Visual Learning Research Articles

Location-specific deviant responses to object sequences in macaque inferior temporal cortex

Many species learn temporal regularities in their visual environment, demonstrating visual statistical learning. In this study, we explored the sensitivity of macaque inferior temporal (IT) cortical neurons to transition probabilities of sequentially presented visual images, presented at different locations in the visual field. We exposed monkeys to sequences of two images, where the first image was presented either foveally or peripherally, and the second image was consistently presented foveally. Following several weeks of exposure, we recorded IT responses to assess differences between the exposed (Fixed) and new, Deviant sequences, where the identity of the first image in a sequence differed from the exposure phase. While enhanced responses to Deviant sequences were observed when both images of a pair were foveally presented during exposure, no such deviant responses were present when the first image was presented peripherally. This finding challenges the notion that mere exposure to image sequences always leads to deviant responses in macaque IT. The results highlight the complexity of the mechanisms underlying statistical learning in primates, particularly in the context of peripheral image presentations, emphasizing the need for further investigation into the origins of these responses in the IT cortex.

Development of conditional learning abilities in children from 3 to 12 years of age

ABSTRACT This study investigated the typical development of unconditional learning, conditional learning, and transitive inference abilities. Seventy-one 3–12-year-old children and twenty-two 20–30-year-old adults were tested on touchscreen tasks: a visual learning task assessing the ability to learn unconditional relationships between two stimuli (A > B, 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) often used to assess transitive inference. Detailed analyses of individual performance for different learning and test pairs revealed that half of the 3–5.5-year-old children and most older participants exhibited unconditional learning. Although some children exhibited conditional learning from 5 years of age, the majority did not until 7.5 years. Surprisingly, 3–12-year-old children did not exhibit transitive inference abilities, in contrast to 20–30-year-old adults. Our findings support the theory that the development of conditional learning and transitive inference abilities depends on late-developing brain structures including the hippocampus and the prefrontal cortex.

The effect of the overlapping of the two modes of visual and auditory learning with performance feedback in learning some basic soccer skills for beginners


 The conditions for success and progress in essential learning of the performance of basic skills in sports activities should be based on the correct scientific grounds as well as the diversity of methods and patterns of learning and how to choose the appropriate ones will help the process of learning these skills as each style has its own characteristics and conditions that are compatible with learners and their abilities And the individual differences between them, and that the audio pattern ensures the learner performance of the skill by taking a picture of them through detailed explanation and then modify them by repeating them in contrast to the visual pattern, which ensures the learner performance of the skill by taking a picture of it through the presentation of images or live model and then modify them by repeating them, and the sample of the research of students in the middle stage with the number of 40 players was used to measure the patterns of learning to classify the sample and the most important results of the research (the visual pattern of the priority in the results of the tests of distance is the best and most effective style of the pattern In the accuracy of the performance of the skills of handling and football. The repetition within the skill exercises if used in a sufficient number and according to the type and difficulty of the skill, it achieves the effectiveness and influence well in motor performance.
 

Importance of magnetic information for neuronal plasticity in desert ants

Many animal species rely on the Earth's magnetic field during navigation, but where in the brain magnetic information is processed is still unknown. To unravel this, we manipulated the natural magnetic field at the nest entrance of Cataglyphis desert ants and investigated how this affects relevant brain regions during early compass calibration. We found that manipulating the Earth's magnetic field has profound effects on neuronal plasticity in two sensory integration centers. Magnetic field manipulations interfere with a typical look-back behavior during learning walks of naive ants. Most importantly, structural analyses in the ants' neuronal compass (central complex) and memory centers (mushroom bodies) demonstrate that magnetic information affects neuronal plasticity during early visual learning. This suggests that magnetic information does not only serve as a compass cue for navigation but also as a global reference system crucial for spatial memory formation. We propose a neural circuit for integration of magnetic information into visual guidance networks in the ant brain. Taken together, our results provide an insight into the neural substrate for magnetic navigation in insects.

Facilitating Academic Gains with Artifacts of Learning: Effect Concept Mapping on Performance in Cellular Respiration

Biological concepts like cellular respiration are abstract concepts that students struggle to understand in Ghana and worldwide. Biological concepts like cellular respiration are abstract concepts that students struggle to understand in Ghana and worldwide. Research suggests that positive gains in student understanding can be achieved through interactive and visual learning tools like concept maps. With that in mind, this study explored the effect concept map formation on students’ academic performance at the Ghanaian senior high school level in the concept of cellular respiration. A sample size of 100 students were used for the study. Pre-test, post-test non-equivalent control group design was adopted for the study. Two intact classes were used in this study, one designated as control, receiving standard lecture-based instruction, and the other utilizing concept maps. After the intervention, post-test scores of the students revealed a statistically significant difference between the experimental and control groups. Specifically, the group that used concept maps performed significantly better than the control group, with a large difference in their scores. Furthermore, after the intervention, the concept maps allowed for specific analyses and tracking of the students’ understanding, proving its value as a formative assessment tool. The results suggest that concept mapping can be a useful tool in improving students’ performance and track learners understanding, gaps and misconceptions in biology topics like cellular respiration.

A novel method of battery pack energy health estimation based on visual feature learning

Accurate health estimation of massive battery packs and efficient optimization of data storage have become major technical challenges with the development of big data platforms. In this paper, multi-level energy indicators are defined to reflect the overall health state of the battery pack, and battery pack health assessment is achieved through energy estimation. A visual feature learning method is proposed to extract features from partial cell charging voltage profiles image and the relationship between features and energy indicators is constructed by the hybrid convolutional neural network. The effectiveness of the proposed method is verified on the dataset generated by the battery pack model considering cell inconsistency, and the mean absolute percentage error of each energy indicator estimation is less than 1%. Additionally, validations are carried out on simulated data with sampling noise and two cases of experimental data to verify the stability of the method. The proposed visual feature learning method provides a new idea for the data storage and health monitoring of massive battery packs on the big data platform.

Functional connectivity interacts with visual perceptual learning for visual field recovery in chronic stroke

A reciprocal relationship between perceptual learning and functional brain changes towards perceptual learning effectiveness has been demonstrated previously; however, the underlying neural correlates remain unclear. Further, visual perceptual learning (VPL) is implicated in visual field defect (VFD) recovery following chronic stroke. We investigated resting-state functional connectivity (RSFC) in the visual cortices associated with mean total deviation (MTD) scores for VPL-induced VFD recovery in chronic stroke. Patients with VFD due to chronic ischemic stroke in the visual cortex received 24 VPL training sessions over 2 months, which is a dual discrimination task of orientation and letters. At baseline and two months later, the RSFC in the ipsilesional, interhemispheric, and contralesional visual cortices and MTD scores in the affected hemi-field were assessed. Interhemispheric visual RSFC at baseline showed the strongest correlation with MTD scores post-2-month VPL training. Notably, only the subgroup with high baseline interhemispheric visual RSFC showed significant VFD improvement following the VPL training. The interactions between the interhemispheric visual RSFC at baseline and VPL led to improvement in MTD scores and largely influenced the degree of VFD recovery. The interhemispheric visual RSFC at baseline could be a promising brain biomarker for the effectiveness of VPL-induced VFD recovery.

Profiles of visual perceptual learning in feature space

Visual perceptual learning (VPL), experience-induced gains in discriminating visual features, has been studied extensively and intensively for many years, its profile in feature space, however, remains unclear. Here, human subjects were trained to perform either a simple low-level feature (grating orientation) or a complex high-level object (face view) discrimination task over a long-time course. During, immediately after, and one month after training, all results showed that in feature space VPL in grating orientation discrimination was a center-surround profile; VPL in face view discrimination, however, was a monotonic gradient profile. Importantly, these two profiles can be emerged by a deep convolutional neural network with a modified AlexNet consisted of 7 and 12 layers, respectively. Altogether, our study reveals for the first time a feature hierarchy-dependent profile of VPL in feature space, placing a necessary constraint on our understanding of the neural computation of VPL.

Hubungan antara Gaya Belajar Siswa dengan Pendekatan Pembelajaran Multiple Intelligences

Learning style refers to a student's preferences in obtaining and processing information, whether through sight, hearing, or physical movement. Meanwhile, the Multiple Intelligences learning approach is a learning approach that combines various aspects of learning, including combining several learning styles in the learning process. This research aims to determine the relationship between students' learning styles and Multiple Intelligences learning approaches on learning outcomes in mathematics subjects. The learning styles observed in this research are visual learning style, auditory learning style, and kinesthetic learning style. The method used in this research is descriptive analysis, where data is collected through learning style questionnaires filled out by students and the results of the students' Mid-Semester Exams. The collected data was then analyzed to see the relationship between learning styles and students' Multiple Intelligences approach. Based on the results of data analysis in two schools, it was found that students at SMP Negeri 5 Panukal were dominated by a visual learning style while students at SMK Muhammadiyah 1 Palembang were dominated by an auditory learning style. Meanwhile, students' learning outcomes at these schools are not dominated by certain learning styles. In conclusion, student learning styles have an influence on learning outcomes in mathematics subjects. Students with visual, auditory and kinesthetic learning styles have good learning outcomes. However, students' ability to combine their learning styles has a better impact on their learning outcomes. Therefore, educators need to understand the importance of Multiple Intelligence in the learning process and adapt appropriate learning methods to improve their learning outcomes.

Kemampuan penalaran matematis konten PLSV ditinjau dari gaya belajar siswa di SMP

This study was motivated by the low mathematical reasoning ability of students. This happens because students cannot fulfill the indicators of mathematical reasoning. This study aims to describe students' mathematical reasoning ability on the material of linear equation one variable based on students' learning style. The method used in this research is descriptive qualitative. The subjects of this study were three students consisting of one visual learning style student, one audiotorial learning style student, and one kinesthetic learning style student of class VIII A SMP Negeri 1 Kemusu. Data collection techniques in this study used questionnaires, tests, and interviews. Questionnaires were used to categorize students' learning styles. While the test was conducted to determine the mathematical reasoning ability of students and interviews were conducted to strengthen the answers to the test questions that had been done. The results of this study indicate that visual learning style and kinesthetic learning style students have high mathematical reasoning and audiotorial learning style has low mathematical reasoning.

Visual Art Education Innovative Learning and Teaching Approach in Secondary School

Learning and teaching in the 21st century have undergone tremendous process due to technological impact on the students and their learning process. The main purpose of this study is to review two academic articles regarding the issue and discussion brought about innovative learning in Visual Art Education subjects in secondary schools in Malaysia. In detail, the articles discussed the uses of technology and gamification methods to enhance the teaching and learning of Visual Art Education, particularly within the secondary school context. Therefore, the articles were chosen based on criteria that were published from 2019 until 2021, and the background of the articles covered the study in Malaysia. Contrary to what has often been assumed, the findings demonstrate that creative and innovative approaches are much more beneficial compared to conventional learning and teaching in school, thus bringing upon research centred in innovative learning around gamification that has emerged as a powerful platform for education making it more fun and effective.

The Impact of Online Learning on Visual Learners in the HEIs for Sustainable Development and Well-Being

The Impact of Online Learning on Visual Learners in the HEIs for Sustainable Development and Well-Being

Evaluation of the origin and educational quality of youtube videos on adrenaline auto-ınjectors.

Background. Guidelines highlight the pivotal role of adrenaline auto-injector (AAI) training. However, the standards of visual training platforms has not been determined. Our aim was to evaluate the reliability and quality of the AAI related videos on YouTube. Methods. After a search on YouTube about AAI, all videos were categorized into groups based on their origin and the aim of the content. The quality, reliability, understandibility, and actionability of the videos were evaluated using the Global Quality Scale (GQS), Patient Education Materials Assessment Tool Audovisiual (PEMAT-A/V), Quality Criteria for Consumer Health Information (DISCERN), and a modified DISCERN. In each video, the application steps of AAI were evaluated according to a scale of correct usage. Results. 107 YouTube videos in English were included. No significant difference in terms of views, likes, duration and uploading time was observed between the health and non-health groups whereas the GQS (p=0.001), DISCERN (total: p=0.02, and overall: p=0.094), modified DISCERN (p=0.001) scores were higher in the health group. It was found that scores tended to be higher in educational videos. AAI use was mentioned in 85% videos. The median number of mentioned steps was 6. Conclusions. YouTube is an effective platform for visual learning for the use of AAIs. Although the visibility of the videos is equal independent of the origin, the ones recorded by medical professionals seem to provide the most qualified and reliable information.

ENHANCE: a comparative prospective longitudinal study of cognitive outcomes after 3 years of hearing aid use in older adults.

With an aging population, the prevalence of hearing loss and dementia are increasing rapidly. Hearing loss is currently considered the largest potentially modifiable risk factor for dementia. The effect of hearing interventions on cognitive function should therefore be investigated, as if effective, these may be successfully implemented to modify cognitive outcomes for older adults with hearing loss. This prospective longitudinal observational cohort study compared outcomes of a convenience sample of prospectively recruited first-time hearing aid users without dementia from an audiology center with those of community-living older adults participating in a large prospective longitudinal cohort study with/without hearing loss and/or hearing aids. All participants were assessed at baseline, 18 months, and 36 months using the same measures. Participants were 160 audiology clinic patients (48.8% female patient; mean age 73.5 years) with mild-severe hearing loss, fitted with hearing aids at baseline, and 102 participants of the Australian Imaging, Biomarkers and Lifestyle Flagship Study of Aging (AIBL) (55.9% female patient; mean age 74.5 years). 18- and 36-month outcomes of subsets of the first participants to reach these points and complete the cognition assessment to date are compared. Primary comparative analysis showed cognitive stability for the hearing aid group while the AIBL group declined on working memory, visual attention, and psychomotor function. There was a non-significant trend for decline in visual learning for the AIBL group versus no decline for the hearing aid group. The hearing aid group showed significant decline on only 1 subtest and at a significantly slower rate than for the AIBL participants (p < 0.05). When education effects on cognitive trajectory were controlled, the HA group still performed significantly better on visual attention and psychomotor function (lower educated participants only) compared to the AIBL group but not on working memory or visual learning. Physical activity had no effect on cognitive performance trajectory. Hearing aid users demonstrated significantly better cognitive performance to 3 years post-fitting, suggesting that hearing intervention may delay cognitive decline/dementia onset in older adults. Further studies using appropriate measures of cognition, hearing, and device use, with longer follow-up, are required.

A Study of Somatic Auditory Visual Intellectual-Based Learning Videos to Improve Learning Achievement in Writing English Procedural Texts

Learning is essentially an effort to make students learn so as to gain knowledge and knowledge, mastery of skills, as well as attitude formation and attitude change. Mastery of English is a means to boost human resources. Global competition in all fields demands an increase in the quality of human resources (HR). This study aims to improve the decline in learning achievement in writing English-based procedure texts by using SAVI learning videos. This research method is a literature review with 10 articles published from 2017 to 2023. Overall, somatic auditory visual intellectual-based learning video is an effective approach in improving learning achievement in writing English procedure text. This approach provides opportunities for learners to be actively involved, uses various learning modalities, and stimulates emotional engagement, thus improving their understanding and writing skills.

Implementasi Pembelajaran Berdiferensiasi Berbasis Gaya Belajar Peserta Didik Kelas 7 pada Mata Pelajaran Seni Budaya

This study aimed to describe the implementation of differentiated learning based on learning styles in the Seni Budaya subject for 7th-grade students at SMP Negeri 14 Malang and its impact on student learning outcomes and motivation. Employing a qualitative method with a descriptive approach, the research found that differentiated learning can effectively be applied in 7th-grade classes, positively influencing student outcomes and motivation. The implementation spanned a semester, focusing on artistic creation through a project involving traditional dance performances. Students were grouped based on their kinesthetic, auditory, and visual learning styles, allowing tailored engagement with the material. Kinesthetic learners engaged in hands-on activities, auditory learners in listening exercises and discussions, and visual learners in visual aids utilization. Following the traditional dance performances, comprehensive evaluations were conducted, encompassing both formative and summative assessments. This feedback-oriented evaluation aimed at enhancing student skills and understanding. The differentiated learning approach resulted in increased motivation, improved learning outcomes, and the cultivation of character traits consistent with the Pancasila student profile. In conclusion, this study highlights the efficacy of differentiated learning in enhancing academic performance, motivation, and character development. It offers valuable insights for educators seeking to implement student-centered learning strategies effectively.

Misconceptions of mathematics in higher education universities when learning with Google classroom based on learning styles and gender differences

The purpose of this study is to comprehensively describe the results of the analysis of the ability to understand concepts and misconceptions in terms of differences in learning styles, as well as gender differences. The data to be collected in this study is in the form of primary data and secondary data. The primary data is obtained from primary sources and secondary data is obtained from secondary sources. The primary source in this study is informants, namely students, and the secondary source is documentation of student test scores as an illustration of student abilities. The instruments in this study are student learning style tests and auxiliary instruments in the form of misconception diagnostic tests. Learning style test in the form of a questionnaire. This instrument is used to uncover visual, auditorial, and kinesthetic learning style variables. Misconception diagnostic tests use the Certainty of Response Index (CRI). The results of the CRI analysis based on student answer criteria are: (a) 5.83% of student problem solving do not know the concept (lucky guess); (c) 22.30% of the student problem solvers did not know the concept; (b) 50.18% of student problem solving mastered the concept well; and (d) 21.69% of student problem solving occurred misconceptions.

Leveraging Communication Partner Speech to Automate Augmented Input for Children on the Autism Spectrum Who Are Minimally Verbal: Prototype Development and Preliminary Efficacy Investigation.

Augmentative and alternative communication (AAC) technology innovation is urgently needed to improve outcomes for children on the autism spectrum who are minimally verbal. One potential technology innovation is applying artificial intelligence (AI) to automate strategies such as augmented input to increase language learning opportunities while mitigating communication partner time and learning barriers. Innovation in AAC research and design methodology is also needed to empirically explore this and other applications of AI to AAC. The purpose of this report was to describe (a) the development of an AAC prototype using a design methodology new to AAC research and (b) a preliminary investigation of the efficacy of this potential new AAC capability. The prototype was developed using a Wizard-of-Oz prototyping approach that allows for initial exploration of a new technology capability without the time and effort required for full-scale development. The preliminary investigation with three children on the autism spectrum who were minimally verbal used an adapted alternating treatment design to compare the effects of a Wizard-of-Oz prototype that provided automated augmented input (i.e., pairing color photos with speech) to a standard topic display (i.e., a grid display with line drawings) on visual attention, linguistic participation, and (for one participant) word learning during a circle activity. Preliminary investigation results were variable, but overall participants increased visual attention and linguistic participation when using the prototype. Wizard-of-Oz prototyping could be a valuable approach to spur much needed innovation in AAC. Further research into efficacy, reliability, validity, and attitudes is required to more comprehensively evaluate the use of AI to automate augmented input in AAC.

A visual paired associate learning (vPAL) paradigm to study memory consolidation during sleep.

Sleep improves the consolidation and long-term stability of newly formed memories and associations. Most research on human declarative memory and its consolidation during sleep uses word-pair associations requiring exhaustive learning. In the present study, we present the visual paired association learning (vPAL) paradigm, in which participants learn new associations between images of celebrities and animals. The vPAL is based on a one-shot exposure that resembles learning in natural conditions. We tested if vPAL can reveal a role for sleep in memory consolidation by assessing the specificity of memory recognition, and the cued recall performance, before and after sleep. We found that a daytime nap improved the stability of recognition memory and discrimination abilities compared to identical intervals of wakefulness. By contrast, cued recall of associations did not exhibit significant sleep-dependent effects. High-density electroencephalography during naps further revealed an association between sleep spindle density and stability of recognition memory. Thus, the vPAL paradigm opens new avenues for future research on sleep and memory consolidation across ages and heterogeneous populations in health and disease.

Asymmetric stimulus representations bias visual perceptual learning.

The primate visual cortex contains various regions that exhibit specialization for different stimulus properties, such as motion, shape, and color. Within each region, there is often further specialization, such that particular stimulus features, such as horizontal and vertical orientations, are over-represented. These asymmetries are associated with well-known perceptual biases, but little is known about how they influence visual learning. Most theories would predict that learning is optimal, in the sense that it is unaffected by these asymmetries. However, other approaches to learning would result in specific patterns of perceptual biases. To distinguish between these possibilities, we trained human observers to discriminate between expanding and contracting motion patterns, which have a highly asymmetrical representation in the visual cortex. Observers exhibited biased percepts of these stimuli, and these biases were affected by training in ways that were often suboptimal. We simulated different neural network models and found that a learning rule that involved only adjustments to decision criteria, rather than connection weights, could account for our data. These results suggest that cortical asymmetries influence visual perception and that human observers often rely on suboptimal strategies for learning.