Search results for "Cognitive learning"
showing 5 items of 5 documents
Do trained assessors generalize their knowledge to new stimuli?
2005
Previous work showed that trained assessors are better at discriminating and describing familiar chemico-sensorial stimuli than novices. In this study, we evaluated whether this superiority holds true for new stimuli. We first trained a group of subjects to characterize beer flavors over a two year period. After training was accomplished, we compared the performance of these trained assessors with the performance of novice subjects for discrimination and matching tasks. The tasks were performed using both well-learned and new beers. Trained assessors outperformed novices in the discrimination task for learned beers but not for new beers. But on the matching task, trained assessors outperfor…
The Relationship Between Teacher Non-Verbal Communication and Student Behavior: A Cross-National Perspective
2020
This paper aims at providing insights on the role of non-verbal communication (NVC) in classroom by examining the relationship between teacher NVC cues and student behavior. Student behavior is considered in terms of perceptions of the match between the teacher and the student self-concept (i.e. self-image congruence), attention, and learning. Hypotheses are tested on a sample of students coming from Spain and Italy. Findings indicate that the student self-concept has the strongest relationship with teacher personal appearance, attention with paralinguistics, and learning with kinesics. Some differences are found in the strength of the examined relationships between Spanish and Italian stud…
Cognitive meta-learning of syntactically inferred concepts
2011
This paper outlines a proposal for a two-level cognitive architecture reproducing the process of abstract thinking in human beings. The key idea is the use of a level devoted to the extraction of compact representation for basic concepts, with additional syntactic inference carried on at a meta-level, in order to provide generalization. Higher-level concepts are inferred according to a principle of simplicity, consistent with Kolmogorov complexity, and merged back into the lower level in order to widen the underlying knowledge base.
Assessment of student engagement among junior high school students and associations with self-esteem, burnout, and academic achievement
2016
Journal for educational research online 8 (2016) 2, S. 136-157
Nonverbal immediacy and cognitive learning: A cross‐cultural investigation
1996
The current research was based on data drawn from the cultures of Australia, Finland, and Puerto Rico as well as the dominant United States culture. The direction of the relationship between immediacy and perceived cognitive learning did not differ among the cultures studied (a very positive relationship exists within each culture). However, the magnitude of the relationships varied substantially. The results support the theory that in highly immediate cultures the expectations for immediate teacher behavior are very high and violations of those expectations by being less immediate may be very detrimental to cognitive learning. On the other hand, in less immediate cultures where expectation…