Children also made some transposition errors on items with a doublet after a single consonant, recalling for example gupprane instead of guprrane. These results suggest that, when a doublet is in the hard-to-remember medial position, children sometimes remember that an item contains a doublet but not which letter is doubled. Their knowledge that double consonants can occur before but not after single consonants leads to transposition errors on items like guprrane. These results shed new light on the conditions under which children use general knowledge about the graphotactic patterns of their writing system to
Pierce, Michael A.
Describes study of effects of learning procedures and performance tempo on ability of 64 middle school students to perform previously learned rhythmic passages. Reviews the four learning procedures used for each rhythmic passage. Finds no evidence attributed to learning procedure but significant adverse differences if the tempo was changed from…
The purpose of this study was to replicate and extend previous findings on spontaneous movement and rhythmic engagement with music in infancy. Using the identical stimuli and procedures from the original study, I investigated spontaneous rhythmic movements in response to music, infant-directed speech, and contrasting rhythmic patterns in 30…
Buijink, A. W. G.; Broersma, M.; van der Stouwe, A. M. M.; van Wingen, G. A.; Groot, P. F. C.; Speelman, J. D.; Maurits, N. M.; van Rootselaar, A. F.
Introduction: Cerebellar circuits are hypothesized to play a central role in the pathogenesis of essential tremor. Rhythmic finger tapping is known to strongly engage the cerebellar motor circuitry. We characterize cerebellar and, more specifically, dentate nucleus function, and neural correlates of
Galetta, F; Franzoni, F; D'alessandro, C; Piazza, M; Tocchini, L; Fallahi, P; Antonelli, A; Cupisti, F; Santoro, G
Rhythmic gymnasts are often believed to be a population at risk of malnutrition because of their tendency to keep a low weight and a lean appearance for better athletic performance, and because they start intensive training at a very young age. The purpose of this study was to evaluate in adolescent elite gymnasts the effects of physical activity on body composition and cardiac morphology and function. Sixteen national level rhythmic gymnasts and 16 control adolescent female underwent anthropometric measurements, bioelectric impedance and echocardiography to assess body composition and cardiac morphology and function. As compared to controls, gymnasts had lower body mass index (16.9±1.1 vs. 18.7±1.0, Panalysis showed a lower percentage of body fat in the gymnasts, together with a higher percentage of fat-free mass. Echocardiographic findings indicate that elite rhythmic gymnastics present left ventricular remodeling as training-induced cardiac adaptation. Intensive training, dietary attitude and evident leanness of rhythmic gymnasts are not associated with cardiac abnormalities, as it is the case of pathological leanness.
Ozernov-Palchik, Ola; Wolf, Maryanne; Patel, Aniruddh D
A growing number of studies report links between nonlinguistic rhythmic abilities and certain linguistic abilities, particularly phonological skills. The current study investigated the relationship between nonlinguistic rhythmic processing, phonological abilities, and early literacy abilities in kindergarteners. A distinctive aspect of the current work was the exploration of whether processing of different types of rhythmic patterns is differentially related to kindergarteners' phonological and reading-related abilities. Specifically, we examined the processing of metrical versus nonmetrical rhythmic patterns, that is, patterns capable of being subdivided into equal temporal intervals or not (Povel & Essens, 1985). This is an important comparison because most music involves metrical sequences, in which rhythm often has an underlying temporal grid of isochronous units. In contrast, nonmetrical sequences are arguably more typical to speech rhythm, which is temporally structured but does not involve an underlying grid of equal temporal units. A rhythm discrimination app with metrical and nonmetrical patterns was administered to 74 kindergarteners in conjunction with cognitive and preliteracy measures. Findings support a relationship among rhythm perception, phonological awareness, and letter-sound knowledge (an essential precursor of reading). A mediation analysis revealed that the association between rhythm perception and letter-sound knowledge is mediated through phonological awareness. Furthermore, metrical perception accounted for unique variance in letter-sound knowledge above all other language and cognitive measures. These results point to a unique role for temporal regularity processing in the association between musical rhythm and literacy in young children. Copyright © 2017 Elsevier Inc. All rights reserved.
Buijink, A. W. G.; Broersma, M.; van der Stouwe, A. M. M.; van Wingen, G. A.; Groot, P. F. C.; Speelman, J. D.; Maurits, N. M.; van Rootselaar, A. F.
Cerebellar circuits are hypothesized to play a central role in the pathogenesis of essential tremor. Rhythmic finger tapping is known to strongly engage the cerebellar motor circuitry. We characterize cerebellar and, more specifically, dentate nucleus function, and neural correlates of cerebellar
Low, Ee Ling
This paper investigates whether the rhythmic properties of varieties of English found in each of the concentric circles of Kachru's model can, in any way, be elucidated by the "Three Circles" model. A measurement and comparison of the rhythm of three varieties of English: British English (from the Inner Circle), Singapore English (from…
Degallier, Sarah; Ijspeert, Auke
Rhythmic and discrete movements are frequently considered separately in motor control, probably because different techniques are commonly used to study and model them. Yet the increasing interest in finding a comprehensive model for movement generation requires bridging the different perspectives arising from the study of those two types of movements. In this article, we consider discrete and rhythmic movements within the framework of motor primitives, i.e., of modular generation of movements. In this way we hope to gain an insight into the functional relationships between discrete and rhythmic movements and thus into a suitable representation for both of them. Within this framework we can define four possible categories of modeling for discrete and rhythmic movements depending on the required command signals and on the spinal processes involved in the generation of the movements. These categories are first discussed in terms of biological concepts such as force fields and central pattern generators and then illustrated by several mathematical models based on dynamical system theory. A discussion on the plausibility of theses models concludes the work.
Koops, Hendrik Vincent; Volk, A.; de Haas, W.B.
This paper presents a corpus-based study on rhythmic patterns in the RAG-collection of approximately 11.000 symbolically encoded ragtime pieces. While characteristic musical features that define ragtime as a genre have been debated since its inception, musicologists argue that specific syncopation
Bouwer, F.; Honing, H.; Cambouropoulos, E.; Tsougras, C.; Mavromatis, P.; Pastiadis, K.
When listening to musical rhythm, regularity in time is often perceived in the form of a beat or pulse. External rhythmic events can give rise to the perception of a beat, through a process known as beat induction. In addition, internal processes, like long-term memory, working memory and automatic
Ridderikhoff, A.; Peper, C.E.; Beek, P.J.
Studies of rhythmic bimanual coordination under dual-task conditions revealed (1) a dependence of secondary task performance on the stability of coordinative tasks, in that secondary task performance was better during in-phase than antiphase coordination, and (2) a shift in the mean relative phasing
Uther, M; Banks, AP
This study investigates the influence of sensory and cognitive affordances on the user experience of mobile devices for multimedia language learning applications. A primarily audio-based language learning application – ‘Vowel Trainer’, was chosen against a comparison, text and picture-based language learning application – ‘Learn English for Taxi Drivers’. Impressions of the two applications were assessed on two different devices that have virtually the same interface and identical sound outpu...
Duvivier, R.; Stalmeijer, R.; Dalen, J. Van; Vleuten, C.P.M. van der; Scherpbier, A.
BACKGROUND: Hospital clerkships are considered crucial for acquiring competencies such as diagnostic reasoning and clinical skills. The actual learning process in the hospital remains poorly understood. This study investigates how students learn clinical skills in workplaces and factors affecting
Blasiak, Anna; Gundlach, Andrew L; Hess, Grzegorz; Lewandowski, Marian H
Many physiological processes fluctuate throughout the day/night and daily fluctuations are observed in brain and peripheral levels of several hormones, neuropeptides and transmitters. In turn, mediators under the "control" of the "master biological clock" reciprocally influence its function. Dysregulation in the rhythmicity of hormone release as well as hormone receptor sensitivity and availability in different tissues, is a common risk-factor for multiple clinical conditions, including psychiatric and metabolic disorders. At the same time circadian rhythms remain in a strong, reciprocal interaction with the hypothalamic-pituitary-adrenal (HPA) axis. Recent findings point to a role of circadian disturbances and excessive stress in the development of obesity and related food consumption and metabolism abnormalities, which constitute a major health problem worldwide. Appetite, food intake and energy balance are under the influence of several brain neuropeptides, including the orexigenic agouti-related peptide, neuropeptide Y, orexin, melanin-concentrating hormone and relaxin-3. Importantly, orexigenic neuropeptide neurons remain under the control of the circadian timing system and are highly sensitive to various stressors, therefore the potential neuronal mechanisms through which disturbances in the daily rhythmicity and stress-related mediator levels contribute to food intake abnormalities rely on reciprocal interactions between these elements.
Dodd, Michael D; Flowers, John H
The 59th Annual Nebraska Symposium on Motivation (The Influence of Attention, Learning, and Motivation on Visual Search) took place April 7-8, 2011, on the University of Nebraska-Lincoln campus. The symposium brought together leading scholars who conduct research related to visual search at a variety levels for a series of talks, poster presentations, panel discussions, and numerous additional opportunities for intellectual exchange. The Symposium was also streamed online for the first time in the history of the event, allowing individuals from around the world to view the presentations and submit questions. The present volume is intended to both commemorate the event itself and to allow our speakers additional opportunity to address issues and current research that have since arisen. Each of the speakers (and, in some cases, their graduate students and post docs) has provided a chapter which both summarizes and expands on their original presentations. In this chapter, we sought to a) provide additional context as to how the Symposium came to be, b) discuss why we thought that this was an ideal time to organize a visual search symposium, and c) to briefly address recent trends and potential future directions in the field. We hope you find the volume both enjoyable and informative, and we thank the authors who have contributed a series of engaging chapters.
Hillerson, Gary R.; Hull, Arthur
As a step toward writing a master's thesis in psychology, the connection between rhythm circles and psychotherapeutic process was explored. Arthur Hull, who experienced and preached about the healing power of rhythm for many years, was interviewed. This article recorded the interview between Arthur and the researcher. The interviewer learned that…
Lombarbdo, Mary A.
Children listen, act out and recite nursery rhymes and thus learn about rhyming words, absorb the rhythm of English language, and begin to develop speech sound awareness in an interactive and fun way, which can further enhance reading achievement. Encouraging children to dramatize the rhymes leads to role plays which uses basic vocabulary sight…
The present paper focuses on the role of strategies in learning the pronunciation of the target language. First, an outline of various general classifications of language learning strategies is provided. Next, pronunciation learning strategies are defined and their various taxonomies are presented. This is followed by the description of the study…
Murray, Peter A.; Millett, Bruce
Multiple contexts shape team activities and how they learn, and group learning is a dynamic construct that reflects a repertoire of potential behaviour. The purpose of this developmental paper is to examine how better learning behaviours in semi-autonomous teams improves the level of team adaptability and performance. The discussion suggests that…
Zalay, Osbert C; Bardakjian, Berj L
We propose an approach to synthesizing high-complexity rhythmic signals for closed-loop electrical neuromodulation using cognitive rhythm generator (CRG) networks, wherein the CRG is a hybrid oscillator comprised of (1) a bank of neuronal modes, (2) a ring device (clock), and (3) a static output nonlinearity (mapper). Networks of coupled CRGs have been previously implemented to simulate the electrical activity of biological neural networks, including in silico models of epilepsy, producing outputs of similar waveform and complexity to the biological system. This has enabled CRG network models to be used as platforms for testing seizure control strategies. Presently, we take the application one step further, envisioning therapeutic CRG networks as rhythmic signal generators creating neuromimetic signals for stimulation purposes, motivated by recent research indicating that stimulus complexity and waveform characteristics influence neuromodulation efficacy. To demonstrate this concept, an epileptiform CRG network generating spontaneous seizure-like events (SLEs) was coupled to a therapeutic CRG network, forming a closed-loop neuromodulation system. SLEs are associated with low-complexity dynamics and high phase coherence in the network. The tuned therapeutic network generated a high-complexity, multi-banded rhythmic stimulation signal with prominent theta and gamma-frequency power that suppressed SLEs and increased dynamic complexity in the epileptiform network, as measured by a relative increase in the maximum Lyapunov exponent and decrease in phase coherence. CRG-based neuromodulation outperformed both low and high-frequency periodic pulse stimulation, suggesting that neuromodulation using complex, biomimetic signals may provide an improvement over conventional electrical stimulation techniques for treating neurological disorders such as epilepsy. Copyright © 2013 Elsevier Ltd. All rights reserved.
Sternad, Dagmar; Marino, Hamal; Charles, Steven K.; Duarte, Marcos; Dipietro, Laura; Hogan, Neville
Given the vast complexity of human actions and interactions with objects, we proposed that control of sensorimotor behavior may utilize dynamic primitives. However, greater computational simplicity may come at the cost of reduced versatility. Evidence for primitives may be garnered by revealing such limitations. This study tested subjects performing a sequence of progressively faster discrete movements in order to “stress” the system. We hypothesized that the increasing pace would elicit a transition to rhythmic movements, assumed to be computationally and neurally more efficient. Abrupt transitions between the two types of movements would support the hypothesis that rhythmic and discrete movements are distinct primitives. Ten subjects performed planar point-to-point arm movements paced by a metronome: starting at 2 s, the metronome intervals decreased by 36 ms per cycle to 200 ms, stayed at 200 ms for several cycles, then increased by similar increments. Instructions emphasized to insert explicit stops between each movement with a duration that equaled the movement time. The experiment was performed with eyes open and closed, and with short and long metronome sounds, the latter explicitly specifying the dwell duration. Results showed that subjects matched instructed movement times but did not preserve the dwell times. Rather, they progressively reduced dwell time to zero, transitioning to continuous rhythmic movements before movement times reached their minimum. The acceleration profiles showed an abrupt change between discrete and rhythmic profiles. The loss of dwell time occurred earlier with long auditory specification, when subjects also showed evidence of predictive control. While evidence for hysteresis was weak, taken together, the results clearly indicated a transition between discrete and rhythmic movements, supporting the proposal that representation is based on primitives rather than on veridical internal models. PMID:23888139
Full Text Available Given the vast complexity of human actions and interactions with objects, we proposed that control of sensorimotor behavior may utilize dynamic primitives. However, greater computational simplicity may come at the cost of reduced versatility. Evidence for primitives may be garnered by revealing such limitations. This study tested subjects performing a sequence of progressively faster discrete movements, in order to stress the system. We hypothesized that the increasing pace would elicit a transition to rhythmic movements, assumed to be computationally and neurally more efficient. Abrupt transitions between the two types of movements would support the hypothesis that rhythmic and discrete movements are distinct primitives. Ten subjects performed planar point-to-point arm movements paced by a metronome: Starting at 2s the metronome intervals decreased by 36ms per cycle to 200ms, stayed at 200ms for several cycles, then increased by similar increments. Instructions emphasized to insert explicit stops between each movement with a duration that equaled the movement time. The experiment was performed with eyes open and closed, and with short and long metronome sounds, the latter explicitly specifying the dwell duration. Results showed that subjects matched instructed movement times but did not preserve the dwell times. Rather, they progressively reduced dwell time to zero, transitioning to continuous rhythmic movements before movement times reached their minimum. The acceleration profiles showed an abrupt change between discrete and rhythmic profiles. The loss of dwell time occurred earlier with long auditory specification, when subjects also showed evidence of predictive control. While evidence for hysteresis was weak, taken together, the results clearly indicated a transition between discrete and rhythmic movements, supporting the proposal that representation is based on primitives rather than on veridical internal models.
Feeney, Eric J.
This study examined teachers' learning situated in a school to reveal factors that support and hinder learning in the workplace. The investigation analyzed teachers' orientation to learning, examining beliefs, practices, and experiences about teachers' learning in relation to change in the workplace. A hypothesis is that teacher learning and…
Jensen, Sisse Siggaard
This paper explores problems of time and timing in different spaces with refer-ence to two case studies from the epoch of the Turing-Galaxy. Case study 1 is on networked learning communities and case study 2 is an e-learning project in a small multimedia firm in Denmark. Basic assumptions...... are that time has be-come one of our major problems, almost an obstacle rather than a rich source of life, in the epoch of the Turing-galaxy or in the network society, and it is ar-gued, that we have to deal with time in a new way different from during the industrial epoch. In order to discuss these assumptions...
Alnafea, Tahany; Curtis, David D.
Much of the research on self-regulation has investigated the influence of school settings. However, fewer studies have concentrated on the home environment and its influence on student's academic behaviour in school. The present research investigates the influence of mothers' parenting styles on students' self-regulated learning behaviours in…
Zoladz, Phillip R; Dailey, Alison M; Nagle, Hannah E; Fiely, Miranda K; Mosley, Brianne E; Brown, Callie M; Duffy, Tessa J; Scharf, Amanda R; Earley, McKenna B; Rorabaugh, Boyd R
FK506 binding protein 51 (FKBP5) is a co-chaperone of heat shock protein 90 and significantly influences glucocorticoid receptor sensitivity. Single nucleotide polymorphisms (SNPs) in the FKBP5 gene are associated with altered hypothalamus-pituitary-adrenal (HPA) axis function, changes in the structure and function of several cognitive brain areas, and increased susceptibility to post-traumatic stress disorder, major depression, bipolar disorder and suicidal events. The mechanisms underlying these associations are largely unknown, but it has been speculated that the influence of these SNPs on emotional memory systems may play a role. In the present study, 112 participants were exposed to the socially evaluated cold pressor test (stress) or control (no stress) conditions immediately prior to learning a list of 42 words. Participant memory was assessed immediately after learning (free recall) and 24 h later (free recall and recognition). Participants provided a saliva sample that enabled the genotyping of three FKBP5 polymorphisms: rs1360780, rs3800373 and rs9296158. Results showed that stress impaired immediate recall in risk allele carriers. More importantly, stress enhanced long-term recall and recognition memory in non-carriers of the risk alleles, effects that were completely absent in risk allele carriers. Follow-up analyses revealed that memory performance was correlated with salivary cortisol levels in non-carriers, but not in carriers. These findings suggest that FKBP5 risk allele carriers may possess a sensitized stress response system, perhaps specifically for stress-induced changes in corticosteroid levels, which might aid our understanding of how SNPs in the FKBP5 gene confer increased risk for stress-related psychological disorders and their related phenotypes. © 2016 Federation of European Neuroscience Societies and John Wiley & Sons Ltd.
Full Text Available Selective attention to a spatial location has shown enhance perception and facilitate behaviour for events at attended locations. However, selection relies not only on where but also when an event occurs. Recently, interest has turned to how intrinsic neural oscillations in the brain entrain to rhythms in our environment, and, stimuli appearing in or out of synch with a rhythm have shown to modulate perception and performance. Temporal expectations created by rhythms and spatial attention are two processes which have independently shown to affect stimulus processing but it remains largely unknown how, and if, they interact. In four separate tasks, this study investigated the effects of voluntary spatial attention and bottom-up temporal expectations created by rhythms in both unimodal and crossmodal conditions. In each task the participant used an informative cue, either colour or pitch, to direct their covert spatial attention to the left or right, and respond as quickly as possible to a target. The lateralized target (visual or auditory was then presented at the attended or unattended side. Importantly, although not task relevant, the cue was a rhythm of either flashes or beeps. The target was presented in or out of sync (early or late with the rhythmic cue. The results showed participants were faster responding to spatially attended compared to unattended targets in all tasks. Moreover, there was an effect of rhythmic cueing upon response times in both unimodal and crossmodal conditions. Responses were faster to targets presented in sync with the rhythm compared to when they appeared too early in both crossmodal tasks. That is, rhythmic stimuli in one modality influenced the temporal expectancy in the other modality, suggesting temporal expectancies created by rhythms are crossmodal. Interestingly, there was no interaction between top-down spatial attention and rhythmic cueing in any task suggesting these two processes largely influenced
JOHN R. VOIT; COLIN G. DRURY
As organizations become larger it becomes increasingly difficult to share lessons-learned across their disconnected units allowing individuals to learn vicariously from each other's experiences. This lesson-learned information is often unsolicited by the recipient group or individual and required an individual or group to react to the information to yield benefits for the organization. Data was collected using 39 interviews and 582 survey responses that proved the effects of information usefu...
Han Tantri Hardini
Full Text Available This research aims to know the influence of problem based learning model toward students’ activities and achievement on Financial Management subject for undergraduate program students of Accounting Education. It was a quantitative research that used true experimental design. Samples of this study were undergraduate program students of Accounting Education in the year of 2014. Class A were control class and class B were experimental class. Data were analyzed by using t-test in order to determine the differences of learning outcomes between control class and experimental class. Then, questionnaires were distributed to gather students’ activities information in their students’ learning model. Findings show that there is an influence of Problem Based Learning model toward students’ activities and learning outcomes on Financial Management subject for undergraduate program students of Accounting Education since t-count ≥ t-table. It is 6.120 ≥ 1.9904. Students’ learning activities with Problem Based Learning model are better than students who are taught by conventional learning model.
Fan, Wang; Caiyan, Li; Ling, Zhu; Jiayun, Zhao
In this study, we investigated the role of the clock regulatory protein cryptochrome 2 (Cry2) in determining the radiosensitivity of C6 glioma cells in a rat model. We observed that Cry2 mRNA and protein levels showed aberrant rhythmic periodicity of 8 h in glioma tissues, compared to 24 h in normal brain tissue. Cry2 mRNA and protein levels did not respond to irradiation in normal tissues, but both were increased at the ZT4 (low Cry2) and ZT8 (high Cry2) time points in gliomas. Immunohistochemical staining of PCNA and TUNEL assays demonstrated that high Cry2 expression in glioma tissues was associated with increased cell proliferation and decreased apoptosis. Western blot analysis showed that glioma cell fate was independent of p53, but was probably dependent on p73, which was more highly expressed at ZT4 (low Cry2) than at ZT8 (high Cry2). Levels of both p53 and p73 were unaffected by irradiation in normal brain tissues. These findings suggest aberrant rhythmic expression of Cry2 influence on radiosensitivity in rat gliomas.
Orgasm is one of the most intense pleasures attainable to an organism, yet its underlying mechanisms remain poorly understood. On the basis of existing literatures, this article introduces a novel mechanistic model of sexual stimulation and orgasm. In doing so, it characterizes the neurophenomenology of sexual trance and climax, describes parallels in dynamics between orgasms and seizures, speculates on possible evolutionary origins of sex differences in orgasmic responding, and proposes avenues for future experimentation. Here, a model is introduced wherein sexual stimulation induces entrainment of coupling mechanical and neuronal oscillatory systems, thus creating synchronized functional networks within which multiple positive feedback processes intersect synergistically to contribute to sexual experience. These processes generate states of deepening sensory absorption and trance, potentially culminating in climax if critical thresholds are surpassed. The centrality of rhythmic stimulation (and its modulation by salience) for surpassing these thresholds suggests ways in which differential orgasmic responding between individuals—or with different partners—may serve as a mechanism for ensuring adaptive mate choice. Because the production of rhythmic stimulation combines honest indicators of fitness with cues relating to potential for investment, differential orgasmic response may serve to influence the probability of continued sexual encounters with specific mates. PMID:27799079
Full Text Available This work is the result of an interdisciplinary collaboration between scientists from the fields of audio signal processing, phonetics and cognitive neuroscience aiming at studying the perception of modifications in meter, rhythm, semantics and harmony in language and music. A special time-stretching algorithm was developed to work with natural speech. In the language part, French sentences ending with tri-syllabic congruous or incongruous words, metrically modified or not, were made. In the music part, short melodies made of triplets, rhythmically and/or harmonically modified, were built. These stimuli were presented to a group of listeners that were asked to focus their attention either on meter/rhythm or semantics/harmony and to judge whether or not the sentences/melodies were acceptable. Language ERP analyses indicate that semantically incongruous words are processed independently of the subject's attention thus arguing for automatic semantic processing. In addition, metric incongruities seem to influence semantic processing. Music ERP analyses show that rhythmic incongruities are processed independently of attention, revealing automatic processing of rhythm in music.
Full Text Available This work is the result of an interdisciplinary collaboration between scientists from the fields of audio signal processing, phonetics and cognitive neuroscience aiming at studying the perception of modifications in meter, rhythm, semantics and harmony in language and music. A special time-stretching algorithm was developed to work with natural speech. In the language part, French sentences ending with tri-syllabic congruous or incongruous words, metrically modified or not, were made. In the music part, short melodies made of triplets, rhythmically and/or harmonically modified, were built. These stimuli were presented to a group of listeners that were asked to focus their attention either on meter/rhythm or semantics/harmony and to judge whether or not the sentences/melodies were acceptable. Language ERP analyses indicate that semantically incongruous words are processed independently of the subject's attention thus arguing for automatic semantic processing. In addition, metric incongruities seem to influence semantic processing. Music ERP analyses show that rhythmic incongruities are processed independently of attention, revealing automatic processing of rhythm in music.
The rhythmic gymnastics (RG) is a sport item with the direct aim of winning as well as a good ornamental value. The scientific selection by the rhythmic gymnasts is necessary for the success, and also the beginning for the scientific training of the gymnasts in their special training stage. According to RG characteristics and the physical characteristics of the gymnasts, also in combination with the investigations & interviews to the coaches who have years of training experience in RG, the experts & scholars on RG study & teaching in universities, and by referring to relevant documents, this paper established the quality indicator system in analytic hierarchy process (AHP). We summarized and selected several indicators obviously influencing the RG training and divided them into the three types of factors: physical factors, flexibility & strength factors, and speed & dexterity factors, according to which 12 specific indicators, their weights and comprehensive evaluation coefficients. Based on these indicators, we established the quality indicator system of the gymnasts, and developed corresponding software system, providing scientific theoretical basis & practical application basis for the selection & evaluation of the gymnasts.
Full Text Available Balance exercises in rhythmic gymnastics are performed on tiptoes, which causes overload of foot joints. This study aimed to evaluate the engagement of muscles stabilizing ankle and knee joints in balance exercises and determine exercises which may lead to ankle and knee joint injuries. It was hypothesized that long-term training has an influence on balance control and efficient use of muscles in their stabilizing function. Two rhythmic gymnasts (8 and 21 years old performed balances on tiptoes (side split with hand support, ring with hand support and on a flat foot (back split without hand support exercise. Surface electromyography, ground reaction forces, and kinematic parameters of movement were measured. The measuring systems applied were synchronized with the BTS SMART system. The results show the necessity to limit balance exercises on tiptoes in children because gastrocnemius medialis (GM and gastrocnemius lateralis (GL activity significantly exceeds their activity. Ankle joint stabilizing activity of GM and GL muscles in the younger gymnast was more important than in the older one. Performing this exercise, the younger gymnast distributed load on the anterior side of the foot while the older one did so on its posterior. Gymnastics coaches should be advised to exclude ring with hand support exercise from the training of young gymnasts.
Alves, Paulo; Miranda, Luísa; Morais, Carlos
This paper focuses mainly on the relation between the use of a virtual learning environment (VLE) and students' performance. Therefore, virtual learning environments are characterised and a study is presented emphasising the frequency of access to a VLE and its relation with the students' performance from a public higher education institution…
Jäncke, Lutz; Brügger, Eliane; Brummer, Moritz; Scherrer, Stephanie; Alahmadi, Nsreen
Whether listening to background music enhances verbal learning performance is still a matter of dispute. In this study we investigated the influence of vocal and instrumental background music on verbal learning. 226 subjects were randomly assigned to one of five groups (one control group and 4 experimental groups). All participants were exposed to a verbal learning task. One group served as control group while the 4 further groups served as experimental groups. The control group learned without background music while the 4 experimental groups were exposed to vocal or instrumental musical pieces during learning with different subjective intensity and valence. Thus, we employed 4 music listening conditions (vocal music with high intensity: VOC_HIGH, vocal music with low intensity: VOC_LOW, instrumental music with high intensity: INST_HIGH, instrumental music with low intensity: INST_LOW) and one control condition (CONT) during which the subjects learned the word lists. Since it turned out that the high and low intensity groups did not differ in terms of the rated intensity during the main experiment these groups were lumped together. Thus, we worked with 3 groups: one control group and two groups, which were exposed to background music (vocal and instrumental) during verbal learning. As dependent variable, the number of learned words was used. Here we measured immediate recall during five learning sessions (recall 1 - recall 5) and delayed recall for 15 minutes (recall 6) and 14 days (recall 7) after the last learning session. Verbal learning improved during the first 5 recall sessions without any strong difference between the control and experimental groups. Also the delayed recalls were similar for the three groups. There was only a trend for attenuated verbal learning for the group passively listened to vocals. This learning attenuation diminished during the following learning sessions. The exposure to vocal or instrumental background music during encoding did not
Full Text Available Abstract Background The compressed curriculum in modern knowledge-intensive medicine demands useful tools to achieve approved learning aims in a limited space of time. Web-based learning can be used in different ways to enhance learning. Little is however known regarding its optimal utilisation. Our aim was to investigate if the individual learning styles of medical students influence the choice to use a web-based ECG learning programme in a blended learning setting. Methods The programme, with three types of modules (learning content, self-assessment questions and interactive ECG interpretation training, was offered on a voluntary basis during a face to face ECG learning course for undergraduate medical students. The Index of Learning Styles (ILS and a general questionnaire including questions about computer and Internet usage, preferred future speciality and prior experience of E-learning were used to explore different factors related to the choice of using the programme or not. Results 93 (76% out of 123 students answered the ILS instrument and 91 the general questionnaire. 55 students (59% were defined as users of the web-based ECG-interpretation programme. Cronbach's alpha was analysed with coefficients above 0.7 in all of the four dimensions of ILS. There were no significant differences with regard to learning styles, as assessed by ILS, between the user and non-user groups; Active/Reflective; Visual/Verbal; Sensing/Intuitive; and Sequential/Global (p = 0.56-0.96. Neither did gender, prior experience of E-learning or preference for future speciality differ between groups. Conclusion Among medical students, neither learning styles according to ILS, nor a number of other characteristics seem to influence the choice to use a web-based ECG programme. This finding was consistent also when the usage of the different modules in the programme were considered. Thus, the findings suggest that web-based learning may attract a broad variety of medical
Nilsson, Mikael; Östergren, Jan; Fors, Uno; Rickenlund, Anette; Jorfeldt, Lennart; Caidahl, Kenneth; Bolinder, Gunilla
The compressed curriculum in modern knowledge-intensive medicine demands useful tools to achieve approved learning aims in a limited space of time. Web-based learning can be used in different ways to enhance learning. Little is however known regarding its optimal utilisation. Our aim was to investigate if the individual learning styles of medical students influence the choice to use a web-based ECG learning programme in a blended learning setting. The programme, with three types of modules (learning content, self-assessment questions and interactive ECG interpretation training), was offered on a voluntary basis during a face to face ECG learning course for undergraduate medical students. The Index of Learning Styles (ILS) and a general questionnaire including questions about computer and Internet usage, preferred future speciality and prior experience of E-learning were used to explore different factors related to the choice of using the programme or not. 93 (76%) out of 123 students answered the ILS instrument and 91 the general questionnaire. 55 students (59%) were defined as users of the web-based ECG-interpretation programme. Cronbach's alpha was analysed with coefficients above 0.7 in all of the four dimensions of ILS. There were no significant differences with regard to learning styles, as assessed by ILS, between the user and non-user groups; Active/Reflective; Visual/Verbal; Sensing/Intuitive; and Sequential/Global (p = 0.56-0.96). Neither did gender, prior experience of E-learning or preference for future speciality differ between groups. Among medical students, neither learning styles according to ILS, nor a number of other characteristics seem to influence the choice to use a web-based ECG programme. This finding was consistent also when the usage of the different modules in the programme were considered. Thus, the findings suggest that web-based learning may attract a broad variety of medical students.
Lauren B Raine
Full Text Available There is a growing trend of inactivity among children, which may not only result in poorer physical health, but also poorer cognitive health. Previous research has shown that lower fitness has been related to decreased cognitive function for tasks requiring perception, memory, and cognitive control as well as lower academic achievement.To investigate the relationship between aerobic fitness, learning, and memory on a task that involved remembering names and locations on a fictitious map. Different learning strategies and recall procedures were employed to better understand fitness effects on learning novel material.Forty-eight 9-10 year old children (n = 24 high fit; HF and n = 24 low fit; LF performed a task requiring them to learn the names of specific regions on a map, under two learning conditions in which they only studied (SO versus a condition in which they were tested during study (TS. The retention day occurred one day after initial learning and involved two different recall conditions: free recall and cued recall.There were no differences in performance at initial learning between higher fit and lower fit participants. However, during the retention session higher fit children outperformed lower fit children, particularly when the initial learning strategy involved relatively poor recall performance (i.e., study only versus test-study strategy.We interpret these novel data to suggest that fitness can boost learning and memory of children and that these fitness-associated performance benefits are largest in conditions in which initial learning is the most challenging. Such data have important implications for both educational practice and policy.
Preußner, Marco; Goldammer, Gesine; Neumann, Alexander; Haltenhof, Tom; Rautenstrauch, Pia; Müller-McNicoll, Michaela; Heyd, Florian
The core body temperature of all mammals oscillates with the time of the day. However, direct molecular consequences of small, physiological changes in body temperature remain largely elusive. Here we show that body temperature cycles drive rhythmic SR protein phosphorylation to control an alternative splicing (AS) program. A temperature change of 1°C is sufficient to induce a concerted splicing switch in a large group of functionally related genes, rendering this splicing-based thermometer much more sensitive than previously described temperature-sensing mechanisms. AS of two exons in the 5' UTR of the TATA-box binding protein (Tbp) highlights the general impact of this mechanism, as it results in rhythmic TBP protein levels with implications for global gene expression in vivo. Together our data establish body temperature-driven AS as a core clock-independent oscillator in mammalian peripheral clocks. Copyright © 2017 Elsevier Inc. All rights reserved.
Baier, Gerold; Taylor, Peter N; Wang, Yujiang
Electro-cortical activity in patients with epilepsy may show abnormal rhythmic transients in response to stimulation. Even when using the same stimulation parameters in the same patient, wide variability in the duration of transient response has been reported. These transients have long been considered important for the mapping of the excitability levels in the epileptic brain but their dynamic mechanism is still not well understood. To investigate the occurrence of abnormal transients dynamically, we use a thalamo-cortical neural population model of epileptic spike-wave activity and study the interaction between slow and fast subsystems. In a reduced version of the thalamo-cortical model, slow wave oscillations arise from a fold of cycles (FoC) bifurcation. This marks the onset of a region of bistability between a high amplitude oscillatory rhythm and the background state. In vicinity of the bistability in parameter space, the model has excitable dynamics, showing prolonged rhythmic transients in response to suprathreshold pulse stimulation. We analyse the state space geometry of the bistable and excitable states, and find that the rhythmic transient arises when the impending FoC bifurcation deforms the state space and creates an area of locally reduced attraction to the fixed point. This area essentially allows trajectories to dwell there before escaping to the stable steady state, thus creating rhythmic transients. In the full thalamo-cortical model, we find a similar FoC bifurcation structure. Based on the analysis, we propose an explanation of why stimulation induced epileptiform activity may vary between trials, and predict how the variability could be related to ongoing oscillatory background activity. We compare our dynamic mechanism with other mechanisms (such as a slow parameter change) to generate excitable transients, and we discuss the proposed excitability mechanism in the context of stimulation responses in the epileptic cortex.
Full Text Available The ‘edit distance’ (or ‘Levenshtein distance’ measure of distance between two data sets is defined as the minimum number of editing operations – insertions, deletions, and substitutions – that are required to transform one data set to the other (Orpen and Huron, 1992. This measure of distance has been applied frequently and successfully in music information retrieval, but rarely in predicting human perception of distance. In this study, we investigate the effectiveness of the edit distance as a predictor of perceived rhythmic dissimilarity under simple rhythmic alterations. Approaching rhythms as a set of pulses that are either onsets or silences, we study two types of alterations. The first experiment is designed to test the model’s accuracy for rhythms that are relatively similar; whether rhythmic variations with the same edit distance to a source rhythm are also perceived as relatively similar by human subjects. In addition, we observe whether the salience of an edit operation is affected by its metric placement in the rhythm. Instead of using a rhythm that regularly subdivides a 4/4 meter, our source rhythm is a syncopated 16-pulse rhythm, the son. Results show a high correlation between the predictions by the edit distance model and human similarity judgments (r = 0.87; a higher correlation than for the well-known generative theory of tonal music (r = 0.64. In the second experiment, we seek to assess the accuracy of the edit distance model in predicting relatively dissimilar rhythms. The stimuli used are random permutations of the son’s inter-onset intervals: 3-3-4-2-4. The results again indicate that the edit distance correlates well with the perceived rhythmic dissimilarity judgments of the subjects (r = 0.76. To gain insight in the relationships between the individual rhythms, the results are also presented by means of graphic phylogenetic trees.
Prajapati, Bhavna; Dunne, Mark; Bartlett, Hannah; Cubbidge, Robert
This cross-sectional study was designed to determine whether the academic performance of optometry undergraduates is influenced by enrollment status, learning style or gender. Three hundred and sixty undergraduates in all 3 years of the optometry degree course at Aston University during 2008-2009 were asked for their informed consent to participate in this study. Enrollment status was known from admissions records. An Index of Learning Styles (http://www4.nscu.edu/unity/lockers/users/f/felder/public/Learning-Styles.html) determined learning style preference with respect to four different learning style axes; active-reflective, sensing-intuitive, visual-verbal and sequential-global. The influence of these factors on academic performance was investigated. Two hundred and seventy students agreed to take part (75% of the cohort). 63% of the sample was female. There were 213 home non-graduates (entrants from the UK or European Union without a bachelor's degree or higher), 14 home graduates (entrants from the UK or European Union with a bachelor's degree or higher), 28 international non-graduates (entrants from outside the UK or European Union without a bachelor's degree or higher) and 15 international graduates (entrants from outside the UK or European Union with a bachelor's degree or higher). The majority of students were balanced learners (between 48% and 64% across four learning style axes). Any preferences were towards active, sensing, visual and sequential learning styles. Of the factors investigated in this study, learning styles were influenced by gender; females expressed a disproportionate preference for the reflective and visual learning styles. Academic performance was influenced by enrollment status; international graduates (95% confidence limits: 64-72%) outperformed all other student groups (home non graduates, 60-62%; international non graduates, 55-63%) apart from home graduates (57-69%). Our research has shown that the majority of optometry students
Charakasamhita is one of the most important life lines of Ayurvedic classical knowledge. This supreme text of "science of life" has been composed nearly about 3000 years ago and before the well-established era of documentation. It is composed in the then language, style, and method. The ancient scholars of Ayurveda have presented it in such a way that all three kinds of pupil can get the matter easily. Nearly two thirds of the compendium is shaped in verse form according to rules and regulations of Chhandashastra of classical Sanskrit literature to retain in memory for a long time. With the advent of time this classical practice of recitation has been gradually losing its popularity and as a result the proper Ayurvedic learning cannot be completely possible in the current era. This review consists of methods of rhythmic recitation of all verses of Charakasamhita with notations and classical analysis.
This study examined clinical and subclinical eating disorders (EDs) in young Norwegian modern rhythmic gymnasts. Subjects were 12 members of the national team, age 13-20 years, and individually matched nonathletic controls. All subjects participated in a structured clinical interview for EDs, medical examination, and dietary analysis. Two of the gymnasts met the DSM-III-R criteria for anorexia nervosa, and 2 met the criteria for anorexia athletica (a subclinical ED). All the gymnasts were dieting in spite of the fact that they were all extremely lean. The avoidance of maturity, menstrual irregularities, energy deficit, high training volume, and high frequency of injuries were common features among the gymnasts. Ther is a need to learn more about risk factors and the etiology of EDs in different sports. Coaches, parents, and athletes need more information about principles of proper nutrition and methods to achieve ideal body composition for optional health and athletic performance.
Natasha James-Waldon; Debbi Bromley; Zandra Henry; Silas Wandera
This paper provides an overview of the impact that social media has on the development of collaborative learning within a cohort environment in a doctoral program. The researchers surveyed doctoral students in an education program to determine how social media use has influenced the doctoral students. The study looked at the following areas: a) the ability of social media use to develop a collaborative learning environment, b) access to social media content which supports learning, and c) whe...
Duvivier, Robbert; Stalmeijer, Renée; van Dalen, Jan; van der Vleuten, Cees; Scherpbier, Albert
Hospital clerkships are considered crucial for acquiring competencies such as diagnostic reasoning and clinical skills. The actual learning process in the hospital remains poorly understood. This study investigates how students learn clinical skills in workplaces and factors affecting this. Six focus group sessions with 32 students in Internal Medicine rotation (4-9 students per group; sessions 80-90 minutes). Verbatim transcripts were analysed by emerging themes and coded independently by three researchers followed by constant comparison and axial coding. Students report to learn the systematics of the physical examination, gain agility and become able to recognise pathological signs. The learning process combines working alongside others and working independently with increasing responsibility for patient care. Helpful behaviour includes making findings explicit through patient files or during observation, feedback by abnormal findings and taking initiative. Factors affecting the process negatively include lack of supervision, uncertainty about tasks and expectations, and social context such as hierarchy of learners and perceived learning environment. Although individual student experiences vary greatly between different hospitals, it seems that proactivity and participation are central drivers for learning. These results can improve the quality of existing programmes and help design new ways to learn physical examination skills.
Background Hospital clerkships are considered crucial for acquiring competencies such as diagnostic reasoning and clinical skills. The actual learning process in the hospital remains poorly understood. This study investigates how students learn clinical skills in workplaces and factors affecting this. Methods Six focus group sessions with 32 students in Internal Medicine rotation (4–9 students per group; sessions 80–90 minutes). Verbatim transcripts were analysed by emerging themes and coded independently by three researchers followed by constant comparison and axial coding. Results Students report to learn the systematics of the physical examination, gain agility and become able to recognise pathological signs. The learning process combines working alongside others and working independently with increasing responsibility for patient care. Helpful behaviour includes making findings explicit through patient files or during observation, feedback by abnormal findings and taking initiative. Factors affecting the process negatively include lack of supervision, uncertainty about tasks and expectations, and social context such as hierarchy of learners and perceived learning environment. Conclusion Although individual student experiences vary greatly between different hospitals, it seems that proactivity and participation are central drivers for learning. These results can improve the quality of existing programmes and help design new ways to learn physical examination skills. PMID:24678562
Janosik, Steven M.; Stimpson, Matthew T.
Researchers have demonstrated the influence of the perceived efficacy of a conduct system on student learning (King, 2012; Stimpson & Janosik, 2015). Multivariate Analysis of Variance (MANOVA) was used to test the relationship between perceived level of conduct system efficacy, institutional culture, and self-reported student learning. More…
Le Pichon-Vorstman, E.M.M.; de Swart, H.E.; Vorstman, J.A.S.; van den Bergh, H.H.
The present study was set up to evaluate the extent to which the context in which a foreign language is learned can influence the strategic competence of children. To assess this we conducted a series of think aloud protocols with 101 children. We compared children who have learned an additional
Longhurst, Max L.; Jones, Suzanne H.; Campbell, Todd
Understanding factors that impact teacher implementation of learning from professional development is critical in order to maximize the educational and financial investment in teacher professional learning. This multi-case qualitative investigation elucidates factors that influence the appropriation of instructional tools associated with…
For a number of years, higher education has moved away from didactic teaching toward collaborative and self-directed learning. This paper discusses how the configuration and spatial geometry of learning spaces influences engagement and interaction, with a particular focus on hierarchies between people within the space. Layouts, presented as…
Megheirkouni, Majd; Roomi, Muhammad Azam
Purpose: This study explores the positive and negative factors influencing transformational learning experiences of female leaders in women's leadership development programmes in sports and examines the differences in learning/change factors cited by those who successfully addressed them and those who failed. Design/methodology/approach: The study…
Choy, Siew Chee; Sedhu, Daljeet Singh; Liew, Yow Lin; Lee, Mun Yee; Malenee, Audrey; Anuar, Norkhadirah
Purpose: The reason many Asian students find student-centred learning challenging may be due to cultural factors present in every human interaction between individuals. This study attempts to determine the influence of these cultural factors on students' awareness of how and why they learn. Method: A sample of 12 students enrolled in a two year…
Mac Callum, Kathryn; Jeffrey, Lynn
Mobile technology has gained increased focus in academic circles as a way to enable learning that is not confined by time and place. As the benefits of mobile learning are being clarified so too will researchers need to understand the factors that influence its future use. The adoption of mobile technology will largely depend on whether students…
Zhao, Naxin; McDougall, Douglas
This study explored six Chinese graduate students' asynchronous online learning in a large urban Canadian university. Individual interviews in Mandarin elicited their perceptions of online learning, their participation in it, and the cultural factors that influenced their experiences. In general, the participants had a positive attitude towards…
This thesis identifies the influences of individual characteristics, particularly psychological type preferences, and workplace environment features, on managers’ perceptions of the barriers and facilitators to transferring their learning from management development programmes. In doing so, it provides information and insights to help increase understanding of the transfer of learning process through the building of a model of transfer. Guided by a Realist perspective, this ...
Suhoyo, Yoyo; Van Hell, Elisabeth A.; Kerdijk, Wouter; Emilia, Ova; Schonrock-Adema, Johanna; Kuks, Jan B. M.; Cohen-Schotanus, Janke
Background: Various feedback characteristics have been suggested to positively influence student learning. It is not clear how these feedback characteristics contribute to students' perceived learning value of feedback in cultures classified low on the cultural dimension of individualism and high on
Suhoyo, Yoyo; Van Hell, Elisabeth A; Kerdijk, Wouter; Emilia, Ova; Schönrock-Adema, Johanna; Kuks, Jan B M; Cohen-Schotanus, Janke
BACKGROUND: Various feedback characteristics have been suggested to positively influence student learning. It is not clear how these feedback characteristics contribute to students' perceived learning value of feedback in cultures classified low on the cultural dimension of individualism and high on
This qualitative research examines the influence of learning Javanese gamelan on aspects of musicianship, attitudes and approaches relating to the learning and performance of Western instruments experienced by a sample of UK university music students. In addition to benefits to musicianship, students delineated positive developments in attitudes…
Lucas, Colleen; Kline, Theresa
Purpose: The purpose of this study is to investigate the relationship between organizational culture, group dynamics, and organizational learning in the context of organizational change. Design/methodology/approach: A case study was used to examine cultural and group level factors that potentially influence groups' learning in the context of…
Le Pelley, Mike E.; Vadillo, Miguel; Luque, David
Attentional theories of associative learning and categorization propose that learning about the predictiveness of a stimulus influences the amount of attention that is paid to that stimulus. Three experiments tested this idea by looking at the extent to which stimuli that had previously been experienced as predictive or nonpredictive in a…
Shen, Chien-wen; Kuo, Chin-Jin; Ly, Pham Thi Minh
Although educational practitioners have adopted social media to their online or mobile communities, little attention has been paid to investigate the social media messages related to online or mobile learning. The purpose of this research is to identify social media influencers and trends by mining Twitter posts related to online learning and…
King, Emma; Boyatt, Russell
E-learning is increasingly adopted in the workplace for supporting professional development and continuing education; however, in higher education, the use of e-learning is predominantly used as a tool support teaching. As a relatively new priority for universities, this paper explores what influences its adoption. Challenges identified in the…
María Paz Fernández
Full Text Available Clock output pathways are central to convey timing information from the circadian clock to a diversity of physiological systems, ranging from cell-autonomous processes to behavior. While the molecular mechanisms that generate and sustain rhythmicity at the cellular level are well understood, it is unclear how this information is further structured to control specific behavioral outputs. Rhythmic release of pigment dispersing factor (PDF has been proposed to propagate the time of day information from core pacemaker cells to downstream targets underlying rhythmic locomotor activity. Indeed, such circadian changes in PDF intensity represent the only known mechanism through which the PDF circuit could communicate with its output. Here we describe a novel circadian phenomenon involving extensive remodeling in the axonal terminals of the PDF circuit, which display higher complexity during the day and significantly lower complexity at nighttime, both under daily cycles and constant conditions. In support to its circadian nature, cycling is lost in bona fide clockless mutants. We propose this clock-controlled structural plasticity as a candidate mechanism contributing to the transmission of the information downstream of pacemaker cells.
Cochen De Cock, V; Dotov, D G; Ihalainen, P; Bégel, V; Galtier, F; Lebrun, C; Picot, M C; Driss, V; Landragin, N; Geny, C; Bardy, B; Dalla Bella, S
Rhythmic auditory cues can immediately improve gait in Parkinson's disease. However, this effect varies considerably across patients. The factors associated with this individual variability are not known to date. Patients' rhythmic abilities and musicality (e.g., perceptual and singing abilities, emotional response to music, and musical training) may foster a positive response to rhythmic cues. To examine this hypothesis, we measured gait at baseline and with rhythmic cues in 39 non-demented patients with Parkinson's disease and 39 matched healthy controls. Cognition, rhythmic abilities and general musicality were assessed. A response to cueing was qualified as positive when the stimulation led to a clinically meaningful increase in gait speed. We observed that patients with positive response to cueing ( n = 17) were more musically trained, aligned more often their steps to the rhythmic cues while walking, and showed better music perception as well as poorer cognitive flexibility than patients with non-positive response ( n = 22). Gait performance with rhythmic cues worsened in six patients. We concluded that rhythmic and musical skills, which can be modulated by musical training, may increase beneficial effects of rhythmic auditory cueing in Parkinson's disease. Screening patients in terms of musical/rhythmic abilities and musical training may allow teasing apart patients who are likely to benefit from cueing from those who may worsen their performance due to the stimulation.
Jessee, Mary Ann
A persistent deficit in new graduate nurses' clinical reasoning skill exists. Clinical reasoning is best learned in the sociocultural clinical learning environment (CLE), yet many CLEs fail to engage nursing students in the cognitive work of nursing that promotes development of clinical reasoning. Despite two decades of recommendations to improve CLEs based on students' perceptions of learning, widespread improvement remains elusive. The aim of this review was to synthesize what is known about the influence of sociocultural factors in the acute-care CLE on prelicensure nursing students' perceptions of learning, for the purpose of identifying factors that when modified may promote improvement of clinical reasoning skill. The integrative review methodology was used to synthesize and identify gaps in evidence on students' perceptions of learning in the acute-care CLE. Global commonalities exist in the impact of the sociocultural CLE on students' perceptions of learning, including overall sociocultural atmosphere, membership in the health care team, supervisory relationships, peer relationships, and clinical education structure. This review provides evidence that modification of CLE factors and examination of their influence on measurable learning outcomes such as clinical reasoning are the necessary next steps to facilitate improvement of new graduate nurses' clinical reasoning skill. Copyright © 2016 Elsevier Inc. All rights reserved.
Full Text Available User satisfaction has held a central role in an organization as one of the measurements for the success of service delivery. The objectives of this study are to evaluate user satisfaction and examine the association between user satisfaction and the qualities in the e-learning systems of Multionational Company. A theoretical framework is developed, through the integration of e-learning satisfaction (ELS theory and global satisfaction theory. The analysis was organized from a set of data which involve 190 responses from end-users. The main finding confirms some degree of a positive association between user satisfaction and the qualities in the e-learning system.
Full Text Available The allocation of resources to a peer partner is a prosocial act that is of fundamental importance. Joint rhythmic movement, such as occurs during musical interaction, can induce positive social experiences, which may play a role in developing and enhancing young children’s prosocial skills. Here, we investigated whether joint rhythmic movement, free of musical context, increases 4-year-olds’ sharing and sense of fairness in a resource allocation task involving peers. We developed a precise procedure for administering joint synchronous experience, joint asynchronous experience, and a baseline control involving no treatment. Then we tested how participants allocated resources between self and peer. We found an increase in the generous allocation of resources to peers following both synchronous and asynchronous movement compared to no treatment. At a more theoretical level, this result is considered in relation to previous work testing other aspects of child prosociality, for example, peer cooperation, which can be distinguished from judgments of fairness in resource allocation tasks. We draw a conceptual distinction between two types of prosocial behavior: resource allocation (an other-directed individual behavior and cooperation (a goal-directed collaborative endeavor. Our results highlight how rhythmic interactions, which are prominent in joint musical engagements and synchronized activity, influence prosocial behavior between preschool peers.
Higgins, Stacy; Bernstein, Lisa; Manning, Kimberly; Schneider, Jason; Kho, Anna; Brownfield, Erica; Branch, William T
Faculty development is needed that will influence clinical teachers to better enable them to transmit humanistic values to their learners and colleagues. We sought to understand the processes whereby reflective learning influenced professional growth in a convenience sample of young faculty members. We analyzed appreciative inquiry narratives written over 4 years using the constant comparative method to identify major underlying themes and develop hypotheses concerning how reflective learning influenced participants in the faculty development program. Six of the participants and the facilitator were participant observers in the qualitative analysis. Group support, validation, and cohesion led to adoption of common values that informed the professional development of the participants over 4 years of the study. Common values influenced the group members as they progressed in their careers. Faculty development programs that focus on humanism and reflective learning can facilitate the growth of young faculty members by influencing their values and attitudes at crucial phases of their careers.
Anna J. Reisenweaver
Full Text Available Throughout the history of Western music, Guido of Arezzo stands out as one of the most influential theorists and pedagogues of the Middle Ages. His developments of the hexachord system, solmization syllables, and music notation revolutionized the teaching and learning of music during his time and laid the foundation for our modern system of music. While previous theorists were interested in the philosophical and mathematical nature of music, Guido’s desire to aid singers in the learning process was practical. Through his innovations, students were able to classify, sight-sing, and visualize the music they were learning, ultimately resulting in an easier, simpler, and more efficient way to learn music. By building upon the theories of those before him, Guido expanded and reshaped the musical system of his day, transformed the way music was taught, and established his ideas as a vital part of our musical heritage.
Sie, Rory; Bitter-Rijpkema, Marlies; Stoyanov, Slavi; Sloep, Peter
Networked cooperation fails if the available partnerships remain opaque. A literature review and Delphi study uncovered the elements of a fruitful partnership. They relate to personality, diversity, cooperation, and management. Innovation networks and learning networks share the same cooperative
García Martín, Javier; Pérez Martínez, Jorge Enrique
The aim of this study is to evaluate the effects obtained after applying two active learning methodologies (cooperative learning and project based learning) to the achievement of the competence problem solving. This study was carried out at the Technical University of Madrid, where these methodologies were applied to two Operating Systems courses. The first hypothesis tested was whether the implementation of active learning methodologies favours the achievement of ?problem solving?. The secon...
This study employed the concept of teachers' sense of responsibility for students' learning to examine the extent to which the gap in math learning growth is reduced and whether such attitudes can improve children's learning outcomes to a degree that is above and beyond their expected achievement relative to their initial academic skills. Analysis…
Le Mens, Gaël
Bentley et al. make the deliberate choice to blur the distinction between learning and decision making. This obscures the social influence mechanisms that operate in the various empirical settings that their map aims to categorize. Useful policy prescriptions, however, require an accurate understanding of the social influence mechanisms that underlie the dynamics of popularity.
Sebastian, James; Allensworth, Elaine; Huang, Haigen
School principals can play an important role in promoting teacher leadership by delegating authority and empowering teachers in ways that allow them influence in key organizational decisions and processes. However, it is unclear whether instruction and student learning are enhanced by promoting teacher influence in all aspects of school…
Full Text Available This study seeks to test the causal influences of reasoning skills and epistemologies on student conceptual learning in physics. A causal model, integrating multiple variables that were investigated separately in the prior literature, is proposed and tested through path analysis. These variables include student preinstructional reasoning skills measured by the Classroom Test of Scientific Reasoning, pre- and postepistemological views measured by the Colorado Learning Attitudes about Science Survey, and pre- and postperformance on Newtonian concepts measured by the Force Concept Inventory. Students from a traditionally taught calculus-based introductory mechanics course at a research university participated in the study. Results largely support the postulated causal model and reveal strong influences of reasoning skills and preinstructional epistemology on student conceptual learning gains. Interestingly enough, postinstructional epistemology does not appear to have a significant influence on student learning gains. Moreover, pre- and postinstructional epistemology, although barely different from each other on average, have little causal connection between them.
Sebastian, James; Allensworth, Elaine
Purpose: This study examines the influence of principal leadership in high schools on classroom instruction and student achievement through key organizational factors, including professional capacity, parent-community ties, and the school's learning climate. It identifies paths through which leadership explains differences in achievement and…
Full Text Available Frequently, college students have issues to learn academic contents included in the subjects of their courses. Such low quality learning is reflected in failures and academic dropout, therefore being matters of concern for teachers and governments. Learning processes in college depend, in part, on the coincidence between teaching methods and students’ learning styles. They are defined as the preference of students when they have to deal with information, particularly the way to perceive it and process it. Learning styles can be trained by the repeated use of specific learning strategies. In such cases, when learning styles coincide with the learning context in order to facilitate the acquisition of new knowledge and its integration with previous information, academic success can be achieved more naturally. To get this match it is required from teachers to adapt their styles and strategies to their students’ learning preferences. Other alternative rests on the design of actions to train students in the use of the appropriate learning styles able to enhance learning. Focused on the second option, the present study aims at: 1 the description of the influence of different learning strategies on each learning style, and 2 the analysis of the way each style explains students’ academic achievement. A transversal, non-experimental, explicative design was employed. 763 college students from Buenos Aires with ages ranging from 17 to 36 years were included in the sample. Locally adapted versions of the Honey-Alonso Questionnaire of Learning Styles -CHAEA as its Spanish acronym-, and Learning and Study Strategies Inventory –LASSI- were used for data gathering. Results showed that the Accommodating style is explained positively and significantly by the Collaborative Learning, Resources for Learning and Information 2.0 Management Competence strategies. Besides, it is observed that the strategies Collaborative Learning, Resources for Learning and
de Rugy, Aymar; Riek, Stephan; Carson, Richard G
The authors tested for predominant patterns of coordination in the combination of rhythmic flexion-extension (FE) and supination- (SP) at the elbow-joint complex. Participants (N=10) spontaneously established in-phase (supination synchronized with flexion) and antiphase (pronation synchronized with flexion) patterns. In addition, the authors used a motorized robot arm to generate involuntary SP movements with different phase relations with respect to voluntary FE. The involuntarily induced in-phase pattern was accentuated and was more consistent than other patterns. The result provides evidence that the predominance of the in-phase pattern originates in the influence of neuromuscular-skeletal constraints rather than in a preference dictated by perceptual-cognitive factors implicated in voluntary control. Neuromuscular-skeletal constraints involved in the predominance of the in-phase and the antiphase patterns are discussed.
Kolog, Emmanuel Awuni; Montero, Calkin Suero; Toivonen, Tapani
Students’ academic achievement is largely driven by their social phenomena, which is shaped by social influence and opinion dynamics. In this paper, we employed a machine learning technique to detect social influence and sentiment in text-based students’ life stories. The life stories were first pre-processed and clustered using k-means with euclidean distance. After that, we identified domestic, peer and school staff as the main influences on students’ academic development. The various influ...
Weeke, Lauren C; van Ooijen, Inge M; Groenendaal, Floris; van Huffelen, Alexander C; van Haastert, Ingrid C; van Stam, Carolien; Benders, Manon J; Toet, Mona C; Hellström-Westas, Lena; de Vries, Linda S
Classify rhythmic EEG patterns in extremely preterm infants and relate these to brain injury and outcome. Retrospective analysis of 77 infants born Rhythmic patterns were observed in 62.3% (ictal 1.3%, PEDs 44%, other waveforms 86.3%) with multiple patterns in 36.4%. Ictal discharges were only observed in one and excluded from further analyses. The EEG location of the other waveforms (pRhythmic waveforms related to head position are likely artefacts. Rhythmic EEG patterns may have a different significance in extremely preterm infants. Copyright © 2017 International Federation of Clinical Neurophysiology. Published by Elsevier B.V. All rights reserved.
Bella, Simone Dalla; Dotov, Dobromir; Bardy, Benoît; de Cock, Valérie Cochen
Gait dysfunctions in Parkinson's disease can be partly relieved by rhythmic auditory cueing. This consists in asking patients to walk with a rhythmic auditory stimulus such as a metronome or music. The effect on gait is visible immediately in terms of increased speed and stride length. Moreover, training programs based on rhythmic cueing can have long-term benefits. The effect of rhythmic cueing, however, varies from one patient to the other. Patients' response to the stimulation may depend on rhythmic abilities, often deteriorating with the disease. Relatively spared abilities to track the beat favor a positive response to rhythmic cueing. On the other hand, most patients with poor rhythmic abilities either do not respond to the cues or experience gait worsening when walking with cues. An individualized approach to rhythmic auditory cueing with music is proposed to cope with this variability in patients' response. This approach calls for using assistive mobile technologies capable of delivering cues that adapt in real time to patients' gait kinematics, thus affording step synchronization to the beat. Individualized rhythmic cueing can provide a safe and cost-effective alternative to standard cueing that patients may want to use in their everyday lives. © 2018 New York Academy of Sciences.
This article examined teachers' teaching experience and students' learning outcomes in the secondary schools in Ondo State Nigeria. As a correlational survey, the study population comprised all the 257 secondary schools that presented students for the year 2003 senior secondary certificate (SSC) examinations in the ...
Walker, Stephen C.; Poteet, James A.
Thirty learning-disabled and 30 nonhandicapped intermediate grade children were assessed on memory performance for stimulus words, which were presented with congruent and noncongruent rhyming words and semantically congruent and noncongruent sentence frames. Both groups performed significantly better on words encoded using deep level congruent…
This research seeks to examine the role that context or learning situation plays in strategy choice by comparing the strategy patterns of a private English medium secondary and a government secondary school in Botswana. More specifically, the main objectives of this study are to, firstly, investigate whether the 'type of ...
Items 1 - 6 ... should encourage experienced teachers to stay on the job through the provision of incentives .... sampling technique. The instrument used to collect data was an inventory titled 'secondary schools teachers' teaching experience and students' learning .... Source: Statistics Division, Ministry of Education, Akure.
Jorge, Juliana Gomes; Botelho, Clóvis; Silva, Ageo Mário Cândido; Moi, Gisele Pedroso
To analyze the association between household smoking and the development of learning in elementary schoolchildren. Cross-sectional study with 785 students from the 2nd to the 5th year of elementary school. Students were evaluated by the School Literacy Screening Protocol to identify the presence of learning disabilities. Mothers/guardians were interviewed at home through a validated questionnaire. Descriptive and bivariate analysis, as well as multivariate Poisson regression, were performed. In the final model, the variables associated with learning difficulties were current smoking at the household in the presence of the child (PR=6.10, 95% CI: 4.56 to 8.16), maternal passive smoking during pregnancy (PR=1.46, 95% CI: 1.07 to 2.01), students attending the 2nd and 3rd years of Elementary School (PR=1.44, 95% CI: 1.10 to 1.90), and being children of mothers with only elementary level education (PR=1.36, 95% CI: 1.04 to 1.79). The study demonstrated an association between passive exposure to tobacco smoke and learning difficulties at school. Copyright © 2016 Sociedade Brasileira de Pediatria. Published by Elsevier Editora Ltda. All rights reserved.
Janssen, J.J.H.M.; Erkens, G.; Kirschner, P.A.; Kanselaar, G.
This study investigated the effects of group member familiarity during computer-supported collaborative learning. Familiarity may have an impact on online collaboration, because it may help group members to progress more quickly through the stages of group development, and may lead to higher group
Keenan, Daniel Stephen
In 2005, over 100,000 e-Learning courses were offered in over half of all U.S. postsecondary education institutions with nearly 90% of all community colleges and four year institutions offering online education. Streaming video is commonplace across the internet offering seamless video and sound anywhere connectivity is available effectively…
Berkhout, Joris J.; Helmich, Esther; Teunissen, Pim W.; van den Berg, Joost W.; van der Vleuten, Cees P. M.; Jaarsma, A. Debbie C.
The importance of self-regulated learning (SRL) has been broadly recognised by medical education institutions and regulatory bodies. Supporting the development of SRL skills has proven difficult because self-regulation is a complex interactive process and we know relatively little about the factors
Berkhout, Joris J.; Helmich, Esther; Teunissen, Pim W.; van den Berg, Joost W.; van der Vleuten, Cees P. M.; Jaarsma, A. Debbie C.
OBJECTIVES: The importance of self-regulated learning (SRL) has been broadly recognised by medical education institutions and regulatory bodies. Supporting the development of SRL skills has proven difficult because self-regulation is a complex interactive process and we know relatively little about
Berkhout, J.J.; Helmich, E.; Teunissen, P.W.; Berg, J.W. Ten; Vleuten, C.P.M. van der; Jaarsma, A.D.
OBJECTIVES: The importance of self-regulated learning (SRL) has been broadly recognised by medical education institutions and regulatory bodies. Supporting the development of SRL skills has proven difficult because self-regulation is a complex interactive process and we know relatively little about
MATHEMATICS-RELATED AFFECTIVE BEHAVIOUR OF LESOTHO. SENIOR ... influences such behaviour among senior secondary school students in the Kingdom of Lesotho. ... environmental set up, stress, emotions and .... significant to students, teachers, educational ..... difference in the level of classroom participation.
Berkhout, Joris J; Helmich, Esther; Teunissen, Pim W; van der Vleuten, Cees P M; Jaarsma, A Debbie C
Undergraduate medical students are prone to struggle with learning in clinical environments. One of the reasons may be that they are expected to self-regulate their learning, which often turns out to be difficult. Students' self-regulated learning is an interactive process between person and context, making a supportive context imperative. From a socio-cultural perspective, learning takes place in social practice, and therefore teachers and other hospital staff present are vital for students' self-regulated learning in a given context. Therefore, in this study we were interested in how others in a clinical environment influence clinical students' self-regulated learning. We conducted a qualitative study borrowing methods from grounded theory methodology, using semi-structured interviews facilitated by the visual Pictor technique. Fourteen medical students were purposively sampled based on age, gender, experience and current clerkship to ensure maximum variety in the data. The interviews were transcribed verbatim and were, together with the Pictor charts, analysed iteratively, using constant comparison and open, axial and interpretive coding. Others could influence students' self-regulated learning through role clarification, goal setting, learning opportunities, self-reflection and coping with emotions. We found large differences in students' self-regulated learning and their perceptions of the roles of peers, supervisors and other hospital staff. Novice students require others, mainly residents and peers, to actively help them to navigate and understand their new learning environment. Experienced students who feel settled in a clinical environment are less susceptible to the influence of others and are better able to use others to their advantage. Undergraduate medical students' self-regulated learning requires context-specific support. This is especially important for more novice students learning in a clinical environment. Their learning is influenced most
Huang, Cheng-Ya; Su, Jyong-Huei; Hwang, Ing-Shiou
Movement characteristics can be coded in the single neurons or in the summed activity of neural populations. However, whether neural oscillations are conditional to the frequency demand and task quality of rhythmic force regulation is still unclear. This study was undertaken to investigate EEG dynamics and behavior correlates during force-tracking at different target rates. Fourteen healthy volunteers conducted load-varying isometric abduction of the index finger by coupling the force output to sinusoidal targets at 0.5 Hz, 1.0 Hz, and 2.0 Hz. Our results showed that frequency demand significantly affected EEG delta oscillation (1-4 Hz) in the C3, CP3, CPz, and CP4 electrodes, with the greatest delta power and lowest delta peak around 1.5 Hz for slower tracking at 0.5 Hz. Those who had superior tracking congruency also manifested enhanced alpha oscillation (8-12 Hz). Alpha rhythms of the skilled performers during slow tracking spread through the whole target cycle, except for the phase of direction changes. However, the alpha rhythms centered at the mid phase of a target cycle with increasing target rate. In conclusion, our findings clearly suggest two advanced roles of cortical oscillation in rhythmic force regulation. Rate-dependent delta oscillation involves a paradigm shift in force control under different time scales. Phasic organization of alpha rhythms during rhythmic force tracking is related to behavioral success underlying the selective use of bimodal controls (feedback and feedforward processes) and the timing of attentional focus on the target's peak velocity. Copyright © 2013 Elsevier B.V. All rights reserved.
Music is ubiquitous. Yet, its biological relevance is still an ongoing debate. Supporting the view that music had an ancestral role in courtship displays, a pilot study presented here provides preliminary evidence on the link between music and sexual selection. The underlying hypothesis is based...... by vasopressin and its genes. Hence, to test this hypothesis, a rhythmic synchronization task was employed here on one male subject during sexual arousal. Results revealed a significant effect of sexual arousal on rhythm synchronization. This is the first report that empirically supports the hypothesis...
Liger-Belair, Gérard; Tufaile, Alberto; Jeandet, Philippe; Sartorelli, José-Carlos
Bubble trains are seen rising gracefully from a few points on the glass wall (called nucleation sites) whenever champagne is poured into a glass. As time passes during the gas-discharging process, the careful observation of some given bubble columns reveals that the interbubble distance may change suddenly, thus revealing different rhythmical bubbling regimes. Here, it is reported that the transitions between the different bubbling regimes of some nucleation sites during gas discharging is a process which may be ruled by a strong interaction between tiny gas pockets trapped inside the nucleation site and/or also by an interaction between the tiny bubbles just blown from the nucleation site.
The organizations of the 21st century more and more often see their human resources as the most valuable asset they hold. This is why they create wide range of opportunities to develop and self-improve for their employees. Such approach is aimed at increasing involvement, higher effectiveness, innovativeness and thus constant improvement of competitiveness. However this is not possible without employee constant learning and their selfactualization. In this way the learni...
Kothari, Mohit; Liu, Xuimei; Baad-Hansen, Lene
To investigate the impact of visual observational conditions on performance during a standardized tongue-protrusion training (TPT) task and to evaluate subject-based reports of helpfulness, disturbance, pain, and fatigue due to the observational conditions on 0-10 numerical rating scales. Forty...... regarding the level of disturbance, pain or fatigue. Self-observation of tongue-training facilitated behavioral aspects of tongue motor learning compared with model-observation but not compared with control....
Sixty-four Spraque-Dawley(SD)big rats with weaning weight of (195±15) g were randomly divided into 4 groups with 8 males and 8 females each group. One group drunk with de-ionized water served as control and was also used for analysis of the background. The other three groups rats were raised by de-ionized water containing low, middle and high concentrations of Sm for four months, then learning and memory tests were carried out in Y-electric maze. Compared with the control rats, the learning and memory of rats in low and middle groups shows a deterioration trend, exhibiting the function degradation of rats' brain. It may results from the rare earth elements through blood-brain barrier affecting the normal physiological functions of rats' brain. In addition, the activity of superoxide dismutase (SOD) in rats' brain decreases, while the content of malondialdehyde (MDA) concentration increases. The decreased SOD activity and the increased MDA mean the degeneration the ability of anti-oxidation in rats' brain, which are accordance with the degradation of learning and memory function of rats in low and middle Sm groups.
Poepsel, Timothy J; Weiss, Daniel J
Statistical learning is a fundamental component of language acquisition, yet to date, relatively few studies have examined whether these abilities differ in bilinguals. In the present study, we examine this issue by comparing English monolinguals with Chinese-English and English-Spanish bilinguals in a cross-situational statistical learning (CSSL) task. In Experiment 1, we assessed the ability of both monolinguals and bilinguals on a basic CSSL task that contained only one-to-one mappings. In Experiment 2, learners were asked to form both one-to-one and two-to-one mappings, and were tested at three points during familiarization. Overall, monolinguals and bilinguals did not differ in their learning of one-to-one mappings. However, bilinguals more quickly acquired two-to-one mappings, while also exhibiting greater proficiency than monolinguals. We conclude that the fundamental SL mechanism may not be affected by language experience, in accord with previous studies. However, when the input contains greater variability, bilinguals may be more prone to detecting the presence of multiple structures. Copyright © 2016 Elsevier B.V. All rights reserved.
Cela, Karina; Sicilia, Miguel-Ángel; Sánchez-Alonso, Salvador
In e-learning settings, the interactions of students with one another, with the course content and with the instructors generate a considerable amount of information that may be useful for understanding how people learn online. The objective of the present research was to use social network analysis to explore the social structure of an e-learning…
Casas-Mas, Amalia; Pozo, Juan Ignacio; Montero, Ignacio
Current research in music education tends to put the emphasis on learning processes outside formal academic contexts, both to rethink and to renew academic educational formats. Our aim is to observe and describe three music learning cultures simultaneously, including formal, non-formal and informal settings: Classical, Jazz and Flamenco,…
Full Text Available Measurements of response time (RT have long been used to infer neural processes underlying various cognitive functions such as working memory, attention, and decision making. However, it is currently unknown if RT is also informative about various stages of value-based choice, particularly how reward values are constructed. To investigate these questions, we analyzed the pattern of RT during a set of multi-dimensional learning and decision-making tasks that can prompt subjects to adopt different learning strategies. In our experiments, subjects could use reward feedback to directly learn reward values associated with possible choice options (object-based learning. Alternatively, they could learn reward values of options' features (e.g. color, shape and combine these values to estimate reward values for individual options (feature-based learning. We found that RT was slower when the difference between subjects' estimates of reward probabilities for the two alternative objects on a given trial was smaller. Moreover, RT was overall faster when the preceding trial was rewarded or when the previously selected object was present. These effects, however, were mediated by an interaction between these factors such that subjects were faster when the previously selected object was present rather than absent but only after unrewarded trials. Finally, RT reflected the learning strategy (i.e. object-based or feature-based approach adopted by the subject on a trial-by-trial basis, indicating an overall faster construction of reward value and/or value comparison during object-based learning. Altogether, these results demonstrate that the pattern of RT can be informative about how reward values are learned and constructed during complex value-based learning and decision making.
Bustami Usman; Tengku Maya Silviyanti; Marzatillah Marzatillah
This study is intended to find out the influence of the teacher’s competence towards the motivation of students in learning English. A questionnaire was given to 24 students at a sports school in Banda Aceh, Indonesia. The five (5) closed and open questions were adapted from Zhao (2012). The results from this study show that the competences of the teacher including cognitive, affective, and psychomotor competence (Syah, 2013) enhance the motivation of students to learn English. The teacher’s ...
Conijn, Rianne; Kleingeld, Ad; Matzat, Uwe; Snijders, Chris; van Zaanen, Menno
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...
Seimears, C. Matt; Graves, Emily; Schroyer, M. Gail; Staver, John
The purpose of this article is to provide details about the beneficial processes the constructivist pedagogy has in the area of teaching science. No Child Left Behind could possibly cause detrimental effects to the science classroom and the constructivist teacher, so this essay tells how constructivist-based teaching influences students and their…
Full Text Available The purpose of this study was to investigate the effects of interactive learning materials on learners’ self-regulated learning processes and learning satisfaction. A two-group experimental design was employed for 285 primary school teachers involved in teacher training. Teachers in the experimental group utilised interactive learning materials along with training videos and guidelines for their self-development at the school level. Teachers in the control group conducted self-development only with training videos and guidelines. The result was analysed using self-regulated learning theory explaining how one’s self-regulation processes affect learning satisfaction. Five self-regulation processes were identified in this study: internal motivation, motivation for better assessment, planning and organizing skills, critical and positive thinking skills, and effort regulation. The analysis was conducted in two steps. First, t-test analysis was used to identify the significant differences between the experimental group and the control group. The analysis revealed: (1 teachers conducting self-development with interactive learning materials were highly motivated to achieve better teacher assessment, (2 teachers with interactive learning materials had higher learning satisfaction. Second, the study further investigated the effect of interactive materials on the relationship between self-regulation processes and learning satisfaction, using moderation analysis. The results showed that interactive materials significantly affect the relationship between motivation for better assessment and learning satisfaction, as well as the relationship between internal motivation and learning satisfaction. These results were complemented by qualitative analysis including interviews and focus group discussions with teachers.
Fischer, Melissa A; Mazor, Kathleen M; Baril, Joann; Alper, Eric; DeMarco, Deborah; Pugnaire, Michele
Trainees are exposed to medical errors throughout medical school and residency. Little is known about what facilitates and limits learning from these experiences. To identify major factors and areas of tension in trainees' learning from medical errors. Structured telephone interviews with 59 trainees (medical students and residents) from 1 academic medical center. Five authors reviewed transcripts of audiotaped interviews using content analysis. Trainees were aware that medical errors occur from early in medical school. Many had an intense emotional response to the idea of committing errors in patient care. Students and residents noted variation and conflict in institutional recommendations and individual actions. Many expressed role confusion regarding whether and how to initiate discussion after errors occurred. Some noted the conflict between reporting errors to seniors who were responsible for their evaluation. Learners requested more open discussion of actual errors and faculty disclosure. No students or residents felt that they learned better from near misses than from actual errors, and many believed that they learned the most when harm was caused. Trainees are aware of medical errors, but remaining tensions may limit learning. Institutions can immediately address variability in faculty response and local culture by disseminating clear, accessible algorithms to guide behavior when errors occur. Educators should develop longitudinal curricula that integrate actual cases and faculty disclosure. Future multi-institutional work should focus on identified themes such as teaching and learning in emotionally charged situations, learning from errors and near misses and balance between individual and systems responsibility.
Wilkinson, Tracey; Boohan, Mairead; Stevenson, Michael
Educational research on learning styles has been conducted for some time, initially within the field of psychology. Recent research has widened to include more diverse disciplines, with greater emphasis on application. Although there are numerous instruments available to measure several different dimensions of learning style, it is generally accepted that styles differ, although the qualities of more than one style may be inherent in any one learner. But do these learning styles have a direct effect on student performance in examinations, specifically in different forms of assessment? For this study, hypotheses were formulated suggesting that academic performance is influenced by learning style. Using the Honey and Mumford Learning Style Questionnaire, learning styles of a cohort of first year medical and dental students at Queen's University Belfast were assessed. Pearson correlation was performed between the score for each of the four learning styles and the student examination results in a variety of subject areas (including anatomy) and in different types of assessments - single best answer, short answer questions and Objective Structured Clinical Examinations. In most of the analyses, there was no correlation between learning style and result and in the few cases where the correlations were statistically significant, they generally appeared to be weak. It seems therefore from this study that although the learning styles of students vary, they have little effect on academic performance, including in specific forms of assessment. © 2013 Anatomical Society.
Leandro, Catarina; Ávila-Carvalho, Lurdes; Sierra-Palmeiro, Elena; Bobo-Arce, Marta
This study aimed to analyse the quality of difficulty judging in rhythmic gymnastics, at different levels of performance. The sample consisted of 1152 difficulty scores concerning 288 individual routines, performed in the World Championships in 2013. The data were analysed using the mean absolute judge deviation from the final difficulty score, a Cronbach's alpha coefficient and intra-class correlations, for consistency and reliability assessment. For validity assessment, mean deviations of judges' difficulty scores, the Kendall's coefficient of concordance W and ANOVA eta-squared values were calculated. Overall, the results in terms of consistency (Cronbach's alpha mostly above 0.90) and reliability (intra-class correlations for single and average measures above 0.70 and 0.90, respectively) were satisfactory, in the first and third parts of the ranking on all apparatus. The medium level gymnasts, those in the second part of the ranking, had inferior reliability indices and highest score dispersion. In this part, the minimum of corrected item-total correlation of individual judges was 0.55, with most values well below, and the matrix for between-judge correlations identified remarkable inferior correlations. These findings suggest that the quality of difficulty judging in rhythmic gymnastics may be compromised at certain levels of performance. In future, special attention should be paid to the judging analysis of the medium level gymnasts, as well as the Code of Points applicability at this level.
– Study A investigates the effect of fixed time displacements within and between the parts played by different musicians. Listeners (n = 160 reacted negatively to irregularities within the drum track, but the mutual displacement of bass vs. drums did not have an effect.– Study B develops three metrics to calculate the average microtiming magnitude in a musical excerpt. The experiment showed that listeners' (n = 160 emotional responses to expert performance microtiming aligned with each other across styles, when microtiming magnitude was adjusted for rhythmic density. This indicates that rhythmic density is a unifying moderator for listeners' emotional response to microtiming in swing and funk.– Study C used the data from both experiments in order to compare the effect of fixed microtiming displacements (from Study A with scaled versions of the originally performed microtiming patterns (from Study B. It showed that fixed snare drum displacements irritated expert listeners more than the more flexible deviations occurring in the original performances. This provides some evidence that listeners' emotional response to microtiming deviations not only depends on the magnitude of the deviations, but also on the kind and origin of the microtiming patterns (fixed lab displacements vs. flexible performance microtiming.
Full Text Available Previous studies have shown that the morphology of the neuromuscular junction of the flight motor neuron MN5 in Drosophila melanogaster undergoes daily rhythmical changes, with smaller synaptic boutons during the night, when the fly is resting, than during the day, when the fly is active. With electron microscopy and laser confocal microscopy, we searched for a rhythmic change in synapse numbers in this neuron, both under light:darkness (LD cycles and constant darkness (DD. We expected the number of synapses to increase during the morning, when the fly has an intense phase of locomotion activity under LD and DD. Surprisingly, only our DD data were consistent with this hypothesis. In LD, we found more synapses at midnight than at midday. We propose that under LD conditions, there is a daily rhythm of formation of new synapses in the dark phase, when the fly is resting, and disassembly over the light phase, when the fly is active. Several parameters appeared to be light dependent, since they were affected differently under LD or DD. The great majority of boutons containing synapses had only one and very few had either two or more, with a 70∶25∶5 ratio (one, two and three or more synapses in LD and 75∶20∶5 in DD. Given the maintenance of this proportion even when both bouton and synapse numbers changed with time, we suggest that there is a homeostatic mechanism regulating synapse distribution among MN5 boutons.
Buijink, A W G; Broersma, M; van der Stouwe, A M M; van Wingen, G A; Groot, P F C; Speelman, J D; Maurits, N M; van Rootselaar, A F
Cerebellar circuits are hypothesized to play a central role in the pathogenesis of essential tremor. Rhythmic finger tapping is known to strongly engage the cerebellar motor circuitry. We characterize cerebellar and, more specifically, dentate nucleus function, and neural correlates of cerebellar output in essential tremor during rhythmic finger tapping employing functional MRI. Thirty-one propranolol-sensitive essential tremor patients with upper limb tremor and 29 healthy controls were measured. T2*-weighted EPI sequences were acquired. The task consisted of alternating rest and finger tapping blocks. A whole-brain and region-of-interest analysis was performed, the latter focusing on the cerebellar cortex, dentate nucleus and inferior olive nucleus. Activations were also related to tremor severity. In patients, dentate activation correlated positively with tremor severity as measured by the tremor rating scale part A. Patients had reduced activation in widespread cerebellar cortical regions, and additionally in the inferior olive nucleus, and parietal and frontal cortex, compared to controls. The increase in dentate activation with tremor severity supports involvement of the dentate nucleus in essential tremor. Cortical and cerebellar changes during a motor timing task in essential tremor might point to widespread changes in cerebellar output in essential tremor. Copyright © 2015 Elsevier Ltd. All rights reserved.
Zhang, Shusheng; Wang, Dangxiao; Afzal, Naqash; Zhang, Yuru; Wu, Ruilin
Brainwave entrainment using rhythmic visual and/or auditory stimulation has shown its efficacy in modulating neural activities and cognitive ability. In the presented study, we aim to investigate whether rhythmic haptic stimulation could enhance short-term attention. An experiment with sensorimotor rhythm (SMR) increasing protocol was performed in which participants were presented sinusoidal vibrotactile stimulus of 15 Hz on their palm. Test of Variables of Attention (T.O.V.A.) was performed before and after the stimulating session. Electroencephalograph (EEG) was recorded across the stimulating session and the two attention test sessions. SMR band power manifested a significant increase after stimulation. Results of T.O.V.A. tests indicated an improvement in the attention of participants who had received the stimulation compared to the control group who had not received the stimulation. The D prime score of T.O.V.A. reveals that participants performed better in perceptual sensitivity and sustaining attention level compared to their baseline performance before the stimulating session. These findings highlight the potential value of using haptics-based brainwave entrainment for cognitive training.
Akrout, Khaled; Baron, Luc; Balazinski, Marek
This paper presents the influence of the process of migration between populations in GENO-FLOU, which is an environment of learning of fuzzy knowledge bases by genetic algorithms. Initially the algorithm did not use the process of migration. For the learning, the algorithm uses a hybrid coding......, binary for the base of rules and real for the data base. This hybrid coding used with a set of specialized operators of reproduction proven to be an effective environment of learning. Simulations were made in this environment by adding a process of migration. While varying the number of populations...
Boyle, Alan; Stokes, Alison
Fieldwork has always been a crucial component of undergraduate geoscience degrees, yet our understanding of the learning processes that operate in a field environment is limited. Learning is a complex process, and there is increasing interest in the role played in this process by the affective domain, in particular the link between affect (emotion and attitude) and cognition (understanding). This presentation covers two UK-based studies that investigated the impact of residential geoscience fieldwork on students' affective responses (e.g. feelings, attitudes, motivations), and their subsequent learning outcomes; student affective responses are thought to be linked to the adoption of effective approaches to learning. The first study involved ~300 students from 7 UK universities undertaking residential field classes in, geography, earth and environmental sciences (GEES disciplines). Mixed-format surveys applied before and after fieldwork demonstrated significant effects in the affective domain. In general, student responses were very positive prior to fieldwork and became more positive as a result of the field experience. The data were analysed for any subgroup differences (gender, age, previous experience) but the only significant difference concerned levels of anxiety amongst some groups of students prior to fieldwork. However, post fieldwork surveys showed that the field experience mitigated these anxieties; for most it was not as bad as they thought it would be. This study demonstrated that fieldwork generated positive attitudes amongst students to their subject of study as well as development of ‘soft' interpersonal skills. The second study collected qualitative and quantitative data from 62 students at a single UK university before, during and after a nine day geologic mapping-training field course, a style of fieldwork not surveyed in the first study. As with the first study, pre-field class positive affects became strengthened, while negative feelings and
Full Text Available Both lower-level stimulus factors (e.g., temporal proximity and higher-level cognitive factors (e.g., content congruency are known to influence multisensory integration. The former can direct attention in a converging manner, and the latter can indicate whether information from the two modalities belongs together. The present research investigated whether and how these two factors interacted in the perception of rhythmic, audiovisual streams derived from a human movement scenario. Congruency here was based on sensorimotor correspondence pertaining to rhythm perception. Participants attended to bimodal stimuli consisting of a humanlike figure moving regularly to a sequence of auditory beat, and detected a possible auditory temporal deviant. The figure moved either downwards (congruently or upwards (incongruently to the downbeat, while in both situations the movement was either synchronous with the beat, or lagging behind it. Greater cross-modal binding was expected to hinder deviant detection. Results revealed poorer detection for congruent than for incongruent streams, suggesting stronger integration in the former. False alarms increased in asynchronous stimuli only for congruent streams, indicating greater tendency for deviant report due to visual capture of asynchronous auditory events. In addition, a greater increase in perceived synchrony was associated with a greater reduction in false alarms for congruent streams, while the pattern was reversed for incongruent ones. These results demonstrate that content congruency as a top-down factor not only promotes integration, but also modulates bottom-up effects of synchrony. Results are also discussed regarding how theories of integration and attentional entrainment may be combined in the context of rhythmic multisensory stimuli.
Both lower-level stimulus factors (e.g., temporal proximity) and higher-level cognitive factors (e.g., content congruency) are known to influence multisensory integration. The former can direct attention in a converging manner, and the latter can indicate whether information from the two modalities belongs together. The present research investigated whether and how these two factors interacted in the perception of rhythmic, audiovisual (AV) streams derived from a human movement scenario. Congruency here was based on sensorimotor correspondence pertaining to rhythm perception. Participants attended to bimodal stimuli consisting of a humanlike figure moving regularly to a sequence of auditory beat, and detected a possible auditory temporal deviant. The figure moved either downwards (congruently) or upwards (incongruently) to the downbeat, while in both situations the movement was either synchronous with the beat, or lagging behind it. Greater cross-modal binding was expected to hinder deviant detection. Results revealed poorer detection for congruent than for incongruent streams, suggesting stronger integration in the former. False alarms increased in asynchronous stimuli only for congruent streams, indicating greater tendency for deviant report due to visual capture of asynchronous auditory events. In addition, a greater increase in perceived synchrony was associated with a greater reduction in false alarms for congruent streams, while the pattern was reversed for incongruent ones. These results demonstrate that content congruency as a top-down factor not only promotes integration, but also modulates bottom-up effects of synchrony. Results are also discussed regarding how theories of integration and attentional entrainment may be combined in the context of rhythmic multisensory stimuli.
Vuust, Peter; Dietz, Martin; Witek, Maria
Rhythmic incongruity in the form of syncopation is a prominent feature of many contemporary musical styles. Syncopations afford incongruity between rhythmic patterns and the meter, giving rise to mental models of differently accented isochronous beats. Syncopations occur either in isolation or as...
Chaskina O. V.
Full Text Available this article is aimed to examine the system of development of rhythmic abilities. It is also studied and analyzed systems of development of rhythmicity of Jacques Dalcroze, V.A. Griner. The definition of the concept «rhythm» is revealed.
Kearney, Jay T.
The relative rates of strength recovery subsequent to bouts of rhythmic or sustained isometric exercise were investigated. The 72 undergraduates who served as subjects were tested seven times within the framework of a repeated measures design. Each testing session involved two bouts of either rhythmic or sustained isometric exercise separated by a…
Murty, Vishnu P; LaBar, Kevin S; Hamilton, Derek A; Adcock, R Alison
The present study investigated the effects of approach versus avoidance motivation on declarative learning. Human participants navigated a virtual reality version of the Morris water task, a classic spatial memory paradigm, adapted to permit the experimental manipulation of motivation during learning. During this task, participants were instructed to navigate to correct platforms while avoiding incorrect platforms. To manipulate motivational states participants were either rewarded for navigating to correct locations (approach) or punished for navigating to incorrect platforms (avoidance). Participants' skin conductance levels (SCLs) were recorded during navigation to investigate the role of physiological arousal in motivated learning. Behavioral results revealed that, overall, approach motivation enhanced and avoidance motivation impaired memory performance compared to nonmotivated spatial learning. This advantage was evident across several performance indices, including accuracy, learning rate, path length, and proximity to platform locations during probe trials. SCL analysis revealed three key findings. First, within subjects, arousal interacted with approach motivation, such that high arousal on a given trial was associated with performance deficits. In addition, across subjects, high arousal negated or reversed the benefits of approach motivation. Finally, low-performing, highly aroused participants showed SCL responses similar to those of avoidance-motivation participants, suggesting that for these individuals, opportunities for reward may evoke states of learning similar to those typically evoked by threats of punishment. These results provide a novel characterization of how approach and avoidance motivation influence declarative memory and indicate a critical and selective role for arousal in determining how reinforcement influences goal-oriented learning.
Abdekhoda, Mohammadhiwa; Dehnad, Afsaneh; Ghazi Mirsaeed, Sayd Javad; Zarea Gavgani, Vahideh
Background: Electronic Learning (E-learning), is the use of electronic technology in education via computer and the internet. Despite its slow adoption by faculty members, e-learning provides several benefits to individuals and organizations. This study was conducted to determine the factors influencing the adoption of e-learning by faculty members in Tabriz University of Medical Sciences. Methods: This was a cross- sectional study, in which a sample of 190 faculty members of Tabriz University of Medical Sciences was randomly selected, using stratified sampling. A Conceptual Path Model of Unified Theory of Acceptance and Use of Technology (UTAUT) was applied to assess the faculty members’ attitude towards e-learning. The collected data were analyzed by SPSS16, using descriptive statistics and regression analysis. The model was tested by structural equation modeling (SEM) and was finally represented by Analysis of Moment Structures. Results: The results evidenced that UTAUT model explains about 56% of the variance for adoption of elearning. The findings also revealed that performance expectancy, effort expectancy, social influences and behavior indentation had direct and significant effects on faculty members’ behavior towards the use of e-learning. However, facilitated condition had no significant effects on the use of e-learning. Conclusion: The authorized model provides considerable insight for perception and anticipation of faculty members’ behaviors in adopting e-learning. The survey clearly identified significant and non-significant factors that may affect the adoption of e-learning. The results of this study could help the policy makers when successful adoption of e-learning is in their agenda. PMID:28491832
Abdekhoda, Mohammadhiwa; Dehnad, Afsaneh; Ghazi Mirsaeed, Sayd Javad; Zarea Gavgani, Vahideh
Background: Electronic Learning (E-learning), is the use of electronic technology in education via computer and the internet. Despite its slow adoption by faculty members, e-learning provides several benefits to individuals and organizations. This study was conducted to determine the factors influencing the adoption of e-learning by faculty members in Tabriz University of Medical Sciences. Methods: This was a cross- sectional study, in which a sample of 190 faculty members of Tabriz University of Medical Sciences was randomly selected, using stratified sampling. A Conceptual Path Model of Unified Theory of Acceptance and Use of Technology (UTAUT) was applied to assess the faculty members' attitude towards e-learning. The collected data were analyzed by SPSS16, using descriptive statistics and regression analysis. The model was tested by structural equation modeling (SEM) and was finally represented by Analysis of Moment Structures. Results: The results evidenced that UTAUT model explains about 56% of the variance for adoption of elearning. The findings also revealed that performance expectancy, effort expectancy, social influences and behavior indentation had direct and significant effects on faculty members' behavior towards the use of e-learning. However, facilitated condition had no significant effects on the use of e-learning. Conclusion: The authorized model provides considerable insight for perception and anticipation of faculty members' behaviors in adopting e-learning. The survey clearly identified significant and non-significant factors that may affect the adoption of e-learning. The results of this study could help the policy makers when successful adoption of e-learning is in their agenda.
To, Carol K S; Law, Thomas; Li, Xin-xin
Multilingualism can bring about various positive outcomes to typically developing children. Its effect on children with language difficulties is not yet clear. The aim of this study was to examine the effects of multilingual learning as a medium of instruction (MOI) on first language (L1) acquisition of children with language disorders (LD). Nineteen Cantonese-speaking students aged 5;8-6;8 who were diagnosed with LD were recruited from a school that used Putonghua (an alternative Chinese dialect) as the MOI when learning Chinese language and were compared with 18 age-and-gender-matched Cantonese-speaking students with LD from a school that used Cantonese as the MOI when learning Chinese language. All the students also learned English (L2) as a subject at school. Proficiency in Cantonese was tested at the beginning and the end of the semester in Grade One in terms of: (1) grammar, (2) expressive vocabulary, (3) auditory textual comprehension, (4) word definition and (5) narration. Mixed-model ANOVAs revealed an effect of time on language proficiency indicating positive gains in both groups. Interaction effects between time and group were not significant. There was a trend that children learning Putonghua showed slightly more improvement in auditory textual comprehension. Proficiency gains were similar across groups. The study found no evidence that a multilingual learning environment hinders the language proficiency in L1 in students who have LD. © 2011 Royal College of Speech and Language Therapists.
Tuncay Yavuz Ozdemir
Full Text Available In the information era that we experience today, there is a rapid change in the methods, techniques and materials used for education and teaching. The usage of information and communication technology-assisted teaching materials are becoming more commonplace. Parallel to these developments, the Ministry of National Education took steps to develop IT substructures of all schools in the country and implemented many projects. The purpose of this study is to determine whether or not the multimedia lesson content used by teachers affect effective learning. This study is a qualitative study, conducted with 45 teachers working in primary schools during the 2011-2012 academic year. According to the study findings, participants believe that using multimedia lesson content during lectures increases student motivation, makes students more curious and interested, and think that using multimedia lesson content has positive effects.
Jones, Megan, E-mail: email@example.com [Environmental and Conservation Sciences, Murdoch University (Australia); Morrison-Saunders, Angus, E-mail: firstname.lastname@example.org [Environmental and Conservation Sciences, Murdoch University, Australia, Research Unit for Environmental Sciences and Management, North-West University (South Africa)
This research is an attempt to verify the notion postulated by Robert Bartlett and Lynton Caldwell that the full benefits of environmental impact assessment (EIA) would take decades to be realized. While EIA is intended to directly influence decision-making regarding new development proposals, the process is also expected to lead to organisational learning and transformation over time. Our aim was to examine the influence of EIA on a single Western Australian proponent with sustained experience in the process to understand how EIA is used within the organisation and to seek evidence of transformation of the organisation's purpose and mission. The research reviewed literature in order to identify key influences of EIA on organisations, along with semi-structured staff interviews and document analysis for the case study organisation. Ascertaining causality that involvement in EIA processes influences or effects organisational learning and transformation is a challenge in the face of other societal events. Document analysis and interviewee data indicates that the action-forcing nature of EIA did influence proponent behavior through the creation of internal processes seeking to ensure robust design of new projects that would satisfy environmental protection expectations, without the need to trigger formal EIA. Evidence of EIA values and thinking were apparent within internal documentation, including the evolving mission statement. Our research indicates that participation in the EIA process can positively influence organisational learning and transformation by guiding internal change for decision-making. - Highlights: • The long-term influence of EIA on a proponent organisation is investigated. • EIA promotes internal organisational learning and transformation. • Analysis of mission statements can indicate the influence of EIA on organisations. • Organisations aligned with EIA values can reduce the need to engage in formal EIA.
Jones, Megan; Morrison-Saunders, Angus
This research is an attempt to verify the notion postulated by Robert Bartlett and Lynton Caldwell that the full benefits of environmental impact assessment (EIA) would take decades to be realized. While EIA is intended to directly influence decision-making regarding new development proposals, the process is also expected to lead to organisational learning and transformation over time. Our aim was to examine the influence of EIA on a single Western Australian proponent with sustained experience in the process to understand how EIA is used within the organisation and to seek evidence of transformation of the organisation's purpose and mission. The research reviewed literature in order to identify key influences of EIA on organisations, along with semi-structured staff interviews and document analysis for the case study organisation. Ascertaining causality that involvement in EIA processes influences or effects organisational learning and transformation is a challenge in the face of other societal events. Document analysis and interviewee data indicates that the action-forcing nature of EIA did influence proponent behavior through the creation of internal processes seeking to ensure robust design of new projects that would satisfy environmental protection expectations, without the need to trigger formal EIA. Evidence of EIA values and thinking were apparent within internal documentation, including the evolving mission statement. Our research indicates that participation in the EIA process can positively influence organisational learning and transformation by guiding internal change for decision-making. - Highlights: • The long-term influence of EIA on a proponent organisation is investigated. • EIA promotes internal organisational learning and transformation. • Analysis of mission statements can indicate the influence of EIA on organisations. • Organisations aligned with EIA values can reduce the need to engage in formal EIA.
Lin, Y-T; Wu, H-T; Tsao, J; Yien, H-W; Hseu, S-S
Heart rate variability (HRV) may reflect various physiological dynamics. In particular, variation of R-R peak interval (RRI) of electrocardiography appears regularly oscillatory in deeper levels of anaesthesia and less regular in lighter levels of anaesthesia. We proposed a new index, non-rhythmic-to-rhythmic ratio (NRR), to quantify this feature and investigated its potential to estimate depth of anaesthesia. Thirty-one female patients were enrolled in this prospective study. The oscillatory pattern transition of RRI was visualised by the time-varying power spectrum and quantified by NRR. The prediction of anaesthetic events, including skin incision, first reaction of motor movement during emergence period, loss of consciousness (LOC) and return of consciousness (ROC) by NRR were evaluated by serial prediction probability (PK ) analysis; the ability to predict the decrease of effect-site sevoflurane concentration was also evaluated. The results were compared with Bispectral Index (BIS). NRR well-predicted first reaction (PK > 0.90) 30 s ahead, earlier than BIS and significantly better than HRV indices. NRR well-correlated with sevoflurane concentration, although its correlation was inferior to BIS, while HRV indices had no such correlation. BIS indicated LOC and ROC best. Our findings suggest that NRR provides complementary information to BIS regarding the differential effects of anaesthetics on the brain, especially the subcortical motor activity. © 2014 The Acta Anaesthesiologica Scandinavica Foundation. Published by John Wiley & Sons Ltd.
Berkhout, J J; Slootweg, I A; Helmich, E; Teunissen, P W; van der Vleuten, C P M; Jaarsma, A D C
In clerkships, students are expected to self-regulate their learning. How clinical departments and their routine approach on clerkships influences students' self-regulated learning (SRL) is unknown. This study explores how characteristic routines of clinical departments influence medical students' SRL. Six focus groups including 39 purposively sampled participants from one Dutch university were organized to study how characteristic routines of clinical departments influenced medical students' SRL from a constructivist paradigm, using grounded theory methodology. The focus groups were audio recorded, transcribed verbatim and were analyzed iteratively using constant comparison and open, axial and interpretive coding. Students described that clinical departments influenced their SRL through routines which affected the professional relationships they could engage in and affected their perception of a department's invested effort in them. Students' SRL in a clerkship can be supported by enabling them to engage others in their SRL and by having them feel that effort is invested in their learning. Our study gives a practical insight in how clinical departments influenced students' SRL. Clinical departments can affect students' motivation to engage in SRL, influence the variety of SRL strategies that students can use and how meaningful students perceive their SRL experiences to be.
Dewi Nur Asyiah
Full Text Available Vocabulary plays pivotal role in foreign language learning. However, vocabulary teaching and vocabulary learning in TEFL seems to be neglected. The study was aimed to investigate how vocabulary teaching and learning are perceived by teacher and students, strategies to teach and learn the vocabulary, and also influences of students’ vocabulary learning strategy on their vocabulary mastery. Accordingly, a mix method design was employed to one English teacher and 30 junior high school students to reveal the issues being investigated. The findings showed that both teacher and students have positive response on vocabulary teaching and learning. Concerning strategies, it was found that teacher mostly employed Fully-contextual strategy, meanwhile Determination and Metacognitive strategy were found as the most favored VLS chosen by students. The study also confirmed that there is a significant relationship between students’ vocabulary learning strategy and their vocabulary mastery (r-value Discovery = .023 and r-value Consolidating = .000, p<.05. It is recommended for EFL teachers to give a bigger portion to vocabulary in the EFL teaching and to teach vocabulary using the combination of fully-contextual and de-contextual strategy. It is also suggested to introduce students to various kinds of vocabulary learning strategies.
Ferdinand, Nicola K; Kray, Jutta
This study aimed at investigating the ability to learn regularities across the life span and examine whether this learning process can be supported or hampered by verbalizations. For this purpose, children (aged 8-10 years) and younger (aged 19-30 years) and older (aged 70-80 years) adults took part in a sequence learning experiment. We found that verbalizing sequence-congruent information during learning is a powerful tool to generate explicit knowledge and it is especially helpful for younger adults. Although recent research suggests that implicit learning can be influenced by directing the participants' attention to relevant aspects of the task, verbalizations had a much weaker influence on implicit than explicit learning. Our results show that verbalizing during learning slows down reaction times (RTs) but does not influence the amount of implicit learning. Especially older adults were not able to overcome the cost of the dual-task situation. Younger adults, in contrast, show an initial dual-tasking cost that, in the case of a helpful verbalization, is overcome with practice and turns into a RT and learning benefit. However, when the verbalization is omitted this benefit is lost, that is, better implicit learning seems to be confined to situations in which the supporting verbalization is maintained. Additionally, we did not find reliable age differences in implicit learning in the no verbalization groups, which speaks in favor of age-invariant models of implicit learning across the life span. (PsycINFO Database Record (c) 2017 APA, all rights reserved).
Petit dit Dariel, Odessa; Wharrad, Heather; Windle, Richard
To report a study undertaken to explore the underlying factors influencing e-learning adoption in nurse education. Despite e-learning's high profile it has not been readily integrated into teaching practice in nurse education. Previous research has identified generic, cross-disciplinary factors but has left out 'soft' factors. The study adopted an exploratory descriptive design. Q-methodology was used to explore e-learning adoption in a Division of Nursing located in an institution of Higher Education in the UK. Between September-December 2009, 38 participants were recruited to participate in Q-sorts and post-sort interviews. The Q-sort data were factor analysed and the interviews were coded to their respective factors to develop in-depth narratives. Four factors were identified: 'E-learning advocates' saw e-learning's potential to improve nurse education and prepare future nurses for their evolving role; the 'Humanists' had avoided e-learning because they valued human interaction; the 'Sceptics' doubted that technology could improve learning outcomes; and the 'Pragmatics,' only used e-learning as a tool to post lecture notes online to supplement what they covered in class. The findings point to the variety of responses existing among nurse academics faced with integrating e-learning into their teaching. Moving beyond the binary labels commonly attributed to those considered either 'early adopters' or 'laggards,' the findings contribute to the literature by revealing a wider breadth of views and responses towards technology. Acknowledging these views can inform future e-learning strategies and lead to improvement in e-learning use in nurse education. © 2012 Blackwell Publishing Ltd.
Full Text Available In the light of the poor academic achievement in science by secondary school students in South Africa, students' motivation for science learning should be enhanced. It is argued that this can only be achieved with insight into which motivational factors to target, with due consideration of the diversity in schools. The study therefore explored the impact of six motivational factors for science learning in a sample of 380 Grade Nine boys and girls from three racial groups, in both public and independent schools. The students completed the Student Motivation for Science Learning questionnaire. Significant differences were identified between different groups and school types. The study is important for identifying the key role of achievement goals, science learning values and science self-efficacies. The main finding emphasises the significant role played by science teachers in motivating students for science in terms of the learning environments that they create. This has important implications for future research, aimed at a better understanding of these environments. Such insights are needed to promote scientific literacy among the school students, and so contribute to the improvement of science achievement in South Africa.
Brady, Katy; Woolfson, Lisa
Identifying the factors that influence teacher beliefs about teaching children with learning difficulties is important for the success of inclusive education. This study explores the relationship between teachers' role, self-efficacy, attitudes towards disabled people, teaching experience and training, on teachers' attributions for children's difficulties in learning. One hundred and eighteen primary school teachers (44 general mainstream, 33 mainstream learning support, and 41 special education teachers) completed the short form of the Teachers' Sense of Efficacy Scale, the Interaction with Disabled Persons Scale (IDP), and a revised version of the Teacher Attribution Scale. Regression analysis found that teachers' role influenced stability and controllability attributions. However, for stability attributions the effect was not sustained when examined in the context of the other factors of teaching efficacy, experience, training, and attitudes towards disability. What emerged as important instead was strong feelings of sympathy towards disabled people which predicted stable attributions about learning difficulties. Experience of teaching children with additional support needs and teaching efficacy positively predicted external locus of causality attributions. Surprisingly, training was not found to have an impact on attributions. A mixed MANOVA found that mainstream teachers' controllability attributions were influenced by whether or not the child had identified learning support needs. Teacher efficacy, experience of teaching students with support needs, attitudes towards disabled people, and teachers' role all impact on teacher attributions, but no relationship with training was found. Implications for teacher training and development, and for student achievement and student self-perception are discussed.
Full Text Available It is well established that mood influences many cognitive processes, such as learning and executive functions. Although statistical learning is assumed to be part of our daily life, as mood does, the influence of mood on statistical learning has never been investigated before. In the present study, a sad vs. neutral mood was induced to the participants through the listening of stories while they were exposed to a stream of visual shapes made up of the repeated presentation of four triplets, namely sequences of three shapes presented in a fixed order. Given that the inter-stimulus interval was held constant within and between triplets, the only cues available for triplet segmentation were the transitional probabilities between shapes. Direct and indirect measures of learning taken either immediately or 20 minutes after the exposure/mood induction phase revealed that participants learned the statistical regularities between shapes. Interestingly, although participants from the sad and neutral groups performed similarly in these tasks, subjective measures (confidence judgments taken after each trial revealed that participants who experienced the sad mood induction showed increased conscious access to their statistical knowledge. These effects were not modulated by the time delay between the exposure/mood induction and the test phases. These results are discussed within the scope of the robustness principle and the influence of negative affects on processing style.
Davis, Kate; White, Sarahlouise; Stephenson, Matthew
A healthy workplace culture enables nurses to experience valuable learning in the workplace. Learning in the workplace enables the provision of evidence-based and continuously improving safe patient care, which is central to achieving good patient outcomes. Therefore, nurses need to learn within a workplace that supports the implementation of evidence-based, professional practice and enables the best patient outcomes; the influence of workplace culture may play a role in this. The purpose of this review was to critically appraise and synthesize the best available qualitative evidence to understand both the nurses' learning experiences within the workplace and the factors within the workplace culture that influence those learning experiences. Registered and enrolled nurses regulated by a nursing and midwifery board and/or recognized health practitioner regulation agency (or their international equivalent). This review considered studies that described two phenomena of interest: the nurses' learning experience, either within an acute healthcare workplace or a workplace-related learning environment and the influence of workplace culture on the nurses' learning experience (within the workplace or workplace-related learning environment). This review considered studies that included nurses working in an acute healthcare organization within a Western culture. This review considered studies that focused on qualitative evidence and included the following research designs: phenomenological, grounded theory and critical theory. Published and unpublished studies in English from 1980 to 2013 were identified using a three-step search strategy, searching various databases, and included hand searching of the reference lists within articles selected for appraisal. For studies meeting the inclusion criteria, methodological quality was assessed using a standardized checklist from the Joanna Briggs Institute Qualitative Assessment and Review Instrument (JBI-QARI). Qualitative data
Merisier, Sophia; Larue, Caroline; Boyer, Louise
Problem-based learning is an educational method promoting clinical reasoning that has been implemented in many fields of health education. Questioning is a learning strategy often employed in problem-based learning sessions. To explore what is known about the influence of questioning on the promotion of clinical reasoning of students in health care education, specifically in the field of nursing and using the educational method of problem-based learning. A scoping review following Arksey and O'Malley's five stages was conducted. The CINAHL, EMBASE, ERIC, Medline, and PubMed databases were searched for articles published between the years of 2000 and 2017. Each article was summarized and analyzed using a data extraction sheet in relation to its purpose, population group, setting, methods, and results. A descriptive explication of the studies based on an inductive analysis of their findings to address the aim of the review was made. Nineteen studies were included in the analysis. The studies explored the influence of questioning on critical thinking rather than on clinical reasoning. The nature of the questions asked and the effect of higher-order questions on critical thinking were the most commonly occurring themes. Few studies addressed the use of questioning in problem-based learning. More empirical evidence is needed to gain a better understanding of the benefit of questioning in problem-based learning to promote students' clinical reasoning. Copyright © 2018 Elsevier Ltd. All rights reserved.
Full Text Available This paper provides an overview of the impact that social media has on the development of collaborative learning within a cohort environment in a doctoral program. The researchers surveyed doctoral students in an education program to determine how social media use has influenced the doctoral students. The study looked at the following areas: a the ability of social media use to develop a collaborative learning environment, b access to social media content which supports learning, and c whether social media use has contributed to the enhancement of the doctoral students’ academic achievement and learning progress. As social media use and on-line learning become more prevalent in education, it is important to continue to understand the impact that social media has on improving students’ ability to achieve their academic goals. This study provides insight on how doctoral students used social media and how social media use has influenced academic development in their cohort environment. In addition, this paper provides a discerning view into the role social media plays when developing a collaborative learning environment in a cohort.
Du Toit, L
Full Text Available -1 Anim Cogn DOI 10.1007/s10071-012-0503-0 Influence of spatial environment on maze learning in an African mole-rat Lydia du Toit ? Nigel C. Bennett ? Alecia Nickless ? Martin J. Whiting L. du Toit , A. Nickless , M. J. Whiting (email) School...
This research study investigates the ability of students to tackle the solving of unique mathematical problems in the domain of numerical series, verbal and formal, and its influence on the motivation of junior high students with learning disabilities in the Arab sector. Two instruments were used to collect the data: mathematical series were…
Boadi-Kusi, Samuel Bert; Kyei, Samuel; Mashige, Khathutshelo Percy; Abu, Emmanuel Kwasi; Antwi-Boasiako, Daniel; Halladay, Abraham Carl
Optometry is only provided at tertiary level in two institutions in Ghana, with an average of 50 students graduating each year for a population of approximately 24.6 million. No information on the demography of optometry students and factors that influence their choice of optometry as a career and institution of learning is available. This…
Iqbal, Shazia; Ahmad, Shahzad; Willis, Ian
As the successful establishment of technology supported educational systems requires wide investment in terms of finances and faculty time, this study explores the influencing factors in the adoption of Technology Enhanced Learning (TEL) and the main barriers encountered during the use of TEL in Punjab, Pakistan. Semi-structured interviews were…
Wandera, Silas; James-Waldon, Natasha; Bromley, Debbi; Henry, Zandra
This paper provides an overview of the impact that social media has on the development of collaborative learning within a cohort environment in a doctoral program. The researchers surveyed doctoral students in an education program to determine how social media use has influenced the doctoral students. The study looked at the following areas: a)…
Fägerstam, Emilia; Samuelsson, Joakim
This study aims to explore the influence of outdoor teaching among students, aged 13, on arithmetic performance and self-regulation skills as previous research concerning outdoor mathematics learning is limited. This study had a quasi-experimental design. An outdoor and a traditional group answered a test and a self-regulation skills questionnaire…
Bradley, Rachel L.; Browne, Blaine L.; Kelley, Heather M.
This paper examined self-efficacy and self-regulatory skills and their influence on achievement in an online learning environment. This study utilized the Online Academic Success Indicators Scale (OASIS). The results of the scale were compared to previous tests measuring the predictive nature of self-efficacy and self-regulatory skills on academic…
Hsin, Ching-Ting; Li, Ming-Chaun; Tsai, Chin-Chung
This study aimed to conduct a systematic literature review on empirical studies of how technologies influence young children's learning. Eighty-seven articles published between 2003 and 2013 were identified through the Web of Science database. We employed content analysis to identify the research trends of this topic. "Technology…
van Rijn, Monique; Yang, H.; Sanders, Karin
Purpose – This paper aims to investigate the joint influence of employees' career motivation and their self-construal on their engagement in three informal workplace learning activities: keeping up-to-date, asking for feedback from supervisors and knowledge sharing. Design/methodology/approach –
Berger, Joseph B.
Reports the findings of a study conducted to determine the influence of various dimensions of organizational structure (bureaucratic, collegial, political, symbolic, and systemic) on college student learning. Findings indicate that dimensions of the structure of the colleges and universities as organizations exert both positive and negative…
Kothari, Mohit; Svensson, Peter; Huo, Xueliang
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....
Asiri, Mohammed J. Sherbib; Mahmud, Rosnaini bt; Bakar, Kamariah Abu; Ayub, Ahmad Fauzi bin Mohd
The purpose of this paper is to present the theoretical framework underlying a research on factors that influence utilization of the Jusur Learning Management System (Jusur LMS) in Saudi Arabian public universities. Development of the theoretical framework was done based on library research approach. Initially, the existing literature relevant to…
Tetteh, Godson Ayertei; Sarpong, Frederick Asafo-Adjei
Purpose: The purpose of this paper is to explore the influence of constructivism on assessment approach, where the type of question (true or false, multiple-choice, calculation or essay) is used productively. Although the student's approach to learning and the teacher's approach to teaching are concepts that have been widely researched, few…
Heisler, Lori; Goffman, Lisa
A word learning paradigm was used to teach children novel words that varied in phonotactic probability and neighborhood density. The effects of frequency and density on speech production were examined when phonetic forms were non-referential (i.e., when no referent was attached) and when phonetic forms were referential (i.e., when a referent was attached through fast mapping). Two methods of analysis were included: (1) kinematic variability of speech movement patterning; and (2) measures of segmental accuracy. Results showed that phonotactic frequency influenced the stability of movement patterning whereas neighborhood density influenced phoneme accuracy. Motor learning was observed in both non-referential and referential novel words. Forms with low phonotactic probability and low neighborhood density showed a word learning effect when a referent was assigned during fast mapping. These results elaborate on and specify the nature of interactivity observed across lexical, phonological, and articulatory domains.
Milovanović, Miloš; Minović, Miroslav; Kovačević, Ivana; Minović, Jelena; Starčević, Dušan
Today students have grown up using devices like computers, mobile phones, and video consoles for almost any activity; from studies and work to entertainment or communication. Motivating them with traditional teaching methods such as lectures and written materials becomes more difficult daily. That is why digital games are becoming more and more considered to have a promising role in education process. We decided to conduct a study among university students. Purpose of that study was to try to find some empirical evidence to support the claim that educational games can be used as an effective form of teaching. We also invested an effort to measure effects of different teaching approaches with the respect of individual differences in cognitive styles. Initial results provide a good argument for use of educational games in teaching. In addition, we reported some influence of cognitive style on effectiveness of using educational games.
Hamson, Dwayne K; Roes, Meighen M; Galea, Liisa A M
Sex differences in neurological disease exist in incidence, severity, progression, and symptoms and may ultimately influence treatment. Cognitive disturbances are frequent in neuropsychiatric disease with men showing greater cognitive impairment in schizophrenia, but women showing more severe dementia and cognitive decline with Alzheimer's disease. Although there are no overall differences in intelligence between the sexes, men, and women demonstrate slight but consistent differences in a number of cognitive domains. These include a male advantage, on average, in some types of spatial abilities and a female advantage on some measures of verbal fluency and memory. Sex differences in traits or behaviors generally indicate the involvement of sex hormones, such as androgens and estrogens. We review the literature on whether adult levels of testosterone and estradiol influence spatial ability in both males and females from rodent models to humans. We also include information on estrogens and their ability to modulate verbal memory in men and women. Estrone and progestins are common components of hormone therapies, and we also review the existing literature concerning their effects on cognition. We also review the sex differences in the hippocampus and prefrontal cortex as they relate to cognitive performance in both rodents and humans. There has been greater recognition in the scientific literature that it is important to study both sexes and also to analyze study findings with sex as a variable. Only by examining these sex differences can we progress to finding treatments that will improve the cognitive health of both men and women. © 2016 American Physiological Society. Compr Physiol 6:1295-1337, 2016. Copyright © 2016 John Wiley & Sons, Inc.
Takeda, Kayoko; Takahashi, Kiyoshi; Masukawa, Hiroyuki; Shimamori, Yoshimitsu
Recently, the practice of active learning has spread, increasingly recognized as an essential component of academic studies. Classes incorporating small group discussion (SGD) are conducted at many universities. At present, assessments of the effectiveness of SGD have mostly involved evaluation by questionnaires conducted by teachers, by peer assessment, and by self-evaluation of students. However, qualitative data, such as open-ended descriptions by students, have not been widely evaluated. As a result, we have been unable to analyze the processes and methods involved in how students acquire knowledge in SGD. In recent years, due to advances in information and communication technology (ICT), text mining has enabled the analysis of qualitative data. We therefore investigated whether the introduction of a learning system comprising the jigsaw method and problem-based learning (PBL) would improve student attitudes toward learning; we did this by text mining analysis of the content of student reports. We found that by applying the jigsaw method before PBL, we were able to improve student attitudes toward learning and increase the depth of their understanding of the area of study as a result of working with others. The use of text mining to analyze qualitative data also allowed us to understand the processes and methods by which students acquired knowledge in SGD and also changes in students' understanding and performance based on improvements to the class. This finding suggests that the use of text mining to analyze qualitative data could enable teachers to evaluate the effectiveness of various methods employed to improve learning.
Velayutham, Sunitadevi; Aldridge, Jill M.
The primary aim of this study was two-fold: 1) to identify salient psychosocial features of the classroom environment that influence students' motivation and self-regulation in science learning; and 2) to examine the effect of the motivational constructs of learning goal orientation, science task value and self-efficacy in science learning on…
Dara G Stockton
Full Text Available Although specialist herbivorous insects are guided by innate responses to host plant cues, host plant preference may be influenced by experience and is not dictated by instinct alone. The effect of learning on host plant preference was examined in the Asian citrus psyllid, Diaphorina citri; vector of the causal agent of citrus greening disease or huanglongbing. We investigated: a whether development on specific host plant species influenced host plant preference in mature D. citri; and b the extent of associative learning in D. citri in the form of simple and compound conditioning. Learning was measured by cue selection in a 2-choice behavioral assay and compared to naïve controls. Our results showed that learned responses in D. citri are complex and diverse. The developmental host plant species influenced adult host plant preference, with female psyllids preferring the species on which they were reared. However, such preferences were subject to change with the introduction of an alternative host plant within 24-48 hrs, indicating a large degree of experience-dependent response plasticity. Additionally, learning occurred for multiple sensory modalities where novel olfactory and visual environmental cues were associated with the host plant. However, males and females displayed differing discriminatory abilities. In compound conditioning tasks, males exhibited recognition of a compound stimulus alone while females were capable of learning the individual components. These findings suggest D. citri are dynamic animals that demonstrate host plant preference based on developmental and adult experience and can learn to recognize olfactory and visual host plant stimuli in ways that may be sex specific. These experience-based associations are likely used by adults to locate and select suitable host plants for feeding and reproduction and may suggest the need for more tailored lures and traps, which reflect region-specific cultivars or predominate
Stockton, Dara G; Martini, Xavier; Patt, Joseph M; Stelinski, Lukasz L
Although specialist herbivorous insects are guided by innate responses to host plant cues, host plant preference may be influenced by experience and is not dictated by instinct alone. The effect of learning on host plant preference was examined in the Asian citrus psyllid, Diaphorina citri; vector of the causal agent of citrus greening disease or huanglongbing. We investigated: a) whether development on specific host plant species influenced host plant preference in mature D. citri; and b) the extent of associative learning in D. citri in the form of simple and compound conditioning. Learning was measured by cue selection in a 2-choice behavioral assay and compared to naïve controls. Our results showed that learned responses in D. citri are complex and diverse. The developmental host plant species influenced adult host plant preference, with female psyllids preferring the species on which they were reared. However, such preferences were subject to change with the introduction of an alternative host plant within 24-48 hrs, indicating a large degree of experience-dependent response plasticity. Additionally, learning occurred for multiple sensory modalities where novel olfactory and visual environmental cues were associated with the host plant. However, males and females displayed differing discriminatory abilities. In compound conditioning tasks, males exhibited recognition of a compound stimulus alone while females were capable of learning the individual components. These findings suggest D. citri are dynamic animals that demonstrate host plant preference based on developmental and adult experience and can learn to recognize olfactory and visual host plant stimuli in ways that may be sex specific. These experience-based associations are likely used by adults to locate and select suitable host plants for feeding and reproduction and may suggest the need for more tailored lures and traps, which reflect region-specific cultivars or predominate Rutaceae in the area
Full Text Available The rich mammalian cellular circadian output affects thousands of genes in many cell types and has been the subject of genome-wide transcriptome and proteome studies. The results have been enigmatic because transcript peak abundances do not always follow the peaks of gene-expression activity in time. We posited that circadian degradation of mRNAs and proteins plays a pivotal role in setting their peak times. To establish guiding principles, we derived a theoretical framework that fully describes the amplitudes and phases of biomolecules with circadian half-lives. We were able to explain the circadian transcriptome and proteome studies with the same unifying theory, including cases in which transcripts or proteins appeared before the onset of increased production rates. Furthermore, we estimate that 30% of the circadian transcripts in mouse liver and Drosophila heads are affected by rhythmic posttranscriptional regulation.
Full Text Available Autonomy, affiliation, and ability appear as main factors that influence online learners‟ motivation and learning outcomes, however, the relative salience of these three factors remains unclear in the online learning literature. Drawing on Deci and Ryan‟s self-determination theory, this study sought to bridge this gap by investigating the relative salience of perceived autonomy, affiliation, and ability on learner motivation and learning outcomes in two special education online programs (N = 262. This study found that the most salient predictor varied from categories of motivation and learning outcomes, and the number of significant predictors increased by participants‟ level of motivation/self-determination. Results of this study provide implications for online learner support.
Chien, Kuei-Pin; Chen, Sufen
The authors investigated the role of errors in motor skills teaching, specifically the influence of errors on skills self-efficacy and achievement. The participants were 75 undergraduate students enrolled in pétanque courses. The experimental group (guided error-based learning, n = 37) received a 6-week period of instruction based on the students' errors, whereas the control group (correct motion instruction, n = 38) received a 6-week period of instruction emphasizing correct motor skills. The experimental group had significantly higher scores in motor skills self-efficacy and outcomes than did the control group. Novices' errors reflect their schema in motor skills learning, which provides a basis for instructors to implement student-centered instruction and to facilitate the learning process. Guided error-based learning can effectively enhance beginners' skills self-efficacy and achievement in precision sports such as pétanque.
Acuña, Santiago Roger; López-Aymes, Gabriela
This paper analyzes the effects of a support aimed at favoring the social regulatory processes in a computer-supported collaborative learning (CSCL) environment, specifically in a comprehension task of a multimedia text about Psychology of Communication. This support, named RIDE (Saab, van Joolingen, & van Hout-Wolters, 2007; 2012), consists…
Cardoso-Leite, Pedro; Bavelier, Daphne
The notion that play may facilitate learning has long been touted. Here, we review how video game play may be leveraged for enhancing attentional control, allowing greater cognitive flexibility and learning and in turn new routes to better address developmental disorders. Video games, initially developed for entertainment, appear to enhance the behavior in domains as varied as perception, attention, task switching, or mental rotation. This surprisingly wide transfer may be mediated by enhanced attentional control, allowing increased signal-to-noise ratio and thus more informed decisions. The possibility of enhancing attentional control through targeted interventions, be it computerized training or self-regulation techniques, is now well established. Embedding such training in video game play is appealing, given the astounding amount of time spent by children and adults worldwide with this media. It holds the promise of increasing compliance in patients and motivation in school children, and of enhancing the use of positive impact games. Yet for all the promises, existing research indicates that not all games are created equal: a better understanding of the game play elements that foster attention and learning as well as of the strategies developed by the players is needed. Computational models from machine learning or developmental robotics provide a rich theoretical framework to develop this work further and address its impact on developmental disorders.
Smyth, Lillian; Mavor, Kenneth I.; Platow, Michael J.
Research has demonstrated a significant role of discipline social identification in predicting learning approaches, even controlling for individual differences. Smyth et al. ("Educ Psychol" 35(1):53-72, 2015. doi:10.1080/01443410.2013.822962) suggest that learners share discipline-based social identifications, and that this…
Kang, D; Ding, M; Topchiy, I; Shifflett, L; Kocsis, B
Medial septum (MS) plays a critical role in controlling the electrical activity of the hippocampus (HIPP). In particular, theta-rhythmic burst firing of MS neurons is thought to drive lasting HIPP theta oscillations in rats during waking motor activity and REM sleep. Less is known about MS-HIPP interactions in nontheta states such as non-REM sleep, in which HIPP theta oscillations are absent but theta-rhythmic burst firing in subsets of MS neurons is preserved. The present study used Granger causality (GC) to examine the interaction patterns between MS and HIPP in slow-wave sleep (SWS, a nontheta state) and during its short interruptions called microarousals (a transient theta state). We found that during SWS, while GC revealed a unidirectional MS→HIPP influence over a wide frequency band (2-12 Hz, maximum: ∼8 Hz), there was no theta peak in the hippocampal power spectra, indicating a lack of theta activity in HIPP. In contrast, during microarousals, theta peaks were seen in both MS and HIPP power spectra and were accompanied by bidirectional GC with MS→HIPP and HIPP→MS theta drives being of equal magnitude. Thus GC in a nontheta state (SWS) vs. a theta state (microarousal) primarily differed in the level of HIPP→MS. The present findings suggest a modification of our understanding of the role of MS as the theta generator in two regards. First, a MS→HIPP theta drive does not necessarily induce theta field oscillations in the hippocampus, as found in SWS. Second, HIPP theta oscillations entail bidirectional theta-rhythmic interactions between MS and HIPP. Copyright © 2015 the American Physiological Society.
Lustenberger, Caroline; Patel, Yogi A; Alagapan, Sankaraleengam; Page, Jessica M; Price, Betsy; Boyle, Michael R; Fröhlich, Flavio
Auditory rhythmic sensory stimulation modulates brain oscillations by increasing phase-locking to the temporal structure of the stimuli and by increasing the power of specific frequency bands, resulting in Auditory Steady State Responses (ASSR). The ASSR is altered in different diseases of the central nervous system such as schizophrenia. However, in order to use the ASSR as biological markers for disease states, it needs to be understood how different vigilance states and underlying brain activity affect the ASSR. Here, we compared the effects of auditory rhythmic stimuli on EEG brain activity during wake and NREM sleep, investigated the influence of the presence of dominant sleep rhythms on the ASSR, and delineated the topographical distribution of these modulations. Participants (14 healthy males, 20-33 years) completed on the same day a 60 min nap session and two 30 min wakefulness sessions (before and after the nap). During these sessions, amplitude modulated (AM) white noise auditory stimuli at different frequencies were applied. High-density EEG was continuously recorded and time-frequency analyses were performed to assess ASSR during wakefulness and NREM periods. Our analysis revealed that depending on the electrode location, stimulation frequency applied and window/frequencies analysed the ASSR was significantly modulated by sleep pressure (before and after sleep), vigilance state (wake vs. NREM sleep), and the presence of slow wave activity and sleep spindles. Furthermore, AM stimuli increased spindle activity during NREM sleep but not during wakefulness. Thus, (1) electrode location, sleep history, vigilance state and ongoing brain activity needs to be carefully considered when investigating ASSR and (2) auditory rhythmic stimuli during sleep might represent a powerful tool to boost sleep spindles. Copyright © 2017 Elsevier Inc. All rights reserved.
Notarnicola, A; Maccagnano, G; Di Leo, M; Tafuri, S; Moretti, B
The incidence of Achilles tendinopathy is very high in young female gymnasts (17.5 %). According to literature, ecography screenings show the tendons thickening, but at the same time it does not reveal a direct link to the clinical picture. The neovessels are involved in the pathophysiological process of Achilles tendinopathy. For this reason, we wanted to verify there between perfusion tendon values and the type of sport activity. We performed a clinical observational study monitoring the oximetry of the Achilles tendon and the epidemiological data of 52 elite female (artistic and rhythmic) gymnasts versus 21 age-matched controls. Analyzing the main limb, we revealed statistically higher oximetry values in the artistic gymnasts group (69.5 %) compared to the rhythmic gymnasts group (67.1 %) (t = 2.13; p = 0.01) and the sedentary group (66.2 %) (t = 2.70; p = 0.004), but we did not find any differences between rhythmic gymnasts group and the sedentary group (t = 0.68; p = 0.24). The multiple logistic regression model highlighted that the oximetry value of the main limb is not influenced by age, knowledge of the main limb, years of general and gymnastic sports activity (p > 0.05). We discovered an increase of Achilles tendon perfusion in the main limb in the artistic gymnast group. We hypothesize that specific figures of artistic sports activity are responsible for muscle overload and gastrocnemius-soleus group and, at the same time, these figures cause hyperperfusion of the tendon. Prospective longitudinal studies could explain if this could become a predictive sign of the next Achilles tendinopathy onset.
Shin, Yoon-Kyum; Chong, Hyun Ju; Kim, Soo Ji; Cho, Sung-Rae
The purpose of our study was to investigate the effect of gait training with rhythmic auditory stimulation (RAS) on both kinematic and temporospatial gait patterns in patients with hemiplegia. Eighteen hemiplegic patients diagnosed with either cerebral palsy or stroke participated in this study. All participants underwent the 4-week gait training with RAS. The treatment was performed for 30 minutes per each session, three sessions per week. RAS was provided with rhythmic beats using a chord progression on a keyboard. Kinematic and temporospatial data were collected and analyzed using a three-dimensional motion analysis system. Gait training with RAS significantly improved both proximal and distal joint kinematic patterns in hip adduction, knee flexion, and ankle plantar flexion, enhancing the gait deviation index (GDI) as well as ameliorating temporal asymmetry of the stance and swing phases in patients with hemiplegia. Stroke patients with previous walking experience demonstrated significant kinematic improvement in knee flexion in mid-swing and ankle dorsiflexion in terminal stance. Among stroke patients, subacute patients showed a significantly increased GDI score compared with chronic patients. In addition, household ambulators showed a significant effect on reducing anterior tilt of the pelvis with an enhanced GDI score, while community ambulators significantly increased knee flexion in mid-swing phase and ankle dorsiflexion in terminal stance phase. Gait training with RAS has beneficial effects on both kinematic and temporospatial patterns in patients with hemiplegia, providing not only clinical implications of locomotor rehabilitation with goal-oriented external feedback using RAS but also differential effects according to ambulatory function.
Full Text Available BACKGROUND: Numerous biochemical and physiological parameters of living organisms follow a circadian rhythm. Although such rhythmic behavior is particularly pronounced in plants, which are strictly dependent on the daily photoperiod, data on the molecular aspects of the diurnal cycle in plants is scarce and mostly concerns the model species Arabidopsis thaliana. Here we studied the leaf transcriptome in seedlings of maize, an important C4 crop only distantly related to A. thaliana, throughout a cycle of 10 h darkness and 14 h light to look for rhythmic patterns of gene expression. RESULTS: Using DNA microarrays comprising ca. 43,000 maize-specific probes we found that ca. 12% of all genes showed clear-cut diel rhythms of expression. Cluster analysis identified 35 groups containing from four to ca. 1,000 genes, each comprising genes of similar expression patterns. Perhaps unexpectedly, the most pronounced and most common (concerning the highest number of genes expression maxima were observed towards and during the dark phase. Using Gene Ontology classification several meaningful functional associations were found among genes showing similar diel expression patterns, including massive induction of expression of genes related to gene expression, translation, protein modification and folding at dusk and night. Additionally, we found a clear-cut tendency among genes belonging to individual clusters to share defined transcription factor-binding sequences. CONCLUSIONS: Co-expressed genes belonging to individual clusters are likely to be regulated by common mechanisms. The nocturnal phase of the diurnal cycle involves gross induction of fundamental biochemical processes and should be studied more thoroughly than was appreciated in most earlier physiological studies. Although some general mechanisms responsible for the diel regulation of gene expression might be shared among plants, details of the diurnal regulation of gene expression seem to differ
Full Text Available The study, carried out in 2003 and 2006 at the Lubiatowo Coastal ResearchStation (Poland, located on the non-tidal southern Baltic coast(tidal range < 0.06 m, focused on larger rhythmic forms (mega-cusps withwavelengths in the interval 500 m > Lc > 20 m. Statistical analyses of detailed shoreline configurations were performed mostly with the Discrete Wavelet Transformmethod (DWT. The beach is composed of fine sand with grain diameter D50 ≈ 0.22 mm, which produces 4 longshore sandbars and a gently sloping seabed with β = 0.015. The analysis confirms the key role of bars in hydro- and morphodynamic surf zone processes.The hypothesis was therefore set up that, in a surf zone with multiple bars, the bars and mega-scale shoreline rhythmic forms form one integrated physical system; experimental evidence to substantiate this hypothesis was also sought.In such a system not only do self-regulation processes include swash zone phenomena, they also incorporate processes in offshore surf zone locations.The longshore dimensions of large cusps are thus related to the distances between periodically active large bed forms (bars. The spatial dimension of bar system activity (number of active bars depends, at a given time scale, on the associated hydrodynamic conditions. It was assumed that such a time scale could include either the development and duration of a storm, or a period of stable, yet distinct waves, capable of remodelling the beach configuration.The indentation to wavelength ratio of mega-cusps for the studied non-tidal dissipative environment may be one order of magnitude greater than for mesotidal, reflective beaches.
Bruckner, James V; Ramanathan, Raghupathy; Lee, K Monica; Muralidhara, Srinivasa
The toxicity of carbon tetrachloride (CCl(4)) and certain other chemicals varies over a 24-h period. Because the metabolism of some drugs follows a diurnal rhythm, it was decided to investigate whether the hepatic metabolic activation of CCl(4) was rhythmic and coincided in time with maximum susceptibility to CCl(4) hepatotoxicity. A related objective was to test the hypothesis that abstinence from food during the sleep cycle results in lipolysis and formation of acetone, which participates in induction of liver microsomal cytochrome P450IIE1 (CYP2E1), resulting in a diurnal increase in CCl(4) metabolic activation and acute liver injury. Groups of fed and fasted male Sprague-Dawley rats were given a single oral dose of 800 mg of CCl(4)/kg at 2- to 4-h intervals over a 24-h period. Serum enzyme activities, measured 24 h post dosing as indices of acute liver injury, exhibited distinct maxima in both fed and fasted animals dosed with CCl(4) near the beginning of their dark/active cycle. Blood acetone, hepatic CYP2E1 activity, and covalent binding of (14)CCl(4)/metabolites to hepatic microsomal proteins in untreated rats fed ad libitum followed circadian rhythms similar to that of susceptibility to CCl(4). Parallel fluctuations of greater amplitude were seen in rats fasted for 24 h. Hepatic glutathione levels were lowest at the time of greatest susceptibility to CCl(4). Acetone dose-response experiments showed high correlations between blood acetone levels, CYP2E1 induction, and CCl(4)-induced liver injury. Pretreatment with diallyl sulfide suppressed CYP2E1 and abolished the circadian rhythmicity of susceptibility to CCl(4). These findings provide additional support for acetone's physiological role in CYP2E1 induction and for CYP2E1's role in modulating CCl(4) chronotoxicity in rats.
Larcombe, S J; Kennard, C; Bridge, H
Visual perceptual learning describes the improvement of visual perception with repeated practice. Previous research has established that the learning effects of perceptual training may be transferable to untrained stimulus attributes such as spatial location under certain circumstances. However, the mechanisms involved in transfer have not yet been fully elucidated. Here, we investigated the effect of altering training time course on the transferability of learning effects. Participants were trained on a motion direction discrimination task or a sinusoidal grating orientation discrimination task in a single visual hemifield. The 4000 training trials were either condensed into one day, or spread evenly across five training days. When participants were trained over a five-day period, there was transfer of learning to both the untrained visual hemifield and the untrained task. In contrast, when the same amount of training was condensed into a single day, participants did not show any transfer of learning. Thus, learning time course may influence the transferability of perceptual learning effects. Copyright © 2017 Elsevier Ltd. All rights reserved.
Goto, Yumeno; Jono, Yasutomo; Hatanaka, Ryota; Nomura, Yoshifumi; Tani, Keisuke; Chujo, Yuta; Hiraoka, Koichi
We investigated differences in corticospinal and spinal control between discrete and rhythmic ankle movements. Motor evoked potentials (MEPs) in the tibialis anterior and soleus muscles and soleus H-reflex were elicited in the middle of the plantar flexion phase during discrete ankle movement or in the initial or later cycles of rhythmic ankle movement. The H-reflex was evoked at an intensity eliciting a small M-wave and MEPs were elicited at an intensity of 1.2 times the motor threshold of the soleus MEPs. Only trials in which background EMG level, ankle angle, and ankle velocity were similar among the movement conditions were included for data analysis. In addition, only trials with a similar M-wave were included for data analysis in the experiment evoking H-reflexes. Results showed that H reflex and MEP amplitudes in the soleus muscle during discrete movement were not significantly different from those during rhythmic movement. MEP amplitude in the tibialis anterior muscle during the later cycles of rhythmic movement was significantly larger than that during the initial cycle of the rhythmic movement or during discrete movement. Higher corticospinal excitability in the tibialis anterior muscle during the later cycles of rhythmic movement may reflect changes in corticospinal control from the initial cycle to the later cycles of rhythmic movement.
Sato, Fuyuki; Muragaki, Yasuteru; Kawamoto, Takeshi; Fujimoto, Katsumi; Kato, Yukio; Zhang, Yanping
Basic helix-loop-helix (bHLH) transcription factor DEC2 (bHLHE41/Sharp1) is one of the clock genes that show a circadian rhythm in various tissues. DEC2 regulates differentiation, sleep length, tumor cell invasion and apoptosis. Although studies have been conducted on the rhythmic expression of DEC2 mRNA in various tissues, the precise molecular mechanism of DEC2 expression is poorly understood. In the present study, we examined whether DEC2 protein had a rhythmic expression. Western blot analysis for DEC2 protein revealed a rhythmic expression in mouse liver, lung and muscle and in MCF-7 and U2OS cells. In addition, AMP-activated protein kinase (AMPK) activity (phosphorylation of AMPK) in mouse embryonic fibroblasts (MEFs) exhibited a rhythmic expression under the condition of medium change or glucose-depleted medium. However, the rhythmic expression of DEC2 in MEF gradually decreased in time under these conditions. The medium change affected the levels of DEC2 protein and phosphorylation of AMPK. In addition, the levels of DEC2 protein showed a rhythmic expression in vivo and in MCF-7 and U2OS cells. The results showed that the phosphorylation of AMPK immunoreactivity was strongly detected in the liver and lung of DEC2 knockout mice compared with that of wild-type mice. These results may provide new insights into rhythmic expression and the regulation between DEC2 protein and AMPK activity.
te Woerd, Erik S; Oostenveld, Robert; Bloem, Bastiaan R; de Lange, Floris P; Praamstra, Peter
The basal ganglia play an important role in beat perception and patients with Parkinson's disease (PD) are impaired in perception of beat-based rhythms. Rhythmic cues are nonetheless beneficial in gait rehabilitation, raising the question how rhythm improves movement in PD. We addressed this question with magnetoencephalography recordings during a choice response task with rhythmic and non-rhythmic modes of stimulus presentation. Analyses focused on (i) entrainment of slow oscillations, (ii) the depth of beta power modulation, and (iii) whether a gain in modulation depth of beta power, due to rhythmicity, is of predictive or reactive nature. The results show weaker phase synchronisation of slow oscillations and a relative shift from predictive to reactive movement-related beta suppression in PD. Nonetheless, rhythmic stimulus presentation increased beta modulation depth to the same extent in patients and controls. Critically, this gain selectively increased the predictive and not reactive movement-related beta power suppression. Operation of a predictive mechanism, induced by rhythmic stimulation, was corroborated by a sensory gating effect in the sensorimotor cortex. The predictive mode of cue utilisation points to facilitation of basal ganglia-premotor interactions, contrasting with the popular view that rhythmic stimulation confers a special advantage in PD, based on recruitment of alternative pathways.
Cooper, Angela; Wang, Yue
Adult non-native speech perception is subject to influence from multiple factors, including linguistic and extralinguistic experience such as musical training. The present research examines how linguistic and musical factors influence non-native word identification and lexical tone perception. Groups of native tone language (Thai) and non-tone language listeners (English), each subdivided into musician and non-musician groups, engaged in Cantonese tone word training. Participants learned to identify words minimally distinguished by five Cantonese tones during training, also completing musical aptitude and phonemic tone identification tasks. First, the findings suggest that either musical experience or a tone language background leads to significantly better non-native word learning proficiency, as compared to those with neither musical training nor tone language experience. Moreover, the combination of tone language and musical experience did not provide an additional advantage for Thai musicians above and beyond either experience alone. Musicianship was found to be more advantageous than a tone language background for tone identification. Finally, tone identification and musical aptitude scores were significantly correlated with word learning success for English but not Thai listeners. These findings point to a dynamic influence of musical and linguistic experience, both at the tone dentification level and at the word learning stage.
Sheu, Leslie; Kogan, Jennifer R; Hauer, Karen E
Appropriate trust and supervision facilitate trainees' growth toward unsupervised practice. The authors investigated how supervisor experience influences trust, supervision, and subsequently trainee learning. In a two-phase qualitative inductive content analysis, phase one entailed reviewing 44 internal medicine resident and attending supervisor interviews from two institutions (July 2013 to September 2014) for themes on how supervisor experience influences trust and supervision. Three supervisor exemplars (early, developing, experienced) were developed and shared in phase two focus groups at a single institution, wherein 23 trainees validated the exemplars and discussed how each impacted learning (November 2015). Phase one: Four domains of trust and supervision varying with experience emerged: data, approach, perspective, clinical. Early supervisors were detail oriented and determined trust depending on task completion (data), were rule based (approach), drew on their experiences as trainees to guide supervision (perspective), and felt less confident clinically compared with more experienced supervisors (clinical). Experienced supervisors determined trust holistically (data), checked key aspects of patient care selectively and covertly (approach), reflected on individual experiences supervising (perspective), and felt comfortable managing clinical problems and gauging trainee abilities (clinical). Phase two: Trainees felt the exemplars reflected their experiences, described their preferences and learning needs shifting over time, and emphasized the importance of supervisor flexibility to match their learning needs. With experience, supervisors differ in their approach to trust and supervision. Supervisors need to trust themselves before being able to trust others. Trainees perceive these differences and seek supervision approaches that align with their learning needs.
Fedirchuk, Brent; Stecina, Katinka; Kristensen, Kasper Kyhl
(without phasic afferent feedback). In this study, we compared the activity of DSCT and VSCT neurons during fictive rhythmic motor behaviors. We used decerebrate cat preparations in which fictive motor tasks can be evoked while the animal is paralyzed and there is no rhythmic sensory input from hindlimb......Neurons of the dorsal spinocerebellar tracts (DSCT) have been described to be rhythmically active during walking on a treadmill in decerebrate cats, but this activity ceased following deafferentation of the hindlimb. This observation supported the hypothesis that DSCT neurons primarily relay...
López-Íñiguez, Guadalupe; Pozo, Juan Ignacio
Despite increasing interest in teachers' and students' conceptions of learning and teaching, and how they influence their practice, there are few studies testing the influence of teachers' conceptions on their students' learning. This study tests how teaching conception (TC; with a distinction between direct and constructive) influences students' representations regarding sheet music. Sixty students (8-12 years old) from music conservatories: 30 of them took lessons with teachers with a constructive TC and another 30 with teachers shown to have a direct TC. Children were given a musical comprehension task in which they were asked to select and rank the contents they needed to learn. These contents had different levels of processing and complexity: symbolic, analytical, and referential. Three factorial ANOVAs, two-one-way ANOVAs, and four 2 × 3 repeated-measures ANOVAs were used to analyse the effects of and the interaction between the independent variables TC and class, both for/on total cards selected, their ranking, and each sub-category (the three processing levels). ANOVAs on the selection and ranking of these contents showed that teachers' conceptions seem to mediate significantly in the way the students understand the music. Students from constructive teachers have more complex and deep understanding of music. They select more elements for learning scores than those from traditional teachers. Teaching conception also influences the way in which children rank those elements. No difference exists between the way 8- and 12-year-olds learn scores. Children's understanding of the scores is more complex than assumed in other studies. © 2013 The British Psychological Society.
Desai, Tejas; Patwardhan, Manish; Coore, Hunter
Medical societies, faculty, and trainees use Twitter to learn from and educate other social media users. These social media communities bring together individuals with various levels of experience. It is not known if experienced individuals are also the most influential members. We hypothesize that participants with the greatest experience would be the most influential members of a Twitter community. We analyzed the 2013 Association of Program Directors in Internal Medicine Twitter community. We measured the number of tweets authored by each participant and the number of amplified tweets (re-tweets). We developed a multivariate linear regression model to identify any relationship to social media influence, measured by the PageRank. Faculty (from academic institutions) comprised 19% of the 132 participants in the learning community (p influence amongst all participants (mean 1.99, p influence (β = 0.068, p = 0.6). The only factors that predicted influence (higher PageRank) were the number of tweets authored (p influence. Any participant who was able to author the greatest number of tweets or have more of his/her tweets amplified could wield a greater influence on the participants, regardless of his/her authority.
Full Text Available This study was aimed at finding the best model to explain pupil academic attainment in learning social studies. The data came from pupils learning Social Studies at grade 3 and 4 of primary schools. The structural equation model contained 2 exogenous constructs–attitudes toward school and locus of control–and 2 endogenous constructs–self-concept and academic achievement. It was confirmed that the academic self-concept and achievement related to each other and both were influenced by attitudes toward school and internal locus of control. The model was fitting differently for different grade.
Antonio García Carmona
Full Text Available In this article, we defend that in the teaching/learning of the electricity, its contents must be associa ted with contents concerning the structure and behaviour of the matter. Thus, it is possible to understand some electricity topics as the influence of the temperature on electric behaviour of materials. In this sense, we propose a conceptual framework for its teaching, coherent with the Spanish Physics and Chemistry curriculum of Secondary Education. Likewise, we show the results of a research carried out with 60 pupils (age 14-15, about theirs understanding levels and theirs learning difficulties regarding considered topic.
Van der Wurff, Inge; Von Schacky, Clemens; Berge, Kjetil; Kirschner, Paul A.; De Groot, Renate
Food2Learn is a double blind randomized controlled trial which looks at the influence of Krill oil (rich in LCPUFA) on the cognitive performance, academic performance and mental well-being of student of lower vocational schools.
Full Text Available Abstract In France, the curricula for physical education (PE place gymnastic activities in a set of competences named “Achieving a corporal performance for artistic and acrobatic aims”, alongside dance and circus arts. What place does Artistic occupy in gymnastic activities? Is an aesthetic gesture sufficient to be considered as part of an artistic activity? Defining the term «Artistic» is difficult in the field of sports, as descriptions usually come from the technique/Artistic dichotomy. Our analysis focuses on rhythmic gymnastics (RG, which is precisely seen as emblematic of this technique/Artistic division: on the one hand, technical rigor, prescriptions and rules; on the other hand, grace, creation and self-expression. We believe such compartmentalized categories are too schematic to define gymnasts’ and students’ activities, so we will examine their articulation points. We first present an overview of RG as a school practice in ordinary forms of teaching, then an historical analysis of RG as a sports practice, to highlight the unbridgeable gap between both school and sports practices, regarding technique/Artistic connections. We then propose three significant points of articulation (called games closely combining technical requirements and artistic commitment. We consider that the variation of the three games played in GR (creating, making beautiful, representing is the product of historical dynamics of this sport we call artistic. Finally, on this basis, we propose a learning game for novice students promoting the artistic quality of RG practice.
Huber, Meghan E; Seitchik, Allison E; Brown, Adam J; Sternad, Dagmar; Harkins, Stephen G
Many studies using cognitive tasks have found that stereotype threat, or concern about confirming a negative stereotype about one's group, debilitates performance. The few studies that documented similar effects on sensorimotor performance have used only relatively coarse measures to quantify performance. This study tested the effect of stereotype threat on a rhythmic ball bouncing task, where previous analyses of the task dynamics afforded more detailed quantification of the effect of threat on motor control. In this task, novices hit the ball with positive racket acceleration, indicative of unstable performance. With practice, they learn to stabilize error by changing their ball-racket impact from positive to negative acceleration. Results showed that for novices, stereotype threat potentiated hitting the ball with positive racket acceleration, leading to poorer performance of stigmatized females. However, when the threat manipulation was delivered after having acquired some skill, reflected by negative racket acceleration, the stigmatized females performed better. These findings are consistent with the mere effort account that argues that stereotype threat potentiates the most likely response on the given task. The study also demonstrates the value of identifying the control mechanisms through which stereotype threat has its effects on outcome measures. (c) 2015 APA, all rights reserved.
Elbaz, Idan; Foulkes, Nicholas S; Gothilf, Yoav; Appelbaum, Lior
The circadian clock and homeostatic processes are fundamental mechanisms that regulate sleep. Surprisingly, despite decades of research, we still do not know why we sleep. Intriguing hypotheses suggest that sleep regulates synaptic plasticity and consequently has a beneficial role in learning and memory. However, direct evidence is still limited and the molecular regulatory mechanisms remain unclear. The zebrafish provides a powerful vertebrate model system that enables simple genetic manipulation, imaging of neuronal circuits and synapses in living animals, and the monitoring of behavioral performance during day and night. Thus, the zebrafish has become an attractive model to study circadian and homeostatic processes that regulate sleep. Zebrafish clock- and sleep-related genes have been cloned, neuronal circuits that exhibit circadian rhythms of activity and synaptic plasticity have been studied, and rhythmic behavioral outputs have been characterized. Integration of this data could lead to a better understanding of sleep regulation. Here, we review the progress of circadian clock and sleep studies in zebrafish with special emphasis on the genetic and neuroendocrine mechanisms that regulate rhythms of melatonin secretion, structural synaptic plasticity, locomotor activity and sleep.
Full Text Available The circadian clock and homeostatic processes are fundamental mechanisms that regulate sleep. Surprisingly, despite decades of research, we still do not know why we sleep. Intriguing hypotheses suggest that sleep regulates synaptic plasticity and consequently has a beneficial role in learning and memory. However, direct evidence is still limited and the molecular regulatory mechanisms remain unclear. The zebrafish provides a powerful vertebrate model system that enables simple genetic manipulation, imaging of neuronal circuits and synapses in living animals, and the monitoring of behavioral performance during day and night. Thus, the zebrafish has become an attractive model to study circadian and homeostatic processes that regulate sleep. Zebrafish clock- and sleep-related genes have been cloned, neuronal circuits that exhibit circadian rhythms of activity and synaptic plasticity have been studied, and rhythmic behavioral outputs have been characterized. Integration of this data could lead to a better understanding of sleep regulation. Here, we review the progress of circadian clock and sleep studies in zebrafish with special emphasis on the genetic and neuroendocrine mechanisms that regulate rhythms of melatonin secretion, structural synaptic plasticity, locomotor activity and sleep.
Miller, H. R.; Sell, K. S.; Herbert, B. E.
Shifts in learning goals in introductory earth science courses to greater emphasis on critical thinking and the nature of science has led to the adoption of new pedagogical techniques, including inquiry-based learning (IBL). IBL is thought to support understanding of the nature of science and foster development of scientific reasoning and critical thinking skills by modeling authentic science inquiry. Implementation of new pedagogical techniques do not occur without influence, instruction and learning occurs in a complex learning environment, referring to the social, physical, mental, and pedagogical contexts. This study characterized the impact of an IBL module verses a traditionally structured laboratory exercise in an introductory physical geology class at Texas A&M University. Student activities in this study included manipulation of large-scale data sets, use of multiple representations, and exposure to ill-constrained problems common to the Texas Gulf Coast system. Formative assessment data collected included an initial survey of self efficacy, student demographics, content knowledge and a pre-mental model expression. Summative data collected included a post-test, post-mental model expression, final laboratory report, and a post-survey on student attitudes toward the module. Mental model expressions and final reports were scored according to a validated rubric instrument (Cronbrach alpha: 0.84-0.98). Nine lab sections were randomized into experimental and control groups. Experimental groups were taught using IBL pedagogical techniques, while the control groups were taught using traditional laboratory "workbook" techniques. Preliminary assessment based on rubric scores for pre-tests using Student's t-test (N ˜ 140) indicated that the experimental and control groups were not significantly different (ρ > 0.05), therefore, the learning environment likely impacted student's ability to succeed. A non-supportive learning environment, including student attitudes
Full Text Available The paper discusses the concept, definition and classification of nursery rhymes, and how they are processed. Rhymes are 'short children's songs that serve to counting children at play, which at the same time can be very suitable for developing a sense of rhythm' (Pedagogical Lexicon, 1996, pp. 56. There are several types of nursery rhymes and their classification according to different criteria. They can be classified according to form and content, as well as whether their authors are children or adults. The criterion of understanding classifies them into rhymes rational sense, irrational - meaningless, and rhymes with a partial sense (see examples of rhymes at Milenkovic & Dragojevic, 2009. According to an embodiment - the musical component rhymes are classified in the speaking which develops a sense of rhythm and sung, whose melodic movement of the highest in the fourth volume. Treatment begins with teaching nursery rhymes by ear, then the symbols represents the rhythm of nursery rhymes (phases with the adoption rhymes see at: Milenkovic & Dragojevic, 2009. In addition to this term in the literature can be found other names for the same name forms: counting, beads, classifying. There are many advantages that rhymes processing brings: the development of speech and speech creativity, encourage foreign language learning, developing communication skills, emotional and social maturation, encouraging cultural‚ awareness, developing ethical and moral values, exploring the contents of nature and society. In selecting the nursery rhymes, it is necessary to pay attention to mental and physical development of children and to adjust the selected rhymes to their age. The paper presents the characteristics of rhythmic development and speaking skills of preschool and early school age. To this end are designed examples rhythmic rhymes and pointed to the need for interdisciplinary nature of the teaching subjects, and the correlation of teaching Serbian
Eliana de TOLEDO
Full Text Available Abstract In pursuit of promoting the artistic aspects, the current Rhythmic Gymnastics Code of Points (RGCP has been submeted significant changes that motivated this research, documentary and historical in character, which aimed to analyze the last eight Olympic cycles of RGCP. The research method used in this study is documentary and characterized by the information found in documents (RGCP that had not received any scientific treatment. From the analysis of different RGCP cycles, we found artistic aspects, and their connection with RG technical requirements. We observed that the RG has distinct stages (technical aspects, flexibility etc. While retaining its artistic roots (from Dance and Rhythm, in pursuit of sportivization and systematization of the sport, the first stage was characterized by a search for the sportivization and standardization of the modality based on the inclusion of new body elements in the RGCP . The second stage confirms our previous hypothesis, that in the last RGCP the artistic component had undergone few changes. We noticed, in an overview, that at the present time the current RGCP brings back the relationship between RG and its origins, influenced by Aesthetic Gymnastics (Swedish, Rhythmic and Dance. Condition observed once the current Code of Points (2013-2016 marks the story of sports, by two aspects: the permissiveness of routines with singing wich has not allowed since since the creation the RGCP and significant changes to the appreciation of the routines’ artistic aspects.
Ludke, Karen M; Ferreira, Fernanda; Overy, Katie
This study presents the first experimental evidence that singing can facilitate short-term paired-associate phrase learning in an unfamiliar language (Hungarian). Sixty adult participants were randomly assigned to one of three "listen-and-repeat" learning conditions: speaking, rhythmic speaking, or singing. Participants in the singing condition showed superior overall performance on a collection of Hungarian language tests after a 15-min learning period, as compared with participants in the speaking and rhythmic speaking conditions. This superior performance was statistically significant (p sing" learning method can facilitate verbatim memory for spoken foreign language phrases.
Gaffney, Jon D. H.; Housley Gaffney, Amy L.; Usher, Ellen L.; Mamaril, Natasha A.
Education majors in an inquiry-based physics content course were asked to reflect on the ways the course affected their self-efficacy for completing physics tasks, such as creating a circuit. Responses were coded according to the contributor of the influence and whether that influence was positive or negative. The group learning structure, hands-on activities in the class, and the constructed repertoire of science knowledge, processes, and activities, were all reported to be positive influences on self-efficacy, whereas the influence of the instructor was mixed. Overall, students' responses indicated both a desire for more guidance and lecture and an appreciation for their ability to construct their own understanding through the class activities.
This research aims to explain the influence of teacher's teaching methods and learning environment to the learning achievement in class XI with the competency of accounting expertise to the subjects of craft and entrepreneurship, according to the students, the subject was very heavy and dull. The population in this research are students in class…
Ayundawati, Dyah; Setyosari, Punaji; Susilo, Herawati; Sihkabuden
This study aims for know influence of problem-based learning strategies and achievement motivation on learning achievement. The method used in this research is quantitative method. The instrument used in this study is two fold instruments to measure moderator variable (achievement motivation) and instruments to measure the dependent variable (the…
Gijbels, David; Raemdonck, Isabel; Vervecken, Dries
Based on the Demand-Control-Support (DCS) model, the present paper aims to investigate the influence of job characteristics such as job demands, job control, social support at work and self-directed learning orientation on the work-related learning behaviour of workers. The present study was conducted in a centre for part-time vocational education…
Bunlon, Frédérique; Marshall, Peter J.; Quandt, Lorna C.; Bouquet, Cedric A.
According to the ideomotor theory, actions are represented in terms of their perceptual effects, offering a solution for the correspondence problem of imitation (how to translate the observed action into a corresponding motor output). This effect-based coding of action is assumed to be acquired through action-effect learning. Accordingly, performing an action leads to the integration of the perceptual codes of the action effects with the motor commands that brought them about. While ideomotor theory is invoked to account for imitation, the influence of action-effect learning on imitative behavior remains unexplored. In two experiments, imitative performance was measured in a reaction time task following a phase of action-effect acquisition. During action-effect acquisition, participants freely executed a finger movement (index or little finger lifting), and then observed a similar (compatible learning) or a different (incompatible learning) movement. In Experiment 1, finger movements of left and right hands were presented as action-effects during acquisition. In Experiment 2, only right-hand finger movements were presented during action-effect acquisition and in the imitation task the observed hands were oriented orthogonally to participants’ hands in order to avoid spatial congruency effects. Experiments 1 and 2 showed that imitative performance was improved after compatible learning, compared to incompatible learning. In Experiment 2, although action-effect learning involved perception of finger movements of right hand only, imitative capabilities of right- and left-hand finger movements were equally affected. These results indicate that an observed movement stimulus processed as the effect of an action can later prime execution of that action, confirming the ideomotor approach to imitation. We further discuss these findings in relation to previous studies of action-effect learning and in the framework of current ideomotor approaches to imitation. PMID:25793755
Jüch, P.J.W.; Luiten, P.G.M.
The afferent and efferent connections of two respiratory rhythmic loci in the dorsal mesencephalic tegmentum were studied by retrograde and anterograde transport of horseradish peroxidase. The injection areas were determined with extracellular activity recording using HRP filled glass micropipettes,
Johnson, Christopher M.
Analyzes 15 performances of "Bach's Suite Number 3 for Violoncello solo, Bourree Number 1" and determines what patterns of rhythmic variation (rubato) were used by soloists. Indicates that the soloists demonstrated four identifiable and similar trends in the performances. (CMK)
Olesen, Søren Schou; Hansen, Tine Maria; Gravesen, Carina
Intractable pain usually dominates the clinical presentation of chronic pancreatitis (CP). Slowing of electroencephalogram (EEG) rhythmicity has been associated with abnormal cortical pain processing in other chronic pain disorders. The aim of this study was to investigate the spectral distribution...
Vicente-Rodriguez, G; Dorado, C; Ara, I; Perez-Gomez, J; Olmedillas, H; Delgado-Guerra, S; Calbet, J A L
We compared 35 prepubertal girls, 9 artistic gymnasts and 13 rhythmic gymnasts with 13 nonphysically active controls to study the effect of gymnastics on bone and muscle mass. Lean mass, bone mineral content and areal density were measured by dual energy X-ray absorptiometry, and physical fitness was also assessed. The artistic gymnasts showed a delay in pubertal development compared to the other groups (partistic gymnasts had a 16 and 17 % higher aerobic power and anaerobic capacity, while the rhythmic group had a 14 % higher anaerobic capacity than the controls, respectively (all partistic gymnasts had higher lean mass (partistic and the rhythmic gymnasts (partistic group compared to the other groups. Lean mass strongly correlated with bone mineral content (r=0.84, partistic gymnastic participation is associated with delayed pubertal development, enhanced physical fitness, muscle mass, and bone density in prepubertal girls, eliciting a higher osteogenic stimulus than rhythmic gymnastic.
Darus, Norida Muhd; Mohd, Haslina; Baharom, Fauziah; Saip, Mohamed Ali; Puteh, Nurnasran; Marzuki @ Matt, Zaharin; Husain, Mohd Zabidin; Yasin, Azman
IT students must be trained to work efficiently as teamwork. One of the techniques that can be used to train them is through Problem-Based Learning (PBL) approach. The PBL implementation can be influenced by various factors depending on the ultimate goal of the study. This study is focusing on the IT students' perception of the PBL implementation. The student's perception is important to ensure the successfulness of the PBL implementation. Therefore, it is important to identify the factors that might influence the implementation of PBL of IT courses. This study aims to identify some catalyst factors that may influence the PBL implementation of IT courses. The study involved three (3) main phases: identifying PBL implementation factors, constructing a PBL model, and PBL model validation using statistical analysis. Four main factors are identified: PBL Characteristics, PBL Course Assessment, PBL Practices, and PBL Perception. Based on these four factors, a PBL model is constructed. Then, based on the proposed PBL model, four hypotheses are formulated and analyzed to validate the model. All hypotheses are significantly acceptable. The result shows that the PBL Characteristics and PBL Course Assessment factors are significantly influenced the PBL Practices and indirectly influenced the Students' Perception of the PBL Implementation for IT courses. This PBL model can assist decision makers in enhancing the PBL teaching and learning strategy for IT courses. It is also can be tested to other courses in the future.
Kurczab, Rafał; Smusz, Sabina; Bojarski, Andrzej J
The paper presents a thorough analysis of the influence of the number of negative training examples on the performance of machine learning methods. The impact of this rather neglected aspect of machine learning methods application was examined for sets containing a fixed number of positive and a varying number of negative examples randomly selected from the ZINC database. An increase in the ratio of positive to negative training instances was found to greatly influence most of the investigated evaluating parameters of ML methods in simulated virtual screening experiments. In a majority of cases, substantial increases in precision and MCC were observed in conjunction with some decreases in hit recall. The analysis of dynamics of those variations let us recommend an optimal composition of training data. The study was performed on several protein targets, 5 machine learning algorithms (SMO, Naïve Bayes, Ibk, J48 and Random Forest) and 2 types of molecular fingerprints (MACCS and CDK FP). The most effective classification was provided by the combination of CDK FP with SMO or Random Forest algorithms. The Naïve Bayes models appeared to be hardly sensitive to changes in the number of negative instances in the training set. In conclusion, the ratio of positive to negative training instances should be taken into account during the preparation of machine learning experiments, as it might significantly influence the performance of particular classifier. What is more, the optimization of negative training set size can be applied as a boosting-like approach in machine learning-based virtual screening.
Rund, Samuel S C; Yoo, Boyoung; Alam, Camille; Green, Taryn; Stephens, Melissa T; Zeng, Erliang; George, Gary F; Sheppard, Aaron D; Duffield, Giles E; Milenković, Tijana; Pfrender, Michael E
Marine and freshwater zooplankton exhibit daily rhythmic patterns of behavior and physiology which may be regulated directly by the light:dark (LD) cycle and/or a molecular circadian clock. One of the best-studied zooplankton taxa, the freshwater crustacean Daphnia, has a 24 h diel vertical migration (DVM) behavior whereby the organism travels up and down through the water column daily. DVM plays a critical role in resource tracking and the behavioral avoidance of predators and damaging ultraviolet radiation. However, there is little information at the transcriptional level linking the expression patterns of genes to the rhythmic physiology/behavior of Daphnia. Here we analyzed genome-wide temporal transcriptional patterns from Daphnia pulex collected over a 44 h time period under a 12:12 LD cycle (diel) conditions using a cosine-fitting algorithm. We used a comprehensive network modeling and analysis approach to identify novel co-regulated rhythmic genes that have similar network topological properties and functional annotations as rhythmic genes identified by the cosine-fitting analyses. Furthermore, we used the network approach to predict with high accuracy novel gene-function associations, thus enhancing current functional annotations available for genes in this ecologically relevant model species. Our results reveal that genes in many functional groupings exhibit 24 h rhythms in their expression patterns under diel conditions. We highlight the rhythmic expression of immunity, oxidative detoxification, and sensory process genes. We discuss differences in the chronobiology of D. pulex from other well-characterized terrestrial arthropods. This research adds to a growing body of literature suggesting the genetic mechanisms governing rhythmicity in crustaceans may be divergent from other arthropod lineages including insects. Lastly, these results highlight the power of using a network analysis approach to identify differential gene expression and provide novel
Suhoyo, Yoyo; Van Hell, Elisabeth A; Kerdijk, Wouter; Emilia, Ova; Schönrock-Adema, Johanna; Kuks, Jan B M; Cohen-Schotanus, Janke
Various feedback characteristics have been suggested to positively influence student learning. It is not clear how these feedback characteristics contribute to students' perceived learning value of feedback in cultures classified low on the cultural dimension of individualism and high on power distance. This study was conducted to validate the influence of five feedback characteristics on students' perceived learning value of feedback in an Indonesian clerkship context. We asked clerks in Neurology (n = 169) and Internal Medicine (n = 132) to assess on a 5-point Likert scale the learning value of the feedback they received. We asked them to record whether the feedback provider (1) informed the student what went well, (2) mentioned which aspects of performance needed improvement, (3) compared the student's performance to a standard, (4) further explained or demonstrated the correct performance, and (5) prepared an action plan with the student to improve performance. Data were analyzed using multilevel regression. A total of 250 students participated in this study, 131 from Internal Medicine (response rate 99%) and 119 from Neurology (response rate 70%). Of these participants, 225 respondents (44% males, 56% females) completed the form and reported 889 feedback moments. Students perceived feedback as more valuable when the feedback provider mentioned their weaknesses (β = 0.153, p learning value of feedback. No gender differences were found for perceived learning value. In Indonesia, we could validate four out of the five characteristics for effective feedback. We argue that our findings relate to culture, in particular to the levels of individualism and power distance. The recognized characteristics of what constitutes effective feedback should be validated across cultures.
Lacedón Montemayor, Marta
Treball Final de Grau en Administració d'Empreses. Codi: AE1049. Curs: 2015/2016 The objective of this paper is to examine the influence that leadership has on creating a good working environment, on work teams and on organisational learning, through a theoretical revision. For this, concepts are addressed related to leadership such as the leader's profile, the role he represents within an organisation, his functions and skills, which will help us understand the importance of ...
Chauke, Helani Elisa
The aims of this research were to determine, by means of both the literature review and the empirical research, the experiences secondary school learners have in the compilation of their learning portfolios and the influence this compilation of the portfolios has on their perceptions of their efficacy; and to make suggestions for the continued use of the portfolio in developing interests of learners. The sample for this study consisted of 744 learners studying Mathematics and Science. The stu...
Zhang, Danhui; Tang, Xing
Informal science learning has been found to have effects on students' science learning. Through the use of secondary data from a national assessment of 7410 middle school students in China, this study explores the relationship among five types of extracurricular science activities, learning interests, academic self-concept, and science achievement. Structural equation modelling was used to investigate the influence of students' self-chosen and school-organised extracurricular activities on science achievement through mediating interests and the academic self-concept. Chi-square tests were used to determine whether there was an opportunity gap in the student's engagement in extracurricular activities. The students' volunteer and school-organised participation in extracurricular science activities had a positive and indirect influence on their science achievement through the mediating variables of their learning interests and academic self-concept. However, there were opportunity gaps between different groups of students in terms of school location, family background, and especially the mother's education level. Students from urban areas with better-educated mothers or higher socioeconomic status are more likely to access diverse science-related extracurricular activities.
Law, Thomas; Packman, Ann; Onslow, Mark; To, Carol K-S; Tong, Michael C-F; Lee, Kathy Y-S
Speaking rhythmically, also known as syllable-timed speech (STS), has been known for centuries to be a fluency-inducing condition for people who stutter. Cantonese is a tonal syllable-timed language and it has been shown that, of all languages, Cantonese is the most rhythmic (Mok, 2009). However, it is not known if STS reduces stuttering in Cantonese as it does in English. This is the first study to investigate the effects of STS on stuttering in a syllable-timed language. Nineteen native Cantonese-speaking adults who stutter were engaged in conversational tasks in Cantonese under two conditions: one in their usual speaking style and one using STS. The speakers' percentage syllables stuttered (%SS) and speech rhythmicity were rated. The rhythmicity ratings were used to estimate the extent to which speakers were using STS in the syllable-timed condition. Results revealed a statistically significant reduction in %SS in the STS condition; however, this reduction was not as large as in previous studies in other languages and the amount of stuttering reduction varied across speakers. The rhythmicity ratings showed that some speakers were perceived to be speaking more rhythmically than others and that the perceived rhythmicity correlated positively with reductions in stuttering. The findings were unexpected, as it was anticipated that speakers of a highly rhythmic language such as Cantonese would find STS easy to use and that the consequent reductions in stuttering would be great, even greater perhaps than in a stress-timed language such as English. The theoretical and clinical implications of the findings are discussed.
Li, Honghe; Wang, Ziwei; Jiang, Nan; Liu, Yang; Wen, Deliang
There are more than 4.9 million rural health workers undertaking the health care need of rural population of over 629 million in China. The lifelong learning of physicians is vital in maintaining up-to-date and qualified health care, but rural physicians in many developing countries lack adequate medical professional developments. There has also been no empirical research focused on the lifelong learning of rural physician populations. The purpose of this study was to investigate the primary levels of lifelong learning of the rural physicians and to analyze group differences. We conducted a cross-sectional study on 1197 rural physicians using the Jefferson Scale of Physician Lifelong Learning (JSPLL). Cronbach's α coefficient, exploratory factor analysis, independent sample t-test, and one-way ANOVA followed by Student-Newman-Keuls test were performed to analyze the data. For Chinese rural physicians, the JSPLL was reliable (Cronbach's α coefficient = 0.872) and valid, with exploratory factor analysis fitting a 3-factor model and accounting for a total of 60.46 % of the variance. The mean lifelong learning score was 45.56. Rural physicians generally performed worse in the technical skills in seeking information domain. Rural physicians with 21-30 working years have a lower score of lifelong learning (P < 0.05) than other phases of working years. Career satisfaction and professional titles had a significantly positive influence on physicians' orientation towards lifelong learning (P < 0.05). The overall lifelong learning scores of physicians who received more training after completion of medical school were higher than those with less additional post-medical school training (P <0.05). The JSPLL is effective for the Chinese rural physician population. In order to cope with impacting factors on rural physicians' lifelong learning, the results of the study reinforced the importance of continuing medical education and career satisfaction for lifelong
Christopher N Blundell
Full Text Available Digital technologies are an important requirement for curriculum expectations, including general ICT capability and STEM education. These technologies are also positioned as mechanisms for educational reform via transformation of teacher practice. It seems, however, that wide-scale transformation of teacher practice and digital learning remain unrealized. This is commonly attributed to a range of challenges associated with extrinsic and intrinsic influences, which while acknowledged, are not well conceptualized. Using evidence from a case study of teachers working to transform their practice with digital technologies, this paper presents a tri-theory framework that was used to conceptualize these challenges. Activity Theory provided a mechanism for teachers to identify extrinsic influences in activity systems then contextualize and reduce the perceived significance of challenging contradictions. System 1 and System 2 Thinking Theory was used by the teachers to explore the role of routine, attitudes, and beliefs in their practice and con-ceptualize discomfort associated with changes in practice. Transformative Learning Theory is presented as a mechanism to explain the interaction between extrinsic and intrinsic influences during the teachers’ collaborative attempts to consciously transform their practice. As a common language for discourse, the tri-theory framework allowed the teachers to collaboratively contextualize challenges of realizing digital learning.
Holbein, Walter W; Toney, Glenn M
Effects of water deprivation on rhythmic bursting of sympathetic nerve activity (SNA) were investigated in anesthetized, bilaterally vagotomized, euhydrated (control) and 48-h water-deprived (WD) rats (n = 8/group). Control and WD rats had similar baseline values of mean arterial pressure, heart rate, end-tidal CO2, and central respiratory drive. Although integrated splanchnic SNA (sSNA) was greater in WD rats than controls (P analysis of respiratory rhythmic bursting of sSNA revealed that inspiratory rhythmic burst amplitude was actually smaller (P analysis revealed that water deprivation had no effect on either the amplitude or periodicity of the cardiac rhythmic oscillation of sSNA. Collectively, these data indicate that the increase of sSNA produced by water deprivation is not attributable to either increased respiratory or cardiac rhythmic burst discharge. Thus the sympathetic network response to acute water deprivation appears to differ from that of chronic sympathoexcitation in neurogenic forms of arterial hypertension, where increased respiratory rhythmic bursting of SNA and baroreflex adaptations have been reported.
Herdener, Marcus; Humbel, Thierry; Esposito, Fabrizio; Habermeyer, Benedikt; Cattapan-Ludewig, Katja; Seifritz, Erich
Rhythm is a central characteristic of music and speech, the most important domains of human communication using acoustic signals. Here, we investigated how rhythmical patterns in music are processed in the human brain, and, in addition, evaluated the impact of musical training on rhythm processing. Using fMRI, we found that deviations from a rule-based regular rhythmic structure activated the left planum temporale together with Broca's area and its right-hemispheric homolog across subjects, that is, a network also crucially involved in the processing of harmonic structure in music and the syntactic analysis of language. Comparing the BOLD responses to rhythmic variations between professional jazz drummers and musical laypersons, we found that only highly trained rhythmic experts show additional activity in left-hemispheric supramarginal gyrus, a higher-order region involved in processing of linguistic syntax. This suggests an additional functional recruitment of brain areas usually dedicated to complex linguistic syntax processing for the analysis of rhythmical patterns only in professional jazz drummers, who are especially trained to use rhythmical cues for communication.
W Tecumseh eFitch
Full Text Available This paper outlines a cognitive and comparative perspective on human rhythmic cognition that emphasizes a key distinction between pulse perception and meter perception. Pulse perception involves the extraction of a regular pulse or 'tactus' from a stream of events. Meter perception involves grouping of events into hierarchical trees with differing levels of 'strength', or perceptual prominence. I argue that metrically-structured rhythms are required to either perform or move appropriately to music (e.g. to dance. Rhythms, from this metrical perspective, constitute 'trees in time'. Rhythmic syntax represents a neglected form of musical syntax, and warrants more thorough neuroscientific investigation. The recent literature on animal entrainment clearly demonstrates the capacity to extract the pulse from rhythmic music, and to entrain periodic movements to this pulse, in several parrot species and a California sea lion, and a more limited ability to do so in one chimpanzee. However, the ability of these or other species to infer hierarchical rhythmic trees remains, for the most part, unexplored (with some apparent negative results from macaques. The results from this new animal comparative research, combined with new methods to explore rhythmic cognition neurally, provide exciting new routes for understanding not just rhythmic cognition, but hierarchical cognition more generally, from a biological and neural perspective.
THE INFLUENCE OF PRACTICE FACILITIES DAN PRACTICE LEARNINGIN MOTIVATION TOWARD THE IMPORVEMENT OF LEARNING ACHIEVEMTN OF HYDROLIC SYSTEM AMONG THE ELEVENTH GRADE STUDENTS OF SMK TAKAHUS WONOSOBO IN THE ACADEMIC YEAR 2013/2014
Adi Nika Prasetyo; Subagyo Subagyo
The objectives of this tudy are to describe (1) the influence of learning facilities toward the learning achievement of hydrolic system, (2) the influence of practice learning motivation toward the learning achievement of hydrolic system, and (3) the influence of learning facilities and practice learning motivation toward the learning achievement of hydrolic system in the academic year 2013/2014. This study shows that (1) there is a positif and significant learning facilities toward the learn...
Zureick, Andrew H; Burk-Rafel, Jesse; Purkiss, Joel A; Hortsch, Michael
New instructional technologies have been increasingly incorporated into the medical school learning environment, including lecture video recordings as a substitute for live lecture attendance. The literature presents varying conclusions regarding how this alternative experience impacts students' academic success. Previously, a multi-year study of the first-year medical histology component at the University of Michigan found that live lecture attendance was positively correlated with learning success, while lecture video use was negatively correlated. Here, three cohorts of first-year medical students (N = 439 respondents, 86.6% response rate) were surveyed in greater detail regarding lecture attendance and video usage, focusing on study behaviors that may influence histology learning outcomes. Students who reported always attending lectures or viewing lecture videos had higher average histology scores than students who employed an inconsistent strategy (i.e., mixing live attendance and video lectures). Several behaviors were negatively associated with histology performance. Students who engaged in "non-lecture activities" (e.g., social media use), students who reported being interrupted while watching the lecture video, or feeling sleepy/losing focus had lower scores than their counterparts not engaging in these behaviors. This study suggests that interruptions and distractions during medical learning activities-whether live or recorded-can have an important impact on learning outcomes. Anat Sci Educ 00: 000-000. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.
Full Text Available The proposed interactive online group within the cloud computing technologies as a main contribution of this paper provides easy and simple access to the cloud-based Software as a Service (SaaS system and delivers effective educational tools for students and teacher on after-class group writing assignment activities. Therefore, this study addresses the implementation of the most commonly used cloud applications, Google Docs, in a higher education course. The learning environment integrated Google Docs that students are using to develop and deploy writing assignments in between classes has been subjected to learning experience assessment. Using the questionnaire as an instrument to study participants (n=28, the system has provided an effective learning environment in between classes for the students and the instructor to stay connected. Factors influencing students’ learning experience based on cloud applications include frequency of interaction online and students’ technology experience. Suggestions to cope with challenges regarding the use of them in higher education including the technical issues are also presented. Educators are therefore encouraged to embrace cloud computing technologies as they design the course curriculum in hoping to effectively enrich students’ learning.
Taschereau-Dumouchel, Vincent; Hétu, Sébastien; Michon, Pierre-Emmanuel; Vachon-Presseau, Etienne; Massicotte, Elsa; De Beaumont, Louis; Fecteau, Shirley; Poirier, Judes; Mercier, Catherine; Chagnon, Yvon C.; Jackson, Philip L.
Motor representations in the human mirror neuron system are tuned to respond to specific observed actions. This ability is widely believed to be influenced by genetic factors, but no study has reported a genetic variant affecting this system so far. One possibility is that genetic variants might interact with visuomotor associative learning to configure the system to respond to novel observed actions. In this perspective, we conducted a candidate gene study on the Brain-derived neurotrophic factor (BDNF) Val66Met polymorphism, a genetic variant linked to motor learning in regions of the mirror neuron system, and tested the effect of this polymorphism on motor facilitation and visuomotor associative learning. In a single-pulse TMS study carried on 16 Met (Val/Met and Met/Met) and 16 Val/Val participants selected from a large pool of healthy volunteers, Met participants showed significantly less muscle-specific corticospinal sensitivity during action observation, as well as reduced visuomotor associative learning, compared to Val homozygotes. These results are the first evidence of a genetic variant tuning sensitivity to action observation and bring to light the importance of considering the intricate relation between genetics and associative learning in order to further understand the origin and function of the human mirror neuron system. PMID:27703276
Tierney, Adam; Kraus, Nina
The neural resonance theory of musical meter explains musical beat tracking as the result of entrainment of neural oscillations to the beat frequency and its higher harmonics. This theory has gained empirical support from experiments using simple, abstract stimuli. However, to date there has been no empirical evidence for a role of neural entrainment in the perception of the beat of ecologically valid music. Here we presented participants with a single pop song with a superimposed bassoon sound. This stimulus was either lined up with the beat of the music or shifted away from the beat by 25% of the average interbeat interval. Both conditions elicited a neural response at the beat frequency. However, although the on-the-beat condition elicited a clear response at the first harmonic of the beat, this frequency was absent in the neural response to the off-the-beat condition. These results support a role for neural entrainment in tracking the metrical structure of real music and show that neural meter tracking can be disrupted by the presentation of contradictory rhythmic cues.
Leow, Li-Ann; Rinchon, Cricia; Grahn, Jessica
Rhythmic auditory stimulation (RAS) is a gait rehabilitation method in which patients synchronize footsteps to a metronome or musical beats. Although RAS with music can ameliorate gait abnormalities, outcomes vary, possibly because music properties, such as groove or familiarity, differ across interventions. To optimize future interventions, we assessed how initially familiar and unfamiliar low-groove and high-groove music affected synchronization accuracy and gait in healthy individuals. We also experimentally increased music familiarity using repeated exposure to initially unfamiliar songs. Overall, familiar music elicited faster stride velocity and less variable strides, as well as better synchronization performance (matching of step tempo to beat tempo). High-groove music, as reported previously, led to faster stride velocity than low-groove music. We propose two mechanisms for familiarity's effects. First, familiarity with the beat structure reduces cognitive demands of synchronizing, leading to better synchronization performance and faster, less variable gait. Second, familiarity might have elicited faster gait by increasing enjoyment of the music, as enjoyment was higher after repeated exposure to initially low-enjoyment songs. Future studies are necessary to dissociate the contribution of these mechanisms to the observed RAS effects of familiar music on gait. © 2015 New York Academy of Sciences.
Full Text Available The aim of this investigation was to compare and contrast the use of cross sample entropy (xSE and cross recurrence quantification analysis (cRQA measures for the assessment of coupling of rhythmical patterns. Measures were assessed using simulated signals with regular, chaotic, and random fluctuations in frequency, amplitude, and a combination of both. Biological data were studied as models of normal and abnormal locomotor-respiratory coupling. Nine signal types were generated for seven frequency ratios. Fifteen patients with COPD (abnormal coupling and twenty-one healthy controls (normal coupling walked on a treadmill at three speeds while breathing and walking were recorded. xSE and the cRQA measures of percent determinism, maximum line, mean line, and entropy were quantified for both the simulated and experimental data. In the simulated data, xSE, percent determinism, and entropy were influenced by the frequency manipulation. The 1 : 1 frequency ratio was different than other frequency ratios for almost all measures and/or manipulations. The patients with COPD used a 2 : 3 ratio more often and xSE, percent determinism, maximum line, mean line, and cRQA entropy were able to discriminate between the groups. Analysis of the effects of walking speed indicated that all measures were able to discriminate between speeds.
Kwak, Eunmi Emily
The purpose of this study was to use Rhythmic Auditory Stimulation (RAS) for children with spastic cerebral palsy (CP) in a clinical setting in order to determine its effectiveness in gait training for ambulation. RAS has been shown to improve gait performance in patients with significant gait deficits. All 25 participants (6 to 20 years old) had spastic CP and were ambulatory, but needed to stabilize and gain more coordinated movement. Participants were placed in three groups: the control group, the therapist-guided training (TGT) group, and the self-guided training (SGT) group. The TGT group showed a statistically significant difference in stride length, velocity, and symmetry. The analysis of the results in SGT group suggests that the self-guided training might not be as effective as therapist-guided depending on motivation level. The results of this study support three conclusions: (a) RAS does influence gait performance of people with CP; (b) individual characteristics, such as cognitive functioning, support of parents, and physical ability play an important role in designing a training application, the effectiveness of RAS, and expected benefits from the training; and (c) velocity and stride length can be improved by enhancing balance, trajectory, and kinematic stability without increasing cadence.
Sudarmin, S.; Selia, E.; Taufiq, M.
The purpose of this research is to determine the influence of inquiry learning model on additives theme with ethnoscience content to cultural awareness of students and how the students’ responses to learning. The method applied in this research is a quasi-experimental with non-equivalent control group design. The sampling technique applied in this research is the technique of random sampling. The samples were eight grade students of one of junior high schools in Semarang. The results of this research were (1) thestudents’ cultural awareness of the experiment class is better than the control class (2) inquiry learning model with ethnoscience content strongly influencing the cultural awareness of students by 78% and (3) students gave positive responses to inquiry learning model with ethnoscience content. The conclusions of this research are inquiry-learning model with ethnoscience content has positive influence on students’ cultural awareness.
Ibrahim, Mohammed Sani; Ghavifekr, Simin; Ling, Sii; Siraj, Saedah; Azeez, Mohd Ibrahim K.
This study investigates the impact of transformational leadership as idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration on teachers' commitment towards organization, teaching profession, and students' learning. A quantitative survey method was applied, and four broadly hypothesized…
Wetzel, James N.; And Others
Reports the results of a study that examined the influence of learning and teaching styles on changes in student achievement in economics and attitude toward economics among undergraduates enrolled in an introductory economics course. (AM)
This paper investigates the question whether different forms of policy learning influence each other. The focus is on relationships between different forms of policy learning, which are explored on the basis of case study research in the field of research, technology and innovation policy-making in Austria. Methods utilised are expert interviews and document analysis besides literature and media recherché. With the goal to better understand the mechanisms behind learning processes, different ...
This article presents empirical research conducted with French speaking adults studying for a diploma. Their training took place mainly in e-learning. The goal of this research was to identify and explain the processes of influence existing between two specific dimensions: the degree of openness of the components of the e-learning situation and…
Michael, Felistas Mbithe; Maithya, Redempta; Cheloti, Selpher K.
This study was set to investigate the influence of teachers' competency on the integration of ICT in teaching and learning in public secondary schools in Machakos County. The study hypothesis was that: There is no significant relationship between teacher competency and the integration of ICT in teaching and learning. The study used a sample of…
Elstad, Eyvind; Christophersen, Knut-Andreas; Turmo, Are
Introduction: The purpose of this article was to explore the influence of parents and teachers on the deep learning approach of pupils by estimating the strength of the relationships between these factors and the motivation, volition and deep learning approach of Norwegian 16-year-olds. Method: Structural equation modeling for cross-sectional…
Dunn, Karee E.; Lo, Wen-Juo
Understanding self-regulation in science learning is important for theorists and practitioners alike. However, very little has been done to explore and understand students' self-regulatory processes in postsecondary science courses. In this study, the influence of science efficacy, learning value, and goal orientation on the perceived use of…
Rozendaal, JS; Minnaert, A; Boekaerts, M
This study investigates the influence of teacher perceived administration of self-regulated learning on students' motivation and information-processing over time. This was done in the context of the Interactive Learning group System (ILS (R)): a large-scale innovation program in Dutch vocational
Park, Jin; Park, So-yeon; Kim, Yong-wook; Woo, Youngkeun
Generally, treadmill training is very effective intervention, and rhythmic auditory stimulation is designed to feedback during gait training in stroke patients. The purpose of this study was to compare the gait abilities in chronic stroke patients following either treadmill walking training with rhythmic auditory stimulation (TRAS) or over ground walking training with rhythmic auditory stimulation (ORAS). Nineteen subjects were divided into two groups: a TRAS group (9 subjects) and an ORAS group (10 subjects). Temporal and spatial gait parameters and motor recovery ability were measured before and after the training period. Gait ability was measured by the Biodex Gait trainer treadmill system, Timed up and go test (TUG), 6 meter walking distance (6MWD) and Functional gait assessment (FGA). After the training periods, the TRAS group showed a significant improvement in walking speed, step cycle, step length of the unaffected limb, coefficient of variation, 6MWD, and, FGA when compared to the ORAS group (p < 0.05). Treadmill walking training during the rhythmic auditory stimulation may be useful for rehabilitation of patients with chronic stroke.
Tendler, Alex; Wagner, Shlomo
Rhythmic activity in the theta range is thought to promote neuronal communication between brain regions. In this study, we performed chronic telemetric recordings in socially behaving rats to monitor electrophysiological activity in limbic brain regions linked to social behavior. Social encounters were associated with increased rhythmicity in the high theta range (7-10 Hz) that was proportional to the stimulus degree of novelty. This modulation of theta rhythmicity, which was specific for social stimuli, appeared to reflect a brain-state of social arousal. In contrast, the same network responded to a fearful stimulus by enhancement of rhythmicity in the low theta range (3-7 Hz). Moreover, theta rhythmicity showed different pattern of coherence between the distinct brain regions in response to social and fearful stimuli. We suggest that the two types of stimuli induce distinct arousal states that elicit different patterns of theta rhythmicity, which cause the same brain areas to communicate in different modes.
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.
Yanping Ding; Baoping Shao; Shiyuan Yu; Shanting Zhao; Jianlin Wang
BACKGROUND: Studies have shown that neurogenesis in the dentate gyrus plays an important role in learning and memory. However, studies have not determined whether the superior cervical ganglion or the sympathetic nerve system influences hippocampal neurogenesis or learning and memory in adult rats. OBJECTIVE: To observe differences in dentate gyrus neurogenesis, as well as learning and memory, in adult rats following superior cervical ganglionectomy. DESIGN, TIME AND SETTING: A randomized, controlled, animal study was performed at the Immunohistochemistry Laboratory of the School of Life Sciences in Lanzhou University from July 2006 to July 2007.MATERIALS: Doublecortin polyclonal antibody was provided by Santa Cruz Biotechnology, USA;avidin-biotin-peroxidase complex was purchased from Zhongshan Goldenbride Biotechnology, China;Morris water maze was bought from Taimeng Technology, China. METHODS: A total of 20 adult, male, Wistar rats were randomly divided into surgery and control groups, with 10 rats in each group. In the surgery group, the bilateral superior cervical ganglions were transected. In the control group, the superior cervical ganglions were only exposed, but no ganglionectomy was performed. MAIN OUTCOME MEASURES: To examine distribution, morphology, and number of newborn neurons in the dentate gyrus using doublecortin immunohistochemistry at 36 days following surgical procedures. To examine ability of learning and memory in adult rats using the Morris water maze at 30 days following surgical procedures. RESULTS: Doublecortin immunohistochemical results showed that a reduction in the number of doublecortin-positive neurons in the surgery group compared to the control group (P＜0.05), while the distribution of doublecortin-positive neurons was identical in the two groups. The surgery group exhibited significantly worse performance in learning and spatial memory tasks compared to the control group (P＜0.05). CONCLUSION: Superior cervical ganglionectomy
Hanson, Sarah E; MacLeod, Martha L; Schiller, Catharine J
During both teacher-led clinical practica and precepted practica, students interact with, and learn from, staff nurses who work on the clinical units. It is understood that learning in clinical practice is enhanced by positive interactions between staff nurses and nursing students. While much is known about preceptors' experiences of working with nursing students, there is little evidence to date about staff nurses' perspectives of their interactions with students in teacher-led practica. To understand teacher-led clinical practica from the perspective of staff nurses. A qualitative descriptive approach answers the question: How do staff nurses perceive their contributions to nursing students' learning during teacher-led practica? Nine staff Registered Nurses (RNs) working within a regional acute care hospital in western Canada were interviewed using semi-structured interviews. Interview transcripts were analyzed using cross case analysis to discover themes and findings were checked by several experienced RNs. Analysis showed that nurses' interactions with nursing students are complicated. Nurses want to "train up" their future colleagues but feel a heavy burden of responsibility for students on the wards. This sense of burden for the staff nurses is influenced by several factors: the practice environment, the clinical instructor, the students themselves, and the nurses' understanding of their own contributions to student learning. Staff nurses remain willing to support student learning despite multiple factors that contribute to a sense of burden during teacher-led practica. Workplace environment, nursing program, and personal supports are needed to support their continuing engagement in student learning. Nurses need to know how important they are as role models, and the impact their casual interactions have on student nurses' socialization into the profession. Crown Copyright © 2018. Published by Elsevier Ltd. All rights reserved.
Kühn, E R; Delmotte, N M; Darras, V M
The presence and circadian rhythmicity of thyroid hormones was studied in plasma and the thyroid gland of male Rana ridibunda before and during hibernation. Hibernating January frogs do have a lower T3 and T4 content of their thyroid gland whereas plasma levels of T3 are maintained and of T4 increased compared to fed September or October frogs. It seems likely that the increased photoperiod in January will be responsible for this increased T4 secretion, since controlled laboratory experiments performed in December did not reveal any influence of low temperature on circulating T3 or T4 levels. Also feeding does not influence circulating levels and thyroid content of thyroid hormones in frogs kept at room temperature during the month of January. A circadian rhythmicity of T3 and T4 in the thyroid gland is present in fed October frogs and in non fed December frogs acclimated at 5 degrees C for 12 days with an acrophase for T3 at approximately 1500 h and for T4 at around 1900 h, whereas in plasma only T3 does have circadian variations (acrophase about midnight) but not T4. When December frogs are acclimated to room temperature for 12 days, frogs are active again, but do not eat and have a lower body weight than frogs hibernating at 5 degrees C. Their T3 content of the thyroid gland has disappeared, but T4 thyroid content and plasma levels of T3 and T4 are maintained. As in hibernating frogs, no circadian variations in T4 plasma concentrations are present whereas the circadian thyroid T4 rhythm disappears. At the same time a dampening in rhythmicity for plasma T3 as judged by the significantly lower amplitude occurs. It is concluded that the persistence of circulating levels of thyroid hormones and of a circadian cyclicity for T3 in plasma in non feeding hibernating frogs may reflect the special metabolic state e.g. availability of food reserves in these animals.
Yoo, Ga Eul; Kim, Soo Ji
Given the increasing evidence demonstrating the effects of rhythmic auditory cueing for motor rehabilitation of stroke patients, this synthesized analysis is needed in order to improve rehabilitative practice and maximize clinical effectiveness. This study aimed to systematically analyze the literature on rhythmic auditory cueing for motor rehabilitation of stroke patients by highlighting the outcome variables, type of cueing, and stage of stroke. A systematic review with meta-analysis of randomized controlled or clinically controlled trials was conducted. Electronic databases and music therapy journals were searched for studies including stroke, the use of rhythmic auditory cueing, and motor outcomes, such as gait and upper-extremity function. A total of 10 studies (RCT or CCT) with 356 individuals were included for meta-analysis. There were large effect sizes (Hedges's g = 0.984 for walking velocity; Hedges's g = 0.840 for cadence; Hedges's g = 0.760 for stride length; and Hedges's g = 0.456 for Fugl-Meyer test scores) in the use of rhythmic auditory cueing. Additional subgroup analysis demonstrated that although the type of rhythmic cueing and stage of stroke did not lead to statistically substantial group differences, the effect sizes and heterogeneity values in each subgroup implied possible differences in treatment effect. This study corroborates the beneficial effects of rhythmic auditory cueing, supporting its expanded application to broadened areas of rehabilitation for stroke patients. Also, it suggests the future investigation of the differential outcomes depending on how rhythmic auditory cueing is provided in terms of type and intensity implemented. © the American Music Therapy Association 2016. All rights reserved. For permissions, please e-mail: email@example.com.
te Woerd, Erik S.; Oostenveld, Robert; Bloem, Bastiaan R.; de Lange, Floris P.; Praamstra, Peter
The basal ganglia play an important role in beat perception and patients with Parkinson's disease (PD) are impaired in perception of beat-based rhythms. Rhythmic cues are nonetheless beneficial in gait rehabilitation, raising the question how rhythm improves movement in PD. We addressed this question with magnetoencephalography recordings during a choice response task with rhythmic and non-rhythmic modes of stimulus presentation. Analyses focused on (i) entrainment of slow oscillations, (ii) ...
The study therefore focused on the following objective: To identify the factors that influence the selection of learning opportunities for primary health care in hospital units. A qualitative research design utilising focus group discussions were used. The population consisted of conveniently selected lecturers, student nurses and registered nurses. The same initial question was asked in each focus group to initiate the discussions. The data were analysed according to Tesch's method. The results indicated that there is positive commitment from the lecturers and registered nurses to be involved in selecting appropriate learning opportunities. The student nurses also demonstrated a willingness to learn and to be exposed to learning opportunities in primary health care. There were however certain constraints that emerged as themes, namely: • Managerial constraints • Educational constraints Under the theme "managerial constraints" categories such as workload, nursing staff shortages and communication problems were identified. Under the theme "educational constraints" categories such as a lack of guidance, and the correlation of theory and practice emerged. Recommendations based on this research report include improvement of in-service education on managerial and educational aspects to facilitate the primary health care approach in hospitals.
Molnar, Monika; Carreiras, Manuel; Gervain, Judit
To what degree non-linguistic auditory rhythm perception is governed by universal biases (e.g., Iambic-Trochaic Law; Hayes, 1995) or shaped by native language experience is debated. It has been proposed that rhythmic regularities in spoken language, such as phrasal prosody affect the grouping abilities of monolinguals (e.g., Iversen, Patel, & Ohgushi, 2008). Here, we assessed the non-linguistic tone grouping biases of Spanish monolinguals, and three groups of Basque-Spanish bilinguals with different levels of Basque experience. It is usually assumed in the literature that Basque and Spanish have different phrasal prosodies and even linguistic rhythms. To confirm this, first, we quantified Basque and Spanish phrasal prosody (Experiment 1a) and duration patterns used in the classification of languages into rhythm classes (Experiment 1b). The acoustic measurements revealed that regularities in phrasal prosody systematically differ across Basque and Spanish; by contrast, the rhythms of the two languages are only minimally dissimilar. In Experiment 2, participants' non-linguistic rhythm preferences were assessed in response to non-linguistic tones alternating in either intensity (Intensity condition) or in duration (Duration condition). In the Intensity condition, all groups showed a trochaic grouping bias, as predicted by the Iambic-Trochaic Law. In the Duration Condition the Spanish monolingual and the most Basque-dominant bilingual group exhibited opposite grouping preferences in line with the phrasal prosodies of their native/dominant languages, trochaic in Basque, iambic in Spanish. The two other bilingual groups showed no significant biases, however. Overall, results indicate that duration-based grouping mechanisms are biased toward the phrasal prosody of the native and dominant language; also, the presence of an L2 in the environment interacts with the auditory biases. Copyright © 2016 Elsevier B.V. All rights reserved.
Lamont S Tang
Full Text Available Most animal species are cold-blooded, and their neuronal circuits must maintain function despite environmental temperature fluctuations. The central pattern generating circuits that produce rhythmic motor patterns depend on the orderly activation of circuit neurons. We describe the effects of temperature on the pyloric rhythm of the stomatogastric ganglion of the crab, Cancer borealis. The pyloric rhythm is a triphasic motor pattern in which the Pyloric Dilator (PD, Lateral Pyloric (LP, and Pyloric (PY neurons fire in a repeating sequence. While the frequency of the pyloric rhythm increased about 4-fold (Q(10 approximately 2.3 as the temperature was shifted from 7 degrees C to 23 degrees C, the phase relationships of the PD, LP, and PY neurons showed almost perfect temperature compensation. The Q(10's of the input conductance, synaptic currents, transient outward current (I(A, and the hyperpolarization-activated inward current (I(h, all of which help determine the phase of LP neuron activity, ranged from 1.8 to 4. We studied the effects of temperature in >1,000 computational models (with different sets of maximal conductances of a bursting neuron and the LP neuron. Many bursting models failed to monotonically increase in frequency as temperature increased. Temperature compensation of LP neuron phase was facilitated when model neurons' currents had Q(10's close to 2. Together, these data indicate that although diverse sets of maximal conductances may be found in identified neurons across animals, there may be strong evolutionary pressure to restrict the Q(10's of the processes that contribute to temperature compensation of neuronal circuits.
Landau, Ayelet Nina; Schreyer, Helene Marianne; van Pelt, Stan; Fries, Pascal
When subjects monitor a single location, visual target detection depends on the pre-target phase of an ∼8 Hz brain rhythm. When multiple locations are monitored, performance decrements suggest a division of the 8 Hz rhythm over the number of locations, indicating that different locations are sequentially sampled. Indeed, when subjects monitor two locations, performance benefits alternate at a 4 Hz rhythm. These performance alternations were revealed after a reset of attention to one location. Although resets are common and important events for attention, it is unknown whether, in the absence of resets, ongoing attention samples stimuli in alternation. Here, we examined whether spatially specific attentional sampling can be revealed by ongoing pre-target brain rhythms. Visually induced gamma-band activity plays a role in spatial attention. Therefore, we hypothesized that performance on two simultaneously monitored stimuli can be predicted by a 4 Hz modulation of gamma-band activity. Brain rhythms were assessed with magnetoencephalography (MEG) while subjects monitored bilateral grating stimuli for a unilateral target event. The corresponding contralateral gamma-band responses were subtracted from each other to isolate spatially selective, target-related fluctuations. The resulting lateralized gamma-band activity (LGA) showed opposite pre-target 4 Hz phases for detected versus missed targets. The 4 Hz phase of pre-target LGA accounted for a 14.5% modulation in performance. These findings suggest that spatial attention is a theta-rhythmic sampling process that is continuously ongoing, with each sampling cycle being implemented through gamma-band synchrony. Copyright © 2015 Elsevier Ltd. All rights reserved.
Chen, Xiaoqiu; Zhang, Weiqi; Ren, Shilong; Lang, Weiguang; Liang, Boyi; Liu, Guohua
Using woody plant phenological data in the Beijing Botanical Garden from 1979 to 2013, we revealed three levels of phenology rhythms and examined their coherence with temperature rhythms. First, the sequential and correlative rhythm shows that occurrence dates of various phenological events obey a certain time sequence within a year and synchronously advance or postpone among years. The positive correlation between spring phenophase dates is much stronger than that between autumn phenophase dates and attenuates as the time interval between two spring phenophases increases. This phenological rhythm can be explained by positive correlation between above 0 °C mean temperatures corresponding to different phenophase dates. Second, the circannual rhythm indicates that recurrence interval of a phenophase in the same species in two adjacent years is about 365 days, which can be explained by the 365-day recurrence interval in the first and last dates of threshold temperatures. Moreover, an earlier phenophase date in the current year may lead to a later phenophase date in the next year through extending recurrence interval. Thus, the plant phenology sequential and correlative rhythm and circannual rhythm are interacted, which mirrors the interaction between seasonal variation and annual periodicity of temperature. Finally, the multi-year rhythm implies that phenophase dates display quasi-periodicity more than 1 year. The same 12-year periodicity in phenophase and threshold temperature dates confirmed temperature controls of the phenology multi-year rhythm. Our findings provide new perspectives for examining phenological response to climate change and developing comprehensive phenology models considering temporal coherence of phenological and climatic rhythmicity.
Jensen, Pernille Erland; Fritt-Rasmussen, Janne
A new project based course offered by Arctic Technology Centre, Department of Civil Engineering, Technical University of Denmark (DTU) and Department of Bioscience, Aarhus University in collaboration, targets students from the whole circumpolar area. It was developed over a three year period from...... for the students’ selfevaluation, while they did not contribute to their learning. Some contradiction between the group work format of the projects and the online teaching method was experienced by the students. Also student satisfaction decreased slightly - influenced by inconvenient features of the used learning...... being taught in class to being taught 100% online. We evaluated the results by analyzing the students’ performance and experience of the course during the three years. The students’ performance increased over the period of transforming the course. Multiple choice quizzes showed to be efficient tools...
Full Text Available Professional Learning Communities(PLCs arean important strategy for innovation in schools, and they arereceiving considerable attention from scholars and educators alike. The present study aimed to examine the effect of PLCson schools’ effectiveness and to investigate the social, organizational, and structural factors that can promote these learning communities. The survey for this study was completed by 375 teachers from 40 elementary schools in the Seoul Metropolitan Area of South Korea, and their responses were analyzed to test the hypothesized model. The results of the structural equationmodeling indicated that PLCswere strongly and directly related to elementary schools’ effectivenessand that principals’ leadership and supportive relationshipsamong teachers were the important factors that influenced PLCs. Based on the results of this study, several implications are discussed.
Hammarlund, Catharina Sjödahl; Nilsson, Maria H; Gummesson, Christina
Online courses have become common in health sciences education. This learning environment can be designed using different approaches to support student learning. To further develop online environment, it is important to understand how students perceive working and learning online. The aim of this study is to identify aspects influencing students' learning processes and their adaptation to self-directed learning online. Thirty-four physiotherapy students with a mean age of 25 years (range, 21 to 34 years) participated. Qualitative content analysis and triangulation was used when investigating the students' self-reflections, written during a five week self-directed, problem-oriented online course. Two categories emerged: 'the influence of the structured framework' and 'communication and interaction with teachers and peers.' The learning processes were influenced by external factors, e.g., a clear structure including a transparent alignment of assignments and assessment. Important challenges to over-come were primarily internal factors, e.g., low self-efficacy, difficulties to plan the work effectively and adapting to a new environment. The analyses reflected important perspectives targeting areas which enable further course development. The influences of external and internal factors on learning strategies and self-efficacy are important aspects to consider when designing online courses. Factors such as pedagogical design, clarity of purpose, goals, and guidelines were important as well as continuous opportunities for communication and collaboration. Further studies are needed to understand and scaffold the motivational factors among students with low self-efficacy.
Jacobsen, Claus Haugaard; Olesen, Mette Kirk; Kløve, Astrid
the current relatively widespread use of video, one finds only a very limited number of empirical studies on how these recordings specifically influence the learning process of the beginning therapist. Aim: After a brief discussion of the pro and cons of the use of video recordings this paper presents......Background: Due to the development of technologies and the low costs, video recording of psychotherapy sessions have gained ground in training and supervision. While some praise the advantages others decline to use this technological aid for ethical, theoretical or clinical reasons. Despite...
Jacobsen, Claus Haugaard; Olesen, Mette Kirk; Kløve, Astrid
the current relatively widespread use of video, one finds only a very limited number of empirical studies on how these recordings specifically influence the learning process of the beginning therapist. Aim: After a brief discussion of the pro and cons of the use of video recordings this paper presents......Background: Due to the development of technologies and the low costs, video recording of psychotherapy sessions have gained ground in training and supervision. While some praise the advantages others decline to use this technological aid for ethical, theoretical or clinical reasons. Despite...
Kaur, Berinderjeet; Areepattamannil, Shaljan
This study, drawing on data from the Programme for International Student Assessment (PISA) 2009, explored the influences of metacognitive and self-regulated learning strategies for reading on mathematical literacy of adolescents in Australia and Singapore. Ordinary least squares (OLS) regression analyses revealed the positive influences of…
Michael J Hove
Full Text Available Parkinson's disease (PD and basal ganglia dysfunction impair movement timing, which leads to gait instability and falls. Parkinsonian gait consists of random, disconnected stride times--rather than the 1/f structure observed in healthy gait--and this randomness of stride times (low fractal scaling predicts falling. Walking with fixed-tempo Rhythmic Auditory Stimulation (RAS can improve many aspects of gait timing; however, it lowers fractal scaling (away from healthy 1/f structure and requires attention. Here we show that interactive rhythmic auditory stimulation reestablishes healthy gait dynamics in PD patients. In the experiment, PD patients and healthy participants walked with a no auditory stimulation, b fixed-tempo RAS, and c interactive rhythmic auditory stimulation. The interactive system used foot sensors and nonlinear oscillators to track and mutually entrain with the human's step timing. Patients consistently synchronized with the interactive system, their fractal scaling returned to levels of healthy participants, and their gait felt more stable to them. Patients and healthy participants rarely synchronized with fixed-tempo RAS, and when they did synchronize their fractal scaling declined from healthy 1/f levels. Five minutes after removing the interactive rhythmic stimulation, the PD patients' gait retained high fractal scaling, suggesting that the interaction stabilized the internal rhythm generating system and reintegrated timing networks. The experiment demonstrates that complex interaction is important in the (reemergence of 1/f structure in human behavior and that interactive rhythmic auditory stimulation is a promising therapeutic tool for improving gait of PD patients.
Bergstra, Myrthe; DE Mulder, Hannah N M; Coopmans, Peter
This study investigated how speaker certainty (a rational cue) and speaker benevolence (an emotional cue) influence children's willingness to learn words in a selective learning paradigm. In two experiments four- to six-year-olds learnt novel labels from two speakers and, after a week, their memory for these labels was reassessed. Results demonstrated that children retained the label-object pairings for at least a week. Furthermore, children preferred to learn from certain over uncertain speakers, but they had no significant preference for nice over nasty speakers. When the cues were combined, children followed certain speakers, even if they were nasty. However, children did prefer to learn from nice and certain speakers over nasty and certain speakers. These results suggest that rational cues regarding a speaker's linguistic competence trump emotional cues regarding a speaker's affective status in word learning. However, emotional cues were found to have a subtle influence on this process.
Genef Caroline Andrade Ribeiro
Full Text Available ABSTRACT INTRODUCTION: Mouth breathing leads to negative consequences on quality of life, especially in school-age children. OBJECTIVE: To determine whether the breathing pattern influences children's learning process. METHODS: This systematic review was carried out according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA instructions, with no restrictions regarding the year of publication and language, created based on the clinical question formulation according to the Problem/Patient/Population, Intervention/Indicator, Comparison, Outcome (PICO strategy: "Is the mouth-breathing child more likely to have learning disabilities when compared to nasal breathers?" in the SciELO, PubMed, LILACS, and Scopus electronic databases. Google Scholar was used to search the gray literature. The keywords "learning," "mouth breathing," and their equivalent terms in Portuguese were used in an integrated manner. The studies included in the review were observational, conducted with schoolchildren aged 7-11 years. Afterwards, the studies were evaluated regarding their methodological quality. The research was performed by two eligible reviewers. RESULTS: A total of 357 records were obtained, of which 43 records were duplicate. After applying the eligibility criteria, ten articles were included in the research scope. Half of the studies used a control group and otorhinolaryngological assessment, whereas a minority used validated (20% and sample calculation protocols (10%. The evaluation procedures were varied. Overall, 80% of the articles showed a higher incidence of learning disabilities among mouth breathers. CONCLUSION: This systematic review has shown that mouth breathers are more likely to have learning difficulties than nasal breathers.
Ribeiro, Genef Caroline Andrade; Dos Santos, Isadora Diniz; Santos, Ana Claudia Nascimento; Paranhos, Luiz Renato; César, Carla Patrícia Hernandez Alves Ribeiro
Mouth breathing leads to negative consequences on quality of life, especially in school-age children. To determine whether the breathing pattern influences children's learning process. This systematic review was carried out according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) instructions, with no restrictions regarding the year of publication and language, created based on the clinical question formulation according to the Problem/Patient/Population, Intervention/Indicator, Comparison, Outcome (PICO) strategy: "Is the mouth-breathing child more likely to have learning disabilities when compared to nasal breathers?" in the SciELO, PubMed, LILACS, and Scopus electronic databases. Google Scholar was used to search the gray literature. The keywords "learning," "mouth breathing," and their equivalent terms in Portuguese were used in an integrated manner. The studies included in the review were observational, conducted with schoolchildren aged 7-11 years. Afterwards, the studies were evaluated regarding their methodological quality. The research was performed by two eligible reviewers. A total of 357 records were obtained, of which 43 records were duplicate. After applying the eligibility criteria, ten articles were included in the research scope. Half of the studies used a control group and otorhinolaryngological assessment, whereas a minority used validated (20%) and sample calculation protocols (10%). The evaluation procedures were varied. Overall, 80% of the articles showed a higher incidence of learning disabilities among mouth breathers. This systematic review has shown that mouth breathers are more likely to have learning difficulties than nasal breathers. Copyright © 2015 Associação Brasileira de Otorrinolaringologia e Cirurgia Cérvico-Facial. Published by Elsevier Editora Ltda. All rights reserved.
Young Joo Lee
Conclusion: E-learning-based OSH education for migrant workers may be an effective way to increase their safety knowledge and behavior if the accuracy, credibility, and novelty of learning content; strategies to promote learners' motivation to learn; and interactions with learners and instructors are systematically applied during the development and implementation of e-learning programs.
Richards, K. Andrew R.; Levesque-Bristol, Chantal
Service learning can help students to engage in the community while applying lessons learned in their coursework. Using self-determination theory, we evaluated the relationship among self-efficacy, self-regulated motivation, and civic learning in service learning courses. Participants included 242 college students (122 females, 120 males) across…
Hamideh Jafari Koshkouei; Ahmad Shahvarani; Mohammad Hassan Behzadi; Mohsen Rostamy-Malkhalifeh
The present study was carried out to investigate the influence of mathematics self-concept (MSC), motivation to learn mathematics (SMOT) and self-regulation learning (SRL) on students' mathematics academic achievement. This study is of a descriptive survey type. 300 female students at the first grade of high school (the second period) in City Qods, were selected by multiple step cluster sampling method and completed MSC, SMOT and SRL questionnaires. Mathematics academic achievement was measur...
Murgatroyd, R.A.; Worrall, G.M.; Crutzen, S.
Results from the PISC II Programme suggested that differences existed between manual inspectors in terms of their skills, knowledge and working practices which could exert a significant influence on the reliability on an inspection. Therefore, a programme of work on human reliability studies was initiated in the PISC III Programme as Action 7, with the objectives of studying and identifying causes of variability in inspection activities, and identifying some of the factors influencing the reliability of inspection in industrial conditions. It was foreseen that the information from Action 7 would aid in the development of methods for reducing the incidence of human error in inspection activities. This paper gives a brief summary of the programme and describes the lessons learned as a result of the work. A considerably more detailed description of the work is available as a PISC report. 3 refs, 3 figs
Hu, Xiao; Liu, Zhaomin; Li, Tongtong; Luo, Liang
Previous studies have suggested that perceptual information regarding to-be-remembered words in the study phase affects the accuracy of judgement of learning (JOL). However, few have investigated whether the perceptual information in the JOL phase influences JOL accuracy. This study examined the influence of cue word perceptual information in the JOL phase on immediate and delayed JOL accuracy through changes in cue word font size. In Experiment 1, large-cue word pairs had significantly higher mean JOL magnitude than small-cue word pairs in immediate JOLs and higher relative accuracy than small-cue pairs in delayed JOLs, but font size had no influence on recall performance. Experiment 2 increased the JOL time, and mean JOL magnitude did not reliably differ for large-cue compared with small-cue pairs in immediate JOLs. However, the influence on relative accuracy still existed in delayed JOLs. Experiment 3 increased the familiarity of small-cue words in the delayed JOL phase by adding a lexical decision task. The results indicated that cue word font size no longer affected relative accuracy in delayed JOLs. The three experiments in our study indicated that the perceptual information regarding cue words in the JOL phase affects immediate and delayed JOLs in different ways.
Full Text Available Current structure learning practices in Bayesian networks have been developed to learn the structure between observable variables and learning latent parameters independently. One exception establishes a variant of EM for learning the structure...
Maria Paula eRoncaglia-Denissen
Full Text Available As language rhythm relies partly on general acoustic properties, such as intensity and duration, mastering two languages with distinct rhythmic properties (i.e., stress position may enhance musical rhythm perception. We investigated whether second language (L2 competence affects musical rhythm aptitude in Turkish early (TELG and late learners (TLLG of German in comparison to German monolingual speakers (GMC. To account for inter-individual differences, we measured participants’ short-term and working memory capacity, melodic aptitude, and time they spent listening to music. Both L2 speaker groups perceived rhythmic variations significantly better than monolinguals. No differences were found between early and late learners’ performances. Our findings suggest that mastering two languages with different rhythmic properties enhances musical rhythm perception, providing further evidence of cognitive share between language and music.
Full Text Available Lifelong learning is an option to fulfil societal needs in order to create a dynamic society. The rising in participation in lifelong learning programmes contributed due to the pressure of globalization and technologies in Malaysia’s changing demography. Therefore, this study aimed at identifying the factors that influence the intention of the Malaysian working adults towards lifelong learning and to develop marketing strategies for Malaysian education providers. The foundation of this study is based on the Theory of Planned Behaviour. However, two additional variables were included as the extension to the current model which is trust and perceived usefulness. This research was designed as a cross-sectional field survey, where questionnaire were used for data collection. The target population for this study were the Malaysian working adults who are working in different organizations within the Klang Valley area. The sample size for this research is 210. The hypothesized path analysis was conducted through the Structural Equation Modelling (SEM. All the hypotheses were accepted due to the fact that they were statistically significant. The study provides the management of lifelong education centre an insight to develop effective marketing strategies to satisfy that value of potential customers. The findings will also be beneficial to government agencies, policy maker and higher education practitioner by creating insight into adult learner perception and building intentional behaviour to purchase the product. Finally, limitations were discussed and future study direction is proposed.
Full Text Available Aim: The purpose of the cross-sectional descriptive study was to investigate how nursing students evaluate particular factors of clinical learning environment during their professional placement in hospitals. We explored which factors of clinical environment contribute significantly to students' evaluation of it. Design: A descriptive cross-sectional study. Methods: The sample included 503 nursing students in their second or third year of study at six Slovak universities. A valid and reliable questionnaire, the Clinical Learning Environment, Supervision and Nurse Teacher evaluation scale (CLES+T, was used to evaluate the student nurses' experiences and clinical placement. The data were analysed using descriptive statistics, Pearson's chi-square test, multifactorial ANOVA procedure and Pearsons' correlations, and p-value < 0.05 was taken to indicate statistical significance for all comparisons. Results: A significant proportion of students experienced a traditional model of group supervision. Supervision method, supervisory session frequency, and duration of clinical placement had a significant impact on their evaluation of clinical environments. Conclusion: Supervision methods are a significant factor influencing student evaluation of their clinical placement environment. Compared to other European studies, we found a less frequent application of individual supervision and that the Slovak university setting is dominated by a traditional group model of supervision. The study offers a valuable insight into the analysis of factors contributing to improvements in clinical learning environment and models of clinical or workplace training.
Full Text Available With the purpose of getting an insight into the effects of problem-based teaching and learning, an experiment was carried out by using the method of parallel groups on the sample of 204 pupils in the third and sixth grade of primary school. The results of final knowledge assessment showed that problem-based teaching and learning of grammar had positive influence on pupils' attainment comparing to the usual way of learning grammar. A significant improvement has been achieved in the field of reproductive and productive grammar knowledge on the whole sample of pupils as well as on the subsamples of pupils in the third and sixth grade. Because of the limited time left for this experimental programme, the reproductive knowledge of pupils was bigger than the productive knowledge. It has been noticed that regarding the successfulness of solving the grammatical problems, there was no difference between the pupils of younger and older primary school age, in the situation when these problems were decided on according to their age and intellectual abilities. All pupils had made an improvement, but they remained within the range of their marks in Serbian language. In addition to this, better progress was made by the pupils with better marks in Serbian language. Girls were more successful than boys, but the difference between boys and girls was smaller regarding the reproductive knowledge than the productive knowledge.
Full Text Available A continuous challenge for education and lifelong learning is to assist individuals in acquiring skills and knowledge for successful work life, especially after the financial crisis which influenced negatively the employment growth in all European Union countries. The paper focuses on finding correlations between employability and lifelong learning in the Danube Region countries of the European Union and more explicitly in the ex-communist ones of this region. As research instruments, two online questionnaires were built based on a thorough literature review and a set of structured interviews and filled in by 390 IT students and 55 IT professors. The surveys’ results revealed a clear positive correlation between the level of education and the opinion about the importance of obtaining a job as a result of the educational endeavors. A special attention in the survey was given to social networks, which were acknowledged as modern facilitators of lifelong learning activities. The conclusions of the current study are particularly important in the Romanian context, as the employment rate of recent graduates is in a decreasing trend, but also for all the Danube Region ex-communist countries, which have to boost their employment rates as well, to assure their economical growth. Identification of factors stimulating employment of young people according with their education contributes at the sustainable economic growth of these countries, at the growth of graduates insertion in the labor market and at the diminution of labor migration.
Bourke, Jane; Roper, Stephen
The benefits of the availability and use of medical equipment for medical outcomes are understood by physicians and policymakers alike. However, there is limited understanding of the decision-making processes involved in adopting and using new technologies in health care organisations. Our study focuses on the adoption of medical equipment in Irish general practices which are marked by considerable autonomy in terms of commercial practice and the range of medical services they provide. We examine the adoption of six items of medical equipment taking into account commercial, informational and experiential stimuli. Our analysis is based on primary survey data collected from a sample of 601 general practices in Ireland on practice characteristics and medical equipment use. We use a multivariate Probit to identify commonalities in the determinants of the adoption. Many factors, such as GP and practice characteristics, influence medical equipment adoption. In addition, we find significant and consistent evidence of the influence of learning-by-using effects on the adoption of medical equipment in a general practice setting. Knowledge generated by experiential or applied learning can have commercial, organisational and health care provision benefits in small health care organisations. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.
Full Text Available The initial stages of language learning involve a critical interaction between infants’ environmental experience and their developing brains. The past several decades of research have produced important behavioral evidence of the many factors influencing this process, both on the part of the child and on the part of the environment that the child is in. The application of neurophysiological techniques to the study of early development has been augmenting these findings at a rapid pace. While the result is an accrual of data bridging the gap between brain and behavior, much work remains to make the link between behavioral evidence of infants' emerging sensitivities and neurophysiological evidence of changes in how their brains process information. Here we review the background behavioral data on how salience and familiarity in the auditory signal shape initial language learning. We follow this with a summary of more recent evidence of changes in infants’ brain activity in response to specific aspects of speech. Our goal is to examine language learning through the lens of brain/environment interactions, ultimately focusing on changes in cortical processing of speech across the first year of life. We will ground our examination of recent brain data in the two auditory features initially outlined: salience and familiarity. Our own and others' findings on the influence of these two features reveal that they are key parameters in infants’ emerging recognition of structure in the speech signal. Importantly, the evidence we review makes the critical link between behavioral and brain data. We discuss the importance of future work that makes this bridge as a means of moving the study of language development solidly into the domain of brain science.
Menzler, Jacob; Channappa, Lakshmi; Zeck, Guenther
In retinitis pigmentosa--a degenerative disease which often leads to incurable blindness--the loss of photoreceptors deprives the retina from a continuous excitatory input, the so-called dark current. In rodent models of this disease this deprivation leads to oscillatory electrical activity in the remaining circuitry, which is reflected in the rhythmic spiking of retinal ganglion cells (RGCs). It remained unclear, however, if the rhythmic RGC activity is attributed to circuit alterations occurring during photoreceptor degeneration or if rhythmic activity is an intrinsic property of healthy retinal circuitry which is masked by the photoreceptor's dark current. Here we tested these hypotheses by inducing and analysing oscillatory activity in adult healthy (C57/Bl6) and blind mouse retinas (rd10 and rd1). Rhythmic RGC activity in healthy retinas was detected upon partial photoreceptor bleaching using an extracellular high-density multi-transistor-array. The mean fundamental spiking frequency in bleached retinas was 4.3 Hz; close to the RGC rhythm detected in blind rd10 mouse retinas (6.5 Hz). Crosscorrelation analysis of neighbouring wild-type and rd10 RGCs (separation distance rhythmic RGC spiking in these retinas is driven by a network of presynaptic neurons. The inhibition of glutamatergic ganglion cell input or the inhibition of gap junctional coupling abolished the rhythmic pattern. In rd10 and rd1 retinas the presynaptic network leads to local field potentials, whereas in bleached retinas additional pharmacological disinhibition is required to achieve detectable field potentials. Our results demonstrate that photoreceptor bleaching unmasks oscillatory activity in healthy retinas which shares many features with the functional phenotype detected in rd10 retinas. The quantitative physiological differences advance the understanding of the degeneration process and may guide future rescue strategies.
Sumbre, Germán; Muto, Akira; Baier, Herwig; Poo, Mu-ming
The ability to process temporal information is fundamental to sensory perception, cognitive processing and motor behaviour of all living organisms, from amoebae to humans. Neural circuit mechanisms based on neuronal and synaptic properties have been shown to process temporal information over the range of tens of microseconds to hundreds of milliseconds. How neural circuits process temporal information in the range of seconds to minutes is much less understood. Studies of working memory in monkeys and rats have shown that neurons in the prefrontal cortex, the parietal cortex and the thalamus exhibit ramping activities that linearly correlate with the lapse of time until the end of a specific time interval of several seconds that the animal is trained to memorize. Many organisms can also memorize the time interval of rhythmic sensory stimuli in the timescale of seconds and can coordinate motor behaviour accordingly, for example, by keeping the rhythm after exposure to the beat of music. Here we report a form of rhythmic activity among specific neuronal ensembles in the zebrafish optic tectum, which retains the memory of the time interval (in the order of seconds) of repetitive sensory stimuli for a duration of up to approximately 20 s. After repetitive visual conditioning stimulation (CS) of zebrafish larvae, we observed rhythmic post-CS activities among specific tectal neuronal ensembles, with a regular interval that closely matched the CS. Visuomotor behaviour of the zebrafish larvae also showed regular post-CS repetitions at the entrained time interval that correlated with rhythmic neuronal ensemble activities in the tectum. Thus, rhythmic activities among specific neuronal ensembles may act as an adjustable 'metronome' for time intervals in the order of seconds, and serve as a mechanism for the short-term perceptual memory of rhythmic sensory experience.
Dunn, Karee E.; Lo, Wen-Juo
Understanding self-regulation in science learning is important for theorists and practitioners alike. However, very little has been done to explore and understand students' self-regulatory processes in postsecondary science courses. In this study, the influence of science efficacy, learning value, and goal orientation on the perceived use of science study strategies was explored using structural equation modeling. In addition, the study served to validate the first two stages of Zimmerman's cyclical model of self-regulation and to address the common methodological weakness in self-regulation research in which data are all collected at one point after the learning cycle is complete. Thus, data were collected across the learning cycle rather than asking students to reflect upon each construct after the learning cycle was complete. The findings supported the hypothesized model in which it was predicted that self-efficacy would significantly and positively influence students' perceived science strategy use, and the influence of students' valuation of science learning on science study strategies would be mediated by their learning goal orientation. The findings of the study are discussed and implications for undergraduate science instructors are proposed.
Nortvig, Anne-Mette; Petersen, Anne Kristine; Balle, Søren Hattesen
In higher education, e-learning is gaining more and more impact, especially in the format of blended learning, and this new kind of traditional teaching and learning can be practiced in many ways. Several studies have compared face-to-face teaching to online learning and/or blended learning in order to try to define which of the formats provides,…
K. P. Mashige
Full Text Available Thechoice of an appropriate career, occupation or profession is one of the most important decisions hat one makes in life and there are many factors which may influence such a decision. The purpose of this study was to establish the factors which influenced students currently studying optometry in South African institutions in deciding on the course of study and choice of institution. Data was collected with a questionnaire on demographics of the students and the factors that might have influenced their choice of optometry as a career and their institution of learning. Data was analysed with descriptive and cross-tabulation statistics. Three hundred and eighty seven students responded to the questionnaire (80.1% response rate. Their ages ranged from 17 to 40 years with a mean of 20.73 ± 2.46 years and included 30.5% males and 69.5% females. They were from the University of Free State 25.1%, University of Johannesburg (29.5%, University of KwaZulu-Natal (29.7% and the University of Limpopo(15.7%. There were 38% Whites, 36.7% Blacks, 22.2% Indians and 3.1% Coloureds. The highest rated factors which influenced their choice of optometry were the desire to help other people (92.8%, job availability after graduation (92%, subjects passed and points obtained in the matric year (91.2% and the potential to earn a good salary (88.6%, respectively. Few rated news and other media (20.9% as an important factor in their decision to choose their current institution of learning while 29.5% reported that failure to gain admission to study other degrees was an important factor. These results may be useful to institutions offering optometry degrees to formulate effective recruitment strategies to attract quality students. Also, they may be useful to career counsellors in counselling prospective students on their career choice and institution of learning. (S Afr Optom 2011 70(1 21-28
Full Text Available Within the field of procrastination, much research has been conducted on factors that have an influence on academic procrastination. Less is known about how such factors may differ for various students. In addition, not much is known about differences in the process of how factors influence students’ learning and what creates differences in procrastination behavior between students with different levels of academic procrastination. In this study learning characteristics and the self-regulation behavior of three groups of students with different levels of academic procrastination were compared. The rationale behind this was that certain learning characteristics and self-regulation behaviors may play out differently in students with different levels of academic procrastination. Participants were first-year students (N = 22 with different levels of academic procrastination enrolled in an elementary teacher education program. The selection of the participants into three groups of students (low procrastination, n = 8; average procrastination, n = 8; high procrastination, n = 6 was based on their scores on a questionnaire measuring the students’ levels of academic procrastination. From semi-structured interviews, six themes emerged that describe how students in the three groups deal with factors that influence the students’ learning: degree program choice, getting started with study activities, engagement in study activities, ways of reacting to failure, view of oneself, and study results. This study shows the importance of looking at differences in how students deal with certain factors possibly negatively influencing their learning. Within the group of students with average and high levels of academic procrastination, factors influencing their learning are regularly present. These factors lead to procrastination behavior among students with high levels of academic procrastination, but this seems not the case among students with an average
Visser, Lennart; Korthagen, Fred A J; Schoonenboom, Judith
Within the field of procrastination, much research has been conducted on factors that have an influence on academic procrastination. Less is known about how such factors may differ for various students. In addition, not much is known about differences in the process of how factors influence students' learning and what creates differences in procrastination behavior between students with different levels of academic procrastination. In this study learning characteristics and the self-regulation behavior of three groups of students with different levels of academic procrastination were compared. The rationale behind this was that certain learning characteristics and self-regulation behaviors may play out differently in students with different levels of academic procrastination. Participants were first-year students ( N = 22) with different levels of academic procrastination enrolled in an elementary teacher education program. The selection of the participants into three groups of students (low procrastination, n = 8; average procrastination, n = 8; high procrastination, n = 6) was based on their scores on a questionnaire measuring the students' levels of academic procrastination. From semi-structured interviews, six themes emerged that describe how students in the three groups deal with factors that influence the students' learning: degree program choice, getting started with study activities, engagement in study activities, ways of reacting to failure, view of oneself, and study results. This study shows the importance of looking at differences in how students deal with certain factors possibly negatively influencing their learning. Within the group of students with average and high levels of academic procrastination, factors influencing their learning are regularly present. These factors lead to procrastination behavior among students with high levels of academic procrastination, but this seems not the case among students with an average level of academic
Visser, Lennart; Korthagen, Fred A. J.; Schoonenboom, Judith
Within the field of procrastination, much research has been conducted on factors that have an influence on academic procrastination. Less is known about how such factors may differ for various students. In addition, not much is known about differences in the process of how factors influence students’ learning and what creates differences in procrastination behavior between students with different levels of academic procrastination. In this study learning characteristics and the self-regulation behavior of three groups of students with different levels of academic procrastination were compared. The rationale behind this was that certain learning characteristics and self-regulation behaviors may play out differently in students with different levels of academic procrastination. Participants were first-year students (N = 22) with different levels of academic procrastination enrolled in an elementary teacher education program. The selection of the participants into three groups of students (low procrastination, n = 8; average procrastination, n = 8; high procrastination, n = 6) was based on their scores on a questionnaire measuring the students’ levels of academic procrastination. From semi-structured interviews, six themes emerged that describe how students in the three groups deal with factors that influence the students’ learning: degree program choice, getting started with study activities, engagement in study activities, ways of reacting to failure, view of oneself, and study results. This study shows the importance of looking at differences in how students deal with certain factors possibly negatively influencing their learning. Within the group of students with average and high levels of academic procrastination, factors influencing their learning are regularly present. These factors lead to procrastination behavior among students with high levels of academic procrastination, but this seems not the case among students with an average level of academic
Goto, Yumeno; Jono, Yasutomo; Hatanaka, Ryota; Nomura, Yoshifumi; Tani, Keisuke; Chujo, Yuta; Hiraoka, Koichi
We investigated differences in corticospinal and spinal control between discrete and rhythmic ankle movements. Motor evoked potentials (MEPs) in the tibialis anterior and soleus muscles and soleus H-reflex were elicited in the middle of the plantar flexion phase during discrete ankle movement or in the initial or later cycles of rhythmic ankle movement. The H-reflex was evoked at an intensity eliciting a small M-wave and MEPs were elicited at an intensity of 1.2 times the motor threshold of t...
Sabeti, Manuel; Jeremian, Lusine; Graf, Alexandra; Kandelhart, Robert
Rhythmic gymnastics (RG) unites aesthetic, ballet-like motion, and all aspects of gymnastics. To reach elite level, girls begin at early age the intensive training. To date it is unclear if such demanding training influences the incidence and intensity of painful overuse injuries. The purpose of this study is to analyze anatomical painful regions and pain intensity in elite level rhythmic gymnasts (elRG) and compare results with an age-matched control group (CG). This prospective field study was carried out at the European Championship in RG 2013 (218 participating athletes, Vienna, Austria). Volunteering athletes were interviewed according to a preformed questionnaire. As CG secondary school pupils without any competitive sports experience were analyzed accordingly. Overall, 243 young females (144 elRG/66 % of all participants and 99 CG) were observed. ElRGs were significantly (s.) smaller, lighter, and had s. stronger pain (p < 0.001). A total of 72 % of athletes reported to have at least one painful body region compared with 52 % of CG (p < 0.001). ElRG had nearly three times more serious injuries than the CG. In all 23 % off all elRG reported to have had no access to professional medical care. ElRGs were s. more frequently (25 vs 9 %) affected at the lumbar spine and the ankle joint (17.4 vs 7 %). To our knowledge, this trial analyzes the largest cohort of elRG to date. Hence, it is clearly alluded that intensive training in RG is a significant factor causing more and stronger pain than in a CG.
Vokac, Z; Gundersen, N; Magnus, P; Jebens, E; Bakka, T
The round the clock urinary excretion rates of mercury were assessed for two series of unconventional patterns of activity and sleep in subjects who were not exposed to occupational, medical, or other obvious sources of mercury. In the first series the urine was collected in 3-h periods from six subjects during the first and last 2 d of a four-week, continuous 6-h shift (car ferry, watches either 0800--1400 and 2000--0200 or 1400--2000 and 0200--0800). In the second series the urine was collected in 4-h periods from five subjects working an 8-h experimental rotation shift compressed into 5 d (work two mornings--8-h interval--work two nights--8-h interval--work two afternoons). The mean daily excretion rate of the 11 subjects (48 investigation days, 334 urine samples) was 14.5 pmol of mercury/min (range 5.5--24.4 pmol of mercury/min). The mercury excretion oscillated regularly during 24 h by +/- 20--25% of the individual's daily mean excretion rates. The peak excretion rates were found at 0652 in the first and 0642 in the second series (cosinor treatment). Due to the circadian rhythm the mean 24-h excretion rates were best represented (correlation coefficient 0.92) by analyses of urine produced around noon (spot samples, collection periods 1100--1400 and 1000-1400, respectively). The circadian oscillations of mercury excretion were not influenced by the widely different and varying activity-sleep patterns of the two series. The rhythmicity of potassium excretion (peaks at around 1400) was more irregular. The stable oscillations of mercury excretion contrasted most with the excretion of adrenaline and noradrenaline, which, without losing the basic 24-h rhythmicity, closely followed the unconventional patterns of activity and sleep.
Bhide, Adeetee; Power, Alan; Goswami, Usha
There is growing evidence that children with reading difficulties show impaired auditory rhythm perception and impairments in musical beat perception tasks. Rhythmic musical interventions with poorer readers may thus improve rhythmic entrainment and consequently improve reading and phonological skills. Here we compare the effects of a musical…
McCullagh, P; Meyer, K N
It has been assumed that demonstrating the correct movement is the best way to impart task-relevant information. However, empirical verification with simple laboratory skills has shown that using a learning model (showing an individual in the process of acquiring the skill to be learned) may accelerate skill acquisition and increase retention more than using a correct model. The purpose of the present study was to compare the effectiveness of viewing correct versus learning models on the acquisition of a sport skill (free-weight squat lift). Forty female participants were assigned to four learning conditions: physical practice receiving feedback, learning model with model feedback, correct model with model feedback, and learning model without model feedback. Results indicated that viewing either a correct or learning model was equally effective in learning correct form in the squat lift.
Coimbra, Daniel Gomes; Pereira E Silva, Aline Cristine; de Sousa-Rodrigues, Célio Fernando; Barbosa, Fabiano Timbó; de Siqueira Figueredo, Diego; Araújo Santos, José Luiz; Barbosa, Mayara Rodrigues; de Medeiros Alves, Veronica; Nardi, Antonio Egidio; de Andrade, Tiago Gomes
Seasonal variations in suicides have been reported worldwide, however, there may be a different seasonal pattern in suicide attempts. The aim of this study was to perform a systematic review on seasonality of suicide attempts considering potential interfering variables, and a statistical analysis for seasonality with the collected data. Observational epidemiological studies about seasonality in suicide attempts were searched in PubMed, Web of Science, LILACS and Cochrane Library databases with terms attempted suicide, attempt and season. Monthly or seasonal data available were evaluated by rhythmic analysis softwares. Twenty-nine articles from 16 different countries were included in the final review. It was observed different patterns of seasonality, however, suicide attempts in spring and summer were the most frequent seasons reported. Eight studies indicated differences in sex and three in the method used for suicide attempts. Three articles did not find a seasonal pattern in suicide attempts. Cosinor analysis identified an overall pattern of seasonal variation with a suggested peak in spring, considering articles individually or grouped and independent of sex and method used. A restricted analysis with self-poisoning in hospital samples demonstrated the same profile. Grouping diverse populations and potential analytical bias due to lack of information are the main limitations. The identification of a seasonal profile suggests the influence of an important environmental modulator that can reverberate to suicide prevention strategies. Further studies controlling interfering variables and investigating the biological substrate for this phenomenon would be helpful to confirm our conclusion. Copyright © 2016 Elsevier B.V. All rights reserved.
Full Text Available In modern society, growing numbers of people are engaged in various forms of shift works or trans-meridian travels. Such circadian misalignment is known to disturb endogenous diurnal rhythms, which may lead to harmful physiological consequences including metabolic syndrome, obesity, cancer, cardiovascular disorders, and gastric disorders as well as other physical and mental disorders. However, the precise mechanism(s underlying these changes are yet unclear. The present work, therefore examined the effects of 6 h advance or delay of usual meal time on diurnal rhythmicities in home cage activity (HCA, body temperature (BT, blood metabolic markers, glucose homeostasis, and expression of genes that are involved in cholesterol homeostasis by feeding young adult male mice in a time-restrictive manner. Delay of meal time caused locomotive hyperactivity in a significant portion (42% of subjects, while 6 h advance caused a torpor-like symptom during the late scotophase. Accordingly, daily rhythms of blood glucose and triglyceride were differentially affected by time-restrictive feeding regimen with concurrent metabolic alterations. Along with these physiological changes, time-restrictive feeding also influenced the circadian expression patterns of low density lipoprotein receptor (LDLR as well as most LDLR regulatory factors. Strikingly, chronic advance of meal time induced insulin resistance, while chronic delay significantly elevated blood glucose levels. Taken together, our findings indicate that persistent shifts in usual meal time impact the diurnal rhythms of carbohydrate and lipid metabolisms in addition to HCA and BT, thereby posing critical implications for the health and diseases of shift workers.
Daniel A Nagode
Full Text Available Acetylcholine (ACh influences a vast array of phenomena in cortical systems. It alters many ionic conductances and neuronal firing behavior, often by regulating membrane potential oscillations in populations of cells. Synaptic inhibition has crucial roles in many forms of oscillation, and cholinergic mechanisms regulate both oscillations and synaptic inhibition. In vitro investigations using bath-application of cholinergic receptor agonists, or bulk tissue electrical stimulation to release endogenous ACh, have led to insights into cholinergic function, but questions remain because of the relative lack of selectivity of these forms of stimulation. To investigate the effects of selective release of ACh on interneurons and oscillations, we used an optogenetic approach in which the light-sensitive non-selective cation channel, Channelrhodopsin2 (ChR2, was virally delivered to cholinergic projection neurons in the medial septum/diagonal band of Broca (MS/DBB of adult mice expressing Cre-recombinase under the control of the choline-acetyltransferase (ChAT promoter. Acute hippocampal slices obtained from these animals weeks later revealed ChR2 expression in cholinergic axons. Brief trains of blue light pulses delivered to untreated slices initiated bursts of ACh-evoked, inhibitory post-synaptic currents (L-IPSCs in CA1 pyramidal cells that lasted for 10's of seconds after the light stimulation ceased. L-IPSC occurred more reliably in slices treated with eserine and a very low concentration of 4-AP, which were therefore used in most experiments. The rhythmic, L-IPSCs were driven primarily by muscarinic ACh receptors (mAChRs, and could be suppressed by endocannabinoid release from pyramidal cells. Finally, low-frequency oscillations (LFOs of local field potentials (LFPs were significantly cross-correlated with the L-IPSCs, and reversal of the LFPs near s. pyramidale confirmed that the LFPs were driven by perisomatic inhibition. This optogenetic approach
Full Text Available The purpose of this research was to know the influence of cooperative learning method (Jigsaw and TPS and personality type (extrovert and introvert toward students’ ability in scientific writing at the SMA Negeri 2 Ciamis class XII. The research used experimental method with 2 x 2 factorial design. The population was the students of class XII which consisted of 150. The sample was 57 students. The results showed that: (1 The ability to write scientific articles of students learning by cooperative learning method jigsaw model (= 65,88 is higher than students who learn by cooperative technique method of TPS (= 59,88, (2 Ability writing scientific articles of students whose extroverted personality (= 65.69 is higher than introverted students (= 60.06; (3 there is interaction between cooperative learning method and personality type to score of writing ability of scientific article (4 ability to write scientific article of extrovert student and studying with technique of Jigsaw (= 77,75 higher than extrovert student learning with cooperative learning method model of TPS (= 53,63 to score of writing ability of scientific article, (5 ability to write introverted student's scientific article and get treatment of cooperative learning method of jigsaw model (= 54,00 lower than introverted student learning TPS technique = 66,13, (6 the ability to write extroverted students' scientific articles studied with jigsaw techniques, and introverted students who studied Jigsaw techniques (= 77.75 were higher than those with introverted personality types studied by the Jigsaw technique (= 54.00 , (7 Ability to write scientific articles of students learning by cooperative techniques of TPS technique and have extrovert personality type ( = 53.63 lower than introverted students learning TPS techniques (= 66.13.
Chen, Won Sun; Yao, Adrian Yong Tat
Blended learning, a convergence of e-learning approach and face-to-face learning, has been regarded as a new paradigm in modern education. The degree of learners' satisfaction with blended learning played a crucial role in evaluating the effectiveness of blended learning adoption. Therefore, this study examined the primary factors affecting…
Haverila, Matti; Barkhi, Reza
The purpose of this paper is to report the findings of a research conducted to evaluate the effect of learning preconceptions, prior e-learning experience, ability and interest of students on their perceptions regarding the process of e-learning. We study the effectiveness of e-learning as it relates to the level of e-learning experience. The…
Vartak, Devavrat; Jeurissen, Danique; Self, Matthew W; Roelfsema, Pieter R
We can learn new tasks by listening to a teacher, but we can also learn by trial-and-error. Here, we investigate the factors that determine how participants learn new stimulus-response mappings by trial-and-error. Does learning in human observers comply with reinforcement learning theories, which
Gladfelter, Allison; Goffman, Lisa
The goal of this study was to investigate the effects of prosodic stress patterns and semantic depth on word learning. Twelve preschool-aged children with typically developing speech and language skills participated in a word learning task. Novel words with either a trochaic or iambic prosodic pattern were embedded in one of two learning conditions, either in children's stories (semantically rich) or picture matching games (semantically sparse). Three main analyses were used to measure word learning: comprehension and production probes, phonetic accuracy, and speech motor stability. Results revealed that prosodic frequency and density influence the learnability of novel words, or that there are prosodic neighborhood density effects. The impact of semantic depth on word learning was minimal and likely depends on the amount of experience with the novel words.
Lee, Young Joo; Lee, Dongjoo
Background E-learning-based programs have recently been introduced to the occupational safety and health (OSH) education for migrant workers in Korea. The purpose of this study was to investigate how the factors related to migrant workers' backgrounds and the instructional design affect the migrant workers' satisfaction with e-learning-based OSH education. Methods The data were collected from the surveys of 300 migrant workers who had participated in an OSH education program. Independent sample t test and one-way analysis of variance were conducted to examine differences in the degree of learning satisfaction using background variables. In addition, correlation analysis and multiple regression analysis were conducted to examine relationships between the instructional design variables and the degree of learning satisfaction. Results There was no significant difference in the degree of learning satisfaction by gender, age, level of education, number of employees, or type of occupation, except for nationality. Among the instructional design variables, “learning content” (β = 0.344, p e-learning” (β = 0.095, p E-learning-based OSH education for migrant workers may be an effective way to increase their safety knowledge and behavior if the accuracy, credibility, and novelty of learning content; strategies to promote learners' motivation to learn; and interactions with learners and instructors are systematically applied during the development and implementation of e-learning programs. PMID:26929830
Osman, Allen; Albert, Robert; Ridderinkhof, K. Richard; Band, Guido; van der Molen, Maurits
A frequency analysis was used to tag cortical activity from imagined rhythmic movements. Participants synchronized overt and imagined taps with brief visual stimuli presented at a constant rate, alternating between left and right index fingers. Brain potentials were recorded from across the scalp and topographic maps made of their power at the…
Cuesta, Ines H; Lahiri, Kajori; Lopez-Olmeda, Jose Fernando; Loosli, Felix; Foulkes, Nicholas S; Vallone, Daniela
One key challenge for the field of chronobiology is to identify how circadian clock function emerges during early embryonic development. Teleosts such as the zebrafish are ideal models for studying circadian clock ontogeny since the entire process of development occurs ex utero in an optically transparent chorion. Medaka (Oryzias latipes) represents another powerful fish model for exploring early clock function with, like the zebrafish, many tools available for detailed genetic analysis. However, to date there have been no reports documenting circadian clock gene expression during medaka development. Here we have characterized the expression of key clock genes in various developmental stages and in adult tissues of medaka. As previously reported for other fish, light dark cycles are required for the emergence of clock gene expression rhythms in this species. While rhythmic expression of per and cry genes is detected very early during development and seems to be light driven, rhythmic clock and bmal expression appears much later around hatching time. Furthermore, the maturation of clock function seems to correlate with the appearance of rhythmic expression of these positive elements of the clock feedback loop. By accelerating development through elevated temperatures or by artificially removing the chorion, we show an earlier onset of rhythmicity in clock and bmal expression. Thus, differential maturation of key elements of the medaka clock mechanism depends on the developmental stage and the presence of the chorion.
van Dijk, Thaiënne A.G.P.; Lindenbergh, Roderik C.; Egberts, Paul J.P.
The superimposition of rhythmic bed forms of different spatial scales is a common and natural phenomenon on sandy seabeds. The dynamics of such seabeds may interfere with different offshore activities and are therefore of interest to both scientists and offshore developers. State-of-the-art echo
Kwan, Alex C; Dietz, Shelby B; Zhong, Guisheng; Harris-Warrick, Ronald M; Webb, Watt W
In rhythmic neural circuits, a neuron often fires action potentials with a constant phase to the rhythm, a timing relationship that can be functionally significant. To characterize these phase preferences in a large-scale, cell type-specific manner, we adapted multitaper coherence analysis for two-photon calcium imaging. Analysis of simulated data showed that coherence is a simple and robust measure of rhythmicity for calcium imaging data. When applied to the neonatal mouse hindlimb spinal locomotor network, the phase relationships between peak activity of >1,000 ventral spinal interneurons and motor output were characterized. Most interneurons showed rhythmic activity that was coherent and in phase with the ipsilateral motor output during fictive locomotion. The phase distributions of two genetically identified classes of interneurons were distinct from the ensemble population and from each other. There was no obvious spatial clustering of interneurons with similar phase preferences. Together, these results suggest that cell type, not neighboring neuron activity, is a better indicator of an interneuron's response during fictive locomotion. The ability to measure the phase preferences of many neurons with cell type and spatial information should be widely applicable for studying other rhythmic neural circuits.
Sadakata, M.; Desain, P.W.M.; Honing, H.J.; Lipscomb, S.D.; Ashley, R.; Gjerdignen, R.O.; Webster, P.
The aim of this study is to investigate our daily experience of rhythm. The frequency of occurrence of rhythmic patterns consisting of two intervals was counted in different music corpora. Only subdivisions of metrical units were considered. A very large corpus of diverse kinds of music (western
Lappe, Claudia; Lappe, Markus; Pantev, Christo
Rhythm and melody are two basic characteristics of music. Performing musicians have to pay attention to both, and avoid errors in either aspect of their performance. To investigate the neural processes involved in detecting melodic and rhythmic errors from auditory input we tested musicians on both kinds of deviations in a mismatch negativity (MMN) design. We found that MMN responses to a rhythmic deviation occurred at shorter latencies than MMN responses to a melodic deviation. Beamformer source analysis showed that the melodic deviation activated superior temporal, inferior frontal and superior frontal areas whereas the activation pattern of the rhythmic deviation focused more strongly on inferior and superior parietal areas, in addition to superior temporal cortex. Activation in the supplementary motor area occurred for both types of deviations. We also recorded responses to similar pitch and tempo deviations in a simple, non-musical repetitive tone pattern. In this case, there was no latency difference between the MMNs and cortical activation was smaller and mostly limited to auditory cortex. The results suggest that prediction and error detection of musical stimuli in trained musicians involve a broad cortical network and that rhythmic and melodic errors are processed in partially different cortical streams. Copyright © 2015 Elsevier Inc. All rights reserved.
Boushel, Robert Christopher; Pott, F; Madsen, P
The rate of metabolism in forearm flexor muscles (MO2) was derived from near-infrared spectroscopy (NIRS-O2) during ischaemia at rest rhythmic handgrip at 15% and 30% of maximal voluntary contraction (MVC), post-exercise muscle ischaemia (PEMI), and recovery in seven subjects. The MO2 was compared...
Verheul, M.H.G.; Geuze, RH
Recently, it has been shown that rhythmic inter-limb coordination is disturbed in patients with Parkinson's disease (PD). The present study aims to investigate whether this coordination deficit is primarily the result of an impaired coupling, related to hypoactivation of the supplementary motor area
Weeke, Lauren C; van Ooijen, Inge M; Groenendaal, Floris; van Huffelen, Alexander C.; van Haastert, Ingrid C; van Stam, Carolien; Benders, Manon J; Toet, Mona C; Hellström-Westas, Lena; de Vries, Linda S
OBJECTIVE: Classify rhythmic EEG patterns in extremely preterm infants and relate these to brain injury and outcome. METHODS: Retrospective analysis of 77 infants born <28 weeks gestational age (GA) who had a 2-channel EEG during the first 72 h after birth. Patterns detected by the BrainZ seizure
De Guio, François; Jacobson, Sandra W; Molteno, Christopher D; Jacobson, Joseph L; Meintjes, Ernesta M
This study compared brain activation during unpaced rhythmic finger tapping in 12-year-old children with that of adults. Subjects pressed a button at a pace initially indicated by a metronome (12 consecutive tones), and then continued for 16 seconds of unpaced tapping to provide an assessment of their ability to maintain a steady rhythm. These analyses focused on the superior vermis of the cerebellum, which is known to play a key role in timing. Twelve adults and 12 children performed this rhythmic finger tapping task in a 3 T scanner. Whole-brain analyses were performed in Brain Voyager, with a random-effects analysis of variance using a general linear model. A dedicated cerebellar atlas was used to localize cerebellar activations. As in adults, unpaced rhythmic finger tapping in children demonstrated activations in the primary motor cortex, premotor cortex, and cerebellum. However, overall activation was different, in that adults demonstrated much more deactivation in response to the task, particularly in the occipital and frontal cortices. The other main differences involved the additional recruitment of motor and premotor areas in children compared with adults, and increased activity in the vermal region of the cerebellum. These findings suggest that the timing component of the unpaced rhythmic finger tapping task is less efficient and automatic in children, who need to recruit the superior vermis more intensively to maintain the rhythm, although they performed somewhat more poorly than adults. Copyright © 2012 Elsevier Inc. All rights reserved.
Wozniak, Jason Thomas
Debt shapes subjectivity by rhythmically training indebted subjects. Stated slightly differently, there exists a debt dressage that produces indebted subjectivity. One of the principle aims of this article is to introduce rhythm into the debt analysis debates. Building on Henri Lefebvre's book "Rhythmanalysis: Space, Time and Everyday…
Iverson, Jana M.; Hall, Amanda J.; Nickel, Lindsay; Wozniak, Robert H.
This study examined changes in rhythmic arm shaking and laterality biases in infants observed longitudinally at three points: just prior to, at, and just following reduplicated babble onset. Infants (ranging in age from 4 to 9 months at babble onset) were videotaped at home as they played with two visually identical audible and silent rattles…
Heuven, van V.J.J.P.
This thesis examines the phonetic nature of so-called double-stressed words in English (also called equal- stressed or even-stressed), and the susceptibility of these words to rhythmic adjustment (stress clash avoidance). An acoustic analysis of stress correlates was made of disyllabic words
Thomson, Jennifer M.; Leong, Victoria; Goswami, Usha
The purpose of this study was to compare the efficacy of two auditory processing interventions for developmental dyslexia, one based on rhythm and one based on phonetic training. Thirty-three children with dyslexia participated and were assigned to one of three groups (a) a novel rhythmic processing intervention designed to highlight auditory…
Full Text Available Language and music share many rhythmic properties, such as variations in intensity and duration leading to repeating patterns. Perception of rhythmic properties may rely on cognitive networks that are shared between the two domains. If so, then variability in speech rhythm perception may relate to individual differences in musicality. To examine this possibility, the present study focuses on rhythmic grouping, which is assumed to be guided by a domain-general principle, the Iambic/Trochaic law, stating that sounds alternating in intensity are grouped as strong-weak, and sounds alternating in duration are grouped as weak-strong. German listeners completed a grouping task: They heard streams of syllables alternating in intensity, duration, or neither, and had to indicate whether they perceived a strong-weak or weak-strong pattern. Moreover, their music perception abilities were measured, and they filled out a questionnaire reporting their productive musical experience. Results showed that better musical rhythm perception ability was associated with more consistent rhythmic grouping of speech, while melody perception ability and productive musical experience were not. This suggests shared cognitive procedures in the perception of rhythm in music and speech. Also, the results highlight the relevance of considering individual differences in musicality when aiming to explain variability in prosody perception.
Woerd, E.S. te; Oostenveld, R.; Bloem, B.R.; Lange, F.P. de; Praamstra, P.
The basal ganglia play an important role in beat perception and patients with Parkinson's disease (PD) are impaired in perception of beat-based rhythms. Rhythmic cues are nonetheless beneficial in gait rehabilitation, raising the question how rhythm improves movement in PD. We addressed this
Roncaglia-Denissen, M.P.; Schmidt-Kassow, M.; Heine, A.; Vuust, P.; Kotz, S.A.
As language rhythm relies partly on general acoustic properties, such as intensity and duration, mastering two languages with distinct rhythmic properties (i.e., stress position) may enhance musical rhythm perception. We investigated whether competence in a second language (L2) with different
Hidalgo, Céline; Falk, Simone; Schön, Daniele
This study investigates temporal adaptation in speech interaction in children with normal hearing and in children with cochlear implants (CIs) and/or hearing aids (HAs). We also address the question of whether musical rhythmic training can improve these skills in children with hearing loss (HL). Children named pictures presented on the screen in alternation with a virtual partner. Alternation rate (fast or slow) and the temporal predictability (match vs mismatch of stress occurrences) were manipulated. One group of children with normal hearing (NH) and one with HL were tested. The latter group was tested twice: once after 30 min of speech therapy and once after 30 min of musical rhythmic training. Both groups of children (NH and with HL) can adjust their speech production to the rate of alternation of the virtual partner. Moreover, while children with normal hearing benefit from the temporal regularity of stress occurrences, children with HL become sensitive to this manipulation only after rhythmic training. Rhythmic training may help children with HL to structure the temporal flow of their verbal interactions. Copyright © 2017 Elsevier B.V. All rights reserved.
Wargo, Jon M.
(Re)Entering data from a networked collaborative project exploring how sound operates as a mechanism for attuning towards cultural difference and community literacies, this article examines one primary grade classroom's participation to investigate the rhythmic rituals of 'emergent listening' in early childhood literacy. Thinking with sound…
Pollatou, Elisana; Karadimou, Konstantina; Gerodimos, Vasilios
Most of the preschool curricula involve integrated movement activities that combine music, rhythm and locomotor skills. The purpose of the current study was to examine whether there are any differences between boys and girls at the age of five concerning their musical aptitude, rhythmic ability and performance in gross motor skills. Ninety-five…
Full Text Available In recent years there has been an appreciation of the benefits that can be obtained by students working in groups or teams using computers (Eraut and Hoyles, 1988. But there is a difference in opinion as to how a partner enhances learning, and in particular how well adult learners do in the collaborative setting. In order to capitalize on the opportunities offered by new technologies, we need to understand more fully how the process of collaboration is effected by different communication technologies, and how the technologies themselves might be used to best advantage for the benefit of distance learners. However, another factor, apart from the technology itself, which is thought to influence computer-supported collaborative learning is in the gender distribution of the group. A number of classroom studies have shown gender differences when children work together with computers, and these have been reported from a number of subject-domains including science (Scanlon et al, 1993; Littleton et al, 1992. Since our own expertise is in the area of science learning, we selected a non-trivial physics task for the subjects to work with, and that is in the area of elastic collisions. Previous studies (Villani and Pacca, 1990; Whitelock et al, 1993 have shown that both adults and school-children have difficulty in predicting the subsequent motion of balls or ice pucks after they collide. Villani's study stresses that even postgraduate students tend to revert to their informal commonsense notions unless they are cued to use formal representations of these types of problem. These studies have demonstrated that the topic of elastic collisions is a complex yet fruitful one in which to engage students in group work.
Nguyen, Phuong H; DiGirolamo, Ann M; Gonzalez-Casanova, Ines; Young, Melissa; Kim, Nicole; Nguyen, Son; Martorell, Reynaldo; Ramakrishnan, Usha
Early childhood development plays a key role in a child's future health, educational success, and economic status. However, suboptimal early development remains a global challenge. This study examines the influences of quality of the home learning environment (HOME) and child stunting in the first year of life on child development. We used data collected from a randomized controlled trial of preconceptional micronutrient supplementation in Vietnam (n = 1,458). The Bayley Scales of Infant Development-III were used to assess cognition, language, and motor development domains at 2 years. At 1 year, 14% of children were stunted, and 15%, 58%, and 28% of children lived in poor, medium, and high HOME environments, respectively. In multivariate generalized linear regression models, living in a high HOME environment was significantly associated with higher scores (0.10 to 0.13 SD) in each of the developmental domains. Stunted children scored significantly lower for cognitive, language, and motor development (-0.11 to -0.18), compared to nonstunted children. The negative associations between stunting on development were modified by HOME; the associations were strong among children living in homes with a poor learning environment whereas they were nonsignificant for those living in high-quality learning environments. In conclusion, child stunting the first year of life was negatively associated with child development at 2 years among children in Vietnam, but a high-quality HOME appeared to attenuate these associations. Early interventions aimed at improving early child growth as well as providing a stimulating home environment are critical to ensure optimal child development. © 2017 John Wiley & Sons Ltd.
Bertin, Aline; Meurisse, Maryse; Arnould, Cécile; Leterrier, Christine; Constantin, Paul; Cornilleau, Fabien; Vaudin, Pascal; Burlot, Thierry; Delaveau, Joel; Rat, Christophe; Calandreau, Ludovic
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.
Hanson, Kami; Alexander, Susan
The role of reflection in the learning process is essential to drive a meaningful experience for the student. Educators have recognized this concept and continue to research the impact of reflection on learning. The purpose of this research project was to investigate the level of reflection that takes place when students use two different types of media for reflective journaling: hard copy vs. electronic. Journal data, both hard copy and electronic, were gathered from groups of university dental hygiene students. As part of regular course requirements, students were assigned to maintain a reflective journal regarding their clinical experiences. Written data were evaluated using a rubric and coding scheme to determine the levels of reflective thinking evidenced in student journals for both media. Researchers applied qualitative methods to analyze the textual content and/or discourse using a constant comparative, "counting and coding" approach. Results were analyzed and presented as comparisons of descriptive statistics between student group and with qualitative discourse. The evidence suggests that the electronic format of journaling influenced the students' ability to engage in reflective thinking and action, as well as develop higher levels of critical thinking skills.
Conclusion: Learning burnout in students is of a moderate level. We should help and guide students according to their profession, grade, learning characteristics, and whether they have existing attributional style problems; these interventions should help to reduce learning burnout.
Rodriguez Ruiz, Andres; Vlachy, Jan; Lee, Jong Woo; Gilmore, Emily J; Ayer, Turgay; Haider, Hiba Arif; Gaspard, Nicolas; Ehrenberg, J Andrew; Tolchin, Benjamin; Fantaneanu, Tadeu A; Fernandez, Andres; Hirsch, Lawrence J; LaRoche, Suzette
Periodic and rhythmic electroencephalographic patterns have been associated with risk of seizures in critically ill patients. However, specific features that confer higher seizure risk remain unclear. To analyze the association of distinct characteristics of periodic and rhythmic patterns with seizures. We reviewed electroencephalographic recordings from 4772 critically ill adults in 3 academic medical centers from February 2013 to September 2015 and performed a multivariate analysis to determine features associated with seizures. Continuous electroencephalography. Association of periodic and rhythmic patterns and specific characteristics, such as pattern frequency (hertz), Plus modifier, prevalence, and stimulation-induced patterns, and the risk for seizures. Of the 4772 patients included in our study, 2868 were men and 1904 were women. Lateralized periodic discharges (LPDs) had the highest association with seizures regardless of frequency and the association was greater when the Plus modifier was present (58%; odds ratio [OR], 2.00, P rhythmic delta activity (LRDA) were associated with seizures in a frequency-dependent manner (1.5-2 Hz: GPDs, 24%,OR, 2.31, P = .02; LRDA, 24%, OR, 1.79, P = .05; ≥ 2 Hz: GPDs, 32%, OR, 3.30, P rhythmic delta activity compared with no periodic or rhythmic pattern (13%, OR, 1.18, P = .26). Higher prevalence of LPDs and GPDs also conferred increased seizure risk (37% frequent vs 45% abundant/continuous, OR, 1.64, P = .03 for difference; 8% rare/occasional vs 15% frequent, OR, 2.71, P = .03, vs 23% abundant/continuous, OR, 1.95, P = .04). Patterns associated with stimulation did not show an additional risk for seizures from the underlying pattern risk (P > .10). In this study, LPDs, LRDA, and GPDs were associated with seizures while generalized rhythmic delta activity was not. Lateralized periodic discharges were associated with seizures at all frequencies with and without Plus modifier, but LRDA and GPDs were associated with
R. Abdulrahman; A. Eardley; A. Soliman
The proliferation in the development of mobile learning (m-learning) has played a vital role in the rapidly growing electronic learning market. This relatively new technology can help to encourage the development of in learning and to aid knowledge transfer a number of areas, by familiarizing students with innovative information and communications technologies (ICT). M-learning plays a substantial role in the deployment of learning methods for nursing students by using the Internet and portab...
Catharina Sjödahl Hammarlund
Full Text Available Purpose: Online courses have become common in health sciences education. This learning environment can be designed using different approaches to support student learning. To further develop online environment, it is important to understand how students perceive working and learning online. The aim of this study is to identify aspects influencing students’ learning processes and their adaptation to self-directed learning online. Methods: Thirty-four physiotherapy students with a mean age of 25 years (range, 21 to 34 years participated. Qualitative content analysis and triangulation was used when investigating the students’ self-reflections, written during a five week self-directed, problem-oriented online course. Results: Two categories emerged: ‘the influence of the structured framework’ and ‘communication and interaction with teachers and peers.’ The learning processes were influenced by external factors, e.g., a clear structure including a transparent alignment of assignments and assessment. Important challenges to over-come were primarily internal factors, e.g., low self-efficacy, difficulties to plan the work effectively and adapting to a new environment. Conclusion: The analyses reflected important perspectives targeting areas which enable further course development. The influences of external and internal factors on learning strategies and self-efficacy are important aspects to consider when designing online courses. Factors such as pedagogical design, clarity of purpose, goals, and guidelines were important as well as continuous opportunities for communication and collaboration. Further studies are needed to understand and scaffold the motivational factors among students with low self-efficacy.
Sorek, Michal; Schnytzer, Yisrael; Ben-Asher, Hiba Waldman; Caspi, Vered Chalifa; Chen, Chii-Shiarng; Miller, David J; Levy, Oren
All organisms employ biological clocks to anticipate physical changes in the environment; however, the integration of biological clocks in symbiotic systems has received limited attention. In corals, the interpretation of rhythmic behaviours is complicated by the daily oscillations in tissue oxygen tension resulting from the photosynthetic and respiratory activities of the associated algal endosymbiont Symbiodinium. In order to better understand the integration of biological clocks in cnidarian hosts of Symbiodinium, daily rhythms of behaviour and gene expression were studied in symbiotic and aposymbiotic morphs of the sea-anemone Aiptasia diaphana. The results showed that whereas circatidal (approx. 12-h) cycles of activity and gene expression predominated in aposymbiotic morphs, circadian (approx. 24-h) patterns were the more common in symbiotic morphs, where the expression of a significant number of genes shifted from a 12- to 24-h rhythm. The behavioural experiments on symbiotic A. diaphana displayed diel (24-h) rhythmicity in body and tentacle contraction under the light/dark cycles, whereas aposymbiotic morphs showed approximately 12-h (circatidal) rhythmicity. Reinfection experiments represent an important step in understanding the hierarchy of endogenous clocks in symbiotic associations, where the aposymbiotic Aiptasia morphs returned to a 24-h behavioural rhythm after repopulation with algae. Whilst some modification of host metabolism is to be expected, the extent to which the presence of the algae modified host endogenous behavioural and transcriptional rhythms implies that it is the symbionts that influence the pace. Our results clearly demonstrate the importance of the endosymbiotic algae in determining the timing and the duration of the extension and contraction of the body and tentacles and temporal gene expression.
Full Text Available The pedunculopontine tegmental nucleus (PPTN has been thought to be involved in the control of behavioral state. Projections to the entire thalamus and reciprocal connections with the basal ganglia nuclei suggest a potential role for the PPTN in the control of various rhythmic behaviors, including waking/sleeping and locomotion. Recently, rhythmic activity in the local field potentials was recorded from the PPTN of patients with Parkinson's disease who were treated with levodopa, suggesting that rhythmic firing is a feature of the functioning PPTN and might change with the behaving conditions even within waking. However, it remains unclear whether and how single PPTN neurons exhibit rhythmic firing patterns during various behaving conditions, including executing conditioned eye movement behaviors, seeking reward, or during resting. We previously recorded from PPTN neurons in healthy monkeys during visually guided saccade tasks and reported task-related changes in firing rate, and in this paper, we reanalyzed these data and focused on their firing patterns. A population of PPTN neurons demonstrated a regular firing pattern in that the coefficient of variation of interspike intervals was lower than what would be expected of theoretical random and irregular spike trains. Furthermore, a group of PPTN neurons exhibited a clear periodic single spike firing that changed with the context of the behavioral task. Many of these neurons exhibited a periodic firing pattern during highly active conditions, either the fixation condition during the saccade task or the free-viewing condition during the intertrial interval. We speculate that these task context-related changes in rhythmic firing of PPTN neurons might regulate the monkey's attentional and vigilance state to perform the task.
Panksepp, Jules B; Lahvis, Garet P
Laboratory rodents can adopt the pain or fear of nearby conspecifics. This phenotype conceptually lies within the domain of empathy, a bio-psycho-social process through which individuals come to share each other's emotion. Using a model of cue-conditioned fear, we show here that the expression of vicarious fear varies with respect to whether mice are raised socially or in solitude during adolescence. The impact of the adolescent housing environment was selective: (a) vicarious fear was more influenced than directly acquired fear, (b) "long-term" (24-h postconditioning) vicarious fear memories were stronger than "short-term" (15-min postconditioning) memories in socially reared mice whereas the opposite was true for isolate mice, and (c) females were more fearful than males. Housing differences during adolescence did not alter the general mobility of mice or their vocal response to receiving the unconditioned stimulus. Previous work with this mouse model underscored a genetic influence on vicarious fear learning, and the present study complements these findings by elucidating an interaction between the adolescent social environment and vicarious experience. Collectively, these findings are relevant to developing models of empathy amenable to mechanistic exploitation in the laboratory. (PsycINFO Database Record (c) 2016 APA, all rights reserved).
Erik S. te Woerd
Full Text Available The basal ganglia play an important role in beat perception and patients with Parkinson’s disease (PD are impaired in perception of beat-based rhythms. Rhythmic cues are nonetheless beneficial in gait rehabilitation, raising the question how rhythm improves movement in PD. We addressed this question with magnetoencephalography recordings during a choice response task with rhythmic and non-rhythmic modes of stimulus presentation. Analyses focused on (i entrainment of slow oscillations, (ii the depth of beta power modulation, and (iii whether a gain in modulation depth of beta power, due to rhythmicity, is of predictive or reactive nature. The results show weaker phase synchronisation of slow oscillations and a relative shift from predictive to reactive movement-related beta suppression in PD. Nonetheless, rhythmic stimulus presentation increased beta modulation depth to the same extent in patients and controls. Critically, this gain selectively increased the predictive and not reactive movement-related beta power suppression. Operation of a predictive mechanism, induced by rhythmic stimulation, was corroborated by a sensory gating effect in the sensorimotor cortex. The predictive mode of cue utilisation points to facilitation of basal ganglia-premotor interactions, contrasting with the popular view that rhythmic stimulation confers a special advantage in PD, based on recruitment of alternative pathways.
Haraldseid, Cecilie; Friberg, Febe; Aase, Karina
The mastery of clinical skills learning is required to become a trained nurse. Due to limited opportunities for clinical skills training in clinical practice, undergraduate training at clinical skills laboratories (CSLs) is an essential part of nursing education. In a sociocultural learning perspective learning is situated in an environment. Growing student cohorts, rapid introduction of technology-based teaching methods and a shift from a teaching- to a learning-centered education all influence the environment of the students. These changes also affect CSLs and therefore compel nursing faculties to adapt to the changing learning environment. This study aimed to explore students' perceptions of their learning environment in a clinical skills laboratory, and to increase the knowledge base for improving CSL learning conditions identifying the most important environmental factors according to the students. An exploratory qualitative methodology was used. Nineteen second-year students enrolled in an undergraduate nursing program in Norway participated in the study. They took the same clinical skills course. Eight were part-time students (group A) and 11 were full-time students (group B). Focus group interviews and content analysis were conducted to capture the students' perception of the CSL learning environment. The study documents students' experience of the physical (facilities, material equipment, learning tools, standard procedures), psychosocial (expectations, feedback, relations) and organizational (faculty resources, course structure) factors that affect the CSL learning environment. Creating an authentic environment, facilitating motivation, and providing resources for multiple methods and repetitions within clinical skills training are all important for improving CSL learning environments from the student perspective. Copyright © 2015 Elsevier Ltd. All rights reserved.
Agnew Cochran, Elizabeth; Fozard Weaver, Darlene
What does it mean to teach virtue, or to learn it? We consider this question through an institutional review board (IRB) supported research study attending to student learning experiences in undergraduate ethics courses at a Catholic university with an explicit commitment to social justice. This essay draws on and interprets qualitative data…