Perceptual Learning Research Articles

Spatial location does not consistently constrain perceptual learning in speech

Recent research showed selectivity of perceptual learning in speech to linguistic variables and non-linguistic variables. With regard to the latter Keetels et al. (2016) reported that perceptual learning for one spatial location does not fully generalize to another. This spatial selectivity has been suggested to indicate that learning may target non-linguistic representations. We test whether spatial selectivity is a general property of perceptual learning or whether it is related to specific design choices, such as using a single nonword throughout the study. Therefore, we aimed to replicate spatial selectivity with a paradigm that makes use of a larger set of word and nonword stimuli. However, in three experiments, one in-person and two web-based, no effect of spatial selectivity was observed. A Bayesian analysis suggests that the null hypothesis is better supported by the data than the alternative hypothesis based on the previously reported effect size. Repercussions for the debate about pre-lexical representations in speech processing are discussed.

Predictive coding with spiking neurons and feedforward gist signaling

Predictive coding (PC) is an influential theory in neuroscience, which suggests the existence of a cortical architecture that is constantly generating and updating predictive representations of sensory inputs. Owing to its hierarchical and generative nature, PC has inspired many computational models of perception in the literature. However, the biological plausibility of existing models has not been sufficiently explored due to their use of artificial neurons that approximate neural activity with firing rates in the continuous time domain and propagate signals synchronously. Therefore, we developed a spiking neural network for predictive coding (SNN-PC), in which neurons communicate using event-driven and asynchronous spikes. Adopting the hierarchical structure and Hebbian learning algorithms from previous PC neural network models, SNN-PC introduces two novel features: (1) a fast feedforward sweep from the input to higher areas, which generates a spatially reduced and abstract representation of input (i.e., a neural code for the gist of a scene) and provides a neurobiological alternative to an arbitrary choice of priors; and (2) a separation of positive and negative error-computing neurons, which counters the biological implausibility of a bi-directional error neuron with a very high baseline firing rate. After training with the MNIST handwritten digit dataset, SNN-PC developed hierarchical internal representations and was able to reconstruct samples it had not seen during training. SNN-PC suggests biologically plausible mechanisms by which the brain may perform perceptual inference and learning in an unsupervised manner. In addition, it may be used in neuromorphic applications that can utilize its energy-efficient, event-driven, local learning, and parallel information processing nature.

Preliminary study on building practitioners’ compliance behaviour with 7-star house energy ratings in Australia: perceptions of industry experts

PurposeFrom May 2024, Victoria (Australia) will mandatorily raise the minimum house energy rating standards from 6 to 7 stars. However, the latest data shows that only 5.73% of new Victorian houses were designed beyond 7-star. While previous literature indicates the issue’s link to the compliance behaviour of building practitioners in the design phase, the underlying behavioural determinants are rarely explored. This study thus preliminarily examines building practitioners’ compliance behaviour with 7-star Australian house energy ratings and beyond.Design/methodology/approachUsing a widely-applied method to initially examine an under-explored phenomenon, eight expert interviews were conducted with building practitioners, a state-level industry regulator and a leading national building energy policy researcher. The study triangulated the data with government-led research reports.FindingsThe experts indicate that most building practitioners involved in mainstream volume projects do not go for 7 stars, mainly due to perceived compliance costs and reliance on standardized designs. In contrast, those who work on custom projects are more willing to go beyond 7-star mostly due to the moral norms for a low-carbon environment. The experts further agree that four behavioural determinants (attitudes towards compliance, subjective norms, perceived behavioural control and personal norms) co-shape building practitioners’ compliance behaviour. Interventions targeting these behavioural determinants are recommended for achieving 7 stars and beyond.Originality/valueThis study demonstrates the behavioural determinants that influence building practitioners’ compliance decisions, and offers insight regarding how far they will go to meet 7 stars. It can facilitate the transition to 7 stars by informing policymakers of customized interventions to trigger behaviour change.

The time course of stimulus-specific perceptual learning.

Practice on perceptual tasks can lead to long-lasting, stimulus-specific improvements. Rapid stimulus-specific learning, assessed 24hours after practice, has been found with just 105 practice trials in a face identification task. However, a much longer time course for stimulus-specific learning has been found in other tasks. Here, we examined 1) whether rapid stimulus-specific learning occurs for unfamiliar, non-face stimuli in a texture identification task; 2) the effects of varying practice across a range from just 21 trials up to 840 trials; and 3) if rapid, stimulus-specific learning persists over a 1-week, as well as a 1-day, interval. Observers performed a texture identification task in two sessions separated by one day (Experiment 1) or 1 week (Experiment 2). Observers received varying amounts of practice (21, 63, 105, or 840 training trials) in session 1 and completed 840 trials in session 2. In session 2, one-half of the observers in each group performed the task with the same textures as in session 1, and one-half switched to novel textures (same vs.novel conditions). In both experiments we found that stimulus-specific learning - defined as the difference in response accuracy in the same and novel conditions - increased as a linear function of the log number of session 1 training trials and was statistically significant after approximately 100 training trials. The effects of stimulus novelty did not differ across experiments. These results support the idea that stimulus-specific learning in our task arises gradually and continuously through practice, perhaps concurrently with general learning.

Vision-state Fusion: Improving Deep Neural Networks for Autonomous Robotics

AbstractVision-based deep learning perception fulfills a paramount role in robotics, facilitating solutions to many challenging scenarios, such as acrobatic maneuvers of autonomous unmanned aerial vehicles (UAVs) and robot-assisted high-precision surgery. Control-oriented end-to-end perception approaches, which directly output control variables for the robot, commonly take advantage of the robot’s state estimation as an auxiliary input. When intermediate outputs are estimated and fed to a lower-level controller, i.e., mediated approaches, the robot’s state is commonly used as an input only for egocentric tasks, which estimate physical properties of the robot itself. In this work, we propose to apply a similar approach for the first time – to the best of our knowledge – to non-egocentric mediated tasks, where the estimated outputs refer to an external subject. We prove how our general methodology improves the regression performance of deep convolutional neural networks (CNNs) on a broad class of non-egocentric 3D pose estimation problems, with minimal computational cost. By analyzing three highly-different use cases, spanning from grasping with a robotic arm to following a human subject with a pocket-sized UAV, our results consistently improve the R$$^{2}$$ 2 regression metric, up to +0.51, compared to their stateless baselines. Finally, we validate the in-field performance of a closed-loop autonomous cm-scale UAV on the human pose estimation task. Our results show a significant reduction, i.e., 24% on average, on the mean absolute error of our stateful CNN, compared to a State-of-the-Art stateless counterpart.

Cyber-physical metaverse learning in cultural sustainable education

PurposeEducation for sustainable development (ESD) is a developing educational concept that aims to achieve economic, social and environmental sustainability through education. Cultural sustainability education aims to cultivate awareness and protection of cultural assets, promote sustainable development and foster environmental responsibility. This study establishes a cyber-physical metaverse of cultural sustainability learning to cultivate students' motivation, multicultural identity, critical thinking and sustainability thinking.Design/methodology/approachIn this study, virtual reality (VR) and 3D printing technologies were utilized to create a cyber-physical metaverse learning environment. This learning environment is designed to allow elementary school children to learn about indigenous cultures and the architecture of slate houses, as well as socio-architectural issues. Learners will be able to experience first-hand the plight of the indigenous tribal areas and the exploration of related cultural knowledge.FindingsThe study collected pre- and post-test data through questionnaires, using covariates to analyze learners' perceptions of learning. The results of this study showed that cyber-physical metaverse learning environment had a significant impact on learning motivation, multicultural identity and sustainability thinking for culturally sustainable education. However, this study’s impact on critical thinking skills in students remains to be confirmed.Research limitations/implicationsThis is a quasi-experimental study of a single country’s elementary school children in the indigenous area, so its findings cannot be extrapolated to other areas or to learners of different ages.Originality/valueThis study introduces a framework for incorporating both virtual and real cultures to promote sustainable learning. The cyber-physical metaverse learning is used to supplement teaching activities to enhance learners' motivation in learning multicultural knowledge. Students were able to recognize and protect cultural assets, as well as emphasize the importance of sustainable development.

Risk of eating disorders among nursing students at Duy Tan university 2023

Objectives: Describe the proportion of the risk of eating disorders among nursing students and identify some factors related to the risk of eating disorders among nursing students at Duy Tan University in 2023.  Method: A cross-sectional descriptive study was carried out among 200 nursing students at Duy Tan University.  Results: The percentage of nursing students at risk of eating disorders accounted for 23.5%. Some factors related to the risk of eating disorders were academic year, living status, perception of learning, time spent using the internet, stress, anxiety, and depression (p < 0.05).  Conclusion: The proportion of nursing students at risk of eating disorders was relatively high, so it is necessary to have interventions to prevent the risk of eating disorders for students, especially final-year students and those living alone. In addition, students with mental health problems such as stress, anxiety, and depression also need a screening program to prevent the risk of eating disorders.

Rehabilitation of amblyopia using a digital platform for visual training combined with patching in children: a prospective study.

To assess the possible benefits of the use of perceptual learning and dichoptic therapy combined with patching in children with amblyopia over the use of only patching. Quasi-experimental multicentric study including 52 amblyopic children. Patients who improved their visual acuity (VA) by combining spectacles and patching were included in patching group (PG: 20 subjects), whereas those that did not improved with patching performed visual training (perceptual learning + dichoptic therapy) combined with patching, being assigned to the visual treatment group (VT: 32 subjects). Changes in VA, contrast sensitivity (CS), and stereopsis were monitored during a 6-month follow-up in each group. Significant improvements in VA were found in both groups at 1month (p < 0.01). The total improvement of VA was 0.18 ± 0.16 and 0.31 ± 0.35 logMAR in PG and VT groups, respectively (p = 0.317). The Wilcoxon effect size was slightly higher in VT (0.48 vs. 0.54) at 6months. An enhancement in CS was observed in the amblyopic eye of the VT group for all spatial frequencies at 1month (p < 0.001). Likewise, the binocular function score also increased significantly in VT group (p = 0.002). A prediction equation of VA improvement at 1month in VT group was obtained by multiple linear regression analysis (p < 0.001, R2 = 0.747). A combined treatment of visual training and patching is effective for obtaining a predictable improvement of VA, CS, and binocularity in patching-resistant amblyopic children.

Perceptual learning changes the amplitude not the shape of the temporal window of visual processing.

Perceptual learning (PL) can significantly improve human performance in perceptual tasks primarily through template reweighting. Previous studies have documented how PL changes perceptual template in stimulus feature space. We investigated how PL reweights visual information in time. With a dynamic external noise paradigm and the elaborated perceptual template model (ePTM) analysis, we found that training with an orientation identification task in the zero external noise condition reduced contrast thresholds in both zero and high external noise conditions, whereas training in the high external noise condition only reduced contrast thresholds in high external noise conditions. The ePTM analysis showed that training in both zero and high external noise changed the overall amplitude, but not the shape of the temporal window of the perceptual template to exclude external noise across time, and training in zero external noise additionally reduced additive internal noise. Our results provided additional constraints for models of PL. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

How is race perceived during adolescence? A meta-analysis of the own-race bias.

Adolescence is a critical developmental period that is marked by drastic changes in face recognition, which are reflected in patterns of bias (i.e., superior recognition for some individuals compared to others). Here, we evaluate how race is perceived during face recognition and whether adolescents exhibit an own-race bias (ORB). We conducted a Bayesian meta-analysis to estimate the summary effect size of the ORB across 16 unique studies (38 effect sizes) with 1,321 adolescent participants between the ages of ∼10-22 years of age. This meta-analytic approach allowed us to inform the analysis with prior findings from the adult literature and evaluate how well they fit the adolescent literature. We report a positive, small ORB (Hedges's g = 0.24) that was evident under increasing levels of uncertainty in the analysis. The magnitude of the ORB was not systematically impacted by participant age or race, which is inconsistent with predictions from perceptual expertise and social cognitive theories. Critically, our findings are limited in generalizability by the study samples, which largely include White adolescents in White-dominant countries. Future longitudinal studies that include racially diverse samples and measure social context, perceiver motivation, peer reorientation, social network composition, and ethnic-racial identity development are critical for understanding the presence, magnitude, and relative flexibility of the ORB in adolescence. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Simulation of e-learning visualization technology based on image enhancement in the communication mode of public performance art videos

With the simulation of public performing arts video communication modes, this study aims to explore the application of image-enhanced electronic learning visualization techniques in this field. Through the introduction of this technology, it aims to improve the effect of e-learning and enhance learners' understanding and perception of public performing arts videos. Through the acquisition and processing of public performing arts videos, the image enhancement technology is used to improve the image clarity and color saturation. Based on the e-learning platform, the enhanced video will be transmitted online, so that learners can watch through electronic devices and carry out corresponding learning operations. Finally, the learning effect of traditional learning and image-based e-learning. The results show that e-learning visualization technology based on image enhancement can significantly improve learners' understanding and feelings of public performing arts videos. Through the enhanced video images, learners can more clearly observe the actors' performance movements, facial expressions and other details, so as to better understand the connotation and communication meaning of the public performing arts.

Problem-based life situational issues exploration–Taking the learning effectiveness of artificial intelligence in natural sciences

This research focuses on problem-based learning (PBL) teaching methods and designs artificial intelligence (AI) in facial recognition systems, smart streetlights, and drone as teaching materials. To integrate teaching materials of life situation issues into the natural general curriculum and develop a learning perception questionnaire (LPQ) with validity and reliability to evaluate students’ perception of the curriculum. Based on a valid assessment tool, 56 college students were assessed on their learning of emerging technology contextual issues to evaluate their satisfaction, learning situation, and learning effectiveness. The results of the study are, as follows:&lt;br /&gt; (1) construct teaching materials for AI application in face recognition systems, street lights, and drone situations; (2) develop an LPQ with reliability and validity; (3) most students are satisfied with the integration of AI into PBL teaching; (4) most students believe that the integration of cross-domain learning in different subjects can help improve self-learning effectiveness and ensure continuous learning interest; and (5) many students agree that this course can improve learning outcomes. In the future, the focus will be on teaching practice, incorporating easy-to-use AI textbook content, and enhancing the opportunities for interactive learning; in addition, increasing the number of effective samples in the research to improve the depth of the experiment and the breadth of research.

Investigating Kurdish EFL Learners' Perceptions of Cognitive Grammar Learning Strategies

English has become the language of science and technology, trade, instruction, politics, and tourism. A person who knows this language may have the opportunity for many jobs. Thus, it is crucial to motivate students to acquire this language in a suitable manner. This study aimed to investigate the strategies for learning English as a foreign language and learning grammar in particular. The aim was to update and adopt new strategies for learning English as a foreign language. The current study attempted at finding out why some Kurdish students make grammatical mistakes and errors despite the fact that they study English for a reasonable number of years. It investigated the perceptions of Kurdish learners of English as a foreign language in using grammar learning strategies with the variables of: gender, proficiency level, in public and private universities. It was conducted at three universities: Dohuk, Newroz, and Jihan. The population covered about 125 teachers and learners. This study used a mixed method: it utilized questionnaire and interviews as instruments and two different levels of proficiency were chosen: second- and fourth-year learners. The questionnaire included 100 learners of English as a foreign language. The interviews included 25 teachers and learners of English from public and private universities in Duhok city. The data analysis revealed that Kurdish English language learners use a number of strategies in learning and also in using grammatical structures. However, Kurdish English foreign language learners believed that strategies of grammar learning are important in the process of language learning. The findings showed differences in learning strategies between proficiency-levels, but no significant difference in terms of gender. The study ended up that grammar learning strategies have a significant effect in the spoken and written performance of learner.

Analysis of Learner Perceptions and Educational Effectiveness in Sports Capstone Design Courses Applying PBL

Analysis of Learner Perceptions and Educational Effectiveness in Sports Capstone Design Courses Applying PBL

기초학력전담교사의 협력 실태 및 지도 전문성 인식 조사

Purpose: The purpose of this study was to investigate the actual state of cooperation and the perception of teaching expertise of teachers in charge of Basic Education, and to set up specific discussions based on the results.&#x0D; Methods: A survey was analyzed using a quantitative research method. The survey involved thirty-eight teachers in charge of basic academic ability at the Gwangju Metropolitan Office of Education, and the survey questions were organized with open questions, closed questions, and a Likert scale centered on the questionnaire items. The survey was then conducted online in November 2023.&#x0D; Results: First, there was a positive effect on the students subject to learning support in accordance with the purpose and intention of individualized and customized education by the teacher in charge of Basic Education. Second, it is necessary to strengthen the practical cooperation system for a successful operation. Third, it is necessary to provide budget support and training management related to teaching expertise. Fourth, it is necessary to secure the institutional stability of a teacher in charge of Basic Education.&#x0D; Conclusion: Given that it is a policy for students, it is expected that teachers dedicated to Basic Education will develop their skills based on various opinions as well as the discussions presented in this study.

EFL UNIVERSITY STUDENTS’ PRACTICES AND PERCEIVED BENEFITS OF REFLECTIVE LEARNING

Critical thinking helps students analyze information thoroughly and identify relevant information for themselves. Students are encouraged to think critically about their studies, which can be achieved through reflective learning. This study aims to understand the students' perceptions of reflective learning and how the students practice it in the class, especially in higher students. This research was done by using a qualitative, descriptive case study approach, the participants were 33 students and the participants for the interview were four women and two men enrolled in an Indonesian university from the English Education Department in the seventh semester and the same class. It can be concluded that the responses to the questionnaire are affirmative, supporting the practices and having a good perception of reflective learning. The practices of reflective learning that the students ever faced in the class are text diary and learning log. Reflective learning gives some benefits to the students such as building critical thinking and helping the students to prepare themselves.

ChatGPT as the linguo-creative resource for teaching English language

This scientific article explores the potential of ChatGPT, a language model based on AI, as a linguo-creative resource for teaching English language in Kazakhstan. The authors conducted a mixed-methods study that included semi-structured interviews with 25 language teachers and learners, as well as an online survey that received 250 responses. The study aimed to provide a contextual understanding of the potential use of ChatGPT in language education in Kazakhstan. The authors analyzed the data using thematic analysis and descriptive statistics and chi-square tests. The results of the study showed several benefits and challenges associated with using ChatGPT, potential applications of ChatGPT in language education in Kazakhstan, and positive perceptions of language teachers and learners towards AI-powered tools in language education. The mixed-methods approach provided a more nuanced and comprehensive analysis of the potential use of ChatGPT in the context of Kazakhstan and contributes to the growing body of knowledge on the use of AI-powered tools in language education in diverse cultural and linguistic settings. The findings of the study can provide insights for language teachers and educators of Kazakhstan and other countries on the use of ChatGPT and other AI-powered tools for language learning and teaching.

Acquisition of collocations under different glossing modalities and the mediating role of learners’ perceptual learning style

Abstract The current study investigated how different glossing modalities (textual and auditory) and learners’ perceptual learning style (visual and auditory) influenced collocation learning. A total of 212 college students in China were first assigned to either a visual or auditory group based on their performance on a perceptual learning style questionnaire. Each style group was subsequently subdivided into three groups who were exposed to a series of reading texts containing 15 unknown collocations under one of the glossing conditions: textual glosses, auditory glosses or no glosses (control). Results of the study indicated that both textual, and that auditory glosses led to gains in productive and receptive collocation knowledge and auditory glosses were more effective than textual glosses. In addition, this study provided empirical evidence that perceptual learning style has a moderating effect on collocational learning. The auditory learners in the auditory glossing condition showed the highest rate of collocational learning among all treatment subgroups.

Factors Affecting Uzbek Students’ Prewriting Investment at a South Korean University

This ethnographic multiple-case study, grounded in the theory of investment, examines the prewriting practices of three Uzbekistani male undergraduates in an English essay writing class at a South Korean University. It aims to identify the symbolic resources they perceive as attainable through investment and to elucidate the factors shaping this investment. Utilizing a qualitative approach, which is appropriate for capturing the nuanced experiences and perceptions of individual learners, data were collected through interviews, classroom observations, and an analysis of teaching documents. This study finds that these students primarily seek three symbolic resources: language skills, educational access, and social networks. Their pursuit of these resources is significantly influenced by their academic aspirations for graduate school and the pattern of prewriting discussions in the classroom. Individual perceptions and priorities uniquely shape the impact of these factors on each student’s investment. The findings suggest that educators, by understanding the diverse perceptions of symbolic resources within limited instructional time, can tailor pedagogical strategies to effectively address students’ needs and foster a more engaging learning environment.

Employing reflective practice to capture Indonesian EFL pre-service teachers' conceptions of English learning

Understanding the English language learning concept is crucial for success in learning English. Numerous studies have focused on English as a foreign language (EFL) in-service teachers' perceptions of English language learning, while only a few have examined EFL pre-service teachers. This research delves into the different aspects of the experiences, reflections, and conceptualizations of English language learning among EFL pre-service teachers. A group of eight Indonesian EFL pre-service teachers engaged in participatory action research (PAR) during their field experience practices (PPL) in junior and senior high schools. This study employed a thorough approach to data collection, incorporating photovoice, an open-ended questionnaire, and in-depth interviews. The results of data analysis involving identifying and categorizing themes reveal a diverse range of perspectives, wherein English is likened to a lamp, dictionary, cuisine, flowers, class, and artificial intelligence (AI). Furthermore, learning English is often portrayed as an engaging and demanding process, highlighting the importance of innovative pedagogical approaches. This study emphasizes the significance of collaboration between language and technology departments to remain at the forefront of educational advancement, establishing a solid foundation for future research and improvements in EFL teacher education.