Learning Conditions Research Articles

The influence of repetitive thoughts of CS-US pairing on expectancy learning and evaluative conditioning: a fundamental study.

Repetitive thinking is a common phenomenon, also implicated in a variety of mental disorders. The content of repetitive thoughts can take the form of prediction of aversive events (in worry) or evoking negatively valenced information (in rumination), for instance. Investigating the influence of repetitive thinking through the lens of associative learning could help deepen our understanding of the mechanisms involved in its effects.In two experiments, non-clinical participants were exposed to CS-US pairings with the aim of creating non-threatening expectancy learning (Experiment 1) or evaluative conditioning (Experiment 2). After each conditioning trial, participants were instructed to initiate repetitive thoughts about the pairing (i.e. rehearse) or follow control instructions.Experiment 1 (N = 64) showed that such intervention strengthen the association between the mental representations of the CS and the US, leading to a stronger US expectancy in response to the CS. In Experiment 2 (N = 107), an evaluative conditioning effect was observed; however, it was not influenced by instructions.The study demonstrated that simulated repetitive thinking strengthens the CS-US association and leads to greater US expectancy in expectancy learning, despite appearing not to influence the evaluative conditioning effect. The potential implications of these findings on repetitive thinking are discussed.

Generative learning activities for online multimedia learning: when summarizing is effective but drawing is not.

The goal of this study is to determine whether two commonly used generative learning activities for text-based lessons-writing a summary or creating a drawing-help students learn from a multimedia lesson involving animations with short text captions without prior training in the generative activities. Students viewed a series of four annotated animations on greenhouse gases. During pauses between the animations, students were asked to generate a written summary, to create a drawing, or to do both, whereas a control group viewed the lesson without any generative learning activities. Students were tested immediately (Experiment 1) or after a one-week delay (Experiment 2). In both experiments, students who produced written summaries scored significantly higher on the posttest than those who engaged in no generative learning activities (d = 0.48 in Experiment 1, d = 0.54 in Experiment 2), but there was no significant difference on the posttest for students who generated drawings compared to those who engaged in no generative learning activities. In addition, those who engaged in drawing and summarizing did not have significantly different posttest performance than those engaged in summarizing alone. We conclude that writing summaries during a highly visual animated lesson is effective for learning, possibly because it encourages students to engage in generative processing during learning more than drawing and we discuss potential reasons for this in the discussion. This work helps extend generative learning theory by pinpointing potential boundary conditions for learning by drawing and learning by summarizing.

The Effectiveness of Technology-Enhanced Learning in Prosthodontic Education: A Systematic Review.

To compare the effectiveness of technology-enhanced learning (TEL) with traditional learning in prosthodontic education. The protocol was registered before commencement [CRD42023390277]. The search was conducted to identify randomized controlled trials (RCTs) focused on comparative assessment of TEL and traditional learning in prosthodontic education up to 6 June 2024. A comprehensive search strategy was formulated, encompassing multiple electronic databases. Screening, data extraction and risk of bias assessment using the Cochrane tool (RoB 2) were performed. Educational outcomes were evaluated by Kirkpatrick's four-level evaluation model. Of 2830 records identified, 14 RCTs were included. All the trials were judged at high risk of bias or had some concerns. The included studies assessed the short-term benefits of various TEL approaches, including e-learning, blended learning, video demonstration specialized self-evaluation software and virtual reality simulation in prosthodontic education for undergraduates. Promising results were found in individual studies, particularly in terms of perceived learning conditions with problem-based learning (PBL) and self-reported understanding and confidence when using video demonstrations. Most studies reported comparable outcomes to traditional learning in practical skills assessments, while the results regarding the acquisition of theoretical knowledge through the incorporation of TEL approaches were contradictory. One study reported promising results in perceived learning conditions with the PBL approach, as well as improved self-reported understanding and confidence with the use of video demonstrations. Furthermore, there was a limited number of studies assessing the effect of TEL approaches on students' behaviour. There is a lack of high-quality evidence to support the adoption of TEL approaches in prosthodontics. However, the incorporation of virtual reality simulation has demonstrated promising results, particularly in improving practical clinical skills.

PEDAGOGICAL SUPPORT OF PARENTS IN REMOTE TIME: STRATEGIES AND METHODS

The article explores the important role played by parents in the education of their children in modern conditions of distance learning. The article presents a literature review, research results and discussion of important aspects of pedagogical support for parents.Various theoretical models and practical approaches to pedagogical support of parents are considered, the impact of distance learning on the roles and responsibilities of parents in the educational process of children is assessed, and effective strategies and methods of support adapted to the distance learning format are presented. The study alsoincludes an analysis of the results of surveys and questionnaires of parents, as well as statistical data on the level of their involvement in the educational process. Modern education is facing challenges related to distance learning and hybrid models of education. In this regard, the article presents not only an analysis of current problems and challenges, but also offers practical recommendations and strategies to ensure successful interaction between educational institutions and parents.Taking into account the rapid development of technology and the constantly changing educational context, this article calls for constant updating and improvement of methods of pedagogical support for parents. She also emphasizes the importance of cooperation and exchange of experience between various educational institutions and countries.The article serves as an important contribution to the discussion and development of strategies aimed at improving the education and support of children in the era of distance learning.

Tutoring as a form of support for the adaptation of foreign students at the university

Introduction. Strengthening globalization processes leads to the expansion of international cooperation in the field of education. This is especially reflected in the growth of international mobility of students in higher education institutions, in particular, Russian universities. And if the first students of the beginning of the large waves of mass educational migration were proficient in the Russian language and were familiar with Russian culture, then the students who followed them were much less proficient in the language and cultural code. And, since the internationalization of education remains a prerequisite for the existence of universities, and long-term adaptation of foreign students to learning conditions worsens the quality of their training, there is a need to organize their psychological and pedagogical support in the first years of study. The purpose of the article: to specify the main problems of adaptation of foreign students to the conditions of study in Russian universities and to justify the need to organize their tutor support. Materials and methods. The study involved 556 international students of the first and second years of study of three Tatarstan universities (Kazan National Research Technological University (KNRTU-KICT), (Kazan); Kazan National Research Technical University named after A. N. Tupolev (KNRTU-KAI), (Kazan); Elabuga Institute of the Kazan (Volga Region) Federal University (EI KFU) (Elabuga). Research results. The results of the study confirmed the presence of adaptation problems among foreign students. The main ones are difficulties with the Russian language (41%) and acclimatization (21%). It takes 46% of students about a year to get used to the learning conditions, and 23% – more than a year. The main learning difficulties they identify are awkwardness when speaking in public in front of an audience (23%) and teachers’ underestimation of their educational results (20%). More than half of the students see older compatriots as a source of help in overcoming cultural and educational barriers; The help of a supervisor turned out to be effective only for 15% of respondents. Taking into account the results obtained, it is proposed to organize the training of future tutors from among foreign senior students who have undergone appropriate psychological and pedagogical training. Conclusion. While maintaining the institute of curatorship, it is necessary to create a tutoring institute in universities that train foreign students. The main functions of tutors, which are absent from the curators of academic groups, should be to help foreign students overcome barriers to socio-cultural adaptation and insufficient proficiency in Russian, promote the acceptance of foreigners by their new environment, help in building effective interaction with the university administration and teachers, study students' personalities, monitor the results of their educational activities, help in professional identification, monitoring of newly emerging difficulties of students, strengthening cooperation between Russian and foreign students.

Incivility in Nursing Education: A Concept Analysis.

Incivility in nursing education is a complex concept that is not exactly defined in nursing. The purpose of this study was to clarify the concept of incivility in nursing education in the Iranian cultural context. Concept analysis was performed based on hybrid model in three steps. In the theoretical phase, a review of studies was conducted from 2000 to 2020. During the fieldwork, 7 nursing faculty members and 9 nursing students were interviewed. The third phase included the comparison of the themes that were extracted from the two previous phases. From the 1250 titles, 45 articles were analyzed. Review of literature showed that incivility has several attributes: unconventional communication, irresponsible and disrespectful behavior. The fieldwork phase added unmanaged behavior and being contrary to academic goal. Defining the concept of incivility in nursing education refers to an unconventional, disrespectful, unmanaged behavior that is contrary to the academic goal of nursing education and results from individual differences, stress, improper application of technology, and inappropriate role models which, by creating an unsafe learning condition leads to harming the individual, organization and profession. Here, this study provides a comprehensive understanding of the incivility in nursing education that can be used in instrumentation, model building, and development of theory.

Deep Reinforcement Learning-based Algorithmic Optimisation and Risk Management for High Frequency Trading

This paper reviews the current status and challenges of Deep Reinforcement Learning (DRL)-based algorithm optimisation and risk management for high-frequency trading. By analysing the potential application of Deep Reinforcement Learning in high-frequency trading, its unique advantages in algorithm optimisation, trading decision-making and risk management are discussed. Although DRL demonstrates the ability to make self-adaptive and dynamic decisions in complex market environments, it still faces many challenges such as insufficient real-time algorithmic performance, data sparsity, model overfitting, and risk management complexity in practical applications. This paper summarises the main findings of the current research and proposes directions for future research, suggesting that the application of DRL in high-frequency trading can be further enhanced by improving the algorithmic structure, dealing with data sparsity, and optimising risk management strategies.

Retrieval practice and word learning in children who are hard of hearing

Purpose Many children who are deaf and hard of hearing (DHH) show poorer auditory word-learning skills than children with typical hearing (TH). The goal of this study was to test the effect of retrieval practice on word learning in children who are hard of hearing (HH). Method Twenty-six TH children and 16 children who are HH completed a speech perception and a vocabulary test, and a rapid word-learning game to learn new words under no retrieval, immediate retrieval, and spaced retrieval conditions. Result Linear mixed-effect models revealed that learning condition and time predicted 48% of the variance in word recognition, and age predicted 15% of word recall variance. We observed no differences in word recognition and recall between TH children and children who are HH. Children learned and remembered more words in the immediate and spaced retrieval practice conditions than in the no retrieval condition. Conclusion Retrieval practice is more effective for word learning and retention than passive exposure (no retrieval). Clinical and educational practices for children who are DHH could combine explicit instruction using targeted exposures and retrieval of new words with naturalistic approaches. Future studies should assess retrieval practice in real-life interventions to inform clinical and educational practices.

The effectiveness of using visual communication in teaching vocabulary to non-English majors students at the Foreign Languages Center of Nguyen Tat Thanh University

Due to the essence of English vocabulary learning and its challenges, teachers tend to be in search of effective pedagogical techniques. The current case study aims to explore the usefulness of visual media in teaching vocabulary at Nguyen Tat Thanh University. A total of 240 non-English majors completed an online survey to express their opinions on using visual media in vocabulary class. Findings revealed the benefits, such as interesting learning conditions, stronger word memorization, improved learning strategies, high contexts for word practice, and convenient word meaning presentation. The perceived reasons were interesting, memorable content, different kinds of visualizations, interactive and extensive exercises, and the use of many senses. The results have a few applications to EFL vocabulary teaching and learning at the university. This study could make contributions to future studies as its findings delineated that visual media adapted from the coursebook can facilitate students’ vocabulary learning and foster their learning motivation. ® 2024 Journal of Science and Technology - NTTU

Dual drivers of bilingual semantic accent: Semantic relations and input limitations

Research question: Second language (L2) learners may have a “semantic accent,” using L2 words differently from a native speaker. The current studies investigate how learning conditions and the need to use different semantic dimensions may constrain the acquisition of L2 meanings. Approach: In Experiment 1, we asked whether first language (L1) Mandarin speakers would successfully learn English carry and hold with intensive input in a laboratory training procedure. In Experiment 2, we asked whether the difficulties observed were due to differing semantic dimensions per se or to the need to move from a larger number of fine-grained native distinctions to a smaller number of broader English meanings. Data and analysis: Word definitions and label choice after training were scored for consistency with native performance. Conclusions: Experiment 1 supported the idea that intensive input helps, but Experiment 2 suggested that any kind of semantic difference from L1 is challenging even with intensive input. Originality: The current study clarifies the contributions of learning conditions and L1-L2 semantic differences in semantic accent. Implications: Reducing semantic accent may require instruction in specific L1-L2 differences and cultivation of metacognitive sensitivity to the potential for differences.

Exploring the Difficulties of Integrated Science Education in Rufunsa District: A Study of Selected Secondary Schools

This study aims to investigate the difficulties faced in integrated science education in Rufunsa District, focusing on selected secondary schools. The research identifies and examines specific challenges encountered by both teachers and students, assesses the availability and adequacy of teaching and learning materials, and evaluates the overall teaching and learning conditions within these schools. Additionally, the study explores the impact of these difficulties on educational outcomes in integrated science. By highlighting the key barriers to effective science education, the research offers recommendations to improve the quality and delivery of integrated science education in Rufunsa District, ultimately enhancing student learning and performance in this critical subject area.

Children’s Metacognition and Their Second Language Acquisition: A Longitudinal Study

Abstract The present study aimed to examine the relationship between children’s metacognition and their later second language acquisition in implicit and explicit learning conditions, as well as the effects of time and condition on children’s metacognition and second language acquisition. Seventy Chinese children (M = 8.13 ; sd = 3.34) were followed from Year 2 to Year 3 at primary school. Children in Group 1 were in the Explicit Learning Condition, while children in Group 2 were in the Implicit and Explicit Learning Condition. A range of tasks were used to assess children’s metacognition and second language acquisition. Children’s implicit metacognitive skills and explicit metacognitive knowledge had significant predictive roles in their later second language acquisition. Children in Group 2 had higher levels of improvement in later implicit and explicit metacognition as well as in implicit and explicit second language acquisition than their counterparts in Group 1.

The Impact and Acceptance of Gamification by Learners in a Digital Literacy Course at the Undergraduate Level: Randomized Controlled Trial.

In recent years, the integration of technology in education has revolutionized traditional learning paradigms. Digital literacy, a crucial skill in the 21st century, has become a vital aspect of modern education, enabling students to navigate, critically assess, and effectively use digital tools. As educators strive to boost engagement and learning outcomes, gamification has appeared as an auspicious pedagogical approach. By applying game mechanics to nongame contexts, gamification seeks to create a more immersive and digital learning experience. This research paper aims to investigate the impact and acceptance of gamification by learners in a digital literacy course at the undergraduate level. In a pre-post intervention study, 168 undergraduate students were randomly assigned either to the experimental group (gamification based) or control group (conventional) learning condition. Both groups of participants learned the same topics in digital literacy. Empirical findings showed that participants from the experimental group had better academic performance in digital literacy than those who were not exposed to the game-based learning environment. The participants' prior experience with gamification was not found to be a significant predictor of their acceptance of gamification in a digital literacy course. The study provides evidence supporting the potential benefits of gamification in enhancing digital literacy education and opens the door for further exploration and implementation of gamified learning approaches in higher education settings.

Development of static balance in professional-applied physical training of cadets with specific learning conditions.

Annotation. Successful professional activity of specialists of the National Police of Ukraine is ensured through the formation of a wide range of professional competencies, which, in particular, provides for the comprehensive development of professionally significant physical qualities during the training of cadets in higher education institutions with specific learning conditions. Taking into account the growing complexity and variety of tasks facing modern police officers, the list of priority physical qualities that a graduate of a higher education institution should have is expanding. The analysis of the content of educational programs in the practical disciplines of higher education institutions shows that they are mainly focused on the development of cadets: strength, flexibility, speed qualities, strength and speed endurance. In the educational process, not enough attention is paid to the development of coordination abilities, which ensure the rational distribution of muscular efforts during physical exercises, the optimal amplitude of movements, the efficiency of motor actions and the economy of energy consumption, and prevent injuries. The authors focus on the fact that modern control tests and standards for assessing physical fitness, used in the system of the Ministry of Internal Affairs of Ukraine, do not make it possible to fully assess the level of development of priority motor qualities of future police officers. It is proposed to use in the educational process of higher education the test for assessing static equilibrium according to the method of E. Y. Bondarevskiy. To develop coordination abilities, it is recommended to use the following exercises: from somat yoga; swimming; Nordic walking; maintaining balance on an unstable platform, with the performance of acyclic motor actions; on a reduced support area; on one leg.

Initial Validation of the New Jersey School Climate Improvement Survey

School climate has a profound impact on the wellbeing of staff and students. Although existing measures are available to assess dimensions of school life (Bradshaw et al., 2021; Espelage et al., 2014), surveys that comprehensively assess components of school climate from multiple perspectives are needed. A rationale is presented for developing the New Jersey School Climate Improvement Survey for students, staff, and parents/caregivers, which varies from existing instruments in its measurement of unique domains; alignment of items across informant types; integration of diver­sity, equity, and inclusion items across domains; and ability to disaggregate by demographic characteristics, including student gender expansive categories. Internal consistency and structural validity were investigated using data from 5,504 students in grades 3-5, 16,280 students in grades 6-12, 5,464 staff, and 5,874 parents/caregivers. For each survey version, results support a correlated model structure and demonstrate strong internal reliability (e.g., omega coefficients above 0.70). Confirmatory factor analyses and Pearson correlations demonstrate strong internal structural validity across surveys. Implications are discussed, including how the instrument can inform a school climate improvement process that involves identifying strengths and needs, assessing the impact of interventions, and monitoring progress toward goals over time. Impact Statement This article advances an understanding of the reliability and validity of a new multi-informant school climate assessment known as the New Jersey School Climate Improvement (NJ SCI) Survey. The survey can be used by school support staff including school psychologists, to collect data used to inform school climate improvement to create supportive and equitable learning conditions in schools.

Parent pedagogical positioning to create conditions for preschooler STEM learning using a Conceptual PlayWorld approach

STEM education has become a national priority, critical to the future of the workforce and the building of competitive economies across the globe. The literature suggests that early engagement with basic STEM concepts supports mastery of STEM subjects in later school years and in the professions. This has generated a need to better understand the ways children learn STEM concepts in family settings where it is understood that much of children's conceptual development takes place. This paper seeks to examine how parents can pedagogically position themselves to create motivating conditions for STEM learning. Various cultural-historical researchers have theorised that imagination is useful in the development of children's thinking. This paper reports on how an evidence informed model for STEM learning, which uses collective imagination to support conceptual development, when introduced as an intervention into family practice, provided opportunities for a parent to begin positioning themselves with pedagogical impact. Participating families engaged in six Conceptual PlayWorld sessions via zoom with children aged 4 years and 6 months. Through analysis of playful family interactions, the findings show four pedagogical positions or ‘interactional themes’ initiated by the parent (‘above’/’primordial we’, ‘equal’, ‘independent’ and ‘below’) each of which created different possibilities for collective imagination and conceptual thinking.

Initial learning in the brain: From rules to action

Abstract We used fMRI to investigate the neural changes and representational dynamics associated with different learning modes during initial learning and subsequent implementation of previously acquired stimulus-response (S-R) associations. We compared instruction-based learning (INS) and trial-and-error learning (TE) via a third observation-based learning (OBS) condition. This was yoked to the TE condition and shared features with both, the INS and TE conditions. During learning, neural changes were observed in the Frontoparietal and Default Mode Networks across learning modes, consistent with a general decrease in cognitive control demand as learning progresses. INS and TE exhibited condition-specific signal changes, which we interpreted in the context of covert motor preparation during INS, and intentional action and increased cognitive control demand during early TE trials, respectively. Multivariate pattern analysis revealed individual rule information in bilateral prefrontal, premotor, and parietal cortices across learning modes. Most regions revealed consistent representations of individual S-R rules between the learning stage and subsequent implementation stage, regardless of the learning mode. This suggests that initially formed S-R rule representations guide task performance during S-R rule implementation, irrespective of how they are acquired. Finally, within the primary motor and sensory cortices, individual S-R rules were decodable during the learning stage not only when motor responses were overtly executed, as in TE, but also in the absence of overt motor execution, as in INS. This finding substantiates previous claims of covert motor preparatory mechanisms during INS.

Penerapan Model Pembelajaran Discovery untuk Meningkatkan Hasil Belajar Peserta Didik Kelas XI IPS 1 SMA Negeri Tulakan Kabupaten Pacitan Tahun Pelajaran 2022/2023 (Materi Ketahanan Pangan, Bahan Industri, Potensi Energi Baru dan Terbarukan di Indonesia)

<p><em>Learning outcomes quality of geography at SMA Negeri Tulakan is not so good yet. The fact is that learning at school still uses several methods such as teacher center, question and answer, and is not used to using problem-solving methods, discussions, and so on the researcher interested to conduct a research on the implementation of the discovery learning model to improve students' learning outcomes in XI First Social at SMA Negeri Tulakan, Pacitan. The discovery learning process involves all students’ abilities to discover new principles or concepts based on their knowledge and experience.</em></p><p><em>In the early conditions, only 52% of students can reach the minimum mastery level on material for food security, industrial materials, potential for new renewable energy in Indonesia, (secondary data). In the first cycle, students were able to reach the minimum completeness limit were 65%. The learning conditions were improved again in cycle 2. As a result, students who were able to reach the minimum mastery level improve to 86%. So, it can be concluded that the implementation of the discovery learning model can conclusively improve the geography learning outcomes in XI First Social students at SMA Negeri Tulakan.</em></p><p><em> </em></p><em>Keywords : learning model, discovery, learning outcome</em>

Building a network for collaborative support in professional development

This paper aims to explore and describe important steps in creating beneficial conditions for networked learning in a project in organisations. In the inception phase of the project, four important steps were identified: creating a common virtual space, the handshake, the initial support and the mentorship. It is concluded that all the four described steps are important for a successful establishment of a networked community of practice.

The effects of language learning on cognitive functioning and psychosocial well-being in cognitively healthy older adults: A semi-blind randomized controlled trial

ABSTRACT This study investigated the impact of language learning in comparison to other complex learning activities on cognitive functioning and psychosocial well-being in cognitively healthy, community-dwelling older adults. In a randomized controlled trial, 43 Dutch functionally monolinguals aged 65–78 completed a three-month English course (n = 15), music training (n = 13), or a lecture series (n = 15). Cognitive functioning (global cognition, cognitive flexibility, episodic memory, working memory, verbal fluency, and attention) and psychosocial well-being were assessed before and immediately after the intervention, and at a four-month follow-up. The language learners significantly improved on episodic memory and cognitive flexibility. However, the magnitude of cognitive change did not significantly differ between the language learning and music training conditions, except for a larger positive change in cognitive flexibility for the language learners from pretest to follow-up. Our results suggest that language learning in later life can improve some cognitive functions and fluency in the additional language, but that its unique effects seem limited.