learning trials
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2022 ◽  
pp. 105381512110695
Author(s):  
Mackenzie K. Martin ◽  
Patricia A. Snyder ◽  
Brian Reichow ◽  
Crystal D. Bishop

The purpose of this study was to examine the comparability of counts of embedded instruction learning trials when different methods of viewing and recording direct behavioral observations were used. In 13 classrooms, while videotaping embedded instruction implementation for a larger randomized controlled efficacy trial was occurring, teachers’ implementation of trials was coded in situ using pencil-and-paper methods. Videos were later coded using computer-assisted methods. Dependent-samples t tests, Pearson product-moment correlation coefficients, and additional score agreement calculations were conducted. Statistically significant differences were found in the estimates of trial frequency. Correlational analyses showed positive and strong relationships between the coding methods. Coding agreement was higher across the entire observation versus during 10-min continuous event blocks. In situ coding took significantly less time than video coding. Results provide empirical evidence for the advantages and disadvantages of common viewing and recording methods for quantifying behavior as part of systematic observation systems.


Author(s):  
Karim Rivera-Lares ◽  
Robert Logie ◽  
Alan Baddeley ◽  
Sergio Della Sala

AbstractIt is commonly assumed that the rate of forgetting depends on initial degree of learning. Hence, comparison of forgetting across groups is usually carried out equating initial performance. However, these matching procedures add confounding variables. In four experiments, following Slamecka and McElree (1983, Exp 3), we challenge this assumption through manipulating initial acquisition by varying the number of presentations of the material and studying the effect on rate of subsequent forgetting. A set of 36 sentences was presented either visually or auditorily. Different participants were exposed to the material two, four or six times. Forgetting was measured by means of a cued recall test at three time-intervals (30 s, 1 day and 1 week in experiments 1 and 2; 30 s, 1 day, and 3 days in experiments 3 and 4). A different subset of 12 sentences was tested at each delay. The outcome of these experiments showed that the initial acquisition depends on number of learning trials. However, the rate of forgetting proved to be independent of initial acquisition. This pattern remains constant across modalities of presentation and of the number of learning trials. The conclusion is that forgetting does not depend on initial acquisition.


2021 ◽  
Author(s):  
Xiangshuai Zeng ◽  
Laurenz Wiskott ◽  
Sen Cheng

Episodic memory has been studied extensively in the past few decades, but so far little is understood about how it is used to affect behavior. Here we postulate three learning paradigms: one-shot learning, replay learning, and online learning, where in the first two paradigms episodic memory is retrieved for decision-making or replayed to the neocortex for extracting semantic knowledge, respectively. In the third paradigm, the neocortex directly extracts information from online experiences as they occur, but does not have access to these experiences afterwards. By using visually-driven reinforcement learning in simulations, we found that whether an agent is able to solve a task by relying on the three learning paradigms depends differently on the number of learning trials and the complexity of the task. Episodic memory can, but does not always, have a major benefit for spatial learning, and its effect differs for the two modes of accessing episodic information. One-shot learning is initially faster than replay learning, but the latter reaches a better asymptotic performance. We believe that understanding how episodic memory drives behavior will be an important step towards elucidating the nature of episodic memory.


2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
El-Shaimaa Talaat Abumandour

PurposeAt present, humankind is facing rapid and profound changes in society, science, technology, economy and environment. The 21st century has witnessed extraordinary scientific and technological progressions. Improvement of technology has generated new educational technique known as e-learning. Nowadays, popularity of e-learning is growing rapidly and numerous educational organizations, public, academic and digital libraries are embracing it. Lately, engineering education is heading toward the blended education system as it successfully combines both chalk and talk system (face-to-face), computer-assisted learning methodologies and internet access feature to learners.Design/methodology/approachThis work discusses the potential of e-learning as an educational system for engineering topics and the challenges faced by educational organizations and public libraries as their partners in applying this system for engineering topics. In addition, number of national and international successful engineering e-learning trials that have been created, organized and/or hosted by educational organizations and public libraries are presented.FindingsThe author presents challenges and obstacles that stakeholders, teachers, professors and librarians should be aware of to develop and support the e-learning system. Hence, a number of recommendations are provided to build a bridge linking e-learning and engineering education.Originality/valueThis paper is a complementary work to a previously published study. In this paper, the author sheds light on the link between the e-learning system and the engineering education provided by the educational organizations and hosted by public libraries.


2021 ◽  
pp. 009862832110483
Author(s):  
Javier Rodríguez-Ferreiro ◽  
Miguel A. Vadillo ◽  
Itxaso Barberia

Background We have previously presented two educational interventions aimed to diminish causal illusions and promote critical thinking. In both cases, these interventions reduced causal illusions developed in response to active contingency learning tasks, in which participants were able to decide whether to introduce the potential cause in each of the learning trials. The reduction of causal judgments appeared to be influenced by differences in the frequency with which the participants decided to apply the potential cause, hence indicating that the intervention affected their information sampling strategies. Objective In the present study, we investigated whether one of these interventions also reduces causal illusions when covariation information is acquired passively. Method Forty-one psychology undergraduates received our debiasing intervention, while 31 students were assigned to a control condition. All participants completed a passive contingency learning task. Results We found weaker causal illusions in students that participated in the debiasing intervention, compared to the control group. Conclusion The intervention affects not only the way the participants look for new evidence, but also the way they interpret given information. Teaching implications Our data extending previous results regarding evidence-based educational interventions aimed to promote critical thinking to situations in which we act as mere observers.


2021 ◽  
Vol 36 (6) ◽  
pp. 1223-1223
Author(s):  
Michael J Persin ◽  
Danielle Hardesty ◽  
Diamond C Lee ◽  
Nancy Tran ◽  
Cameron Bayer ◽  
...  

Abstract Objective Virtual reality-based neuropsychological tests offer the ability to capture a variety of data while enabling standardized administration. The purpose of this study was to create an artificial neural network to examine the predictability of the Virtual Environment Grocery Store (VEGS) for neurocognitive impairment among older adults. Method Older adults (N = 71; age 55–90, M = 74.38, SD = 8.32; 13 with a neurocognitive diagnosis and 58 without) completed the VEGS as part of a neuropsychological evaluation. Results The multilayer perceptron found a model which had a 3.4% error rate. The VEGS sum of the learning trials was the most important predictor of this model (i = 0.45). Conclusion Results suggest that the VEGS is sensitive to detecting neurocognitive impairment among older adults, with the sum of the learning trials making a substantial contribution to the model’s accuracy.


PLoS ONE ◽  
2021 ◽  
Vol 16 (7) ◽  
pp. e0249102
Author(s):  
Milou S. C. Sep ◽  
Marijn Vellinga ◽  
R. Angela Sarabdjitsingh ◽  
Marian Joëls

Environmental information plays an important role in remembering events. Information about stable aspects of the environment (here referred to as ‘context’) and the event are combined by the hippocampal system and stored as context-dependent memory. In rodents (such as rats and mice), context-dependent memory is often investigated with the object-in-context task. However, the implementation and interpretation of this task varies considerably across studies. This variation hampers the comparison between studies and—for those who design a new experiment or carry out pilot experiments–the estimation of whether observed behavior is within the expected range. Also, it is currently unclear which of the variables critically influence the outcome of the task. To address these issues, we carried out a preregistered systematic review (PROSPERO CRD42020191340) and provide an up-to-date overview of the animal-, task-, and protocol-related variations in the object-in-context task for rodents. Using a data-driven explorative meta-analysis we next identified critical factors influencing the outcome of this task, such as sex, testbox size and the delay between the learning trials. Based on these observations we provide recommendations on sex, strain, prior arousal, context (size, walls, shape, etc.) and timing (habituation, learning, and memory phase) to create more consensus in the set-up, procedure, and interpretation of the object-in-context task for rodents. This could contribute to a more robust and evidence-based design in future animal experiments.


2021 ◽  
Author(s):  
Milou Sep ◽  
Marijn Vellinga ◽  
R. Angela Sarabdjitsingh ◽  
Marian Joëls

Environmental information plays an important role in remembering events. Information about stable aspects of the environment (here referred to as ‘context’) and the event are combined by the hippocampal system and stored as context-dependent memory. In rodents (such as rats and mice), context-dependent memory is often investigated with the object-in-context task. However, the implementation and interpretation of this task varies considerably across studies. This variation hampers the comparison between studies and - for those who design a new experiment or carry out pilot experiments – the estimation of whether observed behavior is within the expected range. Also, it is currently unclear which of the variables critically influence the outcome of the task. To address these issues, we carried out a preregistered systematic review (PROSPERO CRD42020191340) and provide an up-to-date overview of the animal-, task-, and protocol-related variations in the object-in-context task for rodents. Using a data-driven explorative meta-analysis we next identified critical factors influencing the outcome of this task, such as sex, testbox size and the delay between the learning trials. Based on these observations we provide recommendations to create more consensus in the set-up, procedure and interpretation of the object-in-context task for rodents. This could contribute to a more robust and evidence-based design in future animal experiments.


2020 ◽  
Vol 35 (6) ◽  
pp. 982-982
Author(s):  
Gettens K ◽  
Daly M ◽  
Chaudhry T ◽  
Duncanson H ◽  
Sherman J ◽  
...  

Abstract Objective There is urgent need for tools that quickly identify neurocognitive disorders (NCD). The Free and Cued Selective Reminding Test (FCSRT) has high sensitivity for detecting NCD severity (Mild vs. Major) and type (amnestic vs. non-amnestic). However, full administration of three learning trials makes it relatively lengthy. We examined whether first trial performance detects NCD type and severity. Method 187 patients (Mage = 74.7 ± 6.9, Medu = 16 ± 3.1; 58% male) were clinically evaluated. Diagnoses were Mild NCD—amnestic (N = 55), Mild NCD—non-amnestic (N = 67), Major NCD -amnestic (N = 23), and Major NCD –non-amnestic (N = 42). Free recall accuracy (FRA) [number freely recalled/16 *100] and cued recall accuracy (CRA) [(number of cues provided—number recalled with cues)/16 *100] were calculated for each of 3 learning trials. Results First trial performance predicted NCD severity (2 (2) = 7.84, p < .03) and type (2 (1) = 59.0, p < .001). First trial FRA predicted NCD severity (B = −3.29, p < .01). First trial FRA and CRA predicted NCD type (CRA better than FRA, (B = −4.54, p < .001). Third trial accuracy did not predict NCD severity [2 (2) = 5.75, p = .06). Third trial accuracy predicted NCD type [2 (2) = 56.6, p < .001]; third trial FRA performed similarly to first trial FRA. Conclusions Our results suggest that first trial FCSRT performance may be enough to screen for neurocognitive disorders. Findings identify free recall accuracy as a better predictor of type and cued recall accuracy a better predictor of NCD severity.


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