Learning Hierarchy Research Articles

Inexpensive Videodisc for Proficiency: A Teaching Model Based on Bruner's Learning Hierarchy

A classroom scenario provides a specific example of how a teacher implements the inexpensive videodisc model of instruction to enhance proficiency in the classroom. With this model, a teacher uses the remote control unit of the videodisc to operate the disc player much like a remote controlled television with the additional benefit of random access. The theoretical underpinnings for this model are provided by Bruner's learning hierarchy consisting of the iconic, enactive, and symbolic stages, which are related to the steps of the teaching model. The model is also supported by the "effective teaching literature" and allows the teacher to remain in control of the classroom while directing activities that encourage creative dialogue production integrating previously introduced lexical items. Moreover, this model lends itself to the teaching of other subject matter areas.

Effects Of Using Gagne’s Learning Hierarchy On Chemistry Students’ Academic Achievement And Anxiety Level In Balancing Chemical Equations In Secondary Schools In Katsina Metropolis, Nigeria

This study investigates the Effects of Using Gagne's Learning Hierarchy on Chemistry Students' Academic Achievement and Anxiety level in Balancing Chemical Equations in Secondary Schools. The study sample used 100 SSII students randomly selected from two Senior Secondary Schools in Katsina Metropolis. The two schools were randomly placed as experimental and control groups each with 50 students. A quasi- experimental pretest-posttest research design was used for the study. The study subjects in the experimental group were taught using Gagne's learning hierarchy, while the control group was taught using lecture method for the period of six weeks. Two instruments; Balancing Chemical Equation Achievement Test (BCEAT), and Students' Anxiety Scale Questionnaire (SASQ) with reliability coefficient of 0.79 and 0.78 respectively, were used to collect data for the study. Performances of the two groups were compared using their posttest mean scores. The major findings from the study are: Students taught using Gagne's learning hierarchy recorded high academic achievement than those taught using to lecture method. The anxiety level of students taught using Gagne's learning hierarchy tended to be low when compared with students taught using lecture method. Based on the findings, the following recommendations were made: Chemistry teachers should as much as possible arranges concepts taught in Chemistry hierarchically so that students can learn the simple concepts which will help their understanding of abstract or complex concepts.

The Role of Hierarchy, Example, and Language in Learning

In The Voice of Liberal Learning, Michael Oakeshott characterizes learning as a strictly non-instrumental activity. In schools and universities, knowledge is acquired for its own sake. Obviously, this liberal understanding of education differs fundamentally from a ‘critical’ notion of education as advocated by members of the CLS movement. From a ‘critical’ perspective, Oakeshott’s conception may be seen as yet another attempt – typical for liberalism and conservatism alike – to depoliticize the process of knowledge production and reproduction and to conceal (and thereby to strengthen and legitimize) its effects on the distribution of power, wealth, status and so forth in society. In my paper, I will confront both views with each other, especially within the context of legal education. My general purpose is to develop a notion of skeptical legal education, which is to a large extent based on Oakeshott’s understanding of liberal learning but which relativizes its insistence on the non-instrumentality of learning and reinforces its critical potential.

The Role of Hierarchy, Example, and Language in Learning: A Confrontation between a Liberal and a 'Critical' Understanding of Legal Education

In The Voice of Liberal Learning, Michael Oakeshott characterizes learning as a strictly non-instrumental activity. In schools and universities, knowledge is acquired for its own sake. Obviously, this liberal understanding of education differs fundamentally from a 'critical' notion of education as advocated by members of the CLS movement. From a 'critical' perspective, Oakeshott’s conception may be seen as yet another attempt – typical for liberalism and conservatism alike – to depoliticize the process of knowledge production and reproduction and to conceal (and thereby to strengthen and legitimize) its effects on the distribution of power, wealth, status and so forth in society. In my paper, I will confront both views with each other, especially within the context of legal education. My general purpose is to develop a notion of skeptical legal education, which is to a large extent based on Oakeshott’s understanding of liberal learning but which relativizes its insistence on the non-instrumentality of learning and reinforces its critical potential.

OPEN QUESTIONS IN COMPUTATIONAL MOTOR CONTROL

Computational motor control covers all applications of quantitative tools for the study of the biological movement control system. This paper provides a review of this field in the form of a list of open questions. After an introduction in which we define computational motor control, we describe: a Turing-like test for motor intelligence; internal models, inverse model, forward model, feedback error learning and distal teacher; time representation, and adaptation to delay; intermittence control strategies; equilibrium hypotheses and threshold control; the spatiotemporal hierarchy of wide sense adaptation, i.e., feedback, learning, adaptation, and evolution; optimization based models for trajectory formation and optimal feedback control; motor memory, the past and the future; and conclude with the virtue of redundancy. Each section in this paper starts with a review of the relevant literature and a few more specific studies addressing the open question, and ends with speculations about the possible answer and its implications to motor neuroscience. This review is aimed at concisely covering the topic from the author's perspective with emphasis on learning mechanisms and the various structures and limitations of internal models.

Comparison of conditioning impairments in children with Down syndrome, autistic spectrum disorders and mental age-matched controls

This study investigated the relative ease of learning across four tasks suggested by an adaptation of Thomas's hierarchy of learning in children with Down syndrome, autism spectrum disorders and mental age-matched controls. Learning trials were carried out to investigate observational learning, instrumental learning, reversal learning and conditional discrimination. The sample with autism spectrum disorders performed worse than the other two groups on the observational learning and conditional discrimination tasks, while the Down syndrome sample performed worse on the instrumental learning task. These findings are discussed in terms of there implications for reward-based educational intervention programmes.

The explanation force of question types for learning

Bu arastirmanin amaci duzeylerine gore sorularin ogrenmeye etkisini inceleyerek egitimde soru sormanin onemine iliskin ortak bilinc olusmasina ve bu konuda ogretici ve ogrencilerin kendilerini gelistirmelerine katki saglamaktir. Amac dogrultusunda deneysel yontem kullanilmistir. Arastirma sinif yonetimi dersinde uc ogrenci grubu uzerinde yurutulmustur. Gruplara 1. deney, 2. deney ve 3. deney grubu adi verilmistir. Her uc grupta soru-cevap yontemi ortak olarak uygulanmistir. 1. deney grubunda hatirlamaya yonelik, 2. deney grubunda hatirlama ve uygulamaya yonelik sorular, 3. deney grubunda hatirlama, uygulama ve uretime yonelik sorular kullanilmistir. Nicel veri toplama araci olarak erisi testi, nitel veri toplama araci olarak odak grup gorusmesi yapilmistir. Veri cozumlemede regresyon analizi teknigi kullanilmis ve denek gorusleri tematik olarak analiz edilmistir. Elde edilen bulgulara gore hatirlamaya yonelik sorularin toplam erisinin yaklasik % 31’ini, hatirlama ve uygulamaya yonelik sorularin birlikte kullaniminin toplam erisinin yaklasik % 53’unu, hatirlama, uygulama ve uretime yonelik sorularin birlikte ise kosulmasinin toplam erisinin yaklasik % 30’unu aciklayacak duzeyde etkili oldugu gozlenmistir. Anahtar Sozcukler: soru turu , ogrenme , soru turlerinin ogrenmeye etkisi

Non-Parametric Estimation of Topic Hierarchies from Texts with Hierarchical Dirichlet Processes

This paper presents hHDP, a hierarchical algorithm for representing a document collection as a hierarchy of latent topics, based on Dirichlet process priors. The hierarchical nature of the algorithm refers to the Bayesian hierarchy that it comprises, as well as to the hierarchy of the latent topics. hHDP relies on nonparametric Bayesian priors and it is able to infer a hierarchy of topics, without making any assumption about the depth of the learned hierarchy and the branching factor at each level. We evaluate the proposed method on real-world data sets in document modeling, as well as in ontology learning, and provide qualitative and quantitative evaluation results, showing that the model is robust, it models accurately the training data set and is able to generalize on held-out data.

Use of a Touchscreen-mediated Testing System with Mandrill Monkeys

Relatively little is known of the cognitive and perceptual abilities of mandrill monkeys (Mandrillussphinx sp.). Here, we document how seven adult mandrills were trained to effectively use a touchscreen mediated testing system. Upon mastering use of this device, subjects were presented with two automated discrimination tasks; one requiring discrimination of the target from an array of distracters using color, the second requiring discrimination by shape. Examination of individual differences in both training and testing performance provided evidence that position in the social hierarchy and circumstances of the testing environment impacted learning. Further, examination of error production revealed that errors were not distributed randomly, with subjects being attracted to a biologically relevant color and a shape that was featurally similar to the target.//

Attitudes of Teachers toward Teaching Creative Strategies

Given the recent national emphasis on standards and the use of high stakes tests, American teachersmay not have positive attitudes toward teaching creative strategies. It is possible for them to concludethat they will be held accountable primarily for how well students perform on summative tests that arebased either on state standards or the new national Core Standards being adopted by many states.With so much emphasis on standards, they may not be acquainted with the New Bloom’s Taxonomythat places creating at the top of learning hierarchy, nor are they likely to be aware of why that actionwas taken.

Uncountable automatic classes and learning

In this paper we consider uncountable classes recognizable by ω -automata and investigate suitable learning paradigms for them. In particular, the counterparts of explanatory, vacillatory and behaviourally correct learning are introduced for this setting. Here the learner reads in parallel the data of a text for a language L from the class plus an ω -index α and outputs a sequence of ω -automata such that all but finitely many of these ω -automata accept the index α if and only if α is an index for L . It is shown that any class is behaviourally correct learnable if and only if it satisfies Angluin’s tell-tale condition. For explanatory learning, such a result needs that a suitable indexing of the class is chosen. On the one hand, every class satisfying Angluin’s tell-tale condition is vacillatorily learnable in every indexing; on the other hand, there is a fixed class such that the level of the class in the hierarchy of vacillatory learning depends on the indexing of the class chosen. We also consider a notion of blind learning. On the one hand, a class is blind explanatorily (vacillatorily) learnable if and only if it satisfies Angluin’s tell-tale condition and is countable; on the other hand, for behaviourally correct learning, there is no difference between the blind and non-blind version. This work establishes a bridge between the theory of ω -automata and inductive inference (learning theory).

Neural Decoding with Hierarchical Generative Models

Recent research has shown that reconstruction of perceived images based on hemodynamic response as measured with functional magnetic resonance imaging (fMRI) is starting to become feasible. In this letter, we explore reconstruction based on a learned hierarchy of features by employing a hierarchical generative model that consists of conditional restricted Boltzmann machines. In an unsupervised phase, we learn a hierarchy of features from data, and in a supervised phase, we learn how brain activity predicts the states of those features. Reconstruction is achieved by sampling from the model, conditioned on brain activity. We show that by using the hierarchical generative model, we can obtain good-quality reconstructions of visual images of handwritten digits presented during an fMRI scanning session.

Meta-Analysis of Acquisition and Fluency Math Interventions With Instructional and Frustration Level Skills: Evidence for a Skill-by-Treatment Interaction

Implementation of effective interventions relies on the use of assessment data to adequately describe the learning problem and offer potential solutions. The use of curriculum-based assessment and measurement when combined with the learning hierarchy could offer a paradigm for decision making based on a skill-by-treatment interaction. Meta-analytic procedures were used to analyze the link between skill proficiency and interventions categorized as addressing acquisition or fluency needs. Results suggest that the skill-by-treatment paradigm may be useful for matching skill levels in math to successful interventions and illustrate the need for additional research examining fluency interventions, particularly for students with instructional-level skills.

The Effectiveness of Scaffolding in a Web-Based, Adaptive Learning System

This study combined ideas from learning hierarchy and scaffolding theory to design a web-based, adaptive learning system to investigate the effectiveness of scaffolding for elementary school students having different levels of learning achievement. The topic chosen for learning was the Three States of Water. A quasi-experiment was conducted. In this experiment, students were divided into three groups: control group (without scaffolds), experimental group A (scaffolds providing by on-line conversation) and experimental group B (scaffolds providing by face-to-face conversation). The experimental results showed significant improvement for students after they had studied using the web-based, adaptive learning system. Specifically, scaffolds in the form of face-to-face conversations greatly enhanced the learning of high-achievement students. However, there were no significant differences between the low-achievement students with or without the provision of scaffolds. It was also discovered that the web-based, adaptive learning system could help students develop their learning responsibility.

Overcrowding: Harming the Patients of Tomorrow?

It is 3 AM on August 1st, 2018, in a busy hospital when a 47-year-old male presents with chest pain. The emergency physician on duty, who is a new residency graduate, performs a history and physical, orders an ECG, chest x-ray, and blood work. After reviewing the data, the patient is given aspirin, nitroglycerin, and heparin and admitted to observation for a rule-out with serial enzymes. At 7 AM, the patient’s chest pain worsens and he suffers a cardiac arrest. An autopsy reveals cardiac tamponade and a large thoracic aortic dissection.

Alfred D. Chandler Jr – who raise the visible hands of wealthy nations?

PurposeThis paper aims to present Alfred Chandler's works as one of the main authors to face the business and society field. It synthesizes his conceptual achievements though national capitalisms that he has identified.Design/methodology/approachAlfred Chandler's works are summarized analytically. His historic comparative method pinpointed different types of capitalism through managerial hierarchy that enabled firms. National leaders were grounded in their society, and Chandler's works explain economic dominance of big business by organization form they developed.FindingsOver his intellectual career, Alfred Chandler has conceptualized different types of capitalism related to national business history: the process of visible hands internalization, managerial hierarchy, organizational capability and path of learning; that reflect, respectively, USA, British, German and Japanese type of capitalism according to their own business history. History, society matters, due to Alfred Chandler's considerable influence could open alternative and valuable ways for management and economic studies.Originality/valueThis paper presents management and economic theoretical implications of a prominent leader of the business history field. Arguing why Alfred Chandler's concepts are unique and have opened the crucial importance of implicating management studies to society matters. These preoccupations constitute also – this paper would stress on this point – the core of Society and Business field.

Developing scholarly projects in education: A primer for medical teachers

Boyer and Glassick's broad definition of and standards for assessing scholarship apply to all aspects of education. Research on the quality of published medical education studies also reveals fundamentally important elements to address. In this article a three-step approach to developing medical education projects is proposed: refine the scholarly question, identify appropriate designs and methods, and select outcomes. Refining the scholarly question requires careful attention to literature review, conceptual framework, and statements of problem and study intent. The authors emphasize statement of study intent, which is a study's focal point, and conceptual framework, which situates a project within a theoretical context and provides a means for interpreting the results. They then review study designs and methods commonly used in education projects. They conclude with outcomes, which should be distinguished from assessment methods and instruments, and are separated into Kirkpatrick's hierarchy of reaction, learning, behavior and results.

A hierarchy of effective teaching and learning to acquire competence in evidenced-based medicine

BackgroundA variety of methods exists for teaching and learning evidence-based medicine (EBM). However, there is much debate about the effectiveness of various EBM teaching and learning activities, resulting in a lack of consensus as to what methods constitute the best educational practice. There is a need for a clear hierarchy of educational activities to effectively impart and acquire competence in EBM skills. This paper develops such a hierarchy based on current empirical and theoretical evidence.DiscussionEBM requires that health care decisions be based on the best available valid and relevant evidence. To achieve this, teachers delivering EBM curricula need to inculcate amongst learners the skills to gain, assess, apply, integrate and communicate new knowledge in clinical decision-making. Empirical and theoretical evidence suggests that there is a hierarchy of teaching and learning activities in terms of their educational effectiveness: Level 1, interactive and clinically integrated activities; Level 2(a), interactive but classroom based activities; Level 2(b), didactic but clinically integrated activities; and Level 3, didactic, classroom or standalone teaching.SummaryAll health care professionals need to understand and implement the principles of EBM to improve care of their patients. Interactive and clinically integrated teaching and learning activities provide the basis for the best educational practice in this field.

Children’s informal learning in the context of schools of the knowledge society

This paper builds on a key finding of a 5-year Danish research project con-cerning children in the 7 to 15 age group: children's principal use of computers and the internet takes place in their spare time, and it is during their spare time that the majority of children really learn how to use interactive media. The project shows that in children's spare-time use of ICT they employ informal forms of learning based to a large extent on their social interaction both in physical and virtual spaces. These informal learning forms can be identified as learning hierarchies, learning communities and learning networks; they are important contributions to the school of the knowledge society. The ICT in New Learning Environments project based on anthropologically inspired methods and social learning theories shows that students bring their informal forms of learning into the school context. This happens particularly when the school has undergone physical alterations and when its organisation of learning and teaching are also restructured, with project-based learning becoming an important part of the school work and with the media available in the learning environment. Using organisation theory, the school working with ICT and project-based learning is shown to simultaneously constitute a mixed mode between the school of the industrial and the knowledge society. The research shows that it is possible to tip the balance in the direction of the school of the knowledge society, and thus of the future, by comprehensively using ICT and project work in the day-to-day activities of the school, alongside and integrated with the traditional forms of learning, and not least by employing the informal learning processes children develop outside school. For teachers this will mean an extension of their function: no longer merely communicators of knowledge, they will have to become knowledge managers and overall leaders of projects, and this entails much more dialogue with the pupils.

Next Generation Computer Assisted Instruction: A Serious Gaming/Immersion Environment for Medical Education

We are constructing an interactive, simulated “Tower of Learning” for the self-paced learning of Clinical Cancer Genetics by medical students. The environment uses gaming theory to engage students into achieving specific learning objectives as a prerequisite for advancement to “higher levels” in the learning hierarchy (see Foreman, Educause Review, July/August, 2003, pg 12, www.educause.edu/ir/library/pdf/erm0340.pdf). The first few levels include reference areas and virtual laboratories where students achieve the basic underpinnings of Cancer Genetics. A virtual microscope and hot links to learning resources (many originally created for this application) help the students achieve the learning objectives. The next seven levels apply these principles to clinical practice. A virtual attending physician and four virtual patients, available for questioning through virtual video conferencing, enrich each floor of the tower. The physician and patients challenge students with questions throughout that they answer in the system to demonstrate achievement of competencies. The pinnacle clinical simulation challenges the learner to integrate all information in the application to demonstrate mastery and to “win” the game. Our hope is that this next generation immersion environment will so engage students comfortable with modern information technology, that it will motivate them to fully explore the total milieu actively and enjoy the challenge and intellectual satisfaction of mastering difficult material. (Support: PHS, NCI R25 CA092357-01A2)