Behavioral Learning Research Articles

Timp1 Deletion Induces Anxiety-like Behavior in Mice.

The hippocampus is essential for learning and memory, but it also plays an important role in regulating emotional behavior, as hippocampal excitability and plasticity affect anxiety and fear. Brain synaptic plasticity may be regulated by tissue inhibitor of matrix metalloproteinase 1 (TIMP1), a known protein inhibitor of extracellular matrix (ECM), and the expression of TIMP1 in the hippocampus can be induced by neuronal excitation and various stimuli. However, the involvement of Timp1 in fear learning, anxiety, and hippocampal synaptic function remains to be established. Our study of Timp1 function in vivo revealed that Timp1 knockout mice exhibit anxiety-like behavior but normal fear learning. Electrophysiological results suggested that Timp1 knockout mice showed hyperactivity in the ventral CA1 region, but the basic synaptic transmission and plasticity were normal in the Schaffer collateral pathway. Taken together, our results suggest that deletion of Timp1 in vivo leads to the occurrence of anxiety behaviors, but that Timp1 is not crucial for fear learning.

Teachers' Efforts in Developing Social Emotional Kindergarten Students

Social-emotional is one of the important aspects developed in children from an early age. This is because social-emotional development will have an impact on the further development of children. This development can begin in early childhood education in the age range of 5-6 years. The purpose of this study is to explore teacher efforts for developing social-emotional students. This research is in the form of qualitative descriptive research using data collection techniques in the form of observation and interviews at Al-Mubarak Kindergarten and Ash-Shiddiq IT Kindergarten, Bone Regency. The data collected is then processed with three stages of analysis, namely data reduction, data display, and verification or conclusion. The results of this study found that there are several efforts used by teachers to develop social-emotional students, including rapport, positive reinforcement, and matching and mirroring in aspects of self-awareness, advice and appreciation in the form of positive affirmations in aspects of responsible attitudes, and direct direction and practical learning in aspects prosocial behavior. These efforts can be modeled and developed again by parents and other teachers.

Clinical Consultation During a Trauma-Focused Cognitive Behavioral Therapy Community-Based Learning Collaborative: Examination of Consultation Content, Consultative Strategies, and Provider Engagement

Consultation following evidence-based practice (EBP) training enhances the uptake of EBPs. Yet, little is known about what occurs during consultation, and it is often difficult for providers to engage in consultation. This study examined provider engagement in consultation and the content and strategies used during consultation following training in Trauma-focused Cognitive Behavioral Therapy (TF-CBT) as part of a community-based learning collaborative (CBLC). Minute-to-minute live coding of consultation calls revealed most content was clinically-oriented and the most common strategies used by consultants were didactic in nature. Providers with more years of professional experience and those with greater TF-CBT knowledge attended significantly more consultation calls. Providers with a greater average weekly caseload and providers who were supervisors presented significantly more cases on calls. Providers with greater TF-CBT knowledge spoke significantly more minutes on calls. Consistent with previous work, findings highlight difficulties with provider engagement in consultation and that providers with more baseline expertise are most likely to be engaged. Findings suggest tailoring EBP training efforts to better engage providers at greatest risk for low engagement.

Design and validation of the AI literacy questionnaire: The affective, behavioural, cognitive and ethical approach

Artificial intelligence (AI) literacy is at the top of the agenda for education today in developing learners' AI knowledge, skills, attitudes and values in the 21st century. However, there are few validated research instruments for educators to examine how secondary students develop and perceive their learning outcomes. After reviewing the literature on AI literacy questionnaires, we categorized the identified competencies in four dimensions: (1) affective learning (intrinsic motivation and self‐efficacy/confidence), (2) behavioural learning (behavioural commitment and collaboration), (3) cognitive learning (know and understand; apply, evaluate and create) and (4) ethical learning. Then, a 32‐item self‐reported questionnaire on AI literacy (AILQ) was developed and validated to measure students' literacy development in the four dimensions. The design and validation of AILQ were examined through theoretical review, expert judgement, interview, pilot study and first‐ and second‐order confirmatory factor analysis. This article reports the findings of a pilot study using a preliminary version of the AILQ among 363 secondary school students in Hong Kong to analyse the psychometric properties of the instrument. Results indicated a four‐factor structure of the AILQ and revealed good reliability and validity. The AILQ is recommended as a reliable measurement scale for assessing how secondary students foster their AI literacy and inform better instructional design based on the proposed affective, behavioural, cognitive and ethical (ABCE) learning framework. Practitioner notesWhat is already known about this topic AI literacy has drawn increasing attention in recent years and has been identified as an important digital literacy. Schools and universities around the world started to incorporate AI into their curriculum to foster young learners' AI literacy. Some studies have worked to design suitable measurement tools, especially questionnaires, to examine students' learning outcomes in AI learning programmes. What this paper adds Develops an AI literacy questionnaire (AILQ) to evaluate students' literacy development in terms of affective, behavioural, cognitive and ethical (ABCE) dimensions. Proposes a parsimonious model based on the ABCE framework and addresses a skill set of AI literacy. Implications for practice and/or policy Researchers are able to use the AILQ as a guide to measure students' AI literacy. Practitioners are able to use the AILQ to assess students' AI literacy development.

Imitation Learning of Complex Behaviors for Multiple Drones with Limited Vision

Navigating multiple drones autonomously in complex and unpredictable environments, such as forests, poses a significant challenge typically addressed by wireless communication for coordination. However, this approach falls short in situations with limited central control or blocked communications. Addressing this gap, our paper explores the learning of complex behaviors by multiple drones with limited vision. Drones in a swarm rely on onboard sensors, primarily forward-facing stereo cameras, for environmental perception and neighbor detection. They learn complex maneuvers through the imitation of a privileged expert system, which involves finding the optimal set of neural network parameters to enable the most effective mapping from sensory perception to control commands. The training process adopts the Dagger algorithm, employing the framework of centralized training with decentralized execution. Using this technique, drones rapidly learn complex behaviors, such as avoiding obstacles, coordinating movements, and navigating to specified targets, all in the absence of wireless communication. This paper details the construction of a distributed multi-UAV cooperative motion model under limited vision, emphasizing the autonomy of each drone in achieving coordinated flight and obstacle avoidance. Our methodological approach and experimental results validate the effectiveness of the proposed vision-based end-to-end controller, paving the way for more sophisticated applications of multi-UAV systems in intricate, real-world scenarios.

From screen to bench: unpacking the shifts in chemistry learning experiences during the COVID-19 transition

Abstract This research comprehensively analyzes students’ Chemistry Learning Experience (CLE) during the COVID-19 pandemic, comparing online learning experiences with traditional face-to-face instruction in the post-pandemic phase. Employing a quantitative approach and leveraging the Rasch model, the study focuses on capturing the nuances of individual student perceptions, an aspect often overlooked in group-centric statistical analyses. One hundred students (49 males and 51 females) participated in both study phases. Segmented into behavioral tendencies, content perceptions, and specific learning needs, the evaluation tools provided insights into the students’ CLE across the two instructional modalities. Results from the stacking analysis revealed a positive shift in CLE post-pandemic, with students demonstrating a better grasp of and attitude toward chemistry in face-to-face settings. Racking analysis further underscored the changing difficulty perceptions of specific content items across the two learning environments. Gender-based patterns in CLE were also evident, with male students expressing a more favorable view of online learning during the pandemic than their female counterparts. The research findings advocate for a blended learning approach, harnessing the strengths of both online and traditional instructional methods. Furthermore, insights into gender-specific learning experiences emphasize the need for inclusive and adaptive teaching strategies, ensuring optimal learning experiences for all students. The study underscores educators’ and students’ resilience and adaptability in navigating the challenges of the pandemic. It offers valuable insights for future educational strategies in chemistry education.

Can training programmes change behaviour? Age, creative behaviour, and active learning

ABSTRACT Earlier studies provide mixed results regarding the influence of training programme on behavioural change. We draw on the transfer of training theory to explain behavioural change of 45 early childhood teachers, refugees living in the Dzaleka Refugee camp in Malawi, who attended a training programme. Our results indicate that age, creative behaviour, and their interactive effect have a positive influence on behavioural change. Interestingly, active learning by itself had no significant influence on behavioural change. When considering the interactive effect of age and active learning, we found a positive influence on behavioural change.

Updating the striatal-pallidal wiring diagram.

The striatal and pallidal complexes are basal ganglia structures that orchestrate learning and execution of flexible behavior. Models of how the basal ganglia subserve these functions have evolved considerably, and the advent of optogenetic and molecular tools has shed light on the heterogeneity of subcircuits within these pathways. However, a synthesis of how molecularly diverse neurons integrate into existing models of basal ganglia function is lacking. Here, we provide an overview of the neurochemical and molecular diversity of striatal and pallidal neurons and synthesize recent circuit connectivity studies in rodents that takes this diversity into account. We also highlight anatomical organizational principles that distinguish the dorsal and ventral basal ganglia pathways in rodents. Future work integrating the molecular and anatomical properties of striatal and pallidal subpopulations may resolve controversies regarding basal ganglia network function.

Non-equibiaxial residual stress evaluation methodology using simulated indentation behavior and machine learning

Measuring the residual stress in the components in nuclear power plants is crucial to their safety evaluation. The instrumented indentation technique is a minimally invasive approach that can be conveniently used to determine the residual stress in structural materials in service. Because the indentation behavior of a structure with residual stresses is closely related to the elastic-plastic behavior of the indented material, an accurate understanding of the elastic-plastic behavior of the material is essential for evaluation of the residual stresses in the structures. However, due to the analytical problems associated with solving the elastic-plastic behavior, empirical equations with limited applicability have been used. In the present study, the impact of the non-equibiaxial residual stress state on indentation behavior was investigated using finite element analysis. In addition, a new nonequibiaxial residual-stress prediction methodology is proposed using a convolutional neural network, and the performance was validated. A more accurate residual-stress measurement will be possible by applying the proposed residual-stress prediction methodology in the future.

Enhancing learning outcomes through multisensory integration: A fMRI study of audio-visual training in virtual reality

The integration of information from different sensory modalities is a fundamental process that enhances perception and performance in real and virtual environments (VR). Understanding these mechanisms, especially during learning tasks that exploit novel multisensory cue combinations provides opportunities for the development of new rehabilitative interventions.This study aimed to investigate how functional brain changes support behavioural performance improvements during an audio-visual (AV) learning task. Twenty healthy participants underwent a 30 min daily VR training for four weeks. The task was an AV adaptation of a ‘scanning training’ paradigm that is commonly used in hemianopia rehabilitation. Functional magnetic resonance imaging (fMRI) and performance data were collected at baseline, after two and four weeks of training, and four weeks post-training.We show that behavioural performance, operationalised as mean reaction time reduction in VR, significantly improves. In separate tests in a controlled laboratory environment, we showed that the behavioural performance gains in the VR training environment transferred to a significant mean RT reduction for the trained AV voluntary task on a computer screen. Enhancements were observed in both the visual-only and AV conditions, with the latter demonstrating a faster response time supported by the presence of audio cues. The behavioural learning effect also transfers to two additional tasks that were tested: a visual search task and an involuntary visual task.Our fMRI results reveal an increase in functional activation (BOLD signal) in multisensory brain regions involved in early-stage AV processing: the thalamus, the caudal inferior parietal lobe and cerebellum. These functional changes were only observed for the trained, multisensory, task and not for unimodal visual stimulation. Functional activation changes in the thalamus were significantly correlated to behavioural performance improvements.This study demonstrates that incorporating spatial auditory cues to voluntary visual training in VR leads to augmented brain activation changes in multisensory integration, resulting in measurable performance gains across tasks. The findings highlight the potential of VR-based multisensory training as an effective method for enhancing cognitive function and as a potentially valuable tool in rehabilitative programmes.

Distributed Adaptive Inverse Differential Game Approach to Leader's Behavior Learning for Multiple Autonomous Followers

In this study, the leader's behavior learning problem is investigated for a class of leader-follower systems, where the leader's behavior is assumed not a priori known to all followers that are autonomous. A multi-player nonzero-sum differential game is introduced to indicate the control interaction between agents, where the leader's behavior is modelled by an unknown cost function. The autonomous followers aim to retrieve the weighting matrix in the leader's cost function collaboratively. A distributed online adaptive inverse differential game (IDG) approach to the leader's behavior learning is proposed for the autonomous followers. Specifically, a concurrent learning (CL) based adaptive law and an interactive game controller are first developed for each autonomous follower to learn the leader's feedback gain matrix online, while the feedback Nash equilibrium of the game can be achieved. Then, a linear matrix inequality (LMI) optimization problem is formulated to determine the weighting matrix of the leader's cost function for each autonomous follower. The proposed method simply requires that all followers share their interactive feedback gain matrices, not their private intents, and use only the system state data, not both the system state data and the leader's control input data. The main advantages of the proposed method are that it can be implemented online without requiring the persistent excitation condition and needs less computational power for all followers. Finally, numerical simulations are provided to demonstrate the effectiveness and feasibility of the developed method.

DeepCPG Policies for Robot Locomotion

Central Pattern Generators (CPGs) form the neural basis of the observed rhythmic behaviors for locomotion in legged animals. The CPG dynamics organized into networks allow the emergence of complex locomotor behaviors. In this work, we take this inspiration for developing walking behaviors in multi-legged robots. We present novel DeepCPG policies that embed CPGs as a layer in a larger neural network and facilitate end-to-end learning of locomotion behaviors in deep reinforcement learning (DRL) setup. We demonstrate the effectiveness of this approach on physics engine-based insectoid robots. We show that, compared to traditional approaches, DeepCPG policies allow sample-efficient end-to-end learning of effective locomotion strategies even in the case of high-dimensional sensor spaces (vision). We scale the DeepCPG policies using a modular robot configuration and multi-agent DRL. Our results suggest that gradual complexification with embedded priors of these policies in a modular fashion could achieve non-trivial sensor and motor integration on a robot platform. These results also indicate the efficacy of bootstrapping more complex intelligent systems from simpler ones based on biological principles. Finally, we present the experimental results for a proof-of-concept insectoid robot system for which DeepCPG learned policies initially using the simulation engine and these were afterwards transferred to real-world robots without any additional fine-tuning.

GFP English Graduates: IELTS 5.0 Condition Affects the Global Skills Achievements

An achievement of IELTS 5.0 is a strict goal of GFP English Exit requirements. Despite the OAAAQA's requirements, Exit outcomes fail to show that the GFP English graduates have any acquired global competencies. Even in the IELTS 5.0 focused assessments, GFP English deviates in style and methodology, raising concerns about the overall learning outcomes of the students across the three domains of cognitive, affective, and behavioral learning. This study will apotheosize certain highlighted GFP English assessment areas that need to be redesigned with the goal of evaluating students' compatibility with global skills together with the acquisition of the necessary competency equivalent to IELTS 5.0 band score.

Warming affects routine swimming activity and novel odour response in larval zebrafish

Temperature is a primary factor affecting the physiology of ectothermic animals and global warming of water bodies may therefore impact aquatic life. Understanding the effects of near-future predicted temperature changes on the behaviour and underlying molecular mechanisms of aquatic animals is of particular importance, since behaviour mediates survival. In this study, we investigate the effects of developmental temperature on locomotory behaviour and olfactory learning in the zebrafish, Danio rerio. We exposed zebrafish from embryonic stage to either control (28 °C) or elevated temperature (30 °C) for seven days. Overall, warming reduced routine swimming activity and caused upregulation of metabolism and neuron development genes. When exposed to olfactory cues, namely catfish cue, a non-alarming but novel odour, and conspecifics alarming cue, warming differently affected the larvae response to the two cues. An increase in locomotory activity and a large transcriptional reprogramming was observed at elevated temperature in response to novel odour, with upregulation of cell signalling, neuron development and neuron functioning genes. As this response was coupled with the downregulation of genes involved in protein translation and ATP metabolism, novel odour recognition in future-predicted thermal conditions would require energetic trade-offs between expensive baseline processes and responsive functions. To evaluate their learning abilities at both temperatures, larvae were conditioned with a mixture of conspecifics alarm cue and catfish cue. Regardless of temperature, no behavioural nor gene expression changes were detected, reinforcing our findings that warming mainly affects zebrafish molecular response to novel odours. Overall, our results show that future thermal conditions will likely impact developing stages, causing trade-offs following novel olfactory detection in the environment.

Gallic acid ameliorates behavioral dysfunction, oxidative damage, and neuronal loss in the prefrontal cortex and hippocampus in stressed rats

Gallic acid (GA) is known to be a natural phenolic compound with antioxidant and neuroprotective effects. This study aims to investigate the impact of GA against restraint stress-induced oxidative damage, anxiety-like behavior, neuronal loss, and spatial learning and memory impairment in male Wistar rats. The animals were divided into four groups (n = 8) and subjected to restraint stress for 4 h per day for 14 consecutive days or left undisturbed (control without inducing stress). In the treatment group, the animals were treated with 2 mL normal saline plus 100 mg/kg GA per day for 14 consecutive days (STR + GA group). The animals received the drug or normal saline by gavage 2 h before inducing restraint stress. ELISA assay measured oxidative stress factors. Elevated-plus maze and Morris water maze tests assessed anxiety-like behavior and spatial learning and memory, respectively. Also, neuronal density was determined using Nissl staining. Restraint stress significantly increased MDA and reduced the activities of GPX and SOD in the stressed rats, which were reserved by treatment with 100 mg/kg GA. Restraint stress markedly enhanced the anxiety-like behavior and spatial learning and memory impairment that were reserved by GA. In addition, treatment with GA reduced the neuronal loss in the stressed rats in the hippocampus and prefrontal cortex (PFC) regions. Taken together, our findings suggest that GA has the potential to be used as a good candidate to attenuate neurobehavioral disorders as well as neuronal loss in the hippocampus and PFC induced by restraint stress via reducing oxidative damage.

Application of Learning Theory in the 5-1-2 Pattern MBKM Curriculum at the Al-Fatimah Islamic Institute of Bojonegoro

The preparation and implementation of the MBKM Curriculum in Higher Education will be clearer, more systematic and structured if it is based on appropriate learning theories. Furthermore, MBKM at IAI Al-Fatimah Bojonegoro uses a 5-1-2 pattern, with 5 semesters of study within the study program, 1 semester of study outside the study program both on and off campus, and two semesters outside the campus (community). The 5-1-2 pattern is applied using different learning theories and learning models. In semesters 1 and 2 using behavioral learning theory, in semesters 3 and 4 using constructive and constructivist learning theories, in semester 5 using free form curriculum goals, in semesters 6 and 7 using social cognitive learning theory. The compatibility between learning theories in the 5-1-2 pattern MBKM curriculum is the basis for the academic policies that apply at IAI Al-Fatimah.

“Tell me what is ‘better’!” How medical students experience feedback, through the lens of self-regulatory learning

IntroductionWhile feedback aims to support learning, students frequently struggle to use it. In studying feedback responses there is a gap in explaining them in relation to learning theory. This study explores how feedback experiences influence medical students’ self-regulation of learning.MethodsFinal-year medical students across three campuses (Ireland, Bahrain and Malaysia) were invited to share experiences of feedback in individual semi-structured interviews. The data were thematically analysed and explored through the lens of self-regulatory learning theory (SRL).ResultsFeedback interacts with learners’ knowledge and beliefs about themselves and about learning. They use feedback to change both their cognitive and behavioural learning strategies, but how they choose which feedback to implement is complex. They struggle to generate learning strategies and expect teachers to make sense of the “how” in addition to the “what”” in planning future learning. Even when not actioned, learners spend time with feedback and it influences future learning.ConclusionBy exploring our findings through the lens of self-regulation learning, we advance conceptual understanding of feedback responses. Learners’ ability to generate “next steps” may be overestimated. When feedback causes negative emotions, energy is diverted from learning to processing distress. Perceived non-implementation of feedback should not be confused with ignoring it; feedback that is not actioned often impacts learning.

Educational Placement and Goal Quality for Students With Complex Support Needs

Abstract This study examined reading, math, writing, social, behavioral, and communication learning goals for a large, national sample of elementary students with complex support needs served in one of four types of educational placements. Each goal was coded for three quality characteristics: (1) strengths-focus; (2) inclusion of self-determination skills; and (3) description of the context and content of goals, and identification of needed supports. The findings suggest ongoing issues with the expectations in goals for students with complex support needs across placement types, consistent with past research. There was a general lack of focus on student-directed learning and activities as well as a lack of identification of student-initiated supports. Goal quality characteristics varied across goal domains and placements; descriptive findings suggest that goals aligned with academic standards and social-behavioral-communication competencies were more common for students in inclusive general education classrooms. Implications for research and practice are described.

Eğitim Sürecince Öğrenme Döngüleri ve Öğrenme Tarzlarının İncelenmesi

The learning process occurs in the form of learning cycles and styles. Learning is the most basic way for all living things to maintain their existence. In the modern management understanding, the learning of organizations that are characterized as living organisms is equally important for their continued existence. It has now gained a view that covers concepts such as learning, change, innovation, creativity, growth and self-improvement. In this context, a number of approaches related to learning processes have been developed. Learning according to behavioral learning theories; it is a fairly long-term change in behavior that occurs as a result of repetition and experiences. Learning is a behavior change. Behavior change is also an event that can be observed and measured. From the point of view of cognitive learning theories, it is a change in the information processing style as a result of the experiences of the organism. The most effective way for people to gain knowledge is to personally experiment directly. However, no one has enough time to try and learn all the information they need. Therefore, it is necessary to receive the knowledge and skills that are teachable from others through education. There are four levels of learning. The lowest level is memorization and simple conditioning. The second level is to acquire knowledge and to adapt simply. A higher level is to make sense of a topic by analyzing or synthesizing. The highest level is to study mutual interactions in a certain environment, during a certain time period. Key Words: Education, Learning, Learning Cycle, Learning Style

Programmed Instruction is a System for Sustainable Development of Language Skills

Programmed Instruction (PI) stands as a promising system for fostering sustainable development of language skills in learners. With its roots in behavioral psychology and cognitive learning theories, PI integrates principles of instructional design and technology to create a structured and personalized learning experience. This abstract explores how Programmed Instruction contributes to the sustainable development of language skills, emphasizing its effectiveness, adaptability, and potential for widespread implementation. PI capitalizes on its systematic approach, breaking down complex language concepts into smaller, manageable units. Learners progress through these units sequentially, building a solid foundation before moving to more advanced topics. This systematic structure ensures a sustainable learning curve, preventing cognitive overload and fostering long-term retention. Moreover, the adaptability of PI enables learners to proceed at their own pace, accommodating various learning styles and abilities. This personalized approach promotes engagement and minimizes frustration, ultimately leading to enhanced language skill acquisition.The incorporation of technology in PI further amplifies its impact on sustainable language development. Interactive multimedia elements, such as audio, video, and gamified exercises, enhance learner engagement and comprehension. Real-time feedback mechanisms allow learners to track their progress and address areas needing improvement, reinforcing their commitment to continuous learning. Additionally, PI's digital nature transcends geographical boundaries, making quality language education accessible to a diverse global audience, thereby contributing to equitable sustainable development. The sustainable impact of PI extends beyond individual learners. Its structured methodology empowers educators to monitor and adapt instructional content based on learners' performance data, optimizing the teaching process. Furthermore, the scalability of PI makes it a viable solution for resource-constrained environments, reducing the dependency on physical learning materials. In conclusion, Programmed Instruction emerges as a robust system for nurturing sustainable language skill development. By blending effective instructional design, technology integration, and personalized learning, PI provides learners with a comprehensive, adaptable, and accessible pathway to acquiring and enhancing language skills. As education plays a pivotal role in sustainable development, PI's potential to contribute to linguistic competence aligns with global goals for inclusive and equitable quality education.