Learning Hypothesis Research Articles

Pengaruh Strategi Pembelajaran Question Student Have dengan Teknik Roda Keberuntungan terhadap Motivasi dan Hasil Belajar Kognitif Siswa

Based on the results of initial observations that have been carried out at Teuku Umar Junior High School Surabaya, it was found a problem that motivation and learning outcomes are still in the medium category and still need to be improved, as evidenced by the results of interviews with biology subject teachers and the results of odd semester tests there are still students who the value is below the KKM. The purpose of this study is to describe students' learning motivation by applying the question student have learning strategy with the wheel of fortune technique and explain the effect of the question student have learning strategy with the wheel of fortune technique on the cognitive learning outcomes of seventh grade students of Teuku Umar Middle School Surabaya in the 2019/2020 school year. This type of research is a quasi-experimental research design with posttest-only nonequivalent control group design. The population in this study were all seventh grade students of Teuku Umar Junior High School Surabaya with a research sample of VIIA grade students with 19 students as the experimental class and VIIB class students with 19 students as the control class, which were taken using purposive sampling technique. The instruments used in this study were observation sheets, questionnaires and tests. There are two ways to analyze the data in this study, namely descriptively for students' learning motivation and hypothesis testing with t-test for students' cognitive learning outcomes. The results showed that the percentage of students' learning motivation in the experimental class was 71.7% in the good category and the control class was 69.9% in the good category. While the average cognitive learning outcomes of students in the experimental class is 70.26 and in the control class is 60.4. Analysis of learning outcomes with t-test at a significant level of 5% obtained tcount of 3.56 while the value of ttable with dk 36 of 2.04. This means that tcount ≥ ttable (3.56 ≥ 2.04). Thus, it can be concluded that there is an effect of the question student have learning strategy with the wheel of fortune technique on students' cognitive learning outcomes.

Students' Entire Deep Learning Personality Model and Perceived Teachers' Emotional Support.

In recent years, deep learning as the requirement of higher education for students has attracted the attention of many scholars, and previous studies focused on defining deep learning as the deep processing of knowledge of the brain, however, in the process of knowledge processing, the brain not only involves the deep processing of information but also participates in learning consciously and emotionally. Therefore, this research proposed a four-factor model hypothesis for deep learning that includes deep learning investment, deep cognitive-emotional experience, deep information processing, and deep learning meta-cognitive. In addition, the research proposed teachers’ emotional support perceived by students has an effect on the four factors of deep learning. Through SPSS 26 and AMOS 24, this research has verified the four-factor model of deep learning applying exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) and verified that the perceived teacher emotional support has an impact on the four factors of students’ deep learning using the SEM.

A Study on the Practical Path of “Three-All Education” in College English Translation Teaching Based on POA

The purpose of the study is to discuss the practical path of “Three-All Education” in college English translation teaching based on Production-Oriented Approach (POA). This paper explains the definition of “Three-All Education”, which is an educational mode of all-staff-in-charge education, all-process education and all-round education. About POA, this paper successively presents its teaching philosophies, namely Learning-centered Principle, Learning-using Integrated Principle, and Whole-person Education Principle, its teaching hypotheses, namely Output-driven Hypothesis, Input-enabled Hypothesis, and Selective Learning Hypothesis, and its teaching procedures, namely motivating, enabling and assessing. This study combines the theoretical framework of POA and the connotation of “Three-All Education” to construct the practical path of “Three-All Education” in college English translation teaching based on POA.

외국어로서의 스페인어 학습자의 메타언어적 발화에 대한 이론적 고찰

The objective of this study is to propose metalinguistic verbalization as a way to help Spanish learners as a foreign language convert explicit knowledge into implicit knowledge. In second language classrooms, metalinguistic verbalization is usually carried out by teachers or appears in the textbook. But, in this paper, we will focus on metalinguistic verbalization carried out by learners and analyze its effects on Spanish as a foreign language acquisition. First, we will divide metalinguistic verbalization into three phases (input, restructuring, and output) and introduce the learner’s actions that appear in each phase. Second, we will explain how these actions influence the construction of implicit knowledge based on metalinguistic reflection, grammar consciousness-raising, noticing hypothesis, cognitive constructivism, meaningful learning, and comprehensible output hypothesis. As a result of the study, it has been theoretically proven that metalinguistic verbalization carried out by learners is a useful learning method that helps to form implicit knowledge. However, it should not be forgotten that learners should practice the target linguistic elements so that they can automatically process the acquired knowledge.

Private communication and management forecasts: Evidence from corporate site visits

AbstractResearch Question/IssueThis paper investigates whether the communication between managers and corporate site visitors facilitates managerial learning in improving management forecast accuracy.Research Findings/InsightsUsing corporate site visit (CSV) data from 2009 to 2016, we find that the frequency of corporate site visits is positively related to management forecast accuracy. The positive relationship between corporate site visits and forecast accuracy is stronger when visitors have greater expertise and advanced industry knowledge and when firms are visited during a period of high business uncertainty and are subject to high sensitivity to industry shocks. These findings are consistent with the managerial learning hypothesis. Our results are robust to endogeneity concerns and alternative CSV measures.Theoretical/Academic ImplicationsPrevious literature on voluntary disclosure assumes that managers are endowed with a private set of information and decide how much of that to reveal. In this paper, we find that corporate site visits serve as a communication channel through which managers learn from investors. Overall, we provide evidence that private communication is a two‐way channel through which visitors learn useful information from managers and vice versa.Practitioner/Policy ImplicationsWe provide evidence that the private information acquisition process is also a channel of information sharing that increases management forecast accuracy. Our results could be useful to policymakers who may care about the information acquisition cost of investors when evaluating the benefit of corporate site visits.

The binding guided by attention: Toward an integrated approach on the investigations of conflict adaptation

<p indent=0mm>In the everyday life, internal goals guide us to focus on task-relevant information but inhibit task-irrelevant information that however could not be completely filtered out. Here, cognitive control is required to drive the attention in accordance with internal goals. As an important phenomenon in the field of cognitive control, conflict adaptation refers to the adaptability of cognitive control in goal-guided behaviors, which is of great significance for individuals to adapt to ever-changing environments. In the lab, conflict adaptation is indexed by a reduced conflict after conflict trials (i.e., Trial <italic>n</italic>–1 is incongruent stimulus) compared with after non-conflict trials (i.e., Trial <italic>n</italic>–1 is congruent stimulus). In order to explain this important effect, researchers have proposed a number of accounts, which could be classified into two kinds of perspectives: Attention-based control accounts and memory-based learning accounts. The former includes the well-known conflict monitoring theory, the activation-suppression theory, the negative affective theory, and the expectancy theory. Whereas, the feature-integration theory, the contingency learning hypothesis, and the temporal learning hypothesis belong to the latter. In short, the control accounts emphasize that attentional resources adjustment leads to conflict adaptation through allocating more resources to the target dimension while allocating fewer resources to the distractor dimension. On the other hand, the learning accounts propose that the binding and unbinding of memories between stimulus and responses result in conflict adaptation. Due to their different research focuses, however, the previous studies have discussed the two accounts separately, which is not conducive to the investigation and understanding of the full profiles of conflict adaptation. From our perspective, conflict adaptation in essence is a goal-directed adjustment process. Meanwhile, it is also a phenomenon of learning. Accordingly, in the present comprehensive review, we proposed a hypothesis of the binding guided by attention, which combines the control accounts and the learning accounts. Specifically, conflict adaptation does not only need to guide the allocation of attention resources through task demand, but also needs to enhance the memory representation of “stimulus-response” mapping through binding learning. The integration of the two processes should ultimately promote the occurrence of conflict adaptation. In fact, our hypothesis explains conflict adaptation by combining the Biased Competition model with the Parallel Distributed Processing model. Firstly, the Biased Competition model posits that top-down selective attention enhances neuronal activities that respond to target features and inhibits response-selective neuronal activities of distractor features. Thus, the competition between neurons is biased towards target characteristics. Secondly, the Parallel Distributed Processing model postulates that different stimulus dimensions (e.g., colors and spatial locations) are processed in parallel in different channels that however can activate the same response system, and selective attention can change the processing priority of different stimulus dimensions. To conclude, by integrating the control accounts and the learning accounts, the current hypothesis provides a comprehensive and interpretable mechanism to address conflict adaptation. To be more specific, this hypothesis proposes that conflict adaptation is ultimately generated through binding learning (i.e., the Hebbian learning) with the Parallel Distributed Processing model as the underlying mechanism. More importantly, the binding learning must be guided by the top-down attention-based control mechanism, which is achieved through the Biased Competition model. In summary, the attention-guided binding learning hypothesis provides an integrated reference frame for an in-depth understanding of the internal mechanism of conflict adaptation.

Empirical Evidence for the Functionality Hypothesis in Motor Learning: The Effect of an Attentional Focus Is Task Dependent

A large body of research suggests that during learning motor skills, focusing on environmental effects of the movement (external focus) generally leads to better performance than focusing on one’s own body (internal focus). The functionality hypothesis states, in contrast, that the superiority of any attentional focus is task dependent. The present study aimed to test the predictions of the latter and searched for underlying mechanisms and task characteristics for one or the other focus being more functional. In Experiment 1, we examined whether the internal focus is superior in a difficult body-oriented balance task. In Experiment 2, we added visual feedback and investigated whether this would enhance the functionality of the external focus. In both experiments, the participants stood one-legged on a balance board and had to shift their centre of pressure (COP) to predefined target points. Per instruction, they were asked to interpret their attentional focus on the COP as either internal (the sole of the foot) or external (the platform). In Experiment 1, the external focus was induced through a mental image. The internal focus group performed significantly better, thereby supporting the functionality hypothesis. In Experiment 2, the COP was dynamically visualized on a screen. The internal focus superiority vanished. We suggest that the internal focus is more functional in motor-learning situations that provide more effect information through body-internal senses than through body-external senses. In these cases, the external focus hampers learning because it is associated with additional cognitive load.

More of the Same? Comparing the Personalities of Ex-Spouse and New Partner after Divorce

The similarity of the Big Five personality traits of ex-spouses and new partners was examined post-divorce. The notion that divorcees replicate their partner choice (fixed-type hypothesis) was tested against the hypotheses that they learn to select a new partner with more marriage-stabilizing personality traits than their former spouse (learning hypothesis), or are constrained by marriage market forces to repartner with someone who has less stabilizing personality traits (marriage market hypothesis). Data was derived from a Flemish study that sampled divorcees from the national register. The sample consisted of 700 triads of divorcees, their ex-spouses, and their new partners. The analysis results rejected the fixed-type hypothesis and instead supported both the learning hypothesis and the marriage market hypothesis, with higher order repartnering supporting the latter. Women also seemed to validate both hypotheses, as their partner comparison showed decreases in both stabilizing traits (conscientiousness and agreeableness) and destabilizing traits (neuroticism and extraversion). Overall, the results seem to suggest that divorcees do not repartner with someone of the same personality as their ex-spouse, and they are in some cases constrained by marriage market forces to repartner with less stabilizing personalities, while in other cases they are able to improve their partner selection.

Investor learning and mutual fund flows

AbstractThis paper investigates how volatility of performance affects the sensitivity of mutual fund flows to past performance, and examines how investor learning may contribute to this effect. We illustrate theoretically that when sophisticated investors learn from past fund performance to form their posterior expectations of managerial ability, the flow‐performance sensitivity should be weaker for funds with more volatile past performance. Moreover, the dampening effect of performance volatility on the flow‐performance sensitivity should be stronger for funds attracting more sophisticated investors. We provide supporting evidence for this investor learning hypothesis using mutual fund flows and demonstrate variations in the volatility dampening effect across funds with differing levels of sophistication among investors, such as load versus no‐load, high‐expense versus low‐expense, retail versus institutional, and star versus nonstar funds.

Pengaruh Penggunaan Media Webblog Berbasis HOTS Terhadap Motivasi dan Hasil Belajar Pada Materi Laju Reaksi

This reseach goals to determine how the effect of knowing the effect of using Webblog media on the HOTS Evaluation Based Problem Based Learning Model on Motivation and Student Learning Outcomes in the Material of Reaction Rate. The research method used was an experiment that was modified as needed. The sampling technique used is by using a purposive technique where class XI IPA 4 as an experimental class is taught using Webblog Media in the Problem Based Learning model using and XI IPA 5 as a control class that is taught using Power Point Media in the Problem Based Learning learning model based on HOTS evaluation . The analysis technique used is the mean difference test, the percent increase in learning outcomes, normality test, homogeneity test and hypothesis testing. The results obtained by the average value of the experimental and control classes in the pretest data were 36.25 and 27.25. The post-test scores for the experimental and control classes were 79 and 65.5. Data on the normality and homogeneity test obtained data were normally distributed and the data were homogeneous. The correlation test for the effect of using Webblog media in the Problem Based Learning model on student motivation and learning outcomes is the value of rxy = 0.754 which means there is a positive correlation between motivation and student learning outcomes.

PROS AND CONS OF LEARNING STYLE: AN IMPLICATION FOR ENGLISH LANGUAGE TEACHERS

Learning style becomes a familiar theory for many English language teachers. With the hypothesis of matching instructions and learning styles resulting on an effective learning, many of the English language teachers apply the learning style theory within their teaching practices. However, recent studies found that learning style is a myth since there were flaws appeared in the learning style instruments and hypothesis. This study presents in-depth discussions about the pros and cons of learning styles. Detailed descriptions about the implication for English language teachers entailed in the end of the discussions. This study concluded that English language teachers may focus on (1) assessing students’ background knowledge and interests, (2) identifying students’ lacks and necessities, (3) provide more engaged teaching media and learning materials, (4) boosting students’ autonomy rather than merely getting involved in the raging debates of learning style.

Anthraquinolone and quinolizine derivatives as an alley of future treatment for COVID-19: an in silico machine learning hypothesis

Coronavirus disease 2019 (Covid-19), caused by novel severe acute respiratory syndrome coronavirus (SARS-CoV-2), has come to the fore in Wuhan, China in December 2019 and has been spreading expeditiously all over the world due to its high transmissibility and pathogenicity. From the outbreak of COVID-19, many efforts are being made to find a way to fight this pandemic. More than 300 clinical trials are ongoing to investigate the potential therapeutic option for preventing/treating COVID-19. Considering the critical role of SARS-CoV-2 main protease (Mpro) in pathogenesis being primarily involved in polyprotein processing and virus maturation, it makes SARS-CoV-2 main protease (Mpro) as an attractive and promising antiviral target. Thus, in our study, we focused on SARS-CoV-2 main protease (Mpro), used machine learning algorithms and virtually screened small derivatives of anthraquinolone and quinolizine from PubChem that may act as potential inhibitor. Prioritisation of cavity atoms obtained through pharmacophore mapping and other physicochemical descriptors of the derivatives helped mapped important chemical features for ligand binding interaction and also for synergistic studies with molecular docking. Subsequently, these studies outcome were supported through simulation trajectories that further proved anthraquinolone and quinolizine derivatives as potential small molecules to be tested experimentally in treating COVID-19 patients.

DAILY VERBS: TEACHING ENGLISH VERB TENSES THROUGH A SIMPLE VIDEO GAME

This study introduces an educational game called “Daily Verbs” which teaches verb tenses to second language learners. The mechanics of the game is simple. The player moves a sprite through daily tasks and to each task there is a sentence attached stating the relevant tense. In the game, the researcher made use of Stephen Krashen’s principles of second language acquisition, namely, the acquisition vs. learning hypothesis, the affective filter, and the monitor hypothesis. Their manifestation in the game is explained in this study. Besides, the researcher made extensive use of John Gee’s 13 principles of learning embedded in video games. Their evidence in the game is also explained in the study.&#x0D; &#x0D; &lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/edu_01/0871/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

A peer mentoring social learning perspective of cross-cultural adjustment: The rapid-acculturation mateship program

One of the persisting challenges facing societies and organizations is to socially integrate sojourners, expatriates, including migrants into the host culture whilst leveraging reciprocal cross-cultural learning experiences. In a quasi-experimental field study, using an embedded unequal design, incoming international students’ (i-Students’) adjustment processes were investigated via a comprehensive 18/19-week peer mentoring social learning cross-cultural adjustment program. Forty-three local mentors were paired with 126 i-Student mentees, and 238 i-Students served as a control group. Quantitative and complementary qualitative data were collected from mentees, mentors, and controls at three time-points. Results showed effects in intercultural communication, cultural adjustment, life skills, and well-being domains. Mentors’ 360-degree synchronous evaluation of mentees showed increases in all skills measured. Post-program responses from participants confirmed the increase in communication and life skills, supporting the social learning hypothesis. Theoretical and practical implications are presented to assist individuals studying and/or working with their acculturation in foreign nations.

Vocal learning as a preadaptation for the evolution of human beat perception and synchronization.

The human capacity to synchronize movements to an auditory beat is central to musical behaviour and to debates over the evolution of human musicality. Have humans evolved any neural specializations for music processing, or does music rely entirely on brain circuits that evolved for other reasons? The vocal learning and rhythmic synchronization hypothesis proposes that our ability to move in time with an auditory beat in a precise, predictive and tempo-flexible manner originated in the neural circuitry for complex vocal learning. In the 15 years since the hypothesis was proposed a variety of studies have supported it. However, one study has provided a significant challenge to the hypothesis. Furthermore, it is increasingly clear that vocal learning is not a binary trait animals have or lack, but varies more continuously across species. In the light of these developments and of recent progress in the neurobiology of beat processing and of vocal learning, the current paper revises the vocal learning hypothesis. It argues that an advanced form of vocal learning acts as a preadaptation for sporadic beat perception and synchronization (BPS), providing intrinsic rewards for predicting the temporal structure of complex acoustic sequences. It further proposes that in humans, mechanisms of gene-culture coevolution transformed this preadaptation into a genuine neural adaptation for sustained BPS. The larger significance of this proposal is that it outlines a hypothesis of cognitive gene-culture coevolution which makes testable predictions for neuroscience, cross-species studies and genetics.This article is part of the theme issue ‘Synchrony and rhythm interaction: from the brain to behavioural ecology’.

The Acquisition of Noun and Verb Categories by Bootstrapping From a Few Known Words: A Computational Model.

While many studies have shown that toddlers are able to detect syntactic regularities in speech, the learning mechanism allowing them to do this is still largely unclear. In this article, we use computational modeling to assess the plausibility of a context-based learning mechanism for the acquisition of nouns and verbs. We hypothesize that infants can assign basic semantic features, such as “is-an-object” and/or “is-an-action,” to the very first words they learn, then use these words, the semantic seed, to ground proto-categories of nouns and verbs. The contexts in which these words occur, would then be exploited to bootstrap the noun and verb categories: unknown words are attributed to the class that has been observed most frequently in the corresponding context. To test our hypothesis, we designed a series of computational experiments which used French corpora of child-directed speech and different sizes of semantic seed. We partitioned these corpora in training and test sets: the model extracted the two-word contexts of the seed from the training sets, then used them to predict the syntactic category of content words from the test sets. This very simple algorithm demonstrated to be highly efficient in a categorization task: even the smallest semantic seed (only 8 nouns and 1 verb known) yields a very high precision (~90% of new nouns; ~80% of new verbs). Recall, in contrast, was low for small seeds, and increased with the seed size. Interestingly, we observed that the contexts used most often by the model featured function words, which is in line with what we know about infants' language development. Crucially, for the learning method we evaluated here, all initialization hypotheses are plausible and fit the developmental literature (semantic seed and ability to analyse contexts). While this experiment cannot prove that this learning mechanism is indeed used by infants, it demonstrates the feasibility of a realistic learning hypothesis, by using an algorithm that relies on very little computational and memory resources. Altogether, this supports the idea that a probabilistic, context-based mechanism can be very efficient for the acquisition of syntactic categories in infants.

Training detection of camouflaged targets in natural scenes: Backgrounds and targets both matter

As target-background similarity increases, search performance declines, but this pattern can be attenuated with training. In the present study we (1) characterized training and transfer effects in visual search for camouflaged targets in naturalistic scenes, (2) evaluated whether transfer effects are preserved 3 months after training, (3) tested the suitability of the perceptual learning hypothesis (i.e., using learned scene statistics to aid camouflaged target detection) for explaining camouflage search improvements over training, and (4) provide guidance for camouflage detection training in practice. Participants were assigned to one of three training groups: adaptive camouflage (difficulty varied by performance), massed camouflage (difficulty increased over time), or an active control (no camouflage), and trained over 14 sessions. Additional sessions measured transfer (immediately post training) and retention of training benefits (10 days and 3 months post training). Both the adaptive and massed training groups showed improved camouflaged target detection up to 3 months following training, relative to the control. These benefits were observed only with backgrounds and targets that were similar to those experienced during training and are broadly consistent with the perceptual learning hypothesis. In practice, training interventions should utilize stimuli similar to the operational environment in which detection is expected to occur.

Experimental manipulation of muscularity preferences through visual diet and associative learning.

Body preferences are somewhat flexible and this variability may be the result of one’s visual diet (whereby mere exposure to certain bodies shifts preferences), associative learning mechanisms (whereby cues to health and status within the population are internalised and affect body preferences), or a mixture of both visual diet and associative learning effects. We tested how these factors may drive changes in preferences for muscularity in male bodies across a male and female sample. Three studies were conducted where participants viewed manipulation images of high and/or low muscle mass males which were either aspirational (high status clothing and posture) and/or neutral (no obvious cues to status). Preferences for muscularity were recorded before and after exposure to such manipulation images to assess whether body preferences had changed following manipulation. We found evidence for both the visual diet and associative learning hypotheses. Exposure to non-muscular male bodies decreased preferences for muscular bodies irrespective of image valence. Exposure to aspirational non-muscular male bodies alongside neutral muscular male bodies also led to a decrease in muscularity preferences. Further, when manipulation conditions are less obviously skewed towards a particular body type, preferences still shifted in the direction of the most prevalent body type, suggesting that demand characteristics are unlikely to have confounded results of previous adaptation experiments with more obvious manipulations.

New method for solving Ivanov regularization-based support vector machine learning

The support vector machine (SVM) model is one of the most well-known machine learning models, which is based on the structural risk minimization (SRM) principle. The SRM principle, formulated by Vapnik in a statistical learning theory framework, can be naturally expressed as an Ivanov regularization-based SVM (I-SVM). Recent advances in learning theory clearly show that I-SVM allows a more effective control of the learning hypothesis space with a better generalization ability. In this paper, we propose a new method for optimizing the I-SVM to find the optimal separation hyperplane. The proposed approach provides a parallel block minimization framework for solving the dual I-SVM problem that exploits the advantages of the randomized primal–dual coordinate (RPDC) method, and every iteration-based sub-optimization RPDC routine has a simple closed-form. We also provide an upper limit τ∗ for the space control parameter τ by solving a Morozov regularization SVM (M-SVM) problem. Experimental results confirmed the improved performance of our method for general I-SVM learning problems.

Tolerance of muzzle contact underpins the acquisition of foraging information in vervet monkeys (Chlorocebus pygerythrus).

Muzzle contact, where one animal brings its muzzle into close proximity to that of another, has often been hypothesized as a straightforward means of socially mediated food investigation. Using 2,707 observations of muzzle contact occurring across 3 troops of wild vervet monkeys (Chlorocebus pygerythrus), we tested this social learning hypothesis. We first explored the social structuring of muzzle contact by analyzing the characteristics of initiators and receivers. Similar to previous research, juveniles initiated contact at higher rates than adults, particularly toward adult females and animals with lower dominance rankings. The highest number of contacts occurred between kin compared to contacts between nonkin. However, on the whole, contacts occurred at low rates, even among kin dyads. We next determined whether muzzle contact was used as a means to learn socially, specifically by animals seeking foraging information. We found that initiators did not overwhelmingly target foragers, meaning animals do not appear to directly seek information about food during muzzle contact. However, animals that contacted foragers were more likely forage themselves in comparison to those that contacted nonforagers, suggesting that foragers do provide food information. These findings indicate that both kin and low-ranking animals serve as discriminative stimuli for social tolerance and that foraging animals serve as discriminative stimuli for food availability. We conclude that broad social tolerance, rather than the recipient's knowledge, is the most likely antecedent to muzzle contact and that animals engage in this behavior as a low-cost means of maintaining a baseline level of information about their environment. (PsycInfo Database Record (c) 2021 APA, all rights reserved).