Category Learning Strategies in Two-Dimensional, Two-Modality Learning Tasks

2013 ◽  
Author(s):  
Joseph Boomer ◽  
Alexandria C. Zakrzewski ◽  
Jennifer R. Johnston ◽  
Barbara A. Church ◽  
Robert Musgrave ◽  
...  
Keyword(s):  
Learning Strategies ◽  
Category Learning ◽  
Two Dimensional ◽  
Learning Tasks

Effects of category learning strategies on recognition memory

2021 ◽  
Author(s):  
Kevin O’Neill ◽  
Audrey Liu ◽  
Siyuan Yin ◽  
Timothy Brady ◽  
Felipe De Brigard
Keyword(s):  
Recognition Memory ◽  
Learning Strategies ◽  
Category Learning

scholarly journals Category learning strategies in younger and older adults: Rule abstraction and memorization.

2016 ◽  
Vol 31 (4) ◽  
pp. 346-357 ◽  
Author(s):  
Christopher N. Wahlheim ◽  
Mark A. McDaniel ◽  
Jeri L. Little
Keyword(s):  
Older Adults ◽  
Learning Strategies ◽  
Category Learning ◽  
Rule Abstraction

Examining Motivational Orientation and Learning Strategies in Computer-Supported Self-Directed Learning (CS-SDL) for Mathematics

2016 ◽  
Vol 54 (8) ◽  
pp. 1168-1188 ◽  
Author(s):  
Andrew Chan-Chio Lao ◽  
Hercy N. H. Cheng ◽  
Mark C. L. Huang ◽  
Oskar Ku ◽  
Tak-Wai Chan
Keyword(s):  
Learning Strategies ◽  
Second Graders ◽  
Motivational Orientation ◽  
Learning Goals ◽  
Self Directed Learning ◽  
Computing Device ◽  
Extrinsic Goals ◽  
Learning Tasks ◽  
Directed Learning ◽  
And Mathematics

One-to-one technology, which allows every student to receive equal access to learning tasks through a personal computing device, has shown increasing potential for self-directed learning in elementary schools. With computer-supported self-directed learning (CS-SDL), students may set their own learning goals through the suggestions of the system based on their e-portfolio and strive for the goals with efforts and mathematics capability. However, unlike adults who hold specific purposes that lead to enhanced motivation for SDL, children’s motivation is crucial for learning individually. Therefore, this study examines the differences in motivational orientation and learning strategies between second graders with different intensities of intrinsic and extrinsic goals. The results indicate that students with high intensity of both intrinsic and extrinsic goals demonstrate significantly higher motivational orientation and learning strategies than those with low intensity of goals. These results provide supportive evidence for the design of CS-SDL at the elementary level and offer a reference for exploring children’s motivational differences in CS-SDL.

scholarly journals Learning of speech categories in humans and Zebra Finches

2016 ◽  
Author(s):  
D. Botskaris ◽  
B. Kriengwatana ◽  
C. ten Cate
Keyword(s):  
Current Literature ◽  
Category Learning ◽  
Information Integration ◽  
The Other ◽  
Human Cognition ◽  
Zebra Finches ◽  
Rule Based ◽  
Multiple Systems ◽  
Learning Tasks ◽  
Methods Of Learning

AbstractThe survival of organisms depends highly on their ability to adjust their behavior according to proper categorizations of various events. More than one strategy can be used in categorization. One is the Rule-Based (RB) strategy and the other is Information-Integration (II) strategy. In this research we analyzed the differences between avian and human cognition. Twelve Greek listeners and four Zebra finches were tested in speech category learning tasks. In particular, both humans and Zebra finches had to categorize between Dutch vowels that differ on duration, frequency or both depending on the condition. Feedback was given for correct and incorrect responses. The results showed that humans and Zebra finches are probably using the same methods of learning depending on the categorization tasks that they are exposed to. If Zebra Finches are actually able to acquire (RB) and (II) category structures using the same strategies as humans, the utility of multiple systems of categorization might not be restricted to primates as current literature suggest.

scholarly journals The Influences of Category Learning on Perceptual Reconstructions

2020 ◽  
Author(s):  
Marina Dubova ◽  
Robert Goldstone
Keyword(s):  
Visual System ◽  
Perceptual Learning ◽  
Category Learning ◽  
Human Visual System ◽  
Functional Relationship ◽  
Experimental Designs ◽  
Two Dimensional ◽  
Learning Models ◽  
Learning Mechanisms ◽  
Feature Structure

We explore different ways in which the human visual system can adapt for perceiving and categorizing the environment. There are various accounts of supervised (categorical) and unsupervised perceptual learning, and different perspectives on the functional relationship between perception and categorization. We suggest that common experimental designs are insufficient to differentiate between hypothesised perceptual learning mechanisms and reveal their possible interplay. We propose a relatively underutilized way of studying potential categorical effects on perception, and test the predictions of different perceptual learning models using a two-dimensional, interleaved categorization-plus-reconstruction task. We find evidence that human visual encodings adapt to the feature structure of the environment, allocate encoding resources with respect to categorization utility, and adapt to prevent miscategorizations.

scholarly journals Are Self-Efficacy, Language Learning Strategies, and Foreign Language Ability Interrelated?

2010 ◽  
Vol 2 ◽  
pp. 47-60
Author(s):  
Olive Gahunga
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Language Ability ◽  
Medium Size ◽  
Language Learning Strategies ◽  
Significant Relationships ◽  
Learning Tasks ◽  
Item Questionnaire ◽  
Study Participants

This study investigated the interrelationships among three variables: self-efficacy, language learning strategies, and language ability. The study participants were thirty-seven college students studying French at a midwestern, medium-size, university located a large metropolitan area. All the students were at the intermediate level of proficiency in French. The students’ self-efficacy was measured through a forty-item questionnaire in which they expressed their levels of certainty that they could perform learning tasks at desired levels of proficiency. Their use of language learning strategies was also measured through a forty-item questionnaire that was an adaptation of Oxford’s (1990) Strategy Inventory for Language Learning (SILL). Their language ability in French was measured through a sixty-item cloze test. The results of the study revealed the existence of positive and statistically significant relationships among the three variables. Recommendations for second language students, programs, and instructors were suggested to help students achieve higher communicative competence.

Category Learning Strategies in Capuchin Monkeys (Cebus apella)

2011 ◽  
Author(s):  
Joseph Boomer ◽  
J. David Smith ◽  
Barbara A. Church ◽  
Michael J. Beran ◽  
Matthew J. Crossley ◽  
...  
Keyword(s):  
Learning Strategies ◽  
Category Learning ◽  
Cebus Apella ◽  
Capuchin Monkeys

scholarly journals Exploring the English Learning Strategies of an Indigenous Papuan Student of Indonesia

2021 ◽  
Author(s):  
Seli Marlina Leba ◽  
Ranta Butarbutar ◽  
Basilius Werang
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Descriptive Analysis ◽  
Learning Problems ◽  
Social Strategies ◽  
Language Learning Strategies ◽  
Head Of School ◽  
Learning Tasks ◽  
Diverse Learning ◽  
Depth Interview

Language learning strategies are crucial for learning English as a foreign language (EFL). This study sought to reveal language learning strategies used by Daniela, an Indigenous Papuan student, in developing her knowledge and skills in English. To gain this objective, a case study (Kohlbacher, 2006) using an in-depth interview was employed. Collected data were qualitatively analyzed using descriptive analysis techniques. Results of data analysis revealed two main categories of learning strategies used by Daniela in solving her learning problems, namely direct and indirect learning strategies. In direct learning strategies Daniela dealt with memory, cognition, and compensation strategies, while in indirect learning strategies she dealt more with metacognitive, affective, and social strategies. Apart from these findings, this study also revealed Daniela’s performance in English is mostly influenced by her reading hobby, internal motivation, positive attitude towards English, her personality (diligent and independent), and her dream to become a vocational English teacher. Results of this study may be useful for the head of school to encourage English teachers to provide learners with diverse learning tasks to elicit the use of various learning strategies.

Stress Elevates Frontal Midline Theta in Feedback-based Category Learning of Exceptions

2018 ◽  
Vol 30 (6) ◽  
pp. 799-813 ◽  
Author(s):  
Marcus Paul ◽  
Marie-Christin Fellner ◽  
Gerd T. Waldhauser ◽  
John Paul Minda ◽  
Nikolai Axmacher ◽  
...  
Keyword(s):  
Learning Strategies ◽  
Category Learning ◽  
Acute Stress ◽  
Cold Pressor Test ◽  
Cold Pressor ◽  
Control Procedure ◽  
Feedback Processing ◽  
Theta Power ◽  
Frontal Midline Theta ◽  
Category Knowledge

Adapting behavior based on category knowledge is a fundamental cognitive function, which can be achieved via different learning strategies relying on different systems in the brain. Whereas the learning of typical category members has been linked to implicit, prototype abstraction learning, which relies predominantly on prefrontal areas, the learning of exceptions is associated with explicit, exemplar-based learning, which has been linked to the hippocampus. Stress is known to foster implicit learning strategies at the expense of explicit learning. Procedural, prefrontal learning and cognitive control processes are reflected in frontal midline theta (4–8 Hz) oscillations during feedback processing. In the current study, we examined the effect of acute stress on feedback-based category learning of typical category members and exceptions and the oscillatory correlates of feedback processing in the EEG. A computational modeling procedure was applied to estimate the use of abstraction and exemplar strategies during category learning. We tested healthy, male participants who underwent either the socially evaluated cold pressor test or a nonstressful control procedure before they learned to categorize typical members and exceptions based on feedback. The groups did not differ significantly in their categorization accuracy or use of categorization strategies. In the EEG, however, stressed participants revealed elevated theta power specifically during the learning of exceptions, whereas the theta power during the learning of typical members did not differ between the groups. Elevated frontal theta power may reflect an increased involvement of medial prefrontal areas in the learning of exceptions under stress.

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