How Students Learn

2017 ◽  
Author(s):  
Birch P. Browning
Keyword(s):  
Learning Process ◽  
Thought Process ◽  
Adaptive Expertise ◽  
Prior Learning ◽  
The Core ◽  
Complex Problems ◽  
New Knowledge ◽  
The Brain ◽  
Effect Learning

The chapter relates that learning, whether of new knowledge, a new skill, or a new attitude, has both neurological and psychological components. The learning process modifies the structure of the brain (via synaptogenesis) and is experienced by the learner as a representation. Representations enable us to recognize and then cogitate about items, experiences, and concepts . Learning is more efficient if based on prior learning, stored in patterns, and is more likely to occur if the learner finds the material meaningful or useful. The chapter describes the ways in which changing a known routine (adaptive expertise) and being aware of one’s own thought process (metacognition) effect learning. Experts are able to solve complex problems because they have developed interlocking pattern-based representations of the core understandings of their domain.

Penerapan Metode Probing Promting Pada Mata Pelajaran Fiqih Dalam Meningkatkan Motivasi Belajar Siswa Kelas VIII MTs Tarbiyah Waladiyah Pulau Banyak

2019 ◽  
Vol 1 (1) ◽  
pp. 103-128
Author(s):  
Ahmad Fuadi ◽  
Usmaidar Usmaidar ◽  
Yuliana Yuliana
Keyword(s):  
Learning Process ◽  
Learning Model ◽  
Learning Motivation ◽  
Learning Method ◽  
Thought Process ◽  
Learning Achievement ◽  
New Knowledge ◽  
Question And Answer ◽  
Definition Of

    Ahmad Fuadi1 , Usmaidar2, Yuliana3 Sekolah Tinggi Agama Islam Jam’iyah Mahmudiyah Tanjung Pura1,2,3 Email : [email protected] , [email protected]     ABSTRACT The learning method of Probing Promting is "Learning by means of the teacher presenting a series of statements that are guiding and digging so that a thought process occurs which links each student's knowledge and experience with the new knowledge that is being learned. With this learning model the question and answer process is carried out by randomly assigning students so that each student inevitably has to participate actively, students cannot avoid the learning process, at any time they can be involved in the question and answer process. With this learning model the question and answer process is carried out by randomly assigning students so that each student inevitably has to participate actively, students cannot avoid the learning process, at any time they can be involved in the question and answer process. The definition of motivation is the change in energy in a person which is marked by the emergence of feelings and is preceded by a response to a goal. A series of activities carried out by each party or individual is actually motivated by something or what is generally called motivation. Motivation is what encourages them to carry out an activity or job. it is this motivation that a person will be more successful in a lesson. So, motivation will always determine the intensity of learning efforts for students. And it needs to be emphasized that motivation is closely related to goals. To support the interest in learning for each individual, there must be motivation in learning, because that motivation will move the person to do something, in this case, learning. With diligent effort and primarily based on motivation, someone who learns will be able to produce good achievements. The intensity of a student's motivation will greatly determine the level of learning achievement. Keywords: Probing Promting Method, Learning Motivation, Fiqh Lessons

The Core of What the Brain Does

PsycCRITIQUES ◽  
2017 ◽  
Vol 62 (44) ◽  
Author(s):  
David S. Kreiner
Keyword(s):  
The Core ◽  
The Brain

scholarly journals The Skull’s Girder: A Brief Review of the Cranial Base

2021 ◽  
Vol 9 (1) ◽  
pp. 3
Author(s):  
Shankar Rengasamy Venugopalan ◽  
Eric Van Otterloo
Keyword(s):  
Birth Defects ◽  
Vertebral Column ◽  
Endochondral Ossification ◽  
Cranial Base ◽  
Facial Skeleton ◽  
The Core ◽  
Skull Vault ◽  
Congenital Birth Defects ◽  
Intimate Association ◽  
The Brain

The cranial base is a multifunctional bony platform within the core of the cranium, spanning rostral to caudal ends. This structure provides support for the brain and skull vault above, serves as a link between the head and the vertebral column below, and seamlessly integrates with the facial skeleton at its rostral end. Unique from the majority of the cranial skeleton, the cranial base develops from a cartilage intermediate—the chondrocranium—through the process of endochondral ossification. Owing to the intimate association of the cranial base with nearly all aspects of the head, congenital birth defects impacting these structures often coincide with anomalies of the cranial base. Despite this critical importance, studies investigating the genetic control of cranial base development and associated disorders lags in comparison to other craniofacial structures. Here, we highlight and review developmental and genetic aspects of the cranial base, including its transition from cartilage to bone, dual embryological origins, and vignettes of transcription factors controlling its formation.

scholarly journals Representing Deep Neural Networks Latent Space Geometries with Graphs

Algorithms ◽  
2021 ◽  
Vol 14 (2) ◽  
pp. 39
Author(s):  
Carlos Lassance ◽  
Vincent Gripon ◽  
Antonio Ortega
Keyword(s):  
Machine Learning ◽  
Neural Networks ◽  
Deep Learning ◽  
Objective Function ◽  
Learning Process ◽  
Deep Neural Networks ◽  
State Of The Art ◽  
The Core ◽  
Learning Tasks ◽  
Latent Space

Deep Learning (DL) has attracted a lot of attention for its ability to reach state-of-the-art performance in many machine learning tasks. The core principle of DL methods consists of training composite architectures in an end-to-end fashion, where inputs are associated with outputs trained to optimize an objective function. Because of their compositional nature, DL architectures naturally exhibit several intermediate representations of the inputs, which belong to so-called latent spaces. When treated individually, these intermediate representations are most of the time unconstrained during the learning process, as it is unclear which properties should be favored. However, when processing a batch of inputs concurrently, the corresponding set of intermediate representations exhibit relations (what we call a geometry) on which desired properties can be sought. In this work, we show that it is possible to introduce constraints on these latent geometries to address various problems. In more detail, we propose to represent geometries by constructing similarity graphs from the intermediate representations obtained when processing a batch of inputs. By constraining these Latent Geometry Graphs (LGGs), we address the three following problems: (i) reproducing the behavior of a teacher architecture is achieved by mimicking its geometry, (ii) designing efficient embeddings for classification is achieved by targeting specific geometries, and (iii) robustness to deviations on inputs is achieved via enforcing smooth variation of geometry between consecutive latent spaces. Using standard vision benchmarks, we demonstrate the ability of the proposed geometry-based methods in solving the considered problems.

scholarly journals What is special about L3 processing?

2013 ◽  
Vol 18 (2) ◽  
pp. 130-144 ◽  
Author(s):  
KEES DE BOT ◽  
CAROL JAENSCH
Keyword(s):  
Second Language ◽  
Language Processing ◽  
Language Use ◽  
Fundamental Question ◽  
Third Language ◽  
The Core ◽  
Dynamic Perspective ◽  
Core Issue ◽  
The Brain ◽  
Over Time

While research on third language (L3) and multilingualism has recently shown remarkable growth, the fundamental question of what makes trilingualism special compared to bilingualism, and indeed monolingualism, continues to be evaded. In this contribution we consider whether there is such a thing as a true monolingual, and if there is a difference between dialects, styles, registers and languages. While linguistic and psycholinguistic studies suggest differences in the processing of a third, compared to the first or second language, neurolinguistic research has shown that generally the same areas of the brain are activated during language use in proficient multilinguals. It is concluded that while from traditional linguistic and psycholinguistic perspectives there are grounds to differentiate monolingual, bilingual and multilingual processing, a more dynamic perspective on language processing in which development over time is the core issue, leads to a questioning of the notion of languages as separate entities in the brain.

Something Old, Something New, Something Borrowed, Something Blue: Part 3 – An Elephant Never Forgets

2017 ◽  
Vol 26 (3) ◽  
pp. 433-437
Author(s):  
Mark Dougherty
Keyword(s):  
Artificial Intelligence ◽  
Intelligent Systems ◽  
Natural Systems ◽  
European Court ◽  
New Knowledge ◽  
The Right ◽  
Contextual Environment ◽  
The Brain ◽  
Index Services ◽  
Incomplete Picture

AbstractForgetting is an oft-forgotten art. Many artificial intelligence (AI) systems deliver good performance when first implemented; however, as the contextual environment changes, they become out of date and their performance degrades. Learning new knowledge is part of the solution, but forgetting outdated facts and information is a vital part of the process of renewal. However, forgetting proves to be a surprisingly difficult concept to either understand or implement. Much of AI is based on analogies with natural systems, and although all of us have plenty of experiences with having forgotten something, as yet we have only an incomplete picture of how this process occurs in the brain. A recent judgment by the European Court concerns the “right to be forgotten” by web index services such as Google. This has made debate and research into the concept of forgetting very urgent. Given the rapid growth in requests for pages to be forgotten, it is clear that the process will have to be automated and that intelligent systems of forgetting are required in order to meet this challenge.

scholarly journals A Functionally Separate Autoencoder

2020 ◽  
Author(s):  
Jinxin Wei
Keyword(s):  
Neural Network ◽  
Supervised Learning ◽  
Negative Feedback ◽  
Learning Process ◽  
Inverse Function ◽  
Convolution Neural Network ◽  
Training Process ◽  
New Knowledge

<p><b>According to kids’ learning process, an auto</b><b>-</b><b>encoder</b><b> is designed</b><b> which can be split into two parts. The two parts can work well separately.The top half is an abstract network which is trained by supervised learning and can be used to classify and regress. The bottom half is a concrete network which is accomplished by inverse function and trained by self-supervised learning. It can generate the input of abstract network from concept or label. The network can achieve its intended functionality through testing by mnist dataset and convolution neural network.</b><b> R</b><b>ound function</b><b> is added between the abstract network and concrete network in order</b><b> to get the the representative generation of class.</b><b> T</b><b>he generation ability </b><b> can be increased </b><b>by adding jump connection and negative feedback. At last, the characteristics of </b><b>the</b><b> network</b><b> is discussed</b><b>. </b><b>T</b><b>he input can </b><b>be </b><b>change</b><b>d </b><b>to any form by encoder and then change it back by decoder through inverse function. The concrete network can be seen as the memory stored by the parameters.</b><b> </b><b>Lethe is that when new knowledge input,</b><b> </b><b>the training process make</b><b>s</b><b> the parameter</b><b>s</b><b> change.</b><b></b></p>

scholarly journals Analysis Of Predisposing, Enabling And Reinforcing Factors With The Implementation Of The Role Of Cadad In Prevention Stunting In The Lombok Central Region Region West Nusa Tenggara

2020 ◽  
Vol 3 (2) ◽  
pp. 414-422
Author(s):  
Asmawati Asmawati
Keyword(s):  
High School ◽  
Emotional Intelligence ◽  
Learning Process ◽  
Concentration Level ◽  
Senior High School ◽  
P Value ◽  
Main Task ◽  
Cross Sectional ◽  
Emotional Quotient ◽  
The Brain

The occurrence of anemia in adolescents due to lack of nutrients transport and oxygen throughout body to be inhibited, in the brain this causes a decrease in the level of concentration. This decrease in concentration level is more severe if anemic sufferers have low emotional intelligence because it is increasingly difficult for adolescents to carry out a concentration of mind. The purpose of this study is to influence the incidence of anemia and emotional quotient on the level of student learning concentration of Pule 1 Senior High School Trenggalek Regency. The design of this research is correlational analytic with cross sectional approach. Data collected by questionnaire an dobservastion sheet, data analysis by ordinal regression test at α = 0.05. The results showed that there was an influence of anemia against concentration level in SMAN 1 Pule in Trenggalek Regency (p-value = 0,000), there was an emotional quotient effect against concentration level in SMAN 1 Pule in Trenggalek Regency (p-value = 0.011) and together there is an influence of the incidence of anemia and emotional quotient against concentration level in Pule 1 Senior High School, Trenggalek Regency (p-value = 0,000). Adolescents who experienced anemia will experience a decrease in the body's metabolism because one component of metabolism that is oxygen cannot be supplied smoothly so that the body's energy decreases, especially in the brain will have an impact on decreased concentration in the learning process. Relation to emotional intelligence, through good emotional intelligence, a student can manage his time well so that he is able to place the utilization of the time he has for his main task of learning. Through emotion management, EQ plays a role in supporting self-control and time management so that students who have high EQ will not be easily affected by environmental disturbances so that they can carry out the learning process with good concentration

scholarly journals The brain as a fundamental axis in learning process

2019 ◽  
Vol 5 (4) ◽  
pp. 38-45
Author(s):  
Luis Raul Meza Mendoza ◽  
María Elena Moya Martinez ◽  
Angelica Maria Sabando Suarez
Keyword(s):  
Learning Process ◽  
The Body ◽  
Traditional Scheme ◽  
Teaching Learning ◽  
Relationship Of ◽  
The Relationship ◽  
The Brain ◽  
Learning Schemes ◽  
New Strategies ◽  
The Way

Since the beginning of humanity, an attempt has been made to explain the way in which man acquires knowledge, the way in which he assimilates, processes and executes it in order to develop the teaching-learning process that people need throughout of his life, which forces to change the learning schemes using new study methodologies, such as neuroscience, which is a discipline that studies the functioning of the brain, the relationship of neurons to the formation of synapses creating immediate responses which transmits to the body voluntarily and involuntarily, in addition to controlling the central and peripheral nervous system with their respective functions. It is necessary to change the traditional scheme and implement new strategies that allow the teacher to venture into neuroscience, in order to individually understand the different learning processes that students do. As some authors of neuroscience say, the brain performs processes of acquisition, storage and evocation of information, which form new knowledge schemes that generate changes in the attitude of the human being, for this reason teachers are responsible for taking advantage of what It is known about the multiple functions of the brain and be clear about the various ways of acquiring knowledge.

scholarly journals PEMBELAJARAN TEMATIK INTEGRATIF PADA KURIKULUM 2013 DI KELAS RENDAH SD MUHAMMADIYAH 07 WAJAK

2018 ◽  
Vol 4 (1) ◽  
pp. 35
Author(s):  
Ichsan Anshory AM ◽  
Setiya Yunus Saputra ◽  
Delora Jantung Amelia
Keyword(s):  
Qualitative Research ◽  
Elementary School ◽  
Data Collection ◽  
Learning Process ◽  
Low Grade ◽  
New Knowledge ◽  
Natural Data ◽  
Thematic Learning

ABSTRAK           Tujuan penelitian ini untuk mendeskripsikan pembelajaran tematik integratif di kelas rendah SD Muhammadiyah 07 Wajak, memperbarui pengetahun guru-guru SD Muhammadiyah 07 Wajak tentang kurikulum 2013, Memberikan Inovasi tentang pelaksanaan K13 yang sesuai dengan peraturan yaitu tidak memisah-misahkan mata pelajaran, serta memberikan ilmu pengetahuan yang baru tentang kurikulum 2013 di SD Muhammadiyah Wajak. Penelitian ini merupakan penelitian kualitatif, penelitian yang didasarkan pada data alamiah yang berupa kata-kata dalam mendeskripsikan objek yang diteliti melalui kegiatan pengumpulan data yang diambil saat penelitian terjadi  Hasil dan kesimpulan kegiatan PPDS  di SD Muhammadiyah 07 Wajak berlangsung dengan baik dan lancar. Hal ini dapat dilihat dari penerapan pembelajaran oleh tim PPDS yang sesuai dengan ciri-ciri pembelajaran tematik integratif yang mana antara lain berpusat pada anak, tidak memisah-misahkan mata pelajaran satu dengan yang lainnya, meskipun pada awalnya guru-guru di sana masih belum begitu faham dengan pelaksanaan pembelajaran tematik dalam kurikulum 2013. Berdasarkan pelaksanaan pembelajaran tematik sesuai kurikulum 2013 di SD Muhammadiyah 07 Wajak, maka peneliti menyimpulkan sebagai berikut: 1)Guru sudah mengetahui tentang kurikulum 2013 akan tetapi pada pelaksanaan guru belum sepenuhnya paham, 2)Kesiapan sarana dan prasarana untuk menunjang proses pembelajaran tematik yang sesuai dengan kurikulum 2013 cukup memadaiKata Kunci : Tematik, Kurikulum 2013ABSTRACT The purpose of this study is to describe integrative thematic learning in low grade Muhammadiyah 07 Wajak elementary school, update the knowledge of teachers of SD Muhammadiyah 07 Wajak, Giving Innovation about the implementation of K13 in accordance with the rules that is not separating subjects, as well as providing new knowledge about 2013 curriculum at SD Muhammadiyah Wajak. This research is a qualitative research, research based on natural data in the form of words in describing the object under study through data collection activities taken when the research occurredResults and conclusions of PPDS activities in SD Muhammadiyah 07 Wajak progressed well and smoothly. This can be seen from the application of learning by the PPDS team in accordance with the characteristics of integrative thematic learning which, among others, centered on children, did not separate subjects with one another, although at first the teachers there are still not so understand with the implementation of thematic learning in the curriculum 2013. Based on the implementation of thematic learning according to the 2013 curriculum in SD Muhammadiyah 07 Wajak, the researchers concluded as follows: 1) Teachers already know about the curriculum 2013 but on the implementation of teachers have not fully understood, 2) Readiness facilities and infrastructure to support thematic learning process in accordance with the 2013 curriculum is sufficient.Keyword : Tematic, Curriculum 2013

Sign in / Sign up

Export Citation Format

Share Document