WorldWideScience

Sample records for understanding vocal learning

  1. Song evolution, speciation, and vocal learning in passerine birds.

    Science.gov (United States)

    Mason, Nicholas A; Burns, Kevin J; Tobias, Joseph A; Claramunt, Santiago; Seddon, Nathalie; Derryberry, Elizabeth P

    2017-03-01

    Phenotypic divergence can promote reproductive isolation and speciation, suggesting a possible link between rates of phenotypic evolution and the tempo of speciation at multiple evolutionary scales. To date, most macroevolutionary studies of diversification have focused on morphological traits, whereas behavioral traits─including vocal signals─are rarely considered. Thus, although behavioral traits often mediate mate choice and gene flow, we have a limited understanding of how behavioral evolution contributes to diversification. Furthermore, the developmental mode by which behavioral traits are acquired may affect rates of behavioral evolution, although this hypothesis is seldom tested in a phylogenetic framework. Here, we examine evidence for rate shifts in vocal evolution and speciation across two major radiations of codistributed passerines: one oscine clade with learned songs (Thraupidae) and one suboscine clade with innate songs (Furnariidae). We find that evolutionary bursts in rates of speciation and song evolution are coincident in both thraupids and furnariids. Further, overall rates of vocal evolution are higher among taxa with learned rather than innate songs. Taken together, these findings suggest an association between macroevolutionary bursts in speciation and vocal evolution, and that the tempo of behavioral evolution can be influenced by variation in developmental modes among lineages. © 2016 The Author(s). Evolution © 2016 The Society for the Study of Evolution.

  2. Mechanisms underlying the social enhancement of vocal learning in songbirds.

    Science.gov (United States)

    Chen, Yining; Matheson, Laura E; Sakata, Jon T

    2016-06-14

    Social processes profoundly influence speech and language acquisition. Despite the importance of social influences, little is known about how social interactions modulate vocal learning. Like humans, songbirds learn their vocalizations during development, and they provide an excellent opportunity to reveal mechanisms of social influences on vocal learning. Using yoked experimental designs, we demonstrate that social interactions with adult tutors for as little as 1 d significantly enhanced vocal learning. Social influences on attention to song seemed central to the social enhancement of learning because socially tutored birds were more attentive to the tutor's songs than passively tutored birds, and because variation in attentiveness and in the social modulation of attention significantly predicted variation in vocal learning. Attention to song was influenced by both the nature and amount of tutor song: Pupils paid more attention to songs that tutors directed at them and to tutors that produced fewer songs. Tutors altered their song structure when directing songs at pupils in a manner that resembled how humans alter their vocalizations when speaking to infants, that was distinct from how tutors changed their songs when singing to females, and that could influence attention and learning. Furthermore, social interactions that rapidly enhanced learning increased the activity of noradrenergic and dopaminergic midbrain neurons. These data highlight striking parallels between humans and songbirds in the social modulation of vocal learning and suggest that social influences on attention and midbrain circuitry could represent shared mechanisms underlying the social modulation of vocal learning.

  3. Vocal Learning via Social Reinforcement by Infant Marmoset Monkeys.

    Science.gov (United States)

    Takahashi, Daniel Y; Liao, Diana A; Ghazanfar, Asif A

    2017-06-19

    For over half a century now, primate vocalizations have been thought to undergo little or no experience-dependent acoustic changes during development [1]. If any changes are apparent, then they are routinely (and quite reasonably) attributed to the passive consequences of growth. Indeed, previous experiments on squirrel monkeys and macaque monkeys showed that social isolation [2, 3], deafness [2], cross-fostering [4] and parental absence [5] have little or no effect on vocal development. Here, we explicitly test in marmoset monkeys-a very vocal and cooperatively breeding species [6]-whether the transformation of immature into mature contact calls by infants is influenced by contingent parental vocal feedback. Using a closed-loop design, we experimentally provided more versus less contingent vocal feedback to twin infant marmoset monkeys over their first 2 months of life, the interval during which their contact calls transform from noisy, immature calls to tonal adult-like "phee" calls [7, 8]. Infants who received more contingent feedback had a faster rate of vocal development, producing mature-sounding contact calls earlier than the other twin. The differential rate of vocal development was not linked to genetics, perinatal experience, or body growth; nor did the amount of contingency influence the overall rate of spontaneous vocal production. Thus, we provide the first experimental evidence for production-related vocal learning during the development of a nonhuman primate. Copyright © 2017 Elsevier Ltd. All rights reserved.

  4. Crowd vocal learning induces vocal dialects in bats: Playback of conspecifics shapes fundamental frequency usage by pups.

    Directory of Open Access Journals (Sweden)

    Yosef Prat

    2017-10-01

    Full Text Available Vocal learning, the substrate of human language acquisition, has rarely been described in other mammals. Often, group-specific vocal dialects in wild populations provide the main evidence for vocal learning. While social learning is often the most plausible explanation for these intergroup differences, it is usually impossible to exclude other driving factors, such as genetic or ecological backgrounds. Here, we show the formation of dialects through social vocal learning in fruit bats under controlled conditions. We raised 3 groups of pups in conditions mimicking their natural roosts. Namely, pups could hear their mothers' vocalizations but were also exposed to a manipulation playback. The vocalizations in the 3 playbacks mainly differed in their fundamental frequency. From the age of approximately 6 months and onwards, the pups demonstrated distinct dialects, where each group was biased towards its playback. We demonstrate the emergence of dialects through social learning in a mammalian model in a tightly controlled environment. Unlike in the extensively studied case of songbirds where specific tutors are imitated, we demonstrate that bats do not only learn their vocalizations directly from their mothers, but that they are actually influenced by the sounds of the entire crowd. This process, which we term "crowd vocal learning," might be relevant to many other social animals such as cetaceans and pinnipeds.

  5. Failure of operant control of vocal learning in budgerigars

    Directory of Open Access Journals (Sweden)

    Yoshimasa Seki

    2018-02-01

    Full Text Available Budgerigars were trained by operant conditioning to produce contact calls immediately after hearing a stimulus contact call. In Experiments 1 and 2, playback stimuli were chosen from two different contact call classes from the bird’s repertoire. Once this task was learned, the birds were then tested with other probe stimulus calls from its repertoire, which differed from the original calls drawn from the two classes. Birds failed to mimic the probe stimuli but instead produced one of the two call classes as in the training sessions, showing that birds learned that each stimulus call served as a discriminative stimulus but not as a vocal template for imitation. In Experiment 3, birds were then trained with stimulus calls falling along a 24-step acoustic gradient which varied between the two sounds representing the two contact call categories. As before, birds obtained a reward when the bird’s vocalization matched that of the stimulus above a criterion level. Since the first step and the last step in the gradient were the birds’ original contact calls, these two patterns were easily matched. Intermediate contact calls in the gradient were much harder for the birds to match. After extensive training, one bird learned to produce contact calls that had only a modest similarity to the intermediate contact calls along the gradient. In spite of remarkable vocal plasticity under natural conditions, operant conditioning methods with budgerigars, even after extensive training and rigorous control of vocal discriminative stimuli, failed to show vocal learning.

  6. At the interface of the auditory and vocal motor systems: NIf and its role in vocal processing, production and learning.

    Science.gov (United States)

    Lewandowski, Brian; Vyssotski, Alexei; Hahnloser, Richard H R; Schmidt, Marc

    2013-06-01

    Communication between auditory and vocal motor nuclei is essential for vocal learning. In songbirds, the nucleus interfacialis of the nidopallium (NIf) is part of a sensorimotor loop, along with auditory nucleus avalanche (Av) and song system nucleus HVC, that links the auditory and song systems. Most of the auditory information comes through this sensorimotor loop, with the projection from NIf to HVC representing the largest single source of auditory information to the song system. In addition to providing the majority of HVC's auditory input, NIf is also the primary driver of spontaneous activity and premotor-like bursting during sleep in HVC. Like HVC and RA, two nuclei critical for song learning and production, NIf exhibits behavioral-state dependent auditory responses and strong motor bursts that precede song output. NIf also exhibits extended periods of fast gamma oscillations following vocal production. Based on the converging evidence from studies of physiology and functional connectivity it would be reasonable to expect NIf to play an important role in the learning, maintenance, and production of song. Surprisingly, however, lesions of NIf in adult zebra finches have no effect on song production or maintenance. Only the plastic song produced by juvenile zebra finches during the sensorimotor phase of song learning is affected by NIf lesions. In this review, we carefully examine what is known about NIf at the anatomical, physiological, and behavioral levels. We reexamine conclusions drawn from previous studies in the light of our current understanding of the song system, and establish what can be said with certainty about NIf's involvement in song learning, maintenance, and production. Finally, we review recent theories of song learning integrating possible roles for NIf within these frameworks and suggest possible parallels between NIf and sensorimotor areas that form part of the neural circuitry for speech processing in humans. Copyright © 2013 Elsevier

  7. A hypothesis on improving foreign accents by optimizing variability in vocal learning brain circuits

    OpenAIRE

    Simmonds, Anna J.

    2015-01-01

    Rapid vocal motor learning is observed when acquiring a language in early childhood, or learning to speak another language later in life. Accurate pronunciation is one of the hardest things for late learners to master and they are almost always left with a non-native accent. Here, I propose a novel hypothesis that this accent could be improved by optimizing variability in vocal learning brain circuits during learning. Much of the neurobiology of human vocal motor learning has been inferred fr...

  8. Generalizing prosodic patterns by a non-vocal learning mammal.

    Science.gov (United States)

    Toro, Juan M; Hoeschele, Marisa

    2017-03-01

    Prosody, a salient aspect of speech that includes rhythm and intonation, has been shown to help infants acquire some aspects of syntax. Recent studies have shown that birds of two vocal learning species are able to categorize human speech stimuli based on prosody. In the current study, we found that the non-vocal learning rat could also discriminate human speech stimuli based on prosody. Not only that, but rats were able to generalize to novel stimuli they had not been trained with, which suggests that they had not simply memorized the properties of individual stimuli, but learned a prosodic rule. When tested with stimuli with either one or three out of the four prosodic cues removed, the rats did poorly, suggesting that all cues were necessary for the rats to solve the task. This result is in contrast to results with humans and budgerigars, both of which had previously been studied using the same paradigm. Humans and budgerigars both learned the task and generalized to novel items, but were also able to solve the task with some of the cues removed. In conclusion, rats appear to have some of the perceptual abilities necessary to generalize prosodic patterns, in a similar though not identical way to the vocal learning species that have been studied.

  9. Interspecific hybridization as a tool to understand vocal divergence: the example of crowing in quail (Genus Coturnix.

    Directory of Open Access Journals (Sweden)

    Sébastien Derégnaucourt

    2010-02-01

    Full Text Available Understanding the mechanisms that lead organisms to be separated into distinct species remains a challenge in evolutionary biology. Interspecific hybridization, which results from incomplete reproductive isolation, is a useful tool to investigate such mechanisms. In birds, interspecific hybridization is relatively frequent, despite the fact that closed species exhibit morphological and behavioural differences. Evolution of behaviour is difficult to investigate on a large timescale since it does not 'fossilize'. Here I propose that calls of hybrid non-songbirds that develop without the influence of learning may help in understanding the gradual process that leads to vocal divergence during speciation. I recorded crows produced by the European quail (Coturnix c. coturnix, the domestic Japanese quail (Coturnix c. japonica and their hybrids (F1, F2 and backcrosses. Most crowing patterns were intermediate to those of the parental species; some were similar to one or the other parental species, or not present in either parental species. I also observed vocal changes in hybrid crows during the breeding season and from one year to the other. This vocal variability resembles those observed during the ontogeny of the crow in quails. It is likely that similar mechanisms involved in vocal changes during ontogeny might have driven vocal divergence in the species of Palearctic quails. I suggest that hybrid crows might have resembled those produced by intermediary forms of quails during speciation.

  10. Understanding Vocalization Might Help to Assess Stressful Conditions in Piglets

    Directory of Open Access Journals (Sweden)

    Diego Pereira Neves

    2013-09-01

    Full Text Available Assessing pigs’ welfare is one of the most challenging subjects in intensive pig farming. Animal vocalization analysis is a noninvasive procedure and may be used as a tool for assessing animal welfare status. The objective of this research was to identify stress conditions in piglets reared in farrowing pens through their vocalization. Vocal signals were collected from 40 animals under the following situations: normal (baseline, feeling cold, in pain, and feeling hunger. A unidirectional microphone positioned about 15 cm from the animals’ mouth was used for recording the acoustic signals. The microphone was connected to a digital recorder, where the signals were digitized at the 44,100 Hz frequency. The collected sounds were edited and analyzed. The J48 decision tree algorithm available at the Weka® data mining software was used for stress classification. It was possible to categorize diverse conditions from the piglets’ vocalization during the farrowing phase (pain, cold and hunger, with an accuracy rate of 81.12%. Results indicated that vocalization might be an effective welfare indicator, and it could be applied for assessing distress from pain, cold and hunger in farrowing piglets.

  11. Vocal learning is constrained by the statistics of sensorimotor experience.

    Science.gov (United States)

    Sober, Samuel J; Brainard, Michael S

    2012-12-18

    The brain uses sensory feedback to correct behavioral errors. Larger errors by definition require greater corrections, and many models of learning assume that larger sensory feedback errors drive larger motor changes. However, an alternative perspective is that larger errors drive learning less effectively because such errors fall outside the range of errors normally experienced and are therefore unlikely to reflect accurate feedback. This is especially crucial in vocal control because auditory feedback can be contaminated by environmental noise or sensory processing errors. A successful control strategy must therefore rely on feedback to correct errors while disregarding aberrant auditory signals that would lead to maladaptive vocal corrections. We hypothesized that these constraints result in compensation that is greatest for smaller imposed errors and least for larger errors. To test this hypothesis, we manipulated the pitch of auditory feedback in singing Bengalese finches. We found that learning driven by larger sensory errors was both slower than that resulting from smaller errors and showed less complete compensation for the imposed error. Additionally, we found that a simple principle could account for these data: the amount of compensation was proportional to the overlap between the baseline distribution of pitch production and the distribution experienced during the shift. Correspondingly, the fraction of compensation approached zero when pitch was shifted outside of the song's baseline pitch distribution. Our data demonstrate that sensory errors drive learning best when they fall within the range of production variability, suggesting that learning is constrained by the statistics of sensorimotor experience.

  12. Magnetic resonance imaging of the brain and vocal tract: Applications to the study of speech production and language learning.

    Science.gov (United States)

    Carey, Daniel; McGettigan, Carolyn

    2017-04-01

    The human vocal system is highly plastic, allowing for the flexible expression of language, mood and intentions. However, this plasticity is not stable throughout the life span, and it is well documented that adult learners encounter greater difficulty than children in acquiring the sounds of foreign languages. Researchers have used magnetic resonance imaging (MRI) to interrogate the neural substrates of vocal imitation and learning, and the correlates of individual differences in phonetic "talent". In parallel, a growing body of work using MR technology to directly image the vocal tract in real time during speech has offered primarily descriptive accounts of phonetic variation within and across languages. In this paper, we review the contribution of neural MRI to our understanding of vocal learning, and give an overview of vocal tract imaging and its potential to inform the field. We propose methods by which our understanding of speech production and learning could be advanced through the combined measurement of articulation and brain activity using MRI - specifically, we describe a novel paradigm, developed in our laboratory, that uses both MRI techniques to for the first time map directly between neural, articulatory and acoustic data in the investigation of vocalisation. This non-invasive, multimodal imaging method could be used to track central and peripheral correlates of spoken language learning, and speech recovery in clinical settings, as well as provide insights into potential sites for targeted neural interventions. Copyright © 2016 Elsevier Ltd. All rights reserved.

  13. A hypothesis on a role of oxytocin in the social mechanisms of speech and vocal learning.

    Science.gov (United States)

    Theofanopoulou, Constantina; Boeckx, Cedric; Jarvis, Erich D

    2017-08-30

    Language acquisition in humans and song learning in songbirds naturally happen as a social learning experience, providing an excellent opportunity to reveal social motivation and reward mechanisms that boost sensorimotor learning. Our knowledge about the molecules and circuits that control these social mechanisms for vocal learning and language is limited. Here we propose a hypothesis of a role for oxytocin (OT) in the social motivation and evolution of vocal learning and language. Building upon existing evidence, we suggest specific neural pathways and mechanisms through which OT might modulate vocal learning circuits in specific developmental stages. © 2017 The Authors.

  14. Comparative analysis of mineralocorticoid receptor expression among vocal learners (Bengalese finch and budgerigar) and non-vocal learners (quail and ring dove) has implications for the evolution of avian vocal learning.

    Science.gov (United States)

    Matsunaga, Eiji; Suzuki, Kenta; Kobayashi, Tetsuya; Okanoya, Kazuo

    2011-12-01

    Mineralocorticoid receptor is the receptor for corticosteroids such as corticosterone or aldosterone. Previously, we found that mineralocorticoid receptor was highly expressed in song nuclei of a songbird, Bengalese finch (Lonchura striata var. domestica). Here, to examine the relationship between mineralocorticoid receptor expression and avian vocal learning, we analyzed mineralocorticoid receptor expression in the developing brain of another vocal learner, budgerigar (Melopsittacus undulatus) and non-vocal learners, quail (Coturnix japonica) and ring dove (Streptopelia capicola). Mineralocorticoid receptor showed vocal control area-related expressions in budgerigars as Bengalese finches, whereas no such mineralocorticoid receptor expressions were seen in the telencephalon of non-vocal learners. Thus, these results suggest the possibility that mineralocorticoid receptor plays a role in vocal development of parrots as songbirds and that the acquisition of mineralocorticoid receptor expression is involved in the evolution of avian vocal learning. © 2011 The Authors. Development, Growth & Differentiation © 2011 Japanese Society of Developmental Biologists.

  15. A hypothesis on improving foreign accents by optimizing variability in vocal learning brain circuits.

    Science.gov (United States)

    Simmonds, Anna J

    2015-01-01

    Rapid vocal motor learning is observed when acquiring a language in early childhood, or learning to speak another language later in life. Accurate pronunciation is one of the hardest things for late learners to master and they are almost always left with a non-native accent. Here, I propose a novel hypothesis that this accent could be improved by optimizing variability in vocal learning brain circuits during learning. Much of the neurobiology of human vocal motor learning has been inferred from studies on songbirds. Jarvis (2004) proposed the hypothesis that as in songbirds there are two pathways in humans: one for learning speech (the striatal vocal learning pathway), and one for production of previously learnt speech (the motor pathway). Learning new motor sequences necessary for accurate non-native pronunciation is challenging and I argue that in late learners of a foreign language the vocal learning pathway becomes inactive prematurely. The motor pathway is engaged once again and learners maintain their original native motor patterns for producing speech, resulting in speaking with a foreign accent. Further, I argue that variability in neural activity within vocal motor circuitry generates vocal variability that supports accurate non-native pronunciation. Recent theoretical and experimental work on motor learning suggests that variability in the motor movement is necessary for the development of expertise. I propose that there is little trial-by-trial variability when using the motor pathway. When using the vocal learning pathway variability gradually increases, reflecting an exploratory phase in which learners try out different ways of pronouncing words, before decreasing and stabilizing once the "best" performance has been identified. The hypothesis proposed here could be tested using behavioral interventions that optimize variability and engage the vocal learning pathway for longer, with the prediction that this would allow learners to develop new motor

  16. The zebra finch, Taeniopygia guttata: an avian model for investigating the neurobiological basis of vocal learning.

    Science.gov (United States)

    Mello, Claudio V

    2014-10-23

    Songbirds are capable of learning their vocalizations by copying a singing adult. This vocal learning ability requires juveniles to hear and memorize the sound of the adult song, and later to imitate it through a process involving sensorimotor integration. Vocal learning is a trait that songbirds share with humans, where it forms the basis of spoken language acquisition, with other avian groups (parrots and hummingbirds), and with a few other mammals (cetaceans, bats). It is however absent in traditional model organisms such as rodents and nonhuman primates. Zebra finches, a songbird species from Australia, are popular pets and are easy to breed. They also sing a relatively simple and stereotyped song that is amenable to quantitative analysis. Zebra finches have thus emerged as a choice model organism for investigating the neurobiological basis of vocal learning. A number of tools and methodologies have been developed to characterize the bioacoustics properties of their song, analyze the degree of accurate copying during vocal learning, map the brain circuits that control singing and song learning, and investigate the physiology of these circuits. Such studies have led to a large base of knowledge on song production and learning, and their underlying neural substrate. Several molecular resources have recently become available, including brain cDNA/EST databases, microarrays, BAC libraries, a molecular brain atlas, a complete genome assembly, and the ability to perform transgenesis. The recent availability of many other avian genomes provides unique opportunities for comparative analysis in the search for features unique to vocal learning organisms. © 2014 Cold Spring Harbor Laboratory Press.

  17. Specialized motor-driven dusp1 expression in the song systems of multiple lineages of vocal learning birds.

    Directory of Open Access Journals (Sweden)

    Haruhito Horita

    Full Text Available Mechanisms for the evolution of convergent behavioral traits are largely unknown. Vocal learning is one such trait that evolved multiple times and is necessary in humans for the acquisition of spoken language. Among birds, vocal learning is evolved in songbirds, parrots, and hummingbirds. Each time similar forebrain song nuclei specialized for vocal learning and production have evolved. This finding led to the hypothesis that the behavioral and neuroanatomical convergences for vocal learning could be associated with molecular convergence. We previously found that the neural activity-induced gene dual specificity phosphatase 1 (dusp1 was up-regulated in non-vocal circuits, specifically in sensory-input neurons of the thalamus and telencephalon; however, dusp1 was not up-regulated in higher order sensory neurons or motor circuits. Here we show that song motor nuclei are an exception to this pattern. The song nuclei of species from all known vocal learning avian lineages showed motor-driven up-regulation of dusp1 expression induced by singing. There was no detectable motor-driven dusp1 expression throughout the rest of the forebrain after non-vocal motor performance. This pattern contrasts with expression of the commonly studied activity-induced gene egr1, which shows motor-driven expression in song nuclei induced by singing, but also motor-driven expression in adjacent brain regions after non-vocal motor behaviors. In the vocal non-learning avian species, we found no detectable vocalizing-driven dusp1 expression in the forebrain. These findings suggest that independent evolutions of neural systems for vocal learning were accompanied by selection for specialized motor-driven expression of the dusp1 gene in those circuits. This specialized expression of dusp1 could potentially lead to differential regulation of dusp1-modulated molecular cascades in vocal learning circuits.

  18. Vocal learning in the functionally referential food grunts of chimpanzees

    NARCIS (Netherlands)

    Watson, Stuart K.; Townsend, Simon W.; Schel, Anne M.|info:eu-repo/dai/nl/413333450; Wilke, Claudia; Wallace, Emma K.; Cheng, Leveda; West, Victoria; Slocombe, Katie E.

    2015-01-01

    One standout feature of human language is our ability to reference external objects and events with socially learned symbols, or words. Exploring the phylogenetic origins of this capacity is therefore key to a comprehensive understanding of the evolution of language. While non-human primates can

  19. Machine Learning Algorithms for Automatic Classification of Marmoset Vocalizations.

    Directory of Open Access Journals (Sweden)

    Hjalmar K Turesson

    Full Text Available Automatic classification of vocalization type could potentially become a useful tool for acoustic the monitoring of captive colonies of highly vocal primates. However, for classification to be useful in practice, a reliable algorithm that can be successfully trained on small datasets is necessary. In this work, we consider seven different classification algorithms with the goal of finding a robust classifier that can be successfully trained on small datasets. We found good classification performance (accuracy > 0.83 and F1-score > 0.84 using the Optimum Path Forest classifier. Dataset and algorithms are made publicly available.

  20. Mouse Vocal Communication System: Are Ultrasounds Learned or Innate?

    Science.gov (United States)

    Arriaga, Gustavo; Jarvis, Erich D.

    2013-01-01

    Mouse ultrasonic vocalizations (USVs) are often used as behavioral readouts of internal states, to measure effects of social and pharmacological manipulations, and for behavioral phenotyping of mouse models for neuropsychiatric and neurodegenerative disorders. However, little is known about the neurobiological mechanisms of rodent USV production.…

  1. Verbal learning in the context of background music: no influence of vocals and instrumentals on verbal learning.

    Science.gov (United States)

    Jäncke, Lutz; Brügger, Eliane; Brummer, Moritz; Scherrer, Stephanie; Alahmadi, Nsreen

    2014-03-26

    Whether listening to background music enhances verbal learning performance is still a matter of dispute. In this study we investigated the influence of vocal and instrumental background music on verbal learning. 226 subjects were randomly assigned to one of five groups (one control group and 4 experimental groups). All participants were exposed to a verbal learning task. One group served as control group while the 4 further groups served as experimental groups. The control group learned without background music while the 4 experimental groups were exposed to vocal or instrumental musical pieces during learning with different subjective intensity and valence. Thus, we employed 4 music listening conditions (vocal music with high intensity: VOC_HIGH, vocal music with low intensity: VOC_LOW, instrumental music with high intensity: INST_HIGH, instrumental music with low intensity: INST_LOW) and one control condition (CONT) during which the subjects learned the word lists. Since it turned out that the high and low intensity groups did not differ in terms of the rated intensity during the main experiment these groups were lumped together. Thus, we worked with 3 groups: one control group and two groups, which were exposed to background music (vocal and instrumental) during verbal learning. As dependent variable, the number of learned words was used. Here we measured immediate recall during five learning sessions (recall 1 - recall 5) and delayed recall for 15 minutes (recall 6) and 14 days (recall 7) after the last learning session. Verbal learning improved during the first 5 recall sessions without any strong difference between the control and experimental groups. Also the delayed recalls were similar for the three groups. There was only a trend for attenuated verbal learning for the group passively listened to vocals. This learning attenuation diminished during the following learning sessions. The exposure to vocal or instrumental background music during encoding did not

  2. The Origins of Vocal Learning: New Sounds, New Circuits, New Cells

    Science.gov (United States)

    Nottebohm, Fernando; Liu, Wan-Chun

    2010-01-01

    We do not know how vocal learning came to be, but it is such a salient trait in human evolution that many have tried to imagine it. In primates this is difficult because we are the only species known to possess this skill. Songbirds provide a richer and independent set of data. I use comparative data and ask broad questions: How does vocal…

  3. Vocalic and consonantal processing biases in early word-learning: Cross-language differences?

    DEFF Research Database (Denmark)

    Højen, Anders; Nazzi, Thierry

    2010-01-01

    in word-learning in French-learning 20-month-olds using the same task. They failed again. On the other hand, ongoing tests indicate that Danish-learning 20-month-olds, as opposed to French-learning 16- or 20-month-olds, fail to use one-feature consonantal differences in word-learning. These results may....... The experiment made use of the same word-learning task as that used for French 16-month-olds. As opposed to the French-learning infants, the Danish-learning infants successfully learned the vowel pairs indicating sensitivity to small vocalic differences in word-learning. Experiment 2 tested the use of vowels...

  4. Verbal learning in the context of background music: no influence of vocals and instrumentals on verbal learning.

    OpenAIRE

    Jancke L; Brugger E; Brummer M; Scherrer S; Alahmadi N

    2014-01-01

    BACKGROUND: Whether listening to background music enhances verbal learning performance is still a matter of dispute. In this study we investigated the influence of vocal and instrumental background music on verbal learning. METHODS: 226 subjects were randomly assigned to one of five groups (one control group and 4 experimental groups). All participants were exposed to a verbal learning task. One group served as control group while the 4 further groups served as experimental groups. The con...

  5. Observational fear learning in degus is correlated with temporal vocalization patterns.

    Science.gov (United States)

    Lidhar, Navdeep K; Insel, Nathan; Dong, June Yue; Takehara-Nishiuchi, Kaori

    2017-08-14

    Some animals learn to fear a situation after observing another individual come to harm, and this learning is influenced by the animals' social relationship and history. An important but sometimes overlooked factor in studies of observational fear learning is that social context not only affects observers, but may also influence the behavior and communications expressed by those being observed. Here we sought to investigate whether observational fear learning in the degu (Octodon degus) is affected by social familiarity, and the degree to which vocal expressions of alarm or distress contribute. 'Demonstrator' degus underwent contextual fear conditioning in the presence of a cagemate or stranger observer. Among the 15 male pairs, observers of familiar demonstrators exhibited higher freezing rates than observers of strangers when returned to the conditioning environment one day later. Observer freezing during testing was, however, also related to the proportion of short- versus long- inter-call-intervals (ICIs) in vocalizations recorded during prior conditioning. In a regression model that included both social relationship and ICI patterns, only the latter was significant. Further investigation of vocalizations, including use of a novel, directed k-means clustering approach, suggested that temporal structure rather than tonal variations may have been responsible for communicating danger. These data offer insight into how different expressions of distress or fear may impact an observer, adding to the complexity of social context effects in studies of empathy and social cognition. The experiments also offer new data on degu alarm calls and a potentially novel methodological approach to complex vocalizations. Copyright © 2017 Elsevier B.V. All rights reserved.

  6. Bottlenose dolphins can use learned vocal labels to address each other.

    Science.gov (United States)

    King, Stephanie L; Janik, Vincent M

    2013-08-06

    In animal communication research, vocal labeling refers to incidents in which an animal consistently uses a specific acoustic signal when presented with a specific object or class of objects. Labeling with learned signals is a foundation of human language but is notably rare in nonhuman communication systems. In natural animal systems, labeling often occurs with signals that are not influenced by learning, such as in alarm and food calling. There is a suggestion, however, that some species use learned signals to label conspecific individuals in their own communication system when mimicking individually distinctive calls. Bottlenose dolphins (Tursiops truncatus) are a promising animal for exploration in this area because they are capable of vocal production learning and can learn to use arbitrary signals to report the presence or absence of objects. Bottlenose dolphins develop their own unique identity signal, the signature whistle. This whistle encodes individual identity independently of voice features. The copying of signature whistles may therefore allow animals to label or address one another. Here, we show that wild bottlenose dolphins respond to hearing a copy of their own signature whistle by calling back. Animals did not respond to whistles that were not their own signature. This study provides compelling evidence that a dolphin's learned identity signal is used as a label when addressing conspecifics. Bottlenose dolphins therefore appear to be unique as nonhuman mammals to use learned signals as individually specific labels for different social companions in their own natural communication system.

  7. Song practice promotes acute vocal variability at a key stage of sensorimotor learning.

    Directory of Open Access Journals (Sweden)

    Julie E Miller

    Full Text Available BACKGROUND: Trial by trial variability during motor learning is a feature encoded by the basal ganglia of both humans and songbirds, and is important for reinforcement of optimal motor patterns, including those that produce speech and birdsong. Given the many parallels between these behaviors, songbirds provide a useful model to investigate neural mechanisms underlying vocal learning. In juvenile and adult male zebra finches, endogenous levels of FoxP2, a molecule critical for language, decrease two hours after morning song onset within area X, part of the basal ganglia-forebrain pathway dedicated to song. In juveniles, experimental 'knockdown' of area X FoxP2 results in abnormally variable song in adulthood. These findings motivated our hypothesis that low FoxP2 levels increase vocal variability, enabling vocal motor exploration in normal birds. METHODOLOGY/PRINCIPAL FINDINGS: After two hours in either singing or non-singing conditions (previously shown to produce differential area X FoxP2 levels, phonological and sequential features of the subsequent songs were compared across conditions in the same bird. In line with our prediction, analysis of songs sung by 75 day (75d birds revealed that syllable structure was more variable and sequence stereotypy was reduced following two hours of continuous practice compared to these features following two hours of non-singing. Similar trends in song were observed in these birds at 65d, despite higher overall within-condition variability at this age. CONCLUSIONS/SIGNIFICANCE: Together with previous work, these findings point to the importance of behaviorally-driven acute periods during song learning that allow for both refinement and reinforcement of motor patterns. Future work is aimed at testing the observation that not only does vocal practice influence expression of molecular networks, but that these networks then influence subsequent variability in these skills.

  8. Transfer Effect of Speech-sound Learning on Auditory-motor Processing of Perceived Vocal Pitch Errors.

    Science.gov (United States)

    Chen, Zhaocong; Wong, Francis C K; Jones, Jeffery A; Li, Weifeng; Liu, Peng; Chen, Xi; Liu, Hanjun

    2015-08-17

    Speech perception and production are intimately linked. There is evidence that speech motor learning results in changes to auditory processing of speech. Whether speech motor control benefits from perceptual learning in speech, however, remains unclear. This event-related potential study investigated whether speech-sound learning can modulate the processing of feedback errors during vocal pitch regulation. Mandarin speakers were trained to perceive five Thai lexical tones while learning to associate pictures with spoken words over 5 days. Before and after training, participants produced sustained vowel sounds while they heard their vocal pitch feedback unexpectedly perturbed. As compared to the pre-training session, the magnitude of vocal compensation significantly decreased for the control group, but remained consistent for the trained group at the post-training session. However, the trained group had smaller and faster N1 responses to pitch perturbations and exhibited enhanced P2 responses that correlated significantly with their learning performance. These findings indicate that the cortical processing of vocal pitch regulation can be shaped by learning new speech-sound associations, suggesting that perceptual learning in speech can produce transfer effects to facilitating the neural mechanisms underlying the online monitoring of auditory feedback regarding vocal production.

  9. Sleep, Off-Line Processing, and Vocal Learning

    Science.gov (United States)

    Margoliash, Daniel; Schmidt, Marc F.

    2010-01-01

    The study of song learning and the neural song system has provided an important comparative model system for the study of speech and language acquisition. We describe some recent advances in the bird song system, focusing on the role of off-line processing including sleep in processing sensory information and in guiding developmental song…

  10. A blueprint for vocal learning: auditory predispositions from brains to genomes

    Science.gov (United States)

    Wheatcroft, David; Qvarnström, Anna

    2015-01-01

    Memorizing and producing complex strings of sound are requirements for spoken human language. We share these behaviours with likely more than 4000 species of songbirds, making birds our primary model for studying the cognitive basis of vocal learning and, more generally, an important model for how memories are encoded in the brain. In songbirds, as in humans, the sounds that a juvenile learns later in life depend on auditory memories formed early in development. Experiments on a wide variety of songbird species suggest that the formation and lability of these auditory memories, in turn, depend on auditory predispositions that stimulate learning when a juvenile hears relevant, species-typical sounds. We review evidence that variation in key features of these auditory predispositions are determined by variation in genes underlying the development of the auditory system. We argue that increased investigation of the neuronal basis of auditory predispositions expressed early in life in combination with modern comparative genomic approaches may provide insights into the evolution of vocal learning. PMID:26246333

  11. Let the music play! A short-term but no long-term detrimental effect of vocal background music with familiar language lyrics on foreign language vocabulary learning

    NARCIS (Netherlands)

    de Groot, A.M.B.; Smedinga, H.E.

    2014-01-01

    Participants learned foreign vocabulary by means of the paired-associates learning procedure in three conditions: (a) in silence, (b) with vocal music with lyrics in a familiar language playing in the background, or (c) with vocal music with lyrics in an unfamiliar language playing in the

  12. Vocal Imitations of Non-Vocal Sounds

    Science.gov (United States)

    Houix, Olivier; Voisin, Frédéric; Misdariis, Nicolas; Susini, Patrick

    2016-01-01

    Imitative behaviors are widespread in humans, in particular whenever two persons communicate and interact. Several tokens of spoken languages (onomatopoeias, ideophones, and phonesthemes) also display different degrees of iconicity between the sound of a word and what it refers to. Thus, it probably comes at no surprise that human speakers use a lot of imitative vocalizations and gestures when they communicate about sounds, as sounds are notably difficult to describe. What is more surprising is that vocal imitations of non-vocal everyday sounds (e.g. the sound of a car passing by) are in practice very effective: listeners identify sounds better with vocal imitations than with verbal descriptions, despite the fact that vocal imitations are inaccurate reproductions of a sound created by a particular mechanical system (e.g. a car driving by) through a different system (the voice apparatus). The present study investigated the semantic representations evoked by vocal imitations of sounds by experimentally quantifying how well listeners could match sounds to category labels. The experiment used three different types of sounds: recordings of easily identifiable sounds (sounds of human actions and manufactured products), human vocal imitations, and computational “auditory sketches” (created by algorithmic computations). The results show that performance with the best vocal imitations was similar to the best auditory sketches for most categories of sounds, and even to the referent sounds themselves in some cases. More detailed analyses showed that the acoustic distance between a vocal imitation and a referent sound is not sufficient to account for such performance. Analyses suggested that instead of trying to reproduce the referent sound as accurately as vocally possible, vocal imitations focus on a few important features, which depend on each particular sound category. These results offer perspectives for understanding how human listeners store and access long

  13. Professional Learning Communities: Teaching, Learning, Understanding

    Science.gov (United States)

    Early, Phaedra Bell

    2012-01-01

    The purpose of this study was to focus on teacher learning as it relates to professional learning communities. It is often touted that schools are a place for student learning, but many teachers now see school as a place for them to become learners as well through professional learning communities. This qualitative case study was designed to…

  14. An Operationalized Understanding of Personalized Learning

    Science.gov (United States)

    Basham, James D.; Hall, Tracey E.; Carter, Richard A., Jr.; Stahl, William M.

    2016-01-01

    As referenced in the Every Student Succeeds Act and the National Educational Technology Plan, personalized learning is the new focus in many K-12 learning environments. Nonetheless, few people understand what personalized learning really means and even fewer can design and implement a personalized learning environment appropriate for all learners,…

  15. Understanding Learning Style by Eye Tracking in Slide Video Learning

    Science.gov (United States)

    Cao, Jianxia; Nishihara, Akinori

    2012-01-01

    More and more videos are now being used in e-learning context. For improving learning effect, to understand how students view the online video is important. In this research, we investigate how students deploy their attention when they learn through interactive slide video in the aim of better understanding observers' learning style. Felder and…

  16. Wavelet analysis of hemispheroid flow separation toward understanding human vocal fold pathologies

    Science.gov (United States)

    Plesniak, Daniel H.; Carr, Ian A.; Bulusu, Kartik V.; Plesniak, Michael W.

    2014-11-01

    Physiological flows observed in human vocal fold pathologies, such as polyps and nodules, can be modeled by flow over a wall-mounted protuberance. The experimental investigation of flow separation over a surface-mounted hemispheroid was performed using particle image velocimetry (PIV) and measurements of surface pressure in a low-speed wind tunnel. This study builds on the hypothesis that the signatures of vortical structures associated with flow separation are imprinted on the surface pressure distributions. Wavelet decomposition methods in one- and two-dimensions were utilized to elucidate the flow behavior. First, a complex Gaussian wavelet was used for the reconstruction of surface pressure time series from static pressure measurements acquired from ports upstream, downstream, and on the surface of the hemispheroid. This was followed by the application of a novel continuous wavelet transform algorithm (PIVlet 1.2) using a 2D-Ricker wavelet for coherent structure detection on instantaneous PIV-data. The goal of this study is to correlate phase shifts in surface pressure with Strouhal numbers associated with the vortex shedding. Ultimately, the wavelet-based analytical framework will be aimed at addressing pulsatile flows. This material is based in part upon work supported by the National Science Foundation under Grant Number CBET-1236351, and GW Center for Biomimetics and Bioinspired Engineering (COBRE).

  17. Teachers' Understanding of Learning Goals

    DEFF Research Database (Denmark)

    Krog Skott, Charlotte; Slot, Marie Falkesgaard; Carlsen, Dorthe

    The national curriculum for Danish primary and lower secondary schools has recently changed in a goal-oriented direction. The intention is to increase the teachers´ and students´attention to learning outcome, by making learning goals visible. Danish surveys show that teachers did not use the prev......The national curriculum for Danish primary and lower secondary schools has recently changed in a goal-oriented direction. The intention is to increase the teachers´ and students´attention to learning outcome, by making learning goals visible. Danish surveys show that teachers did not use...

  18. Song plasticity over time and vocal learning in clay-colored thrushes.

    Science.gov (United States)

    Vargas-Castro, Luis E; Sánchez, Natalie V; Barrantes, Gilbert

    2015-09-01

    Songbirds have been traditionally classified into close-ended or open-ended learning species according to the length of the sensitive period during which birds are able to memorize new vocalizations. Closed-ended learners are generally not capable of changing their song after the first year of life, while open-ended learners show song plasticity as adults. A few Turdus species have been suggested to be open-ended learners, but no long-term study has been conducted to investigate their song plasticity over time. We analyzed the songs of clay-colored thrushes, T. grayi, over four successive breeding seasons to assess song plasticity in their syllable repertoires within and between breeding seasons. A total of 16,262 syllables were classified through visual inspection of spectrograms and multidimensional scaling analysis based on spectrogram correlations. On average, 563 ± 153 (SD) syllables per male per breeding season were analyzed. Male repertoire size was 9-20 syllable types. Males were capable of modifying their syllable repertoire between the initial and final periods of the breeding season. Song plasticity within breeding seasons may be associated with imitation between neighboring males, suggesting song learning in males that were ≥2 years old. This short-term plasticity is not enough, however, to explain the high proportion of change (mean = 65 % syllable types) in repertoire composition between breeding seasons in adult males. Song plasticity resulting from annual changes in repertoire composition could be explained by open-ended learning, but another mechanism, extended memory and re-expression, could also explain long-term plasticity. Experimental studies controlling the acoustic environment are needed to determine which mechanism is responsible for such a high level of song plasticity.

  19. Understanding nomadic collaborative learning groups

    DEFF Research Database (Denmark)

    Ryberg, Thomas; Davidsen, Jacob; Hodgson, Vivien

    2018-01-01

    -term collaborations within the frame of Problem and Project Based Learning. By analysing the patterns of nomadic collaborative learning we identify and discuss how the two groups of students incorporate mobile and digital technologies as well as physical and/or non-digital technologies into their group work......The paper builds on the work of Rossitto et al. on collaborative nomadic work to develop three categories of practice of nomadic collaborative learning groups. Our study is based on interviews, workshops and observations of two undergraduate student's group practices engaged in self-organised, long....... Specifically, we identify the following categories of nomadic collaborative learning practices: “orchestration of work phases, spaces and activities,” “the orchestration of multiple technologies” and “orchestration of togetherness.” We found that for both groups of students there was a fluidity, situatedness...

  20. Let the Music Play!--A Short-Term but No Long-Term Detrimental Effect of Vocal Background Music with Familiar Language Lyrics on Foreign Language Vocabulary Learning

    Science.gov (United States)

    de Groot, Annette M. B.; Smedinga, Hilde E.

    2014-01-01

    Participants learned foreign vocabulary by means of the paired-associates learning procedure in three conditions: (a) in silence, (b) with vocal music with lyrics in a familiar language playing in the background, or (c) with vocal music with lyrics in an unfamiliar language playing in the background. The vocabulary to learn varied in concreteness…

  1. Understanding Nomadic Collaborative Learning Groups

    Science.gov (United States)

    Ryberg, Thomas; Davidsen, Jacob; Hodgson, Vivien

    2018-01-01

    The paper builds on the work of Rossitto "et al." on collaborative nomadic work to develop three categories of practice of nomadic collaborative learning groups. Our study is based on interviews, workshops and observations of two undergraduate student's group practices engaged in self-organised, long-term collaborations within the frame…

  2. Understanding respect: learning from patients

    Science.gov (United States)

    Dickert, N W; Kass, N E

    2011-01-01

    Background The importance of respecting patients and participants in clinical research is widely recognised. However, what it means to respect persons beyond recognising them as autonomous is unclear, and little is known about what patients find to be respectful. Objective To understand patients’ conceptions of respect and what it means to be respected by medical providers. Design Qualitative study from an academic cardiology clinic, using semistructured interviews with 18 survivors of sudden cardiac death. Results Patients believed that respecting persons incorporates the following major elements: empathy, care, autonomy, provision of information, recognition of individuality, dignity and attention to needs. Conclusions Making patients feel respected, or valued as a person, is a multi-faceted task that involves more than recognising autonomy. While patients’ views of respect do not determine what respect means, these patients expressed important intuitions that may be of substantial conceptual relevance. PMID:19567690

  3. Learning with Animation and Illusions of Understanding

    Science.gov (United States)

    Paik, Eugene S.; Schraw, Gregory

    2013-01-01

    The illusion of understanding hypothesis asserts that, when people are learning with multimedia presentations, the addition of animation can affect metacognitive monitoring such that they perceive the presentation to be easier to understand and develop more optimistic metacomprehension. As a result, learners invest less cognitive effort when…

  4. Developmental song learning as a model to understand neural mechanisms that limit and promote the ability to learn.

    Science.gov (United States)

    London, Sarah E

    2017-11-20

    Songbirds famously learn their vocalizations. Some species can learn continuously, others seasonally, and still others just once. The zebra finch (Taeniopygia guttata) learns to sing during a single developmental "Critical Period," a restricted phase during which a specific experience has profound and permanent effects on brain function and behavioral patterns. The zebra finch can therefore provide fundamental insight into features that promote and limit the ability to acquire complex learned behaviors. For example, what properties permit the brain to come "on-line" for learning? How does experience become encoded to prevent future learning? What features define the brain in receptive compared to closed learning states? This piece will focus on epigenomic, genomic, and molecular levels of analysis that operate on the timescales of development and complex behavioral learning. Existing data will be discussed as they relate to Critical Period learning, and strategies for future studies to more directly address these questions will be considered. Birdsong learning is a powerful model for advancing knowledge of the biological intersections of maturation and experience. Lessons from its study not only have implications for understanding developmental song learning, but also broader questions of learning potential and the enduring effects of early life experience on neural systems and behavior. Copyright © 2017. Published by Elsevier B.V.

  5. The songbird syrinx morphome: a three-dimensional, high-resolution, interactive morphological map of the zebra finch vocal organ

    DEFF Research Database (Denmark)

    During, D. N.; Ziegler, A.; Thompson, C. K.

    2013-01-01

    Background: Like human infants, songbirds learn their species-specific vocalizations through imitation learning. The birdsong system has emerged as a widely used experimental animal model for understanding the underlying neural mechanisms responsible for vocal production learning. However, how...... neural impulses are translated into the precise motor behavior of the complex vocal organ (syrinx) to create song is poorly understood. First and foremost, we lack a detailed understanding of syringeal morphology. Results: To fill this gap we combined non-invasive (high-field magnetic resonance imaging...

  6. Noradrenergic control of gene expression and long-term neuronal adaptation evoked by learned vocalizations in songbirds.

    Directory of Open Access Journals (Sweden)

    Tarciso A F Velho

    Full Text Available Norepinephrine (NE is thought to play important roles in the consolidation and retrieval of long-term memories, but its role in the processing and memorization of complex acoustic signals used for vocal communication has yet to be determined. We have used a combination of gene expression analysis, electrophysiological recordings and pharmacological manipulations in zebra finches to examine the role of noradrenergic transmission in the brain's response to birdsong, a learned vocal behavior that shares important features with human speech. We show that noradrenergic transmission is required for both the expression of activity-dependent genes and the long-term maintenance of stimulus-specific electrophysiological adaptation that are induced in central auditory neurons by stimulation with birdsong. Specifically, we show that the caudomedial nidopallium (NCM, an area directly involved in the auditory processing and memorization of birdsong, receives strong noradrenergic innervation. Song-responsive neurons in this area express α-adrenergic receptors and are in close proximity to noradrenergic terminals. We further show that local α-adrenergic antagonism interferes with song-induced gene expression, without affecting spontaneous or evoked electrophysiological activity, thus dissociating the molecular and electrophysiological responses to song. Moreover, α-adrenergic antagonism disrupts the maintenance but not the acquisition of the adapted physiological state. We suggest that the noradrenergic system regulates long-term changes in song-responsive neurons by modulating the gene expression response that is associated with the electrophysiological activation triggered by song. We also suggest that this mechanism may be an important contributor to long-term auditory memories of learned vocalizations.

  7. The roles of vocal and visual interactions in social learning zebra finches: A video playback experiment.

    Science.gov (United States)

    Guillette, Lauren M; Healy, Susan D

    2017-06-01

    The transmission of information from an experienced demonstrator to a naïve observer often depends on characteristics of the demonstrator, such as familiarity, success or dominance status. Whether or not the demonstrator pays attention to and/or interacts with the observer may also affect social information acquisition or use by the observer. Here we used a video-demonstrator paradigm first to test whether video demonstrators have the same effect as using live demonstrators in zebra finches, and second, to test the importance of visual and vocal interactions between the demonstrator and observer on social information use by the observer. We found that female zebra finches copied novel food choices of male demonstrators they saw via live-streaming video while they did not consistently copy from the demonstrators when they were seen in playbacks of the same videos. Although naive observers copied in the absence of vocalizations by the demonstrator, as they copied from playback of videos with the sound off, females did not copy where there was a mis-match between the visual information provided by the video and vocal information from a live male that was out of sight. Taken together these results suggest that video demonstration is a useful methodology for testing social information transfer, at least in a foraging context, but more importantly, that social information use varies according to the vocal interactions, or lack thereof, between the observer and the demonstrator. Copyright © 2017 The Authors. Published by Elsevier B.V. All rights reserved.

  8. Mindfulness for Singers: The Effects of a Targeted Mindfulness Course on Learning Vocal Technique

    Science.gov (United States)

    Czajkowski, Anne-Marie L.; Greasley, Alinka E.

    2015-01-01

    This paper reports the development and implementation of a unique Mindfulness for Singers (MfS) course designed to improve singers' vocal technique. Eight university students completed the intervention. Five Facet Mindfulness Questionnaire (FFMQ) scores showed general improvement across all five facets of mindfulness. Qualitative results showed…

  9. Understanding the One-to-One Relationship in Instrumental/Vocal Tuition in Higher Education: Comparing Student and Teacher Perceptions

    Science.gov (United States)

    Gaunt, Helena

    2011-01-01

    The power of one-to-one tuition in Higher Music Education is evidenced by its continuing place at the heart of conservatoire education. The need to examine this student-teacher relationship more closely has been emphasised in the last decades by increasing understanding of processes of student learning in Higher Education as a whole, and in…

  10. Animal Models of Speech and Vocal Communication Deficits Associated With Psychiatric Disorders.

    Science.gov (United States)

    Konopka, Genevieve; Roberts, Todd F

    2016-01-01

    Disruptions in speech, language, and vocal communication are hallmarks of several neuropsychiatric disorders, most notably autism spectrum disorders. Historically, the use of animal models to dissect molecular pathways and connect them to behavioral endophenotypes in cognitive disorders has proven to be an effective approach for developing and testing disease-relevant therapeutics. The unique aspects of human language compared with vocal behaviors in other animals make such an approach potentially more challenging. However, the study of vocal learning in species with analogous brain circuits to humans may provide entry points for understanding this human-specific phenotype and diseases. We review animal models of vocal learning and vocal communication and specifically link phenotypes of psychiatric disorders to relevant model systems. Evolutionary constraints in the organization of neural circuits and synaptic plasticity result in similarities in the brain mechanisms for vocal learning and vocal communication. Comparative approaches and careful consideration of the behavioral limitations among different animal models can provide critical avenues for dissecting the molecular pathways underlying cognitive disorders that disrupt speech, language, and vocal communication. Copyright © 2016 Society of Biological Psychiatry. Published by Elsevier Inc. All rights reserved.

  11. A sensorimotor area (NIf) is required for the production of learned vocalizations

    OpenAIRE

    Sharon M. H. Gobes; Bence P. Ölveczky

    2011-01-01

    Sensory feedback is essential for the acquisition of complex motor behaviors, including birdsong. In zebra finches, auditory feedback is relayed to the descending motor pathway primarily through the nucleus interfacialis nidopalii (NIf). NIf projects to HVC - a premotor region essential for song, which projects to RA, a motor cortex analogue brain area that drives muscle activity required for vocalizations. NIf is also essential for ‘sleep replay’, a recapitulation of song-relat...

  12. Vocal Qualities in Music Theater Voice: Perceptions of Expert Pedagogues.

    Science.gov (United States)

    Bourne, Tracy; Kenny, Dianna

    2016-01-01

    To gather qualitative descriptions of music theater vocal qualities including belt, legit, and mix from expert pedagogues to better define this voice type. This is a prospective, semistructured interview. Twelve expert teachers from United States, United Kingdom, Asia, and Australia were interviewed by Skype and asked to identify characteristics of music theater vocal qualities including vocal production, physiology, esthetics, pitch range, and pedagogical techniques. Responses were compared with published studies on music theater voice. Belt and legit were generally described as distinct sounds with differing physiological and technical requirements. Teachers were concerned that belt should be taught "safely" to minimize vocal health risks. There was consensus between teachers and published research on the physiology of the glottis and vocal tract; however, teachers were not in agreement about breathing techniques. Neither were teachers in agreement about the meaning of "mix." Most participants described belt as heavily weighted, thick folds, thyroarytenoid-dominant, or chest register; however, there was no consensus on an appropriate term. Belt substyles were named and generally categorized by weightedness or tone color. Descriptions of male belt were less clear than for female belt. This survey provides an overview of expert pedagogical perspectives on the characteristics of belt, legit, and mix qualities in the music theater voice. Although teacher responses are generally in agreement with published research, there are still many controversial issues and gaps in knowledge and understanding of this vocal technique. Breathing techniques, vocal range, mix, male belt, and vocal registers require continuing investigation so that we can learn more about efficient and healthy vocal function in music theater singing. Copyright © 2016 The Voice Foundation. Published by Elsevier Inc. All rights reserved.

  13. Echolocation, vocal learning, auditory localization and the relative size of the avian auditory midbrain nucleus (MLd).

    Science.gov (United States)

    Iwaniuk, Andrew N; Clayton, Dale H; Wylie, Douglas R W

    2006-02-28

    The avian nucleus mesencephalicus lateralis, pars dorsalis (MLd) is an auditory midbrain nucleus that plays a significant role in a variety of acoustically mediated behaviours. We tested whether MLd is hypertrophied in species with auditory specializations: owls, the vocal learners and echolocaters. Using both conventional and phylogenetically corrected statistics, we find that the echolocating species have a marginally enlarged MLd, but it does not differ significantly from auditory generalists, such as pigeons, raptors and chickens. Similarly, all of the vocal learners tend to have relatively small MLds. Finally, MLd is significantly larger in owls compared to all other birds regardless of how the size of MLd is scaled. This enlargement is far more marked in asymmetrically eared owls than symmetrically eared owls. Variation in MLd size therefore appears to be correlated with some auditory specializations, but not others. Whether an auditory specialist possesses a hypertrophied MLd appears to be depend upon their hearing range and sensitivity as well as the ability to resolve small azimuthal and elevational angles when determining the location of a sound. As a result, the only group to possess a significantly large MLd consistently across our analyses is the owls. Unlike other birds surveyed, owls have a battery of peripheral and other central auditory system specializations that correlate well with their hearing abilities. The lack of differences among the generalists, vocal learners and echolocaters therefore reflects an overall similarity in hearing abilities, despite the specific life history requirements of each specialization and species. This correlation between the size of a neural structure and the sensitivity of a perceptual domain parallels a similar pattern in mammals.

  14. Domestic Dogs (Canis lupus familiaris are Sensitive to the “Human” Qualities of Vocal Commands

    Directory of Open Access Journals (Sweden)

    Jennifer M. Gibson

    2014-08-01

    Full Text Available In recent years, domestic dogs have been recognized for their ability to utilize human communicative gestures in choice tasks, as well as communicate with humans through visual and auditory means. A few dogs have even demonstrated the capacity to learn hundreds to thousands of human words and object labels with extensive training. However less is known about dogs‟ understanding or perception of human vocalizations in the absence of explicit training. This study was conducted to determine what aspects of human scolding vocalizations dogs would be most responsive to when presented with a choice to consume or avoid available food items. Variables included the gender, authenticity, word clarity and the human quality of the vocal commands. Our results suggest that dogs are generally cautious about novel sounds produced in the proximity of food. However they are most likely to avoid consumption when hearing a vocalization originally produced by a scolding human, suggesting awareness of vocal qualities common to human speech.

  15. Understanding and combating resistance to online learning.

    Science.gov (United States)

    Vivolo, John

    2016-12-01

    Resistance to change is an easy thing for human beings to understand. It is at the heart of our desire to find comfort with the familiar such as family, friends and our homes. We create homes that are designed a certain way and usually are slow to change. We make friends for years and keep those memories etched in stone, even though time and age create a romanticised version of the past. Change scares us so much that we reflect on our past, the old days, with such reverence that we paint over the ugly parts. However, we still talk about how change is good. Consider our institutionalised method of learning that has existed for centuries and involved people sitting learning from another person in a physical space. Then, suddenly in the last 20 years, there is a complete change and almost every major institution in the United States and many around the world decided to offer a new method of learning. Enter online learning. It becomes a sudden disruption to a traditional system. It is not surprising that there has been resistance from faculty, students and administrators. Even in the face of evidence that online learning works as effectively as traditional onsite learning, still people resist. Oddly enough, the resistance can come from those who base their careers on facts and research, but continue to ignore the evidence. Even performance results get ignored. While this article will address the source of resistance to online learning, it will focus primarily on how to combat this resistance within an organisation or institution.

  16. Evidence for vocal learning in juvenile male killer whales, Orcinus orca, from an adventitious cross-socializing experiment.

    Science.gov (United States)

    Crance, Jessica L; Bowles, Ann E; Garver, Alan

    2014-04-15

    Killer whales (Orcinus orca) are thought to learn their vocal dialect. Dispersal in the species is rare, but effects of shifts in social association on the dialect can be studied under controlled conditions. Individual call repertoires and social association were measured in three adult female killer whales and three males (two juveniles and an adult) during two periods, 2001-2003 and 2005-2006. Three distinct dialect repertoires were represented among the subjects. An adventitious experiment in social change resulted from the birth of a calf and the transfer of two non-focal subjects in 2004. Across the two periods, 1691 calls were collected, categorized and attributed to individuals. Repertoire overlap for each subject dyad was compared with an index of association. During 2005-2006, the two juvenile males increased association with the unrelated adult male. By the end of the period, both had begun producing novel calls and call features characteristic of his repertoire. However, there was little or no reciprocal change and the adult females did not acquire his calls. Repertoire overlap and association were significantly correlated in the first period. In the second, median association time and repertoire similarity increased, but the relationship was only marginally significant. The results provided evidence that juvenile male killer whales are capable of learning new call types, possibly stimulated by a change in social association. The pattern of learning was consistent with a selective convergence of male repertoires.

  17. Understanding the Advising Learning Process Using Learning Taxonomies

    Science.gov (United States)

    Muehleck, Jeanette K.; Smith, Cathleen L.; Allen, Janine M.

    2014-01-01

    To better understand the learning that transpires in advising, we used Anderson et al.'s (2001) revision of Bloom's (1956) taxonomy and Krathwohl, Bloom, and Masia's (1964) affective taxonomy to analyze eight student-reported advising outcomes from Smith and Allen (2014). Using the cognitive processes and knowledge domains of Anderson et al.'s…

  18. Common features of neural activity during singing and sleep periods in a basal ganglia nucleus critical for vocal learning in a juvenile songbird.

    Science.gov (United States)

    Yanagihara, Shin; Hessler, Neal A

    2011-01-01

    Reactivations of waking experiences during sleep have been considered fundamental neural processes for memory consolidation. In songbirds, evidence suggests the importance of sleep-related neuronal activity in song system motor pathway nuclei for both juvenile vocal learning and maintenance of adult song. Like those in singing motor nuclei, neurons in the basal ganglia nucleus Area X, part of the basal ganglia-thalamocortical circuit essential for vocal plasticity, exhibit singing-related activity. It is unclear, however, whether Area X neurons show any distinctive spiking activity during sleep similar to that during singing. Here we demonstrate that, during sleep, Area X pallidal neurons exhibit phasic spiking activity, which shares some firing properties with activity during singing. Shorter interspike intervals that almost exclusively occurred during singing in awake periods were also observed during sleep. The level of firing variability was consistently higher during singing and sleep than during awake non-singing states. Moreover, deceleration of firing rate, which is considered to be an important firing property for transmitting signals from Area X to the thalamic nucleus DLM, was observed mainly during sleep as well as during singing. These results suggest that songbird basal ganglia circuitry may be involved in the off-line processing potentially critical for vocal learning during sensorimotor learning phase.

  19. Common features of neural activity during singing and sleep periods in a basal ganglia nucleus critical for vocal learning in a juvenile songbird.

    Directory of Open Access Journals (Sweden)

    Shin Yanagihara

    Full Text Available Reactivations of waking experiences during sleep have been considered fundamental neural processes for memory consolidation. In songbirds, evidence suggests the importance of sleep-related neuronal activity in song system motor pathway nuclei for both juvenile vocal learning and maintenance of adult song. Like those in singing motor nuclei, neurons in the basal ganglia nucleus Area X, part of the basal ganglia-thalamocortical circuit essential for vocal plasticity, exhibit singing-related activity. It is unclear, however, whether Area X neurons show any distinctive spiking activity during sleep similar to that during singing. Here we demonstrate that, during sleep, Area X pallidal neurons exhibit phasic spiking activity, which shares some firing properties with activity during singing. Shorter interspike intervals that almost exclusively occurred during singing in awake periods were also observed during sleep. The level of firing variability was consistently higher during singing and sleep than during awake non-singing states. Moreover, deceleration of firing rate, which is considered to be an important firing property for transmitting signals from Area X to the thalamic nucleus DLM, was observed mainly during sleep as well as during singing. These results suggest that songbird basal ganglia circuitry may be involved in the off-line processing potentially critical for vocal learning during sensorimotor learning phase.

  20. Auditory signal processing in communication: perception and performance of vocal sounds.

    Science.gov (United States)

    Prather, Jonathan F

    2013-11-01

    Learning and maintaining the sounds we use in vocal communication require accurate perception of the sounds we hear performed by others and feedback-dependent imitation of those sounds to produce our own vocalizations. Understanding how the central nervous system integrates auditory and vocal-motor information to enable communication is a fundamental goal of systems neuroscience, and insights into the mechanisms of those processes will profoundly enhance clinical therapies for communication disorders. Gaining the high-resolution insight necessary to define the circuits and cellular mechanisms underlying human vocal communication is presently impractical. Songbirds are the best animal model of human speech, and this review highlights recent insights into the neural basis of auditory perception and feedback-dependent imitation in those animals. Neural correlates of song perception are present in auditory areas, and those correlates are preserved in the auditory responses of downstream neurons that are also active when the bird sings. Initial tests indicate that singing-related activity in those downstream neurons is associated with vocal-motor performance as opposed to the bird simply hearing itself sing. Therefore, action potentials related to auditory perception and action potentials related to vocal performance are co-localized in individual neurons. Conceptual models of song learning involve comparison of vocal commands and the associated auditory feedback to compute an error signal that is used to guide refinement of subsequent song performances, yet the sites of that comparison remain unknown. Convergence of sensory and motor activity onto individual neurons points to a possible mechanism through which auditory and vocal-motor signals may be linked to enable learning and maintenance of the sounds used in vocal communication. This article is part of a Special Issue entitled "Communication Sounds and the Brain: New Directions and Perspectives". Copyright © 2013

  1. Understanding Interorganizational Learning Based on Social Spaces and Learning Episodes

    Directory of Open Access Journals (Sweden)

    Anelise Rebelato Mozzato

    2014-07-01

    Full Text Available Different organizational settings have been gaining ground in the world economy, resulting in a proliferation of different forms of strategic alliances that translate into a growth in the number of organizations that have started to deal with interorganizational relationships with different actors. These circumstances reinforce Crossan, Lane, White and Djurfeldt (1995 and Crossan, Mauer and White (2011 in exploring what authors refer to as the fourth, interorganizational, level of learning. These authors, amongst others, suggest that the process of interorganizational learning (IOL warrants investigation, as its scope of analysis needs widening and deepening. Therefore, this theoretical essay is an attempt to understand IOL as a dynamic process found in interorganizational cooperative relationships that can take place in different structured and unstructured social spaces and that can generate learning episodes. According to this view, IOL is understood as part of an organizational learning continuum and is analyzed within the framework of practical rationality in an approach that is less cognitive and more social-behavioral.

  2. Auditory–vocal mirroring in songbirds

    Science.gov (United States)

    Mooney, Richard

    2014-01-01

    Mirror neurons are theorized to serve as a neural substrate for spoken language in humans, but the existence and functions of auditory–vocal mirror neurons in the human brain remain largely matters of speculation. Songbirds resemble humans in their capacity for vocal learning and depend on their learned songs to facilitate courtship and individual recognition. Recent neurophysiological studies have detected putative auditory–vocal mirror neurons in a sensorimotor region of the songbird's brain that plays an important role in expressive and receptive aspects of vocal communication. This review discusses the auditory and motor-related properties of these cells, considers their potential role on song learning and communication in relation to classical studies of birdsong, and points to the circuit and developmental mechanisms that may give rise to auditory–vocal mirroring in the songbird's brain. PMID:24778375

  3. Mapping IMS Learning Design and Moodle. A first understanding

    NARCIS (Netherlands)

    Burgos, Daniel

    2006-01-01

    Burgos, D. (2006). Mapping IMS Learning Design and Moodle. A first understanding. Presentation at the 8th International Simposio of Educational Computer Science. October, 24-27, 2006, León, Spain: IEEE Technical Committee on Learning Technology.

  4. The double-loop feedback for active learning with understanding

    DEFF Research Database (Denmark)

    Christensen, Hans Peter

    2004-01-01

    Learning is an active process, and in engineering education authentic projects is often used to activate the students and promote learning. However, it is not all activity that leads to deep learning; and in a rapid changing society deep understanding is necessary for life-long learning. Empirical...... findings at DTU question the direct link between high activity and a deep approach to learning. Active learning is important to obtain engineering competencies, but active learning requires more than activity. Feedback and reflection is crucial to the learning process, since new knowledge is built...... on the student’s existing understanding. A model for an active learning process with a double-loop feedback is suggested - the first loop gives the student experience through experimentation, the second conceptual understanding through reflection. Students often miss the second loop, so it is important...

  5. Discrete Circuits Support Generalized versus Context-Specific Vocal Learning in the Songbird.

    Science.gov (United States)

    Tian, Lucas Y; Brainard, Michael S

    2017-12-06

    Motor skills depend on the reuse of individual gestures in multiple sequential contexts (e.g., a single phoneme in different words). Yet optimal performance requires that a given gesture be modified appropriately depending on the sequence in which it occurs. To investigate the neural architecture underlying such context-dependent modifications, we studied Bengalese finch song, which, like speech, consists of variable sequences of "syllables." We found that when birds are instructed to modify a syllable in one sequential context, learning generalizes across contexts; however, if unique instruction is provided in different contexts, learning is specific for each context. Using localized inactivation of a cortical-basal ganglia circuit specialized for song, we show that this balance between generalization and specificity reflects a hierarchical organization of neural substrates. Primary motor circuitry encodes a core syllable representation that contributes to generalization, while top-down input from cortical-basal ganglia circuitry biases this representation to enable context-specific learning. Copyright © 2017 Elsevier Inc. All rights reserved.

  6. READINESS FOR BLENDED LEARNING: UNDERSTANDING ATTITUDE OF UNIVERSITY STUDENTS

    Directory of Open Access Journals (Sweden)

    Chun Meng Tang

    2013-12-01

    Full Text Available Information technology (IT has provided new means for learning delivery outside of conventional classrooms. Leveraging on IT, blended learning is an approach which takes advantage of the best that both the classroom and online learning can provide. To help institutions of higher learning (IHLs improve their understanding of how students view blended learning and formulate a strategy to successfully implement blended learning, the main objective of this paper is to examine how the attitude of students towards different learning aspects could influence their readiness for blended learning. We conceptualized six learning aspects in a research model and then collected responses from 201 full-time undergraduate students to validate the model. Analyses revealed three key findings. First, the use of technology in education was not a hindrance to the students. Second, blended learning adaptability, which was modelled as a second-order formative construct and formed by four first-order reflective constructs—attitude towards online learning, study management, online interaction, and learning flexibility—had a positive relationship with student readiness for blended learning. Third, attitude towards classroom learning had a negative relationship with student readiness for blended learning. An understanding of student attitude towards different learning aspects can be critical in the assessment of student readiness for blended learning, which is a prerequisite for successful implementation of blended learning.

  7. Affiliative processes and vocal development.

    Science.gov (United States)

    Snowdon, C T

    1997-01-15

    Affiliative behavior is often expressed through communication, and the nature of affiliative interactions affects the ontogeny of communication. I presented three phenomena that demonstrate the importance of affiliation in vocal development in marmosets and tamarins, but the results have parallels in many other species including birds, dolphins, and humans. Pygmy marmosets use trill-like vocalizations to maintain contact with other group members. Individuals change subtle aspects of call structure when they encounter new social groups or acquire a new mate. This process of vocal accommodation is common in many other species. Infant pygmy marmosets go through a stage of "babbling." producing long sequences of vocalizations that have several similarities to the babbling of human infants. Babbling infants receive more social attention than nonbabbling infants, and these social interactions may shape vocalizations towards more adult forms. In adult cotton-top tamarins, food-associated vocalizations communicate the presence and quality of food. However, reproductively inhibited juveniles and subadults use many other types of calls in feeding situations and display a high proportion of imperfect forms of adult food-associated calls. When subadult monkeys are paired with new mates and change their reproductive status, they rapidly (within 3-6 weeks) display both adult structure and adult usage of food-associated calls, suggesting that affiliative processes can both facilitate and inhibit vocal ontogeny. Three mechanisms of how social interactions affect communication (multimodal stimulation, attentional focus, and reinforcement) were proposed and illustrated through examples of parrots learning English labels for objects and attributes and infant cotton-top tamarins acquiring food-associated vocalizations.

  8. Understanding the learning styles of undergraduate physiotherapy ...

    African Journals Online (AJOL)

    Background. Undergraduate students at universities have different learning styles. To perform optimally, both they and their educators should be made aware of their preferred learning styles and problem-solving abilities. Students have different backgrounds, strengths, weaknesses, interests, ambitions, levels of motivation ...

  9. Understanding Observational Learning: An Interbehavioral Approach

    Science.gov (United States)

    Fryling, Mitch J.; Johnston, Cristin; Hayes, Linda J.

    2011-01-01

    Observational learning is an important area in the field of psychology and behavior science more generally. Given this, it is essential that behavior analysts articulate a sound theory of how behavior change occurs through observation. This paper begins with an overview of seminal research in the area of observational learning, followed by a…

  10. Aprendizaje vocal y dialectos de canto en las aves

    Directory of Open Access Journals (Sweden)

    Pablo L. Tubaro

    1989-01-01

    Full Text Available Bird song díalects, that Is the existence of particular types of song shared by birds which inhabit a local area, have been functionally explained in terms of a mechanism which reduces gene flow between neighbouring populatíons, manipulation of territorial competítors, or adaptation of a signal to long range communícation in a partieular habitat. However, no one of these hypotheses has successfully accounted for the díalect diversity present in the species studied. In terms proximal causes, dialects are the product of vocal learning that take place during different stages of bird Iífe, in the context of a partieular life history. In this paper. we show the need of acomparative study of vocal learning processes, using species which are phylogeneticaly close but ecologically distinct, and unrelated species which occupy similar ecological niches, to understand the selective condítíons which have shaped the vocal ontogeny and, in turn, make clear the origin of Intraspecific vocal diversity

  11. Understanding Digital Learning and Its Variable Effects

    Science.gov (United States)

    Means, B.

    2016-12-01

    An increasing proportion of undergraduate courses use an online or blended learning format. This trend signals major changes in the kind of instruction students receive in their STEM courses, yet evidence about the effectiveness of these new approaches is sparse. Existing syntheses and meta-analyses summarize outcomes from experimental or quasi-experimental studies of online and blended courses and document how few studies incorporate proper controls for differences in student characteristics, instructor behaviors, and other course conditions. The evidence that is available suggests that on average blended courses are equal to or better than traditional face-to-face courses and that online courses are equivalent in terms of learning outcomes. But these averages conceal a tremendous underlying variability. Results vary markedly from course to course, even when the same technology is used in both. Some research suggests that online instruction puts lower-achieving students at a disadvantage. It is clear that introducing digital learning per se is no guarantee that student engagement and learning will be enhanced. Getting more consistently positive impacts out of learning technologies is going to require systematic characterization of the features of learning technologies and associated instructional practices as well as attention to context and student characteristics. This presentation will present a framework for characterizing essential features of digital learning resources, implementation practices, and conditions. It will also summarize the research evidence with respect to the learning impacts of specific technology features including spaced practice, immediate feedback, mastery learning based pacing, visualizations and simulations, gaming features, prompts for explanations and reflection, and tools for online collaboration.

  12. A Framework for Understanding Learning from Management Simulations.

    Science.gov (United States)

    Tonks, David; Armitage, S.

    1997-01-01

    Proposes a framework for understanding aspects of learning from computer-based management simulations based on research with MBA (Masters of Business Administration) students in three European business schools that identified students' perceptions of learning outcomes from experience using computer-based management simulations. Learning style and…

  13. Statistical Learning as a Basis for Social Understanding in Children

    Science.gov (United States)

    Ruffman, Ted; Taumoepeau, Mele; Perkins, Chris

    2012-01-01

    Many authors have argued that infants understand goals, intentions, and beliefs. We posit that infants' success on such tasks might instead reveal an understanding of behaviour, that infants' proficient statistical learning abilities might enable such insights, and that maternal talk scaffolds children's learning about the social world as well. We…

  14. Understanding of Foreign Language Learning of Generation Y

    Science.gov (United States)

    Bozavli, Ebubekir

    2016-01-01

    Different generations are constituted depending on social changes and they are designed sociologically as traditional, baby boomer, X, Y and Z. Many studies have been reported on understanding of foreign language learning generation Y. This study aims to realise the gap in and contribute to the research on language learning understanding of…

  15. Children's developing understanding of what and how they learn.

    Science.gov (United States)

    Sobel, David M; Letourneau, Susan M

    2015-04-01

    What do children know about learning? Children between 4 and 10 years of age were asked what they thought the word learning meant and then engaged in a structured interview about what kinds of things they learned and how they learned those things. Most of the 4- and 5-year-olds' responses to these questions indicated a lack of awareness about the nature of learning or how learning occurs. In contrast, the 8- to 10-year-olds showed a strong understanding of learning as a process and could often generate explicit metacognitive responses indicating that they understood under what circumstances learning would occur. The 6- and 7-year-olds were in a transitional stage between these two levels of understanding. We discuss the implications of this development with children's theory-of-mind development more generally. Copyright © 2015 Elsevier Inc. All rights reserved.

  16. Adolescent literacy: learning and understanding content.

    Science.gov (United States)

    Goldman, Susan R

    2012-01-01

    Learning to read--amazing as it is to small children and their parents--is one thing. Reading to learn, explains Susan Goldman of the University of Illinois at Chicago, is quite another. Are today's students able to use reading and writing to acquire knowledge, solve problems, and make decisions in academic, personal, and professional arenas? Do they have the literacy skills necessary to meet the demands of the twenty-first century? To answer these questions, Goldman describes the increasingly complex comprehension, reasoning skills, and knowledge that students need as they progress through school and surveys what researchers and educators know about how to teach those skills. Successfully reading to learn requires the ability to analyze, synthesize, and evaluate information from multiple sources, Goldman writes. Effective readers must be able to apply different knowledge, reading, and reasoning processes to different types of content, from fiction to history and science, to news accounts and user manuals. They must assess sources of information for relevance, reliability, impartiality, and completeness. And they must connect information across multiple sources. In short, successful readers must not only use general reading skills but also pay close attention to discipline-specific processes. Goldman reviews the evidence on three different instructional approaches to reading to learn: general comprehension strategies, classroom discussion, and disciplinary content instruction. She argues that building the literacy skills necessary for U.S. students to read comprehensively and critically and to learn content in a variety of disciplines should be a primary responsibility for all of the nation's teachers. But outside of English, few subject-area teachers are aware of the need to teach subject-area reading comprehension skills, nor have they had opportunities to learn them themselves. Building the capacity of all teachers to meet the literacy needs of today's students

  17. ANALYSIS LEARNING MODEL OF DISCOVERY AND UNDERSTANDING THE CONCEPT PRELIMINARY TO PHYSICS LEARNING OUTCOMES SMA

    Directory of Open Access Journals (Sweden)

    Sri Rosepda Sebayang

    2015-12-01

    Full Text Available This study aims: 1 to determine whether the student learning outcomes using discovery learning is better than conventional learning 2 To determine whether the learning outcomes of students who have a high initial concept understanding better then of low initial concept understanding, and 3 to determine the effect of interaction discovery learning and understanding of the initial concept of the learning outcomes of students. The samples in this study was taken by cluster random sampling two classes where class X PIA 3 as a class experiment with applying discovery learning and class X PIA 2 as a control class by applying conventional learning. The instrument used in this study is a test of learning outcomes in the form of multiple-choice comprehension test initial concept description form. The results of research are: 1 learning outcomes of students who were taught with discovery learning is better than the learning outcomes of students who are taught by conventional learning, 2 student learning outcomes with high initial conceptual understanding better than the learning outcomes of students with low initial conceptual understanding, and 3 there was no interaction between discovery learning and understanding of initial concepts for the student learning outcomes.

  18. Understanding Feedback: A Learning Theory Perspective

    Science.gov (United States)

    Thurlings, Marieke; Vermeulen, Marjan; Bastiaens, Theo; Stijnen, Sjef

    2013-01-01

    This article aims to review literature on feedback to teachers. Because research has hardly focused on feedback among teachers, the review's scope also includes feedback in classrooms. The review proposes that the effectiveness of feedback and feedback processes depend on the learning theory adhered to. Findings show that regardless of the…

  19. Unspoken Words: Understanding Nonverbal Learning Disabilities

    Science.gov (United States)

    Darrow, Alice-Ann

    2016-01-01

    Much of what is communicated in the classroom is through nonverbal means. Sending appropriate nonverbal signals, as well as recognizing and interpreting the nonverbal signals of others, are essential features of the learning process. Students' abilities to encode and decode nonverbal communication have the potential to affect all aspects of their…

  20. Understanding feedback: A learning theory perspective

    NARCIS (Netherlands)

    Thurlings, Marieke; Vermeulen, Marjan; Bastiaens, Theo; Stijnen, Sjef

    2018-01-01

    This article aims to review literature on feedback to teachers. Because research has hardly focused on feedback among teachers, the review’s scope also includes feedback in class- rooms. The review proposes that the effectiveness of feedback and feedback processes depend on the learning theory

  1. Role of implicit learning abilities in metaphor understanding.

    Science.gov (United States)

    Drouillet, Luc; Stefaniak, Nicolas; Declercq, Christelle; Obert, Alexandre

    2018-05-01

    Although the use of metaphors is a central component of language, the processes that sustain their comprehension have yet to be specified. Work in the fields of both metaphors and implicit learning suggests that implicit learning abilities facilitate the comprehension of metaphors. However, to date, no study has directly explored the relationships between the understanding of metaphors and so-called implicit learning tasks. We used a meaning decision task comparing literal, metaphorical and meaningless expressions to assess metaphor understanding and a probabilistic serial reaction time task for assessing implicit learning. Our results show that implicit learning positively predicts the time gap between responses to literal and metaphorical expressions and negatively predicts the difference between metaphorical and meaningless expressions. Thus, when confronted with novel metaphors, participants with higher implicit learning abilities are better able to identify that the expressions have some meaning. These results are interpreted in the context of metaphor understanding and psycholinguistic theories. Copyright © 2018 Elsevier Inc. All rights reserved.

  2. Understanding NMR: self-learning manual

    International Nuclear Information System (INIS)

    Kastler, B.

    2000-01-01

    This initiation to the principles of nuclear magnetic resonance (NMR) imaging allows to understand the essential basic physical principles for the realization and the interpretation of an NMR examination. (J.S.)

  3. Towards Concept Understanding relying on Conceptualisation in Constructivist Learning

    DEFF Research Database (Denmark)

    Badie, Farshad

    2017-01-01

    This research works within the framework of constructivist learning (based on constructivist epistemology) and examines learning as an activity of construction, and it posits that knowledge acquisition (and learning) are transformative through self-involvement in some subject matter. Thus it leads...... and understandings over their mental structures in the framework of constructivism, and I will clarify my logical [and semantic] conceptions of humans’ concept understandings. This research focuses on philosophy of education and on logics of human learning. It connects with the topics ‘Cognition in Education...

  4. Siblings' Understanding of Learning Disability: A Longitudinal Study

    Science.gov (United States)

    Hames, Annette

    2008-01-01

    Background: There is very little research on how and when siblings understand that they have a brother or sister with a learning disability. Research regarding young children's understanding of intelligence, suggests that they may not develop a clear understanding of ability until about 7 years of age. Method: Through interviewing parents and then…

  5. Learning Analytics to Understand Cultural Impacts on Technology Enhanced Learning

    Science.gov (United States)

    Mittelmeier, Jenna; Tempelaar, Dirk; Rienties, Bart; Nguyen, Quan

    2016-01-01

    In this empirical study, we investigate the role of national cultural dimensions as distal antecedents of the use intensity of e-tutorials, which constitute the digital component within a blended learning course. Profiting from the context of a dispositional learning analytics application, we investigate cognitive processing strategies and…

  6. Self-organization of early vocal development in infants and machines: the role of intrinsic motivation.

    Science.gov (United States)

    Moulin-Frier, Clément; Nguyen, Sao M; Oudeyer, Pierre-Yves

    2013-01-01

    vocal development and intrinsic motivation. We propose and experimentally test the hypothesis that general mechanisms of intrinsically motivated spontaneous exploration, also called curiosity-driven learning, can self-organize developmental stages during early vocal learning. We introduce a computational model of intrinsically motivated vocal exploration, which allows the learner to autonomously structure its own vocal experiments, and thus its own learning schedule, through a drive to maximize competence progress. This model relies on a physical model of the vocal tract, the auditory system and the agent's motor control as well as vocalizations of social peers. We present computational experiments that show how such a mechanism can explain the adaptive transition from vocal self-exploration with little influence from the speech environment, to a later stage where vocal exploration becomes influenced by vocalizations of peers. Within the initial self-exploration phase, we show that a sequence of vocal production stages self-organizes, and shares properties with data from infant developmental psychology: the vocal learner first discovers how to control phonation, then focuses on vocal variations of unarticulated sounds, and finally automatically discovers and focuses on babbling with articulated proto-syllables. As the vocal learner becomes more proficient at producing complex sounds, imitating vocalizations of peers starts to provide high learning progress explaining an automatic shift from self-exploration to vocal imitation.

  7. Vocal cord dysfunction.

    Science.gov (United States)

    Deckert, James; Deckert, Linda

    2010-01-15

    Vocal cord dysfunction involves inappropriate vocal cord motion that produces partial airway obstruction. Patients may present with respiratory distress that is often mistakenly diagnosed as asthma. Exercise, psychological conditions, airborne irritants, rhinosinusitis, gastroesophageal reflux disease, or use of certain medications may trigger vocal cord dysfunction. The differential diagnosis includes asthma, angioedema, vocal cord tumors, and vocal cord paralysis. Pulmonary function testing with a flow-volume loop and flexible laryngoscopy are valuable diagnostic tests for confirming vocal cord dysfunction. Treatment of acute episodes includes reassurance, breathing instruction, and use of a helium and oxygen mixture (heliox). Long-term management strategies include treatment for symptom triggers and speech therapy.

  8. Vocal Interactivity in-and-between Humans, Animals and Robots

    Directory of Open Access Journals (Sweden)

    Roger K Moore

    2016-10-01

    Full Text Available Almost all animals exploit vocal signals for a range of ecologically-motivated purposes: detecting predators prey and marking territory, expressing emotions, establishing social relations and sharing information. Whether it is a bird raising an alarm, a whale calling to potential partners,a dog responding to human commands, a parent reading a story with a child, or a business-person accessing stock prices using emph{Siri}, vocalisation provides a valuable communication channel through which behaviour may be coordinated and controlled, and information may be distributed and acquired.Indeed, the ubiquity of vocal interaction has led to research across an extremely diverse array of fields, from assessing animal welfare, to understanding the precursors of human language, to developing voice-based human-machine interaction. Opportunities for cross-fertilisation between these fields abound; for example, using artificial cognitive agents to investigate contemporary theories of language grounding, using machine learning to analyse different habitats or adding vocal expressivity to the next generation of language-enabled autonomous social agents. However, much of the research is conducted within well-defined disciplinary boundaries, and many fundamental issues remain. This paper attempts to redress the balance by presenting a comparative review of vocal interaction within-and-between humans, animals and artificial agents (such as robots, and it identifies a rich set of open research questions that may benefit from an inter-disciplinary analysis.

  9. Understanding the Context of Learning in an Online Social Network for Health Professionals' Informal Learning.

    Science.gov (United States)

    Li, Xin; Gray, Kathleen; Verspoor, Karin; Barnett, Stephen

    2017-01-01

    Online social networks (OSN) enable health professionals to learn informally, for example by sharing medical knowledge, or discussing practice management challenges and clinical issues. Understanding the learning context in OSN is necessary to get a complete picture of the learning process, in order to better support this type of learning. This study proposes critical contextual factors for understanding the learning context in OSN for health professionals, and demonstrates how these contextual factors can be used to analyse the learning context in a designated online learning environment for health professionals.

  10. Understanding Game-Based Learning Cultures: Introduction to Special Issue

    Science.gov (United States)

    Engerman, Jason A.; Carr-Chellman, Alison

    2017-01-01

    This special issue expands our understanding of teaching and learning through video game play, with specific attention to culture. The issue gives insight into the ways educators, researchers, and developers should be discussing and designing for impactful learner-centered game-based learning experiences. The issue features forward-thinking…

  11. OCRA, a Mobile Learning Prototype for Understanding Chemistry Concepts

    Science.gov (United States)

    Shariman, Tenku Putri Norishah; Talib, Othman

    2017-01-01

    This research studies the effects of an interactive multimedia mobile learning application on students' understanding of chemistry concepts. The Organic Chemistry Reaction Application (OCRA), a mobile learning prototype with touch screen commands, was applied in this research. Through interactive multimedia techniques, students can create and…

  12. Understanding the Implications of Online Learning for Educational Productivity

    Science.gov (United States)

    Bakia, Marianne; Shear, Linda; Toyama, Yukie; Lasseter, Austin

    2012-01-01

    The purpose of this report is to support educational administrators and policymakers in becoming informed consumers of information about online learning and its potential impact on educational productivity. The report provides foundational knowledge needed to examine and understand the potential contributions of online learning to educational…

  13. E-learning support for student's understanding of electronics

    DEFF Research Database (Denmark)

    May, Michael; Sendrup, Linda; Sparsø, Jens

    2008-01-01

    To enhance active learning and understanding of analogue and digital electronics the use of e-learning techniques will be investigated. In a redesigned course combining introductory analogue and digital electronics, students will be motivated to prepare for lectures and exercises by providing...

  14. Understanding the Quality of Out-of-Class English Learning

    Science.gov (United States)

    Lai, Chun; Zhu, Weimin; Gong, Gang

    2015-01-01

    Out-of-class learning constitutes an important context for human development, and active engagement in out-of-class activities is associated with successful language development. However, not all out-of-class experiences are equally beneficial to learning, and it is of paramount importance to understand what quality out-of-class English language…

  15. Spoken Language Understanding Software for Language Learning

    Directory of Open Access Journals (Sweden)

    Hassan Alam

    2008-04-01

    Full Text Available In this paper we describe a preliminary, work-in-progress Spoken Language Understanding Software (SLUS with tailored feedback options, which uses interactive spoken language interface to teach Iraqi Arabic and culture to second language learners. The SLUS analyzes input speech by the second language learner and grades for correct pronunciation in terms of supra-segmental and rudimentary segmental errors such as missing consonants. We evaluated this software on training data with the help of two native speakers, and found that the software recorded an accuracy of around 70% in law and order domain. For future work, we plan to develop similar systems for multiple languages.

  16. Posing Problems to Understand Children's Learning of Fractions

    Science.gov (United States)

    Cheng, Lu Pien

    2013-01-01

    In this study, ways in which problem posing activities aid our understanding of children's learning of addition of unlike fractions and product of proper fractions was examined. In particular, how a simple problem posing activity helps teachers take a second, deeper look at children's understanding of fraction concepts will be discussed. The…

  17. Understanding Students with Learning Difficulties: How Do They Learn?

    Science.gov (United States)

    Hong, Barbara S. S.; Chick, Kay A.

    2013-01-01

    This article examines: (1) why learning comes so naturally for some students and yet is so onerous for others; (2) why some students need constant reminders while others get on task right away; and (3) why some students "just don't get it" even after countless repetitions and multitudes of practices. This paper describes the…

  18. Developing and Understanding Intelligent Contexts for Playing and Learning

    DEFF Research Database (Denmark)

    Larsen, Lasse Juel; Helms, Niels Henrik

    of tangible learning media and develop didactic approaches for teachers in a primary school and furthermore to use the user experiences in a structured process where children participated in the innovation process. This has raised a fundamental question: How should we understand the relationship between......This paper outlines experiences and reflections on the research and development project “Octopus” in order to describe and illustrate how intelligent context facilitates and embody learning and play. The framework is a research and development project where we have tried to work we new kinds...... structure and process (or flow) or it could be formulated in a more philosophical way: The relationship between epistemology and ontology in a designed set up for learning i.e. a classroom setting with learning mediated through intelligent tangible learning media. The tangible learning media...

  19. DESIGN OF LEARNING MATERIALS ON LIMIT FUNCTION BASED MATHEMATICAL UNDERSTANDING

    Directory of Open Access Journals (Sweden)

    Muchamad Subali Noto

    2018-02-01

    Full Text Available In learning process, students are currently cannot be separated from learning difficulties, including the study material algebra limit function. It because the level of students' mathematical understanding regarding the material is still quite low. This study aimed to analyze the barriers to student learning, designing learning materials based on the material mathematics understanding algebra limit function is valid, determine teacher intervention during the implementation of learning materials and to analyze barriers to student learning after the implementation of learning materials. This research is a qualitative research study design using the form Didactical Design Research. Stages of research conducted: 1 analysis of the situation didactic before learning, 2 analysis of metapedadidatik and 3 the retrospective analysis. Data collection techniques used were tests, interviews, questionnaires, and documentation. The instrument used was a matter TKPM (Comprehension Mathematical Ability Test, interview, validation sheet materials, and documentation guidelines. Research results obtained are students experiencing obstacle to learning the material limit algebra functions. These obstacles are 1 students' difficulties in relating the material prerequisites to limit problems. 2 students can not write properly limit symbol, 3 students can not apply a limit theorem, 4 students are not able to determine the limit value at one point, and 5 students cannot determine the value of the limit at infinity. Learning materials that have been made have validation level of  with very valid criteria. The response was given when the student intervention, generally in accordance with response prediction so that interventions carried out in accordance with the design that has been made. After learning materials student learning obstacles implemented reduced/minimized.

  20. Learning network theory : its contribution to our understanding of work-based learning projects and learning climate

    NARCIS (Netherlands)

    Poell, R.F.; Moorsel, M.A.A.H. van

    1996-01-01

    This paper discusses the relevance of Van der Krogt's learning network theory (1995) for our understanding of the concepts of work-related learning projects and learning climate in organisations. The main assumptions of the learning network theory are presented and transferred to the level of

  1. Using Transactivity to Understand Emergence of Team Learning.

    Science.gov (United States)

    Zoethout, Hildert; Wesselink, Renate; Runhaar, Piety; Mulder, Martin

    2017-04-01

    Team learning is a recurrent topic in research on effective teamwork. However, research about the fact that team learning processes emerge from conversations and the different forms this emergence can take is limited. The aim of this study is to determine whether the extent to which team members act on each other's reasoning (transactivity) can be used to understand how team learning processes emerge. Research on teacher teams was used as the case study: Video recordings of three different teacher teams were used as primary data, and the data were analyzed using qualitative interaction analysis. The analysis shows that the content of team learning processes changes when team members act more closely on each other's reasoning. In particular, team learning processes related to the storage and retrieval of information took place only in sequences in which team members acted closely on each other's reasoning.

  2. Understanding Foreign Language Learning Strategies: A Validation Study

    Science.gov (United States)

    Tragant, Elsa; Thompson, Marilyn S.; Victori, Mia

    2013-01-01

    The present work aims to contribute to our understanding of the underlying dimensions of language learning strategies in foreign language contexts. The study analyzes alternative factor structures underlying a recently developed instrument (Tragant and Victori, 2012) and it includes the age factor in the examination of its construct validity. The…

  3. Learning and Understanding System Stability Using Illustrative Dynamic Texture Examples

    Science.gov (United States)

    Liu, Huaping; Xiao, Wei; Zhao, Hongyan; Sun, Fuchun

    2014-01-01

    System stability is a basic concept in courses on dynamic system analysis and control for undergraduate students with computer science backgrounds. Typically, this was taught using a simple simulation example of an inverted pendulum. Unfortunately, many difficult issues arise in the learning and understanding of the concepts of stability,…

  4. Mapping IMS Learning Design and Moodle. A first understanding

    NARCIS (Netherlands)

    Burgos, Daniel; Tattersall, Colin; Dougiamas, Martin; Vogten, Hubert; Koper, Rob

    2006-01-01

    Please, cite this publication as follows: Burgos, D., Tattersall, C., Dougiamas, M., Vogten, H., & Koper, E. J. R. (2006). Mapping IMS Learning Design and Moodle. A first understanding. Proceedings of Simposo Internacional de Informática Educativa (SIIE06), León, Spain: IEEE Technical Committee on

  5. Enhancing Preservice Teachers' Understanding of Students' Misconceptions in Learning Chemistry

    Science.gov (United States)

    Naah, Basil Mugaga

    2015-01-01

    Preservice teachers enrolled in a modified introductory chemistry course used an instructional rubric to improve and evaluate their understanding of students' misconceptions in learning various chemistry concepts. A sample of 79 preservice teachers first explored the state science standards to identify chemistry misconceptions associated with the…

  6. Understanding Productive Learning Through the Metaphorical Lens of Patchworking

    DEFF Research Database (Denmark)

    Ryberg, Thomas

    2009-01-01

    The metaphor of patchworking is used throughout this case study to highlight how learning processes, and processes of knowledge creation, consist of the stitching and weaving together of various patches into something new. The patches can be old, new, borrowed and of a widely different fabric; yet......, which formed the basis of the author’s PhD thesis (Ryberg, 2007), the concept of understanding learning as a process of patchworking has emerged. The metaphor of patchworking is a perspective that emphasises the constructive, creative and productive aspects of learning. In this chapter the main aspects...... of this metaphorical perspective will be presented and discussed in relation to networked learning, indirect design and the notion of ‘productive learning’....

  7. Digital video, learning styles, and student understanding of kinematics graphs

    Science.gov (United States)

    Hein, Teresa Lee

    1997-12-01

    Student ability to analyze and interpret motion graphs following laboratory instruction that utilized interactive digital video as well as traditional instructional techniques was investigated. Research presented suggested that digital video tools serve to motivate students and may be an effective mechanism to enhance student understanding of motion concepts. Two laboratory exercises involving motion concepts were developed for this study. Students were divided into two instructional groups. The treatment group used digital video techniques and the control group used traditional techniques to perform the laboratory exercises. Student understanding of motion concepts were assessed, in part, using the Test of Understanding Graphs-Kinematics. Other assessment measures included student responses to a set of written graphical analysis questions and two post-lab activities. Possible relationships between individual learning style preferences and student understanding of motion concepts were also addressed. Learning style preferences were assessed using the Productivity Environmental Preference Survey prior to the instructional treatments. Students were asked to comment in writing about their learning styles before and after they were given the learning style assessment. Student comments revealed that the results they received from Productivity Environmental Preference Survey accurately reflected their learning styles. Results presented in this study showed that no significant relationship exists between students' learning style preferences and their ability to interpret motion graphs as measured by scores on the Test of Understanding Graphs-Kinematics. In addition, the results showed no significant difference between instructional treatment and mean scores on the Test of Understanding Graphs-Kinematics. Analysis of writing activities revealed that students in the treatment group responded more effectively than students in the control group to graphical interpretation

  8. Understanding teacher responses to constructivist learning environments: Challenges and resolutions

    Science.gov (United States)

    Rosenfeld, Melodie; Rosenfeld, Sherman

    2006-05-01

    The research literature is just beginning to uncover factors involved in sustaining constructivist learning environments, such as Project-Based Learning (PBL). Our case study investigates teacher responses to the challenges of constructivist environments, since teachers can play strong roles in supporting or undermining even the best constructivist environments or materials. We were invited to work as mediators with a middle-school science staff that was experiencing conflicts regarding two learning environments, PBL (which was the school's politically correc learning environment) and traditional. With mediated group workshops, teachers were sensitized to their own and colleagues' individual learning differences (ILDs), as measured by two styles inventories (the LSI - Kolb, 1976; and the LCI - Johnston & Dainton, 1997). Using these inventories, a learning-environment questionnaire, field notes, and delayed interviews a year later, we found that there was a relationship between teachers' preferred styles, epistemological beliefs, and their preferred teaching environment. Moreover, when the participating teachers, including early-adopters and nonvolunteers to PBL, became more sensitive to their colleagues' preferences, many staff conflicts were resolved and some mismatched teachers expressed more openness to PBL. We argue that having teachers understand their own ILDs and related responses to constructivist learning environments can contribute to resolving staff conflicts and sustaining such environments. We present a cognitive model and a strategy which illustrate this argument.

  9. Behavioral Correlates of 50-kHz Ultrasonic Vocalizations in Rats: Progressive Operant Discrimination Learning Reduces Frequency Modulation and Increases Overall Amplitude

    Directory of Open Access Journals (Sweden)

    Shoko Yuki

    2014-11-01

    Full Text Available Ultrasonic vocalizations (USVs in rats are thought to contain ecological signals reflecting emotional states. These USVs are centered on 50-kHz, and frequency modulation (FM is hypothesized to indicate positive emotion; however, results from recent studies are inconsistent with this hypothesis. We suspected that such inconsistencies might result from ambiguity in defining frequency modulation, and problems with acoustic analyses and behavioral protocols. We addressed these problems by applying quantitative methods for USV analyses and using a food reward operant paradigm. Our results revealed that frequency modulation varied according to the degree of positive outcomes, but the direction of change was opposite to what had been observed in previous studies. The FM in 50-kHz USVs decreased as animals learned the task and obtained more reinforcement, while USV amplitude increased as learning progressed. To reconcile these results with those from prior studies, we suggest that FM in 50-kHz USVs should be taken as an index of reward prediction errors, and USV amplitude should be considered as an index of positive emotion.

  10. Creating meaningful learning experiences: Understanding students' perspectives of engineering design

    Science.gov (United States)

    Aleong, Richard James Chung Mun

    There is a societal need for design education to prepare holistic engineers with the knowledge, skills, and attitudes to innovate and compete globally. Design skills are paramount to the espoused values of higher education, as institutions of higher learning strive to develop in students the cognitive abilities of critical thinking, problem solving, and creativity. To meet these interests from industry and academia, it is important to advance the teaching and learning of engineering design. This research aims to understand how engineering students learn and think about design, as a way for engineering educators to optimize instructional practice and curriculum development. Qualitative research methodology was used to investigate the meaning that engineering students' ascribe to engineering design. The recruitment of participants and corresponding collection of data occurred in two phases using two different data collection techniques. The first phase involved the distribution of a one-time online questionnaire to all first year, third year, and fourth year undergraduate engineering students at three Canadian Universities. After the questionnaire, students were asked if they would be willing to participate in the second phase of data collection consisting of a personal interview. A total of ten students participated in interviews. Qualitative data analysis procedures were conducted on students' responses from the questionnaire and interviews. The data analysis process consisted of two phases: a descriptive phase to code and categorize the data, followed by an interpretative phase to generate further meaning and relationships. The research findings present a conceptual understanding of students' descriptions about engineering design, structured within two educational orientations: a learning studies orientation and a curriculum studies orientation. The learning studies orientation captured three themes of students' understanding of engineering design: awareness

  11. Coping strategies in teachers with vocal complaint.

    Science.gov (United States)

    Zambon, Fabiana; Moreti, Felipe; Behlau, Mara

    2014-05-01

    To understand the coping strategies used by teachers with vocal complaints, compare the differences between those who seek and those who do not seek voice therapy, and investigate the relationships among coping and voice perceptual analysis, coping and signs and symptoms of voice, and coping and participation restrictions and limitations in vocal activities. Cross-sectional nonrandomized prospective study with control group. Ninety female teachers participated in the study, of similar ages, divided into three groups: group 1 (G1) comprised 30 teachers with vocal complaints who sought voice therapy, group 2 (G2) comprised 30 teachers with vocal complaints who never sought voice therapy, and group 3 (G3) comprised 30 teachers without vocal complaints. The following analysis were conducted: identification and characterization questionnaire, addressing personal and occupational description, recording speech material for voice perceptual analysis, Voice Signs and Symptoms Questionnaire, Voice Activity and Participation Profile (VAPP), and Voice Disability Coping Questionnaire (VDCQ)-Brazilian Version. In relation to the voice perceptual analysis, there was statistically significant difference between the groups with vocal complaint (G1+G2), which had showed voices with mild-to-moderate deviation, and the group without vocal complaint (G1), which showed voices within the normal variability of voice quality (mean for G1 = 49.9, G2 = 43.7, and G3 = 32.3, P Teachers with vocal complaints who looked for voice therapy use more coping strategies. Moreover, they present a tendency to use more problem-focused coping strategies. Voice symptoms prompt the teachers into seeking treatment; however, they are not correlated with the coping itself. In general, the higher the perception of limitation and restriction of participating in vocal activities, the greater the use of coping strategies. Copyright © 2014 The Voice Foundation. Published by Mosby, Inc. All rights reserved.

  12. Grounded understanding of abstract concepts: The case of STEM learning.

    Science.gov (United States)

    Hayes, Justin C; Kraemer, David J M

    2017-01-01

    Characterizing the neural implementation of abstract conceptual representations has long been a contentious topic in cognitive science. At the heart of the debate is whether the "sensorimotor" machinery of the brain plays a central role in representing concepts, or whether the involvement of these perceptual and motor regions is merely peripheral or epiphenomenal. The domain of science, technology, engineering, and mathematics (STEM) learning provides an important proving ground for sensorimotor (or grounded) theories of cognition, as concepts in science and engineering courses are often taught through laboratory-based and other hands-on methodologies. In this review of the literature, we examine evidence suggesting that sensorimotor processes strengthen learning associated with the abstract concepts central to STEM pedagogy. After considering how contemporary theories have defined abstraction in the context of semantic knowledge, we propose our own explanation for how body-centered information, as computed in sensorimotor brain regions and visuomotor association cortex, can form a useful foundation upon which to build an understanding of abstract scientific concepts, such as mechanical force. Drawing from theories in cognitive neuroscience, we then explore models elucidating the neural mechanisms involved in grounding intangible concepts, including Hebbian learning, predictive coding, and neuronal recycling. Empirical data on STEM learning through hands-on instruction are considered in light of these neural models. We conclude the review by proposing three distinct ways in which the field of cognitive neuroscience can contribute to STEM learning by bolstering our understanding of how the brain instantiates abstract concepts in an embodied fashion.

  13. The songbird as a percussionist: syntactic rules for non-vocal sound and song production in Java sparrows.

    Directory of Open Access Journals (Sweden)

    Masayo Soma

    Full Text Available Music and dance are two remarkable human characteristics that are closely related. Communication through integrated vocal and motional signals is also common in the courtship displays of birds. The contribution of songbird studies to our understanding of vocal learning has already shed some light on the cognitive underpinnings of musical ability. Moreover, recent pioneering research has begun to show how animals can synchronize their behaviors with external stimuli, like metronome beats. However, few studies have applied such perspectives to unraveling how animals can integrate multimodal communicative signals that have natural functions. Additionally, studies have rarely asked how well these behaviors are learned. With this in mind, here we cast a spotlight on an unusual animal behavior: non-vocal sound production associated with singing in the Java sparrow (Lonchura oryzivora, a songbird. We show that male Java sparrows coordinate their bill-click sounds with the syntax of their song-note sequences, similar to percussionists. Analysis showed that they produced clicks frequently toward the beginning of songs and before/after specific song notes. We also show that bill-clicking patterns are similar between social fathers and their sons, suggesting that these behaviors might be learned from models or linked to learning-based vocalizations. Individuals untutored by conspecifics also exhibited stereotypical bill-clicking patterns in relation to song-note sequence, indicating that while the production of bill clicking itself is intrinsic, its syncopation appears to develop with songs. This paints an intriguing picture in which non-vocal sounds are integrated with vocal courtship signals in a songbird, a model that we expect will contribute to the further understanding of multimodal communication.

  14. The songbird as a percussionist: syntactic rules for non-vocal sound and song production in Java sparrows.

    Science.gov (United States)

    Soma, Masayo; Mori, Chihiro

    2015-01-01

    Music and dance are two remarkable human characteristics that are closely related. Communication through integrated vocal and motional signals is also common in the courtship displays of birds. The contribution of songbird studies to our understanding of vocal learning has already shed some light on the cognitive underpinnings of musical ability. Moreover, recent pioneering research has begun to show how animals can synchronize their behaviors with external stimuli, like metronome beats. However, few studies have applied such perspectives to unraveling how animals can integrate multimodal communicative signals that have natural functions. Additionally, studies have rarely asked how well these behaviors are learned. With this in mind, here we cast a spotlight on an unusual animal behavior: non-vocal sound production associated with singing in the Java sparrow (Lonchura oryzivora), a songbird. We show that male Java sparrows coordinate their bill-click sounds with the syntax of their song-note sequences, similar to percussionists. Analysis showed that they produced clicks frequently toward the beginning of songs and before/after specific song notes. We also show that bill-clicking patterns are similar between social fathers and their sons, suggesting that these behaviors might be learned from models or linked to learning-based vocalizations. Individuals untutored by conspecifics also exhibited stereotypical bill-clicking patterns in relation to song-note sequence, indicating that while the production of bill clicking itself is intrinsic, its syncopation appears to develop with songs. This paints an intriguing picture in which non-vocal sounds are integrated with vocal courtship signals in a songbird, a model that we expect will contribute to the further understanding of multimodal communication.

  15. Environmental sustainability: Understanding young adults' learning, thinking, and actions

    Science.gov (United States)

    Kola-Olusanya, Anthony O.

    This thesis explores the ways in which young-adults' environmental learning and experiences influence their decision to live sustainably. In particular, this thesis focuses on young adults' environmental and sustainability learning. It elaborates on young peoples' views about environmental and sustainability issues, such as climate change, the sources for their learning about these issues, and how young adults' learning encounters, in turn, affect their actions toward environmental protection and decision-making. Through a series of in-depth individual interviews with 18 young adults from three universities in southeastern Ontario, this qualitative study provides in-depth insight into young adults' understanding, learning experiences, and actions in relation to environmental and sustainability issues. Employing a Contextual Model of Learning framework the narratives of the young adults in this study are analyzed and discussed within three overlapping environmental learning contexts: personal, sociocultural, and physical settings. This framework allows for an examination of the complex interactions and relationships that shape how and where environmental learning occurs. The findings in this study suggest that the three overlapping learning contexts, that is the personal, sociocultural, and physical play an important role in shaping young adults' learning about environmental and sustainability issues. The data reveal that despite the unavailability or near-absence of environmental studies and education within the formal school curriculum (particularly at the elementary and high school levels), the young adults rely on other locations for learning, such as the internet, environmental non-governmental organisations (ENGOs), television, and family. In light of this, the research participants suggest the re-introduction of environmental programs and content in the school curriculum. Finally, the results of this study demonstrate the centrality of knowledge and

  16. Peripheral Mechanisms for Vocal Production in Birds--Differences and Similarities to Human Speech and Singing

    Science.gov (United States)

    Riede, Tobias; Goller, Franz

    2010-01-01

    Song production in songbirds is a model system for studying learned vocal behavior. As in humans, bird phonation involves three main motor systems (respiration, vocal organ and vocal tract). The avian respiratory mechanism uses pressure regulation in air sacs to ventilate a rigid lung. In songbirds sound is generated with two independently…

  17. A Learning-Style Theory for Understanding Autistic Behaviors

    Science.gov (United States)

    Qian, Ning; Lipkin, Richard M.

    2011-01-01

    Understanding autism's ever-expanding array of behaviors, from sensation to cognition, is a major challenge. We posit that autistic and typically developing brains implement different algorithms that are better suited to learn, represent, and process different tasks; consequently, they develop different interests and behaviors. Computationally, a continuum of algorithms exists, from lookup table (LUT) learning, which aims to store experiences precisely, to interpolation (INT) learning, which focuses on extracting underlying statistical structure (regularities) from experiences. We hypothesize that autistic and typical brains, respectively, are biased toward LUT and INT learning, in low- and high-dimensional feature spaces, possibly because of their narrow and broad tuning functions. The LUT style is good at learning relationships that are local, precise, rigid, and contain little regularity for generalization (e.g., the name–number association in a phonebook). However, it is poor at learning relationships that are context dependent, noisy, flexible, and do contain regularities for generalization (e.g., associations between gaze direction and intention, language and meaning, sensory input and interpretation, motor-control signal and movement, and social situation and proper response). The LUT style poorly compresses information, resulting in inefficiency, sensory overload (overwhelm), restricted interests, and resistance to change. It also leads to poor prediction and anticipation, frequent surprises and over-reaction (hyper-sensitivity), impaired attentional selection and switching, concreteness, strong local focus, weak adaptation, and superior and inferior performances on simple and complex tasks. The spectrum nature of autism can be explained by different degrees of LUT learning among different individuals, and in different systems of the same individual. Our theory suggests that therapy should focus on training autistic LUT algorithm to learn regularities

  18. A learning-style theory for understanding autistic behaviors

    Directory of Open Access Journals (Sweden)

    Ning eQian

    2011-08-01

    Full Text Available Understanding autism’s ever-expanding array of behaviors, from sensation to cognition, is a major challenge. We posit that autistic and typically-developing brains implement different algorithms that are better suited to learn, represent, and process different tasks; consequently, they develop different interests and behaviors. Computationally, a continuum of algorithms exists, from lookup-table (LUT learning, which aims to store experiences precisely, to interpolation (INT learning, which focuses on extracting underlying statistical structure (regularities from experiences. We hypothesize that autistic and typical brains, respectively, are biased toward LUT and INT learning, in low and high dimensional feature spaces, possibly because of their narrow and broad tuning functions. The LUT style is good at learning relationships that are local, precise, rigid, and contain little regularity for generalization (e.g., the name-number association in a phonebook. However, it is poor at learning relationships that are context dependent, noisy, flexible, and do contain regularities for generalization (e.g., associations between gaze direction and intention, language and meaning, sensory input and interpretation, motor-control signal and movement, and social situation and proper response. The LUT style poorly compresses information, resulting in inefficiency, sensory overload (overwhelm, restricted interests, and resistance to change. It also leads to poor prediction and anticipation, frequent surprises and over-reaction (hyper-sensitivity, impaired attentional selection and switching, concreteness, strong local focus, weak adaptation, and superior and inferior performances on simple and complex tasks. The spectrum nature of autism can be explained by different degrees of LUT learning among different individuals, and in different systems of the same individual. Our theory suggests that therapy should focus on training autistic LUT algorithm to learn

  19. Developing and Understanding Intelligent Contexts for Playing and Learning

    DEFF Research Database (Denmark)

    Larsen, Lasse Juel; Helms, Niels Henrik

    2009-01-01

    of tangible learning media and develop didactic approaches for teachers in primary school and furthermore to use the user experiences in a structured process where children participated in the innovation process. This has raised a fundamental question: How should we understand the relationship between......This short paper outlines experiences and reflections on the research and development project “Octopus” in order to describe and illustrate how intelligent context facilitates and embody learning. The framework is a research and development project where we have tried to work with new kinds...... structure and process or in a more philosophical way: The relationship between epistemology and ontology in a designed set up for learning. This paper therefore aims at illustrating how and why the “Octopus” works and functions in the school setting and discussing the relations between distinctions...

  20. Understanding the Learning Style of Pre-School Children Learning the Violin

    Science.gov (United States)

    Calissendorff, Maria

    2006-01-01

    The aim of the study was to acquire a deeper understanding of how small children learn an instrument in the presence of their parents. It is qualitative in nature and concerned six pre-school children (five years old) who were learning the violin together and where their parents were present at the lessons. All the children's homes were visited…

  1. Toward understanding writing to learn in physics: Investigating student writing

    Science.gov (United States)

    Demaree, Dedra

    It is received wisdom that writing in a discipline helps students learn the discipline, and millions of dollars have been committed at many universities to supporting such writing. We show that evidence for effectiveness is anecdotal, and that little data-based material informs these prejudices. This thesis begins the process of scientific study of writing in the discipline, in specific, in physics, and creates means to judge whether such writing is effective. The studies culminating in this thesis are an aggressive start to addressing these complex questions. Writing is often promoted as an activity that, when put into classrooms in specific disciplines, not only helps students learn to write in the methods of that discipline but also helps students learn content knowledge. Students at the Ohio State University are being asked to write more in introductory courses, and the Engineering schools want their students to have more writing skills for the job market. Combined with the desire of many educators to have students be able to explain the course content knowledge clearly, it would seem that writing activities would be important and useful in physics courses. However, the question of whether writing helps learning or whether students learn writing within a non-English classroom helps learning in the discipline are open to debate, and data are needed before such claims can be made. This thesis presents several studies aimed at understanding the correlation of writing and content, and tracking and characterizing student writing behaviors to see how they are impacted by writing in physics courses. It consists of four parts: summer and autumn 2005 focus on writing in introductory physics labs with and without explicit instruction, while winter and spring 2006 focus on tracking and analyzing student writing and revising behavior in Physics by Inquiry (PbI). With these related projects, we establish three main results. First, there is a need for quantitative studies of

  2. Vocal health fitness to different music styles

    Directory of Open Access Journals (Sweden)

    Maria Cláudia Mendes Caminha Muniz

    2010-09-01

    Full Text Available Objective: To present genres and styles currently running on western music scene, focusing on the practice of singing voice. Methods: An observational and documental study for which were selected sound sources presenting musical genres and styles that are part of the experience of the researchers, which were analyzed considering origins, formative elements and vocal features. Alongside we carried out a review of literature grounded in databases research and free review of websites and classical books of the area. Results: The selected styles (Rock and Roll, Heavy Metal, Trash Metal, Grunge, Gothic Metal, Rap, Funk, Blues, R&B – Rhythm and Blues, Soul, Gospel, MPB, Samba, Forro, Sertanejo, Bossa Nova, Opera and Chamber Music were described, pointing the reasons for the speech therapist to be informed about them and about singing voice aspects. His guidance may minimize possible vocal damage caused by each style, since each of them carries its own patterns to which the interpreter must submit. Conclusions: We conclude that the singer will use a specific vocal pattern that resembles the musical style he intends to sing, regardless of any harm it may or may not cause to vocal health. When choosing a musical style, it is important that the singer has the knowledge and understanding of how the use of his vocal apparatus will cause or not cause injury to his voice. Also be aware that the technique in singing is necessary for vocal longevity.

  3. Shape Understanding System – Knowledge Implementation and Learning

    CERN Document Server

    Les, Zbigniew

    2013-01-01

    This book presents the selected results of research on the further development of the shape understanding system (SUS) described in our previous book titled “Shape Understanding System: the First Steps Toward the Visual Thinking Machines”. This is the second book that presents the results of research in the area of thinking and understanding carried out by authors in the newly founded the Queen Jadwiga Research Institute of Understanding. In this book, the new term knowledge implementation is introduced to denote the new method of the meaningful learning in the context of machine understanding. SUS ability to understand is related to the different categories of objects such as the category of visual objects, the category of sensory objects and the category of text objects. In this book, new terms and concepts are introduced in order to describe and explain some issues connected with SUS development. These terms are explained by referring to the content of our books and other our works rather than to exist...

  4. Production, Usage, and Comprehension in Animal Vocalizations

    Science.gov (United States)

    Seyfarth, Robert M.; Cheney, Dorothy L.

    2010-01-01

    In this review, we place equal emphasis on production, usage, and comprehension because these components of communication may exhibit different developmental trajectories and be affected by different neural mechanisms. In the animal kingdom generally, learned, flexible vocal production is rare, appearing in only a few orders of birds and few…

  5. Developing Engineering Students’ Understanding of Sustainability Using Project Based Learning

    Directory of Open Access Journals (Sweden)

    Margaret Jollands

    2013-11-01

    Full Text Available Project based learning (PjBL can be an effective approach to developing graduate attributes, but it depends on how it is implemented. Chemical Engineering of RMIT University has a stream of PjBL subjects from first to final year. The projects are incrementally more complex but have the same goal: to choose a best process design, using management decision making tools to justify their choices. The tools include GEMI Metrics NavigatorTM. This paper reports an evaluation of whether students’ understanding of sustainability is enhanced by undertaking multiple projects, as well as use of sophisticated analysis tools. Student learning outcomes from intermediate and final subjects were compared using ConceptMaps and a focus group. The students’ understanding of sustainability increased substantially from 2nd to final year, similar to results reported in European studies. The spread of results was broad, attributed to range of student ability and differences between student cohorts. Development of understanding of sustainability was attributed to undertaking multiple projects and use of spread-sheeting tools. Use of the GEMI tool was identified as facilitating application of sustainability principles to process design decisions. Concept maps are a useful way to evaluate innovations in teaching sustainable engineering.

  6. Independent learning modules enhance student performance and understanding of anatomy.

    Science.gov (United States)

    Serrat, Maria A; Dom, Aaron M; Buchanan, James T; Williams, Alison R; Efaw, Morgan L; Richardson, Laura L

    2014-01-01

    Didactic lessons are only one part of the multimodal teaching strategies used in gross anatomy courses today. Increased emphasis is placed on providing more opportunities for students to develop lifelong learning and critical thinking skills during medical training. In a pilot program designed to promote more engaged and independent learning in anatomy, self-study modules were introduced to supplement human gross anatomy instruction at Joan C. Edwards School of Medicine at Marshall University. Modules use three-dimensional constructs to help students understand complex anatomical regions. Resources are self-contained in portable bins and are accessible at any time. Students use modules individually or in groups in a structured self-study format that augments material presented in lecture and laboratory. Pilot outcome data, measured by feedback surveys and examination performance statistics, suggest that the activity may be improving learning in gross anatomy. Positive feedback on both pre- and post-examination surveys showed that students felt the activity helped to increase their understanding of the topic. In concordance with student perception, average examination scores on module-related laboratory and lecture questions were higher in the two years of the pilot program compared with the year before its initiation. Modules can be fabricated on a modest budget using minimal resources, making implementation practical for smaller institutions. Upper level medical students assist in module design and upkeep, enabling continuous opportunities for vertical integration across the curriculum. This resource offers a feasible mechanism for enhancing independent and lifelong learning competencies, which could be a valuable complement to any gross anatomy curriculum. © 2014 American Association of Anatomists.

  7. [Biofeedback in young singer vocal training].

    Science.gov (United States)

    Ciochină, Paula; Ciochină, Al D; Burlui, Ada; Zaharia, D

    2007-01-01

    Biofeedback therapy is a learning process that is based on "operant conditioning" techniques. To estimate the significance of biofeedback to an accurate and faster control of singing voice emission. Significantly, it was discovered that professional singers active in performing of both classical and music theatre repertoire with regard to the visual-kinesthetic effect of melodic contour in musical notation as it affect vocal timbre. The results of the study also indicate that the development of new technology for youth singer vocal training, may be useful to these singers.

  8. Understanding neurophobia: Reasons behind impaired understanding and learning of neuroanatomy in cross-disciplinary healthcare students.

    Science.gov (United States)

    Javaid, Muhammad Asim; Chakraborty, Shelly; Cryan, John F; Schellekens, Harriët; Toulouse, André

    2018-01-01

    Recent studies have highlighted a fear or difficulty with the study and understanding of neuroanatomy among medical and healthcare students. This has been linked with a diminished confidence of clinical practitioners and students to manage patients with neurological conditions. The underlying reasons for this difficulty have been queried among a broad cohort of medical, dental, occupational therapy, and speech and language sciences students. Direct evidence of the students' perception regarding specific difficulties associated with learning neuroanatomy has been provided and some of the measures required to address these issues have been identified. Neuroanatomy is perceived as a more difficult subject compared to other anatomy topics (e.g., reproductive/pelvic anatomy) and not all components of the neuroanatomy curriculum are viewed as equally challenging. The difficulty in understanding neuroanatomical concepts is linked to intrinsic factors such as the inherent complex nature of the topic rather than outside influences (e.g., lecture duration). Participants reporting high levels of interest in the subject reported higher levels of knowledge, suggesting that teaching tools aimed at increasing interest, such as case-based scenarios, could facilitate acquisition of knowledge. Newer pedagogies, including web-resources and computer assisted learning (CAL) are considered important tools to improve neuroanatomy learning, whereas traditional tools such as lecture slides and notes were considered less important. In conclusion, it is suggested that understanding of neuroanatomy could be enhanced and neurophobia be decreased by purposefully designed CAL resources. This data could help curricular designers to refocus attention and guide educators to develop improved neuroanatomy web-resources in future. Anat Sci Educ 11: 81-93. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

  9. Vocal Fold Paralysis

    Science.gov (United States)

    ... decades-long project to develop an electrical stimulation technology to help people avoid having a tracheotomy when both vocal folds are paralyzed. The device, which currently is being tested in animals and people, uses an implanted pacemaker to stimulate ...

  10. Impacto vocal de professores Teachers' vocal impact

    Directory of Open Access Journals (Sweden)

    Adriana Ricarte

    2011-08-01

    Full Text Available OBJETIVO: analisar o impacto vocal nas atividades diárias em professores do ensino médio. Correlacionar os achado da auto-percepção do problema vocal com os aspectos: efeitos no trabalho, na comunicação diária, na comunicação social e na sua emoção. MÉTODOS: a amostra foi constituída por 107 professores, sendo 86 com queixa e 21 sem queixa, selecionados em escolas da rede particular de ensino de Maceió-AL. Cada professor respondeu individualmente o protocolo Perfil Participação em Atividades Vocais na presença da pesquisadora, assinalando suas respostas em uma escala visual que varia de 0 a 10. O protocolo é composto por 28 questões com a presença integrada em cinco aspectos englobados para avaliar a qualidade de vida e o resultado de tratamentos vocais. O protocolo oferece, ainda, dois escores adicionais: pontuação de limitação nas atividades (PLA e de restrição de participação (PRP. RESULTADOS: na comparação dos grupos com e sem queixa vocal foram verificados que todos os resultados foram estatisticamente significantes (pPURPOSE: to analyze the vocal impact in the daily activities on high-school teachers. Correlate the finding of the auto-perception on the vocal problem with the following aspects: effects in the work, daily communication, social communication and, its emotion METHODS: the sample consisted of 107 teachers, 86 with and 21 with no complaint, selected from private teaching schools in Maceió-AL. Each teacher answered individually the Protocol for Voice Activity Participation Profile in the presence of the researcher, noting their responses on a visual scale ranging from 0 to 10. The protocol is composed of 28 questions with the presence integrated in five aspects to evaluate the quality of life and the result of vocal treatments. The protocol offers, still, two additional scores: punctuation of limitation in the activities (PLA and restriction of participation (PRP. RESULTS: comparing the groups with

  11. Science Learning Cycle Method to Enhance the Conceptual Understanding and the Learning Independence on Physics Learning

    Science.gov (United States)

    Sulisworo, Dwi; Sutadi, Novitasari

    2017-01-01

    There have been many studies related to the implementation of cooperative learning. However, there are still many problems in school related to the learning outcomes on science lesson, especially in physics. The aim of this study is to observe the application of science learning cycle (SLC) model on improving scientific literacy for secondary…

  12. Population structure of humpback whales in the western and central South Pacific Ocean as determined by vocal exchange among populations.

    Science.gov (United States)

    Garland, Ellen C; Goldizen, Anne W; Lilley, Matthew S; Rekdahl, Melinda L; Garrigue, Claire; Constantine, Rochelle; Hauser, Nan Daeschler; Poole, M Michael; Robbins, Jooke; Noad, Michael J

    2015-08-01

    For cetaceans, population structure is traditionally determined by molecular genetics or photographically identified individuals. Acoustic data, however, has provided information on movement and population structure with less effort and cost than traditional methods in an array of taxa. Male humpback whales (Megaptera novaeangliae) produce a continually evolving vocal sexual display, or song, that is similar among all males in a population. The rapid cultural transmission (the transfer of information or behavior between conspecifics through social learning) of different versions of this display between distinct but interconnected populations in the western and central South Pacific region presents a unique way to investigate population structure based on the movement dynamics of a song (acoustic) display. Using 11 years of data, we investigated an acoustically based population structure for the region by comparing stereotyped song sequences among populations and years. We used the Levenshtein distance technique to group previously defined populations into (vocally based) clusters based on the overall similarity of their song display in space and time. We identified the following distinct vocal clusters: western cluster, 1 population off eastern Australia; central cluster, populations around New Caledonia, Tonga, and American Samoa; and eastern region, either a single cluster or 2 clusters, one around the Cook Islands and the other off French Polynesia. These results are consistent with the hypothesis that each breeding aggregation represents a distinct population (each occupied a single, terminal node) in a metapopulation, similar to the current understanding of population structure based on genetic and photo-identification studies. However, the central vocal cluster had higher levels of song-sharing among populations than the other clusters, indicating that levels of vocal connectivity varied within the region. Our results demonstrate the utility and value of

  13. Using Learning Analytics to Understand Scientific Modeling in the Classroom

    Directory of Open Access Journals (Sweden)

    David Quigley

    2017-11-01

    Full Text Available Scientific models represent ideas, processes, and phenomena by describing important components, characteristics, and interactions. Models are constructed across various scientific disciplines, such as the food web in biology, the water cycle in Earth science, or the structure of the solar system in astronomy. Models are central for scientists to understand phenomena, construct explanations, and communicate theories. Constructing and using models to explain scientific phenomena is also an essential practice in contemporary science classrooms. Our research explores new techniques for understanding scientific modeling and engagement with modeling practices. We work with students in secondary biology classrooms as they use a web-based software tool—EcoSurvey—to characterize organisms and their interrelationships found in their local ecosystem. We use learning analytics and machine learning techniques to answer the following questions: (1 How can we automatically measure the extent to which students’ scientific models support complete explanations of phenomena? (2 How does the design of student modeling tools influence the complexity and completeness of students’ models? (3 How do clickstreams reflect and differentiate student engagement with modeling practices? We analyzed EcoSurvey usage data collected from two different deployments with over 1,000 secondary students across a large urban school district. We observe large variations in the completeness and complexity of student models, and large variations in their iterative refinement processes. These differences reveal that certain key model features are highly predictive of other aspects of the model. We also observe large differences in student modeling practices across different classrooms and teachers. We can predict a student’s teacher based on the observed modeling practices with a high degree of accuracy without significant tuning of the predictive model. These results highlight

  14. Learning for Understanding: A Faculty-Driven Paradigm Shift in Learning, Imaginative Teaching, and Creative Assessment

    Science.gov (United States)

    Diaz-Lefebvre, Rene

    2006-01-01

    This article describes an experimental pilot study begun in 1994 in the Glendale Community College (Glendale, Arizona) psychology department. The faculty-driven idea incorporated Howard Gardner's multiple intelligences theory (MI) into a new paradigm--one where creative forms of learning resulted in real understanding. The pilot study, Multiple…

  15. Avian vocal mimicry: a unified conceptual framework.

    Science.gov (United States)

    Dalziell, Anastasia H; Welbergen, Justin A; Igic, Branislav; Magrath, Robert D

    2015-05-01

    been made in explaining why many birds incorporate heterospecific sounds into their sexual displays, and in determining whether these vocalisations are functionally mimetic or by-products of sexual selection for other traits such as repertoire size. Overall, this discussion reveals a more central role for vocal mimicry in the behavioural ecology of birds than has previously been appreciated. The final part of this review identifies important areas for future research. Detailed empirical data are needed on individual species, including on the structure of mimetic signals, the contexts in which mimicry is produced, how mimicry is acquired, and the ecological relationships between mimic, model and receiver. At present, there is little information and no consensus about the various costs of vocal mimicry for the protagonists in the mimicry complex. The diversity and complexity of vocal mimicry in birds raises important questions for the study of animal communication and challenges our view of the nature of mimicry itself. Therefore, a better understanding of avian vocal mimicry is essential if we are to account fully for the diversity of animal signals. © 2014 The Authors. Biological Reviews © 2014 Cambridge Philosophical Society.

  16. Viscoelastic properties of the false vocal fold

    Science.gov (United States)

    Chan, Roger W.

    2004-05-01

    The biomechanical properties of vocal fold tissues have been the focus of many previous studies, as vocal fold viscoelasticity critically dictates the acoustics and biomechanics of phonation. However, not much is known about the viscoelastic response of the ventricular fold or false vocal fold. It has been shown both clinically and in computer simulations that the false vocal fold may contribute significantly to the aerodynamics and sound generation processes of human voice production, with or without flow-induced oscillation of the false fold. To better understand the potential role of the false fold in phonation, this paper reports some preliminary measurements on the linear and nonlinear viscoelastic behavior of false vocal fold tissues. Linear viscoelastic shear properties of human false fold tissue samples were measured by a high-frequency controlled-strain rheometer as a function of frequency, and passive uniaxial tensile stress-strain response of the tissue samples was measured by a muscle lever system as a function of strain and loading rate. Elastic moduli (Young's modulus and shear modulus) of the false fold tissues were calculated from the measured data. [Work supported by NIH.

  17. Learning from disasters. Understanding the Cultural and Organisational Precursors

    International Nuclear Information System (INIS)

    Taylor, Richard

    2012-01-01

    Professor Richard Taylor, from the University of Bristol, gave a presentation on the causes and potential ways of reducing the risk of Organisational Accidents. The presentation described a research study that was conducted to analyse and identify lessons from 12 major events in the nuclear and other sectors. The study was funded by ONR and BNFL. Although the events occurred in different sectors and circumstances, the analysis identified many common issues. The findings from the analysis were grouped into the following eight themes: leadership issues, operational attitudes and behaviours, business environment, competence, risk assessment and management, oversight and scrutiny, organisational learning and external regulation. Examples of issues identified under each of the themes are provided in Appendix 2. The presentation discussed learning for regulatory bodies from the events studied. This includes the need for regulators to move beyond technical/procedural issues to thinking about leadership commitment, business pressures and the underlying culture of the organisations they regulate. Regulators should take an 'overview' and actively explore organisational causes of problems rather than focusing on the symptoms. The analysis of events also revealed that regulators sometimes picked up emerging issues but did not act. This highlights the importance of good internal communication and discussion of issues within the regulatory body. The findings from the study have been used to develop expectations/objectives for good performance and develop a draft set of questions that regulators could use to assess vulnerability. Further work with industry and regulatory bodies is planned to encourage a better understanding of the organisational issues identified, improve cross industry sector learning, and develop new tools to reduce vulnerability to organisational accidents

  18. Understanding Social Learning Behaviors via a Virtual Field Trip

    Directory of Open Access Journals (Sweden)

    Xin Bai

    2014-06-01

    Full Text Available This is a multidisciplinary study investigating how a virtual rather than face-to-face field trip can be conducted in a real-world setting and how students respond to such a social learning opportunity. Our participants followed a story of a stroke patient at her virtual home and in a virtual hospital via a teaching vignette. They were then given a new case and got on a virtual trip via a multiuser virtual environment. They played the roles of patients, relatives, doctors, or nurses, experiencing the emotional, physical, or social impacts those stakeholders may go through. Our study finds the overall participation of the Virtual Group is 50% more than the Text Group. Although the Virtual Group generates much more nodes in total, they focused much less on knowledge sharing and comparing than the Text Group (46 vs. 67, but more on other higher-level aspects of social interactions, such as knowledge discovery (57 vs. 42, co-construction (66 vs. 39, testing and modification (58 vs. 24 and application of newly constructed meaning (60 vs. 16. Analysis of students’ virtual field activities and in-depth discussions of important issues implied are included to help understand social learning behaviors during a virtual field trip. Sustainability of such systems is discussed.

  19. Audio-vocal interaction in single neurons of the monkey ventrolateral prefrontal cortex.

    Science.gov (United States)

    Hage, Steffen R; Nieder, Andreas

    2015-05-06

    Complex audio-vocal integration systems depend on a strong interconnection between the auditory and the vocal motor system. To gain cognitive control over audio-vocal interaction during vocal motor control, the PFC needs to be involved. Neurons in the ventrolateral PFC (VLPFC) have been shown to separately encode the sensory perceptions and motor production of vocalizations. It is unknown, however, whether single neurons in the PFC reflect audio-vocal interactions. We therefore recorded single-unit activity in the VLPFC of rhesus monkeys (Macaca mulatta) while they produced vocalizations on command or passively listened to monkey calls. We found that 12% of randomly selected neurons in VLPFC modulated their discharge rate in response to acoustic stimulation with species-specific calls. Almost three-fourths of these auditory neurons showed an additional modulation of their discharge rates either before and/or during the monkeys' motor production of vocalization. Based on these audio-vocal interactions, the VLPFC might be well positioned to combine higher order auditory processing with cognitive control of the vocal motor output. Such audio-vocal integration processes in the VLPFC might constitute a precursor for the evolution of complex learned audio-vocal integration systems, ultimately giving rise to human speech. Copyright © 2015 the authors 0270-6474/15/357030-11$15.00/0.

  20. Vocal coordination and vocal imitation: a role for mirror neurons?

    Science.gov (United States)

    Newman, John D

    2014-04-01

    Some birds and mammals have vocal communication systems in which coordination between individuals is important. Examples would include duetting or antiphonal calling in some birds and mammals, rapid exchanges of the same vocalization, and vocal exchanges between paired individuals and other nearby pairs. Mirror neurons may play a role in such systems but become functional only after experience.

  1. Coevolution in communication senders and receivers: vocal behavior and auditory processing in multiple songbird species.

    Science.gov (United States)

    Woolley, Sarah M N; Moore, Jordan M

    2011-04-01

    Communication is a strong selective pressure on brain evolution because the exchange of information between individuals is crucial for fitness-related behaviors, such as mating. Given the importance of communication, the brains of signal senders and receivers are likely to be functionally coordinated. We study vocal behavior and auditory processing in multiple species of estrildid finches with the goal of understanding how species identity and early experience interact to shape the neural systems that subserve communication. Male finches learn to produce species-specific songs, and both sexes learn to recognize songs. Our studies indicate that closely related species exhibit different auditory coding properties in the midbrain and forebrain and that early life experience of vocalizations contributes to these differences. Moreover, birds that naturally sing tonal songs can learn broadband songs from heterospecific tutors, providing an opportunity to examine the interplay between species identity and early experience in the development of vocal behavior and auditory tuning. © 2011 New York Academy of Sciences.

  2. Understanding students' concepts through guided inquiry learning and free modified inquiry on static fluid material

    OpenAIRE

    Sularso Sularso; Widha Sunarno; Sarwanto Sarwanto

    2017-01-01

    This study provides information on understanding students' concepts in guided inquiry learning groups and in free modified inquiry learning groups. Understanding of student concept is reviewed on the concept of static fluid case. The number of samples tested were 67 students. The sample is divided into 2 groups of students: the group is given guided inquiry learning and the group given the modified free inquiry learning. Understanding the concept of students is measured through 23 tests of it...

  3. Vocal copying of individually distinctive signature whistles in bottlenose dolphins

    Science.gov (United States)

    King, Stephanie L.; Sayigh, Laela S.; Wells, Randall S.; Fellner, Wendi; Janik, Vincent M.

    2013-01-01

    Vocal learning is relatively common in birds but less so in mammals. Sexual selection and individual or group recognition have been identified as major forces in its evolution. While important in the development of vocal displays, vocal learning also allows signal copying in social interactions. Such copying can function in addressing or labelling selected conspecifics. Most examples of addressing in non-humans come from bird song, where matching occurs in an aggressive context. However, in other animals, addressing with learned signals is very much an affiliative signal. We studied the function of vocal copying in a mammal that shows vocal learning as well as complex cognitive and social behaviour, the bottlenose dolphin (Tursiops truncatus). Copying occurred almost exclusively between close associates such as mother–calf pairs and male alliances during separation and was not followed by aggression. All copies were clearly recognizable as such because copiers consistently modified some acoustic parameters of a signal when copying it. We found no evidence for the use of copying in aggression or deception. This use of vocal copying is similar to its use in human language, where the maintenance of social bonds appears to be more important than the immediate defence of resources. PMID:23427174

  4. Understanding Fatty Acid Metabolism through an Active Learning Approach

    Science.gov (United States)

    Fardilha, M.; Schrader, M.; da Cruz e Silva, O. A. B.; da Cruz e Silva, E. F.

    2010-01-01

    A multi-method active learning approach (MALA) was implemented in the Medical Biochemistry teaching unit of the Biomedical Sciences degree at the University of Aveiro, using problem-based learning as the main learning approach. In this type of learning strategy, students are involved beyond the mere exercise of being taught by listening. Less…

  5. Transitioning to Blended Learning: Understanding Student and Faculty Perceptions

    Science.gov (United States)

    Napier, Nannette P.; Dekhane, Sonal; Smith, Stella

    2011-01-01

    This paper describes the conversion of an introductory computing course to the blended learning model at a small, public liberal arts college. Blended learning significantly reduces face-to-face instruction by incorporating rich, online learning experiences. To assess the impact of blended learning on students, survey data was collected at the…

  6. Understanding Aboriginal Learning Ideology through Storywork with Elders

    Science.gov (United States)

    Atleo, Marlene R.

    2009-01-01

    Five Nuu-chah-nulth Elders engaged in the examination of a Nuu-chah-nulth story for what they considered learning. A network of eight learning archetypes inhabited the story to demonstrate a range of learning strategies. The Elders identified features central to a cultural learning project, which included prenatal care and grandparent teaching,…

  7. From the vocal gesture to the writing of music

    OpenAIRE

    Vitale, Alessia R.

    2009-01-01

    In the present study I will analyse the multifaceted functions of the external vocal gestures of the chironomical type and their influence on the first trace-forms of music writing : neumes. I will also outline the impact of vocal gestures within the dynamics of the learning process in singing and in the transitional process from oral musical culture to music writing. My aim is to extend the study of vocal gestures towards the exegesis of the writing of music. From an ontological and epistemo...

  8. The role of hydration in vocal fold physiology.

    Science.gov (United States)

    Sivasankar, Mahalakshmi; Leydon, Ciara

    2010-06-01

    Increased vocal fold hydration is a popular target in the prevention and management of voice disorders. Current intervention strategies focus on enhancing both systemic (internal) and superficial (surface) hydration. We review relevant bench and human research on the role of hydration in vocal fold physiology. Bench and human studies provide converging evidence that systemic and superficial dehydration are detrimental to vocal fold physiology. Dehydration challenges increase the viscous properties of excised vocal fold tissue. Systemic, superficial, and combined drying challenges increase aerodynamic and acoustic measures of voice production in speakers. Emerging theoretical and clinical data suggest that increasing both systemic and superficial hydration levels may benefit voice production; however, robust evidence for positive outcomes of hydration treatments is lacking. Increased systemic and superficial vocal fold hydration as a component of vocal hygiene may improve overall health and efficiency of the vocal apparatus. However, continued exploration of biological mechanisms regulating vocal fold hydration is needed to optimize clinical hydration interventions. Specifically, the development of hydration treatments that maximize positive phonatory outcomes will necessitate understanding of the signaling pathways linking systemic and superficial hydration.

  9. Birds and babies : a comparison of the early development in vocal learners

    NARCIS (Netherlands)

    Haar, Sita Minke ter

    2013-01-01

    This thesis provides a comparison of mostly perceptual development during vocal learning in songbirds (zebra finches) and human infants. The aim is to disentangle experience dependent and independent processes during vocal learning. In both human infants and juvenile songbirds, a perceptual

  10. Vocal Fold Collision Modeling

    DEFF Research Database (Denmark)

    Granados, Alba; Brunskog, Jonas; Misztal, M. K.

    2015-01-01

    When vocal folds vibrate at normal speaking frequencies, collisions occurs. The numerics and formulations behind a position-based continuum model of contact is an active field of research in the contact mechanics community. In this paper, a frictionless three-dimensional finite element model...... of the vocal fold collision is proposed, which incorporates different procedures used in contact mechanics and mathematical optimization theories. The penalty approach and the Lagrange multiplier method are investigated. The contact force solution obtained by the penalty formulation is highly dependent...

  11. Altered Ultrasonic Vocalization and Impaired Learning and Memory in Angelman Syndrome Mouse Model with a Large Maternal Deletion from Ube3a to Gabrb3

    Science.gov (United States)

    Jiang, Yong-hui; Pan, Yanzhen; Zhu, Li; Landa, Luis; Yoo, Jong; Spencer, Corinne; Lorenzo, Isabel; Brilliant, Murray; Noebels, Jeffrey; Beaudet, Arthur L.

    2010-01-01

    Angelman syndrome (AS) is a neurobehavioral disorder associated with mental retardation, absence of language development, characteristic electroencephalography (EEG) abnormalities and epilepsy, happy disposition, movement or balance disorders, and autistic behaviors. The molecular defects underlying AS are heterogeneous, including large maternal deletions of chromosome 15q11–q13 (70%), paternal uniparental disomy (UPD) of chromosome 15 (5%), imprinting mutations (rare), and mutations in the E6-AP ubiquitin ligase gene UBE3A (15%). Although patients with UBE3A mutations have a wide spectrum of neurological phenotypes, their features are usually milder than AS patients with deletions of 15q11–q13. Using a chromosomal engineering strategy, we generated mutant mice with a 1.6-Mb chromosomal deletion from Ube3a to Gabrb3, which inactivated the Ube3a and Gabrb3 genes and deleted the Atp10a gene. Homozygous deletion mutant mice died in the perinatal period due to a cleft palate resulting from the null mutation in Gabrb3 gene. Mice with a maternal deletion (m−/p+) were viable and did not have any obvious developmental defects. Expression analysis of the maternal and paternal deletion mice confirmed that the Ube3a gene is maternally expressed in brain, and showed that the Atp10a and Gabrb3 genes are biallelically expressed in all brain sub-regions studied. Maternal (m−/p+), but not paternal (m+/p−), deletion mice had increased spontaneous seizure activity and abnormal EEG. Extensive behavioral analyses revealed significant impairment in motor function, learning and memory tasks, and anxiety-related measures assayed in the light-dark box in maternal deletion but not paternal deletion mice. Ultrasonic vocalization (USV) recording in newborns revealed that maternal deletion pups emitted significantly more USVs than wild-type littermates. The increased USV in maternal deletion mice suggests abnormal signaling behavior between mothers and pups that may reflect abnormal

  12. Altered ultrasonic vocalization and impaired learning and memory in Angelman syndrome mouse model with a large maternal deletion from Ube3a to Gabrb3.

    Directory of Open Access Journals (Sweden)

    Yong-Hui Jiang

    2010-08-01

    Full Text Available Angelman syndrome (AS is a neurobehavioral disorder associated with mental retardation, absence of language development, characteristic electroencephalography (EEG abnormalities and epilepsy, happy disposition, movement or balance disorders, and autistic behaviors. The molecular defects underlying AS are heterogeneous, including large maternal deletions of chromosome 15q11-q13 (70%, paternal uniparental disomy (UPD of chromosome 15 (5%, imprinting mutations (rare, and mutations in the E6-AP ubiquitin ligase gene UBE3A (15%. Although patients with UBE3A mutations have a wide spectrum of neurological phenotypes, their features are usually milder than AS patients with deletions of 15q11-q13. Using a chromosomal engineering strategy, we generated mutant mice with a 1.6-Mb chromosomal deletion from Ube3a to Gabrb3, which inactivated the Ube3a and Gabrb3 genes and deleted the Atp10a gene. Homozygous deletion mutant mice died in the perinatal period due to a cleft palate resulting from the null mutation in Gabrb3 gene. Mice with a maternal deletion (m-/p+ were viable and did not have any obvious developmental defects. Expression analysis of the maternal and paternal deletion mice confirmed that the Ube3a gene is maternally expressed in brain, and showed that the Atp10a and Gabrb3 genes are biallelically expressed in all brain sub-regions studied. Maternal (m-/p+, but not paternal (m+/p-, deletion mice had increased spontaneous seizure activity and abnormal EEG. Extensive behavioral analyses revealed significant impairment in motor function, learning and memory tasks, and anxiety-related measures assayed in the light-dark box in maternal deletion but not paternal deletion mice. Ultrasonic vocalization (USV recording in newborns revealed that maternal deletion pups emitted significantly more USVs than wild-type littermates. The increased USV in maternal deletion mice suggests abnormal signaling behavior between mothers and pups that may reflect abnormal

  13. Student learning and understanding of sequence stratigraphic principles

    Science.gov (United States)

    Herrera, Juan Sebastian

    Research in geoscience education addressing students' conceptions of geological subjects has concentrated in topics such as geological time, plate tectonics, and problem solving in the field, mostly in K-12 and entry level college scenarios. Science education research addressing learning of sedimentary systems in advance undergraduates is rather limited. Therefore, this dissertation contributed to filling that research gap and explored students' narratives when explaining geological processes associated with the interaction between sediment deposition and sea level fluctuations. The purpose of the present study was to identify the common conceptions and alternative conceptions held by students when learning the basics of the sub discipline known as sequence stratigraphy - which concepts students were familiar and easily identified, and which ones they had more difficulty with. In addition, we mapped the cognitive models that underlie those conceptions by analyzing students' gestures and conceptual metaphors used in their explanations. This research also investigated the interaction between geoscientific visual displays and student gesturing in a specific learning context. In this research, an in-depth assessment of 27 students' ideas of the basic principles of sequence stratigraphy was completed. Participants were enrolled in advanced undergraduate stratigraphy courses at three research-intensive universities in Midwest U.S. Data collection methods included semi-structured interviews, spatial visualization tests, and lab assignments. Results indicated that students poorly integrated temporal and spatial scales in their sequence stratigraphic models, and that many alternative conceptions were more deeply rooted than others, especially those related to eustasy and base level. In order to better understand the depth of these conceptions, we aligned the analysis of gesture with the theory of conceptual metaphor to recognize the use of mental models known as image

  14. Cultural Narratives: Developing a Three-Dimensional Learning Community through Braided Understanding

    Science.gov (United States)

    Heck, Marsha L.

    2004-01-01

    Paula Underwood's "Learning Stories" braid together body, mind, and spirit to enable understanding that does not easily unravel. They tell of relationships among individual and community learning that parallel other ancient and contemporary ideas about learning in caring communities. Underwood's tradition considers learning sacred; everyone's…

  15. Vocal Connections: How Voicework in Music Therapy Helped a Young Girl with Severe Learning Disabilities and Autism to Engage in her Learning

    Directory of Open Access Journals (Sweden)

    Tina Warnock

    2012-01-01

    Full Text Available This article examines the use of the non-verbal voice in music therapy with children with severe learning disabilities, complex needs and autism. Recent literature on the use of the voice in music therapy is summarised and links are made between the aims of music therapy and those of special educational establishments. Theories regarding the voice and the self, and the important connection between body awareness and emotion as precursors to learning are referred to, particularly in relation to learning disability. Through a case study, I demonstrate how a young girl used voicework to build connections with herself and the music therapist, whereby consequently she became more motivated to interact with her surroundings. I argue hence that the use of the non-verbal voice in music therapy, through its intrinsic connection to identity and internal emotional states can contribute significantly towards the healthy developments necessary for a person to be able to learn. Therefore, by increasing our knowledge about the actual process of learning, and the significance of our work within that process, we can move towards demonstrating clearer outcomes of music therapy in the educational context and have a stronger ‘voice’ within the multi-disciplinary teams that serve this population.

  16. Vocal fold ion transport and mucin expression following acrolein exposure.

    Science.gov (United States)

    Levendoski, Elizabeth Erickson; Sivasankar, M Preeti

    2014-05-01

    The vocal fold epithelium is exposed to inhaled particulates including pollutants during breathing in everyday environments. Yet, our understanding of the effects of pollutants on vocal fold epithelial function is extremely limited. The objective of this study was to investigate the effect of the pollutant acrolein on two vocal fold epithelial mechanisms: ion transport and mucin (MUC) synthesis. These mechanisms were chosen as each plays a critical role in vocal defense and in maintaining surface hydration which is necessary for optimal voice production. Healthy, native porcine vocal folds (N = 85) were excised and exposed to an acrolein or sham challenge. A 60-min acrolein, but not sham challenge significantly reduced ion transport and inhibited cyclic adenosine monophosphate-dependent, increases in ion transport. Decreases in ion transport were associated with reduced sodium absorption. Within the same timeline, no significant acrolein-induced changes in MUC gene or protein expression were observed. These results improve our understanding of the effects of acrolein on key vocal fold epithelial functions and inform the development of future investigations that seek to elucidate the impact of a wide range of pollutant exposures on vocal fold health.

  17. Understanding Learning in World Society: Qualitative Reconstructive Research in Global Learning and Learning for Sustainability

    Science.gov (United States)

    Scheunpflug, Annette; Krogull, Susanne; Franz, Julia

    2016-01-01

    Global learning aims to change behaviour and attitudes. Changes in these areas are not easy to assess. This article discusses the documentary method, which belongs to the group of qualitative reconstructive research methods. The authors argue that this method allows reflection on collective orientations and tacit knowledge. The different steps of…

  18. ShapeShop: Towards Understanding Deep Learning Representations via Interactive Experimentation.

    Science.gov (United States)

    Hohman, Fred; Hodas, Nathan; Chau, Duen Horng

    2017-05-01

    Deep learning is the driving force behind many recent technologies; however, deep neural networks are often viewed as "black-boxes" due to their internal complexity that is hard to understand. Little research focuses on helping people explore and understand the relationship between a user's data and the learned representations in deep learning models. We present our ongoing work, ShapeShop, an interactive system for visualizing and understanding what semantics a neural network model has learned. Built using standard web technologies, ShapeShop allows users to experiment with and compare deep learning models to help explore the robustness of image classifiers.

  19. ShapeShop: Towards Understanding Deep Learning Representations via Interactive Experimentation

    Energy Technology Data Exchange (ETDEWEB)

    Hohman, Frederick M.; Hodas, Nathan O.; Chau, Duen Horng

    2017-05-30

    Deep learning is the driving force behind many recent technologies; however, deep neural networks are often viewed as “black-boxes” due to their internal complexity that is hard to understand. Little research focuses on helping people explore and understand the relationship between a user’s data and the learned representations in deep learning models. We present our ongoing work, ShapeShop, an interactive system for visualizing and understanding what semantics a neural network model has learned. Built using standard web technologies, ShapeShop allows users to experiment with and compare deep learning models to help explore the robustness of image classifiers.

  20. Acquiring organizational learning norms: a contingency approach for understanding deutero learning

    NARCIS (Netherlands)

    Wijnhoven, Alphonsus B.J.M.

    2001-01-01

    'The Learning Organization' is a configuration of learning norms (called a learning prototype here), which is seldom related to varying levels of learning needs. This article assumes that organizational environmental complexity and dynamics define four learning needs levels. Consequently, four

  1. Understanding the cognitive processes involved in writing to learn.

    Science.gov (United States)

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

    2017-06-01

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

  2. Learning theory: a driving force in understanding orbitofrontal function.

    Science.gov (United States)

    McDannald, Michael A; Jones, Joshua L; Takahashi, Yuji K; Schoenbaum, Geoffrey

    2014-02-01

    Since it was demonstrated the orbitofrontal cortex (OFC) is critical to reversal learning, there has been considerable interest in specifying its role in flexible, outcome-guided behavior. Behavioral paradigms from the learning theory tradition, such as outcome devaluation, blocking, Pavlovian to instrumental transfer, and overexpectation have been a driving force in this research. The use of these procedures has revealed OFC's unique role in forming and integrating information about specific features of events and outcomes to drive behavior and learning. These studies highlight the power and importance of learning theory principles in guiding neuroscience research. Published by Elsevier Inc.

  3. Structural Classification of Wild Boar (Sus scrofa) Vocalizations.

    Science.gov (United States)

    Garcia, Maxime; Gingras, Bruno; Bowling, Daniel L; Herbst, Christian T; Boeckle, Markus; Locatelli, Yann; Fitch, W Tecumseh

    2016-04-01

    Determining whether a species' vocal communication system is graded or discrete requires definition of its vocal repertoire. In this context, research on domestic pig ( Sus scrofa domesticus ) vocalizations, for example, has led to significant advances in our understanding of communicative functions. Despite their close relation to domestic pigs, little is known about wild boar ( Sus scrofa) vocalizations. The few existing studies, conducted in the 1970s, relied on visual inspections of spectrograms to quantify acoustic parameters and lacked statistical analysis. Here, we use objective signal processing techniques and advanced statistical approaches to classify 616 calls recorded from semi-free ranging animals. Based on four spectral and temporal acoustic parameters-quartile Q25, duration, spectral flux, and spectral flatness-extracted from a multivariate analysis, we refine and extend the conclusions drawn from previous work and present a statistically validated classification of the wild boar vocal repertoire into four call types: grunts, grunt-squeals, squeals, and trumpets. While the majority of calls could be sorted into these categories using objective criteria, we also found evidence supporting a graded interpretation of some wild boar vocalizations as acoustically continuous, with the extremes representing discrete call types. The use of objective criteria based on modern techniques and statistics in respect to acoustic continuity advances our understanding of vocal variation. Integrating our findings with recent studies on domestic pig vocal behavior and emotions, we emphasize the importance of grunt-squeals for acoustic approaches to animal welfare and underline the need of further research investigating the role of domestication on animal vocal communication.

  4. Vocal Quality in Theater Actors.

    Science.gov (United States)

    D'haeseleer, Evelien; Meerschman, Iris; Claeys, Sofie; Leyns, Clara; Daelman, Julie; Van Lierde, Kristiane

    2017-07-01

    The purpose of this study was to investigate vocal quality, vocal complaints, and risk factors for developing voice disorders in theater actors. Secondly, the impact of one vocal performance on the voice was investigated by comparing objective and subjective vocal quality before and after a theater performance. Prospective study of the actors' voice prior to and after a performance METHODS: Speech samples of 26 theater actors (15 men, 11 women, mean age 41.9 years) were recorded before and after a theater performance of one and a half hour and analyzed using the software program Praat. Speech samples consisted of the combination of sustained phonation and continuous speech. For each speech sample, the Acoustic Voice Quality Index was calculated. Auditory perceptual evaluations were performed using the GRBASI scale. Questionnaires were used to inventory vocal symptoms and influencing factors. Acoustic analysis showed a mean Acoustic Voice Quality Index (AVQI) of 3.48 corresponding with a mild dysphonia. Fifty percent of the theater actors reported having (sometimes or regularly) vocal complaints after a performance. The questionnaire revealed a high presence of vocally violent behavior and poor vocal hygiene habits. Objective vocal quality, measured by the AVQI, did not change after a theater performance. The auditory perceptual evaluation of the overall grade of dysphonia showed a subtle amelioration of the vocal quality. The results of this study showed the presence of mild dysphonia, regular vocal complaints, and poor vocal hygiene habits in theater actors. A theater performance did not have an impact on the objective vocal quality. Copyright © 2017 The Voice Foundation. Published by Elsevier Inc. All rights reserved.

  5. Vocal interaction between children with Down syndrome and their parents.

    Science.gov (United States)

    Thiemann-Bourque, Kathy S; Warren, Steven F; Brady, Nancy; Gilkerson, Jill; Richards, Jeffrey A

    2014-08-01

    The purpose of this study was to describe differences in parent input and child vocal behaviors of children with Down syndrome (DS) compared with typically developing (TD) children. The goals were to describe the language learning environments at distinctly different ages in early childhood. Nine children with DS and 9 age-matched TD children participated; 4 children in each group were ages 9-11 months, and 5 were between 25 and 54 months. Measures were derived from automated vocal analysis. A digital language processor measured the richness of the child's language environment, including number of adult words, conversational turns, and child vocalizations. Analyses indicated no significant differences in words spoken by parents of younger versus older children with DS and significantly more words spoken by parents of TD children than parents of children with DS. Differences between the DS and TD groups were observed in rates of all vocal behaviors, with no differences noted between the younger versus older children with DS, and the younger TD children did not vocalize significantly more than the younger DS children. Parents of children with DS continue to provide consistent levels of input across the early language learning years; however, child vocal behaviors remain low after the age of 24 months, suggesting the need for additional and alternative intervention approaches.

  6. Constructionist Gaming: Understanding the Benefits of Making Games for Learning

    Science.gov (United States)

    Kafai, Yasmin B.; Burke, Quinn

    2015-01-01

    There has been considerable interest in examining the educational potential of playing video games. One crucial element, however, has traditionally been left out of these discussions--namely, children's learning through making their own games. In this article, we review and synthesize 55 studies from the last decade on making games and learning.…

  7. Understanding Social Learning Processes in a Citrus Farming ...

    African Journals Online (AJOL)

    This paper focuses on what would traditionally be termed 'non-formal' learning processes in the context of a case study examining how citrus farming communities in the Patensie Valley in the Eastern Cape in South Africa were learning conservation practices. Communities of Practice theory was used to provide a ...

  8. Understanding Adult Lifelong Learning Participation as a Layered Problem

    Science.gov (United States)

    Boeren, Ellen

    2017-01-01

    This paper discusses the layered nature of lifelong learning participation, bringing together fragmented insights in why adults do or do not participate in lifelong learning activities. The paper will discuss the roles and responsibilities of individual adults, education and training providers and countries' social education policies, often…

  9. Languages in a Global World: Learning for Better Cultural Understanding

    Science.gov (United States)

    Chiesa, Bruno Della, Ed.; Scott, Jessica, Ed.; Hinton, Christina, Ed.

    2012-01-01

    The rise of globalisation makes language competencies more valuable, both at individual and societal levels. This book examines the links between globalisation and the way we teach and learn languages. It begins by asking why some individuals are more successful than others at learning non-native languages, and why some education systems, or…

  10. Understanding the optimal learning environment in palliative care.

    Science.gov (United States)

    Connell, Shirley E; Yates, Patsy; Barrett, Linda

    2011-07-01

    The learning experiences of student nurses undertaking clinical placement are reported widely, however little is known about the learning experiences of health professionals undertaking continuing professional development (CPD) in a clinical setting, especially in palliative care. The aim of this study, which was conducted as part of the national evaluation of a professional development program involving clinical attachments with palliative care services (The Program of Experience in the Palliative Approach [PEPA]), was to explore factors influencing the learning experiences of participants over time. Thirteen semi-structured, one-to-one telephone interviews were conducted with five participants throughout their PEPA experience. The analysis was informed by the traditions of adult, social and psychological learning theories and relevant literature. The participants' learning was enhanced by engaging interactively with host site staff and patients, and by the validation of their personal and professional life experiences together with the reciprocation of their knowledge with host site staff. Self-directed learning strategies maximised the participants' learning outcomes. Inclusion in team activities aided the participants to feel accepted within the host site. Personal interactions with host site staff and patients shaped this social/cultural environment of the host site. Optimal learning was promoted when participants were actively engaged, felt accepted and supported by, and experienced positive interpersonal interactions with, the host site staff. Copyright © 2010 Elsevier Ltd. All rights reserved.

  11. Understanding Students' Experiences of Well-Being in Learning Environments

    Science.gov (United States)

    Stanton, Alisa; Zandvliet, David; Dhaliwal, Rosie; Black, Tara

    2016-01-01

    With the recent release of a new international charter on health promoting universities and institutions of higher education, universities and colleges are increasingly interested in providing learning experiences that enhance and support student well-being. Despite the recognition of learning environments as a potential setting for creating and…

  12. Understanding teachers’ professional learning goals from their current professional concerns

    NARCIS (Netherlands)

    Louws, Monika L.; Meirink, Jacobiene A.; van Veen, Klaas; van Driel, Jan H.

    In the day-to-day workplace teachers direct their own learning, but little is known about what drives their decisions about what they would like to learn. These decisions are assumed to be influenced by teachers’ current professional concerns. Also, teachers in different professional life phases

  13. Auditory and audio-vocal responses of single neurons in the monkey ventral premotor cortex.

    Science.gov (United States)

    Hage, Steffen R

    2018-03-20

    Monkey vocalization is a complex behavioral pattern, which is flexibly used in audio-vocal communication. A recently proposed dual neural network model suggests that cognitive control might be involved in this behavior, originating from a frontal cortical network in the prefrontal cortex and mediated via projections from the rostral portion of the ventral premotor cortex (PMvr) and motor cortex to the primary vocal motor network in the brainstem. For the rapid adjustment of vocal output to external acoustic events, strong interconnections between vocal motor and auditory sites are needed, which are present at cortical and subcortical levels. However, the role of the PMvr in audio-vocal integration processes remains unclear. In the present study, single neurons in the PMvr were recorded in rhesus monkeys (Macaca mulatta) while volitionally producing vocalizations in a visual detection task or passively listening to monkey vocalizations. Ten percent of randomly selected neurons in the PMvr modulated their discharge rate in response to acoustic stimulation with species-specific calls. More than four-fifths of these auditory neurons showed an additional modulation of their discharge rates either before and/or during the monkeys' motor production of the vocalization. Based on these audio-vocal interactions, the PMvr might be well positioned to mediate higher order auditory processing with cognitive control of the vocal motor output to the primary vocal motor network. Such audio-vocal integration processes in the premotor cortex might constitute a precursor for the evolution of complex learned audio-vocal integration systems, ultimately giving rise to human speech. Copyright © 2018 Elsevier B.V. All rights reserved.

  14. Understanding and Utilizing the Effectiveness of e‐Learning

    DEFF Research Database (Denmark)

    Noesgaard, Signe Schack; Ørngreen, Rikke

    2014-01-01

    . At the same time, learning and development professionals within public and private organizations are increasingly met with a demand to prove the effectiveness of their learning and development initiatives. This paper investigates the concepts of effectiveness in e-Learning. It broadens the definition......A structured search of librarian databases revealed that the research into the effectiveness of e-Learning has heavily increased within the last 5 years. Taking a closer look at the search results, the authors discovered that researchers define and investigate effectiveness in multiple ways...... of effectiveness and qualifies certain measurements of same. Preliminary results from a literature study and an empirical investigation of ‘the effectiveness of e-Learning’ for science teachers (K12) are combined. The paper discusses the following research questions: How is the effectiveness of e-Learning defined...

  15. Do vocal warm-up exercises alleviate vocal fatigue?

    Science.gov (United States)

    Milbrath, Rochelle L; Solomon, Nancy Pearl

    2003-04-01

    Vocal warm-up (WU) exercises of varying types and durations have been suggested as a way of improving vocal function. However, limited research has been conducted to assess the effects of vocal WU exercises on normal or disordered voices. This study attempted to manipulate vocal function, assessed by phonation threshold pressure (PTP) and self-perceived phonatory effort (PPE) at 3 pitches, in 8 young women who reported symptoms of chronic vocal fatigue. Predictions were that PTP and PPE would decrease after 20 min of vocal WU exercises, increase after 1 hr of loud reading, and decrease after 30 min of vocal silence. Furthermore, greater increases in PTP and PPE were expected when the loud-reading task was preceded by a placebo condition of vocal rest than by vocal WU exercises. Results failed to reveal statistically significant changes in PTP or PPE after any of the experimental tasks. High between-subject variability contributed to this result. Removal of 1 outlier from the sample resulted in a statistically significant difference for PTP across tasks, although post hoc pairwise comparisons failed to detect specific effects. Informal inspection of the data indicated that the most obvious difference was an increase in PTP after the loud-reading task at the highest pitch.

  16. Languages in a global world learning for better cultural understanding

    CERN Document Server

    Scott, Jessica; Hinton, Christina

    2012-01-01

    The rise of globalisation makes language competencies more valuable, both at individual and societal levels. This book examines the links between globalisation and the way we teach and learn languages. It begins by asking why some individuals are more successful than others at learning non-native languages, and why some education systems, or countries, are more successful than others at teaching languages. The book comprises chapters by different authors on the subject of language learning. There are chapters on the role of motivation; the way that languages, cultures and identities are interc

  17. Effects of vocalization on throwing

    OpenAIRE

    村川, 増代; 野老, 稔; Masuyo, Murakawa; Minoru, Tokoro

    2008-01-01

    Subjects were 15 female university track and field athletes. In an attempt to improve athletic performance, subjects were instructed to throw a medicine ball and put a shot with and without vocalization. In addition,grip strength was measured in order to clarify the effects of vocalization on throwing. The results showed that significant differences between with and without vocalization were observed for the standing shot put,front medicine-ball throw,and chest medicine ball throw. A signific...

  18. Students' Understanding of Genetics Concepts: The Effect of Reasoning Ability and Learning Approaches

    Science.gov (United States)

    Kiliç, Didem; Saglam, Necdet

    2014-01-01

    Students tend to learn genetics by rote and may not realise the interrelationships in daily life. Because reasoning abilities are necessary to construct relationships between concepts and rote learning impedes the students' sound understanding, it was predicted that having high level of formal reasoning and adopting meaningful learning orientation…

  19. Understanding the Nature of Learners' Out-of-Class Language Learning Experience with Technology

    Science.gov (United States)

    Lai, Chun; Hu, Xiao; Lyu, Boning

    2018-01-01

    Out-of-class learning with technology comprises an essential context of second language development. Understanding the nature of out-of-class language learning with technology is the initial step towards safeguarding its quality. This study examined the types of learning experiences that language learners engaged in outside the classroom and the…

  20. Sparse Machine Learning Methods for Understanding Large Text Corpora

    Data.gov (United States)

    National Aeronautics and Space Administration — Sparse machine learning has recently emerged as powerful tool to obtain models of high-dimensional data with high degree of interpretability, at low computational...

  1. Understanding the Dynamics of Learning across social worlds

    DEFF Research Database (Denmark)

    Mengiste, Shegaw Anagaw; Aanestad, Margunn

    2013-01-01

    This paper adopts a novel learning perspective on information systems development. Building on the works of Anselm Strauss we conceptualize development processes as “negotiated orders” where members from different “social worlds” encounter and negotiate differences and tensions. We argue...... participation, politics and learning in IS implementation and use. We consider learning to be an integral part of the social practice, and it occurs mainly through encounters and negotiations between actors from different social worlds who might have competing interests and values. The paper also analysed how...... that processes of inquiry and action are interwoven, and this is what facilitates and stimulates learning. Based on a case study where different versions of open source software was customized, further developed and implemented in the Ethiopian public health care system, this paper explores the interplay between...

  2. Educating patients: understanding barriers, learning styles, and teaching techniques.

    Science.gov (United States)

    Beagley, Linda

    2011-10-01

    Health care delivery and education has become a challenge for providers. Nurses and other professionals are challenged daily to assure that the patient has the necessary information to make informed decisions. Patients and their families are given a multitude of information about their health and commonly must make important decisions from these facts. Obstacles that prevent easy delivery of health care information include literacy, culture, language, and physiological barriers. It is up to the nurse to assess and evaluate the patient's learning needs and readiness to learn because everyone learns differently. This article will examine how each of these barriers impact care delivery along with teaching and learning strategies will be examined. Copyright © 2011 American Society of PeriAnesthesia Nurses. Published by Elsevier Inc. All rights reserved.

  3. Constructionist Gaming: Understanding the Benefits of Making Games for Learning

    OpenAIRE

    Kafai, Yasmin B.; Burke, Quinn

    2016-01-01

    There has been considerable interest in examining the educational potential of playing video games. One crucial element, however, has traditionally been left out of these discussions?namely, children's learning through making their own games. In this article, we review and synthesize 55 studies from the last decade on making games and learning. We found that the majority of studies focused on teaching coding and academic content through game making, and that few studies explicitly examined th...

  4. Theory of Mind and Children's Understanding of Teaching and Learning during Early Childhood

    Science.gov (United States)

    Wang, Zhenlin

    2015-01-01

    How children understand the concepts of teaching and learning is inherently underpinned by their mental state understanding and critical to the successful transition to formal schooling. Knowledge is a private representational mental state; learning is a knowledge change process that can be either intentional or not; and teaching is an intentional…

  5. Does using active learning in thermodynamics lectures improve students’ conceptual understanding and learning experiences?

    International Nuclear Information System (INIS)

    Georgiou, H; Sharma, M D

    2015-01-01

    Encouraging ‘active learning’ in the large lecture theatre emerges as a credible recommendation for improving university courses, with reports often showing significant improvements in learning outcomes. However, the recommendations are based predominantly on studies undertaken in mechanics. We set out to examine those claims in the thermodynamics module of a large first year physics course with an established technique, called interactive lecture demonstrations (ILDs). The study took place at The University of Sydney, where four parallel streams of the thermodynamics module were divided into two streams that experienced the ILDs and two streams that did not. The programme was first implemented in 2011 to gain experience and refine logistical matters and repeated in 2012 with approximately 500 students. A validated survey, the thermal concepts survey, was used as pre-test and post-test to measure learning gains while surveys and interviews provided insights into what the ‘active learning’ meant from student experiences. We analysed lecture recordings to capture the time devoted to different activities in a lecture, including interactivity. The learning gains were in the ‘high gain’ range for the ILD streams and ‘medium gain’ for the other streams. The analysis of the lecture recordings showed that the ILD streams devoted significantly more time to interactivity while surveys and interviews showed that students in the ILD streams were thinking in deep ways. Our study shows that ILDs can make a difference in students’ conceptual understanding as well as their experiences, demonstrating the potential value-add that can be provided by investing in active learning to enhance lectures. (paper)

  6. Does using active learning in thermodynamics lectures improve students’ conceptual understanding and learning experiences?

    Science.gov (United States)

    Georgiou, H.; Sharma, M. D.

    2015-01-01

    Encouraging ‘active learning’ in the large lecture theatre emerges as a credible recommendation for improving university courses, with reports often showing significant improvements in learning outcomes. However, the recommendations are based predominantly on studies undertaken in mechanics. We set out to examine those claims in the thermodynamics module of a large first year physics course with an established technique, called interactive lecture demonstrations (ILDs). The study took place at The University of Sydney, where four parallel streams of the thermodynamics module were divided into two streams that experienced the ILDs and two streams that did not. The programme was first implemented in 2011 to gain experience and refine logistical matters and repeated in 2012 with approximately 500 students. A validated survey, the thermal concepts survey, was used as pre-test and post-test to measure learning gains while surveys and interviews provided insights into what the ‘active learning’ meant from student experiences. We analysed lecture recordings to capture the time devoted to different activities in a lecture, including interactivity. The learning gains were in the ‘high gain’ range for the ILD streams and ‘medium gain’ for the other streams. The analysis of the lecture recordings showed that the ILD streams devoted significantly more time to interactivity while surveys and interviews showed that students in the ILD streams were thinking in deep ways. Our study shows that ILDs can make a difference in students’ conceptual understanding as well as their experiences, demonstrating the potential value-add that can be provided by investing in active learning to enhance lectures.

  7. Adapted to roar: functional morphology of tiger and lion vocal folds.

    Directory of Open Access Journals (Sweden)

    Sarah A Klemuk

    Full Text Available Vocal production requires active control of the respiratory system, larynx and vocal tract. Vocal sounds in mammals are produced by flow-induced vocal fold oscillation, which requires vocal fold tissue that can sustain the mechanical stress during phonation. Our understanding of the relationship between morphology and vocal function of vocal folds is very limited. Here we tested the hypothesis that vocal fold morphology and viscoelastic properties allow a prediction of fundamental frequency range of sounds that can be produced, and minimal lung pressure necessary to initiate phonation. We tested the hypothesis in lions and tigers who are well-known for producing low frequency and very loud roaring sounds that expose vocal folds to large stresses. In histological sections, we found that the Panthera vocal fold lamina propria consists of a lateral region with adipocytes embedded in a network of collagen and elastin fibers and hyaluronan. There is also a medial region that contains only fibrous proteins and hyaluronan but no fat cells. Young's moduli range between 10 and 2000 kPa for strains up to 60%. Shear moduli ranged between 0.1 and 2 kPa and differed between layers. Biomechanical and morphological data were used to make predictions of fundamental frequency and subglottal pressure ranges. Such predictions agreed well with measurements from natural phonation and phonation of excised larynges, respectively. We assume that fat shapes Panthera vocal folds into an advantageous geometry for phonation and it protects vocal folds. Its primary function is probably not to increase vocal fold mass as suggested previously. The large square-shaped Panthera vocal fold eases phonation onset and thereby extends the dynamic range of the voice.

  8. UNDERSTANDING STUDENTS' OPINION ON CO-OPERATIVE LEARNING IMPLEMENTATION IN MATHEMATICS

    OpenAIRE

    Shefali Pandya

    2017-01-01

    The study seeks to understand students’ opinion about implementation of co-operative learning approach. An experiment on co-operative learning approach was conducted on 78 students of standard IX studying in schools affiliated to the SSC Board and with English as the medium of instruction. It has used one tool, namely, Co-operative Learning Implementation Opinionnaire. It was found that on the whole, students are substantially satisfied with the implementation of co-operative learning approac...

  9. Impact of audio narrated animation on students' understanding and learning environment based on gender

    Science.gov (United States)

    Nasrudin, Ajeng Ratih; Setiawan, Wawan; Sanjaya, Yayan

    2017-05-01

    This study is titled the impact of audio narrated animation on students' understanding in learning humanrespiratory system based on gender. This study was conducted in eight grade of junior high school. This study aims to investigate the difference of students' understanding and learning environment at boys and girls classes in learning human respiratory system using audio narrated animation. Research method that is used is quasy experiment with matching pre-test post-test comparison group design. The procedures of study are: (1) preliminary study and learning habituation using audio narrated animation; (2) implementation of learning using audio narrated animation and taking data; (3) analysis and discussion. The result of analysis shows that there is significant difference on students' understanding and learning environment at boys and girls classes in learning human respiratory system using audio narrated animation, both in general and specifically in achieving learning indicators. The discussion related to the impact of audio narrated animation, gender characteristics, and constructivist learning environment. It can be concluded that there is significant difference of students' understanding at boys and girls classes in learning human respiratory system using audio narrated animation. Additionally, based on interpretation of students' respond, there is the difference increment of agreement level in learning environment.

  10. Understanding the relationship between student attitudes and student learning

    Science.gov (United States)

    Cahill, Michael J.; McDaniel, Mark A.; Frey, Regina F.; Hynes, K. Mairin; Repice, Michelle; Zhao, Jiuqing; Trousil, Rebecca

    2018-02-01

    Student attitudes, defined as the extent to which one holds expertlike beliefs about and approaches to physics, are a major research topic in physics education research. An implicit but rarely tested assumption underlying much of this research is that student attitudes play a significant part in student learning and performance. The current study directly tested this attitude-learning link by measuring the association between incoming attitudes (Colorado Learning Attitudes about Science Survey) and student learning during the semester after statistically controlling for the effects of prior knowledge [early-semester Force Concept Inventory (FCI) or Brief Electricity and Magnetism Assessment (BEMA)]. This study spanned four different courses and included two complementary measures of student knowledge: late-semester concept inventory scores (FCI or BEMA) and exam averages. In three of the four courses, after controlling for prior knowledge, attitudes significantly predicted both late-semester concept inventory scores and exam averages, but in all cases these attitudes explained only a small amount of variance in concept-inventory and exam scores. Results indicate that after accounting for students' incoming knowledge, attitudes may uniquely but modestly relate to how much students learn and how well they perform in the course.

  11. Properties of Vocalization- and Gesture-Combinations in the Transition to First Words

    Science.gov (United States)

    Murillo, Eva; Capilla, Almudena

    2016-01-01

    Gestures and vocal elements interact from the early stages of language development, but the role of this interaction in the language learning process is not yet completely understood. The aim of this study is to explore gestural accompaniment's influence on the acoustic properties of vocalizations in the transition to first words. Eleven Spanish…

  12. Conceptions of Memorizing and Understanding in Learning, and Self-Efficacy Held by University Biology Majors

    Science.gov (United States)

    Lin, Tzu-Chiang; Liang, Jyh-Chong; Tsai, Chin-Chung

    2015-02-01

    This study aims to explore Taiwanese university students' conceptions of learning biology as memorizing or as understanding, and their self-efficacy. To this end, two questionnaires were utilized to survey 293 Taiwanese university students with biology-related majors. A questionnaire for measuring students' conceptions of memorizing and understanding was validated through an exploratory factor analysis of participants' responses. As for the questionnaire regarding the students' biology learning self-efficacy (BLSE), an exploratory factor analysis revealed a total of four factors including higher-order cognitive skills (BLSE-HC), everyday application (BLSE-EA), science communication (BLSE-SC), and practical works (BLSE-PW). The results of the cluster analysis according to the participants' conceptions of learning biology indicated that students in the two major clusters either viewed learning biology as understanding or possessed mixed-conceptions of memorizing and understanding. The students in the third cluster mainly focused on memorizing in their learning while the students in the fourth cluster showed less agreement with both conceptions of memorizing and understanding. This study further revealed that the conception of learning as understanding was positively associated with the BLSE of university students with biology-related majors. However, the conception of learning as memorizing may foster students' BLSE only when such a notion co-exists with the conception of learning with understanding.

  13. Convergent differential regulation of parvalbumin in the brains of vocal learners.

    Directory of Open Access Journals (Sweden)

    Erina Hara

    Full Text Available Spoken language and learned song are complex communication behaviors found in only a few species, including humans and three groups of distantly related birds--songbirds, parrots, and hummingbirds. Despite their large phylogenetic distances, these vocal learners show convergent behaviors and associated brain pathways for vocal communication. However, it is not clear whether this behavioral and anatomical convergence is associated with molecular convergence. Here we used oligo microarrays to screen for genes differentially regulated in brain nuclei necessary for producing learned vocalizations relative to adjacent brain areas that control other behaviors in avian vocal learners versus vocal non-learners. A top candidate gene in our screen was a calcium-binding protein, parvalbumin (PV. In situ hybridization verification revealed that PV was expressed significantly higher throughout the song motor pathway, including brainstem vocal motor neurons relative to the surrounding brain regions of all distantly related avian vocal learners. This differential expression was specific to PV and vocal learners, as it was not found in avian vocal non-learners nor for control genes in learners and non-learners. Similar to the vocal learning birds, higher PV up-regulation was found in the brainstem tongue motor neurons used for speech production in humans relative to a non-human primate, macaques. These results suggest repeated convergent evolution of differential PV up-regulation in the brains of vocal learners separated by more than 65-300 million years from a common ancestor and that the specialized behaviors of learned song and speech may require extra calcium buffering and signaling.

  14. Learning Local Components to Understand Large Bayesian Networks

    DEFF Research Database (Denmark)

    Zeng, Yifeng; Xiang, Yanping; Cordero, Jorge

    2009-01-01

    Bayesian networks are known for providing an intuitive and compact representation of probabilistic information and allowing the creation of models over a large and complex domain. Bayesian learning and reasoning are nontrivial for a large Bayesian network. In parallel, it is a tough job for users...... in a domain. We evaluate its performance on three benchmark Bayesian networks and provide results in support. We further show that the learned components may represent local knowledge more precisely in comparison to the full Bayesian networks when working with a small amount of data....

  15. The effect of vocal tract impedance on the vocal folds

    DEFF Research Database (Denmark)

    Agerkvist, Finn T.; Selamtzis, Andreas

    2011-01-01

    The importance of the interaction between the acoustic impedance of the vocal tract with the flow across the vocal cords is well established. In this paper we are investigating the changes in vocal tract impedance when using the different modes of phonation according to Sadolin [1], going from...... the soft levels of the Neutral mode to the high levels of the fully ‘metallic’ Edge mode. The acoustic impedance of vocal tract as seen from the mouth opening is measured via a microphone placed close to the mouth when exciting the system with a volume velocity source [2]. At the same time a Laryngograph...... frontend is used to measure the electroglottograph signal which reflects the opening and closing pattern of the vocal folds. The measurements were carried out for all four modes (Neutral, Curbing, Overdrive and Edge) for the vowel [a] in three different pitches: C3(131 Hz), G3 (196 Hz) and C4 (262Hz...

  16. Understanding Digital Learning from the Perspective of Systems Dynamics

    Science.gov (United States)

    Kok, Ayse

    2009-01-01

    The System Dynamics approach can be seen as a new way of understanding dynamical phenonema (natural, physical, biological, etc.) that occur in our daily lives taking into consideration not only single pairs of cause-effect variables, but the functioning of the system as a whole. This approach also provides the students with a new understanding in…

  17. Enhancing intercultural understanding using e-learning strategies ...

    African Journals Online (AJOL)

    Intercultural understanding is a prerequisite for peaceful local and global citizenship, especially in South African society where prejudice and negative stereotypes were previously the order of the day because of official separatism. It is therefore crucial to teach intercultural understanding in South Africa. I report with ...

  18. Collaborative Learning and the Joint Construction of Knowledge and Understanding

    Science.gov (United States)

    Burkert, Anja

    2015-01-01

    This article reports on a small-scale study conducted among first and second-year students of English at the University of Graz in the winter semester 2013-2014. The aim of the study was to determine the extent to which students in their peer-group interactions were using language efficiently as a means of thinking and learning together. To this…

  19. Understanding Social Learning Processes in a Citrus Farming ...

    African Journals Online (AJOL)

    Linda Downsborough, Rhodes University, South Africa. Abstract. This paper ... also pointed to the significance of policy and market-based changes in farmer learning, and their attachment to the land, which is ... took place in a citrus farming community in the small town of Patensie in the Eastern Cape, which forms part of the ...

  20. Assessing Reflection: Understanding Skill Development through Reflective Learning Journals

    Science.gov (United States)

    Cathro, Virginia; O'Kane, Paula; Gilbertson, Deb

    2017-01-01

    Purpose: The purpose of this paper is to suggest ways in which business educators can interact successfully with reflective learning journals (RLJs). Specifically, the research was interested in how students used RLJs and how educators assessed these RLJs. Design/methodology/approach: In total, 31 RLJs, submitted as part of an international…

  1. Understanding Procrastination from a Self-Regulated Learning Perspective.

    Science.gov (United States)

    Wolters, Christopher A.

    2003-01-01

    Reports on two studies examining procrastination and its relation to several key components of self-regulated learning using self-report surveys. Results indicate that procrastination was related to college students' self-efficacy and work-avoidant goal orientation and, to a lesser extent, their use of metacognitive strategies. (Contains 54…

  2. Understanding How the Brain Learns Should Inform Our Teaching Practices

    Directory of Open Access Journals (Sweden)

    Alix Darden

    2012-08-01

    Full Text Available Comparative review of: The Brain-Targeted Teaching Model for 21st-Century Schools; Mariale Hardiman; (2012. Corwin, Thousand Oaks, CA. 223 pages; and How the Brain Learns, 4th ed.; David A. Sousa; (2011. Corwin, Thousand Oaks, CA. 321 pages.

  3. Moderate Learning Difficulties: Searching for Clarity and Understanding

    Science.gov (United States)

    Norwich, Brahm; Ylonen, Annamari; Gwernan-Jones, Ruth

    2014-01-01

    The concept of moderate learning difficulties (MLD) is not clearly understood in its definition and in its general use. Nevertheless, as a distinct area of special educational needs (SEN) this category has constituted about a quarter of all of those pupils identified as having SEN in England. This paper reports the analysis of findings from an…

  4. Understanding the Science-Learning Environment: A Genetically Sensitive Approach

    Science.gov (United States)

    Haworth, Claire M. A.; Davis, Oliver S. P.; Hanscombe, Ken B.; Kovas, Yulia; Dale, Philip S.; Plomin, Robert

    2013-01-01

    Previous studies have shown that environmental influences on school science performance increase in importance from primary to secondary school. Here we assess for the first time the relationship between the science-learning environment and science performance using a genetically sensitive approach to investigate the aetiology of this link. 3000…

  5. Learning Outcomes of 'Understanding Research' as understood by ...

    African Journals Online (AJOL)

    Simon Bhekumuzi

    criterion for DT use, Tapscott (1998) referred to current digital users as the Net Generation, and later Prensky. (2001) referred to them as Digital natives, implying that as they are born in the digital era, it predisposes them to learning via digital technologies. The normalisation of technology in the everyday life of learners ...

  6. Understanding Student Learning: The Need for Education Data

    Science.gov (United States)

    Slaven, Chip

    2015-01-01

    Schools have long collected information about students, from basic emergency contact details to daily attendance statistics. But only recently have schools used education technology to collect solid, reliable information (or data) about how students learn--as well as details about their strengths, challenges, and individual traits that impact…

  7. Learning with Animation and the Illusion of Understanding

    Science.gov (United States)

    Paik, Eugene Sam

    2010-01-01

    A controlled experiment was conducted on the effects of two types of animation--motion and highlighting--on learning. The treatment consisted of a 3.5 minute multimedia presentation that described the workings of a flushing toilet tank. A 2x2 factorial design ({motion, no-motion} x {highlight, no-highlight}) was employed with two dependent…

  8. Social ultrasonic vocalization in awake head-restrained mouse

    Directory of Open Access Journals (Sweden)

    Benjamin Weiner

    2016-12-01

    Full Text Available Numerous animal species emit vocalizations in response to various social stimuli. The neural basis of vocal communication has been investigated in monkeys, songbirds, rats, bats and invertebrates resulting in deep insights into motor control, neural coding and learning. Mice, which recently became very popular as a model system for mammalian neuroscience, also utilize ultrasonic vocalizations (USVs during mating behavior. However, our knowledge is lacking of both the behavior and its underlying neural mechanism. We developed a novel method for head-restrained male mice (HRMM to interact with non-restrained female mice (NRFM and show that mice can emit USVs in this context. We first recorded USVs in free arena with non-restrained male mice (NRMM and NRFM. Of the NRMM, which vocalized in the free arena, the majority could be habituated to also vocalize while head-restrained but only when a female mouse was present in proximity. The USVs emitted by HRMM are similar to the USVs of NRMM in the presence of a female mouse in their spectral structure, inter syllable interval distribution and USV sequence length, and therefore are interpreted as social USVs. By analyzing vocalizations of NRMM, we established criteria to predict which individuals are likely to vocalize while head fixed based on the USV rate and average syllable duration. To characterize the USVs emitted by HRMM, we analyzed the syllable composition of HRMM and NRMM and found that USVs emitted by HRMM have higher proportions of USVs with complex spectral representation, supporting previous studies showing that mice social USVs are context dependent. Our results suggest a way to study the neural mechanisms of production and control of social vocalization in mice using advanced methods requiring head fixation.

  9. Evaluating the effects of a new qualitative simulation software (DynaLearn) on learning behavior, factual and causal understanding

    NARCIS (Netherlands)

    Zitek, A.; Poppe, M.; Stelzhammer, M.; Muhar, S.; Bredeweg, B.; Biswas, G.; Bull, S.; Kay, J.; Mitrovic, A.

    2011-01-01

    The DynaLearn software, a new intelligent learning environment aimed at supporting a better conceptual and causal understanding of environmental sciences was evaluated. The main goals of these pilot evaluations were to provide information on (1) usability of the software and problems learners

  10. Constructionist Gaming: Understanding the Benefits of Making Games for Learning

    Science.gov (United States)

    Kafai, Yasmin B.; Burke, Quinn

    2015-01-01

    There has been considerable interest in examining the educational potential of playing video games. One crucial element, however, has traditionally been left out of these discussions—namely, children's learning through making their own games. In this article, we review and synthesize 55 studies from the last decade on making games and learning. We found that the majority of studies focused on teaching coding and academic content through game making, and that few studies explicitly examined the roles of collaboration and identity in the game making process. We argue that future discussions of serious gaming ought to be more inclusive of constructionist approaches to realize the full potential of serious gaming. Making games, we contend, not only more genuinely introduces children to a range of technical skills but also better connects them to each other, addressing the persistent issues of access and diversity present in traditional digital gaming cultures. PMID:27019536

  11. Constructionist Gaming: Understanding the Benefits of Making Games for Learning.

    Science.gov (United States)

    Kafai, Yasmin B; Burke, Quinn

    2015-10-02

    There has been considerable interest in examining the educational potential of playing video games. One crucial element, however, has traditionally been left out of these discussions-namely, children's learning through making their own games. In this article, we review and synthesize 55 studies from the last decade on making games and learning. We found that the majority of studies focused on teaching coding and academic content through game making, and that few studies explicitly examined the roles of collaboration and identity in the game making process. We argue that future discussions of serious gaming ought to be more inclusive of constructionist approaches to realize the full potential of serious gaming. Making games, we contend, not only more genuinely introduces children to a range of technical skills but also better connects them to each other, addressing the persistent issues of access and diversity present in traditional digital gaming cultures.

  12. Understanding the Role of Achievements in Game-Based Learning

    Directory of Open Access Journals (Sweden)

    Lucas Blair

    2016-12-01

    Full Text Available The objective of the current research was to examine whether one potentially effective gaming strategy—achievements—has a positive impact on learning in a game-based environment. An achievement in a video game is a reward or recognition earned by players for an in-game accomplishment. This paper describes a series of studies to evaluate the effects of achievement types on learning in a game designed to teach about health resources. The Game “Phone Dash” was used as the testbed for the following studies. The following questionnaires were utilized in this study: Video Game Self-Efficacy Scale (VGSES questionnaire, Relevance and Usefulness questionnaire, Game Engagement Questionnaire (GEQ, and the Intrinsic Motivation Inventory (IMI. Four studies were conducted. Results indicated that while in unison, the achievements were not as potent in motivating performance, certainly when combined they produced measurable changes in behavior. The four studies described in this paper provide important information regarding the optimal design of achievements in game-based health education. Developers of future game-based learning can use this information to enhance the potential effectiveness of their products. 

  13. Understanding Health Professionals' Informal Learning in Online Social Networks: A Cross-Sectional Survey.

    Science.gov (United States)

    Li, Xin; Verspoor, Karin; Gray, Kathleen; Barnett, Stephen

    2017-01-01

    Online social networks (OSNs) enable health professionals to learn informally, for example by sharing medical knowledge, or discussing practice management challenges and clinical issues. Understanding how learning occurs in OSNs is necessary to better support this type of learning. Through a cross-sectional survey, this study found that learning interaction in OSNs is low in general, with a small number of active users. Some health professionals actively used OSNs to support their practice, including sharing practical and experiential knowledge, benchmarking themselves, and to keep up-to-date on policy, advanced information and news in the field. These health professionals had an overall positive learning experience in OSNs.

  14. Understanding Learning and Learning Design in MOOCs: A Measurement-Based Interpretation

    Science.gov (United States)

    Milligan, Sandra; Griffin, Patrick

    2016-01-01

    The paper describes empirical investigations of how participants in a MOOC learn, and the implications for MOOC design. A learner capability to generate higher order learning in MOOCs--called crowd-sourced learning (C-SL) capability--was defined from learning science literature. The capability comprised a complex yet interrelated array of…

  15. Understanding Learning Styles, Attitudes and Intentions in Using e-Learning System: Evidence from Brunei

    Science.gov (United States)

    Seyal, Afzaal H.; Rahman, Mohd Noah A.

    2015-01-01

    This study investigates the students' learning style, their attitudes about educational technologies in general and e-learning management system (e-LMS) in particular and their behavioral intentions to use the e-learning platform in a single institution of higher learning in Brunei Darussalam. In this study, a survey, using the VARK Questionnaire…

  16. Understanding, Evaluating, and Supporting Self-Regulated Learning Using Learning Analytics

    Science.gov (United States)

    Roll, Ido; Winne, Philip H.

    2015-01-01

    Self-regulated learning is an ongoing process rather than a single snapshot in time. Naturally, the field of learning analytics, focusing on interactions and learning trajectories, offers exciting opportunities for analyzing and supporting self-regulated learning. This special section highlights the current state of research at the intersection of…

  17. MOTIVATIONAL AND ADAPTATIVE ASPECT OF PROSPECTIVE MUSIC TEACHERS’ VOCAL TRAINING

    Directory of Open Access Journals (Sweden)

    Lin Ye

    2016-04-01

    Full Text Available The article deals with motivational and adaptive direction of vocal training of the Art Faculty students of the Pedagogical University. Motivational and adaptive phase consisted in identifying the real state of prospective music teachers’ readiness to work with educational vocal choirs. The criterion of formation of motivational and adaptive component is defined as personal motivation in acquiring high-quality vocal and choral training. The author developed an experimental technique that involves a number of empirical research methods: special and long-term monitoring of the content and progress of the educational process; analysis, control and objectivity of teaching methods; testing; perform creative tasks; test activities; conversations and interviews that were conducted among students, faculty and trainers professional disciplines teaching practice.The mentioned criterion implies that Chinese students have sustained professional focus on improving their own vocal and choral training, awareness of the importance and prospects of this profession in their practical activities in educational conditions in China. Motivation in learning vocal and choral activities, Chinese students made the so-called "immunity" to the difficulties related with the new learning environment in universities Ukraine increases the desire to intensify and optimize the process of conducting and choral training, there is awareness of the need for new development knowledge, skills, new experience and carry it into practice national music and teacher education.

  18. Understanding mobile learning: devices, pedagogical implications and research lines

    Directory of Open Access Journals (Sweden)

    José Carlos SÁNCHEZ PRIETO

    2014-03-01

    Full Text Available El desarrollo de las nuevas tecnologías y el interés en la aplicación de las mismas al proceso de enseñanza aprendizaje han provocado el nacimiento de nuevas metodologías didácticas que pretenden sacar el máximo partido a los dispositivos. Una de las que más fuerza ha cobrado en los últimos años es el mobile learning. Nuestra intención con este artículo es describir las características principales de esta metodología, centrándonos especialmente en las implicaciones pedagógicas que trae consigo y la situación actual de la investigación en este campo, especialmente en España y en Europa.El artículo está dividido en cuatro secciones. En primer lugar, definiremos el concepto de mobile learning y su relación con los ámbitos de enseñanza. En segundo lugar, pasaremos a describir las posibilidades didácticas de los terminales móviles, centrándonos especialmente en los más populares en la actualidad, smartphones y tabletas, que han supuesto un importante avance en este campo. En tercer lugar, profundizaremos en los criterios pedagógicos para el desarrollo de actividades mLearning en los distintos paradigmas y contextos educativos, así como las estrategias de formación del profesorado. Por último, presentaremos las principales líneas de investigación y tendencias actuales y describiremos la situación en los territorios mencionados anteriormente.

  19. Teaching and Learning Medication Calculations: A Grounded Theory of Conceptual Understanding.

    Science.gov (United States)

    Mills, Susan

    2016-05-13

    The purpose of this study was to identify the process of nursing students' attainment of conceptual understanding when learning medication dosage calculations. This study utilized a grounded theory research design with a blended theoretical framework of constructivism and symbolic interaction. A process of conceptual understanding began with the teaching and learning experiences in the classroom and progressed to students' reengagement with the course content outside of the classroom. Confusion was the core category of the process. Students who were able to work through the confusion and solve problems were able to attain conceptual understanding and progress to more complex problem solving. Nurse educators need to identify teaching and learning strategies that promote conceptual understanding. Helping students to get beyond memorization and move to understanding of medication calculations can help students' critical thinking and problem solving ability and lead to conceptual understanding.

  20. Learning History in Early Childhood: Teaching Methods and Children's Understanding

    Science.gov (United States)

    Skjaeveland, Yngve

    2017-01-01

    This article discusses the teaching of history in early childhood education and care centres and children's understanding of history. Based on interviews with eight Norwegian early childhood education and care teachers and on interpretative phenomenological analysis, the article shows how the early childhood education and care centres teach…

  1. Enhancing intercultural understanding using e-learning strategies

    African Journals Online (AJOL)

    Erna Kinsey

    'intercultural communication' and 'intercultural understanding' were used to provide a basis for the theoretical outline ... therefore established intercultural communication through a non-verbal medium. Because of the ..... and intercultural communication would have to be developed as essential skills. It was apparent that the ...

  2. Student Approaches to Achieving Understanding--Approaches to Learning Revisited

    Science.gov (United States)

    Fyrenius, Anna; Wirell, Staffan; Silen, Charlotte

    2007-01-01

    This article presents a phenomenographic study that investigates students' approaches to achieving understanding. The results are based on interviews, addressing physiological phenomena, with 16 medical students in a problem-based curriculum. Four approaches--sifting, building, holding and moving--are outlined. The holding and moving approaches…

  3. Michigan Community College Virtual Learning Collaborative Memorandum of Understanding.

    Science.gov (United States)

    Michigan Community Coll. Association, Lansing.

    This memorandum of understanding was written to establish the general framework for collaboration among Michigan community colleges in support of technology-mediated courses. It also serves as a formal consortium agreement among member colleges so that students can receive financial assistance while enrolled in courses offered through the Michigan…

  4. Teaching Care Ethics: Conceptual Understandings and Stories for Learning

    Science.gov (United States)

    Rabin, Colette; Smith, Grinell

    2013-01-01

    An ethic of care acknowledges the centrality of the role of caring relationships in moral education. Care ethics requires a conception of "care" that differs from the quotidian use of the word. In order to teach care ethics more effectively, this article discusses four interrelated ways that teachers' understandings of care differ…

  5. Provocative Opinion: Can Chemistry be Learned Without Understanding?

    Science.gov (United States)

    Sanderson, R. T.

    1974-01-01

    Voices the opinion that clearer and more useful explanations of common chemistry are needed to facilitate understanding. Presents examples from the realms of atomic structure, periodic table, history of chemistry, valence, electronegativity, electrode potentials, covalent bonds, polar covalence, bond energy, and causes of chemical change. (GS)

  6. Understanding Generation Z Students to Promote a Contemporary Learning Environment

    OpenAIRE

    Mohr, Kathleen A. J.; mohr, Eric S.

    2017-01-01

    University faculty predominantly represent the Baby Boomer and Baby Buster (Gen X) Generations, but, university students are largely iYs Millenials and Generation Z Digital Natives. These groups have been characterized both positively and negatively in the popular press. A fresh understanding of the newer generations can help instructors better meet current students’ educational needs. This article shares brief generational profiles based on recent research and then presents questions and rec...

  7. Recognition, Expression, and Understanding Facial Expressions of Emotion in Adolescents with Nonverbal and General Learning Disabilities

    Science.gov (United States)

    Bloom, Elana; Heath, Nancy

    2010-01-01

    Children with nonverbal learning disabilities (NVLD) have been found to be worse at recognizing facial expressions than children with verbal learning disabilities (LD) and without LD. However, little research has been done with adolescents. In addition, expressing and understanding facial expressions is yet to be studied among adolescents with LD…

  8. Student Nurses' Experience of Experiential Teaching and Learning: Towards a Phenomenological Understanding.

    Science.gov (United States)

    Green, Anita J.; Holloway, David G.

    1996-01-01

    Interviews with nine nursing students revealed that they are able to define experiential learning, consider role playing the chief method, are aware of theory-practice issues, understand the importance of reflective practice, and view clinical supervision as an integral part of experiential learning. (SK)

  9. Towards a Culturally Sensitive and Deeper Understanding of "Rote Learning" and Memorisation of Adult Learners

    Science.gov (United States)

    Tan, Po-Li

    2011-01-01

    This article aims to provide evidence that "rote learning" or "memorisation" is a complex construct and is deeply embedded in the East Asian culture. An in-depth understanding of this learning approach is increasingly crucial considering the complex demography of contemporary higher education nowadays. Not only is there a rise…

  10. Adult Learners Understanding in Learning Islam Using the Andragogy Approach in Singapore

    Science.gov (United States)

    Kadir, Mohd Amin Bin

    2016-01-01

    This study describes adult learners understanding in learning Islam using the andragogy approach in Singapore comprising multicultural and multi-religious society. Singapore is a secular state where freedom of religion is encrypted in the constitution and Malay/Muslim comprises 13.3% of the population. Adults learn Islam to deepen their…

  11. An Exponential Growth Learning Trajectory: Students' Emerging Understanding of Exponential Growth through Covariation

    Science.gov (United States)

    Ellis, Amy B.; Ozgur, Zekiye; Kulow, Torrey; Dogan, Muhammed F.; Amidon, Joel

    2016-01-01

    This article presents an Exponential Growth Learning Trajectory (EGLT), a trajectory identifying and characterizing middle grade students' initial and developing understanding of exponential growth as a result of an instructional emphasis on covariation. The EGLT explicates students' thinking and learning over time in relation to a set of tasks…

  12. Understanding Personal Learning Environment Perspectives of Thai International Tourism and Hospitality Higher Education Students

    Science.gov (United States)

    Tanyong, Siriwan; Sharafuddin, Mohamed Ali

    2016-01-01

    This paper is part of a periodic research conducted in developing a personal learning environment for Thailand's higher education students with English as medium of instruction. The objective of the first phase in this research was to understand the personal learning environment perspectives of Thai International tourism and hospitality higher…

  13. Understanding Informal Learning in Small- and Medium-Sized Enterprises in South Korea

    Science.gov (United States)

    Jeong, Shinhee; McLean, Gary N.; Park, Soyoun

    2018-01-01

    Purpose: This paper aims to explore informal learning experiences among employees working in South Korean small- and medium-sized enterprises (SMEs) with fewer than 100 employees. This study specifically seeks to understand the characteristics of informal learning in Korean SMEs and culturally sensitive contextual factors that shape informal…

  14. The pulse of learning analytics. Understandings and expectations from the Stakeholders

    NARCIS (Netherlands)

    Drachsler, Hendrik; Greller, Wolfgang

    2011-01-01

    Drachsler, H., & Greller, W. (2012). The pulse of learning analytics. Understandings and expectations from the stakeholders. In S. Buckingham Shum, D. Gasevic, & R. Ferguson (Eds.), 2nd International Conference Learning Analytics & Knowledge (pp. 120-129). April, 29-May, 02, 2012, Vancouver, BC,

  15. Environmental Identity: A New Approach to Understanding Students' Participation in Environmental Learning Programs

    Science.gov (United States)

    Jaksha, Amanda P.

    2013-01-01

    The goal of this study is to develop an understanding of how participants express their environmental identities during an environmental learning program. Past research on the outcomes of environmental learning programs has focused primarily on changes in knowledge and attitudes. However, even if knowledge or attitudes can be accurately measured,…

  16. Integrating Model-Based Learning and Animations for Enhancing Students' Understanding of Proteins Structure and Function

    Science.gov (United States)

    Barak, Miri; Hussein-Farraj, Rania

    2013-01-01

    This paper describes a study conducted in the context of chemistry education reforms in Israel. The study examined a new biochemistry learning unit that was developed to promote in-depth understanding of 3D structures and functions of proteins and nucleic acids. Our goal was to examine whether, and to what extent teaching and learning via…

  17. Understanding How Service-Learning Impacts the Dispositions of Teach for America Candidates and Their Students

    Science.gov (United States)

    Mitchell, Dymaneke; Karlin, Sy; Price, Todd

    2014-01-01

    This article is based on a study that assessed Teach for America (TFA) candidates' dispositions toward service-learning before and after they developed and implemented a service-learning project with their students. This article may be used to understand the significance of raising alternative certification teacher candidates' community awareness…

  18. Conceptual Understanding of Acids and Bases Concepts and Motivation to Learn Chemistry

    Science.gov (United States)

    Cetin-Dindar, Ayla; Geban, Omer

    2017-01-01

    The purpose of this study was to investigate the effect of 5E learning cycle model oriented instruction (LCMI) on 11th-grade students' conceptual understanding of acids and bases concepts and student motivation to learn chemistry. The study, which lasted for 7 weeks, involved two groups: An experimental group (LCMI) and a control group (the…

  19. Improving the Understanding of Research Methodology and Self-Regulated Learning Through Blog Project

    OpenAIRE

    Retnawati, Heri

    2017-01-01

    : This classroom action research seeks to improve self-regulated learning (SRL) and understanding of research methodology at the graduate school. Nineteen graduate school students were involved. Using project-based learning (PjBL), students were assigned to create online blogs as the main project. The blog was intended for representing their understanding of research methodology by writing review of research articles and submitting a research proposal. The classroom action research was based ...

  20. The impact of abuse and learning difficulties on emotion understanding in late childhood and early adolescence.

    Science.gov (United States)

    Pons, Francisco; de Rosnay, Marc; Bender, Patrick K; Doudin, Pierre-André; Harris, Paul L; Giménez-Dasí, Marta

    2014-01-01

    Children's affective experiences and cognitive abilities have an impact on emotion understanding. However, their relative contribution, as well as the possibility of an interaction between them, has rarely been examined. The aim of the present study was to evaluate the influence of severe abuse and learning difficulties on simple and complex components of emotion understanding in late childhood and early adolescence. A total of 28 older children and young adolescents were selected for the study. Half of the participants had suffered from severe abuse, and half of these abused children additionally had learning disabilities. The remaining half of the sample had no history of abuse but were matched with the abused children on learning difficulties, age and gender. The participants' emotion understanding was assessed with the Test of Emotion Comprehension (TEC). Results showed that (a) learning difficulties but not abuse had an impact on emotion understanding, (b) there was no interaction effect of abuse and learning difficulties on emotion understanding, and (b) the observed effects of learning difficulties were most apparent for the understanding of relatively complex components of emotion and not for simple components. The results are discussed in terms of their theoretical and practical implications.

  1. Accepting, understanding, teaching, and learning (human) evolution: Obstacles and opportunities.

    Science.gov (United States)

    Pobiner, Briana

    2016-01-01

    Questions about our origin as a species are universal and compelling. Evolution-and in particular human evolution-is a subject that generates intense interest across the world, evidenced by the fact that fossil and DNA discoveries grace the covers of major science journals and magazines as well as other popular print and online media. However, virtually all national polls indicate that the majority of Americans strongly reject biological evolution as a fact-based, well-tested, and robust understanding of the history of life. In the popular mind, no topic in all of science is more contentious or polarizing than evolution and media sources often only serve to magnify this polarization by covering challenges to the teaching of evolution. In the realm of teaching, debates about evolution have shaped textbooks, curricula, standards, and policy. Challenges to accepting and understanding evolution include mistrust and denial of science, cognitive obstacles and misconceptions, language and terminology, and a religious worldview, among others. Teachers, who are on the front lines of these challenges, must be armed with the tools and techniques to teach evolution in formal education settings across grades K-16 in a straightforward, thorough, and sensitive way. Despite the potentially controversial topic of human evolution, growing research is demonstrating that a pedagogical focus on human examples is an effective and engaging way to teach core concepts of evolutionary biology. © 2016 Wiley Periodicals, Inc.

  2. Using Learning Analytics to Understand the Learning Pathways of Novice Programmers

    Science.gov (United States)

    Berland, Matthew; Martin, Taylor; Benton, Tom; Smith, Carmen Petrick; Davis, Don

    2013-01-01

    Many have suggested that tinkering plays a critical role in novices learning to program, and recent work in learning analytics (Baker & Yacef, 2009 Blikstein, 2011) allows us to describe new relationships in the process. Using learning analytics, we explore how students progress from exploration, through tinkering, to refinement, a pathway…

  3. Understanding Learner Acceptance of Learning Objects: The Roles of Learning Object Characteristics and Individual Differences

    Science.gov (United States)

    Lau, Siong-Hoe; Woods, Peter C.

    2009-01-01

    Many organisations and institutions have integrated learning objects into their e-learning systems to make the instructional resources more efficient. Like any other information systems, this trend has made user acceptance of learning objects an increasingly critical issue as a high level of learner satisfaction and acceptance reflects that the…

  4. Using computer-assisted learning to engage diverse learning styles in understanding business management principles.

    Science.gov (United States)

    Frost, Mary E; Derby, Dustin C; Haan, Andrea G

    2013-01-01

    Objective : Changes in small business and insurance present challenges for newly graduated chiropractors. Technology that reaches identified, diverse learning styles may assist the chiropractic student in business classes to meet course outcomes better. Thus, the purpose of our study is to determine if the use of technology-based instructional aids enhance students' mastery of course learning outcomes. Methods : Using convenience sampling, 86 students completed a survey assessing course learning outcomes, learning style, and the helpfulness of lecture and computer-assisted learning related to content mastery. Quantitative analyses occurred. Results : Although respondents reported not finding the computer-assisted learning as helpful as the lecture, significant relationships were found between pre- and post-assisted learning measures of the learning outcomes 1 and 2 for the visual and kinesthetic groups. Surprisingly, however, all learning style groups exhibited significant pre- and post-assisted learning appraisal relationships with learning outcomes 3 and 4. Conclusion : While evidence exists within the current study of a relationship between students' learning of the course content corollary to the use of technologic instructional aids, the exact nature of the relationship remains unclear.

  5. Transforming Chinese Teachers' Thinking, Learning and Understanding via E-learning

    Science.gov (United States)

    Forrester, Gillian; Motteram, Gary; Bangxiang, Liu

    2006-01-01

    The Developing E-learning for Teachers (DEfT) project, a collaborative venture between UK and Chinese universities, has produced e-learning modules for master's level programmes for in-service high school teachers in China. E-learning offers Chinese teachers new and innovative forms of professional development and provides for transformative…

  6. Understanding Mobile Learning from the Perspective of Self-Regulated Learning

    Science.gov (United States)

    Sha, L.; Looi, C.-K.; Chen, W.; Zhang, B. H.

    2012-01-01

    Cognizant of the research gap in the theorization of mobile learning, this paper conceptually explores how the theories and methodology of self-regulated learning (SRL), an active area in contemporary educational psychology, are inherently suited to address the issues originating from the defining characteristics of mobile learning: enabling…

  7. Cervids With Different Vocal Behavior Demonstrate Different Viscoelastic Properties of Their Vocal Folds

    OpenAIRE

    Riede, Tobias; Lingle, Susan; Hunter, Eric J.; Titze, Ingo R.

    2010-01-01

    The authors test the hypothesis that vocal fold morphology and biomechanical properties covary with species-specific vocal function. They investigate mule deer (Odocoileus hemionus) vocal folds, building on, and extending data on a related cervid, the Rocky Mountain elk (Cervus elaphus nelsoni). The mule deer, in contrast to the elk, is a species with relatively little vocal activity in adult animals. Mule deer and elk vocal folds show the typical three components of the mammalian vocal fold ...

  8. Theory of mind and children’s understanding of teaching and learning during early childhood

    Directory of Open Access Journals (Sweden)

    Zhenlin Wang

    2015-12-01

    Full Text Available How children understand the concepts of teaching and learning is inherently underpinned by their mental state understanding and critical to the successful transition to formal schooling. Knowledge is a private representational mental state; learning is a knowledge change process that can be either intentional or not; and teaching is an intentional attempt to change others’ knowledge state. Theory of mind (ToM facilitates children’s understanding of knowledge state and change as well as teaching and learning intention in various aspects, including knowing you do not know; knowing what other people know; knowing that other people do not know what you know; and knowing how knowledge comes about. This paper highlights the integral relation between children’s ToM development and their teaching and learning concept based on review of empirical research and discusses the implication for early childhood education and school transition.

  9. Can a model of study activity increase didactic dialogue and students' understanding of learning in IPE?

    DEFF Research Database (Denmark)

    Hansen, Bodil Winther; Hatt, Camusa

    by both lecturers and students will be presented. Findings/results/outcomes/effects: Students point out that the model can be a useful tool to gain an overview of learning activities and the amount of time they are expected to spend in courses. When lecturers introduce courses via the model it deepens...... student's understanding of the learning outcome and how to achieve it Lecturers on the other hand find it difficult to use the model as a mean of dialogue with the students. Conclusion: Students find that the model has potential to develop their understanding of their own learning processes. Though...... at Metropolitan University College. Since 2013 all UCS have worked with a nationally decided study activity model. The model outlines four different types of learning activities. Students are introduced to courses via the model to heighten their understanding of course design and the expectations...

  10. The Effects of Poverty Simulation, an Experiential Learning Modality, on Students' Understanding of Life in Poverty

    Science.gov (United States)

    Vandsburger, Etty; Duncan-Daston, Rana; Akerson, Emily; Dillon, Tom

    2010-01-01

    This research examines the impact of the Poverty Simulation Project, an experiential learning modality, on students' understanding of life in poverty. A total of 101 students representing 5 undergraduate majors in the College of Health and Human Services completed measures of critical thinking, understanding of others, and the active learning…

  11. The Understanding of "Concept Study" in Teachers' Professional Learning: A Lived Experience of Complexity Inquiry

    Science.gov (United States)

    Wang, Xiong

    2015-01-01

    This paper used narrative to present the author's understanding process of "concept study" in teachers' professional learning. The understanding process was advanced by several questions emerging from the preparation of doing "concept study". Thus, the several questions and their solutions became the threads of the narrative.…

  12. Students' Understanding of the Function-Derivative Relationship When Learning Economic Concepts

    Science.gov (United States)

    Ariza, Angel; Llinares, Salvador; Valls, Julia

    2015-01-01

    The aim of this study is to characterise students' understanding of the function-derivative relationship when learning economic concepts. To this end, we use a fuzzy metric (Chang 1968) to identify the development of economic concept understanding that is defined by the function-derivative relationship. The results indicate that the understanding…

  13. Vocal therapy of hyperkinetic dysphonia.

    Science.gov (United States)

    Mumović, Gordana; Veselinović, Mila; Arbutina, Tanja; Škrbić, Renata

    2014-01-01

    Hyperkinetic (hyperfunctional) dysphonia is a common pathology. The disorder is often found in vocal professionals faced with high vocal requirements. The objective of this study was to evaluate the effects of vocal therapy on voice condition characterized by hyperkinetic dysphonia with prenodular lesions and soft nodules. The study included 100 adult patients and 27 children aged 4-16 years with prenodular lesions and soft nodules. A subjective acoustic analysis using the GIRBAS scale was performed prior to and after vocal therapy. Twenty adult patients and 10 children underwent objective acoustic analysis including several acoustic parameters. Pathological vocal qualities (hoarse, harsh and breathy voice) were also obtained by computer analysis. The subjective acoustic analysis revealed a significant (pdysphonia parameters after vocal treatment in adults and children. After treatment, all levels of dysphonia were lowered in 85% (85/100) of adult patients and 29% (29/100) had a normal voice. Before vocal therapy 9 children had severe, 13 had moderate and 8 slight dysphonia. After vocal therapy only 1 child had severe dysphonia, 7 had moderate, 10 had slight levels of dysphonia and 9 were without voice disorder. The objective acoustic analysis in adults revealed a significant improvement (p≤0.025) in all dysphonia parameters except SD FO and jitter %. In children, the acoustic parameters SD FO, jitter % and NNE (normal noise energy) were significantly improved (p=0.003-0.03). Pathological voice qualities were also improved in adults and children (pdysphonia with prenodular lesions and soft nodules in both adults and children, affectinq diverse acoustic parameters.

  14. Vocalizations associated with pectoral fin contact in bottlenose dolphins (Tursiops truncatus).

    Science.gov (United States)

    Evans-Wilent, J; Dudzinski, K M

    2013-11-01

    Pectoral fin contact in bottlenose dolphins represents one form of tactile communication. Acoustic communication associated with pectoral fin contact is an additional level of communication that may change or enhance the tactile message between two individuals. In this study, we examine vocalization types associated with pectoral fin contact in a group of captive bottlenose dolphins (Tursiops truncatus). From 2006 to 2009, vocalizations potentially associated with 748 pectoral fin contacts were examined: whistles, click trains and overlap of whistles and click trains were documented when associated with fin contact. Dolphins were also documented not vocalizing when exchanging pectoral fin contacts. Call type associated with pectoral fin contact was compared for the proportion of the type of pectoral fin contact, vocalizer sex, initiator and receiver roles, and gender pair. Overall, vocalizations differed significantly by vocalizer role as rubber or rubbee, initiator, and sex. Receivers and rubbees clicked and used overlap vocalizations more frequently, and males produced overlap vocalizations more frequently. These results suggest that whistles may be used to initiate pectoral fin contact or show preference for a particular partner, while click trains may be used to show disinterest in pectoral fin contact or to signal the end of a contact. Examining vocalizations produced in conjunction with tactile contact is a relatively new approach in the study of individual dolphin behavior and may be useful for understanding dolphin social alliances and social preferences for various individuals within a population. Copyright © 2013 Elsevier B.V. All rights reserved.

  15. Auditory responses in the amygdala to social vocalizations

    Science.gov (United States)

    Gadziola, Marie A.

    The underlying goal of this dissertation is to understand how the amygdala, a brain region involved in establishing the emotional significance of sensory input, contributes to the processing of complex sounds. The general hypothesis is that communication calls of big brown bats (Eptesicus fuscus) transmit relevant information about social context that is reflected in the activity of amygdalar neurons. The first specific aim analyzed social vocalizations emitted under a variety of behavioral contexts, and related vocalizations to an objective measure of internal physiological state by monitoring the heart rate of vocalizing bats. These experiments revealed a complex acoustic communication system among big brown bats in which acoustic cues and call structure signal the emotional state of a sender. The second specific aim characterized the responsiveness of single neurons in the basolateral amygdala to a range of social syllables. Neurons typically respond to the majority of tested syllables, but effectively discriminate among vocalizations by varying the response duration. This novel coding strategy underscores the importance of persistent firing in the general functioning of the amygdala. The third specific aim examined the influence of acoustic context by characterizing both the behavioral and neurophysiological responses to natural vocal sequences. Vocal sequences differentially modify the internal affective state of a listening bat, with lower aggression vocalizations evoking the greatest change in heart rate. Amygdalar neurons employ two different coding strategies: low background neurons respond selectively to very few stimuli, whereas high background neurons respond broadly to stimuli but demonstrate variation in response magnitude and timing. Neurons appear to discriminate the valence of stimuli, with aggression sequences evoking robust population-level responses across all sound levels. Further, vocal sequences show improved discrimination among stimuli

  16. How online learning modules can improve the representational fluency and conceptual understanding of university physics students

    Science.gov (United States)

    Hill, M.; Sharma, M. D.; Johnston, H.

    2015-07-01

    The use of online learning resources as core components of university science courses is increasing. Learning resources range from summaries, videos, and simulations, to question banks. Our study set out to develop, implement, and evaluate research-based online learning resources in the form of pre-lecture online learning modules (OLMs). The aim of this paper is to share our experiences with those using, or considering implementing, online learning resources. Our first task was to identify student learning issues in physics to base the learning resources on. One issue with substantial research is conceptual understanding, the other with comparatively less research is scientific representations (graphs, words, equations, and diagrams). We developed learning resources on both these issues and measured their impact. We created weekly OLMs which were delivered to first year physics students at The University of Sydney prior to their first lecture of the week. Students were randomly allocated to either a concepts stream or a representations stream of online modules. The programme was first implemented in 2013 to trial module content, gain experience and process logistical matters and repeated in 2014 with approximately 400 students. Two validated surveys, the Force and Motion Concept Evaluation (FMCE) and the Representational Fluency Survey (RFS) were used as pre-tests and post-tests to measure learning gains while surveys and interviews provided further insights. While both streams of OLMs produced similar positive learning gains on the FMCE, the representations-focussed OLMs produced higher gains on the RFS. Conclusions were triangulated with student responses which indicated that they have recognized the benefit of the OLMs for their learning of physics. Our study shows that carefully designed online resources used as pre-instruction can make a difference in students’ conceptual understanding and representational fluency in physics, as well as make them more aware

  17. Integrating Model-Based Learning and Animations for Enhancing Students' Understanding of Proteins Structure and Function

    Science.gov (United States)

    Barak, Miri; Hussein-Farraj, Rania

    2013-04-01

    This paper describes a study conducted in the context of chemistry education reforms in Israel. The study examined a new biochemistry learning unit that was developed to promote in-depth understanding of 3D structures and functions of proteins and nucleic acids. Our goal was to examine whether, and to what extent teaching and learning via model-based learning and animations of biomolecules affect students' chemical understanding. Applying the mixed methods research paradigm, pre- and post-questionnaires as well as class-observations were employed in the collection, analysis, and interpretation of data. The research population included 175 grade twelve students, divided into three research groups: (a) hands-on exploration of animations, (b) teacher's demonstrations of animations, (c) traditional learning using textbooks. Findings indicated that the integration of model-based learning and 3D animations enhanced students' understanding of proteins' structure and function and their ability to transfer across different levels of chemistry understanding. Findings also indicated that teachers' demonstrations of animations may enhance students' `knowledge'—a low order thinking skill; however, in order to enhance higher levels of thinking, students should be able to explore 3D animations on their own. Applying constructivist and interpretative analysis of the data, three themes were raised, corresponding to cognitive, affective, and social aspects of learning while exploring web-based models and animations.

  18. The songbird syrinx morphome: a three-dimensional, high-resolution, interactive morphological map of the zebra finch vocal organ

    Directory of Open Access Journals (Sweden)

    Düring Daniel N

    2013-01-01

    Full Text Available Abstract Background Like human infants, songbirds learn their species-specific vocalizations through imitation learning. The birdsong system has emerged as a widely used experimental animal model for understanding the underlying neural mechanisms responsible for vocal production learning. However, how neural impulses are translated into the precise motor behavior of the complex vocal organ (syrinx to create song is poorly understood. First and foremost, we lack a detailed understanding of syringeal morphology. Results To fill this gap we combined non-invasive (high-field magnetic resonance imaging and micro-computed tomography and invasive techniques (histology and micro-dissection to construct the annotated high-resolution three-dimensional dataset, or morphome, of the zebra finch (Taeniopygia guttata syrinx. We identified and annotated syringeal cartilage, bone and musculature in situ in unprecedented detail. We provide interactive three-dimensional models that greatly improve the communication of complex morphological data and our understanding of syringeal function in general. Conclusions Our results show that the syringeal skeleton is optimized for low weight driven by physiological constraints on song production. The present refinement of muscle organization and identity elucidates how apposed muscles actuate different syringeal elements. Our dataset allows for more precise predictions about muscle co-activation and synergies and has important implications for muscle activity and stimulation experiments. We also demonstrate how the syrinx can be stabilized during song to reduce mechanical noise and, as such, enhance repetitive execution of stereotypic motor patterns. In addition, we identify a cartilaginous structure suited to play a crucial role in the uncoupling of sound frequency and amplitude control, which permits a novel explanation of the evolutionary success of songbirds.

  19. Vocal handicap index in popular and erudite professional singers.

    Science.gov (United States)

    Loiola-Barreiro, Camila Miranda; Silva, Marta Assumpção de Andrada E

    To compare the voice handicap index of popular and erudite professional singers according to gender, age, professional experience time, and presence or absence of self-reported vocal complaints. One hundred thirty-two professional singers, 74 popular and 58 erudite, who responded to a questionnaire with regards to identification, age, gender, professional experience time in singing, musical genres (for popular singers), vocal classification (for erudite singers), presence of self-reported vocal complaints, and the specific protocols for popular (Modern Singing Handicap Index - MSHI) and erudite (Classical Singing Handicap Index - CSHI) singing. Higher proportion of women and higher incidence of vocal complaints were observed in the popular singers compared with the erudite singers. Most of the popular singers belonged to the genre of Brazilian Popular Music. Regarding the classification of erudite singers, there was greater participation of sopranos and tenors. No statistical differences were observed with respect to age and professional experience time between the groups. Comparison of the MSHI and CSHI scores showed no statistically significant difference between these scores and genre or age in both groups of singers. Professional experience time was related to the total score and the subscales disability and impairment in the MSHI, only for popular singers with vocal complaints. There was no correlation between these variables and the CSHI for erudite singers. The impact of vocal difficulty/problem interferes differently in these two musical genres when related to vocal complaint and professional experience time. The MSHI and CSHI protocols proved to be important tools not only for the identification of problems, but also for the understanding of how these individuals relate their voices with this occupational activity.

  20. Simulated Reflux Decreases Vocal Fold Epithelial Barrier Resistance

    Science.gov (United States)

    Erickson, Elizabeth; Sivasankar, Mahalakshmi

    2010-01-01

    Objectives/Hypothesis The vocal fold epithelium provides a barrier to the entry of inhaled and systemic challenges. However, the location of the epithelium makes it vulnerable to damage. Past research suggests, but does not directly demonstrate, that exposure to gastric reflux adversely affects the function of the epithelial barrier. Understanding the nature of reflux-induced epithelial barrier dysfunction is necessary to better recognize the mechanisms for vocal fold susceptibility to this disease. Therefore, we examined the effects of physiologically relevant reflux challenges on vocal fold transepithelial resistance and gross epithelial and subepithelial appearance. Study Design Ex vivo, mixed design with between-group and repeated-measures analyses. Methods Healthy, native porcine vocal folds (N = 52) were exposed to physiologically relevant acidic pepsin, acid-only, or pepsin-only challenges and examined with electrophysiology and light microscopy. For all challenges, vocal folds exposed to a neutral pH served as control. Results Acidic pepsin and acid-only challenges, but not pepsin-only or control challenges significantly reduced transepithelial resistance within 30 minutes. Reductions in transepithelial resistance were irreversible. Challenge exposure produced minimal gross changes in vocal fold epithelial or subepithelial appearance as evidenced by light microscopy. Conclusions These findings demonstrate that acidic environments characteristic of gastric reflux compromise epithelial barrier function without gross structural changes. In healthy, native vocal folds, reductions in transepithelial resistance could reflect reflux-related epithelial disruption. These results might guide the development of pharmacologic and therapeutic recommendations for patients with reflux, such as continued acid-suppression therapy and patient antireflux behavioral education. PMID:20564752

  1. Computational acoustic modeling of cetacean vocalizations

    Science.gov (United States)

    Gurevich, Michael Dixon

    A framework for computational acoustic modeling of hypothetical vocal production mechanisms in cetaceans is presented. As a specific example, a model of a proposed source in the larynx of odontocetes is developed. Whales and dolphins generate a broad range of vocal sounds, but the exact mechanisms they use are not conclusively understood. In the fifty years since it has become widely accepted that whales can and do make sound, how they do so has remained particularly confounding. Cetaceans' highly divergent respiratory anatomy, along with the difficulty of internal observation during vocalization have contributed to this uncertainty. A variety of acoustical, morphological, ethological and physiological evidence has led to conflicting and often disputed theories of the locations and mechanisms of cetaceans' sound sources. Computational acoustic modeling has been used to create real-time parametric models of musical instruments and the human voice. These techniques can be applied to cetacean vocalizations to help better understand the nature and function of these sounds. Extensive studies of odontocete laryngeal morphology have revealed vocal folds that are consistently similar to a known but poorly understood acoustic source, the ribbon reed. A parametric computational model of the ribbon reed is developed, based on simplified geometrical, mechanical and fluid models drawn from the human voice literature. The physical parameters of the ribbon reed model are then adapted to those of the odontocete larynx. With reasonable estimates of real physical parameters, both the ribbon reed and odontocete larynx models produce sounds that are perceptually similar to their real-world counterparts, and both respond realistically under varying control conditions. Comparisons of acoustic features of the real-world and synthetic systems show a number of consistencies. While this does not on its own prove that either model is conclusively an accurate description of the source, it

  2. Learning Fractions by Splitting: Using Learning Analytics to Illuminate the Development of Mathematical Understanding

    Science.gov (United States)

    Martin, Taylor; Petrick Smith, Carmen; Forsgren, Nicole; Aghababyan, Ani; Janisiewicz, Philip; Baker, Stephanie

    2015-01-01

    The struggle with fraction learning in kindergarten through Grade 12 in the United States is a persistent problem and one of the major stumbling blocks to succeeding in higher mathematics. Research into this problem has identified several areas where students commonly struggle with fractions. While there are many theories of fraction learning,…

  3. Ultrasonic vocalizations in mouse models for speech and socio-cognitive disorders: insights into the evolution of vocal communication.

    Science.gov (United States)

    Fischer, J; Hammerschmidt, K

    2011-02-01

    Comparative analyses used to reconstruct the evolution of traits associated with the human language faculty, including its socio-cognitive underpinnings, highlight the importance of evolutionary constraints limiting vocal learning in non-human primates. After a brief overview of this field of research and the neural basis of primate vocalizations, we review studies that have addressed the genetic basis of usage and structure of ultrasonic communication in mice, with a focus on the gene FOXP2 involved in specific language impairments and neuroligin genes (NL-3 and NL-4) involved in autism spectrum disorders. Knockout of FoxP2 leads to reduced vocal behavior and eventually premature death. Introducing the human variant of FoxP2 protein into mice, in contrast, results in shifts in frequency and modulation of pup ultrasonic vocalizations. Knockout of NL-3 and NL-4 in mice diminishes social behavior and vocalizations. Although such studies may provide insights into the molecular and neural basis of social and communicative behavior, the structure of mouse vocalizations is largely innate, limiting the suitability of the mouse model to study human speech, a learned mode of production. Although knockout or replacement of single genes has perceptible effects on behavior, these genes are part of larger networks whose functions remain poorly understood. In humans, for instance, deficiencies in NL-4 can lead to a broad spectrum of disorders, suggesting that further factors (experiential and/or genetic) contribute to the variation in clinical symptoms. The precise nature as well as the interaction of these factors is yet to be determined. © 2010 The Authors. Genes, Brain and Behavior © 2010 Blackwell Publishing Ltd and International Behavioural and Neural Genetics Society.

  4. LEARNING IN FRIENDSHIP GROUPS: DEVELOPING STUDENTS’ CONCEPTUAL UNDERSTANDING THROUGH SOCIAL INTERACTION

    Directory of Open Access Journals (Sweden)

    Carl eSenior

    2014-09-01

    Full Text Available The role that student friendship groups play in learning was investigated here. Employing a critical realist design, two focus groups on undergraduates were conducted to explore their experience of studying. Data from the ‘case-by-case’ analysis suggested student-to-student friendships produced social contexts which facilitated conceptual understanding through discussion, explanation and application to ‘real life’ contemporary issues. However, the students did not conceive this as a learning experience or suggest the function of their friendships involved learning. These data therefore challenge the perspective that student groups in higher education are formed and regulated for the primary function of learning. Given these findings, further research is needed to assess the role student friendships play in developing disciplinary conceptual understanding.

  5. Master and novice secondary science teachers' understandings and use of the learning cycle

    Science.gov (United States)

    Reap, Melanie Ann

    2000-09-01

    The learning cycle paradigm had been used in science classrooms for nearly four decades. This investigation seeks to reveal how the 1earning cycle, as originally designed, is currently understood and implemented by teachers in authentic classroom settings. The specific purposes of this study were: (1) to describe teachers who use the learning cycle and compare their understandings and perceptions of the learning cycle procedure in instruction; (2) to elicit novice and master teacher perspectives on their instruction and determine their perception of the process by which learning cycles are implemented in the science classroom; (3) to describe the context of science instruction in the novice and master teacher's classroom to ascertain how the teacher facilitates implementation of the learning cycle paradigm in their authentic classroom setting. The study used a learning cycle survey, interviews and classroom observations using the Learning Cycle Teacher Behavior Instruments and the Verbal Interaction Category System to explore these features of learning cycle instruction. The learning cycle survey was administered to a sample of teachers who use the learning cycle, including master and novice learning cycle teachers. One master and one novice learning cycle teacher were selected from this sample for further study. Analysis of the surveys showed no significant differences in master and novice teacher understandings of the learning cycle as assessed by the instrument. However, interviews and observations of the selected master and novice learning cycle teachers showed several differences in how the paradigm is understood and implemented in the classroom. The master learning cycle teacher showed a more developed teaching philosophy and had more engaged, extensive interactions with students. The novice learning cycle teacher held a more naive teaching philosophy and had fewer, less developed interactions with students. The most significant difference was seen in the use

  6. It's Rather like Learning a Language: Development of talk and conceptual understanding in mechanics lessons

    Science.gov (United States)

    Rincke, Karsten

    2011-01-01

    Although a broad literature exists concerning the development of conceptual understanding of force and other topics within mechanics, little is known about the role and development of students' talk about the subject. The paper presents an in-depth investigation of students' talk whilst being introduced to the concept of force. The main research goal was to investigate and understand how students develop an understanding of the concept of force and how they use and understand the term 'force'. Therefore, we make relation to the research field of students' preconceptions and the field of second language learning. Two classes of students (N = 47) were videotaped during a time period of nine lessons, each transcribed and analysed using a category system. Additional data were obtained via written tasks, logs kept by the students, and tests. The detailed analysis of the talk and the results of the tests indicate that students face difficulties in using the term 'force' scientifically similar to those in a foreign language instruction. Vygotsky already recognised a relationship between learning in science and learning a language. In this paper, important aspects of this relationship are discussed based upon empirical data. We conclude that in some respects it might be useful to make reference to the research related to language learning when thinking about improving science education. In particular, according to Selinker's concept of interlanguage describing language-learning processes within language instruction, the language used by the students during physics lessons can be viewed as a 'scientific interlanguage'.

  7. Development of the living thing transportation systems worksheet on learning cycle model to increase student understanding

    Science.gov (United States)

    Rachmawati, E.; Nurohman, S.; Widowati, A.

    2018-01-01

    This study aims to know: 1) the feasibility LKPD review of aspects of the didactic requirements, construction requirements, technical requirements and compliance with the Learning Cycle. 2) Increase understanding of learners with Learning Model Learning Cycle in SMP N 1 Wates in the form LKPD. 3) The response of learners and educators SMP N 1 Wates to quality LKPD Transportation Systems Beings. This study is an R & D with the 4D model (Define, Design, Develop and Disseminate). Data were analyzed using qualitative analysis and quantitative analysis. Qualitative analysis in the form of advice description and assessment scores from all validates that was converted to a scale of 4. While the analysis of quantitative data by calculating the percentage of materializing learning and achievement using the standard gain an increased understanding and calculation of the KKM completeness evaluation value as an indicator of the achievement of students understanding. the results of this study yield LKPD IPA model learning Cycle theme Transportation Systems Beings obtain 108.5 total scores of a maximum score of 128 including the excellent category (A). LKPD IPA developed able to demonstrate an improved understanding of learners and the response of learners was very good to this quality LKPD IPA.

  8. The vocal monotony of monogamy

    Science.gov (United States)

    Thomas, Jeanette

    2003-04-01

    There are four phocids in waters around Antarctica: Weddell, leopard, crabeater, and Ross seals. These four species provide a unique opportunity to examine underwater vocal behavior in species sharing the same ecosystem. Some species live in pack ice, others in factice, but all are restricted to the Antarctic or sub-Antarctic islands. All breed and produce vocalizations under water. Social systems range from polygyny in large breeding colonies, to serial monogamy, to solitary species. The type of mating system influences the number of underwater vocalizations in the repertoire, with monogamous seals producing only a single call, polygynous species producing up to 35 calls, and solitary species an intermediate number of about 10 calls. Breeding occurs during the austral spring and each species carves-out an acoustic niche for communicating, with species using different frequency ranges, temporal patterns, and amplitude changes to convey their species-specific calls and presumably reduce acoustic competition. Some species exhibit geographic variations in their vocalizations around the continent, which may reflect discrete breeding populations. Some seals become silent during a vulnerable time of predation by killer whales, perhaps to avoid detection. Overall, vocalizations of these seals exhibit adaptive characteristics that reflect the co-evolution among species in the same ecosystem.

  9. Influence of the temperature on materials electric behaviour: Understanding and students’ learning difficulties

    Directory of Open Access Journals (Sweden)

    Antonio García Carmona

    2006-03-01

    Full Text Available In this article, we defend that in the teaching/learning of the electricity, its contents must be associa ted with contents concerning the structure and behaviour of the matter. Thus, it is possible to understand some electricity topics as the influence of the temperature on electric behaviour of materials. In this sense, we propose a conceptual framework for its teaching, coherent with the Spanish Physics and Chemistry curriculum of Secondary Education. Likewise, we show the results of a research carried out with 60 pupils (age 14-15, about theirs understanding levels and theirs learning difficulties regarding considered topic.

  10. Applying cognitive learning theories to understanding of learning in vulnerable groups of adults

    Directory of Open Access Journals (Sweden)

    Manuel Kuran

    2011-06-01

    Full Text Available In the mid-twentieth century cognitive learning theories appeared as a criticism of behaviourism, and were later replaced by constructivist and connectivist learning theories. In the last two decades psychological research into cognition experienced a revival thanks to new methodological possibilities. This article brings a selection of research studies related to adult edu- cation in various ways: post-formal cognitive development stage, cognitive ageing, the meaning of crystallized intelligence in adulthood, and research into learning styles. The article proceeds with an account of research of literacy in vulnerable social groups and ends with a final chapter, which brings useful findings for researchers and adult education practitioners. In this article, the author has drawn from two separate sources. The first source are the professional premises underlying conceptualization of multi-media contents, prepared by the Slovenian Institute for Adult Education within the framework of the project titled Literacy development, and Assessment and Acknowledgement of Non-formal Learning between 2009 – 2011. The theoretical part of the underlying professional premises dealt, among other, with cognitive aspects of adult learning, which represent the basis of this article. The second source is the authorØs personal involvement in the field of cognitive psychology, or rather, in the field of cognitive sciences, in which even today learning and education of vulnerable groups of adults is given only marginal consideration in research.

  11. University Vocal Training and Vocal Health of Music Educators and Music Therapists

    Science.gov (United States)

    Baker, Vicki D.; Cohen, Nicki

    2017-01-01

    The purpose of this study was to describe the university vocal training and vocal health of music educators and music therapists. The participants (N = 426), music educators (n = 351) and music therapists (n = 75), completed a survey addressing demographics, vocal training, voice usage, and vocal health. Both groups reported singing at least 50%…

  12. Social behaviors and acoustic vocalizations in different strains of mice.

    Science.gov (United States)

    Faure, Alexis; Pittaras, Elsa; Nosjean, Anne; Chabout, Jonathan; Cressant, Arnaud; Granon, Sylvie

    2017-03-01

    Proposing a framework for the study of core functions is valuable for understanding how they are altered in multiple mental disorders involving prefrontal dysfunction, for understanding genetic influences and for testing therapeutic compounds. Social and communication disabilities are reported in several major psychiatric disorders, and social communication disorders also can occur independently. Being able to study social communication involving interactions and associated acoustic vocalizations in animal models is thus important. All rodents display extensive social behaviors, including interactions and acoustic vocalizations. It is therefore important to pinpoint potential genetic-related strain differences -and similarities- in social behavior and vocalization. One approach is to compare different mouse strains, and this may be useful in choosing which strains may be best suitable in modeling psychiatric disorders where social and communication deficits are core symptoms. We compared social behavior and ultrasonic acoustic vocalization profiles in males of four mouse strains (129S2/Sv, C57BL/6J, DBA/2, and CD-1) using a social interaction task that we previously showed to rely on prefrontal network activity. Our social interaction task promotes a high level of ultrasonic vocalization with both social and acoustic parameters, and further allows other measures of social behaviors. The duration of social contact, dominance and aggressiveness varied with the mouse strains. Only C57BL/6J mice showed no attacks, with social contact being highly affiliative, whereas others strains emitted aggressive attacks. C57BL/6J mice also exhibited a significantly higher rate of ultrasonic vocalizations (USV), especially during social interaction. Copyright © 2016 Elsevier B.V. All rights reserved.

  13. Temporal Resolution and Active Auditory Discrimination Skill in Vocal Musicians

    Directory of Open Access Journals (Sweden)

    Kumar, Prawin

    2015-12-01

    Full Text Available Introduction Enhanced auditory perception in musicians is likely to result from auditory perceptual learning during several years of training and practice. Many studies have focused on biological processing of auditory stimuli among musicians. However, there is a lack of literature on temporal resolution and active auditory discrimination skills in vocal musicians. Objective The aim of the present study is to assess temporal resolution and active auditory discrimination skill in vocal musicians. Method The study participants included 15 vocal musicians with a minimum professional experience of 5 years of music exposure, within the age range of 20 to 30 years old, as the experimental group, while 15 age-matched non-musicians served as the control group. We used duration discrimination using pure-tones, pulse-train duration discrimination, and gap detection threshold tasks to assess temporal processing skills in both groups. Similarly, we assessed active auditory discrimination skill in both groups using Differential Limen of Frequency (DLF. All tasks were done using MATLab software installed in a personal computer at 40dBSL with maximum likelihood procedure. The collected data were analyzed using SPSS (version 17.0. Result Descriptive statistics showed better threshold for vocal musicians compared with non-musicians for all tasks. Further, independent t-test showed that vocal musicians performed significantly better compared with non-musicians on duration discrimination using pure tone, pulse train duration discrimination, gap detection threshold, and differential limen of frequency. Conclusion The present study showed enhanced temporal resolution ability and better (lower active discrimination threshold in vocal musicians in comparison to non-musicians.

  14. Temporal Resolution and Active Auditory Discrimination Skill in Vocal Musicians.

    Science.gov (United States)

    Kumar, Prawin; Sanju, Himanshu Kumar; Nikhil, J

    2016-10-01

    Introduction  Enhanced auditory perception in musicians is likely to result from auditory perceptual learning during several years of training and practice. Many studies have focused on biological processing of auditory stimuli among musicians. However, there is a lack of literature on temporal resolution and active auditory discrimination skills in vocal musicians. Objective  The aim of the present study is to assess temporal resolution and active auditory discrimination skill in vocal musicians. Method  The study participants included 15 vocal musicians with a minimum professional experience of 5 years of music exposure, within the age range of 20 to 30 years old, as the experimental group, while 15 age-matched non-musicians served as the control group. We used duration discrimination using pure-tones, pulse-train duration discrimination, and gap detection threshold tasks to assess temporal processing skills in both groups. Similarly, we assessed active auditory discrimination skill in both groups using Differential Limen of Frequency (DLF). All tasks were done using MATLab software installed in a personal computer at 40dBSL with maximum likelihood procedure. The collected data were analyzed using SPSS (version 17.0). Result  Descriptive statistics showed better threshold for vocal musicians compared with non-musicians for all tasks. Further, independent t -test showed that vocal musicians performed significantly better compared with non-musicians on duration discrimination using pure tone, pulse train duration discrimination, gap detection threshold, and differential limen of frequency. Conclusion  The present study showed enhanced temporal resolution ability and better (lower) active discrimination threshold in vocal musicians in comparison to non-musicians.

  15. Understanding the Need of Mobile ICT Learning as an Elderly Learning Tool

    Directory of Open Access Journals (Sweden)

    Sanches Lam

    2009-12-01

    Full Text Available With a rapid deployment of mobile devices, mobile learning gives rise to new possibilities for extending learning opportunities. Nevertheless, current research on mobile learning has mostly been aimed at enhancing learning of school or college students. In this light, the paper seeks to throw light on the potential of mobile learning for elderly. We describe in this paper a research study for examining needs that determine the adoption and usage of mobile devices by elderly population. The elderly are an often neglected group in product development and marketing, but they are the only growing age group in most developed societies. By using semi-structured interviews with a number of different stakeholders interested in elderly people, we identify a set of issues that need to be taken into account when designing strategy for the elderly learners. The results of our study indicate that elderly people are interested in using mobile devices and services, but these services need to deliver real value for them.

  16. An Investigation of Extinction-Induced Vocalizations

    Science.gov (United States)

    Valentino, Amber L.; Shillingsburg, M. Alice; Call, Nathan A.; Burton, Britney; Bowen, Crystal N.

    2011-01-01

    Children with autism have significant communication delays. Although some children develop vocalizations through shaping and differential reinforcement, others rarely exhibit vocalizations, and alternative methods are targeted in intervention. However, vocal language often remains a goal for caregivers and clinicians. Thus, strategies to increase…

  17. Nocturnal Vocal Activity in Captive Bottlenose Dolphins (Tursiops truncatus: Could Dolphins have Presleep Choruses?

    Directory of Open Access Journals (Sweden)

    Dorothee Kremers

    2014-11-01

    Full Text Available Nocturnal vocal activity in dolphins is often thought to be associated with feeding activity. However, when no food resources are available dolphins spend their time for the most part resting/sleeping. While unihemispherically sleeping, dolphins mostly swim slowly and synchronously in close proximity with one or more other individuals. Although vocal activity is lower during resting/sleeping, dolphins are not entirely silent the entire night. However, nothing is known about the temporal patterning of vocal activity at night and its potential relation with activity in dolphins. Here we recorded the vocal activity of a group of five captive bottlenose dolphins at night while having no feeding opportunity, examined whether there was any temporal pattern and/or a relation with breathing activity, used here as an index of overall activity. The temporal pattern revealed two peaks of intense whistle activity (8 p.m. and midnight, which were followed by a strong decrease of whistle rate and a slight decrease of respiration rate. We suggest that the high vocal activity at the peak periods might indicate socializing periods and that dolphins, like many other species, show periods of increased social and vocal interactions (chorusing? before starting to rest/sleep, maybe to ensure the synchrony of slow swimming observed in this species. These findings contribute to a better understanding of nocturnal vocal activity in cetaceans and suggest new lines of research on vocal/social activity of dolphins in relation to presleep and resting behavior.

  18. Tissue engineering-based therapeutic strategies for vocal fold repair and regeneration.

    Science.gov (United States)

    Li, Linqing; Stiadle, Jeanna M; Lau, Hang K; Zerdoum, Aidan B; Jia, Xinqiao; Thibeault, Susan L; Kiick, Kristi L

    2016-11-01

    Vocal folds are soft laryngeal connective tissues with distinct layered structures and complex multicomponent matrix compositions that endow phonatory and respiratory functions. This delicate tissue is easily damaged by various environmental factors and pathological conditions, altering vocal biomechanics and causing debilitating vocal disorders that detrimentally affect the daily lives of suffering individuals. Modern techniques and advanced knowledge of regenerative medicine have led to a deeper understanding of the microstructure, microphysiology, and micropathophysiology of vocal fold tissues. State-of-the-art materials ranging from extracecullar-matrix (ECM)-derived biomaterials to synthetic polymer scaffolds have been proposed for the prevention and treatment of voice disorders including vocal fold scarring and fibrosis. This review intends to provide a thorough overview of current achievements in the field of vocal fold tissue engineering, including the fabrication of injectable biomaterials to mimic in vitro cell microenvironments, novel designs of bioreactors that capture in vivo tissue biomechanics, and establishment of various animal models to characterize the in vivo biocompatibility of these materials. The combination of polymeric scaffolds, cell transplantation, biomechanical stimulation, and delivery of antifibrotic growth factors will lead to successful restoration of functional vocal folds and improved vocal recovery in animal models, facilitating the application of these materials and related methodologies in clinical practice. Copyright © 2016 Elsevier Ltd. All rights reserved.

  19. Understanding self-controlled motor learning protocols through the self determination theory

    Directory of Open Access Journals (Sweden)

    Elizabeth Ann Sanli

    2013-01-01

    Full Text Available The purpose of the present review was to provide a theoretical understanding of the learning advantages underlying a self-controlled practice context through the tenets of the self-determination theory (SDT. Three micro theories within the macro theory of SDT (Basic psychological needs theory, Cognitive Evaluation Theory & Organismic Integration Theory are used as a framework for examining the current self-controlled motor learning literature. A review of 26 peer-reviewed, empirical studies from the motor learning and medical training literature revealed an important limitation of the self-controlled research in motor learning: that the effects of motivation have been assumed rather than quantified. The SDT offers a basis from which to include measurements of motivation into explanations of changes in behavior. This review suggests that a self-controlled practice context can facilitate such factors as feelings of autonomy and competence of the learner, thereby supporting the psychological needs of the learner, leading to long term changes to behavior. Possible tools for the measurement of motivation and regulation in future studies are discussed. The SDT not only allows for a theoretical reinterpretation of the extant motor learning research supporting self-control as a learning variable, but also can help to better understand and measure the changes occurring between the practice environment and the observed behavioral outcomes.

  20. Understanding Self-Controlled Motor Learning Protocols through the Self-Determination Theory.

    Science.gov (United States)

    Sanli, Elizabeth A; Patterson, Jae T; Bray, Steven R; Lee, Timothy D

    2012-01-01

    The purpose of the present review was to provide a theoretical understanding of the learning advantages underlying a self-controlled practice context through the tenets of the self-determination theory (SDT). Three micro-theories within the macro-theory of SDT (Basic psychological needs theory, Cognitive Evaluation Theory, and Organismic Integration Theory) are used as a framework for examining the current self-controlled motor learning literature. A review of 26 peer-reviewed, empirical studies from the motor learning and medical training literature revealed an important limitation of the self-controlled research in motor learning: that the effects of motivation have been assumed rather than quantified. The SDT offers a basis from which to include measurements of motivation into explanations of changes in behavior. This review suggests that a self-controlled practice context can facilitate such factors as feelings of autonomy and competence of the learner, thereby supporting the psychological needs of the learner, leading to long term changes to behavior. Possible tools for the measurement of motivation and regulation in future studies are discussed. The SDT not only allows for a theoretical reinterpretation of the extant motor learning research supporting self-control as a learning variable, but also can help to better understand and measure the changes occurring between the practice environment and the observed behavioral outcomes.

  1. Effects of a Co-operative Learning Strategy on Ninth-Graders' Understanding of Human Nutrition.

    Science.gov (United States)

    Soyibo, Kola; Evans, Hermel G.

    2002-01-01

    Looks at the effect of teaching strategies on a group's attitude toward biology and understanding human nutrition. Used an experimental group that participated in co-operative learning and a control group taught using the lecture method. Involves ninth graders (n=156) from two high schools in Jamaica. (Author/YDS)

  2. Keeping conceptual boundaries distinct between decision making and learning is necessary to understand social influence.

    Science.gov (United States)

    Le Mens, Gaël

    2014-02-01

    Bentley et al. make the deliberate choice to blur the distinction between learning and decision making. This obscures the social influence mechanisms that operate in the various empirical settings that their map aims to categorize. Useful policy prescriptions, however, require an accurate understanding of the social influence mechanisms that underlie the dynamics of popularity.

  3. Conceptions of Memorizing and Understanding in Learning, and Self-Efficacy Held by University Biology Majors

    Science.gov (United States)

    Lin, Tzu-Chiang; Liang, Jyh-Chong; Tsai, Chin-Chung

    2015-01-01

    This study aims to explore Taiwanese university students' conceptions of learning biology as memorizing or as understanding, and their self-efficacy. To this end, two questionnaires were utilized to survey 293 Taiwanese university students with biology-related majors. A questionnaire for measuring students' conceptions of memorizing and…

  4. Exploring Secondary Students' Understanding of Chemical Kinetics through Inquiry-Based Learning Activities

    Science.gov (United States)

    Chairam, Sanoe; Klahan, Nutsuda; Coll, Richard K.

    2015-01-01

    This research is trying to evaluate the feedback of Thai secondary school students to inquiry-based teaching and learning methods, exemplified by the study of chemical kinetics. This work used the multiple-choice questions, scientifically practical diagram and questionnaire to assess students' understanding of chemical kinetics. The findings…

  5. The Inquiry, Communication, Construction and Expression (ICCE) Framework for Understanding Learning Experiences in Games

    Science.gov (United States)

    Shah, Mamta; Foster, Aroutis

    2014-01-01

    There is a paucity of research frameworks that focus on aiding game selection and use, analyzing the game as a holistic system, and studying learner experiences in games. There is a need for frameworks that provide a lens for understanding learning experiences afforded in digital games and facilitating knowledge construction and motivation to…

  6. Improving the Conceptual Understanding in Kinematics Subject Matter with Hypertext Media Learning and Formal Thinking

    Science.gov (United States)

    Manurung, Sondang R.; Mihardi, Satria

    2016-01-01

    The purpose of this study was to determine the effectiveness of hypertext media based kinematic learning and formal thinking ability to improve the conceptual understanding of physic prospective students. The research design used is the one-group pretest-posttest experimental design is carried out in the research by taking 36 students on from…

  7. Reflective Learning and Prospective Teachers' Conceptual Understanding, Critical Thinking, Problem Solving, and Mathematical Communication Skills

    Science.gov (United States)

    Junsay, Merle L.

    2016-01-01

    This is a quasi-experimental study that explored the effects of reflective learning on prospective teachers' conceptual understanding, critical thinking, problem solving, and mathematical communication skills and the relationship of these variables. It involved 60 prospective teachers from two basic mathematics classes of an institution of higher…

  8. Learning Informally to Use the "Full Version" of Teaching Games for Understanding

    Science.gov (United States)

    O'Leary, Nick

    2016-01-01

    This paper examines an experienced teacher's employment of the teaching games for understanding (TGfU) model in a UK secondary school. The study sought to investigate how the teacher delivered TGfU and those factors that influenced his informal learning of this instructional model. Occupational socialisation was utilised to determine the factors…

  9. The Collaboration of Cooperative Learning and Conceptual Change: Enhancing the Students' Understanding of Chemical Bonding Concepts

    Science.gov (United States)

    Eymur, Gülüzar; Geban, Ömer

    2017-01-01

    The main purpose of this study was to investigate the effects of cooperative learning based on conceptual change approach instruction on ninth-grade students' understanding in chemical bonding concepts compared to traditional instruction. Seventy-two ninth-grade students from two intact chemistry classes taught by the same teacher in a public high…

  10. Effect of Cooperative Learning Strategies on Students' Understanding of Concepts in Electrochemistry

    Science.gov (United States)

    Acar, Burcin; Tarhan, Leman

    2007-01-01

    The present study was conducted to investigate the degree of effectiveness of cooperative learning instruction over a traditional approach on 11th grade students' understanding of electrochemistry. The study involved forty-one 11th grade students from two science classes with the same teacher. To determine students' misconceptions concerning…

  11. A Study to Understand the Role of Visual Arts in the Teaching and Learning of Science

    Science.gov (United States)

    Dhanapal, Saroja; Kanapathy, Ravi; Mastan, Jamilah

    2014-01-01

    This research was carried out to understand the role of visual arts in the teaching and learning of science among Grade 3 teachers and students. A mixture of qualitative and quantitative research design was used to discover the different perceptions of both teachers and students on the role of visual arts in science. The data for the research was…

  12. Enhancing Laos Students' Understanding of Nature of Science in Physics Learning about Atom for Peace

    Science.gov (United States)

    Sengdala, Phoxay; Yuenyong, Chokchai

    2014-01-01

    This paper aimed to study of Grade 12 students' understanding of nature of science in learning about atom for peace through science technology and society (STS) approach. Participants were 51 Grade 12 who study in Thongphong high school Vientiane Capital City Lao PDR, 1st semester of 2012 academic year. This research regarded interpretive…

  13. Employer Understanding of Work-Integrated Learning and the Challenges of Engaging in Work Placement Opportunities

    Science.gov (United States)

    Jackson, Denise; Rowbottom, David; Ferns, Sonia; McLaren, Diane

    2017-01-01

    This study examines employer understanding of Work-Integrated Learning (WIL), reasons for participation and the challenges and barriers posed during the WIL process. This is important given the drive to grow WIL, augmented by the National Strategy for WIL, and the significant benefits it holds in preparing students for their transition to…

  14. Sharing the Load: Understanding the Roles of Academics and Host Supervisors in Work-Integrated Learning

    Science.gov (United States)

    Winchester-Seeto, Theresa; Rowe, Anna; Mackaway, Jacqueline

    2016-01-01

    Student supervision is a key factor underpinning the success of work-integrated learning programs. Supervisory responsibilities can be shared across a number of stakeholders including university staff and host/workplace supervisors. While there have been attempts to understand the roles played by each of these stakeholders, little research has…

  15. Mathematical Understanding and Proving Abilities: Experiment with Undergraduate Student by Using Modified Moore Learning Approach

    Science.gov (United States)

    Maya, Rippi; Sumarmo, Utari

    2011-01-01

    This paper reports findings of a post test experimental control group design conducted to investigate the role of modified Moore learning approach on improving students' mathematical understanding and proving abilities. Subjects of study were 56 undergraduate students of one state university in Bandung, who took advanced abstract algebra course.…

  16. A Complete Understanding of Disorientation Problems in Web-Based Learning

    Science.gov (United States)

    Shih, Yu-Cheng; Huang, Pei-Ren; Hsu, Yung-Chi; Chen, Sherry Y.

    2012-01-01

    Disorientation problems influence student learning. To address this issue, this study uses an integrative approach to investigate the causes and consequences of disorientation problems so that a complete understanding can be obtained. Unlike previous empirical studies, which use statistical techniques, this study attempts to expose unexpected…

  17. Prospective Elementary Teachers' Understanding of the Nature of Science and Perceptions of the Classroom Learning Environment

    Science.gov (United States)

    Martin-Dunlop, Catherine S.

    2013-01-01

    This study investigated prospective elementary teachers' understandings of the nature of science and explored associations with their guided-inquiry science learning environment. Over 500 female students completed the Nature of Scientific Knowledge Survey (NSKS), although only four scales were analyzed-Creative, Testable, Amoral, and Unified. The…

  18. Understanding and Theorizing the Role of Culture in the Conceptualizations of Successful Aging and Lifelong Learning

    Science.gov (United States)

    Tam, Maureen

    2014-01-01

    Successful aging and lifelong learning are value-laden concepts that are culturally determined. To this effect, people with different value systems and cultural backgrounds may perceive and understand these two concepts differently, resulting in different definitions and conceptualizations by people in diverse cultural contexts. There have been…

  19. The Effect of Enriched Learning Environments on the Conceptual Understanding of Students: "The Erosion and Landslide"

    Science.gov (United States)

    Çoruhlu, Tülay Senel; Bilgin, Arzu Kirman; Nas, Sibel Er

    2016-01-01

    The aim of this research is to investigate the effect of enriched learning environments which have been developed in the framework of the "erosion and landslide" concepts on the conceptual understanding of students. A quasi-experimental method has been used in this research. The sample consists of 40 students. 5th grade students (aged…

  20. Vocal economy in vocally trained actresses and untrained female subjects.

    Science.gov (United States)

    Master, Suely; Guzman, Marco; Dowdall, Jayme

    2013-11-01

    Vocally trained actresses are expected to have more vocal economy than nonactresses. Therefore, we hypothesize that there will be differences in the electroglottogram-based voice economy parameter quasi-output cost ratio (QOCR) between actresses and nonactresses. This difference should remain across different levels of intensity. A total of 30 actresses and 30 nonactresses were recruited for this study. Participants from both groups were required to sustain the vowels /a/, /i/, and /u/, in habitual, moderate, and high intensity levels. Acoustic variables such as sound pressure level (SPL), fundamental frequency (F0), and glottal contact quotient (CQ) were obtained. The QOCR was then calculated. There were no significant differences among the groups for QOCR. Positive correlations were observed for QOCR versus SPL and QOCR versus F0 in all intensity levels. Negative correlation was found between QOCR and CQ in all intensity levels. Considering the differences among intensity levels, from habitual to moderate and from moderate to loud, only the CQ did not differ significantly. The QOCR, SPL, and F0 presented significant differences throughout the different intensity levels. The QOCR did not reflect the level of vocal training when comparing trained and nontrained female subjects in the present study. Both groups demonstrated more vocal economy in moderate and high intensity levels owing to more voice output without an increase in glottal adduction. Copyright © 2013 The Voice Foundation. Published by Mosby, Inc. All rights reserved.

  1. Understanding the impact of eating disorders: using the reflecting team as a learning strategy for students.

    Science.gov (United States)

    Stringfellow, Alicia; Evans, Nicola; Evans, Anne-Marie

    2018-02-08

    This article outlines how the application of a reflecting team from systemic family therapy practice was used as a learning strategy for a postgraduate programme for healthcare students. The programme was designed to increase the students' skills, knowledge and awareness of the needs of people with eating disorders, and their families. There were some benefits to this learning strategy. Students reported that the use of a reflecting team enabled them to gain a deep understanding of the emotional impact of eating disorders on individuals and their carers. However, as this method of learning was new to the students, they needed some initial instruction on the approach. During the programme of study, it became evident that the health professionals were deeply affected by the experiences of people with eating disorders. This would suggest that possibly it was the presence of the sufferers themselves as part of the reflecting team that provided the pivotal learning opportunity, rather than the reflecting team per se.

  2. Mathematical Understanding and Proving Abilities: Experiment With Undergraduate Student By Using Modified Moore Learning Approach

    Directory of Open Access Journals (Sweden)

    Rippi Maya

    2011-07-01

    Full Text Available This paper reports findings of  a  post test experimental control group design conducted to investigate the role of modified Moore learning approach  on improving students’ mathematical understanding and proving abilities. Subject of study were 56 undergradute students of one state university in Bandung, who took advanced abstract algebra course. Instrument of study were a set test of mathematical understanding ability, a set test of mathematical proving ability, and a set of students’ opinion scale on modified Moore learning approach. Data were analyzed by using two path ANOVA. The study found that proof construction process was more difficult than mathematical understanding  task  for all students, and students still posed some difficulties on constructing mathematical proof task.  The study also found there were not differences  between students’  abilities on mathematical understanding and on proving abilities of  the both classes, and both abilities were classified as mediocre. However, in modified Moore learning approach class there were more students who got above average grades on mathematical understanding than those of conventional class. Moreover, students performed positive  opinion toward  modified Moore learning approach. They  were  active in questioning and solving problems, and in explaining their works in front of class as well, while students of conventional teaching prefered to listen to lecturer’s explanation. The study also found that there was no interaction between learning approach and students’ prior mathematics ability on mathematical understanding and proving abilities,  but  there were  quite strong  association between students’ mathematical understanding and proving abilities.Keywords:  modified Moore learning approach, mathematical understanding ability, mathematical proving ability. DOI: http://dx.doi.org/10.22342/jme.2.2.751.231-250

  3. Learning from Other People's Mistakes: Causal Understanding in Learning To Use a Tool.

    Science.gov (United States)

    Want, Stephen C.; Harris, Paul L.

    2001-01-01

    Examined in 2 studies the ability of 2- and 3-year-olds to learn to use tools via imitation. Found that when shown a correct solution to a tool-using task, all children managed at least a partial solution. When shown an incorrect followed by a correct solution, 2-year-olds produced a partial solution and most 3-year-olds produced a full solution.…

  4. Finding the beat: From socially coordinated vocalizations in songbirds to rhythmic entrainment in humans.

    Directory of Open Access Journals (Sweden)

    Jonathan Isaac Benichov

    2016-06-01

    Full Text Available Humans and oscine songbirds share the rare capacity for vocal learning. Songbirds have the ability to acquire songs and calls of various rhythms through imitation. In several species, birds can even coordinate the timing of their vocalizations with other individuals in duets that are synchronized with millisecond-accuracy. It is not known, however, if songbirds can perceive rhythms holistically nor if they are capable of spontaneous entrainment to complex rhythms, in a manner similar to humans. Here we review emerging evidence from studies of rhythm generation and vocal coordination across songbirds and humans. In particular, recently developed experimental methods have revealed neural mechanisms underlying the temporal structure of song and have allowed us to test birds’ abilities to predict the timing of rhythmic social signals. Surprisingly, zebra finches can readily learn to anticipate the calls of a vocal robot partner and alter the timing of their answers to avoid jamming, even in reference to complex rhythmic patterns. This capacity resembles, to some extent, human predictive motor response to an external beat. In songbirds, this is driven, at least in part, by the forebrain song system, which controls song timing and is essential for vocal learning. Building upon previous evidence for spontaneous entrainment in human and non-human vocal learners, we propose a comparative framework for future studies aimed at identifying shared mechanism of rhythm production and perception across songbirds and humans.

  5. Vocal plasticity in a reptile.

    Science.gov (United States)

    Brumm, Henrik; Zollinger, Sue Anne

    2017-05-31

    Sophisticated vocal communication systems of birds and mammals, including human speech, are characterized by a high degree of plasticity in which signals are individually adjusted in response to changes in the environment. Here, we present, to our knowledge, the first evidence for vocal plasticity in a reptile. Like birds and mammals, tokay geckos ( Gekko gecko ) increased the duration of brief call notes in the presence of broadcast noise compared to quiet conditions, a behaviour that facilitates signal detection by receivers. By contrast, they did not adjust the amplitudes of their call syllables in noise (the Lombard effect), which is in line with the hypothesis that the Lombard effect has evolved independently in birds and mammals. However, the geckos used a different strategy to increase signal-to-noise ratios: instead of increasing the amplitude of a given call type when exposed to noise, the subjects produced more high-amplitude syllable types from their repertoire. Our findings demonstrate that reptile vocalizations are much more flexible than previously thought, including elaborate vocal plasticity that is also important for the complex signalling systems of birds and mammals. We suggest that signal detection constraints are one of the major forces driving the evolution of animal communication systems across different taxa. © 2017 The Author(s).

  6. FoxP2 expression in avian vocal learners and non-learners.

    Science.gov (United States)

    Haesler, Sebastian; Wada, Kazuhiro; Nshdejan, A; Morrisey, Edward E; Lints, Thierry; Jarvis, Eric D; Scharff, Constance

    2004-03-31

    Most vertebrates communicate acoustically, but few, among them humans, dolphins and whales, bats, and three orders of birds, learn this trait. FOXP2 is the first gene linked to human speech and has been the target of positive selection during recent primate evolution. To test whether the expression pattern of FOXP2 is consistent with a role in learned vocal communication, we cloned zebra finch FoxP2 and its close relative FoxP1 and compared mRNA and protein distribution in developing and adult brains of a variety of avian vocal learners and non-learners, and a crocodile. We found that the protein sequence of zebra finch FoxP2 is 98% identical with mouse and human FOXP2. In the avian and crocodilian forebrain, FoxP2 was expressed predominantly in the striatum, a basal ganglia brain region affected in patients with FOXP2 mutations. Strikingly, in zebra finches, the striatal nucleus Area X, necessary for vocal learning, expressed more FoxP2 than the surrounding tissue at post-hatch days 35 and 50, when vocal learning occurs. In adult canaries, FoxP2 expression in Area X differed seasonally; more FoxP2 expression was associated with times when song becomes unstable. In adult chickadees, strawberry finches, song sparrows, and Bengalese finches, Area X expressed FoxP2 to different degrees. Non-telencephalic regions in both vocal learning and non-learning birds, and in crocodiles, were less variable in expression and comparable with regions that express FOXP2 in human and rodent brains. We conclude that differential expression of FoxP2 in avian vocal learners might be associated with vocal plasticity.

  7. Prospective Elementary Teachers' Understanding of the Nature of Science and Perceptions of the Classroom Learning Environment

    Science.gov (United States)

    Martin-Dunlop, Catherine S.

    2013-06-01

    This study investigated prospective elementary teachers' understandings of the nature of science and explored associations with their guided-inquiry science learning environment. Over 500 female students completed the Nature of Scientific Knowledge Survey (NSKS), although only four scales were analyzed-Creative, Testable, Amoral, and Unified. The learning environment was assessed using previously-validated and reliable scales from What Is Happening In this Class? (WIHIC) and the Science Laboratory Environment Inventory (SLEI). Analyses indicated moderate multiple correlations that were statistically significant ( p Creative (R = 0.22), Testable (R = 0.29), and Unified (R = 0.27), and a positive learning environment. Regression coefficients revealed that Open-Endedness was a significant independent predictor of students' understanding of the role of creativity in science (β = 0.16), while Cooperation, Open-Endedness, and Material Environment were linked with understanding the testable nature of science (β = 0.10-0.12). Interview questions probed possible relationships between an improved understanding of the nature of science and elements of a positive classroom environment. Responses suggested that an appropriate level of open-endedness during investigations was very important as this helped students grapple with abstract nature of science concepts and shift their conceptions closer to a more realistic view of scientific practice.

  8. Vocal Fry Use in Adult Female Speakers Exposed to Two Languages.

    Science.gov (United States)

    Gibson, Todd A; Summers, Connie; Walls, Sydney

    2017-07-01

    Several studies have identified the widespread use of vocal fry among American women. Popular explanations for this phenomenon appeal to sociolinguistic purposes that likely take significant time for second language users to learn. The objective of this study was to determine if mere exposure to this vocal register, as opposed to nuanced sociolinguistic motivations, might explain its widespread use. This study used multigroup within- and between-subjects design. Fifty-eight women from one of three language background groups (functionally monolingual in English, functionally monolingual in Spanish, and Spanish-English bilinguals) living in El Paso, Texas, repeated a list of nonwords conforming to the sound rules of English and another list of nonwords conforming to the sound rules of Spanish. Perceptual analysis identified each episode of vocal fry. There were no statistically significant differences between groups in their frequency of vocal fry use despite large differences in their amount of English-language exposure. All groups produced more vocal fry when repeating English than when repeating Spanish nonwords. Because the human perceptual system encodes for vocal qualities even after minimal language experience, the widespread use of vocal fry among female residents in the United States likely is owing to mere exposure to English rather than nuanced sociolinguistic motivations. Copyright © 2017 The Voice Foundation. Published by Elsevier Inc. All rights reserved.

  9. Vocal fold scars : current concepts and future directions. Consensus report of the phonosurgery committee of the European laryngological society

    NARCIS (Netherlands)

    Friedrich, G.; Dikkers, F. G.; Arens, C.; Remacle, M.; Hess, M.; Giovanni, A.; Duflo, S.; Hantzakos, A.; Bachy, V.; Gugatschka, M.

    Scarring of the vocal folds leads to a deterioration of the highly complex micro-structure with consecutively impaired vibratory pattern and glottic insufficiency. The resulting dysphonia is predominantly characterized by a reduced vocal capacity. Despite the considerable progress in understanding

  10. Breathing and vocal control: the respiratory system as both a driver and a target of telencephalic vocal motor circuits in songbirds.

    Science.gov (United States)

    Schmidt, Marc F; McLean, Judith; Goller, Franz

    2012-04-01

    The production of vocalizations is intimately linked to the respiratory system. Despite our understanding of neural circuits that generate normal respiratory patterns, very little is understood regarding how these pontomedullary circuits become engaged during vocal production. Songbirds offer a potentially powerful model system for addressing this relationship. Songs dramatically alter the respiratory pattern in ways that are often highly predictable, and songbirds have a specialized telencephalic vocal motor circuit that provides massive innervation to a brainstem respiratory network that shares many similarities with its mammalian counterpart. In this review, we highlight interactions between the song motor circuit and the respiratory system, describing how both systems are likely to interact to produce the complex respiratory patterns that are observed during vocalization. We also discuss how the respiratory system, through its bilateral bottom-up projections to thalamus, might play a key role in sending precisely timed signals that synchronize premotor activity in both hemispheres.

  11. Slowing down presentation of facial movements and vocal sounds enhances facial expression recognition and induces facial-vocal imitation in children with autism.

    Science.gov (United States)

    Tardif, Carole; Lainé, France; Rodriguez, Mélissa; Gepner, Bruno

    2007-09-01

    This study examined the effects of slowing down presentation of facial expressions and their corresponding vocal sounds on facial expression recognition and facial and/or vocal imitation in children with autism. Twelve autistic children and twenty-four normal control children were presented with emotional and non-emotional facial expressions on CD-Rom, under audio or silent conditions, and under dynamic visual conditions (slowly, very slowly, at normal speed) plus a static control. Overall, children with autism showed lower performance in expression recognition and more induced facial-vocal imitation than controls. In the autistic group, facial expression recognition and induced facial-vocal imitation were significantly enhanced in slow conditions. Findings may give new perspectives for understanding and intervention for verbal and emotional perceptive and communicative impairments in autistic populations.

  12. Do infants discriminate non-linguistic vocal expressions of positive emotions?

    Science.gov (United States)

    Soderstrom, Melanie; Reimchen, Melissa; Sauter, Disa; Morgan, James L

    2017-02-01

    Adults are highly proficient in understanding emotional signals from both facial and vocal cues, including when communicating across cultural boundaries. However, the developmental origin of this ability is poorly understood, and in particular, little is known about the ontogeny of differentiation of signals with the same valence. The studies reported here employed a habituation paradigm to test whether preverbal infants discriminate between non-linguistic vocal expressions of relief and triumph. Infants as young as 6 months who had habituated to relief or triumph showed significant discrimination of relief and triumph tokens at test (i.e. greater recovery to the unhabituated stimulus type), when exposed to tokens from a single individual (Study 1). Infants habituated to expressions from multiple individuals showed less consistent discrimination in that consistent discrimination was only found when infants were habituated to relief tokens (Study 2). Further, infants tested with tokens from individuals from different cultures showed dishabituation only when habituated to relief tokens and only at 10-12 months (Study 3). These findings suggest that discrimination between positive emotional expressions develops early and is modulated by learning. Further, infants' categorical representations of emotional expressions, like those of speech sounds, are influenced by speaker-specific information.

  13. The Impact of Problem-Based Learning on Engineering Students' Beliefs about Physics and Conceptual Understanding of Energy and Momentum

    Science.gov (United States)

    Sahin, Mehmet

    2010-01-01

    The purpose of this paper is to investigate the impact of problem-based learning (PBL) on freshmen engineering students' beliefs about physics and physics learning (referred to as epistemological beliefs) and conceptual understanding of physics. The multiple-choice test of energy and momentum concepts and the Colorado learning attitudes about…

  14. Towards a Theoretical Framework for Understanding PGCE Student Teacher Learning in the Wild Coast Rural Schools' Partnership Project

    Science.gov (United States)

    Pennefather, Jane

    2016-01-01

    This article focuses on a theoretical model that I am developing in order to understand student teacher learning in a rural context and the enabling conditions that can support this learning. The question of whether a supervised teaching practice in a rural context can contribute to the development of student teacher professional learning and…

  15. How evolution learns to generalise: Using the principles of learning theory to understand the evolution of developmental organisation.

    Directory of Open Access Journals (Sweden)

    Kostas Kouvaris

    2017-04-01

    Full Text Available One of the most intriguing questions in evolution is how organisms exhibit suitable phenotypic variation to rapidly adapt in novel selective environments. Such variability is crucial for evolvability, but poorly understood. In particular, how can natural selection favour developmental organisations that facilitate adaptive evolution in previously unseen environments? Such a capacity suggests foresight that is incompatible with the short-sighted concept of natural selection. A potential resolution is provided by the idea that evolution may discover and exploit information not only about the particular phenotypes selected in the past, but their underlying structural regularities: new phenotypes, with the same underlying regularities, but novel particulars, may then be useful in new environments. If true, we still need to understand the conditions in which natural selection will discover such deep regularities rather than exploiting 'quick fixes' (i.e., fixes that provide adaptive phenotypes in the short term, but limit future evolvability. Here we argue that the ability of evolution to discover such regularities is formally analogous to learning principles, familiar in humans and machines, that enable generalisation from past experience. Conversely, natural selection that fails to enhance evolvability is directly analogous to the learning problem of over-fitting and the subsequent failure to generalise. We support the conclusion that evolving systems and learning systems are different instantiations of the same algorithmic principles by showing that existing results from the learning domain can be transferred to the evolution domain. Specifically, we show that conditions that alleviate over-fitting in learning systems successfully predict which biological conditions (e.g., environmental variation, regularity, noise or a pressure for developmental simplicity enhance evolvability. This equivalence provides access to a well-developed theoretical

  16. How evolution learns to generalise: Using the principles of learning theory to understand the evolution of developmental organisation.

    Science.gov (United States)

    Kouvaris, Kostas; Clune, Jeff; Kounios, Loizos; Brede, Markus; Watson, Richard A

    2017-04-01

    One of the most intriguing questions in evolution is how organisms exhibit suitable phenotypic variation to rapidly adapt in novel selective environments. Such variability is crucial for evolvability, but poorly understood. In particular, how can natural selection favour developmental organisations that facilitate adaptive evolution in previously unseen environments? Such a capacity suggests foresight that is incompatible with the short-sighted concept of natural selection. A potential resolution is provided by the idea that evolution may discover and exploit information not only about the particular phenotypes selected in the past, but their underlying structural regularities: new phenotypes, with the same underlying regularities, but novel particulars, may then be useful in new environments. If true, we still need to understand the conditions in which natural selection will discover such deep regularities rather than exploiting 'quick fixes' (i.e., fixes that provide adaptive phenotypes in the short term, but limit future evolvability). Here we argue that the ability of evolution to discover such regularities is formally analogous to learning principles, familiar in humans and machines, that enable generalisation from past experience. Conversely, natural selection that fails to enhance evolvability is directly analogous to the learning problem of over-fitting and the subsequent failure to generalise. We support the conclusion that evolving systems and learning systems are different instantiations of the same algorithmic principles by showing that existing results from the learning domain can be transferred to the evolution domain. Specifically, we show that conditions that alleviate over-fitting in learning systems successfully predict which biological conditions (e.g., environmental variation, regularity, noise or a pressure for developmental simplicity) enhance evolvability. This equivalence provides access to a well-developed theoretical framework from

  17. How evolution learns to generalise: Using the principles of learning theory to understand the evolution of developmental organisation

    Science.gov (United States)

    Kouvaris, Kostas; Clune, Jeff; Brede, Markus; Watson, Richard A.

    2017-01-01

    One of the most intriguing questions in evolution is how organisms exhibit suitable phenotypic variation to rapidly adapt in novel selective environments. Such variability is crucial for evolvability, but poorly understood. In particular, how can natural selection favour developmental organisations that facilitate adaptive evolution in previously unseen environments? Such a capacity suggests foresight that is incompatible with the short-sighted concept of natural selection. A potential resolution is provided by the idea that evolution may discover and exploit information not only about the particular phenotypes selected in the past, but their underlying structural regularities: new phenotypes, with the same underlying regularities, but novel particulars, may then be useful in new environments. If true, we still need to understand the conditions in which natural selection will discover such deep regularities rather than exploiting ‘quick fixes’ (i.e., fixes that provide adaptive phenotypes in the short term, but limit future evolvability). Here we argue that the ability of evolution to discover such regularities is formally analogous to learning principles, familiar in humans and machines, that enable generalisation from past experience. Conversely, natural selection that fails to enhance evolvability is directly analogous to the learning problem of over-fitting and the subsequent failure to generalise. We support the conclusion that evolving systems and learning systems are different instantiations of the same algorithmic principles by showing that existing results from the learning domain can be transferred to the evolution domain. Specifically, we show that conditions that alleviate over-fitting in learning systems successfully predict which biological conditions (e.g., environmental variation, regularity, noise or a pressure for developmental simplicity) enhance evolvability. This equivalence provides access to a well-developed theoretical framework from

  18. Learning-Related Changes in Adolescents' Neural Networks during Hypothesis-Generating and Hypothesis-Understanding Training

    Science.gov (United States)

    Lee, Jun-Ki; Kwon, Yongju

    2012-01-01

    Fourteen science high school students participated in this study, which investigated neural-network plasticity associated with hypothesis-generating and hypothesis-understanding in learning. The students were divided into two groups and participated in either hypothesis-generating or hypothesis-understanding type learning programs, which were…

  19. Understanding the Influence of Learners' Forethought on Their Use of Science Study Strategies in Postsecondary Science Learning

    Science.gov (United States)

    Dunn, Karee E.; Lo, Wen-Juo

    2015-01-01

    Understanding self-regulation in science learning is important for theorists and practitioners alike. However, very little has been done to explore and understand students' self-regulatory processes in postsecondary science courses. In this study, the influence of science efficacy, learning value, and goal orientation on the perceived use of…

  20. The influence of teachers' conceptions on their students' learning: children's understanding of sheet music.

    Science.gov (United States)

    López-Íñiguez, Guadalupe; Pozo, Juan Ignacio

    2014-06-01

    Despite increasing interest in teachers' and students' conceptions of learning and teaching, and how they influence their practice, there are few studies testing the influence of teachers' conceptions on their students' learning. This study tests how teaching conception (TC; with a distinction between direct and constructive) influences students' representations regarding sheet music. Sixty students (8-12 years old) from music conservatories: 30 of them took lessons with teachers with a constructive TC and another 30 with teachers shown to have a direct TC. Children were given a musical comprehension task in which they were asked to select and rank the contents they needed to learn. These contents had different levels of processing and complexity: symbolic, analytical, and referential. Three factorial ANOVAs, two-one-way ANOVAs, and four 2 × 3 repeated-measures ANOVAs were used to analyse the effects of and the interaction between the independent variables TC and class, both for/on total cards selected, their ranking, and each sub-category (the three processing levels). ANOVAs on the selection and ranking of these contents showed that teachers' conceptions seem to mediate significantly in the way the students understand the music. Students from constructive teachers have more complex and deep understanding of music. They select more elements for learning scores than those from traditional teachers. Teaching conception also influences the way in which children rank those elements. No difference exists between the way 8- and 12-year-olds learn scores. Children's understanding of the scores is more complex than assumed in other studies. © 2013 The British Psychological Society.

  1. Motion sensors in mathematics teaching: learning tools for understanding general math concepts?

    Science.gov (United States)

    Urban-Woldron, Hildegard

    2015-05-01

    Incorporating technology tools into the mathematics classroom adds a new dimension to the teaching of mathematics concepts and establishes a whole new approach to mathematics learning. In particular, gathering data in a hands-on and real-time method helps classrooms coming alive. The focus of this paper is on bringing forward important mathematics concepts such as functions and rate of change with the motion detector. Findings from the author's studies suggest that the motion detector can be introduced from a very early age and used to enliven classes at any level. Using real-world data to present the main functions invites an experimental approach to mathematics and encourages students to engage actively in their learning. By emphasizing learning experiences with computer-based motion detectors and aiming to involve students in mathematical representations of real-world phenomena, six learning activities, which were developed in previous research studies, will be presented. Students use motion sensors to collect physical data that are graphed in real time and then manipulate and analyse them. Because data are presented in an immediately understandable graphical form, students are allowed to take an active role in their learning by constructing mathematical knowledge from observation of the physical world. By utilizing a predict-observe-explain format, students learn about slope, determining slope and distance vs. time graphs through motion-filled activities. Furthermore, exploring the meaning of slope, viewed as the rate of change, students acquire competencies for reading, understanding and interpreting kinematics graphs involving a multitude of mathematical representations. Consequently, the students are empowered to efficiently move among tabular, graphical and symbolic representation to analyse patterns and discover the relationships between different representations of motion. In fact, there is a need for further research to explore how mathematics teachers

  2. The Scientific Approach Learning: How prospective science teachers understand about questioning

    Science.gov (United States)

    Wiyanto; Nugroho, S. E.; Hartono

    2017-04-01

    In the new curriculum, questioning is one of theaspects of scientific approach learning. It means teachers should facilitate students to ask their questions during science learning. The purpose of this research was to reveal the prospective science teachers’ understanding about questioning and how the science teachers implement of that in the scientific approach learning. Data of the prospective science teachers’ understanding was explored from their teaching plan that produced during microteaching. The microteaching is an activity that should be followed by students before they conduct partnership program in school. Data about theimplementation of questioning that conducted by theteacher was be collected by video-assisted observation in junior school science class. The results showed that majority of the prospective science teachers had difficulty to write down in their teaching plan about how to facilitate students to ask their questions, even majority of them understood that questioning is not students’ activity, but it is an activity that should be done by teachers. Based on the observation showed that majority of teachers did not yet implement a learning that facilitates students to ask their questions.

  3. Reflection for learning: understanding the value of reflective writing for information literacy development

    OpenAIRE

    McKinney, P.A.; Sen, B.A.

    2012-01-01

    Reflective writing has long been acknowledged as an important aspect of personal and professional development. There is increasing evidence of the use of reflective writing assessments and activities in the context of information literacy education, particular in Higher Education. Writing reflectively can help students to understand their own information literacy development and engage in deeper learning. Students on an undergraduate Business Intelligence module at the University of Sheffield...

  4. Comportamento vocal de cantores populares Vocal behavior of popular singers

    Directory of Open Access Journals (Sweden)

    Valquíria Zimmer

    2012-04-01

    Full Text Available OBJETIVO: investigar aspectos do histórico, hábitos e comportamentos vocais de cantores populares, conforme o sexo e as categorias profissional e amador. MÉTODO: entrevista com 47 cantores, 25 homens e 22 mulheres. RESULTADOS: significância estatística nos seguintes achados: MASCULINO - microfone nos ensaios, ausência de problemas vocais diagnosticados, ausência de orientações sobre higiene vocal, dor ou desconforto após cantar, ausência de alergias e problemas respiratórios; FEMININO - aulas de canto e conhecimento sobre postura; AMADOR - não cantar dançando, não imitar vozes, ausência de avaliação otorrinolaringológica, ausência de problemas vocais diagnosticados, ausência de terapia fonoaudiológica, ausência de orientações de anatomofisiologia vocal e não utilização de álcool nos ensaios; PROFISSIONAL - rouquidão, conhecimento sobre articulação, álcool durante os shows, "garganta suja" ou pigarro, dor após cantar. CONCLUSÕES: a comparação entre os sexos evidenciou que os homens utilizavam microfone no ensaio, não apresentavam problemas alérgicos ou respiratórios, nem problemas vocais diagnosticados, mas apresentavam sensação de dor ou desconforto após o canto e não possuíam noções sobre higiene vocal; e que as mulheres realizavam aulas de canto e possuíam orientações de postura. A comparação entre amadores e profissionais mostrou que os amadores não cantavam dançando, não imitavam vozes, não utilizavam álcool nos ensaios, e não apresentavam problemas vocais diagnosticados, mas não possuíam avaliação otorrinolaringológica, não realizavam terapia fonoaudiológica, e não possuíam conhecimento sobre anatomofisiologia vocal; e os profissionais apresentavam queixa de rouquidão, de "garganta suja" ou pigarro e de dor após cantar, e usavam álcool durante os shows, apesar de possuir conhecimento sobre articulação.PURPOSE: to investigate aspects of vocal history, vocal habits and

  5. Vocal Fold Pathologies and Three-Dimensional Flow Separation Phenomena

    Science.gov (United States)

    Apostoli, Adam G.; Weiland, Kelley S.; Plesniak, Michael W.

    2013-11-01

    Polyps and nodules are two different pathologies, which are geometric abnormalities that form on the medial surface of the vocal folds, and have been shown to significantly disrupt a person's ability to communicate. Although the mechanism by which the vocal folds self-oscillate and the three-dimensional nature of the glottal jet has been studied, the effect of irregularities caused by pathologies is not fully understood. Examining the formation and evolution of vortical structures created by a geometric protuberance is important, not only for understanding the aerodynamic forces exerted by these structures on the vocal folds, but also in the treatment of the above-mentioned pathological conditions. Using a wall-mounted prolate hemispheroid with a 2:1 aspect ratio in cross flow, the present investigation considers three-dimensional flow separation induced by a model vocal fold polyp. Building on previous work using skin friction line visualization, both the velocity flow field and wall pressure measurements around the model polyp are presented and compared. Supported by the National Science Foundation, Grant No. CBET-1236351 and GW Center for Biomimetics and Bioinspired Engineering (COBRE).

  6. Glottal aerodynamics in compliant, life-sized vocal fold models

    Science.gov (United States)

    McPhail, Michael; Dowell, Grant; Krane, Michael

    2013-11-01

    This talk presents high-speed PIV measurements in compliant, life-sized models of the vocal folds. A clearer understanding of the fluid-structure interaction of voiced speech, how it produces sound, and how it varies with pathology is required to improve clinical diagnosis and treatment of vocal disorders. Physical models of the vocal folds can answer questions regarding the fundamental physics of speech, as well as the ability of clinical measures to detect the presence and extent of disorder. Flow fields were recorded in the supraglottal region of the models to estimate terms in the equations of fluid motion, and their relative importance. Experiments were conducted over a range of driving pressures with flow rates, given by a ball flowmeter, and subglottal pressures, given by a micro-manometer, reported for each case. Imaging of vocal fold motion, vector fields showing glottal jet behavior, and terms estimated by control volume analysis will be presented. The use of these results for a comparison with clinical measures, and for the estimation of aeroacoustic source strengths will be discussed. Acknowledge support from NIH R01 DC005642.

  7. Vocal Modification Abilities and Brain Structures in Parrots – how do they Correlate?

    DEFF Research Database (Denmark)

    Harpøth, Solveig Walløe

    independent studies where I 1) compare the level of vocal complexity (i.e. modification of the contact call in response to playback stimuli) with the social complexity of four different parrot species, 2) correlate the vocal modification ability of parrots with a brain region involved in vocal learning, i...... comes a need for higher communicative complexity. We compared four different parrot species, (peach-­fronted conure, Aratinga aurea; cockatiel, Nymphicus hollandicus; peach-­faced lovebird, Agapornis roseicollis; budgerigar, Melopsittacus undulatus) with different levels of social complexity. They had...... their vocal modification ability tested through semi-interactive playback experiments. We found that the species with the highest level of social complexity (i.e. peach-­fronted conure) was also the species making the biggest change to the contact call in response to playback stimuli. The budgerigar appears...

  8. Composition-Effects of Context-based Learning Opportunities on Students' Understanding of Energy

    Science.gov (United States)

    Podschuweit, Sören; Bernholt, Sascha

    2017-05-01

    Context-based learning has become a widespread approach in science education. While positive motivational effects of such approaches have been well established empirically, clear results regarding cognitive aspects of students' learning are still missing. In this article, we argue that this circumstance might be mainly rooted in the definition of context itself. Based on this argument, we shift from the issue of if contexts are cognitively beneficial to focus on the question of which composition of contexts is, at least by tendency, more effective than another. Based on theories of conceptual change, we therefore conducted a small-scale intervention study comparing two groups of students learning in different sets of contexts focusing on the same scientific concept—the cross-cutting concept of energy. Results suggest that learning in a more heterogeneous set of contexts eases transfer to new contexts in comparison to learning in a more homogeneous set of contexts. However, a more abstract understanding of the energy concept does not seem to be fostered by either of these approaches. Theoretical as well as practical implications of these finding are discussed.

  9. Understanding the Role of Negative Emotions in Adult Learning and Achievement: A Social Functional Perspective

    Directory of Open Access Journals (Sweden)

    Anna D. Rowe

    2018-02-01

    Full Text Available The role of emotions in adult learning and achievement has received increasing attention in recent years. However, much of the emphasis has been on test anxiety, rather than the wider spectrum of negative emotions such as sadness, grief, boredom and anger. This paper reports findings of a qualitative study exploring the experience and functionality of negative emotions at university. Thirty-six academic staff and students from an Australian university were interviewed about emotional responses to a range of learning events. Data analysis was informed by a prototype approach to emotion research. Four categories of discrete negative emotions (anger, sadness, fear, boredom were considered by teachers and students to be especially salient in learning, with self-conscious emotions (guilt, embarrassment, shame mentioned by more students than staff. While negative emotions were frequently viewed as detrimental to motivation, performance and learning, they were also construed under some circumstances as beneficial. The findings are discussed in relation to the value of social functional approaches for a better understanding of the diverse roles of negative emotions in learning and achievement.

  10. Understanding the Role of Negative Emotions in Adult Learning and Achievement: A Social Functional Perspective.

    Science.gov (United States)

    Rowe, Anna D; Fitness, Julie

    2018-02-20

    The role of emotions in adult learning and achievement has received increasing attention in recent years. However, much of the emphasis has been on test anxiety, rather than the wider spectrum of negative emotions such as sadness, grief, boredom and anger. This paper reports findings of a qualitative study exploring the experience and functionality of negative emotions at university. Thirty-six academic staff and students from an Australian university were interviewed about emotional responses to a range of learning events. Data analysis was informed by a prototype approach to emotion research. Four categories of discrete negative emotions (anger, sadness, fear, boredom) were considered by teachers and students to be especially salient in learning, with self-conscious emotions (guilt, embarrassment, shame) mentioned by more students than staff. While negative emotions were frequently viewed as detrimental to motivation, performance and learning, they were also construed under some circumstances as beneficial. The findings are discussed in relation to the value of social functional approaches for a better understanding of the diverse roles of negative emotions in learning and achievement.

  11. The Errors of Our Ways: Understanding Error Representations in Cerebellar-Dependent Motor Learning.

    Science.gov (United States)

    Popa, Laurentiu S; Streng, Martha L; Hewitt, Angela L; Ebner, Timothy J

    2016-04-01

    The cerebellum is essential for error-driven motor learning and is strongly implicated in detecting and correcting for motor errors. Therefore, elucidating how motor errors are represented in the cerebellum is essential in understanding cerebellar function, in general, and its role in motor learning, in particular. This review examines how motor errors are encoded in the cerebellar cortex in the context of a forward internal model that generates predictions about the upcoming movement and drives learning and adaptation. In this framework, sensory prediction errors, defined as the discrepancy between the predicted consequences of motor commands and the sensory feedback, are crucial for both on-line movement control and motor learning. While many studies support the dominant view that motor errors are encoded in the complex spike discharge of Purkinje cells, others have failed to relate complex spike activity with errors. Given these limitations, we review recent findings in the monkey showing that complex spike modulation is not necessarily required for motor learning or for simple spike adaptation. Also, new results demonstrate that the simple spike discharge provides continuous error signals that both lead and lag the actual movements in time, suggesting errors are encoded as both an internal prediction of motor commands and the actual sensory feedback. These dual error representations have opposing effects on simple spike discharge, consistent with the signals needed to generate sensory prediction errors used to update a forward internal model.

  12. Spatial Thinking: Precept for Understanding Operational Environments

    Science.gov (United States)

    2016-06-10

    ATP Army Techniques Publication COP Common Operating Picture DOTMLPF Doctrine, Organization, Training, Materiel, Leadership and education ...numbers, linguists in vocal tones (words), and artists in images of feeling. To understand spatial thinking is to understand the nature of how humans...how that space impacts our interactions. Like any mode of thinking, be it numerical, artistic , or vocal, spatial thinking requires a medium for

  13. Recording vocalizations with Bluetooth technology.

    Science.gov (United States)

    Gaona-González, Andrés; Santillán-Doherty, Ana María; Arenas-Rosas, Rita Virginia; Muñoz-Delgado, Jairo; Aguillón-Pantaleón, Miguel Angel; Ordoñez-Gómez, José Domingo; Márquez-Arias, Alejandra

    2011-06-01

    We propose a method for capturing vocalizations that is designed to avoid some of the limiting factors found in traditional bioacoustical methods, such as the impossibility of obtaining continuous long-term registers or analyzing amplitude due to the continuous change of distance between the subject and the position of the recording system. Using Bluetooth technology, vocalizations are captured and transmitted wirelessly into a receiving system without affecting the quality of the signal. The recordings of the proposed system were compared to those obtained as a reference, which were based on the coding of the signal with the so-called pulse-code modulation technique in WAV audio format without any compressing process. The evaluation showed p < .05 for the measured quantitative and qualitative parameters. We also describe how the transmitting system is encapsulated and fixed on the animal and a way to video record a spider monkey's behavior simultaneously with the audio recordings.

  14. Machine Learning for Big Data: A Study to Understand Limits at Scale

    Energy Technology Data Exchange (ETDEWEB)

    Sukumar, Sreenivas R. [Oak Ridge National Lab. (ORNL), Oak Ridge, TN (United States); Del-Castillo-Negrete, Carlos Emilio [Oak Ridge National Lab. (ORNL), Oak Ridge, TN (United States)

    2015-12-21

    This report aims to empirically understand the limits of machine learning when applied to Big Data. We observe that recent innovations in being able to collect, access, organize, integrate, and query massive amounts of data from a wide variety of data sources have brought statistical data mining and machine learning under more scrutiny, evaluation and application for gleaning insights from the data than ever before. Much is expected from algorithms without understanding their limitations at scale while dealing with massive datasets. In that context, we pose and address the following questions How does a machine learning algorithm perform on measures such as accuracy and execution time with increasing sample size and feature dimensionality? Does training with more samples guarantee better accuracy? How many features to compute for a given problem? Do more features guarantee better accuracy? Do efforts to derive and calculate more features and train on larger samples worth the effort? As problems become more complex and traditional binary classification algorithms are replaced with multi-task, multi-class categorization algorithms do parallel learners perform better? What happens to the accuracy of the learning algorithm when trained to categorize multiple classes within the same feature space? Towards finding answers to these questions, we describe the design of an empirical study and present the results. We conclude with the following observations (i) accuracy of the learning algorithm increases with increasing sample size but saturates at a point, beyond which more samples do not contribute to better accuracy/learning, (ii) the richness of the feature space dictates performance - both accuracy and training time, (iii) increased dimensionality often reflected in better performance (higher accuracy in spite of longer training times) but the improvements are not commensurate the efforts for feature computation and training and (iv) accuracy of the learning algorithms

  15. Helping foster parents understand the foster child's perspective: a relational learning framework for foster care.

    Science.gov (United States)

    Kelly, Wendy; Salmon, Karen

    2014-10-01

    The behaviour of children in foster care is influenced by a variety of factors including previous experiences of maltreatment and adverse parenting, as well as the impact of separation from birth parents and placement in care. These factors make it difficult for foster parents to accurately interpret the child's behavioural cues, a necessary precursor to sensitive parenting. The relational learning framework introduced in this article, drawing on attachment theory, facilitates the foster parents' access to some features of the child's mental representations, or internal working model, which may be pivotal in understanding the child's behaviour and therefore successfully managing it. Recent studies suggest that parents' ability to understand the child's psychological perspective, or mental state, is related to the child's cognitive and social development. This article presents a method to enhance the foster parents' understanding of the child's psychological perspective. The model is currently being evaluated for use with foster parents, mental health and social work practitioners. © The Author(s) 2014.

  16. A model for understanding and learning of the game process of computer games

    DEFF Research Database (Denmark)

    Larsen, Lasse Juel; Majgaard, Gunver

    time make sure that the students learn to act and reflect like game designers? We fell our game design model managed to just that end. Our model entails a guideline for the computer game design process in its entirety, and at same time distributes clear and easy understandable insight to a particular......This abstract focuses on the computer game design process in the education of engineers at the university level. We present a model for understanding the different layers in the game design process, and an articulation of their intricate interconnectedness. Our motivation is propelled by our daily...... teaching practice of game design. We have observed a need for a design model that quickly can create an easily understandable overview over something as complex as the design processes of computer games. This posed a problem: how do we present a broad overview of the game design process and at the same...

  17. Vocal Noise Cancellation From Respiratory Sounds

    National Research Council Canada - National Science Library

    Moussavi, Zahra

    2001-01-01

    Although background noise cancellation for speech or electrocardiographic recording is well established, however when the background noise contains vocal noises and the main signal is a breath sound...

  18. Modified vocal function exercises: a case report.

    Science.gov (United States)

    Radhakrishnan, Nandhakumar; Scheidt, Troy

    2012-10-01

    The aim of this case report is to highlight the modifications made to vocal function exercises to suit patient's ability. Study design. Single case report-retrospective. This case study is about a 77-year-old female with vocal fold atrophy who had difficulty demonstrating the vocal function exercises regimen. Voice therapy techniques were modified for this patient. Post-therapy examination showed significant improvement in perceptual, objective, and self-perceptual analysis of voice. The modified version can be an option for those patients unable to follow the instructions of vocal function exercises.

  19. Tools for Science Inquiry Learning: Tool Affordances, Experimentation Strategies, and Conceptual Understanding

    Science.gov (United States)

    Bumbacher, Engin; Salehi, Shima; Wieman, Carl; Blikstein, Paulo

    2017-12-01

    Manipulative environments play a fundamental role in inquiry-based science learning, yet how they impact learning is not fully understood. In a series of two studies, we develop the argument that manipulative environments (MEs) influence the kind of inquiry behaviors students engage in, and that this influence realizes through the affordances of MEs, independent of whether they are physical or virtual. In particular, we examine how MEs shape college students' experimentation strategies and conceptual understanding. In study 1, students engaged in two consecutive inquiry tasks, first on mass and spring systems and then on electric circuits. They either used virtual or physical MEs. We found that the use of experimentation strategies was strongly related to conceptual understanding across tasks, but that students engaged differently in those strategies depending on what ME they used. More students engaged in productive strategies using the virtual ME for electric circuits, and vice versa using the physical ME for mass and spring systems. In study 2, we isolated the affordance of measurement uncertainty by comparing two versions of the same virtual ME for electric circuits—one with and one without noise—and found that the conditions differed in terms of productive experimentation strategies. These findings indicate that measures of inquiry processes may resolve apparent ambiguities and inconsistencies between studies on MEs that are based on learning outcomes alone.

  20. Mapping the Evolution of eLearning from 1977–2005 to Inform Understandings of eLearning Historical Trends

    Directory of Open Access Journals (Sweden)

    Pei Chen Sun

    2014-03-01

    Full Text Available While there have been very limited studies of the educational computing literature to analyze the research trends since the early emergence of educational computing technologies, the authors argue that it is important for both researchers and educators to understand the major, historical educational computing trends in order to inform understandings of current and future eLearning trends. This study provides the findings of an analysis of 2,694 journal articles published between 1977 and 2005 in four major, international educational computing journals. It provides the platform for a subsequent analysis for the period 2006–2014 and beyond, as future educational computing research is published. The journal articles analyzed were categorized according to their research themes. Subsequently, clustering analysis, multi-dimension scale analysis, and research diversity analysis were performed on the categorized results to explore the research trends. The research literature analysis confirmed that there were identifiable evolutionary trends dating from 1977, and, importantly, the analysis highlighted that each key breakthrough in technology was accompanied by increased educational research about those technologies to inform educational practices. Importantly, two major driving forces of the historical trends identified were technologies and pedagogical approaches. The paper concludes with explanations of how these trends from 1977–2005 have shaped the current focus on Technological Pedagogical Content Knowledge (TPACK needed for effective current and future eLearning.

  1. Learning science in small groups: The relationship of conversation to conceptual understanding

    Science.gov (United States)

    McDonald, James Tarleton

    The purpose of this study was to investigate the relationship between conversation and conceptual understanding of erosion. The objective of this study was to investigate how fifth grade students' conceptions of erosion changed while they used stream tables and worked in groups of four within an inquiry-based curriculum. This study used symbolic interactionism and sociocognitive frameworks to interpret science learning in the elementary classroom. The research focused on the conceptual understanding of the focal group students, their use of classroom discourse to talk about their understandings of erosion, and the expertise that emerged while using stream tables. This study took place over a one-semester long study on erosion. Key informants were eight fifth graders. The data sources consisted of children's journals; transcripts of audiotaped interviews with the key informants before, during, and after the erosion unit; transcripts of videotapes of the students using the stream tables; and field notes recording children's discourse and activity. Individual and group cases were constructed during the study. The knowledge of the eight focal group children was placed on a hierarchy of conceptual understanding that contained 8 components of the erosion process. All four of the students whose ideas were examined in depth gained in their conceptual understanding of erosion. Students' individual expertise enhanced their own conceptual understanding. The contribution of classroom discourse and expertise to conceptual understanding differed between the two focal groups. Group 1 used essential expertise to sustain generative conversations, maximizing their learning opportunities. Students in Group 1 got along with one another, rotated assigned roles and jobs, and were able to start their own generative conversations. Members of Group 1 asked generative questions, connected stream table events to real life situations, and involved everyone in the group. Group 2 engaged in a

  2. Development and validation of a method for measuring depth of understanding in constructivist learning

    Science.gov (United States)

    Guarino, Lucia Falsetti

    A method for measuring depth of understanding of students in the middle-level science classroom was developed and validated. A common theme in the literature on constructivism in science education is that constructivist pedagogy, as opposed to objectivist pedagogy, results in a greater depth of understanding. Since few instruments measuring this construct exist at the present time, the development of such a tool to measure this construct was a significant contribution to the current body of assessment technologies in science education. The author's Depth of Understanding Assessment (DUA) evolved from a writing measure originally designed as a history assessment. The study involved 230 eighth grade science students studying a chemical change unit. The main research questions were: (1) What is the relationship between the DUA and each of the following independent variables: recall, application, and questioning modalities as measured by the Cognitive Preference Test; deep, surface, achieving, and deep-achieving approaches as measured by the Learning Process Questionnaire; achievement as measured by the Chemical Change Quiz, and teacher perception of student ability to conceptualize science content? (2) Is there a difference in depth of understanding, as measured by the DUA, between students who are taught by objectivist pedagogy and students who are taught by constructivist pedagogy favoring the constructivist group? (3) Is there a gender difference in depth of understanding as measured by the DUA? (4) Do students who are taught by constructivist pedagogy perceive their learning environment as more constructivist than students who are taught by objectivist pedagogy? Six out of nine hypothesis tests supported the validity of the DUA. The results of the qualitative component of this study which consisted of student interviews substantiated the quantitative results by providing additional information and insights. There was a significant difference in depth of

  3. Improvements in Students' Understanding from Increased Implementation of Active Learning Strategies

    Science.gov (United States)

    Hayes-Gehrke, Melissa N.; Prather, E. E.; Rudolph, A. L.; Collaboration of Astronomy Teaching Scholars CATS

    2011-01-01

    Many instructors are hesitant to implement active learning strategies in their introductory astronomy classrooms because they are not sure which techniques they should use, how to implement those techniques, and question whether the investment in changing their course will really bring the advertised learning gains. We present an example illustrating how thoughtful and systematic implementation of active learning strategies into a traditionally taught Astro 101 class can translate into significant increases in students' understanding. We detail the journey of one instructor, over several years, as she changes the instruction and design of her course from one that focuses almost exclusively on lecture to a course that provides an integrated use of several active learning techniques such as Lecture-Tutorials and Think-Pair-Share questions. The students in the initial lecture-only course achieved a low normalized gain score of only 0.2 on the Light and Spectroscopy Concept Inventory (LSCI), while the students in the re-designed learner-centered course achieved a significantly better normalized gain of 0.43. This material is based upon work supported by the National Science Foundation under Grant No. 0715517, a CCLI Phase III Grant for the Collaboration of Astronomy Teaching Scholars (CATS), and Grant No. 0847170, a PAARE Grant for the Calfornia-Arizona Minority Partnership for Astronomy Research and Education (CAMPARE). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.

  4. Cognitive neuroepigenetics: the next evolution in our understanding of the molecular mechanisms underlying learning and memory?

    Science.gov (United States)

    Marshall, Paul; Bredy, Timothy W.

    2016-07-01

    A complete understanding of the fundamental mechanisms of learning and memory continues to elude neuroscientists. Although many important discoveries have been made, the question of how memories are encoded and maintained at the molecular level remains. So far, this issue has been framed within the context of one of the most dominant concepts in molecular biology, the central dogma, and the result has been a protein-centric view of memory. Here, we discuss the evidence supporting a role for neuroepigenetic mechanisms, which constitute dynamic and reversible, state-dependent modifications at all levels of control over cellular function, and their role in learning and memory. This neuroepigenetic view suggests that DNA, RNA and protein each influence one another to produce a holistic cellular state that contributes to the formation and maintenance of memory, and predicts a parallel and distributed system for the consolidation, storage and retrieval of the engram.

  5. The Effect of Brain Based Learning on Second Grade Junior Students’ Mathematics Conceptual Understanding on Polyhedron

    Directory of Open Access Journals (Sweden)

    I Made Suarsana

    2017-06-01

    Full Text Available The aim of this study is to examine the effect of Brain Based Learning on second grade junior high school students’ conceptual understanding on polyhedron. This study was conducted by using post-test only control group quasi-experimental design. The subjects of this study were 148 students that divided into three classes. Two classes were taken as sample by using cluster random sampling technique. One of the classes was randomly selected as an experimental group and the other as control group. There were 48 students in experimental group and 51 students in control group. The data were collected with post-test which contained mathematical conceptual understanding on fractions. The post-test consisted of 8 essay question types.  The normality and variance homogeny test result showed that the scores are normally distributed and have no difference in variance. The data were analyzed by using one tailed t-test with significance level of 5%. The result of data analysis revealed that the value of t-test = 6,7096 greater than t-table = 1,987, therefore; the null hypothesis is rejected. There is positive effect of of Brain Based Learning on second grade junior students’ conceptual understanding in polyhedron.

  6. Vocalization of Equus asinus: The hees and haws of donkey brays

    Science.gov (United States)

    Browning, David G.; Scheifele, Peter M.

    2004-05-01

    An understanding of the vocalizations of farm animals may provide an important key in the identification of animals under stress. Donkey vocalizations (brays) appear to be unique among the Equidae in that significant sound is produced during both air intake (the hee) and air outflow (the haw). Typically these vocalizations, primarily by males, consist of a series of brays, seemingly mechanically produced with little variation, terminating when the animal becomes short of breath-literally a burst of sound. The acoustic character, duration, and sequence (some hee-haw, while others haw-hee) are unique to each animal. As with other Perissodactyles (horses, zebras), and in contrast to the Artiodactyls (cows, sheep, and goats), there can be a significant frequency variation during a vocalization segment (particularly in the ``haw'' phase). It has not been determined what control (if any) the animal has over this. Further study is being made of possible braying variations for a given animal.

  7. Integrative relational machine-learning for understanding drug side-effect profiles.

    Science.gov (United States)

    Bresso, Emmanuel; Grisoni, Renaud; Marchetti, Gino; Karaboga, Arnaud Sinan; Souchet, Michel; Devignes, Marie-Dominique; Smaïl-Tabbone, Malika

    2013-06-26

    Drug side effects represent a common reason for stopping drug development during clinical trials. Improving our ability to understand drug side effects is necessary to reduce attrition rates during drug development as well as the risk of discovering novel side effects in available drugs. Today, most investigations deal with isolated side effects and overlook possible redundancy and their frequent co-occurrence. In this work, drug annotations are collected from SIDER and DrugBank databases. Terms describing individual side effects reported in SIDER are clustered with a semantic similarity measure into term clusters (TCs). Maximal frequent itemsets are extracted from the resulting drug x TC binary table, leading to the identification of what we call side-effect profiles (SEPs). A SEP is defined as the longest combination of TCs which are shared by a significant number of drugs. Frequent SEPs are explored on the basis of integrated drug and target descriptors using two machine learning methods: decision-trees and inductive-logic programming. Although both methods yield explicit models, inductive-logic programming method performs relational learning and is able to exploit not only drug properties but also background knowledge. Learning efficiency is evaluated by cross-validation and direct testing with new molecules. Comparison of the two machine-learning methods shows that the inductive-logic-programming method displays a greater sensitivity than decision trees and successfully exploit background knowledge such as functional annotations and pathways of drug targets, thereby producing rich and expressive rules. All models and theories are available on a dedicated web site. Side effect profiles covering significant number of drugs have been extracted from a drug ×side-effect association table. Integration of background knowledge concerning both chemical and biological spaces has been combined with a relational learning method for discovering rules which explicitly

  8. Can a model of study activity increase didactic dialogue and students' understanding of learning in IPE?

    DEFF Research Database (Denmark)

    Hansen, Bodil Winther; Hatt, Camusa

    Introduction: The project presented is "The Study Activity Model as a mean of development in IPE", which explores the potential of a model of study activity as means of pedagogical development and collaboration. Background: Students from 14 different professions have IPE as part of their curriculum...... at Metropolitan University College. Since 2013 all UCS have worked with a nationally decided study activity model. The model outlines four different types of learning activities. Students are introduced to courses via the model to heighten their understanding of course design and the expectations...

  9. A framework for understanding outcomes of mutual learning situations in IT projects

    DEFF Research Database (Denmark)

    Hansen, Magnus Rotvit Perlt

    2012-01-01

    How do we analyse and understand design decisions derived from mutual learning (ML) situations and how may practitioners take advantage of these in IT projects? In the following we present a framework of design decisions inferred from ML situations that occurred between end-users and stakeholders...... but not discussed with stakeholders despite the fact that the users had proclaimed that the redesign could have consequences for the stakeholders in the long run. By applying the framework to the ML situations as we define situation "a" and "b" as actionable and situation "c" and "d" as volatile...

  10. Learning from catchments to understand hydrological drought (HS Division Outstanding ECS Award Lecture)

    Science.gov (United States)

    Van Loon, Anne

    2017-04-01

    Drought is a global challenge. To be able to manage drought effectively on global or national scales without losing smaller scale variability and local context, we need to understand what the important hydrological drought processes are at different scales. Global scale models and satellite data are providing a global overview and catchment scale studies provide detailed site-specific information. I am interested in bridging these two scale levels by learning from catchments from around the world. Much information from local case studies is currently underused on larger scales because there is too much complexity. However, some of this complexity might be crucial on the level where people are facing the consequences of drought. In this talk, I will take you on a journey around the world to unlock catchment scale information and see if the comparison of many catchments gives us additional understanding of hydrological drought processes on the global scale. I will focus on the role of storage in different compartments of the terrestrial hydrological cycle, and how we as humans interact with that storage. I will discuss aspects of spatial and temporal variability in storage that are crucial for hydrological drought development and persistence, drawing from examples of catchments with storage in groundwater, lakes and wetlands, and snow and ice. The added complexity of human activities shifts the focus from natural to catchments with anthropogenic increases in storage (reservoirs), decreases in storage (groundwater abstraction), and changes in hydrological processes (urbanisation). We learn how local information is providing valuable insights, in some cases challenging theoretical understanding or model outcomes. Despite the challenges of working across countries, with a high number of collaborators, in a multitude of languages, under data-scarce conditions, the scientific advantages of bridging scales are substantial. The comparison of catchments around the world can

  11. VOCAL SEGMENT CLASSIFICATION IN POPULAR MUSIC

    DEFF Research Database (Denmark)

    Feng, Ling; Nielsen, Andreas Brinch; Hansen, Lars Kai

    2008-01-01

    This paper explores the vocal and non-vocal music classification problem within popular songs. A newly built labeled database covering 147 popular songs is announced. It is designed for classifying signals from 1sec time windows. Features are selected for this particular task, in order to capture...

  12. Phonetic characteristics of vocalizations during pain

    Directory of Open Access Journals (Sweden)

    Stefan Lautenbacher

    2017-06-01

    Conclusion:. Vocalization characteristics of pain seem to be best described by an increase in pitch and in loudness. Future studies using more specific and comprehensive phonetic analyses will surely help to provide an even more precise characterization of vocalizations because of pain.

  13. Vocal communication in an avian hybrid zone

    NARCIS (Netherlands)

    Hartog, Paula Maria den

    2008-01-01

    Avian vocalizations function in mate attraction and territorial defence. Vocalizations can act as behavioural barriers and play an important role in speciation processes. Hybrid zones illustrate behavioural barriers are not always impermeable and provide a natural laboratory to examine the role of

  14. Understanding E-Learning Adoption in Brazil: Major Determinants and Gender Effects

    Directory of Open Access Journals (Sweden)

    Shintaro Okazaki

    2012-10-01

    Full Text Available The objective of this study is to examine factors influencing e-learning adoption and the moderating role of gender. This study extends the technology acceptance model (TAM by adding attitude and social interaction. The new construct of social interaction is applied to the South American context. Gender effects on e-learning adoption from educators’ perspectives have seldom been explored. The data collection takes place in three major Brazilian universities. In total, 446 faculty members responded to the questionnaire. Our structural equation modeling reveals that ease of use and perceived usefulness are significant antecedents of attitude, which in turn affects intention. However, unlike the original TAM, perceived usefulness is not a direct driver of intention. In terms of moderation, gender affects three relationships: (1 ease of use –› perceived usefulness; (2 perceived usefulness –› attitude, and (3 intention –› actual behavior. The analysis is carried out in a single country; thus, caution should be taken in generalization of the results. The findings will help academics, educators, and policy makers to better understand the mechanism of e-learning adoption in Brazil.

  15. To what Extent Do School Leaders in Slovenia Understand Physical School Environments as a Learning Factor?

    Directory of Open Access Journals (Sweden)

    Majda Cenčič

    2017-06-01

    Full Text Available School leaders are a central factor of the quality of learning and teaching in schools. It is generally believed that the staff model their behaviour on leaders, which means if school leaders understand the physical school environment to be an important factor of learning, school staff (teachers and other professional staff will also do so. To discover how school leaders assess the school environment as a factor of learning, 150 school leaders in primary education in Slovenia were invited to complete an online questionnaire. They were asked about their views regarding to what extent their school as physical environment encouraged certain factors. Fourteen listed factors were assessed on five-point numeric scales. The results show that in their school environment, school leaders assessed ecology, movement, and respect the highest, and feelings, imagination, and space the lowest. Their estimates of the assessed factors differ depending on the type of school building (new, old, renovated only on the factors of movement, creativity, and logic and mathematics in favour of old schools. The results provide interesting information especially for school policy and everyone involved in the planning, building, or renewal of school premises.

  16. Do iPads promote symbolic understanding and word learning in children with autism?

    Science.gov (United States)

    Allen, Melissa L; Hartley, Calum; Cain, Kate

    2015-01-01

    The use of the Apple iPad has skyrocketed in educational settings, along with largely unsubstantiated claims of its efficacy for learning and communication in children with autism spectrum disorder (ASD). Here, we examine whether children with ASD are better able to learn new word-referent relations using an iPad or a traditional picture book. We also examine the hypothesis that presenting multiple, differently colored, exemplars of a target referent will promote adaptive label generalization compared to the use of a single exemplar. Sixteen minimally verbal children with ASD were taught a new word in four within-subjects conditions, which varied by media (iPad vs. book) and content (single vs. multiple exemplar presentation). Children were then tested on the ability to symbolically relate the word to a 3-D referent (real-life depicted object) and generalize it to a differently colored category member (another similarly shaped object). The extent of symbolic understanding did not differ between the two media, and levels of generalization did not differ across conditions. However, presentation of multiple exemplars increased the rate that children with ASD extended labels from pictures to depicted objects. Our findings are discussed in terms of the importance of content to picture-based learning and the potential benefits and challenges of using the Apple iPad as an educational resource for children with ASD.

  17. Do iPads promote symbolic understanding and word learning in children with autism?

    Directory of Open Access Journals (Sweden)

    Melissa eAllen

    2015-02-01

    Full Text Available The use of the Apple iPad has skyrocketed in educational settings, along with largely unsubstantiated claims of its efficacy for learning and communication in children with Autism Spectrum Disorder (ASD. Here we examine whether children with ASD are better able to learn new word-referent relations using an iPad or a traditional picture book. We also examine the hypothesis that presenting multiple, differently-coloured, exemplars of a target referent will promote adaptive label generalisation compared to the use of a single exemplar. Sixteen minimally-verbal children with ASD were taught a new word in 4 within-subjects conditions, which varied by media (iPad vs. book and content (single vs. multiple exemplar presentation. Children were then tested on the ability to symbolically relate the word to a 3-D referent (real-life depicted object and generalise it to a differently-coloured category member (another similarly-shaped object. The extent of symbolic understanding did not differ between the two media, and levels of generalisation did not differ across conditions. However, presentation of multiple exemplars increased the rate that children with ASD extended labels from pictures to depicted objects. Our findings are discussed in terms of the importance of content to picture-based learning and the potential benefits and challenges of using the Apple iPad as an educational resource for children with ASD.

  18. Understanding infants' and children's social learning about foods: previous research and new prospects.

    Science.gov (United States)

    Shutts, Kristin; Kinzler, Katherine D; DeJesus, Jasmine M

    2013-03-01

    Developmental psychologists have devoted significant attention to investigating how children learn from others' actions, emotions, and testimony. Yet most of this research has examined children's socially guided learning about artifacts. The present article focuses on a domain that has received limited attention from those interested in the development of social cognition: food. We begin by reviewing the available literature on infants' and children's development in the food domain and identify situations in which children evidence both successes and failures in their interactions with foods. We focus specifically on the role that other people play in guiding what children eat and argue that understanding patterns of successes and failures in the food domain requires an appreciation of eating as a social phenomenon. We next propose a series of questions for future research and suggest that examining food selection as a social phenomenon can shed light on mechanisms underlying children's learning from others and provide ideas for promoting healthy social relationships and eating behaviors early in development.

  19. Structuring Assignments to Improve Understanding and Presentation Skills: Experiential Learning in the Capstone Strategic Management Team Presentation

    Science.gov (United States)

    Helms, Marilyn M.; Whitesell, Melissa

    2017-01-01

    In the strategic management course, students select, analyze, and present viable future alternatives based on information provided in cases or computer simulations. Rather than understanding the entire process, the student's focus is on the final presentation. Chickering's (1977) research on active learning suggests students learn more effectively…

  20. Macon, Celie, Patricia and Me: Deepening Understanding of Transformative Learning through the Lives of Fictional Characters and Dialogue

    Science.gov (United States)

    Lawrence, Randee Lipson

    2017-01-01

    This article offers a reflective analysis on how the author came to a deeper understanding of transformative learning while collaborating on a research project with Patricia Cranton from 2012- 2014, resulting in "A Novel Idea: Researching Transformative Learning in Fiction," published by Sense Publishers in 2015. They read six…

  1. A Process-Philosophical Understanding of Organizational Learning as "Wayfinding": Process, Practices and Sensitivity to Environmental Affordances

    Science.gov (United States)

    Chia, Robert

    2017-01-01

    Purpose: This paper aims to articulate a practice-based, non-cognitivist approach to organizational learning. Design/methodology/approach: This paper explores the potential contribution of a process-based "practice turn" in social theory for understanding organizational learning. Findings: In complex, turbulent environments, robust…

  2. A Pilot Study: Facilitating Cross-Cultural Understanding with Project-Based Collaborative Learning in an Online Environment

    Science.gov (United States)

    Shadiev, Rustam; Hwang, Wu-Yuin; Huang, Yueh-Min

    2015-01-01

    This study investigated three aspects: how project-based collaborative learning facilitates cross-cultural understanding; how students perceive project-based collaborative learning implementation in a collaborative cyber community (3C) online environment; and what types of communication among students are used. A qualitative case study approach…

  3. Adult Learners' Understanding in Learning Islam Using Andragogy Approach: A Study in Kampung Siglap Mosque and Al-Zuhri Higher Learning Institute

    Science.gov (United States)

    Bin Kadir, Mohd Amin; Arifin, Syamsul; Latipun; Fuad, Ahmad Nur

    2016-01-01

    This study describes adult learners' understanding in learning Islam using andragogy approach in which the study was conducted in Kampung Siglap Mosque and Al-Zuhri Higher Learning Institute. Prophet Muhammad (peace be upon him) educate his companions of who are adults from the shackles of "jahiliyyah," spiritual and intellectual…

  4. Theory that explains an Aboriginal perspective of learning to understand and manage diabetes.

    Science.gov (United States)

    Webster, Emma; Johnson, Craig; Kemp, Bernie; Smith, Valerie; Johnson, Monica; Townsend, Billie

    2017-02-01

    To use grounded theory and participatory research methodology to explain how Aboriginal people learn to understand and manage type 2 diabetes. Aboriginal people with diabetes were invited to participate in one of five focus groups (n=25, male=12, female=13). Focus groups and education sessions were conducted by Aboriginal members of the research team. Focus groups were audio recorded and transcribed, with coding and first level analysis undertaken by all members of the research team. Participants described colonisation and dislocation from Country and family members' experiences with diabetes as significant historical influences which, in conjunction with the model of care experienced and the type of interaction with health services, shaped how they came to understand and manage their diabetes. Patient experience of a model of care alone is not what influences understanding and management of diabetes in Aboriginal people. Implications for Public Health: Health service improvements should focus on understanding past experiences of Aboriginal patients, improving interactions with health services and supporting holistic family centred models of care. Focusing on just the model of care in absence of other improvements is unlikely to deliver health benefits to Aboriginal people. © 2016 The Authors.

  5. Scaffolded problem-solving, learning approaches and understanding of concepts in an introductory college physics class

    Science.gov (United States)

    Haack, Constance

    This study was an exploration of students' use of scaffolded problems as part of their homework in an introductory calculus-based physics class. The study included consideration of the possible relationship of students' meaningful and rote learning approaches. The sample was comprised of 48 students who had completed all study instruments. Of this number, 23 did homework assignments that included scaffolded problems that had been divided into multiple steps that simplify, highlight, and organize the knowledge associated with the problem solving process. The other 25 students did non-scaffolded homework assignments. The Mechanics Baseline Test, given at the beginning of the study, measured students' prior knowledge of physics concepts. The Learning Approach Questionnaire, also given at the beginning of the study, measured students' meaningful and rote approaches to learning. Student responses to 6 qualitative physics problems and their selection of concepts associated with 4 quantitative physics problems was a gauge of their understanding of physics concepts. These 10 problems were distributed between 2 classroom examinations given during the study. At the end of the study 4 students who had done scaffolded homework problems and 4 students who had done non-scaffolded homework problems participated in think aloud protocols. They verbalized their thoughts as they attempted to solve 2 physics problems. Characterizations of individual problem solving approaches emerged from the think aloud protocols. An analysis of statistical data showed that students who did scaffolded problems attained significantly greater understanding of physics concepts than students who did non-scaffolded assignments. There were no significant differences by learning approaches, and no significant interactions. This indicates that scaffolded homework problems may benefit students regardless of learning orientation. Think aloud protocols revealed patterns of difference between students who had

  6. Collaborative Learning in Two Vocal Conservatoire Courses

    Science.gov (United States)

    Rumiantsev, Tamara W.; Maas, Annemarie; Admiraal, Wilfried

    2017-01-01

    The apprenticeship tradition in conservatoire education assumes that teachers' expertise is the main source for the development of future music professionals. However, the professional practice of vocalists is nearly completely based on collaboration, such as with other vocalists, instrumentalists, accompanists, orchestras, conductors, or stage…

  7. Child vocalization composition as discriminant information for automatic autism detection.

    Science.gov (United States)

    Xu, Dongxin; Gilkerson, Jill; Richards, Jeffrey; Yapanel, Umit; Gray, Sharmi

    2009-01-01

    Early identification is crucial for young children with autism to access early intervention. The existing screens require either a parent-report questionnaire and/or direct observation by a trained practitioner. Although an automatic tool would benefit parents, clinicians and children, there is no automatic screening tool in clinical use. This study reports a fully automatic mechanism for autism detection/screening for young children. This is a direct extension of the LENA (Language ENvironment Analysis) system, which utilizes speech signal processing technology to analyze and monitor a child's natural language environment and the vocalizations/speech of the child. It is discovered that child vocalization composition contains rich discriminant information for autism detection. By applying pattern recognition and machine learning approaches to child vocalization composition data, accuracy rates of 85% to 90% in cross-validation tests for autism detection have been achieved at the equal-error-rate (EER) point on a data set with 34 children with autism, 30 language delayed children and 76 typically developing children. Due to its easy and automatic procedure, it is believed that this new tool can serve a significant role in childhood autism screening, especially in regards to population-based or universal screening.

  8. Understanding the long-term influence of EIA on organisational learning and transformation

    International Nuclear Information System (INIS)

    Jones, Megan; Morrison-Saunders, Angus

    2017-01-01

    This research is an attempt to verify the notion postulated by Robert Bartlett and Lynton Caldwell that the full benefits of environmental impact assessment (EIA) would take decades to be realized. While EIA is intended to directly influence decision-making regarding new development proposals, the process is also expected to lead to organisational learning and transformation over time. Our aim was to examine the influence of EIA on a single Western Australian proponent with sustained experience in the process to understand how EIA is used within the organisation and to seek evidence of transformation of the organisation's purpose and mission. The research reviewed literature in order to identify key influences of EIA on organisations, along with semi-structured staff interviews and document analysis for the case study organisation. Ascertaining causality that involvement in EIA processes influences or effects organisational learning and transformation is a challenge in the face of other societal events. Document analysis and interviewee data indicates that the action-forcing nature of EIA did influence proponent behavior through the creation of internal processes seeking to ensure robust design of new projects that would satisfy environmental protection expectations, without the need to trigger formal EIA. Evidence of EIA values and thinking were apparent within internal documentation, including the evolving mission statement. Our research indicates that participation in the EIA process can positively influence organisational learning and transformation by guiding internal change for decision-making. - Highlights: • The long-term influence of EIA on a proponent organisation is investigated. • EIA promotes internal organisational learning and transformation. • Analysis of mission statements can indicate the influence of EIA on organisations. • Organisations aligned with EIA values can reduce the need to engage in formal EIA.

  9. I Listen and I Believe, I See and I Understand: A Collective Reflection Approach to Understanding Children's Learning Experiences

    Science.gov (United States)

    Mohamed, Carmen

    2011-01-01

    The project on which this report is based set out to establish how exploring children's musicality might encourage adults to consider their engagement with the musical play and learning of children under the age of five. Through reflection and evaluation the participants became aware that they were challenging their own teaching style in response…

  10. Can vocal conditioning trigger a semiotic ratchet in marmosets?

    Science.gov (United States)

    Turesson, Hjalmar K; Ribeiro, Sidarta

    2015-01-01

    The complexity of human communication has often been taken as evidence that our language reflects a true evolutionary leap, bearing little resemblance to any other animal communication system. The putative uniqueness of the human language poses serious evolutionary and ethological challenges to a rational explanation of human communication. Here we review ethological, anatomical, molecular, and computational results across several species to set boundaries for these challenges. Results from animal behavior, cognitive psychology, neurobiology, and semiotics indicate that human language shares multiple features with other primate communication systems, such as specialized brain circuits for sensorimotor processing, the capability for indexical (pointing) and symbolic (referential) signaling, the importance of shared intentionality for associative learning, affective conditioning and parental scaffolding of vocal production. The most substantial differences lie in the higher human capacity for symbolic compositionality, fast vertical transmission of new symbols across generations, and irreversible accumulation of novel adaptive behaviors (cultural ratchet). We hypothesize that increasingly-complex vocal conditioning of an appropriate animal model may be sufficient to trigger a semiotic ratchet, evidenced by progressive sign complexification, as spontaneous contact calls become indexes, then symbols and finally arguments (strings of symbols). To test this hypothesis, we outline a series of conditioning experiments in the common marmoset (Callithrix jacchus). The experiments are designed to probe the limits of vocal communication in a prosocial, highly vocal primate 35 million years far from the human lineage, so as to shed light on the mechanisms of semiotic complexification and cultural transmission, and serve as a naturalistic behavioral setting for the investigation of language disorders.

  11. Can vocal conditioning trigger a semiotic ratchet in marmosets?

    Directory of Open Access Journals (Sweden)

    Hjalmar Kosmos Turesson

    2015-10-01

    Full Text Available The complexity of human communication has often been taken as evidence that our language reflects a true evolutionary leap, bearing little resemblance to any other animal communication system. The putative uniqueness of the human language poses serious evolutionary and ethological challenges to a rational explanation of human communication. Here we review ethological, anatomical, molecular and computational results across several species to set boundaries for these challenges. Results from animal behavior, cognitive psychology, neurobiology, and semiotics indicate that human language shares multiple features with other primate communication systems, such as specialized brain circuits for sensorimotor processing, the capability for indexical (pointing and symbolic (referential signaling, the importance of shared intentionality for associative learning, affective conditioning and parental scaffolding of vocal production. The most substantial differences lie in the higher human capacity for symbolic compositionality, fast vertical transmission of new symbols across generations, and irreversible accumulation of novel adaptive behaviors (cultural ratchet. We hypothesize that increasingly-complex vocal conditioning of an appropriate animal model may be sufficient to trigger a semiotic ratchet, evidenced by progressive sign complexification, as spontaneous contact calls become indexes, then symbols and finally arguments (strings of symbols. To test this hypothesis, we outline a series of conditioning experiments in the common marmoset (Callithrix jacchus. The experiments are designed to probe the limits of vocal communication in a prosocial, highly vocal primate 35 million years far from the human lineage, so as to shed light on the mechanisms of semiotic complexification and cultural transmission, and serve as a naturalistic behavioral setting for the investigation of language disorders.

  12. Can vocal conditioning trigger a semiotic ratchet in marmosets?

    Science.gov (United States)

    Turesson, Hjalmar K.; Ribeiro, Sidarta

    2015-01-01

    The complexity of human communication has often been taken as evidence that our language reflects a true evolutionary leap, bearing little resemblance to any other animal communication system. The putative uniqueness of the human language poses serious evolutionary and ethological challenges to a rational explanation of human communication. Here we review ethological, anatomical, molecular, and computational results across several species to set boundaries for these challenges. Results from animal behavior, cognitive psychology, neurobiology, and semiotics indicate that human language shares multiple features with other primate communication systems, such as specialized brain circuits for sensorimotor processing, the capability for indexical (pointing) and symbolic (referential) signaling, the importance of shared intentionality for associative learning, affective conditioning and parental scaffolding of vocal production. The most substantial differences lie in the higher human capacity for symbolic compositionality, fast vertical transmission of new symbols across generations, and irreversible accumulation of novel adaptive behaviors (cultural ratchet). We hypothesize that increasingly-complex vocal conditioning of an appropriate animal model may be sufficient to trigger a semiotic ratchet, evidenced by progressive sign complexification, as spontaneous contact calls become indexes, then symbols and finally arguments (strings of symbols). To test this hypothesis, we outline a series of conditioning experiments in the common marmoset (Callithrix jacchus). The experiments are designed to probe the limits of vocal communication in a prosocial, highly vocal primate 35 million years far from the human lineage, so as to shed light on the mechanisms of semiotic complexification and cultural transmission, and serve as a naturalistic behavioral setting for the investigation of language disorders. PMID:26500583

  13. Self-Regulated Learning in the Museum: Understanding the Relationship of Visitor's Goals, Learning Strategies, and Appraisals

    Science.gov (United States)

    Zhou, Ji; Urhahne, Detlef

    2017-01-01

    Self-regulated learning (SRL) in the museum was explored by 2 investigations. The first one investigated 233 visitors on their goals and intended learning strategies by questionnaire before they visited the science museum. Results indicated visitors' learning goals can predict their intended deep-learning strategy. Moreover, visitors can be…

  14. Vocal acoustic analysis as a biometric indicator of information processing: implications for neurological and psychiatric disorders.

    Science.gov (United States)

    Cohen, Alex S; Dinzeo, Thomas J; Donovan, Neila J; Brown, Caitlin E; Morrison, Sean C

    2015-03-30

    Vocal expression reflects an integral component of communication that varies considerably within individuals across contexts and is disrupted in a range of neurological and psychiatric disorders. There is reason to suspect that variability in vocal expression reflects, in part, the availability of "on-line" resources (e.g., working memory, attention). Thus, understanding vocal expression is a potentially important biometric index of information processing, not only across but within individuals over time. A first step in this line of research involves establishing a link between vocal expression and information processing systems in healthy adults. The present study employed a dual attention experimental task where participants provided natural speech while simultaneously engaged in a baseline, medium or high nonverbal processing-load task. Objective, automated, and computerized analysis was employed to measure vocal expression in 226 adults. Increased processing load resulted in longer pauses, fewer utterances, greater silence overall and less variability in frequency and intensity levels. These results provide compelling evidence of a link between information processing resources and vocal expression, and provide important information for the development of an automated, inexpensive and uninvasive biometric measure of information processing. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

  15. Three-Dimensional Flow Separation Induced by a Model Vocal Fold Polyp

    Science.gov (United States)

    Stewart, Kelley C.; Erath, Byron D.; Plesniak, Michael W.

    2012-11-01

    The fluid-structure energy exchange process for normal speech has been studied extensively, but it is not well understood for pathological conditions. Polyps and nodules, which are geometric abnormalities that form on the medial surface of the vocal folds, can disrupt vocal fold dynamics and thus can have devastating consequences on a patient's ability to communicate. A recent in-vitro investigation of a model polyp in a driven vocal fold apparatus demonstrated that such a geometric abnormality considerably disrupts the glottal jet behavior and that this flow field adjustment was a likely reason for the severe degradation of the vocal quality in patients. Understanding of the formation and propagation of vortical structures from a geometric protuberance, and their subsequent impact on the aerodynamic loadings that drive vocal fold dynamic, is a critical component in advancing the treatment of this pathological condition. The present investigation concerns the three-dimensional flow separation induced by a wall-mounted prolate hemispheroid with a 2:1 aspect ratio in cross flow, i.e. a model vocal fold polyp. Unsteady three-dimensional flow separation and its impact of the wall pressure loading are examined using skin friction line visualization and wall pressure measurements. Supported by the National Science Foundation, Grant No. CBET-1236351 and GW Center for Biomimetics and Bioinspired Engineering (COBRE).

  16. Vocal health fitness to different music styles - doi:10.5020/18061230.2010.p278

    Directory of Open Access Journals (Sweden)

    Maria Claudia Mendes Caminha Muniz

    2012-01-01

    Full Text Available Objective: To present genres and styles currently running on western music scene, focusing on the practice of singing voice. Methods: An observational and documental study for which were selected sound sources presenting musical genres and styles that are part of the experience of the researchers, which were analyzed considering origins, formative elements and vocal features. Alongside we carried out a review of literature grounded in databases research and free review of websites and classical books of the area. Results: The selected styles (Rock and Roll, Heavy Metal, Trash Metal, Grunge, Gothic Metal, Rap, Funk, Blues, R&B – Rhythm and Blues, Soul, Gospel, MPB, Samba, Forro, Sertanejo, Bossa Nova, Opera and Chamber Music were described, pointing the reasons for the speech therapist to be informed about them and about singing voice aspects. His guidance may minimize possible vocal damage caused by each style, since each of them carries its own patterns to which the interpreter must submit. Conclusions: We conclude that the singer will use a specific vocal pattern that resembles the musical style he intends to sing, regardless of any harm it may or may not cause to vocal health. When choosing a musical style, it is important that the singer has the knowledge and understanding of how the use of his vocal apparatus will cause or not cause injury to his voice. Also be aware that the technique in singing is necessary for vocal longevity.

  17. Oral and vocal fold diadochokinesis in dysphonic women

    Directory of Open Access Journals (Sweden)

    Talita Louzada

    2011-12-01

    Full Text Available The evaluation of oral and vocal fold diadochokinesis (DDK in individuals with voice disorders may contribute to the understanding of factors that affect the balanced vocal production. Scientific studies that make use of this assessment tool support the knowledge advance of this area, reflecting the development of more appropriate therapeutic planning. Objective: To compare the results of oral and vocal fold DDK in dysphonic women and in women without vocal disorders. Material and methods: For this study, 28 voice recordings of women from 19 to 54 years old, diagnosed with dysphonia and submitted to a voice assessment from speech pathologist and otorhinolaryngologist, were used. The control group included 30 nondysphonic women evaluated in prior research from normal adults. The analysis parameters like number and duration of emissions, as well as the regularity of the repetition of syllables "pa", "ta", "ka" and the vowels "a" and "i," were provided by the Advanced Motor Speech Profile program (MSP Model-5141, version-2.5.2 (KayPentax. The DDK sequence "pataka" was analyzed quantitatively through the Sound Forge 7.0 program, as well as manually with the audio-visual help of sound waves. Average values of oral and vocal fold DDK dysphonic and nondysphonic women were compared using the "t Student" test and were considered significant when p<0.05. Results: The findings showed no significant differences between populations; however, the coefficient of variation of period (CvP and jitter of period (JittP average of the "ka," "a" and "i" emissions, respectively, were higher in dysphonic women (CvP=10.42%, 12.79%, 12.05%; JittP=2.05%, 6.05%, 3.63% compared to the control group (CvP=8.86%; 10.95%, 11.20%; JittP=1.82%, 2.98%, 3.15%. Conclusion: Although the results do not indicate any difficulties in oral and laryngeal motor control in the dysphonic group, the largest instability in vocal fold DDK in the experimental group should be considered, and

  18. Understanding students' readiness for interprofessional learning in an Asian context: a mixed-methods study.

    Science.gov (United States)

    Lestari, Endang; Stalmeijer, Renée E; Widyandana, Doni; Scherpbier, Albert

    2016-07-15

    Healthcare is generally provided by various health professionals acting together. Unfortunately, poor communication and collaboration within such healthcare teams often prevent its members from actively engaging in collaborative decision-making. Interprofessional education (IPE) which prepares health professionals for their collaborative role in the healthcare system may partially address this problem. This study aimed to investigate: 1) students' readiness for IPE in an Asian context, 2) the most important factors influencing students' perceptions of IPE, 3) the reasons underlying such perceptions, and 4) the factors mitigating or promoting their sense of readiness. To identify students' perceptions of IPE, we administered the Readiness for Interprofessional Learning Scale (RIPLS) to 398 in approximately 470 students from a range of health professions (medicine, nursing, midwifery and dentistry). The questionnaire included factors that could potentially influence readiness for IPE as found in the literature (GPA, etc.). To enhance our understanding of the responses to the RIPLS and to explore the reasons underlying them, we conducted 4 mono-professional focus group discussions (FGDs). We ran a statistical analysis on the quantitative data, while performing a thematic content analysis of the qualitative data using ATLAS.ti (version 7). Medical students seemed to be the most prepared for IPE. Students' perceptions of IPE were conditioned by the study programme they took, their GPA, intrinsic motivation and engagement in the student council connoting experience of working with students from different programmes. Focus groups further revealed that: 1) early exposure to clinical practice triggered both positive and negative perceptions of IPE and of its importance to learning communication and leadership skills, 2) medical students caused insecurity and disengagement in other students, 3) medical students felt pressured to be leaders, and 4) there was a need to clarify

  19. Understanding adult neurogenesis beyond its role in learning and memory formation

    Directory of Open Access Journals (Sweden)

    Ab Latif Wani

    2017-04-01

    Full Text Available There has been a shift in the understanding of brain, neurons, and their functional role over the last two decades. Earlier it was believed that the brain was a static organ and was not subject to any change throughout life. An understanding was developed later that brain reorganizes its structure by a specific property called neuroplasticity. Recent research shows that the brain generates new neurons even in the adult stage, and this process is called adult neurogenesis. Although researchers still not have all the answers about the newborn neurons, and why and how they are generated, and what is their role, some have highlighted the importance of these in learning and memory formation, and even in memories of fear and spatial navigation. A wide range of environmental experience influences the generation of newborn neurons and their functional variability. There are questions about how different environmental experiences cause the differences in the generation of new neurons. Recently the field of optogenetics attempted to answer the questions on adult neurogenesis. However there are still questions about adult neurogenesis which needs a more naturalistic approach, for their better understanding.

  20. Fostering Cross-Cultural Understanding Through E-Learning: Russian-American Forum Case-Study.

    Directory of Open Access Journals (Sweden)

    Ekaterina V. Talalakina

    2010-09-01

    Full Text Available Abstract— The importance of cross-cultural understanding is accelerated nowadays by globalization and joint efforts of different countries in the face of global challenges. Countries’ educational systems display attempts to incorporate cross-cultural studies in their curricula across all stages of formal learning. Many higher education institutions offer special courses aimed at promoting cross-cultural studies. One of the tools used to facilitate the process is e-learning. The present article examines the case study of an internet-based collaboration between two higher education institutions – State University Higher School of Economics in Russia and Champlain College in the USA – in fostering cross-cultural understanding. The project is based on the study of individualistic and collectivistic values within the framework of two corresponding courses studied at both institutions. The topicality of the study is determined by the growing importance of the cooperation of two countries on the international affairs arena, on the one hand, and the fundamental differences of the countries’ underlying value system, on the other. In particular, a post-soviet Russia is generally viewed as a developing democracy representing the collectivistic end of the value spectrum, whereas the USA is considered as an extreme case of individualistic value system. The comparison and contrast of the two systems conducted simultaneously by the representatives of both cultures (students of the two universities within a specifically built internet forum comprises the base of the project. The case study covers the project’s objectives, its background, the rationale behind its content choice, the design of the e-learning tool, the profile of the participants of the project, its implementation stages and its outcome. The major findings of the case study deal with the process of building cross-cultural awareness, reinforcing students’ analytical skills and

  1. "Bigger Number Means You Plus!"--Teachers Learning to Use Clinical Interviews to Understand Students' Mathematical Thinking

    Science.gov (United States)

    Heng, Mary Anne; Sudarshan, Akhila

    2013-01-01

    This paper examines the perceptions and understandings of ten grades 1 and 2 Singapore mathematics teachers as they learned to use clinical interviews (Ginsburg, "Human Development" 52:109-128, 2009) to understand students' mathematical thinking. This study challenged teachers' pedagogical assumptions about what it means to teach for…

  2. A Case Study of Understanding the Influence of Cultural Patterns on International Students' Perception and Experience with Online Learning

    Science.gov (United States)

    Paralejas, Cynthia G.

    2013-01-01

    This dissertation aimed to understand the influence of cultural patterns on international students' perception and experience with online learning. This case study utilized Hofstede's cultural dimension model as an interpretative framework to understand what are the international students' perceptions and experiences with online courses. Two…

  3. Vocal Loading in Speaking a Foreign Language.

    Science.gov (United States)

    Järvinen, Kati; Laukkanen, Anne-Maria

    2015-01-01

    This study investigated whether speaking a foreign language affects the subjective notions of vocal fatigue, and whether acoustic measurements reveal a higher vocal loading. The speech samples of 20 native Finnish-speaking and 23 native English-speaking subjects were recorded in Finnish and in English. From the speech samples, fundamental frequency, equivalent sound level, total duration of voiced speech, speech rate, alpha ratio and L1-L0 level difference were analyzed. Vocal doses were calculated. According to subjective notions, the voice gets tired more quickly when speaking a foreign language. The mean fundamental frequency increased but the speech rate and total duration of voiced speech decreased significantly when speaking a foreign language. Thus, the vocal doses decreased. The subjective sensations of increased vocal fatigue may be due to increased mental stress rather than to higher vocal loading. However, a trend that speaking a foreign language may involve more loading was found in L1-L0 level difference and in the doses normalized to time dose. Longer speech samples should be studied. Voice quality-based indicators of vocal loading are worth testing in addition to the measures based on the amount of voicing in speech. © 2015 S. Karger AG, Basel.

  4. Aerodynamic and acoustic features of vocal effort.

    Science.gov (United States)

    Rosenthal, Allison L; Lowell, Soren Y; Colton, Raymond H

    2014-03-01

    The purpose of this study was to determine the aerodynamic and acoustic features of speech produced at comfortable, maximal and minimal levels of vocal effort. Prospective, quasi-experimental research design. Eighteen healthy participants with normal voice were included in this study. After task training, participants produced repeated syllable combinations at comfortable, maximal and minimal levels of vocal effort. A pneumotachometer and vented (Rothenberg) mask were used to record aerodynamic data, with simultaneous recording of the acoustic signal for subsequent analysis. Aerodynamic measures of subglottal pressure, translaryngeal airflow, maximum flow declination rate (MFDR), and laryngeal resistance were analyzed, along with acoustic measures of cepstral peak prominence (CPP) and its standard deviation (SD). Participants produced significantly greater subglottal pressure, translaryngeal airflow, and MFDR during maximal effort speech as compared with comfortable vocal effort. When producing speech at minimal vocal effort, participants lowered subglottal pressure, MFDR, and laryngeal resistance. Acoustic changes associated with changes in vocal effort included significantly higher CPP during maximal effort speech and significantly lower CPP SD during minimal effort speech, when each was compared with comfortable effort. For healthy speakers without voice disorders, subglottal pressure, translaryngeal airflow, and MFDR may be important factors that contribute to an increased sense of vocal effort. Changes in the cepstral signal also occur under conditions of increased or decreased vocal effort relative to comfortable effort. Copyright © 2014 The Voice Foundation. Published by Mosby, Inc. All rights reserved.

  5. Vocal ontogeny in neotropical singing mice (Scotinomys.

    Directory of Open Access Journals (Sweden)

    Polly Campbell

    Full Text Available Isolation calls produced by dependent young are a fundamental form of communication. For species in which vocal signals remain important to adult communication, the function and social context of vocal behavior changes dramatically with the onset of sexual maturity. The ontogenetic relationship between these distinct forms of acoustic communication is surprisingly under-studied. We conducted a detailed analysis of vocal development in sister species of Neotropical singing mice, Scotinomys teguina and S. xerampelinus. Adult singing mice are remarkable for their advertisement songs, rapidly articulated trills used in long-distance communication; the vocal behavior of pups was previously undescribed. We recorded 30 S. teguina and 15 S. xerampelinus pups daily, from birth to weaning; 23 S. teguina and 11 S. xerampelinus were recorded until sexual maturity. Like other rodent species with poikilothermic young, singing mice were highly vocal during the first weeks of life and stopped vocalizing before weaning. Production of first advertisement songs coincided with the onset of sexual maturity after a silent period of ≧2 weeks. Species differences in vocal behavior emerged early in ontogeny and notes that comprise adult song were produced from birth. However, the organization and relative abundance of distinct note types was very different between pups and adults. Notably, the structure, note repetition rate, and intra-individual repeatability of pup vocalizations did not become more adult-like with age; the highly stereotyped structure of adult song appeared de novo in the first songs of young adults. We conclude that, while the basic elements of adult song are available from birth, distinct selection pressures during maternal dependency, dispersal, and territorial establishment favor major shifts in the structure and prevalence of acoustic signals. This study provides insight into how an evolutionarily conserved form of acoustic signaling provides

  6. Clinical practice guidelines as learned treatises: understanding their use as evidence in the courtroom.

    Science.gov (United States)

    Recupero, Patricia R

    2008-01-01

    It is important for forensic experts to understand how clinical practice guidelines may enter the courtroom, what role they may play in a trial, and how they relate to expert testimony. Guidelines enter the record in several different ways and in several types of cases, typically with the assistance of an expert witness. A common vehicle for their introduction is the learned-treatise exception to the hearsay rule. Case law before and after Daubert v. Merrell Dow Pharmaceuticals, Inc. helps to elucidate the scrutiny that courts may direct toward medical texts proffered as evidence. This article discusses the implications of different rules and relevant case law for the forensic psychiatrist. The discussion notes important considerations for the expert witness, such as how guidelines may affect the expert's role, concerns about the reliability and relevance of scientific evidence, and questions about whether guidelines will be used for inculpatory or exculpatory purposes in medical malpractice trials.

  7. Can achievement emotions be used to better understand motivation, learning, and performance in medical education?

    Science.gov (United States)

    Artino, Anthony R; Holmboe, Eric S; Durning, Steven J

    2012-01-01

    In this article, we consider an emergent theory of human emotion. The overarching purpose of the article is to introduce medical education researchers to the notion of achievement emotions and provide a brief overview of how this work can inform the theory, research, and practice of medical education. First, we define achievement emotions and describe one of the leading contemporary theories of achievement emotions, control-value theory (Pekrun R. 2006. The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educ Psychol Rev 18:315-341.). Next, we distinguish between different types of achievement emotions, their proximal causes, and their consequences for motivation, learning, and performance, and we discuss several implications for educational practice. Finally, we end with a call for more research on achievement emotions in medical education to facilitate our understanding of emotions and their impact on important educational outcomes.

  8. Understanding Organizational Learning via Knowledge Management in Government-Link Companies in Malaysia

    Science.gov (United States)

    Helmi, Asleena; Ahmad, Zainal Ariffin; Hung, Daisy Kee Mui

    The knowledge management or KM discipline conjures a host of understanding and impact upon the global business community albeit commercially or socially. Regardless of the different approach to KM, it has inarguably brought about changes in viewing the knowledge capabilities and capacities of organizations. Peter Drucker (1998) argued that knowledge has become the key economic resource and the only source of competitive advantage. Hence organizational learning is an integral part of KM initiatives and has been widely practiced in many large organizations and across nations such as Europe, North America and Asia Pacific. Thus, this paper explores the KM initiatives of government link companies (GLCs) in Malaysia via synergizing knowledge strategy and capabilities in order to achieve competitive advantage.

  9. Speech across species : on the mechanistic fundamentals of vocal production and perception

    NARCIS (Netherlands)

    Ohms, Verena Regina

    2011-01-01

    Birdsong and human speech are both complex behaviours which show striking similarities mainly thought to be present in the area of development and learning. The most important parameters in human speech are vocal tract resonances, called formants. Different formant patterns characterize different

  10. Discussion: Changes in Vocal Production and Auditory Perception after Hair Cell Regeneration.

    Science.gov (United States)

    Ryals, Brenda M.; Dooling, Robert J.

    2000-01-01

    A bird study found that with sufficient time and training after hair cell and hearing loss and hair cell regeneration, the mature avian auditory system can accommodate input from a newly regenerated periphery sufficiently to allow for recognition of previously familiar vocalizations and the learning of new complex acoustic classifications.…

  11. A Comparison of Written, Vocal, and Video Feedback When Training Teachers

    Science.gov (United States)

    Luck, Kally M.; Lerman, Dorothea C.; Wu, Wai-Ling; Dupuis, Danielle L.; Hussein, Louisa A.

    2018-01-01

    We compared the effectiveness of and preference for different feedback strategies when training six special education teachers during a 5-day summer training program. In Experiment 1, teachers received written or vocal feedback while learning to implement two different types of preference assessments. In Experiment 2, we compared either written or…

  12. Systemic hydration: relating science to clinical practice in vocal health.

    Science.gov (United States)

    Hartley, Naomi A; Thibeault, Susan L

    2014-09-01

    To examine the current state of the science regarding the role of systemic hydration in vocal function and health. Literature review. Literature search spanning multiple disciplines, including speech-language pathology, nutrition and dietetics, medicine, sports and exercise science, physiology, and biomechanics. The relationship between hydration and physical function is an area of common interest among multiple professions. Each discipline provides valuable insight into the connection between performance and water balance, as well as complimentary methods of investigation. Existing voice literature suggests a relationship between hydration and voice production; however, the underlying mechanisms are not yet defined and a treatment effect for systemic hydration remains to be demonstrated. Literature from other disciplines sheds light on methodological shortcomings and, in some cases, offers an alternative explanation for observed phenomena. A growing body of literature in the field of voice science is documenting a relationship between hydration and vocal function; however, greater understanding is required to guide best practice in the maintenance of vocal health and management of voice disorders. Integration of knowledge and technical expertise from multiple disciplines facilitates analysis of existing literature and provides guidance as to future research. Copyright © 2014 The Voice Foundation. Published by Elsevier Inc. All rights reserved.

  13. Vocal Cord Paralysis and its Etiologies: A Prospective Study

    OpenAIRE

    Seyed Javad Seyed Toutounchi; Mahmood Eydi; Samad EJ Golzari; Mohammad Reza Ghaffari; Nashmil Parvizian

    2014-01-01

    Introduction: Vocal cord paralysis is a common symptom of numerous diseases and it may be due to neurogenic or mechanical fixation of the cords. Paralysis of the vocal cords is just a symptom of underlying disease in some cases; so, clinical diagnosis of the underlying cause leading to paralysis of the vocal cords is important. This study evaluates the causes of vocal cord paralysis. Methods: In a prospective study, 45 patients with paralyzed vocal cord diagnosis were examined by tests such a...

  14. Multidimensional Analysis on the Effect of Vocal Function Exercises on Aged Vocal Fold Atrophy.

    OpenAIRE

    Kaneko, Mami; Hirano, Shigeru; Tateya, Ichiro; Kishimoto, Yo; Hiwatashi, Nao; Fujiu-Kurachi, Masako; Ito, Juichi

    2015-01-01

    Age-related voice change is characterized as weak, harsh, and breathy. These changes are caused by histologic alteration of the lamina propria of the vocal fold mucosa as well as atrophy of the thyroarytenoid muscle. Several therapeutic strategies involving laryngeal framework surgery and injection laryngoplasty have been tried, but effects have been limited. Vocal function exercises (VFE) have been used to treat age-related vocal fold atrophy although the effectiveness has been shown with li...

  15. Development of vocalization and hearing in American mink (Neovison vison).

    Science.gov (United States)

    Brandt, Christian; Malmkvist, Jens; Nielsen, Rasmus L; Brande-Lavridsen, Nanna; Surlykke, Annemarie

    2013-09-15

    American mink (Neovison vison) kits are born altricial and fully dependent on maternal care, for which the kits' vocalizations appear essential. We used auditory brainstem responses (ABRs) to determine: (1) hearing sensitivity of adult females from two breeding lines known to differ in maternal behaviour and (2) development of hearing in kits 8-52 days of age. We also studied sound production in 20 kits throughout postnatal days 1 to 44. Adult female mink had a broad hearing range from 1 kHz to above 70 kHz, with peak sensitivity (threshold of 20 dB SPL) at 8-10 kHz, and no difference in sensitivity between the two breeding lines (P>0.22) to explain the difference in maternal care. Mink kits showed no signs of hearing up to postnatal day 24. From day 30, all kits had ABRs indicative of hearing. Hearing sensitivity increased with age, but was still below the adult level at postnatal day 52. When separated from their mothers, kits vocalized loudly. Until the age of 22 days, 90% of all kits vocalized with no significant decline with age (P=0.27). From day 25, concurrent with the start of hearing, the number of vocalizing kits decreased with age (P<0.001), in particular in kits that were re-tested (P=0.004). Large numbers of mink are kept in fur industry farms, and our results are important to the understanding of sound communication, which is part of their natural behaviour. Our results also suggest mink as an interesting model for studying the development of mammalian hearing and its correlation to sound production.

  16. STUDENT-CENTERED LEARNING AND CROSS CULTURAL UNDERSTANDING IN LEARNING INTODUCTION TO LITERATURE TO IMPROVE THE STUDENTS MORALITY AND MULTICULTURAL VALUES

    Directory of Open Access Journals (Sweden)

    Siminto Siminto

    2017-04-01

    Full Text Available Previously the paradigm change was done from the teacher centered to the student centered in teaching learning process. It was expected to be able to encourage the students to be involved in building their knowledge, attitude, and character. Besides that, English learners did not understand about the native culture and morality values to the language that they are learning. Cross cultural understanding knowledge is very useful to improve the students‘ ability in recognizing the dissimilarity culture and live together in the middle of the dissimilarity culture. This research was based on the qualitative research principle. The research type used was qualitative study by using action research design. Subject of this research was the fourth semester students who have programmed Introduction to Literature in English Study Program at Palangkaraya State Islamic Institute in academic year 2014/2015, consisted of two learning group. Based on the research findings, by implementing of student-centered learning and cross cultural understanding, it showed that they can increase: (1 the students‘ readiness, being active, seriousness in analyzing English literature text; (2 the students‘ performance in doing of tasks given to each students to be able to share their understanding about English literature text to the other students; (3 the students‘ learning quality, academic achievement, interest, response in learning of Introduction to Literature related to literature text analysis concept mastering; (4 the students‘ morality and multicultural values. It could be seen from the students‘ study result, literature text analysis result, and the students‘ character.

  17. Nocturnal "humming" vocalizations: adding a piece to the puzzle of giraffe vocal communication.

    Science.gov (United States)

    Baotic, Anton; Sicks, Florian; Stoeger, Angela S

    2015-09-09

    Recent research reveals that giraffes (Giraffa camelopardalis sp.) exhibit a socially structured, fission-fusion system. In other species possessing this kind of society, information exchange is important and vocal communication is usually well developed. But is this true for giraffes? Giraffes are known to produce sounds, but there is no evidence that they use vocalizations for communication. Reports on giraffe vocalizations are mainly anecdotal and the missing acoustic descriptions make it difficult to establish a call nomenclature. Despite inconclusive evidence to date, it is widely assumed that giraffes produce infrasonic vocalizations similar to elephants. In order to initiate a more detailed investigation of the vocal communication in giraffes, we collected data of captive individuals during day and night. We particularly focussed on detecting tonal, infrasonic or sustained vocalizations. We collected over 947 h of audio material in three European zoos and quantified the spectral and temporal components of acoustic signals to obtain an accurate set of acoustic parameters. Besides the known burst, snorts and grunts, we detected harmonic, sustained and frequency-modulated "humming" vocalizations during night recordings. None of the recorded vocalizations were within the infrasonic range. These results show that giraffes do produce vocalizations, which, based on their acoustic structure, might have the potential to function as communicative signals to convey information about the physical and motivational attributes of the caller. The data further reveal that the assumption of infrasonic communication in giraffes needs to be considered with caution and requires further investigations in future studies.

  18. Understanding the Construction of Personal Learning Networks to Support Non-Formal Workplace Learning of Training Professionals

    Science.gov (United States)

    Manning, Christin

    2013-01-01

    Workers in the 21st century workplace are faced with rapid and constant developments that place a heavy demand on them to continually learn beyond what the Human Resources and Training groups can meet. As a consequence, professionals must rely on non-formal learning approaches through the development of a personal learning network to keep…

  19. Learning Environments and Inquiry Behaviors in Science Inquiry Learning: How Their Interplay Affects the Development of Conceptual Understanding in Physics

    Science.gov (United States)

    Bumbacher, Engin; Salehi, Shima; Wierzchula, Miriam; Blikstein, Paulo

    2015-01-01

    Studies comparing virtual and physical manipulative environments (VME and PME) in inquiry-based science learning have mostly focused on students' learning outcomes but not on the actual processes they engage in during the learning activities. In this paper, we examined experimentation strategies in an inquiry activity and their relation to…

  20. The Model of Strategic e-Learning: Understanding and Evaluating Student e-Learning from Metacognitive Perspectives

    Science.gov (United States)

    Tsai, Meng-Jung

    2009-01-01

    This paper presents the Model of Strategic e-Learning to explain and evaluate student e-learning from metacognitive perspectives. An in-depth interview, pilot study and main study are employed to construct the model and develop an instrument--the Online Learning Strategies Scale (OLSS). The model framework is constructed and illustrated by four…

  1. Understanding the effects of short-term international service-learning trips on medical students.

    Science.gov (United States)

    Abedini, Nauzley C; Gruppen, Larry D; Kolars, Joseph C; Kumagai, Arno K

    2012-06-01

    The purpose of this qualitative study was to understand what meaning(s) preclinical students attributed to participation in one-week international service-learning trips (ISLTs) and what specific experiences during the trips accounted for such perspectives. Twenty-four first-year students who had participated in one-week ISLTs at the University of Michigan Medical School during February 2010 were invited to participate. Individual, semistructured interviews were conducted from March to August 2010 with 13 student participants. Using grounded theory analysis, several major themes were identified. Acquisition of clinical/language skills and knowledge of other health care systems were explicit benefits associated with student ISLT experiences. However, in-depth, reflective discussions revealed implicit insights and lessons, the most pervasive of which were student ambivalence concerning the value and effect of ISLTs on communities, issues of privilege and power, and ethical concerns when working with vulnerable populations. These implicit lessons stimulated new insights into future involvement in global health and emphasized the importance of reflection and discussion to enhance ISLT experiences. The current study suggests that one-week ISLTs may engender implicit insights and lessons regarding ethical and societal issues involved with global health and may stimulate the development of critical reflection on current and future professional roles for student participants. Furthermore, these activities should allow time and space for dialogue and reflection to ensure that this implicit understanding can be put to constructive educational and service-oriented uses.

  2. ACTIVE LEARNING STRATEGIES IN TEACHING CROSS CULTURAL UNDERSTANDING FOR ENGLISH EDUCATION STUDENTS

    Directory of Open Access Journals (Sweden)

    Ikke Dewi Pratama

    2017-02-01

    Full Text Available Cross Cultural Understanding (CCU is one of required courses in English Language Teaching which aims at connecting language and culture so that language learners can use foreign language appropriately, i.e. appropriate forms of language for appropriate context of situation. However, some obstacles usually occur during the course, for examples: students’ lack of understanding that lead to opinions stating that this is a boring and useless course, and large number of students within a class where lecturer must teach more than 40 students in one class. Considering the importance of CCU course as well as the needs to overcome the problems during this course, this paper proposes some particular teaching strategies to help students in apprehending CCU materials through students’ active participations. Active learning strategies are preferred by means of raising students’ participation and critical thinking so that the class would run more effectively. Other consideration in composing the strategies is to prepare English Education students to be future English language teachers by training their ability in teaching performance as well as connecting language and culture in English Language Teaching (ELT.   Keywords: language, culture, strategies, media, ELT

  3. A retrospective study of long-term treatment outcomes for reduced vocal intensity in hypokinetic dysarthria.

    Science.gov (United States)

    Watts, Christopher R

    2016-01-01

    Reduced vocal intensity is a core impairment of hypokinetic dysarthria in Parkinson's disease (PD). Speech treatments have been developed to rehabilitate the vocal subsystems underlying this impairment. Intensive treatment programs requiring high-intensity voice and speech exercises with clinician-guided prompting and feedback have been established as effective for improving vocal function. Less is known, however, regarding long-term outcomes of clinical benefit in speakers with PD who receive these treatments. A retrospective cohort design was utilized. Data from 78 patient files across a three year period were analyzed. All patients received a structured, intensive program of voice therapy focusing on speaking intent and loudness. The dependent variable for all analyses was vocal intensity in decibels (dBSPL). Vocal intensity during sustained vowel production, reading, and novel conversational speech was compared at pre-treatment, post-treatment, six month follow-up, and twelve month follow-up periods. Statistically significant increases in vocal intensity were found at post-treatment, 6 months, and 12 month follow-up periods with intensity gains ranging from 5 to 17 dB depending on speaking condition and measurement period. Significant treatment effects were found in all three speaking conditions. Effect sizes for all outcome measures were large, suggesting a strong degree of practical significance. Significant increases in vocal intensity measured at 6 and 12 moth follow-up periods suggested that the sample of patients maintained treatment benefit for up to a year. These findings are supported by outcome studies reporting treatment outcomes within a few months post-treatment, in addition to prior studies that have reported long-term outcome results. The positive treatment outcomes experienced by the PD cohort in this study are consistent with treatment responses subsequent to other treatment approaches which focus on high-intensity, clinician guided motor

  4. Understanding the Factors Driving M-Learning Adoption: A Literature Review

    Science.gov (United States)

    Liu, Yong; Han, Shengnan; Li, Hongxiu

    2010-01-01

    Purpose: By surveying current literature, the purposes of this paper are twofold: to identify current situation of mobile learning (m-learning) adoption and specify the challenges and to identify the factors driving m-learning adoption. Design/methodology/approach: The paper reviews literature related to: m-learning applications and challenging…

  5. Understanding Lifelong Learning and Adult Education Policy in Estonia: Tendencies and Contradictions

    Science.gov (United States)

    Jogi, Larissa

    2012-01-01

    There have been many theoretical and empirical analyses of lifelong learning policies and how to implement, develop, measure and facilitate lifelong learning and lifelong learning policy in order to cater for the needs and requirements of individuals as well as society in general. The particular slant on lifelong learning in different countries…

  6. Can Executive Functions Help to Understand Children with Mathematical Learning Disorders and to Improve Instruction?

    Science.gov (United States)

    Desoete, Annemie; De Weerdt, Frauke

    2013-01-01

    Working memory, inhibition and naming speed was assessed in 22 children with mathematical learning disorders (MD), 17 children with a reading learning disorder (RD), and 45 children without any learning problems between 8 and 12 years old. All subjects with learning disorders performed poorly on working memory tasks, providing evidence that they…

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

    Science.gov (United States)

    Horn, Savannah; Hernick, Marcy

    2015-01-01

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

  8. Life Experience of Patients With Unilateral Vocal Fold Paralysis.

    Science.gov (United States)

    Francis, David O; Sherman, Ariel E; Hovis, Kristen L; Bonnet, Kemberlee; Schlundt, David; Garrett, C Gaelyn; Davies, Louise

    2018-04-05

    Clinicians and patients benefit when they have a clear understanding of how medical conditions influence patients' life experiences. Patients' perspectives on life with unilateral vocal fold paralysis have not been well described. To promote patient-centered care by characterizing the patient experiences of living with unilateral vocal fold paralysis. This study used mixed methods: surveys using the voice and dysphagia handicap indexes (VHI and DHI) and semistructured interviews with adults with unilateral vocal cord paralysis recruited from a tertiary voice center. Recorded interviews were transcribed, coded using a hierarchical coding system, and analyzed using an iterative inductive-deductive approach. Symptom domains of the patient experience. In 36 patients (26 [72%] were female, and the median age and interquartile range [IQR] were 63 years [48-68 years]; median interview duration, 42 minutes), median VHI and DHI scores were 96 (IQR, 77-108) and 55.5 (IQR, 35-89) at the time of interviews, respectively. Frustration, isolation, fear, and altered self-identity were primary themes permeating patients' experiences. Frustrations related to limitations in communication, employment, and the medical system. Sources of fear included a loss of control, fear of further dysfunction or permanent disability, concern for health consequences (eg, aspiration pneumonia), and/or an inability to call for help in emergency situations. These experiences were modified by the following factors: resilience, self-efficacy, perceived sense of control, and social support systems. Effects of unilateral vocal fold paralysis extend beyond impaired voice and other somatic symptoms. Awareness of the extent to which these patients experience frustration, isolation, fear, and altered self-identity is important. A patient-centered approach to optimizing unilateral vocal fold paralysis treatment is enhanced by an understanding of both the physical dimension of this condition and how patients

  9. Differences in number and distribution of striatal calbindin medium spiny neurons between a vocal-learner (Melopsittacus undulatus and a non-vocal learner bird (Colinus virginianus

    Directory of Open Access Journals (Sweden)

    Elena eGarcia-Calero

    2013-12-01

    Full Text Available Striatal projecting neurons, known as medium spiny neurons (MSNs, segregate into two compartments called matrix and striosome in the mammalian striatum. The matrix domain is characterized by the presence of calbindin immunopositive (CB+ MSNs, not observed in the striosome subdivision. The existence of a similar CB+ MSN population has recently been described in two striatal structures in male zebra finch (a vocal learner bird: the striatal capsule and the Area X, a nucleus implicated in song learning. Female zebra finches show a similar pattern of CB+ MSNs than males in the developing striatum but loose these cells in juveniles and adult stages. In the present work we analyzed the existence and allocation of CB+MSNs in the striatal domain of the vocal learner bird budgerigar (representative of psittaciformes order and the non-vocal learner bird quail (representative of galliformes order. We studied the co-localization of CB protein with FoxP1, a transcription factor expressed in vertebrate striatal MSNs. We observed CB+ MSNs in the medial striatal domain of adult male and female budgerigars, although this cell type was missing in the potentially homologous nucleus for Area X in budgerigar. In quail, we observed CB+ cells in the striatal domain at developmental and adult stages but they did not co-localize with the MSN marker FoxP1. We also described the existence of the CB+ striatal capsule in budgerigar and quail and compared these results with the CB+ striatal capsule observed in juvenile zebra finches. Together, these results point out important differences in CB+MSN distribution between two representative species of vocal learner and non-vocal learner avian orders (respectively the budgerigar and the quail, but also between close vocal learner bird families.

  10. Improvement of a Vocal Fold Imaging System

    Energy Technology Data Exchange (ETDEWEB)

    Krauter, K. G. [Lawrence Livermore National Lab. (LLNL), Livermore, CA (United States)

    2017-02-01

    Medical professionals can better serve their patients through continual update of their imaging tools. A wide range of pathologies and disease may afflict human vocal cords or, as they’re also known, vocal folds. These diseases can affect human speech hampering the ability of the patient to communicate. Vocal folds must be opened for breathing and the closed to produce speech. Currently methodologies to image markers of potential pathologies are difficult to use and often fail to detect early signs of disease. These current methodologies rely on a strobe light and slower frame rate camera in an attempt to obtain images as the vocal folds travel over the full extent of their motion.

  11. Real-Time Vocal Tract Modelling

    Directory of Open Access Journals (Sweden)

    K. Benkrid

    2008-03-01

    Full Text Available To date, most speech synthesis techniques have relied upon the representation of the vocal tract by some form of filter, a typical example being linear predictive coding (LPC. This paper describes the development of a physiologically realistic model of the vocal tract using the well-established technique of transmission line modelling (TLM. This technique is based on the principle of wave scattering at transmission line segment boundaries and may be used in one, two, or three dimensions. This work uses this technique to model the vocal tract using a one-dimensional transmission line. A six-port scattering node is applied in the region separating the pharyngeal, oral, and the nasal parts of the vocal tract.

  12. Measurement of vocal doses in virtual classrooms

    DEFF Research Database (Denmark)

    Bottalico, Pasquale; Pelegrin Garcia, David

    2010-01-01

    different acoustical conditions, that combined different kind of background noise and virtual classroom acoustics. Readings from the vocal fold vibrations were registered with an Ambulatory Phonation Monitor device. The speech signal from the talker in the center of the facility was picked up with a head...... with an artificial head (corresponding to the mouth-ears path) placed at the talker position while simulating the classrooms. Time histories of the vocal fold vibration readings, with the trend of the fundamental frequency and an estimation of the sound pressure level, sampled every 50 ms, were obtained. From...... these data the vocal doses Time dose, Vocal Loading Index, Distance Dose, Energy Dissipation Dose, and Radiated Energy Dose were calculated and correlated with the acoustical features of the classrooms....

  13. Reported vocal habits of first-year undergraduate musical theater majors in a preprofessional training program: a 10-year retrospective study.

    Science.gov (United States)

    Donahue, Erin N; Leborgne, Wendy D; Brehm, Susan Baker; Weinrich, Barbara D

    2014-05-01

    Collegiate-level musical theater performance students are a specialized group of vocal performers, who rely on frequent and optimal voice use for their academic advancement and ultimate livelihood. The purpose of this study was to gather information to develop a greater understanding of vocal health and practice patterns of incoming collegiate-level musical theater performers. Data obtained from questionnaires completed by freshman musical theater majors were retrospectively analyzed to gather information about baseline vocal habits of the participants. Results of a questionnaire were obtained from incoming freshman musical theater students at the Cincinnati Conservatory of Music over a period of 10 years (2002-2011). One hundred eighty-eight participants (female = 90) (male = 98) with an average age of 18.28 years (standard deviation = 0.726) were included. Results specifying participants' self-reported vocal training and practice habits, vocal health and hygiene practices, and current vocal symptoms or contributing factors to potential voice problems are provided. Data obtained from the participants revealed that the potential for vocal problems exists in this group of performers, as over half of the subjects reported at least one current negative vocal symptom. The findings from this study provide information that may be useful for individuals who are involved in the training of vocal performers. Copyright © 2014 The Voice Foundation. Published by Mosby, Inc. All rights reserved.

  14. Vocalization patterns in young children with Down syndrome: Utilizing the language environment analysis (LENA) to inform behavioral phenotypes.

    Science.gov (United States)

    Parikh, Chandni; Mastergeorge, Ann M

    2017-01-01

    Children with Down syndrome (DS) are at higher risk for both delayed expressive language and poor speech intelligibility. The current study utilized the quantitative automated language environment analysis (LENA) to depict mother and child vocalizations and conversational patterns in the home of 43 children with DS, chronologically aged 24-64 months. Children with DS displayed fewer utterances than typically developing children; however, there was wide variability. Furthermore, children with DS did not show increased vocalization counts across their chronological ages. In contrast to previous findings, this study found that the mothers of children with DS had a reduced number of vocalizations. However, the vocalizations increased with age in comparison to mothers of typically developing children. Implications for targeted interventions that facilitate learning opportunities in bidirectional contexts for children with DS and their parents are discussed, with particular attention to quantify behavioral phenotypes utilizing a novel expressive language assessment tool.

  15. A Neural Code That Is Isometric to Vocal Output and Correlates with Its Sensory Consequences.

    Directory of Open Access Journals (Sweden)

    Alexei L Vyssotski

    2016-10-01

    Full Text Available What cortical inputs are provided to motor control areas while they drive complex learned behaviors? We study this question in the nucleus interface of the nidopallium (NIf, which is required for normal birdsong production and provides the main source of auditory input to HVC, the driver of adult song. In juvenile and adult zebra finches, we find that spikes in NIf projection neurons precede vocalizations by several tens of milliseconds and are insensitive to distortions of auditory feedback. We identify a local isometry between NIf output and vocalizations: quasi-identical notes produced in different syllables are preceded by highly similar NIf spike patterns. NIf multiunit firing during song precedes responses in auditory cortical neurons by about 50 ms, revealing delayed congruence between NIf spiking and a neural representation of auditory feedback. Our findings suggest that NIf codes for imminent acoustic events within vocal performance.

  16. Neuroestrogens rapidly shape auditory circuits to support communication learning and perception: Evidence from songbirds.

    Science.gov (United States)

    Vahaba, Daniel M; Remage-Healey, Luke

    2018-03-29

    Steroid hormones, such as estrogens, were once thought to be exclusively synthesized in the ovaries and enact transcriptional changes over the course of hours to days. However, estrogens are also locally synthesized within neural circuits, wherein they rapidly (within minutes) modulate a range of behaviors, including spatial cognition and communication. Here, we review the role of brain-derived estrogens (neuroestrogens) as modulators within sensory circuits in songbirds. We first present songbirds as an attractive model to explore how neuroestrogens in auditory cortex modulate vocal communication processing and learning. Further, we examine how estrogens may enhance vocal learning and auditory memory consolidation in sensory cortex via mechanisms similar to those found in the hippocampus of rodents and birds. Finally, we propose future directions for investigation, including: 1) the extent of developmental and hemispheric shifts in aromatase and membrane estrogen receptor expression in auditory circuits; 2) how neuroestrogens may impact inhibitory interneurons to regulate audition and critical period plasticity; and, 3) dendritic spine plasticity as a candidate mechanism mediating estrogen-dependent effects on vocal learning. Together, this perspective of estrogens as neuromodulators in the vertebrate brain has opened new avenues in understanding sensory plasticity, including how hormones can act on communication circuits to influence behaviors in other vocal learning species, such as in language acquisition and speech processing in humans. Copyright © 2018 Elsevier Inc. All rights reserved.

  17. Building Capacity in Understanding Foundational Biology Concepts: A K-12 Learning Progression in Genetics Informed by Research on Children's Thinking and Learning

    Science.gov (United States)

    Elmesky, Rowhea

    2013-06-01

    This article describes the substance, structure, and rationale of a learning progression in genetics spanning kindergarten through twelfth grade (K-12). The learning progression is designed to build a foundation towards understanding protein structure and activity and should be viewed as one possible pathway to understanding concepts of genetics and ultimately protein expression, based on the existing research. The kindergarten through fifth grade segment reflects findings that show children have a rich knowledge base and sophisticated cognitive abilities, and therefore, is designed so that elementary-aged children can learn content in deep and abstract manners, as well as apply scientific explanations appropriate to their knowledge level. The article also details the LP segment facilitating secondary students' understanding by outlining the overlapping conceptual frames which guide student learning from cell structures and functions to cell splitting (both cell division and gamete formation) to genetics as trait transmission, culminating in genetics as protein expression. The learning progression product avoids the use of technical language, which has been identified as a prominent source of student misconceptions in learning cellular biology, and explicit connections between cellular and macroscopic phenomena are encouraged.

  18. MoREK: The learning media to improve students understanding about electrical circuit in informatics

    Science.gov (United States)

    Indrianto; Nur Indah Susanti, Meilia; Arianto, Rakhmat

    2018-03-01

    The needs for labor in the world is already increasing especially in Indonesia. According to the World Bank, Indonesia is a country that ranks 9th in the world’s largest economic growth. To meet that needs, Indonesia needs 55 million workers who are experts in the field of electricity. Therefore, it takes a lot of human resources and has been equipped with knowledge and expertise in the field of electricity. To be able to meet these needs, it takes a better method of learning to increase knowledge and expertise in the field of electricity since college, especially in the field of informatics. Prototype of Electrical Module (The MoREK) requires a Prototype method for the Practicum Module to be created as desired. This method is often used in the real world or it could be said Prototype method is part of the product that expresses the logic and physical external interface that is displayed. For data retrieval is used Pre-experimental method where students will be given pre-test and post-test. The Design of Electrical Module has a purpose to improve the students understanding of Electric Circuit Engineering Courses with the creation of The MoREK so that students are more competent to the course and can meet the needs of manpower or Human Resources (SDM) in the field of electricity. By using The Morek, the score of student learning outcomes increased by 7.8% and informatics students who conduct research in the field of electricity increased to 21%.

  19. The cooperative learning: Understanding and increasing the knowledge of the facilities design without a professor extra effort

    Directory of Open Access Journals (Sweden)

    C. Ferrera

    2014-09-01

    Full Text Available Lecturing has been prevailing in higher education. This teaching and learning model hinders the understanding of fundamental concepts in practical courses. The cooperative learning allows an improvement in the student’s achievements, attitudes and persistence. The main goal of this work is to implement the cooperative learning in the teaching of the design of industrial facilities. This methodology aims to solve part of the problems of recently graduate students when they undertake engineering projects lacking knowledge. Finally, the results of an end-of-course satisfaction survey, conducted to assess this experience, are also presented.

  20. Food Sauces to Understand Volcanoes: a Learning Sequence in Middle School

    Science.gov (United States)

    Pieraccioni, Fabio; Bonaccorsi, Elena; Gioncada, Anna

    2017-04-01

    Some volcanic processes occur at pressures and temperatures very different from daily experience. Such extreme conditions, unreproducible in the classroom, can lead children to build concepts about volcanic phenomena very different from the reality (Greca & Moreira, 2000; Dove, 1998). The didactic goals of this learning sequence concern the relationships between the viscosity of magmas and types of erupted materials and their consequences on volcano shapes, to favour pupils' comprehension of what a volcano is. Viscosity and its temperature dependence can be easily experimented in class with analogue materials at room temperature (Baker et al., 2004). Our research aims are to observe the development of the thought of pupils of middle schools on volcanic phenomena; this allowed to put in evidence the benefits of this approach and to give suggestions to avoid possible critical points. We have experimented a hands-on learning sequence about volcanoes in four third classes of Tuscan middle schools, for an amount of 95 pupils, 48 females and 47 males. Sharing the principles of constructivism, we think useful that pupils start from their own direct experience for understanding natural phenomena not directly observable. Therefore, we start from the experiences and knowledge of children to build a inquiry-based itinerary (Minner et al., 2010; Pieraccioni et al., 2016). The learning sequence begins with a practical activity in which we employ common and well-known materials to introduce the concept of viscosity in order to relate various kinds of magma to the shape of volcanoes. One of the benefits of this approach is to overcome the problems of introducing complex concepts such as acidity of magmas or silica content, far from the pupils' experience and knowledge. These concepts are often used in Italian middle school textbooks to describe and classify volcanoes. The result is a list of names to learn by heart. On the contrary, by using oil, ketchup, peanut butter or honey

  1. Understanding the Influence of Learners' Forethought on Their Use of Science Study Strategies in Postsecondary Science Learning

    Science.gov (United States)

    Dunn, Karee E.; Lo, Wen-Juo

    2015-11-01

    Understanding self-regulation in science learning is important for theorists and practitioners alike. However, very little has been done to explore and understand students' self-regulatory processes in postsecondary science courses. In this study, the influence of science efficacy, learning value, and goal orientation on the perceived use of science study strategies was explored using structural equation modeling. In addition, the study served to validate the first two stages of Zimmerman's cyclical model of self-regulation and to address the common methodological weakness in self-regulation research in which data are all collected at one point after the learning cycle is complete. Thus, data were collected across the learning cycle rather than asking students to reflect upon each construct after the learning cycle was complete. The findings supported the hypothesized model in which it was predicted that self-efficacy would significantly and positively influence students' perceived science strategy use, and the influence of students' valuation of science learning on science study strategies would be mediated by their learning goal orientation. The findings of the study are discussed and implications for undergraduate science instructors are proposed.

  2. Understanding the internet-based distance learning preferences of European respiratory specialists.

    Science.gov (United States)

    Roberts, C M; Milon, S; Kurosinski, P

    2006-08-01

    We studied the learning preferences of 160 respiratory specialists from four European countries who participated in ten internet-based learning modules and answered linked survey questions. Specialists were enthusiastic for internet learning amongst all national groups and particularly wanted to access material for teaching others. The value of social interactive learning was acknowledged but British and German subjects appeared more reluctant to participate. Internet delivered distance learning is well perceived amongst respiratory specialists. There is potential for both individual and group learning that could be realized by developing Europe-wide continuing professional development communities.

  3. Drinking songs: alcohol effects on learned song of zebra finches.

    Directory of Open Access Journals (Sweden)

    Christopher R Olson

    Full Text Available Speech impairment is one of the most intriguing and least understood effects of alcohol on cognitive function, largely due to the lack of data on alcohol effects on vocalizations in the context of an appropriate experimental model organism. Zebra finches, a representative songbird and a premier model for understanding the neurobiology of vocal production and learning, learn song in a manner analogous to how humans learn speech. Here we show that when allowed access, finches readily drink alcohol, increase their blood ethanol concentrations (BEC significantly, and sing a song with altered acoustic structure. The most pronounced effects were decreased amplitude and increased entropy, the latter likely reflecting a disruption in the birds' ability to maintain the spectral structure of song under alcohol. Furthermore, specific syllables, which have distinct acoustic structures, were differentially influenced by alcohol, likely reflecting a diversity in the neural mechanisms required for their production. Remarkably, these effects on vocalizations occurred without overt effects on general behavioral measures, and importantly, they occurred within a range of BEC that can be considered risky for humans. Our results suggest that the variable effects of alcohol on finch song reflect differential alcohol sensitivity of the brain circuitry elements that control different aspects of song production. They also point to finches as an informative model for understanding how alcohol affects the neuronal circuits that control the production of learned motor behaviors.

  4. Understanding valve program complexity in a refurbishment environment - learning from the past

    International Nuclear Information System (INIS)

    Roth, H.E.

    2012-01-01

    The complexity of Valve Program development, planning, execution and management in a refurbishment environment is an enormous undertaking requiring the proper coordination and integration of many moving parts. As such, lack of attention and understanding of this complexity has led to significant cost and schedule overruns in past refurbishment projects in the province. OPEX indicates the challenges in completing valve scope during refurbishments are related but not limited to; lack of detailed condition assessments, improper scope development, insignificant strategic approach to work task planning, scheduling and procurement, absence of contingency planning for common ‘as found’ conditions during execution, lack of proper training requirements, etc. In addition, past contracting strategies to employ numerous companies in collaboration to complete such a complex and specialized program, has resulted in further complications surrounding the management and integration of multiple quality programs and internal company processes. Finally, the aftermath of such fragmented projects results in an absolute closeout nightmare, often times taking years to locate, sift through and re-integrate pertinent information back into customer systems. Valve Program complexity cannot be understood by just anyone, only those that have lived through a refurbishment project and experienced the challenges mentioned above have the knowledge, skill, and ability to appreciate how to tactically apply past learning to realize future improvements. Furthermore, effective contractor-customer collaboration is crucial; true and in-depth knowledge and understanding of the customer quality programs, engineering and work management processes, configuration management requirements, and most importantly the imperative significance of nuclear safety, are all essential components to ensure overall alignment and program success. (author)

  5. Up the ANTe: Understanding Entrepreneurial Leadership Learning through Actor-Network Theory

    Science.gov (United States)

    Smith, Sue; Kempster, Steve; Barnes, Stewart

    2017-01-01

    This article explores the role of educators in supporting the development of entrepreneurial leadership learning by creating peer learning networks of owner-managers of small businesses. Using actor-network theory, the authors think through the process of constructing and maintaining a peer learning network (conceived of as an actor-network) and…

  6. Examining and Understanding Transformative Learning to Foster Technology Professional Development in Higher Education

    NARCIS (Netherlands)

    drs Maurice Schols

    2012-01-01

    Educators are increasingly encouraged to practice life-long learning. Learning to cope with emerging technologies for educational purposes is, for most educators, a complex process. Consequently, educators engage in critical reflective processes, and consider new views as they learn new knowledge

  7. Using iterative learning to improve understanding during the informed consent process in a South African psychiatric genomics study

    Science.gov (United States)

    Susser, Ezra; Mall, Sumaya; Mqulwana, Sibonile G.; Mndini, Michael M.; Ntola, Odwa A.; Nagdee, Mohamed; Zingela, Zukiswa; Van Wyk, Stephanus; Stein, Dan J.

    2017-01-01

    Obtaining informed consent is a great challenge in global health research. There is a need for tools that can screen for and improve potential research participants’ understanding of the research study at the time of recruitment. Limited empirical research has been conducted in low and middle income countries, evaluating informed consent processes in genomics research. We sought to investigate the quality of informed consent obtained in a South African psychiatric genomics study. A Xhosa language version of the University of California, San Diego Brief Assessment of Capacity to Consent Questionnaire (UBACC) was used to screen for capacity to consent and improve understanding through iterative learning in a sample of 528 Xhosa people with schizophrenia and 528 controls. We address two questions: firstly, whether research participants’ understanding of the research study improved through iterative learning; and secondly, what were predictors for better understanding of the research study at the initial screening? During screening 290 (55%) cases and 172 (33%) controls scored below the 14.5 cut-off for acceptable understanding of the research study elements, however after iterative learning only 38 (7%) cases and 13 (2.5%) controls continued to score below this cut-off. Significant variables associated with increased understanding of the consent included the psychiatric nurse recruiter conducting the consent screening, higher participant level of education, and being a control. The UBACC proved an effective tool to improve understanding of research study elements during consent, for both cases and controls. The tool holds utility for complex studies such as those involving genomics, where iterative learning can be used to make significant improvements in understanding of research study elements. The UBACC may be particularly important in groups with severe mental illness and lower education levels. Study recruiters play a significant role in managing the quality

  8. Using iterative learning to improve understanding during the informed consent process in a South African psychiatric genomics study.

    Directory of Open Access Journals (Sweden)

    Megan M Campbell

    Full Text Available Obtaining informed consent is a great challenge in global health research. There is a need for tools that can screen for and improve potential research participants' understanding of the research study at the time of recruitment. Limited empirical research has been conducted in low and middle income countries, evaluating informed consent processes in genomics research. We sought to investigate the quality of informed consent obtained in a South African psychiatric genomics study. A Xhosa language version of the University of California, San Diego Brief Assessment of Capacity to Consent Questionnaire (UBACC was used to screen for capacity to consent and improve understanding through iterative learning in a sample of 528 Xhosa people with schizophrenia and 528 controls. We address two questions: firstly, whether research participants' understanding of the research study improved through iterative learning; and secondly, what were predictors for better understanding of the research study at the initial screening? During screening 290 (55% cases and 172 (33% controls scored below the 14.5 cut-off for acceptable understanding of the research study elements, however after iterative learning only 38 (7% cases and 13 (2.5% controls continued to score below this cut-off. Significant variables associated with increased understanding of the consent included the psychiatric nurse recruiter conducting the consent screening, higher participant level of education, and being a control. The UBACC proved an effective tool to improve understanding of research study elements during consent, for both cases and controls. The tool holds utility for complex studies such as those involving genomics, where iterative learning can be used to make significant improvements in understanding of research study elements. The UBACC may be particularly important in groups with severe mental illness and lower education levels. Study recruiters play a significant role in managing

  9. Stuttering: A novel bullfrog vocalization

    Science.gov (United States)

    Simmons, Andrea; Suggs, Dianne

    2004-05-01

    The advertisement call of male bullfrogs (Rana catesbeiana) consists of a series of individual croaks, each of which contains multiple harmonics with a missing or attenuated fundamental frequency of approximately 100 Hz. The envelope of individual croaks has typically been represented in the literature as smooth and unmodulated. From an analysis of 5251 advertisement calls from 17 different choruses over two mating seasons, we show that males add an extra modulation (around 4 Hz) to the envelope of individual croaks, following specific rules. We term these extra modulations stutters. Neither single croak calls nor the first croak in multiple croak calls contains stutters. When stuttering begins, it does so with a croak containing a single stutter, and the number of stutters increases linearly (plus or minus 1 stutter, up to 4 stutters) with the number of croaks. This pattern is stable across individual males (N=10). Playback experiments reveal that vocal responses to stuttered and nonstuttered calls vary with proximity to the stimulus. Close males respond with nonstuttered calls, while far males respond with stuttered calls. The data suggest that nonstuttered calls are used for aggressive or territorial purposes, while stuttered calls are used to attract females.

  10. Vocal communication in a complex multi-level society: constrained acoustic structure and flexible call usage in Guinea baboons.

    Science.gov (United States)

    Maciej, Peter; Ndao, Ibrahima; Hammerschmidt, Kurt; Fischer, Julia

    2013-09-23

    To understand the evolution of acoustic communication in animals, it is important to distinguish between the structure and the usage of vocal signals, since both aspects are subject to different constraints. In terrestrial mammals, the structure of calls is largely innate, while individuals have a greater ability to actively initiate or withhold calls. In closely related taxa, one would therefore predict a higher flexibility in call usage compared to call structure. In the present study, we investigated the vocal repertoire of free living Guinea baboons (Papio papio) and examined the structure and usage of the animals' vocal signals. Guinea baboons live in a complex multi-level social organization and exhibit a largely tolerant and affiliative social style, contrary to most other baboon taxa. To classify the vocal repertoire of male and female Guinea baboons, cluster analyses were used and focal observations were conducted to assess the usage of vocal signals in the particular contexts. In general, the vocal repertoire of Guinea baboons largely corresponded to the vocal repertoire other baboon taxa. The usage of calls, however, differed considerably from other baboon taxa and corresponded with the specific characteristics of the Guinea baboons' social behaviour. While Guinea baboons showed a diminished usage of contest and display vocalizations (a common pattern observed in chacma baboons), they frequently used vocal signals during affiliative and greeting interactions. Our study shows that the call structure of primates is largely unaffected by the species' social system (including grouping patterns and social interactions), while the usage of calls can be more flexibly adjusted, reflecting the quality of social interactions of the individuals. Our results support the view that the primary function of social signals is to regulate social interactions, and therefore the degree of competition and cooperation may be more important to explain variation in call usage

  11. Vocal fold elasticity of the Rocky Mountain elk (Cervus elaphus nelsoni) – producing high fundamental frequency vocalization with a very long vocal fold

    OpenAIRE

    Riede, Tobias; Titze, Ingo R.

    2008-01-01

    The vocal folds of male Rocky Mountain elk (Cervus elaphus nelsoni) are about 3 cm long. If fundamental frequency were to be predicted by a simple vibrating string formula, as is often done for the human larynx, such long vocal folds would bear enormous stress to produce the species-specific mating call with an average fundamental frequency of 1 kHz. Predictions would be closer to 50 Hz. Vocal fold histology revealed the presence of a large vocal ligament between the vocal fold epithelium and...

  12. Three-dimensional printing model improves morphological understanding in acetabular fracture learning: A multicenter, randomized, controlled study.

    Directory of Open Access Journals (Sweden)

    Zhenfei Huang

    Full Text Available Conventional education results in unsatisfactory morphological understanding of acetabular fractures due to lack of three-dimensional (3D details and tactile feedback of real fractures. Virtual reality (VR and 3D printing (3DP techniques are widely applied in teaching. The purpose of this study was to identify the effect of physical model (PM, VR and 3DP models in education of morphological understanding of acetabular fractures. 141 students were invited to participate in this study. Participants were equally and randomly assigned to the PM, VR and 3DP learning groups. Three-level objective tests were conducted to evaluate learning, including identifying anatomical landmarks, describing fracture lines, identifying classification, and inferring fracture mechanism. Four subjective questions were asked to evaluate the usability and value of instructional materials. Generally, the 3DP group showed a clear advantage over the PM and VR groups in objective tests, while there was no significant difference between the PM and VR groups. 3DP was considered to be the most valuable learning tool for understanding acetabular fractures. The findings demonstrate that 3DP modelling of real fractures is an effective learning instrument that can be used to understand the morphology of acetabular fractures and promote subjective interest.

  13. An Investigation of the Impact of Research-Led Education on Student Learning and Understandings of Research

    Science.gov (United States)

    Jiang, Fuming; Roberts, Pamela J.

    2011-01-01

    This study investigated the impact of two approaches to research-led education on students' learning and their understandings of research in the context of two university courses in international business involving third year undergraduate and graduate students. One approach involved the lecturer using his research as the basis for a case-study…

  14. Comparison of Two Different Techniques of Cooperative Learning Approach: Undergraduates' Conceptual Understanding in the Context of Hormone Biochemistry

    Science.gov (United States)

    Mutlu, Ayfer

    2018-01-01

    The purpose of the research was to compare the effects of two different techniques of the cooperative learning approach, namely Team-Game Tournament and Jigsaw, on undergraduates' conceptual understanding in a Hormone Biochemistry course. Undergraduates were randomly assigned to Group 1 (N = 23) and Group 2 (N = 29). Instructions were accomplished…

  15. Impact of Interactive Multimedia Module with Pedagogical Agents on Students' Understanding and Motivation in the Learning of Electrochemistry

    Science.gov (United States)

    Osman, Kamisah; Lee, Tien Tien

    2014-01-01

    The Electrochemistry topic is found to be difficult to learn due to its abstract concepts involving macroscopic, microscopic, and symbolic representation levels. Studies have shown that animation and simulation using information and communication technology (ICT) can help students to visualize and hence enhance their understanding in learning…

  16. The Effect of Cooperative Learning Approach Based on Conceptual Change Condition on Students' Understanding of Chemical Equilibrium Concepts

    Science.gov (United States)

    Bilgin, Ibrahim; Geban, Omer

    2006-01-01

    The purpose of this study is to investigate the effects of the cooperative learning approach based on conceptual change conditions over traditional instruction on 10th grade students' conceptual understanding and achievement of computational problems related to chemical equilibrium concepts. The subjects of this study consisted of 87 tenth grade…

  17. Typically Developing Children's Understanding of and Attitudes towards Diversity and Peers with Learning Difficulties in the Greek Setting

    Science.gov (United States)

    Ralli, A. M.; Margeti, M.; Doudoni, E.; Pantelemidou, V.; Rozou, T.; Evaggelopoulou, E.

    2011-01-01

    During the last few years, across Europe, special education has been orientated towards an inclusive model. Accordingly, in Greece, special education functions as an integral part of general education. However, few studies have investigated how children in the mainstream school understand diversity issues and specifically learning difficulties.…

  18. Facilitating Conceptual Change in Understanding State of Matter and Solubility Concepts by Using 5E Learning Cycle Model

    Science.gov (United States)

    Ceylan, Eren; Geban, Omer

    2009-01-01

    The main purpose of the study was to compare the effectiveness of 5E learning cycle model based instruction and traditionally designed chemistry instruction on 10th grade students' understanding of state of matter and solubility concepts. In this study, 119 tenth grade students from chemistry courses instructed by same teacher from an Anatolian…

  19. Drama-Based Science Teaching and Its Effect on Students' Understanding of Scientific Concepts and Their Attitudes towards Science Learning

    Science.gov (United States)

    Abed, Osama H.

    2016-01-01

    This study investigated the effect of drama-based science teaching on students' understanding of scientific concepts and their attitudes towards science learning. The study also aimed to examine if there is an interaction between students' achievement level in science and drama-based instruction. The sample consisted of (87) of 7th grade students…

  20. Understanding Problem-Solving Errors by Students with Learning Disabilities in Standards-Based and Traditional Curricula

    Science.gov (United States)

    Bouck, Emily C.; Bouck, Mary K.; Joshi, Gauri S.; Johnson, Linley

    2016-01-01

    Students with learning disabilities struggle with word problems in mathematics classes. Understanding the type of errors students make when working through such mathematical problems can further describe student performance and highlight student difficulties. Through the use of error codes, researchers analyzed the type of errors made by 14 sixth…

  1. Singing and Vocal Instruction in Primary Schools: An Analysis from Six Case Studies in Spain

    Science.gov (United States)

    Cuadrado, Albina; Rusinek, Gabriel

    2016-01-01

    This is an analysis of how specialist music teachers sing and teach how to sing, based on data collected from six case studies carried out in Spanish primary schools. The study aimed at understanding classroom singing practices, and in particular the provision or absence of vocal instruction in relation with teachers' singing models. The findings…

  2. From Leisure to Work: Amateur Musicians Taking up Instrumental or Vocal Teaching as a Second Career

    Science.gov (United States)

    Taylor, Angela; Hallam, Susan

    2011-01-01

    This article aims to increase our understanding of how amateur musicians become teachers as a change of career, how they use their musical and life skills in their teaching, and how their teaching impacts on their musical identity. The questionnaire responses of 67 career-change instrumental and vocal teachers showed evidence of their strong…

  3. Do infants discriminate non-linguistic vocal expressions of positive emotions?

    NARCIS (Netherlands)

    Soderstrom, M.; Reimchen, M.; Sauter, D.; Morgan, J.L.

    Adults are highly proficient in understanding emotional signals from both facial and vocal cues, including when communicating across cultural boundaries. However, the developmental origin of this ability is poorly understood, and in particular, little is known about the ontogeny of differentiation

  4. Mice produce ultrasonic vocalizations by intra-laryngeal planar impinging jets

    DEFF Research Database (Denmark)

    Mahrt, Elena; Agarwal, Anurag; Perkel, David

    2016-01-01

    Rodent ultrasonic vocalizations (USVs) are a vital tool for linking gene mutations to behavior in mouse models of communication disorders, such as autism [1]. However, we currently lack an understanding of how physiological and physical mechanisms combine to generate acoustic features of the voca...

  5. Factors Associated with Problematic Vocalizations in Nursing Home Residents with Dementia

    Science.gov (United States)

    Beck, Cornelia; Richards, Kathy; Lambert, Corinne; Doan, Rebecca; Landes, Reid D.; Whall, Ann; Algase, Donna; Kolanowski, Ann; Feldman, Zachary

    2011-01-01

    Purpose of the Study: Problematic vocalizations (PVs) are the most frequent and persistent disruptive behaviors exhibited by nursing home residents with dementia. Understanding factors associated with these behaviors are important to prevent or reduce them. We used the Need-Driven Dementia-Compromised Behavior model to identify the characteristics…

  6. Understanding Student Approaches to Learning Evolution in the Context of their Perceptions of the Relationship between Science and Religion

    Science.gov (United States)

    Yasri, Pratchayapong; Mancy, Rebecca

    2014-01-01

    This study investigates a range of positions that learners take on the relationship between science and religion and the potential for these positions to explain student approaches when learning about evolution. A phenomenographic study based on interviews with nine students studying in Christian high schools in Thailand led to the identification of five distinct positions on the relationship between science and religion. Each position was associated with a characteristic pattern of learning about evolution that could be explained as an attempt by the students to align their particular learning approach with their position. Three of the positions have the potential to support scientifically valid understandings of evolution while avoiding emotional conflict. We suggest that knowledge of the range of positions and associated learning approaches can help educators to focus on the form and timing of support of benefit to those holding different viewpoints.

  7. Secondary Science Teachers Making Sense of Model-Based Classroom Instruction: Understanding the Learning and Learning Pathways Teachers Describe as Supporting Changes in Teaching Practice

    Science.gov (United States)

    Hvidsten, Connie J.

    Connie J. Hvidsten September 2016 Education Secondary Science Teachers Making Sense of Model-Based Classroom Instruction: Understanding the Learning and Learning Pathways Teachers Describe as Supporting Changes in Teaching Practice This dissertation consists of three papers analyzing writings and interviews of experienced secondary science teachers during and after a two-year professional development (PD) program focused on model-based reasoning (MBR). MBR is an approach to science instruction that provides opportunities for students to use conceptual models to make sense of natural phenomena in ways that are similar to the use of models within the scientific community. The aim of this research is to better understand the learning and learning pathways teachers identified as valuable in supporting changes in their teaching practice. To accomplish this aim, the papers analyze the ways teachers 1) ascribe their learning to various aspects of the program, 2) describe what they learned, and 3) reflect on the impact the PD had on their teaching practice. Twenty-one secondary science teachers completed the Innovations in Science Instruction through Modeling (ISIM) program from 2007 through 2009. Commonalities in the written reflections and interview responses led to a set of generalizable findings related to the impacts and outcomes of the PD. The first of the three papers describes elements of the ISIM program that teachers associated with their own learning. One of the most frequently mentioned PD feature was being in the position of an adult learner. Embedding learning in instructional practice by collaboratively developing and revising lessons, and observing the lessons in one-another's classrooms provided a sense of professional community, accountability, and support teachers reported were necessary to overcome the challenges of implementing new pedagogical practices. Additionally, teachers described that opportunities to reflect on their learning and connect their

  8. Human vocal organ: visible-human-male-based three-dimensional visualization

    Science.gov (United States)

    Kim, Jae-woo; Lee, Donghun; Han, Jong H.; Kim, Bohyung; Kim, Dongsung; Kang, Heung Sik

    2002-05-01

    The Visible Human Project planned and promoted by National Library of Medicine (NLM) provides cryosection images of the normal male and female human bodies. The anatomy of human vocal organ is difficult to understand and to imagine due to its complexity. The purpose of this study is to develop the three-dimensionally computerized atlas of the human vocal organ using Visible Human male dataset. A self-developed program with C language and a recent personal computer can show specific organs and structures separately or together, rotate them at three axes, cross-section them transparently at any angles, and zoom them in and out. As a result, our own PC-based program will be a more interactive, more detailed, and more realistic three-dimensional computerized atlas of a human vocal organ including larygopharynx.

  9. Vocal effort and voice handicap among teachers.

    Science.gov (United States)

    Sampaio, Márcio Cardoso; dos Reis, Eduardo José Farias Borges; Carvalho, Fernando Martins; Porto, Lauro Antonio; Araújo, Tânia Maria

    2012-11-01

    The relationship between voice handicap and professional vocal effort was investigated among teachers in a cross-sectional study of census nature on 4496 teachers within the public elementary education network in Salvador, Bahia, Brazil. Voice handicap (the outcome of interest) was evaluated using the Voice Handicap Index 10. The main exposure, the lifetime vocal effort index, was obtained as the product of the number of years working as a teacher multiplied by the mean weekly working hours. The prevalence of voice handicap was 28.8% among teachers with high professional vocal effort and 21.3% among those with acceptable vocal effort, thus yielding a crude prevalence ratio (PR) of 1.36 (95% confidence interval [CI]=1.14-1.61). In the final logistic model, the prevalence of voice handicap was statistically associated with the professional vocal effort index (PR=1.47; 95% CI=1.19-1.82), adjusted according to sex, microphone availability in the classroom, excessive noise, pressure from the school management, heartburn, and rhinitis. Copyright © 2012 The Voice Foundation. Published by Mosby, Inc. All rights reserved.

  10. [Bilateral vocal cord paralysis in children].

    Science.gov (United States)

    Takamatsu, I

    1996-01-01

    Eighteen infantile cases with bilateral vocal cord paralysis were treated at our hospital from 1970 to 1993. All cases were diagnosed using a flexible fiberscope to examine the larynx. Direct laryngoscopy was performed under general anesthesia for the definite diagnosis and differential diagnosis from laryngomalacia, subglottic stenosis, tracheal stenosis, or laryngeal web. Bilateral vocal cord paralysis in children is a rare disease, there have been few and reported cases. Eight cases were male and 10 cases were female. Thirteen cases were congenital, 4 cases acquired and 1 case was unknown. The characteristic symptoms of bilateral vocal cord paralysis include normal or near normal phonation with inspiratory stridor which may progress to complete respiratory obstruction. Associated anomalies and diseases included 3 cases of immature infant, 2 of myelomeningocele, and single cases of Arnold-Chiari malformation, cerebral palsy, hydrocephalus, laryngomalacia, William's syndrome, Wiedemann-Beckwith syndrome, hypoxia, esophageal hiatus hernia, gastroesophageal reflex, spina bifida, COFS syndrome, and cerebral atrophy. Laryngeal function was completely recovered in seven cases following growth of the children incompletely recovered in five cases, and 2 cases retained right vocal cord paralysis. Tracheostomy was performed in 2 cases. One case died from the original disease, and the other one case was unknown. Swallowing function, phonation and development were good. Our experience suggests that the airway with bilateral vocal cord paralysis in children can be managed well without the need for tracheostomy.

  11. Using targeted active-learning exercises and diagnostic question clusters to improve students' understanding of carbon cycling in ecosystems.

    Science.gov (United States)

    Maskiewicz, April Cordero; Griscom, Heather Peckham; Welch, Nicole Turrill

    2012-01-01

    In this study, we used targeted active-learning activities to help students improve their ways of reasoning about carbon flow in ecosystems. The results of a validated ecology conceptual inventory (diagnostic question clusters [DQCs]) provided us with information about students' understanding of and reasoning about transformation of inorganic and organic carbon-containing compounds in biological systems. These results helped us identify specific active-learning exercises that would be responsive to students' existing knowledge. The effects of the active-learning interventions were then examined through analysis of students' pre- and postinstruction responses on the DQCs. The biology and non-biology majors participating in this study attended a range of institutions and the instructors varied in their use of active learning; one lecture-only comparison class was included. Changes in pre- to postinstruction scores on the DQCs showed that an instructor's teaching method had a highly significant effect on student reasoning following course instruction, especially for questions pertaining to cellular-level, carbon-transforming processes. We conclude that using targeted in-class activities had a beneficial effect on student learning regardless of major or class size, and argue that using diagnostic questions to identify effective learning activities is a valuable strategy for promoting learning, as gains from lecture-only classes were minimal.

  12. The Effect of Conceptual Change Model in the Senior High School Students’ Understanding and Character in Learning Physics

    Directory of Open Access Journals (Sweden)

    Santyasa I Wayan

    2018-01-01

    Full Text Available Learning physics for senior high school (SMA students is often coloured by misconceptions that hinder students in achieving deep understanding. So a relevant learning model is needed. This study aims to examine the effect of conceptual change model (CCM compared with direct instruction model (DIM on the students’ conceptual understanding and character in the subject area of motion and force. This quasi-experimental research using a non-equivalence pre-test post-test control groups design. The population is 20 classes (738 students of grade X consisted of 8 classes (272 students of SMA 1 Amlapura, 8 classes (256 students of SMA 2 Amlapura, and 6 classes (210 students of SMA 1 Manggis in Karangasem regency in Bali. The random assignment technique is used to assign 6 classes (202 students, or 26.5% of the population. In each school there are set 2 classes each as a CCM group and DIM groups. The data of students’ conceptual understanding is collected by tests, while the characters by questionnaires. To analyse the data a one way MANCOVA statistics was used. The result of the analysis showed that there was a significant difference of effect between CCM group and DIM group on the students’ conceptual understanding and character. The effect of the CCM group is higher than the DIM group on the students’ conceptual understanding and character in learning subject area of motion and force.

  13. RESEARCH REPORT: Eliciting students' understandings of chemical reactions using two forms of essay questions during a learning cycle

    Science.gov (United States)

    Cavallo, Ann M. L.

    2003-05-01

    We examined ninth-grade students' explanations of chemical reactions using two forms of an open-ended essay question during a learning cycle. One form provided students with key terms to be used as 'anchors' upon which to base their essay, whereas the second form did not. The essays were administered at three points: pre-learning cycle, post-concept application, and after additional concept application activities. Students' explanations were qualitatively examined and grouped according to common patterns representing their understandings or misunderstandings. Findings indicated that more misunderstandings were elicited by the use of key terms as compared to the non-use of key terms in the pre-test. Misunderstandings in the key term essay responses generally involved the misuse of these terms and their association with the concept. Findings also indicated significant positive shifts in students' understanding over the learning cycle. No perceptible increase in understanding occurred after additional application activities. Differences in gender were observed, with females showing equal or greater understanding compared to males, contradicting reports that males typically outperform females in the physical sciences and supporting the need to reconstruct assessment techniques to better reveal the conceptual understandings of all students.

  14. 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

    2014-10-01

    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.

  15. Phonosurgery of vocal fold polyps, cysts and nodules is beneficial

    DEFF Research Database (Denmark)

    Jensen, Jane Bjerg; Rasmussen, Niels

    2013-01-01

    This study reports our experience with microscopic phonosurgery (PS) of benign lesions of the vocal folds.......This study reports our experience with microscopic phonosurgery (PS) of benign lesions of the vocal folds....

  16. Prosthetic avian vocal organ controlled by a freely behaving bird based on a low dimensional model of the biomechanical periphery.

    Directory of Open Access Journals (Sweden)

    Ezequiel M Arneodo

    Full Text Available Because of the parallels found with human language production and acquisition, birdsong is an ideal animal model to study general mechanisms underlying complex, learned motor behavior. The rich and diverse vocalizations of songbirds emerge as a result of the interaction between a pattern generator in the brain and a highly nontrivial nonlinear periphery. Much of the complexity of this vocal behavior has been understood by studying the physics of the avian vocal organ, particularly the syrinx. A mathematical model describing the complex periphery as a nonlinear dynamical system leads to the conclusion that nontrivial behavior emerges even when the organ is commanded by simple motor instructions: smooth paths in a low dimensional parameter space. An analysis of the model provides insight into which parameters are responsible for generating a rich variety of diverse vocalizations, and what the physiological meaning of these parameters is. By recording the physiological motor instructions elicited by a spontaneously singing muted bird and computing the model on a Digital Signal Processor in real-time, we produce realistic synthetic vocalizations that replace the bird's own auditory feedback. In this way, we build a bio-prosthetic avian vocal organ driven by a freely behaving bird via its physiologically coded motor commands. Since it is based on a low-dimensional nonlinear mathematical model of the peripheral effector, the emulation of the motor behavior requires light computation, in such a way that our bio-prosthetic device can be implemented on a portable platform.

  17. Understanding Human Hand Gestures for Learning Robot Pick-and-Place Tasks

    Directory of Open Access Journals (Sweden)

    Hsien-I Lin

    2015-05-01

    Full Text Available Programming robots by human demonstration is an intuitive approach, especially by gestures. Because robot pick-and-place tasks are widely used in industrial factories, this paper proposes a framework to learn robot pick-and-place tasks by understanding human hand gestures. The proposed framework is composed of the module of gesture recognition and the module of robot behaviour control. For the module of gesture recognition, transport empty (TE, transport loaded (TL, grasp (G, and release (RL from Gilbreth's therbligs are the hand gestures to be recognized. A convolution neural network (CNN is adopted to recognize these gestures from a camera image. To achieve the robust performance, the skin model by a Gaussian mixture model (GMM is used to filter out non-skin colours of an image, and the calibration of position and orientation is applied to obtain the neutral hand pose before the training and testing of the CNN. For the module of robot behaviour control, the corresponding robot motion primitives to TE, TL, G, and RL, respectively, are implemented in the robot. To manage the primitives in the robot system, a behaviour-based programming platform based on the Extensible Agent Behavior Specification Language (XABSL is adopted. Because the XABSL provides the flexibility and re-usability of the robot primitives, the hand motion sequence from the module of gesture recognition can be easily used in the XABSL programming platform to implement the robot pick-and-place tasks. The experimental evaluation of seven subjects performing seven hand gestures showed that the average recognition rate was 95.96%. Moreover, by the XABSL programming platform, the experiment showed the cube-stacking task was easily programmed by human demonstration.

  18. Understanding the soil underfoot: building a national postgraduate soils cohort through participative learning

    Science.gov (United States)

    Quinton, John; Haygarth, Phil; Black, Helaina; Allton, Kathryn

    2015-04-01

    Many of the PhD students starting Soil Science PhDs have only a limited understanding of the wider importance of soils, the state -of-art in other sub disciplines, and have often never seen a soil profile in the field. As the number of students nationally in the UK is also small compared to some other disciplines there is also a need to build a cohort of early career researchers. To address these issues, Lancaster University and the James Hutton Institute together with support from the British Society of Soil Science and the Natural Environment Research Council (NERC), ran a 5 day residential foundation soil science 'Summer School' in March 2015. The training school was an intense programme for ambitious and energetic post-graduate students. The course was specifically designed for students who were keen to develop skills in the development of inter-disciplinary research ideas and proposals. Specifically the course addressed: • the different functions in land uses and across landscapes • novel approaches for investigating how soils function • the basics of making a soil description and soil sampling in the field; • the current key challenges in soil science research • the requirements of, and approaches to, soil science research that requires multi-disciplinary and interdisciplinary approaches • the essentials of developing and planning a research project Our approach was to provide a space for the students to both learn from, but also work with some of the leading UK Soil Science experts. We used workshop style lectures, including some delivered via the internet, combined with student research teams working alongside research mentors to produce research proposals to be 'pitched' to a panel at the end of the course. These proposals formed the focus for engagement with the 'experts' making the time the students spent with them concentrated and productive. Feedback from the students was excellent and a variant of the course will be repeated by Cranfield

  19. Multidimensional effects of voice therapy in patients affected by unilateral vocal fold paralysis due to cancer.

    Science.gov (United States)

    Barcelos, Camila Barbosa; Silveira, Paula Angélica Lorenzon; Guedes, Renata Lígia Vieira; Gonçalves, Aline Nogueira; Slobodticov, Luciana Dall'Agnol Siqueira; Angelis, Elisabete Carrara-de

    2017-08-24

    Patients with unilateral vocal fold paralysis may demonstrate different degrees of voice perturbation depending on the position of the paralyzed vocal fold. Understanding the effectiveness of voice therapy in this population may be an important coefficient to define the therapeutic approach. To evaluate the voice therapy effectiveness in the short, medium and long-term in patients with unilateral vocal fold paralysis and determine the risk factors for voice rehabilitation failure. Prospective study with 61 patients affected by unilateral vocal fold paralysis enrolled. Each subject had voice therapy with an experienced speech pathologist twice a week. A multidimensional assessment protocol was used pre-treatment and in three different times after voice treatment initiation: short-term (1-3 months), medium-term (4-6 months) and long-term (12 months); it included videoendoscopy, maximum phonation time, GRBASI scale, acoustic voice analysis and the portuguese version of the voice handicap index. Multiple comparisons for GRBASI scale and VHI revealed statistically significant differences, except between medium and long term (p<0.005). The data suggest that there is vocal improvement over time with stabilization results after 6 months (medium term). From the 28 patients with permanent unilateral vocal fold paralysis, 18 (69.2%) reached complete glottal closure following vocal therapy (p=0.001). The logistic regression method indicated that the Jitter entered the final model as a risk factor for partial improvement. For every unit of increased jitter, there was an increase of 0.1% (1.001) of the chance for partial improvement, which means an increase on no full improvement chance during rehabilitation. Vocal rehabilitation improves perceptual and acoustic voice parameters and voice handicap index, besides favor glottal closure in patients with unilateral vocal fold paralysis. The results were also permanent during the period of 1 year. The Jitter value, when elevated, is

  20. Responses of primate frontal cortex neurons during natural vocal communication

    OpenAIRE

    Miller, Cory T.; Thomas, A. Wren; Nummela, Samuel U.; de la Mothe, Lisa A.

    2015-01-01

    The role of primate frontal cortex in vocal communication and its significance in language evolution have a controversial history. While evidence indicates that vocalization processing occurs in ventrolateral prefrontal cortex neurons, vocal-motor activity has been conjectured to be primarily subcortical and suggestive of a distinctly different neural architecture from humans. Direct evidence of neural activity during natural vocal communication is limited, as previous studies were performed ...

  1. Vocal Hygiene Habits and Vocal Handicap Among Conservatory Students of Classical Singing.

    Science.gov (United States)

    Achey, Meredith A; He, Mike Z; Akst, Lee M

    2016-03-01

    This study sought to assess classical singing students' compliance with vocal hygiene practices identified in the literature and to explore the relationship between self-reported vocal hygiene practice and self-reported singing voice handicap in this population. The primary hypothesis was that increased attention to commonly recommended vocal hygiene practices would correlate with reduced singing voice handicap. This is a cross-sectional, survey-based study. An anonymous survey assessing demographics, attention to 11 common vocal hygiene recommendations in both performance and nonperformance periods, and the Singing Voice Handicap Index 10 (SVHI-10) was distributed to classical singing teachers to be administered to their students at two major schools of music. Of the 215 surveys distributed, 108 were returned (50.2%), of which 4 were incomplete and discarded from analysis. Conservatory students of classical singing reported a moderate degree of vocal handicap (mean SVHI-10, 12; range, 0-29). Singers reported considering all 11 vocal hygiene factors more frequently when preparing for performances than when not preparing for performances. Of these, significant correlations with increased handicap were identified for consideration of stress reduction in nonperformance (P = 0.01) and performance periods (P = 0.02) and with decreased handicap for consideration of singing voice use in performance periods alone (P = 0.02). Conservatory students of classical singing report more assiduous attention to vocal hygiene practices when preparing for performances and report moderate degrees of vocal handicap overall. These students may have elevated risk for dysphonia and voice disorders which is not effectively addressed through common vocal hygiene recommendations alone. Copyright © 2016 The Voice Foundation. Published by Elsevier Inc. All rights reserved.

  2. Teaching adults-best practices that leverage the emerging understanding of the neurobiology of learning.

    Science.gov (United States)

    Mahan, John D; Stein, David S

    2014-07-01

    It is important in teaching adults to recognize the essential characteristics of adult learners and how these characteristics define their learning priorities and activities. The seven key premises and practices for teaching adults provide a good guide for those interested in helping adults learn. The emerging science of the neurobiology of learning provides powerful new insights into how learning occurs in the complex integrated neural network that characterizes the adult. Differentiation of the two types of thinking: System 1 (fast, intuitive, and, often, emotional) and System 2 (slower, deliberate, and logical). System 1 thinking helps explain the basis for quick decisions and reliance of humans on heuristics (or rules of thumb) that leads to the type of convenient thinking associated with errors of thinking and judgment. We now know that the learning experience has an objective location-in the temporal and parietal lobes-as persistent dynamic networks of neurons and neuronal connections. Learning is initially stored in transient working memory (relatively limited capacity and time frame) and then moved under the right conditions to more long-lasting/stable memory (with larger capacity) that is stored for future access and development. It is clear that memories are not static and are not destined, once developed, to forever remain as stable constructs; rather, memories are dynamic, always available for modulation and alteration, and heavily invested with context, emotion, and other operant factors. The framework for such neural networks involves new neuronal connections, enhanced neuronal synaptic transmission, and neuron generation. Ten key teaching and learning concepts derived from recent neurobiology studies on learning and memory are presented. As the neurobiology of learning is better defined, the basis for how adults best learn, and even the preferences they display, can be employed as the physiological foundation for our best methods to effectively teach

  3. ETIOLOGICAL FACTORS FOR VOCAL FOLD POLYP FORMATION

    Directory of Open Access Journals (Sweden)

    DAŠA GLUVAJIĆ

    2016-05-01

    Full Text Available Background: Vocal fold polyp is one of the most common causes for hoarseness. Many different etiological factors contribute to vocal fold polyp formation. The aim of the study was to find out whether the etiological factors for polyp formation have changed in the last 30 years.Methods: Eighty-one patients with unilateral vocal fold polyp were included in the study. A control group was composed of 50 volunteers without voice problems who matched the patients by age and gender. The data about etiological factors and the findings of phoniatric examination were obtained from the patients' medical documentation and from the questionnaires for the control group. The incidence of etiological factors was compared between the two groups. The program SPSS, Version 18 was used for statistical analysis.Results: The most frequent etiological factors were occupational voice load, GER, allergy and smoking. In 79% of patients 2 – 6 contemporary acting risk factors were found. Occupational voice load (p=0,018 and GER (p=0,004 were significantly more frequent in the patients than in the controls. The other factors did not significantly influence the polyp formation.Conclusions: There are several factors involved simultaneously in the formation of vocal fold polyps both nowadays and 30 years ago. Some of the most common factors remain the same (voice load, smoking, others are new (GER, allergy, which is probably due to the different lifestyle and working conditions than 30 years ago. Occupational voice load and GER were significantly more frequently present in the patients with polyp than in the control group. Regarding the given results it is important to instruct workers with professional vocal load about etiological factors for vocal fold polyp formation.

  4. Designing Applications for Physics Learning: Facilitating High School Students' Conceptual Understanding by Using Tablet PCs

    Science.gov (United States)

    Wang, June-Yi; Wu, Hsin-Kai; Chien, Sung-Pei; Hwang, Fu-Kwun; Hsu, Ying-Shao

    2015-01-01

    So far relatively little research in education has explored the pedagogical and learning potentials of applications (Apps) on tablet PCs (TPCs). Drawing upon research on learning technologies and taking an embodied perspective, this study first identified educational functionalities of TPCs and generated guidelines to design educational Apps for…

  5. Deep Knowledge: Learning to Teach Science for Understanding and Equity. Teaching for Social Justice

    Science.gov (United States)

    Larkin, Douglas B.

    2013-01-01

    "Deep Knowledge" is a book about how people's ideas change as they learn to teach. Using the experiences of six middle and high school student teachers as they learn to teach science in diverse classrooms, Larkin explores how their work changes the way they think about students, society, schools, and science itself. Through engaging case stories,…

  6. E-Learning and Higher Education: Understanding and Supporting Organisational Change in New Zealand

    Science.gov (United States)

    Marshall, Stephen

    2012-01-01

    Over an 18-month period four New Zealand educational institutions--a university, a private tertiary enterprise, a wananga, and an institute of technology/polytechnic--have engaged in a process of change influenced by technology. Their e-learning capability was benchmarked using the E-Learning Maturity Model, and this information was used to…

  7. Detecting and Understanding the Impact of Cognitive and Interpersonal Conflict in Computer Supported Collaborative Learning Environments

    Science.gov (United States)

    Prata, David Nadler; Baker, Ryan S. J. d.; Costa, Evandro d. B.; Rose, Carolyn P.; Cui, Yue; de Carvalho, Adriana M. J. B.

    2009-01-01

    This paper presents a model which can automatically detect a variety of student speech acts as students collaborate within a computer supported collaborative learning environment. In addition, an analysis is presented which gives substantial insight as to how students' learning is associated with students' speech acts, knowledge that will…

  8. Understanding the Influence of Organizational Culture and Group Dynamics on Organizational Change and Learning

    Science.gov (United States)

    Lucas, Colleen; Kline, Theresa

    2008-01-01

    Purpose: The purpose of this study is to investigate the relationship between organizational culture, group dynamics, and organizational learning in the context of organizational change. Design/methodology/approach: A case study was used to examine cultural and group level factors that potentially influence groups' learning in the context of…

  9. Experts on Super Innovators: Understanding Staff Adoption of Learning Management Systems

    Science.gov (United States)

    Sinclair, Jane; Aho, Anne-Maria

    2018-01-01

    Learning management systems (LMSs) are widely used in higher education and offer a gateway to innovative, technology-enhanced teaching and learning. However, many university staff still choose not to adopt them or do not explore the more creative functionality. Previous research has developed models of technology adoption which map observed…

  10. Learning English in the Shadows: Understanding Chinese Learners' Experiences of Private Tutoring

    Science.gov (United States)

    Yung, Kevin Wai-Ho

    2015-01-01

    Given that private tutoring has received increasing attention in research as a global educational phenomenon with significant implications for educational practices, it has become necessary for TESOL researchers and practitioners to become aware of its impact on language learning and pedagogy. This study investigated the learning experience and…

  11. How Does Technology-Enabled Active Learning Affect Undergraduate Students' Understanding of Electromagnetism Concepts?

    Science.gov (United States)

    Dori, Yehudit Judy; Belcher, John

    2005-01-01

    Educational technology supports meaningful learning and enables the presentation of spatial and dynamic images, which portray relationships among complex concepts. The Technology-Enabled Active Learning (TEAL) Project at the Massachusetts Institute of Technology (MIT) involves media-rich software for simulation and visualization in freshman…

  12. Undergraduate Geographers' Understandings of Geography, Learning and Teaching: A Phenomenographic Study

    Science.gov (United States)

    Bradbeer, John; Healey, Mick; Kneale, Pauline

    2004-01-01

    This paper uses phenomenography to identify undergraduates' conceptions of teaching, learning and geography and examine whether there are any differences between students in Australia, New Zealand, the United Kingdom and the United States. The paper shows that there are several distinct conceptions of teaching, learning and geography. Teaching is…

  13. Understanding the Knowledge and Use of Experiential Learning within Pennsylvania 4-H Clubs

    Science.gov (United States)

    Bechtel, Robyn; Ewing, John C.; Threeton, Mark; Mincemoyer, Claudia

    2013-01-01

    Experiential learning is incorporated into the National 4-H curriculum. However, the state 4-H staff in Pennsylvania is unsure of the current knowledge and use of experiential learning within the local 4-H clubs. An online survey was distributed to Extension educators and volunteer leaders within Pennsylvania to assess the current knowledge and…

  14. Understanding Secondary Learning Disabled Students: A Developmental By-Pass Approach.

    Science.gov (United States)

    Mosby, Robert J.; Tharpe, Ken

    The booklet describes a rationale for teaching junior high school level learning disabled (LD) students. The author discusses how to recognize an LD profile, how to screen for learning disabilities, and how to diagnose using the discrepancy model (chart illustrating the difference between I.Q. expectancy and actual performance). A description of…

  15. Listening to Our Students: Understanding How They Learn Research Methods in Geography

    Science.gov (United States)

    Keenan, Kevin; Fontaine, Danielle

    2012-01-01

    How undergraduate students learn research methods in geography has been understudied. Existing work has focused on course description from the instructor's perspective. This study, however, uses a grounded theory approach to allow students' voices to shape a new theory of how they themselves say that they learn research methods. Data from two…

  16. Understanding Teachers' Professional Learning Goals from Their Current Professional Concerns

    Science.gov (United States)

    Louws, Monika L.; Meirink, Jacobiene A.; van Veen, Klaas; van Driel, Jan H.

    2018-01-01

    In the day-to-day workplace teachers direct their own learning, but little is known about what drives their decisions about what they would like to learn. These decisions are assumed to be influenced by teachers' current professional concerns. Also, teachers in different professional life phases have different reasons for engaging in professional…

  17. Towards a Personality Understanding of Information Technology Students and Their IT Learning in UAE University

    Science.gov (United States)

    Al-Qirim, Nabeel; Rouibah, Kamel; Tarhini, Ali; Serhani, Mohamed Adel; Yammahi, Aishah Rashid; Yammahi, Maraim Ahmed

    2018-01-01

    This research investigates the personality characteristics of Information Technology students (CIT) in UAE University (UAEU) and how such features impact their IT learning. To achieve this objective, this research attempts to explain the impact of the Big-5 factors on learning using survey research. Results from 179 respondents suggested that…

  18. Design-Based Learning for Biology: Genetic Engineering Experience Improves Understanding of Gene Expression

    Science.gov (United States)

    Ellefson, Michelle R.; Brinker, Rebecca A.; Vernacchio, Vincent J.; Schunn, Christian D.

    2008-01-01

    Gene expression is a difficult topic for students to learn and comprehend, at least partially because it involves various biochemical structures and processes occurring at the microscopic level. Designer Bacteria, a design-based learning (DBL) unit for high-school students, applies principles of DBL to the teaching of gene expression. Throughout…

  19. Examining and Understanding Transformative Learning to Foster Technology Professional Development in Higher Education

    Directory of Open Access Journals (Sweden)

    Maurice Schols

    2012-03-01

    Full Text Available Educators are increasingly encouraged to practice life-long learning. Learning to cope with emerging technologies for educational purposes is, for most educators, a complex process. Consequently, educators engage in critical reflective processes, and consider new views as they learn new knowledge and skills so as how to best apply information and communication technologies to teaching and learning. For educators this process can be intimidating and frustrating. The use of new technologies in education requires educators to reconceptualise traditional educational concepts which means that educators need compelling reasons to dramatically change their teaching and learning practice. This paper highlights the significance of Mezirow’s transformative learning theory for teachers’ technology professional development and provides insight in teachers’ learning processes as they learn emerging technologies for educational purposes. The data discussed in this paper have been drawn from a study at Fontys University of Applied Sciences, The Netherlands. The data were collected and analyzed according to a qualitative approach.

  20. Oral Breathing Challenge in Participants with Vocal Attrition

    Science.gov (United States)

    Sivasankar, Mahalakshmi; Fisher, Kimberly V.

    2003-01-01

    Vocal folds undergo osmotic challenge by mouth breathing during singing, exercising, and loud speaking. Just 15 min of obligatory oral breathing, to dry the vocal folds, increases phonation threshold pressure (P[subscript th]) and expiratory vocal effort in healthy speakers (M. Sivasankar & K. Fisher, 2002). We questioned whether oral breathing is…

  1. Vocalizations of the South African cliff swallow Hirundo spilodera

    African Journals Online (AJOL)

    Vocalizations of the South African cliff swallow. Hirundo spilodera. A.A. Earle. National Museum, Bloemfontein. The vocalizations of both adult and juvenile South African cliff swallows Hirundo spilodera are described. This swallow has a large vocal repertoire considering that it is a highly colonial species, and at least seven ...

  2. Acoustic Analysis and Electroglottography in Elite Vocal Performers.

    Science.gov (United States)

    Villafuerte-Gonzalez, Rocio; Valadez-Jimenez, Victor M; Sierra-Ramirez, Jose A; Ysunza, Pablo Antonio; Chavarria-Villafuerte, Karen; Hernandez-Lopez, Xochiquetzal

    2017-05-01

    Acoustic analysis of voice (AAV) and electroglottography (EGG) have been used for assessing vocal quality in patients with voice disorders. The effectiveness of these procedures for detecting mild disturbances in vocal quality in elite vocal performers has been controversial. To compare acoustic parameters obtained by AAV and EGG before and after vocal training to determine the effectiveness of these procedures for detecting vocal improvements in elite vocal performers. Thirty-three elite vocal performers were studied. The study group included 14 males and 19 females, ages 18-40 years, without a history of voice disorders. Acoustic parameters were obtained through AAV and EGG before and after vocal training using the Linklater method. Nonsignificant differences (P > 0.05) were found between values of fundamental frequency (F 0 ), shimmer, and jitter obtained by both procedures before vocal training. Mean F 0 was similar after vocal training. Jitter percentage as measured by AAV showed nonsignificant differences (P > 0.05) before and after vocal training. Shimmer percentage as measured by AAV demonstrated a significant reduction (P performers undergoing vocal training. EGG demonstrated better efficacy for detecting improvements and provided additional parameters as compared to AAV. Copyright © 2017 The Voice Foundation. Published by Elsevier Inc. All rights reserved.

  3. Nomenclature proposal to describe vocal fold motion impairment

    NARCIS (Netherlands)

    Rosen, Clark A.; Mau, Ted; Remacle, Marc; Hess, Markus; Eckel, Hans E.; Young, VyVy N.; Hantzakos, Anastasios; Yung, Katherine C.; Dikkers, Frederik G.

    2016-01-01

    The terms used to describe vocal fold motion impairment are confusing and not standardized. This results in a failure to communicate accurately and to major limitations of interpreting research studies involving vocal fold impairment. We propose standard nomenclature for reporting vocal fold

  4. Nomenclature proposal to describe vocal fold motion impairment

    NARCIS (Netherlands)

    Rosen, Clark A.; Mau, Ted; Remacle, Marc; Hess, Markus; Eckel, Hans E.; Young, VyVy N.; Hantzakos, Anastasios; Yung, Katherine C.; Dikkers, Frederik G.

    The terms used to describe vocal fold motion impairment are confusing and not standardized. This results in a failure to communicate accurately and to major limitations of interpreting research studies involving vocal fold impairment. We propose standard nomenclature for reporting vocal fold

  5. The Development and Validation of the Vocalic Sensitivity Test.

    Science.gov (United States)

    Villaume, William A.; Brown, Mary Helen

    1999-01-01

    Notes that presbycusis, hearing loss associated with aging, may be marked by a second dimension of hearing loss, a loss in vocalic sensitivity. Reports on the development of the Vocalic Sensitivity Test, which controls for the verbal elements in speech while also allowing for the vocalics to exercise their normal metacommunicative function of…

  6. Learning without experience: Understanding the strategic implications of deregulation and competition in the electricity industry

    Energy Technology Data Exchange (ETDEWEB)

    Lomi, A. [School of Economics, University of Bologna, Bologna (Italy); Larsen, E.R. [Dept. of Managements Systems and Information, City University Business School, London (United Kingdom)

    1998-11-01

    As deregulation of the electricity industry continues to gain momentum around the world, electricity companies face unprecedented challenges. Competitive complexity and intensity will increase substantially as deregulated companies find themselves competing in new industries, with new rules, against unfamiliar competitors - and without any history to learn from. We describe the different kinds of strategic issues that newly deregulated utility companies are facing, and the risks that strategic issues implicate. We identify a number of problems induced by experiential learning under conditions of competence-destroying change, and we illustrate ways in which companies can activate history-independent learning processes. We suggest that Micro worlds - a new generation of computer-based learning environments made possible by conceptual and technological progress in the fields of system dynamics and systems thinking - are particularly appropriate tools to accelerate and enhance organizational and managerial learning under conditions of increased competitive complexity. (au)

  7. A Computational Framework for Understanding Decision Making through Integration of Basic Learning Rules

    Science.gov (United States)

    Bazhenov, Maxim; Huerta, Ramon; Smith, Brian H.

    2013-01-01

    Nonassociative and associative learning rules simultaneously modify neural circuits. However, it remains unclear how these forms of plasticity interact to produce conditioned responses. Here we integrate nonassociative and associative conditioning within a uniform model of olfactory learning in the honeybee. Honeybees show a fairly abrupt increase in response after a number of conditioning trials. The occurrence of this abrupt change takes many more trials after exposure to nonassociative trials than just using associative conditioning. We found that the interaction of unsupervised and supervised learning rules is critical for explaining latent inhibition phenomenon. Associative conditioning combined with the mutual inhibition between the output neurons produces an abrupt increase in performance despite smooth changes of the synaptic weights. The results show that an integrated set of learning rules implemented using fan-out connectivities together with neural inhibition can explain the broad range of experimental data on learning behaviors. PMID:23536082

  8. Understanding the Relationship Between Different Types of Instructional Humor and Student Learning

    Directory of Open Access Journals (Sweden)

    Moshe Machlev

    2016-09-01

    Full Text Available The purpose of this study was to examine the frequency of use of different types of humor in the classroom for a possible relationship with perceived and actual learning. This relationship was examined using quantitative methods. Participants answered questions about their perceived and actual learning and the type of humor to which they were exposed (examining the frequency of such exposure. Student’s final grade in the course served as the measure of actual learning. The study consisted of 195 undergraduate students ranging in age from 18 to 25. A factor analysis identified two distinct types of humor (relevant/appropriate and non-relevant used in the classroom with relevant/appropriate humor predicting perceived learning. No relationship was found between the different types of humor and actual learning. There was also no difference in the interaction between different types of humor with gender.

  9. Auditory processing for contrast enhancement of salient communication vocalizations.

    Science.gov (United States)

    Dunlap, Alex G; Lin, Frank; Liu, Robert

    2013-06-02

    In a natural acoustic environment, coherent representations of auditory objects and sources are streamed from the myriad sounds that enter our ears. Features of those sounds that are familiar and behaviorally salient to us are detected and discriminated into invariant precepts that inform us about our external world. Research into how this occurs is increasingly converging on the idea that there is a transformation from the auditory periphery wherein an initial acoustically faithful representation by neurons becomes progressively altered to enhance the population neural representation of perceptually relevant aspects of the sound. How this occurs may vary for sounds whose meanings are acquired in different ways, perhaps depending on what actions and decisions must be executed upon recognition. We have investigated this process in a natural social context in which mouse mothers "learn" about the meaning of pup ultrasound vocalizations through their maternal care. Here we discuss our recent studies in awake mice using electrophysiological, behavioral, immunohistochemical and computational methods. Our results suggest that experience with natural vocalizations may alter core auditory cortical neural responses so that the contrast in activity across the neural population enhances the detection and discrimination of salient calls.

  10. All for one and one for all: understanding health professionals' experience in individual versus collaborative online learning.

    Science.gov (United States)

    MacNeill, Heather; Telner, Deanna; Sparaggis-Agaliotis, Alexandra; Hanna, Elizabeth

    2014-01-01

    Computer-supported collaborative learning (CSCL) may facilitate continuing interprofessional education while overcoming barriers of time and place for busy health care professionals. The purpose of this study was to understand the experiences, advantages, and challenges of group versus individual online learning. Fifteen multidisciplinary health professionals participated in a 12-week online course on either diabetes or traumatic brain injury. This consisted of background e-modules and a longitudinal build-a-case exercise, done either individually or as a group. Focus group sessions exploring participants' experiences after course completion and at 4 months were conducted, transcribed, and analyzed for recurring themes. Participant reflection homework and video-recorded group sessions were used for triangulation of results. Individual learners appreciated the flexibility and control, but experienced decreased motivation. Group learners appreciated the immediate feedback from their co-learners and felt social pressure to come to the weekly sessions prepared but expressed challenges in determining group goal-setting for the session. Both groups felt they learned about interprofessional roles; however, group learners described a richer learning experience and understanding of interprofessional roles through the online collaboration exercise. The intense resources necessary for interprofessional CSCL, including time, faculty development, and technological issues, are described. CSCL is a valuable educational strategy in online learning. While individual online learning may be better suited for short and simple educational interventions such as knowledge acquisition, CSCL seems to allow for richer and deeper learning in complex and interprofessional educational experiences. However, strategies, resources, and faculty development required to enhance CSCL need to be addressed carefully. © 2014 The Alliance for Continuing Education in the Health Professions, the Society

  11. Understanding Carbohydrates

    Science.gov (United States)

    ... Size: A A A Listen En Español Understanding Carbohydrates How much and what type of carbohydrate foods ... glucose levels in your target range. Explore: Understanding Carbohydrates Glycemic Index and Diabetes Learn about the glycemic ...

  12. Understand and analyzing learning objects: A foundation for long-term substantiality and use for e-learning

    Directory of Open Access Journals (Sweden)

    Hsin-liang Chen

    2015-06-01

    Full Text Available In this paper, we investigated the genres of learning objects (LOs within eight e-learning courses that provide boating safety instruction in the United States. Guided by findings from our literature review, five genres of LOs emerged during the analysis, including interactive and non-interactive graphics, interactive and non-interactive animations, and interactive text feedback. We surveyed the use of each genre of LOs within the courses and found that more non-interactive LOs than interactive LOs were adopted. Also, interactive text feedback was the most popular interactive genre available for seven courses. In our discussion, we explore potential management mechanisms of LOs in digital repositories. Our genre analysis provides a foundation for appropriate deconstruction of LOs into components, which can assist with the management of digital repositories. Effective deconstruction of LOs allows instructors and designers to successfully discover LOs that they need and reuse them in new learning units.

  13. The Importance of Vocal Parameters Correlation

    Directory of Open Access Journals (Sweden)

    Valentin Ghisa

    2016-06-01

    Full Text Available To analyze communication we need to study the main parameters that describe the vocal sounds from the point of view of information content transfer efficiency. In this paper we analyze the physical quality of the “on air" information transfer, according to the audio streaming parameters and from the particular phonetic nature of the human factor. Applying this statistical analysis we aim to identify and record the correlation level of the acoustical parameters with the vocal ones and the impact which the presence of this cross-correlation can have on communication structures’ improvement.

  14. Angyomatous vocal polypus: a complete spontaneous regression

    Directory of Open Access Journals (Sweden)

    Edmir Américo Lourenço

    Full Text Available The authors describe a male patient who had malignant lymphoma seven years ago which remitted with chemotherapy.Two years ago he developed dysphonia. An unilateral, pediculate smooth red lesion on the right vocal fold was later discovered. Even without benefit of medicamentosus treatment, the patient refused surgery. In a reevaluation using rigid telescopy of the larynx two years later, the lesion had disappeared, completely and spontaneously. As there are no existing publications on this topic, this case report is an alert that surgery should be recommended with extreme caution in this type of vocal disease.

  15. MARATHON DESPITE UNILATERAL VOCAL FOLD PARALYSIS

    Directory of Open Access Journals (Sweden)

    Matthias Echternach

    2008-06-01

    Full Text Available The principal symptoms of unilateral vocal fold paralysis are hoarseness and difficulty in swallowing. Dyspnea is comparatively rare (Laccourreye et al., 2003. The extent to which unilateral vocal fold paralysis may lead to respiratory problems at all - in contrast to bilateral vocal fold paralysis- has not yet well been determined. On the one hand, inspiration is impaired with unilateral vocal fold paralysis; on the other hand, neither the position of the vocal fold paralysis nor the degree of breathiness correlates with respiratory parameters (Cantarella et al., 2003; 2005. The question of what respiratory stress a patient with a vocal fold paresis can endure has not yet been dealt with.A 43 year-old female patient was suffering from recurrent unspecific respiratory complaints for four months after physical activity. During training for a marathon, she experienced no difficulty in breathing. These unspecific respiratory complaints occurred only after athletic activity and persisted for hours. The patient observed neither an increased coughing nor a stridor. Her voice remained unaltered during the attacks, nor were there any signs of a symptomatic gastroesophageal reflux or infectious disease. A cardio-pulmonary and a radiological examination by means of an X-ray of the thorax also revealed no pathological phenomena. As antiallergic and antiobstructive therapy remained unsuccessful, a laryngological examination was performed in order to exclude a vocal cord dysfunction.Surprisingly enough, the laryngostroboscopy showed, as an initial description, a vocal fold paralysis of the left vocal fold in median position (Figure 1. The anamnestic background for the cause was unclear. The only clue was a thoracotomy on the left side due to a pleuritis in childhood. A subsequent laryngoscopic examination had never been performed. Good mucosa waves and amplitudes were shown bilateral with complete glottal closure. Neither in the acoustic analysis, nor in the

  16. Improving Students' Conceptual Understanding of the Greenhouse Effect Using Theory-Based Learning Materials that Promote Deep Learning

    Science.gov (United States)

    Reinfried, Sibylle; Aeschbacher, Urs; Rottermann, Benno

    2012-01-01

    Students' everyday ideas of the greenhouse effect are difficult to change. Environmental education faces the challenge of developing instructional settings that foster students' conceptual understanding concept of the greenhouse effect in order to understand global warming. To facilitate students' conceptual development with regard to the…

  17. Understanding Why a Child Is Struggling to Learn: The Role of Cognitive Processing Evaluation in Learning Disability Identification

    Science.gov (United States)

    Johnson, Evelyn S.

    2014-01-01

    Learning disabilities (LDs) have long been presumed to be a neurological disorder resulting from a deficit in 1 or more cognitive processes. Although the emphasis on cognitive processing disorders has been included in the definition since the term was coined, and although it arguably represents the key distinguishing characteristic of LDs, it also…

  18. How can the capability approach contribute to understanding provision for people with learning difficulties?

    OpenAIRE

    Florian, Lani; Devecchi, Cristina; Dee, Lesley

    2008-01-01

    The capability approach suggests that well-being is fundamentally about the freedom that people have to be and do the things they have reason to value. This paper asks what freedom those adults who experience difficulties in learning have to be and do the things they have reason to value? It draws upon our recently completed literature review on theories of learning for adults with difficulties in learning (Dee, Devecchi and Florian, 2006) where the concepts of ‘being’ and ‘doing’ were integr...

  19. Understanding pharmacokinetics: are YouTube videos a useful learning resource?

    Science.gov (United States)

    Azer, S A

    2014-07-01

    To investigate whether YouTube videos on pharmacokinetics can be a useful learning resource for medical students. YouTube was searched from 01 November to 15 November 2013 for search terms "Pharmacokinetics", "Drug absorption", "Drug distribution", Drug metabolism", "Drug elimination", "Biliary excretion of drugs", and "Renal excretion of drugs".  Only videos in the English and those matching the inclusion criteria were included. For each video, the following characteristic data were collected: title, URL, duration, number of viewers, date uploaded, and viewership per day, like, dislike, number of comments, number of video sharing, and the uploader /creator. Using standardized criteria comprising technical, content, authority and pedagogy parameters, three evaluators independently assessed the videos for educational usefulness. Data were analyzed using SPSS software and the agreement between the evaluators was calculated using Cohen's kappa analysis. The search identified 1460 videos. Of these, only 48 fulfilled the inclusion criteria. Only 30 were classified as educationally useful videos (62.5%) scoring 13.83±0.45 (mean±SD) while the remaining 18 videos were not educationally useful (37.5%) scoring 6.48±1.64 (mean±SD), p = 0.000. The educationally useful videos were created by pharmacologists/educators 83.3% (25/30), professors from two universities 13.3% (04/30) and private tutoring body 3.3% (01/30). The useful videos were viewed by 12096 (65.4%) and had a total of 433332 days on YouTube, while the non-educationally useful videos were viewed by 6378 (34.6%) viewers and had 20684 days on YouTube. No correlation was found between video total score and number of like (R2 0.258), dislike (R2 0.103), viewers (R2 0.186), viewership/day (R2 0.256), comments (R2 0.250), or share (R2 0.174). The agreement between the three evaluators had an overall Cohen's kappa score in the range of 0.582-0.949. YouTube videos on pharmacokinetics and drug elimination showed a

  20. Discrimination of ultrasonic vocalizations by CBA/CaJ mice (Mus musculus is related to spectrotemporal dissimilarity of vocalizations.

    Directory of Open Access Journals (Sweden)

    Erikson G Neilans

    Full Text Available The function of ultrasonic vocalizations (USVs produced by mice (Mus musculus is a topic of broad interest to many researchers. These USVs differ widely in spectrotemporal characteristics, suggesting different categories of vocalizations, although this has never been behaviorally demonstrated. Although electrophysiological studies indicate that neurons can discriminate among vocalizations at the level of the auditory midbrain, perceptual acuity for vocalizations has yet to be determined. Here, we trained CBA/CaJ mice using operant conditioning to discriminate between different vocalizations and between a spectrotemporally modified vocalization and its original version. Mice were able to discriminate between vocalization types and between manipulated vocalizations, with performance negatively correlating with spectrotemporal similarity. That is, discrimination performance was higher for dissimilar vocalizations and much lower for similar vocalizations. The behavioral data match previous neurophysiological results in the inferior colliculus (IC, using the same stimuli. These findings suggest that the different vocalizations could carry different meanings for the mice. Furthermore, the finding that behavioral discrimination matched neural discrimination in the IC suggests that the IC plays an important role in the perceptual discrimination of vocalizations.