scholarly journals Context-dependent memory effects in VR

2020 ◽  
Author(s):  
Yeon Soon Shin ◽  
Rolando Masís-Obando ◽  
Neggin Keshavarzian ◽  
Riya Davé ◽  
Kenneth Norman
Keyword(s):  
Virtual Reality ◽  
Memory Effect ◽  
Original Learning ◽  
Memory Effects ◽  
Laboratory Setting ◽  
Learning Context ◽  
Body Of Knowledge ◽  
Context Dependent ◽  
Study Context

The context-dependent memory effect, in which memory for an item is better when the retrieval context matches the original learning context, has proved to be difficult to reproduce in a laboratory setting. In an effort to identify a set of features that generate a robust context-dependent memory effect, we developed a paradigm in virtual reality using two semantically distinct virtual contexts: underwater and Mars environments, each with a separate body of knowledge (schema) associated with it. We show that items are better recalled when retrieved in the same context as the study context; we also show that the size of the effect is larger for items deemed context-relevant at encoding, highlighting the importance of integrating items into an active schema in generating this effect.

scholarly journals Context-dependent memory effects in two immersive virtual reality environments: On Mars and underwater

2020 ◽  
Author(s):  
Yeon Soon Shin ◽  
Rolando Masís-Obando ◽  
Neggin Keshavarzian ◽  
Riya Dáve ◽  
Kenneth A. Norman
Keyword(s):  
Virtual Reality ◽  
Memory Effect ◽  
Original Learning ◽  
Memory Effects ◽  
Immersive Virtual Reality ◽  
Laboratory Setting ◽  
Learning Context ◽  
Body Of Knowledge ◽  
Context Dependent ◽  
Study Context

AbstractThe context-dependent memory effect, in which memory for an item is better when the retrieval context matches the original learning context, has proved to be difficult to reproduce in a laboratory setting. In an effort to identify a set of features that generate a robust context-dependent memory effect, we developed a paradigm in virtual reality using two semantically distinct virtual contexts: underwater and Mars environments, each with a separate body of knowledge (schema) associated with it. We show that items are better recalled when retrieved in the same context as the study context; we also show that the size of the effect is larger for items deemed context-relevant at encoding, suggesting that context-dependent memory effects may depend on items being integrated into an active schema.

scholarly journals Context-dependent reinforcement learning impairment in depression

2021 ◽  
Author(s):  
henri Vandendriessche ◽  
Amel Demmou ◽  
Sophie Bavard ◽  
Julien Yadak ◽  
Cédric Lemogne ◽  
...  
Keyword(s):  
Reinforcement Learning ◽  
Positive Reinforcement ◽  
Original Learning ◽  
Expected Value ◽  
Learning Performance ◽  
Transfer Phase ◽  
Learning Context ◽  
Context Analysis ◽  
The Poor ◽  
Context Dependent

Backgrounds:Value-based decision-making impairment in depression is a complex phenomenon: while some studies did find evidence of blunted reward learning and reward-related signals in the brain, others indicate no effect. Here we test whether such reward sensitivity deficits are dependent on the overall value of the decision problem.Methods:We used a two-armed bandit task that includes two different contexts: one ‘rich’ context where both options were associated with an overall positive expected value and a ‘poor’ context where options were associated with overall negative expected value. We tested patients (N=30) undergoing a major depressive episode and age, gender and socio-economically matched controls (N=26). To assess whether differences in learning performance were due to a decision or a value-update process, we also analysed performance in a transfer phase, performed immediately after the learning phase. ResultsHealthy subjects showed similar learning performance in the ‘rich’ and the ‘poor’ contexts, while patients showed reduced learning in the ‘poor’ context. Analysis of the transfer phase showed that the context-dependent deficit in patients generalized when options were extrapolated from their original learning context, thus suggesting that the effect of depression has to be traced to the outcome encoding, rather than the decision phase.ConclusionsOur results illustrate that reinforcement learning deficits in depression are complex and depend on the value of the context. We show that depressive patients have a specific trouble in contexts with an overall negative state value, supporting the relevance of setting up patients in a spiral of positive reinforcement.

scholarly journals Incorporating Virtual Reality into the Teaching and Training of Grid-Tie Photovoltaic Power Plants Design

2019 ◽  
Vol 9 (21) ◽  
pp. 4480 ◽  
Author(s):  
Juan Miguel Gonzalez Lopez ◽  
Ramon Octavio Jimenez Betancourt ◽  
Juan M Ramirez Arredondo ◽  
Efrain Villalvazo Laureano ◽  
Fernando Rodriguez Haro
Keyword(s):  
Virtual Reality ◽  
Virtual World ◽  
Power Plants ◽  
Learning Context ◽  
Pv System ◽  
Planning And Design ◽  
Photovoltaic Power ◽  
Teaching Goals ◽  
Teaching Learning ◽  
And Training

The current difficulty in obtaining financial resources to acquire equipment for training personnel and the requirement of well-trained engineers in the industry looking toward sustainability, creates an opportunity to innovate in teaching tools, such as the proposed in this article, where a virtual world is projected, integrating the planning and design of a photovoltaic power plant (PV). The user can interact while immersed in the virtual scene as if the PV system were already installed, illustrating technical characteristics of selected equipment and its installation details, while the user is interacting with didactic activities focused on visual, auditory, and kinesthetic learning. This paper summarizes an initiative within the teaching–learning context, which aims to show the advantages of using modern tools, such as virtual reality, to achieve teaching goals in a renewable energy course.

Learning context-dependent word embeddings based on dependency parsing

2020 ◽  
Vol 19 (4) ◽  
pp. 334
Author(s):  
Ke Yan ◽  
Jie Chen ◽  
Wenhao Zhu ◽  
Xin Jin ◽  
Guannan Hu
Keyword(s):  
Word Embeddings ◽  
Dependency Parsing ◽  
Learning Context ◽  
Context Dependent

scholarly journals Immersive Virtual Reality as an Effective Tool for Second Language Vocabulary Learning

Languages ◽  
2019 ◽  
Vol 4 (1) ◽  
pp. 13 ◽  
Author(s):  
Jennifer Legault ◽  
Jiayan Zhao ◽  
Ying-An Chi ◽  
Weitao Chen ◽  
Alexander Klippel ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Second Language ◽  
Real Life ◽  
Recognition Task ◽  
Significant Benefit ◽  
Immersive Virtual Reality ◽  
Learning Context ◽  
Learning Condition ◽  
Learning Platform ◽  
L2 Learning

Learning a second language (L2) presents a significant challenge to many people in adulthood. Platforms for effective L2 instruction have been developed in both academia and the industry. While real-life (RL) immersion is often lauded as a particularly effective L2 learning platform, little is known about the features of immersive contexts that contribute to the L2 learning process. Immersive virtual reality (iVR) offers a flexible platform to simulate an RL immersive learning situation, while allowing the researcher to have tight experimental control for stimulus delivery and learner interaction with the environment. Using a mixed counterbalanced design, the current study examines individual differences in L2 performance during learning of 60 Mandarin Chinese words across two learning sessions, with each participant learning 30 words in iVR and 30 words via word–word (WW) paired association. Behavioral performance was collected immediately after L2 learning via an alternative forced-choice recognition task. Our results indicate a main effect of L2 learning context, such that accuracy on trials learned via iVR was significantly higher as compared to trials learned in the WW condition. These effects are reflected especially in the differential effects of learning contexts, in that less successful learners show a significant benefit of iVR instruction as compared to WW, whereas successful learners do not show a significant benefit of either learning condition. Our findings have broad implications for L2 education, particularly for those who struggle in learning an L2.

scholarly journals Neural circuits for learning context-dependent associations of stimuli

2018 ◽  
Vol 107 ◽  
pp. 48-60 ◽  
Author(s):  
Henghui Zhu ◽  
Ioannis Ch. Paschalidis ◽  
Michael E. Hasselmo
Keyword(s):  
Neural Circuits ◽  
Learning Context ◽  
Context Dependent

Transition phenomena in diffusive motions due to the change of memory effects

2019 ◽  
Vol 34 (01) ◽  
pp. 2050013
Author(s):  
Dongmi Kim ◽  
Hyun-Joo Kim
Keyword(s):  
Stochastic Process ◽  
Memory Effect ◽  
Stochastic Models ◽  
Hurst Exponent ◽  
Early Stage ◽  
Intermediate Stage ◽  
Memory Effects ◽  
Replication Process ◽  
Normal Diffusion ◽  
Previous Step

In the anomalous diffusions, the transition phenomena from superdiffusion (or subdiffusion) to normal diffusion have been found in several experiments and studied by stochastic models. In this study, we found the diffusion transition which occurs twice in a stochastic process, first from superdiffusion to subdiffusion, and then from subdiffusion to normal diffusion by using the nonstationary Markovian replication process with the memory of the previous step exponentially decaying with time. In the early stage, when the walker strongly follows the previous step, superdiffusive behaviors occur, while in the intermediate stage in which the memory effect decays exponentially, the motion of the walker shows subdiffusive behaviors. Eventually, as the memory effect almost disappears, the motion reduces to normal diffusion. We also found that the Hurst exponent in the intermediate subdiffusive region becomes smaller when the change of the memory effect is more abrupt.

Interference in Learning Context‐dependent Words

1998 ◽  
Vol 18 (1) ◽  
pp. 5-25 ◽  
Author(s):  
Robert T. Elliott ◽  
Qingzong Zhang
Keyword(s):  
Learning Context ◽  
Context Dependent

scholarly journals Teletandem and telepresence: Rethinking the cultural component in language teaching and language teacher education

2015 ◽  
Vol 31 (3) ◽  
pp. 781-800
Author(s):  
Ana Cristina Biondo SALOMÃO
Keyword(s):  
Teacher Education ◽  
Teaching And Learning ◽  
New Technologies ◽  
Language Teaching ◽  
Learning Context ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Body Of Knowledge ◽  
Cultural Experiences ◽  
Cultural Component

ABSTRACT This articles discusses some of the results of a qualitative ethnographic research on foreign language teacher's conceptions of culture in an extension course for continuing education in the virtual collaborative learning context of "Teletandem Brazil: foreign languages for all", UNESP. The results have implications for the fields of language teaching and learning mediated by new technologies and teacher education. They suggest that telepresence in teletandem provided a means for dialogically undergoing the complexities of cultural experiences. Grounded in real world interaction, these experiences can lead to the change of the knowledge base of language teacher education for intercultural communication and the teaching and learning of culture. Culture can, then, be dissociated from the idea of a homogeneous, fixed and transparent body of knowledge.

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