Learning Slopes Research Articles

An Open-Ended Approach to BCI: Embracing Individual Differences by Allowing for User-Defined Mental Commands

An Open-Ended Approach to BCI: Embracing Individual Differences by Allowing for User-Defined Mental Commands

Learning sung lyrics aids retention in normal ageing and Alzheimer's disease

Previous studies have suggested that presenting to-be-memorised lyrics in a singing mode, instead of a speaking mode, may facilitate learning and retention in normal adults. In this study, seven healthy older adults and eight participants with mild Alzheimer's disease (AD) learned and memorised lyrics that were either sung or spoken. We measured the percentage of words recalled from these lyrics immediately and after 10 minutes. Moreover, in AD participants, we tested the effect of successive learning episodes for one spoken and one sung excerpt, as well as long-term retention after a four week delay. Sung conditions did not influence lyrics recall in immediate recall but increased delayed recall for both groups. In AD, learning slopes for sung and spoken lyrics did not show a significant difference across successive learning episodes. However, sung lyrics showed a slight advantage over spoken ones after a four week delay. These results suggest that singing may increase the load of initial learning but improve long-term retention of newly acquired verbal information. We further propose some recommendations on how to maximise these effects and make them relevant for therapeutic applications.

Greater striatopallidal adaptive coding during cue–reward learning and food reward habituation predict future weight gain

Animal experiments indicate that after repeated pairings of palatable food receipt and cues that predict palatable food receipt, dopamine signaling increases in response to predictive cues, but decreases in response to food receipt. Using functional MRI and mixed effects growth curve models with 35 females (M age=15.5±0.9; M BMI=24.5±5.4) we documented an increase in BOLD response in the caudate (r=.42) during exposure to cues predicting impending milkshake receipt over repeated exposures, demonstrating a direct measure of in vivo cue–reward learning in humans. Further, we observed a simultaneous decrease in putamen (r=−.33) and ventral pallidum (r=−.45) response during milkshake receipt that occurred over repeated exposures, putatively reflecting food reward habitation. We then tested whether cue–reward learning and habituation slopes predicted future weight over 2-year follow-up. Those who exhibited the greatest escalation in ventral pallidum responsivity to cues and the greatest decrease in caudate response to milkshake receipt showed significantly larger increases in BMI (r=.39 and −.69 respectively). Interestingly, cue–reward learning propensity and food reward habituation were not correlated, implying that these factors may constitute qualitatively distinct vulnerability pathways to excess weight gain. These two individual difference factors may provide insight as to why certain people have shown obesity onset in response to the current obesogenic environment in western cultures, whereas others have not.

Gray matter volume is associated with rate of subsequent skill learning after a long term training intervention

The ability to predict learning performance from brain imaging data has implications for selecting individuals for training or rehabilitation interventions. Here, we used structural MRI to test whether baseline variations in gray matter (GM) volume correlated with subsequent performance after a long-term training of a complex whole-body task. 44 naïve participants were scanned before undertaking daily juggling practice for 6weeks, following either a high intensity or a low intensity training regime. To assess performance across the training period participants' practice sessions were filmed. Greater GM volume in medial occipito-parietal areas at baseline correlated with steeper learning slopes. We also tested whether practice time or performance outcomes modulated the degree of structural brain change detected between the baseline scan and additional scans performed immediately after training and following a further 4weeks without training. Participants with better performance had higher increases in GM volume during the period following training (i.e., between scans 2 and 3) in dorsal parietal cortex and M1. When contrasting brain changes between the practice intensity groups, we did not find any straightforward effects of practice time though practice modulated the relationship between performance and GM volume change in dorsolateral prefrontal cortex. These results suggest that practice time and performance modulate the degree of structural brain change evoked by long-term training regimes.

INVESTIGATING THE MULTILEVEL EFFECTS OF SEVERAL VARIABLES ON TURKISH STUDENTS’ SCIENCE ACHIEVEMENTS ON TIMSS

Two-level hierarchical linear modelling was used to analyse data obtained from TIMSS 1999 database to examine the effect of inquiry-based learning on science achievement of eighth-grade students in Turkey. The influence of teachers’ emphasis on scientific reasoning and problem solving and availability of school resources for science instruction on inquiry-based learning and science achievement slopes were also examined. At the student-level, overall plausible values were used as the outcome variable whereas gender, availability of home educational resources, attitude toward science, and inquiry-based learning were predictor variables. At the school level, there were two predictor variables: teachers’ emphasis on scientific reasoning and problem solving and availability of school resources for science instruction. While statistically significant and negative relationship was found between inquiry-based learning and within-school science achievement, there were nonsignificant effects of school-level predictors on inquiry-based learning and science achievement slopes. Key words: HLM, inquiry learning, science achievement, TIMSS.

More than just tapping: Index finger-tapping measures procedural learning in schizophrenia

BackgroundFinger-tapping has been widely studied using behavioral and neuroimaging paradigms. Evidence supports the use of finger-tapping as an endophenotype in schizophrenia, but its relationship with motor procedural learning remains unexplored. To our knowledge, this study presents the first use of index finger-tapping to study procedural learning in individuals with schizophrenia or schizoaffective disorder (SCZ/SZA) as compared to healthy controls. MethodsA computerized index finger-tapping test was administered to 1169 SCZ/SZA patients (62% male, 88% right-handed), and 689 healthy controls (40% male, 93% right-handed). Number of taps per trial and learning slopes across trials for the dominant and non-dominant hands were examined for motor speed and procedural learning, respectively. ResultsBoth healthy controls and SCZ/SZA patients demonstrated procedural learning for their dominant hand but not for their non-dominant hand. In addition, patients showed a greater capacity for procedural learning even though they demonstrated more variability in procedural learning compared to healthy controls. Left-handers of both groups performed better than right-handers and had less variability in mean number of taps between non-dominant and dominant hands. Males also had less variability in mean tap count between dominant and non-dominant hands than females. As expected, patients had a lower mean number of taps than healthy controls, males outperformed females and dominant-hand trials had more mean taps than non-dominant hand trials in both groups. ConclusionsThe index finger-tapping test can measure both motor speed and procedural learning, and motor procedural learning may be intact in SCZ/SZA patients.

Heuristic for Task-Worker Assignment with Varying Learning Slopes

Fashion industry has variety products, so the multi-skilled workers are required to improve flexibility in production and assignment. Generally the supervisor will assign task to the workers based on skill and skill levels of worker. Since in fashion industry new product styles are launched more frequently and the order size tends to be smaller, the workers always learn when the raw material and the production process changes. Consequently they require less time to produce the succeeding units of a task based on their learning ability. Since the workers have both experience and inexperience workers, so each worker has different skill level and learning ability. Consequently, the assignment which assumed constant skill level is not proper to use. This paper proposes a task-worker assignment considering worker skill levels and learning abilities. Processing time of each worker changes along production period due to a worker learning ability. We focus on a task-worker assignment in a fashion industry where tasks are ordered in series; the number of tasks is greater than the number of workers. Therefore, workers can perform multiple assignments followed the precedence restriction as an assembly line balancing problem. The problem is formulated in an integer linear programming model with objective to minimize makespan. A heuristic is proposed to determine the lower bound (LB) and the upper bound (UB) of the problem and the best assignment is determined. The performance of the heuristic method is tested by comparing quality of solution and computational time to optimal solutions.

Learning effects in the block design task: A stimulus parameter-based approach.

Learning effects were assessed for the block design (BD) task, on the basis of variation in 2 stimulus parameters: perceptual cohesiveness (PC) and set size uncertainty (U). Thirty-one nonclinical undergraduate students (19 female) each completed 3 designs for each of 4 varied sets of the stimulus parameters (high-PC/high-U, high-PC/low-U, low-PC/high-U, and low-PC/low-U), ordered randomly within a larger set of designs with mixed stimulus characteristics. Regression analyses revealed significant, although modest, learning effects in all conditions. Negative-logarithmic learning slopes (growth factors) were greatest for high-U/high-PC designs and smallest for low-U/low-PC designs. Comparison of these slopes with known Wechsler Adult Intelligence Scale (3rd ed.; D. Wechsler, 1997; and 4th ed.; D. Wechsler, 2008) BD subtest gain scores demonstrated that presenting novel test items matched on stimulus parameters in multiple administrations reduced learning effects compared with the repeated use of the same test items. The results suggest that repeated administration of novel test items of the BD subtest, matched for PC and U, would result in more accurate assessments of changes in examinees' abilities over time than would the use of the same items. Difficulties inherent in implementing this method are also discussed.

Work allocation to stations with varying learning slopes and without buffers

In this paper, we address the problem of allocating the work elements, belonging to the products of a lot, to the stations of an assembly line so as to minimize the makespan. The lots that are processed on the assembly line are characterized by a low overall demand for each product. There is no buffer permitted in between the stations, and the line operates under learning. In particular, the stations’ learning slopes are assumed to be different. We present a procedure to determine the optimal assignments of the workload to the stations under learning variability and show that it considerably affects these assignments.

Allocation of work to the stations of an assembly line with buffers between stations and three general learning patterns

This paper addresses the problem of allocating work to the stations of an assembly line for minimising the makespan required to process a lot of products with a low overall demand. This environment is characterised by different learning slopes in the various stations (due to the nature of work). We assume small (e.g. a laser pen) to medium size products (e.g. a pilot helmet) so buffer space, for temporary purposes, is typically not a problem. Three general patterns of stations' learning are considered, namely, decreasing, increasing and constant. Methodologies are presented for the optimal allocation of work to the stations for each of these cases. Some numerical results are also presented to show a significant impact of buffer capacity on makespan reduction as well as to reveal significant improvement in the makespan value due to unequal (but optimal) work allocation.

The scope of preserved procedural memory in amnesia.

The finding that patients with amnesia retain the ability to learn certain procedural skills has provided compelling evidence of multiple memory systems in the human brain, but the scope, defining features and ecological significance of the preserved mnemonic abilities have not yet been explored. Here, we tested the hypothesis that subjects with amnesia would be able to learn and retain a broad range of procedural skills, by examining their acquisition and retention performance on five novel experimental tasks. The tasks are based on real-world activities and encompass a broad range of perceptual-motor demands: (i) the weaving task involves weaving pieces of fabric from woollen strings, using a manual weaver's loom; (ii) the geometric figures task consists of tracing geometric figures with a stylus as they move horizontally across a touch screen monitor; (iii) the control stick task involves tracking a sequence of visual target locations using a joystick control; (iv) the pouring task consists of pouring 200 ml of water from a watering can into a series of graduated cylinders, from a point 20 cm above the cylinders; and (v) the spatial sequence task involves learning an ordered sequence of pushing five spatially distributed buttons without visual guidance. Ten chronic and stable amnesic subjects (nine with bilateral medial temporal lobe damage due to herpes simplex encephalitis or anoxia, and one with thalamic stroke) and 25 matching normal comparison subjects were tested on three occasions: initial learning at time 1; retention at time 2 (24 h later); and retention at time 3 (2 months later). Despite impaired declarative memory for the tasks, the amnesic subjects demonstrated acquisition and retention of the five skills; their learning slopes over repeated trials were comparable with those of comparison subjects. These findings indicate that preserved learning of complex perceptual-motor skills in patients with amnesia is a robust phenomenon, and that it can be demonstrated across a variety of conditions and perceptual-motor demands. The comparability of the tasks employed in this study with real-world activities highlights the potential application of this memory dissociation in the rehabilitation of patients with amnesia.

The development of basic reading skills in children: a cross-language perspective

This chapter reviews recent empirical evidence for universal and orthography- or language-specific processes in the development of basic reading skills in school age children, suggesting that universal and orthography- or language-specific processes should be considered in tandem. The review focuses on three different aspects of reading, phonological processing, rapid naming, and morphosyntactic complexity, targeted in recent research on development of word recognition skills. Studies on L1 school children and studies of children who learn to read concurrently in their L1 and/or in a second language (L2) are examined within the context of variations in orthographic transparency. When children learn to read, characteristics of the spoken language interact with characteristics of the orthography. The chapter concludes that (a) individual differences in phonological processing skills, verbal memory, and rapid naming predict the development of reading in L1 and L2 children in various alphabetic and nonalphabetic languages; and (b) individual differences on such prerequisite skills can indicate smooth or problematic acquisition of L2 reading skills in children, regardless of oral language proficiency. However, task demands associated with learning to read in different orthographies vary and yield steeper or more moderate learning slopes. Regardless of the language and orthography combinations under study, children can develop reading strategies that help them read.

Declarative and Procedural Learning in Schizophrenia: A Test of the Integrity of Divergent Memory Systems

A comparison of learning rates between schizophrenia patients and normals on measures tapping different memory systems may provide clues about relatively preserved areas of learning in schizophrenia. The present study assessed declarative (nonsense syllable list learning) and procedural (pursuit rotor tracking) learning in a group of chronic schizophrenia inpatients and a group of normal adults. Approximately equivalent baselines were obtained for the two groups on both measures. The results revealed a significant group trial interaction on the declarative memory measure, exemplified by a shallower learning slope for the patient group. For the procedural learning measure, there was no significant group block interaction; that is, both groups showed similar learning slopes. These findings suggest a relative preservation of selected procedural aspects of learning in schizophrenia.