scholarly journals Pitfalls in quantifying exploration in reward-based motor learning and how to avoid them

Author(s):  
Nina M. van Mastrigt ◽  
Katinka van der Kooij ◽  
Jeroen B. J. Smeets

AbstractWhen learning a movement based on binary success information, one is more variable following failure than following success. Theoretically, the additional variability post-failure might reflect exploration of possibilities to obtain success. When average behavior is changing (as in learning), variability can be estimated from differences between subsequent movements. Can one estimate exploration reliably from such trial-to-trial changes when studying reward-based motor learning? To answer this question, we tried to reconstruct the exploration underlying learning as described by four existing reward-based motor learning models. We simulated learning for various learner and task characteristics. If we simply determined the additional change post-failure, estimates of exploration were sensitive to learner and task characteristics. We identified two pitfalls in quantifying exploration based on trial-to-trial changes. Firstly, performance-dependent feedback can cause correlated samples of motor noise and exploration on successful trials, which biases exploration estimates. Secondly, the trial relative to which trial-to-trial change is calculated may also contain exploration, which causes underestimation. As a solution, we developed the additional trial-to-trial change (ATTC) method. By moving the reference trial one trial back and subtracting trial-to-trial changes following specific sequences of trial outcomes, exploration can be estimated reliably for the three models that explore based on the outcome of only the previous trial. Since ATTC estimates are based on a selection of trial sequences, this method requires many trials. In conclusion, if exploration is a binary function of previous trial outcome, the ATTC method allows for a model-free quantification of exploration.

Author(s):  
Kinga Morsanyi ◽  
Denes Szucs

Many people have a fragmented knowledge and understanding of the rules of mathematics and probability. As a consequence, they struggle with selecting the appropriate strategies to solve problems, and they often rely on intuitive solutions instead of normative rules. The purpose of this chapter is to introduce some typical intuitive strategies that people might apply when they solve mathematical or probability problems. Then the chapter describes the notions of primary and secondary intuitions, and gives an overview of the factors that might affect the selection of a particular intuitive strategy (such as certain individual differences variables and task characteristics). Finally, the chapter discusses the implications of these findings for researchers and educators.


2015 ◽  
Vol 113 (7) ◽  
pp. 2302-2308 ◽  
Author(s):  
Jinsung Wang ◽  
Yuming Lei ◽  
Jeffrey R. Binder

The extent to which motor learning is generalized across the limbs is typically very limited. Here, we investigated how two motor learning hypotheses could be used to enhance the extent of interlimb transfer. According to one hypothesis, we predicted that reinforcement of successful actions by providing binary error feedback regarding task success or failure, in addition to terminal error feedback, during initial training would increase the extent of interlimb transfer following visuomotor adaptation ( experiment 1). According to the other hypothesis, we predicted that performing a reaching task repeatedly with one arm without providing performance feedback (which prevented learning the task with this arm), while concurrently adapting to a visuomotor rotation with the other arm, would increase the extent of transfer ( experiment 2). Results indicate that providing binary error feedback, compared with continuous visual feedback that provided movement direction and amplitude information, had no influence on the extent of transfer. In contrast, repeatedly performing (but not learning) a specific task with one arm while visuomotor adaptation occurred with the other arm led to nearly complete transfer. This suggests that the absence of motor instances associated with specific effectors and task conditions is the major reason for limited interlimb transfer and that reinforcement of successful actions during initial training is not beneficial for interlimb transfer. These findings indicate crucial contributions of effector- and task-specific motor instances, which are thought to underlie (a type of) model-free learning, to optimal motor learning and interlimb transfer.


2020 ◽  
pp. 1-13
Author(s):  
Meysam Beik ◽  
Hamidreza Taheri ◽  
Alireza Saberi Kakhki ◽  
Majid Ghoshuni

2020 ◽  
Vol 16 (1) ◽  
pp. 87-121
Author(s):  
Bárbara Eizaga-Rebollar ◽  
Cristina Heras-Ramírez

AbstractThe study of pragmatic competence has gained increasing importance within second language assessment over the last three decades. However, its study in L2 language testing is still scarce. The aim of this paper is to research the extent to which pragmatic competence as defined by the Common European Framework of Reference for Languages (CEFR) has been accommodated in the task descriptions and rating scales of two of the most popular Oral Proficiency Interviews (OPIs) at a C1 level: Cambridge’s Certificate in Advanced English (CAE) and Trinity’s Integrated Skills in English (ISE) III. To carry out this research, OPI tests are first defined, highlighting their differences from L2 pragmatic tests. After pragmatic competence in the CEFR is examined, focusing on the updates in the new descriptors, CAE and ISE III formats, structure and task characteristics are compared, showing that, while the formats and some characteristics are found to differ, the structures and task types are comparable. Finally, we systematically analyse CEFR pragmatic competence in the task skills and rating scale descriptors of both OPIs. The findings show that the task descriptions incorporate mostly aspects of discourse and design competence. Additionally, we find that each OPI is seen to prioritise different aspects of pragmatic competence within their rating scale, with CAE focusing mostly on discourse competence and fluency, and ISE III on functional competence. Our study shows that the tests fail to fully accommodate all aspects of pragmatic competence in the task skills and rating scales, although the aspects they do incorporate follow the CEFR descriptors on pragmatic competence. It also reveals a mismatch between the task competences being tested and the rating scale. To conclude, some research lines are proposed.


Author(s):  
Xinshui Yu ◽  
Zhaohui Yang ◽  
Kunling Song ◽  
Tianxiang Yu ◽  
Bozhi Guo

The distribution and parameters of the random variables is an important part of conventional reliability analysis methods, such as Monte Carlo method, which should be known fist before using these methods, but it is often hard or impossible to obtain. Model-free sampling technique puts forward a method to get the distribution of the random variables, but the accuracy of the extended sample generated by it is not enough. This paper presented an improved model-free sampling technique, which is based on Bootstrap methods, to increase the accuracy of the extended sample and decrease the iteration times. In this improved model-free sampling technique, the method of the selection of initial sample points and the generation of iterative sample is improved. Meanwhile, a center distance criterion, which considers the local characteristics of the extended sample, is added to the generating criterion of dissimilarity measure. The effectiveness of this improved method is illustrated through some numerical examples.


Psico-USF ◽  
2021 ◽  
Vol 26 (2) ◽  
pp. 291-303
Author(s):  
Mary Sandra Carlotto ◽  
Gardênia da Silva Abbad ◽  
Marina Greghi Sticca ◽  
Maria Nivalda de Carvalho-Freitas ◽  
Marcos Santos de Oliveira

Abstract This study aimed to identify the predictive power of the Work Design (WD) variables on Burnout Syndrome (BS). The sample consisted of 300 professionals, 188 from the field of education and 112 from health care. Two instruments were used in this research, a reduced version of the Work Design Questionnaire (WDQ) and the Brazilian version of the Spanish Burnout Syndrome Inventory (SBI). The results showed that in both professional categories, the factors of work design are predictors of the 4 dimensions of BS, especially factors related to social and task characteristics. In the education field, characteristics of knowledge required by work appear as predictors of only psychological exhaustion; and in health care professionals, as predictors of psychological exhaustion and decreased Enthusiasm towards the job. Implications of these findings will be discussed in terms of their applicability in interventions to prevent BS based on work redesign actions.


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