Cognitive Dichotomies, Learning Directions, and the Cognitive Architecture

2019 ◽  
pp. 284-304
Author(s):  
Ron Sun
Keyword(s):  
Cognitive Architecture ◽  
Human Mind ◽  
The Other ◽  
Two Systems ◽  
Interacting Systems ◽  
And Performance ◽  
Different Characteristics ◽  
Learning And Performance

Within the human mind, are there multiple, qualitatively different systems? Are there different processes of learning and performance that have radically different characteristics? If so, what are these? How do they differ from each other? How do they interact and integrate? There have been various speculations in this regard, often centered on two (or more) interacting systems within the human mind. This chapter reviews arguments in favor of two-system views and discusses the interaction and integration of the two systems in terms of different learning directions going from one system to the other. It also outlines the overall cognitive architecture that encompasses and structures these aspects.

Testing in Literacy: The Hidden Agenda

1987 ◽  
Vol 11 (2) ◽  
pp. 3-12
Author(s):  
Max Kemp
Keyword(s):  
School Children ◽  
The Other ◽  
Learning To Read ◽  
Functional Literacy ◽  
Hidden Agenda ◽  
And Performance ◽  
The One ◽  
Conditions Of Learning ◽  
Learning And Performance

There has been unrest in our newspapers recently about standards of literacy in schools. To those of us who daily are in touch with children who have difficulties in learning to read and write, periodic public forays into the standards issues are usually unhelpful, unwarranted and uninformed. Comparisons between the standards of literacy achieved by different generations of school children are difficult to make, on the one hand because our functional literacy requirements differ from yesterday’s and on the other because the conditions of learning and performance in schools have undergone immense change during the last couple of generations.

The Effect of Knowledge of Results on Learning and Performance IV. The Direction of the Error in Very Simple Skills

1951 ◽  
Vol 3 (1) ◽  
pp. 36-42 ◽  
Author(s):  
Valerie Dees ◽  
G. C. Grindley
Keyword(s):  
Short Interval ◽  
The Other ◽  
Time Interval ◽  
Knowledge Of Results ◽  
Short Intervals ◽  
Visual Knowledge ◽  
Other Hand ◽  
The Subject ◽  
And Performance ◽  
Learning And Performance

Re-examination of the data discussed in previous papers of this series shows a greater tendency toward “overshooting” when the time interval between trials, in some of the experiments, is short than when it is longer. The subject tends to make a bigger movement or exert more pressure with short intervals. This seems to be true with or without visual knowledge of results. On the other hand, with the experiments in which the task was to press a key for a given short interval, the effect was not conclusively shown. A hypothesis is put forward to explain these results in terms of proprioceptive adaptation.

Plateaus and Asymptotes

2017 ◽  
Vol 26 (1) ◽  
pp. 59-67 ◽  
Author(s):  
Wayne D. Gray
Keyword(s):  
Experimental Psychology ◽  
Deliberate Practice ◽  
Research Community ◽  
The Other ◽  
Performance Limits ◽  
Training Problem ◽  
Performance Levels ◽  
Active User ◽  
And Performance ◽  
Learning And Performance

One hundred twenty years ago, the emergent field of experimental psychology debated whether plateaus of performance during training were real or not. Sixty years ago, the battle was over whether learning asymptoted or not. Thirty years ago, the research community was seized with concerns over stable plateaus at suboptimal performance levels among experts. Applied researchers viewed this as a systems problem and referred to it as the paradox of the active user. Basic researchers diagnosed this as a training problem and embraced deliberate practice. The concepts of plateaus and asymptotes and the distinction between the two are important as the questions asked and the means of overcoming one or the other differ. These questions have meaning as we inquire about the nature of performance limits in skilled behavior and the distinction between brain capacity and brain efficiency. This article brings phenomena that are hiding in the open to the attention of the research community in the hope that delineating the distinction between plateaus and asymptotes will help clarify the distinction between real versus “spurious limits” and advance theoretical debates regarding learning and performance.

scholarly journals A study on the microstructure of a nitrate ester plasticized polyether propellant dissolved in HCl and KOH solutions

2010 ◽  
Vol 75 (7) ◽  
pp. 987-996 ◽  
Author(s):  
Yong Liu ◽  
Luoxin Wang ◽  
Xinlin Tuo ◽  
Songnian Li ◽  
Weimin Yang
Keyword(s):  
Polymer Binder ◽  
The Other ◽  
Ion Concentration ◽  
Dissolution Process ◽  
Nitrate Ester ◽  
Alkali Solutions ◽  
And Performance ◽  
Nepe Propellant ◽  
Different Characteristics ◽  
Scanning Electron

Understanding of how the properties and performance of nitrate ester plasticized polyether (NEPE) propellants relate to microstructure is complicated by numerous components that have different characteristics. One approach to alleviating these complications is to observe a microstructure that has lost one or several components. This article examines the dissolution process, mass loss and change of the ion concentration of propellants in acid and alkali solutions. A scanning electron microscope was used to observe the dissolved residual of the propellants. The results revealed that the main constituents of NEPE propellant have different dissolving properties in solutions of HCl and KOH. By monitoring the dissolution process of NEPE propellant in HCl and KOH solutions, it was found that the microstructure of the propellant is generally compact and the polymer binder not only binds all the other components, but also protects the inner part of the propellant in solution.

Effects of Three Kinds of Stressors on Human Learning and Performance

1964 ◽  
Vol 14 (1) ◽  
pp. 161-162 ◽  
Author(s):  
Ronald B. Kurz
Keyword(s):  
Human Learning ◽  
The Other ◽  
Performance Time ◽  
Mental Multiplication ◽  
And Performance ◽  
And Control ◽  
Learning And Performance

In order to compare the effects of three stress producing operations on learning and performance, Ss were required to perform on a series of mental multiplication problems in four trials while they were either paced, shocked, distracted, or not subjected to any stressor conditions. It was found that pacing resulted in significantly fewer multiplication errors and significantly more rapid responding than the other conditions. There were no differences between the shock, distraction and control conditions in multiplication errors or performance time. The data suggest that some stressors have unique characteristics which may affect learning and performance, but that the particular effects of stressors probably vary with the task and the manner in which the stressor is presented.

scholarly journals Comparison of the efficiency and performance of two systems and three membranes for blood feeding mosquitoes

2021 ◽  
Vol 14 (1) ◽  
Author(s):  
Fatoumata Seck ◽  
Aurélie Cailleau ◽  
Mawlouth Diallo ◽  
Ibrahima Dia
Keyword(s):  
Blood Feeding ◽  
The Other ◽  
Feeding Rates ◽  
Time Intervals ◽  
Two Systems ◽  
And Performance ◽  
Feeding Techniques ◽  
Feeding Systems

Abstract Objective Due to different concerns in using appropriate mosquito blood feeding techniques, this work focused on evaluating the effectiveness of two artificial mosquito feeding systems (Rutledge and Hemotek) and three different membranes (Parafilm, mouse and chicken skins). Female mosquitoes from an An. coluzzii strain aged between 2 and 5 days were exposed to blood with the two systems at time intervals (5, 10, 15, 20, 25 and 30 min) with blood used on the day of collection, the next day and 2 days after. Results Our results showed that the Hemotek system gave better blood feeding rates than the Rutledge system. Among the three membranes, the blood feeding rates with chicken and mouse skins were higher than those provided by the Parafilm membrane. Likewise, blood stored 1 day after collection gave higher levels than blood used on the day of collection and 2 days after. Regardless of the system, the lowest blood feeding rates were observed at 5 min compared to the other exposure times.

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