Search results for "learning"

Inclusive Teachers’ Concern and Rejection Toward Their Students

2008

This article reports two related studies. In the first study, concern and rejection ratings of 14 inclusive teachers toward 26 students with disabilities were correlated with teacher—student interactions. Partial correlations, controlling for severity of disability, indicated that instructional-academic interactions corresponded significantly with teachers’ concern ratings and noninstructional-behavioral interactions corresponded significantly with teachers’ rejection ratings. In the second study, the authors compared teachers’ concern and rejection ratings of students with learning disabilities ( n = 77), cognitive disabilities ( n = 44), attention-deficit disorder ( n = 20), behavioral d…

Learning Motivation and Activity Contexts

1994

Abstract Learning motivation has a special explanatory status in educational psychology and educational practice. Motivation and learning often are studied separately. In the achievement motivation tradition, achievement situation is the connecting link between learning process and achievement need. The explanatory power of this link has limitations. The activity concept is proposed as a unit which is able to offer a broader basis for a unified concept of learning motivation.

Contextual neural-network based spectrum prediction for cognitive radio

2015

Cognitive radio is the technique of effective electromagnetic spectrum usage important for future wireless communication including 5G networks. Neural networks are nature-inspired computational models used to solve cognitive radio prediction problems. This paper presents the use of contextual Sigma-if neural network in prediction of channel states for cognitive radio. Our results indicate that Sigma-if neural network confirms better predictions than Multilayer Perceptron (MLP) network and decreases sensing time for the benefit of the increase of the effectiveness of e-m spectrum usage.

Artificial organisms as tools for the development of psychological theory: Tolman's lesson

2007

In the 1930s and 1940s, Edward Tolman developed a psychological theory of spatial orientation in rats and humans. He expressed his theory as an automaton (the ‘‘schematic sowbug’’) or what today we would call an ‘‘artificial organism.’’ With the technology of the day, he could not implement his model. Nonetheless, he used it to develop empirical predictions which tested with animals in the laboratory. This way of proceeding was in line with scientific practice dating back to Galileo. The way psychologists use artificial organisms in their work today breaks with this tradition. Modern ‘‘artificial organisms’’ are constructed a posteriori, working from experimental or ethological observations…

Why Untrained Control Groups Provide Invalid Baselines: A Reply to Dienes and Altmann

2003

Dienes and Altmann argue that an untrained control group provides a reliable baseline to measure artificial grammar learning. In this reply, we first provide a fictitious example to demonstrate that this assessment is faulty. We then analyse why this assessment is wrong, and we reiterate the solution proposed in Reber and Perruchet (this issue) for a proper control. Finally, we point out the importance of these methodological principles in the context of implicit learning studies. In their comment, Dienes and Altmann (this issue) raise two main concerns. First, they argue that any difference in classification between an experimental group and an untrained control group reflects the fact tha…

Implicit learning, development, and education

2010

International audience; The present chapter focuses on implicit learning processes, and aims at showing that these processes could be used to design new methods of education or reeducation. After a brief definition of what we intend by implicit learning, we will show that these processes operate efficiently in development, from infancy to aging. Then, we will discuss the question of their resistance to neurological or psychiatric diseases. Finally, in a last section, we will comment on their potential use within an applied perspective.

Adaptive and Generative Learning: Implications from Complexity Theories

2008

One of the most important classical typologies within the organizational learning literature is the distinction between adaptive and generative learning. However, the processes of these types of learning, particularly the latter, have not been widely analyzed and incorporated into the organizational learning process. This paper puts forward a new understanding of adaptive and generative learning within organizations, grounded in some ideas from complexity theories: mainly self-organization and implicate order. Adaptive learning involves any improvement or development of the explicate order through a process of self-organization. Self-organization is a self-referential process characterized …

How does the brain encode epistemic reliability? Perceptual presence, phenomenal transparency, and counterfactual richness

2014

AbstractSeth develops a convincing and detailed internalist alternative to the sensorimotor-contingency theory of perceptual phenomenology. However, there are remaining conceptual problems due to a semantic ambiguity in the notion of “presence” and the idea of “subjective veridicality.” The current model should be integrated with the earlier idea that experiential “realness” and “mind-independence” are determined by the unavailability of earlier processing stages to attention. Counterfactual richness and attentional unavailability may both be indicators of the overall processing level currently achieved, a functional property that normally correlates with epistemic reliability. Perceptual p…

Inside Self-Regulated Learning

2019

Implicit learning and statistical learning: one phenomenon, two approaches.

2006

The domain-general learning mechanisms elicited in incidental learning situations are of potential interest in many research fields, including language acquisition, object knowledge formation and motor learning. They have been the focus of studies on implicit learning for nearly 40 years. Stemming from a different research tradition, studies on statistical learning carried out in the past 10 years after the seminal studies by Saffran and collaborators, appear to be closely related, and the similarity between the two approaches is strengthened further by their recent evolution. However, implicit learning and statistical learning research favor different interpretations, focusing on the forma…