Episodic Components of Concept Representation Indicated in Concept Acquisition

1983 ◽  
Vol 52 (3) ◽  
pp. 931-960 ◽  
Author(s):  
Irwin D. Nahinsky ◽  
M. Sheila Morgan
Keyword(s):  
Concept Learning ◽  
Relevant Information ◽  
Learning Task ◽  
Concept Acquisition ◽  
Paired Comparisons ◽  
Concept Representation ◽  
Four Dimensions ◽  
Learning Tasks ◽  
Person Description ◽  
Degree Of Overlap

Subjects were given concept-learning tasks in a series of three experiments, with stimuli containing descriptions of persons along four dimensions. A series of test trials, with stimuli including those presented earlier as well as new stimuli, followed the learning task. Subjects in all three experiments classified old concept exemplars more rapidly than new exemplars on test trials. This result held despite the fact that new exemplars were equal to old exemplars in terms of problem-relevant information and judged similarity to old exemplars (as derived in Exp. 4). In Exp. 1 pictorial exemplars of person-descriptions, which contained all problem-relevant information, were presented. Old stimuli were matched with new stimuli on these descriptions and differed from them only on pictorial exemplars. In Exp. 2 the same type of stimulus was used, but new exemplars varied on degree of person-description overlap with old exemplars. Degree of overlap varied positively with classification speed for new exemplars. Exp. 3 repeated Exp. 2, but with elimination of pictorial exemplars, and the influence of overlap on classification speed disappeared. In Exp. 4 subjects made paired comparisons of the stimuli used in the first three experiments; results verified that the stimuli were represented mainly as additive combinations of the four person-descriptive dimensions. It was concluded that concepts learned in the first three experiments were represented largely by exemplars associated with acquisition independently of dimension values.

4. Adaptive Gaze Control in an Observational Learning Task

2016 ◽  
Author(s):  
James Kim
Keyword(s):  
Eye Movement ◽  
Observational Learning ◽  
Eye Gaze ◽  
Relevant Information ◽  
Learning Task ◽  
Gaze Control ◽  
Visually Guided ◽  
Object Condition ◽  
Learning Tasks ◽  
Different Types

The purpose of this study was to examine factors that influence how people look at objects they will have to act upon while watching others interact with them first. We investigated whether including different types of task-relevant information into an observational learning task would result in participants adapting their gaze towards an object with more task-relevant information. The participant watched an actor simultaneously lift and replace two objects with two hands then was cued to lift one of the two objects. The objects had the potential to change weight between each trial. In our cue condition, participants were cued to lift one of the objects every single time. In our object condition, the participants were cued equally to act on both objects; however, the weights of only one of the objects would have the potential to change. The hypothesis in the cue condition was that the participant would look significantly more at the object being cued. The hypothesis for the object condition was that the participant would look significantly more (i.e. adapt their gaze) at the object changing weight. The rationale behind this is that participants will learn to allocate their gaze significantly more towards that object so they can gain information about its properties (i.e. weight change). Pending results will indicate whether or not this occurred, and has implications for understanding eye movement sequences in visually guided behaviour tasks. The outcome of this study also has implications for the mechanisms of eye gaze with respect to social learning tasks. 

Effects of a "wrong" on the rejection of hypotheses of dimensions concept learning tasks

1967 ◽  
Author(s):  
Harold D. Fishbein ◽  
James Benton ◽  
Marta Osborne ◽  
Hirsch Wise
Keyword(s):  
Concept Learning ◽  
Learning Tasks

scholarly journals Achieving 90% In Data-Centric Industry Deep Learning Task

2021 ◽  
Author(s):  
Tong Guo
Keyword(s):  
Deep Learning ◽  
Object Detection ◽  
Noisy Data ◽  
Learning Task ◽  
Simple Method ◽  
Sequence Generation ◽  
Learning Tasks ◽  
Human Evaluation ◽  
Model Predictions ◽  
Click Through Rate

In industry deep learning application, our manually labeled data has a certain number of noisy data. To solve this problem and achieve more than 90 score in dev dataset, we present a simple method to find the noisy data and re-label the noisy data by human, given the model predictions as references in human labeling. In this paper, we illustrate our idea for a broad set of deep learning tasks, includes classification, sequence tagging, object detection, sequence generation, click-through rate prediction. The experimental results and human evaluation results verify our idea.

scholarly journals Designing professional learning tasks for mathematics learning trajectories

2013 ◽  
Vol 7 (4) ◽  
pp. 135-143
Author(s):  
P. Holt Wilson ◽  
Paola Sztajn ◽  
Cyndi Edgington
Keyword(s):  
Elementary Teachers ◽  
Teacher Learning ◽  
Teacher Knowledge ◽  
Professional Learning ◽  
Mathematics Learning ◽  
Theoretical Perspective ◽  
Learning Task ◽  
Learning Trajectory ◽  
Learning Trajectories ◽  
Learning Tasks

In this paper, we present an emerging set of learning conjectures and design principles to be used in the development of professional learning tasks that support elementary teachers’ learning of mathematics learning trajectories. We outline our theoretical perspective on teacher knowledge of learning trajectories, review the literature concerning mathematics professional learning tasks, offer a set of initial conjectures about teacher learning of learning trajectories, and articulate a set of principles to guide the design of tasks. We conclude with an example of one learning trajectory professional learning task taken from our current research project.Diseño de tareas de aprendizaje profesional para trayectorias de aprendizaje de matemáticasEn este artículo, presentamos un conjunto emergente de conjeturas de aprendizaje y de principios de diseño para ser empleados en el desarrollo de tareas de aprendizaje profesional que apoyan el aprendizaje de trayectorias de aprendizaje de matemáticas de maestros de primaria. Describimos brevemente nuestra perspectiva teórica sobre el conocimiento del profesor acerca de trayectorias de aprendizaje; revisamos la literatura sobre tareas de aprendizaje profesional, presentamos un conjunto de conjeturas iniciales acerca del aprendizaje del profesor sobre trayectorias de aprendizaje; y articulamos un conjunto de principios para guiar el diseño de tareas. Concluimos con un ejemplo de una tarea de aprendizaje profesional que ha sido tomada de nuestro proyecto de investigación actual.Handle: http://hdl.handle.net/10481/24791Nº de citas en WOS (2017): 3 (Citas de 2º orden, 2)Nº de citas en SCOPUS (2017): 3 (Citas de 2º orden, 1)

Learning Objects, Learning Tasks, and Handhelds

2011 ◽  
pp. 451-469 ◽  
Author(s):  
Daniel Churchill ◽  
John Gordon Hedberg
Keyword(s):  
Student Learning ◽  
Emerging Technologies ◽  
Main Idea ◽  
Learning Task ◽  
Learning Objects ◽  
Learning Activities ◽  
Learning Object ◽  
Digital Resources ◽  
Learning Tasks

The main idea behind learning objects is that they are to exist as digital resources separated from the learning task in which they are used. This allows a learning object to be reused with different learning tasks. However, not all learning objects operate in similar ways, neither are all learning tasks the same, and this exposes the problem that current recommendations from literature fail to link learning objects and their reuse in varied learning tasks. In this chapter, we explore definitions of learning objects and learning tasks. We also suggest that appropriate matches would lead to more effective pedagogical applications that can be used as set of recommendations for designers of learning objects and teachers who plan learning tasks and select learning objects for student learning activities. In addition, we discuss applications of learning objects delivered by emerging technologies which may change how digital resources are accessed and used by students in and out of classrooms.

A Supplantation Model for Instructional Design: Investigation of a Behavioural Science Approach

1978 ◽  
Vol 22 (3) ◽  
pp. 277-294 ◽  
Author(s):  
Lynna J. Ausburn ◽  
Floyd B. Ausburn
Keyword(s):  
Instructional Design ◽  
Cognitive Processes ◽  
Task Analysis ◽  
Learning Task ◽  
Performance Outcomes ◽  
Behavioural Science ◽  
Learning Tasks ◽  
Task Requirements ◽  
Treatment Interaction ◽  
Aptitude Treatment Interaction

Drawing on concepts from such areas as information processing and cognitive processes in learning, learning task analysis, and interactive research techniques, this paper discusses a model for instructional design which is intended to improve the reliability and predictability of the design process. The model stresses interactions among specific combinations of learning task requirements, learner characteristics, and instructional treatment properties, in a manner analogous to the well-known aptitude-treatment interaction (ATI) model. The process underlying the model is “supplantation”, which is the provision of overt assistance to learners in performing a specific process required by a task. The supplantation model for instructional design is presented as an instrument for helping to produce predictable performance outcomes through the analysis of learners and learning tasks, and the joining of learners and tasks through the use of instructional treatments which assist learners in performing task requirements.

Fodor and the Innateness of All (Basic) Concepts

2017 ◽  
Author(s):  
Massimo Piattelli-Palmarini
Keyword(s):  
Concept Learning ◽  
Concept Acquisition ◽  
Psychological Processes ◽  
Trial And Error ◽  
Basic Concepts

This chapter reviews Fodor’s contribution to the epic Chomsky-Piaget Royaumont debate. The issue that was under discussion was a familiar one, namely, what psychological processes underlie concept learning. Piaget thought concept learning involved the formation and confirmation of hypotheses that a learner generates through the construction and organization of stimuli gathered from the environment, and modifying them when they proved to be inconsistent. However, Fodor pointed out a fundamental flaw in this theory: it is silent about the origin of the concepts used in generating the hypotheses. Fodor argued that in order for these hypotheses to be tested, let alone generated, they needed to have been readily available to the learner, suggesting that all primitive concepts are innate, and that concept acquisition relies on the process of triggering these concepts that are innately available to the learner, and not through construction by means of progressive guesses and trial-and-error.

scholarly journals Evaluation of the Consonant Vowel Consonant (CVC) Test as an Assessment and Screening Instrument for Mild Cognitive Impairment

2015 ◽  
Vol 7 (4) ◽  
pp. 119 ◽  
Author(s):  
Esther Vierck ◽  
Richard J. Porter ◽  
Janet K. Spittlehouse ◽  
Peter R. Joyce
Keyword(s):  
Cognitive Impairment ◽  
Mild Cognitive Impairment ◽  
Psychometric Properties ◽  
Word Learning ◽  
Verbal Memory ◽  
Verbal Learning ◽  
Learning Task ◽  
Screening Instrument ◽  
Learning Tasks ◽  
Ceiling Effects

<p>Objective: Traditional word learning tasks have been criticised for being affected by ceiling effects. The Consonant Vowel Consonant (CVC) test is a non-word verbal learning task designed to be more difficult and therefore have a lower risk of ceiling effects.</p><p>Method: The current study examines the psychometric properties of the CVC in 404 middle-aged persons and evaluates it as a screening instrument for mild cognitive impairment by comparing it to the Montreal Cognitive Assessment (MoCA). Differences between currently depressed and non-depressed participants were also examined.</p><p>Results: CVC characteristics are similar to traditional verbal memory tasks but with reduced likelihood of a ceiling effect. Using the standard cut-off on the MoCA as an indication of mild cognitive impairment, the CVC performed only moderately well in predicting this. Depressed participants scored significantly lower on the CVC compared with non-depressed individuals.</p><p>Conclusions: The CVC may be similar in psychometric properties to the traditional word learning tests but with a higher ceiling. Scores are lower in depression.</p>

Comment: A role of Language in Infant Emotion Concept Acquisition

2020 ◽  
Vol 12 (4) ◽  
pp. 251-253 ◽  
Author(s):  
Holly Shablack ◽  
Andrea G. Stein ◽  
Kristen A. Lindquist
Keyword(s):  
Concept Learning ◽  
Developmental Trajectory ◽  
Concept Acquisition ◽  
Future Research ◽  
Discrete Emotions ◽  
Emotion Development ◽  
Discrete Emotion ◽  
Development Literature ◽  
Emotion Labels

Ruba and Repacholi (2020) review an important debate in the emotion development literature: whether infants can perceive and understand facial configurations as instances of discrete emotion categories. Consistent with a psychological constructionist account (Lindquist & Gendron, 2013; Shablack & Lindquist, 2019), they conclude that infants can perceive valence on faces, but argue the evidence is far from clear that infants perceive and understand discrete emotions. Ruba and Repacholi outline a novel developmental trajectory of emotion perception and understanding in which early emotion concept learning may be language-independent. In this comment, we argue that language may play a role in emotion concept acquisition even prior to children’s ability to produce emotion labels. We look forward to future research addressing this hypothesis.

A prioriassessment of language learning tasks by practitioners

2009 ◽  
Vol 42 (4) ◽  
pp. 504-518 ◽  
Author(s):  
Gerard J. Westhoff
Keyword(s):  
Teacher Education ◽  
Cognitive Psychology ◽  
Language Learning ◽  
A Priori ◽  
Reliability And Validity ◽  
Learning Task ◽  
Theoretical Framework ◽  
Learning Materials ◽  
Learning Tasks ◽  
Depth Analysis

Teachers' competence to estimate the effectiveness of learning materials is important and often neglected in programmes for teacher education. In this lecture I will try to explore the possibilities of designing scaffolding instruments fora prioriassessment of language learning tasks, based on insights from SLA and cognitive psychology, more specifically connectionist theory. I will subsequently outline the development and evaluation of a ‘yardstick’ to judge complex, integrated, life-like tasks, such as WebQuests. The possibilities will be explored of performing in-deptha prioritask analyses as a learning task for teachers in order to enhance their competence in making ‘educated guesses’ about task effectiveness. Finally, an experiment will be described to determine the reliability and validity of an instrument for in-depth analysis of language learning tasks based on the theoretical framework previously described.

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