• Refine Query
  • Source
  • Publication year
  • to
  • Language
  • 8
  • 3
  • 1
  • 1
  • Tagged with
  • 16
  • 16
  • 5
  • 4
  • 4
  • 4
  • 4
  • 3
  • 3
  • 3
  • 3
  • 3
  • 3
  • 2
  • 2
  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

Immersive Virtual Reality Training to Enhance Procedural Knowledge Retention

Jun Zhang (6866033) 16 August 2019 (has links)
Immersive virtual reality (VR) technology has brought many new opportunities for training researchers and students. In the traditional training environment, trainees usually follow verbal instructions (lecture) or visual instructions (video tutorial, job manual) as certain training methods. For this research study, we not only tested how much procedural knowledge the trainees could learn from the VR training compared with traditional media training (video plus instruction manual), we also specifically focused on how well the knowledge could retain in a certain amount of time. The finding of this study shows that VR training can help trainees learn procedural knowledge, and also shows that VR training can help enhance procedural knowledge retention in terms of recall error. However, we did not find any significant difference in recall time between VR training group and traditional media training group.
2

Emotional Modulation of Cognitive Skill Learning.

Thomas, Laura Anderson 13 December 2007 (has links)
In this set of studies the modulation of feedback-based cognitive skill learning was investigated by modulating a probabilistic classification learning (PCL) task to be either emotional or neutral. In the current task, based on the weather prediction task, cue cards were presented on the screen and subjects were asked to predict what they would come across while walking in the woods, in the emotional condition a snake/spider or in the neutral condition a flower/mushroom. Chapter 1 is a review of the animal and human literature of multiple memory systems, amygdala modulation of multiple memory systems, and sleep-dependent procedural memory consolidation.Chapter 2 examined how emotional arousal affected performance, strategy use, and sympathetic nervous system activation in our manipulated PCL task. Subjects highly fearful of the outcomes in the emotional condition showed overall greater skin conductance responses compared to the other groups, as well as retardation in initial cue-outcome acquisition. Individuals who were not fearful of the outcome stimuli used more complex (optimal) strategies after a 24-hr period of memory consolidation relative to the other groups, reflecting greater implicit knowledge of the probabilistic task structure.The purpose of the experiment in Chapter 3 was to examine consolidation-based stabilization and enhancement in an emotional cognitive skill task. There was no effect of sleep on retention or savings on percent correct or strategy use in both the emotional and neutral PCL task. These results conform to recent evidence that probabilistic learning does not show sleep-dependent performance enhancements.Chapter 4 investigated the neural correlates of emotional PCL with functional magnetic resonance imaging. There was greater amygdala and striatal activity in the emotional versus neutral group on Day 1. There was also increased activity in the striatum on Day 2, suggesting an early and lasting bias of emotion on procedural learning. Additionally, there were differences in neural recruitment by subjects using complex versus simple implicit strategies.The findings from this series of experiments have implications for the assessment of psychopathologies that show dysfunction in affective and striatal areas, such as obsessive-compulsive disorder and Tourette's syndrome, and for the development, eventually, of optimal therapies. / Dissertation
3

TEACHING THE UNKNOWABLE: DOES ANALOGY LEAD TO IMPLICIT SKILL ACQUISITION IN A DART-THROWING TASK?

Sylvester, Michael Joseph 13 November 2007 (has links)
This experiment was conducted to examine the hypothesis that learning by analogy will invoke characteristics of an implicit mode of learning. On Day 1, dart novices learned to throw darts as close as possible to the centre of a target under one of three scenarios: control (without instruction), implicit (while performing a distracting secondary task), and analogy (while imagining an analogous physical image). Each participant threw 6 blocks of 40 darts, receiving repeated instructions before each block. The next day (Day 2), participants were tested for retention and for transfer by the addition of a secondary distracting task. The results showed that significant learning took place in all groups over a period of six learning blocks on the first day. There was also significant response to retention and transfer testing on Day 2. Learning to throw darts without instruction was shown to be superior to learning under both of the other conditions – analogy and secondary task. The study demonstrated that dart throwing instruction using analogy was insufficient to induce the beneficial features of implicit learning. The chosen elastic analogy, in fact, led to a significant deterioration of performance when compared to controls during transfer on Day 2. Sex and skill differences are unlikely to have played a significant role in the main findings. The findings are discussed within the framework of current literature. / Thesis (Master, Education) -- Queen's University, 2007-11-13 09:40:59.568
4

Are individual differences in language associated with differences in the corticostriatal system? A behavioral and imaging study

Lee, Joanna Chen 01 May 2012 (has links)
The overall aim of the current research was to investigate the corticostriatal system in developmental language impairment (DLI) at the behavioral and neuroanatomical levels. Two groups of young adults, one with DLI (N = 25) and the other without (N = 23), participated in the behavioral study. A sample of procedural learning and reinforcement learning (RL) tasks was selected. Each task represents a unique aspect of procedural memory, and learning processes during these tasks have been linked, at least partially, to the functionality of the corticostriatal system. Findings showed that individuals with DLI demonstrated relatively poor performance on different aspects of procedural learning and on RL. Correlation results provide further evidence for a close relationship between individual differences in implicit learning and individual differences in language. These results implicate an abnormal corticostriatal system in DLI. In the structural imaging study, two subgroups of participants from the first study, one with DLI (n = 10) and the other without (n = 10), were matched on age, gender, and handedness. Conventional magnetic resonance imaging (MRI) and diffusion tensor imaging (DTI) were used to investigate the subcortical components of the corticostriatal system in individuals with DLI. Results showed pathological enlargement in the bilateral putamen, the right globus pallidus, and the bilateral nucleus accumbens of individuals with DLI. In addition, the DLI group revealed decreased FA in the globus pallidus and in the thalamus, indicating abnormal white matter integrity in the two subcortical regions. These imaging results underpin the behavioral results, showing corticostriatal abnormalities in DLI at both macrostructural and microstructural levels. In addition to subcortical regions, the four cerebral lobes were also included for an exploratory analysis. Findings showed that individuals with DLI had global diffusion abnormalities in cerebral white matters in the absence of volumetric alterations, and these abnormalities were closely associated with impaired language performance. The results support a role of white matter integrity in language function. In conclusion, individuals with DLI have an abnormal corticostriatal system, which may lead to compromise of a wide variety of cognitive learning, including procedural learning, RL, and certain aspects of language learning.
5

The role of procedural learning in stuttering: implications from visuomotor tracking performance

Tumanova, Victoria 01 January 2010 (has links)
This research study examined motor control and procedural learning abilities in the oral and manual motor systems of adults who stutter, using people with Parkinson's disease, and age-matched controls as comparison groups. Participants in this study were asked to track a moving target on a computer screen with their jaw and with their dominant hand. Specifically, we compared their tracking accuracy for predictable and unpredictable signals. Procedural learning (defined as increased accuracy over time) was assessed by examining changes in tracking accuracy within a single tracking trial and between consecutive tracking trials of the same predictable condition. There were two main findings in this study related to tracking accuracy and procedural learning in people who stutter (PWS) and age-matched controls (CPWS). First, our analyses revealed that there was no significant difference between PWS and CPWS in the accuracy of tracking of either predictable or unpredictable conditions for either the hand or the jaw, although a trend was observed in which PWS performed more poorly in both for decreased accuracy. Second, both PWS and CPWS showed evidence of procedural learning to the same extent. There were two main findings in this study related to tracking accuracy and procedural learning in people who have Parkinson's disease (PPD) and age-matched controls (CPPD). First, tracking accuracy analyses revealed that PPD performed significantly more poorly than CPPD during jaw tracking of predictable conditions, but they were not significantly different from CPPD in jaw tracking of unpredictable conditions. During hand tracking PPD differed significantly from CPPD in tracking of both predictable and unpredictable conditions for their less accurate performance. Second, there was no significant difference between the two groups in the extent of procedural learning during jaw tracking. However, during hand tracking the PPD group improved less with time than the CPPD, suggesting that the PPD group had reduced procedural learning ability in the manual motor domain. Lastly, age was found to be an important factor determining tracking accuracy in our participants. Younger participants (PWS and CPWS) in the age range of 18-40 years had significantly better accuracy of jaw and hand tracking than the older individuals (PPD and CPPD) in the age range of 57-79 years.
6

The role of principles in instructions for procedural tasks: timing of use, method of study, and procedural instruction specificity

Eiriksdottir, Elsa 11 November 2011 (has links)
Including domain rules and generalities (principles) in instructions for procedural tasks is believed to help learners understand the task domain (or the system), and in turn make them better able to complete tasks. However, equivocal results of prior research indicate that principles are not always beneficial. The goal of the current research was to delineate the characteristics of the conditions under which principles are useful. In two studies I investigated the impact of the timing of principle use, the method used to study the principles, and the specificity of the procedural instructions accompanying the principles. The first study showed that the timing of principle use (studying the principles before, during, or after completing training tasks) did not affect declarative (knowledge of the system) or procedural learning (troubleshooting task performance). Therefore, the commonly advocated idea that principles should be provided before task engagement was not supported. Neither was the hypothesis that using principles while solving tasks would enhance procedural learning. When learners summarized the principles, they demonstrated better declarative learning compared to when they just read the principles. Better declarative learning was associated with better procedural learning, but the relationship between understanding and using a system is likely not as direct as often assumed. In the second study declarative and procedural learning were enhanced when the principles were accompanied by general rather than detailed procedural instructions. General procedural instructions appeared to encourage task engagement and the effective use of principles although this effect was reduced if leaners were required to summarize the principles rather than simply read them. Together the results of the two studies reveal how the learning situation and instructional materials can be constructed to create conditions where principles enhance learning and subsequent performance.
7

Implicit Sequence Learning in Children with Dyslexia with and without Language Impairment

Riggall, Emily 08 August 2017 (has links)
Procedural learning abilities have been shown to be deficient in children who meet criteria for Developmental Dyslexia (DD) and those who meet criteria for Specific Language Impairment (SLI; Lum et al., 2010; Menghini et al., 2006). Further, grammatical understanding has been linked to implicit sequence learning abilities across SLI and typically developing children (Lum, 2012). The present study examined implicit sequence learning, measured by the Serial Reaction Time Task (SRTT), in children who met criteria for DD with or without SLI. Implicit sequence learning was modeled using multi-level growth models of initial reaction time and learning slope across the repeated sequences of the SRTT. We further examined the predictive contributions of grammatical understanding, vocabulary abilities, phonological awareness, and diagnostic groups on implicit learning performance on the SRTT. Results showed language abilities and diagnostic group did not relate strongly to rates of implicit learning.
8

Examining the Efficacy of Non-Declarative Learning Techniques in Mathematics Education

Graham, Erin Nicole 28 April 2021 (has links)
No description available.
9

L’apprentissage de procédures médicales par vidéo : effets de la segmentation et du contrôle du rythme par l’apprenant / Learning medical procedures by video : effects of segmentation and pacing

Biard, Nicolas 11 January 2019 (has links)
Les vidéos sont de plus en plus utilisées dans l’enseignement. C’est également le cas dans la formation médicale et paramédicale et, entre autres, dans l’apprentissage de procédures qui seront à réaliser de manière différée. Malgré l’intérêt pédagogique qu’elles offrent aux apprenants, leur utilisation peut entrainer des difficultés spécifiques dans le processus d’apprentissage des utilisateurs en raison de la nature transitoire des informations fournies. Pour limiter la surcharge cognitive que cela peut engendrer, il est possible de laisser le contrôle du rythme de la vidéo à l’apprenant, avec un bouton pause sur l’interface du lecteur par exemple. Cependant, les modèles mentaux des apprenants novices peuvent ne pas être suffisamment pertinents pour savoir à quel moment de la procédure arrêter la vidéo. Ainsi, l’introduction d’une segmentation, avec des pauses imposées par le système à chaque étape de la procédure, peut s’avérer plus efficace lors d’un apprentissage d’une compétence clinique. Ces modalités de présentation de l’information ont été étudiées sous l’angle de la théorie de la charge cognitive et de la théorie cognitive de l’apprentissage multimédia. Une série d’études est menée afin de déterminer la manière dont il est préférable de présenter l’information délivrée par les vidéos pour faciliter son apprentissage. Nous avons tout d’abord vérifié que l’association de la segmentation au contrôle du rythme par l’apprenant améliore la qualité de l’apprentissage (expé. 1) et que cet effet positif était bien lié à la segmentation et non au temps d’exposition au matériel pédagogique (expé. 2) ou à la durée des pauses imposées (expé. 3). Enfin, deux autres modalités, permettant d’optimiser encore l’apprentissage, ont été testées. Alors que l’indiçage verbal n’a pas amélioré l’apprentissage (expé. 4), nous avons pu montrer qu’une incitation à faire des pauses lors de la consigne avait un effet positif sur les comportements des apprenants et sur la qualité de l’apprentissage (expé. 5). Les résultats de ces études sont discutés et des perspectives proposées. / Videos are increasingly being used in education. This is also the case in medical and paramedical training and, among other things, in the learning of procedures that will have to be carried out later. Their use can lead to specific difficulties in term of users’ learning processes, owing to the transient nature of the information that is delivered. To cope with potential cognitive overload, learner controls can be provided (e.g., pause button), but novice users’mental models may not be sufficiently relevant for them to know when to halt the video. Thus, the introduction of segmentation, with breaks imposed by the system at each step of the procedure, may be more effective when learning a clinical skill. These information presentation modalities were studied from the perspective of the cognitive load theory and the cognitive theory of multimedia learning. A series of studies is being conducted to determine how it is best to present the information provided by the videos to facilitate learning. We first verified that the combination of segmentation and pacing improves the quality of learning (exp 1) and that this positive effect was related to segmentation and not to the time of exposure to the teaching material (exp 2) or the duration of the imposed breaks (exp 3). Finally, two other modalities, to further optimize learning, were tested. While signaling did not improve learning (exp 4), we were able to show that an incentive to pause during the instruction had a positive effect on learners' behaviors and on the quality of their learning (exp 5). The results of these studies are discussed and perspectives proposed.
10

Striatum mosaic disassembling: shedding light on striatal neuronal type functions by selective ablation in genetic models/Etude du rôle de populations neuronales du striatum par ablation sélective dans des modèles murins transgéniques.

Durieux, Pierre PF 25 May 2010 (has links)
The striatum represents the main input nucleus of the basal ganglia, a system of subcortical nuclei critically involved into motor control and motivational processes and altered in several conditions such as Parkinson’s diseases or drug addiction. The projection neurons of the striatum are GABAergic (γ-aminobutyric acid) medium-sized spiny neurons (MSNs), and account for the large majority of striatal neurons, while interneurons represent about 10% of striatal cells. The MSNs are subdivided into two subpopulations that form two main efferent pathways: the striatonigral and striatopallidal neurons. The striatonigral MSNs project to the entopeduncular nucleus (EP) and substancia nigra pars reticulata (SNr) (direct pathway) and co-express dopamine D1 receptors (D1R) and substance P neuropeptide (SP). On the other hand, striatopallidal MSNs project to the lateral globus pallidus (LGP) (indirect pathway) and co-express dopamine D2 receptor (D2R), adenosine A2A receptor (A2AR) and enkephalin (Enk). The D1R striatonigral and D2R striatopallidal MSNs are equal in number and shape and are mosaically distributed through all the striatum. The dorsal striatum is mainly involved in motor control and learning while the ventral striatum is crucial for motivational processes. In view of the still debating respective functions of projection D2R-striatopallidal and D1R-striatonigral neurons and striatal interneurons, both in motor control and learning of skills and habits but also in more cognitive processes such as motivation, we were interested in the development of models allowing the removal of selective striatum neuronal populations in adult animal brain. Because of the mosaical organisation of the striatum, a targeting of specific neuronal type, with techniques such as chemical lesions or surgery, is still impossible. Taking advantage of new transgenic approaches, the goal of the present work was to generate and/or to initiate the characterization of genetic models in which a selective subtype of striatal neuron can be ablated in an inducible way. We used a transgenic approach in which mice express a monkey diphtheria toxin (DT) receptor (DTR) in D2R-striatopallidal or D1R-striatonigral neurons. Local stereotactic injections of DT can then induce selective neuronal ablation in functionally different striatal areas. We first investigated functions of D2R-striatopallidal neurons in motor control and drug reinforcement by their selective ablation in the entire striatum or restricted to the ventral striatum. This DTR strategy produced selective D2R striatopallidal MSN ablation with integrity of the other striatal neurons as well as the striatal dopaminergic function. D2R MSN ablation in the entire striatum induced permanent hyperlocomotion while ventral striatum-restricted ablation increased amphetamine place preference. We next compared respective roles of D2R-striatopallidal and D1R-striatonigral neurons in motor control and skill learning in functionally different striatum subregions. Finally, to target nitrergic interneurons of the striatum, we developed a bacterial artificial chromosome genetic strain in which the cre-recombinase expression is under the control of the neuronal nitric oxide gene promoter. Altogether, those results show that DTR expression and DT local injections is an efficient and flexible strategy to ablate selective striatum neuronal types with spatial resolution. We provide the first direct experimental evidences that D2R striatopallidal neurons inhibit both locomotor and drug-reinforcement processes and that D2R and D1R MSNs in different striatum subregions have distinct functions in motor control and motor skill learning. Those results strongly support a cell-type and topographic functional organization of the striatum and underscore the need for characterization of the specific cellular and molecular modifications that are induced in D2R and D1R MSNs during drug-reinforcement or procedural learning.

Page generated in 0.0874 seconds