Different Stages Of Learning Research Articles

Conceptions of woodwind students regarding the process of learning a piece of music

The way in which students and teachers conceive the nature of knowledge and its acquisition has been deeply investigated in recent decades since these conceptions underlie teaching and learning processes themselves. In this study, we analysed how woodwind students from different levels of expertise conceive the process of learning a musical piece. As in previous studies about learning processes in music, we divide it into three stages: the beginning (first sessions of study of the new piece), the middle of the process (the student continues practising) and the end (the sessions before the performance). Sixty-eight Spanish woodwind students from three different levels of instruction completed an open-ended questionnaire. A statistical analysis of textual data was applied to the responses, in order to identify lexical differences among groups of participants about their learning conceptions. Statistically significant lexical differences were found for the variable ‘Level’, and three lexical groups were identified for each stage of learning, corresponding to the three levels. Elementary students held a conception of learning in which there is a linear relationship between conditions (amount of practice time, repetition) and outcomes (mainly related to notational elements), giving a small presence to the learner’s agency. Intermediate students began to consider the internal structure of the piece and its expressive function, and they particularly emphasised mental processes involved in learning. Advanced students suggested activities requiring a greater degree of autonomy and reflection, considering the piece as an element for the performer’s expression. Changes in goals and activities mentioned for the different stages of learning were also identified for each level. Results suggest that as level of instruction progress, it becomes more probable to find more sophisticated conceptions, which is consistent with previous research in several knowledge domains. Implications for education are discussed.

Tools for collaboration across STEM fields

Supporting learners at different stages of learning is essential to achieve positive learning, critical thinking, technical and problem solving skills, and gainful employment upon graduation. Collaboration is critical to providing strong foundational educational support to all learners as they advance to higher level of learning. More important is the need to promote collaboration among educators and other professionals across the Science, Technology, Engineering, and Mathematics (STEM) fields who educate the learners throughout their academic pursuit in their respective institutions of learning. To reap the value in diverse teams, the promotion of emergent interdependence fosters seamless collaborative activities across STEM disciplines. For industrial technology programs to prepare students with skills necessary to supervise and manage the future workforce of any organization successfully, necessary tools must be utilized for the success of the collaborative effort. This paper addresses leadership and knowledge sharing among collaborators, the educational aspects of research facilities and research clusters as some of the tools necessary to develop program through collaboration in STEM fields.

Cognitive demands induce selective hippocampal reorganization: Arc expression in a place and response task

Place cells in the hippocampus can maintain multiple representations of a single environment and respond to physical and/or trajectory changes by remapping. Within the hippocampus there are anatomical, electrophysiological, and behavioral dissociations between the dorsal and ventral hippocampus and within dorsal CA1. Arc expression was used to measure the recruitment of ensembles across different hippocampal subregions in rats trained to utilize two different cognitive strategies while traversing an identical trajectory. This behavioral paradigm allowed for the measurement of remapping in the absence of changes in external cues, trajectory traversed (future/past), running speed, motivation, or different stages of learning. Changes in task demands induced remapping in only some hippocampal regions: reorganization of cell ensembles was observed in dorsal CA1 but not in dorsal CA3. Moreover, a gradient was found in the degree of remapping within dorsal CA1 that corresponds to entorhinal connectivity to this region. Remapping was not seen in the ventral hippocampus: neither ventral CA1 nor CA3 exhibited ensemble changes with different cognitive demands. This contrasts with findings of remapping in both the dorsal and ventral dentate gyrus using this task. The results suggest that the dorsal pole of the hippocampus is more sensitive to changes in task demands.

Predictors of reading in children with Chinese as a first language: a developmental and cross-linguistic perspective

Measures of phonological and morphological awareness of Chinese were administered to 94 third-grade students of Chinese in Taiwan to evaluate their relative contributions to current and prospective prediction of early reading in Chinese L1 and English L2. Phonological awareness made a significant unique contribution to Chinese character reading concurrently at grade 3 and subsequently at grade 5 beyond controls and morphological awareness. Morphological awareness contributed no additional unique variance to character reading at grade 3 beyond phonological awareness, but became significant at grade 5 beyond phonological awareness and the autoregressor. Phonological and morphological awareness of Chinese also predicted unique variance in English word reading at grades 3 and 5, though only phonological awareness remained significant at grade 5 beyond the autoregressor. These results suggest that phonological and morphological awareness differs in their relative importance at different stages of learning to read different scripts among children in Taiwan, but their effects in reading are persistent longitudinally and pervasive cross-linguistically.

Learning Based on ‘Entrepreneurial Volunteering’

This article presents a case study of how a business school has developed enterprise education to incorporate ethics and social responsibility. The authors describe the process of developing volunteering opportunities and embedding them in the curriculum, and outline the underlying pedagogy. They describe how existing approaches to project-based and problem-based learning may be applied to the different stages of learning and teaching development in enterprise, ethics and volunteering education. Finally, they offer their own adaptation of these frameworks to create an entrepreneurial volunteering-based learning, whereby student volunteering opportunities are embedded into enterprise education with a clear disciplinary knowledge base and explicit and assessed learning outcomes in both skills and knowledge.

Modulation of the Mouse Prefrontal Cortex Activation by Neuronal Nicotinic Receptors during Novelty Exploration but not by Exploration of a Familiar Environment

Organization of locomotor behavior is altered in mice knockout for the β2 subunit of the nicotinic receptor-β2-/- mice-during novelty exploration. We investigated the neuronal basis of this alteration by measuring activation of the immediate early gene c-fos in the brains of wild-type (WT) and β2-/- mice after exploration of a novel or a familiar environment. Results show 1) no constitutive difference between WT and β2-/- mice in c-fos gene expression in any brain region, 2) novelty exploration triggered activation of the hippocampus and the reward circuit while exploration of a familiar environment produced increased activation in the amygdala, and 3) in β2-/- mice, exploration of novelty, but not familiarity, induced an increase in activation in the prelimbic prefrontal cortex (PFC) compared with WT mice. c-Fos immunoreactivity after different stages of learning in a maze increased similarly in the prelimbic area of both WT and β2-/- mice, while their performance differed. In WT mice, exploration of a novel environment triggered an increase in c-Fos expression in the reward circuit and the hippocampus, while in β2-/- mice, the amygdala and the motor cortex were additionally activated. We also highlight the role of nicotinic receptors during activation of the PFC, specifically during free exploration of a novel environment.

Motor Skill Learning, Retention, and Control Deficits in Parkinson's Disease

Parkinson's disease, which affects the basal ganglia, is known to lead to various impairments of motor control. Since the basal ganglia have also been shown to be involved in learning processes, motor learning has frequently been investigated in this group of patients. However, results are still inconsistent, mainly due to skill levels and time scales of testing. To bridge across the time scale problem, the present study examined de novo skill learning over a long series of practice sessions that comprised early and late learning stages as well as retention. 19 non-demented, medicated, mild to moderate patients with Parkinson's disease and 19 healthy age and gender matched participants practiced a novel throwing task over five days in a virtual environment where timing of release was a critical element. Six patients and seven control participants came to an additional long-term retention testing after seven to nine months. Changes in task performance were analyzed by a method that differentiates between three components of motor learning prominent in different stages of learning: Tolerance, Noise and Covariation. In addition, kinematic analysis related the influence of skill levels as affected by the specific motor control deficits in Parkinson patients to the process of learning. As a result, patients showed similar learning in early and late stages compared to the control subjects. Differences occurred in short-term retention tests; patients' performance constantly decreased after breaks arising from poorer release timing. However, patients were able to overcome the initial timing problems within the course of each practice session and could further improve their throwing performance. Thus, results demonstrate the intact ability to learn a novel motor skill in non-demented, medicated patients with Parkinson's disease and indicate confounding effects of motor control deficits on retention performance.

Speed/Accuracy Trade-Off between the Habitual and the Goal-Directed Processes

Instrumental responses are hypothesized to be of two kinds: habitual and goal-directed, mediated by the sensorimotor and the associative cortico-basal ganglia circuits, respectively. The existence of the two heterogeneous associative learning mechanisms can be hypothesized to arise from the comparative advantages that they have at different stages of learning. In this paper, we assume that the goal-directed system is behaviourally flexible, but slow in choice selection. The habitual system, in contrast, is fast in responding, but inflexible in adapting its behavioural strategy to new conditions. Based on these assumptions and using the computational theory of reinforcement learning, we propose a normative model for arbitration between the two processes that makes an approximately optimal balance between search-time and accuracy in decision making. Behaviourally, the model can explain experimental evidence on behavioural sensitivity to outcome at the early stages of learning, but insensitivity at the later stages. It also explains that when two choices with equal incentive values are available concurrently, the behaviour remains outcome-sensitive, even after extensive training. Moreover, the model can explain choice reaction time variations during the course of learning, as well as the experimental observation that as the number of choices increases, the reaction time also increases. Neurobiologically, by assuming that phasic and tonic activities of midbrain dopamine neurons carry the reward prediction error and the average reward signals used by the model, respectively, the model predicts that whereas phasic dopamine indirectly affects behaviour through reinforcing stimulus-response associations, tonic dopamine can directly affect behaviour through manipulating the competition between the habitual and the goal-directed systems and thus, affect reaction time.

Involvement of the ventral tegmental area in the inhibitory avoidance memory in rats

The ventral tegmental area (VTA) is a neural structure that sends strong efferent projections to the hippocampus. Output from the VTA can affect hippocampal-dependent neural processes that are critical for learning and memory, including long term potentiation and theta activity. However, no study to date has elucidated what role the VTA plays in mediating the different stages of learning and memory. Therefore, the current study was designed to assess how reversible inactivation of the VTA may affect the acquisition, consolidation and retrieval of memory in rats using an inhibitory avoidance (IA) task. In this experiment, rats with chronically implanted cannulae aimed at the VTA were trained on an inhibitory avoidance task. They received intra-VTA infusions of lidocaine or saline immediately before training, after training or before a memory retention test. The results indicate that inactivation of the VTA prior to the first acquisition session increased the number of trials rats required to reach the acquisition criterion. Similarly, inactivation of the VTA after acquisition training decreased the step-through latency and increased the amount of time spent in the dark compartment relative to the saline-treated group. However, inactivation of the VTA immediately prior to the memory retention test failed to alter either step-through latency or the amount of time spent in the dark compartment. Overall, these results suggest the VTA facilitates the acquisition and consolidation of IA learning and memory.

TDCS guided using fMRI significantly accelerates learning to identify concealed objects.

The accurate identification of obscured and concealed objects in complex environments was an important skill required for survival during human evolution, and is required today for many forms of expertise. Here we used transcranial direct current stimulation (tDCS) guided using neuroimaging to increase learning rate in a novel, minimally guided discovery-learning paradigm. Ninety-six subjects identified threat-related objects concealed in naturalistic virtual surroundings used in real-world training. A variety of brain networks were found using functional magnetic resonance imaging (fMRI) data collected at different stages of learning, with two of these networks focused in right inferior frontal and right parietal cortex. Anodal 2.0 mA tDCS performed for 30 min over these regions in a series of single-blind, randomized studies resulted in significant improvements in learning and performance compared with 0.1 mA tDCS. This difference in performance increased to a factor of two after a one-hour delay. A dose-response effect of current strength on learning was also found. Taken together, these brain imaging and stimulation studies suggest that right frontal and parietal cortex are involved in learning to identify concealed objects in naturalistic surroundings. Furthermore, they suggest that the application of anodal tDCS over these regions can greatly increase learning, resulting in one of the largest effects on learning yet reported. The methods developed here may be useful to decrease the time required to attain expertise in a variety of settings.

Multiple Timescales of Memory in Lateral Habenula and Dopamine Neurons

Midbrain dopamine neurons are thought to signal predictions about future rewards based on the memory of past rewarding experience. Little is known about the source of their reward memory and the factors that control its timescale. Here we recorded from dopamine neurons, as well as one of their sources of input, the lateral habenula, while animals predicted upcoming rewards based on the past reward history. We found that lateral habenula and dopamine neurons accessed two distinct reward memories: a short-timescale memory expressed at the start of the task and a near-optimal long-timescale memory expressed when a future reward outcome was revealed. The short- and long-timescale memories were expressed in different forms of reward-oriented eye movements. Our data show that the habenula-dopamine pathway contains multiple timescales of memory and provide evidence for their role in motivated behavior.

The effects of acute treatment with escitalopram on the different stages of contextual fear conditioning are reversed by atomoxetine

Although the antidepressant and anxiolytic effects of selective serotonin reuptake inhibitors and serotonin-noradrenaline reuptake inhibitors are well-documented, less is known about their cognitive effects. Escitalopram, a selective serotonin reuptake inhibitor, and atomoxetine, a selective noradrenaline reuptake inhibitor, were used to evaluate the interaction between noradrenergic and serotonergic neurotransmission in the modulation of contextual fear conditioning in rats. Contextual fear-conditioning test was used to investigate the acute effects of escitalopram, alone or in combination with atomoxetine, in different stages of learning and memory in rats. Furthermore, microdialysis in freely moving animals was used to investigate the effect of escitalopram on serotonin, dopamine, and noradrenaline levels in the rat hippocampus. Escitalopram significantly increased conditioned responses when applied before the acquisition, but decreased responses, when applied before the recall test. When administered during memory consolidation, escitalopram dose-dependently enhanced conditioned responding. These effects were blocked by atomoxetine. Escitalopram (at a dose that affects memory consolidation) increased hippocampal serotonin levels fourfold without changing dopamine or noradrenaline. Atomoxetine, at dose levels that blocked the effects of escitalopram on contextual fear conditioning, increased the extracellular levels of noradrenaline eightfold but did not change dopamine or serotonin. A combined treatment of escitalopram and atomoxetine caused a significant attenuation of escitalopram-induced increase in serotonin levels, while noradrenaline levels were not affected. These findings indicate that escitalopram affects fear memory in rats, likely modulated by increases in serotonin levels in the brain. This effect is impaired by atomoxetine, probably due to a noradrenaline-mediated decrease in serotonin levels. Further studies are warranted to study the effects of potential differences among antidepressant therapies on long-term cognitive outcomes.

Specific Increases within Global Decreases: A Functional Magnetic Resonance Imaging Investigation of Five Days of Motor Sequence Learning

Our capacity to learn movement sequences is fundamental to our ability to interact with the environment. Although different brain networks have been linked with different stages of learning, there is little evidence for how these networks change across learning. We used functional magnetic resonance imaging to identify the specific contributions of the cerebellum and primary motor cortex (M1) during early learning, consolidation, and retention of a motor sequence task. Performance was separated into two components: accuracy (the more explicit, rapidly learned, stimulus-response association component) and synchronization (the more procedural, slowly learned component). The network of brain regions active during early learning was dominated by the cerebellum, premotor cortex, basal ganglia, presupplementary motor area, and supplementary motor area as predicted by existing models. Across days of learning, as performance improved, global decreases were found in the majority of these regions. Importantly, within the context of these global decreases, we found specific regions of the left M1 and right cerebellar VIIIA/VIIB that were positively correlated with improvements in synchronization performance. Improvements in accuracy were correlated with increases in hippocampus, BA 9/10, and the putamen. Thus, the two behavioral measures, accuracy and synchrony, were found to be related to two different sets of brain regions-suggesting that these networks optimize different components of learning. In addition, M1 activity early on day 1 was shown to be predictive of the degree of consolidation on day 2. Finally, functional connectivity between M1 and cerebellum in late learning points to their interaction as a mechanism underlying the long-term representation and expression of a well learned skill.

Between exchange and development

PurposeThe purpose of this paper is to discuss how communication and cooperation in inter‐organizational networks may bring about organizational learning. A case study of 13 inter‐organizational school networks in Germany is carried out for this purpose.Design/methodology/approachResults of a quantitative survey assessing the performance of the 13 networks are presented. A subsequent qualitative survey of two highly innovative networks takes into account the learning effects in school practice. The analysis is predicated on an activity theoretic view on learning and development.FindingsTwo levels of consideration are distinguished: the learning platform where representatives of the schools regularly meet and the operational work at the schools. The perception of how the representatives in the network learned how the colleagues at the schools who are not directly involved learned and how the school as a whole learned is appreciated differently. Outcomes vary from “exchange of new ideas” to “implementation of school development.”Research limitations/implicationsThe paper is based on empirical research carried out at one point in time. A longitudinal study of inter‐organizational network performance could shed more light on the dynamic validity of the model.Practical implicationsUnderstanding networks allow to appreciate their outcomes. The outcomes of this paper provide guides on how to design more effective learning networks.Originality/valueThe conceptual model distinguishes between two network levels, its interrelated learning effects and the different stages of learning and development. Learning networks can be assessed due to the learning categories, and success factors can be identified.

Effects on Knowledge and Attitudes of Using Stages of Change to Train General Practitioners on Management of Depression: A Randomized Controlled Study

To assess the impact on knowledge and attitudes of a tailored educational intervention on depression using a modified version of the Prochaska stages of change model, compared with standard continuing medical education, for general practitioners (GPs) in primary care in Iran. Using a randomized controlled trial, a total of 192 GPs were evenly randomized to intervention or control arm. The topic for the educational intervention was depressive disorders. The participants were divided in to small and large groups, depending on their initial stage of change. The GPs' knowledge and skills regarding management of depressive disorders were assessed through a questionnaire with 7 multiple choice questions, 11 Likert statements, 3 case vignettes, and 1 essay question. Attitudes toward management of depressive disorders were also assessed. Both questionnaires were validated. There was a significant improvement in knowledge mean scores regarding multiple choice and Likert questions (intervention effect 6%; P = 0.002), as well as for the case vignettes and essay question (intervention effect 12%; P = 0.011) in the intervention arm, in comparison with the control arm. There were significant changes in mean attitude scores in both study arms, but no difference between them. A theoretical model of medical learning and behavioural change can be used to devise educational formats that suit different stages of learning. Such tailored educational formats can improve GPs' knowledge and skills regarding management of depressive disorders.

Motor Sequence Learning and Developmental Dyslexia

Beyond the reading-related deficits typical of developmental dyslexia (DD), recent evidence suggests that individuals afflicted with this condition also show difficulties in motor sequence learning. To date, however, little is known with respect to the characteristics of the learning impairments, nor to the neural correlates associated with this type of procedural deficit in DD patients. Here, we first summarize the results of the few behavioral and brain imaging studies that have investigated the effects of DD on motor sequence learning. To help guide research in this field, we then discuss relevant psychophysical and neuroimaging work conducted in healthy volunteers in relation to three different conceptual perspectives: when, how, and what. More specifically, we examine the cognitive boundaries that affect performance across the different stages of learning (i.e., "when"), the different cognitive processes (i.e., "how") under which learning occurs, and the mental representations (i.e., "what") that are elicited when acquiring this type of skilled behavior. It is hoped that this conceptual framework will be useful to researchers interested in further studying the nature of the motor learning impairment reported in DD.

Some features of learning in the Morris water test in rats selected for responses to humans

The characteristics of learning in the Morris water test were studied in gray rats subjected to prolonged selection for elimination (the tame strain) and enhanced (the aggressive strain) aggressivity towards humans. Blood corticosterone levels at different stages of learning were also estimated. Tame rats learned to locate the invisible platform better than aggressive rats. The time spent seeking the platform by aggressive rats increased because they spent more time at the periphery of the basin. The duration of vertical investigative activity while on the platform was greater in tame rats than in aggressive rats. Fixation of the memory trace was demonstrated by the observation that rats of both strains spent more time in the sector in which the platform had been located during the training period. Rats of the two strains showed essentially no difference in terms of the time spent seeking the platform when it was placed in the opposite sector. After one day of training, blood corticosterone was significantly lower in tame than in aggressive rats. On subsequent training days, hormone levels in tame animals increased and were no different from those in aggressive rats. It is suggested that decreased emotionality and stress reactivity facilitated the learning process in tame rats in the Morris water test.

Effects on readiness to change of an educational intervention on depressive disorders for general physicians in primary care based on a modified Prochaska model--a randomized controlled study

The Prochaska model of readiness to change has been proposed to be used in educational interventions to improve medical care. To evaluate the impact on readiness to change of an educational intervention on management of depressive disorders based on a modified version of the Prochaska model in comparison with a standard programme of continuing medical education (CME). This is a randomized controlled trial within primary care practices in southern Tehran, Iran. The participants included 192 general physicians working in primary care (GPs) were recruited after random selection and randomized to intervention (96) and control (96). Intervention consisted of interactive, learner-centred educational methods in large and small group settings depending on the GPs' stages of readiness to change. Change in stage of readiness to change measured by the modified version of the Prochaska questionnaire was the The final number of participants was 78 (81%) in the intervention arm and 81 (84%) in the control arm. Significantly (P < 0.01), more GPs (57/96 = 59% versus 12/96 = 12%) in the intervention group changed to higher stages of readiness to change. The intervention effect was 46% points (P < 0.001) and 50% points (P < 0.001) in the large and small group setting, respectively. Educational formats that suit different stages of learning can support primary care doctors to reach higher stages of behavioural change in the topic of depressive disorders. Our findings have practical implications for conducting CME programmes in Iran and are possibly also applicable in other parts of the world.

Coordination changes in a discrete multi-articular action as a function of practice

This study investigated how novices re-organized motor system degrees of freedom when practicing a multi-articular discrete kicking task. Four male participants practiced a soccer chipping task to seven different target positions over 12 sessions for 4 weeks. Data from each participant indicated changes in degrees of freedom involvement as a function of practice. Further, each participant showed a different progression of change in levels of joint involvement for hip, knee and ankle in the kicking limb. Cross-correlations between joints in the kicking limb also showed different pathways of coupling and de-coupling with practice. Performance outcome scores improved and variability of intra-limb coordination decreased as a consequence of practice for all participants. Angle–angle plots also showed qualitative changes in intra-limb coordination between early and late practice sessions. Evidence suggested that foot velocity at ball contact was functionally manipulated by participants when kicking to target positions with varying height and distance constraints. Referencing data to a model of learning [Newell, K. M. (1985). Coordination, control and skill. In: Goodman, D., Franks, I., & Wilberg, R.B. (Eds.), Differing perspectives in motor learning, memory, and control. Amsterdam: North-Holland, pp. 295–317] determined that progression through different stages of learning may not be sequential and could alternate between learning stages. The present study highlighted individual differences in acquisition of coordination and control of joint motion even under similar task constraints, showing how degeneracy in movement systems facilitates learning.

Supporting knowledge construction and literate talk in Secondary Social Studies

In this paper we describe Expanding Textual Repertoires (ETR) as a framework for enhancing Singaporean secondary school teachers’ understanding of the nature and effective teaching of the increasingly specialized language and literacy competencies required of their students for skilled participation in the curriculum areas at the secondary grade levels. Drawing from a larger intervention project involving the development, and the introduction to teachers, of the three principles of ETR (intellectual quality, connected learnings, explicit instruction), we examine in what ways it could bring greater coherence, keener awareness of the language and literacy demands, as well as a more confident and critical engagement with the subject knowledge to the work and classroom interactions of one of the secondary Social Studies teachers. Looking at her post-intervention delivery of a unit of work, we show how the Social Studies teacher developed and trialled new teaching materials and tasks in the light of her broadened understandings of effective teaching through the ETR framework, refining and modifying them by ongoing analysis of the classroom learning environment and her students’ responses. Through the analysis of ongoing sequences of lessons across a unit of work, we document the ‘developmental history’ [Christie, F. (2002). Classroom discourse: A functional perspective. London: Continuum] of her classroom, showing how it unfolded over time as a text, how the teacher handled different stages of learning, if and how students’ prior learning and everyday knowledge were built on, if and how connections between various texts and literacy activities were made across lessons, how new learning, appropriate technical language and patterns of reasoning were accumulated as the unit progressed, and what evidence there was of students’ uptake of this new learning through literate talk in their lesson contributions.