Drawbacks of Audiobooks for Learning and Cognition

Author(s):  
Milena Tsvetkova
2011 ◽  
Author(s):  
Nicholas Valentino ◽  
Jeffrey W. Ladewig

Animals ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. 973
Author(s):  
Thomas R. Zentall

The humane treatment of animals suggests that they should be housed in an environment that is rich in stimulation and allows for varied activities. However, even if one’s main concern is an accurate assessment of their learning and cognitive abilities, housing them in an enriched environment can have an important effect on the assessment of those abilities. Research has found that the development of the brain of animals is significantly affected by the environment in which they live. Not surprisingly, their ability to learn both simple and complex tasks is affected by even modest time spent in an enriched environment. In particular, animals that are housed in an enriched environment are less impulsive and make more optimal choices than animals housed in isolation. Even the way that they judge the passage of time is affected by their housing conditions. Some researchers have even suggested that exposing animals to an enriched environment can make them more “optimistic” in how they treat ambiguous stimuli. Whether that behavioral effect reflects the subtlety of differences in optimism/pessimism or something simpler, like differences in motivation, incentive, discriminability, or neophobia, it is clear that the conditions of housing can have an important effect on the learning and cognition of animals.


2021 ◽  
pp. 026988112098634
Author(s):  
Harriet Dempsey-Jones ◽  
Susann Steudte-Schmiedgen ◽  
Michael Browning ◽  
Tamar R Makin ◽  
Marcella L Woud ◽  
...  

Background: The optimisation of learning has long been a focus of scientific research, particularly in relation to improving psychological treatment and recovery of brain function. Previously, partial N-methyl-D-aspartate agonists have been shown to augment reward learning, procedural learning and psychological therapy, but many studies also report no impact of these compounds on the same processes. Aims: Here we investigate whether administration of an N-methyl-D-aspartate partial agonist (D-cycloserine) modulates a previously unexplored process – tactile perceptual learning. Further, we use a longitudinal design to investigate whether N-methyl-D-aspartate-related learning effects vary with time, thereby providing a potentially simple explanation for apparent mixed effects in previous research. Methods: Thirty-four volunteers were randomised to receive one dose of 250 mg D-cycloserine or placebo 2 h before tactile sensitivity training. Tactile perception was measured using psychophysical methods before and after training, and 24/48 h later. Results: The placebo group showed immediate within-day tactile perception gains, but no further improvements between-days. In contrast, tactile perception remained at baseline on day one in the D-cycloserine group (no within-day learning), but showed significant overnight gains on day two. Both groups were equivalent in tactile perception by the final testing – indicating N-methyl-D-aspartate effects changed the timing, but not the overall amount of tactile learning. Conclusions: In sum, we provide first evidence for modulation of perceptual learning by administration of a partial N-methyl-D-aspartate agonist. Resolving how the effects of such compounds become apparent over time will assist the optimisation of testing schedules, and may help resolve discrepancies across the learning and cognition domains.


2021 ◽  
Vol 13 (5) ◽  
pp. 135
Author(s):  
Marialisa Scatá ◽  
Barbara Attanasio ◽  
Aurelio La Corte

Complex systems are fully described by the connectedness of their elements studying how these develop a collective behavior, interacting with each other following their inner features, and the structure and dynamics of the entire system. The forthcoming 6G will attempt to rewrite the communication networks’ perspective, focusing on a radical revolution in the way entities and technologies are conceived, integrated and used. This will lead to innovative approaches with the aim of providing new directions to deal with future network challenges posed by the upcoming 6G, thus the complex systems could become an enabling set of tools and methods to design a self-organized, resilient and cognitive network, suitable for many application fields, such as digital health or smart city living scenarios. Here, we propose a complex profiling approach of heterogeneous nodes belonging to the network with the goal of including the multiplex social network as a mathematical representation that enables us to consider multiple types of interactions, the collective dynamics of diffusion and competition, through social contagion and evolutionary game theory, and the mesoscale organization in communities to drive learning and cognition. Through a framework, we detail the step by step modeling approach and show and discuss our findings, applying it to a real dataset, by demonstrating how the proposed model allows us to detect deeply complex knowable roles of nodes.


2021 ◽  
Vol 38 (1) ◽  
pp. 20-21
Author(s):  
Lina J. Karam ◽  
Jay Katupitiya ◽  
Vicente Milanes ◽  
Ioannis Pitas ◽  
Jieping Ye

2013 ◽  
Vol 20 (5) ◽  
pp. 426-431 ◽  
Author(s):  
R. Douglas Fields ◽  
Alfonso Araque ◽  
Heidi Johansen-Berg ◽  
Soo-Siang Lim ◽  
Gary Lynch ◽  
...  

Author(s):  
Michael D. Hamlin

Business education is education for practice and thus, requires a systematic and integrative approach that will guide students toward becoming reflective practitioners. Case-based education is an important tool that can provide the educational experiences that produce effective practitioners but only if its use is guided by a sound theoretical and research based framework. Research and theory from the learning sciences can guide case-based instructional practices. This chapter will provide a framework for the design of case-based instruction that incorporates teaching and learning affordances derived from the theory of situated learning and cognition. If the educational goal is to produce business practitioners with the skills and knowledge necessary to operate successfully in today's global business environment, business education needs to be prepared to incorporate theoretical perspectives derived from learning sciences research into case-based education.


2018 ◽  
pp. 563-590
Author(s):  
Michael D. Hamlin

Business education is education for practice and thus, requires a systematic and integrative approach that will guide students toward becoming reflective practitioners. Case-based education is an important tool that can provide the educational experiences that produce effective practitioners but only if its use is guided by a sound theoretical and research based framework. Research and theory from the learning sciences can guide case-based instructional practices. This chapter will provide a framework for the design of case-based instruction that incorporates teaching and learning affordances derived from the theory of situated learning and cognition. If the educational goal is to produce business practitioners with the skills and knowledge necessary to operate successfully in today's global business environment, business education needs to be prepared to incorporate theoretical perspectives derived from learning sciences research into case-based education.


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