E-learning for Part-Time Medical Studies

Directory of Open Access Journals (Sweden)

Półjanowicz Wiesław

2016-12-01

Full Text Available Distance education undoubtedly has many advantages, such as individualization of the learning process, unified transmission of teaching materials, the opportunity to study at any place and any time, reduction of financial costs for commuting to classes or accommodation of participants, etc. Adequate working conditions on the e-learning portal must also be present, eg. well-prepared, substantive courses and good communication between the participants. Therefore, an important element in the process of conducting e-learning courses is to measure the increase of knowledge and satisfaction of participants with distance learning. It allows for fine-tuning the content of the course and for classes to be properly organized. This paper presents the results of teaching and assessment of satisfaction with e-learning courses in “Problems of multiculturalism in medicine”, “Selected issues of visual rehabilitation” and “Ophthalmology and Ophthalmic Nursing”, which were carried out experimentally at the Faculty of Health Sciences at the Medical University of Bialystok for nursing students for the 2010/2011 academic year. The study group consisted of 72 part-time students who learnt in e-learning mode and the control group of 87 students who learnt in the traditional way. The students’ opinions about the teaching process and final exam scores were analyzed based on a specially prepared survey questionnaire. Organization of e-learning classes was rated positively by 90% of students. The average result on the final exams for all distance learning subjects was at the level of 82%, while for classes taught in the traditional form it was 81%. Based on these results, we conclude that distance learning is as effective as learning according to the traditional form in medical education studies.

The Influence of Problem Based Learning Model toward Students’ Activities and Learning Outcomes on Financial Management Subject

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Han Tantri Hardini

2016-12-01

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.

Learning Time and Educational Effectiveness.

Science.gov (United States)

Anderson, Lorin W.

1980-01-01

To explore the relationship between time and school learning, this paper defines the three kinds of learning time identified by researchers--allocated time, time-on-task, and academic learning time--and relates them to curriculum development. The author cites evidence that time-on-task is related to student achievement and describes two…

Subject-Specific Sparse Dictionary Learning for Atlas-Based Brain MRI Segmentation.

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Roy, Snehashis; He, Qing; Sweeney, Elizabeth; Carass, Aaron; Reich, Daniel S; Prince, Jerry L; Pham, Dzung L

2015-09-01

Quantitative measurements from segmentations of human brain magnetic resonance (MR) images provide important biomarkers for normal aging and disease progression. In this paper, we propose a patch-based tissue classification method from MR images that uses a sparse dictionary learning approach and atlas priors. Training data for the method consists of an atlas MR image, prior information maps depicting where different tissues are expected to be located, and a hard segmentation. Unlike most atlas-based classification methods that require deformable registration of the atlas priors to the subject, only affine registration is required between the subject and training atlas. A subject-specific patch dictionary is created by learning relevant patches from the atlas. Then the subject patches are modeled as sparse combinations of learned atlas patches leading to tissue memberships at each voxel. The combination of prior information in an example-based framework enables us to distinguish tissues having similar intensities but different spatial locations. We demonstrate the efficacy of the approach on the application of whole-brain tissue segmentation in subjects with healthy anatomy and normal pressure hydrocephalus, as well as lesion segmentation in multiple sclerosis patients. For each application, quantitative comparisons are made against publicly available state-of-the art approaches.

The Professional Learning Experiences of Non-Mathematics Subject Specialist Teachers: A Descriptive Study

OpenAIRE

Ho Younghusband, Alice Christine

2017-01-01

Certified teachers in British Columbia (BC) schools can be assigned to teach secondary mathematics without having a major, minor, or formal background in mathematics. This is known as out-of-field teaching. These non-mathematics subject specialist teachers (NMSSTs) must learn or relearn the subject matter of mathematics to teach secondary mathematics. This study investigates what professional learning activities NMSSTs participate in to gain subject matter content knowledge in mathematics, wh...

Experiential Learning Model on Entrepreneurship Subject to Improve Students’ Soft Skills

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Lina Rifda Naufalin

2016-06-01

Full Text Available This research aims to improve students’ soft skills on entrepreneurship subject by using experiential learning model. It was expected that the learning model could upgrade students’ soft skills which were indicated by the higher confidence, result and job oriented, being courageous to take risks, leadership, originality, and future-oriented. It was a class action research using Kemmis and Mc Tagart’s design model. The research was conducted for two cycles. The subject of the study was economics education students in the year of 2015/2016.  Findings show that the experiential learning model could improve students’ soft skills. The research showed that there is increased at the dimension of confidence by 52.1%, result-oriented by 22.9%, being courageous to take risks by 10.4%, leadership by 12.5%, originality by 10.4%, and future-oriented by 18.8%. It could be concluded that the experiential learning model is effective model to improve students’ soft skills on entrepreneurship subject. Dimension of confidence has the highest rise. Students’ soft skills are shaped through the continuous stimulus when they get involved at the implementation.

Promoting autonomous learning in English through the implementation of Content and Language Integrated Learning (CLIL in science and maths subjects

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Andriani Putu Fika

2018-01-01

Full Text Available Autonomous learning is a concept in which the learner has the ability to take charge of their own learning. It becomes a notable aspect that should be perceived by students. The aim of this research is for finding out the strategies used by grade two teachers in Bali Kiddy Primary School to promote autonomous learning in English through the implementation of Content and Language Integrated Learning in science and maths subjects. This study was designed in the form of descriptive qualitative study. The data were collected through observation, interview, and document study. The result of the study shows that there are some strategies of promoting autonomous learning in English through the implementation of CLIL in Science and Maths subjects. Those strategies are table of content training, questioning & presenting, journal writing, choosing activities, and using online activity. Those strategies can be adopted or even adapted as the way to promote autonomous learning in English subject.

Student perceptions and learning outcomes of blended learning in a massive first-year core physiology for allied health subjects.

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Page, Janelle; Meehan-Andrews, Terri; Weerakkody, Nivan; Hughes, Diane L; Rathner, Joseph A

2017-03-01

Evidence shows that factors contributing to success in physiology education for allied health students at universities include not only their high school achievement and background but also factors such as confidence with their teachers and quality of their learning experience, justifying intensive and continued survey of students' perceptions of their learning experience. Here we report data covering a 3-yr period in a physiology subject that has been redesigned for blended and online presentation. Consistent with previous reports, we show that when we undertook a blended mode of delivery, students demonstrated better grades than traditional modes of teaching; however the absence of didactic teaching in this subject resulted in lower grades overall. Students have very strong positive attitudes to weekly quizzes (80% positive approval) but report ambivalent attitudes to online self-directed learning (61% negative perception), even though they had 2-h weekly facilitated workshops. Overwhelmingly, students who undertook the subject in a self-directed online learning mode requested more face-to-face-teaching (70% of comments). From these data, we suggest that there is a quantifiable benefit to didactic teaching in the blended teaching mode that is not reproduced in online self-directed learning, even when face-to-face guided inquiry-based learning is embedded in the subject. Copyright © 2017 the American Physiological Society.

Cluster analysis of activity-time series in motor learning

DEFF Research Database (Denmark)

Balslev, Daniela; Nielsen, Finn Å; Futiger, Sally A

2002-01-01

Neuroimaging studies of learning focus on brain areas where the activity changes as a function of time. To circumvent the difficult problem of model selection, we used a data-driven analytic tool, cluster analysis, which extracts representative temporal and spatial patterns from the voxel......-time series. The optimal number of clusters was chosen using a cross-validated likelihood method, which highlights the clustering pattern that generalizes best over the subjects. Data were acquired with PET at different time points during practice of a visuomotor task. The results from cluster analysis show...

A Study of Time Spent Working at Learning Centers. Technical Report #17.

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Omori, Sharon; And Others

This study examined the proportion of time children in the Kamehameha Early Education Program schools spend at actual school work in learning centers. Systematic time-sampled observations using multiple observers were conducted in December-January and again in March-April. The subjects, 12 children (6 kindergarteners and 6 first graders) were…

Active Learning: 101 Strategies To Teach Any Subject.

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Silberman, Mel

This book contains specific, practical strategies that can be used for almost any subject matters to promote active learning. It brings together in one source a comprehensive collection of instructional strategies, with ways to get students to be active from the beginning through activities that build teamwork and get students thinking about the…

Knowledge of results and learning to tell the time in an adult male with an intellectual disability: a single-subject research design.

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Applegate, Samantha L; Rice, Martin S; Stein, Franklin; Maitra, Kinsuk K

2008-01-01

The present study investigated whether knowledge of results, in the form of visual and audible feedback, would increase the accuracy of time-telling in an individual with an intellectual disability. A 19-year-old male with mild intellectual disability participated in this A1-B1-A2-B2 single-subject study design. The task involved correctly identifying the time given on a computer. Data, based on the Wilcoxon signed-rank test, showed that the participant demonstrated a greater number of correct responses during the intervention phases. Incorporating knowledge of results into a learning strategy for this individual with intellectual disability resulted in an increased ability to accurately identify the correct time on an analogue clock. There is a need to replicate the study design to increase the external validity and generalization of results. The strategies described in the present study may also be useful for occupational therapists who teach individuals with intellectual disability to gain skills in their everyday activities of daily living (ADLs). (c) 2007 John Wiley & Sons, Ltd.

Communication, timing, and common learning

Czech Academy of Sciences Publication Activity Database

Steiner, Jakub; Stewart, C.

2011-01-01

Roč. 146, č. 1 (2011), s. 230-247 ISSN 0022-0531 Institutional research plan: CEZ:AV0Z70850503 Keywords : common knowledge * learning * communication Subject RIV: AH - Economics Impact factor: 1.235, year: 2011

Learning about Learning: Action Learning in Times of Organisational Change

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Hill, Robyn

2009-01-01

This paper explores the conduct and outcomes of an action learning activity during a period of intense organisational change in a medium-sized vocational education and training organisation in Victoria, Australia. This organisation was the subject of significant change due to government-driven and statewide amalgamation, downsizing and sector…

Effect of Subjective Norms Mediation to Entrepreneurship Intention at Entrepreneurship Learning in School

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Achmad Mustofa

2018-04-01

Full Text Available This type of research is quantitative research with the help of Smart PLS 3.0 application. The population in this study are all students of marketing program of SMK Negeri Boyolali on entrepreneuship learning. Through the sampling formula Issac and Michael obtained as many as 175 student samples. Sampling technique used proportionate stratified random sampling. Technical analysis used is structural equation model analysis. Testing hypothesis with significant level 5% obtained by coefficient of beta (original sample at specific indirect effects equal to 0,105. It shows that entrepreneuship learning has positive predictive properties of entrepreneurship intention (EI through students' subjective norms. The value of t-count is 2,844, the value of t-table is 1.96 then t-count > t-table (2,844> 1,96. It shows that student EI is significantly influenced by entrepreneuship learning through students' subjective norms. While the value of coefficient of determination (r-square obtained coefficient of determination for subjective norms (SN variable shows that the amount of contribution, contribution given by entrepreneurship learning (EL variables 9.3% and the value of coefficient of determination for EI variable shows that the amount of contribution, contribution given by variable SN 37.8%. So this research is well used in the development of economic learning innovation, especially entrepreneurship subjects.

Mixing Languages during Learning? Testing the One Subject-One Language Rule.

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Eneko Antón

Full Text Available In bilingual communities, mixing languages is avoided in formal schooling: even if two languages are used on a daily basis for teaching, only one language is used to teach each given academic subject. This tenet known as the one subject-one language rule avoids mixing languages in formal schooling because it may hinder learning. The aim of this study was to test the scientific ground of this assumption by investigating the consequences of acquiring new concepts using a method in which two languages are mixed as compared to a purely monolingual method. Native balanced bilingual speakers of Basque and Spanish-adults (Experiment 1 and children (Experiment 2-learnt new concepts by associating two different features to novel objects. Half of the participants completed the learning process in a multilingual context (one feature was described in Basque and the other one in Spanish; while the other half completed the learning phase in a purely monolingual context (both features were described in Spanish. Different measures of learning were taken, as well as direct and indirect indicators of concept consolidation. We found no evidence in favor of the non-mixing method when comparing the results of two groups in either experiment, and thus failed to give scientific support for the educational premise of the one subject-one language rule.

Subjective Experiences of Space and Time: Self, Sensation, and Phenomenal Time

OpenAIRE

Ram Lakhan Pandey Vimal

2008-01-01

The investigation of subjective experiences (SEs) of space and time is at the core of consciousness research. The term ‘space’ includes the subject and objects. The SE of subject, I-ness, is defined as ‘Self’. The SEs of objects, subject’s external body, and subject’s internal states such as feelings, thoughts, and so on can be investigated using the proto-experience (PE)-SE framework. The SE of time is defined as ‘phenomenal time’ (...

Transferring and generalizing deep-learning-based neural encoding models across subjects.

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Wen, Haiguang; Shi, Junxing; Chen, Wei; Liu, Zhongming

2018-08-01

Recent studies have shown the value of using deep learning models for mapping and characterizing how the brain represents and organizes information for natural vision. However, modeling the relationship between deep learning models and the brain (or encoding models), requires measuring cortical responses to large and diverse sets of natural visual stimuli from single subjects. This requirement limits prior studies to few subjects, making it difficult to generalize findings across subjects or for a population. In this study, we developed new methods to transfer and generalize encoding models across subjects. To train encoding models specific to a target subject, the models trained for other subjects were used as the prior models and were refined efficiently using Bayesian inference with a limited amount of data from the target subject. To train encoding models for a population, the models were progressively trained and updated with incremental data from different subjects. For the proof of principle, we applied these methods to functional magnetic resonance imaging (fMRI) data from three subjects watching tens of hours of naturalistic videos, while a deep residual neural network driven by image recognition was used to model visual cortical processing. Results demonstrate that the methods developed herein provide an efficient and effective strategy to establish both subject-specific and population-wide predictive models of cortical representations of high-dimensional and hierarchical visual features. Copyright © 2018 Elsevier Inc. All rights reserved.

Establishing Time for Professional Learning

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Journal of Staff Development, 2013

2013-01-01

Time for collaborative learning is an essential resource for educators working to implement college- and career-ready standards. The pages in this article include tools from the workbook "Establishing Time for Professional Learning." The tools support a complete process to help educators effectively find and use time. The following…

EFFECTS OF COOPERATIVE LEARNING MODEL TYPE STAD JUST-IN TIME BASED ON THE RESULTS OF LEARNING TEACHING PHYSICS COURSE IN PHYSICS SCHOOL IN PHYSICS PROGRAM FACULTY UNIMED

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Teguh Febri Sudarma

2013-06-01

Full Text Available Research was aimed to determine: (1 Students’ learning outcomes that was taught with just in time teaching based STAD cooperative learning method and STAD cooperative learning method (2 Students’ outcomes on Physics subject that had high learning activity compared with low learning activity. The research sample was random by raffling four classes to get two classes. The first class taught with just in time teaching based STAD cooperative learning method, while the second class was taught with STAD cooperative learning method. The instrument used was conceptual understanding that had been validated with 7 essay questions. The average gain values of students learning results with just in time teaching based STAD cooperative learning method 0,47 higher than average gain values of students learning results with STAD cooperative learning method. The high learning activity and low learning activity gave different learning results. In this case the average gain values of students learning results with just in time teaching based STAD cooperative learning method 0,48 higher than average gain values of students learning results with STAD cooperative learning method. There was interaction between learning model and learning activity to the physics learning result test in students

Integrated approach to e-learning enhanced both subjective and objective knowledge of aEEG in a neonatal intensive care unit.

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Poon, W B; Tagamolila, V; Toh, Y P; Cheng, Z R

2015-03-01

Various meta-analyses have shown that e-learning is as effective as traditional methods of continuing professional education. However, there are some disadvantages to e-learning, such as possible technical problems, the need for greater self-discipline, cost involved in developing programmes and limited direct interaction. Currently, most strategies for teaching amplitude-integrated electroencephalography (aEEG) in neonatal intensive care units (NICUs) worldwide depend on traditional teaching methods. We implemented a programme that utilised an integrated approach to e-learning. The programme consisted of three sessions of supervised protected time e-learning in an NICU. The objective and subjective effectiveness of the approach was assessed through surveys administered to participants before and after the programme. A total of 37 NICU staff (32 nurses and 5 doctors) participated in the study. 93.1% of the participants appreciated the need to acquire knowledge of aEEG. We also saw a statistically significant improvement in the subjective knowledge score (p = 0.041) of the participants. The passing rates for identifying abnormal aEEG tracings (defined as ≥ 3 correct answers out of 5) also showed a statistically significant improvement (from 13.6% to 81.8%, p e-learning can help improve subjective and objective knowledge of aEEG.

Introducing e-learning/teaching in a physiology course for medical students: acceptance by students and subjective effect on learning.

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Felder, E; Fauler, M; Geiler, S

2013-12-01

Retrieval of information has substantially changed within the last two decades. Naturally, this has also affected learning/teaching techniques, and methods that are commonly referred to as "e-learning" have become an important part in modern education. Institutions have to decide if (and how) to implement this new form of teaching but face the problem that little subject-specific research has been published for different teaching modes and methods. The present study compares a course module of the physiology laboratory course for medical students in the preclinical phase before and after the introduction of computer-aided course instructions (CACI). Students were provided with an online questionnaire containing Likert items evaluating workspace redesign, acceptance of course instructions, incentive to actively participate in the course, and subjective gain of knowledge. CACI was clearly preferred over the previously used paper workbook. However, the questionnaire also revealed that the gain in knowledge, as subjectively perceived by the students, had not improved, which is in agreement with several studies that neglected a beneficial effect of e-learning on learning success. We conclude that the CACI meet today's student's expectations and that introducing this system seems justified from this perspective.

Quality of E-Learners’ Time and Learning Performance Beyond Quantitative Time-on-Task

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Margarida Romero

2011-06-01

Full Text Available AbstractAlong with the amount of time spent learning (or time-on-task, the quality of learning time has a real influence on learning performance. Quality of time in online learning depends on students’ time availability and their willingness to devote quality cognitive time to learning activities. However, the quantity and quality of the time spent by adult e-learners on learning activities can be reduced by professional, family, and social commitments. Considering that the main time pattern followed by most adult e-learners is a professional one, it may be beneficial for online education programs to offer a certain degree of flexibility in instructional time that might allow adult learners to adjust their learning times to their professional constraints. However, using the time left over once professional and family requirements have been fulfilled could lead to a reduction in quality time for learning. This paper starts by introducing the concept of quality of learning time from an online student-centred perspective. The impact of students’ time-related variables (working hours, time-on-task engagement, time flexibility, time of day, day of week is then analyzed according to individual and collaborative grades achieved during an online master’s degree program. The data show that both students’ time flexibility (r = .98 and especially their availability to learn in the morning are related to better grades in individual (r = .93 and collaborative activities (r = .46.

Timepiece: Extending and Enhancing Learning Time.

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Anderson, Lorin W., Ed.; Walberg, Herbert J., Ed.

This publication offers suggestions for making more productive use of time, a scarce and valued educational resource. The chapter authors, authorities on the use of educational time, write about how to extend and enhance learning time within and outside schools. In "Productive Use of Time," Herbert Walberg describes how learning time can be…

Comparison of haptic guidance and error amplification robotic trainings for the learning of a timing-based motor task by healthy seniors.

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Bouchard, Amy E; Corriveau, Hélène; Milot, Marie-Hélène

2015-01-01

With age, a decline in the temporal aspect of movement is observed such as a longer movement execution time and a decreased timing accuracy. Robotic training can represent an interesting approach to help improve movement timing among the elderly. Two types of robotic training-haptic guidance (HG; demonstrating the correct movement for a better movement planning and improved execution of movement) and error amplification (EA; exaggerating movement errors to have a more rapid and complete learning) have been positively used in young healthy subjects to boost timing accuracy. For healthy seniors, only HG training has been used so far where significant and positive timing gains have been obtained. The goal of the study was to evaluate and compare the impact of both HG and EA robotic trainings on the improvement of seniors' movement timing. Thirty-two healthy seniors (mean age 68 ± 4 years) learned to play a pinball-like game by triggering a one-degree-of-freedom hand robot at the proper time to make a flipper move and direct a falling ball toward a randomly positioned target. During HG and EA robotic trainings, the subjects' timing errors were decreased and increased, respectively, based on the subjects' timing errors in initiating a movement. Results showed that only HG training benefited learning, but the improvement did not generalize to untrained targets. Also, age had no influence on the efficacy of HG robotic training, meaning that the oldest subjects did not benefit more from HG training than the younger senior subjects. Using HG to teach the correct timing of movement seems to be a good strategy to improve motor learning for the elderly as for younger people. However, more studies are needed to assess the long-term impact of HG robotic training on improvement in movement timing.

The Influence of Teaching Methods and Learning Environment to the Student's Learning Achievement of Craft and Entrepreneurship Subjects at Vocational High School

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Munawaroh

2017-01-01

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…

Time factor in e-learning and assessment

OpenAIRE

Romero Velasco, Margarida

2010-01-01

Peer-reviewed Peer reviewed Time is probably one of the most polysemous words in education. In e-learning, characterization of the time factor is particularly relevant because of the high level of flexibility in the teaching and learning times, and the resulting responsibility of the e-learners in regulating their learning times.

Experiential learning model on entrepreneurship subject for improving students’ soft skills

Directory of Open Access Journals (Sweden)

Lina Rifda Naufalin

2017-01-01

Full Text Available The objective of the research was to improve students’ soft skills on entrepreneurship subject by using experiential learning model. It was expected that the learning model could upgrade students’ soft skills which were indicated by the higher confidence, result and job oriented, being courageous to take risks, leadership, originality, and future-oriented. It was a class action research using Kemmis and Mc Tagart’s design model. The research was conducted for two cycles. The subject of the study was economics education students in 2015/2016.  The result of the research showed that the experiential learning model could improve students’ soft skills. The research showed that there were increases at the dimension of confidence, (52.1%, result-oriented (22.9%, being courageous to take risks (10.4%, leadership (12.5%, originality (10.4%, and future-oriented (18.8%. It could be concluded that the experiential learning model was effective to improve students’ soft skills on entrepreneurship subject. It also showed that the dimension of confidence had the highest rise. Students’ soft skills were shaped through the continuous stimulus when they got involved at the implementation.Penelitian ini bertujuan untuk meningkatkan soft skills mahasiswa dalam mata kuliah kewirausahaan dengan menggunakan model experietial learning. Diharapkan dengan model pembelajaran ini terjadi peningkatan soft skills mahasiswa yang ditandai dengan peningkatan rasa percaya diri, berorientasi tugas dan hasil, berani mengambil resiko, kepemimpinan, keorisinilan, dan berorientasi masa depan. Penelitian ini menggunakan metode penelitian tindakan kelas dengan menggunakan model desain menurut Kemmis dan Mc Tagart. Penelitian ini dilakukan dalam dua siklus, yaitu siklus I dan siklus II. Penelitian ini dilaksanakan di kelas pendidikan ekonomi angkatan 2015/2016. Hasil penelitian ini menunjukkan bahwa penggunaan model experiential learning dapat meningkatkan soft skills

Subjective expansion of extended time-spans in experienced meditators

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Marc eWittmann

2015-01-01

Full Text Available Experienced meditators typically report that they experience time slowing down in meditation practise as well as in everyday life. Conceptually this phenomenon may be understood through functional states of mindfulness, i.e. by attention regulation, body awareness, emotion regulation, and enhanced memory. However, hardly any systematic empirical work exists regarding the experience of time in meditators. In the current cross-sectional study, we investigated whether 42 experienced mindfulness meditation practitioners (with on average 10 years of experience showed differences in the experience of time as compared to 42 controls without any meditation experience matched for age, sex and education. The perception of time was assessed with a battery of psychophysical tasks assessing the accuracy of prospective time judgments in duration discrimination, duration reproduction and time estimation in the milliseconds to minutes range as well with several psychometric instruments related to subjective time such as the Zimbardo Time Perspective Inventory, the Barrett Impulsivity Scale and the Freiburg Mindfulness Inventory. In addition, subjective time judgments on the current passage of time and retrospective time ranges were assessed. While subjective judgements of time were found to be significantly different between the two groups on several scales, no differences in duration estimates in the psychophysical tasks were detected. Regarding subjective time, mindfulness meditators experienced less time pressure, more time dilation, and a general slower passage of time. Moreover, they felt that the last week and the last month passed more slowly. Overall, although no intergroup differences in psychophysical tasks were detected, the reported findings demonstrate a close association between mindfulness meditation and the subjective feeling of the passage of time captured by psychometric instruments.

Hard Times for HRD, Lean Times for Learning?: Workplace Participatory Practices as Enablers of Learning

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Warhurst, Russell

2013-01-01

Purpose: This article aims to show how in times of austerity when formal HRD activity is curtailed and yet the need for learning is greatest, non-formal learning methods such as workplace involvement and participation initiated by line managers can compensate by enabling the required learning and change. Design/methodology/approach: A qualitative…

Learning of the subject: Methodology of investigation by means of a Site Web.

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Yolanda Margarita Carbonell Cabarga

2010-10-01

Full Text Available Results of an investigation are presented having as an objective: the design of a Web Site for the learning of Methodology of Investigation subject in Psychology Bachelor of the Municipal University of Sancti Spíritus. This study was carried out in students of psychology career who were facing first year. Methods of the theoretical and empiric level were applied as well as the Mathematical Statistic. In the diagnosis was possible to appreciate the ignorance regarding the use of the methodology in the therorical methodological design of an investigation, also the difficulties in the study of the subject and violations in the application of orientations from the professors at the time of doing the research papers, so an interactive Web Site was obtained and applied which allow the teaching of the subject. The site was validated by means of a quasi-experiment, the obtained information was processed with the use of the statistical inferentia, results were in general highly significant for the feasibility of the proposal.

Real-Time Subject-Independent Pattern Classification of Overt and Covert Movements from fNIRS Signals.

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Neethu Robinson

Full Text Available Recently, studies have reported the use of Near Infrared Spectroscopy (NIRS for developing Brain-Computer Interface (BCI by applying online pattern classification of brain states from subject-specific fNIRS signals. The purpose of the present study was to develop and test a real-time method for subject-specific and subject-independent classification of multi-channel fNIRS signals using support-vector machines (SVM, so as to determine its feasibility as an online neurofeedback system. Towards this goal, we used left versus right hand movement execution and movement imagery as study paradigms in a series of experiments. In the first two experiments, activations in the motor cortex during movement execution and movement imagery were used to develop subject-dependent models that obtained high classification accuracies thereby indicating the robustness of our classification method. In the third experiment, a generalized classifier-model was developed from the first two experimental data, which was then applied for subject-independent neurofeedback training. Application of this method in new participants showed mean classification accuracy of 63% for movement imagery tasks and 80% for movement execution tasks. These results, and their corresponding offline analysis reported in this study demonstrate that SVM based real-time subject-independent classification of fNIRS signals is feasible. This method has important applications in the field of hemodynamic BCIs, and neuro-rehabilitation where patients can be trained to learn spatio-temporal patterns of healthy brain activity.

Time Perspective and Emotion Regulation as Predictors of Age-Related Subjective Passage of Time.

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Wittmann, Marc; Rudolph, Tina; Linares Gutierrez, Damisela; Winkler, Isabell

2015-12-17

Hardly any empirical work exists concerning the relationship between the intra-individually stable time perspective relating to the past, present, and future and the subjective speed of time passing in everyday life. Moreover, studies consistently show that the subjective passage of time over the period of the last ten years speeds up as we get older. Modulating variables influencing this phenomenon are still unknown. To investigate these two unresolved issues, we conducted an online survey with n = 423 participants ranging in age between 17 and 81 assessing trait time perspective of the past, present, and future, and relating these subscales with a battery of measures pertaining to the subjective passage of time. Moreover, the subjective passage of time as an age-dependent variable was probed in relationship to emotion awareness, appraisal and regulation. Results show how present hedonism is linked with having fewer routines in life and a faster passage of the last week; the past negative perspective is related to time pressure, time expansion and more routine; a pronounced future perspective is related to a general faster passage of time. Importantly, increased emotion regulation and a balanced time perspective are related to a slower passage of the last ten years. These novel findings are discussed within models of time perception and the time perspective.

Multiple Intelligences, Motivations and Learning Experience Regarding Video-Assisted Subjects in a Rural University

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Hajhashemi, Karim; Caltabiano, Nerina; Anderson, Neil; Tabibzadeh, Seyed Asadollah

2018-01-01

This study investigates multiple intelligences in relation to online video experiences, age, gender, and mode of learning from a rural Australian university. The inter-relationships between learners' different intelligences and their motivations and learning experience with the supplementary online videos utilised in their subjects are…

What factors predict individual subjects' re-learning of words during anomia treatment?

Directory of Open Access Journals (Sweden)

William Hayward

2014-04-01

Full Text Available A growing number of studies are addressing methodological approaches to treating anomia in persons with aphasia. What is missing from these studies are validated procedures for determining which words have the greatest potential for recovery. The current study evaluates the usefulness of several word-specific variables and one subject-specific measure in predicting success in re-learning problematic words. Methods: Two participants, YPR and ODH, presented with fluent aphasia and marked anomia. YPR’s Aphasia Quotient on the Western Aphasia Battery was 58.8; ODH’s AQ was 79.5. Stimuli were 96 pictures chosen individually for each participant from among those that they named incorrectly on multiple baselines. Subsequently, participants were presented with each picture and asked to indicate whether they could name it covertly, or “in their head.” Each subject completed a biweekly anomia treatment for these pictures. We performed separate statistical analyses for each subject. Dependent variables included whether each word was learned during treatment (Acquisition and the number of sessions required to learn each word (#Sessions. We used logistic regression models to evaluate the association of (self-reported covert naming success with Acquisition, and linear regression models to assess the relationship between (self-reported covert naming success and #Sessions. Starting with the predictors of covert naming accuracy, number of syllables (#syllables, number of phonemes (#phonemes, and frequency, we used backwards elimination methods to select the final regression models. Results: By the end of 25 treatment sessions, YPR had learned 90.2% (37/41 of the covertly correct words but only 70.4% (38/54 of the covertly incorrect words. In the unadjusted analysis, covert naming was significantly associated with Acquisition, OR=3.89, 95% CI: (1.19, 12.74, p=0.025. The result remained significant after adjustment for #phonemes (the only other predictor

Radiologists' preferences for just-in-time learning.

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Kahn, Charles E; Ehlers, Kevin C; Wood, Beverly P

2006-09-01

Effective learning can occur at the point of care, when opportunities arise to acquire information and apply it to a clinical problem. To assess interest in point-of-care learning, we conducted a survey to explore radiologists' attitudes and preferences regarding the use of just-in-time learning (JITL) in radiology. Following Institutional Review Board approval, we invited 104 current radiology residents and 86 radiologists in practice to participate in a 12-item Internet-based survey to assess their attitudes toward just-in-time learning. Voluntary participation in the survey was solicited by e-mail; respondents completed the survey on a web-based form. Seventy-nine physicians completed the questionnaire, including 47 radiology residents and 32 radiologists in practice; the overall response rate was 42%. Respondents generally expressed a strong interest for JITL: 96% indicated a willingness to try such a system, and 38% indicated that they definitely would use a JITL system. They expressed a preference for learning interventions of 5-10 min in length. Current and recent radiology trainees have expressed a strong interest in just-in-time learning. The information from this survey should be useful in pursuing the design of learning interventions and systems for delivering just-in-time learning to radiologists.

Learning During Stressful Times

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Shors, Tracey J.

2012-01-01

Stressful life events can have profound effects on our cognitive and motor abilities, from those that could be construed as adaptive to those not so. In this review, I discuss the general notion that acute stressful experience necessarily impairs our abilities to learn and remember. The effects of stress on operant conditioning, that is, learned helplessness, as well as those on classical conditioning procedures are discussed in the context of performance and adaptation. Studies indicating sex differences in learning during stressful times are discussed, as are those attributing different responses to the existence of multiple memory systems and nonlinear relationships. The intent of this review is to highlight the apparent plasticity of the stress response, how it might have evolved to affect both performance and learning processes, and the potential problems with interpreting stress effects on learning as either good or bad. An appreciation for its plasticity may provide new avenues for investigating its underlying neuronal mechanisms. PMID:15054128

Time Perspective and Emotion Regulation as Predictors of Age-Related Subjective Passage of Time

Science.gov (United States)

Wittmann, Marc; Rudolph, Tina; Linares Gutierrez, Damisela; Winkler, Isabell

2015-01-01

Hardly any empirical work exists concerning the relationship between the intra-individually stable time perspective relating to the past, present, and future and the subjective speed of time passing in everyday life. Moreover, studies consistently show that the subjective passage of time over the period of the last ten years speeds up as we get older. Modulating variables influencing this phenomenon are still unknown. To investigate these two unresolved issues, we conducted an online survey with n = 423 participants ranging in age between 17 and 81 assessing trait time perspective of the past, present, and future, and relating these subscales with a battery of measures pertaining to the subjective passage of time. Moreover, the subjective passage of time as an age-dependent variable was probed in relationship to emotion awareness, appraisal and regulation. Results show how present hedonism is linked with having fewer routines in life and a faster passage of the last week; the past negative perspective is related to time pressure, time expansion and more routine; a pronounced future perspective is related to a general faster passage of time. Importantly, increased emotion regulation and a balanced time perspective are related to a slower passage of the last ten years. These novel findings are discussed within models of time perception and the time perspective. PMID:26694439

Time Perspective and Emotion Regulation as Predictors of Age-Related Subjective Passage of Time

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Marc Wittmann

2015-12-01

Full Text Available Hardly any empirical work exists concerning the relationship between the intra-individually stable time perspective relating to the past, present, and future and the subjective speed of time passing in everyday life. Moreover, studies consistently show that the subjective passage of time over the period of the last ten years speeds up as we get older. Modulating variables influencing this phenomenon are still unknown. To investigate these two unresolved issues, we conducted an online survey with n = 423 participants ranging in age between 17 and 81 assessing trait time perspective of the past, present, and future, and relating these subscales with a battery of measures pertaining to the subjective passage of time. Moreover, the subjective passage of time as an age-dependent variable was probed in relationship to emotion awareness, appraisal and regulation. Results show how present hedonism is linked with having fewer routines in life and a faster passage of the last week; the past negative perspective is related to time pressure, time expansion and more routine; a pronounced future perspective is related to a general faster passage of time. Importantly, increased emotion regulation and a balanced time perspective are related to a slower passage of the last ten years. These novel findings are discussed within models of time perception and the time perspective.

An algorithm for learning real-time automata

NARCIS (Netherlands)

Verwer, S.E.; De Weerdt, M.M.; Witteveen, C.

2007-01-01

We describe an algorithm for learning simple timed automata, known as real-time automata. The transitions of real-time automata can have a temporal constraint on the time of occurrence of the current symbol relative to the previous symbol. The learning algorithm is similar to the redblue fringe

As time goes by: Oxytocin influences the subjective perception of time in a social context.

Science.gov (United States)

Colonnello, Valentina; Domes, Gregor; Heinrichs, Markus

2016-06-01

Time perception depends on an event's emotional relevance to the beholder; a subjective time dilation effect is associated with self-relevant, emotionally salient stimuli. Previous studies have revealed that oxytocin modulates the salience of social stimuli and attention to social cues. However, whether the oxytocin system is involved in human subjective time perception is unknown. The aim of the present study was to investigate whether increased oxytocin levels would induce a time dilation effect for self-relevant, positive social cues. In a double-blind, placebo-controlled, between-subject design, heterosexual men were administered intranasal oxytocin or placebo. After about 50min, participants completed a time-bisection task in which they estimated lengths of exposure to happy female faces (self-relevant positive stimuli, based on sexual orientation), emotionally neutral and negative female faces (control), and happy, neutral, and negative male faces (control). Oxytocin induced a subjective time dilation effect for happy female faces and a time compression effect for happy male faces. Our results provide evidence that oxytocin influences time perception, a primary form of human subjectivity. Copyright © 2016 Elsevier Ltd. All rights reserved.

The Effectiveness of Problem Based Learning (PBL) on Intermediate Financial Accounting Subject

OpenAIRE

Nunuk Suryanti

2016-01-01

This research aims to know the effectiveness of Problem Based Learning (PBL) Model comparing to Drill Model on Intermediate Financial Accounting subject. The research was a quasi-experimental research. Population was four classes of Accounting Education students in the year of 2014/2015 at Faculty of Educational Science and Teaching of Riau Islamic University (UIR). Sample was taken by using purposive sampling. Then, it used Problem Based Learning (PBL) at experimental class and Drill Model a...

First year medical students' learning style preferences and their correlation with performance in different subjects within the medical course.

Science.gov (United States)

Hernández-Torrano, Daniel; Ali, Syed; Chan, Chee-Kai

2017-08-08

Students commencing their medical training arrive with different educational backgrounds and a diverse range of learning experiences. Consequently, students would have developed preferred approaches to acquiring and processing information or learning style preferences. Understanding first-year students' learning style preferences is important to success in learning. However, little is understood about how learning styles impact learning and performance across different subjects within the medical curriculum. Greater understanding of the relationship between students' learning style preferences and academic performance in specific medical subjects would be valuable. This cross-sectional study examined the learning style preferences of first-year medical students and how they differ across gender. This research also analyzed the effect of learning styles on academic performance across different subjects within a medical education program in a Central Asian university. A total of 52 students (57.7% females) from two batches of first-year medical school completed the Index of Learning Styles Questionnaire, which measures four dimensions of learning styles: sensing-intuitive; visual-verbal; active-reflective; sequential-global. First-year medical students reported preferences for visual (80.8%) and sequential (60.5%) learning styles, suggesting that these students preferred to learn through demonstrations and diagrams and in a linear and sequential way. Our results indicate that male medical students have higher preference for visual learning style over verbal, while females seemed to have a higher preference for sequential learning style over global. Significant associations were found between sensing-intuitive learning styles and performance in Genetics [β = -0.46, B = -0.44, p styles and performance in Genetics [β = 0.36, B = 0.43, p learning techniques. Instructors can also benefit by modifying and adapting more appropriate teaching approaches in these

The Effectiveness of Problem Based Learning (PBL on Intermediate Financial Accounting Subject

Directory of Open Access Journals (Sweden)

Nunuk Suryanti

2016-12-01

Full Text Available This research aims to know the effectiveness of Problem Based Learning (PBL Model comparing to Drill Model on Intermediate Financial Accounting subject. The research was a quasi-experimental research. Population was four classes of Accounting Education students in the year of 2014/2015 at Faculty of Educational Science and Teaching of Riau Islamic University (UIR. Sample was taken by using purposive sampling. Then, it used Problem Based Learning (PBL at experimental class and Drill Model at controlled class. Data was collected by using interview, observation, and tests (pre-test and post-test. Moreover, data were analyzed by using independent sample test. Findings show that there is no any difference of learning outcomes between students who taught by Problem Based Learning (PBL Model and Drill Model on Intermediate Financial Accounting.

The neural substrates of subjective time dilation

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Marc Wittmann

2010-02-01

Full Text Available An object moving towards an observer is subjectively perceived as longer in duration than the same object that is static or moving away. This 'time dilation effect' has been shown for a number of stimuli that differ from standard events along different feature dimensions (e.g. color, size, and dynamics. We performed an event-related functional magnetic resonance imaging (fMRI, while subjects viewed a stream of five visual events, all of which were static and of identical duration except the fourth one, which was a deviant target consisting of either a looming or a receding disc. The duration of the target was systematically varied and participants judged whether the target was shorter or longer than all other events. A time dilation effect was observed only for looming targets. Relative to the static standards, the looming as well as the receding targets induced increased activation of the anterior insula and anterior cingulate cortices (the “core control network”. The decisive contrast between looming and receding targets representing the time dilation effect showed strong asymmetric activation and, specifically, activation of cortical midline structures (the “default network”. These results provide the first evidence that the illusion of temporal dilation is due to activation of areas that are important for cognitive control and subjective awareness. The involvement of midline structures in the temporal dilation illusion is interpreted as evidence that time perception is related to self-referential processing.

E-Learning, Time and Unconscious Thinking

Science.gov (United States)

Mathew, David

2014-01-01

This article views the temporal dimensions of e-learning through a psychoanalytic lens, and asks the reader to consider links between online learning and psychoanalysis. It argues that time and its associated philosophical puzzles impinge on both psychoanalytic theory and on e-learning at two specific points. The first is in the distinction…

Pen-Enabled, Real-Time Student Engagement for Teaching in STEM Subjects

Science.gov (United States)

Urban, Sylvia

2017-01-01

The introduction of pen-enabling devices has been demonstrated to increase a student's ability to solve problems, communicate, and learn during note taking. For the science, technology, engineering, and mathematics subjects that are considered to be symbolic in nature, pen interfaces are better suited for visual-spatial content and also provide a…

Improved children's motor learning of the basketball free shooting pattern by associating subjective error estimation and extrinsic feedback.

Science.gov (United States)

Silva, Leandro de Carvalho da; Pereira-Monfredini, Carla Ferro; Teixeira, Luis Augusto

2017-09-01

This study aimed at assessing the interaction between subjective error estimation and frequency of extrinsic feedback in the learning of the basketball free shooting pattern by children. 10- to 12-year olds were assigned to 1 of 4 groups combining subjective error estimation and relative frequency of extrinsic feedback (33% × 100%). Analysis of performance was based on quality of movement pattern. Analysis showed superior learning of the group combining error estimation and 100% feedback frequency, both groups receiving feedback on 33% of trials achieved intermediate results, and the group combining no requirement of error estimation and 100% feedback frequency had the poorest learning. Our results show the benefit of subjective error estimation in association with high frequency of extrinsic feedback in children's motor learning of a sport motor pattern.

DISTANCE LEARNING AS A PERSPECTIVE FORM IN DEVELOPMENT OF SUBJECT-REFERENCE PROFESSIONAL COMPETENCE OF TEACHERS

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Kateryna R. Kovalska

2010-08-01

Full Text Available In the article the state and the level of studying of methodological and theoretical bases of distance learning were analyzed and researched; the methodological bases were formed, a list of characteristics was revealed, relevant only to distance learning; a list of advantages and disadvantages of distance learning using for the development of subject-reference competence of information technology teachers was revealed.

Overcoming Learning Time And Space Constraints Through Technological Tool

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Nafiseh Zarei

2015-08-01

Full Text Available Today the use of technological tools has become an evolution in language learning and language acquisition. Many instructors and lecturers believe that integrating Web-based learning tools into language courses allows pupils to become active learners during learning process. This study investigate how the Learning Management Blog (LMB overcomes the learning time and space constraints that contribute to students’ language learning and language acquisition processes. The participants were 30 ESL students at National University of Malaysia. A qualitative approach comprising an open-ended questionnaire and a semi-structured interview was used to collect data. The results of the study revealed that the students’ language learning and acquisition processes were enhanced. The students did not face any learning time and space limitations while being engaged in the learning process via the LMB. They learned and acquired knowledge using the language learning materials and forum at anytime and anywhere. Keywords: learning time, learning space, learning management blog

Improving Students' Transfer of Learning among Subject Areas through the Use of an Integrated Curriculum and Alternative Assessment.

Science.gov (United States)

Boidy, Tish; Moran, Michelle

An intervention program sought to improve third- and fifth- grade students' ability to transfer learning among subject areas and to apply their learning to everyday occurrences. Surveys and interviews revealed the lack of student transference of knowledge among subject areas; teacher surveys and an interview with the curriculum director provided…

The neural substrates of subjective time dilation

OpenAIRE

Marc Wittmann; Marc Wittmann; Marc Wittmann; Virginie Van Wassenhove; Bud Craig; Martin P Paulus; Martin P Paulus

2010-01-01

An object moving towards an observer is subjectively perceived as longer in duration than the same object that is static or moving away. This 'time dilation effect' has been shown for a number of stimuli that differ from standard events along different feature dimensions (e.g. color, size, and dynamics). We performed an event-related functional magnetic resonance imaging (fMRI), while subjects viewed a stream of five visual events, all of which were static and of identical duration except the...

The Neural Substrates of Subjective Time Dilation

OpenAIRE

Wittmann, Marc; van Wassenhove, Virginie; Craig, A. D. (Bud); Paulus, Martin P.

2010-01-01

An object moving towards an observer is subjectively perceived as longer in duration than the same object that is static or moving away. This ”time dilation effect” has been shown for a number of stimuli that differ from standard events along different feature dimensions (e.g. color, size, and dynamics). We performed an event-related functional magnetic resonance imaging (fMRI) study, while subjects viewed a stream of five visual events, all of which were static and of identical duration exce...

Time will tell: The role of mobile learning analytics in self-regulated learning

NARCIS (Netherlands)

Tabuenca, Bernardo; Kalz, Marco; Drachsler, Hendrik; Specht, Marcus

2015-01-01

This longitudinal study explores the effects of tracking and monitoring time devoted to learn with a mobile tool, on self-regulated learning. Graduate students (n = 36) from three different online courses used their own mobile devices to track how much time they devoted to learn over a period of

Learning of temporal motor patterns: An analysis of continuous vs. reset timing

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Rodrigo eLaje

2011-10-01

Full Text Available Our ability to generate well-timed sequences of movements is critical to an array of behaviors, including the ability to play a musical instrument or a video game. Here we address two questions relating to timing with the goal of better understanding the neural mechanisms underlying temporal processing. First, how does accuracy and variance change over the course of learning of complex spatiotemporal patterns? Second, is the timing of sequential responses most consistent with starting and stopping an internal timer at each interval or with continuous timing?To address these questions we used a psychophysical task in which subjects learned to reproduce a sequence of finger taps in the correct order and at the correct times—much like playing a melody at the piano. This task allowed us to calculate the variance of the responses at different time points using data from the same trials. Our results show that while standard Weber’s law is clearly violated, variance does increase as a function of time squared, as expected according to the generalized form of Weber’s law—which separates the source of variance into time-dependent and time-independent components. Over the course of learning, both the time-independent variance and the coefficient of the time-dependent term decrease. Our analyses also suggest that timing of sequential events does not rely on the resetting of an internal timer at each event.We describe and interpret our results in the context of computer simulations that capture some of our psychophysical findings. Specifically, we show that continuous timing, as opposed to reset timing, is expected from population clock models in which timing emerges from the internal dynamics of recurrent neural networks.

Learned helplessness in the rat: effect of response topography in a within-subject design.

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dos Santos, Cristiano Valerio; Gehm, Tauane; Hunziker, Maria Helena Leite

2011-02-01

Three experiments investigated learned helplessness in rats manipulating response topography within-subject and different intervals between treatment and tests among groups. In Experiment 1, rats previously exposed to inescapable shocks were tested under an escape contingency where either jumping or nose poking was required to terminate shocks; tests were run either 1, 14 or 28 days after treatment. Most rats failed to jump, as expected, but learned to nose poke, regardless of the interval between treatment and tests and order of testing. The same results were observed in male and female rats from a different laboratory (Experiment 2) and despite increased exposure to the escape contingencies using a within-subject design (Experiment 3). Furthermore, no evidence of helplessness reversal was observed, since animals failed to jump even after having learned to nose-poke in a previous test session. These results are not consistent with a learned helplessness hypothesis, which claims that shock (un)controllability is the key variable responsible for the effect. They are nonetheless consistent with the view that inescapable shocks enhance control by irrelevant features of the relationship between the environment and behavior. Copyright © 2010 Elsevier B.V. All rights reserved.

Psychological and neural mechanisms of subjective time dilation

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Virginie evan Wassenhove

2011-04-01

Full Text Available For a given physical duration, certain events can be experienced as subjectively longer in duration than others. Try this for yourself: take a quick glance at the second hand of a clock. Immediately, the tick will pause momentarily and appear to be longer than the subsequent ticks. Yet, they all last exactly one second. By and large, a deviant or an unexpected stimulus in a series of similar events (same duration, same features can elicit a relative overestimation of subjective time (or "time dilation" but, as is shown here, this is not always the case. We conducted an event-related functional magnetic neuroimaging (fMRI study on the time dilation effect. Participants were presented with a series of five visual discs, all static and of equal duration (standards except for the fourth one, a looming or a receding target. The duration of the target was systematically varied and participants judged whether it was shorter or longer than all other standards in the sequence. Subjective time dilation was observed for the looming stimulus but not for the receding one, which was estimated to be of equal duration to the standards. The neural activation for targets (looming and receding contrasted with the standards revealed an increased activation of the anterior insula and of the anterior cingulate cortex. Contrasting the looming with the receding targets (i.e. capturing the time dilation effect proper revealed a specific activation of cortical midline structures. The implication of midline structures in the time dilation illusion is here interpreted in the context of self-referential processes.

Learning, awareness, and instruction: subjective contingency awareness does matter in the colour-word contingency learning paradigm.

Science.gov (United States)

Schmidt, James R; De Houwer, Jan

2012-12-01

In three experiments, each of a set colour-unrelated distracting words was presented most often in a particular target print colour (e.g., "month" most often in red). In Experiment 1, half of the participants were told the word-colour contingencies in advance (instructed) and half were not (control). The instructed group showed a larger learning effect. This instruction effect was fully explained by increases in subjective awareness with instruction. In Experiment 2, contingency instructions were again given, but no contingencies were actually present. Although many participants claimed to be aware of these (non-existent) contingencies, they did not produce an instructed contingency effect. In Experiment 3, half of the participants were given contingency instructions that did not correspond to the correct contingencies. Participants with these false instructions learned the actual contingencies worse than controls. Collectively, our results suggest that conscious contingency knowledge might play a moderating role in the strength of implicit learning. Copyright © 2012 Elsevier Inc. All rights reserved.

Learning a common dictionary for subject-transfer decoding with resting calibration.

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Morioka, Hiroshi; Kanemura, Atsunori; Hirayama, Jun-ichiro; Shikauchi, Manabu; Ogawa, Takeshi; Ikeda, Shigeyuki; Kawanabe, Motoaki; Ishii, Shin

2015-05-01

Brain signals measured over a series of experiments have inherent variability because of different physical and mental conditions among multiple subjects and sessions. Such variability complicates the analysis of data from multiple subjects and sessions in a consistent way, and degrades the performance of subject-transfer decoding in a brain-machine interface (BMI). To accommodate the variability in brain signals, we propose 1) a method for extracting spatial bases (or a dictionary) shared by multiple subjects, by employing a signal-processing technique of dictionary learning modified to compensate for variations between subjects and sessions, and 2) an approach to subject-transfer decoding that uses the resting-state activity of a previously unseen target subject as calibration data for compensating for variations, eliminating the need for a standard calibration based on task sessions. Applying our methodology to a dataset of electroencephalography (EEG) recordings during a selective visual-spatial attention task from multiple subjects and sessions, where the variability compensation was essential for reducing the redundancy of the dictionary, we found that the extracted common brain activities were reasonable in the light of neuroscience knowledge. The applicability to subject-transfer decoding was confirmed by improved performance over existing decoding methods. These results suggest that analyzing multisubject brain activities on common bases by the proposed method enables information sharing across subjects with low-burden resting calibration, and is effective for practical use of BMI in variable environments. Copyright © 2015 Elsevier Inc. All rights reserved.

Active learning reduces annotation time for clinical concept extraction.

Science.gov (United States)

Kholghi, Mahnoosh; Sitbon, Laurianne; Zuccon, Guido; Nguyen, Anthony

2017-10-01

To investigate: (1) the annotation time savings by various active learning query strategies compared to supervised learning and a random sampling baseline, and (2) the benefits of active learning-assisted pre-annotations in accelerating the manual annotation process compared to de novo annotation. There are 73 and 120 discharge summary reports provided by Beth Israel institute in the train and test sets of the concept extraction task in the i2b2/VA 2010 challenge, respectively. The 73 reports were used in user study experiments for manual annotation. First, all sequences within the 73 reports were manually annotated from scratch. Next, active learning models were built to generate pre-annotations for the sequences selected by a query strategy. The annotation/reviewing time per sequence was recorded. The 120 test reports were used to measure the effectiveness of the active learning models. When annotating from scratch, active learning reduced the annotation time up to 35% and 28% compared to a fully supervised approach and a random sampling baseline, respectively. Reviewing active learning-assisted pre-annotations resulted in 20% further reduction of the annotation time when compared to de novo annotation. The number of concepts that require manual annotation is a good indicator of the annotation time for various active learning approaches as demonstrated by high correlation between time rate and concept annotation rate. Active learning has a key role in reducing the time required to manually annotate domain concepts from clinical free text, either when annotating from scratch or reviewing active learning-assisted pre-annotations. Copyright © 2017 Elsevier B.V. All rights reserved.

Study on the effect of smart learning applied at a radiationtherapy subject on self directed learning, self learning efficacy, learning satisfaction of college students

Energy Technology Data Exchange (ETDEWEB)

Shin, Jae Goo; Park, Soo Jin [Daegu Health College, Daegu (Korea, Republic of); Kim, Yon Min [Dept. of Radiotechnology, Wonkwang Health Science University, Iksan (Korea, Republic of)

2016-12-15

The purpose of this was to study and analyze smart learning the self directed learning, self efficacy, learning satisfaction about department of radiology in a college. For this study total students 102 in 3 classes were surveyed at the end of semester. The research data was analyzed using SPSS also self directed learning ,self learning efficacy, learning satisfaction analyzed t-test, ANOVA and Pearson's correlation coefficient results were followings. First, Men is more higher than women in a self learning efficacy, self directed learning, learning satisfaction. Second, in a learning satisfaction smart learning ever heard in a first time group more satisfaction. Third, during the smart learning classes a students appeared a positive response. As a results, learning satisfaction will increase a learning when learners need a ability of self control planning and learning motivation by themselves in voluntarily and actively. Suggest to change a paradigm in a radiology classes so we have to improve a teaching skills this solution recommend is two way communication. In conclusion, smart learning applied for classes of college is meaningful as a new teaching, which can be change gradually learning satisfaction by teaching methods.

Study on the effect of smart learning applied at a radiationtherapy subject on self directed learning, self learning efficacy, learning satisfaction of college students

International Nuclear Information System (INIS)

Shin, Jae Goo; Park, Soo Jin; Kim, Yon Min

2016-01-01

The purpose of this was to study and analyze smart learning the self directed learning, self efficacy, learning satisfaction about department of radiology in a college. For this study total students 102 in 3 classes were surveyed at the end of semester. The research data was analyzed using SPSS also self directed learning ,self learning efficacy, learning satisfaction analyzed t-test, ANOVA and Pearson's correlation coefficient results were followings. First, Men is more higher than women in a self learning efficacy, self directed learning, learning satisfaction. Second, in a learning satisfaction smart learning ever heard in a first time group more satisfaction. Third, during the smart learning classes a students appeared a positive response. As a results, learning satisfaction will increase a learning when learners need a ability of self control planning and learning motivation by themselves in voluntarily and actively. Suggest to change a paradigm in a radiology classes so we have to improve a teaching skills this solution recommend is two way communication. In conclusion, smart learning applied for classes of college is meaningful as a new teaching, which can be change gradually learning satisfaction by teaching methods

DEVELOPING OF ELECTRONIC TEACHING MATERIAL BASED ON MOBILE LEARNING IN THE WAVE SUBJECTS

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D. H. Rif’ati

2015-07-01

Full Text Available In the advanced and modern era, technological sophistication led to learning which initially runs, in which teachers and students meet each other and communicate in the classroom, can be implemented through of information technology. Along with the development of information, where books and teachers who initially as a primary source of learning, are now beginning to experience growth from the internet. Mobile learning defined as mobile devices that are used in the learning process. The wave course is one of subject that must be taken by students of physics education in the third semester. This course emphasizes the concepts of wave were reviewed mathematically and the phenomenon that occurs in everyday life. Mobile learning developed in this study in the form of electronic teaching materials on subjects of waves. The aim of this study was to develop electronic teaching material in the form of mobile learning. The sample of this study is 80 students in the third semester students who are taking waves courses. The results show that mobile learning that has been developed has score 3.8 and included valid criteria. Pada era yang serba maju dan modern, kecanggihan teknologi menyebabkan pembelajaran yang awalnya berjalan satu arah, dimana guru dan siswa saling bertemu dan berkomunikasi di dalam kelas, dapat dilaksanakan melalui bantuan teknologi.informasi. Seiring dengan perkembangan informasi, buku dan guru yang awalnya sebagai sumber belajar utama, saat ini sudah mulai mengalami perkembangan dimana sumber belajar yang berasal dari internet sudah mulai sering dimanfaatkan dalam proses pembelajaran. Mobile larning didefinisikan sebagai perangkat mobile yang dipergunakan dalam proses belajar mengajar. Mata kuliah gelombang sendiri merupakan salah satu mata kuliah yang wajib ditempuh oleh mahasiswa program studi pendidikan fisika semester 3. Mata kuliah ini menekankan pada konsep gelombang yang ditinjau secara matematis dan fenomenanya yang terjadi

COMMUNITTY HEALTH II – SUBJECT THAT PROMOTES THE LEARNING- SERVING-COMUNITTY INTERACTION AIMING THE PROMOTION OF HEALTH, CARE AND COMFORT

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Onã Silva

2013-09-01

Full Text Available Introduction: In the context of the teaching and learning process, the communication between the fields of study and their subjects is important, once such integration reflects on the formation and the learning-serving-community triad. This pedagogical basis figures in the syllabi of the subjects Community Health II and its Training Course, offered by the Nursing Program. Objective: Reporting the teaching and learning process for the academic subject Community Health II, as being an inclusive part of learning-serving-community triad, with regards of developing care for the health of individuals, family and community, according to the reports of the experiences of this author during the training course. Methodological Description: It was reported the events dealing with the data experienced by the author over the second term of 2012. The following places were used in that report. In the academic environment and in the training course which took place in one of the administrative regions of Distrito Federal. The pedagogical theoretical basis was made on Paulo Freire. Data were collected from the studied subjects, legislation, theoretical and practical meetings, communication materials on the virtual environment among other sources. Results and discussion: this experience revealed that the subject CH-II presents an interdisciplinary, multiprofessional and inclusive view of learning-serving-community triad. The participants mediated by the problematization contributed for the construction of theoretical and practical knowledge using reflections, debates, and discussions according to the Pedagogy of Autonomy. The teaching and learning methods permitted the development of independence, competencies and abilities contained in the political project. Conclusion: The training course experienced in the environment of CH-II was an unique experience, generating benefits to all the people involved in the process, besides the resignification of their practices

NASA’s Universe of Learning: Engaging Subject Matter Experts to Support Museum Alliance Science Briefings

Science.gov (United States)

Marcucci, Emma; Slivinski, Carolyn; Lawton, Brandon L.; Smith, Denise A.; Squires, Gordon K.; Biferno, Anya A.; Lestition, Kathleen; Cominsky, Lynn R.; Lee, Janice C.; Rivera, Thalia; Walker, Allyson; Spisak, Marilyn

2018-06-01

NASA's Universe of Learning creates and delivers science-driven, audience-driven resources and experiences designed to engage and immerse learners of all ages and backgrounds in exploring the universe for themselves. The project is a unique partnership between the Space Telescope Science Institute, Caltech/IPAC, Jet Propulsion Laboratory, Smithsonian Astrophysical Observatory, and Sonoma State University and is part of the NASA SMD Science Activation Collective. The NASA’s Universe of Learning projects pull on the expertise of subject matter experts (scientist and engineers) from across the broad range of NASA Astrophysics themes and missions. One such project, which draws strongly on the expertise of the community, is the NASA’s Universe of Learning Science Briefings, which is done in collaboration with the NASA Museum Alliance. This collaboration presents a monthly hour-long discussion on relevant NASA astrophysics topics or events to an audience composed largely of informal educators from informal learning environments. These professional learning opportunities use experts and resources within the astronomical community to support increased interest and engagement of the informal learning community in NASA Astrophysics-related concepts and events. Briefings are designed to create a foundation for this audience using (1) broad science themes, (2) special events, or (3) breaking science news. The NASA’s Universe of Learning team engages subject matter experts to be speakers and present their science at these briefings to provide a direct connection to NASA Astrophysics science and provide the audience an opportunity to interact directly with scientists and engineers involved in NASA missions. To maximize the usefulness of the Museum Alliance Science Briefings, each briefing highlights resources related to the science theme to support informal educators in incorporating science content into their venues and/or interactions with the public. During this

Peer-Assisted Learning Programme: Supporting Students in High-Risk Subjects at the Mechanical Engineering Department at Walter Sisulu University

Directory of Open Access Journals (Sweden)

Makala Qonda

2017-12-01

Full Text Available The majority of the students who enroll at the Walter Sisulu University (WSU in South Africa are not equipped with the necessary academic/learning skills to cope with the university environment, especially in Mechanical Engineering. The Department of Higher Education and Training (2013, p. 17, further states that “students’ support is crucial to ensure that students adapt to the demands of college life and that they can meet the demands of college programmes”. Particularly in South Africa, the school environment might also contribute to poor student performance as a result of insufficient student support, and a lack of facilities and resources. In order to address this gap, a Peer-Assisted Learning (PAL programme was implemented to provide support targeting high-risk subjects for at-risk students in Mechanical Engineering at WSU. The programme therefore is pro-active and student-driven in that senior students assist junior students with their academic work and learning processes. The programme is designed to encourage collaborative and cooperative learning approaches during group sessions and active student engagement to support student learning (Laal & Laal, 2012. The programme requires substantial resources and time commitments. It is important from an operational, learning, and student perspective to understand in what ways the PAL programme assists students (if at all. Eliciting the experiences of students also helps the department to design interventions from a student-centred perspective using the lens of learning theories.  This qualitative case study explores the student experience of the Peer-Assisted Learning (PAL programme. Open-ended questionnaires/survey from 20 first-year students elicited their perceptions and experiences of the PAL programme. Responses were analysed thematically. Findings indicated that the students had useful insights that may contribute to revising the programme. Aspects mentioned were improved study

Subject Specialist Mentors in the Lifelong Learning Sector: The Subject Specialist Mentor Model; is it working? A case study approach

Directory of Open Access Journals (Sweden)

Bailey, Wayne

2011-01-01

Full Text Available This short article explores whether using a mentoring model supports our Subject Specialist Mentors (SSMs with their role of mentoring trainees on Initial Teacher Training (ITT courses. Although there are many mentoring models to choose from, our model is based around mentoring within the Lifelong Learning Sector (LLS where trainees need support for their subject specialism as well as their generic teaching skills. The main focus is the use of coaching and mentoring skills taking into consideration guiding, supporting and challenging the trainee during the lifetime of the mentor/trainee relationship. The SSMs found that using our model as a tool helped to structure meetings and to ensure that the trainee had the necessary support to enable them to become proficient, competent subject specialist teachers. In conclusion, it was found that there is a need for the use of a model or a framework to help the Subject Specialist Mentor (SSM with such an important role.

Statistical Learning and Adaptive Decision-Making Underlie Human Response Time Variability in Inhibitory Control

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Ning eMa

2015-08-01

Full Text Available Response time (RT is an oft-reported behavioral measure in psychological and neurocognitive experiments, but the high level of observed trial-to-trial variability in this measure has often limited its usefulness. Here, we combine computational modeling and psychophysics to examine the hypothesis that fluctuations in this noisy measure reflect dynamic computations in human statistical learning and corresponding cognitive adjustments. We present data from the stop-signal task, in which subjects respond to a go stimulus on each trial, unless instructed not to by a subsequent, infrequently presented stop signal. We model across-trial learning of stop signal frequency, P(stop, and stop-signal onset time, SSD (stop-signal delay, with a Bayesian hidden Markov model, and within-trial decision-making with an optimal stochastic control model. The combined model predicts that RT should increase with both expected P(stop and SSD. The human behavioral data (n=20 bear out this prediction, showing P(stop and SSD both to be significant, independent predictors of RT, with P(stop being a more prominent predictor in 75% of the subjects, and SSD being more prominent in the remaining 25%. The results demonstrate that humans indeed readily internalize environmental statistics and adjust their cognitive/behavioral strategy accordingly, and that subtle patterns in RT variability can serve as a valuable tool for validating models of statistical learning and decision-making. More broadly, the modeling tools presented in this work can be generalized to a large body of behavioral paradigms, in order to extract insights about cognitive and neural processing from apparently quite noisy behavioral measures. We also discuss how this behaviorally validated model can then be used to conduct model-based analysis of neural data, in order to help identify specific brain areas for representing and encoding key computational quantities in learning and decision-making.

Statistical learning and adaptive decision-making underlie human response time variability in inhibitory control.

Science.gov (United States)

Ma, Ning; Yu, Angela J

2015-01-01

Response time (RT) is an oft-reported behavioral measure in psychological and neurocognitive experiments, but the high level of observed trial-to-trial variability in this measure has often limited its usefulness. Here, we combine computational modeling and psychophysics to examine the hypothesis that fluctuations in this noisy measure reflect dynamic computations in human statistical learning and corresponding cognitive adjustments. We present data from the stop-signal task (SST), in which subjects respond to a go stimulus on each trial, unless instructed not to by a subsequent, infrequently presented stop signal. We model across-trial learning of stop signal frequency, P(stop), and stop-signal onset time, SSD (stop-signal delay), with a Bayesian hidden Markov model, and within-trial decision-making with an optimal stochastic control model. The combined model predicts that RT should increase with both expected P(stop) and SSD. The human behavioral data (n = 20) bear out this prediction, showing P(stop) and SSD both to be significant, independent predictors of RT, with P(stop) being a more prominent predictor in 75% of the subjects, and SSD being more prominent in the remaining 25%. The results demonstrate that humans indeed readily internalize environmental statistics and adjust their cognitive/behavioral strategy accordingly, and that subtle patterns in RT variability can serve as a valuable tool for validating models of statistical learning and decision-making. More broadly, the modeling tools presented in this work can be generalized to a large body of behavioral paradigms, in order to extract insights about cognitive and neural processing from apparently quite noisy behavioral measures. We also discuss how this behaviorally validated model can then be used to conduct model-based analysis of neural data, in order to help identify specific brain areas for representing and encoding key computational quantities in learning and decision-making.

Comparison of Caffeine and d-amphetamine in Cocaine-Dependent Subjects: Differential Outcomes on Subjective and Cardiovascular Effects, Reward Learning, and Salivary Paraxanthine.

Science.gov (United States)

Lane, Scott D; Green, Charles E; Schmitz, Joy M; Rathnayaka, Nuvan; Fang, Wendy B; Ferré, Sergi; Moeller, F Gerard

2014-01-01

Due to indirect modulation of dopamine transmission, adenosine receptor antagonists may be useful in either treating cocaine use or improving disrupted cognitive-behavioral functions associated with chronic cocaine use. To compare and contrast the stimulant effects of adenosine antagonism to direct dopamine stimulation, we administered 150 mg and 300 mg caffeine, 20 mg amphetamine, and placebo to cocaine-dependent vs. healthy control subjects, matched on moderate caffeine use. Data were obtained on measures of cardiovascular effects, subjective drug effects (ARCI, VAS, DEQ), and a probabilistic reward-learning task sensitive to dopamine modulation. Levels of salivary caffeine and the primary caffeine metabolite paraxanthine were obtained on placebo and caffeine dosing days. Cardiovascular results revealed main effects of dose for diastolic blood pressure and heart rate; follow up tests showed that controls were most sensitive to 300 mg caffeine and 20 mg amphetamine; cocaine-dependent subjects were sensitive only to 300 mg caffeine. Subjective effects results revealed dose × time and dose × group interactions on the ARCI A, ARCI LSD, and VAS 'elated' scales; follow up tests did not show systematic differences between groups with regard to caffeine or d-amphetamine. Large between-group differences in salivary paraxanthine (but not salivary caffeine) levels were obtained under both caffeine doses. The cocaine-dependent group expressed significantly higher paraxanthine levels than controls under 150 mg and 3-4 fold greater levels under 300 mg at 90 min and 150 min post caffeine dose. However, these differences also covaried with cigarette smoking status (not balanced between groups), and nicotine smoking is known to alter caffeine/paraxanthine metabolism via cytochrome P450 enzymes. These preliminary data raise the possibility that adenosine antagonists may affect cocaine-dependent and non-dependent subjects differently. In conjunction with previous preclinical and

A Model for Learning Over Time: The Big Picture

Science.gov (United States)

Amato, Herbert K.; Konin, Jeff G.; Brader, Holly

2002-01-01

Objective: To present a method of describing the concept of “learning over time” with respect to its implementation into an athletic training education program curriculum. Background: The formal process of learning over time has recently been introduced as a required way for athletic training educational competencies and clinical proficiencies to be delivered and mastered. Learning over time incorporates the documented cognitive, psychomotor, and affective skills associated with the acquisition, progression, and reflection of information. This method of academic preparation represents a move away from a quantitative-based learning module toward a proficiency-based mastery of learning. Little research or documentation can be found demonstrating either the specificity of this concept or suggestions for its application. Description: We present a model for learning over time that encompasses multiple indicators for assessment in a successive format. Based on a continuum approach, cognitive, psychomotor, and affective characteristics are assessed at different levels in classroom and clinical environments. Clinical proficiencies are a common set of entry-level skills that need to be integrated into the athletic training educational domains. Objective documentation is presented, including the skill breakdown of a task and a matrix to identify a timeline of competency and proficiency delivery. Clinical Advantages: The advantages of learning over time pertain to the integration of cognitive knowledge into clinical skill acquisition. Given the fact that learning over time has been implemented as a required concept for athletic training education programs, this model may serve to assist those program faculty who have not yet developed, or are in the process of developing, a method of administering this approach to learning. PMID:12937551

Living Subjectivity: Time Scales, Language, and the Fluidity of the Self

DEFF Research Database (Denmark)

Cowley, Stephen; Madsen, Jens Koed

2014-01-01

in general, we extend this argument by looking at multi-scalar temporalities that influence the emergence and potential of the self. In particular, we argue that the self is best understood as a relational entity that immerses contextually in a distributed, non-stable, and temporally multi-scalar manner......, contextually immersed subjectivity is compatible with tracing language and cognition to how cultural resources extend human embodiment (this frames the potential for cognition, subjectivity, and the self). Second, while distributed and fragmented, the construction of temporal experience can become...... an organizing principle for the construction of the self. Through this lens, cognition binds what is learned from introspection with contextual immersion that uses skills in temporal integration. This challenges views of self and cognition as stable internal phenomena and, conversely, shows that philosophy...

The connection of time perspective with personality traits and subjective well-being

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Tina Podlogar

2011-04-01

Full Text Available The aim of our study was to research the connection of the six time perspective dimensions and of balanced time perspective with personality traits and subjective well-being. Our starting point was the assumption that time perspective is closely connected to personality traits and subjective well-being. It has been theorized that so called balanced time perspective is optimal in the Western cultures. It is defined by moderately high scores on present-hedonistic and future, high scores on past-positive and low scores on past-negative and present-fatalistic, with an emphasis on individual's ability of flexible adjusting in given situations. People with balanced time perspective profile have many positive memories of the past, find enough opportunity for relaxation and pleasure in the present, and seek new challenges in the future, which gives them motivation for hard work. They are supposed to handle daily life more efficiently and to be happier than people with other time perspective profiles. Therefore we have hypothesized positive connection of balanced time perspective with positive personality traits and high scores on subjective well-being. 279 students studying different subjects at the Faculty of arts, University in Ljubljana, whose mean age was 21.2 years, participated in the study. The results reveal connections of positive time perspective dimensions (including transcendental-future and of balanced time perspective with extraversion, agreeableness, conscientiousness and higher level of subjective well-being, and connections of negative time perspective dimensions with neuroticism, lower level of subjective well-being and higher level of depression. It turned out that balance of time perspective is an important predictor of individual's level of satisfaction with life, and it also explains some variance in positive emotionality and depression.

Professional Learning in Part-time University Study

DEFF Research Database (Denmark)

Rasmussen, Palle

2007-01-01

The theme of this article is adult students' learning in part-time studies at university level in Denmark. One issue discussed is the interplay of research and teaching in this kind of study programme. Examples are presented from the Master of Learning Processes study programme at Aalborg...

WHAT ARE AGRICULTURAL ECONOMICS PH.D. STUDENTS LEARNING ABOUT AGRIBUSINESS RESEARCH METHODS AND SUBJECT AREAS?

OpenAIRE

House, Lisa; Sterns, James A.

2002-01-01

This document contains the PowerPoint presentation given by the authors at the 2002 WCC-72 meetings, regarding what agricultural economics Ph.D students are learning about agribusiness research methods and subject areas.

Spaced learning and innovative teaching: school time, pedagogy of attention and learning awareness

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Garzia Maeca

2016-06-01

Full Text Available Currently, the ‘time’ variable has taken on the function of instructional and pedagogical innovation catalyst, after representing-over the years-a symbol of democratisation, learning opportunity and instruction quality, able to incorporate themes such as school dropout, personalisation and vocation into learning. Spaced Learning is a teaching methodology useful to quickly seize information in long-term memory based on a particular arrangement of the lesson time that comprises three input sessions and two intervals. Herein we refer to a teachers’ training initiative on Spaced Learning within the programme ‘DocentiInFormAzione’ in the EDOC@WORK3.0 Project in Apulia region in 2015. The training experience aimed at increasing teachers’ competencies in the Spaced Learning method implemented in a context of collaborative reflection and reciprocal enrichment. The intent of the article is to show how a process of rooting of the same culture of innovation, which opens to the discovery (or rediscovery of effective teaching practices sustained by scientific evidences, can be successfully implemented and to understand how or whether this innovation- based on the particular organisation of instructional time-links learning awareness to learning outcomes.

Increasing instruction time in school does increase learning

DEFF Research Database (Denmark)

Andersen, Simon Calmar; Humlum, Maria; Nandrup, Anne Brink

2016-01-01

Increasing instruction time in school is a central element in the attempts of many governments to improve student learning, but prior research—mainly based on observational data—disputes the effect of this approach and points out the potential negative effects on student behavior. Based on a large......-scale, cluster-randomized trial, we find that increasing instruction time increases student learning and that a general increase in instruction time is at least as efficient as an expert-developed, detailed teaching program that increases instruction with the same amount of time. These findings support the value...... of increased instruction time....

Learning and Cognition - The interplay between the Subject and the Group

DEFF Research Database (Denmark)

Møller, Kim Malmbak; Fast, Alf Michael

2017-01-01

The purpose of this article is to discuss the relationship between learning, epistemology and intersubjectivity in the context of problem-based learning and project-oriented work at a university level. It aims to show how the collaboration of students in a group over a longer period of time can put...... emphasis on the knowledge - practice discussion, and thereby on some of the values required to progress in science as a field and to develop knowledge. This article focuses on how to describe the dialectical interplay between the individual’s learning and the groups’ learning process, in the development...... of a project in a field. This process of a dialectical interplay is a matter of cognition and development of the self, and the development of competencies and knowledge. Learning is a process based on the involvement of the self, engaging in the interaction with a problem and with others. The process...

Real-time Color Codes for Assessing Learning Process

OpenAIRE

Dzelzkalēja, L; Kapenieks, J

2016-01-01

Effective assessment is an important way for improving the learning process. There are existing guidelines for assessing the learning process, but they lack holistic digital knowledge society considerations. In this paper the authors propose a method for real-time evaluation of students’ learning process and, consequently, for quality evaluation of teaching materials both in the classroom and in the distance learning environment. The main idea of the proposed Color code method (CCM) is to use...

Blink patterns and lid-contact times in dry-eye and normal subjects

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Ousler GW 3rd

2014-05-01

Full Text Available George W Ousler 3rd,1 Mark B Abelson,1,2 Patrick R Johnston,1 John Rodriguez,1 Keith Lane,1 Lisa M Smith11Ora, Andover, MA, USA; 2Department of Ophthalmology, Harvard Medical School, Boston, MA, USAPurpose: To classify blinks in dry eye and normal subjects into six subtypes, and to define the blink rate and duration within each type of blink, as well as the total lid-contact time/minute.Materials and methods: This was a single-centered, prospective, double-blind study of eleven dry-eye and ten normal subjects. Predefined subjects watched a video while blinks were recorded for 10 minutes. Partial blinks were classified by percentage closure of maximal palpebral fissure opening: 25%, 50%, 75%. Complete blinks were characterized as full (>0 seconds, extended (>0.1 seconds, or superextended (>0.5 seconds. The mean duration of each type of blink was determined and standardized per minute as total lid-contact time.Results: Total blinks observed were 4,990 (1,414 normal, 3,756 dry eye: 1,809 (50.59% partial and 1,767 (49.41% complete blinks among dry-eye subjects versus 741 (52.90% partial and 673 (47.60% complete blinks among normal subjects. Only superextended blinks of ≥0.5-second duration were significantly more frequent in dry-eye subjects than normals (2.3% versus 0.2%, respectively; P=0.023. Total contact time was seven times higher in dry-eye subjects than normals (0.565 versus 0.080 seconds, respectively; P<0.001. Isolating only extended blinks (>0.1 second, the average contact time (seconds was four times longer in dry-eye versus normal subjects (2.459 in dry eye, 0.575 in normals; P=0.003. Isolating only superextended blinks (>0.5 seconds, average contact time was also significantly different (7.134 in dry eye, 1.589 in normals; P<0.001. The contact rate for all full closures was 6.4 times longer in dry-eye (0.045 versus 0.007, P<0.001 than normal subjects.Conclusion: Dry-eye subjects spent 4.5% of a

Language Learning Attitudes: Ingrained Or Shaped In Time?

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Gökçe DİŞLEN DAĞGÖL

2017-09-01

Full Text Available Language learning has become an essential need in today’s world. From academic to social settings, humans need to communicate in a different language to survive in their community. However, despite this increasing importance of language, it is difficult to say we have attained successful language learning on a large scale since there are a lot of factors in language learning process. Language attitudes, one of these factors, influence this process both positively and negatively, depending on how we view learning a foreign language. Therefore, this study deals with the issue of language attitudes to uncover learners’ language conceptions and probable effects on their learning. Moreover, this study aims to reveal the potential role of past learning experiences on the development of language beliefs positively or negatively. Thus, 35 university students in their 1st, 2nd, 3rd and 4th years constitute the participants of the study. Based on mixed research design, the study is comprised of both quantitative and qualitative data. Quantitative data were gathered through Attitude Scale towards English Course, and the analyses were performed with Statistical Packages for Social Sciences (SPSS 17.0 version for Windows. The qualitative data were collected from students’ reports of their own autobiographies regarding their previous language learning experiences in elementary, secondary, high school and university years, and were subjected to the content analysis. The study showed language attitudes from behavioural, cognitive and affective perspectives and found out different factors in shaping their learning conceptions.

Linear time relational prototype based learning.

Science.gov (United States)

Gisbrecht, Andrej; Mokbel, Bassam; Schleif, Frank-Michael; Zhu, Xibin; Hammer, Barbara

2012-10-01

Prototype based learning offers an intuitive interface to inspect large quantities of electronic data in supervised or unsupervised settings. Recently, many techniques have been extended to data described by general dissimilarities rather than Euclidean vectors, so-called relational data settings. Unlike the Euclidean counterparts, the techniques have quadratic time complexity due to the underlying quadratic dissimilarity matrix. Thus, they are infeasible already for medium sized data sets. The contribution of this article is twofold: On the one hand we propose a novel supervised prototype based classification technique for dissimilarity data based on popular learning vector quantization (LVQ), on the other hand we transfer a linear time approximation technique, the Nyström approximation, to this algorithm and an unsupervised counterpart, the relational generative topographic mapping (GTM). This way, linear time and space methods result. We evaluate the techniques on three examples from the biomedical domain.

Asymptotic stability of discrete-time systems with time-varying delay subject to saturation nonlinearities

International Nuclear Information System (INIS)

Chen, S.-F.

2009-01-01

The asymptotic stability problem for discrete-time systems with time-varying delay subject to saturation nonlinearities is addressed in this paper. In terms of linear matrix inequalities (LMIs), a delay-dependent sufficient condition is derived to ensure the asymptotic stability. A numerical example is given to demonstrate the theoretical results.

Learned Interval Time Facilitates Associate Memory Retrieval

Science.gov (United States)

van de Ven, Vincent; Kochs, Sarah; Smulders, Fren; De Weerd, Peter

2017-01-01

The extent to which time is represented in memory remains underinvestigated. We designed a time paired associate task (TPAT) in which participants implicitly learned cue-time-target associations between cue-target pairs and specific cue-target intervals. During subsequent memory testing, participants showed increased accuracy of identifying…

A Lecture Supporting System Based on Real-Time Learning Analytics

Science.gov (United States)

Shimada, Atsushi; Konomi, Shin'ichi

2017-01-01

A new lecture supporting system based on real-time learning analytics is proposed. Our target is on-site classrooms where teachers give their lectures, and a lot of students listen to teachers' explanation, conduct exercises etc. We utilize not only an e-Learning system, but also an e-Book system to collect real-time learning activities during the…

A model of human motor sequence learning explains facilitation and interference effects based on spike-timing dependent plasticity.

Directory of Open Access Journals (Sweden)

Quan Wang

2017-08-01

Full Text Available The ability to learn sequential behaviors is a fundamental property of our brains. Yet a long stream of studies including recent experiments investigating motor sequence learning in adult human subjects have produced a number of puzzling and seemingly contradictory results. In particular, when subjects have to learn multiple action sequences, learning is sometimes impaired by proactive and retroactive interference effects. In other situations, however, learning is accelerated as reflected in facilitation and transfer effects. At present it is unclear what the underlying neural mechanism are that give rise to these diverse findings. Here we show that a recently developed recurrent neural network model readily reproduces this diverse set of findings. The self-organizing recurrent neural network (SORN model is a network of recurrently connected threshold units that combines a simplified form of spike-timing dependent plasticity (STDP with homeostatic plasticity mechanisms ensuring network stability, namely intrinsic plasticity (IP and synaptic normalization (SN. When trained on sequence learning tasks modeled after recent experiments we find that it reproduces the full range of interference, facilitation, and transfer effects. We show how these effects are rooted in the network's changing internal representation of the different sequences across learning and how they depend on an interaction of training schedule and task similarity. Furthermore, since learning in the model is based on fundamental neuronal plasticity mechanisms, the model reveals how these plasticity mechanisms are ultimately responsible for the network's sequence learning abilities. In particular, we find that all three plasticity mechanisms are essential for the network to learn effective internal models of the different training sequences. This ability to form effective internal models is also the basis for the observed interference and facilitation effects. This suggests that

Understanding and Predicting Student Self-Regulated Learning Strategies in Game-Based Learning Environments

Science.gov (United States)

Sabourin, Jennifer L.; Shores, Lucy R.; Mott, Bradford W.; Lester, James C.

2013-01-01

Self-regulated learning behaviors such as goal setting and monitoring have been found to be crucial to students' success in computer-based learning environments. Consequently, understanding students' self-regulated learning behavior has been the subject of increasing attention. Unfortunately, monitoring these behaviors in real-time has…

Learning and Cognition: The Interplay between The Subject and The Group Understanding The Processes of Problem-Based Learning

Science.gov (United States)

Møller, Kim Malmbak Meltofte; Fast, Michael

2017-01-01

The purpose of this article is to discuss the relationship between learning, epistemology, and intersubjectivity in the context of problem-based learning and project-oriented work at a university level. It aims to show how the collaboration of students in a group over a long period of time can put emphasis on the knowledge-practice discussion, and…

Human learning: Power laws or multiple characteristic time scales?

Directory of Open Access Journals (Sweden)

Gottfried Mayer-Kress

2006-09-01

Full Text Available The central proposal of A. Newell and Rosenbloom (1981 was that the power law is the ubiquitous law of learning. This proposition is discussed in the context of the key factors that led to the acceptance of the power law as the function of learning. We then outline the principles of an epigenetic landscape framework for considering the role of the characteristic time scales of learning and an approach to system identification of the processes of performance dynamics. In this view, the change of performance over time is the product of a superposition of characteristic exponential time scales that reflect the influence of different processes. This theoretical approach can reproduce the traditional power law of practice – within the experimental resolution of performance data sets - but we hypothesize that this function may prove to be a special and perhaps idealized case of learning.

The effect of haptic guidance and visual feedback on learning a complex tennis task.

Science.gov (United States)

Marchal-Crespo, Laura; van Raai, Mark; Rauter, Georg; Wolf, Peter; Riener, Robert

2013-11-01

While haptic guidance can improve ongoing performance of a motor task, several studies have found that it ultimately impairs motor learning. However, some recent studies suggest that the haptic demonstration of optimal timing, rather than movement magnitude, enhances learning in subjects trained with haptic guidance. Timing of an action plays a crucial role in the proper accomplishment of many motor skills, such as hitting a moving object (discrete timing task) or learning a velocity profile (time-critical tracking task). The aim of the present study is to evaluate which feedback conditions-visual or haptic guidance-optimize learning of the discrete and continuous elements of a timing task. The experiment consisted in performing a fast tennis forehand stroke in a virtual environment. A tendon-based parallel robot connected to the end of a racket was used to apply haptic guidance during training. In two different experiments, we evaluated which feedback condition was more adequate for learning: (1) a time-dependent discrete task-learning to start a tennis stroke and (2) a tracking task-learning to follow a velocity profile. The effect that the task difficulty and subject's initial skill level have on the selection of the optimal training condition was further evaluated. Results showed that the training condition that maximizes learning of the discrete time-dependent motor task depends on the subjects' initial skill level. Haptic guidance was especially suitable for less-skilled subjects and in especially difficult discrete tasks, while visual feedback seems to benefit more skilled subjects. Additionally, haptic guidance seemed to promote learning in a time-critical tracking task, while visual feedback tended to deteriorate the performance independently of the task difficulty and subjects' initial skill level. Haptic guidance outperformed visual feedback, although additional studies are needed to further analyze the effect of other types of feedback visualization on

An Empirical Investigation of Individual Differences in Time to Learn

Science.gov (United States)

Anderson, Lorin W.

1976-01-01

Results show that student differences in time-on-task to learn to criterion are alterable and can be minimized over a sequence of learning units given appropriate adaptive learning strategies. (Author/DEP)

Hierarchical Meta-Learning in Time Series Forecasting for Improved Interference-Less Machine Learning

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David Afolabi

2017-11-01

Full Text Available The importance of an interference-less machine learning scheme in time series prediction is crucial, as an oversight can have a negative cumulative effect, especially when predicting many steps ahead of the currently available data. The on-going research on noise elimination in time series forecasting has led to a successful approach of decomposing the data sequence into component trends to identify noise-inducing information. The empirical mode decomposition method separates the time series/signal into a set of intrinsic mode functions ranging from high to low frequencies, which can be summed up to reconstruct the original data. The usual assumption that random noises are only contained in the high-frequency component has been shown not to be the case, as observed in our previous findings. The results from that experiment reveal that noise can be present in a low frequency component, and this motivates the newly-proposed algorithm. Additionally, to prevent the erosion of periodic trends and patterns within the series, we perform the learning of local and global trends separately in a hierarchical manner which succeeds in detecting and eliminating short/long term noise. The algorithm is tested on four datasets from financial market data and physical science data. The simulation results are compared with the conventional and state-of-the-art approaches for time series machine learning, such as the non-linear autoregressive neural network and the long short-term memory recurrent neural network, respectively. Statistically significant performance gains are recorded when the meta-learning algorithm for noise reduction is used in combination with these artificial neural networks. For time series data which cannot be decomposed into meaningful trends, applying the moving average method to create meta-information for guiding the learning process is still better than the traditional approach. Therefore, this new approach is applicable to the forecasting

Real-time individualized training vectors for experiential learning.

Energy Technology Data Exchange (ETDEWEB)

Willis, Matt; Tucker, Eilish Marie; Raybourn, Elaine Marie; Glickman, Matthew R.; Fabian, Nathan

2011-01-01

Military training utilizing serious games or virtual worlds potentially generate data that can be mined to better understand how trainees learn in experiential exercises. Few data mining approaches for deployed military training games exist. Opportunities exist to collect and analyze these data, as well as to construct a full-history learner model. Outcomes discussed in the present document include results from a quasi-experimental research study on military game-based experiential learning, the deployment of an online game for training evidence collection, and results from a proof-of-concept pilot study on the development of individualized training vectors. This Lab Directed Research & Development (LDRD) project leveraged products within projects, such as Titan (Network Grand Challenge), Real-Time Feedback and Evaluation System, (America's Army Adaptive Thinking and Leadership, DARWARS Ambush! NK), and Dynamic Bayesian Networks to investigate whether machine learning capabilities could perform real-time, in-game similarity vectors of learner performance, toward adaptation of content delivery, and quantitative measurement of experiential learning.

Associative Cognitive CREED for Successful Grammar Learning

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Andrias Tri Susanto

2016-06-01

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

Cooperative Learning and Learning Achievement in Social Science Subjects for Sociable Students

Science.gov (United States)

Herpratiwi; Darsono; Sasmiati; Pujiyatli

2018-01-01

Purpose: The research objective was to compare students' learning achievement for sociable learning motivation students in social science (IPS) using cooperative learning. Research Methods: This research used a quasi-experimental method with a pre-test/post-test design involving 35 fifth-grade students. The learning process was conducted four…

Single machine total completion time minimization scheduling with a time-dependent learning effect and deteriorating jobs

Science.gov (United States)

Wang, Ji-Bo; Wang, Ming-Zheng; Ji, Ping

2012-05-01

In this article, we consider a single machine scheduling problem with a time-dependent learning effect and deteriorating jobs. By the effects of time-dependent learning and deterioration, we mean that the job processing time is defined by a function of its starting time and total normal processing time of jobs in front of it in the sequence. The objective is to determine an optimal schedule so as to minimize the total completion time. This problem remains open for the case of -1 < a < 0, where a denotes the learning index; we show that an optimal schedule of the problem is V-shaped with respect to job normal processing times. Three heuristic algorithms utilising the V-shaped property are proposed, and computational experiments show that the last heuristic algorithm performs effectively and efficiently in obtaining near-optimal solutions.

Positive Education for Young Children: Effects of a Positive Psychology Intervention for Preschool Children on Subjective Well Being and Learning Behaviors

Directory of Open Access Journals (Sweden)

Anat Shoshani

2017-10-01

Full Text Available Despite the flourishing in recent years in applications of positive psychology in the field of education, there is a paucity of research investigating positive psychology interventions for preschool children. The present study examined the effects of a positive psychology-based intervention conducted in Israel on children’s subjective well-being, mental health and learning behaviors. Twelve preschool classrooms of 3–6.5 year-olds were randomly assigned to a positive psychology intervention condition or a wait-list control condition. In the intervention condition, during one school year, 160 children experienced eight modules of basic concepts in positive psychology that were adapted to the developmental characteristics of young children and were compared to 155 children in demographically similar control classrooms. Children were administered a pre-test and post-test of subjective well-being measures. In addition, children’s mental health and emotional well-being were measured by parental questionnaires. Preschool teachers completed questionnaires concerning children’s learning behaviors. The findings showed significant increases in subjective well-being and positive learning behaviors among the intervention participants, with no significant changes in the control group. The results highlight the potential of positive psychology interventions for increasing subjective well-being and a positive approach to learning at young ages.

Time to rethink the neural mechanisms of learning and memory.

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Gallistel, Charles R; Balsam, Peter D

2014-02-01

Most studies in the neurobiology of learning assume that the underlying learning process is a pairing - dependent change in synaptic strength that requires repeated experience of events presented in close temporal contiguity. However, much learning is rapid and does not depend on temporal contiguity, which has never been precisely defined. These points are well illustrated by studies showing that the temporal relations between events are rapidly learned- even over long delays- and that this knowledge governs the form and timing of behavior. The speed with which anticipatory responses emerge in conditioning paradigms is determined by the information that cues provide about the timing of rewards. The challenge for understanding the neurobiology of learning is to understand the mechanisms in the nervous system that encode information from even a single experience, the nature of the memory mechanisms that can encode quantities such as time, and how the brain can flexibly perform computations based on this information. Copyright © 2013 Elsevier Inc. All rights reserved.

EFL oral skills behaviour when implementing blended learning in a content-subject teachers’ professional development course

Directory of Open Access Journals (Sweden)

Natalia Sanchez Narvaez

2017-08-01

Full Text Available The increasing use of technology in educational settings (Murray, 2014; Zandi, Thang, & Krish, 2014 encourages teachers to refocus their professional development by centering their efforts on becoming proficient in the use of information and communication technologies (ICTs in language lessons (Chen, Chen, & Tsai, 2009. As such, this qualitative action research project intended to describe content-subject teachers’ EFL oral behavior when blended learning was implemented in a professional development course and to determine the influence of blended learning in EFL oral skill behavior. The participants were seven content-subject teachers from a private school in Huila, Colombia. Data were gathered via in-depth interviews, class observations, video recording analysis, teachers’ reflection, students’ artifacts, and a survey. Data were collected during the implementation of an English blended course in which 12 lessons were divided into six face-to-face sessions and six online meetings. The findings suggest that EFL oral skill behavior is connected with use of vocabulary, use of body language, pronunciation and intonation patterns, production of chunks of language, monitoring oral production and, motivation and engagement. In addition, blended learning influenced participants’ oral production.

On learning science and pseudoscience from prime-time television programming

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Whittle, Christopher Henry

The purpose of the present dissertation is to determine whether the viewing of two particular prime-time television programs, ER and The X-Files, increases viewer knowledge of science and to identify factors that may influence learning from entertainment television programming. Viewer knowledge of scientific dialogue from two science-based prime-time television programs, ER, a serial drama in a hospital emergency room and The X-Files, a drama about two Federal Bureau of Investigation agents who pursue alleged extraterrestrial life and paranormal activity, is studied. Level of viewing, education level, science education level, experiential factors, level of parasocial interaction, and demographic characteristics are assessed as independent variables affecting learning from entertainment television viewing. The present research involved a nine-month long content analysis of target television program dialogue and data collection from an Internet-based survey questionnaire posted to target program-specific on-line "chat" groups. The present study demonstrated that entertainment television program viewers incidentally learn science from entertainment television program dialogue. The more they watch, the more they learn. Viewing a pseudoscientific fictional television program does necessarily influence viewer beliefs in pseudoscience. Higher levels of formal science study are reflected in more science learning and less learning of pseudoscience from entertainment television program viewing. Pseudoscience learning from entertainment television programming is significantly related to experience with paranormal phenomena, higher levels of viewer parasocial interaction, and specifically, higher levels of cognitive parasocial interaction. In summary, the greater a viewer's understanding of science the more they learn when they watch their favorite science-based prime-time television programs. Viewers of pseudoscience-based prime-time television programming with higher levels

A presentation system for just-in-time learning in radiology.

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Kahn, Charles E; Santos, Amadeu; Thao, Cheng; Rock, Jayson J; Nagy, Paul G; Ehlers, Kevin C

2007-03-01

There is growing interest in bringing medical educational materials to the point of care. We sought to develop a system for just-in-time learning in radiology. A database of 34 learning modules was derived from previously published journal articles. Learning objectives were specified for each module, and multiple-choice test items were created. A web-based system-called TEMPO-was developed to allow radiologists to select and view the learning modules. Web services were used to exchange clinical context information between TEMPO and the simulated radiology work station. Preliminary evaluation was conducted using the System Usability Scale (SUS) questionnaire. TEMPO identified learning modules that were relevant to the age, sex, imaging modality, and body part or organ system of the patient being viewed by the radiologist on the simulated clinical work station. Users expressed a high degree of satisfaction with the system's design and user interface. TEMPO enables just-in-time learning in radiology, and can be extended to create a fully functional learning management system for point-of-care learning in radiology.

Computational modeling of epiphany learning.

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Chen, Wei James; Krajbich, Ian

2017-05-02

Models of reinforcement learning (RL) are prevalent in the decision-making literature, but not all behavior seems to conform to the gradual convergence that is a central feature of RL. In some cases learning seems to happen all at once. Limited prior research on these "epiphanies" has shown evidence of sudden changes in behavior, but it remains unclear how such epiphanies occur. We propose a sequential-sampling model of epiphany learning (EL) and test it using an eye-tracking experiment. In the experiment, subjects repeatedly play a strategic game that has an optimal strategy. Subjects can learn over time from feedback but are also allowed to commit to a strategy at any time, eliminating all other options and opportunities to learn. We find that the EL model is consistent with the choices, eye movements, and pupillary responses of subjects who commit to the optimal strategy (correct epiphany) but not always of those who commit to a suboptimal strategy or who do not commit at all. Our findings suggest that EL is driven by a latent evidence accumulation process that can be revealed with eye-tracking data.

Nuclear power plant monitoring using real-time learning neural network

International Nuclear Information System (INIS)

Nabeshima, Kunihiko; Tuerkcan, E.; Ciftcioglu, O.

1994-01-01

In the present research, artificial neural network (ANN) with real-time adaptive learning is developed for the plant wide monitoring of Borssele Nuclear Power Plant (NPP). Adaptive ANN learning capability is integrated to the monitoring system so that robust and sensitive on-line monitoring is achieved in real-time environment. The major advantages provided by ANN are that system modelling is formed by means of measurement information obtained from a multi-output process system, explicit modelling is not required and the modelling is not restricted to linear systems. Also ANN can respond very fast to anomalous operational conditions. The real-time ANN learning methodology with adaptive real-time monitoring capability is described below for the wide-range and plant-wide data from an operating nuclear power plant. The layered neural network with error backpropagation algorithm for learning has three layers. The network type is auto-associative, inputs and outputs are exactly the same, using 12 plant signals. (author)

Paradoxes of a Long Life Learning: An Exploration of Peter Jarvis's Contribution to Experiential Learning Theory

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Dyke, Martin

2017-01-01

The paper explores the work of Peter Jarvis related to learning with particular reference to his definitions of learning and his models of the learning process. This exploration will consider different approaches to experiential learning and demonstrate the contribution Jarvis has made, noting how his writing on the subject has changed over time.…

A comparative study of simple auditory reaction time in blind (congenitally) and sighted subjects.

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Gandhi, Pritesh Hariprasad; Gokhale, Pradnya A; Mehta, H B; Shah, C J

2013-07-01

Reaction time is the time interval between the application of a stimulus and the appearance of appropriate voluntary response by a subject. It involves stimulus processing, decision making, and response programming. Reaction time study has been popular due to their implication in sports physiology. Reaction time has been widely studied as its practical implications may be of great consequence e.g., a slower than normal reaction time while driving can have grave results. To study simple auditory reaction time in congenitally blind subjects and in age sex matched sighted subjects. To compare the simple auditory reaction time between congenitally blind subjects and healthy control subjects. STUDY HAD BEEN CARRIED OUT IN TWO GROUPS: The 1(st) of 50 congenitally blind subjects and 2(nd) group comprises of 50 healthy controls. It was carried out on Multiple Choice Reaction Time Apparatus, Inco Ambala Ltd. (Accuracy±0.001 s) in a sitting position at Government Medical College and Hospital, Bhavnagar and at a Blind School, PNR campus, Bhavnagar, Gujarat, India. Simple auditory reaction time response with four different type of sound (horn, bell, ring, and whistle) was recorded in both groups. According to our study, there is no significant different in reaction time between congenital blind and normal healthy persons. Blind individuals commonly utilize tactual and auditory cues for information and orientation and they reliance on touch and audition, together with more practice in using these modalities to guide behavior, is often reflected in better performance of blind relative to sighted participants in tactile or auditory discrimination tasks, but there is not any difference in reaction time between congenitally blind and sighted people.

Effect of chronotype and student learning time on mathematical ability based on self-regulated learning

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Ratnaningsih, N.; El Akbar, R. R.; Hidayat, E.

2018-05-01

One of ways to improve students' learning ability is conduct a research, with purpose to obtain a method to improve students' ability. Research often carried out on the modification of teaching methods, uses of teaching media, motivation, interests and talents of students. Research related to the internal condition of students becomes very interesting to studied, including research on circadian rhythms. Every person in circadian rhythms has its own Chronotype, which divided into two types namely early type and night late type. Chronotype affects the comfort in activity, for example a person with Chronotype category of early type tends to be more comfort in daytime activities. The purpose of this study is to examine the conditions of students, related Chronotype suitable or appropriate for student learning time. This suitability then studied in relation to the ability of learning mathematics with self- regulated learning approach. This study consists of three stages; (i) student Chronotype measurement, (ii) data retrieval, and (iii) analysis of research results. The results show the relationship between the students' learning ability in mathematics to learning time corresponding to Chronotype.

In real time: exploring nursing students' learning during an international experience.

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Afriyie Asenso, Barbara; Reimer-Kirkham, Sheryl; Astle, Barbara

2013-10-11

Abstract Nursing education has increasingly turned to international learning experiences to educate students who are globally minded and aware of social injustices in local and global communities. To date, research with international learning experiences has focused on the benefits for the students participating, after they have completed the international experience. The purpose of this qualitative study was to explore how nursing students learn during the international experience. The sample consisted of eight nursing students who enrolled in an international learning experience, and data were collected in "real time" in Zambia. The students were observed during learning activities and were interviewed three times. Three major themes emerged from the thematic analysis: expectations shaped students' learning, engagement facilitated learning, and critical reflection enhanced learning. Implications are discussed, related to disrupting media representations of Africa that shape students' expectations, and educational strategies for transformative learning and global citizenship.

Towards Real-Time Speech Emotion Recognition for Affective E-Learning

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Bahreini, Kiavash; Nadolski, Rob; Westera, Wim

2016-01-01

This paper presents the voice emotion recognition part of the FILTWAM framework for real-time emotion recognition in affective e-learning settings. FILTWAM (Framework for Improving Learning Through Webcams And Microphones) intends to offer timely and appropriate online feedback based upon learner's vocal intonations and facial expressions in order…

The learning evaluations of the concept function in the mathematical subject I

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Wilmer Valle Castañeda

2018-03-01

Full Text Available The evaluation must be one of the most complex tasks that teachers face today, both for the process itself and for having to issue an assessment about the achievements and deficiencies of the students. It is for them that techniques and instruments were developed, which allow the evaluation of the function concept in the Mathematics I subject´s. Methods of the theoretical level, of the empirical level such as the historical-logical analysis, the surveys, were used in the research carried out. The documentary analyses, as well as procedures such as the analysis - synthesis that made it possible to investigate the theoretical and practical fundament´s learning evaluation´s. The evaluation instruments presented allowed for the evaluation of the students in Mathematics I, less than one of the most important functions of the evaluation: the formative or educational function. These constituted a reference for the continuous improvement of student learning.

Mixed-method tutoring support improves learning outcomes of veterinary students in basic subjects.

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García-Iglesias, María J; Pérez-Martínez, Claudia; Gutiérrez-Martín, César B; Díez-Laiz, Raquel; Sahagún-Prieto, Ana M

2018-02-01

Tutoring is a useful tool in the university teaching-learning binomial, although its development is impaired in large classes. Recent improvements in information and communication technologies have made tutoring possible via the Internet. The aim of this study was to evaluate the efficacy of mixed-method academic tutoring in two basic subjects in Veterinary Science studies at the University of León (Spain) to optimize the usefulness of tutoring support in the college environment. This quasi-experimental study was firstly carried out as a pilot study in a small group of tutored students of "Cytology and Histology" (CH) (47/186; 25.3%) and "Veterinary Pharmacology" (VP) (33/141; 23.4%) subjects, and was implemented in a large class of CH the next academic year (150 students) while comparing the results with those obtained in a previous tutorless course (162 students). Tutored students were given access to online questionnaires with electronic feedback on each subject. In addition to traditional tutoring carried out in both tutored and tutorless students, the pilot study included three sessions of face-to-face tutoring in order to monitor the progress of students. Its efficacy was assessed by monitoring students' examination scores and attendance as well as a satisfaction survey. Although the examination attendance rate in the pilot study was not significantly different between tutored and tutorless groups in both subjects, an increase for numerical scores in tutored groups was observed, with a significant higher final score in VP (p = 0.001) and in the CH practice exams (first term, p = 0.009; final, p = 0.023). Good and merit scores were also better in tutored students with significant differences in VP (p = 0.005). Students felt comfortable with the tutoring service (100% in CH; 91.7% in VP). Implementation of this additional support in CH also resulted in a significant increase of attendance at the final exam in tutored courses (87.3% versus 77

Time representation in reinforcement learning models of the basal ganglia

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Samuel Joseph Gershman

2014-01-01

Full Text Available Reinforcement learning models have been influential in understanding many aspects of basal ganglia function, from reward prediction to action selection. Time plays an important role in these models, but there is still no theoretical consensus about what kind of time representation is used by the basal ganglia. We review several theoretical accounts and their supporting evidence. We then discuss the relationship between reinforcement learning models and the timing mechanisms that have been attributed to the basal ganglia. We hypothesize that a single computational system may underlie both reinforcement learning and interval timing—the perception of duration in the range of seconds to hours. This hypothesis, which extends earlier models by incorporating a time-sensitive action selection mechanism, may have important implications for understanding disorders like Parkinson's disease in which both decision making and timing are impaired.

Understanding the effects of time on collaborative learning processes in problem based learning: a mixed methods study.

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Hommes, J; Van den Bossche, P; de Grave, W; Bos, G; Schuwirth, L; Scherpbier, A

2014-10-01

Little is known how time influences collaborative learning groups in medical education. Therefore a thorough exploration of the development of learning processes over time was undertaken in an undergraduate PBL curriculum over 18 months. A mixed-methods triangulation design was used. First, the quantitative study measured how various learning processes developed within and over three periods in the first 1,5 study years of an undergraduate curriculum. Next, a qualitative study using semi-structured individual interviews focused on detailed development of group processes driving collaborative learning during one period in seven tutorial groups. The hierarchic multilevel analyses of the quantitative data showed that a varying combination of group processes developed within and over the three observed periods. The qualitative study illustrated development in psychological safety, interdependence, potency, group learning behaviour, social and task cohesion. Two new processes emerged: 'transactive memory' and 'convergence in mental models'. The results indicate that groups are dynamic social systems with numerous contextual influences. Future research should thus include time as an important influence on collaborative learning. Practical implications are discussed.

Adaptation and learning: characteristic time scales of performance dynamics.

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Newell, Karl M; Mayer-Kress, Gottfried; Hong, S Lee; Liu, Yeou-Teh

2009-12-01

A multiple time scales landscape model is presented that reveals structures of performance dynamics that were not resolved in the traditional power law analysis of motor learning. It shows the co-existence of separate processes during and between practice sessions that evolve in two independent dimensions characterized by time scales that differ by about an order of magnitude. Performance along the slow persistent dimension of learning improves often as much and sometimes more during rest (memory consolidation and/or insight generation processes) than during a practice session itself. In contrast, the process characterized by the fast, transient dimension of adaptation reverses direction between practice sessions, thereby significantly degrading performance at the beginning of the next practice session (warm-up decrement). The theoretical model fits qualitatively and quantitatively the data from Snoddy's [Snoddy, G. S. (1926). Learning and stability. Journal of Applied Psychology, 10, 1-36] classic learning study of mirror tracing and other averaged and individual data sets, and provides a new account of the processes of change in adaptation and learning. 2009 Elsevier B.V. All rights reserved.

Learning sequences on the subject of energy. Secondary school stage 1. Lernsequenzen zum Thema Energie. Sekundarstufe 1

Energy Technology Data Exchange (ETDEWEB)

1986-01-01

The ten learning sequences follow on one another. Each picks on a particular aspect from the energy field. The subject notebooks are self-contained and can therefore be used independently. Apart from actual data and energy-related information, the information for the teacher contains: - proposals for teaching - suggestions for further activities - sample solutions for the pupil's sheets - references to the literature and media. The worksheets for the pupils are different; it should be possible to use the learning sequences in all classes of secondary school stage 1. The multicoloured foils for projectors should motivate, on the one hand, and on the other hand should help to check the results of learning.

Dissociable effects of practice variability on learning motor and timing skills.

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Caramiaux, Baptiste; Bevilacqua, Frédéric; Wanderley, Marcelo M; Palmer, Caroline

2018-01-01

Motor skill acquisition inherently depends on the way one practices the motor task. The amount of motor task variability during practice has been shown to foster transfer of the learned skill to other similar motor tasks. In addition, variability in a learning schedule, in which a task and its variations are interweaved during practice, has been shown to help the transfer of learning in motor skill acquisition. However, there is little evidence on how motor task variations and variability schedules during practice act on the acquisition of complex motor skills such as music performance, in which a performer learns both the right movements (motor skill) and the right time to perform them (timing skill). This study investigated the impact of rate (tempo) variability and the schedule of tempo change during practice on timing and motor skill acquisition. Complete novices, with no musical training, practiced a simple musical sequence on a piano keyboard at different rates. Each novice was assigned to one of four learning conditions designed to manipulate the amount of tempo variability across trials (large or small tempo set) and the schedule of tempo change (randomized or non-randomized order) during practice. At test, the novices performed the same musical sequence at a familiar tempo and at novel tempi (testing tempo transfer), as well as two novel (but related) sequences at a familiar tempo (testing spatial transfer). We found that practice conditions had little effect on learning and transfer performance of timing skill. Interestingly, practice conditions influenced motor skill learning (reduction of movement variability): lower temporal variability during practice facilitated transfer to new tempi and new sequences; non-randomized learning schedule improved transfer to new tempi and new sequences. Tempo (rate) and the sequence difficulty (spatial manipulation) affected performance variability in both timing and movement. These findings suggest that there is a

A novel time series link prediction method: Learning automata approach

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Moradabadi, Behnaz; Meybodi, Mohammad Reza

2017-09-01

Link prediction is a main social network challenge that uses the network structure to predict future links. The common link prediction approaches to predict hidden links use a static graph representation where a snapshot of the network is analyzed to find hidden or future links. For example, similarity metric based link predictions are a common traditional approach that calculates the similarity metric for each non-connected link and sort the links based on their similarity metrics and label the links with higher similarity scores as the future links. Because people activities in social networks are dynamic and uncertainty, and the structure of the networks changes over time, using deterministic graphs for modeling and analysis of the social network may not be appropriate. In the time-series link prediction problem, the time series link occurrences are used to predict the future links In this paper, we propose a new time series link prediction based on learning automata. In the proposed algorithm for each link that must be predicted there is one learning automaton and each learning automaton tries to predict the existence or non-existence of the corresponding link. To predict the link occurrence in time T, there is a chain consists of stages 1 through T - 1 and the learning automaton passes from these stages to learn the existence or non-existence of the corresponding link. Our preliminary link prediction experiments with co-authorship and email networks have provided satisfactory results when time series link occurrences are considered.

Effects of varied doses of psilocybin on time interval reproduction in human subjects.

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Wackermann, Jirí; Wittmann, Marc; Hasler, Felix; Vollenweider, Franz X

2008-04-11

Action of a hallucinogenic substance, psilocybin, on internal time representation was investigated in two double-blind, placebo-controlled studies: Experiment 1 with 12 subjects and graded doses, and Experiment 2 with 9 subjects and a very low dose. The task consisted in repeated reproductions of time intervals in the range from 1.5 to 5s. The effects were assessed by parameter kappa of the 'dual klepsydra' model of internal time representation, fitted to individual response data and intra-individually normalized with respect to initial values. The estimates kappa were in the same order of magnitude as in earlier studies. In both experiments, kappa was significantly increased by psilocybin at 90 min from the drug intake, indicating a higher loss rate of the internal duration representation. These findings are tentatively linked to qualitative alterations of subjective time in altered states of consciousness.

Learning Styles of Medical Students Change in Relation to Time

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Gurpinar, Erol; Bati, Hilal; Tetik, Cihat

2011-01-01

The aim of the present study was to investigate if any changes exist in the learning styles of medical students over time and in relation to different curriculum models with these learning styles. This prospective cohort study was conducted in three different medical faculties, which implement problem-based learning (PBL), hybrid, and integrated…

Generalization bounds of ERM-based learning processes for continuous-time Markov chains.

Science.gov (United States)

Zhang, Chao; Tao, Dacheng

2012-12-01

Many existing results on statistical learning theory are based on the assumption that samples are independently and identically distributed (i.i.d.). However, the assumption of i.i.d. samples is not suitable for practical application to problems in which samples are time dependent. In this paper, we are mainly concerned with the empirical risk minimization (ERM) based learning process for time-dependent samples drawn from a continuous-time Markov chain. This learning process covers many kinds of practical applications, e.g., the prediction for a time series and the estimation of channel state information. Thus, it is significant to study its theoretical properties including the generalization bound, the asymptotic convergence, and the rate of convergence. It is noteworthy that, since samples are time dependent in this learning process, the concerns of this paper cannot (at least straightforwardly) be addressed by existing methods developed under the sample i.i.d. assumption. We first develop a deviation inequality for a sequence of time-dependent samples drawn from a continuous-time Markov chain and present a symmetrization inequality for such a sequence. By using the resultant deviation inequality and symmetrization inequality, we then obtain the generalization bounds of the ERM-based learning process for time-dependent samples drawn from a continuous-time Markov chain. Finally, based on the resultant generalization bounds, we analyze the asymptotic convergence and the rate of convergence of the learning process.

Encouraging the learning of hydraulic engineering subjects in agricultural engineering schools

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Rodríguez Sinobas, Leonor; Sánchez Calvo, Raúl

2014-09-01

Several methodological approaches to improve the understanding and motivation of students in Hydraulic Engineering courses have been adopted in the Agricultural Engineering School at Technical University of Madrid. During three years student's progress and satisfaction have been assessed by continuous monitoring and the use of 'online' and web tools in two undergraduate courses. Results from their application to encourage learning and communication skills in Hydraulic Engineering subjects are analysed and compared to the initial situation. Student's academic performance has improved since their application, but surveys made among students showed that not all the methodological proposals were perceived as beneficial. Their participation in the 'online', classroom and reading activities was low although they were well assessed.

DeepRT: deep learning for peptide retention time prediction in proteomics

OpenAIRE

Ma, Chunwei; Zhu, Zhiyong; Ye, Jun; Yang, Jiarui; Pei, Jianguo; Xu, Shaohang; Zhou, Ruo; Yu, Chang; Mo, Fan; Wen, Bo; Liu, Siqi

2017-01-01

Accurate predictions of peptide retention times (RT) in liquid chromatography have many applications in mass spectrometry-based proteomics. Herein, we present DeepRT, a deep learning based software for peptide retention time prediction. DeepRT automatically learns features directly from the peptide sequences using the deep convolutional Neural Network (CNN) and Recurrent Neural Network (RNN) model, which eliminates the need to use hand-crafted features or rules. After the feature learning, pr...

Supervised Learning Using Spike-Timing-Dependent Plasticity of Memristive Synapses.

Science.gov (United States)

Nishitani, Yu; Kaneko, Yukihiro; Ueda, Michihito

2015-12-01

We propose a supervised learning model that enables error backpropagation for spiking neural network hardware. The method is modeled by modifying an existing model to suit the hardware implementation. An example of a network circuit for the model is also presented. In this circuit, a three-terminal ferroelectric memristor (3T-FeMEM), which is a field-effect transistor with a gate insulator composed of ferroelectric materials, is used as an electric synapse device to store the analog synaptic weight. Our model can be implemented by reflecting the network error to the write voltage of the 3T-FeMEMs and introducing a spike-timing-dependent learning function to the device. An XOR problem was successfully demonstrated as a benchmark learning by numerical simulations using the circuit properties to estimate the learning performance. In principle, the learning time per step of this supervised learning model and the circuit is independent of the number of neurons in each layer, promising a high-speed and low-power calculation in large-scale neural networks.

Functional asymmetries in early learning during right, left, and bimanual performance in right-handed subjects.

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Aznárez-Sanado, Maite; Fernández-Seara, Maria A; Loayza, Francis R; Pastor, Maria A

2013-03-01

To elucidate differences in activity and connectivity during early learning due to the performing hand. Twenty right-handed subjects were recruited. The neural correlates of explicit visuospatial learning executed with the right, the left hand, and bimanually were investigated using functional magnetic resonance imaging. Connectivity analyses were carried out using the psychophysiological interactions model, considering right and left anterior putamen as index regions. A common neural network was found for the three tasks during learning. Main activity increases were located in posterior cingulate cortex, supplementary motor area, parietal cortex, anterior putamen, and cerebellum (IV-V), whereas activity decrements were observed in prefrontal regions. However, the left hand task showed a greater recruitment of left hippocampal areas when compared with the other tasks. In addition, enhanced connectivity between the right anterior putamen and motor cortical and cerebellar regions was found for the left hand when compared with the right hand task. An additional recruitment of brain regions and increased striato-cortical and striato-cerebellar functional connections is needed when early learning is performed with the nondominant hand. In addition, access to brain resources during learning may be directed by the dominant hand in the bimanual task. Copyright © 2012 Wiley Periodicals, Inc.

Understanding the Effects of Time on Collaborative Learning Processes in Problem Based Learning: A Mixed Methods Study

Science.gov (United States)

Hommes, J.; Van den Bossche, P.; de Grave, W.; Bos, G.; Schuwirth, L.; Scherpbier, A.

2014-01-01

Little is known how time influences collaborative learning groups in medical education. Therefore a thorough exploration of the development of learning processes over time was undertaken in an undergraduate PBL curriculum over 18 months. A mixed-methods triangulation design was used. First, the quantitative study measured how various learning…

Learning priors for Bayesian computations in the nervous system.

Directory of Open Access Journals (Sweden)

Max Berniker

Full Text Available Our nervous system continuously combines new information from our senses with information it has acquired throughout life. Numerous studies have found that human subjects manage this by integrating their observations with their previous experience (priors in a way that is close to the statistical optimum. However, little is known about the way the nervous system acquires or learns priors. Here we present results from experiments where the underlying distribution of target locations in an estimation task was switched, manipulating the prior subjects should use. Our experimental design allowed us to measure a subject's evolving prior while they learned. We confirm that through extensive practice subjects learn the correct prior for the task. We found that subjects can rapidly learn the mean of a new prior while the variance is learned more slowly and with a variable learning rate. In addition, we found that a Bayesian inference model could predict the time course of the observed learning while offering an intuitive explanation for the findings. The evidence suggests the nervous system continuously updates its priors to enable efficient behavior.

Time and Associative Learning.

Science.gov (United States)

Balsam, Peter D; Drew, Michael R; Gallistel, C R

2010-01-01

In a basic associative learning paradigm, learning is said to have occurred when the conditioned stimulus evokes an anticipatory response. This learning is widely believed to depend on the contiguous presentation of conditioned and unconditioned stimulus. However, what it means to be contiguous has not been rigorously defined. Here we examine the empirical bases for these beliefs and suggest an alternative view based on the hypothesis that learning about the temporal relationships between events determines the speed of emergence, vigor and form of conditioned behavior. This temporal learning occurs very rapidly and prior to the appearance of the anticipatory response. The temporal relations are learned even when no anticipatory response is evoked. The speed with which an anticipatory response emerges is proportional to the informativeness of the predictive cue (CS) regarding the rate of occurrence of the predicted event (US). This analysis gives an account of what we mean by "temporal pairing" and is in accord with the data on speed of acquisition and basic findings in the cue competition literature. In this account, learning depends on perceiving and encoding temporal regularities rather than stimulus contiguities.

Learning Theories In Instructional Multimedia For English Learning

OpenAIRE

Farani, Rizki

2016-01-01

Learning theory is the concept of human learning. This concept is one of the important components in instructional for learning, especially English learning. English subject becomes one of important subjects for students but learning English needs specific strategy since it is not our vernacular. Considering human learning process in English learning is expected to increase students' motivation to understand English better. Nowadays, the application of learning theories in English learning ha...

Developing Pre-Service Teachers' Subject Matter Knowledge of Electromagnetism by Integrating Concept Maps and Collaborative Learning

Science.gov (United States)

Govender, Nadaraj

2015-01-01

This case study explored the development of two pre-service teachers' subject matter knowledge (SMK) of electromagnetism while integrating the use of concept maps (CM) and collaborative learning (CL) strategies. The study aimed at capturing how these pre-service teachers' SMK in electromagnetism was enhanced after having been taught SMK in a…

Linguistic Means of Depersonalization and Dematerialization in the Descriptions of Subjective Perception of Time

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Ella V. Nesterik

2013-01-01

Full Text Available This article analyses linguistic means of depersonalization and dematerialization in the descriptions of subjective perception of time by characters, detects functions, fulfilled by them in such contexts. Subjective perception of time is considered as a text category and is studied in terms of text linguistics

Cluster analysis of activity-time series in motor learning

DEFF Research Database (Denmark)

Balslev, Daniela; Nielsen, Finn Årup; Frutiger, Sally A.

2002-01-01

Neuroimaging studies of learning focus on brain areas where the activity changes as a function of time. To circumvent the difficult problem of model selection, we used a data-driven analytic tool, cluster analysis, which extracts representative temporal and spatial patterns from the voxel...... practice-related activity in a fronto-parieto-cerebellar network, in agreement with previous studies of motor learning. These voxels were separated from a group of voxels showing an unspecific time-effect and another group of voxels, whose activation was an artifact from smoothing. Hum. Brain Mapping 15...

Trip Travel Time Forecasting Based on Selective Forgetting Extreme Learning Machine

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Zhiming Gui

2014-01-01

Full Text Available Travel time estimation on road networks is a valuable traffic metric. In this paper, we propose a machine learning based method for trip travel time estimation in road networks. The method uses the historical trip information extracted from taxis trace data as the training data. An optimized online sequential extreme machine, selective forgetting extreme learning machine, is adopted to make the prediction. Its selective forgetting learning ability enables the prediction algorithm to adapt to trip conditions changes well. Experimental results using real-life taxis trace data show that the forecasting model provides an effective and practical way for the travel time forecasting.

Mental workload and cognitive task automaticity: an evaluation of subjective and time estimation metrics.

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Liu, Y; Wickens, C D

1994-11-01

The evaluation of mental workload is becoming increasingly important in system design and analysis. The present study examined the structure and assessment of mental workload in performing decision and monitoring tasks by focusing on two mental workload measurements: subjective assessment and time estimation. The task required the assignment of a series of incoming customers to the shortest of three parallel service lines displayed on a computer monitor. The subject was either in charge of the customer assignment (manual mode) or was monitoring an automated system performing the same task (automatic mode). In both cases, the subjects were required to detect the non-optimal assignments that they or the computer had made. Time pressure was manipulated by the experimenter to create fast and slow conditions. The results revealed a multi-dimensional structure of mental workload and a multi-step process of subjective workload assessment. The results also indicated that subjective workload was more influenced by the subject's participatory mode than by the factor of task speed. The time estimation intervals produced while performing the decision and monitoring tasks had significantly greater length and larger variability than those produced while either performing no other tasks or performing a well practised customer assignment task. This result seemed to indicate that time estimation was sensitive to the presence of perceptual/cognitive demands, but not to response related activities to which behavioural automaticity has developed.

Subjective well-being and time use of brazilian PhD professors

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Maiana Farias Oliveira Nunes

2014-12-01

Full Text Available The university professor suffers high pressure to achieve productivity and performs under work conditions that are not always satisfactory. This study seeks to analyze the subjective well-being, the time-use strategies, and the satisfaction with their use of time of PhD-holding professors with and without productivity grants from the National Council for Scientific and Technological Development (CNPq. A total of 83 professors participated in the study (48 with productivity grants, with an average age of 50 years. A total of 89% of participants were from public institutions. The majority of the participants exhibited high levels of negative affect and low-average levels of satisfaction with their use of time. There was no difference in the subjective well-being or in the satisfaction with the use of time when comparing professors who had received a CNPq grant with professors who had not received a CNPq grant. The most important reason for dissatisfaction with the use of time was an excess of work, whereas peer recognition was the primary achievement obtained with the work. How work demands and conditions influence the well-being of the professors is discussed in this study.

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

Science.gov (United States)

Larcombe, S J; Kennard, C; Bridge, H

2017-06-01

Visual perceptual learning describes the improvement of visual perception with repeated practice. Previous research has established that the learning effects of perceptual training may be transferable to untrained stimulus attributes such as spatial location under certain circumstances. However, the mechanisms involved in transfer have not yet been fully elucidated. Here, we investigated the effect of altering training time course on the transferability of learning effects. Participants were trained on a motion direction discrimination task or a sinusoidal grating orientation discrimination task in a single visual hemifield. The 4000 training trials were either condensed into one day, or spread evenly across five training days. When participants were trained over a five-day period, there was transfer of learning to both the untrained visual hemifield and the untrained task. In contrast, when the same amount of training was condensed into a single day, participants did not show any transfer of learning. Thus, learning time course may influence the transferability of perceptual learning effects. Copyright © 2017 Elsevier Ltd. All rights reserved.

The effect of subjective awareness measures on performance in artificial grammar learning task.

Science.gov (United States)

Ivanchei, Ivan I; Moroshkina, Nadezhda V

2018-01-01

Systematic research into implicit learning requires well-developed awareness-measurement techniques. Recently, trial-by-trial measures have been widely used. However, they can increase complexity of a study because they are an additional experimental variable. We tested the effects of these measures on performance in artificial grammar learning study. Four groups of participants were assigned to different awareness measures conditions: confidence ratings, post-decision wagering, decision strategy attribution or none. Decision-strategy-attribution participants demonstrated better grammar learning and longer response times compared to controls. They also exhibited a conservative bias. Grammaticality by itself was a stronger predictor of strings endorsement in decision-strategy-attribution group compared to other groups. Confidence ratings and post-decision wagering only affected the response times. These results were supported by an additional experiment that used a balanced chunk strength design. We conclude that a decision-strategy-attribution procedure may force participants to adopt an analytical decision-making strategy and rely mostly on conscious knowledge of artificial grammar. Copyright © 2017 Elsevier Inc. All rights reserved.

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

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Lun Zhai

2014-01-01

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

Teaching Compassion in Prison: A Key to Learning

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Em Strang

2015-12-01

Full Text Available In a project with long-term prisoners at HMP Dumfries, Scotland, tutors and students explore the notion and application of compassion, focusing in particular on the ways in which understanding compassion enables learning – not just the learning of academic subjects but also of interpersonal skills and emotional intelligence. The project highlights the benefits of teaching a so-called extracurricular subject, at the same time as revealing its centrality to learning in the first place. A lack of adequate teaching time in prison, and the fact that compassion is not considered a core subject in education, are both cited as obstacles in consolidating the work of the project. The benefits of teaching compassion - emotional, intellectual and spiritual - was made clear through written and verbal student feedback. Three short workshops highlighted the enormous potential in developing and establishing compassion as both subject and practice in prison education. It is hoped that practitioners and researchers will support the expansion of this work throughout prisons.

Fractal time series analysis of postural stability in elderly and control subjects

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Doussot Michel

2007-05-01

Full Text Available Abstract Background The study of balance using stabilogram analysis is of particular interest in the study of falls. Although simple statistical parameters derived from the stabilogram have been shown to predict risk of falls, such measures offer little insight into the underlying control mechanisms responsible for degradation in balance. In contrast, fractal and non-linear time-series analysis of stabilograms, such as estimations of the Hurst exponent (H, may provide information related to the underlying motor control strategies governing postural stability. In order to be adapted for a home-based follow-up of balance, such methods need to be robust, regardless of the experimental protocol, while producing time-series that are as short as possible. The present study compares two methods of calculating H: Detrended Fluctuation Analysis (DFA and Stabilogram Diffusion Analysis (SDA for elderly and control subjects, as well as evaluating the effect of recording duration. Methods Centre of pressure signals were obtained from 90 young adult subjects and 10 elderly subjects. Data were sampled at 100 Hz for 30 s, including stepping onto and off the force plate. Estimations of H were made using sliding windows of 10, 5, and 2.5 s durations, with windows slid forward in 1-s increments. Multivariate analysis of variance was used to test for the effect of time, age and estimation method on the Hurst exponent, while the intra-class correlation coefficient (ICC was used as a measure of reliability. Results Both SDA and DFA methods were able to identify differences in postural stability between control and elderly subjects for time series as short as 5 s, with ICC values as high as 0.75 for DFA. Conclusion Both methods would be well-suited to non-invasive longitudinal assessment of balance. In addition, reliable estimations of H were obtained from time series as short as 5 s.

Learning of pitch and time structures in an artificial grammar setting.

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Prince, Jon B; Stevens, Catherine J; Jones, Mari Riess; Tillmann, Barbara

2018-04-12

Despite the empirical evidence for the power of the cognitive capacity of implicit learning of structures and regularities in several modalities and materials, it remains controversial whether implicit learning extends to the learning of temporal structures and regularities. We investigated whether (a) an artificial grammar can be learned equally well when expressed in duration sequences as when expressed in pitch sequences, (b) learning of the artificial grammar in either duration or pitch (as the primary dimension) sequences can be influenced by the properties of the secondary dimension (invariant vs. randomized), and (c) learning can be boosted when the artificial grammar is expressed in both pitch and duration. After an exposure phase with grammatical sequences, learning in a subsequent test phase was assessed in a grammaticality judgment task. Participants in both the pitch and duration conditions showed incidental (not fully implicit) learning of the artificial grammar when the secondary dimension was invariant, but randomizing the pitch sequence prevented learning of the artificial grammar in duration sequences. Expressing the artificial grammar in both pitch and duration resulted in disproportionately better performance, suggesting an interaction between the learning of pitch and temporal structure. The findings are relevant to research investigating the learning of temporal structures and the learning of structures presented simultaneously in 2 dimensions (e.g., space and time, space and objects). By investigating learning, the findings provide further insight into the potential specificity of pitch and time processing, and their integrated versus independent processing, as previously debated in music cognition research. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

The Impact of Students' Temporal Perspectives on Time-on-Task and Learning Performance in Game Based Learning

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Romero, Margarida; Usart, Mireia

2013-01-01

The use of games for educational purposes has been considered as a learning methodology that attracts the students' attention and may allow focusing individuals on the learning activity through the [serious games] SG game dynamic. Based on the hypothesis that students' Temporal Perspective has an impact on learning performance and time-on-task,…

CORRELATION OF INTEREST TO LEARN AND USE TIME LEARNING WITH LEARNING ACHIEVEMENT AUTOMOTIVE ELECTRICAL IN CLASS XII LIGHT VEHICLE ENGINEERING SMK PIRI I YOGYAKARTA ACADEMIC YEAR 2013/2014

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Ari Pujiatmoko

2014-06-01

Full Text Available The purpose of this study were: 1 to determine whether there is a correlation between students' interest in learning and the learning achievement of automotive electrical, 2 to determine whether there is a correlation between the use of time studying the learning achievement of automotive electrical, 3 to determine whether there is a correlation between student interest and use the time to learn and the learning achievement of students of class XII automotive electrical TKR SMK PIRI 1 Yogyakarta academic year 2013/2014.  This research was conducted in class XII TKR SMK PIRI 1 Yogyakarta academic year 2013/2014. This study is an ex-post facto. This study used two independent variables and the interest in learning the use of learning time, while the dependent variable is the electrical automotive learning achievement. This study is a population study by the respondent amounted to 100 students. Techniques of data collection using questionnaire techniques and engineering documentation. Research instrument in this study is a questionnaire interest in learning, inquiry learning time management and documentation of student achievement. Trials using the instrument validity and reliability test. The analysis technique used is the prerequisite test for normality, linearity, and multicollinearity. Then test hypotheses using partial correlation analysis techniques and correlation.  The results showed that: 1 students' interest to have a strong positive correlation with school performance automotive electrical ρ value of 0.737; 2 the use of learning time have a low positive correlation with school performance automotive electrical ρ value of 0.275; 3 interest student learning and the use of study time has a very strong positive correlation with learning achievement of students of class XII automotive electrical TKR SMK PIRI I Yogyakarta academic year 2013/2014 as evidenced by the value of R = 0.811.

The Relationship between Motivation, Learning Approaches, Academic Performance and Time Spent

Science.gov (United States)

Everaert, Patricia; Opdecam, Evelien; Maussen, Sophie

2017-01-01

Previous literature calls for further investigation in terms of precedents and consequences of learning approaches (deep learning and surface learning). Motivation as precedent and time spent and academic performance as consequences are addressed in this paper. The study is administered in a first-year undergraduate course. Results show that the…

Contextual Change After Fear Acquisition Affects Conditioned Responding and the Time Course of Extinction Learning-Implications for Renewal Research.

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Sjouwerman, Rachel; Niehaus, Johanna; Lonsdorf, Tina B

2015-01-01

Context plays a central role in retrieving (fear) memories. Accordingly, context manipulations are inherent to most return of fear (ROF) paradigms (in particular renewal), involving contextual changes after fear extinction. Context changes are, however, also often embedded during earlier stages of ROF experiments such as context changes between fear acquisition and extinction (e.g., in ABC and ABA renewal). Previous studies using these paradigms have however focused exclusively on the context switch after extinction (i.e., renewal). Thus, the possibility of a general effect of context switch on conditioned responding that may not be conditional to preceding extinction learning remains unstudied. Hence, the current study investigated the impact of a context switch between fear acquisition and extinction on immediate conditioned responding and on the time-course of extinction learning by using a multimodal approach. A group that underwent contextual change after fear conditioning (AB; n = 36) was compared with a group without a contextual change from acquisition to extinction (AA; n = 149), while measuring physiological (skin conductance and fear potentiated startle) measures and subjective fear ratings. Contextual change between fear acquisition and extinction had a pronounced effect on both immediate conditioned responding and on the time course of extinction learning in skin conductance responses and subjective fear ratings. This may have important implications for the mechanisms underlying and the interpretation of the renewal effect (i.e., contextual switch after extinction). Consequently, future studies should incorporate designs and statistical tests that disentangle general effects of contextual change from genuine ROF effects.

Context-Adaptive Learning Designs by Using Semantic Web Services

Science.gov (United States)

Dietze, Stefan; Gugliotta, Alessio; Domingue, John

2007-01-01

IMS Learning Design (IMS-LD) is a promising technology aimed at supporting learning processes. IMS-LD packages contain the learning process metadata as well as the learning resources. However, the allocation of resources--whether data or services--within the learning design is done manually at design-time on the basis of the subjective appraisals…

Learning of time series through neuron-to-neuron instruction

Energy Technology Data Exchange (ETDEWEB)

Miyazaki, Y [Department of Physics, Kyoto University, Kyoto 606-8502, (Japan); Kinzel, W [Institut fuer Theoretische Physik, Universitaet Wurzburg, 97074 Wurzburg (Germany); Shinomoto, S [Department of Physics, Kyoto University, Kyoto (Japan)

2003-02-07

A model neuron with delayline feedback connections can learn a time series generated by another model neuron. It has been known that some student neurons that have completed such learning under the instruction of a teacher's quasi-periodic sequence mimic the teacher's time series over a long interval, even after instruction has ceased. We found that in addition to such faithful students, there are unfaithful students whose time series eventually diverge exponentially from that of the teacher. In order to understand the circumstances that allow for such a variety of students, the orbit dimension was estimated numerically. The quasi-periodic orbits in question were found to be confined in spaces with dimensions significantly smaller than that of the full phase space.

Learning of time series through neuron-to-neuron instruction

International Nuclear Information System (INIS)

Miyazaki, Y; Kinzel, W; Shinomoto, S

2003-01-01

A model neuron with delayline feedback connections can learn a time series generated by another model neuron. It has been known that some student neurons that have completed such learning under the instruction of a teacher's quasi-periodic sequence mimic the teacher's time series over a long interval, even after instruction has ceased. We found that in addition to such faithful students, there are unfaithful students whose time series eventually diverge exponentially from that of the teacher. In order to understand the circumstances that allow for such a variety of students, the orbit dimension was estimated numerically. The quasi-periodic orbits in question were found to be confined in spaces with dimensions significantly smaller than that of the full phase space

How can audiovisual pathways enhance the temporal resolution of time-compressed speech in blind subjects?

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Ingo eHertrich

2013-08-01

Full Text Available In blind people, the visual channel cannot assist face-to-face communication via lipreading or visual prosody. Nevertheless, the visual system may enhance the evaluation of auditory information due to its cross-links to (1 the auditory system, (2 supramodal representations, and (3 frontal action-related areas. Apart from feedback or top-down support of, for example, the processing of spatial or phonological representations, experimental data have shown that the visual system can impact auditory perception at more basic computational stages such as temporal resolution. For example, blind as compared to sighted subjects are more resistant against backward masking, and this ability appears to be associated with activity in visual cortex. Regarding the comprehension of continuous speech, blind subjects can learn to use accelerated text-to-speech systems for "reading" texts at ultra-fast speaking rates (> 16 syllables/s, exceeding by far the normal range of 6 syllables/s. An fMRI study has shown that this ability, among other brain regions, significantly covaries with BOLD responses in bilateral pulvinar, right visual cortex, and left supplementary motor area. Furthermore, magnetoencephalographic (MEG measurements revealed a particular component in right occipital cortex phase-locked to the syllable onsets of accelerated speech. In sighted people, the "bottleneck" for understanding time-compressed speech seems related to a demand for buffering phonological material and is, presumably, linked to frontal brain structures. On the other hand, the neurophysiological correlates of functions overcoming this bottleneck, seem to depend upon early visual cortex activity. The present Hypothesis and Theory paper outlines a model that aims at binding these data together, based on early cross-modal pathways that are already known from various audiovisual experiments considering cross-modal adjustments in space, time, and object recognition.

Time for Learning: An Exploratory Analysis of NAEP Data

Science.gov (United States)

Ginsburg, Alan; Chudowsky, Naomi

2012-01-01

This report uses NAEP background data to track time and learning since the mid-1990s in three areas: student absenteeism; classroom instructional time in mathematics, reading, music and the visual arts; and homework time expected by teachers. Key report findings are: (1) Students with higher rates of "monthly absenteeism" score…

Subjectivity in Education and Health: Research Notes on School Learning Area and Physical Education in Mental Health

Science.gov (United States)

Bezerra, Marilia; da Costa, Jonatas Maia

2016-01-01

This paper presents the results of two studies researching the theory of subjectivity from a cultural-historical perspective. The studies are situated in the fields of education and health and are conducted using Qualitative Epistemology. The first study discusses the pathological movement problems of learning disabilities in Brazilian schools and…

FACILITATING THE STATISTIC’S LEARNING: A B-LEARNING MODEL FOR OUR STUDENTS

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Miguel Ángel Montero

2011-05-01

Full Text Available The experience which we count with in the university education, the development of the ICT (Information and Communications Technology, the integration in the ESSE, the new qualifications (or Grades and mainly the desire to improve push us to innovate and to put into practice new methodologies in the teaching and learning of the subjects of Mathematics and Statistic assigned to our department. These methods totally renovate the lecturer’s roll and the traditional teaching, introducing multimedia tools, support platforms and new resources that provide students an autonomy which before they did not have, modifying the organization of time and space, increasing modalities and strategies of teaching-learning-tutorization and therefore developing more flexible models. It is tried to facilitate the learning of these subjects, providing a model b-learning, a comple- ment or alternative to the attendance classes, reinforcing the student’s active self-training.

Benefits for Voice Learning Caused by Concurrent Faces Develop over Time.

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Zäske, Romi; Mühl, Constanze; Schweinberger, Stefan R

2015-01-01

Recognition of personally familiar voices benefits from the concurrent presentation of the corresponding speakers' faces. This effect of audiovisual integration is most pronounced for voices combined with dynamic articulating faces. However, it is unclear if learning unfamiliar voices also benefits from audiovisual face-voice integration or, alternatively, is hampered by attentional capture of faces, i.e., "face-overshadowing". In six study-test cycles we compared the recognition of newly-learned voices following unimodal voice learning vs. bimodal face-voice learning with either static (Exp. 1) or dynamic articulating faces (Exp. 2). Voice recognition accuracies significantly increased for bimodal learning across study-test cycles while remaining stable for unimodal learning, as reflected in numerical costs of bimodal relative to unimodal voice learning in the first two study-test cycles and benefits in the last two cycles. This was independent of whether faces were static images (Exp. 1) or dynamic videos (Exp. 2). In both experiments, slower reaction times to voices previously studied with faces compared to voices only may result from visual search for faces during memory retrieval. A general decrease of reaction times across study-test cycles suggests facilitated recognition with more speaker repetitions. Overall, our data suggest two simultaneous and opposing mechanisms during bimodal face-voice learning: while attentional capture of faces may initially impede voice learning, audiovisual integration may facilitate it thereafter.

Accelerated Learning dalam Proses Pembelajaran dan E-learning sebagai Alat Bantu Pembelajaran

OpenAIRE

M. Djajalaksana, Yenni

2005-01-01

The rapid development of learning methods in education has generated many alternative learning methods that are different from the traditional learning methods. Accelerated learning methods has been known as one of the new approaches that uses almost the opposite methods as compared to the traditional ones. Learning IT subjects is usually one of the boring and difficult-to-understand subjects to learn. Therefore,implementing the accelerated learning methods for learning IT subjects would help...

Estimating the implicit component of visuomotor rotation learning by constraining movement preparation time.

Science.gov (United States)

Leow, Li-Ann; Gunn, Reece; Marinovic, Welber; Carroll, Timothy J

2017-08-01

When sensory feedback is perturbed, accurate movement is restored by a combination of implicit processes and deliberate reaiming to strategically compensate for errors. Here, we directly compare two methods used previously to dissociate implicit from explicit learning on a trial-by-trial basis: 1 ) asking participants to report the direction that they aim their movements, and contrasting this with the directions of the target and the movement that they actually produce, and 2 ) manipulating movement preparation time. By instructing participants to reaim without a sensory perturbation, we show that reaiming is possible even with the shortest possible preparation times, particularly when targets are narrowly distributed. Nonetheless, reaiming is effortful and comes at the cost of increased variability, so we tested whether constraining preparation time is sufficient to suppress strategic reaiming during adaptation to visuomotor rotation with a broad target distribution. The rate and extent of error reduction under preparation time constraints were similar to estimates of implicit learning obtained from self-report without time pressure, suggesting that participants chose not to apply a reaiming strategy to correct visual errors under time pressure. Surprisingly, participants who reported aiming directions showed less implicit learning according to an alternative measure, obtained during trials performed without visual feedback. This suggests that the process of reporting can affect the extent or persistence of implicit learning. The data extend existing evidence that restricting preparation time can suppress explicit reaiming and provide an estimate of implicit visuomotor rotation learning that does not require participants to report their aiming directions. NEW & NOTEWORTHY During sensorimotor adaptation, implicit error-driven learning can be isolated from explicit strategy-driven reaiming by subtracting self-reported aiming directions from movement directions, or

Time Spent, Workload, and Student and Faculty Perceptions in a Blended Learning Environment

Science.gov (United States)

Schumacher, Christie; Arif, Sally

2016-01-01

Objective. To evaluate student perception and time spent on asynchronous online lectures in a blended learning environment (BLE) and to assess faculty workload and perception. Methods. Students (n=427) time spent viewing online lectures was measured in three courses. Students and faculty members completed a survey to assess perceptions of a BLE. Faculty members recorded time spent creating BLEs. Results. Total time spent in the BLE was less than the allocated time for two of the three courses by 3-15%. Students preferred online lectures for their flexibility, students’ ability to apply information learned, and congruence with their learning styles. Faculty members reported the BLE facilitated higher levels of learning during class sessions but noted an increase in workload. Conclusion. A BLE increased faculty workload but was well received by students. Time spent viewing online lectures was less than what was allocated in two of the three courses. PMID:27667839

Modeling Time Series Data for Supervised Learning

Science.gov (United States)

Baydogan, Mustafa Gokce

2012-01-01

Temporal data are increasingly prevalent and important in analytics. Time series (TS) data are chronological sequences of observations and an important class of temporal data. Fields such as medicine, finance, learning science and multimedia naturally generate TS data. Each series provide a high-dimensional data vector that challenges the learning…

Eyeblink conditioning is impaired in subjects with essential tremor.

Science.gov (United States)

Kronenbuerger, Martin; Gerwig, Marcus; Brol, Beate; Block, Frank; Timmann, Dagmar

2007-06-01

Several lines of evidence point to an involvement of the olivo-cerebellar system in the pathogenesis of essential tremor (ET), with clinical signs of cerebellar dysfunction being present in some subjects in the advanced stage. Besides motor coordination, the cerebellum is critically involved in motor learning. Evidence of motor learning deficits would strengthen the hypothesis of olivo-cerebellar involvement in ET. Conditioning of the eyeblink reflex is a well-established paradigm to assess motor learning. Twenty-three ET subjects (13 males, 10 females; mean age 44.3 +/- 22.3 years, mean disease duration 17.4 +/- 17.3 years) and 23 age-matched healthy controls were studied on two consecutive days using a standard delay eyeblink conditioning protocol. Six ET subjects exhibited accompanying clinical signs of cerebellar dysfunction. Care was taken to examine subjects without medication affecting central nervous functioning. Seven ET subjects and three controls on low-dose beta-blocker treatments, which had no effect on eyeblink conditioning in animal studies, were allowed into the study. The ability to acquire conditioned eyeblink responses was significantly reduced in ET subjects compared with controls. Impairment of eyeblink conditioning was not due to low-dose beta-blocker medication. Additionally, acquisition of conditioned eyeblink response was reduced in ET subjects regardless of the presence of cerebellar signs in clinical examination. There were no differences in timing or extinction of conditioned responses between groups and conditioning deficits did not correlate with the degree of tremor or ataxia as rated by clinical scores. The findings of disordered eyeblink conditioning support the hypothesis that ET is caused by a functional disturbance of olivo-cerebellar circuits which may cause cerebellar dysfunction. In particular, results point to an involvement of the olivo-cerebellar system in early stages of ET.

A semi-parametric within-subject mixture approach to the analyses of responses and response times.

Science.gov (United States)

Molenaar, Dylan; Bolsinova, Maria; Vermunt, Jeroen K

2018-05-01

In item response theory, modelling the item response times in addition to the item responses may improve the detection of possible between- and within-subject differences in the process that resulted in the responses. For instance, if respondents rely on rapid guessing on some items but not on all, the joint distribution of the responses and response times will be a multivariate within-subject mixture distribution. Suitable parametric methods to detect these within-subject differences have been proposed. In these approaches, a distribution needs to be assumed for the within-class response times. In this paper, it is demonstrated that these parametric within-subject approaches may produce false positives and biased parameter estimates if the assumption concerning the response time distribution is violated. A semi-parametric approach is proposed which resorts to categorized response times. This approach is shown to hardly produce false positives and parameter bias. In addition, the semi-parametric approach results in approximately the same power as the parametric approach. © 2017 The British Psychological Society.

Online Quiz Time Limits and Learning Outcomes in Economics

Science.gov (United States)

Evans, Brent; Culp, Robert

2015-01-01

In an effort to better understand the impact of timing limits, the authors compare the learning outcomes of students who completed timed quizzes with students who took untimed quizzes in economics principles courses. Students were assigned two online quizzes--one timed and one untimed--and re-tested on the material the following class day. Our…

Digital Literacy and Subject Matter Learning

DEFF Research Database (Denmark)

Levinsen, Karin; Sørensen, Birgitte Holm

2015-01-01

It is generally agreed that learners need to acquire digital literacy in order to be able to act as citizens, employees and entrepreneurs in an increasingly digitalized environment. It is also generally agreed that the educational system has to be responsible for educating towards digital literacy....... However, there is no shared conception of the scope and meaning of digital literacy. The overall picture shows two main approaches: The first aims at digital literacy in the sense of Buildung (general education) while the second addresses a wide range of specific skills and competences: From basic...... computer skills over multimodal analysis to social conventions for behavior in online environments. Consequently designs for teaching and learning that aim at learners acquiring digital literacy and the related learning objectives appear as weak defined. According to the Danish Ministry of Education Shared...

The influence of subjective norm on intention to use of learning management system among Malaysian higher education students

Science.gov (United States)

Baleghi-Zadeh, Sousan; Ayub, Ahmad Fauzi Mohd; Mahmud, Rosnaini; Daud, Shaffe Mohd

2014-12-01

In recent years, the use of learning management system by universities has been increasingly growing. However, the results of several studies have revealed that students do not fully use the information systems. The present study proposes a model which investigates the influence of three constructs of perceived ease of use, perceived usefulness, and subjective norm on behavior intention to use of learning management system. The sample size was 216 Malaysian undergraduate students. The results of the study revealed that the proposed model accounts for 31.1 % variance of behavior intention to use.

Forecasting air quality time series using deep learning.

Science.gov (United States)

Freeman, Brian S; Taylor, Graham; Gharabaghi, Bahram; Thé, Jesse

2018-04-13

This paper presents one of the first applications of deep learning (DL) techniques to predict air pollution time series. Air quality management relies extensively on time series data captured at air monitoring stations as the basis of identifying population exposure to airborne pollutants and determining compliance with local ambient air standards. In this paper, 8 hr averaged surface ozone (O 3 ) concentrations were predicted using deep learning consisting of a recurrent neural network (RNN) with long short-term memory (LSTM). Hourly air quality and meteorological data were used to train and forecast values up to 72 hours with low error rates. The LSTM was able to forecast the duration of continuous O 3 exceedances as well. Prior to training the network, the dataset was reviewed for missing data and outliers. Missing data were imputed using a novel technique that averaged gaps less than eight time steps with incremental steps based on first-order differences of neighboring time periods. Data were then used to train decision trees to evaluate input feature importance over different time prediction horizons. The number of features used to train the LSTM model was reduced from 25 features to 5 features, resulting in improved accuracy as measured by Mean Absolute Error (MAE). Parameter sensitivity analysis identified look-back nodes associated with the RNN proved to be a significant source of error if not aligned with the prediction horizon. Overall, MAE's less than 2 were calculated for predictions out to 72 hours. Novel deep learning techniques were used to train an 8-hour averaged ozone forecast model. Missing data and outliers within the captured data set were replaced using a new imputation method that generated calculated values closer to the expected value based on the time and season. Decision trees were used to identify input variables with the greatest importance. The methods presented in this paper allow air managers to forecast long range air pollution

The time course of location-avoidance learning in fear of spiders.

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Rinck, Mike; Koene, Marieke; Telli, Sibel; Moerman-van den Brink, Wiltine; Verhoeven, Barbara; Becker, Eni S

2016-01-01

Two experiments were designed to study the time course of avoidance learning in spider fearfuls (SFs) under controlled experimental conditions. To achieve this, we employed an immersive virtual environment (IVE): While walking freely through a virtual art museum to search for specific paintings, the participants were exposed to virtual spiders. Unbeknown to the participants, only two of four museum rooms contained spiders, allowing for avoidance learning. Indeed, the more SF the participants were, the faster they learned to avoid the rooms that contained spiders (Experiment. 1), and within the first six trials, high fearfuls already developed a preference for starting their search task in rooms without spiders (Experiment 2). These results illustrate the time course of avoidance learning in SFs, and they speak to the usefulness of IVEs in fundamental anxiety research.

Surface electromyography based muscle fatigue detection using high-resolution time-frequency methods and machine learning algorithms.

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Karthick, P A; Ghosh, Diptasree Maitra; Ramakrishnan, S

2018-02-01

Surface electromyography (sEMG) based muscle fatigue research is widely preferred in sports science and occupational/rehabilitation studies due to its noninvasiveness. However, these signals are complex, multicomponent and highly nonstationary with large inter-subject variations, particularly during dynamic contractions. Hence, time-frequency based machine learning methodologies can improve the design of automated system for these signals. In this work, the analysis based on high-resolution time-frequency methods, namely, Stockwell transform (S-transform), B-distribution (BD) and extended modified B-distribution (EMBD) are proposed to differentiate the dynamic muscle nonfatigue and fatigue conditions. The nonfatigue and fatigue segments of sEMG signals recorded from the biceps brachii of 52 healthy volunteers are preprocessed and subjected to S-transform, BD and EMBD. Twelve features are extracted from each method and prominent features are selected using genetic algorithm (GA) and binary particle swarm optimization (BPSO). Five machine learning algorithms, namely, naïve Bayes, support vector machine (SVM) of polynomial and radial basis kernel, random forest and rotation forests are used for the classification. The results show that all the proposed time-frequency distributions (TFDs) are able to show the nonstationary variations of sEMG signals. Most of the features exhibit statistically significant difference in the muscle fatigue and nonfatigue conditions. The maximum number of features (66%) is reduced by GA and BPSO for EMBD and BD-TFD respectively. The combination of EMBD- polynomial kernel based SVM is found to be most accurate (91% accuracy) in classifying the conditions with the features selected using GA. The proposed methods are found to be capable of handling the nonstationary and multicomponent variations of sEMG signals recorded in dynamic fatiguing contractions. Particularly, the combination of EMBD- polynomial kernel based SVM could be used to

The Effects of Augmented Verbal Information Feedback in the Motor Skill Learning of Totally Blind Subjects Fourteen to Twenty-one Years of Age.

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Joseph, Daniel P.

This study examined the effects of Knowledge of Results, Knowledge of Performance and a combination of the two in the learning of a novel motor task by totally blind subjects. Thirty-three totally blind subjects tossed a velcro ball dart at a target while receiving augmented verbal information feedback. Each subject completed three learning…

Declarative and procedural learning in children and adolescents with posterior fossa tumours

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Casares Encarnación

2006-03-01

Full Text Available Abstract Background This quasi-experimental study was designed to assess two important learning types – procedural and declarative – in children and adolescents affected by posterior fossa tumours (astrocytoma vs. medulloblastoma, given that memory has an important impact on the child's academic achievement and personal development. Methods We had three groups: two clinical (eighteen subjects and one control (twelve subjects. The learning types in these groups were assessed by two experimental tasks evaluating procedural-implicit and declarative memory. A Serial Reaction-Time Task was used to measure procedural sequence learning, and the Spanish version 1 of the California Verbal Learning Test-Children's Version- CVLT- 2 to measure declarative-explicit learning. The learning capacity was assessed considering only the blocks that represent learning, and were compared with MANOVA in clinical and normal subjects. The Raven, simple reaction-time, finger-tapping test, and grooved pegboard tests were used to assess the overall functioning of subjects. The results were compared with those from a control group of the same age, and with Spanish norm-referenced tools where available Results The results indicate the absence of procedural-implicit learning in both clinical groups, whereas declarative-explicit learning is maintained in both groups. Conclusion The clinical groups showed a conservation of declarative learning and a clear impairment of procedural learning. The results support the role of the cerebellum in the early phase of procedural learning.

數位學習領域主題分析之研究 Subject Analysis on the Field of E-Learning Research

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Ching-Fu Lee

2013-04-01

Full Text Available 近年來數位化資訊技術應用於教與學情況已成為趨勢，各國紛紛將數位學習的推動列為國家重要政策，對數位學習領域之研究發展極為重視。本研究採廣義數位學習定義之檢索策略，蒐集2000~2009年間合計2,125篇數位學習領域SSCI期刊文獻，以自動化內容探勘工具CATAR進行剖析，再分別以共現字及書目對進行研究主題分析，藉此歸納數位學習領域的研究主題架構。本研究歸納結果，除幫助研究人員檢視自己的領域專長、掌握數位學習各研究主題發展脈絡、做為學者專家選定研究主題之參考，更有助於瞭解國際間數位學習領域的研究發展現況。With the digital development and the global trend of information technology applying teaching and learning in recent years, every country around the world regards the promotion of e-learning as a very important policy of the country. They lay special emphasis on the development of the subject research in e-learning. The present study adopts the search strategy of generalized definition of e-learning and collects 2,125 SSCI periodical literature in total on e-learning field from the years of 2000 till 2009. They are analyzed with automatic context exploration tool CATAR to proceed to dissection. Then they are respectively analyzed with co-occurrence words and bibliographic coupling to proceed to the research subject analysis. Thus it can integrate the frames of research subjects of e-learning field. Not only can the results of the present study help the researchers to look into their own field specialty, to master the development situation of research subject dimensions and to make reference to the scholars and experts to determine their research subjects, but it can also help understand the research development status of international e-learning field.

WHY ADULTS LEARN: INTERPRETING ADULTS’ REASONS TO PARTICIPATE IN EDUCATION IN TERMS OF ECCLES’ SUBJECTIVE TASK VALUE

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Julia Gorges

2016-01-01

Full Text Available Psychological research shows that subjective task value, a basic component of expectancyvalue theory as outlined by Eccles, predicts task choice (e.g., going to graduate school. However, Eccles’ approach has not been used to investigate adult learning so far. Therefore, the present study investigated a specific form of subjective task value and task choice, namely adults’ subjective task value of participation in education. Based on expectancy-value theory, qualitative content analyses of 16 interviews with adult learners (aged between 21 and 67 from varying age groups and educational backgrounds show a differentiation of positive value according to points of reference and a revised conceptualisation of cost as an independent component of subjective task value with four subcomponents. Apparently people estimate positive value and cost separately at first and only later weigh these components against each other to arrive at an overall evaluation of subjective task value, which, in turn, predicts participation in education. Moreover, results suggest a distinction between anticipated subjective task value prior to participation and subjective task value based on experience (i.e., in hindsight. Benefits of using expectancy-value theory for future research on adults’ participation in education are discussed.

Using virtual reality to distinguish subjects with multiple- but not single-domain amnestic mild cognitive impairment from normal elderly subjects.

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Mohammadi, Alireza; Kargar, Mahmoud; Hesami, Ehsan

2018-03-01

Spatial disorientation is a hallmark of amnestic mild cognitive impairment (aMCI) and Alzheimer's disease. Our aim was to use virtual reality to determine the allocentric and egocentric memory deficits of subjects with single-domain aMCI (aMCIsd) and multiple-domain aMCI (aMCImd). For this purpose, we introduced an advanced virtual reality navigation task (VRNT) to distinguish these deficits in mild Alzheimer's disease (miAD), aMCIsd, and aMCImd. The VRNT performance of 110 subjects, including 20 with miAD, 30 with pure aMCIsd, 30 with pure aMCImd, and 30 cognitively normal controls was compared. Our newly developed VRNT consists of a virtual neighbourhood (allocentric memory) and virtual maze (egocentric memory). Verbal and visuospatial memory impairments were also examined with Rey Auditory-Verbal Learning Test and Rey-Osterrieth Complex Figure Test, respectively. We found that miAD and aMCImd subjects were impaired in both allocentric and egocentric memory, but aMCIsd subjects performed similarly to the normal controls on both tasks. The miAD, aMCImd, and aMCIsd subjects performed worse on finding the target or required more time in the virtual environment than the aMCImd, aMCIsd, and normal controls, respectively. Our findings indicated the aMCImd and miAD subjects, as well as the aMCIsd subjects, were more impaired in egocentric orientation than allocentric orientation. We concluded that VRNT can distinguish aMCImd subjects, but not aMCIsd subjects, from normal elderly subjects. The VRNT, along with the Rey Auditory-Verbal Learning Test and Rey-Osterrieth Complex Figure Test, can be used as a valid diagnostic tool for properly distinguishing different forms of aMCI. © 2018 Japanese Psychogeriatric Society.

Improve Outcomes Study subjects Chemistry Teaching and Learning Strategies through independent study with the help of computer-based media

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Sugiharti, Gulmah

2018-03-01

This study aims to see the improvement of student learning outcomes by independent learning using computer-based learning media in the course of STBM (Teaching and Learning Strategy) Chemistry. Population in this research all student of class of 2014 which take subject STBM Chemistry as many as 4 class. While the sample is taken by purposive as many as 2 classes, each 32 students, as control class and expriment class. The instrument used is the test of learning outcomes in the form of multiple choice with the number of questions as many as 20 questions that have been declared valid, and reliable. Data analysis techniques used one-sided t test and improved learning outcomes using a normalized gain test. Based on the learning result data, the average of normalized gain values for the experimental class is 0,530 and for the control class is 0,224. The result of the experimental student learning result is 53% and the control class is 22,4%. Hypothesis testing results obtained t count> ttable is 9.02> 1.6723 at the level of significance α = 0.05 and db = 58. This means that the acceptance of Ha is the use of computer-based learning media (CAI Computer) can improve student learning outcomes in the course Learning Teaching Strategy (STBM) Chemistry academic year 2017/2018.

The Negative Impact of Community Stressors on Learning Time: Examining Inequalities between California High Schools

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Mirra, Nicole; Rogers, John

2015-01-01

Allocated classroom time is not the same as time available for learning--a host of economic and social stressors undermine learning time in schools serving low-income students. When time is limited, it is hard to meet rigorous learning standards. The challenge is compounded in high-poverty schools where community stressors place additional demands…

Learning and memory and its relationship with the lateralization of epileptic focus in subjects with temporal lobe epilepsy

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Daniel Fuentes

2014-04-01

Full Text Available Background : In medial temporal lobe epilepsy (MTLE, previous studies addressing the hemispheric laterality of epileptogenic focus and its relationship with learning and memory processes have reported controversial findings. Objective : To compare the performance of MTLE patients according to the location of the epileptogenic focus on the left (MTLEL or right temporal lobe (MTLER on tasks of episodic learning and memory for verbal and visual content. Methods : One hundred patients with MTLEL and one hundred patients with MTLER were tested with the following tasks: the Rey Auditory Verbal Learning Test (RAVLT and the Logical Memory-WMS-R to evaluate verbal learning and memory; and the Rey Visual Design Learning Test (RVDLT and the Visual Reproduction-WMS-R to evaluate visual learning and memory. Results : The MTLEL sample showed significantly worse performance on the RAVLT (p < 0.005 and on the Logical Memory tests (p < 0.01 than MTLER subjects. However, there were no significant between-group differences in regard to the visual memory tests. Discussion : Our findings suggest that verbal learning and memory abilities are dependent on the structural and functional integrity of the left temporal lobe, while visual abilities are less dependent on the right temporal lobe.

Contextual change after fear acquisition affects conditioned responding and the time course of extinction learning – Implications for renewal research

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Rachel eSjouwerman

2015-12-01

Full Text Available Context plays a central role in retrieving (fear memories. Accordingly, context manipulations are inherent to most return of fear (ROF paradigms (in particular renewal, involving contextual changes after fear extinction. Context changes are, however, also often embedded during earlier stages of ROF experiments such as context changes between fear acquisition and extinction (e.g. in ABC and ABA renewal. Previous studies using these paradigms have however focused exclusively on the context switch after extinction (i.e. renewal. Thus, the possibility of a general effect of a context switch on conditioned responding that may not be conditional to preceding extinction learning remains unstudied.Hence, the current study investigated the impact of a context switch between fear acquisition and extinction on immediate conditioned responding and on the time-course of extinction learning by using a multimodal approach. A group that underwent contextual change after fear conditioning (AB; n = 36 was compared with a group without a contextual change from acquisition to extinction (AA; n = 149, while measuring autonomic (skin conductance and fear potentiated startle measures and subjective fear ratings. Contextual change between fear acquisition and extinction had a pronounced effect on both immediate conditioned responding and on the time course of extinction learning in skin conductance responses and subjective fear ratings. This may have important implications for the mechanisms underlying and the interpretation of the renewal effect (i.e. contextual switch after extinction. Consequently, future studies should incorporate designs and statistical tests that disentangle general effects of contextual change from genuine ROF effects.

Learning and Teaching Problems in Part-Time Higher Education.

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Trotman-Dickenson, D. I.

1988-01-01

Results of a British survey of the administrations of six universities and six public colleges, employers, and employees who were part-time students are reported and discussed. The survey assessed the perceptions of those groups concerning problems in the instruction and learning of part-time students. (MSE)

Reinforcement learning using a continuous time actor-critic framework with spiking neurons.

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Nicolas Frémaux

2013-04-01

Full Text Available Animals repeat rewarded behaviors, but the physiological basis of reward-based learning has only been partially elucidated. On one hand, experimental evidence shows that the neuromodulator dopamine carries information about rewards and affects synaptic plasticity. On the other hand, the theory of reinforcement learning provides a framework for reward-based learning. Recent models of reward-modulated spike-timing-dependent plasticity have made first steps towards bridging the gap between the two approaches, but faced two problems. First, reinforcement learning is typically formulated in a discrete framework, ill-adapted to the description of natural situations. Second, biologically plausible models of reward-modulated spike-timing-dependent plasticity require precise calculation of the reward prediction error, yet it remains to be shown how this can be computed by neurons. Here we propose a solution to these problems by extending the continuous temporal difference (TD learning of Doya (2000 to the case of spiking neurons in an actor-critic network operating in continuous time, and with continuous state and action representations. In our model, the critic learns to predict expected future rewards in real time. Its activity, together with actual rewards, conditions the delivery of a neuromodulatory TD signal to itself and to the actor, which is responsible for action choice. In simulations, we show that such an architecture can solve a Morris water-maze-like navigation task, in a number of trials consistent with reported animal performance. We also use our model to solve the acrobot and the cartpole problems, two complex motor control tasks. Our model provides a plausible way of computing reward prediction error in the brain. Moreover, the analytically derived learning rule is consistent with experimental evidence for dopamine-modulated spike-timing-dependent plasticity.

Fixation and escape times in stochastic game learning

International Nuclear Information System (INIS)

Realpe-Gomez, John; Szczesny, Bartosz; Galla, Tobias; Dall’Asta, Luca

2012-01-01

Evolutionary dynamics in finite populations is known to fixate eventually in the absence of mutation. We here show that a similar phenomenon can be found in stochastic game dynamical batch learning, and investigate fixation in learning processes in a simple 2×2 game, for two-player games with cyclic interaction, and in the context of the best-shot network game. The analogues of finite populations in evolution are here finite batches of observations between strategy updates. We study when and how such fixation can occur, and present results on the average time-to-fixation from numerical simulations. Simple cases are also amenable to analytical approaches and we provide estimates of the behaviour of so-called escape times as a function of the batch size. The differences and similarities with escape and fixation in evolutionary dynamics are discussed. (paper)

Students' Pressure, Time Management and Effective Learning

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Sun, Hechuan; Yang, Xiaolin

2009-01-01

Purpose: This paper aims to survey the status quo of the student pressure and the relationship between their daily time management and their learning outcomes in three different types of higher secondary schools at Shenyang, the capital city of Liaoning Province in mainland China. Design/methodology/approach: An investigation was carried out in 14…

Representation Learning from Time Labelled Heterogeneous Data for Mobile Crowdsensing

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Chunmei Ma

2016-01-01

Full Text Available Mobile crowdsensing is a new paradigm that can utilize pervasive smartphones to collect and analyze data to benefit users. However, sensory data gathered by smartphone usually involves different data types because of different granularity and multiple sensor sources. Besides, the data are also time labelled. The heterogeneous and time sequential data raise new challenges for data analyzing. Some existing solutions try to learn each type of data one by one and analyze them separately without considering time information. In addition, the traditional methods also have to determine phone orientation because some sensors equipped in smartphone are orientation related. In this paper, we think that a combination of multiple sensors can represent an invariant feature for a crowdsensing context. Therefore, we propose a new representation learning method of heterogeneous data with time labels to extract typical features using deep learning. We evaluate that our proposed method can adapt data generated by different orientations effectively. Furthermore, we test the performance of the proposed method by recognizing two group mobile activities, walking/cycling and driving/bus with smartphone sensors. It achieves precisions of 98.6% and 93.7% in distinguishing cycling from walking and bus from driving, respectively.

The race to learn: spike timing and STDP can coordinate learning and recall in CA3.

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Nolan, Christopher R; Wyeth, Gordon; Milford, Michael; Wiles, Janet

2011-06-01

The CA3 region of the hippocampus has long been proposed as an autoassociative network performing pattern completion on known inputs. The dentate gyrus (DG) region is often proposed as a network performing the complementary function of pattern separation. Neural models of pattern completion and separation generally designate explicit learning phases to encode new information and assume an ideal fixed threshold at which to stop learning new patterns and begin recalling known patterns. Memory systems are significantly more complex in practice, with the degree of memory recall depending on context-specific goals. Here, we present our spike-timing separation and completion (STSC) model of the entorhinal cortex (EC), DG, and CA3 network, ascribing to each region a role similar to that in existing models but adding a temporal dimension by using a spiking neural network. Simulation results demonstrate that (a) spike-timing dependent plasticity in the EC-CA3 synapses provides a pattern completion ability without recurrent CA3 connections, (b) the race between activation of CA3 cells via EC-CA3 synapses and activation of the same cells via DG-CA3 synapses distinguishes novel from known inputs, and (c) modulation of the EC-CA3 synapses adjusts the learned versus test input similarity required to evoke a direct CA3 response prior to any DG activity, thereby adjusting the pattern completion threshold. These mechanisms suggest that spike timing can arbitrate between learning and recall based on the novelty of each individual input, ensuring control of the learn-recall decision resides in the same subsystem as the learned memories themselves. The proposed modulatory signal does not override this decision but biases the system toward either learning or recall. The model provides an explanation for empirical observations that a reduction in novelty produces a corresponding reduction in the latency of responses in CA3 and CA1. Copyright © 2010 Wiley-Liss, Inc.

Pointillist, Cyclical, and Overlapping: Multidimensional Facets of Time in Online Learning

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Pekka Ihanainen

2011-11-01

Full Text Available A linear, sequential time conception based on in-person meetings and pedagogical activities is not enough for those who practice and hope to enhance contemporary education, particularly where online interactions are concerned. In this article, we propose a new model for understanding time in pedagogical contexts. Conceptual parts of the model will be employed as a “cultural technology” to help us relate to evolving phenomena, both physical and virtual. We label these constructs as pointillist, cyclical, and overlapping times.Pointillist time and learning takes place in “dots” of actions that consist of small, discrete moments (e.g., tweeting. Producing, receiving, and sharing ideas in this context are separate points in each actor’s timeline. Cyclical time and learning emerges from intensive periods, which are highly visible in online forums. This construct reveals itself through interactions that often exist in multiple online environments. Overlapping time and learning involves various configurations of linear, pointillist, and cyclical layers, which are mainly evident through the simultaneous uses of social communication technologies.Pointillist, cyclical, and overlapping time constructs enable new orientations for conceptualizing time in pedagogy. In this article we also introduce de-, re-, and en- modes of these pedagogies that connect with approaches to meet the needs of learners for individualization, personalization, and cyborgization.

Identification of critical time-consuming student support activities in e-learning

NARCIS (Netherlands)

De Vries, Fred; Kester, Liesbeth; Sloep, Peter; Van Rosmalen, Peter; Pannekeet, Kees; Koper, Rob

2005-01-01

Please cite the original publication: De Vries, F., Kester, L., Sloep, P., Van Rosmalen, P., Pannekeet, K., & Koper, R. (2005). Identification of critical time-consuming student support activities in e-learning. Research in Learning Technology (ALT-J), 13(3), 219-229.

Refining Time-Activity Classification of Human Subjects Using the Global Positioning System.

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Hu, Maogui; Li, Wei; Li, Lianfa; Houston, Douglas; Wu, Jun

2016-01-01

Detailed spatial location information is important in accurately estimating personal exposure to air pollution. Global Position System (GPS) has been widely used in tracking personal paths and activities. Previous researchers have developed time-activity classification models based on GPS data, most of them were developed for specific regions. An adaptive model for time-location classification can be widely applied to air pollution studies that use GPS to track individual level time-activity patterns. Time-activity data were collected for seven days using GPS loggers and accelerometers from thirteen adult participants from Southern California under free living conditions. We developed an automated model based on random forests to classify major time-activity patterns (i.e. indoor, outdoor-static, outdoor-walking, and in-vehicle travel). Sensitivity analysis was conducted to examine the contribution of the accelerometer data and the supplemental spatial data (i.e. roadway and tax parcel data) to the accuracy of time-activity classification. Our model was evaluated using both leave-one-fold-out and leave-one-subject-out methods. Maximum speeds in averaging time intervals of 7 and 5 minutes, and distance to primary highways with limited access were found to be the three most important variables in the classification model. Leave-one-fold-out cross-validation showed an overall accuracy of 99.71%. Sensitivities varied from 84.62% (outdoor walking) to 99.90% (indoor). Specificities varied from 96.33% (indoor) to 99.98% (outdoor static). The exclusion of accelerometer and ambient light sensor variables caused a slight loss in sensitivity for outdoor walking, but little loss in overall accuracy. However, leave-one-subject-out cross-validation showed considerable loss in sensitivity for outdoor static and outdoor walking conditions. The random forests classification model can achieve high accuracy for the four major time-activity categories. The model also performed well

Autonomous learning by simple dynamical systems with a discrete-time formulation

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Bilen, Agustín M.; Kaluza, Pablo

2017-05-01

We present a discrete-time formulation for the autonomous learning conjecture. The main feature of this formulation is the possibility to apply the autonomous learning scheme to systems in which the errors with respect to target functions are not well-defined for all times. This restriction for the evaluation of functionality is a typical feature in systems that need a finite time interval to process a unit piece of information. We illustrate its application on an artificial neural network with feed-forward architecture for classification and a phase oscillator system with synchronization properties. The main characteristics of the discrete-time formulation are shown by constructing these systems with predefined functions.

Prime Time for Learning.

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Leidy, Vivian; And Others

1981-01-01

Five elementary teachers explain how they orient pupils and get learning started on the first day of school--whether or not their supplies or textbooks have arrived--by building learning activities around a common interest like dogs, earthworms, football, or the Statue of Liberty. (Editor/SJL)

Event timing in associative learning: from biochemical reaction dynamics to behavioural observations.

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Ayse Yarali

Full Text Available Associative learning relies on event timing. Fruit flies for example, once trained with an odour that precedes electric shock, subsequently avoid this odour (punishment learning; if, on the other hand the odour follows the shock during training, it is approached later on (relief learning. During training, an odour-induced Ca(++ signal and a shock-induced dopaminergic signal converge in the Kenyon cells, synergistically activating a Ca(++-calmodulin-sensitive adenylate cyclase, which likely leads to the synaptic plasticity underlying the conditioned avoidance of the odour. In Aplysia, the effect of serotonin on the corresponding adenylate cyclase is bi-directionally modulated by Ca(++, depending on the relative timing of the two inputs. Using a computational approach, we quantitatively explore this biochemical property of the adenylate cyclase and show that it can generate the effect of event timing on associative learning. We overcome the shortage of behavioural data in Aplysia and biochemical data in Drosophila by combining findings from both systems.

Pre-meal screen-time activities increase subjective emotions, but not food intake in young girls.

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Totosy de Zepetnek, Julia O; Pollard, Damion; Welch, Jo M; Rossiter, Melissa; Faghih, Shiva; Bellissimo, Nick

2017-04-01

To determine the effect of pre-meal screen-time activities on subjective emotions, subjective appetite, and food intake (FI) in 9-14 year-old girls. In this clinical study, 31 girls completed four 45-min treatment conditions of television viewing (TVV), video game playing (VGP), a challenging computer task (CT), and sitting without screen exposure (control) in a randomized order. Each treatment condition was followed immediately by an ad libitum pizza lunch, and FI was calculated from the weight of the consumed pizza. Subjective appetite was assessed at baseline, 15, 30, and 45 min during the treatment condition, and upon trial completion at 75 min. Subjective emotions were assessed at baseline and at 45 min. FI was not affected by screen type, but was positively correlated with body composition (fat mass [FM, kg], fat free mass [FFM, kg]) in all treatment conditions. Subjective appetite was not affected by screen type, but increased with time in all treatment conditions (p < 0.0001). Subjective emotions were affected by VGP only. Anger, excitement, frustration, and upset feelings were increased at 45 min following VGP. VGP led to increased frustration compared to control (p = 0.0003), CT (p = 0.007) and TVV (p = 0.0002). Exposure to TVV or CT before eating did not affect subjective emotions, subjective appetite, or FI, and no difference was found between screen activities and the control condition for average appetite or FI. Despite a change in subjective emotions during the VGP condition, there was no increase in subjective appetite or subsequent FI. These findings suggest that physiologic signals of satiation and satiety are not overridden by environmental stimuli of pre-meal screen-time exposure among young girls. (Clinical trial number NCT01750177). Copyright © 2016 Elsevier Ltd. All rights reserved.

Optimal critic learning for robot control in time-varying environments.

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Wang, Chen; Li, Yanan; Ge, Shuzhi Sam; Lee, Tong Heng

2015-10-01

In this paper, optimal critic learning is developed for robot control in a time-varying environment. The unknown environment is described as a linear system with time-varying parameters, and impedance control is employed for the interaction control. Desired impedance parameters are obtained in the sense of an optimal realization of the composite of trajectory tracking and force regulation. Q -function-based critic learning is developed to determine the optimal impedance parameters without the knowledge of the system dynamics. The simulation results are presented and compared with existing methods, and the efficacy of the proposed method is verified.

Timing of quizzes during learning: Effects on motivation and retention.

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Healy, Alice F; Jones, Matt; Lalchandani, Lakshmi A; Tack, Lindsay Anderson

2017-06-01

This article investigates how the timing of quizzes given during learning impacts retention of studied material. We investigated the hypothesis that interspersing quizzes among study blocks increases student engagement, thus improving learning. Participants learned 8 artificial facts about each of 8 plant categories, with the categories blocked during learning. Quizzes about 4 of the 8 facts from each category occurred either immediately after studying the facts for that category (standard) or after studying the facts from all 8 categories (postponed). In Experiment 1, participants were given tests shortly after learning and several days later, including both the initially quizzed and unquizzed facts. Test performance was better in the standard than in the postponed condition, especially for categories learned later in the sequence. This result held even for the facts not quizzed during learning, suggesting that the advantage cannot be due to any direct testing effects. Instead the results support the hypothesis that interrupting learning with quiz questions is beneficial because it can enhance learner engagement. Experiment 2 provided further support for this hypothesis, based on participants' retrospective ratings of their task engagement during the learning phase. These findings have practical implications for when to introduce quizzes in the classroom. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Effect of Colour of Object on Simple Visual Reaction Time in Normal Subjects

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Sunita B. Kalyanshetti

2014-01-01

Full Text Available The measure of simple reaction time has been used to evaluate the processing speed of CNS and the co-ordination between the sensory and motor systems. As the reaction time is influenced by different factors; the impact of colour of objects in modulating the reaction time has been investigated in this study. 200 healthy volunteers (female gender 100 and male gender100 of age group 18-25 yrs were included as subjects. The subjects were presented with two visual stimuli viz; red and green light by using an electronic response analyzer. Paired‘t’ test for comparison of visual reaction time for red and green colour in male gender shows p value<0.05 whereas in female gender shows p<0.001. It was observed that response latency for red colour was lesser than that of green colour which can be explained on the basis of trichromatic theory.

Flexible Learning and Teaching: Looking Beyond the Binary of Full-time/Part-time Provision in South African Higher Education

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Barbara M Jones

2015-06-01

Full Text Available This paper engages with literature on flexible learning and teaching in order to explore whether it may be possible, within the South African context, to have flexible learning and teaching provide a third way which goes beyond the current practice of full-time/part-time provision. This binary classification of students is a proxy for day-time/after-hours delivery.  The argument is made that effective, flexible learning and teaching requires a fundamental shift in thinking about learning and teaching in higher education that moves us beyond such binaries. The paper proposes that in order to ensure access and success for students, ‘common knowledge’ (Edwards, 2010 will need to be co-constructed which understands flexible learning and teaching in ways which will meet needs of a diversity of students, including working students. It will require ‘resourceful leadership’ (Edwards, 2014 within the university that recognises, enhances and gives purpose to the capability of colleagues at every level of the systems they lead. Also, it will require the building of ‘common knowledge’ between certain sectors of universities and particular workplaces.

Whole brain radiation-induced impairments in learning and memory are time-sensitive and reversible by systemic hypoxia.

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Junie P Warrington

Full Text Available Whole brain radiation therapy (WBRT is commonly used for treatment of primary and metastatic brain tumors; however, cognitive impairment occurs in 40-50% of brain tumor survivors. The etiology of the cognitive impairment following WBRT remains elusive. We recently reported that radiation-induced cerebrovascular rarefaction within hippocampal subregions could be completely reversed by systemic hypoxia. However, the effects of this intervention on learning and memory have not been reported. In this study, we assessed the time-course for WBRT-induced impairments in contextual and spatial learning and the capacity of systemic hypoxia to reverse WBRT-induced deficits in spatial memory. A clinical fractionated series of 4.5Gy WBRT was administered to mice twice weekly for 4 weeks, and after various periods of recovery, behavioral analyses were performed. To study the effects of systemic hypoxia, mice were subjected to 11% (hypoxia or 21% oxygen (normoxia for 28 days, initiated 1 month after the completion of WBRT. Our results indicate that WBRT induces a transient deficit in contextual learning, disruption of working memory, and progressive impairment of spatial learning. Additionally, systemic hypoxia completely reversed WBRT-induced impairments in learning and these behavioral effects as well as increased vessel density persisted for at least 2 months following hypoxia treatment. Our results provide critical support for the hypothesis that cerebrovascular rarefaction is a key component of cognitive impairment post-WBRT and indicate that processes of learning and memory, once thought to be permanently impaired after WBRT, can be restored.

Plasma homovanillic acid correlates inversely with history of learning problems in healthy volunteer and personality disordered subjects.

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Coccaro, Emil F; Hirsch, Sharon L; Stein, Mark A

2007-01-15

Central dopaminergic activity is critical to the functioning of both motor and cognitive systems. Based on the therapeutic action of dopaminergic agents in treating attention deficit hyperactivity disorder (ADHD), ADHD symptoms may be related to a reduction in central dopaminergic activity. We tested the hypothesis that dopaminergic activity, as reflected by plasma homovanillic acid (pHVA), may be related to dimensional aspects of ADHD in adults. Subjects were 30 healthy volunteer and 39 personality disordered subjects, in whom morning basal pHVA concentration and a dimensional measure of childhood ADHD symptoms (Wender Utah Rating Scale: WURS) were obtained. A significant inverse correlation was found between WURS Total score and pHVA concentration in the total sample. Among WURS factor scores, a significant inverse relationship was noted between pHVA and history of "childhood learning problems". Consistent with the dopaminergic dysfunction hypothesis of ADHD and of cognitive function, pHVA concentrations were correlated with childhood history of ADHD symptoms in general and with history of "learning problems" in non-ADHD psychiatric patients and controls. Replication is needed in treated and untreated ADHD samples to confirm these initial results.

In-Time On-Place Learning

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Bauters, Merja; Purma, Jukka; Leinonen, Teemu

2014-01-01

The aim of this short paper is to look at how mobile video recording devices could support learning related to physical practices or places and situations at work. This paper discusses particular kind of workplace learning, namely learning using short video clips that are related to physical environment and tasks preformed in situ. The paper…

Technical Note: Deep learning based MRAC using rapid ultra-short echo time imaging.

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Jang, Hyungseok; Liu, Fang; Zhao, Gengyan; Bradshaw, Tyler; McMillan, Alan B

2018-05-15

In this study, we explore the feasibility of a novel framework for MR-based attenuation correction for PET/MR imaging based on deep learning via convolutional neural networks, which enables fully automated and robust estimation of a pseudo CT image based on ultrashort echo time (UTE), fat, and water images obtained by a rapid MR acquisition. MR images for MRAC are acquired using dual echo ramped hybrid encoding (dRHE), where both UTE and out-of-phase echo images are obtained within a short single acquisition (35 sec). Tissue labeling of air, soft tissue, and bone in the UTE image is accomplished via a deep learning network that was pre-trained with T1-weighted MR images. UTE images are used as input to the network, which was trained using labels derived from co-registered CT images. The tissue labels estimated by deep learning are refined by a conditional random field based correction. The soft tissue labels are further separated into fat and water components using the two-point Dixon method. The estimated bone, air, fat, and water images are then assigned appropriate Hounsfield units, resulting in a pseudo CT image for PET attenuation correction. To evaluate the proposed MRAC method, PET/MR imaging of the head was performed on 8 human subjects, where Dice similarity coefficients of the estimated tissue labels and relative PET errors were evaluated through comparison to a registered CT image. Dice coefficients for air (within the head), soft tissue, and bone labels were 0.76±0.03, 0.96±0.006, and 0.88±0.01. In PET quantification, the proposed MRAC method produced relative PET errors less than 1% within most brain regions. The proposed MRAC method utilizing deep learning with transfer learning and an efficient dRHE acquisition enables reliable PET quantification with accurate and rapid pseudo CT generation. This article is protected by copyright. All rights reserved. This article is protected by copyright. All rights reserved.

Enhancement of motor learning by focal intermittent theta burst stimulation (iTBS) of either the primary motor (M1) or somatosensory area (S1) in healthy human subjects.

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Platz, Thomas; Adler-Wiebe, Marija; Roschka, Sybille; Lotze, Martin

2018-01-01

Motor rehabilitation after brain damage relies on motor re-learning as induced by specific training. Non-invasive brain stimulation (NIBS) can alter cortical excitability and thereby has a potential to enhance subsequent training-induced learning. Knowledge about any priming effects of NIBS on motor learning in healthy subjects can help to design targeted therapeutic applications in brain-damaged subjects. To examine whether complex motor learning in healthy subjects can be enhanced by intermittent theta burst stimulation (iTBS) to primary motor or sensory cortical areas. Eighteen young healthy subjects trained eight different arm motor tasks (arm ability training, AAT) once a day for 5 days using their left non-dominant arm. Except for day 1 (baseline), training was performed after applying an excitatory form of repetitive transcranial magnetic stimulation (iTBS) to either (I) right M1 or (II) S1, or (III) sham stimulation to the right M1. Subjects were randomly assigned to conditions I, II, or III. A principal component analysis of the motor behaviour data suggested eight independent motor abilities corresponding to the 8 trained tasks. AAT induced substantial motor learning across abilities with generalisation to a non-trained test of finger dexterity (Nine-Hole-Peg-Test, NHPT). Participants receiving iTBS (to either M1 or S1) showed better performance with the AAT tasks over the period of training compared to sham stimulation as well as a bigger improvement with the generalisation task (NHPT) for the trained left hand after training completion. Priming with an excitatory repetitive transcranial magnetic stimulation as iTBS of either M1 or S1 can enhance motor learning across different sensorimotor abilities.

Investigating the Relationship Between Self-Directed Learning Readiness and Time Management Skills in Turkish Undergraduate Nursing Students.

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Ertuğ, Nurcan; Faydali, Saide

The aims of this study were to determine self-directed learning and time management skills of undergraduate nursing students and to investigate the relationship between the concepts. The use of self-directed learning has increased as an educational strategy in recent years. This descriptive and correlational study was conducted with 383 undergraduate nursing students in Turkey. Data were collected using a sociodemographic questionnaire, the Self-Directed Learning Readiness Scale, and Time Management Questionnaire. Mean scores were as follows: self-directed learning readiness, 159.12 (SD = 20.8); time management, 87.75 (SD = 12.1). A moderate positive correlation was found between self-directed learning readiness and time management values. Time management scores were 78.42 when self-directed learning readiness was ≤149 and 90.82 when self-directed learning readiness was ≥ 150, with a statistically significant difference (p = .000). Level of self-directed learning and academic achievement were higher in students who managed their time well.

Children benefit differently from night- and day-time sleep in motor learning.

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Yan, Jin H

2017-08-01

Motor skill acquisition occurs while practicing (on-line) and when asleep or awake (off-line). However, developmental questions still remain about whether children of various ages benefit similarly or differentially from night- and day-time sleeping. The likely circadian effects (time-of-day) and the possible between-test-interference (order effects) associated with children's off-line motor learning are currently unknown. Therefore, this study examines the contributions of over-night sleeping and mid-day napping to procedural skill learning. One hundred and eight children were instructed to practice a finger sequence task using computer keyboards. After an equivalent 11-h interval in one of the three states (sleep, nap, wakefulness), children performed the same sequence in retention tests and a novel sequence in transfer tests. Changes in the movement time and sequence accuracy were evaluated between ages (6-7, 8-9, 10-11years) during practice, and from skill training to retrievals across three states. Results suggest that night-time sleeping and day-time napping improved the tapping speed, especially for the 6-year-olds. The circadian factor did not affect off-line motor learning in children. The interference between the two counter-balanced retrieval tests was not found for the off-line motor learning. This research offers possible evidence about the age-related motor learning characteristics in children and a potential means for enhancing developmental motor skills. The dynamics between age, experience, memory formation, and the theoretical implications of motor skill acquisition are discussed. Copyright © 2017 Elsevier B.V. All rights reserved.

Modeling the time--varying subjective quality of HTTP video streams with rate adaptations.

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Chen, Chao; Choi, Lark Kwon; de Veciana, Gustavo; Caramanis, Constantine; Heath, Robert W; Bovik, Alan C

2014-05-01

Newly developed hypertext transfer protocol (HTTP)-based video streaming technologies enable flexible rate-adaptation under varying channel conditions. Accurately predicting the users' quality of experience (QoE) for rate-adaptive HTTP video streams is thus critical to achieve efficiency. An important aspect of understanding and modeling QoE is predicting the up-to-the-moment subjective quality of a video as it is played, which is difficult due to hysteresis effects and nonlinearities in human behavioral responses. This paper presents a Hammerstein-Wiener model for predicting the time-varying subjective quality (TVSQ) of rate-adaptive videos. To collect data for model parameterization and validation, a database of longer duration videos with time-varying distortions was built and the TVSQs of the videos were measured in a large-scale subjective study. The proposed method is able to reliably predict the TVSQ of rate adaptive videos. Since the Hammerstein-Wiener model has a very simple structure, the proposed method is suitable for online TVSQ prediction in HTTP-based streaming.

Polysynchronous: Dialogic Construction of Time in Online Learning

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Oztok, Murat; Wilton, Lesley; Zingaro, Daniel; Mackinnon, Kim; Makos, Alexandra; Phirangee, Krystle; Brett, Clare; Hewitt, Jim

2014-01-01

Online learning has been conceptualized for decades as being delivered in one of two modes: synchronous or asynchronous. Technological determinism falls short in describing the role that the individuals' psychological, social and pedagogical factors play in their perception, experience and understanding of time online. This article explores…

Online gaming for learning optimal team strategies in real time

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Hudas, Gregory; Lewis, F. L.; Vamvoudakis, K. G.

2010-04-01

This paper first presents an overall view for dynamical decision-making in teams, both cooperative and competitive. Strategies for team decision problems, including optimal control, zero-sum 2-player games (H-infinity control) and so on are normally solved for off-line by solving associated matrix equations such as the Riccati equation. However, using that approach, players cannot change their objectives online in real time without calling for a completely new off-line solution for the new strategies. Therefore, in this paper we give a method for learning optimal team strategies online in real time as team dynamical play unfolds. In the linear quadratic regulator case, for instance, the method learns the Riccati equation solution online without ever solving the Riccati equation. This allows for truly dynamical team decisions where objective functions can change in real time and the system dynamics can be time-varying.

Single Subject Prediction of Brain Disorders in Neuroimaging: Promises and Pitfalls

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Arbabshirani, Mohammad R.; Plis, Sergey; Sui, Jing; Calhoun, Vince D.

2016-01-01

Neuroimaging-based single subject prediction of brain disorders has gained increasing attention in recent years. Using a variety of neuroimaging modalities such as structural, functional and diffusion MRI, along with machine learning techniques, hundreds of studies have been carried out for accurate classification of patients with heterogeneous mental and neurodegenerative disorders such as schizophrenia and Alzheimer's disease. More than 500 studies have been published during the past quarter century on single subject prediction focused on a multiple brain disorders. In the first part of this study, we provide a survey of more than 200 reports in this field with a focus on schizophrenia, mild cognitive impairment (MCI), Alzheimer's disease (AD), depressive disorders, autism spectrum disease (ASD) and attention-deficit hyperactivity disorder (ADHD). Detailed information about those studies such as sample size, type and number of extracted features and reported accuracy are summarized and discussed. To our knowledge, this is by far the most comprehensive review of neuroimaging-based single subject prediction of brain disorders. In the second part, we present our opinion on major pitfalls of those studies from a machine learning point of view. Common biases are discussed and suggestions are provided. Moreover, emerging trends such as decentralized data sharing, multimodal brain imaging, differential diagnosis, disease subtype classification and deep learning are also discussed. Based on this survey, there are extensive evidences showing the great potential of neuroimaging data for single subject prediction of various disorders. However, the main bottleneck of this exciting field is still the limited sample size, which could be potentially addressed by modern data sharing models such as the ones discussed in this paper. Emerging big data technologies and advanced data-intensive machine learning methodologies such as deep learning have coincided with an increasing need

Teaching innovation system applied in business management subjects.

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Rafael Rosillo

2017-06-01

Blunder offers a fun mobile training. We can know which student learns faster, learns more or learns better a particular topic. If a student plays the subject that the teacher has explained in class the level of learning affects to the final evaluation positively.

Effects of Business School Student's Study Time on the Learning Process

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Tetteh, Godson Ayertei

2016-01-01

Purpose: This paper aims to clarify the relationship between the student's study time and the learning process in the higher education system by adapting the total quality management (TQM) principles-process approach. Contrary to Deming's (1982) constancy of purpose to improve the learning process, some students in higher education postpone their…

Finite time convergent learning law for continuous neural networks.

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Chairez, Isaac

2014-02-01

This paper addresses the design of a discontinuous finite time convergent learning law for neural networks with continuous dynamics. The neural network was used here to obtain a non-parametric model for uncertain systems described by a set of ordinary differential equations. The source of uncertainties was the presence of some external perturbations and poor knowledge of the nonlinear function describing the system dynamics. A new adaptive algorithm based on discontinuous algorithms was used to adjust the weights of the neural network. The adaptive algorithm was derived by means of a non-standard Lyapunov function that is lower semi-continuous and differentiable in almost the whole space. A compensator term was included in the identifier to reject some specific perturbations using a nonlinear robust algorithm. Two numerical examples demonstrated the improvements achieved by the learning algorithm introduced in this paper compared to classical schemes with continuous learning methods. The first one dealt with a benchmark problem used in the paper to explain how the discontinuous learning law works. The second one used the methane production model to show the benefits in engineering applications of the learning law proposed in this paper. Copyright © 2013 Elsevier Ltd. All rights reserved.

Comparison of Scalar Expectancy Theory (SET) and the Learning-to-Time (LeT) model in a successive temporal bisection task.

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Arantes, Joana

2008-06-01

The present research tested the generality of the "context effect" previously reported in experiments using temporal double bisection tasks [e.g., Arantes, J., Machado, A. Context effects in a temporal discrimination task: Further tests of the Scalar Expectancy Theory and Learning-to-Time models. J. Exp. Anal. Behav., in press]. Pigeons learned two temporal discriminations in which all the stimuli appear successively: 1s (red) vs. 4s (green) and 4s (blue) vs. 16s (yellow). Then, two tests were conducted to compare predictions of two timing models, Scalar Expectancy Theory (SET) and the Learning-to-Time (LeT) model. In one test, two psychometric functions were obtained by presenting pigeons with intermediate signal durations (1-4s and 4-16s). Results were mixed. In the critical test, pigeons were exposed to signals ranging from 1 to 16s and followed by the green or the blue key. Whereas SET predicted that the relative response rate to each of these keys should be independent of the signal duration, LeT predicted that the relative response rate to the green key (compared with the blue key) should increase with the signal duration. Results were consistent with LeT's predictions, showing that the context effect is obtained even when subjects do not need to make a choice between two keys presented simultaneously.

Innovation in the Teaching-learning Processes: A Case Study Using Just-in-Time Teaching and Peer Instruction

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Ana Carolina Maldonado-Fuentes

2016-05-01

Full Text Available Learning quality constitutes one of the main challenges faced by Higher Education, thus a student centered teaching and the development of educational innovations that use active methodologies have been promoted. This article aims to evaluate the impact of using Just-in-Time Teaching and Peer Instruction on the results of teaching a subject, of disciplinary character, in 17 students of a career on an initial teacher training belonging to Chile’s Council of Rectors. A pre and postest model was applied between August and December 2012. The analysis used descriptive techniques that allowed the characterization of the admission profile and inferentials to explain, statistically, the observed differences in the performance of the subjects. In terms of perception, a positive assessment of the relationship between students and the teacher in the classroom was observed, this stood out above the improvement in the handling of disciplinary content.

Multisubject Learning for Common Spatial Patterns in Motor-Imagery BCI

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Dieter Devlaminck

2011-01-01

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

Subjective Age in Early Adolescence: Relationships with Chronological Age, Pubertal Timing, Desired Age, and Problem Behaviors

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Hubley, Anita M.; Arim, Rubab G.

2012-01-01

Subjective age generally refers to the age that one feels. In a cross-sectional questionnaire study of 245 adolescents ages 10-14 years, we examined (a) whether, and when, a cross-over in subjective age occurs, (b) differences in subjective age among pubertal timing groups, (c) correlations between subjective age and each of desired age and five…

TEXPLORE temporal difference reinforcement learning for robots and time-constrained domains

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Hester, Todd

2013-01-01

This book presents and develops new reinforcement learning methods that enable fast and robust learning on robots in real-time. Robots have the potential to solve many problems in society, because of their ability to work in dangerous places doing necessary jobs that no one wants or is able to do. One barrier to their widespread deployment is that they are mainly limited to tasks where it is possible to hand-program behaviors for every situation that may be encountered. For robots to meet their potential, they need methods that enable them to learn and adapt to novel situations that they were not programmed for. Reinforcement learning (RL) is a paradigm for learning sequential decision making processes and could solve the problems of learning and adaptation on robots. This book identifies four key challenges that must be addressed for an RL algorithm to be practical for robotic control tasks. These RL for Robotics Challenges are: 1) it must learn in very few samples; 2) it must learn in domains with continuou...

Clarifying the contribution of subjective norm to predicting leisure-time exercise.

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Okun, Morris A; Karoly, Paul; Lutz, Rafer

2002-01-01

To clarify the contribution of subjective norm to exercise intention and behavior by considering the influence of descriptive as well as injunctive social norms related to family and friends. A sample of 530 college students completed a questionnaire that assessed descriptive and injunctive social norms related to family and to friends, perceived behavioral control, attitude, intention, and leisure-time exercise. Friend descriptive social norm was a significant predictor of both intention (pleisure-time exercise (p<.001). Descriptive norms should be incorporated into tests of the theory of planned behavior in the exercise domain.

Axiology, the Subject and the Chair

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Melville, Wayne; Campbell, Todd; Jones, Doug

2017-08-01

This article addresses two gaps in the literature related to science department chairs: the axiological relationship between the chair and science, the subject, and the perceptions of the chair with respect to teaching and learning within their departments. In this work, axiology is used to understand how the chair's values toward the subject influenced his own perceived capacity to lead learning within his department in a reformed discourse. A narrative inquiry methodology was used to consider the chair's experiences in the development of his identify over his life span in the form of two stories: (1) the relationship between the chair and science, the subject, and (2) the perceptions of the chair with regards to teacher learning within the department. The findings revealed that the work and career of the chair in this study were authored by strong elements of personal continuity and points of stability around the valuing of science, the subject, even as this valuing evolved from being more focused on epistemic values early in his career, to being more concerned with universal values connected to his legacy and his department later in his career.

Problem based learning: the effect of real time data on the website to student independence

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Setyowidodo, I.; Pramesti, Y. S.; Handayani, A. D.

2018-05-01

Learning science developed as an integrative science rather than disciplinary education, the reality of the nation character development has not been able to form a more creative and independent Indonesian man. Problem Based Learning based on real time data in the website is a learning method focuses on developing high-level thinking skills in problem-oriented situations by integrating technology in learning. The essence of this study is the presentation of authentic problems in the real time data situation in the website. The purpose of this research is to develop student independence through Problem Based Learning based on real time data in website. The type of this research is development research with implementation using purposive sampling technique. Based on the study there is an increase in student self-reliance, where the students in very high category is 47% and in the high category is 53%. This learning method can be said to be effective in improving students learning independence in problem-oriented situations.

Error amplification to promote motor learning and motivation in therapy robotics.

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Shirzad, Navid; Van der Loos, H F Machiel

2012-01-01

To study the effects of different feedback error amplification methods on a subject's upper-limb motor learning and affect during a point-to-point reaching exercise, we developed a real-time controller for a robotic manipulandum. The reaching environment was visually distorted by implementing a thirty degrees rotation between the coordinate systems of the robot's end-effector and the visual display. Feedback error amplification was provided to subjects as they trained to learn reaching within the visually rotated environment. Error amplification was provided either visually or through both haptic and visual means, each method with two different amplification gains. Subjects' performance (i.e., trajectory error) and self-reports to a questionnaire were used to study the speed and amount of adaptation promoted by each error amplification method and subjects' emotional changes. We found that providing haptic and visual feedback promotes faster adaptation to the distortion and increases subjects' satisfaction with the task, leading to a higher level of attentiveness during the exercise. This finding can be used to design a novel exercise regimen, where alternating between error amplification methods is used to both increase a subject's motor learning and maintain a minimum level of motivational engagement in the exercise. In future experiments, we will test whether such exercise methods will lead to a faster learning time and greater motivation to pursue a therapy exercise regimen.

Temporal cognition: Connecting subjective time to perception, attention, and memory.

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Matthews, William J; Meck, Warren H

2016-08-01

Time is a universal psychological dimension, but time perception has often been studied and discussed in relative isolation. Increasingly, researchers are searching for unifying principles and integrated models that link time perception to other domains. In this review, we survey the links between temporal cognition and other psychological processes. Specifically, we describe how subjective duration is affected by nontemporal stimulus properties (perception), the allocation of processing resources (attention), and past experience with the stimulus (memory). We show that many of these connections instantiate a "processing principle," according to which perceived time is positively related to perceptual vividity and the ease of extracting information from the stimulus. This empirical generalization generates testable predictions and provides a starting-point for integrated theoretical frameworks. By outlining some of the links between temporal cognition and other domains, and by providing a unifying principle for understanding these effects, we hope to encourage time-perception researchers to situate their work within broader theoretical frameworks, and that researchers from other fields will be inspired to apply their insights, techniques, and theorizing to improve our understanding of the representation and judgment of time. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Adaptive online monitoring for ICU patients by combining just-in-time learning and principal component analysis.

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Li, Xuejian; Wang, Youqing

2016-12-01

Offline general-type models are widely used for patients' monitoring in intensive care units (ICUs), which are developed by using past collected datasets consisting of thousands of patients. However, these models may fail to adapt to the changing states of ICU patients. Thus, to be more robust and effective, the monitoring models should be adaptable to individual patients. A novel combination of just-in-time learning (JITL) and principal component analysis (PCA), referred to learning-type PCA (L-PCA), was proposed for adaptive online monitoring of patients in ICUs. JITL was used to gather the most relevant data samples for adaptive modeling of complex physiological processes. PCA was used to build an online individual-type model and calculate monitoring statistics, and then to judge whether the patient's status is normal or not. The adaptability of L-PCA lies in the usage of individual data and the continuous updating of the training dataset. Twelve subjects were selected from the Physiobank's Multi-parameter Intelligent Monitoring for Intensive Care II (MIMIC II) database, and five vital signs of each subject were chosen. The proposed method was compared with the traditional PCA and fast moving-window PCA (Fast MWPCA). The experimental results demonstrated that the fault detection rates respectively increased by 20 % and 47 % compared with PCA and Fast MWPCA. L-PCA is first introduced into ICU patients monitoring and achieves the best monitoring performance in terms of adaptability to changes in patient status and sensitivity for abnormality detection.

Touchscreen Facilitates Young Children’s Transfer of Learning to Tell Time

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Fuxing Wang

2016-11-01

Full Text Available Young children are devoting increasing time to playing on handheld touchscreen devices (e.g., iPads. Though thousands of touchscreen apps are claimed to be educational, there is a lack of sufficient evidence examining the impact of touchscreens on children’s learning outcomes. In the present study, the two questions we focused on were (a whether using a touchscreen was helpful in teaching children to tell time, and (b to what extent young children could transfer what they had learned on the touchscreen to other media. A pre- and posttest design was adopted. After learning to read the time on the iPad touchscreen for 10 minutes, three groups of 5- to 6-year-old children (N = 65 were respectively tested with an iPad touchscreen, a toy clock or a drawing of a clock on paper. The results revealed that posttest scores in the iPad touchscreen test group were significantly higher than those at pretest, indicating that the touchscreen itself could provide support for young children’s learning. Similarly, regardless of being tested with a toy clock or paper drawing, children’s posttest performance was also better than pretest, suggesting that children could transfer what they had learned on an iPad touchscreen to other media. However, comparison among groups showed that children tested with the paper drawing underperformed those tested with the other two media. The theoretical and practical implications of the results, as well as limitations of the present study, are discussed.

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

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

2017-08-01

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

Enrichment in Massachusetts Expanded Learning Time (ELT) Schools. Issue Brief

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Caven, Meghan; Checkoway, Amy; Gamse, Beth; Luck, Rachel; Wu, Sally

2012-01-01

This brief highlights key information about enrichment activities, which represent one of the main components of the Massachusetts Expanded Learning Time (ELT) initiative. Over time, the ELT initiative has supported over two dozen schools across the Commonwealth. A comprehensive evaluation of the ELT initiative found that implementation of the…

Model United Nations and Deep Learning: Theoretical and Professional Learning

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Engel, Susan; Pallas, Josh; Lambert, Sarah

2017-01-01

This article demonstrates that the purposeful subject design, incorporating a Model United Nations (MUN), facilitated deep learning and professional skills attainment in the field of International Relations. Deep learning was promoted in subject design by linking learning objectives to Anderson and Krathwohl's (2001) four levels of knowledge or…

Transgenic Learning for STEAM Subjects and Virtual Containers for OER

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Burgos, Daniel; Corbí, Alberto

2018-01-01

Transgenic learning is a disruptive approach in education. It encourages modification of moving parts of the educational chain. This article provides a view of transgenic learning focused on the delivery of enriched learning contents in STEAM areas. It discusses the mutagenic role that the virtual containers may play in current distance education.…

ANALYSIS OF THE DEPENDENCE OF THE E-LEARNING USAGE ON THE STUDY RESULTS

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KUNCOVÁ, M.

2015-03-01

Full Text Available The main aim of this paper is to compare the study results of the selected subjects of the full time and combined forms of study at the study programme Economics and Management. This programme is offered at the College of Polytechnics Jihlava and covers two fields of study - Travel and Tourism, Finance and Management. The comparison is aimed at the results of the period before the start of the e-learning (2008 for full time students and 2010 for combined form with the year 2012 (after the e-learning implementation. The results from eight biggest subjects are tested via Chi-square test of independence. It should answer the question if the e-learning has had an impact on the study results and if it is possible to find dependence between results of two different types of study, two different years, two different study branches and two different subjects. The comparison has shown the differences of combined/full time students but we have not proved the influence of the e-learning on the evaluation.

Sensitivity analysis of machine-learning models of hydrologic time series

Science.gov (United States)

O'Reilly, A. M.

2017-12-01

Sensitivity analysis traditionally has been applied to assessing model response to perturbations in model parameters, where the parameters are those model input variables adjusted during calibration. Unlike physics-based models where parameters represent real phenomena, the equivalent of parameters for machine-learning models are simply mathematical "knobs" that are automatically adjusted during training/testing/verification procedures. Thus the challenge of extracting knowledge of hydrologic system functionality from machine-learning models lies in their very nature, leading to the label "black box." Sensitivity analysis of the forcing-response behavior of machine-learning models, however, can provide understanding of how the physical phenomena represented by model inputs affect the physical phenomena represented by model outputs.As part of a previous study, hybrid spectral-decomposition artificial neural network (ANN) models were developed to simulate the observed behavior of hydrologic response contained in multidecadal datasets of lake water level, groundwater level, and spring flow. Model inputs used moving window averages (MWA) to represent various frequencies and frequency-band components of time series of rainfall and groundwater use. Using these forcing time series, the MWA-ANN models were trained to predict time series of lake water level, groundwater level, and spring flow at 51 sites in central Florida, USA. A time series of sensitivities for each MWA-ANN model was produced by perturbing forcing time-series and computing the change in response time-series per unit change in perturbation. Variations in forcing-response sensitivities are evident between types (lake, groundwater level, or spring), spatially (among sites of the same type), and temporally. Two generally common characteristics among sites are more uniform sensitivities to rainfall over time and notable increases in sensitivities to groundwater usage during significant drought periods.

Real-time modeling of primitive environments through wavelet sensors and Hebbian learning

Science.gov (United States)

Vaccaro, James M.; Yaworsky, Paul S.

1999-06-01

Modeling the world through sensory input necessarily provides a unique perspective for the observer. Given a limited perspective, objects and events cannot always be encoded precisely but must involve crude, quick approximations to deal with sensory information in a real- time manner. As an example, when avoiding an oncoming car, a pedestrian needs to identify the fact that a car is approaching before ascertaining the model or color of the vehicle. In our methodology, we use wavelet-based sensors with self-organized learning to encode basic sensory information in real-time. The wavelet-based sensors provide necessary transformations while a rank-based Hebbian learning scheme encodes a self-organized environment through translation, scale and orientation invariant sensors. Such a self-organized environment is made possible by combining wavelet sets which are orthonormal, log-scale with linear orientation and have automatically generated membership functions. In earlier work we used Gabor wavelet filters, rank-based Hebbian learning and an exponential modulation function to encode textural information from images. Many different types of modulation are possible, but based on biological findings the exponential modulation function provided a good approximation of first spike coding of `integrate and fire' neurons. These types of Hebbian encoding schemes (e.g., exponential modulation, etc.) are useful for quick response and learning, provide several advantages over contemporary neural network learning approaches, and have been found to quantize data nonlinearly. By combining wavelets with Hebbian learning we can provide a real-time front-end for modeling an intelligent process, such as the autonomous control of agents in a simulated environment.

A subject-independent pattern-based Brain-Computer Interface

Directory of Open Access Journals (Sweden)

Andreas Markus Ray

2015-10-01

Full Text Available While earlier Brain-Computer Interface (BCI studies have mostly focused on modulating specific brain regions or signals, new developments in pattern classification of brain states are enabling real-time decoding and modulation of an entire functional network. The present study proposes a new method for real-time pattern classification and neurofeedback of brain states from electroencephalographic (EEG signals. It involves the creation of a fused classification model based on the method of Common Spatial Patterns (CSPs from data of several healthy individuals. The subject-independent model is then used to classify EEG data in real-time and provide feedback to new individuals. In a series of offline experiments involving training and testing of the classifier with individual data from 27 healthy subjects, a mean classification accuracy of 75.30% was achieved, demonstrating that the classification system at hand can reliably decode two types of imagery used in our experiments, i.e. happy emotional imagery and motor imagery. In a subsequent experiment it is shown that the classifier can be used to provide neurofeedback to new subjects, and that these subjects learn to match their brain pattern to that of the fused classification model in a few days of neurofeedback training. This finding can have important implications for future studies on neurofeedback and its clinical applications on neuropsychiatric disorders.

SU-F-P-20: Predicting Waiting Times in Radiation Oncology Using Machine Learning

International Nuclear Information System (INIS)

Joseph, A; Herrera, D; Hijal, T; Kildea, J; Hendren, L; Leung, A; Wainberg, J; Sawaf, M; Gorshkov, M; Maglieri, R; Keshavarz, M

2016-01-01

Purpose: Waiting times remain one of the most vexing patient satisfaction challenges facing healthcare. Waiting time uncertainty can cause patients, who are already sick or in pain, to worry about when they will receive the care they need. These waiting periods are often difficult for staff to predict and only rough estimates are typically provided based on personal experience. This level of uncertainty leaves most patients unable to plan their calendar, making the waiting experience uncomfortable, even painful. In the present era of electronic health records (EHRs), waiting times need not be so uncertain. Extensive EHRs provide unprecedented amounts of data that can statistically cluster towards representative values when appropriate patient cohorts are selected. Predictive modelling, such as machine learning, is a powerful approach that benefits from large, potentially complex, datasets. The essence of machine learning is to predict future outcomes by learning from previous experience. The application of a machine learning algorithm to waiting time data has the potential to produce personalized waiting time predictions such that the uncertainty may be removed from the patient’s waiting experience. Methods: In radiation oncology, patients typically experience several types of waiting (eg waiting at home for treatment planning, waiting in the waiting room for oncologist appointments and daily waiting in the waiting room for radiotherapy treatments). A daily treatment wait time model is discussed in this report. To develop a prediction model using our large dataset (with more than 100k sample points) a variety of machine learning algorithms from the Python package sklearn were tested. Results: We found that the Random Forest Regressor model provides the best predictions for daily radiotherapy treatment waiting times. Using this model, we achieved a median residual (actual value minus predicted value) of 0.25 minutes and a standard deviation residual of 6.5 minutes

SU-F-P-20: Predicting Waiting Times in Radiation Oncology Using Machine Learning

Energy Technology Data Exchange (ETDEWEB)

Joseph, A; Herrera, D; Hijal, T; Kildea, J [McGill University Health Centre, Montreal, Quebec (Canada); Hendren, L; Leung, A; Wainberg, J; Sawaf, M; Gorshkov, M; Maglieri, R; Keshavarz, M [McGill University, Montreal, Quebec (Canada)

2016-06-15

Purpose: Waiting times remain one of the most vexing patient satisfaction challenges facing healthcare. Waiting time uncertainty can cause patients, who are already sick or in pain, to worry about when they will receive the care they need. These waiting periods are often difficult for staff to predict and only rough estimates are typically provided based on personal experience. This level of uncertainty leaves most patients unable to plan their calendar, making the waiting experience uncomfortable, even painful. In the present era of electronic health records (EHRs), waiting times need not be so uncertain. Extensive EHRs provide unprecedented amounts of data that can statistically cluster towards representative values when appropriate patient cohorts are selected. Predictive modelling, such as machine learning, is a powerful approach that benefits from large, potentially complex, datasets. The essence of machine learning is to predict future outcomes by learning from previous experience. The application of a machine learning algorithm to waiting time data has the potential to produce personalized waiting time predictions such that the uncertainty may be removed from the patient’s waiting experience. Methods: In radiation oncology, patients typically experience several types of waiting (eg waiting at home for treatment planning, waiting in the waiting room for oncologist appointments and daily waiting in the waiting room for radiotherapy treatments). A daily treatment wait time model is discussed in this report. To develop a prediction model using our large dataset (with more than 100k sample points) a variety of machine learning algorithms from the Python package sklearn were tested. Results: We found that the Random Forest Regressor model provides the best predictions for daily radiotherapy treatment waiting times. Using this model, we achieved a median residual (actual value minus predicted value) of 0.25 minutes and a standard deviation residual of 6.5 minutes

Incremental Impact of Time on Students' Use of E-Learning via Facebook

Science.gov (United States)

Moghavvemi, Sedigheh; Salarzadeh Janatabadi, Hashem

2018-01-01

The majority of studies utilised the cross-sectional method to measure students' intention to learn and investigate their corresponding learning behaviours. Only a few studies have measured the process of change in students' learning behaviour in the context of time. The main purpose of this study is to determine the effects of using a Facebook…

Learning Bounds of ERM Principle for Sequences of Time-Dependent Samples

Directory of Open Access Journals (Sweden)

Mingchen Yao

2015-01-01

Full Text Available Many generalization results in learning theory are established under the assumption that samples are independent and identically distributed (i.i.d.. However, numerous learning tasks in practical applications involve the time-dependent data. In this paper, we propose a theoretical framework to analyze the generalization performance of the empirical risk minimization (ERM principle for sequences of time-dependent samples (TDS. In particular, we first present the generalization bound of ERM principle for TDS. By introducing some auxiliary quantities, we also give a further analysis of the generalization properties and the asymptotical behaviors of ERM principle for TDS.

Development of Web Based Learning Material in Physics Subject for Kalor and Temperature Material

Directory of Open Access Journals (Sweden)

Fatwa Aji Kurniawan

2015-12-01

Full Text Available It has been done, the research which aims to develop a web-based teaching materials on the subjects of physics subject with subject mater of temperature and heat. This study using a modified model of the 4D development by eliminating the deployment phase. The validation of product development conducted by validator media experts and experts matter of physics, whereas small-scale trials conducted by physics teacher and 10 students. Validator review results stating that the quality of the product development were included in the category very well with the average percentage rating of 83.93%. The percentage value assigned by media expert by 75% in the good category and the percentage of the value provided by a matter expert 92.85% were in the very good category. Experiments by physics teacher to obtain result of equal to 94.44% were in the very good category and the average percentage of the test results by the students of 90.5% were in the very good category. The characteristics of the products developed include material composition using the curriculum in 2013, there was a recording facility and the results of evaluation of students' activities, there were feedback evaluation results were immediately known by the students and there were some links related to the material either youtube or other learning website.

Making time for learning-oriented leadership in multidisciplinary hospital management groups.

Science.gov (United States)

Singer, Sara J; Hayes, Jennifer E; Gray, Garry C; Kiang, Mathew V

2015-01-01

Although the clinical requirements of health care delivery imply the need for interdisciplinary management teams to work together to promote frontline learning, such interdisciplinary, learning-oriented leadership is atypical. We designed this study to identify behaviors enabling groups of diverse managers to perform as learning-oriented leadership teams on behalf of quality and safety. We randomly selected 12 of 24 intact groups of hospital managers from one hospital to participate in a Safety Leadership Team Training program. We collected primary data from March 2008 to February 2010 including pre- and post-staff surveys, multiple interviews, observations, and archival data from management groups. We examined the level and trend in frontline perceptions of managers' learning-oriented leadership following the intervention and ability of management groups to achieve objectives on targeted improvement projects. Among the 12 intervention groups, we identified higher- and lower-performing intervention groups and behaviors that enabled higher performers to work together more successfully. Management groups that achieved more of their performance goals and whose staff perceived more and greater improvement in their learning-oriented leadership after participation in Safety Leadership Team Training invested in structures that created learning capacity and conscientiously practiced prescribed learning-oriented management and problem-solving behaviors. They made the time to do these things because they envisioned the benefits of learning, valued the opportunity to learn, and maintained an environment of mutual respect and psychological safety within their group. Learning in management groups requires vision of what learning can accomplish; will to explore, practice, and build learning capacity; and mutual respect that sustains a learning environment.

Impact of Cooperative Learning Approaches on Students’ Academic Achievement and Laboratory Proficiency in Biology Subject in Selected Rural Schools, Ethiopia

Directory of Open Access Journals (Sweden)

Eyayu Molla

2018-01-01

Full Text Available The main objective of this study was to evaluate the impact of cooperative learning methods on students’ academic achievement and laboratory proficiency in biology subject. Quasi-experimental control group interrupted time series design was employed. Data pertaining to these variables were collected from 369 students and 18 biology teachers in three schools. A series of biological tests and semistructured questionnaire were used to collect data. Multivariate analysis (two-way ANOVA was used to analyze the test scores exposed by teaching methods, and semistructured questionnaire was administered to comprehend factors that hamper the successive execution of CL. Hence, multivariate analysis revealed that there was no significant (P>0.05 difference in the pretest score of the learner academic performance; however, there were significant differences (P<0.01 in the posttest results by teaching methods, but not by schools. Correspondingly, there were significant differences in the pretest P<0.05 and posttest (P<0.01 results of the students’ laboratory proficiency by teaching methods. The results exemplify that there was significant learning gain obtained via CLAD followed by cooperative discussion group (CDG. The result from the questionnaire survey showed that the number of students, lack of laboratory equipment, and so on hamper consecutive execution of CL.

E-Learning Tutoring System for Sijil Pelajaran Malaysia (SPM English

Directory of Open Access Journals (Sweden)

Mohd Yusof Munirah

2018-01-01

Full Text Available An E-Learning tutoring system for English (SPM is an e-learning platform for Sijil Pelajaran Malaysia English subject. E-learning is a web based application that supports the delivery of learning, skills and knowledge related to the English subject in SPM. E-learning use the technology to enable people to learn anytime and anywhere. Besides, it is developed with the purpose to evaluate student’s performance through an online quiz. Nowadays, tuition center have a lot of students, hence insufficient time to analyze the individual performance in learning English. In addition, e-learning is able to reduce the printing cost and administrative cost at the same time reducing usage of paper and printed materials associate in learning. The system developed by using Javascript and PHP language based on system prototyping methodology. The result will produce student’s performance in monthly quiz and teacher are able to monitor the performance of each students. Although the development or this e-learning is based on requirement gathered via tuition center, however it can be proposed to be by any learning center or to self-study. It is hoped that this e-learning will be able to improve student knowledge in English language and subsequently help student to obtain the best result in SPM by providing more guided references and practices.

Crumpled Molecules and Edible Plastic: Science Learning Activation in Out-of-School Time

Science.gov (United States)

Dorph, Rena; Schunn, Christian D.; Crowley, Kevin

2017-01-01

The Coalition for Science After School highlights the dual nature of outcomes for science learning during out-of- school time (OST): Learning experiences should not only be positive in the moment, but also position youth for future success. Several frameworks speak to the first set of immediate outcomes--what youth learn, think, and feel as the…

Oscillations, Timing, Plasticity, and Learning in the Cerebellum.

Science.gov (United States)

Cheron, G; Márquez-Ruiz, J; Dan, B

2016-04-01

The highly stereotyped, crystal-like architecture of the cerebellum has long served as a basis for hypotheses with regard to the function(s) that it subserves. Historically, most clinical observations and experimental work have focused on the involvement of the cerebellum in motor control, with particular emphasis on coordination and learning. Two main models have been suggested to account for cerebellar functioning. According to Llinás's theory, the cerebellum acts as a control machine that uses the rhythmic activity of the inferior olive to synchronize Purkinje cell populations for fine-tuning of coordination. In contrast, the Ito-Marr-Albus theory views the cerebellum as a motor learning machine that heuristically refines synaptic weights of the Purkinje cell based on error signals coming from the inferior olive. Here, we review the role of timing of neuronal events, oscillatory behavior, and synaptic and non-synaptic influences in functional plasticity that can be recorded in awake animals in various physiological and pathological models in a perspective that also includes non-motor aspects of cerebellar function. We discuss organizational levels from genes through intracellular signaling, synaptic network to system and behavior, as well as processes from signal production and processing to memory, delegation, and actual learning. We suggest an integrative concept for control and learning based on articulated oscillation templates.

A Comparative Study of Simple Auditory Reaction Time in Blind (Congenitally) and Sighted Subjects

OpenAIRE

Gandhi, Pritesh Hariprasad; Gokhale, Pradnya A.; Mehta, H. B.; Shah, C. J.

2013-01-01

Background: Reaction time is the time interval between the application of a stimulus and the appearance of appropriate voluntary response by a subject. It involves stimulus processing, decision making, and response programming. Reaction time study has been popular due to their implication in sports physiology. Reaction time has been widely studied as its practical implications may be of great consequence e.g., a slower than normal reaction time while driving can have grave results. Objective:...

Autism: Too eager to learn? Event related potential findings of increased dependency on intentional learning in a serial reaction time task.

Science.gov (United States)

Zwart, Fenny S; Vissers, Constance Th W M; van der Meij, Roemer; Kessels, Roy P C; Maes, Joseph H R

2017-09-01

It has been suggested that people with autism spectrum disorder (ASD) have an increased tendency to use explicit (or intentional) learning strategies. This altered learning may play a role in the development of the social communication difficulties characterizing ASD. In the current study, we investigated incidental and intentional sequence learning using a Serial Reaction Time (SRT) task in an adult ASD population. Response times and event related potentials (ERP) components (N2b and P3) were assessed as indicators of learning and knowledge. Findings showed that behaviorally, sequence learning and ensuing explicit knowledge were similar in ASD and typically developing (TD) controls. However, ERP findings showed that learning in the TD group was characterized by an enhanced N2b, while learning in the ASD group was characterized by an enhanced P3. These findings suggest that learning in the TD group might be more incidental in nature, whereas learning in the ASD group is more intentional or effortful. Increased intentional learning might serve as a strategy for individuals with ASD to control an overwhelming environment. Although this led to similar behavioral performances on the SRT task, it is very plausible that this intentional learning has adverse effects in more complex social situations, and hence contributes to the social impairments found in ASD. Autism Res 2017, 10: 1533-1543. © 2017 International Society for Autism Research, Wiley Periodicals, Inc. © 2017 International Society for Autism Research, Wiley Periodicals, Inc.

The influence of N-acetylcysteine on the measurement of prothrombin time and activated partial thromboplastin time in healthy subjects

DEFF Research Database (Denmark)

Jepsen, S; Hansen, A B

1994-01-01

mg kg-1 h-1 for 32 h in six male subjects. The intrinsic, extrinsic and common pathway of coagulation were monitored with activated partial thromboplastin time (APTT), and prothrombin time, respectively. In addition, the extrinsic coagulation pathway was monitored with the clotting activity of single...... factors II, VII, and X. No effect on the intrinsic coagulation pathway was observed. There was a significant and rapid decrease in prothrombin time. Coagulation factors II, VII and X, the three components of prothrombin time, decreased significantly to different degrees. We conclude that infusion of N...

Zhang neural network for online solution of time-varying convex quadratic program subject to time-varying linear-equality constraints

International Nuclear Information System (INIS)

Zhang Yunong; Li Zhan

2009-01-01

In this Letter, by following Zhang et al.'s method, a recurrent neural network (termed as Zhang neural network, ZNN) is developed and analyzed for solving online the time-varying convex quadratic-programming problem subject to time-varying linear-equality constraints. Different from conventional gradient-based neural networks (GNN), such a ZNN model makes full use of the time-derivative information of time-varying coefficient. The resultant ZNN model is theoretically proved to have global exponential convergence to the time-varying theoretical optimal solution of the investigated time-varying convex quadratic program. Computer-simulation results further substantiate the effectiveness, efficiency and novelty of such ZNN model and method.

Subjective Happiness of Lebanese College Youth in Lebanon: Factorial Structure and Invariance of the Arabic Subjective Happiness Scale

Science.gov (United States)

Moghnie, Lamia; Kazarian, Shahe S.

2012-01-01

The present study evaluated the subjective happiness of Lebanese college youth using a multi-item rather than a single-item subjective happiness measure. An Arabic translation of the Subjective Happiness Scale (SHS) was administered to 273 Lebanese college youth from state- and private-run higher institutions of learning, as was the Arabic Adult…

Learning of Precise Spike Times with Homeostatic Membrane Potential Dependent Synaptic Plasticity.

Directory of Open Access Journals (Sweden)

Christian Albers

Full Text Available Precise spatio-temporal patterns of neuronal action potentials underly e.g. sensory representations and control of muscle activities. However, it is not known how the synaptic efficacies in the neuronal networks of the brain adapt such that they can reliably generate spikes at specific points in time. Existing activity-dependent plasticity rules like Spike-Timing-Dependent Plasticity are agnostic to the goal of learning spike times. On the other hand, the existing formal and supervised learning algorithms perform a temporally precise comparison of projected activity with the target, but there is no known biologically plausible implementation of this comparison. Here, we propose a simple and local unsupervised synaptic plasticity mechanism that is derived from the requirement of a balanced membrane potential. Since the relevant signal for synaptic change is the postsynaptic voltage rather than spike times, we call the plasticity rule Membrane Potential Dependent Plasticity (MPDP. Combining our plasticity mechanism with spike after-hyperpolarization causes a sensitivity of synaptic change to pre- and postsynaptic spike times which can reproduce Hebbian spike timing dependent plasticity for inhibitory synapses as was found in experiments. In addition, the sensitivity of MPDP to the time course of the voltage when generating a spike allows MPDP to distinguish between weak (spurious and strong (teacher spikes, which therefore provides a neuronal basis for the comparison of actual and target activity. For spatio-temporal input spike patterns our conceptually simple plasticity rule achieves a surprisingly high storage capacity for spike associations. The sensitivity of the MPDP to the subthreshold membrane potential during training allows robust memory retrieval after learning even in the presence of activity corrupted by noise. We propose that MPDP represents a biophysically plausible mechanism to learn temporal target activity patterns.

Learning of Precise Spike Times with Homeostatic Membrane Potential Dependent Synaptic Plasticity.

Science.gov (United States)

Albers, Christian; Westkott, Maren; Pawelzik, Klaus

2016-01-01

Precise spatio-temporal patterns of neuronal action potentials underly e.g. sensory representations and control of muscle activities. However, it is not known how the synaptic efficacies in the neuronal networks of the brain adapt such that they can reliably generate spikes at specific points in time. Existing activity-dependent plasticity rules like Spike-Timing-Dependent Plasticity are agnostic to the goal of learning spike times. On the other hand, the existing formal and supervised learning algorithms perform a temporally precise comparison of projected activity with the target, but there is no known biologically plausible implementation of this comparison. Here, we propose a simple and local unsupervised synaptic plasticity mechanism that is derived from the requirement of a balanced membrane potential. Since the relevant signal for synaptic change is the postsynaptic voltage rather than spike times, we call the plasticity rule Membrane Potential Dependent Plasticity (MPDP). Combining our plasticity mechanism with spike after-hyperpolarization causes a sensitivity of synaptic change to pre- and postsynaptic spike times which can reproduce Hebbian spike timing dependent plasticity for inhibitory synapses as was found in experiments. In addition, the sensitivity of MPDP to the time course of the voltage when generating a spike allows MPDP to distinguish between weak (spurious) and strong (teacher) spikes, which therefore provides a neuronal basis for the comparison of actual and target activity. For spatio-temporal input spike patterns our conceptually simple plasticity rule achieves a surprisingly high storage capacity for spike associations. The sensitivity of the MPDP to the subthreshold membrane potential during training allows robust memory retrieval after learning even in the presence of activity corrupted by noise. We propose that MPDP represents a biophysically plausible mechanism to learn temporal target activity patterns.

Dynamics of the teaching and learning of vocational subjects Technology Career in Business Administration

Directory of Open Access Journals (Sweden)

Iván Javier Villamar-Alvarado

2016-05-01

Full Text Available The challenges we have to overcome are many companies to satisfy its internal, external, existing and potential customers, so it is necessary to develop profiles to identify factors affecting the current and future demand in the labor and business market. These requirements pose challenges to institutions of higher education in their conception of professional training, which must find more effective ways and teaching methods to ensure that professionals are prepared to work in the dynamic contemporary business world. To contribute to this endeavor a didactic conception of the dynamics of the teaching and learning of vocational subjects Career Technology Management Company, which is based on a training model of business administration become simulation method, is proposed.

Cross Time-Frequency Analysis of Gastrocnemius Electromyographic Signals in Hypertensive and Nonhypertensive Subjects

Science.gov (United States)

Mitchell, Patrick; Krotish, Debra; Shin, Yong-June; Hirth, Victor

2010-12-01

The effects of hypertension are chronic and continuous; it affects gait, balance, and fall risk. Therefore, it is desirable to assess gait health across hypertensive and nonhypertensive subjects in order to prevent or reduce the risk of falls. Analysis of electromyography (EMG) signals can identify age related changes of neuromuscular activation due to various neuropathies and myopathies, but it is difficult to translate these medical changes to clinical diagnosis. To examine and compare geriatrics patients with these gait-altering diseases, we acquire EMG muscle activation signals, and by use of a timesynchronized mat capable of recording pressure information, we localize the EMG data to the gait cycle, ensuring identical comparison across subjects. Using time-frequency analysis on the EMG signal, in conjunction with several parameters obtained from the time-frequency analyses, we can determine the statistical discrepancy between diseases. We base these parameters on physiological manifestations caused by hypertension, as well as other comorbities that affect the geriatrics community. Using these metrics in a small population, we identify a statistical discrepancy between a control group and subjects with hypertension, neuropathy, diabetes, osteoporosis, arthritis, and several other common diseases which severely affect the geriatrics community.

Learning to stay ahead of time

DEFF Research Database (Denmark)

Staunæs, Dorthe; Raffnsøe, Sverre

2014-01-01

In the context of an ongoing change, management is required to take the form of a leadership that must be reignited over and over again. The article examines a new art of leadership that may be viewed as an attempt to keep up with these challenges and stay ahead of time. It emerges from...... a pilgrimage leadership learning laboratory on the road to Santiago de la Compostela. This moving lab creates situations of extraordinary intensity that border on hyperreality and force the leader to find him/herself anew on the verge of him/herself. Conceived as pilgrimage, leadership moves ahead of time...... as it reaches into and anticipates a future still unknown. In this setting, anticipatory affects and the virtual take up a predominant role. As it emerges here, leadership distinguishes itself not only from leadership in the traditional sense, but also from management and governmentality....

Exercising during learning improves vocabulary acquisition: behavioral and ERP evidence.

Science.gov (United States)

Schmidt-Kassow, Maren; Kulka, Anna; Gunter, Thomas C; Rothermich, Kathrin; Kotz, Sonja A

2010-09-20

Numerous studies have provided evidence that physical activity promotes cortical plasticity in the adult brain and in turn facilitates learning. However, until now, the effect of simultaneous physical activity (e.g. bicycling) on learning performance has not been investigated systematically. The current study aims at clarifying whether simultaneous motor activity influences verbal learning compared to learning in a physically passive situation. Therefore the learning behavior of 12 healthy subjects (4 male, 19-33 years) was monitored over a period of 3 weeks. During that time, behavioral and electrophysiological responses to memorized materials were measured. We found a larger N400 effect and better performance in vocabulary tests when subjects were physically active during the encoding phase. Thus, our data indicate that simultaneous physical activity during vocabulary learning facilitates memorization of new items. Copyright 2010 Elsevier Ireland Ltd. All rights reserved.

Enhancement of Online Robotics Learning Using Real-Time 3D Visualization Technology

OpenAIRE

Richard Chiou; Yongjin (james) Kwon; Tzu-Liang (bill) Tseng; Robin Kizirian; Yueh-Ting Yang

2010-01-01

This paper discusses a real-time e-Lab Learning system based on the integration of 3D visualization technology with a remote robotic laboratory. With the emergence and development of the Internet field, online learning is proving to play a significant role in the upcoming era. In an effort to enhance Internet-based learning of robotics and keep up with the rapid progression of technology, a 3- Dimensional scheme of viewing the robotic laboratory has been introduced in addition to the remote c...

Impact of learning adaptability and time management disposition on study engagement among Chinese baccalaureate nursing students.

Science.gov (United States)

Liu, Jing-Ying; Liu, Yan-Hui; Yang, Ji-Peng

2014-01-01

The aim of this study was to explore the relationships among study engagement, learning adaptability, and time management disposition in a sample of Chinese baccalaureate nursing students. A convenient sample of 467 baccalaureate nursing students was surveyed in two universities in Tianjin, China. Students completed a questionnaire that included their demographic information, Chinese Utrecht Work Engagement Scale-Student Questionnaire, Learning Adaptability Scale, and Adolescence Time Management Disposition Scale. One-way analysis of variance tests were used to assess the relationship between certain characteristics of baccalaureate nursing students. Pearson correlation was performed to test the correlation among study engagement, learning adaptability, and time management disposition. Hierarchical linear regression analyses were performed to explore the mediating role of time management disposition. The results revealed that study engagement (F = 7.20, P < .01) and learning adaptability (F = 4.41, P < .01) differed across grade groups. Learning adaptability (r = 0.382, P < .01) and time management disposition (r = 0.741, P < .01) were positively related with study engagement. Time management disposition had a partially mediating effect on the relationship between study engagement and learning adaptability. The findings implicate that educators should not only promote interventions to increase engagement of baccalaureate nursing students but also focus on development, investment in adaptability, and time management. Copyright © 2014 Elsevier Inc. All rights reserved.

Effective Laboratory Work in Biochemistry Subject: Students' and Lecturers' Perspective in Indonesia

Science.gov (United States)

Anwar, Yunita Arian Sani; Senam; Laksono F. X., Endang Widjajanti

2017-01-01

Biochemistry subject had problem in learning and teaching, especially in laboratory work. We explored laboratory learning implementation in Biochemistry subject. Participants of this research were 195 students who took biochemistry subject and 4 lecturers of biochemistry in three universities in Indonesia. We obtained data using questionnaires and…

[A technological device for optimizing the time taken for blind people to learn Braille].

Science.gov (United States)

Hernández, Cesar; Pedraza, Luis F; López, Danilo

2011-10-01

This project was aimed at designing and putting an electronic prototype into practice for improving the initial time taken by visually handicapped people for learning Braille, especially children. This project was mainly based on a prototype digital electronic device which identifies and translates material written by a user in Braille by a voice synthesis system, producing artificial words to determine whether a handicapped person's writing in Braille has been correct. A global system for mobile communications (GSM) module was also incorporated into the device which allowed it to send text messages, thereby involving innovation in the field of articles for aiding visually handicapped people. This project's main result was an easily accessed and understandable prototype device which improved visually handicapped people's initial learning of Braille. The time taken for visually handicapped people to learn Braille became significantly reduced whilst their interest increased, as did their concentration time regarding such learning.

Robot education peers in a situated primary school study: Personalisation promotes child learning.

Science.gov (United States)

Baxter, Paul; Ashurst, Emily; Read, Robin; Kennedy, James; Belpaeme, Tony

2017-01-01

The benefit of social robots to support child learning in an educational context over an extended period of time is evaluated. Specifically, the effect of personalisation and adaptation of robot social behaviour is assessed. Two autonomous robots were embedded within two matched classrooms of a primary school for a continuous two week period without experimenter supervision to act as learning companions for the children for familiar and novel subjects. Results suggest that while children in both personalised and non-personalised conditions learned, there was increased child learning of a novel subject exhibited when interacting with a robot that personalised its behaviours, with indications that this benefit extended to other class-based performance. Additional evidence was obtained suggesting that there is increased acceptance of the personalised robot peer over a non-personalised version. These results provide the first evidence in support of peer-robot behavioural personalisation having a positive influence on learning when embedded in a learning environment for an extended period of time.

Robot education peers in a situated primary school study: Personalisation promotes child learning.

Directory of Open Access Journals (Sweden)

Paul Baxter

Full Text Available The benefit of social robots to support child learning in an educational context over an extended period of time is evaluated. Specifically, the effect of personalisation and adaptation of robot social behaviour is assessed. Two autonomous robots were embedded within two matched classrooms of a primary school for a continuous two week period without experimenter supervision to act as learning companions for the children for familiar and novel subjects. Results suggest that while children in both personalised and non-personalised conditions learned, there was increased child learning of a novel subject exhibited when interacting with a robot that personalised its behaviours, with indications that this benefit extended to other class-based performance. Additional evidence was obtained suggesting that there is increased acceptance of the personalised robot peer over a non-personalised version. These results provide the first evidence in support of peer-robot behavioural personalisation having a positive influence on learning when embedded in a learning environment for an extended period of time.

Robot education peers in a situated primary school study: Personalisation promotes child learning

Science.gov (United States)

Ashurst, Emily; Read, Robin; Kennedy, James; Belpaeme, Tony

2017-01-01

The benefit of social robots to support child learning in an educational context over an extended period of time is evaluated. Specifically, the effect of personalisation and adaptation of robot social behaviour is assessed. Two autonomous robots were embedded within two matched classrooms of a primary school for a continuous two week period without experimenter supervision to act as learning companions for the children for familiar and novel subjects. Results suggest that while children in both personalised and non-personalised conditions learned, there was increased child learning of a novel subject exhibited when interacting with a robot that personalised its behaviours, with indications that this benefit extended to other class-based performance. Additional evidence was obtained suggesting that there is increased acceptance of the personalised robot peer over a non-personalised version. These results provide the first evidence in support of peer-robot behavioural personalisation having a positive influence on learning when embedded in a learning environment for an extended period of time. PMID:28542648

Renewables (Energy): A Subject-Based Aspect Report by Education Scotland on Provision in Scotland's Colleges on Behalf of the Scottish Funding Council. Transforming Lives through Learning

Science.gov (United States)

Education Scotland, 2014

2014-01-01

The Education Scotland publication, "External Quality Arrangements for Scotland's Colleges, Updated August 2013," specifies that Education Scotland will produce a number of subject-based aspect reports each year. These reports complement, in a subject-specific context, the generic evaluations of learning and teaching in Education…

The influence of discovery learning model application to the higher order thinking skills student of Srijaya Negara Senior High School Palembang on the animal kingdom subject matter

Science.gov (United States)

Riandari, F.; Susanti, R.; Suratmi

2018-05-01

This study aimed to find out the information in concerning the influence of discovery learning model application to the higher order thinking skills at the tenth grade students of Srijaya Negara senior high school Palembang on the animal kingdom subject matter. The research method used was pre-experimental with one-group pretest-posttest design. The researchconducted at Srijaya Negara senior high school Palembang academic year 2016/2017. The population sample of this research was tenth grade students of natural science 2. Purposive sampling techniquewas applied in this research. Data was collected by(1) the written test, consist of pretest to determine the initial ability and posttest to determine higher order thinking skills of students after learning by using discovery learning models. (2) Questionnaire sheet, aimed to investigate the response of the students during the learning process by using discovery learning models. The t-test result indicated there was significant increasement of higher order thinking skills students. Thus, it can be concluded that the application of discovery learning modelhad a significant effect and increased to higher order thinking skills students of Srijaya Negara senior high school Palembang on the animal kingdom subject matter.

Time-sensitive Customer Churn Prediction based on PU Learning

OpenAIRE

Wang, Li; Chen, Chaochao; Zhou, Jun; Li, Xiaolong

2018-01-01

With the fast development of Internet companies throughout the world, customer churn has become a serious concern. To better help the companies retain their customers, it is important to build a customer churn prediction model to identify the customers who are most likely to churn ahead of time. In this paper, we propose a Time-sensitive Customer Churn Prediction (TCCP) framework based on Positive and Unlabeled (PU) learning technique. Specifically, we obtain the recent data by shortening the...

EEG Eye State Identification Using Incremental Attribute Learning with Time-Series Classification

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Ting Wang

2014-01-01

Full Text Available Eye state identification is a kind of common time-series classification problem which is also a hot spot in recent research. Electroencephalography (EEG is widely used in eye state classification to detect human's cognition state. Previous research has validated the feasibility of machine learning and statistical approaches for EEG eye state classification. This paper aims to propose a novel approach for EEG eye state identification using incremental attribute learning (IAL based on neural networks. IAL is a novel machine learning strategy which gradually imports and trains features one by one. Previous studies have verified that such an approach is applicable for solving a number of pattern recognition problems. However, in these previous works, little research on IAL focused on its application to time-series problems. Therefore, it is still unknown whether IAL can be employed to cope with time-series problems like EEG eye state classification. Experimental results in this study demonstrates that, with proper feature extraction and feature ordering, IAL can not only efficiently cope with time-series classification problems, but also exhibit better classification performance in terms of classification error rates in comparison with conventional and some other approaches.

Organisational Learning: Conceptual Links to Individual Learning, Learning Organisation and Knowledge Management

OpenAIRE

Siu Loon Hoe

2007-01-01

Organisational learning has over the years been subject of much study by scholars and managers. In the process, the organisational learning concept has been linked to many other knowledge concepts such as individual learning, learning organisation, and knowledge management. This paper draws from existing literature in organisational behaviour, human resource management, marketing, and information management, to further develop the conceptual links between organisational learning and these kno...

The effect of teacher interpersonal behaviour on students' subject-specific motivation

NARCIS (Netherlands)

den Brok, P.; Levy, J.; Brekelmans, M.; Wubbels, Th.

2006-01-01

This study brings together insights from research on teaching and learning in specific subjects, learning environments research and effectiveness research by linking teacher interpersonal behaviour to students’ subject-related attitudes. Teaching was studied in terms of a model originating from

Influencing Work-Related Learning: The Role of Job Characteristics and Self-Directed Learning Orientation in Part-Time Vocational Education

Science.gov (United States)

Gijbels, David; Raemdonck, Isabel; Vervecken, Dries

2010-01-01

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…

Probability Learning: Changes in Behavior across Time and Development

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Plate, Rista C.; Fulvio, Jacqueline M.; Shutts, Kristin; Green, C. Shawn; Pollak, Seth D.

2018-01-01

Individuals track probabilities, such as associations between events in their environments, but less is known about the degree to which experience--within a learning session and over development--influences people's use of incoming probabilistic information to guide behavior in real time. In two experiments, children (4-11 years) and adults…

A Distance Learning Review--The Communicational Module "Learning on Demand--Anywhere at Any Time"

Science.gov (United States)

Tatkovic, Nevenka; Ruzic, Maja

2004-01-01

The society of knowledge refers to the society marked with the principle which requires that knowledge, information and life-time learning hold a key to success in the world of IT technology. Internet, World Wide Web, Web Based Education and ever so growing speed of IT and communicational technologies have enabled the application of new modes,…

Gastric emptying time in normal subjects using /sup 51/Cr and a gamma camera

Energy Technology Data Exchange (ETDEWEB)

Claure, H [Hospital del Salvador, Santiago de Chile; Calderon, C; Braunschweig, T; Diaz, G

1974-12-01

Gastric emptying time of a meal consisting of 2 eggs, 50 g of white bread, and 300 ml of milk, was measured in 10 normal subjects, 5 males and 5 females, with an average age of 34.7 years. 200 uCi of Cr-51 were added to the meal and external counting was performed using a ..gamma.. camera. The rate of gastric emptying was estimated by the decrease in radiation counts over the gastric area. In 68.6 percent of the subjects the mean gastric emptying time was 60 min. The average curve showed a complex exponential slope with 2 distinct phases: a fast one between 0 and 35 min and a slow one between 40 and 60 min. These results suggest that a normal gastric emptying time consists of 2 different rate phases when a meal of mixed consistency (liquid and solid) is ingested.

Overlay improvements using a real time machine learning algorithm

Science.gov (United States)

Schmitt-Weaver, Emil; Kubis, Michael; Henke, Wolfgang; Slotboom, Daan; Hoogenboom, Tom; Mulkens, Jan; Coogans, Martyn; ten Berge, Peter; Verkleij, Dick; van de Mast, Frank

2014-04-01

While semiconductor manufacturing is moving towards the 14nm node using immersion lithography, the overlay requirements are tightened to below 5nm. Next to improvements in the immersion scanner platform, enhancements in the overlay optimization and process control are needed to enable these low overlay numbers. Whereas conventional overlay control methods address wafer and lot variation autonomously with wafer pre exposure alignment metrology and post exposure overlay metrology, we see a need to reduce these variations by correlating more of the TWINSCAN system's sensor data directly to the post exposure YieldStar metrology in time. In this paper we will present the results of a study on applying a real time control algorithm based on machine learning technology. Machine learning methods use context and TWINSCAN system sensor data paired with post exposure YieldStar metrology to recognize generic behavior and train the control system to anticipate on this generic behavior. Specific for this study, the data concerns immersion scanner context, sensor data and on-wafer measured overlay data. By making the link between the scanner data and the wafer data we are able to establish a real time relationship. The result is an inline controller that accounts for small changes in scanner hardware performance in time while picking up subtle lot to lot and wafer to wafer deviations introduced by wafer processing.

Learning About Time Within the Spinal Cord II: Evidence that Temporal Regularity is Encoded by a Spinal Oscillator

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Kuan Hsien Lee

2016-02-01

Full Text Available How a stimulus impacts spinal cord function depends upon temporal relations. When intermittent noxious stimulation (shock is applied and the interval between shock pulses is varied (unpredictable, it induces a lasting alteration that inhibits adaptive learning. If the same stimulus is applied in a temporally regular (predictable manner, the capacity to learn is preserved and a protective/restorative effect is engaged that counters the adverse effect of variable stimulation. Sensitivity to temporal relations implies a capacity to encode time. This study explores how spinal neurons discriminate variable and fixed spaced stimulation. Communication with the brain was blocked by means of a spinal transection and adaptive capacity was tested using an instrumental learning task. In this task, subjects must learn to maintain a hind limb in a flexed position to minimize shock exposure. To evaluate the possibility that a distinct class of afferent fibers provide a sensory cue for regularity, we manipulated the temporal relation between shocks given to two dermatomes (leg and tail. Evidence for timing emerged when the stimuli were applied in a coherent manner across dermatomes, implying that a central (spinal process detects regularity. Next, we show that fixed spaced stimulation has a restorative effect when half the physical stimuli are randomly omitted, as long as the stimuli remain in phase, suggesting that stimulus regularity is encoded by an internal oscillator Research suggests that the oscillator that drives the tempo of stepping depends upon neurons within the rostral lumbar (L1-L2 region. Disrupting communication with the L1-L2 tissue by means of a L3 transection eliminated the restorative effect of fixed spaced stimulation. Implications of the results for step training and rehabilitation after injury are discussed.

COOPERATIVE LEARNING STRATEGY TYPE STAD IN TEACHING ISLAMIC EDUCATION SUBJECT (PAI AT SMPN 3 LENGAYANG

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Zulvia Evi Trinova

2018-04-01

Full Text Available SMPN 3 Lengayang has applied STAD as a type of cooperative learning to improve students’ passiveness. The learning is initiated by forming study groups and assigning tasks to be discussed together. However, in fact the learning is not effective that the students still can not understand the materials properly. It is noticable that the tasks given have been done by one student only, meanwhile the others are less serious and rely on those who are willing to do the group work. This is a field reasearch which describes the implementation of STAD in teaching PAI qualitatively. Data collection techniques used are in the form of observation, interviews, and documentation. As the result; 1 the planning of STAD strategy in teaching PAI at SMPN 3 Lengayang does not yet fulfill the requirement such as in organizing teaching materials (systematic/systematic demands with unsuitable time allocation, and detail of learning scenario (strategy step / method at each stage not clearly illustrated. 2 the implementation of STAD type in teaching PAI at SMPN 3 Lengayang is not fully implemented from the six STAD type cooperative learning steps, namely on teamwork and quiz, and 3 the evaluation in STAD type co-operative learning at SMPN 3 Lengayang is a written test or in the form of quiz. In addition, a test through a special quiz for individual assessment while group assessment is taken from group work. Especially the group with the highest score is given an additional mark.

When Slights Beget Slights: Attachment Anxiety, Subjective Time, and Intrusion of the Relational Past in the Present.

Science.gov (United States)

Cortes, Kassandra; Wilson, Anne E

2016-12-01

Every close relationship has a history, but how people manage their relational past varies and can have important implications in the present. The current research investigated the role of subjective representation of time: How feeling subjectively close (vs. distant) to a past relational transgression (vs. kind act) predicted "kitchen thinking"-the tendency to bring to mind relational past memories in new, unrelated contexts. We explored the role of attachment anxiety as a predictor of subjective time perception and kitchen thinking. We found support for our hypothesis that when negative memories felt subjectively closer relative to positive memories, people were more likely to kitchen think (Studies 1-3). Kitchen thinking, in turn, predicted negative relationship outcomes (Study 4). Furthermore, people high (vs. low) in attachment anxiety were less likely to perceive the timing of their relational memories adaptively, accounting for more kitchen thinking and in turn, maladaptive relational outcomes. © 2016 by the Society for Personality and Social Psychology, Inc.

Development of a Portable Motor Learning Laboratory (PoMLab).

Science.gov (United States)

Takiyama, Ken; Shinya, Masahiro

2016-01-01

Most motor learning experiments have been conducted in a laboratory setting. In this type of setting, a huge and expensive manipulandum is frequently used, requiring a large budget and wide open space. Subjects also need to travel to the laboratory, which is a burden for them. This burden is particularly severe for patients with neurological disorders. Here, we describe the development of a novel application based on Unity3D and smart devices, e.g., smartphones or tablet devices, that can be used to conduct motor learning experiments at any time and in any place, without requiring a large budget and wide open space and without the burden of travel on subjects. We refer to our application as POrtable Motor learning LABoratory, or PoMLab. PoMLab is a multiplatform application that is available and sharable for free. We investigated whether PoMLab could be an alternative to the laboratory setting using a visuomotor rotation paradigm that causes sensory prediction error, enabling the investigation of how subjects minimize the error. In the first experiment, subjects could adapt to a constant visuomotor rotation that was abruptly applied at a specific trial. The learning curve for the first experiment could be modeled well using a state space model, a mathematical model that describes the motor leaning process. In the second experiment, subjects could adapt to a visuomotor rotation that gradually increased each trial. The subjects adapted to the gradually increasing visuomotor rotation without being aware of the visuomotor rotation. These experimental results have been reported for conventional experiments conducted in a laboratory setting, and our PoMLab application could reproduce these results. PoMLab can thus be considered an alternative to the laboratory setting. We also conducted follow-up experiments in university physical education classes. A state space model that was fit to the data obtained in the laboratory experiments could predict the learning curves

Development of a Portable Motor Learning Laboratory (PoMLab.

Directory of Open Access Journals (Sweden)

Ken Takiyama

Full Text Available Most motor learning experiments have been conducted in a laboratory setting. In this type of setting, a huge and expensive manipulandum is frequently used, requiring a large budget and wide open space. Subjects also need to travel to the laboratory, which is a burden for them. This burden is particularly severe for patients with neurological disorders. Here, we describe the development of a novel application based on Unity3D and smart devices, e.g., smartphones or tablet devices, that can be used to conduct motor learning experiments at any time and in any place, without requiring a large budget and wide open space and without the burden of travel on subjects. We refer to our application as POrtable Motor learning LABoratory, or PoMLab. PoMLab is a multiplatform application that is available and sharable for free. We investigated whether PoMLab could be an alternative to the laboratory setting using a visuomotor rotation paradigm that causes sensory prediction error, enabling the investigation of how subjects minimize the error. In the first experiment, subjects could adapt to a constant visuomotor rotation that was abruptly applied at a specific trial. The learning curve for the first experiment could be modeled well using a state space model, a mathematical model that describes the motor leaning process. In the second experiment, subjects could adapt to a visuomotor rotation that gradually increased each trial. The subjects adapted to the gradually increasing visuomotor rotation without being aware of the visuomotor rotation. These experimental results have been reported for conventional experiments conducted in a laboratory setting, and our PoMLab application could reproduce these results. PoMLab can thus be considered an alternative to the laboratory setting. We also conducted follow-up experiments in university physical education classes. A state space model that was fit to the data obtained in the laboratory experiments could predict the

Voice, (inter-)subjectivity, and real time recurrent interaction.

Science.gov (United States)

Cummins, Fred

2014-01-01

Received approaches to a unified phenomenon called "language" are firmly committed to a Cartesian view of distinct unobservable minds. Questioning this commitment leads us to recognize that the boundaries conventionally separating the linguistic from the non-linguistic can appear arbitrary, omitting much that is regularly present during vocal communication. The thesis is put forward that uttering, or voicing, is a much older phenomenon than the formal structures studied by the linguist, and that the voice has found elaborations and codifications in other domains too, such as in systems of ritual and rite. Voice, it is suggested, necessarily gives rise to a temporally bound subjectivity, whether it is in inner speech (Descartes' "cogito"), in conversation, or in the synchronized utterances of collective speech found in prayer, protest, and sports arenas world wide. The notion of a fleeting subjective pole tied to dynamically entwined participants who exert reciprocal influence upon each other in real time provides an insightful way to understand notions of common ground, or socially shared cognition. It suggests that the remarkable capacity to construct a shared world that is so characteristic of Homo sapiens may be grounded in this ability to become dynamically entangled as seen, e.g., in the centrality of joint attention in human interaction. Empirical evidence of dynamic entanglement in joint speaking is found in behavioral and neuroimaging studies. A convergent theoretical vocabulary is now available in the concept of participatory sense-making, leading to the development of a rich scientific agenda liberated from a stifling metaphysics that obscures, rather than illuminates, the means by which we come to inhabit a shared world.

Voice, (Inter-Subjectivity, and Real Time Recurrent Interaction

Directory of Open Access Journals (Sweden)

Fred eCummins

2014-07-01

Full Text Available Received approaches to a unified phenomenon called language are firmly committed to a Cartesian view of distinct unobservable minds. Questioning this commitment leads us to recognize that the boundaries conventionally separating the linguistic from the non-linguistic can appear arbitrary, omitting much that is regularly present during vocal communication. The thesis is put forward that uttering, or voicing, is a much older phenomenon than the formal structures studied by the linguist, and that the voice has found elaborations and codifications in other domains too, such as in systems of ritual and rite. Voice, it is suggested, necessarily gives rise to a temporally bound subjectivity, whether it is in inner speech (Descartes' cogito, in conversation, or in the synchronized utterances of collective speech found in prayer, protest and sports arenas world wide. The notion of a fleeting subjective pole tied to dynamically entwined participants who exert reciprocal influence upon each other in real time provides an insightful way to understand notions of common ground, or socially shared cognition. It suggests that the remarkable capacity to construct a shared world that is so characteristic of Homo sapiens may be grounded in this ability to become dynamically entangled as seen, e.g., in the centrality of joint attention in human interaction. Empirical evidence of dynamic entanglement in joint speaking is found in behavioral and neuroimaging studies. A convergent theoretical vocabulary is now available in the concept of participatory sense-making, leading to the development of a rich scientific agenda liberated from a stifling metaphysics that obscures, rather than illuminates, the means by which we come to inhabit a shared world.

Incorporating Real-time Earthquake Information into Large Enrollment Natural Disaster Course Learning

Science.gov (United States)

Furlong, K. P.; Benz, H.; Hayes, G. P.; Villasenor, A.

2010-12-01

Although most would agree that the occurrence of natural disaster events such as earthquakes, volcanic eruptions, and floods can provide effective learning opportunities for natural hazards-based courses, implementing compelling materials into the large-enrollment classroom environment can be difficult. These natural hazard events derive much of their learning potential from their real-time nature, and in the modern 24/7 news-cycle where all but the most devastating events are quickly out of the public eye, the shelf life for an event is quite limited. To maximize the learning potential of these events requires that both authoritative information be available and course materials be generated as the event unfolds. Although many events such as hurricanes, flooding, and volcanic eruptions provide some precursory warnings, and thus one can prepare background materials to place the main event into context, earthquakes present a particularly confounding situation of providing no warning, but where context is critical to student learning. Attempting to implement real-time materials into large enrollment classes faces the additional hindrance of limited internet access (for students) in most lecture classrooms. In Earth 101 Natural Disasters: Hollywood vs Reality, taught as a large enrollment (150+ students) general education course at Penn State, we are collaborating with the USGS’s National Earthquake Information Center (NEIC) to develop efficient means to incorporate their real-time products into learning activities in the lecture hall environment. Over time (and numerous events) we have developed a template for presenting USGS-produced real-time information in lecture mode. The event-specific materials can be quickly incorporated and updated, along with key contextual materials, to provide students with up-to-the-minute current information. In addition, we have also developed in-class activities, such as student determination of population exposure to severe ground

Learning Progressions as Tools for Assessment and Learning

Science.gov (United States)

Shepard, Lorrie A.

2018-01-01

This article addresses the teaching and learning side of the learning progressions literature, calling out for measurement specialists the knowledge most needed when collaborating with subject-matter experts in the development of learning progressions. Learning progressions are one of the strongest instantiations of principles from "Knowing…

What Software to Use in the Teaching of Mathematical Subjects?

Science.gov (United States)

Berežný, Štefan

2015-01-01

We can consider two basic views, when using mathematical software in the teaching of mathematical subjects. First: How to learn to use specific software for the specific tasks, e. g., software Statistica for the subjects of Applied statistics, probability and mathematical statistics, or financial mathematics. Second: How to learn to use the…

Why Hong Kong students favour more face-to-face classroom time in blended learning

Directory of Open Access Journals (Sweden)

James Henri

Full Text Available A three year study in student characteristics, needs and learning styles guided instructors at the University of Hong Kong Faculty of Education to improve teaching and learning in a core module: Information Literacy. A mixed-method approach analyzed data collected from undergraduate, in-service teachers in a BEd program, and helped instructors in the program to gain insight into the Hong Kong teacher working, post-service towards a BEd in Library and Information Science. Part-time students indicated a preference for a combination of online and face-to-face teaching, with more face-to-face class time in that mix. These findings would also be informative for other part-time programs using blended teaching and learning models.

Robust Subjective Visual Property Prediction from Crowdsourced Pairwise Labels.

Science.gov (United States)

Fu, Yanwei; Hospedales, Timothy M; Xiang, Tao; Xiong, Jiechao; Gong, Shaogang; Wang, Yizhou; Yao, Yuan

2016-03-01

The problem of estimating subjective visual properties from image and video has attracted increasing interest. A subjective visual property is useful either on its own (e.g. image and video interestingness) or as an intermediate representation for visual recognition (e.g. a relative attribute). Due to its ambiguous nature, annotating the value of a subjective visual property for learning a prediction model is challenging. To make the annotation more reliable, recent studies employ crowdsourcing tools to collect pairwise comparison labels. However, using crowdsourced data also introduces outliers. Existing methods rely on majority voting to prune the annotation outliers/errors. They thus require a large amount of pairwise labels to be collected. More importantly as a local outlier detection method, majority voting is ineffective in identifying outliers that can cause global ranking inconsistencies. In this paper, we propose a more principled way to identify annotation outliers by formulating the subjective visual property prediction task as a unified robust learning to rank problem, tackling both the outlier detection and learning to rank jointly. This differs from existing methods in that (1) the proposed method integrates local pairwise comparison labels together to minimise a cost that corresponds to global inconsistency of ranking order, and (2) the outlier detection and learning to rank problems are solved jointly. This not only leads to better detection of annotation outliers but also enables learning with extremely sparse annotations.

Changes in gallbladder bile composition and crystal detection time in morbidly obese subjects after bariatric surgery

NARCIS (Netherlands)

Gustafsson, Ulf; Benthin, Lisbet; Granström, Lars; Groen, Albert K.; Sahlin, Staffan; Einarsson, Curt

2005-01-01

The aim of the present study was to elucidate the mechanisms of development of cholesterol crystals and gallstones during weight reduction in obese subjects. Twenty-five morbidly obese, gallstone-free subjects underwent vertical-banded gastroplasty. Gallbladder bile was collected at the time of the

Biomechanical procedure to assess sleep restriction on motor control and learning.

Science.gov (United States)

Umemura, G S; Noriega, C L; Soares, D F; Forner-Cordero, A

2017-07-01

The analysis of sleep quality during long periods and its impact on motor control and learning performance are crucial aspects for human health. The aim of this study is to analyze effects of chronic sleep restriction on motor performance. It is intended to establish motor control indicators in sleep quality analysis. A wearable actigraphy that records accelerometry, ambient light, and body temperature was used to monitor the sleep habits of 12 healthy subjects for two weeks before performing motor control and learning tests. The day of the motor test, the subjects filled two questionnaires about the quality of sleep (Pittsburgh Sleep Quality Index - PSQI) and sleepiness (Epworth Sleepiness Scale - ESS). Afterwards they performed a coincident timing task that consisted of hitting a virtual target falling on the screen with the hand. An elbow flexion in the horizontal plane had to be performed on the correct time to reach the real target on a table at the same time as the virtual target on the screen. The subjects performed three sets of acquisition and transfer blocks of the coincident timing task. The subjects were clustered in two groups based on the PSQI and ESS scores. Actigraphy and motor control parameters (L5, correct responses, time variance) were compared between groups and experimental sets. The group with better sleep parameters did show a constant performance across blocks of task acquisition while the bad sleeper group improved from the first to the second acquisition block. Despite of this improvement, their performance is not better than the one of the good sleepers group. Although the number of subjects is low and it should be increased, these results indicate that the subjects with better sleep converged rapidly to a high level of performance, while the worse sleepers needed more trials to learn the task and their performance was not superior to the other group.

Learning motion concepts using real-time microcomputer-based laboratory tools

Science.gov (United States)

Thornton, Ronald K.; Sokoloff, David R.

1990-09-01

Microcomputer-based laboratory (MBL) tools have been developed which interface to Apple II and Macintosh computers. Students use these tools to collect physical data that are graphed in real time and then can be manipulated and analyzed. The MBL tools have made possible discovery-based laboratory curricula that embody results from educational research. These curricula allow students to take an active role in their learning and encourage them to construct physical knowledge from observation of the physical world. The curricula encourage collaborative learning by taking advantage of the fact that MBL tools present data in an immediately understandable graphical form. This article describes one of the tools—the motion detector (hardware and software)—and the kinematics curriculum. The effectiveness of this curriculum compared to traditional college and university methods for helping students learn basic kinematics concepts has been evaluated by pre- and post-testing and by observation. There is strong evidence for significantly improved learning and retention by students who used the MBL materials, compared to those taught in lecture.

Time left in the mouse.

Science.gov (United States)

Cordes, Sara; King, Adam Philip; Gallistel, C R

2007-02-22

Evidence suggests that the online combination of non-verbal magnitudes (durations, numerosities) is central to learning in both human and non-human animals [Gallistel, C.R., 1990. The Organization of Learning. MIT Press, Cambridge, MA]. The molecular basis of these computations, however, is an open question at this point. The current study provides the first direct test of temporal subtraction in a species in which the genetic code is available. In two experiments, mice were run in an adaptation of Gibbon and Church's [Gibbon, J., Church, R.M., 1981. Time left: linear versus logarithmic subjective time. J. Exp. Anal. Behav. 7, 87-107] time left paradigm in order to characterize typical responding in this task. Both experiments suggest that mice engaged in online subtraction of temporal values, although the generalization of a learned response rule to novel stimulus values resulted in slightly less systematic responding. Potential explanations for this pattern of results are discussed.

INNOVATIVE TEACHING IN ACCOUNTING SUBJECTS: ANALYSIS OF THE FLIPPED CLASSROOM

Directory of Open Access Journals (Sweden)

E. Lubbe

2016-07-01

Full Text Available Accounting students often have a negative attitude towards the subject andstruggle to understand core concepts of accounting standards. A large percentageof accounting students do not prepare for class and homework is either not doneor neglected. Many factors contributed to students struggling to prepare for classand complete homework assignments. The flipped classroom approach has grownat a rapid pace and was perceived very successful in many subjects. Little researchhas been done on the effectiveness of this approach for accounting students.Videos was created whereby accounting theory was explained and questions withexamples were given and explained. All contact sessions were transformed into anactive learning environment. During contact sessions, students were provided withquestions. Guidance was given with regards to the interpretation of a practicalcase study. Students had to analyze questions before feedback was provided tothem. Contact sessions commenced with easy questions, and progressedto moredifficult questions.Research was conducted in order to determine whether a flipped classroommethod could improve the learning experience of accounting students at a highereducation institution. The study indicated that students watched the videos beforecontact sessions, they felt more positive about their performance in accountingand improved their time management. The majority of students that completed thesurvey preferred the flipped classroom method. It enables students to learn fromtheir own mistakes in class.

Learning from label proportions in brain-computer interfaces: Online unsupervised learning with guarantees

Science.gov (United States)

Verhoeven, Thibault; Schmid, Konstantin; Müller, Klaus-Robert; Tangermann, Michael; Kindermans, Pieter-Jan

2017-01-01

Objective Using traditional approaches, a brain-computer interface (BCI) requires the collection of calibration data for new subjects prior to online use. Calibration time can be reduced or eliminated e.g., by subject-to-subject transfer of a pre-trained classifier or unsupervised adaptive classification methods which learn from scratch and adapt over time. While such heuristics work well in practice, none of them can provide theoretical guarantees. Our objective is to modify an event-related potential (ERP) paradigm to work in unison with the machine learning decoder, and thus to achieve a reliable unsupervised calibrationless decoding with a guarantee to recover the true class means. Method We introduce learning from label proportions (LLP) to the BCI community as a new unsupervised, and easy-to-implement classification approach for ERP-based BCIs. The LLP estimates the mean target and non-target responses based on known proportions of these two classes in different groups of the data. We present a visual ERP speller to meet the requirements of LLP. For evaluation, we ran simulations on artificially created data sets and conducted an online BCI study with 13 subjects performing a copy-spelling task. Results Theoretical considerations show that LLP is guaranteed to minimize the loss function similar to a corresponding supervised classifier. LLP performed well in simulations and in the online application, where 84.5% of characters were spelled correctly on average without prior calibration. Significance The continuously adapting LLP classifier is the first unsupervised decoder for ERP BCIs guaranteed to find the optimal decoder. This makes it an ideal solution to avoid tedious calibration sessions. Additionally, LLP works on complementary principles compared to existing unsupervised methods, opening the door for their further enhancement when combined with LLP. PMID:28407016

Cerebellar motor learning versus cerebellar motor timing: the climbing fibre story

Science.gov (United States)

Llinás, Rodolfo R

2011-01-01

Abstract Theories concerning the role of the climbing fibre system in motor learning, as opposed to those addressing the olivocerebellar system in the organization of motor timing, are briefly contrasted. The electrophysiological basis for the motor timing hypothesis in relation to the olivocerebellar system is treated in detail. PMID:21486816

Pedagogical Content Knowledge: Teacher’s Knowledge of Students in Learning Mathematics on Limit of Function Subject

Science.gov (United States)

Ma'rufi; Ketut Budayasa, I.; Juniati, Dwi

2018-01-01

This research aims at describing the profile of high school teacher’s Pedagogical Content Knowledge in learning mathematics from the perspective of teaching experience. Pedagogical Content Knowledge (PCK) covers teacher’s knowledge of subject matter, knowledge of pedagogy, and knowledge of students. The subject of this research was two high school mathematics teachers who have different teaching experience. The data were obtained through interview and observation then analyzed qualitatively. The focus of this research is the novice teacher’s PCK deals with knowledge of students. Knowledge of Student is defined as teacher’s knowledge about the students’ conception and misconception on limit of function material and teacher’s ability to cope with students’ difficulty, mistake, and misconception. The result of this research shows that novice teacher’s ability in analyzing the cause of students’ difficulty, mistake, and misconception was limited. Novice teacher tended to overcome the students’ difficulty, mistake, and misconception by re-explaining the procedure of question completion which is not understood by the students.

Interacting Learning Processes during Skill Acquisition: Learning to control with gradually changing system dynamics.

Science.gov (United States)

Ludolph, Nicolas; Giese, Martin A; Ilg, Winfried

2017-10-16

There is increasing evidence that sensorimotor learning under real-life conditions relies on a composition of several learning processes. Nevertheless, most studies examine learning behaviour in relation to one specific learning mechanism. In this study, we examined the interaction between reward-based skill acquisition and motor adaptation to changes of object dynamics. Thirty healthy subjects, split into two groups, acquired the skill of balancing a pole on a cart in virtual reality. In one group, we gradually increased the gravity, making the task easier in the beginning and more difficult towards the end. In the second group, subjects had to acquire the skill on the maximum, most difficult gravity level. We hypothesized that the gradual increase in gravity during skill acquisition supports learning despite the necessary adjustments to changes in cart-pole dynamics. We found that the gradual group benefits from the slow increment, although overall improvement was interrupted by the changes in gravity and resulting system dynamics, which caused short-term degradations in performance and timing of actions. In conclusion, our results deliver evidence for an interaction of reward-based skill acquisition and motor adaptation processes, which indicates the importance of both processes for the development of optimized skill acquisition schedules.

Using Hypnosis to Enhance Learning Second Language Vocabulary.

Science.gov (United States)

Çetin, Yakup; Çimen, O Arda; Yetkiner, Zeynep Ebrar

2016-04-01

In this article, we measure the effects of hypnosis and suggestions for learning second language vocabulary. Participants (N = 70) were randomly assigned to a hypnosis or a control group. They were pre-tested, and then presented 21 Spanish words, post-tested immediately and 1 week later. The data were analyzed using repeated measures analysis of variance with group (experimental versus control) as the between-subjects factor, and time as the within-subjects factor. The experimental group performed significantly better in both tests. Our results indicate that hypnosis is beneficial for second language vocabulary learning and retrieval.

EDUCATIONAL LEAPFROGGING IN THE mLEARNING TIME

Directory of Open Access Journals (Sweden)

Abdel Rahman IBRAHIM SULEIMAN

2014-07-01

Full Text Available In this theoretical study, researcher tries to shed light on the modern strategy of education, Mobile learning is this strategy, which has become a reality exists in the educational institutions and aims researcher of this study. Trying to figure out the reality of Mobil Determining if the mobile learning part of the E-Learning. Trying for identify future of mobile learning. And the researcher collect the information and the data from previous research in addition to what has been published on websites and blogs and has reached the researcher to achieve the successes of Mobile learning at the level of the educational process now , and that this strategy of mobile learning is not part of the e-learning, and generation of generations , but a new way for the development of the educational process educational , researcher is expected to evolve Mobile learning expands even at the all levels of educational.

Brain Magnetic Resonance Imaging of Siblings from Families with Two or More Children with Learning or Intellectual Disabilities and Need for Full-Time Special Education

Energy Technology Data Exchange (ETDEWEB)

Mannerkoski, M.; Heiskala, H.; Aaberg, L. (Child Neurology, HUCH Dept. of Pediatric and Adolescent Medicine, Helsinki (Finland)); Raininko, R. (Dept. of Radiology, Uppsala Univ., Uppsala (Sweden)); Sarna, S. (Dept. of Public Health, Univ. of Helsinki, Helsinki (Finland)); Wirtavuori, K. (HUCH Dept. of Pediatric and Adolescent Medicine, Helsinki (Finland)); Autti, T. (HUCH Helsinki Medical Imaging Center, Helsinki (Finland))

2009-05-15

Background: Several factors are involved in determining a child's need for special education (Sweden). Thus, the value of brain magnetic resonance imaging (MRI) for subjects with learning and intellectual disabilities is uncertain. Purpose: To evaluate the usefulness of MRI in the diagnostic process of siblings with learning and intellectual disabilities and need for full-time SE. Material and Methods: Altogether, 119 siblings (mean age 11.9 years) from families in which two or more children attended/had previously attended full-time SE underwent prospective brain MRI. SE grouping included three levels, from specific learning disabilities (level 1) to global intellectual disabilities (level 3). Forty-three controls (level 0, mean age 12.0 years) attended mainstream education groups. Signal intensity and structural abnormalities were analyzed, and areas of the cerebrum, posterior fossa, corpus callosum, vermis and brain stem, and diameters of the corpus callosum were measured. In analyses, all area measurements were calculated in proportion to the total inner skull area. Results: Abnormal finding in MRI was more common for siblings (n=62; 52%) in SE (58% for level 3; 49% for level 2; 35% for level 1) than for controls (n=13; 16%). The siblings showed enlarged supra- (P<0.001) and infratentorial (P=0.015) cerebrospinal fluid (CSF) spaces and mild corpus callosum abnormalities (P=0.003) compared to controls. Siblings in SE had smaller inner skull area than controls (P<0.001). Further, the relative area of the mesencephalon (P=0.027) and the diameter of the body of the corpus callosum (P=0.015) were significantly smaller than in controls. In binary logistic regression analysis, enlarged supratentorial CSF spaces increased the probability of SE (odds ratio 4.2; P=0.023). Conclusion: Subjects with learning and intellectual disabilities commonly have more MRI findings than controls. Enlarged supratentorial CSF spaces were a frequent finding in siblings in full-time

Brain Magnetic Resonance Imaging of Siblings from Families with Two or More Children with Learning or Intellectual Disabilities and Need for Full-Time Special Education

International Nuclear Information System (INIS)

Mannerkoski, M.; Heiskala, H.; Aaberg, L.; Raininko, R.; Sarna, S.; Wirtavuori, K.; Autti, T.

2009-01-01

Background: Several factors are involved in determining a child's need for special education (SE). Thus, the value of brain magnetic resonance imaging (MRI) for subjects with learning and intellectual disabilities is uncertain. Purpose: To evaluate the usefulness of MRI in the diagnostic process of siblings with learning and intellectual disabilities and need for full-time SE. Material and Methods: Altogether, 119 siblings (mean age 11.9 years) from families in which two or more children attended/had previously attended full-time SE underwent prospective brain MRI. SE grouping included three levels, from specific learning disabilities (level 1) to global intellectual disabilities (level 3). Forty-three controls (level 0, mean age 12.0 years) attended mainstream education groups. Signal intensity and structural abnormalities were analyzed, and areas of the cerebrum, posterior fossa, corpus callosum, vermis and brain stem, and diameters of the corpus callosum were measured. In analyses, all area measurements were calculated in proportion to the total inner skull area. Results: Abnormal finding in MRI was more common for siblings (n=62; 52%) in SE (58% for level 3; 49% for level 2; 35% for level 1) than for controls (n=13; 16%). The siblings showed enlarged supra- (P<0.001) and infratentorial (P=0.015) cerebrospinal fluid (CSF) spaces and mild corpus callosum abnormalities (P=0.003) compared to controls. Siblings in SE had smaller inner skull area than controls (P<0.001). Further, the relative area of the mesencephalon (P=0.027) and the diameter of the body of the corpus callosum (P=0.015) were significantly smaller than in controls. In binary logistic regression analysis, enlarged supratentorial CSF spaces increased the probability of SE (odds ratio 4.2; P=0.023). Conclusion: Subjects with learning and intellectual disabilities commonly have more MRI findings than controls. Enlarged supratentorial CSF spaces were a frequent finding in siblings in full-time SE

Learning and Cognition - The interplay between the Subject and the Group

DEFF Research Database (Denmark)

Møller, Kim Malmbak; Fast, Alf Michael

2017-01-01

emphasis on the knowledge - practice discussion, and thereby on some of the values required to progress in science as a field and to develop knowledge. This article focuses on how to describe the dialectical interplay between the individual’s learning and the groups’ learning process, in the development......, and the contradictions that appear in learning contexts. The grounds for the development of an intersubjectivity, which is required in the engagement of interaction, seems therefore as an important part of learning. The article will look upon those questions and themes from a broad phenomenological and dialectical...

Encouraging Students to Learn Non-Core Subjects in Health Education

DEFF Research Database (Denmark)

Wahl, Christian; Pedersen, Annette; Nielsen, Annegrethe

2015-01-01

traditional didactics and strengthen the awareness of the study activities that the students carry out themselves. Our analysis consequently highlights a variety of student learning behavior. The learning opportunities provided by the educational design seemed to engage one group of students while a large...

Future time perspective: opportunities and limitations are differentially associated with subjective well-being and hair cortisol concentration.

Science.gov (United States)

Kozik, Pavel; Hoppmann, Christiane A; Gerstorf, Denis

2015-01-01

Future time perspective has been associated with subjective well-being, though depending on the line of research considered either an open-ended future time perspective or a limited future time perspective has been associated with high well-being. Most of this research however has conceptualized future time perspective as a one-dimensional construct, whereas recent evidence has demonstrated that there are likely at least two different underlying dimensions, a focus on opportunities and a focus on limitations. This project first seeks to replicate the two-dimensional structure of the Future Time Perspective Scale, and then examines the associations these dimensions may have with different measures of subjective well-being and a biological index of chronic stress. To test if the two dimensions of the Future Time Perspective Scale, a focus on opportunities and a focus on limitations, differentially associate with two measures of subjective well-being and a biological indicator of chronic stress, namely hair cortisol. Sixty-six community-dwelling participants with a mean age of 72 years (SD = 5.83) completed the Future Time Perspective Scale, Center for Epidemiologic Studies Depression Scale, and Philadelphia Geriatric Center Morale Scale. Participants also provided a 3-cm-long hair strand to index cortisol accumulation over the past 3 months. Following the results of a factor analysis, a mediation model was created for each dimension of the Future Time Perspective Scale, and significance testing was done through a bootstrapping approach to harness maximal statistical power. Factor analysis results replicated the two-dimensional structure of the Future Time Perspective Scale. Both dimensions were then found to have unique associations with well-being. Specifically, a high focus on opportunities was associated with fewer depressive symptoms and higher morale, whereas a low focus on limitations was associated with reduced hair cortisol, though this association was

Hierarchical Bayes Models for Response Time Data

Science.gov (United States)

Craigmile, Peter F.; Peruggia, Mario; Van Zandt, Trisha

2010-01-01

Human response time (RT) data are widely used in experimental psychology to evaluate theories of mental processing. Typically, the data constitute the times taken by a subject to react to a succession of stimuli under varying experimental conditions. Because of the sequential nature of the experiments there are trends (due to learning, fatigue,…

The organization of interaction of subjects of educational process when using platforms of distance learning

Directory of Open Access Journals (Sweden)

F. S. Mukhametzyanova

2016-01-01

Full Text Available Within research in article the special attention is paid to the organization of distance training by means of the specialized local tool information systems oriented to provision of a certain set of educational services on the Internet. On the basis of the carried-out analysis advantages of platforms of distance training are noted: availability, a personifitsirovannost, a modularity on structure, usability, etc. Characteristics «the subject - subject» interactions are described in case of remote form of education: an active position trained in the course of activities, equality of persons training and trained, the joint problem resolution, game, dialogue, work in microgroups, admissibility of coexistence and acceptance of the opposite points of view. Specifics of process of interaction of subjects of educational process in higher education institution of physical culture on the basis of use of the Moodle platform, performed with participation of students athletes, teachers, the trainer, the staff of department of information technologies, managerial control are considered. Feature of such interaction is caused by need students athletes to combine sport and training in the conditions of long sports trainings and participation in competitions in the cities remote from educational institution. The accurate list of functions of each of subjects in the scheme of interaction is provided. In tabular option the example of a matrix of elements of the training remote rate for students of different forms of education (internal, correspondence and full-time according to the individual training plan which implementation is impossible without harmonious work of all subjects involved in educational process is given. The schemes «the subject-subject» of interaction in case of distance training in higher education institution of physical culture with use of the Moodle platform are described. So for example, for students athletes of full-time courses

Subject related teaching in udeskole (outdoor school)

DEFF Research Database (Denmark)

Barfod, Karen Seierøe

Subject related teaching in udeskole In this symposium, subject related teaching on a regular basis in the outdoors, known as udeskole will be described and discussed. Based on recent and ongoing research and development, the education taking the place of teaching into account of the learning...... will identify the necessity of doing research into the field, as 18,4% of all Danish schools is shown to have one or more classes working with udeskole (Barfod et al, 2016). Secondly, the subject related teaching in the outdoors will be exemplified by four research projects. First, the subject ‘Danish...... teaching in the outdoors will be supplemented with recent research upon barriers for using external learning environments ‘the open school’ in Skive Muncipiality. Closing the seminar will be a presentation of the national Danish Network UdeskoleNet and its application. Sources: Barfod, K., Ejbye-Ernst, N...

Time-place learning and memory persist in mice lacking functional Per1 and Per2 clock genes.

Science.gov (United States)

Mulder, C; Van Der Zee, E A; Hut, R A; Gerkema, M P

2013-12-01

With time-place learning, animals link a stimulus with the location and the time of day. This ability may optimize resource localization and predator avoidance in daily changing environments. Time-place learning is a suitable task to study the interaction of the circadian system and memory. Previously, we showed that time-place learning in mice depends on the circadian system and Cry1 and/or Cry2 clock genes. We questioned whether time-place learning is Cry specific or also depends on other core molecular clock genes. Here, we show that Per1/Per2 double mutant mice, despite their arrhythmic phenotype, acquire time-place learning similar to wild-type mice. As well as an established role in circadian rhythms, Per genes have also been implicated in the formation and storage of memory. We found no deficiencies in short-term spatial working memory in Per mutant mice compared to wild-type mice. Moreover, both Per mutant and wild-type mice showed similar long-term memory for contextual features of a paradigm (a mild foot shock), measured in trained mice after a 2-month nontesting interval. In contrast, time-place associations were lost in both wild-type and mutant mice after these 2 months, suggesting a lack of maintained long-term memory storage for this type of information. Taken together, Cry-dependent time-place learning does not require Per genes, and Per mutant mice showed no PER-specific short-term or long-term memory deficiencies. These results limit the functional role of Per clock genes in the circadian regulation of time-place learning and memory.

Implementation of project based learning on the Prakerin subject of vocational high school students of the building engineering to enhance employment skill readiness of graduates in the construction services field

Science.gov (United States)

Sugandi, Machmud

2017-09-01

Implementation of the Prakerin subject in the field of Building Engineering study program in vocational high school (VHS) are facing many issues associated to non-compliance unit of work in the industry and the expected competencies in learning at school. Project Based Learning (PBL) is an appropriate model learning used for Prakerin subject to increase student competence as the extension of the Prakerin implementation in the construction industry services. Assignments based on the selected project during their practical industry work were given to be completed by student. VHS students in particular field of Building Engineering study program who has been completed Prakerin subject will have a better job readiness, and therefore they will have an understanding on the knowledge, skills, and attitudes and good vision on the construction project in accordance with their experience during Prakerin work in the industry.

SYSTEM APPROACH TO THE BLENDED LEARNING

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Vladimir Kukharenko

2015-10-01

Full Text Available Currently, much attention is paid to the development of learning sour cream – a combination of traditional and distance (30-70% of training. Such training is sometimes called hybrid and referred to disruptive technologies. Purpose – to show that the use of systemic campaign in blended learning provides a high quality of education, and the technology can be devastating. The subject of the study – blended learning, object of study – Mixed learning process. The analysis results show that the combined training increases the motivation of students, qualification of teachers, personalized learning process. At the same time there are no reliable methods of assessing the quality of education and training standards. It is important that blended learning strategy to support the institutional goals and had an effective organizational model for support.

The Design and Applied of Learning Management System via Social Media on Internet: Case Study of Operating System for Business Subject

OpenAIRE

Pimploi Tirastittam; Sawanath Treesathon; Amornrath Ongkawat

2015-01-01

Learning Management System (LMS) is the system which uses to manage the learning in order to grouping the content and learning activity between the lecturer and learner including online examination and evaluation. Nowadays, it is the borderless learning era so the learning activities can be accessed from everywhere in the world and also anytime via the information technology and media. The learner can easily access to the knowledge so the different in time and distance is...

Reduction of nocturnal slow-wave activity affects daytime vigilance lapses and memory encoding but not reaction time or implicit learning.

Science.gov (United States)

Van Der Werf, Ysbrand D; Altena, Ellemarije; Vis, José C; Koene, Teddy; Van Someren, Eus J W

2011-01-01

Total sleep deprivation in healthy subjects has a profound effect on the performance on tasks measuring sustained attention or vigilance. We here report how a selective disruption of deep sleep only, that is, selective slow-wave activity (SWA) reduction, affects the performance of healthy well-sleeping subjects on several tasks: a "simple" and a "complex" vigilance task, a declarative learning task, and an implicit learning task despite unchanged duration of sleep. We used automated electroencephalogram (EEG) dependent acoustic feedback aimed at selective interference with-and reduction of-SWA. In a within-subject repeated measures crossover design, performance on the tasks was assessed in 13 elderly adults without sleep complaints after either SWA-reduction or after normal sleep. The number of vigilance lapses increased as a result of SWA reduction, irrespective of the type of vigilance task. Recognition on the declarative memory task was also affected by SWA reduction, associated with a decreased activation of the right hippocampus on encoding (measured with fMRI) suggesting a weaker memory trace. SWA reduction, however, did not affect reaction time on either of the vigilance tasks or implicit memory task performance. These findings suggest a specific role of slow oscillations in the subsequent daytime ability to maintain sustained attention and to encode novel declarative information but not to maintain response speed or to build implicit memories. Of particular interest is that selective SWA reduction can mimic some of the effects of total sleep deprivation, while not affecting sleep duration. Copyright © 2011 Elsevier B.V. All rights reserved.

Perceptual learning effect on decision and confidence thresholds.

Science.gov (United States)

Solovey, Guillermo; Shalom, Diego; Pérez-Schuster, Verónica; Sigman, Mariano

2016-10-01

Practice can enhance of perceptual sensitivity, a well-known phenomenon called perceptual learning. However, the effect of practice on subjective perception has received little attention. We approach this problem from a visual psychophysics and computational modeling perspective. In a sequence of visual search experiments, subjects significantly increased the ability to detect a "trained target". Before and after training, subjects performed two psychophysical protocols that parametrically vary the visibility of the "trained target": an attentional blink and a visual masking task. We found that confidence increased after learning only in the attentional blink task. Despite large differences in some observables and task settings, we identify common mechanisms for decision-making and confidence. Specifically, our behavioral results and computational model suggest that perceptual ability is independent of processing time, indicating that changes in early cortical representations are effective, and learning changes decision criteria to convey choice and confidence. Copyright © 2016 Elsevier Inc. All rights reserved.

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

Science.gov (United States)

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

2013-01-01

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

Music, emotion, and time perception: the influence of subjective emotional valence and arousal?

Science.gov (United States)

Droit-Volet, Sylvie; Ramos, Danilo; Bueno, José L. O.; Bigand, Emmanuel

2013-01-01

The present study used a temporal bisection task with short (2 s) stimulus durations to investigate the effect on time estimation of several musical parameters associated with emotional changes in affective valence and arousal. In order to manipulate the positive and negative valence of music, Experiments 1 and 2 contrasted the effect of musical structure with pieces played normally and backwards, which were judged to be pleasant and unpleasant, respectively. This effect of valence was combined with a subjective arousal effect by changing the tempo of the musical pieces (fast vs. slow) (Experiment 1) or their instrumentation (orchestral vs. piano pieces). The musical pieces were indeed judged more arousing with a fast than with a slow tempo and with an orchestral than with a piano timbre. In Experiment 3, affective valence was also tested by contrasting the effect of tonal (pleasant) vs. atonal (unpleasant) versions of the same musical pieces. The results showed that the effect of tempo in music, associated with a subjective arousal effect, was the major factor that produced time distortions with time being judged longer for fast than for slow tempi. When the tempo was held constant, no significant effect of timbre on the time judgment was found although the orchestral music was judged to be more arousing than the piano music. Nevertheless, emotional valence did modulate the tempo effect on time perception, the pleasant music being judged shorter than the unpleasant music. PMID:23882233

Music, Emotion and Time Perception: The influence of subjective emotional valence and arousal?

Directory of Open Access Journals (Sweden)

SYLVIE eDROIT-VOLET

2013-07-01

Full Text Available The present study used a temporal bisection task with short (< 2 s and long (> 2 s stimulus durations to investigate the effect on time estimation of several musical parameters associated with emotional changes in affective valence and arousal. In order to manipulate the positive and negative valence of music, Experiments 1 and 2 contrasted the effect of musical structure with pieces played normally and backwards, which were judged to be pleasant and unpleasant, respectively. This effect of valence was combined with a subjective arousal effect by changing the tempo of the musical pieces (fast vs. slow (Experiment 1 or their instrumentation (orchestral vs. piano pieces. The musical pieces were indeed judged more arousing with a fast than with a slow tempo and with an orchestral than with a piano timbre. In Experiment 3, affective valence was also tested by contrasting the effect of tonal (pleasant versus atonal (unpleasant versions of the same musical pieces. The results showed that the effect of tempo in music, associated with a subjective arousal effect, was the major factor that produced time distortions with time being judged longer for fast than for slow tempi. When the tempo was held constant, no significant effect of timbre on the time judgment was found although the orchestral music was judged to be more arousing than the piano music. Nevertheless, emotional valence did modulate the tempo effect on time perception, the pleasant music being judged shorter than the unpleasant music.

Music, emotion, and time perception: the influence of subjective emotional valence and arousal?

Science.gov (United States)

Droit-Volet, Sylvie; Ramos, Danilo; Bueno, José L O; Bigand, Emmanuel

2013-01-01

The present study used a temporal bisection task with short (2 s) stimulus durations to investigate the effect on time estimation of several musical parameters associated with emotional changes in affective valence and arousal. In order to manipulate the positive and negative valence of music, Experiments 1 and 2 contrasted the effect of musical structure with pieces played normally and backwards, which were judged to be pleasant and unpleasant, respectively. This effect of valence was combined with a subjective arousal effect by changing the tempo of the musical pieces (fast vs. slow) (Experiment 1) or their instrumentation (orchestral vs. piano pieces). The musical pieces were indeed judged more arousing with a fast than with a slow tempo and with an orchestral than with a piano timbre. In Experiment 3, affective valence was also tested by contrasting the effect of tonal (pleasant) vs. atonal (unpleasant) versions of the same musical pieces. The results showed that the effect of tempo in music, associated with a subjective arousal effect, was the major factor that produced time distortions with time being judged longer for fast than for slow tempi. When the tempo was held constant, no significant effect of timbre on the time judgment was found although the orchestral music was judged to be more arousing than the piano music. Nevertheless, emotional valence did modulate the tempo effect on time perception, the pleasant music being judged shorter than the unpleasant music.

Blended learning pedagogy: the time is now!

Science.gov (United States)

Pizzi, Michael A

2014-07-01

Pedagogy is rapidly changing. To develop best practice in academia, it is important that we change with the changing needs of students. This article suggests that blended learning is one of the most important pedagogical formats that can enhance student learning, optimize the use of active learning strategies, and potentially improve student learning outcomes.

Tourette syndrome and learning disabilities

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Klug Marilyn G

2005-09-01

Full Text Available Abstract Background Tourette Syndrome (TS is a neurodevelopmental disorder of childhood. Learning disabilities are frequently comorbid with TS. Using the largest sample of TS patients ever reported, we sought to identify differences between subjects with TS only and subjects with TS and a comorbid learning disability. Methods We used the Tourette Syndrome International Consortium database (TIC to compare subjects with comorbid Tourette Syndrome and learning disabilities (TS + LD to subjects who did not have a comorbid learning disability (TS - LD. The TIC database contained 5,500 subjects. We had usable data on 5,450 subjects. Results We found 1,235 subjects with TS + LD. Significant differences between the TS + LD group and the TS - LD group were found for gender (.001, age onset (.030, age first seen (.001, age at diagnosis (.001, prenatal problems (.001, sibling or other family member with tics (.024, two or more affected family members (.009, and severe tics (.046. We used logistic modeling to identify the optimal prediction model of group membership. This resulted in a five variable model with the epidemiologic performance characteristics of accuracy 65.2% (model correctly classified 4,406 of 5,450 subjects, sensitivity 66.1%, and specificity 62.2%. Conclusion Subjects with TS have high prevalence rates of comorbid learning disabilities. We identified phenotype differences between the TS - LD group compared to TS + LD group. In the evaluation of subjects with TS, the presence of a learning disability should always be a consideration. ADHD may be an important comorbid condition in the diagnosis of LD or may also be a potential confounder. Further research on etiology, course and response to intervention for subjects with TS only and TS with learning disabilities is needed.

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

Directory of Open Access Journals (Sweden)

Vivian V. Valentin

2014-07-01

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

Optimising Lecture Time

DEFF Research Database (Denmark)

Holst-Christensen, Bo

interest in getting a degree, they prefer the educators to do the work for them. The focus of my experiments have therefore been to develop teaching techniques that ensures that the students study efficiently and at the same time moves the task of identifying which parts of the subjects that are giving...... the students problems from the educator to the students. By using techniques that put more weight on student participation, cooperation and preparation, I have been able to cut significantly down on the time used for lecturing, allowing more time for student work and reflection. As an example by getting...... the students to identify the parts of the subjects that need further explanation, I get the students to take ownership of the learning task and at the same time give me a more direct feedback. By creating teaching materials and exercises that can be used in a number of different ways, it is possible to involve...

A machine learning approach for real-time modelling of tissue deformation in image-guided neurosurgery.

Science.gov (United States)

Tonutti, Michele; Gras, Gauthier; Yang, Guang-Zhong

2017-07-01

Accurate reconstruction and visualisation of soft tissue deformation in real time is crucial in image-guided surgery, particularly in augmented reality (AR) applications. Current deformation models are characterised by a trade-off between accuracy and computational speed. We propose an approach to derive a patient-specific deformation model for brain pathologies by combining the results of pre-computed finite element method (FEM) simulations with machine learning algorithms. The models can be computed instantaneously and offer an accuracy comparable to FEM models. A brain tumour is used as the subject of the deformation model. Load-driven FEM simulations are performed on a tetrahedral brain mesh afflicted by a tumour. Forces of varying magnitudes, positions, and inclination angles are applied onto the brain's surface. Two machine learning algorithms-artificial neural networks (ANNs) and support vector regression (SVR)-are employed to derive a model that can predict the resulting deformation for each node in the tumour's mesh. The tumour deformation can be predicted in real time given relevant information about the geometry of the anatomy and the load, all of which can be measured instantly during a surgical operation. The models can predict the position of the nodes with errors below 0.3mm, beyond the general threshold of surgical accuracy and suitable for high fidelity AR systems. The SVR models perform better than the ANN's, with positional errors for SVR models reaching under 0.2mm. The results represent an improvement over existing deformation models for real time applications, providing smaller errors and high patient-specificity. The proposed approach addresses the current needs of image-guided surgical systems and has the potential to be employed to model the deformation of any type of soft tissue. Copyright © 2017 Elsevier B.V. All rights reserved.

Learning Programming Technique through Visual Programming Application as Learning Media with Fuzzy Rating

Science.gov (United States)

Buditjahjanto, I. G. P. Asto; Nurlaela, Luthfiyah; Ekohariadi; Riduwan, Mochamad

2017-01-01

Programming technique is one of the subjects at Vocational High School in Indonesia. This subject contains theory and application of programming utilizing Visual Programming. Students experience some difficulties to learn textual learning. Therefore, it is necessary to develop media as a tool to transfer learning materials. The objectives of this…

Support Vector Hazards Machine: A Counting Process Framework for Learning Risk Scores for Censored Outcomes.

Science.gov (United States)

Wang, Yuanjia; Chen, Tianle; Zeng, Donglin

2016-01-01

Learning risk scores to predict dichotomous or continuous outcomes using machine learning approaches has been studied extensively. However, how to learn risk scores for time-to-event outcomes subject to right censoring has received little attention until recently. Existing approaches rely on inverse probability weighting or rank-based regression, which may be inefficient. In this paper, we develop a new support vector hazards machine (SVHM) approach to predict censored outcomes. Our method is based on predicting the counting process associated with the time-to-event outcomes among subjects at risk via a series of support vector machines. Introducing counting processes to represent time-to-event data leads to a connection between support vector machines in supervised learning and hazards regression in standard survival analysis. To account for different at risk populations at observed event times, a time-varying offset is used in estimating risk scores. The resulting optimization is a convex quadratic programming problem that can easily incorporate non-linearity using kernel trick. We demonstrate an interesting link from the profiled empirical risk function of SVHM to the Cox partial likelihood. We then formally show that SVHM is optimal in discriminating covariate-specific hazard function from population average hazard function, and establish the consistency and learning rate of the predicted risk using the estimated risk scores. Simulation studies show improved prediction accuracy of the event times using SVHM compared to existing machine learning methods and standard conventional approaches. Finally, we analyze two real world biomedical study data where we use clinical markers and neuroimaging biomarkers to predict age-at-onset of a disease, and demonstrate superiority of SVHM in distinguishing high risk versus low risk subjects.

Acquisition of peak responding: what is learned?

Science.gov (United States)

Balci, Fuat; Gallistel, Charles R; Allen, Brian D; Frank, Krystal M; Gibson, Jacqueline M; Brunner, Daniela

2009-01-01

We investigated how the common measures of timing performance behaved in the course of training on the peak procedure in C3H mice. Following fixed interval (FI) pre-training, mice received 16 days of training in the peak procedure. The peak time and spread were derived from the average response rates while the start and stop times and their relative variability were derived from a single-trial analysis. Temporal precision (response spread) appeared to improve in the course of training. This apparent improvement in precision was, however, an averaging artifact; it was mediated by the staggered appearance of timed stops, rather than by the delayed occurrence of start times. Trial-by-trial analysis of the stop times for individual subjects revealed that stops appeared abruptly after three to five sessions and their timing did not change as training was prolonged. Start times and the precision of start and stop times were generally stable throughout training. Our results show that subjects do not gradually learn to time their start or stop of responding. Instead, they learn the duration of the FI, with robust temporal control over the start of the response; the control over the stop of response appears abruptly later.

KOMPARASI KEMAMPUAN KOMUNIKASI MATEMATIS SISWA DENGAN MODEL LEARNING CYCLE DAN TIME TOKEN

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Arin Ayundhita

2014-11-01

Full Text Available Tujuan penelitian ini untuk mengetahui apakah model pembelajaran Learning Cycle 5E dan model pembelajaran Time Token pada siswa kelas VIII materi keliling dan luas lingkaran dapat mencapai ketuntasan belajar dan untuk mengetahui manakah yang lebih baik antara model pembelajaran Learning Cycle 5E dan model pembelajaran Time Token. Populasi dalam penelitian ini adalah siswa kelas VIII SMP Negeri 1 Sine Kabupaten Ngawi tahun pelajaran 2013/2014. Dengan menggunakan teknik cluster random sampling, terpilih sampel yaitu siswa kelas VIII A sebagai kelas eksperimen 1 dan kelas VIII E sebagai kelas eksperimen 2. Pengumpulan data dilakukan dengan metode dokumentasi, tes, dan observasi. Analisis data menggunakan uji proporsi dan uji perbedaan dua rata-rata. Dari hasil uji ketuntasan belajar diperoleh siswa kelas eksperimen 1 mencapai ketuntasan belajar klasikal sementara kelas eksperimen 2 belum mencapai ketuntasan belajar klasikal. Dari hasil uji perbedaan rata-rata satu pihak diperoleh rata-rata kemampuan komunikasi matematis siswa kelas eksperimen 1 lebih baik daripada rata-rata kemampuan komunikasi matematis siswa kelas eksperimen 2. Simpulan yang diperoleh adalah model pembelajaran Learning Cycle 5E lebih baik dari pembelajaran dengan model Time Token.

Distributing learning over time: the spacing effect in children's acquisition and generalization of science concepts.

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Vlach, Haley A; Sandhofer, Catherine M

2012-01-01

The spacing effect describes the robust finding that long-term learning is promoted when learning events are spaced out in time rather than presented in immediate succession. Studies of the spacing effect have focused on memory processes rather than for other types of learning, such as the acquisition and generalization of new concepts. In this study, early elementary school children (5- to 7-year-olds; N = 36) were presented with science lessons on 1 of 3 schedules: massed, clumped, and spaced. The results revealed that spacing lessons out in time resulted in higher generalization performance for both simple and complex concepts. Spaced learning schedules promote several types of learning, strengthening the implications of the spacing effect for educational practices and curriculum. © 2012 The Authors. Child Development © 2012 Society for Research in Child Development, Inc.

Discovery learning with hierarchy concept to improve analysis ability and study achievement hydrolysis subject

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Leny Yuliatun

2017-10-01

Full Text Available The aim of this research is to applied Discovery Learning (DL by the support of hierarchy concept to improve analysis ability and chemistry study achievement in the Hydrolysis subject at eleventh-grade students of Science 1 of SMA N Karangpandan at the academic year of 2016/2017. This research is using Classroom Action Research which using two cycles. In each cycle has four steps of action, they are planning, implementing, observing, and reflecting. The research subject is the eleventh-grade students of science one which consists of 40 students. The data source is using teacher and students and the data were taken by interviewing, observing, documenting, testing, and using questionnaire. Data analysis technique is using descriptive qualitative analysis. Based on the research shows that the achievement of analysis cycle I am from 52,5% increase into 65% in the cycle II. Meanwhile, the rise in students’ achievement in cognitive aspect increase from 57,5% in cycle I to 75% in cycle II. Achievement in an affective aspect in cycle I am 90% become 92,5% in cycle II. Therefore, there is the increase meant of students number in this aspect although in cycle I all of the indicator has been reached.

Real time eye tracking using Kalman extended spatio-temporal context learning

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Munir, Farzeen; Minhas, Fayyaz ul Amir Asfar; Jalil, Abdul; Jeon, Moongu

2017-06-01

Real time eye tracking has numerous applications in human computer interaction such as a mouse cursor control in a computer system. It is useful for persons with muscular or motion impairments. However, tracking the movement of the eye is complicated by occlusion due to blinking, head movement, screen glare, rapid eye movements, etc. In this work, we present the algorithmic and construction details of a real time eye tracking system. Our proposed system is an extension of Spatio-Temporal context learning through Kalman Filtering. Spatio-Temporal Context Learning offers state of the art accuracy in general object tracking but its performance suffers due to object occlusion. Addition of the Kalman filter allows the proposed method to model the dynamics of the motion of the eye and provide robust eye tracking in cases of occlusion. We demonstrate the effectiveness of this tracking technique by controlling the computer cursor in real time by eye movements.

Neuromodulated Spike-Timing-Dependent Plasticity and Theory of Three-Factor Learning Rules

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Wulfram eGerstner

2016-01-01

Full Text Available Classical Hebbian learning puts the emphasis on joint pre- and postsynaptic activity, but neglects the potential role of neuromodulators. Since neuromodulators convey information about novelty or reward, the influence of neuromodulatorson synaptic plasticity is useful not just for action learning in classical conditioning, but also to decide 'when' to create new memories in response to a flow of sensory stimuli.In this review, we focus on timing requirements for pre- and postsynaptic activity in conjunction with one or several phasic neuromodulatory signals. While the emphasis of the text is on conceptual models and mathematical theories, we also discusssome experimental evidence for neuromodulation of Spike-Timing-Dependent Plasticity.We highlight the importance of synaptic mechanisms in bridging the temporal gap between sensory stimulation and neuromodulatory signals, and develop a framework for a class of neo-Hebbian three-factor learning rules that depend on presynaptic activity, postsynaptic variables as well as the influence of neuromodulators.

Learning disabilities, dyslexia, and vision: a subject review--a rebuttal, literature review, and commentary.

Science.gov (United States)

Bowan, Merrill D

2002-09-01

In 1998, the American Academy of Pediatrics, the American Academy of Ophthalmology, and the American Association of Pediatric Ophthalmology and Strabismus (AAP/AAO/AAPOS) published a position paper entitled "Learning Disabilities, Dyslexia And Vision: A Subject Review," intended to support their assertion that there is no relationship between learning disabilities, dyslexia, and vision. The paper presents an unsupported opinion that optometrists (by implication) have said that vision problems cause learning disabilities and/or dyslexia and that visual therapy cures the conditions. The 1998 position paper follows two very similar and discredited papers published in 1972 and 1981. This article critically reviews and comments on the many problems of scholarship, the inconsistencies, and the false allegations the position paper presents. Perhaps the foremost problem is that the authoring committee has ignored a veritable mountain of relevant literature that strongly argues against their assertion that vision does not relate to academic performance. It is for this reason that an overview, drawn from more than 1,400 identified references from Medline and other database sources and pertinent texts that were reviewed, is incorporated into this current article. The AAP/AAO/AAPOS paper is also examined for the Levels of Evidence that their references offer in support of their position. The AAP/AAO/AAPOS paper contains errors and internal inconsistencies. Through highly selective reference choices, it misrepresents the great body of evidence from the literature that supports a relationship between visual and perceptual problems as they contribute to classroom difficulties. The 1998 paper should be retracted because of the errors, bias, and disinformation it presents. The public assigns great trust to authorities for accurate, intellectually honest guidance, which is lacking in this AAP/AAO/AAPOS position paper.

The Implementation of Discovery Learning Model with Scientific Learning Approach to Improve Students’ Critical Thinking in Learning History

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Edi Nurcahyo

2018-03-01

Full Text Available Historical learning has not reached optimal in the learning process. It is caused by the history teachers’ learning model has not used the innovative learning models. Furthermore, it supported by the perception of students to the history subject because it does not become final exam (UN subject so it makes less improvement and builds less critical thinking in students’ daily learning. This is due to the lack of awareness of historical events and the availability of history books for students and teachers in the library are still lacking. Discovery learning with scientific approach encourages students to solve problems actively and able to improve students' critical thinking skills with scientific approach so student can build scientific thinking include observing, asking, reasoning, trying, and networking   Keywords: discovery learning, scientific, critical thinking

Real-Time Strategy Video Game Experience and Visual Perceptual Learning.

Science.gov (United States)

Kim, Yong-Hwan; Kang, Dong-Wha; Kim, Dongho; Kim, Hye-Jin; Sasaki, Yuka; Watanabe, Takeo

2015-07-22

Visual perceptual learning (VPL) is defined as long-term improvement in performance on a visual-perception task after visual experiences or training. Early studies have found that VPL is highly specific for the trained feature and location, suggesting that VPL is associated with changes in the early visual cortex. However, the generality of visual skills enhancement attributable to action video-game experience suggests that VPL can result from improvement in higher cognitive skills. If so, experience in real-time strategy (RTS) video-game play, which may heavily involve cognitive skills, may also facilitate VPL. To test this hypothesis, we compared VPL between RTS video-game players (VGPs) and non-VGPs (NVGPs) and elucidated underlying structural and functional neural mechanisms. Healthy young human subjects underwent six training sessions on a texture discrimination task. Diffusion-tensor and functional magnetic resonance imaging were performed before and after training. VGPs performed better than NVGPs in the early phase of training. White-matter connectivity between the right external capsule and visual cortex and neuronal activity in the right inferior frontal gyrus (IFG) and anterior cingulate cortex (ACC) were greater in VGPs than NVGPs and were significantly correlated with RTS video-game experience. In both VGPs and NVGPs, there was task-related neuronal activity in the right IFG, ACC, and striatum, which was strengthened after training. These results indicate that RTS video-game experience, associated with changes in higher-order cognitive functions and connectivity between visual and cognitive areas, facilitates VPL in early phases of training. The results support the hypothesis that VPL can occur without involvement of only visual areas. Significance statement: Although early studies found that visual perceptual learning (VPL) is associated with involvement of the visual cortex, generality of visual skills enhancement by action video-game experience

Learning fast accurate movements requires intact frontostriatal circuits

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Britne eShabbott

2013-11-01

Full Text Available The basal ganglia are known to play a crucial role in movement execution, but their importance for motor skill learning remains unclear. Obstacles to our understanding include the lack of a universally accepted definition of motor skill learning (definition confound, and difficulties in distinguishing learning deficits from execution impairments (performance confound. We studied how healthy subjects and subjects with a basal ganglia disorder learn fast accurate reaching movements, and we addressed the definition and performance confounds by: 1 focusing on an operationally defined core element of motor skill learning (speed-accuracy learning, and 2 using normal variation in initial performance to separate movement execution impairment from motor learning abnormalities. We measured motor skill learning learning as performance improvement in a reaching task with a speed-accuracy trade-off. We compared the performance of subjects with Huntington’s disease (HD, a neurodegenerative basal ganglia disorder, to that of premanifest carriers of the HD mutation and of control subjects. The initial movements of HD subjects were less skilled (slower and/or less accurate than those of control subjects. To factor out these differences in initial execution, we modeled the relationship between learning and baseline performance in control subjects. Subjects with HD exhibited a clear learning impairment that was not explained by differences in initial performance. These results support a role for the basal ganglia in both movement execution and motor skill learning.

Experiments with Online Reinforcement Learning in Real-Time Strategy Games

DEFF Research Database (Denmark)

Toftgaard Andersen, Kresten; Zeng, Yifeng; Dahl Christensen, Dennis

2009-01-01

Real-time strategy (RTS) games provide a challenging platform to implement online reinforcement learning (RL) techniques in a real application. Computer, as one game player, monitors opponents' (human or other computers) strategies and then updates its own policy using RL methods. In this article......, we first examine the suitability of applying the online RL in various computer games. Reinforcement learning application depends on both RL complexity and the game features. We then propose a multi-layer framework for implementing online RL in an RTS game. The framework significantly reduces RL...... the effectiveness of our proposed framework and shed light on relevant issues in using online RL in RTS games....

Experimenting on how to create a sustainable gamified learning design that supports adult students when learning through designing learning games

DEFF Research Database (Denmark)

Weitze, Charlotte Lærke

2014-01-01

digital learning games (small games) in cross‐disciplinary subject matters. The experiment has focused on creating a game‐based learning design that enables the students to implement the learning goals into their games, and on making the game design process motivating and engaging. Another focus......This paper presents and discusses the first iteration of a design‐based research experiment focusing on how to create an overall gamified learning design (big Game) facilitating the learning process for adult students by letting them be their own learning designers through designing their own...... of the study has been to create a sustainable learning design that supports the learning game design process and gives teachers the ability to evaluate whether the students have been successful in learning their subject matter through this learning game design process. The findings are that this initial...

Analysis of oil-pipeline distribution of multiple products subject to delivery time-windows

Science.gov (United States)

Jittamai, Phongchai

This dissertation defines the operational problems of, and develops solution methodologies for, a distribution of multiple products into oil pipeline subject to delivery time-windows constraints. A multiple-product oil pipeline is a pipeline system composing of pipes, pumps, valves and storage facilities used to transport different types of liquids. Typically, products delivered by pipelines are petroleum of different grades moving either from production facilities to refineries or from refineries to distributors. Time-windows, which are generally used in logistics and scheduling areas, are incorporated in this study. The distribution of multiple products into oil pipeline subject to delivery time-windows is modeled as multicommodity network flow structure and mathematically formulated. The main focus of this dissertation is the investigation of operating issues and problem complexity of single-source pipeline problems and also providing solution methodology to compute input schedule that yields minimum total time violation from due delivery time-windows. The problem is proved to be NP-complete. The heuristic approach, a reversed-flow algorithm, is developed based on pipeline flow reversibility to compute input schedule for the pipeline problem. This algorithm is implemented in no longer than O(T·E) time. This dissertation also extends the study to examine some operating attributes and problem complexity of multiple-source pipelines. The multiple-source pipeline problem is also NP-complete. A heuristic algorithm modified from the one used in single-source pipeline problems is introduced. This algorithm can also be implemented in no longer than O(T·E) time. Computational results are presented for both methodologies on randomly generated problem sets. The computational experience indicates that reversed-flow algorithms provide good solutions in comparison with the optimal solutions. Only 25% of the problems tested were more than 30% greater than optimal values and

PARENTS’ EXPECTATIONS OF THE TEACHING AND LEARNING ISLAMIC EDUCATION

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Nur Hasanah

2016-06-01

Full Text Available The focuses of this research is on parents’ expectation of the teaching and learning Islamic Education among students of SDLB N Ungaran. The subject is Islamic Education teachers and the parents of students in SDLB N Ungaran. The methods of data collections are observation, interview and documentation. The technique of data analysis is inductive analysis. The result shows that the teaching and learning Islamic Education among students of SDLB N Ungaran is generally almost the same with the teaching and learning Islamic Education among students of general school. The difference is only in the psychological aspect. The majority of parents’ expectation of the teaching and learning Islamic Education is the same: in order the students can understand and apply the subject of Islamic Education in their everyday life so that they can become the righteous children. The factors that support the teaching and learning Islamic Education among students of SDLB N Ungaran are the Islamic Education teachers’ patients and meticulous, cooperation between parents, teachers and the school, the extracurricular subjects which are suitable with the students’ talent and ability, and teachers’ creativity in teaching and learning. The factors that hinder the teaching and learning Islamic Education are inefficient and ineffective time (not suitable with the students with physical disabilities, using the same curriculum with the curriculum in the general school, the low quality teachers, and the lack of teaching and learning facilities. 

Time between plastic displacements of elasto-plastic oscillators subject to Gaussian white noise

DEFF Research Database (Denmark)

Tarp-Johansen, Niels Jacob; Ditlevsen, Ove Dalager

2001-01-01

A one degree of freedom elasto-plastic oscillator subject to stationary Gaussian white noise has a plastic displacement response process of intermittent character. During shorter or longer time intervals the oscillator vibrates within the elastic domain without undergoing any plastic displacements...... between the clumps of plastic displacements. This is needed for a complete description of the plastic displacement process. A quite accurate fast simulation procedure is presented based on an amplitude model to determine the short waiting times in the transient regime of the elastic vibrations existing...

Humanoids Learning to Walk: A Natural CPG-Actor-Critic Architecture

OpenAIRE

Li, Cai; Lowe, Robert; Ziemke, Tom

2013-01-01

The identification of learning mechanisms for locomotion has been the subject of much research for some time but many challenges remain. Dynamic systems theory (DST) offers a novel approach to humanoid learning through environmental interaction. Reinforcement learning (RL) has offered a promising method to adaptively link the dynamic system to the environment it interacts with via a reward-based value system. In this paper, we propose a model that integrates the above perspectives and applies...

Bullying in Virtual Learning Communities.

Science.gov (United States)

Nikiforos, Stefanos; Tzanavaris, Spyros; Kermanidis, Katia Lida

2017-01-01

Bullying through the internet has been investigated and analyzed mainly in the field of social media. In this paper, it is attempted to analyze bullying in the Virtual Learning Communities using Natural Language Processing (NLP) techniques, mainly in the context of sociocultural learning theories. Therefore four case studies took place. We aim to apply NLP techniques to speech analysis on communication data of online communities. Emphasis is given on qualitative data, taking into account the subjectivity of the collaborative activity. Finally, this is the first time such type of analysis is attempted on Greek data.

Repurposeable Learning Objects Linked to Teaching and Learning Styles

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Jeremy Dunning

2004-02-01

Full Text Available Multimedia learning objects are an essential component of high quality, technology-mediated instruction. Learning objects allow the student to use the content learned in a particular part of a course and; 1. demonstrate mastery of the content, 2. apply that knowledge to solving a problem, and 3. use the content in a critical thinking exercise that both demonstrates mastery and allows the student to place the content within the context of the larger topic of the course. The difficulty associated with the use of learning objects on a broad scale is that they require programming skills most professors and instructors do not possess. Learning objects also tend to be custom productions and are defined in terms of the programming and code terminology, further limiting the professor's ability to understand how they are created. Learning objects defined in terms of styles of learning and teaching allow professors and instructors to develop a deeper understanding of the learning objects and the design process. A set of learning objects has been created that are designed for some of the important styles of learning and teaching. They include; visual learning, writing skills, critical thinking, time-revealed scenarios, case studies and empirical observation. The learning objects are designed and described in terms that the average instructor can readily understand , redesign and incorporate into their own courses. They are also designed in such a way that they can readily be repurposed for new applications in other courses and subject areas, with little or no additional programming.

Subjective performance evaluations and employee careers

DEFF Research Database (Denmark)

Frederiksen, Anders; Lange, Fabian; Kriechell, Ben

Firms commonly use supervisor evaluations to assess the performance of employees who work in complex environments. Doubts persist whether their subjective nature invalidates using these performance measures to learn about careers of individuals and to inform theory in personnel economics. We...... examine personnel data from six large companies and establish how subjective ratings, interpreted as ordinal rankings of employee performances within narrowly defined peer-groups, correlate with objective career outcomes. We find many similarities across firms in how subjective ratings correlate with base...

[Neurological and neuropsychological comparison between subjects with learning disorder and those suffering from learning difficulties when eeg abnormalities are detected at pediatric age].

Science.gov (United States)

Borsetti, L; Viberti, B; Ariano, C; Isocrono, A

2015-12-01

The objective of the study is to compare data and investigate the points of overlap between the two clinical conditions. The hypothesis is to observe a similar cognitive and neuropsychological profile in LD children and subjects with electroencephalogram (EEG) abnormalities. The present study consists of a descriptive analysis of 35 children who have been tested for suspected learning disorder (LD). The diagnostic protocol includes a detailed cognitive and neuropsychological evaluation, as well as logopedic and neuropsychomotor assessment. Children carried neurological visit, EEG in waking and encephalic nuclear magnetic resonance (NMR). In this study, anamnestic data and the results of some of the neuropsychological tests were administrated to children and subsequently were analyzed. Depending on EEG report (positive or negative), subjects were split in two subsample: subjects with "pure" LD and subjects who showed significant paroxysmal abnormalities at the EEG. This comparison shows that the profile of the two subsamples matches for many aspects. The only statistically significant differences are the increased impairment of meta-phonological skills and reading speed in children with EEG abnormalities. On the other hand, children with "pure" LD are inclined to manifest more frequently difficulties in highly-modularized processes, such as counting. In conclusion, the substantial overlap of the two profiles causes a reflection about the difficulty in making differential diagnosis in children who show a suspected LD, in absence of an accurate neurophysiological and neuroradiological investigation. The study did not find out useful markers to select subjects who should carry EEG and encephalic NMR. Our team established to keep EEG in waking in the diagnostic protocol, for all children with LD diagnosis. Only in case of abnormalities at the track, we prescribed EEG in sleeping and encephalic NMR.

"Learned Helplessness" or "Learned Incompetence"?

Science.gov (United States)

Sergent, Justine; Lambert, Wallace E.

Studies in the past have shown that reinforcements independent of the subjects actions may induce a feeling of helplessness. Most experiments on learned helplessness have led researchers to believe that uncontrollability (non-contingency of feedback upon response) was the determining feature of learned helplessness, although in most studies…

Analyzing Brain Functions by Subject Classification of Functional Near-Infrared Spectroscopy Data Using Convolutional Neural Networks Analysis

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Satoru Hiwa

2016-01-01

Full Text Available Functional near-infrared spectroscopy (fNIRS is suitable for noninvasive mapping of relative changes in regional cortical activity but is limited for quantitative comparisons among cortical sites, subjects, and populations. We have developed a convolutional neural network (CNN analysis method that learns feature vectors for accurate identification of group differences in fNIRS responses. In this study, subject gender was classified using CNN analysis of fNIRS data. fNIRS data were acquired from male and female subjects during a visual number memory task performed in a white noise environment because previous studies had revealed that the pattern of cortical blood flow during the task differed between males and females. A learned classifier accurately distinguished males from females based on distinct fNIRS signals from regions of interest (ROI including the inferior frontal gyrus and premotor areas that were identified by the learning algorithm. These cortical regions are associated with memory storage, attention, and task motor response. The accuracy of the classifier suggests stable gender-based differences in cerebral blood flow during this task. The proposed CNN analysis method can objectively identify ROIs using fNIRS time series data for machine learning to distinguish features between groups.

CAT-PUMA: CME Arrival Time Prediction Using Machine learning Algorithms

Science.gov (United States)

Liu, Jiajia; Ye, Yudong; Shen, Chenglong; Wang, Yuming; Erdélyi, Robert

2018-04-01

CAT-PUMA (CME Arrival Time Prediction Using Machine learning Algorithms) quickly and accurately predicts the arrival of Coronal Mass Ejections (CMEs) of CME arrival time. The software was trained via detailed analysis of CME features and solar wind parameters using 182 previously observed geo-effective partial-/full-halo CMEs and uses algorithms of the Support Vector Machine (SVM) to make its predictions, which can be made within minutes of providing the necessary input parameters of a CME.

Taxi Time Prediction at Charlotte Airport Using Fast-Time Simulation and Machine Learning Techniques

Science.gov (United States)

Lee, Hanbong

2016-01-01

Accurate taxi time prediction is required for enabling efficient runway scheduling that can increase runway throughput and reduce taxi times and fuel consumptions on the airport surface. Currently NASA and American Airlines are jointly developing a decision-support tool called Spot and Runway Departure Advisor (SARDA) that assists airport ramp controllers to make gate pushback decisions and improve the overall efficiency of airport surface traffic. In this presentation, we propose to use Linear Optimized Sequencing (LINOS), a discrete-event fast-time simulation tool, to predict taxi times and provide the estimates to the runway scheduler in real-time airport operations. To assess its prediction accuracy, we also introduce a data-driven analytical method using machine learning techniques. These two taxi time prediction methods are evaluated with actual taxi time data obtained from the SARDA human-in-the-loop (HITL) simulation for Charlotte Douglas International Airport (CLT) using various performance measurement metrics. Based on the taxi time prediction results, we also discuss how the prediction accuracy can be affected by the operational complexity at this airport and how we can improve the fast time simulation model before implementing it with an airport scheduling algorithm in a real-time environment.

Changes in gallbladder bile composition and crystal detection time in morbidly obese subjects after bariatric surgery.

Science.gov (United States)

Gustafsson, Ulf; Benthin, Lisbet; Granström, Lars; Groen, Albert K; Sahlin, Staffan; Einarsson, Curt

2005-06-01

The aim of the present study was to elucidate the mechanisms of development of cholesterol crystals and gallstones during weight reduction in obese subjects. Twenty-five morbidly obese, gallstone-free subjects underwent vertical-banded gastroplasty. Gallbladder bile was collected at the time of the operation via needle aspiration and 1.1-7.3 months after the operation via ultrasound-guided transhepatic puncture of the gallbladder. The mean weight loss was 17 kg. Two patients developed gallstones and 10 patients displayed cholesterol crystals in their bile. In patients with a follow-up time of less than 2 months (n = 13), cholesterol saturation increased from 90% to 114% but tended to decrease in the patients with a follow-up time of more than 2 months. The extraction of the concanavalin-A-binding fraction from gallbladder bile obtained after weight reduction in 7 patients prolonged crystallization detection time from 6 to 10 days. The hexosamine concentration, a marker for mucin, was increased by about 100% in bile obtained in 6 of 7 patients after weight reduction. In conclusion, the results indicate that crystallization-promoting compounds (mucin) are of great importance in the development of cholesterol crystals and gallstones in obese subjects during weight reduction, probably because of defective gallbladder emptying.

Tensorial dynamic time warping with articulation index representation for efficient audio-template learning.

Science.gov (United States)

Le, Long N; Jones, Douglas L

2018-03-01

Audio classification techniques often depend on the availability of a large labeled training dataset for successful performance. However, in many application domains of audio classification (e.g., wildlife monitoring), obtaining labeled data is still a costly and laborious process. Motivated by this observation, a technique is proposed to efficiently learn a clean template from a few labeled, but likely corrupted (by noise and interferences), data samples. This learning can be done efficiently via tensorial dynamic time warping on the articulation index-based time-frequency representations of audio data. The learned template can then be used in audio classification following the standard template-based approach. Experimental results show that the proposed approach outperforms both (1) the recurrent neural network approach and (2) the state-of-the-art in the template-based approach on a wildlife detection application with few training samples.

Student's Readiness Level towards Implementation of paper 3 Subject History

Directory of Open Access Journals (Sweden)

Siti Aishah Suhaimi

2017-11-01

Full Text Available This study focuses on the student towards paper implementation 3 subject of history. This study use where survey research design as many as 50 from respondent 4 in School orchid, Cheras, chosen by gregarious sample and use instrument in obtaining quantitative data. This research using Social learning theory Albert Bandura, theory of constructivism and also Bloom's Taxonomy model. Data analyzed by using Excel Microsoft software 2010 (Statistic pack 2.0 (SPSS. Finding of correlation analysis show there is a significant relationship between student attitude approach with students’ knowledge towards paper of 3 history subject (r, =.846=, n=50, p<.0.5. Therefore, the paper 3 subject of history is seen as platform that is able to increase the understanding and performance of students in the general history often associated with subjects that are boring and hard to get better performance by students in examinations due to lack of interest, learning techniques are obsolete and inadequate learning.

ANALYSIS OF STUDENTS’ LEARNING OBSTACLES ON LEARNING INVERS FUNCTION MATERIAL

Directory of Open Access Journals (Sweden)

Krisna Satrio Perbowo

2017-09-01

Full Text Available This research is based on the presence of obstacle in learning mathematics on inverse function. This research aims to analyze the learning obstacle, to know the types of error that is suffered by the students in learning inverse function. Kind of this kualitative research descriptive with data triangulation. The research subjects are high school students which is contained of 74 students and was taken 6 students to be main sample. The data of students’ error is obtained from the writen test result, the students’ false answers are identified into the type of error. Then it was chosen several students to be interviewed. Which the analysis result finding data in this research showed there are 4 types of errors, which are concept error, procedure error, counting error and concluding error. An obstacle which appear in learning inverse function is influenced by two factors, i.e internal factor and eksternal factor. Internal factor is showed by the students’ motivation in following learning and students’ skill in receiving learning material. While the eksternal factor is showed by the curriculum which applied in school with acceleration class caused many narrow learning time, teaching materials that is less complete with the discussion of question sample.

Development of Subjectivity in Cadets during Training

Directory of Open Access Journals (Sweden)

A S Markov

2014-12-01

Full Text Available The article submits the results of the research, where such personal factors as learning motivation, aggressive reactions and the choice of behavior strategy in conflict are considered as the indicators of subjectivity development. It also shows the dynamics of the subjectivity development in cadets on these indicators.

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

Science.gov (United States)

Klapproth, Florian

2002-07-31

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

Precarious Learning and Labour in Financialized Times

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Jamie Magnusson

2013-07-01

Full Text Available Our current globalized economic regimes of financialized capital have systematically altered relations of learning and labour through the dynamics of precarity, debt, and the political economy of new wars. The risks of these regimes are absorbed unevenly across transnational landscapes, creating cartographies of violence and dispossession, particularly among youth, indigenous, working class, and racialized women. Presently there is surprisingly little discussion on the relevance of financialization for adult educators. Transnational resistances organizing against neoliberal restructuring, austerity policies, and debt crises are emerging at the same time that massive investments are being made into homeland security and the carceral state. This paper opens up discussion on the implications of financialized times for educators, and develops an analytic framework for examining how these global realities are best addressed at local sites of adult and higher education.

What is the teachers’ role when students learn through design of learning games in a scaffolded gamified learning environment?

DEFF Research Database (Denmark)

Weitze, Charlotte Lærke

The aim of this research project is to create a reusable and flexible gamified learning design where the students are learning subject matters through the design of digital learning games. The students are their own learning designers forming teams that create games. The teams also peer review...... how the use of pre-build learning games in education can be taken a step further into the building of learning games while implementing subject matters from curriculum, not only focussing on the creative game design process. The aim of the form of this learning design is to scaffold the novice....../ play test each others games as a way to qualify the learning taking place around as well as inside the games they are building. The discussion is focusing on how the chosen pedagogical approach is framed within the gamified environment as well as on how the teachers can guide and scaffold the learning...

Big Rock Candy Mountain. Resources for Our Education. A Learning to Learn Catalog. Winter 1970.

Science.gov (United States)

Portola Inst., Inc., Menlo Park, CA.

Imaginative learning resources of various types are reported in this catalog under the subject headings of process learning, education environments, classroom materials and methods, home learning, and self discovery. Books reviewed are on the subjects of superstition, Eastern religions, fairy tales, philosophy, creativity, poetry, child care,…

Teachers’ Learning Design Practice for Students as Learning Designers

DEFF Research Database (Denmark)

Levinsen, Karin Tweddell; Sørensen, Birgitte Holm

2018-01-01

that simultaneously scaffold students’ subject-related inquiry, agency, reflection and learning. Research studies have documented that this approach constitutes arenas that support students’ deep learning and mastery of both transdisciplinary and subject matter, along with their acquisition of digital literacy and 21......This paper contributes with elements of an emerging learning design methodology. The paper takes as its starting point the theory of Students as Learning Designers, which was developed by Sørensen and Levinsen and based on more than a decade of research-and-development projects in Danish primary...... schools (first to 10th grade). The research focussed on information and communication technology (ICT) within the Scandinavian tradition of Problem Oriented Project Pedagogy (POPP), Problem Based Learning (PBL) and students’ production. In recent years, the projects that provide the grounding...

Learning characteristics of a space-time neural network as a tether skiprope observer

Science.gov (United States)

Lea, Robert N.; Villarreal, James A.; Jani, Yashvant; Copeland, Charles

1993-01-01

The Software Technology Laboratory at the Johnson Space Center is testing a Space Time Neural Network (STNN) for observing tether oscillations present during retrieval of a tethered satellite. Proper identification of tether oscillations, known as 'skiprope' motion, is vital to safe retrieval of the tethered satellite. Our studies indicate that STNN has certain learning characteristics that must be understood properly to utilize this type of neural network for the tethered satellite problem. We present our findings on the learning characteristics including a learning rate versus momentum performance table.

An investigation of strategies for integrated learning experiences and instruction in the teaching of creative art subjects

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Yolisa Nompula

2012-01-01

Full Text Available This study investigated the integrating possibilities within each creative arts subject. The objective was to optimize the limited teaching time, generally allocated to each art subject in schools, by developing a pedagogical strategy for its successful implementation. While the study was limited to South African schools, the results have global relevance and significance in the ongoing global trendsetting and discourse on arts education. In South Africa the previous National Curriculum Statement (NCS, 2002 integrated music, dance, drama and visual arts where possible, while the new Curriculum and Assessment Policy Statement (CAPS, 2011 offers two elective art subjects in the senior phase (Grades 7-9, each taught separately an hour per week during school hours and one hour per week after school, thereby attempting to extend the teaching time. This qualitative enquiry used documentary analyses, teacher interviews, and student group discussions for the collection of data. Pre-determined and emergent codes based on grounded theory showed that it is possible to integrate theory with practice within one art subject by teaching theoretical work in the context of practical work, thus optimizing the limited time allocated to arts and culture education in school timetables.

Kinesthetic Astronomy: Significant Upgrades to the Sky Time Lesson that Support Student Learning

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Morrow, C. A.; Zawaski, M.

2004-12-01

This paper will report on a significant upgrade to the first in a series of innovative, experiential lessons we call Kinesthetic Astronomy. The Sky Time lesson reconnects students with the astronomical meaning of the day, year, and seasons. Like all Kinesthetic Astronomy lessons, it teaches basic astronomical concepts through choreographed bodily movements and positions that provide educational sensory experiences. They are intended for sixth graders up through adult learners in both formal and informal educational settings. They emphasize astronomical concepts and phenomenon that people can readily encounter in their "everyday" lives such as time, seasons, and sky motions of the Sun, Moon, stars, and planets. Kinesthetic Astronomy lesson plans are fully aligned with national science education standards, both in content and instructional practice. Our lessons offer a complete learning cycle with written assessment opportunities now embedded throughout the lesson. We have substantially strengthened the written assessment options for the Sky Time lesson to help students translate their kinesthetic and visual learning into the verbal-linguistic and mathematical-logical realms of expression. Field testing with non-science undergraduates, middle school science teachers and students, Junior Girl Scouts, museum education staff, and outdoor educators has been providing evidence that Kinesthetic Astronomy techniques allow learners to achieve a good grasp of concepts that are much more difficult to learn in more conventional ways such as via textbooks or even computer animation. Field testing of the Sky Time lesson has also led us to significant changes from the previous version to support student learning. We will report on the nature of these changes.

A comparison of the stochastic and machine learning approaches in hydrologic time series forecasting

Science.gov (United States)

Kim, T.; Joo, K.; Seo, J.; Heo, J. H.

2016-12-01

Hydrologic time series forecasting is an essential task in water resources management and it becomes more difficult due to the complexity of runoff process. Traditional stochastic models such as ARIMA family has been used as a standard approach in time series modeling and forecasting of hydrological variables. Due to the nonlinearity in hydrologic time series data, machine learning approaches has been studied with the advantage of discovering relevant features in a nonlinear relation among variables. This study aims to compare the predictability between the traditional stochastic model and the machine learning approach. Seasonal ARIMA model was used as the traditional time series model, and Random Forest model which consists of decision tree and ensemble method using multiple predictor approach was applied as the machine learning approach. In the application, monthly inflow data from 1986 to 2015 of Chungju dam in South Korea were used for modeling and forecasting. In order to evaluate the performances of the used models, one step ahead and multi-step ahead forecasting was applied. Root mean squared error and mean absolute error of two models were compared.

Feasibility of a real-time hand hygiene notification machine learning system in outpatient clinics.

Science.gov (United States)

Geilleit, R; Hen, Z Q; Chong, C Y; Loh, A P; Pang, N L; Peterson, G M; Ng, K C; Huis, A; de Korne, D F

2018-04-09

Various technologies have been developed to improve hand hygiene (HH) compliance in inpatient settings; however, little is known about the feasibility of machine learning technology for this purpose in outpatient clinics. To assess the effectiveness, user experiences, and costs of implementing a real-time HH notification machine learning system in outpatient clinics. In our mixed methods study, a multi-disciplinary team co-created an infrared guided sensor system to automatically notify clinicians to perform HH just before first patient contact. Notification technology effects were measured by comparing HH compliance at baseline (without notifications) with real-time auditory notifications that continued till HH was performed (intervention I) or notifications lasting 15 s (intervention II). User experiences were collected during daily briefings and semi-structured interviews. Costs of implementation of the system were calculated and compared to the current observational auditing programme. Average baseline HH performance before first patient contact was 53.8%. With real-time auditory notifications that continued till HH was performed, overall HH performance increased to 100% (P machine learning system were estimated to be 46% lower than the observational auditing programme. Machine learning technology that enables real-time HH notification provides a promising cost-effective approach to both improving and monitoring HH, and deserves further development in outpatient settings. Copyright © 2018 The Healthcare Infection Society. Published by Elsevier Ltd. All rights reserved.

Working and Learning in Times of Uncertainty

DEFF Research Database (Denmark)

This book analyses the challenges of globalisation and uncertainty impacting on working and learning at individual, organisational and societal levels. Each of the contributions addresses two overall questions: How is working and learning affected by uncertainty and globalisation? And, in what ways...... do individuals, organisations, political actors and education systems respond to these challenges? Part 1 focuses on the micro level of working and learning for understanding the learning processes from an individual point of view by reflecting on learners’ needs and situations at work and in school......). Finally, Part 3 addresses the macro level of working and learning by analysing how to govern, structure and organise vocational, professional and adult education at the boundaries of work, education and policy making....

Examining the Effect of Time Constraint on the Online Mastery Learning Approach towards Improving Postgraduate Students' Achievement

Science.gov (United States)

Ee, Mong Shan; Yeoh, William; Boo, Yee Ling; Boulter, Terry

2018-01-01

Time control plays a critical role within the online mastery learning (OML) approach. This paper examines the two commonly implemented mastery learning strategies--personalised system of instructions and learning for mastery (LFM)--by focusing on what occurs when there is an instructional time constraint. Using a large data set from a postgraduate…

New designing of E-Learning systems with using network learning

OpenAIRE

Malayeri, Amin Daneshmand; Abdollahi, Jalal

2010-01-01

One of the most applied learning in virtual spaces is using E-Learning systems. Some E-Learning methodologies has been introduced, but the main subject is the most positive feedback from E-Learning systems. In this paper, we introduce a new methodology of E-Learning systems entitle "Network Learning" with review of another aspects of E-Learning systems. Also, we present benefits and advantages of using these systems in educating and fast learning programs. Network Learning can be programmable...

Dynamic Hebbian Cross-Correlation Learning Resolves the Spike Timing Dependent Plasticity Conundrum

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Tjeerd V. olde Scheper

2018-01-01

Full Text Available Spike Timing-Dependent Plasticity has been found to assume many different forms. The classic STDP curve, with one potentiating and one depressing window, is only one of many possible curves that describe synaptic learning using the STDP mechanism. It has been shown experimentally that STDP curves may contain multiple LTP and LTD windows of variable width, and even inverted windows. The underlying STDP mechanism that is capable of producing such an extensive, and apparently incompatible, range of learning curves is still under investigation. In this paper, it is shown that STDP originates from a combination of two dynamic Hebbian cross-correlations of local activity at the synapse. The correlation of the presynaptic activity with the local postsynaptic activity is a robust and reliable indicator of the discrepancy between the presynaptic neuron and the postsynaptic neuron's activity. The second correlation is between the local postsynaptic activity with dendritic activity which is a good indicator of matching local synaptic and dendritic activity. We show that this simple time-independent learning rule can give rise to many forms of the STDP learning curve. The rule regulates synaptic strength without the need for spike matching or other supervisory learning mechanisms. Local differences in dendritic activity at the synapse greatly affect the cross-correlation difference which determines the relative contributions of different neural activity sources. Dendritic activity due to nearby synapses, action potentials, both forward and back-propagating, as well as inhibitory synapses will dynamically modify the local activity at the synapse, and the resulting STDP learning rule. The dynamic Hebbian learning rule ensures furthermore, that the resulting synaptic strength is dynamically stable, and that interactions between synapses do not result in local instabilities. The rule clearly demonstrates that synapses function as independent localized

The interrelationship between subject matter and school gardens

DEFF Research Database (Denmark)

Christensen, Jacob Højgaard; Wistoft, Karen

2018-01-01

This article maps out existing research regarding the effectiveness of integrated teaching in school gardens, i.e. including the math, languages and science subjects with their related objectives and curricula in school garden teaching and vice versa. The article is based on a literature review...... that concludes that school gardens have a predominantly positive influence on students’ learning outcome. However, there are a few school garden programmes that have the same or even a less beneficial influence on students’ learning outcome than traditional teaching. Thus, school gardens do not have...... an unequivocally positive academic learning effect. The review extracts and discusses some of the factors that are consistently emphasized in the research literature as central to ensuring successful subject integration in school gardens. Taking these as a point of departure, it is concluded that developing...

Information extraction from dynamic PS-InSAR time series using machine learning

Science.gov (United States)

van de Kerkhof, B.; Pankratius, V.; Chang, L.; van Swol, R.; Hanssen, R. F.

2017-12-01

Due to the increasing number of SAR satellites, with shorter repeat intervals and higher resolutions, SAR data volumes are exploding. Time series analyses of SAR data, i.e. Persistent Scatterer (PS) InSAR, enable the deformation monitoring of the built environment at an unprecedented scale, with hundreds of scatterers per km2, updated weekly. Potential hazards, e.g. due to failure of aging infrastructure, can be detected at an early stage. Yet, this requires the operational data processing of billions of measurement points, over hundreds of epochs, updating this data set dynamically as new data come in, and testing whether points (start to) behave in an anomalous way. Moreover, the quality of PS-InSAR measurements is ambiguous and heterogeneous, which will yield false positives and false negatives. Such analyses are numerically challenging. Here we extract relevant information from PS-InSAR time series using machine learning algorithms. We cluster (group together) time series with similar behaviour, even though they may not be spatially close, such that the results can be used for further analysis. First we reduce the dimensionality of the dataset in order to be able to cluster the data, since applying clustering techniques on high dimensional datasets often result in unsatisfying results. Our approach is to apply t-distributed Stochastic Neighbor Embedding (t-SNE), a machine learning algorithm for dimensionality reduction of high-dimensional data to a 2D or 3D map, and cluster this result using Density-Based Spatial Clustering of Applications with Noise (DBSCAN). The results show that we are able to detect and cluster time series with similar behaviour, which is the starting point for more extensive analysis into the underlying driving mechanisms. The results of the methods are compared to conventional hypothesis testing as well as a Self-Organising Map (SOM) approach. Hypothesis testing is robust and takes the stochastic nature of the observations into account

Philosophical problems between teaching and learning

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Raquel Alvim Monteiro

2016-12-01

Full Text Available This paper intends to think the relation between teaching and learning, questioning the conception of education as a way to shape the subject involved in this relationship. Thus, introduce some legal bases readings that establish the Brazilian high school in order to consider the importance of discussing philosophically the Philosophy teaching.This way, with the reading of Foucault and Deleuze, rethink the conception of subject present in the parameters that rule the education, as well as the education paradigm as a way to promote the student to a social subject. In this sense, it is necessary to bring official discourse elements to stablish the conception of educating in this curriculum and, together, discuss about the notion of subject present in this documents. We intend to dissolve the comprehension of universal subject in order to treat the subjectivities and rethink the relation between teaching and learning. This relation is designed, most of the time, with a certain homogeneity in the formation of a certain subject and a certain knowledge. Therefore, this proposal aims to question the bases of education that start from a perception of teaching as a product. Discourse about a teaching that does not address only content transmission, but a teaching as philosophical experience. Think with Deleuze that learning is related not only to a rational aspect, but also to a sensitive one. However, starting with some researchers interested in the subject, consider these terms in order to propose possibilities of thinking a philosophical Philosophy teaching in high school. It is noteworthy that this proposal do not intend to deplete the thought of concepts that are so complex, but to raise questions that are still in an investigation process and should be analyzed constantly.

Make your own video with QuickTime on the Mac

CERN Document Server

CERN. Geneva

2016-01-01

A step-by-step video tutorial on how to do a screen recording using QuickTime player on a Mac. QuickTime is a multimedia framework, which is natively installed on most Mac computers. This tutorial explains how to do a screen recording using Quicktime and how to export the video. A pdf document on the subject is available as material from the indico event page. Tell us what you think via e-learning.support at cern.ch More tutorials in the e-learning collection of the CERN Document Server (CDS) http://cds.cern.ch/collection/E-learning%20modules?ln=en All info about the CERN rapid e-learning project is linked from http://twiki.cern.ch/ELearning  

The Role of Age and Occupational Future Time Perspective in Workers' Motivation to Learn

Science.gov (United States)

Kochoian, Nané; Raemdonck, Isabel; Frenay, Mariane; Zacher, Hannes

2017-01-01

The purpose of this paper is to better understand the relationship between employees' chronological age and their motivation to learn, by adopting a lifespan perspective. Based on socioemotional selectivity theory, we suggest that occupational future time perspective mediates the relationship between age and motivation to learn. In accordance with…

Working Memory Processing In Normal Subjects and Subjects with Dyslexia

Science.gov (United States)

Bowyer, S. M.; Lajiness-O'Neill, R.; Weiland, B. J.; Mason, K.; Tepley, N.

2004-10-01

Magnetoencephalography (MEG) was used to determine the neuroanatomical location of working memory (WM) processes. Differences between subjects with dyslexia (SD; n=5) and normal readers (NR; n=5) were studied during two WM tasks. A spatial WM task (SMW) consisted of blocks visually presented in one of 12 positions for 2 s each. Subjects were to determine if the current position matched the position presented 2 slides earlier (N-Back Test). The verbal task (VMW) consisted of presentation of a single letter. The location of cortical activity during SWM in NR (determined with MR-FOCUSS analysis) was in the right superior temporal gyrus (STG) and right angular gyrus (AG). Similar activation was seen in SD with a slight delay of approximately 20 ms. During VWM activity was seen in LEFT STG and LEFT AG in NR. In contrast for SD, activation was in the RIGHT STG and RIGHT AG. This study demonstrates the possibility to differentiate WM processing in subjects with and without learning disorders.

Taxi-Out Time Prediction for Departures at Charlotte Airport Using Machine Learning Techniques

Science.gov (United States)

Lee, Hanbong; Malik, Waqar; Jung, Yoon C.

2016-01-01

Predicting the taxi-out times of departures accurately is important for improving airport efficiency and takeoff time predictability. In this paper, we attempt to apply machine learning techniques to actual traffic data at Charlotte Douglas International Airport for taxi-out time prediction. To find the key factors affecting aircraft taxi times, surface surveillance data is first analyzed. From this data analysis, several variables, including terminal concourse, spot, runway, departure fix and weight class, are selected for taxi time prediction. Then, various machine learning methods such as linear regression, support vector machines, k-nearest neighbors, random forest, and neural networks model are applied to actual flight data. Different traffic flow and weather conditions at Charlotte airport are also taken into account for more accurate prediction. The taxi-out time prediction results show that linear regression and random forest techniques can provide the most accurate prediction in terms of root-mean-square errors. We also discuss the operational complexity and uncertainties that make it difficult to predict the taxi times accurately.

Motor learning in healthy humans is associated to gray matter changes: a tensor-based morphometry study.

Science.gov (United States)

Filippi, Massimo; Ceccarelli, Antonia; Pagani, Elisabetta; Gatti, Roberto; Rossi, Alice; Stefanelli, Laura; Falini, Andrea; Comi, Giancarlo; Rocca, Maria Assunta

2010-04-15

We used tensor-based morphometry (TBM) to: 1) map gray matter (GM) volume changes associated with motor learning in young healthy individuals; 2) evaluate if GM changes persist three months after cessation of motor training; and 3) assess whether the use of different schemes of motor training during the learning phase could lead to volume modifications of specific GM structures. From 31 healthy subjects, motor functional assessment and brain 3D T1-weighted sequence were obtained: before motor training (time 0), at the end of training (two weeks) (time 2), and three months later (time 3). Fifteen subjects (group A) were trained with goal-directed motor sequences, and 16 (group B) with non purposeful motor actions of the right hand. At time 1 vs. time 0, the whole sample of subjects had GM volume increase in regions of the temporo-occipital lobes, inferior parietal lobule (IPL) and middle frontal gyrus, while at time 2 vs. time 1, an increased GM volume in the middle temporal gyrus was seen. At time 1 vs. time 0, compared to group B, group A had a GM volume increase of the hippocampi, while the opposite comparison showed greater GM volume increase in the IPL and insula in group B vs. group A. Motor learning results in structural GM changes of different brain areas which are part of specific neuronal networks and tend to persist after training is stopped. The scheme applied during the learning phase influences the pattern of such structural changes.

Motor learning in healthy humans is associated to gray matter changes: a tensor-based morphometry study.

Directory of Open Access Journals (Sweden)

Massimo Filippi

Full Text Available We used tensor-based morphometry (TBM to: 1 map gray matter (GM volume changes associated with motor learning in young healthy individuals; 2 evaluate if GM changes persist three months after cessation of motor training; and 3 assess whether the use of different schemes of motor training during the learning phase could lead to volume modifications of specific GM structures. From 31 healthy subjects, motor functional assessment and brain 3D T1-weighted sequence were obtained: before motor training (time 0, at the end of training (two weeks (time 2, and three months later (time 3. Fifteen subjects (group A were trained with goal-directed motor sequences, and 16 (group B with non purposeful motor actions of the right hand. At time 1 vs. time 0, the whole sample of subjects had GM volume increase in regions of the temporo-occipital lobes, inferior parietal lobule (IPL and middle frontal gyrus, while at time 2 vs. time 1, an increased GM volume in the middle temporal gyrus was seen. At time 1 vs. time 0, compared to group B, group A had a GM volume increase of the hippocampi, while the opposite comparison showed greater GM volume increase in the IPL and insula in group B vs. group A. Motor learning results in structural GM changes of different brain areas which are part of specific neuronal networks and tend to persist after training is stopped. The scheme applied during the learning phase influences the pattern of such structural changes.

Italy-Japan international project-based learning for developing human resources using design of welfare equipment as a subject.

Science.gov (United States)

Hanafusa, A; Komeda, T; Ito, K; Zobel, P Beomonte

2015-08-01

Project-based learning (PBL) is effective for developing human resources of young students. The design of welfare equipment, such as wheelchairs and gait assistive devices, is taken as the subject in this study because these devices must be fit to their environment, users, and method of use; students must consider the circumstances of each country concerned. The program commenced in 2012 at L'Aquila, Italy, and the Shibaura Institute of Technology, Japan and has been continuing for three years. Students were divided into four groups and discussions were held on how to adapt the equipment to the user and environment. After discussion, they designed and simulated a model of the equipment using CAD. Finally, they presented their designs to each other. Through the program, students had fruitful discussions, exchanged ideas from different cultures, and learned from each other. Furthermore, friendships among the students were nurtured. It is believed that the objective of the program was satisfactorily accomplished.

Experimental Evaluation of a Mixed Controller That Amplifies Spatial Errors and Reduces Timing Errors

Directory of Open Access Journals (Sweden)

Laura Marchal-Crespo

2017-06-01

Full Text Available Research on motor learning suggests that training with haptic guidance enhances learning of the timing components of motor tasks, whereas error amplification is better for learning the spatial components. We present a novel mixed guidance controller that combines haptic guidance and error amplification to simultaneously promote learning of the timing and spatial components of complex motor tasks. The controller is realized using a force field around the desired position. This force field has a stable manifold tangential to the trajectory that guides subjects in velocity-related aspects. The force field has an unstable manifold perpendicular to the trajectory, which amplifies the perpendicular (spatial error. We also designed a controller that applies randomly varying, unpredictable disturbing forces to enhance the subjects’ active participation by pushing them away from their “comfort zone.” We conducted an experiment with thirty-two healthy subjects to evaluate the impact of four different training strategies on motor skill learning and self-reported motivation: (i No haptics, (ii mixed guidance, (iii perpendicular error amplification and tangential haptic guidance provided in sequential order, and (iv randomly varying disturbing forces. Subjects trained two motor tasks using ARMin IV, a robotic exoskeleton for upper limb rehabilitation: follow circles with an ellipsoidal speed profile, and move along a 3D line following a complex speed profile. Mixed guidance showed no detectable learning advantages over the other groups. Results suggest that the effectiveness of the training strategies depends on the subjects’ initial skill level. Mixed guidance seemed to benefit subjects who performed the circle task with smaller errors during baseline (i.e., initially more skilled subjects, while training with no haptics was more beneficial for subjects who created larger errors (i.e., less skilled subjects. Therefore, perhaps the high functional

Age-related impairments in active learning and strategic visual exploration

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Kelly L Brandstatt

2014-02-01

Full Text Available Old age could impair memory by disrupting learning strategies used by younger individuals. We tested this possibility by manipulating the ability to use visual-exploration strategies during learning. Subjects controlled visual exploration during active learning, thus permitting the use of strategies, whereas strategies were limited during passive learning via predetermined exploration patterns. Performance on tests of object recognition and object-location recall was matched for younger and older subjects for objects studied passively, when learning strategies were restricted. Active learning improved object recognition similarly for younger and older subjects. However, active learning improved object-location recall for younger subjects, but not older subjects. Exploration patterns were used to identify a learning strategy involving repeat viewing. Older subjects used this strategy less frequently and it provided less memory benefit compared to younger subjects. In previous experiments, we linked hippocampal-prefrontal co-activation to improvements in object-location recall from active learning and to the exploration strategy. Collectively, these findings suggest that age-related memory problems result partly from impaired strategies during learning, potentially due to reduced hippocampal-prefrontal co-engagement.

Age-related impairments in active learning and strategic visual exploration.

Science.gov (United States)

Brandstatt, Kelly L; Voss, Joel L

2014-01-01

Old age could impair memory by disrupting learning strategies used by younger individuals. We tested this possibility by manipulating the ability to use visual-exploration strategies during learning. Subjects controlled visual exploration during active learning, thus permitting the use of strategies, whereas strategies were limited during passive learning via predetermined exploration patterns. Performance on tests of object recognition and object-location recall was matched for younger and older subjects for objects studied passively, when learning strategies were restricted. Active learning improved object recognition similarly for younger and older subjects. However, active learning improved object-location recall for younger subjects, but not older subjects. Exploration patterns were used to identify a learning strategy involving repeat viewing. Older subjects used this strategy less frequently and it provided less memory benefit compared to younger subjects. In previous experiments, we linked hippocampal-prefrontal co-activation to improvements in object-location recall from active learning and to the exploration strategy. Collectively, these findings suggest that age-related memory problems result partly from impaired strategies during learning, potentially due to reduced hippocampal-prefrontal co-engagement.