Differences In Learning Ability Research Articles

Coercive mating has no impact on spatial learning, cognitive flexibility, and fecundity in female porthole livebearers (Poeciliopsis gracilis).

Coercive mating is a sexual selection strategy that is likely to influence female cognition. Female harassment levels have been linked to altered brain gene expression patterns and brain size evolution, suggesting females may respond to coercive mating by investing energy into "outsmarting" males. However, females exposed to coercive males have decreased foraging efficiency and likely increased stress levels, suggesting their brain function might instead be impaired. While it is therefore likely that coercive mating impacts female cognitive abilities, a direct test of this idea is currently lacking. In this study, we investigate the impact of coercive mating on female spatial memory and cognitive flexibility in a species with prevalent coercive mating. We compared the performance of female porthole livebearers (Poeciliopsis gracilis), which had been previously housed alone or with a coercive male, in both a spatial food localization task and a reversal learning task. While we found that both single and paired fish exhibited high proficiency in learning both tasks, we found no differences in learning ability between females that had or had not experienced coercive mating. In addition, our study found that the presence of a coercive male had no impact on female fecundity, but did influence female mass and standard length. Several studies have assumed that the presence of males, particularly coercive males, may affect the cognitive performance of female fish. However, our study shows that for some species females adapted to coercive mating regimes may be unaffected by male presence with regards to some cognitive tasks.

Exploring The Status Quo of Education and Stem Education for Left-Behind Children in Cities

After participating in community volunteer activities, the author investigates and analyzes the education and learning situation of left-behind children in the Cangqianshan Community, and thinks about the lack of education of left-behind children and how to educate more fairly. A questionnaire on the learning status of primary school students was used to survey 5 left-behind children and 113 non-left-behind children in Cangqianshan Community, observed through experimental courses, and interviewed the staff of the community to understand the family situation of left-behind children. The survey results reveal that there are notable differences in innovation and practical skills, as well as differences in learning ability in science, as well as significant differences in learning methods and attitudes, which are very similar to the effects of missing stem education. There are also differences in science learning ability. Therefore, left-behind children's overall learning conditions are worse than those of non-left-behind children; in particular, left-behind children who are accompanied by elderly people who are not their parents, lack learning and practice, and rely too heavily on electronic products in daily life; as opposed to left-behind children who are not accompanied by the elderly and do not have both of their parents' company (The two left-behind children mentioned above lack diverse and scientific learning methods). The stem education method should be appropriately adopted to improve the innovation and practical ability of left-behind children and create a knowledge situational environment so that left-behind children can have a good knowledge environment and better learning. On the other hand, it is time to increase family education and guide left-behind children to establish a correct concept of learning.

Influential factors for gender differences in L2 learning

As language evolves and changes one gradually discovers the differences and characteristics of its acquisition in both genders. When it comes to second language learning, a number of internal and external factors are responsible for its impact. This paper examines gender differences in second language acquisition by looking at psychological factors and motivations, including personality, self-esteem, tension, internal motivation and the brain structure of learning, as well as the multiple ways in which learning occurs and the stereotypes that exist in society. Based on an extensive literature review and findings from a wide range of scholars, this paper concludes that there are multiple reasons for gender differences in second language learning ability. Individual personality and physiological functioning can have varying degrees of influence. Differences in learning ability can also arise when guided by different learning styles. In addition, existing social prejudices and stereotypes, as well as the home environment, may also contribute to gender differences in second language learning.

The Practical of Interactive Online Learning in the Japanese Language by Using LoiLoNote School Application

This paper introduces a practical example of applying it to language learning based on the author’s experience in the Japanese curriculum at Bina Nusantara University, Indonesia. In 2020, due to the pandemic, it was decided to conduct all classes, and faculty collaboration would be conducted online from Japan. This study proposes a three-year interactive Japanese language learning class, including a face-to- face comparison from February 2021 to February 2023. The approach to classroom practice is only from Japan application presented in this paper. This application, demonstrated in this study, was used in each semester’s classes, and the author found the optimal individual learning method. It should be added that the application was used in grammar and reading classes. The survey results of this study were obtained from two types of surveys, a quantitative survey and a qualitative survey of the students. Students did not find the new learning method as “new” and could use it smoothly. The effectiveness of this application was discussed based on the difference in learning ability and students’ comments after using it. Therefore, this research shows how practical this application is in ensuring interactivity in students’ language learning.

Prenatal exposure to concentrated ambient PM2.5 results in spatial memory defects regulated by DNA methylation in male mice offspring

Ambient fine particulate matter (PM2.5) exposures during pregnancy could lead to adverse birth outcomes, including neurobehavioral development defects. However, limited studies explored the effects and potential epigenetic mechanisms of maternal PM2.5 exposure on offspring spatial memory defects. This study aims to explore the effects and underlying epigenetic mechanisms of maternal concentrated ambient PM2.5 exposure in male mice offspring with spatial memory defects. Pregnant female C57BL/6 mice were exposed daily to concentrated ambient PM2.5 (CAP) or filtered air (FA) throughout gestation, with the concentration of particulates (102.99 ± 78.74 μg/m3) and (2.78 ± 1.19 μg/m3), respectively. Adult male mice offspring were subsequently assessed for spatial learning and memory ability using Morris Water Maze tests and locomotor activities in open field tests. The hippocampus of the male mice offspring was harvested to test mRNA expression and DNA methylation. Results from the probe test of Morris Water Maze showed that the mice offspring in the CAP group had shorter swimming distance travelled in the target quadrant, shorter duration in the target quadrant, and less number of entries into the target quadrant (p < 0.05), suggesting spatial memory impairments. The acquisition trials of Morris Water Maze did not show a significant difference in learning ability between the groups. The mRNA level of interleukin 6 (IL-6) in the CAP group hippocampus (10.80 ± 7.03) increased significantly compared to the FA group (1.08 ± 0.43). Interestingly, the methylation levels of the CpG sites in the IL-6 promoter region declined significantly in the CAP group, (5.66 ± 0.83)% vs. (4.79 ± 0.48)%. Prenatal exposure to concentrated ambient PM2.5 induced long-lasting spatial memory defects in male mice offspring. The underlying biological mechanism might be mediated by an inflammatory reaction which is regulated by DNA methylation.

Resting-state occipito-frontal alpha connectome is linked to differential word learning ability in adult learners.

Adult language learners show distinct abilities in acquiring a new language, yet the underlying neural mechanisms remain elusive. Previous studies suggested that resting-state brain connectome may contribute to individual differences in learning ability. Here, we recorded electroencephalography (EEG) in a large cohort of 106 healthy young adults (50 males) and examined the associations between resting-state alpha band (8–12 Hz) connectome and individual learning ability during novel word learning, a key component of new language acquisition. Behavioral data revealed robust individual differences in the performance of the novel word learning task, which correlated with their performance in the language aptitude test. EEG data showed that individual resting-state alpha band coherence between occipital and frontal regions positively correlated with differential word learning performance (p = 0.001). The significant positive correlations between resting-state occipito-frontal alpha connectome and differential world learning ability were replicated in an independent cohort of 35 healthy adults. These findings support the key role of occipito-frontal network in novel word learning and suggest that resting-state EEG connectome may be a reliable marker for individual ability during new language learning.

Dynamic Network Analysis Demonstrates the Formation of Stable Functional Networks During Rule Learning.

Variations in the functional connectivity of large-scale cortical brain networks may explain individual differences in learning ability. We used a dynamic network analysis of fMRI data to identify changes in functional brain networks that are associated with context-dependent rule learning. During fMRI scanning, naïve subjects performed a cognitive task designed to test their ability to learn context-dependent rules. Notably, subjects were given minimal instructions about the task prior to scanning. We identified several key network characteristics associated with fast and accurate rule learning. First, consistent with the formation of stable functional networks, a dynamic community detection analysis revealed regionally specific reductions in flexible switching between different functional communities in successful learners. Second, successful rule learners showed decreased centrality of ventral attention regions and increased assortative mixing of cognitive control regions as the rules were learned. Finally, successful subjects showed greater decoupling of default and attention communities throughout the entire task, whereas ventral attention and cognitive control regions became more connected during learning. Overall, the results support a framework by which a stable ventral attention community and more flexible cognitive control community support sustained attention and the formation of rule representations in successful learners.

Individual Differences in Learning Abilities Impact Structure Addition: Better Learners Create More Structured Languages.

Over the last decade, iterated learning studies have provided compelling evidence for the claim that linguistic structure can emerge from non-structured input, through the process of transmission. However, it is unclear whether individuals differ in their tendency to add structure, an issue with implications for understanding who are the agents of change. Here, we identify and test two contrasting predictions: The first sees learning as a pre-requisite for structure addition, and predicts a positive correlation between learning accuracy and structure addition, whereas the second maintains that it is those learners who struggle with learning and reproducing their input who add structure to it. This prediction is hard to test in standard iterated learning paradigms since each learner is exposed to a different input, and since structure and accuracy are computed using the same test items. Here, we test these contrasting predictions in two experiments using a one-generation artificial language learning paradigm designed to provide independent measures of learning accuracy and structure addition. Adults (N=48 in each study) were exposed to a semi-regular language (with probabilistic structure) and had to learn it: Learning was assessed using seen items, whereas structure addition was calculated over unseen items. In both studies, we find a strong positive correlation between individuals' ability to learn the language and their tendency to add structure to it: Better learners also produced more structured languages. These findings suggest a strong link between learning and generalization. We discuss the implications of these findings for iterated language models and theories of language change more generally.

個性別学習能力差とラット脳海馬NR1受容体の左右非対称性の検討

個性別学習能力差とラット脳海馬NR1受容体の左右非対称性の検討

Individual differences in learning ability are negatively linked to behavioural plasticity in a frequency-dependent game

Behavioural plasticity can be costly, but is advantageous when it allows animals to adjust their behaviour to current conditions. Since individual differences in learning ability could be a source of differences in behavioural plasticity, the frequency dependence of payoffs within a foraging group may permit the coexistence of both plastic, fast-learning individuals and nonplastic, slow-learning individuals; in a frequency-dependent context the adjustments of a few benefit all. In this study, we investigated whether individuals that learned faster in a simple associative learning task were also more likely to adjust their behaviour in a social foraging game context than their slower-learning groupmates. We measured the associative learning ability of female Bengalese finches, Lonchura striata domestica, in a colour discrimination task and their degree of behavioural plasticity in tactic use when foraging conditions called for changes in the flock's producer–scrounger equilibrium. We found that behavioural plasticity was affected by learning speed. However, in contrast to our expectation, the slower learners were most plastic. We argue that behavioural plasticity in the producer–scrounger game context may require learning that is different from colour matching. We also propose that our results may be related to the fast–slow continuum; being proactive or fast and inaccurate could favour being responsive in simple asocial contexts while being reactive or slow and accurate could favour being plastic in more complex social contexts. Future empirical studies need to compare differences in behavioural plasticity in tactic use with learning speed measured in other types of learning tasks and with personality traits relevant to the fast–slow continuum.

Learning strategies and the social brain: Missing elements in the link between developmental stress, song and cognition?

Bird songs may advertise aspects of cognition because song learning and learning speed in cognitive tasks are both affected by early-life environments. However, such relationships remain ambiguous in the literature. Here, I discuss 2 lines of research that may help to demystify links between song learning and cognition. First, learning strategies should be considered when assessing performance to ensure that individual differences in learning ability are not masked by individual differences in learning strategies. Second, song characteristics should be associated with social behavior because songs have a social purpose and, consequently, should be strongly related at functional and neural levels. Finally, if song learning and cognitive abilities are correlated because they develop concurrently and/or share or compete for the same resources, I discuss ways glucocorticoids may link early-life stress, song learning and cognitive ability, focusing particularly on oxidative stress as a potential mechanism.

Reverse SQL Question Generation Algorithm in the DBLearn Adaptive E-Learning System

Using a traditional e-learning system, when teaching structured query language (SQL) queries in classical classrooms help instructors, to improve the students' SQL skills and learning effectiveness. However several problems in using e-learning as a teaching and learning assistant remain - such as difficulties in differences in learning ability and knowledge level. We solved these problems by applying an adaptation module to our e-learning system. However, we still found it required considerable effort to create enough exercises to make the adaptation effective enough. So, we developed a novel automatic question generating algorithm, named Reverse SQL Question Generation Algorithm (RSQLG), to automatically generate exercises (including both answer and question) from a source database. RSQLG reverses the traditional manual process used previously by instructors. Instead of creating questions and answers for them, RSQLG creates the answers first. The generated exercises are presented to students by applying question adaptation methodology based on student knowledge level in each supported learning objective. We evaluated the learning effectiveness of our approach by using outcome-based learning. After post-test to pre-test scores were compared, we found students using our system improved their scores by 26%. Consequently, the adaptive e-learning framework using RSQLG could be applied in any adaptive or traditional e-learning for a database course to benefit the instructors leading to less effort in exercise management and to improve the learning outcome from the students allowing as much practice as they need.

Group social rank is associated with performance on a spatial learning task.

Dominant individuals differ from subordinates in their performances on cognitive tasks across a suite of taxa. Previous studies often only consider dyadic relationships, rather than the more ecologically relevant social hierarchies or networks, hence failing to account for how dyadic relationships may be adjusted within larger social groups. We used a novel statistical method: randomized Elo-ratings, to infer the social hierarchy of 18 male pheasants, Phasianus colchicus, while in a captive, mixed-sex group with a linear hierarchy. We assayed individual learning performance of these males on a binary spatial discrimination task to investigate whether inter-individual variation in performance is associated with group social rank. Task performance improved with increasing trial number and was positively related to social rank, with higher ranking males showing greater levels of success. Motivation to participate in the task was not related to social rank or task performance, thus indicating that these rank-related differences are not a consequence of differences in motivation to complete the task. Our results provide important information about how variation in cognitive performance relates to an individual's social rank within a group. Whether the social environment causes differences in learning performance or instead, inherent differences in learning ability predetermine rank remains to be tested.

Race/ethnicity and criminal behavior: Neurohormonal influences

Evolutionary neuroandrogenic (ENA) theory asserts that brain exposed to androgens plus the brain's ability to learn accounts for most of the sex and age variations in criminal behavior. Here, the theory is extended to explain race/ethnic variations in offending. The article documents that among seven different racial/ethnic groups, blacks have the highest and East Asians have the lowest criminal involvement. Strictly social environmental explanations for race/ethnic differences in criminality appear to be inadequate for explaining these differences. Two main elements of ENA theory are offered in the present context: (a) criminal behavior is promoted by exposing the brain to testosterone and other androgens. (b) rapid postpubertal declines in offending depend heavily on learning ability. Ten lines of evidence concerning average racial/ethnic variations in androgen exposure are reviewed, and four lines of evidence of racial/ethnic differences in learning ability are reviewed. With some exceptions and qualifications, currently-available evidence seems to support the idea that racial/ethnic variations in offending could be at least partially explained by ENA theory. Closing comments are offered to suggest that biosocial approaches to the study of racial/ethnic variations in criminal behavior can help to supplement strictly social environmental theories in criminology.

Individual differences in the learning potential of human beings

To the best of our knowledge, the genetic foundations that guide human brain development have not changed fundamentally during the past 50,000 years. However, because of their cognitive potential, humans have changed the world tremendously in the past centuries. They have invented technical devices, institutions that regulate cooperation and competition, and symbol systems, such as script and mathematics, that serve as reasoning tools. The exceptional learning ability of humans allows newborns to adapt to the world they are born into; however, there are tremendous individual differences in learning ability among humans that become obvious in school at the latest. Cognitive psychology has developed models of memory and information processing that attempt to explain how humans learn (general perspective), while the variation among individuals (differential perspective) has been the focus of psychometric intelligence research. Although both lines of research have been proceeding independently, they increasingly converge, as both investigate the concepts of working memory and knowledge construction. This review begins with presenting state-of-the-art research on human information processing and its potential in academic learning. Then, a brief overview of the history of psychometric intelligence research is combined with presenting recent work on the role of intelligence in modern societies and on the nature-nurture debate. Finally, promising approaches to integrating the general and differential perspective will be discussed in the conclusion of this review.

Stressful learning paradigm precludes manifestation of cognitive ability in sphingomyelin synthase-2 knockout mice

Sphingomyelin synthases (SMSs) are enzymes converting ceramide to sphingomyelin. The behavioral phenotype attributed to their disruption has not been well described. We examined learning ability and hippocampal synaptic plasticity in mice deficient in SMS2 (SMS2 KO). In context-dependent fear learning and novel object recognition test, no difference in learning ability was detected in SMS2 KO and wild-type (WT) mice. By contrast, achievement of the Morris water maze (MWM) test was deteriorated in SMS2 KO mice. In the hippocampal CA1, while the basic synaptic transmission was normal, both short- and long-term synaptic plasticity was moderately suppressed. We interpret that the MWM test taking place in wet environment may represent learning paradigm under more stressful condition than those performed in dry conditions, and that the learning ability of SMS2 KO mice failed to manifest itself fully in stressful situations. In agreement, forced swimming induced depression-like behavior more easily in SMS2 KO mice. Mass spectrometry suggested a slightly altered species distribution of ceramide in the hippocampus of SMS2 KO mice. These findings support the proposal that altered synthesis of ceramide, which is the substrate of SMS2 and therefore expected to be modified in SMS2 KO mice, is associated with depression-like tendency in animal models and depressive disorder in humans.

HYBRID PEDAGOGIES FOR HYBRID WAR

DOI: 10.19062/2247-3173.2016.18.2.3 Abstract: Paper presents the main characteristics of hybrid war and the new requirements for military educational and training system related to the new challenges of these irregular threats. The hybrid wars require innovative thinking, a more flexibility in action, and enhanced cognitive skills. This paper lays out some findings of neuroscience. In this respect we can conclude that neuroscience should be used as a tool in educational policy. Knowing that the education is a powerful form of cognitive enhancement we consider that the neuroscience research could identify the mechanisms of learning and the sources of individual differences in learning ability in order to develop the cognitive skills needed in the hybrid framework of the battle.

Timing of Environmental Enrichment Affects Memory in the House Cricket, Acheta domesticus.

Learning appears to be ubiquitous among animals, as it plays a key role in many behaviors including foraging and reproduction. Although there is some genetic basis for differences in learning ability and memory retention, environment also plays an important role, as it does for any other trait. For example, adult animals maintained in enriched housing conditions learn faster and remember tasks for longer than animals maintained in impoverished conditions. Such plasticity in adult learning ability has often been linked to plasticity in the brain, and studies aimed at understanding the mechanisms, stimuli, and consequences of adult behavioral and brain plasticity are numerous. However, the role of experiences during post-embryonic development in shaping plasticity in adult learning ability and memory retention remain relatively unexplored. Using the house cricket (Acheta domesticus) as a model organism, we developed a protocol to allow the odor preference of a large number of crickets to be tested in a short period of time. We then used this new protocol to examine how enrichment or impoverishment at two developmental stages (either the last nymphal instar or young adult) affected adult memory. Our results show that regardless of nymphal rearing conditions, crickets that experienced an enriched rearing condition as young adults performed better on a memory task than individuals that experienced an impoverished condition. Older adult crickets (more than 1 week post adult molt) did not demonstrate differences in memory of the odor task, regardless of rearing condition as a young adult. Our results suggest that environmentally-induced plasticity in memory may be restricted to the young adult stage.

Learning Behavior of Horse Colts: a Case Study of Nepal Cavalry Barrack, Singha Durbar, Kathmandu, Nepal

This paper tries to study learning ability behaviors of horse colts in Nepal Cavalry Barrack (NBC), Singha Durbar, Kathmandu. The learning ability of horse colts has been found different behaviors during learning stages. The horses showed different behaviors like fighting, flighting, kicking and biting during trainings. There was no difference of learning ability among three months age of colts. The Learning Ability Index (LAI) has been found as 56, 55, 54, 55, 51 and 64 for the colts A, B, C, D, E and F, respectively.Journal of Institute of Science and Technology, 2015, 20(2): 76-79

Sex differences in learning ability in a common songbird, the great tit—females are better observational learners than males

In mammals, including humans, the most consistent cognitive sex difference appears to be a male advantage in spatial ability. Usually, some sex-correlated selective advantage is inferred to explain this, for example, the need for males to navigate over large territories. In birds, sex differences in learning abilities are rare. Here, we show that females of a common European songbird, the great tit, do clearly better than males in an observational memorization task. We allowed caged great tits to observe food-caching marsh tits in an indoor aviary. One hour later, the great tits were released to search for the cached food. Females consistently performed better than males in this task. The results are remarkable for several reasons: (i) a sex difference in a cognitive ability of such a magnitude is unusual; (ii) most sex differences in spatial ability that have been reported so far concerns a male advantage; and perhaps most remarkably, (iii) female great tits were as successful in relocating the cached food as the hoarding marsh tits themselves. We hypothesize that female great tits are better at this than males because they are subordinate foragers. Males have prior access to food in nature and can easily displace females. Females will then benefit from a special ability to memorize caching positions that makes it possible for them to return and retrieve the food later when males are not around.