Learning Of Stimuli Research Articles

What is informal workplace learning: a qualitative meta-synthesis

Purpose The purpose of this study was to provide a model for informal workplace learning. Despite the prevalence and recognized importance of informal learning in the workplace, scattered literature and different perspectives have caused a lack of shared understanding about its nature, and little research effort has been made in this direction so far. Design/methodology/approach This paper identified the most significant components of informal workplace learning using the qualitative meta-synthesis method. For this purpose, after searching sources from different databases and screening them, 17 sources were selected due to compatibility with the research criteria. The texts extracted from the sources were analyzed using a thematic analysis method and synthesized using an aggregation approach. Finally, a themes network was created as a model with 8 main components and 11 sub-components. Findings The results indicated that eight components were considered significant to informal workplace learning, including learning stimulus, awareness and intent to learn, action or experience, critical reflection on action, facilitators, collective learning, self-directed and context. Originality/value This meta-synthesis contributes to the coherence and integration of the informal workplace learning literature. The obtained conceptual model, in addition to the general components of informal workplace learning, provides an explanation of the characteristics of each and the relationships between its components to achieve a complete understanding of the nature of informal workplace learning. Since no study has been done so far to comprehensively identify the most significant components of informal workplace learning, it is not possible to refer to their results in comparison with the results of this study.

Stories as a Stimulus for Dance Teaching and Learning in the Elementary School Context

ABSTRACT Stories are greatly enjoyed by young children, and as such they are engaging stimuli for teaching dance in the elementary school context. Dance is a powerful medium through which literacy learning can be enriched due to its embodied and multisensory methods. There are many ways to work with stories as stimuli in dance education. For example, it is possible to follow the form of a text’s narrative, investigating specific words and the quality of the movement that the text evokes. Furthermore, the book’s mood and atmosphere can be explored, along with the plot, characters, settings, rhythms, and the emotions it evokes. This article explores one book for its creative potential as a dance teaching-learning experience: Mixed: A Colorful Story by Chung. It also offers extension possibilities for the color-focused ideas that are provided and considers supplementary creative dance tasks for five more color-themed books.

Design model augmented reality of digital tourism education for reduce paper use

Abstract Tourism learning as a form of education currently still uses conventional methods, such as using books as learning media. This method has an impact on the large number of papers needs to print into the books so that all students have them and learning by the book. The usage of this papers, that we know comes from trees, can be reduced, by using Augmented Reality (AR) Technology. In addition, with AR we can include learning materials according to the curriculum into the AR application. This paper proposed the design model of AR prototype that can be used as a learning medium with tourism objects. The use of the proposed AR model aimed to enhancing user education in tourism education, learning literacy, numeracy, and psycholiteracy, while promoting environmental sustainability by reducing paper usage. The proposed model has several steps, such as developing the AR Eduwisata application, disseminating the app for the user, namely elementary school students, so becomes a learning stimulus for students and produces learning responses, and has an impact on student habits in each of their learning activities. We also proposed a software development model namely prototyping model. Future research will focus on implementing AR, expanding the 3D object tourism, and performing evaluations to various users in elementary schools in Bangka Belitung.

The problem of teaching ethical and moral values in the process of mass events

The inner world of young pupils is constantly dynamic, their flexible thinking is agile, their imagination is vivid, in other words, it is an extremely miraculous mirror. It is not right to view it superficially. Every mystery must be revealed in accordance with their inner world, language and sphere of interest. Vibrant lives should be intertwined through mass events of various natures. The questions and tasks posed should create a favorable stimulus for effective learning. Interest in life and reality must be awakened in learners. According to great philosophers and educators, every child is a personality. The development of personality is the primary function set before society. This is demanded by the state, people and nation from every parent, educator and citizen. From this perspective, the problem of instilling ethical and moral values in young pupils is extremely relevant. Since education always serves the state it belongs to, its content changes as the demands of the time evolve. Along with this, mass events take on a form that corresponds to the demands of the era, characterized by innovations in content. Now, the task facing pedagogical collectives is to raise well-prepared individuals for independent Azerbaijan. One way to achieve this is by properly and efficiently organizing pupils' free time. It would be a mistake to think that mass events only contribute to upbringing. No, they are also a teaching tool that imparts knowledge and skills. Therefore, mass events prepared in connection with relevant instructional material, real-life events and historical moments essentially serve as an educational tool that enriches the pedagogical process, providing learners with both intellectual and moral satisfaction, keeping them positively engaged with the school and shaping their personalities. In society, the development of the humanities intensifies efforts to expand and explore directions that will qualitatively enhance new ethical and moral foundations. In this regard, significant qualitative changes should also be made in the development of the humanities, education, upbringing in Azerbaijan, moving away from outdated ideas, ineffective, formulaic thinking and plagiarism-driven works. In other words, forming a human from a human is about shaping the content of education that enables future generations to be raised in the spirit of humanity, to elevate their ethical and moral values and to open doors for them. Thus, the optimal organization of education and upbringing aimed at ethics and morality provides great strength for the deep assimilation of all components of moral qualities based on scientific foundations and a well-thought-out system. For this, understanding the essence of the problem, studying curricula and textbooks, pedagogical literature, and school practices, exploring learners' potential capabilities, improving teaching methods and techniques and considering the microenvironment (family, school, radio, television, etc.) must be taken into account in determining the influence on the individual's morality and intellectual level in order to solve the problem

Learning stimulus for disengaged learners: Roles of outside participation

Background Learning contributes to adaptive performance needed in today’s business. A key challenge is workplace disengagement which can lead quiet quitting. Past studies indicate the compatibility when examining critical issues of learning in either a workplace or a classroom. Objective The case study examines the impacts on disengaged learners by outside participation. The business community’s participation focuses on providing continuous direct feedback and creating expectation (or subjective norms) at one upper secondary school where the feeling of disengagement has been prevalent. Methods The study’s construct adapts Theory of Planned Behavior and the Double-loop Learning Concept. The survey is completed by 171 current (Grade 12) and former students who have had two-year interactions with the business community from a group of 200 students. Statistical analysis is applied to examine the impacts on learning intention and behavior. Results The findings show the positive influence from direct feedback and subjective norms on intention to learn and attitude of disengaged learners which result in positive learning actions and behavior. Conclusions Dealing with disengagement should recognize consistency and continuity of feedback when involving outside participants. Feedback design to challenge the learners’ mindset and importance of subjective norm and informal learning are part of this consideration.

Mapping punishment avoidance learning deficits in non-suicidal self-injury in young adults with and without borderline personality disorder: An fMRI study

IntroductionNon-suicidal self-injury (NSSI) is a growing public health concern among young adults in both clinical and non-clinical settings. Despite evidence linking NSSI to alterations in learning from reward and punishment, this area remains understudied, especially in non-clinical populations without borderline personality disorder (BPD). MethodsWe employed a modified version of the Probabilistic Stimulus Selection (PSS) task in two groups of young adults with recurrent NSSI, with (NSSI+BPD) and without BPD (NSSI), and an additional group of healthy controls (HC). While undergoing functional magnetic resonance imaging (fMRI), participants were asked to choose between pairs of stimuli with different reward probabilities. In the training phase, they received probabilistic feedback and learned to identify the most rewarding option within fixed pairs. In the test phase, these learned stimuli were recombined into novel pairs, where participants' accuracy in selecting the most rewarding and avoiding the most punishing options reflected their ability to learn from reward and punishment, respectively. ResultsCompared to HC, participants in the NSSI and NSSI+BPD groups were less accurate at avoiding the most punishing options than at choosing the most rewarding options, and showed reduced activity in the nucleus accumbens (NAcc) during punishment avoidance relative to reward selection. LimitationsThe modest sample size, descriptive rather than modeling approach, and absence of ecological momentary assessments may limit the results. ConclusionFindings suggest that reduced activation of the NAcc when avoiding loss may underlie difficulties in learning to avoid punishment in young adults with NSSI, regardless of the presence of BPD.

Cerebellar climbing fibers signal flexible, rapidly adapting reward predictions.

Classical models of cerebellar computation posit that climbing fibers (CFs) operate according to supervised learning rules, correcting movements by signaling the occurrence of motor errors. However, recent findings suggest that in some behaviors, CF activity can exhibit features that resemble the instructional signals necessary for reinforcement learning, namely reward prediction errors (rPEs). Despite these initial observations, many key properties of reward-related CF responses remain unclear, thus limiting our understanding of how they operate to guide cerebellar learning. Here, we have measured the postsynaptic responses of CFs onto cerebellar Purkinje cells using two-photon calcium imaging to test how they respond to learned stimuli that either do or do not predict reward. We find that CFs can develop generalized responses to similar cues of the same modality, regardless of whether they are reward predictive. However, this generalization depends on temporal context, and does not extend across sensory modalities. Further, learned CF responses are flexible, and can be rapidly updated according to new reward contingencies. Together these results suggest that CFs can generate learned, reward-predictive responses that flexibly adapt to the current environment in a context-sensitive manner.

Anticipated variability increases generalization of predictive learning

We show that learners generalized more broadly around the learned stimulus when they expected more variability between the learning set and the generalization set, as well as within the generalization set. Experiments 1 and 3 used a predictive learning task and demonstrated border perceptual generalization both when expected variability was manipulated explicitly via instructions (Experiment 1), and implicitly by increasing temporal distance to the anticipated application of learning (Experiment 3). Experiment 2 showed that expecting to apply learning in the more distant future increases expected variability in the generalization set. We explain the relation between expected variability and generalization as an accuracy-applicability trade-off: when learners anticipate more variable generalization targets, they “cast a wider net” during learning, by attributing the outcome to a broader range of stimuli. The use of more abstract, broader categories when anticipating a more distant future application aligns with Construal Level Theory of psychological distance.

Crossmodal Correspondence Mediates Crossmodal Transfer from Visual to Auditory Stimuli in Category Learning.

This article investigated whether crossmodal correspondence, as a sensory translation phenomenon, can mediate crossmodal transfer from visual to auditory stimuli in category learning and whether multimodal category learning can influence the crossmodal correspondence between auditory and visual stimuli. Experiment 1 showed that the category knowledge acquired from elevation stimuli affected the categorization of pitch stimuli when there were robust crossmodal correspondence effects between elevation and size, indicating that crossmodal transfer occurred between elevation and pitch stimuli. Experiments 2 and 3 revealed that the size category knowledge could not be transferred to the categorization of pitches, but interestingly, size and pitch category learning determined the direction of the pitch-size correspondence, suggesting that the pitch-size correspondence was not stable and could be determined using multimodal category learning. Experiment 4 provided further evidence that there was no crossmodal transfer between size and pitch, due to the absence of a robust pitch-size correspondence. These results demonstrated that crossmodal transfer can occur between audio-visual stimuli with crossmodal correspondence, and multisensory category learning can change the corresponding relationship between audio-visual stimuli. These findings suggest that crossmodal transfer and crossmodal correspondence share similar abstract representations, which can be mediated by semantic content such as category labels.

Digital social support among educators in social media: An international comparative study of tweets and replies in #teachertwitter and #twlz

Asking questions on social media acts as a stimulus for professional learning among educators, while the answers can offer them valuable resources. Framed by the concept of digital social support and using a cross-cultural comparative approach, we investigate what type of digital social support educators seek when using educational social media spaces, and what they receive from other users who answer their questions. Analyzing 2,274 tweets and 2,020 replies from two hashtags popular among German and US teachers, #twlz and #teachertwitter, we find that educators mainly seek instrumental support (e.g. materials). Yet what is being sought influences the likelihood of getting the desired response, not the user's characteristics. Differences emerge between the two hashtags in the kinds of support educators seek and the way educators respond to requests. The findings highlight the need for educators to possess digital competencies to fully utilize social media spaces.

X-threads as a learning stimulus for universitary students

X-threads as a learning stimulus for universitary students

You Can Make it Too Easy: Simulating Easy-To-Hard Effects in Auditory Perceptual Learning with an Unsupervised Neural Network Model of Plasticity

ABSTRACT The easy-to-hard effect is a phenomenon where training on initially easy perceptual discrimination contrasts before introducing hard contrasts yields greater perceptual learning than training with hard contrasts for the same amount of time. However, easy-to-hard effects can be erased if initial easy trials are made too easy. Here, we show that this seemingly paradoxical result naturally emerges out of an artificial neural network model of perceptual learning based on the incremental differentiation of stimulus representations: the self-organizing map (SOM). Like human listeners, networks show a sweet spot for easy-to-hard effects at intermediate levels of easy contrast somewhere between too easy and too hard. This trend is apparent across a wide range of free parameters. Analysis of network learning dynamics shows that easy-to-hard effects manifest when competition for network representational space is reduced (relative to constant hard training), but the learned stimuli are still similar enough to hard contrast stimuli to allow generalization. The data show that an incremental perceptual learning model can account for subtle characteristics of easy-to-hard effects where learning theories grounded in attentional discovery of relevant features cannot. We suggest several avenues for further development of the model in order to account for a wider range of auditory learning phenomena, its use in the optimization of auditory training regimens, and its role in elucidating perceptual learning mechanisms.

Adaptive Gait Acquisition through Learning Dynamic Stimulus Instinct of Bipedal Robot.

Standard alternating leg motions serve as the foundation for simple bipedal gaits, and the effectiveness of the fixed stimulus signal has been proved in recent studies. However, in order to address perturbations and imbalances, robots require more dynamic gaits. In this paper, we introduce dynamic stimulus signals together with a bipedal locomotion policy into reinforcement learning (RL). Through the learned stimulus frequency policy, we induce the bipedal robot to obtain both three-dimensional (3D) locomotion and an adaptive gait under disturbance without relying on an explicit and model-based gait in both the training stage and deployment. In addition, a set of specialized reward functions focusing on reliable frequency reflections is used in our framework to ensure correspondence between locomotion features and the dynamic stimulus. Moreover, we demonstrate efficient sim-to-real transfer, making a bipedal robot called BITeno achieve robust locomotion and disturbance resistance, even in extreme situations of foot sliding in the real world. In detail, under a sudden change in torso velocity of -1.2 m/s in 0.65 s, the recovery time is within 1.5-2.0 s.

Exploring competency: Corporate framework, learning theories, and a cognitive development model

This review paper delves into the cognitive aspects of corporate learning and competency development, focusing on various theories and models explaining neurocognitive and behavioral psychology. This paper explores “Maslow's hierarchy of needs”, “Affective, Behavioral, and Cognitive (ABC) Model of Attitude”, “Expectancy Value Theory”, “NLP Communication Model”, “Social Cognitive Learning Theory”, “Knowles' theory of Andragogy”, “NLP Neurological Levels”, “Theory of Planned Behavior”, "Cognitive Load Theory", "Cognitive Learning Principles Underlying the 5E Model", and "Constructivism Theory". While these theories individually address specific aspects of human behavior, they have limitations in their individual scope when applied to the corporate competency development process. This paper constructs the "Cognitive Competency Development Model (CCDM)", which integrates the examined theories and models, providing a cohesive framework for understanding competency development within organizations. This paper briefly discusses the meaning of competency and a typical competency development framework used by corporates. The CCDM emphasizes the multifaceted nature of competency development. It considers the intricate interplay of individual, social, and environmental factors in shaping competency development. It begins with the mental filtering of learning stimuli by various expectancies, neurological factors, and hierarchies of needs. This filtered information forms a perception and knowledge construct, leading to competency development. Competency may affect attitudes and intentions, resulting in behavioral change and better performance at work. The paper concludes by highlighting the potential of the model to inform the design of more effective learning and development interventions. By understanding how the brain influences learning and development, organizations can improve their training programs and create a culture of continuous learning.

From script to screen

In an age of ‘deepfakes’, designing learning media and video intentionally and ethically becomes more important than ever. Emerging educational research focuses on generative large language models, which use neural networks to produce human-like text based on prompts. Yet the educational design of synthetic media, particularly AI-generated avatars, which are also currently produced from text prompts, remains less explored. This paper share insights from an ongoing evaluation of realistic, AI-generated avatars as educational presenters at a large Australian metropolitan university. Using commercially available software, we created a suite of AI-generated avatars and accompanying interactives to explore the topic of ethics in business intelligence which was delivered to approximately 1200 students across two semesters in 2022 and 2023. The aim was to provoke critical discussion around ethical decision-making with AI by immersing students in text-to-video technology as part of their learning experience. To better understand students’ perceptions of synthetic media as a stimulus for learning, we conducted four focus groups over two iterations of the course. Our multidisciplinary team also documented the design, development, and implementation challenges of AI-generated avatars. Preliminary findings suggest that clarifying design intentions is key to the effective and ethical application of AI-generated avatars. Automating video content with synthetic media to simplify certain types of educational content could be a catalyst for increased sharing and collaboration. While traditional video formats may prove a simpler choice in the short-term, this study indicates the potential of more hybrid human and nonhuman representation in certain contexts. Students were comfortable with synthetic media use and blending humans and nonhuman elements, expressing a desire for greater interaction with both. We propose a posthuman perspective on AI-generated avatars, one which acknowledges the messy and entangled nature of learning and teaching with technology, that often surfaces issues of ethics and power. To assist educators, ‘VIEW’ is outlined, a brief educational design guide for AI-generated avatars that considers aspects such as the intentions or purpose of the video, the suitability of video as a medium, implementation, and ethical questions. Finally, we suggest more critical and ethical studies on the emergence of synthetic media applications in higher education are needed.

The caloric value of food intake structurally adjusts a neuronal mushroom body circuit mediating olfactory learning in Drosophila.

Associative learning enables the adaptive adjustment of behavioral decisions based on acquired, predicted outcomes. The valence of what is learned is influenced not only by the learned stimuli and their temporal relations, but also by prior experiences and internal states. In this study, we used the fruit fly Drosophila melanogaster to demonstrate that neuronal circuits involved in associative olfactory learning undergo restructuring during extended periods of low-caloric food intake. Specifically, we observed a decrease in the connections between specific dopaminergic neurons (DANs) and Kenyon cells at distinct compartments of the mushroom body. This structural synaptic plasticity was contingent upon the presence of allatostatin A receptors in specific DANs and could be mimicked optogenetically by expressing a light-activated adenylate cyclase in exactly these DANs. Importantly, we found that this rearrangement in synaptic connections influenced aversive, punishment-induced olfactory learning but did not impact appetitive, reward-based learning. Whether induced by prolonged low-caloric conditions or optogenetic manipulation of cAMP levels, this synaptic rearrangement resulted in a reduction of aversive associative learning. Consequently, the balance between positive and negative reinforcing signals shifted, diminishing the ability to learn to avoid odor cues signaling negative outcomes. These results exemplify how a neuronal circuit required for learning and memory undergoes structural plasticity dependent on prior experiences of the nutritional value of food.

Auditory discrimination learning differentially modulates neural representation in auditory cortex subregions and inter-areal connectivity

Changes in sound-evoked responses in the auditory cortex (ACtx) occur during learning, but how learning alters neural responses in different ACtx subregions and changes their interactions is unclear. To address these questions, we developed an automated training and widefield imaging system to longitudinally track the neural activity of all mouse ACtx subregions during a tone discrimination task. We find that responses in primary ACtx are highly informative of learned stimuli and behavioral outcomes throughout training. In contrast, representations of behavioral outcomes in the dorsal posterior auditory field, learned stimuli in the dorsal anterior auditory field, and inter-regional correlations between primary and higher-order areas are enhanced with training. Moreover, ACtx response changes vary between stimuli, and such differences display lag synchronization with the learning rate. These results indicate that learning alters functional connections between ACtx subregions, inducing region-specific modulations by propagating behavioral information from primary to higher-order areas.

Pendidikan Karakter dalam Tembang Macapat Mijil

The purpose of this study is to interpret the array of macapat songs, especially Mijil songs as a support for character education. The type of research used is library research. To sharpen the analysis of descriptive qualitative methods, content analysis techniques are used, namely scientific analysis based on the content of messages in communication. Message content in communication. The results of this study are in the form of character education values that exist in the mijil song, these values include being smart, humble, yielding, not arguing, simplicity, and not gossiping. The community and education actors can explore cultural values or local wisdom to provide a stimulus in learning with different, interesting, and fun nuances.

The Intellectual Disability Risk Gene Kdm5b Regulates Long-Term Memory Consolidation in the Hippocampus.

The histone lysine demethylase KDM5B is implicated in recessive intellectual disability disorders, and heterozygous, protein-truncating variants in KDM5B are associated with reduced cognitive function in the population. The KDM5 family of lysine demethylases has developmental and homeostatic functions in the brain, some of which appear to be independent of lysine demethylase activity. To determine the functions of KDM5B in hippocampus-dependent learning and memory, we first studied male and female mice homozygous for a Kdm5b Δ ARID allele that lacks demethylase activity. Kdm5b Δ ARID/ Δ ARID mice exhibited hyperactivity and long-term memory deficits in hippocampus-dependent learning tasks. The expression of immediate early, activity-dependent genes was downregulated in these mice and hyperactivated upon a learning stimulus compared with wild-type (WT) mice. A number of other learning-associated genes were also significantly dysregulated in the Kdm5b Δ ARID/ Δ ARID hippocampus. Next, we knocked down Kdm5b specifically in the adult, WT mouse hippocampus with shRNA. Kdm5b knockdown resulted in spontaneous seizures, hyperactivity, and hippocampus-dependent long-term memory and long-term potentiation deficits. These findings identify KDM5B as a critical regulator of gene expression and synaptic plasticity in the adult hippocampus and suggest that at least some of the cognitive phenotypes associated with KDM5B gene variants are caused by direct effects on memory consolidation mechanisms.

How children generalize novel nouns: An eye-tracking analysis of their generalization strategies.

Recent research has shown that comparisons of multiple learning stimuli which are associated with the same novel noun favor taxonomic generalization of this noun. These findings contrast with single-stimulus learning in which children follow so-called lexical biases. However, little is known about the underlying search strategies. The present experiment provides an eye-tracking analysis of search strategies during novel word learning in a comparison design. We manipulated both the conceptual distance between the two learning items, i.e., children saw examples which were associated with a noun (e.g., the two learning items were either two bracelets in a "close" comparison condition or a bracelet and a watch in a "far" comparison condition), and the conceptual distance between the learning items and the taxonomically related items in the generalization options (e.g., the taxonomic generalization answer; a pendant, a near generalization item; versus a bow tie, a distant generalization item). We tested 5-, 6- and 8-year-old children's taxonomic (versus perceptual and thematic) generalization of novel names for objects. The search patterns showed that participants first focused on the learning items and then compared them with each of the possible choices. They also spent less time comparing the various options with one another; this search profile remained stable across age groups. Data also revealed that early comparisons, (i.e., reflecting alignment strategies) predicted generalization performance. We discuss four search strategies as well as the effect of age and conceptual distance on these strategies.