Human Learning Process Research Articles

E-Learning Technologies and Human Learning Process

E-Learning Technologies and Human Learning Process

REM sleep and safety signal learning in posttraumatic stress disorder: A preliminary study in military veterans

BackgroundPosttraumatic Stress Disorder (PTSD) is associated with a number of negative physical and mental health consequences. Fear conditioning plays an important mechanistic role in PTSD, and PTSD patients also show deficits in safety signal learning. Sleep, particularly REM sleep, is linked to improved safety learning and extinction processes in animal models and healthy humans. No studies have examined the link between REM sleep and safety signal learning or extinction memory in clinical populations. MethodsThis study examined the relationship between REM sleep, safety signal learning, and extinction processes in veterans with PTSD (n = 13). Patients' overnight sleep was characterized in the laboratory via polysomnography (PSG). The next day, participants underwent a fear conditioning paradigm during which they acquired fear toward a visual cue. This testing session also included a visual cue that became a safety signal (CS-). Following conditioning, the veterans' sleep was monitored overnight again, after which they underwent extinction training. Following a third night of sleep, extinction recall and safety recall were tested. Bivariate correlations examined the relationship between the slope of safety signal learning and subsequent REM sleep, as well as the relationship between REM sleep and subsequent extinction recall and safety recall on the last day of testing. ResultsVeterans learned to differentiate the CS+ and the CS- on the first day of testing. Veterans who underwent safety learning more quickly on the first day of testing showed more efficient REM sleep that night (r = .607, p = .028). On the second day of testing, the patients successfully underwent extinction learning. Patients with a higher percentage of REM sleep on the last night of the study showed more safety recall early on the last day of testing (r = .688, p = .009). ConclusionTo our knowledge, this was the first study to examine the relationship between objective sleep and fear-potentiated startle performance in veterans with PTSD. Study methods were well tolerated by participants, supporting feasibility of the experimental design. Results indicated REM sleep was associated with both initial safety learning and subsequent safety recall. Taken together with previous studies in healthy controls, these preliminary results provide additional evidence suggesting REM sleep could play a mechanistic role in the maintenance of PTSD and thus identify a modifiable biological process to target in treatment of PTSD. These findings should be replicated in larger samples.

KODE ETIK PSIKOLOGI DALAM MENDAPATKAN ILMU YANG BERMANFA’AT

Human learning process lasted until the end of life (long life education). School is one institution that runs the process. In essence learning is a process of transactional communication between teachers and students where in the process is mutual. Transactional communication is a form of communication that can be accepted, understood, and agreed by the parties involved in the learning process. Learning is the procedure and method pursued by the teacher to make it easy for learners to actively learn in order to achieve the learning objectives. However, the process does not run easily there is one method that must be taken when in the learning process there are problems. And of course in public schools are a lot of problems is the subject of PAI, in addition to the hours of very minimal subjects that is only one meeting in a week. The second problem is that teachers are also required to have a good ability to determine the condition. Therefore it is important here to be able to apply one method of learning that is PAIKEM. Because this method will help the teacher to create an excellent learning process

Supplement for 'Risk Factors and Identifiers for Alzheimer's Disease: A Data Mining Analysis'

Review of Literature on Factors that Affect Alzheimer’s Disease - Neuroscience is the field of science that studies the human nervous system, the brain, and the biological basis of consciousness, perception, memory and learning. Neuroscience investigates brain activities of humans and associates the psychological state and physical behavior of humans with their brain activities. According to Sylwester (1993), “the nervous system and the brain are the physical foundation of the human learning process; neuroscience links our observations about cognitive behavior with the actual physical processes that support such behavior”. Neuroscience interacts and collaborates with other fields of sciences, including chemistry, engineering, psychology, and medicine.

A Phantom-Sensation Based Paradigm for Continuous Vibrotactile Wrist Guidance in Two-Dimensional Space

Vibrotactile feedback has long been used to improve the human motor learning process through information transfer. However, in most of the approaches described in the literature, only the joint angles of the limb are guided. To guide motions that involve multiple degrees of freedom (DOFs), the user needs to interpret multiple simultaneous vibrotactile cues (at least one cue per joint), which is difficult. In this letter, we guide the position of a user's wrist in space by producing a vibrotactile cue at any place around the wrist by using a vibrotactile illusion known as “Phantom Sensation” (PS). In a user study that involved 10 male participants, the vibrotactile cues produced by PS were reasonably accurately located with an average error of $\boldsymbol{7.9^\circ }$ . To maintain consistency between the vibrotactile cue location and the global frame, we measured the user's wrist rotation and adjusted the position of the vibrotactile cue accordingly. When rotating their hand, the participants recognized the location of the vibrotactile cue with an average error of $\boldsymbol{9.3^\circ }$ . By using the proposed feedback paradigm, we guided users’ wrists in space under two conceptual mappings (“push” and “pull”). This experiment examined the participants’ motion path efficiency (ME), which measures the directness with which the user's wrist moves toward the desired position. The participants reached the desired positions under the vibrotactile feedback alone. The average MEs of the “push” and “pull” mappings were 44.3% and 52.4%, respectively. We will apply the proposed method under the “pull” mapping to guide real life tasks, such as book classification or rehabilitation.

An immersive learning model using evolutionary learning

In this article, we have proposed an educational model using virtual reality on a mobile platform by personalizing the simulated environments as per user actions. We have also proposed an evolutionary learning algorithm based on which the user learning path is designed and the corresponding simulated learning environment is modified. The main objective of this study is to create a personalized learning path for each student as per their calibre and make the learning immersive and retainable using virtual reality. Our proposed model emulates the innate natural learning process in humans and uses that to customize the virtual simulations of the lessons by applying the evolutionary learning technique. A quasi-experimental study is conducted by taking different case studies to establish the effectiveness of our learning model. The results show that our learning model is immersive and gives long term retention while enhancing creativity through reinforced customization of the simulations.

A new semi-supervised learning model combined with Cox and SP-AFT models in cancer survival analysis

Gene selection is an attractive and important task in cancer survival analysis. Most existing supervised learning methods can only use the labeled biological data, while the censored data (weakly labeled data) far more than the labeled data are ignored in model building. Trying to utilize such information in the censored data, a semi-supervised learning framework (Cox-AFT model) combined with Cox proportional hazard (Cox) and accelerated failure time (AFT) model was used in cancer research, which has better performance than the single Cox or AFT model. This method, however, is easily affected by noise. To alleviate this problem, in this paper we combine the Cox-AFT model with self-paced learning (SPL) method to more effectively employ the information in the censored data in a self-learning way. SPL is a kind of reliable and stable learning mechanism, which is recently proposed for simulating the human learning process to help the AFT model automatically identify and include samples of high confidence into training, minimizing interference from high noise. Utilizing the SPL method produces two direct advantages: (1) The utilization of censored data is further promoted; (2) the noise delivered to the model is greatly decreased. The experimental results demonstrate the effectiveness of the proposed model compared to the traditional Cox-AFT model.

Can Human–Robot Interaction Promote the Same Depth of Social Information Processing as Human–Human Interaction?

Recent studies on human–robot interactions have suggested that humanoid robots have considerable potential in social cognition research. However, the authors are not aware of any studies regarding social information processing from human–robot interactions. To address this issue, we considered two types of social interaction tasks (initiating and responding joint attention tasks) and two types of interaction partners (robot and human partners). Distinguishing between these types of joint attention (JA) is important, because they are thought to reflect unique but common constellations of processes in human social cognition and social learning. Thirty-seven participants were recruited (Study 1: 20 participants, Study 2: 17 participants) for the current study, and they conducted a picture recognition social information processing task with either robot or human partners. The results of Study 1 suggested that participants who interacted with a humanoid robot achieved a better recognition memory performance in the initiating JA condition than in the responding JA condition. The results of Study 2 suggested that the human–human and human–robot interactions resulted in no quantifiable differences in recognition memory. We discuss the implications of our results for the utility of humanoid robots in social cognition studies and future research questions on human–robot interactions.

A theory of education

The aim of this paper is to offer a timely theory of education that abstains as much as feasibly possible from ‘taking sides’ in current ideological disputes. It begins by presenting a basic definition demarcating the concept of ‘education’ from other processes of human learning and formation, yet in a way that allows circumventing various features that have been the source of literary debates. The paper then presents education’s bi-dimensional structure and connects this structure to Schwartz’s theory of universal values. To further explicate the merits of the theory, the paper presents four generic types of education and connects each of them to Schwartz’s value scale (SVS). It is argued that the conception of education offered may serve as a commonly shared framework for educational theorists and practitioners alike to think about and research education.

Pengembangan model pembelajaran instruksional design dengan model Addie mata pelajaran PAI pada materi mengulang-ulang hafalan Surah Al Ma’un dan al Fil secara klasikal, kelompok dan individu kelas V SDN Gedongan 2 Kota Mojokerto

Learning Design is the ordinance used to implement the learning process. The concept of learning design was first used in World War II and beyond. According to Jerrold E. Kemp, at that time psychologists introduced new theories about human learning process, including the importance of detailing the tasks to be learned and implemented, and the need for students to play an active role so they actually learn. The purpose of this research development are: 1) to describe instructional instructional model design with Addie model of Islamic Education subject on repetition materials of Surah Al Ma'un and al Fil in classical, group and individual class V SDN Gedongan 2 Kota Mojokerto according to Expert. 2) To describe instructional instructional model design with Addie model of Islamic Education subject on repetition of Surah Al Ma'un and al Fil in classical, group and individual class V SDN Gedongan 2 Kota Mojokerto according to peers 3) To describe learning model Instructional design with Addie model of Islamic Education subject on material repeating Surah Al Ma'un and Al Fil recitation classically, group and individual class V SDN Gedongan 2 Kota Mojokerto according to students. The selection and use of instructional instructional design model with Addie model correctly can streamline and streamline the implementation of learning. For that purpose the instructional instructional model design with Addie model is absolutely necessary. The product of instructional instructional model design with Addie model of Islamic Education subject on the material repeating Surah Al Ma'un and al Fil memorized classically, this group and individual has been perfected based on analysis of trial data. Based on the steps that have been implemented can be concluded as follows. 1). Instructional instruction model design with Addie model of Islamic Education subject on the material repeating the recitation of Surah Al Ma'un and al Fil in classical, group and individual class V SDN Gedongan 2 Kota Mojokerto according to Expert. Got score of 3.95 with enough category 2) instructional model design with model Addie subjects Islamic Religious Education on the material repetition of Surah Al Ma'un and al Fil in classical, group and individual class V SDN Gedongan 2 City Mojokerto according to peers Got a score of 3.9 with enough category.3) instructional instructional model design with Addie model of Islamic Education subjects on the material repetitively recitation Surah Al Ma'un and al Fil in classical, group and individual class V SDN Gedongan 2 Mojokerto according to the students Is 3.61, it is categorized Self by standard intersection of 0.30 points is sufficiently categorized

Pengembangan model pembelajaran instruksional design dengan model Addie mata pelajaran PAI pada materi mengulang-ulang hafalan Surah Al Ma’un dan al Fil secara klasikal, kelompok dan individu kelas V SDN Gedongan 2 Kota Mojokerto

Learning Design is the ordinance used to implement the learning process. The concept of learning design was first used in World War II and beyond. According to Jerrold E. Kemp, at that time psychologists introduced new theories about human learning process, including the importance of detailing the tasks to be learned and implemented, and the need for students to play an active role so they actually learn. The purpose of this research development are: 1) to describe instructional instructional model design with Addie model of Islamic Education subject on repetition materials of Surah Al Ma'un and al Fil in classical, group and individual class V SDN Gedongan 2 Kota Mojokerto according to Expert. 2) To describe instructional instructional model design with Addie model of Islamic Education subject on repetition of Surah Al Ma'un and al Fil in classical, group and individual class V SDN Gedongan 2 Kota Mojokerto according to peers 3) To describe learning model Instructional design with Addie model of Islamic Education subject on material repeating Surah Al Ma'un and Al Fil recitation classically, group and individual class V SDN Gedongan 2 Kota Mojokerto according to students. The selection and use of instructional instructional design model with Addie model correctly can streamline and streamline the implementation of learning. For that purpose the instructional instructional model design with Addie model is absolutely necessary. The product of instructional instructional model design with Addie model of Islamic Education subject on the material repeating Surah Al Ma'un and al Fil memorized classically, this group and individual has been perfected based on analysis of trial data. Based on the steps that have been implemented can be concluded as follows. 1). Instructional instruction model design with Addie model of Islamic Education subject on the material repeating the recitation of Surah Al Ma'un and al Fil in classical, group and individual class V SDN Gedongan 2 Kota Mojokerto according to Expert. Got score of 3.95 with enough category 2) instructional model design with model Addie subjects Islamic Religious Education on the material repetition of Surah Al Ma'un and al Fil in classical, group and individual class V SDN Gedongan 2 City Mojokerto according to peers Got a score of 3.9 with enough category.3) instructional instructional model design with Addie model of Islamic Education subjects on the material repetitively recitation Surah Al Ma'un and al Fil in classical, group and individual class V SDN Gedongan 2 Mojokerto according to the students Is 3.61, it is categorized Self by standard intersection of 0.30 points is sufficiently categorized

Perturbation Training for Human-Robot Teams

In this work, we design and evaluate a computational learning model that enables a human-robot team to co-develop joint strategies for performing novel tasks that require coordination. The joint strategies are learned through "perturbation training," a human team-training strategy that requires team members to practice variations of a given task to help their team generalize to new variants of that task. We formally define the problem of human-robot perturbation training and develop and evaluate the first end-to-end framework for such training, which incorporates a multi-agent transfer learning algorithm, human-robot co-learning framework and communication protocol. Our transfer learning algorithm, Adaptive Perturbation Training (AdaPT), is a hybrid of transfer and reinforcement learning techniques that learns quickly and robustly for new task variants. We empirically validate the benefits of AdaPT through comparison to other hybrid reinforcement and transfer learning techniques aimed at transferring knowledge from multiple source tasks to a single target task. We also demonstrate that AdaPT's rapid learning supports live interaction between a person and a robot, during which the human-robot team trains to achieve a high level of performance for new task variants. We augment AdaPT with a co-learning framework and a computational bi-directional communication protocol so that the robot can co-train with a person during live interaction. Results from large-scale human subject experiments (n=48) indicate that AdaPT enables an agent to learn in a manner compatible with a human's own learning process, and that a robot undergoing perturbation training with a human results in a high level of team performance. Finally, we demonstrate that human-robot training using AdaPT in a simulation environment produces effective performance for a team incorporating an embodied robot partner.

Situating Human Sexual Conditioning.

Conditioning is often thought of as a basic, automatic learning process that has limited applicability to higher-level human behavior. In addition, conditioning is seen as separable from, and even secondary to, "innate" processes. These ideas involve some misconceptions. The aim of this article is to provide a clearer, more refined sense of human sexual conditioning. After providing some background information and reviewing what is known from laboratory conditioning studies, human sexual conditioning is compared to sexual conditioning in nonhumans, to "innate" sexual responding, and to other types of human learning processes. Recommendations for moving forward in human sexual conditioning research are included.

Measurement of cognitive load in multimedia learning: a comparison of different objective measures

Different indicators are interesting for analyzing human learning processes. Recent studies analyze learning performance in combination with cognitive load, as an indicator for learners’ invested mental effort. In order to compare different measures of cognitive load research, the present study uses three different objective methods and one subjective method, reviewing the seductive details effect in a computer-based multimedia learning instruction. An experimental two-group design (N = 50) was used, with exposure to seductive details during learning as the between group factor. Eye movements were analyzed concerning the indicated cognitive activity and cognitive load was measured by the rhythm method (Park 2010; Park and Brunken 2015), the index of cognitive activity (ICA) (Marshall 2007), as well as by subjective ratings of mental effort and task difficulty (Paas 1992). Results confirm the seductive details effect for learning success with a decrease in retention and comprehension performance, an increase in total cognitive activity indicated by eye movements and significant higher cognitive load, indicated by rhythm method. The ICA values and the subjective ratings on mental effort and task difficulty show no difference in cognitive load between the groups. The results provide evidence of the suitability of different objective measures for a direct and continuous cognitive load assessment in multimedia learning. Further, the results show the benefit of combining different methods to gain detailed insight into information processing while learning with multimedia as well as a differentiated access to the single cognitive load factors.

The Application of Bandura's Social Learning Theory in the Teaching of Academic Writing

Objective - This experimental study seeks to ascertain whether Bandura's (1977) Social Learning Theory can be used to teach academic writing. Interpreted in terms of an approach to the teaching of writing, the theory suggests that students can learn to write a particular text by observing closely the structural as well as the linguistic features of that text. Methodology/Technique - By observing how the text is written, students obtain an idea of how it is formed, and on later occasions they can use this information as a guide to produce similar texts. The sample of this study consists of 100 students from College University Poly-Tech MARA, Kuala Lumpur. The study adopts a pre/post-assessment of the students' writing performances for three types of academic essays. T-tests were used to compare the results of the 3 pre-tests with the results of the 3 post-tests which were administered to the participants after they underwent each of the 3 treatment sessions. Findings - The study reveals that the Social Learning Theory speaks the truth about the human natural learning process. Thus, this implies that this potent theory be used in designing varying approaches to teaching students the skills to write academic texts. Novelty - The study suggests that observational learning of sample texts provides students with guidance on how to improve their writing as it makes them aware of the different ways texts are organized for different communicative purposes, thereby promoting their confidence and positive attitude towards writing. Type of Paper - Empirical Keywords: Academic Writing; Social Learning Theory; Observational Learning; Analyzing; Emulating; Model Text.

The promise of lifelong learning

This paper explores how Peter Jarvis’s work offers a comprehensive grounding in many of the key principles and insights offered through the field of adult education. His work directs us to the different factors – psychological, social, economic and political required for understanding lifelong learning contexts. As scholars and educators, he argues, we can acknowledge the difficulty and reaffirm the promise of lifelong learning to create a better world through our struggles to understand the complexity of human learning processes. The article begins by examining how Jarvis’s research on topics such as wisdom and the meaning and purpose of lifelong learning. His analysis of how people learn provides a helpful theoretical and philosophical backdrop for researchers interested in biographical and life history approaches to understanding lifelong learning processes. Using examples from research on fiction writing, the importance of reflective, individual learning and meaning-making is discussed.

Visualization of Learning Process in “State and Action” Space Using Self-Organizing Maps

In reinforcement learning, agents can learn appropriate actions for each situation based on the consequences of these actions after interacting with the environment. Reinforcement learning is compatible with self-organizing maps that accomplish unsupervised learning by reacting to impulses and strengthening neurons. Therefore, numerous studies have investigated the topic of reinforcement learning in which agents learn the state space using self-organizing maps. In this study, while we intended to apply these previous studies to transfer the learning and visualization of the human learning process, we introduced self-organizing maps into reinforcement learning and attempted to make their “state and action” learning process visible. We performed numerical experiments with the 2D goal-search problem; our model visualized the learning process of the agent.

Speeding up chaos and limit cycles in evolutionary language and learning processes

Evolution of human language and learning processes have their foundation built on grammar that sets rules for construction of sentences and words. These forms of replicator–mutator (game dynamical with learning) dynamics remain however complex and sometime unpredictable because they involve children with some predispositions. In this paper, a system modeling evolutionary language and learning dynamics is investigated using the Crank–Nicholson numerical method together with the new differentiation with non‐singular kernel. Stability and convergence are comprehensively proven for the system. In order to seize the effects of the non‐singular kernel, an application to game dynamical with learning dynamics for a population with five languages is given together with numerical simulations. It happens that such dynamics, as functions of the learning accuracy μ, can exhibit unusual bifurcations and limit cycles followed by chaotic behaviors. This points out the existence of fickle and unpredictable variations of languages as time goes on, certainly due to the presence of learning errors. More interestingly, this chaos is shown to be dependent on the order of the non‐singular kernel derivative and speeds up as this derivative order decreases. Hence, can people use that order to control chaotic behaviors observed in game dynamical systems with learning! Copyright © 2016 John Wiley & Sons, Ltd.

Modeling Human Learning and Cognition Structure: Application to Driver Behavior in Dilemma Zone

AbstractIn transportation studies, modeling human learning and decision-making processes plays a key role in developing realistic safety countermeasures and appropriate crash-mitigation strategies. In this study, a human learning model was created that captures the cognitive structure of human memory. The relationship between long-term and short-term memories was incorporated into a reinforcement learning technique to construct the human learning model. The model was then applied to dilemma zone data collected in a simulator study. Dilemma zone is an area of roadway ahead of the signalized intersection in which drivers have difficulty deciding whether to stop or proceed through at the onset of yellow. Driver choice behavior and learning process in dilemma zones was modeled, taking into account drivers’ experiences at the previous intersections, and was compared to a pure machine learning model. The results of the model revealed lower and faster-merging errors when human learning was considered in training...

Learning and memory under stress: implications for the classroom.

Exams, tight deadlines and interpersonal conflicts are just a few examples of the many events that may result in high levels of stress in both students and teachers. Research over the past two decades identified stress and the hormones and neurotransmitters released during and after a stressful event as major modulators of human learning and memory processes, with critical implications for educational contexts. While stress around the time of learning is thought to enhance memory formation, thus leading to robust memories, stress markedly impairs memory retrieval, bearing, for instance, the risk of underachieving at exams. Recent evidence further indicates that stress may hamper the updating of memories in the light of new information and induce a shift from a flexible, ‘cognitive’ form of learning towards rather rigid, ‘habit’-like behaviour. Together, these stress-induced changes may explain some of the difficulties of learning and remembering under stress in the classroom. Taking these insights from psychology and neuroscience into account could bear the potential to facilitate processes of education for both students and teachers.