Statistical Learning Process for the Reduction of Sample Collection Assuring a Desired Level of Confidence

2020 ◽  
pp. 1-14
Author(s):  
Vicente González-Prida ◽  
Jesús Zamora ◽  
Adolfo Crespo ◽  
Pedro Moreu
Keyword(s):  
Statistical Learning ◽  
Learning Process ◽  
Sample Collection ◽  
Level Of Confidence

scholarly journals The growth of children’s semantic and phonological networks: insight from 10 languages

2019 ◽  
Author(s):  
Abdellah Fourtassi ◽  
Yuan Bian ◽  
Michael C. Frank
Keyword(s):  
Learning Environment ◽  
Statistical Learning ◽  
Word Frequency ◽  
Word Learning ◽  
Learning Process ◽  
Network Growth ◽  
Learning Abilities ◽  
Developmental Mechanism ◽  
Internal Lexicon ◽  
External Learning

Children tend to produce words earlier when they are connected to a variety of other words along the phonological and semantic dimensions. Though these semantic and phonological connectivity effects have been extensively documented, little is known about their underlying developmental mechanism. One possibility is that learning is driven by lexical network growth where highly connected words in the child's early lexicon enable learning of similar words. Another possibility is that learning is driven by highly connected words in the external learning environment, instead of highly connected words in the early internal lexicon. The present study tests both scenarios systematically in both the phonological and semantic domains across 10 languages. We show that phonological and semantic connectivity in the learning environment drives growth in both production- and comprehension-based vocabularies, even controlling for word frequency and length. This pattern of findings suggests a word learning process where children harness their statistical learning abilities to detect and learn highly connected words in the learning environment.

Language Acquisition

2017 ◽  
Author(s):  
Erica H. Wojcik ◽  
Irene de la Cruz-Pavía ◽  
Janet F. Werker
Keyword(s):  
Statistical Learning ◽  
Learning Process ◽  
Cognitive Biases ◽  
Native Language ◽  
Lexical Semantics ◽  
Early Learning ◽  
Typically Developing ◽  
Learning And Development ◽  
Typically Developing Children ◽  
New Words

Language is a structured form of communication that is unique to humans. Within the first few years of life, typically developing children can understand and produce full sentences in their native language or languages. For centuries, philosophers, psychologists, and linguists have debated how we acquire language with such ease and speed. Central to this debate has been whether the learning process is driven by innate capacities or information in the environment. In the field of psychology, researchers have moved beyond this dichotomy to examine how perceptual and cognitive biases may guide input-driven learning and how these biases may change with experience. There is evidence that this integration permeates the learning and development of all aspects of language—from sounds (phonology), to the meanings of words (lexical-semantics), to the forms of words and the structure of sentences (morphosyntax). For example, in the area of phonology, newborns’ bias to attend to speech over other signals facilitates early learning of the prosodic and phonemic properties of their native language(s). In the area of lexical-semantics, infants’ bias to attend to novelty aids in mapping new words to their referents. In morphosyntax, infants’ sensitivity to vowels, repetition, and phrase edges guides statistical learning. In each of these areas, too, new biases come into play throughout development, as infants gain more knowledge about their native language(s).

scholarly journals Electrophysiology of statistical learning: Exploring the online learning process and offline learning product

2020 ◽  
Vol 51 (9) ◽  
pp. 2008-2022 ◽  
Author(s):  
Mikhail Ordin ◽  
Leona Polyanskaya ◽  
David Soto ◽  
Nicola Molinaro
Keyword(s):  
Online Learning ◽  
Statistical Learning ◽  
Learning Process ◽  
Offline Learning

scholarly journals Metode Learning Management System (LMS) Idu Untuk Mendukung Kegiatan Belajar Mengajar MIT Pada Perguruan Tinggi Raharja

CICES ◽  
2016 ◽  
Vol 2 (2) ◽  
pp. 156-172
Author(s):  
Untung Rahardja ◽  
Qurotul Aini ◽  
Siti Ria Zuliana
Keyword(s):  
Graduate Students ◽  
Learning Process ◽  
Management System ◽  
Learning Management System ◽  
Learning Objectives ◽  
Survey Method ◽  
Sample Collection ◽  
The World ◽  
Learning Management

Currently the entire field has been supported by technology, especially the world of education in the learning process to determine the quality of a college graduate. In the world of education Perguruan Tinggi Raharja has implemented iLearning learning methods to achieve the learning objectives. Graduate students are given learning experiences using methods iLearning the learning process using the media Ten Pillar IT iLearning (TPi). But the learning process is not running properly and still undeniably versatile use paper as a method of learning in general, Therefore at this time to achieve the learning objectives very effectively implement methods Learning Management System (LMS) iDu which can be accessed online anytime and anywhere easily. The purpose of this study to determine measure the success of the learning process at MIT class that still use manual systems in the learning process . This study uses a quantitative approach with descriptive correlational survey method . Sample collection techniques in this study was based on the results of the student survey MIT classes . Data collector by using questionnaires and documentation . Results from the study showed that the better level the results of the learning process to use iDu’s system where students could complete the learning easily anywhere and anytime . In this journal Identified there are three (3) the problems faced and the solutions given are by utilizing campus Learning Management System (LSM) iDu. Do 8 (eight) literature review as a post-graduate study materials. And there were 13 (thirteen) advantages and 1 (one) shortcomings of this study. The implementation is done in the course MasteringInformation Technology (MIT). This study is expected to improve the quality of graduates from graduate students in Perguruan Tinggi Raharja.

scholarly journals KUALITAS HASIL BELAJAR STATISTIKA SISWA MTs YANG DIBELAJARKAN DENGAN PENDEKATAN PROBLEM POSING

2018 ◽  
Vol 4 (2) ◽  
pp. 88
Author(s):  
Nuralam Nuralam Nuralam
Keyword(s):  
Learning Outcomes ◽  
Statistical Learning ◽  
Learning Process ◽  
Mathematics Learning ◽  
External Factors ◽  
Problem Posing ◽  
Average Score ◽  
Learning Approaches ◽  
Questionnaire Data ◽  
Learning Mathematics

High and low acquisition of students' mathematics learning outcomes is influenced by internal and external factors. External factors of concern are related learning approaches so students are easy to learn mathematics. There is a tendency for the role of students to be more passive and teachers to be more active in the process of learning mathematics. This condition results in low acquisition of mathematics learning outcomes. One alternative solution is to teach students through the problem posing approach, so as to contribute to the involvement of students in learning mathematics. The purpose of this study was to find out: (1) statistics learning outcomes of students taught through the problem posing approach were higher than those taught through direct learning approaches and (2) student responses after the statistical learning process with a problem posing approach. This study uses a quasi-experimental study with a control group only design post test design. The population is students of MTsS Darul Hikmah Aceh Besar grade VIII and the sample was total sampling. Data were collected by statistical learning outcomes and response questionnaires. Data analysis techniques used t test for test data and response questionnaire data through analysis of average score criteria. Based on the results of the analysis of the test data obtained that tcount >ttable is 2,45  >  1,70. From the results of the questionnaire data the average score was 3.29. It was concluded that the statistical learning outcomes of students taught through the problem posing approach were higher than those taught through direct learning approaches. And the student response questionnaire after the statistical learning process with the problem posing approach in the very positive category

scholarly journals Minat Peserta Didik Dalam Mengikuti Pelajaran di Sekolah Menengah Pertama

2013 ◽  
Vol 12 (2) ◽  
Author(s):  
Hendri Hendri
Keyword(s):  
Data Collection ◽  
Learning Process ◽  
Random Sampling ◽  
Positive Attitude ◽  
Statistic Analysis ◽  
Sample Collection ◽  
High Category ◽  
Academic Year ◽  
Method Approach ◽  
Population Numbers

This study aimed to figure out and describe learners� interest in the learning process. This study was done in SMP Negeri 1 Binjai academic year 2010/2011. The method approach was quantitative, where all information and data realized in quantitative or numbers, the analysis based on the statistic analysis. The population was 536 learners. The technique of sample collection with proportional random sampling by taking 15% of the population numbers or 80 learners. The method of data collection to identify the variable used questioner. Based on the answer discretion it is the close questioner. The result showed that (1) learners� interest in the learning process caused by a sense of excitement, attention, and positive attitude to the lesson. (2) based on the level of interest in learning process the higher and the lower category as follow: (a) positive attitude to lesson 35,00% in high category, (b) learners�� attention to lesson 27,92% in high category, and (c) sense of excitement to lesson 26,07% in high category, and (3) it can be concluded that learners� interest in the learning process in SMP Negeri 1 Binjai academic year 2012/2011 in high category with percentage 29,66%.

PENGARUH KEPEMIMPINAN INSTRUKSIONAL DAN IKLIM SEKOLAH TERHADAP KEPUASAN KERJA GURU PADA SEKOLAH DASAR NEGERI SE-KECAMATAN PAMIJAHAN KABUPATEN BOGOR

2019 ◽  
Vol 1 (2) ◽  
pp. 198-206
Author(s):  
Aji Aji ◽  
Qowaid Qowaid ◽  
M Faqihuddin
Keyword(s):  
Job Satisfaction ◽  
School Climate ◽  
Instructional Leadership ◽  
Learning Process ◽  
Teaching And Learning ◽  
Positive Influence ◽  
Teacher Job Satisfaction ◽  
Research Hypothesis ◽  
Level Of Confidence ◽  
Calculation Results

ABSTRACT The principal is an important leader at the school level. They have many functions of daily work at school to improve the teaching and learning process. However, the reality is that many school principals are apparently too busy with all the daily responsibilities in managing and running a school. This gives the impression that the principals must give a lot of attention to becoming instructional leaders because this can help a lot both in the teaching and learning process which can lead to the quality of education. In addition, the school is an organization that has certain objectives that must be achieved. To achieve this goal, the climate of the school organization is very important. On the basis of the above, it is clearly seen that job satisfaction of a teacher is determined by at least two supporting variables, including the leadership of the school principal and the school climate. Based on these ideas the researcher is interested in conducting a study conducted to reveal two variables that are significantly related. The purpose of this study was to determine the effect of instructional leadership style and school climate both partially, and together with the teacher's job satisfaction. The approach in this research is a quantitative approach. The unit of analysis in this study was the Public Elementary School in Pamijahan sub-district, Bogor Regency, while the respondents consisted of PNS SDN teachers in Pamijahan, Bogor Regency. Based on the results of a simple regression test, from the calculation results obtained t count of 2.786 while the table at the level of confidence α = 0.05 with dk = 48 is equal to 2.010. Based on the results of testing the significance of the correlation shows that tcount> ttable (2.786> 2.010). Thus the research hypothesis which states that there is a positive influence of instructional leadership (X1) on teacher job satisfaction (Y) is proven true. From the calculation results obtained t count of 3.832, while t table at the level of confidence α = 0.05 with dk = 48 is equal to 2.010. Based on the results of testing the significance of the correlation shows that t arithmetic> t table (3,832> 2,010). Thus the research hypothesis which states that there is a positive influence of the school climate (X2) on teacher job satisfaction (Y) is proven to be true. Furthermore, based on multiple regression tests Based on the results of the significance test of multiple linear regression equations obtained Fcount of 7.199 while Ftable for the denominator 2 and numerator 47 for the level of trust α = 0.05 of 3.20 which means the value of Fcount> Ftable (7.199> 3.20) . This shows that Ho was rejected, meaning Ha who stated there was a positive influence of instructional leadership and school climate together on teacher job satisfaction was acceptable. Keywords: Instructional Leadership, School Climate and Job Satisfaction Teacher.

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