scholarly journals Imprinting on time-structured acoustic stimuli in ducklings

2021 ◽  
Author(s):  
Tiago Monteiro ◽  
Tom Hart ◽  
Alex Kacelnik
Keyword(s):  
White Noise ◽  
Prior Knowledge ◽  
Learning Process ◽  
Temporal Structure ◽  
Movement Pattern ◽  
Temporal Separation ◽  
Acoustic Stimuli ◽  
Timing Information ◽  
Neural Representations ◽  
Filial Imprinting

AbstractFilial imprinting is a dedicated learning process that lacks explicit reinforcement. The phenomenon itself is narrowly heritably canalized, but its content, the representation of the parental object, reflects the circumstances of the newborn. Imprinting has recently been shown to be even more subtle and complex than previously envisaged, since ducklings and chicken are now known to select and represent for later generalization abstract conceptual properties of the objects they perceive as neonates, including movement pattern, heterogeneity, and inter-component relationships of same or different. Here we investigate whether day-old Mallard ducklings (Anas platyrhynchos) imprint on the temporal separation between duos of brief acoustic stimuli, and whether they generalize such timing information to novel sound types. Subjects did discriminate temporal structure when imprinted and tested on natural duck calls, but not when using white noise for imprinting or testing. Our data confirm that imprinting includes the establishment of neural representations of both primary percepts and abstract properties of candidate objects, meshing together genetically transmitted prior knowledge with selected perceptual input.

scholarly journals Imprinting on time-structured acoustic stimuli in ducklings

2021 ◽  
Vol 17 (9) ◽  
Author(s):  
Tiago Monteiro ◽  
Tom Hart ◽  
Alex Kacelnik
Keyword(s):  
White Noise ◽  
Learning Process ◽  
Anas Platyrhynchos ◽  
Temporal Structure ◽  
Movement Pattern ◽  
Natural Sounds ◽  
Acoustic Stimuli ◽  
Timing Information ◽  
Active Selection ◽  
Filial Imprinting

Filial imprinting is a dedicated learning process that lacks explicit reinforcement. The phenomenon itself is narrowly heritably canalized, but its content, the representation of the parental object, reflects the circumstances of the newborn. Imprinting has recently been shown to be even more subtle and complex than previously envisaged, since ducklings and chicks are now known to select and represent for later generalization abstract conceptual properties of the objects they perceive as neonates, including movement pattern, heterogeneity and inter-component relationships of same or different. Here, we investigate day-old Mallard ( Anas platyrhynchos ) ducklings’ bias towards imprinting on acoustic stimuli made from mallards’ vocalizations as opposed to white noise, whether they imprint on the temporal structure of brief acoustic stimuli of either kind, and whether they generalize timing information across the two sounds. Our data are consistent with a strong innate preference for natural sounds, but do not reliably establish sensitivity to temporal relations. This fits with the view that imprinting includes the establishment of representations of both primary percepts and selective abstract properties of their early perceptual input, meshing together genetically transmitted prior pre-dispositions with active selection and processing of the perceptual input.

scholarly journals KoGuN: Accelerating Deep Reinforcement Learning via Integrating Human Suboptimal Knowledge

2020 ◽  
Author(s):  
Peng Zhang ◽  
Jianye Hao ◽  
Weixun Wang ◽  
Hongyao Tang ◽  
Yi Ma ◽  
...  
Keyword(s):  
Reinforcement Learning ◽  
Prior Knowledge ◽  
Learning Process ◽  
Learning Algorithm ◽  
Fuzzy Rule ◽  
Policy Network ◽  
Human Knowledge ◽  
Learning Agents ◽  
The Common ◽  
Low Performance

Reinforcement learning agents usually learn from scratch, which requires a large number of interactions with the environment. This is quite different from the learning process of human. When faced with a new task, human naturally have the common sense and use the prior knowledge to derive an initial policy and guide the learning process afterwards. Although the prior knowledge may be not fully applicable to the new task, the learning process is significantly sped up since the initial policy ensures a quick-start of learning and intermediate guidance allows to avoid unnecessary exploration. Taking this inspiration, we propose knowledge guided policy network (KoGuN), a novel framework that combines human prior suboptimal knowledge with reinforcement learning. Our framework consists of a fuzzy rule controller to represent human knowledge and a refine module to finetune suboptimal prior knowledge. The proposed framework is end-to-end and can be combined with existing policy-based reinforcement learning algorithm. We conduct experiments on several control tasks. The empirical results show that our approach, which combines suboptimal human knowledge and RL, achieves significant improvement on learning efficiency of flat RL algorithms, even with very low-performance human prior knowledge.

Temporal Structure of Letter Groups and Span of Perception

1964 ◽  
Vol 16 (3) ◽  
pp. 232-240 ◽  
Author(s):  
J. A. Michon
Keyword(s):  
Temporal Structure ◽  
Serial Order ◽  
Simultaneous Presentation ◽  
Order Effect ◽  
Temporal Separation ◽  
Fixed Amount ◽  
Immediate Memory ◽  
Visual Presence ◽  
The Difference ◽  
The One

The span of perception for letter groups depends on number of letters presented, length of presentation and structure of the groups. The experiment reported varied the temporal structure of the groups, leaving the total number of letters constant. Groups of 12 letters were presented as a whole or in two or more successive “units.” The total time of presentation was 1–5 sec. In the first experiment each unit was visible until the next appeared, in the second experiment units were visible only during 1/4 sec., although intervals between successive units were kept constant. The following conclusions emerged: (a) The visual presence of units did not affect the reproduction for durations over 0.25 sec., except in the 12-letter presentations. (b) 2×6 letters gave better results than either simultaneous presentation or other divisions; temporal separation was 0.75 sec. (c) Higher order approximations to Dutch have more influence on 3 × 4, 2 × 6 and 1 × 12 letters than on 4 × 3 and 6 × 2 letters. (d) A serial order effect exists: central units are reproduced less well than first and last units. It is suggested that handling a fixed amount of information within a fixed period is limited on the one hand by confusion between simultaneous elements and on the other hand by the interaction between successive units presented too rapidly to allow for proper operation of immediate memory. The difference between span of perception and span of memory is stressed.

scholarly journals Explanation Supports Hypothesis Generation in Learning

2020 ◽  
Author(s):  
Erik Brockbank ◽  
Caren Walker
Keyword(s):  
Prior Knowledge ◽  
Learning Process ◽  
Category Learning ◽  
Large Body ◽  
Learning Task ◽  
Good Explanation ◽  
Hypothesis Generation ◽  
Cognitive Resources ◽  
Correct Hypothesis ◽  
Hypothesis Evaluation

A large body of research has shown that engaging in explanation improves learning across a range of tasks. The act of explaining has been proposed to draw attention and cognitive resources toward evidence that will support a good explanation—information that is broad, abstract, and consistent with prior knowledge—which in turn aids discovery and generalization. However, it remains unclear whether explanation acts on the learning process via improved hypothesis generation, increasing the probability that the correct hypothesis is considered in the first place, or hypothesis evaluation, the appraisal of the correct hypothesis in light of evidence. In the present study, we address this question by separating the hypothesis generation and evaluation processes in a novel category learning task and quantifying the effect of explanation on each process independently. We find that explanation supports the generation of broad and abstract hypotheses but has less effect on the evaluation of hypotheses.

scholarly journals Giving Appropriate Examples to Help Students in Gaining Their Conceptual Change

2019 ◽  
Author(s):  
Ronal Rifandi
Keyword(s):  
Conceptual Change ◽  
Prior Knowledge ◽  
Learning Process ◽  
New Knowledge

The important part of a successful learning process is shown by the change that happened in students mind which is from their prior knowledge into a new knowledge. A question is “what can teacher do to help student to be success in gaining the conceptual change in mathematics?”

scholarly journals Activating students’ prior knowledge of basic science concepts on animal and human system organ

Biosfer ◽  
2020 ◽  
Vol 13 (2) ◽  
pp. 280-291
Author(s):  
Mochammad Ahied ◽  
Aida Fikriyah ◽  
Irsad Rosidi ◽  
Laila Khamsatul Muharrami
Keyword(s):  
Prior Knowledge ◽  
Learning Process ◽  
Basic Science ◽  
Knowledge Score ◽  
Average Score ◽  
New Concepts ◽  
Initial Learning ◽  
Organ Systems ◽  
Quantitative Descriptive ◽  
High Level

This study aimed to analyze students' prior knowledge of basic science subjects, especially in organ systems concepts in animals and humans. This research was conducted on the lecture of Basic Science toward 46 students in Science Education class. Data were collected using a diagnostic test consisting of 12 essay questions in the first meeting before the learning process was implemented. Furthermore, findings obtained in this study were analyzed using quantitative descriptive method. Findings of the study indicated that students’prior knowledge reached a low level, with 4.8 on the average score. From out of 46 students in this study, six students reached high prior knowledge score. In contrast, 40 students reached below a high level. It can be concluded that students do not have great prior knowledge. It should be stimulated continually in every initial learning process to comprehend the new concepts during learning activities easily.

PRIOR KNOWLEDGE VERSUS CONSTRUCTED KNOWLEDGE: WHAT IMPACT ON LEARNING?

2008 ◽  
Vol 11 (02) ◽  
pp. 289-302 ◽  
Author(s):  
WIDAD GUECHTOULI
Keyword(s):  
Social Network ◽  
Network Analysis ◽  
Prior Knowledge ◽  
Learning Process ◽  
Agent Based Model ◽  
Agent Based ◽  
Congestion Effect ◽  
Over Time

The aim of this paper is to model the process of learning within a social network and compare the levels of learning in two different situations: one where individuals know others' competencies as given data and interact on this basis; and one where individuals know nothing about others' competencies but rather build this knowledge over time, according to their past interactions. For this purpose, we build an agent-based model, and model these two scenarios of simulations. Results are partly studied using network analysis, and they show that in the second type of simulations agents are able to identify the most competent agents in the network and increase their competencies. Results also show that learning is easier when there is no prior knowledge of others' competencies. Otherwise, agents deal with a congestion effect that slows down the learning process.

Auditory Interneurones in the Metathoracic Ganglion of the Grasshopper Chorthippus Biguttulus: I. Morphological and Physiological Characterization

1991 ◽  
Vol 158 (1) ◽  
pp. 391-410 ◽  
Author(s):  
ANDREAS STUMPNER ◽  
BERNHARD RONACHER
Keyword(s):  
White Noise ◽  
Dynamic Range ◽  
Lucifer Yellow ◽  
Physiological Characterization ◽  
Acoustic Stimuli ◽  
Physiological Properties ◽  
Metathoracic Ganglion ◽  
Branching Patterns ◽  
Dependent Inhibition ◽  
Chorthippus Biguttulus

1. Auditory intemeurones originating in the metathoracic ganglion of females of the grasshopper Chorthippus biguttulus can be classified as local (SN), bisegmental (BSN), T-shaped (TN) and ascending neurones (AN). A comparison of branching patterns and physiological properties indicates that auditory interneurones of C. biguttulus are homologous with those described for the locust. 2. Eighteen types of auditory neurones are morphologically characterized on the basis of Lucifer Yellow staining. All of them branch bilaterally in the metathoracic ganglion. Smooth dendrites, from which postsynaptic potentials (PSPs) can be recorded, predominate on the side ipsilateral to the soma. If ‘beaded’ branches exist, they predominate contralaterally. The ascending axon runs contralaterally to the soma, except in T-fibres. 3. Auditory receptors respond tonically. The dynamic range of their intensity-response curve covers 20–25 dB. Local, bisegmental and T-shaped neurones are most sensitive to stimulation ipsilateral to the soma. The responses of SN1 and TNI to white-noise stimuli are similar to those of receptors, while phasic-tonic responses are found in SN4, SN5, SN7 and BSN1. The bisegmental neurones receive side-dependent inhibition that corresponds to a 20–30dB attenuation. One local element (SN6) is predominantly inhibited by acoustic stimuli. 4. Ascending neurones are more sensitive to contralateral stimulation (i.e. on their axon side). Only one of them (AN6) responds tonically to white-noise stimuli at all intensities; others exhibit a tonic discharge only at low or at high intensities.One neurone (AN12) responds with a phasic burst over a wide intensity range. The most directional neurones (AN1, AN2) are excited by contralateral stimuli and (predominantly) inhibited by ipsilateral stimuli. Three ascending neurones (AN13-AN15) are spontaneously active and are inhibited by acoustic stimuli. 5. All auditory intemeurones, except SN5, are more sensitive to pure tones below 10 kHz than to ultrasound.

Behaviorally Relevant Burst Coding in Primary Sensory Neurons

2009 ◽  
Vol 102 (2) ◽  
pp. 1086-1091 ◽  
Author(s):  
Patrick Sabourin ◽  
Gerald S. Pollack
Keyword(s):  
Sensory Neurons ◽  
Sensory Processing ◽  
Action Potentials ◽  
Temporal Structure ◽  
Primary Sensory Neurons ◽  
Acoustic Stimuli ◽  
Feature Detectors ◽  
Salient Stimulus ◽  
Stimulus Features ◽  
Temporally Correlated

Bursts of action potentials in sensory interneurons are believed to signal the occurrence of particularly salient stimulus features. Previous work showed that bursts in an identified, ultrasound-tuned interneuron (AN2) of the cricket Teleogryllus oceanicus code for conspicuous increases in amplitude of an ultrasound stimulus, resulting in behavioral responses that are interpreted as avoidance of echolocating bats. We show that the primary sensory neurons that inform AN2 about high-frequency acoustic stimuli also produce bursts. As is the case for AN2, bursts in sensory neurons perform better as feature detectors than isolated, nonburst, spikes. Bursting is temporally correlated between sensory neurons, suggesting that on occurrence of a salient stimulus feature, AN2 will receive strong synaptic input in the form of coincident bursts, from several sensory neurons, and that this might result in bursting in AN2. Our results show that an important feature of the temporal structure of interneuron spike trains can be established at the earliest possible level of sensory processing, i.e., that of the primary sensory neuron.

scholarly journals Incorporating Local Culture in English Teaching Material for Undergraduate Students

2018 ◽  
Vol 42 ◽  
pp. 00080
Author(s):  
I Gusti Ngurah Agung Wijaya Mahardika
Keyword(s):  
Prior Knowledge ◽  
Undergraduate Students ◽  
Learning Process ◽  
Local Culture ◽  
Teaching Material ◽  
Education Department ◽  
English Teaching ◽  
Unique Nature ◽  
Main Factors ◽  
Teaching Learning

This paper discusses the incorporation of local cultural material in a teaching material developed for the students of the Hinduism Education Department of IHDN Denpasar. Teaching material plays an important part in teaching learning process, yet inappropriate teaching materials may become more harmful than useful. The unique nature of the HED students warranted the need for a tailor-made teaching material. The study found that the use of culturally familiar materials is beneficial for the students learning process. The result of the study also highlighted students’ needs and prior knowledge as the main factors to be considered when developing teaching material.

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