Feedback and task predictability as determinants of performance in multiple cue probability learning tasks

1976 ◽  
Vol 16 (2) ◽  
pp. 388-402 ◽  
Author(s):  
Neal Schmitt ◽  
Bryan W. Coyle ◽  
Larry King
Keyword(s):  
Probability Learning ◽  
Learning Tasks ◽  
And Task

scholarly journals Rational After All: Changes in Probability Matching Behaviour Across Time in Humans and Monkeys

2021 ◽  
Author(s):  
Carmen Saldana ◽  
Nicolas Claidière ◽  
Joel Fagot ◽  
Kenny Smith
Keyword(s):  
Decision Making ◽  
Task Complexity ◽  
Probability Learning ◽  
Positive Outcome ◽  
Probability Match ◽  
Probability Matching ◽  
Learning Tasks ◽  
Series Of Experiments ◽  
Outcome Probability ◽  
And Task

Probability matching—where subjects given probabilistic in-put respond in a way that is proportional to those input probabilities—has long been thought to be characteristic of primate performance in probability learning tasks in a variety of contexts, from decision making to the learning of linguistic variation in humans. However, such behaviour is puzzling because it is not optimal in a decision theoretic sense; the optimal strategy is to always select the alternative with the highest positive-outcome probability, known as maximising(in decision making) or regularising (in linguistic tasks). While the tendency to probability match seems to depend somewhat on the participants and the task (i.e., infants are less likely to probability match than adults, monkeys probability matchless than humans, and probability matching is less likely in linguistic tasks), existing studies suffer from a range of deficiencies which make it difficult to robustly assess these differences. In this project we present a series of experiments which systematically test the development of probability matching behaviour over time in simple decision making tasks, across species (humans and Guinea baboons), task complexity, and task domain (linguistic vs non-linguistic).

scholarly journals TBLT Perspectives on Teaching from an EFL Textbook at a Vietnam University

2021 ◽  
Vol 24 (2) ◽  
pp. 99-126
Author(s):  
Hao Dao ◽  
Jonathan Newton
Keyword(s):  
Language Learning ◽  
Observation Data ◽  
Structured Interviews ◽  
Analysis And Evaluation ◽  
Learning Tasks ◽  
Stimulated Recall ◽  
Stimulated Recall Interviews ◽  
The Relationship ◽  
And Task

This study investigated the relationship between the affordances for task-based teaching in a textbook and teachers’ awareness of and uptake of these affordances. Specifically, it compared and evaluated the communicativeness and task-likeness of activities in the textbook, New Cutting Edge, Elementary (Cunningham & Moore, 2005) and then contrasted these findings with classroom observation data on the way the activities were implemented by three Vietnamese English as a Foreign Language (EFL) teachers at a Vietnamese university. Interviews with the teachers provided further data on their implementation decisions. The analysis and evaluation of the textbook activities and how they were implemented adopted two coding frameworks, one for evaluating communicativeness (Littlewood, 2004) and the other for evaluating task-likeness (Ellis, 2018). The analysis of communicativeness revealed that while the textbook has a high proportion of activities with low communicative value, the task analysis showed that many of these activities are, in fact, either tasks or task-like. However, form-focused activities typically precede the tasks, which compromises the alignment of the textbook with TBLT. Data from classroom observations of three 90-minute lessons taught by each teacher showed that the teachers consistently reduced the communicativeness and task-likeness of the textbook activities, and replaced them with teacher-centered, explicit grammar explanation and drill practice. Stimulated recall interviews and follow-up semi-structured interviews revealed the teachers’ rationales for their practice, including their concern about the unsuitability of tasks for low proficiency students, exam pressure and time constraints, and their lack of awareness of the nature of language learning tasks.

Differential feedback in two multiple-cue probability learning tasks

1965 ◽  
Vol 10 (4) ◽  
pp. 429-435 ◽  
Author(s):  
Frederick J. Todd ◽  
Kenneth R. Hammond
Keyword(s):  
Probability Learning ◽  
Learning Tasks

scholarly journals Homeschooling during the SARS-CoV-2 pandemic: the role of students’ trait self-regulation and task attributes of daily learning tasks for students’ daily self-regulation

2021 ◽  
Author(s):  
Friederike Blume ◽  
Andrea Schmidt ◽  
Andrea C. Kramer ◽  
Florian Schmiedek ◽  
Andreas B. Neubauer
Keyword(s):  
Task Difficulty ◽  
Teaching Practice ◽  
Self Regulation ◽  
School Closures ◽  
Baseline Questionnaire ◽  
Learning Tasks ◽  
Daily Task ◽  
Period Data ◽  
And Task

AbstractAs a means to counter the SARS-CoV‑2 pandemic, schools were closed throughout Germany between mid-March and end of April 2020. Schooling was translocated to the students’ homes where students were supposed to work on learning tasks provided by their teachers. Students’ self-regulation and attributes of the learning tasks may be assumed to have played important roles when adapting to this novel schooling situation. They may be predicted to have influenced students’ daily self-regulation and hence the independence with which they worked on learning tasks. The present work investigated the role of students’ trait self-regulation as well as task difficulty and task enjoyment for students’ daily independence from their parents in learning during the homeschooling period. Data on children’s trait self-regulation were obtained through a baseline questionnaire filled in by the parents of 535 children (Mage = 9.69, SDage = 2.80). Parents additionally reported about the daily task difficulty, task enjoyment, and students’ learning independence through 21 consecutive daily online questionnaires. The results showed students’ trait self-regulation to be positively associated with their daily learning independence. Additionally, students’ daily learning independence was shown to be negatively associated with task difficulty and positively with task enjoyment. The findings are discussed with regard to students’ daily self-regulation during the homeschooling period. Finally, implications for teaching practice during the pandemic-related school closures are derived.

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