A comparison of foliage discrimination learning in a specialist and a generalist species of migrant wood warbler (Aves: Parulidae)

1985 ◽  
Vol 63 (4) ◽  
pp. 773-776 ◽  
Author(s):  
Russell Greenberg
Keyword(s):  
Correct Response ◽  
Visual Discrimination ◽  
Learning Problems ◽  
Rapid Rate ◽  
Insectivorous Birds ◽  
Spatial Cues ◽  
Discrimination Experiment ◽  
Learning Abilities ◽  
Generalist Species ◽  
Dendroica Pensylvanica

The Bay-breasted Warbler (Dendroica castanea) is more generalized in its foraging behavior than the Chestnut-sided Warbler (Dendroica pensylvanica) where the two species winter together in Panama. I tested the hypothesis that the Bay-breasted Warbler would learned to discriminate between foliage types of differing profitability more rapidly than the more specialized Chestnut-sided Warbler. The performance of the two species in a laboratory discrimination experiment involving two foliage types was similar. Both species learned the foliage discrimination rapidly, in an average of 22 trials. Extinction occurred at a similarly rapid rate (17 trials) in both species as well. Differences in apparent foraging plasticity between the two species may be based primarily on their different responses to novelty, rather than differences in learning abilities. None of the warblers showed any tendency to attempt to solve the problem based on the irrelevant spatial cues prior to acquiring the correct response. Visual discrimination problems based on habitat cues are more relevant to insectivorous birds than are the more commonly administered spatial learning problems.

scholarly journals Great Tits Learn Odors and Colors Equally Well, and Show No Predisposition for Herbivore-Induced Plant Volatiles

2022 ◽  
Vol 9 ◽  
Author(s):  
Diana Rubene ◽  
Utku Urhan ◽  
Velemir Ninkovic ◽  
Anders Brodin
Keyword(s):  
Plant Volatiles ◽  
Visual Cues ◽  
Bird Species ◽  
Parus Major ◽  
Insectivorous Birds ◽  
Learning Abilities ◽  
Induced Plant Volatiles ◽  
Learning Speed ◽  
Herbivore Induced Plant Volatiles ◽  
Good Learning

Ability to efficiently localize productive foraging habitat is crucial for nesting success of insectivorous birds. Some bird species can use olfaction to identify caterpillar-infested trees by detection of herbivore induced plant volatiles (HIPVs), but these cues probably need to be learned. So far, we know very little about the process of olfactory learning in birds, whether insectivorous species have a predisposition for detecting and learning HIPVs, due to the high ecological significance of these odors, and how olfaction is integrated with vision in making foraging decisions. In a standardized setup, we tested whether 35 wild-caught great tits (Parus major) show any preference for widely abundant HIPVs compared to neutral (non-induced) plant odors, how fast they learn to associate olfactory, visual and multimodal foraging cues with food, and whether the olfactory preferences and learning speed were influenced by bird sex or habitat (urban or rural). We also tested how fast birds switch to a new cue of the same modality. Great tits showed no initial preference for HIPVs compared to neutral odors, and they learned all olfactory cues at a similar pace, except for methyl salicylate (MeSA), which they learned more slowly. We also found no differences in learning speeds between visual, olfactory and multimodal foraging cues, but birds learned the second cue they were offered faster than the first one. Bird sex or habitat had no effect on learning speed or olfactory preference, but urban birds tended to learn visual cues more slowly. We conclude that insectivorous birds utilize olfactory and visual cues with similar efficiency in foraging, and that they probably don‘t have any special predisposition toward the tested HIPVs. These results confirm that great tits are flexible foragers with good learning abilities.

scholarly journals Anesthesia and Cognitive Performance in Children: No Evidence for a Causal Relationship

2009 ◽  
Vol 12 (3) ◽  
pp. 246-253 ◽  
Author(s):  
Meike Bartels ◽  
Robert R. Althoff ◽  
Dorret I. Boomsma
Keyword(s):  
Learning Disabilities ◽  
Causal Relationship ◽  
Educational Achievement ◽  
Alternative Hypothesis ◽  
Monozygotic Twin ◽  
Learning Problems ◽  
Design Data ◽  
Twin Design ◽  
Learning Abilities ◽  
Cognitive Problems

AbstractRecent findings of an association between anesthesia administration in the first three years of life and later learning disabilities have created concerns that anesthesia has neurotoxic effects on synaptogenesis, causing later learning problems. An alternative hypothesis is that those children who are likely to undergo surgery early in life have significant medical problems that are associated with a vulnerability to learning disabilities. These two hypotheses were evaluated in a monozygotic concordant–discordant twin design. Data on anesthesia administration and learning abilities and disabilities were available for 1,143 monozygotic twin pairs (56% female) from the Netherlands Twin Registry. Parents of the twins reported on anesthesia use before age 3 and again between ages 3 and 12 years. Near age 12, educational achievement and cognitive problems were assessed with standardized tests and teacher ratings. Results showed that twins who were exposed to anesthesia before age 3 had significantly lower educational achievement scores and significantly more cognitive problems than twins not exposed to anesthesia. However, there was one important exception: the unexposed co-twin from discordant pairs did not differ from their exposed co-twin. Thus, there is no evidence for a causal relationship between anesthesia administration and later learning-related outcomes in this sample. Rather, there is evidence for early anesthesia being a marker of an individual's vulnerability for later learning problems, regardless of their exposure to anesthesia.

scholarly journals Revelation and Normativity in Visual Experience

2006 ◽  
Vol 36 (1) ◽  
pp. 25-56 ◽  
Author(s):  
Zoltán Jakab
Keyword(s):  
Individual Differences ◽  
Correct Response ◽  
Visual Experience ◽  
Color Perception ◽  
Color Discrimination ◽  
Shape Perception ◽  
Shape Discrimination ◽  
Discrimination Experiment ◽  
Green Is ◽  
The Third

Suppose Figure 1 depicts Stimuli from an experiment on shape discrimination, where the subjects are asked to point out the best circle.Now suppose that Figure 2 shows Stimuli from a color-discrimination experiment where the subjects’ task is to pick the purest green — green that is neither yellowish nor bluish — in other words, is unique green.In both these tasks there are individual differences between different subjects. However, notice that in the shape-discrimination case there is exactly one correct response: the best circle is the fourth from the left. In the color case it is not obvious, to put it mildly, that there is exactly one correct response. One color-normal subject may find that the purest green is the third from the left, whereas another may choose the fifth from the left, and still another may pick the fourth. Who is right, and who is wrong? More importantly, why is there this difference between shape perception and color perception?

Inhibition of Visual Discrimination During a Memory-Guided Saccade Task

2004 ◽  
Vol 92 (1) ◽  
pp. 660-664 ◽  
Author(s):  
Florian Ostendorf ◽  
Carsten Finke ◽  
Christoph J. Ploner
Keyword(s):  
Working Memory ◽  
Visual Processing ◽  
Visual Discrimination ◽  
Spatial Working Memory ◽  
Tight Coupling ◽  
Spatial Cues ◽  
Memory Representations ◽  
Voluntary Behavior ◽  
Saccade Task ◽  
Term Maintenance

Voluntary behavior critically depends on attentional selection and short-term maintenance of perceptual information. Recent research suggests a tight coupling of both cognitive functions with visual processing being selectively enhanced by working memory representations. Here, we combined a memory-guided saccade paradigm (6-s delay) with a visual discrimination task, performed either 1,500, 2,500, or 3,500 ms after presentation of the memory cue. Contrary to what can be expected from previous studies, our results show that memory of spatial cues can transiently delay speeded discrimination of stimuli presented at remembered locations. This effect was not observed in a control experiment without memory requirements. Furthermore, delayed discrimination was dependent on the strength of actual memory representations as reflected by accuracy of memory-guided saccades. We propose an active inhibitory mechanism that counteracts facilitating effects of spatial working memory, promoting flexible orienting to novel information during maintenance of spatial memoranda for intended actions. Inhibitory delay-period activity in prefrontal cortex is a likely source for this mechanism which may be mediated by prefronto-tectal projections.

scholarly journals خطوات تعليم مهارة الكتابة عبر برنامج "ويكي" وإجراءاتها لدى دارسي العربية بوصفها لغة ثانية نموذجاً (Steps and Procedures to teach Writing Skill via "wiki" Program among Arabic Learners, Arabic as a Second Language as a Case Study)

1970 ◽  
Vol 2 (2LING) ◽  
Author(s):  
نور حميمي بن زين الدين (Nor Khamimi Bin Zainal Abidin) ◽  
محمد صبري بن شهرير (Muhammad Sabri Bin Sahrir) ◽  
محمد فهام محمد غالب (Mohd Feham Md. Ghalib)
Keyword(s):  
Learning Process ◽  
Teaching Method ◽  
Writing Skills ◽  
Learning Problems ◽  
The Internet ◽  
Online Program ◽  
Learning Abilities ◽  
Writing Skill ◽  
Writing Standards

ملخص البحث:قدّم هذا البحث موضوعا مهما يتعلق بعملية تعليم مهارة الكتابة لدى دارسي العربية، وهم الناطقون بغيرها في المستوى المتوسط بمركز الدراسات الأساسية بالجامعة الإسلامية العالمية بماليزيا. وتناول الباحثان فيه الجوانب النظرية والتطبيقية، بحيث تمّ فيه عرض الإشكالية الدراسية لدى الدارسين الماليزيين في تعلّم المهارة الكتابية في اللغة العربية، ومناقشة الأسس المناسبة في اختيار الوسائل التعليمية وتصميمها، واستخدامها و مراعاتها، ومن ثَمّ عرض الخطوات المقترحة في تنفيذ إجراءات تعليم مهارة الكتابة عبر برنامج متاح في الإنترنيت، المسمّى بـ"ويكي". ولقد قام الباحثان عبر هذه العملية أيضا بدراسة تأثير استخدام "ويكي" في إنجازات الطلبة في مهارتهم الكتابية باستخدام لائحة معايير الكتابة الموجودة فيه. وبيّنت النتائج أنها أدّت بالفعل إلى رفع قدرات الطلبة الكتابية وتحسين إنجازاتهم فيها، وهم قادرون على تطوير تفكيرهم الإبداعيّ في الوقت نفسه. الكلمات المفتاحية: برنامج ويكي- النظريات-التطبيق-خطوات-نماذجAbstract:This paper discusses the learning process of writing skills among the students of the Center of Foundational Studies, International Islamic University Malaysia from the theoretical and applied aspects. The learning problems and the foundations of the suitable teaching method and its design will also be discussed. Subsequently, the steps in learning this skill from the online program in the internet called “wiki” are presented. The effect of taking up this program is studied by using the writing standards list as provided in the program itself. The analysis proved that it did manage to contribute to improve the learning abilities of the students and develop their thinking creativities.Keywords: “Wiki” Program– Theories– Application– Samples.Abstrak:Kajian ini mengenengahkan sebuah topik penting berkaitan proses pengajaran kemahiran penulisan di kalangan pelajar bahasa Arab yang bahasa ibundanya bukan bahasa tersebut, di peringkat pertengahan di Pusat Matrikulasi Universiti Islam Antarabangsa Malaysia. Para pengkaji dalam kajian ini telah mengambil kira aspek teori serta aplikasi, di mana diulas dalamnya permasalahan pembelajaran dalam mempelajari kemahiran penulisan dalam bahasa Arab di kalangan pelajar Malaysia, dibincangkan juga asas-asas bersesuaian dalam pemilihan alat bantu mengajar dan pelakarannya, penggunaa serta penyelenggaraanya, seterusnya mencadangkan langkah perlaksanaannya dalam pengajaran kemahiran penulisandengan menggunakan program yang terdapat dalam laman sesawang iaitu ‘wiki’.  Para pengkaji juga turut menjalankan kajian kesan penggunaan ‘wiki’ ke atas pencapaian pelajar dalam kemahiran penulisan dengan menggunakan jadual ukuran penulisan yang terdapat dalamnya. Hasil kajian menunjukkan bahawa program tersebut sesungguhnya telah berjaya memperbaiki keupayaan pelajar dalam penulisan serta meningkatkan pencapaian mereka, di mana pada masa yang sama mereka juga berupaya mengembangkan pemikiran kreatif.Kata kunci: Program ‘Wiki’– Teori– Aplikasi– Aplikasi – Langkah-Langkah– Contoh-Contoh.

Morphophonemic Rule Learning in Normal and Articulation-Disordered Children

1982 ◽  
Vol 25 (3) ◽  
pp. 322-333 ◽  
Author(s):  
Carla Dunn ◽  
James A. Till
Keyword(s):  
Correct Response ◽  
Rule Learning ◽  
Kindergarten Children ◽  
Sensitive Period ◽  
Artificial Language ◽  
Phonological Information ◽  
Normal Children ◽  
Learning Abilities ◽  
Phonological Learning ◽  
The Way

This study investigated the phonological learning abilities of articulation-disordered children. Eight normally speaking and eight articulation-disordered kindergarten children were taught an artificial morphophonemic rule. The rule required the subjects to extract and organize phonological information by differentiating among the critical features of stop and fricative consonants. A miniature artificial language paradigm was used to teach the rule by auditorily presenting a limited number of examples of the rule and measuring generalization to untaught items. The groups were compared to determine if they differed in rate or accuracy of learning and generalization of the correct response. Individual patterns of learning were also examined. Results revealed essentially no differences in the way the two groups learned the stop class. In contrast, the disordered children incorporated fricatives into the rule more quickly than the normal children did. In addition, there was a trend for the disordered children to respond with more accuracy and more generalized responses to the fricatives. This trend was unexpected and is discussed in terms of a sensitive period for learning phonological information.

E-Learning and M-Learning Problems

2011 ◽  
pp. 803-809
Author(s):  
Graeme Salter
Keyword(s):  
Online Teaching ◽  
Educational Material ◽  
Learning Problems ◽  
Rapid Rate ◽  
Technical Problems ◽  
Effective Learning ◽  
Technology In Teaching ◽  
E Learning ◽  
Impact Of Technology ◽  
The Impact

The use of online teaching in education is expanding at a rapid rate. Some may be tempted to view technology as an educational panacea (Herrington & Herrington, 1998). However, the existence of any technology does not guarantee that good educational material will be provided or that effective learning will happen (Boddy, 1997). Online teaching has the “potential to be just as inflexible and inappropriate as any other form of poor instruction” (Bennett, Priest & Macpherson, 1999, p. 208). Problems associated with online learning are often overlooked or not fully investigated (Hara & Kling, 1999). It is important not to be blinded by technology. We need to recognize and study these problems to obtain a broader picture of the impact of technology in teaching. This author is an early and enthusiastic adopter of technology in teaching. However, he has learned through experience and research that it is important to identify problems, both real and perceived, in order to develop strategies to overcome them. For example, innovators are prepared to be relatively understanding of technical problems, but the bulk of users are not likely to be as forgiving (Freeman, 1997).

E-Learning and M-Learning Problems

2011 ◽  
pp. 743-749
Author(s):  
Graeme Salter
Keyword(s):  
Online Teaching ◽  
Educational Material ◽  
Learning Problems ◽  
Rapid Rate ◽  
Technical Problems ◽  
Effective Learning ◽  
Technology In Teaching ◽  
E Learning ◽  
Impact Of Technology ◽  
The Impact

The use of online teaching in education is expanding at a rapid rate. Some may be tempted to view technology as an educational panacea (Herrington & Herrington, 1998). However, the existence of any technology does not guarantee that good educational material will be provided or that effective learning will happen (Boddy, 1997). Online teaching has the “potential to be just as inflexible and inappropriate as any other form of poor instruction” (Bennett, Priest & Macpherson, 1999, p. 208). Problems associated with online learning are often overlooked or not fully investigated (Hara & Kling, 1999). It is important not to be blinded by technology. We need to recognize and study these problems to obtain a broader picture of the impact of technology in teaching. This author is an early and enthusiastic adopter of technology in teaching. However, he has learned through experience and research that it is important to identify problems, both real and perceived, in order to develop strategies to overcome them. For example, innovators are prepared to be relatively understanding of technical problems, but the bulk of users are not likely to be as forgiving (Freeman, 1997).

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