Visual Learning Research Articles

Impaired Face Feature-to-Location Statistical Learning and Single-Feature Discrimination in Developmental Prosopagnosia.

Individuals with developmental prosopagnosia (DP) experience severe face memory deficits that are often accompanied by impairments in face perception. Images of human facial features are better discriminated between when they are presented in the locations on the visual field that they typically appear in while viewing human faces in daily life, than in locations which they do not typically appear (i.e., better performance for eyes in the upper visual field, and better performance for mouths in the lower visual field). These feature-to-location tuning effects (FLEs) can be explained by a retinotopically organised visual statistical learning mechanism. We had a large group of DP participants (N = 64), a control group (N = 74) and a group of individuals with a mild form of DP (N = 58) complete a single-feature discrimination task to determine whether face perception deficits in DP can be accounted for by an impairment in face feature-to-location tuning. The results showed that individuals with DP did not have significant FLEs, suggesting a marked impairment in the underlying visual statistical learning mechanism. In contrast, the mild DP group showed normal FLE effects which did not differ from the control group. Both DP groups had impaired single-feature processing (SFP) as compared to the control group. We also examined the effects of age on FLEs and SFP.

Evaluation of a specialist nurse-led structured self-management training for peer supporters with type 2 diabetes mellitus with or without comorbid hypertension in Slovenia

BackgroundThe training of peer supporters is critical because the success of the entire peer support intervention depends on the knowledge and experience that peer supporters can share with other patients. The objective of this study was to evaluate the pilot implementation of a specialist nurse-led self-management training programme for peer supporters with type 2 diabetes mellitus (T2DM) with or without comorbid hypertension (HTN) at the primary healthcare level in Slovenia, in terms of feasibility, acceptability, and effectiveness.MethodsA prospective pre-post interventional pilot study was conducted in two Community Health Centres (CHC) in Slovenia from May 2021 to August 2022. Purposive sampling was employed to recruit approximately 40 eligible volunteers to become trained peer supporters. A specialist nurse-led structured training lasting 15 h over a 2-month period was delivered, comprising four group and two individual sessions. The comprehensive curriculum was based on interactive verbal and visual learning experience, utilising the Diabetes Conversation Maps™. Data were collected from medical records, by clinical measurements, and using questionnaires on sociodemographic and clinical data, the Theoretical Framework of Acceptability, knowledge of T2DM and HTN, and the Appraisal of Diabetes Scale, and evaluation forms.ResultsOf the 36 participants, 31 became trained peer supporters (retention rate of 86.1%). Among them, 21 (67.7%) were women, with a mean age of 63.9 years (SD 8.9). The training was evaluated as satisfactory and highly acceptable. There was a significant improvement in knowledge of T2DM (p < 0.001) and HTN (p = 0.024) among peer supporters compared to baseline. Six months post-training, there was no significant improvement in the quality of life (p = 0.066), but there was a significant decrease in body mass index (BMI) (p = 0.020) from 30.4 (SD 6.2) at baseline to 29.8 (SD 6.2).ConclusionThe pilot implementation of a specialist nurse-led self-management training for peer supporters was found to be feasible, acceptable, and effective (in the study group). It led to improvements in knowledge, maintained disease control, and promoted positive self-management behaviours among peer supporters, as evidenced by a decrease in their BMI over six months. The study emphasises the need for effective recruitment, training, and retention strategies.Trial registrationThe research is part of the international research project SCUBY: Scale up diabetes and hypertension care for vulnerable people in Cambodia, Slovenia and Belgium, which is registered in ISRCTN registry (https://www.isrctn.com/ISRCTN41932064).

Serial visual reversal learning in captive black-handed spider monkeys, Ateles geoffroyi

Recent research suggests that socio-ecological factors such as dietary specialization and social complexity may be drivers of advanced cognitive skills among primates. Therefore, we assessed the ability of 12 black-handed spider monkeys (Ateles geoffroyi), a highly frugivorous platyrrhine primate with strong fission-fusion dynamics, to succeed in a serial visual reversal learning task. Using a two-alternative choice paradigm we first trained the animals to reliably choose a rewarded visual stimulus over a non-rewarded one. Upon reaching a pre-set learning criterion we then switched the reward values of the two stimuli and assessed if and how quickly the animals learned to reverse their choices, again to a pre-set learning criterion. This stimulus reversal procedure was then continued for a total of 80 sessions of 10 trials each. We found that the spider monkeys quickly learned to reliably discriminate between two simultaneously presented visual stimuli, that they succeeded in a visual reversal learning task, and that they displayed an increase in learning speed across consecutive reversals, suggesting that they are capable of serial reversal learning-set formation with visual cues. The fastest-learning individual completed five reversals within the 80 sessions. The spider monkeys outperformed most other primate and nonprimate mammal species tested so far on this type of cognitive task, including chimpanzees, with regard to their learning speed in both the initial learning task and in the first reversal task, suggesting a high degree of behavioral flexibility and inhibitory control. Our findings support the notion that socio-ecological factors such as dietary specialization and social complexity foster advanced cognitive skills in primates.

Conditional learning abilities in Down syndrome and Williams syndrome

ABSTRACT We investigated whether individuals with Down (DS) or Williams (WS) syndrome are capable of conditional learning, a hippocampus-dependent process enabling flexible reasoning, using three touch-screen tasks: a visual learning task to assess unconditional learning (A > B and C > D), a 3-item conditional learning task (A > B, B > C), and a 5-item conditional learning task (A > B, B > C, C > D, D > E) to further assess transitive inference abilities. We compared the performance of individuals with DS or WS to typically developing 3–12-year-old children and 20–30-year-old adults. Most participants exhibited unconditional learning, but only 12% of individuals with DS, 15% of individuals with WS, and 42% of children exhibited conditional learning, as compared to 95% of young adults; only adults demonstrated transitive inference. Our findings indicate that conditional learning and transitive inference, which depend on brain structures impacted in these disorders, including the hippocampus and the prefrontal cortex, are beyond reach for most individuals with DS and WS.

The Analysis 0f Writing Science Communication Skills Reviewed From The Distribution of Students' Learning Styles of Grade X

This study aims to analyze science communication skills in writing based on the distribution of learning styles. The research is a quantitative descriptive study. The population consists of 347 tenth-grade students, with a sample of 186 students. Sampling was conducted using stratified random sampling techniques. The instruments used include a portfolio sheet with practical reports and a learning style questionnaire. To analyze science communication skills in writing based on learning style distribution, the collected data were analyzed using descriptive statistical techniques with Microsoft Excel. The results show that the average science communication skills in writing, categorized by learning style, are rated as very good, with a percentage of 81%. This indicates that visual learning style dominates and significantly contributes to the science communication skills in writing among tenth-grade students at SMA Negeri 4 Tanjungpinang. In other words, students with a visual learning style demonstrate very good performance in written science communication

An Online Nanoinformatics Platform Empowering Computational Modeling of Nanomaterials by Nanostructure Annotations and Machine Learning Toolkits.

Modern nanotechnology has generated numerous datasets from in vitro and in vivo studies on nanomaterials, with some available on nanoinformatics portals. However, these existing databases lack the digital data and tools suitable for machine learning studies. Here, we report a nanoinformatics platform that accurately annotates nanostructures into machine-readable data files and provides modeling toolkits. This platform, accessible to the public at https://vinas-toolbox.com/, has annotated nanostructures of 14 material types. The associated nanodescriptor data and assay test results are appropriate for modeling purposes. The modeling toolkits enable data standardization, data visualization, and machine learning model development to predict properties and bioactivities of new nanomaterials. Moreover, a library of virtual nanostructures with their predicted properties and bioactivities is available, directing the synthesis of new nanomaterials. This platform provides a data-driven computational modeling platform for the nanoscience community, significantly aiding in the development of safe and effective nanomaterials.

Injury Detector as a Visual Learning Media in Forensic Medicine

Injury Detector as a Visual Learning Media in Forensic Medicine

ANALISIS PENALARAN STATISTIS SISWA SMA DENGAN GAYA BELAJAR VISUAL, AUDITORIAL, DAN KINESTETIK DALAM MEMECAHKAN MASALAH KONTEKSTUAL

More and more problems cannot be solved without collecting and processing data. Therefore, a data processing science called statistics is needed. There are several statistical abilities that an individual needs to have in order to help an individual in solving problems, one of which is statistical reasoning. A person's statistical reasoning can be seen from how a person solves problems. One of the things within a person that can influence the way a person solves problems is learning style. From these several things, it is suspected that there is a connection between learning style and a person's statistical reasoning. Therefore, researchers developed this research with the aim of finding out whether there is a relationship between learning styles and statistical reasoning. This research uses mixed methods, a combination of quantitative and qualitative methods. The quantitative method used was the One-Way Anova test and the result was that Fratio &lt; Critical F. So all visual, auditory and kinesthetic learning styles have the same influence on statistical reasoning. Meanwhile, the qualitative method also supports previous results that the statistical reasoning profiles of students with visual, auditory and kinesthetic learning styles are almost the same

ANALISIS GAYA BELAJAR DALAM PROSES PEMBELAJARAN BAHASA INDONESIA PADA SISWA KELAS IV MADRASAH IBTIDAIYAH SWASTA NURUL HUDA MADUKORO TAHUN PELAJARAN 2022/2023

Teachers have difficulty understanding students' learning styles. Each student has a different learning style, in fact each student learns with a different style for each lesson. It is important for teachers to know each learning style that students have. The aim of this research is to determine and describe the learning styles in the Indonesian language learning process for Class IV students at MIS Nurul Huda Madukoro for the 2022/2023 academic year. The method used in this research is a qualitative descriptive method. The results of this research found that fourth grade students at the Nurul Huda Madukoro Private Madrasah Ibtidaiyah for the 2022/2023 academic year tended to have a visual learning style. The majority of students prefer reading rather than being read to and the most prominent learning style used by students is the visual learning style. Students prefer to learn by watching their teacher explain in front of the class and accompanied by related pictures from reading or learning materials.

The visual statistical learning overcomes scene dissimilarity through an independent clustering process.

Contextual cueing is a phenomenon of visual statistical learning observed in visual search tasks. Previous research has found that the degree of deviation of items from its centroid, known as variability, determines the extent of generalization for that repeated scene. Introducing variability increases dissimilarity between multiple occurrences of the same repeated layout significantly. However, current theories do not explain the mechanisms that help to overcome this dissimilarity during contextual cue learning. We propose that the cognitive system initially abstracts specific scenes into scene layouts through an automatic clustering unrelated to specific repeated scenes, and subsequently uses these abstracted scene layouts for contextual cue learning. Experiment 1 indicates that introducing greater variability in search scenes leads to a hindering in the contextual cue learning. Experiment 2 further establishes that conducting extensive visual searches involving spatial variability in entirely novel scenes facilitates subsequent contextual cue learning involving corresponding scene variability, confirming that learning clustering knowledge precedes the contextual cue learning and is independent of specific repeated scenes. Overall, this study demonstrates the existence of multiple levels of learning in visual statistical learning, where item-level learning can serve as material for layout-level learning, and the generalization reflects the constraining role of item-level knowledge on layout-level knowledge.

Using Canva in Creating and Designing E-Module for English Language Teaching

The utilization of learning material via the use of technology is interesting. Visual, audio, and audiovisual learning mediums are all options. Memorable and simple-to-understand learning activities may be created using appealing learning material. This study simulates Canva in making and designing an e-module in English material. This research is descriptive qualitative. The analysis shows that Canva is an online graphic design tool that allows educators to generate a variety of creative products such as e-modules of teaching materials. This app can be used to design learning media with attractive templates, and a varied presentation of shapes, images, colors, and letters. To use the Canva app, we create a Canva account on canva.com, choose a template for design, design (insert elements), choose a background, edit the background, add texts, upload images/audio/videos, insert links, download or share designs e-module. Canva is a site that offers both free and paid (freemium) access to a wide variety of design tools and options. Canva has provided 'graphics capabilities for users who 'cannot or are not good at designing' by providing various templates ranging from lawyers, elements (icons, photos, lines, illustrations), text with various fonts, and 4) backgrounds. So, the 'material' has been presented and the users just have to create it. Teachers/lecturers may find Canva to design learning media and develop instructional material. By using Canva, teachers/lecturers can teach material, knowledge, creativity, and skills that will be obtained for students, so that this media can also be used in various areas of their lives.

Visual sequence encoding is modulated by music schematic structure and familiarity.

Music is omnipresent in daily life and may interact with critical cognitive processes including memory. Despite music's presence during diverse daily activities including studying, commuting, or working, existing literature has yielded mixed results as to whether music improves or impairs memory for information experienced in parallel. To elucidate how music memory and its predictive structure modulate the encoding of novel information, we developed a cross-modal sequence learning task during which participants acquired sequences of abstract shapes accompanied with paired music. Our goal was to investigate whether familiar and structurally regular music could provide a "temporal schema" (rooted in the organized and hierarchical structure of music) to enhance the acquisition of parallel temporally-ordered visual information. Results revealed a complex interplay between music familiarity and music structural regularity in learning paired visual sequences. Notably, compared to a control condition, listening to well-learned, regularly-structured music (music with high predictability) significantly facilitated visual sequence encoding, yielding quicker learning and retrieval speed. Conversely, learned but irregular music (where music memory violated musical syntax) significantly impaired sequence encoding. While those findings supported our mechanistic framework, intriguingly, unlearned irregular music-characterized by the lowest predictability-also demonstrated memory enhancement. In conclusion, this study demonstrates that concurrent music can modulate visual sequence learning, and the effect varies depending on the interaction between both music familiarity and regularity, offering insights into potential applications for enhancing human memory.

Analisis Gaya, Motivasi Dan Respon Siswa Dalam Pembelajaran Geografi di MA Darul Ihsan Samarinda

Learning is the core of an education has an important role in advancing the welfare and human resources, one of which is in terms of teaching and learning. The purpose of this study is to determine learning styles, student motivation and student responses in learning geography. Geography learning styles that will be the focus of researchers in this study are visual, auditorial, and kinesthetic learning styles Motivation is one of the steps or factors that can encourage students to behave using feelings and reactions in geography learning activities. The results of research on class X students consisting of 34 female students, class XI consisting of 26 female students and class XII consisting of 35 male students at MA Darul Ihsan Samarinda. Based on the results of the study, the majority of learning styles owned by class X students are visual as many as 34 students, then class XI students are mostly kinesthetic as many as 26 students, as well as class XII the majority of kinesthetic learning styles as many as 35 students Each class has a different learning style and has each learning style. Every student basically has motivation in themselves, be it external or internal motivation. The sample in this study was class X consisting of 34 female students, XI IPS1 consisting of 26 female students, XII IPS2 consisting of 35 male students at MA Darul Ihsan Samarinda. The sample technique used is Random Sampling. Based on the results of data recap that has been done on the student learning motivation questionnaire has motivation in the good category, from these results it can be said that 34 students have good motivation, then in the category as many as 26 students have a category Less, then as many as 35 students have a good category. Based on data analysis that has been carried out on student learning responses in classes X and XI, it is found that student learning responses are in the good category with a total of 60 students or equivalent to 64%. Then in the very good category with 35 students or equivalent to 65%. The high learning response can be seen from the various indicators that have been analyzed.

Forward and backward blocking in statistical learning.

Prediction errors have a prominent role in many forms of learning. For example, in reinforcement learning, agents learn by updating the association between states and outcomes as a function of the prediction error elicited by the event. One paradigm often used to study error-driven learning is blocking. In forward blocking, participants are first presented with stimulus A, followed by outcome X (A→X). In the second phase, A and B are presented together, followed by X (AB→X). Here, A→X blocks the formation of B→X, given that X is already fully predicted by A. In backward blocking, the order of phases is reversed. Here, the association between B and X that is formed during the first learning phase of AB→X is weakened when participants learn exclusively A→X in the second phase. The present study asked the question whether forward and backward blocking occur during visual statistical learning, i.e., the incidental learning of the statistical structure of the environment. In a series of studies, using both forward and backward blocking, we observed statistical learning of temporal associations among pairs of images. While we found no forward blocking, we observed backward blocking, thereby suggesting a retrospective revaluation process in statistical learning and supporting a functional similarity between statistical learning and reinforcement learning.

SpectralGPT: Spectral Remote Sensing Foundation Model.

The foundation model has recently garnered significant attention due to its potential to revolutionize the field of visual representation learning in a self-supervised manner. While most foundation models are tailored to effectively process RGB images for various visual tasks, there is a noticeable gap in research focused on spectral data, which offers valuable information for scene understanding, especially in remote sensing (RS) applications. To fill this gap, we created for the first time a universal RS foundation model, named SpectralGPT, which is purpose-built to handle spectral RS images using a novel 3D generative pretrained transformer (GPT). Compared to existing foundation models, SpectralGPT 1) accommodates input images with varying sizes, resolutions, time series, and regions in a progressive training fashion, enabling full utilization of extensive RS Big Data; 2) leverages 3D token generation for spatial-spectral coupling; 3) captures spectrally sequential patterns via multi-target reconstruction; and 4) trains on one million spectral RS images, yielding models with over 600 million parameters. Our evaluation highlights significant performance improvements with pretrained SpectralGPT models, signifying substantial potential in advancing spectral RS Big Data applications within the field of geoscience across four downstream tasks: single/multi-label scene classification, semantic segmentation, and change detection.

Working memory load does not interfere with distractor suppression in the additional singleton task.

Over the last decade, the additional singleton task has been widely used to study visual statistical learning. In this paradigm, participants are instructed to find a target while ignoring a series of distractors. In some trials, a salient singleton distractor is added to the search display, making the task more difficult. However, if the singleton appears more frequently in one particular location of the display, participants eventually learn to suppress attention towards this location. It has been suggested that this type of learning is probably implicit and independent of working memory (WM) resources. To our knowledge, only one study has explored the impact of WM in suppression effect (Gao & Theeuwes, Psychonomic Bulletin & Review, 27, 96-104, 2020). However, there are reasons to suspect that the amount and type of WM load used in that study may have been suboptimal to detect any effects on distractor suppression. The aim of the present study was to explore the impact of WM load on distractor suppression addressing these issues. Contrary to our expectations, our results confirm that this type of learning is indeed highly resilient even to strong manipulations of WM load.

In Situ Growth of Wafer‐Scale Patterned Graphene and Fabrication of Optoelectronic Artificial Synaptic Device Array Based on Graphene/n‐AlGaN Heterojunction for Visual Learning (Small 34/2024)

In Situ Growth of Wafer‐Scale Patterned Graphene and Fabrication of Optoelectronic Artificial Synaptic Device Array Based on Graphene/n‐AlGaN Heterojunction for Visual Learning (Small 34/2024)

Unsupervised learning as a computational principle works in visual learning of natural scenes, but not of artificial stimuli.

The question of whether we learn exposed visual features remains a subject of controversy. A prevalent computational model suggests that visual features frequently exposed to observers in natural environments are likely to be learned. However, this unsupervised learning model appears to be contradicted by the significant body of experimental results with human participants that indicates visual perceptual learning (VPL) of visible task-irrelevant features does not occur with frequent exposure. Here, we demonstrate a resolution to this controversy with a new finding: Exposure to a dominant global orientation as task-irrelevant leads to VPL of the orientation, particularly when the orientation is derived from natural scene images, whereas VPL did not occur with artificial images even with matched distributions of local orientations and spatial frequencies to natural scene images. Further investigation revealed that this disparity arises from the presence of higher-order statistics derived from natural scene images-global structures such as correlations between different local orientation and spatial frequency channels. Moreover, behavioral and neuroimaging results indicate that the dominant orientation from these higher-order statistics undergoes less attentional suppression than that from artificial images, which may facilitate VPL. Our results contribute to resolving the controversy by affirming the validity of unsupervised learning models for natural scenes but not for artificial stimuli. They challenge the assumption that VPL occurring in everyday life can be predicted by laws governing VPL for conventionally used artificial stimuli.

ANALISIS KEMAMPUAN KOMUNIKASI SISWA SMP DALAM MENYELESAIKAN SOAL AKM NUMERASI BERDASARKAN GAYA BELAJAR

This study aims to analyze students' communication skills in solving the minimum numeracy competency assessment questions based on learning styles and to determine whether there is a relationship between students' communication abilities based on learning styles. This study uses a quantitative approach to the type of correlation research. The subjects of this study were students of class VIII SMP Negeri 1 Lhokseumawe T.A. 2021/2022. The data analysis technique is descriptive analysis. The results showed that the communication skills of students with a visual learning style reached 83.33%. These results are in the very good category, where students are able to use various kinds of numbers or symbols related to basic mathematics in solving life problems. Students with an auditory learning style achieve 73.61% are in a good predicate, where students are able to analyze information displayed in various forms (pictures and so on). Furthermore, the achievement of students with kinesthetic learning styles, namely 74.30%, is in the good category. Students are already able to interpret the results of analysis to predict and make decisions, using their own words. There is no significant relationship between visual learning styles and students' mathematical communication skills in solving Numerical questions. Then for the auditory learning style with communication skills there is no significant relationship between auditory learning style and students' mathematical communication skills in solving Numerical questions. Meanwhile, for kinesthetic learning styles and communication skills, there is no significant relationship between kinesthetic learning styles and students' mathematical communication skills in solving Numerical Assesment.

Satisfaction of Undergraduate Nursing Students STIKes Dharma Husada About Blended Learning Methods

Blended learning model is a learning model that combines face-to-face and online learning. The application of blended learning in various universities has varying levels of student satisfaction so that evaluating the application of the learning model must be done to suit the needs of students and the applicable learning curriculum. This study aims to analyze the satisfaction of undergraduate nursing students in the blended learning method at STIKes Dharma Husada. This type of research uses an exploratory descriptive method. The population in this study were all undergraduate nursing students at level 3 and 4 of the 2022/2023 Academic Year; with purposive sampling technique, a sample of 150 respondents was obtained. The instrument used was a questionnaire to analyze the level of satisfaction of undergraduate nursing students in the blended learning method at STIKes Dharma Husada which refers to Parasuraman. Univariate analysis in the form of frequency distribution was used to identify the description of student satisfaction. The results showed that undergraduate nursing students at level 3 and 4 at STIKes Dharma Husada (73.33%) were in the satisfied category. Judging from the aspects of Reliability, Responsiveness, Assurance, and Empathy are in the satisfied category. While in the aspect of Physical Form (Tangibles) is in the dissatisfied category. Statement items in the dissatisfied category include learning media in the form of visual learning materials (pictures or videos), and online practices. Study program managers can facilitate learning media for each nursing station with additional interesting and attractive visual material with a more applicable model.