scholarly journals Some Aspects of Pedagogical Corpora

2021 ◽  
Vol 16 (1) ◽  
pp. 154-165
Author(s):  
Christopher WM. White
Keyword(s):  
Case Studies ◽  
Implicit Learning ◽  
Low Frequency ◽  
Explicit Learning ◽  
Probability Mass ◽  
Classroom Materials ◽  
Musical Traditions

This essay focuses on the characteristics of corpora drawn from pedagogical materials and contrasts them with the properties of corpora of larger repertoires. Two case studies show pedagogical corpora to contain relatively more chromaticism, and to devote more of their probability mass to low-frequency events. This is likely due to the formatting of and motivation behind classroom materials (for example, focusing proportionately more resources on difficult concepts). I argue that my observations challenge the utility of using pedagogical corpora within research into implicit learning. I also suggest that these datasets are uniquely situated to yield insights into explicit learning, and into how musical traditions are represented in the classroom.

A Review of Crack Detection In-Line Inspection Case Studies

2010 ◽  
Author(s):  
Neil Bates ◽  
David Lee ◽  
Clifford Maier
Keyword(s):  
Crack Growth ◽  
Case Studies ◽  
Crack Detection ◽  
Growth Parameters ◽  
Probability Distributions ◽  
Low Frequency ◽  
Probability Of Failure ◽  
Probability Of Detection ◽  
Inspection Data

This paper describes case studies involving crack detection in-line inspections and fitness for service assessments that were performed based on the inspection data. The assessments were used to evaluate the immediate integrity of the pipeline based on the reported features and the long-term integrity of the pipeline based on excavation data and probabilistic SCC and fatigue crack growth simulations. Two different case studies are analyzed, which illustrate how the data from an ultrasonic crack tool inspection was used to assess threats such as low frequency electrical resistance weld seam defects and stress corrosion cracking. Specific issues, such as probability of detection/identification and the length/depth accuracy of the tool, were evaluated to determine the suitability of the tool to accurately classify and size different types of defects. The long term assessment is based on the Monte Carlo method [1], where the material properties, pipeline details, crack growth parameters, and feature dimensions are randomly selected from certain specified probability distributions to determine the probability of failure versus time for the pipeline segment. The distributions of unreported crack-related features from the excavation program are used to distribute unreported features along the pipeline. Simulated crack growth by fatigue, SCC, or a combination of the two is performed until failure by either leak or rupture is predicted. The probability of failure calculation is performed through a number of crack growth simulations for each of the reported and unreported features and tallying their respective remaining lives. The results of the probabilistic analysis were used to determine the most effective and economical means of remediation by identifying areas or crack mechanisms that contribute most to the probability of failure.

scholarly journals Designing an Instrument to Measure Explicit and Implicit Learning Processes

2020 ◽  
Vol 2 (1) ◽  
pp. 92-102
Author(s):  
Anna Zólyomi
Keyword(s):  
Second Language Acquisition ◽  
Secondary School ◽  
Implicit Learning ◽  
Artificial Grammar ◽  
Explicit Learning ◽  
Significant Finding ◽  
Learning Mechanism ◽  
Grammar Learning ◽  
Efl Teachers ◽  
Research Endeavour

In this research paper, the researcher’s intention was to design an instrument that is able to measure learning under two different conditions: explicit and implicit learning. Exploring explicit and implicit learning is gaining more and more attention nowadays in the field of second language acquisition (SLA). The Quantitative method was used in this study to investigate which learning mechanism proves to be more efficient in the selected sample. The present study involved Hungarian technical school, secondary school, and university students from Budapest (N = 40) who participated in completing an Artificial Grammar Learning (AGL) task. The most important finding of the present research endeavour is that implicit learning has proven to be more effective than explicit learning in the case of the selected participants and this was a statistically significant finding. The pedagogical implication of this study is that the effectiveness of implicit learning should be reconsidered by EFL teachers in Hungary.

scholarly journals Effect of coordinate frame compatibility on the transfer of implicit and explicit learning across limbs

2016 ◽  
Vol 116 (3) ◽  
pp. 1239-1249 ◽  
Author(s):  
Eugene Poh ◽  
Timothy J. Carroll ◽  
Jordan A. Taylor
Keyword(s):  
Implicit Learning ◽  
Neural Representation ◽  
Coordinate Frame ◽  
Explicit Learning ◽  
Verbal Reports ◽  
Visuomotor Rotation ◽  
Left And Right ◽  
Task Conditions ◽  
Opposite Limb ◽  
Implicit And Explicit

Insights into the neural representation of motor learning can be obtained by investigating how learning transfers to novel task conditions. We recently demonstrated that visuomotor rotation learning transferred strongly between left and right limbs when the task was performed in a sagittal workspace, which afforded a consistent remapping for the two limbs in both extrinsic and joint-based coordinates. In contrast, transfer was absent when performed in horizontal workspace, where the extrinsically defined perturbation required conflicting joint-based remapping for the left and right limbs. Because visuomotor learning is thought to be supported by both implicit and explicit forms of learning, however, it is unclear to what extent these distinct forms of learning contribute to interlimb transfer. In this study, we assessed the degree to which interlimb transfer, following visuomotor rotation training, reflects explicit vs. implicit learning by obtaining verbal reports of participants' aiming direction before each movement. We also determined the extent to which these distinct components of learning are constrained by the compatibility of coordinate systems by comparing transfer between groups of participants who reached to targets arranged in the horizontal and sagittal planes. Both sagittal and horizontal conditions displayed complete transfer of explicit learning to the untrained limb. In contrast, transfer of implicit learning was incomplete, but the sagittal condition showed greater transfer than the horizontal condition. These findings suggest that explicit strategies developed with one limb can be fully implemented in the opposite limb, whereas implicit transfer depends on the degree to which new sensorimotor maps are spatially compatible for the two limbs.

scholarly journals Learning Simple and Complex Second Language Rules Under Implicit, Incidental, Rule-Search, and Instructed Conditions

1996 ◽  
Vol 18 (1) ◽  
pp. 27-67 ◽  
Author(s):  
Peter Robinson
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Implicit Learning ◽  
Sentence Type ◽  
Transfer Task ◽  
Explicit Learning ◽  
Complex Stimulus ◽  
Differential Effectiveness ◽  
Computerized Training ◽  
The Relationship

This study examines the generalizability of claims by Reber (1989, 1993) about the implicit learning of artificial grammars to the context of adult second language acquisition (SLA). In the field of SLA Krashen (1981, 1982, 1985, 1994) has made claims parallel to those of Reber regarding the differential effectiveness of conscious learning of rules and unconscious incidental acquisition of rules. Specifically addressed are Reber's and Krashen's claims that (a) implicit learning is more effective than explicit learning when the stimulus domain is complex, and (b) explicit learning of simple and complex stimulus domains is possible if the underlying rules are made salient. One hundred four adult learners of English as a second language were randomly assigned to implicit, incidental, rule-search, or instructed computerized training conditions. Speed and accuracy of judgments of novel tokens of easy and hard rule sentence types presented during training were used as dependent measures. Results do not support the first of Reber's and Krashen's claims but do support the second. Implicit learners do not outperform other learners on complex rules, but instructed learners outperform all others in learning simple rules. Analyses of the effect of sentence type and grammaticality on learning suggest a transfer-appropriate processing account of the relationship among consciousness, rule awareness, training, and transfer task performance.

Re-evaluating Dissociations between Implicit and Explicit Category Learning: An Event-related fMRI Study

2011 ◽  
Vol 23 (7) ◽  
pp. 1697-1709 ◽  
Author(s):  
Todd M. Gureckis ◽  
Thomas W. James ◽  
Robert M. Nosofsky
Keyword(s):  
Implicit Learning ◽  
Category Learning ◽  
Neural Activity ◽  
Incidental Learning ◽  
Brain Activity ◽  
Neural Systems ◽  
Explicit Learning ◽  
Learning Condition ◽  
Perceptual Category Learning ◽  
Implicit And Explicit

Recent fMRI studies have found that distinct neural systems may mediate perceptual category learning under implicit and explicit learning conditions. In these previous studies, however, different stimulus-encoding processes may have been associated with implicit versus explicit learning. The present design was aimed at decoupling the influence of these factors on the recruitment of alternate neural systems. Consistent with previous reports, following incidental learning in a dot-pattern classification task, participants showed decreased neural activity in occipital visual cortex (extrastriate region V3, BA 19) in response to novel exemplars of a studied category compared to members of a foil category, but did not show this decreased neural activity following explicit learning. Crucially, however, our results show that this pattern was primarily modulated by aspects of the stimulus-encoding instructions provided at the time of study. In particular, when participants in an implicit learning condition were encouraged to evaluate the overall shape and configuration of the stimuli during study, we failed to find the pattern of brain activity that has been taken to be a signature of implicit learning, suggesting that activity in this area does not uniquely reflect implicit memory for perceptual categories but instead may reflect aspects of processing or perceptual encoding strategies.

Low-frequency hydrocarbon microtremors: Case studies around the world

2008 ◽  
Author(s):  
Robert M. Habiger ◽  
Erik Saenger and Stefan Schmalholz
Keyword(s):  
Case Studies ◽  
Low Frequency ◽  
The World

scholarly journals A locomotor learning paradigm using distorted visual feedback elicits strategic learning

2018 ◽  
Vol 120 (4) ◽  
pp. 1923-1931 ◽  
Author(s):  
Margaret A. French ◽  
Susanne M. Morton ◽  
Charalambos C. Charalambous ◽  
Darcy S. Reisman
Keyword(s):  
Upper Extremity ◽  
Implicit Learning ◽  
Visual Feedback ◽  
Explicit Learning ◽  
Strategic Learning ◽  
Overground Walking ◽  
Visuomotor Rotation ◽  
Small Component ◽  
Walking Pattern ◽  
Do So

Distorted visual feedback (DVF) during locomotion has been suggested to result in the development of a new walking pattern in healthy individuals through implicit learning processes. Recent work in upper extremity visuomotor rotation paradigms suggest that these paradigms involve implicit and explicit learning. Additionally, in upper extremity visuomotor paradigms, the verbal cues provided appear to impact how a behavior is learned and when this learned behavior is used. Here, in two experiments in neurologically intact individuals, we tested how verbal instruction impacts learning a new locomotor pattern on a treadmill through DVF, the transfer of that pattern to overground walking, and what types of learning occur (i.e., implicit vs. explicit learning). In experiment 1, we found that the instructions provided impacted the amount learned through DVF, but not the size of the aftereffects or the amount of the pattern transferred to overground walking. Additionally, the aftereffects observed were significantly different from the baseline walking pattern, but smaller than the behavior changes observed during learning, which is uncharacteristic of implicit sensorimotor adaptation. Thus, experiment 2 aimed to determine the cause of these discrepancies. In this experiment, when VF was not provided, individuals continued using the learned walking pattern when instructed to do so and returned toward their baseline pattern when instructed to do so. Based on these results, we conclude that DVF during locomotion results in a large portion of explicit learning and a small portion of implicit learning. NEW & NOTEWORTHY The results of this study suggest that distorted visual feedback during locomotor learning involves the development of an explicit strategy with only a small component of implicit learning. This is important because previous studies using distorted visual feedback have suggested that locomotor learning relies primarily on implicit learning. This paradigm, therefore, provides a new way to examine a different form of learning in locomotion.

Modeling seismic impedance with Markov chains

Geophysics ◽  
1980 ◽  
Vol 45 (9) ◽  
pp. 1351-1372 ◽  
Author(s):  
Robert Godfrey ◽  
Francis Muir ◽  
Fabio Rocca
Keyword(s):  
Correlation Function ◽  
Stochastic Model ◽  
Acoustic Impedance ◽  
Low Frequency ◽  
Mass Function ◽  
Probability Mass Function ◽  
Well Log ◽  
Input And Output ◽  
Probability Mass ◽  
Exponential Correlation Function

Acoustic impedance is modeled as a special type of Markov chain, one which is constrained to have a purely exponential correlation function. The stochastic model is parsimoniously described by M parameters, where M is the number of states or rocks composing an impedance well log. The probability mass function of the states provides M-1 parameters, and the “blockiness” of the log determines the remaining degree of freedom. Synthetic impedance and reflectivity logs constructed using the Markov model mimic the blockiness of the original logs. Both synthetic impedance and reflectivity are shown to be Bussgang, i.e., if the sequence is input into an instantaneous nonlinear device, then the correlation of input and output is proportional to the autocorrelation of the input. The final part of the paper uses the stochastic model in formulating an algorithm that transforms a deconvolved seismogram into acoustic impedance. The resulting function is blocky and free of random walks or sags. Low‐frequency information, as provided by moveout velocities, can be easily incorporated into the algorithm.

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