Search

This study aims to introduce the task-based approach to language learning and teaching. It comes in two parts: the first is theoretical and it provides a comprehensive theoretical framework for this approach; starting with its various definitions and their diversity according to the the point of view which each researcher looks at the concept of the task, and then distinguishing between the important terms task in this field, and explaining the subtle differences between them, they are: the task, the exercise the activity, and then explaining the characteristics of the task, and presenting the three stages that each task goes through, while explaining the role of both the teacher and the learner in each of these stages. The study addressed the criteria for task construction, outlined the fundamental principles for selection, and subsequently highlighted the primary obstacles associated with this form of education. In the second part of the study, three models of educational tasks were presented at different levels: beginner, intermediate, and advanced. These models Target speaking, writing, and reading comprehension skills. Then, it explains how to plan, prepare, and apply them among non-Arabic speakers. The significance of this study lies in its provision of an allencompassing theoretical framework for language learning and task-based teaching, especially considering the absence of both theoretical and applied Arabic studies. on this approach. From a practical perspective, it offers tangible models for linguistic tasks that can be utilized by Arabic teachers and curriculum designers. These models serve as valuable resources for teaching and curriculum development. The researcher suggests the necessity for additional experimental studies on this approach and emphasizes the importance of developing task-based educational curricula. [ABSTRACT FROM AUTHOR]

Theories of instruction following assume that language contributes to our ability to understand and implement instructions. The two experiments reported here investigated that assumption. Participants (total N = 96) were required to learn a series of novel tasks, with each task consisting of six arbitrary stimulus-response rules. All tasks were preceded by an instruction phase (a visual depiction of the correct stimulus-response rules for each task), during which participants performed a verbal distractor task (articulatory suppression), a non-verbal distractor task (foot tapping) or no distractor task. Additionally, the duration of the instruction phase was varied so that it was either long (60 s) or short (30 s in Experiment 1, or 10 s in Experiment 2). In both experiments participants made more errors when they had performed articulatory suppression during the instruction interval, compared to the foot tapping and no distractor task conditions. Furthermore, Experiment 2 found that this detrimental effect of articulatory suppression was especially pronounced with a very short instruction duration. These findings demonstrate that language plays a crucial role in the encoding of novel task instructions, especially when instructions are encoded under time pressure. [ABSTRACT FROM AUTHOR]

Our world is full of uncertainty. Animals, including humans, need to behave flexibly to adjust to ever-changing environments. Reversal learning tasks have been used to assess behavioral flexibility in many species. However, there are some limitations in the traditional free-moving methodology, including (1) sessions to train the animals, (2) within-session number of trials associated with reversals, (3) factors of physical movement unrelated to the task in the maze or operant box, and (4) incompatibility with techniques, such as two-photon imaging. Therefore, to address these limitations, we established a novel spatiotemporal Pavlovian head-fixed reversal learning task for mice. Six experimentally naive adult C57BL/6J mice were used in this study. First, we trained head-fixed mice on a fixed-time schedule task. Sucrose solution was delivered every 10 s with a single drinking spout placed within the licking distance of the mice. After the mice showed anticipatory licking toward the timing of sucrose solution delivery, we began training the mice on the fixed-time schedule reversal learning task with two licking spouts. In this task, sucrose solution was delivered through one of the two drinking spouts. The rewarding spout was switched every 10 trials. Mice quickly learned to switch anticipatory licking to the rewarding side of the spouts, suggesting that they learned this head-fixed reversal learning task. Using the head-fixed experimental design, behavioral measures can be simplified by eliminating the complex behavioral sequences observed in free-moving animals. This novel head-fixed reversal learning task is a useful assay for studying the neurobiological mechanism of behavioral flexibility that is impaired in various psychopathological conditions. [ABSTRACT FROM AUTHOR]

This systematic review and meta‐analysis considered evidence of guided play compared to direct instruction or free play to support children's learning and development. Interventions from 39 studies were reviewed (published 1977–2020); 17 were included in meta‐analysis (Ntotal = 3893; Mchildage = 1–8 years; Mgirls 49.8%; Methnicity White 41%, African American/Black 28%, Hispanic 19%). Guided play had a greater positive effect than direct instruction on early maths skills (g = 0.24), shape knowledge (g = 0.63), and task switching (g = 0.40); and than free play on spatial vocabulary (g = 0.93). Differences were not identified for other key outcomes. Narrative synthesis highlighted heterogeneity in the conceptualization and implementation of guided play across studies. [ABSTRACT FROM AUTHOR]

We focused on the effect of various types of feedback in a game-based fluid reasoning test called Triton and the Hungry Ocean on elementary school students (ages 8-12; total N = 321). The feedback types were four: no feedback (A), simple (correct/wrong feedback; B), elaborated (correct solution shown; C), and learner-controlled feedback (student chooses between feedback types; D). We did not observe an effect of any feedback type on performance (i.e., there were no between-group differences). However, within group D, students overall tended to choose elaborated feedback more often as task difficulty increased (r = .92), and those in group D who generally tended to choose elaborated feedback also tended to perform better even after controlling for intellect. [ABSTRACT FROM AUTHOR]

In this study, we investigated how different environmental cue and the proficiency of body motion influenced detour learning behaviour and cue preference in cue conflict situations. Domestic chicks were trained to detour around an obstacle and follow a fixed route to rejoin with their partners. When the environmental cue was red versus blue vertical stripes, the chicks learned the detour task quicker, and as the number of training trials after route acquisition increased, they switched their preference from the environmental cue to a body-motion cue in the cue conflict test. On the other hand, when the environmental cue was vertical versus horizontal blue stripes, the chicks learned the detour task slower and showed a dependence on the body-motion cue regardless of the number of training trials performed after route acquisition. When the environmental cue was removed, most chicks could still successfully detour according to the specific route on which they had been trained. Furthermore, a significant difference in detour latency was found between chicks using the environmental cue and chicks using the body-motion cue, suggesting separate neuronal circuits responsible for processing the two types of information. Our results demonstrated that young domestic chicks could use both environmental cue and body-motion cues to memorize the route during the detour learning task; however, the detour route preference could be dynamically modulated by difference of the environmental cue and the number of training trials they received. [ABSTRACT FROM AUTHOR]

Perfectionism is a personality disposition usually defined considering the demands toward performance outcomes. Maladaptive perfectionists have more concerns over getting adverse performance outcomes than adaptive perfectionists. As an indicator of impulsivity, individuals' reaction time is significantly shorter after getting negative performance feedback than positive feedback. We conducted the present study to investigate the differences among perfectionists concerning the task-based impulsivity measures after getting negative and positive performance outcomes in a gambling task. A sample of 60 adults (22 adaptive, 20 maladaptive, and 18 non-perfectionists) performed a monetary gambling task while receiving positive or negative feedback. The findings revealed that maladaptive perfectionists had more impulsive responses than the other groups regardless of the feedback. The adaptive perfectionists spent more time choosing answers after each kind of feedbacks to make accurate decisions. The reinforcement sensitivity probably addresses the between-group differences of perfectionists in impulsivity. The findings of this study will help clarify the complex process of learning. [ABSTRACT FROM AUTHOR]

The objective of this study was to identify and characterize the reading and writing tasks that university students perform to learn, taking into account the discipline (sciences vs humanities) and the support used (printed vs digital). Four hundred and four students completed an online questionnaire that included 13 tasks which involved reading-writing to learn the contents of the subject. The tasks varied according to their level of complexity, the number and type of sources needed, the level of composition required and the degree to which the information from the sources was processed. Students indicated performing, with higher frequency, tasks that promoted more superficial learning. Humanities students mentioned carrying out tasks that promoted deeper processing. Regarding the format of the materials used, science students reported using the digital format more frequently. However, printed support seemed to be more commonly used when students performed tasks to learn in a relatively superficial way the contents of the subjects. By contrast, students used the digital format to perform complex reading and writing tasks. [ABSTRACT FROM AUTHOR]

The study reported here investigated the effects of recasts on L2 development in terms of promoting EFL learners' accuracy in using English articles during mobile-mediated audio and video interactions. Fifty-two Iranian EFL learners were randomly assigned into two audio and video recasts conditions as well as two audio and video control groups. During five treatment sessions, the participants in the audio recasts group performed several online communicative tasks via their smartphones with their interlocutor and received recasts in response to their errors during audio interactions. The participants in the video recasts group performed the same tasks and received recasts during video interactions. The analyses of the learners' post-test scores indicated the benefits of recasts provided during both audio and video interactions for L2 development although recasts provided during audio interactions proved to be more effective than recasts delivered during video interactions. The analyses of learners' perceptions of recasts and also their responses to recasts revealed that the learners had more accurate perceptions of audio recasts and that the participants produced more target-like modified output in response to audio recasts compared to the video recasts. The implications for language teaching, especially technology-based and distance education, will be discussed in the study. [ABSTRACT FROM AUTHOR]

Self-regulated learning (SRL) promotes both current and future academic achievement and must be adapted based on task demands. To develop SRL, gifted students must have opportunities to experience optimally challenging tasks. Gifted students' past experiences (or lack thereof) with challenging tasks affects how they approach current tasks, which affects how they will approach challenges in the future. The current study used a two-stage approach to examine the extent to which Honors College students are able to adjust their SRL approaches based on task demands. Stage 1 provided baseline data on which types of Graduate Record Examination data analysis problems each student found to be difficult or easy. Then, in Stage 2, students were provided individually designed, easy and difficult problems. The students reported their SRL processes while engaging with the problems. When students were solving difficult problems, they demonstrated lower self-efficacy, lower performance evaluations, and lower effort. Furthermore, students reported using more surface level strategies when solving a difficult task, compared with their deeper strategic approach employed when engaging with the easy task. These findings suggest that, although gifted students may be aware of deeper, more effective strategies, they may not transfer these skills to difficult learning tasks. Thus, one recommendation would be to provide gifted students with more opportunities to practice building and transferring adaptive SRL processes when faced with a challenging task. [ABSTRACT FROM AUTHOR]

In this study, 17 adult participants were trained to solve alphabet–arithmetic problems using a production task (e.g., C + 3 = ?). The evolution of their performance across 12 practice sessions was compared with the results obtained in past studies using verification tasks (e.g., is C + 3 = F correct?). We show that, irrespective of the experimental paradigm used, there is no evidence for a shift from counting to retrieval during training. However, and again regardless of the paradigm, problems with the largest addend constitute an exception to the general pattern of results obtained. Contrary to other problems, their answers seem to be deliberately memorised by participants relatively early during training. All in all, we conclude that verification and production tasks lead to similar patterns of results, which can therefore both confidently be used to discuss current theories of learning. Still, deliberate memorization of problems with the largest addend appears earlier and more often in a production than a verification task. This last result is discussed in light of retrieval models. [ABSTRACT FROM AUTHOR]

In this paper we review studies that have identified collective variables (order parameters) in movement coordination, control and skill with emphasis on whole-body multiple joint degree of freedom (DF) tasks. Collective variables of a dynamical system have been proposed formally and informally from a diverse set of perceptual-motor tasks, from which we emphasize: bimanual coordination, locomotion (pedalo, walking, running, bicycle riding), roller ball task, static (quiet standing) and dynamic (moving on a ski-simulator) balance, grasping, and juggling. Several types of candidate collective variables have been identified, including: relative phase, frequency ratio, number of hands active in grasping, synchrony, learning rate and relative timing. There is a strong influence of the task goal in determining the collective variable that can be body or environment relative. The emergence of the task relevant collective variable is typically in the early stage of skill learning where subjects through practice adapt movement organization to realize a never previously produced movement coordination pattern. Throughout, the paper elaborates on open theoretical, experimental and analysis issues for collective variables in the context of task constraints and Bernstein's (1967) view of skill acquisition as learning to master redundant DF. [ABSTRACT FROM AUTHOR]

This paper presents one of the most important and updated problems of the English teaching-learning process: to improve written expression in English. To do so, some empirical methods were implemented and they revealed, as a result, the weaknesses that persist in most school institutions regarding the development of this practice. Thus, the research offers a proposal of some learning tasks to improve the students' writing abilities. Some methodological considerations and requirements are also included to structure the proposal, as well as certain didactic reflections for the English written expression development. [ABSTRACT FROM AUTHOR]

Objective: Cross-sectional studies reported increased postural sway during balance tasks with a high (e.g., unipedal stance on foam ground) compared to a low (e.g., unipedal stance on firm ground) level of task difficulty. Therefore, practicing/training balance tasks using high compared to low stimuli seems to be beneficial as it addresses larger adaptive reserves. Thus, the present study was performed to investigate the role of task difficulty during practice on learning a dynamic balance task in healthy young adults. Results: During acquisition, both practice groups ("Easy" or "Difficult" task condition) significantly improved their performance (i.e., time in balance). Further, the statistical analysis of post-practice performance revealed a significant main effect of test (i.e., better performance under easy compared to difficult test conditions, irrespective of group) but not of group. Additionally, the Group × Test interaction did not reach the level of significance, indicating that learning a dynamic balance task did not depend on the practiced task condition. [ABSTRACT FROM AUTHOR]

According to the time on-task hypothesis, the amount of time an individual devotes to an instructional task determines the extent to which learning occurs. Therefore, time off-task hampers learning by limiting learning opportunities. Prior research has generally found a positive relationship between time on-task and achievement; however, the correlation strength is highly variable across studies. Differences in the ways in which time has been operationalised may be one factor contributing to the divergent results. We utilise an existing data set of twenty classrooms (K-4) to investigate whether operationalising time in a consistent manner will yield a stable association between on-task behaviour and learning. Overall, on-task behaviour was positively correlated with learning, controlling for gender, school type, and grade-level. However, this correlation was weak. Importantly, considerable variability in the correlation strength was observed, indicating variations in the prior literature cannot be attributed solely to issues of measurement. [ABSTRACT FROM AUTHOR]

The main features of the Shuttle Box Active Avoidance paradigm (e.g., the use of simple locomotor response as an operant and electrical current as a primary reinforcer) make this task easily automated. However, learning in this paradigm cannot be easily separated from the specificity of fear motivation. Punishment and negative reinforcement highly affect behavior in this task and complicate learning. In the present study, we describe a novel computer-controlled appetitive task in a shuttle box and compare it with active avoidance. The appetitive task was performed in the same shuttle box apparatus, additionally equipped with food dispensers in each compartment, and using a similar protocol. The reinforced reaction included the transition to the feeder in the opposite compartment in response to a stimulus. Animals mastered the appetitive task faster than the active avoidance task in the shuttle box. Other major differences between the models were the number and dynamics of intertrial responses (ITRs). Whereas in active avoidance the number of ITRs was low during learning, in the appetitive task rates were higher and they persisted throughout learning. Overall, the findings demonstrate some benefits of the appetitive task as a control condition to active avoidance: the use of a similar reaction and apparatus, no prior habituation, and fast acquisition. [ABSTRACT FROM AUTHOR]

Pre-school children find it difficult to correctly report if it is morning or afternoon. The present study tested whether children could learn a non-verbal Time-Place Learning (TPL) task that depended on time of day. Twenty-five 4-year-olds were repeatedly asked to find a toy in one of two boxes. Children in the Cued condition were told the toy was in one box in the morning and in another box in the afternoon. Children in the Not Cued condition were told the toy was sometimes in one box and sometimes in the other box. After 80 trials, children were asked if it was morning or afternoon. About 65% of the children learned the TPL task, and about three-quarters of the children verbally identified if it was morning or afternoon. However, the children who learned the TPL task were not necessarily the children who correctly answered whether it was morning or afternoon, and those in the Cued condition were no more likely to solve the task than those in the Not Cued condition. The implication is that children have a sense of time that can be used to solve spatio-temporal contingencies, but does not depend on the verbal understanding of time of day. [ABSTRACT FROM AUTHOR]

High-performance computing becomes the most important field in various industries and organizations, which needs to be concentrated more today due to their massive resource requirements. It is required to provide more resources to accomplish the high-performance tasks which are very difficult to handle. This problem is resolved in the earlier research method, namely similarity aware high-performance scientific application scheduling. This method would group the similar tasks and provide the optimal resource for the similar kinds of tasks together. However, the existing research method doesn't focus on the resource similarity where it is complex to identify the proper resource for the task execution based on their characteristics. This would lead to increased time complexity and reduced accuracy in optimal resource allocation. To solve this problem, new framework, namely profit and resource availability aware optimal scheduling, is introduced in this work. In this research method, initially resources that contribute to similar characteristics would be identified by constructing the distance matrix and then learning-based optimal scheduling is done to allocate the proper resources for the incoming tasks accurately. Here, support vector machine is utilized to learn the optimal allocation of tasks and hybrid cuckoo genetic algorithm is implemented for the optimal scheduling process. The implementation is done in the CloudSim environment which concludes the proposed work. The proposed method would ensure optimum results than the existing methods in terms of reduced time complexity and improved accuracy. [ABSTRACT FROM AUTHOR]

• Novice and experienced drivers rated event videos more hazardous than non-event videos. • Experienced drivers rated event videos as more hazardous than Novice drivers. • Group ratings differed according to characteristics of the event videos. • Naturalistic driving videos are viable stimuli for experimental studies. Introduction : Novice drivers' inability to appropriately anticipate and respond to hazards has been implicated in their elevated crash risk. Our goal was to develop a driving hazard prediction task using naturalistic videos from the U.S. context that could distinguish between novice and experienced drivers. Method : Using the query builder from the SHRP 2 InSight Data Access Website, we identified a sample of 1034 videos for further review. Task criteria reduced these to 30 videos of near-crash events that were split into event and non-event segments and were used to develop the driving hazard prediction task (task). Participants, aged 16–20 years-old (22 novice and 19 experienced drivers) completed the task during which they watched event and non-event videos and were asked, "How likely was the driver of this car to get into a crash?" after each video. Overall ratings for hazardousness were calculated for experienced and novice drivers as well as a group difference score for hazardousness. Results : All participants rated event videos as more hazardous than non-event videos, but there was no main effect of group. Rather, there was a significant EventbyGroup interaction in which there were no group differences in hazard ratings for non-event videos, but experienced drivers rated event videos as more hazardous than novice drivers. Specific characteristics of the event videos, such as the hazard development period, were related to differences between novice and experienced drivers' hazardousness ratings. Conclusion : To the best of our knowledge, this is the first use of naturalistic driving videos from an existing database as experimental stimuli. We found that the task discriminated between novice and experienced drivers' ratings of hazardousness. This distinction suggests naturalistic driving videos may be viable stimuli for experimental studies. Practical Applications : The application of naturalistic driving video database for experimental research may hold promise. [ABSTRACT FROM AUTHOR]

There is a growing need for adaptive robotic assembly systems that are fast to setup and reprogram when new products are introduced. The World Robot Challenge at World Robot Summit 2018 was centered around the challenge of setting up a flexible robotic assembly system aiming at changeover times below 1 day. This paper presents a method for programming robotic assembly tasks that was initiated in connection with the World Robot Challenge that enables fast and easy setup of robotic insertion tasks. We propose to program assembly tasks by demonstration, but instead of using the taught behavior directly, the demonstration is merged with assembly primitives to increase robustness. In contrast to other programming by demonstration approaches, we perform not only one demonstration but a sequence of four sub-demonstrations that are used to extract the desired robot trajectory in addition to parameters for the assembly primitive. The proposed assembly strategy is compared to a standard dynamic movement primitive and experiments show that the proposed assembly strategy increases the robustness towards pose uncertainties and significantly reduces the applied forces during the execution of the assembly task. [ABSTRACT FROM AUTHOR]

Tasks that require the cooperation of both hands and arms are common in human everyday life. Coordination helps to synchronize in space and temporally motion of the upper limbs. In fine bimanual tasks, coordination enables also to achieve higher degrees of precision that could be obtained from a single hand. We studied the acquisition of bimanual fine manipulation skills in watchmaking tasks, which require assembly of pieces at millimeter scale. It demands years of training. We contrasted motion kinematics performed by novice apprentices to those of professionals. Fifteen subjects, ten novices and five experts, participated in the study. We recorded force applied on the watch face and kinematics of fingers and arms. Results indicate that expert subjects wisely place their fingers on the tools to achieve higher dexterity. Compared to novices, experts also tend to align task-demanded force application with the optimal force transmission direction of the dominant arm. To understand the cognitive processes underpinning the different coordination patterns across experts and novice subjects, we followed the optimal control theoretical framework and hypothesize that the difference in task performances is caused by changes in the central nervous system's optimal criteria. We formulated kinematic metrics to evaluate the coordination patterns and exploit inverse optimization approach to infer the optimal criteria. We interpret the human acquisition of novel coordination patterns as an alteration in the composition structure of the central nervous system's optimal criteria accompanied by the learning process. [ABSTRACT FROM AUTHOR]

This study investigated Brazilian learners of English perceptions about their production in a digital storytelling task cycle. Participants were 14 learners of English from an undergraduate program in Brazil. Data from the present study were obtained from participants' answers to the four questionnaires presented to them along the digital storytelling task cycle. After that, their answers were grouped and analyzed in order to have a broad view on their perceptions regarding oral production in the digital storytelling task cycle. The present study found that participants were concerned about their oral production as a whole, that they became more engaged and critical regarding the language learning process and aware of it with the use of digital storytelling. It also found that the teacher should be prepared to use technology and tasks in class and stimulate their students to use them so that language learning may be improved from its use. [ABSTRACT FROM AUTHOR]

The ability to inhibit prepotent actions towards rewards that are made inaccessible by transparent barriers has been considered to reflect capacities for inhibitory control (IC). Typically, subjects initially reach directly, and incorrectly, for the reward. With experience, subjects may inhibit this action and instead detour around barriers to access the reward. However, assays of IC are often measured across multiple trials, with the location of the reward remaining constant. Consequently, other cognitive processes, such as response learning (acquisition of a motor routine), may confound accurate assays of IC. We measured baseline IC capacities in pheasant chicks, Phasianus colchicus, using a transparent cylinder task. Birds were then divided into two training treatments, where they learned to access a reward placed behind a transparent barrier, but experienced differential reinforcement of a particular motor response. In the stationary-barrier treatment, the location of the barrier remained constant across trials. We, therefore, reinforced a fixed motor response, such as always go left, which birds could learn to aid their performance. Conversely, we alternated the location of the barrier across trials for birds in the moving-barrier treatment and hence provided less reinforcement of their response learning. All birds then experienced a second presentation of the transparent cylinder task to assess whether differences in the training treatments influenced their subsequent capacities for IC. Birds in the stationary-barrier treatment showed a greater improvement in their subsequent IC performance after training compared to birds in the moving-barrier treatment. We, therefore, suggest that response learning aids IC performance on detour tasks. Consequently, non-target cognitive processes associated with different neural substrates appear to underlie performances on detour tasks, which may confound accurate assays of IC. Our findings question the construct validity of a commonly used paradigm that is widely considered to assess capacities for IC in humans and other animals. [ABSTRACT FROM AUTHOR]

The vision for science proficiency presented in A Framework for K‐12 Science Education calls for significant shifts in both teaching and assessment. In this paper, we describe an effort to develop and validate a set of proximal transfer tasks for high school biology classrooms where teachers were implementing a problem‐based curriculum. The proximal transfer tasks presented students with phenomena related to but distinct from the phenomena they had studied in class and asked students to apply their understanding of disciplinary core ideas, practices, and crosscutting concepts targeted in curriculum. We tested these tasks with a sample of 733 students from 11 teachers' classes. Each of these students completed two tasks before beginning the unit and two tasks after they had finished the unit. We found that nearly all pretest and posttest task pairs were aligned to written opportunities to learn in the curriculum, that is, students showed significant growth over the course of a unit. In addition, task pairs revealed differences across teachers. However, the relative growth of students depended on which tasks students completed, indicating wide variation in task difficulty. Our findings point to the potential of developing three‐dimensional proximal transfer tasks and to the difficulty of constructing equivalent tasks. [ABSTRACT FROM AUTHOR]

In this paper, we reexamined the typical analysis methods of a visuomotor sequence learning task, namely the ASRT task (J. H. Howard & Howard, 1997). We pointed out that the current analysis of data could be improved by paying more attention to pre-existing biases (i.e. by eliminating artifacts by using new filters) and by introducing a new data grouping that is more in line with the task’s inherent statistical structure. These suggestions result in more types of learning scores that can be quantified and also in purer measures. Importantly, the filtering method proposed in this paper also results in higher individual variability, possibly indicating that it had been masked previously with the usual methods. The implications of our findings relate to other sequence learning tasks as well, and opens up opportunities to study different types of implicit learning phenomena. [ABSTRACT FROM AUTHOR]

Putting oneself in the shoes of a digital alter ego becomes an increasingly relevant part of our everyday experience. In modern day psychology, these interactions can be examined within the frameworks of visual perspective taking and body ownership. Both target similar questions: What does it take, to become one with the avatar? When do we show the same behavior and make the same experiences, as if we were in its place? In this study, we want to address the role of action effect consistency for these concepts. We manipulated the participants’ sense of agency over a task-irrelevant avatar in a Simon task by providing either corresponding or random action effects. These effects could be either embodied and therefore linked to the avatar (Experiment 1) or independent of it (Experiment 2). We used stimulus-response compatibility effects from the avatar’s point of view as a measure for spontaneous visual perspective taking and a questionnaire to measure the perceived body ownership of the avatar. The results showed that corresponding action effects lead to increased spontaneous perspective taking of the avatar, regardless of whether the effect was linked to the avatar or not. Though the avatar compatibility effects were overall more pronounced in the embodied action effect condition. However, significant differences in perceived body ownership were only observed if the effects were linked to the avatar. The results might prove useful to further our understanding of subjective and objective measurements of interactions with avatars. [ABSTRACT FROM AUTHOR]

• We design the meta-metric-learning method that is able to learn task-specific metrics via training a meta-learner. • We propose training methods towards the Meta-Metric-Learner in both single-source and multi-source settings. • We evaluate our model on several benchmark datasets with various baselines and comparative results are given. Few-shot learning aims to learn classifiers for new classes with only a few training examples per class. Most existing few-shot learning approaches belong to either metric-based meta-learning or optimization-based meta-learning category, both of which have achieved successes in the simplified " k -shot N -way" image classification settings. Specifically, the optimization-based approaches train a meta-learner to predict the parameters of the task-specific classifiers. The task-specific classifiers are required to be homogeneous-structured to ease the parameter prediction, so the meta-learning approaches could only handle few-shot learning problems where the tasks share a uniform number of classes. The metric-based approaches learn one task-invariant metric for all the tasks. Even though the metric-learning approaches allow different numbers of classes, they require the tasks all coming from a similar domain such that there exists a uniform metric that could work across tasks. In this work, we propose a hybrid meta-learning model called Meta-Metric-Learner which combines the merits of both optimization- and metric-based approaches. Our meta-metric-learning approach consists of two components, a task-specific metric-based learner as a base model, and a meta-learner that learns and specifies the base model. Thus our model is able to handle flexible numbers of classes as well as generate more generalized metrics for classification across tasks. We test our approach in the standard " k -shot N -way" few-shot learning setting following previous works and a new realistic few-shot setting with flexible class numbers in both single-source form and multi-source form. Experiments show that our approach attains superior performance in all settings. [ABSTRACT FROM AUTHOR]

It was previously shown that words representing living things are better remembered than those representing nonliving things. Here we address the influence of animacy on novel word memory formation in adults, dissecting its effect on semantic and orthographic learning. Participants received training on a set of new picture-name-description mappings corresponding to animate or inanimate items, simulating word learning in the first language. The integration of novel words was indexed in a semantic judgment task, performed at 30 min or 48 h after learning. Results show that novel word forms and meanings corresponding to animate items are better recalled than inanimate ones. In addition, animate items are processed faster than inanimate items in a semantic judgment task 30 min after learning, while the speed advantage is not evident in the long-term. Thus, animacy is a pervasive memory enhancer during novel word acquisition but its effects on lexical processing are short-lived. [ABSTRACT FROM AUTHOR]

The ability to inhibit actions inappropriate for the context is essential for meeting the shifting demands of complex environments. The stop signal task (SST) has been used in many previous studies to examine the interactions between go and stop responses in a cognitively demanding task involving attention, conflict resolution, and motor plan selection. The current study uses a variant of the SST, in which the continue signal instructs participants to proceed with the go response they were preparing. Reaction times (RTs) on continue trials were bimodally distributed, suggesting that an aspect of inhibition was involved in at least some of the trials. We investigated whether the cognitive processes delaying the generation of a behavioural response on continue trials are the same as for stop trials. We found improvement of stop signal reaction times (SSRTs) following stop trials, but the decrease in continue signal reaction times (CSRTs) was not significant. No improvement in either SSRT or CSRT was found following continue trials, suggesting that activation of the processes delaying the response on continue trials is insufficient to drive subsequent adjustments in SSRT or CSRT. In addition, go RTs only slowed following stop trials. These effects may suggest the presence of a selective learning process, which requires that the initial inhibition captured by SSRT and CSRT be combined with recognition of the stop signal specifically to affect subsequent performance. [ABSTRACT FROM AUTHOR]

The article looks at look at early years' learning and examine the use of context to support the development of early counting with Foundation Year students. It states that the contextual tasks allowed the students to engage in authentic and realistic number experiences on which to build their understandings of early number.

Recently, we have shown that two types of initial testing (recall of a list or guessing of critical items repeated over 12 study/test cycles) improved final recognition of related and unrelated word lists relative to restudy. These benefits were eliminated, however, when test instructions were manipulated within subjects and presented after study of each list, procedures designed to minimise expectancy of a specific type of upcoming test [Huff, Balota, & Hutchison, 2016. The costs and benefits of testing and guessing on recognition memory. Journal of Experimental Psychology: Learning, Memory, and Cognition, 42, 1559-1572. doi:10.1037/xlm0000269], suggesting that testing and guessing effects may be influenced by encoding strategies specific for the type of upcoming task. We follow-up these experiments by examining test-expectancy processes in guessing and testing. Testing and guessing benefits over restudy were not found when test instructions were presented either after (Experiment 1) or before (Experiment 2) a single study/task cycle was completed, nor were benefits found when instructions were presented before study/task cycles and the task was repeated three times (Experiment 3). Testing and guessing benefits emerged only when instructions were presented before a study/task cycle and the task was repeated six times (Experiments 4A and 4B). These experiments demonstrate that initial testing and guessing can produce memory benefits in recognition, but only following substantial task repetitions which likely promote task-expectancy processes. [ABSTRACT FROM AUTHOR]

During the last decade, the ontogeny of tool making has received growing attention in the literature on tool-related behaviors. However, the cognitive demands underlying tool making are still not clearly understood. In this cross-sectional study of 52 Turkish preschool children from 3 to 6 years of age, the roles of executive function (response inhibition), ability to form hierarchical representations (hierarchical structuring), and social learning were investigated with the hook task previously used with children and animals. In this task, children needed to bend a pipe cleaner to fetch a small bucket with a sticker out of a tall jar. This study replicated earlier findings that preschoolers have great difficulty in tool innovation. However, social learning facilitates tool making, especially after 5 years of age. Capacities to form hierarchical representations and to inhibit prepotent responses were significant positive predictors of tool making after social learning. [ABSTRACT FROM AUTHOR]

In a collaborative product design project, reasonable resource allocation can shorten the development cycle and reduce cost. Team capacity evaluation and a task-team scheduling model are presented. A collaborative team capacity model is constructed, and a 2-tuple linguistic method is used to evaluate the capacity of collaborative teams. Next, the matching degree between design task and collaborative team is defined. A collaborative product design scheduling model considering task-team matching is developed. Combined with the simulated annealing operator, based on the single-coding strategy, self-adaptive multi-point cross and mutation, an improved genetic algorithm is proposed to solve the model. Finally, a case study is presented to validate the method. [ABSTRACT FROM AUTHOR]

The article considers the interactive learning methods which are nowadays the actual way the teacher works in the audience in any educational institution. Interactive learning methods, unlike the traditional ones, are based on the active interaction of the participants of the educational process, while the main difficulty is given to the interaction of the students with each other. Such an approach will allow to activate the learning process, make it more interesting and less tiring for the participants. The learning methods that can be applied in various combinations by the teacher are also considered. The application of definite learning methods depends on the task and the conditions of each type of lesson. [ABSTRACT FROM AUTHOR]

When reaching to an object, information about the target location as well as the initial hand position is required to program the motor plan for the arm. The initial hand position can be determined by proprioceptive information as well as visual information, if available. Bayes-optimal integration posits that we utilize all information available, with greater weighting on the sense that is more reliable, thus generally weighting visual information more than the usually less reliable proprioceptive information. The criterion by which information is weighted has not been explicitly investigated; it has been assumed that the weights are based on task- and effector-dependent sensory reliability requiring an explicit neuronal representation of variability. However, the weights could also be determined implicitly through learned modality-specific integration weights and not on effector-dependent reliability. While the former hypothesis predicts different proprioceptive weights for left and right hands, e.g., due to different reliabilities of dominant vs. nondominant hand proprioception, we would expect the same integration weights if the latter hypothesis was true. We found that the proprioceptive weights for the left and right hands were extremely consistent regardless of differences in sensory variability for the two hands as measured in two separate complementary tasks. Thus we propose that proprioceptive weights during reaching are learned across both hands, with high interindividual range but independent of each hand's specific proprioceptive variability. [ABSTRACT FROM AUTHOR]

Considerable evidence suggests that human category learning recruits multiple memory systems. A popular assumption is that procedural memory is used to form stimulus-to-response mappings, whereas declarative memory is used to form and test explicit rules about category membership. The multiple systems framework has been successful in motivating and accounting for a broad array of empirical observations over the past 20 years. Even so, only a couple of studies have examined how the different categorization systems interact. Both previous studies suggest that switching between explicit and procedural responding is extremely difficult. But they leave unanswered the critical questions of whether trial-by-trial system switching is possible, and if so, whether it is qualitatively different than trial-by-trial switching between two explicit tasks. The experiment described in this article addressed these questions. The results (1) confirm that effective trial-by-trial system switching, although difficult, is possible; (2) suggest that switching between tasks mediated by different memory systems is more difficult than switching between two declarative memory tasks; and (3) point to a serious shortcoming of current category-learning theories. [ABSTRACT FROM AUTHOR]

This study aimed to propose an adapted feedback using a psychological learning technique based on Skinner's shaping method to help the users to modulate two cognitive tasks (right-hand motor imagination and relaxed state) and improve better control in a Brain-Computer Interface. In the first experiment, a comparative study between performance in standard feedback (N = 9) and shaping method (N = 10) was conducted. The NASA Task Load Index questionnaire was applied to measure the user's workload. In the second experiment, a single case study was performed (N = 5) to verify the continuous learning by the shaping method. The first experiment showed significant interaction effect between sessions and group (F (1, 17) = 5.565; p =.031) which the shaping paradigm was applied. A second interaction effect demonstrates a higher performance increase in the relax state task with shaping procedure (F (1, 17) = 5. 038; p =.038). In NASA-TXL an interaction effect was obtained between the group and the cognitive task in Mental Demand (F (1, 17) = 6, 809; p =.018), Performance (F (1, 17) = 5, 725; p =.029), and Frustration (F (1, 17) = 9, 735; p =.006), no significance was found in Effort. In the second experiment, a trial-by-trial analysis shows an ascendant trend learning curve for the cognitive task with the lowest initial acquisition (relax state). The results suggest the effectiveness of the shaping procedure to modulate brain rhythms, improving mainly the cognitive task with greater initial difficulty and provide better interaction perception. [ABSTRACT FROM AUTHOR]

Flow represents a state of complete involvement and heightened intensity that leads to improved performance on a task (Csikszentmihalyi, 1975, 1990). The notion of flow has the potential to provide worthwhile insights into the area of task engagement, yet the construct has received relatively little empirical attention by second language acquisition (SLA) researchers. This article uses flow theory to investigate the relationship between flow and engagement in second language (L2) use for inter-cultural and intra-cultural task-based interactions in a Japanese classroom for English as a foreign language (EFL) learners. The study employed a quasi-experimental design in which learners in the inter-cultural group (n = 18) and the intra-cultural group (n = 18) completed five dialogic, oral tasks. Tasks were then repeated, during which time the intra-cultural group continued to perform the tasks with Japanese peers, while the inter-cultural group performed the tasks with international interlocutors (n = 18). Analysis of flow questionnaires and task transcripts showed that inter-cultural contact had a significant positive effect on flow and one aspect of engagement in L2 use (turn-taking). In terms of the relationship between flow and engagement in L2 use, inter-cultural task interactions had a significant positive correlation between flow and turns. The findings are discussed in terms of two pedagogical implications: the provision of inter-cultural contact in language classrooms and the flow-enhancing potential of task design features. [ABSTRACT FROM AUTHOR]

This qualitative study offers an examination of the learning experiences of six individuals, each of whom initially learned for self-interested purposes, but later experienced a shift in their desire and pursued learning to benefit others. We conducted interviews that described this phenomenon and provided insight into the following question: What is the experience of a learner who transitions from learning out of self-interest to learning for the sake of another? Findings of this study include narrative case summaries for each participant and a cross-case analysis that includes six major themes regarding participants’ transition to altruistic forms of learning: humility as a prerequisite, communal learning, emphasis on the success of others, becoming more self-confident, becoming a more effective learner, and becoming more other centered. Overall, participants in this study found the most meaning by helping recipients achieve their own growth and development rather than by merely accomplishing tasks. [ABSTRACT FROM AUTHOR]

When navigating uncertain worlds, humans must balance exploring new options versus exploiting known rewards. Longer horizons and spatially structured option values encourage humans to explore, but the impact of real-world cognitive constraints such as environment size and memory demands on explore-exploit decisions is unclear. In the present study, humans chose between options varying in uncertainty during a multi-armed bandit task with varying environment size and memory demands. Regression and cognitive computational models of choice behavior showed that with a lower cognitive load, humans are more exploratory than a simulated value-maximizing learner, but under cognitive constraints, they adaptively scale down exploration to maintain exploitation. Thus, while humans are curious, cognitive constraints force people to decrease their strategic exploration in a resource-rational-like manner to focus on harvesting known rewards. [ABSTRACT FROM AUTHOR]

In this study, we explore teaching practices promoting students' learning to prove in a context where students work on exploration-requiring proving tasks. In these tasks, the goal is to provide an argument for the validity of a mathematical statement, and students are not given a particular procedure to follow. We propose a theoretical framing describing the students' and teacher's actions. Learning to prove in mathematics involves endorsing some meta-level rules that have been established historically and is an example of meta-level learning. We analyze two classroom episodes to show how the theoretical framing can be used in analysis and what the teaching practices can be. • Learning to prove requires meta-level learning. • Exploration-requiring proving tasks can be an entrance into learning to prove. • Teaching practices can be seen as supporting students' re-interpretation of task situation. • Conceptualising proving within commognition can give opportunity to capture both classroom and canonical discourse. [ABSTRACT FROM AUTHOR]

Background:Several studies have revealed the importance of executive functioning processes for school learning. However, research examining which specific executive functions (EFs) can influence written expression is scarce. This work aimed at i) analyzing the relationship between different EF tasks and different writing tasks (writing a narrative text vs. writing an expository text) and ii) studying which EFs account for unique variance in the composition of written texts, after controlling for age, verbal intelligence (verbal IQ) and reading comprehension. Material/ Methods: administered measures of EF, verbal IQ, reading, and writing abilities (i.e., narrative text and expository text). Pearson's correlations and hierarchical multiple regression analysis were used. Domain-specific associations were found between the executive components and the different writing tasks. Hierarchical regressions analysis indicated that only Working Memory (WM) and spontaneous flexibility (i.e., verbal fluency) significantly accounted for variance in the production of a narrative text (r² = .13, p < .001), whereas specific tasks that measure spontaneous flexibility (i.e., verbal and non-verbal fluency), WM and inhibition, explained a percentage of the variance in the composition of an expository text (r² = .24, p < .001). The results support the hypothesis that EF contributes to academic performance in school-age children and highlights the importance of considering EF as a process that contributes to written composition. [ABSTRACT FROM AUTHOR]

Drawing on theoretical and empirical research concerning the relationship between academic work and student learning, this article explores the following questions: What skills are required to execute the academic tasks teachers assign on a daily basis? How do teachers and administrators interpret the task demands represented in instructional materials? How does task demand relate to a school’s improvement process? Our findings suggest that task demand focused largely on low-level skill development. However, having established baseline systems and practices, schools are working to institutionalize more sophisticated practices that foster 21st-century knowledge and skill acquisition. [ABSTRACT FROM PUBLISHER]

Proactive assistance in human–robot collaboration remains a challenging objective, as the spatial–temporal coordination of the human–robot motion must be considered in conjunction with the object and environmental context. In this paper, we propose an environment-adaptive probabilistic interaction primitive method using learning-from-demonstration. In particular, we propose a novel phase estimation algorithm called Single-axis Uniform Interval Interpolation, which alleviates the restriction of Gaussian or uniform distribution of phase variables. In addition, the environmental constraints in human–robot interactive skills are learned via the regression between environmental parameters and the weight vectors. The proposed method is implemented in a proactive robotic system for typical industrial-motivated human–robot collaborative scenarios, such as assistive push-button assembly and human–robot collaborative object covering. The experimental result validates the effectiveness of the proposed approach. [Display omitted] • A novel phase estimation algorithm for non-Gaussian or non-uniform phase variables. • Interactive Probabilistic Movement Primitives are extended to be environment-adaptive. • A system is implemented for enabling proactive robotic assistance behaviors. [ABSTRACT FROM AUTHOR]

Learning and memory abilities tend to decline as people age. The current study examines the question of whether a learning situation that emphasises collaborative social interaction might help older persons overcome age-related learning and memory changes and thus perform similarly to younger persons. Younger and Older participants (n= 34 in each group) completed the Barrier Task (BT), a game-like social interaction where partners work together to develop labels for a set of abstract tangrams. Participants were also administered standard clinical neuropsychological measures of memory, on which the Older group showed expected inferiority to the Younger group. On the BT, the Older group performed less well than the Younger group early on, but as the task progressed, the performance of the Older group caught up and became statistically indistinguishable from that of the Younger group. These results can be taken to suggest that a learning milieu characterised by collaborative social interaction can attenuate some of the typical memory disadvantages associated with being older. [ABSTRACT FROM AUTHOR]

Introduction. Use of the Internet for open Web searches is common among university students in academic learning tasks. The tools used by students to find relevant information for online assessment tasks were investigated and their information seeking behaviour was documented to explore the impact on assessment design. Method. A mixed methods approach was followed, using recorded observations of online sessions and retrospective interviews. Ten students who recently started university undertook two online assessment tasks where all online interactions were digitally recorded, followed by retrospective interviews to gain insight into their behaviour. Analysis. The observations were analysed together with the interview responses to develop categories and themes of information tools usage, with a particular focus on assessment design in higher education. Results. Most participants preferred to seek information using basic tools and approaches, and did not maximise the capacity of information tools to improve quality and synthesis of discovered information. These novice readers showed a need for instruction in speed reading and information tool usage to improve their learning. Conclusions. Findings suggest that improvement in assessment design and subsequent student learning may be achieved by providing guidance to university students in information tools usage during the design of learning tasks. [ABSTRACT FROM AUTHOR]

• 7–8 year olds practiced letter writing and its transfer in different schedules. • We compared the effects of single session (SS) vs. multi-session (MS) practice. • The MS group showed larger delayed gains in the trained task a month post-training. • The MS group improved more in the transfer tasks between sessions. • The MS practice group was advantageous in the transfer tasks a month post-training. Children's ability to transfer the gains of a motor experience, such as learning to write a letter, to novel conditions, such as cursive writing of the same letter, are affected by the way in which the learning experience is parsed. Parsing may have limitations because a short session may hamper the engagement of procedural memory consolidation processes. Here, we compared the effects of two practice schedules with the total amount of practice identical training provided in a single-session practice versus multi-session practice, wherein each session on its own was insufficient for generating long-term gains. A total of 40 7- and 8-year-old children practiced the production of a novel letter form by connecting dots, namely, the Invented Letter Task (ILT). Multiple ILT-related transfer tasks were assessed at 24 h post-training and again at 4–5 weeks post-training. Although by the end of training the single-session practice group outperformed the multi-session practice group in speed and accuracy, at 24 h post-training both groups showed comparable gains. However, after multi-session practice, children were as fast or faster and more accurate in the transfer tasks. By 4–5 weeks post-training, the multi-session practice group showed larger gains in the trained condition, a speed advantage in the transfer tasks, and a significant improvement on the transfer tasks. The results suggest that parsing training over several brief sessions may lead to long-term gains in children's grapho-motor skills. Moreover, multi-session practice protocols may contribute to the potential for transfer and to more effective learning from experiences such as transfer tasks. [ABSTRACT FROM AUTHOR]

COVIS (COmpetition between Verbal and Implicit Systems; Ashby, Alfonso-Reese, & Waldron, 1998) is a prominent model of categorization which hypothesizes that humans have two independent categorization systems - one declarative, one associative - that can be recruited to solve category learning tasks. To date, most COVIS-related research has focused on just two experimental tasks: linear rule-based (RB) tasks, which purportedly encourage declarative rule use, and linear information-integration (II) tasks, which purportedly require associative learning mechanisms. We introduce and investigate a novel alternative: the concentric-rings task, a nonlinear category structure that both humans and pigeons can successfully learn and transfer to untrained exemplars. Yet, despite their broad behavioral similarities, humans and pigeons achieve their successful learning through decidedly different means. As predicted by COVIS, pigeons appear to rely solely on associative learning mechanisms, whereas humans appear to initially test but subsequently reject unidimensional rules. We discuss how variants of our concentric-rings task might yield further insights into which category-learning mechanisms are shared across species, as well as how categorization strategies might change throughout training. [ABSTRACT FROM AUTHOR]

In this paper we focus on variation of the design and the implementation of a specific task during three mathematics lessons in the 8th grade in a learning study (Marton & Tsui, 2004; Runesson, 2008). The theme of the lesson was division, with a denominator between 0 and 1. The teachers wanted their students to understand that when dividing with a denominator less than 1, the quotient is larger than the numerator. Four teachers collaboratively planned, analyzed and revised three lessons in a cyclic process. The study shows that the implementation of the task changed between the lessons. Although the same task was used in the lessons, the way it was enacted provided different possibilities to learn. [ABSTRACT FROM AUTHOR]