Insulin signaling is highly conserved across animals, and is known for its ubiquitous function in all aspects of animal physiology. Despite its relatively well-studied role in metabolism and energy expenditure, how it is involved in learning and memory remains a mystery, due to the complex nature of the nervous system. In this thesis, I have used C. elegans, a tractable model organism with a sophisticated behavioral repertoire, to investigate molecular and cellular mechanisms of insulin signaling in learning.

The study mainly takes the viewpoints of civil staff members to investigate the perception of organizational change, and whether the perception has caused any impacts on organizational learning behavior, organizational commitment and knowledge sharing. Besides, the study investigates whether knowledge sharing varies with organizational learning behavior and organizational commitment. Therefore, the study also takes organizational learning behavior and organizational commitment as the mediating variables in the deeper analysis. Taking the staff members of Different Departments under the Executive Yuan as the targets, the study distributed 1,500 questionnaires to them, and collected 826 questionnaires in return. Having deducted 79 invalid questionnaires with incomplete answers, there were 747 valid questionnaires received, achieving a return rate of valid questionnaires at 49.8%. Through the use of SEM, the study proves the relationship of impacts among research variables. The proved results show that the perception of organizational change has significant positive impacts on organizational learning behavior. Between the perception of organizational change and knowledge sharing, organizational learning behavior causes mediating effects. And between organizational learning behavior and knowledge sharing, organizational commitment causes mediating effects. Since different staff members have varied individual characteristics, significant difference can be found in the perception of organizational change, organizational learning behavior and organizational commitment towards knowledge sharing.

Thesis (Ed. S.)--Brigham Young University. Dept. of Counseling Psychology and Special Education, 2008. / Includes bibliographical references (p. 66-73).

This thesis is aimed on transfer of pupils from lower to upper secondary school from the point of view of mathematics. It was chosen three pupils which attended the same lower secondary school and transfer to the same upper secondary school. Using questionnaires and mathematical test, which were given in September 2014 and January 2015, was reviewed their transfer from the point of view pedagogical-psychical and mathematical. These questionnaires were given to the teachers also. This transfer was mostly negative for pupils. The level of knowledge of mathematics was the same or even worse. It is caused by different teacher's access to teaching mathematics. We could hope that this situation will be changed in a couple months. KEYWORDS: Education, transfer, learning, school educational program, personality, behavior

京都大学 / 新制・課程博士 / 博士(情報学) / 甲第23315号 / 情博第751号 / 新制||情||128(附属図書館) / 京都大学大学院情報学研究科社会情報学専攻 / (主査)教授 緒方 広明, 教授 黒田 知宏, 教授 楠見 孝 / 学位規則第4条第1項該当 / Doctor of Informatics / Kyoto University / DFAM

This thesis is aimed on transfer of pupils from lower to upper secondary school from the point of view of mathematics. It was chosen three pupils which attended the same lower secondary school and transfer to the same upper secondary school. Using questionnaires and mathematical test, which were given in September 2014 and January 2015, was reviewed their transfer from the point of view pedagogical-psychical and mathematical. These questionnaires were given to the teachers also. This transfer was mostly negative for pupils. The level of knowledge of mathematics was the same or even worse. It is caused by different teacher's access to teaching mathematics. We could hope that this situation will be changed in a couple months. KEYWORDS: Education, transfer, learning, school educational program, personality, behavior

No description available.

国立情報学研究所で電子化したコンテンツを使用している。

The objective of this study was to measure the effects of both a nutritional (water nipple) and social (partner calf) enrichment on calf body weight, grain intake, water intake, behavior and learning. The enrichments included 1) water provided from a nipple vs. a bucket (nutritional) and 2) visual and tactile access to a partner vs. isolated rearing with no visual or tactile access to a partner calf (social). A total of 72 Holstein and Jersey dairy calves were pseudo-randomly distributed into 4 treatments at birth [Individual/Bucket (IB), Paired/Bucket (PB), Individual/Nipple (IN), Paired/Nipple (PN)]. Socially and nutritionally enriched calves drank more water than non-enriched calves (Social: 5.02 ± 0.27 kg/d vs 3.723 ± 0.27 kg/d respectively; P = 0.0009; Nutritional: 4.93 ± 0.27 kg/d vs. 3.81 ± 0.26 kg/d respectively; P = 0.004). No difference in daily grain intake was found between individual or pair reared calves except during wk 8 (1.31 ± 0.07 kg/d vs 1.60 ± 0.07 respectively kg/d; P= 0.04). There were no differences in average body weight among treatments (P > 0.20). Pre-milk delivery, calves reared on a water bucket spent more time standing (P= 0.03) and when paired, less time non-nutritively suckling compared to water nipple reared calves (P = 0.05). Grooming time was highest during period 2 (wk 3, 4, 5; P = 0.01)) pre-milk delivery. Post-milk delivery, calves reared on a water bucket spent more time drinking milk (7.13 ± 0.40 vs 5.37 ± 0.39 min; P = 0.005)and grooming (P= 0.05), and less time drinking water (P < 0.001)and lying (6.17 ± 1.02 vs 9.19 ± 0.97 min, respectively; P= 0.04)than water nipple reared calves. Water nipple calves when paired exhbited longer drinking times (P = 0.04)..The most notable behavior was cross suckling post-milk delivery, as the weeks progressed water bucket reared calves increased time spent cross-suckling while water nipple calves maintained the amount of time spent cross-suckling. At wk 8 a subset of 24 calves (6 from each treatment) were trained over 14-d period to differentiate between an “X” and “O” cue to receive a milk reward (visual discrimination task). Learning (% correct choices) was compared using a Wilcoxon-signed rank test. Calves individually reared had greater overall correct choices than pair reared calves (0.63 ± 0.02 % correct/total choices vs 0.57 ± 0.02 % correct/total choices respectively: P = 0.05), while calves reared with a nutritional enrichment (water nipple) had greater overall correct choices compared to water bucket reared calves (0.64 ± 0.02 % vs 0.56 ± 0.02 %, P = 0.02). These results indicate that social and nutritional enrichments positively influence calf cognitive performance, water intake, and lying, cross-sucking, grooming behaviors.

&ldquo / Developmental robotics&rdquo / proposes that, instead of trying to build a robot that shows intelligence once and for all, what one must do is to build robots that can develop. A robot should go through cognitive development just like an animal baby does. These robots should be equipped with behaviors that are simple but enough to bootstrap the system. Then, as the robot interacts with its environment, it should display increasingly complex behaviors. Studies in developmental psychology and neurophysiology provide support for the view that, the animals start with innate simple behaviors, and develop more complex behaviors through the differentiation, sequencing, and combination of these primitive behaviors. In this thesis, we propose such a development scheme for a mobile robot. J.J. Gibson&#039 / s concept of &ldquo / affordances&rdquo / provides the basis of this development scheme, and we use a formalization of affordances to make the robot learn about the dynamics of its interactions with its environment. We show that an autonomous robot can start with pre-coded primitive behaviors, and as it executes its behaviors randomly in an environment, it can learn the affordance relations between the environment and its behaviors. We then present two ways of using these learned structures, in achieving more complex, voluntary behaviors. In the first case, the robot still uses its pre-coded primitive behaviors only, but the sequencing of these are such that new more complex behaviors emerge. In the second case, the robot uses its pre-coded primitive behaviors to create new behaviors.