scholarly journals Speed or Accuracy Instructions During Skill Learning do not Affect the Acquired Knowledge

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Teodóra Vékony ◽  
Hanna Marossy ◽  
Anita Must ◽  
László Vécsei ◽  
Karolina Janacsek ◽  
...  
Keyword(s):  
Reaction Times ◽  
Learning Task ◽  
Skill Learning ◽  
Learning Performance ◽  
Training Phase ◽  
Comparable Performance ◽  
Instruction Effect ◽  
Accuracy Instruction ◽  
Statistical Regularities ◽  
Speed And Accuracy

Abstract A crucial question in skill learning research is how instruction affects the performance or the underlying representations. Little is known about the effects of instructions on one critical aspect of skill learning, namely, picking-up statistical regularities. More specifically, the present study tests how prelearning speed or accuracy instructions affect the acquisition of non-adjacent second-order dependencies. We trained 2 groups of participants on an implicit probabilistic sequence learning task: one group focused on being fast and the other on being accurate. As expected, we detected a strong instruction effect: accuracy instruction resulted in a nearly errorless performance, and speed instruction caused short reaction times (RTs). Despite the differences in the average RTs and accuracy scores, we found a similar level of statistical learning performance in the training phase. After the training phase, we tested the 2 groups under the same instruction (focusing on both speed and accuracy), and they showed comparable performance, suggesting a similar level of underlying statistical representations. Our findings support that skill learning can result in robust representations, and they highlight that this form of knowledge may appear with almost errorless performance. Moreover, multiple sessions with different instructions enabled the separation of competence from performance.

scholarly journals Skill learning can be independent of speed and accuracy instructions

2019 ◽  
Author(s):  
Teodóra Vékony ◽  
Hanna Marossy ◽  
Anita Must ◽  
László Vécsei ◽  
Karolina Janacsek ◽  
...  
Keyword(s):  
Reaction Times ◽  
Learning Task ◽  
Skill Learning ◽  
Training Phase ◽  
Learning Speed ◽  
Comparable Performance ◽  
Instruction Effect ◽  
Accuracy Instruction ◽  
Statistical Regularities ◽  
Speed And Accuracy

AbstractA crucial question in skill learning research is how instruction affects the performance or the underlying representations. However, a little is known about its effect on one critical aspect of skill leaning, namely, picking-up statistical regularities. More specifically, how pre-learning speed vs. accuracy instructions affect the acquisition of non-adjacent second-order dependencies. Here, we trained two groups of participants on an implicit probabilistic sequence learning task: one group focusing on being fast and the other on being accurate. As expected, we detected strong instruction effect: accuracy instruction resulted in a nearly errorless performance, while speed instruction caused short reaction times. Despite the differences in the average reaction times and accuracy scores, we found a similar level of statistical learning in the training phase. After the training phase, we tested the two groups under the same instruction (focusing on both speed and accuracy), and they showed comparable performance, suggesting a similar level of underlying statistical representations. Our findings support that skill learning can result in robust representations, and they highlight that this form of knowledge may appear with almost errorless performance.

What is consolidated during sleep-dependent motor skill learning?

2005 ◽  
Vol 28 (1) ◽  
pp. 70-71 ◽  
Author(s):  
Luca A. Finelli ◽  
Terrence J. Sejnowski
Keyword(s):  
Motor Learning ◽  
Memory Consolidation ◽  
Motor Skill ◽  
Computational Models ◽  
Learning Task ◽  
Skill Learning ◽  
Motor Skill Learning ◽  
Procedural Skills ◽  
Two Stages ◽  
Speed And Accuracy

Learning procedural skills involves improvement in speed and accuracy. Walker proposes two stages of memory consolidation: enhancement, which requires sleep, and stabilization, which does not require sleep. Speed improvement for a motor learning task but not accuracy occurs after sleep-dependent enhancement. We discuss this finding in the context of computational models and underlying sleep mechanisms.

scholarly journals Linguistic entrenchment: prior knowledge impacts statistical learning performance

2019 ◽  
Author(s):  
Noam Siegelman ◽  
Louisa Bogaerts ◽  
Amit Elazar ◽  
Joanne Arciuli ◽  
Ram Frost
Keyword(s):  
Prior Knowledge ◽  
Statistical Learning ◽  
Native Language ◽  
Learning Task ◽  
Individual Performance ◽  
Learning Performance ◽  
General Mechanism ◽  
Verbal Tasks ◽  
Statistical Regularities ◽  
Fourth Experiment

Statistical Learning (SL) is typically considered to be a domain-general mechanism by which cognitive systems discover the underlying statistical regularities in the input. Recent findings, however, show clear differences in processing regularities across modalities and stimuli as well as low correlations between performance on visual and auditory tasks. Why does a presumably domain-general mechanism show distinct patterns of modality and stimulus specificity? Here we claim that the key to this puzzle lies in the prior knowledge brought upon by learners to the learning task. Specifically, we argue that learners’ already entrenched expectations about speech co-occurrences from their native language impacts what they learn from novel auditory verbal input. In contrast, learners are free of such entrenchment when processing sequences of visual material such as abstract shapes. We present evidence from three experiments supporting this hypothesis by showing that auditory-verbal tasks display distinct item-specific effects resulting in low correlations between test items. In contrast, non-verbal tasks – visual and auditory – show high correlations between items. Importantly, we also show that individual performance in visual and auditory SL tasks that do not implicate prior knowledge regarding co-occurrence of elements, is highly correlated. In a fourth experiment, we present further support for the entrenchment hypothesis by showing that the variance in performance between different stimuli in auditory-verbal statistical learning tasks can be traced back to their resemblance to participants' native language. We discuss the methodological and theoretical implications of these findings, focusing on models of domain generality/specificity of SL.

scholarly journals The longer the better? General skill but not probabilistic learning improves with the duration of short rest periods

2020 ◽  
Author(s):  
Lison Fanuel ◽  
Claire Plèche ◽  
Teodóra Vékony ◽  
Romain Quentin ◽  
Karolina Janacsek ◽  
...  
Keyword(s):  
Cognitive Processes ◽  
Sequence Learning ◽  
Memory Consolidation ◽  
Reaction Times ◽  
Learning Task ◽  
Skill Learning ◽  
Rest Periods ◽  
General Skills ◽  
Probabilistic Sequences ◽  
General Skill

AbstractMemory consolidation has mainly been investigated for extended periods, from hours to days. Recent studies suggest that memory consolidation can also occur within shorter periods, from minutes to seconds. Our study aimed at determining (1) whether short rest periods lead to improvements in implicit probabilistic sequence learning and (2) whether length of rest duration influences such offline improvements. Participants performed an implicit probabilistic sequence learning task throughout 45 blocks. Between blocks, participants were allowed to rest and then to continue the task in their pace. The overall reaction times (general skill learning) shortened from pre- to post-rest periods, and this improvement was increased for longer rest durations. However, probabilistic sequences knowledge decreased in these periods, and this decrement was not related to the length of rest duration. These results suggest that (1) general skill learning but not probabilistic sequence knowledge benefits from short rest periods and, possibly, from memory consolidation, (2) ultra-fast offline improvements in general skills, but not forgetting in probabilistic sequence knowledge, are time-dependent. Overall, our findings highlight that ultra-fast consolidation differently affects distinct cognitive processes.

scholarly journals No sex differences in learning in wild bumblebees

2021 ◽  
Author(s):  
Felicity Muth ◽  
Amber D Tripodi ◽  
Rene Bonilla ◽  
James P Strange ◽  
Anne S Leonard
Keyword(s):  
Sex Differences ◽  
Associative Learning ◽  
Sierra Nevada ◽  
Comparative Cognition ◽  
Natural Populations ◽  
Interspecific Variation ◽  
Learning Task ◽  
Learning Ability ◽  
Learning Performance ◽  
Males And Females

Abstract Females and males often face different sources of selection, resulting in dimorphism in morphological, physiological, and even cognitive traits. Sex differences are often studied in respect to spatial cognition, yet the different ecological roles of males and females might shape cognition in multiple ways. For example, in dietary generalist bumblebees (Bombus), the ability to learn associations is critical to female workers, who face informationally rich foraging scenarios as they collect nectar and pollen from thousands of flowers over a period of weeks to months to feed the colony. While male bumblebees likely need to learn associations as well, they only forage for themselves while searching for potential mates. It is thus less clear whether foraging males would benefit from the same associative learning performance as foraging females. In this system, as in others, cognitive performance is typically studied in lab-reared animals under captive conditions, which may not be representative of patterns in the wild. In the first test of sex and species differences in cognition using wild bumblebees, we compared the performance of Bombus vancouverensis nearcticus (formerly bifarius) and Bombus vosnesenskii of both sexes on an associative learning task at Sierra Nevada (CA) field sites. Across both species, we found that males and females did not differ in their ability to learn, although males were slower to respond to the sucrose reward. These results offer the first evidence from natural populations that male bumblebees may be equally as able to learn associations as females, supporting findings from captive colonies of commercial bees. The observed interspecific variation in learning ability opens the door to using the Bombus system to test hypotheses about comparative cognition.

Legibility Study of Selected Scale Characteristics for Moving-Tape Instruments

1965 ◽  
Vol 7 (6) ◽  
pp. 545-555 ◽  
Author(s):  
Barbara J. Kelso
Keyword(s):  
Air Force ◽  
Reaction Times ◽  
Scale Factor ◽  
Verbal Response ◽  
Scale Factors ◽  
Scale Characteristics ◽  
The Mean ◽  
Standard Deviations ◽  
Vertical Scales ◽  
Speed And Accuracy

A legibility study was performed to investigate the effects of scale factors, graduation marks, orientation of scales, and reading conditions on the speed and accuracy of reading moving-tape instruments. Each of 150 Air Force Officers made 150 self-paced readings from slides of hand drawn tape instruments. Error was expressed as the magnitude of deviation of a subjects' verbal response from the set scale value. An analysis of variance was performed on the mean error scores, standard deviations of error, mean reaction times, and standard deviations of reaction times. The results clearly favored the 1 7/8 inch scale factor over the 1 3/8 inch and the 2 3/8 scale factor. The use of 9 graduation marks was superior to either 0, 1, 3, or 4 graduation marks. Reading conditions had little effect on performance. Horizontal scales were read more rapidly but no more accurately than vertical scales.

scholarly journals Exploring Goal–Setting Strategies of Prospective Physical Education Teachers to Maintain Academic Performance

2021 ◽  
Vol 13 (1) ◽  
pp. 473-484
Author(s):  
Jusuf Blegur ◽  
Aniq Hudiyah Bil Haq ◽  
Muya Barida
Keyword(s):  
Academic Performance ◽  
Physical Education ◽  
Learning Strategies ◽  
Goal Setting ◽  
Academic Failure ◽  
Learning Task ◽  
Learning Performance ◽  
Traumatic Experiences ◽  
Physical Education Teachers ◽  
Learning Challenges

Some students have successfully used goal–setting to maintain academic performance throughout their studies. Behind these successes, they implemented the strategy to the fullest, making their goals more manageable. This study explores the strategies of prospective physical education teachers using goal–setting to maintain academic performance. The research team used an exploratory qualitative approach to compare students’ experiences with good and bad academic reputations in maintaining academic performance through observation, interview, and documentation techniques. There were 11 students involved, both those with good academic reputations and vice versa. Spradley’s taxonomic analysis found that students had to reconstruct their way of learning because of traumatic experiences of academic failure and the economic limitations of the family. Goal–setting ensures that students complete their work on time and are more selective in using the clarity of information in lecturer learning designs. In addition, they reduce their learning challenges by learning and acting according to the assessment rubric, commit to each learning task and responsibility, use feedback to improve learning performance, and ensure all learning task needs by developing self–learning strategies.

Learning to Follow Directions in English Through a Virtual Reality Environment

2021 ◽  
pp. 262-288
Author(s):  
Jorge Bacca-Acosta ◽  
Julian Tejada ◽  
Carlos Ospino-Ibañez
Keyword(s):  
Virtual Reality ◽  
Foreign Language ◽  
Eye Tracking ◽  
Learning Task ◽  
Learning Performance ◽  
Virtual Reality Environment ◽  
The Gaze ◽  
Key Topics ◽  
Pencil And Paper ◽  
Gaze Fixations

Learning how to give and follow directions in English is one of the key topics in regular English as a Foreign Language (EFL) courses. However, this topic is commonly taught in the classroom with pencil and paper exercises. In this chapter, a scaffolded virtual reality (VR) environment for learning the topic of following directions in English is introduced. An eye tracking study was conducted to determine how students perceive the scaffolds for completing the learning task, and an evaluation of acceptance and usability was conducted to identify the students' perceptions. The results show that scaffolds in the form of text and images are both effective for increasing the students' learning performance. The gaze frequency is higher for the textual scaffold, but the duration of gaze fixations is lower for the scaffolds in the form of images. The acceptance and usability of the VR environment were found to be positive.

scholarly journals Can People Judge the Veracity of Their Intuitions?

2017 ◽  
Vol 9 (1) ◽  
pp. 40-49 ◽  
Author(s):  
Stefan Leach ◽  
Mario Weick
Keyword(s):  
Implicit Learning ◽  
Alternative Hypothesis ◽  
Meta Analysis ◽  
Secondary Data ◽  
Learning Task ◽  
Learning Performance ◽  
Good Decision ◽  
Actual Performance ◽  
Random Letter ◽  
Decision Outcomes

People differ in the belief that their intuitions produce good decision outcomes. In the present research, we sought to test the validity of these beliefs by comparing individuals’ self-reports with measures of actual intuition performance in a standard implicit learning task, exposing participants to seemingly random letter strings (Studies 1a–b) and social media profile pictures (Study 2) that conformed to an underlying rule or grammar. A meta-analysis synthesizing the present data ( N = 400) and secondary data by Pretz, Totz, and Kaufman found that people’s enduring beliefs in their intuitions were not reflective of actual performance in the implicit learning task. Meanwhile, task-specific confidence in intuition bore no sizable relation with implicit learning performance, but the observed data favoured neither the null hypothesis nor the alternative hypothesis. Together, the present findings suggest that people’s ability to judge the veracity of their intuitions may be limited.

The effect of age and gender on the time taken for horses to learn an operant task

2009 ◽  
Vol 2009 ◽  
pp. 1-1
Author(s):  
K J Moss ◽  
L Greening
Keyword(s):  
Learning Task ◽  
Learning Performance ◽  
Operant Learning ◽  
Age And Gender ◽  
Test Species ◽  
Operant Task ◽  
And Gender ◽  
The Uk ◽  
Age Range ◽  
Effect Of Age

The association between the age of a horse and their capacity for learning is understudied despite the large age range of horses used for both competition and leisure purposes in the UK and the considerable number of horses that swap over between different disciplines; for instance 4000 racehorse retire from racing each year and many go on to other careers including 900 each year going on to be polo ponies. A negative correlation between age and learning performance has been reported in test species to-date (Yagi et al., 1988); however relatively few studies have addressed this issue in equines (Madder & Price, 1980; Williams et al., 2004). The aim of the present study therefore was to investigate the association between a horse’s age and gender and the time taken to reach a pre-determined criterion during an operant learning task.

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