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No description available.

The modelling of strictly sequential experimental tasks, such as serial list learning, has underscored a potential problem for connectionism: namely, the inability of connectionist networks to retain old information during the acquisition of new material (McCloskey & Cohen, 1989; Ratcliff, 1990). While humans also suffer from interference, connectionist networks experience a much greater loss of old material; this excessive retroactive interference is termed the sequential learning problem. This paper reviews two papers arguing that connectionist networks are unable to overcome the sequential learning problem, and five papers offering potential solutions. Simulations exploring issues arising from these reviews are described in the later part of the paper. It is true that connectionist models do suffer from the sequential learning problem. However, it appears that the problem is found only with simulations employing a strictly sequential training regime and involving small, unstructured item sets. Hence, there is no reason to believe that more realistic simulations of large, structured domains, such as language, will suffer from the sequential learning problem.

The application of research-based methods of skill development has enabled people across a variety of different fields to reach extraordinary levels of achievement. Among the various fields where superior achievement might be attained, training individuals to recognize the dignity of others and strive for remarkable accomplishment in humanitarian service would be an area that would greatly affect our society and world. The purpose of this study was to test the applicability of K. Anders Ericsson’s theory of the attainment of expert performance through deliberate practice on those who demonstrate a superior level of achievement in terms of service to others. The project consisted of the study of two participants who were identified as having demonstrated outstanding achievement in serving others. These people participated in a series of retrospective interviews. The study also included data from retrospective interviews with a close friend or relative with long-term familiarity of the participant’s service to others, and with a person identified by the participant as a coach or mentor. Analysis of the interview data demonstrated a reasonable connection between the lives of the expert humanitarians and Ericsson’s framework. The data from both participants related well to Ericsson’s framework particularly in regards to incremental growth, use of strategies, and focused attention. Although both participants used mentors, one did not use the mentor in order to design tasks and set goals but rather to seek feedback and advice. There is reasonable cause to conclude that this model will serve as a valuable tool for educators. Additionally, five practical and one theoretical recommendations are offered to help administrators engage students in incremental growth, including a focus on teaching students to listen attentively to find their cause in life, the promotion of travel as a form of education, and assisting and encouraging students when they want to become active and involved.

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The purpose of this study was to investigate differences among the dominant modalities displayed by kindergarten students, relationships between dominant modality and gender, and interactions between dominant modality and academic achievement.A total of 60 males and 60 females participated in this study. Subjects were randomly selected from 137 kindergarten students whose parents granted written permission for inclusion in the study. At the time of testing, subjects ranged in age from five years, seven months to seven years.During a three-week period of time, examiners administered the Swassing-Barbe Modality Index (SBMI) followed by the Skills Cluster of the Woodcock-Johnson Psycho-Educational Battery, to all subjects. Instruments were administered to each subject individually during two separate testing sessions.Subjects were divided into modality groups on the basis of SBMI modality percentage scores and modality raw scores. The .05 level of confidence was established for testing statistical significance with each of the eight null hypotheses.The predominant learning modality for kindergarten students was found to be audition, followed by vision and kinesthesia. The proportion of children identified as having a mixed modality strength was consistent with the proportion for the general population suggesting that integration of learning modalities may occur at an earlier age than that indicated by previous research.Essentially no relationship was found between dominant learning modality and sex, or between ability to function within each modality (visual, auditory, kinesthetic) and sex.No significant differences were found among average achievement scores for visual, auditory, kinesthetic, and mixed dominance modality groups indicating significant relationship between a child's identified dominant learning modality and achievement. However, results did indicate significant relationships between ability to function within the dominant modality and achievement for children identified as having-either a visual or an auditory modality dominance. A significant relationship was also found between ability to utilize all learning modalities and achievement. These findings suggest that the ability to function within the dominant modality and the ability to utilize all learning modalities may significantly affect the acquisition of academic skills.

There is no abstract available for this dissertation.

Despite the increasing number of recommendations for urban sustainability, there remains a need for greater understanding of how communities become more sustainable given the predominant existing preference for sprawl and resistance towards urban alternatives. Focusing on the proposed development initiative for the Southwood Precinct in Winnipeg Manitoba, this research examined the reasons for opposition to, or concern with, existing recommendations for EcoCities, Healthy Cities, and Age-Friendly Cities. The study was conducted by interviewing local residents and stakeholders, using an image-based info-sheet as a communications tool to increase openness to alternative (more sustainable) urban development approaches. The study revealed that opposition and concern can stem from values that are more complex than mere preference for sprawl or resistance to change. Overall, participant reflections showed that the image-based info-sheet along with discussion (through semi-structured interviews) was conducive to expanding positive perceptions of sustainable development in local neighbourhoods.