Relevant bibliographies by topics / Learning abilities

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Learning abilities'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 February 2022

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Journal articles on the topic "Learning abilities"

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Kovas, Yulia, and Robert Plomin. "Learning Abilities and Disabilities." Current Directions in Psychological Science 16, no. 5 (October 2007): 284–88. http://dx.doi.org/10.1111/j.1467-8721.2007.00521.x.

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Twin studies comparing identical and fraternal twins consistently show substantial genetic influence on individual differences in learning abilities such as reading and mathematics, as well as in other cognitive abilities such as spatial ability and memory. Multivariate genetic research has shown that the same set of genes is largely responsible for genetic influence on these diverse cognitive areas. We call these “generalist genes.” What differentiates these abilities is largely the environment, especially nonshared environments that make children growing up in the same family different from one another. These multivariate genetic findings of generalist genes and specialist environments have far-reaching implications for diagnosis and treatment of learning disabilities and for understanding the brain mechanisms that mediate these effects.
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Burov, Oleksandr Yu. "INDIVIDUAL ABILITIES AND LIFELONG LEARNING." Information Technologies and Learning Tools 55, no. 5 (October 31, 2016): 1. http://dx.doi.org/10.33407/itlt.v55i5.1487.

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This paper describes new and emerging technologies in education, learning environments and methods that have to satisfy lifelong learning, from school age to retirement, on the basis of the psychophysiological model of the cognitive abilities formation. It covers such topics as: evaluation of a human (accounting schoolchildren, youth and adults features) abilities and individual propensities, individual trajectory of learning, adaptive learning strategy and design, recommendation on curriculum design, day-to-day support for individual’s learning, assessment of a human learning environment and performance, recommendation regards vocational retraining and/or further carrier etc.). The specific goal is to facilitate a broader understanding of the promise and pitfalls of these technologies and working (learning/teaching) environments in global education/development settings, with special regard to the human as subject in the system and to the collaboration of humans and technical, didactic and organizational subsystems.
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Thorpe., W. H. "THE LEARNING ABILITIES OF BIRDS." Ibis 93, no. 2 (April 3, 2008): 252–96. http://dx.doi.org/10.1111/j.1474-919x.1951.tb05423.x.

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Waskitoningtyas, Rahayu Sri. "learning style, problem solving abilities." AKSIOMA: Jurnal Program Studi Pendidikan Matematika 6, no. 3 (December 29, 2017): 432. http://dx.doi.org/10.24127/ajpm.v6i3.1177.

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Gibb, C., and P. E. Randall. "Metalinguistic abilities and learning to read." Educational Research 30, no. 2 (June 1988): 135–41. http://dx.doi.org/10.1080/0013188880300207.

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Thorpe, W. H. "THE IBIS:THE LEARNING ABILITIES OF BIRDS." Ibis 93, no. 1 (April 3, 2008): 1–52. http://dx.doi.org/10.1111/j.1474-919x.1951.tb05396.x.

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Mumford, Alan. "Managers Developing Learning Abilities at Home." PLET: Programmed Learning & Educational Technology 22, no. 4 (November 1985): 362–67. http://dx.doi.org/10.1080/1355800850220413.

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Hausberger, Martine, Emmanuel Gautier, Christine Müller, and Patrick Jego. "Lower learning abilities in stereotypic horses." Applied Animal Behaviour Science 107, no. 3-4 (November 2007): 299–306. http://dx.doi.org/10.1016/j.applanim.2006.10.003.

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Machado Miguel, Luiz Carlos, Marcelo Thomé Schein, Lisiane Cribari C. Rangel, Edward W. Schuberet, Luciano Madeira, and Ivo G. Zuege. "Developing abilities in operative dentistry learning." Revista da ABENO 9, no. 2 (January 26, 2009): 84–87. http://dx.doi.org/10.30979/rev.abeno.v9i2.1313.

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A evolução dos materiais restauradores e a redução em tamanho dos preparos cavitários não vem sendo acompanhadas por mudanças no ensino da Dentística Restauradora. Materiais adesivos e a utilização do flúor fazem com que os preparos cavitários sejam cada vez menos invasivos e mais conservadores. Este artigo tem por objetivo propor uma nova metodologia pedagógica para o início do ensino da Dentística Restauradora. Através desta prática os alunos poderão adquirir um maior controle manual com a alta rotação evitando o desgaste desnecessário e preservando o elemento dental.
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Verde, Paola, Gregorio Angelino, Francesco Piccolo, Paolo Corrazzo, Laura Piccardi, and Raffaella Nori. "Engineers’ abilities influence spatial perspective changing." International Journal of Engineering Education 1, no. 2 (December 15, 2019): 106–13. http://dx.doi.org/10.14710/ijee.1.2.106-113.

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In this paper we studied the effect of engineering expertise in providing directional judgments. We asked two groups of people, engineers and non-engineers, to observe and memorize five maps, each including a four-point path, for 30 sec. The path was then removed and the participants had to provide two directional judgments: aligned (the imagined perspective on the task was the same as the one just learned), and counter-aligned (the imagined perspective on the task was rotated by 180°). Our results showed that engineers are equally able to perform aligned and counter-aligned directional judgments. The alignment effect due to the distance from the learning perspective was, in fact, shown only by non-engineers. Results are discussed considering engineering both learning expertise and specific predisposition.
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Dissertations / Theses on the topic "Learning abilities"

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Dupuy, Ludivine. "Pragmatic Abilities and Second Language Learning." Thesis, Lyon, 2017. http://www.theses.fr/2017LYSE2133.

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L’objectif de ce travail de thèse était d’étudier les capacités pragmatiques universelles des adultes apprenant une langue seconde et l’impact de cet apprentissage sur la maîtrise de l’aspect communicatif du langage. Une première étude a montré la capacité des apprenants à produire des inférences scalaires, un cas prototypique d’enrichissement pragmatique d’une forme logique, mais pas d’impact de l’apprentissage des langues sur les capacités pragmatiques. Un effet lié à la nécessité d’utiliser deux langues a néanmoins été observé. Une seconde étude, sur les scalaires enchâssées, a montré que les capacités pragmatiques sont susceptibles d’être utilisées pour compenser un déficit linguistique. La troisième étude a montré l’impact du contexte discursif sur le taux de réponse pragmatique. Dans la quatrième étude, nous avons examiné une différence potentielle entre le français et l’anglais quant aux présuppositions implicitées. Ceci permettra ultérieurement de tester un transfert de la L1 vers la L2
The aim of this PhD work was to assess the impact of language learning on the universal pragmatic competence of adult second language learners. A first study showed that L2 learners have the ability to derive scalar implicatures, a universal pragmatic phenomenon, in their second language but no impact of language learning on pragmatic abilities. An effect linked to the need to mobilize two languages was nonetheless observed. In another study, using embedded scalars, we investigated the possibility that language learners use their pragmatic knowledge to compensate a lower linguistic proficiency. The results suggest that learners can indeed rely on compensatory strategies. A third study has shown the impact of the discursive context on the rate of pragmatic answers. In the fourth study, we examined a potential difference between the French and English language regarding implicated presuppositions. This will allow conducting a study on negative transfer from the L1 to the L2
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Maung, Aung Soe Paing. "Hybrid knowledge-based support with learning abilities." Thesis, University of Macau, 1997. http://umaclib3.umac.mo/record=b1636984.

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Holdaway, Emma Lynn. "Mathematical Identities of Students with Mathematics Learning Dis/abilities." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8536.

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The majority of research on the mathematics teaching and learning of students with mathematics learning dis/abilities is not performed in the field of mathematics education, but in the field of special education. Due to this theoretical divide, students with mathematics learning dis/abilities are far more likely to be in classes that emphasize memorization, direct instruction, and the explicit teaching of rules and procedures. Additionally, students with mathematics learning dis/abilities are often seen as "unable" to succeed in school mathematics and are characterized by their academic difficulties and deficits. The negative assumptions, beliefs, and expectations resulting from ableistic practices in the education system color the interactions educators, parents, and other students have with students with mathematics learning dis/abilities. These interactions in turn influence how students with mathematics learning dis/abilities view and position themselves as learners and doers of mathematics. My study builds on the theoretical framework of positioning theory (Harré, 2012) in order to better understand the mathematical identities of students with mathematics learning dis/abilities. The results of my study show how these students use their prepositions and enduring positions to inform the in-the-moment positions they take on in the mathematics classroom.
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Rashid, N. Y. "Lateralization of topographical learning and other abilities in the chick." Thesis, University of Sussex, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.384717.

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Golestani, Narly A. "Phonetic learning abilities : behavioral, neural functional, and neural anatomical correlates." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=38196.

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The studies included in this thesis had as aim to elucidate how individual differences in phonetic learning abilities might be related to differences in more general, psychoacoustic learning abilities, and in how they might be related to differences in brain function and brain morphology.
We tested and trained English speaking volunteers to perceive the Hindi dental-retroflex phonetic contrast. We found evidence suggesting that the ability to accurately perceive "difficult" non-native contrasts is not permanently lost during development. We also tested and trained subjects to perceive the difference between non-linguistic rapidly changing and steady-state tonal sounds, and found evidence supporting the hypothesis that successful phonetic learning is in part a function of a more general psychoacoustic ability to process rapidly changing sounds.
The aim of the second study was to determine how the pattern of brain activity may change as a result of training with non-native speech sounds, and in whether it is possible to differentiate "learners" from "non-learners" on the basis of neural activation patterns. Results of this functional magnetic resonance imaging (fMRI) investigation suggested that successful learning of a non-native contrast results in the recruitment of the same areas that are involved in the processing of native contrasts; but the degree of success in learning is accompanied by more efficient neural processing in classical frontal speech regions, while making greater processing demands in left parieto-temporal speech regions.
In the final study, we correlated phonetic learning measures with brain morphology throughout the whole brain volume. We found evidence for overall larger parietal volumes in the left relative to the right hemisphere, and for more white relative to gray matter in the left hemisphere in the learners and not in the nonlearners. This finding is consistent with findings by other investigators suggesting that left-hemispheric dominance for speech may be in part accounted for by hemispheric differences in white matter connectivity, which may allow faster intra- and inter-hemispheric neural transmission. This latter feature may be critical for the processing of consonant speech sounds, which depends on the ability to process sounds that change on the time scale of 30--50 milliseconds.
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Zens, Naomi Katharina. "Facilitating Word-Learning Abilities in Children with Specific Language Impairment." Thesis, University of Canterbury. Communication Disorders, 2009. http://hdl.handle.net/10092/2698.

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Children with Specific Language Impairment (SLI) often present with difficulties in learning new words compared to age-matched children with typical language development. These difficulties may affect the acquisition, storage, or retrieval of new words. Word-learning deficits impact on children’s vocabulary development and impede their language and literacy development. Findings from a wide range of studies investigating word-learning in children with SLI demonstrated that semantic and phonological knowledge are crucial to the word-learning process. However, intervention studies designed to improve the word-learning abilities in children with SLI are sparse. The experiments described in this thesis addressed this need to understand the effects of interventions on word-learning abilities. Further, the thesis describes the first investigation of word-learning abilities of New Zealand school-aged children with SLI. Specifically, the following three broad questions are asked: 1. What are the word-learning skills of New Zealand school-aged children with SLI compared to children with typical language development and which underlying language skills influence word-learning? 2. What are the immediate and longer term effects of phonological awareness and semantic intervention on word-learning and language skills in children with SLI? 3. What are the error patterns of children with SLI compared to children with typical language development when learning to produce new words and do these patterns change following phonological awareness and semantic intervention? The first experiment compared the word-learning abilities of 19 school-aged children with SLI (aged 6;2 to 8;3) to age-matched children with typical language development and revealed that children with SLI presented with significant difficulties to produce and to comprehend new words. After repeated exposure, children with SLI caught up to the performances of children with typical language development in learning to comprehend new words, but not on production of new words. Correlation analyses demonstrated that there were no correlations between the word-learning skills and other language measures for children with SLI, whereas the word-learning abilities of children with typical language development were correlated to their phonological awareness, semantic, and general language skills. In the second experiment, it was investigated whether there were also qualitative differences during word-learning between children with and without SLI additionally to the quantitative differences as revealed in the first experiment. Children’s erroneous responses during the word-learning tasks were categorised into phonological, semantic, substitution or random errors. A comparison of the children’s error patterns revealed that children with SLI presented with a different error pattern and made significantly more random errors than children with typical language development. However, after repeated exposure, children with SLI demonstrated a similar error pattern as children without SLI. Furthermore, it was examined whether a specific combination of phonological and semantic cues facilitated children’s learning of new words or whether there were word-specific features that facilitated children’s word-learning. No facilitative word-specific features could be identified. Analysis revealed that there were no significant effects of cueing on learning new words, but specific patterns could be derived for children with SLI. Children with SLI learned to comprehend more words that were presented with two semantic cues or one phonological and one semantic cue and learned to produce more words that were presented with two phonological cues. In the third experiment, the effectiveness of a combined phonological awareness and semantic intervention to advance children’s word-learning abilities was examined. Nineteen children with SLI (same participants as in experiment 1) participated in this intervention study that implemented an alternating treatment group design with random assignment of the participants. Children in group A received phonological awareness intervention followed by semantic intervention, whereas children in group B received the same interventions in the reverse order. Children’s word-learning abilities were assessed at pre-test, prior to the intervention, at mid-test after intervention phase 1, and at post-test, immediately following the completion of the second intervention phase. Each intervention itself was effective in significantly improving children’s fast mapping skills, however, gains in children’s word-learning abilities were only found for children in group A for production of new words. Extending the findings of the intervention effectiveness of phonological awareness and semantic intervention on word-learning as reported in experiment 3, it was investigated in experiment 4, whether the implemented intervention additionally influenced the error patterns of children with SLI. The erroneous responses of children with SLI on all word-learning probes at pre-, mid-, and post-test were categorised into the same error groups as described in the second experiment (semantic, phonological, substitution, and random errors). The error analyses revealed that children’s error profiles changed during the course of intervention and treatment specific effects on children’s erroneous responses were found. Post-intervention, children who received phonological awareness followed by semantic intervention displayed the same error patterns as children with typical language development, whereas children who received the same interventions in the reverse order maintained the same error pattern as displayed at pre-test. The final experiment examined the longer-term effects of the combined phonological awareness and semantic intervention reported in experiment 3 on the language and literacy development of children with SLI. Eighteen of the 19 children with SLI, who received the intervention reported in experiment 3, were available for re-assessment 6 months after the completion of the intervention. The children (aged 7;1 to 9;2 years) were re-assessed on a range of standardised and experimental measures. Data analysis revealed that 6 months post-intervention, all children were able to maintain their gains in phonological awareness, semantic, and decoding skills as displayed immediately after the intervention. Children’s general language and reading skills significantly improved following the intervention; however, children who received phonological awareness intervention followed by semantic intervention displayed significantly better reading outcomes than the children who received the same interventions in the reverse order. This thesis revealed that a combination of phonological awareness and semantic intervention can enhance the word-learning abilities of children with SLI. The combined intervention approach was also effective in additionally improving children’s general language skills and the reading of single non-words and real words, as well as connected text. The immediate and longer-term intervention effects provide evidence that advancing the semantic and phonological awareness skills is an effective intervention approach to support children with SLI in their word-learning and to furthermore promote their language and literacy development. However, the order of the implemented interventions played a significant role: Children in the current study profited most when they received phonological awareness intervention first, followed by semantic intervention.
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Yannuar, Nurenzia. "Exploring Learners' Autonomous Abilities in Blogs Designed for Independent Learning." Ohio University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1275668497.

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Gaines, David Alexander. "INVESTIGATIONS INTO THE COGNITIVE ABILITIES OF ALTERNATE LEARNING CLASSIFIER SYSTEM ARCHITECTURES." UKnowledge, 2006. http://uknowledge.uky.edu/gradschool_diss/250.

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The Learning Classifier System (LCS) and its descendant, XCS, are promising paradigms for machine learning design and implementation. Whereas LCS allows classifier payoff predictions to guide system performance, XCS focuses on payoff-prediction accuracy instead, allowing it to evolve "optimal" classifier sets in particular applications requiring rational thought. This research examines LCS and XCS performance in artificial situations with broad social/commercial parallels, created using the non-Markov Iterated Prisoner's Dilemma (IPD) game-playing scenario, where the setting is sometimes asymmetric and where irrationality sometimes pays. This research systematically perturbs a "conventional" IPD-playing LCS-based agent until it results in a full-fledged XCS-based agent, contrasting the simulated behavior of each LCS variant in terms of a number of performance measures. The intent is to examine the XCS paradigm to understand how it better copes with a given situation (if it does) than the LCS perturbations studied.Experiment results indicate that the majority of the architectural differences do have a significant effect on the agents' performance with respect to the performance measures used in this research. The results of these competitions indicate that while each architectural difference significantly affected its agent's performance, no single architectural difference could be credited as causing XCS's demonstrated superiority in evolving optimal populations. Instead, the data suggests that XCS's ability to evolve optimal populations in the multiplexer and IPD problem domains result from the combined and synergistic effects of multiple architectural differences.In addition, it is demonstrated that XCS is able to reliably evolve the Optimal Population [O] against the TFT opponent. This result supports Kovacs' Optimality Hypothesis in the IPD environment and is significant because it is the first demonstrated occurrence of this ability in an environment other than the multiplexer and Woods problem domains.It is therefore apparent that while XCS performs better than its LCS-based counterparts, its demonstrated superiority may not be attributed to a single architectural characteristic. Instead, XCS's ability to evolve optimal classifier populations in the multiplexer problem domain and in the IPD problem domain studied in this research results from the combined and synergistic effects of multiple architectural differences.
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Flatt, Crystal Adonna Lee. "The Effect on Learning of Geographic Instruction Designed for Students' Verbal and Spatial Abilities." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331196/.

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The purpose of this study was to compare student scores on geographic skills in the experimental group with student scores on geographic skills in the control group after adjustment was made in teaching methods and learning materials for verbal and spatial ability for students in the experimental group. Hypotheses tested at the .05 level were as follows. 1. Females would score higher than males on a criterion measure of verbal ability. 2. Males would score higher than females on a criterion measure of spatial ability. 3. Experimental/verbal students would score higher on a geography skills posttest. 4. Experimental/spatial students would score higher on a geography skills posttest. 5. The experimental group would score higher than the control group on a geography skills posttest. The sample was 150 high school United States History students in a medium-sized North Texas school district. Analysis of covariance was used to analyze results of the study of six classes after fifteen days of instruction in physical geography concepts. Experimental classes received geographic instruction directed to verbal and spatial abilities; control group classes received traditional geographic instruction which utilized textbook, lecture, and whole-group instruction. Three high schools participated in the study. Conclusions were that males and females did not differ significantly on verbal and spatial abilities. Values between pretest and posttest for both experimental and control groups were significant, but when adjusted for the covariates of verbal and spatial ability, control/verbal learners' posttest scores were significantly higher than experimental/verbal learners' posttest scores. Spatial/ experimental learners' posttest scores and spatial/control learners' posttest scores were compared, and the result was no significant difference when cell means were adjusted for the higher spatial/experimental learners' spatial ability. The practice of teaching geography through the use of textbook and whole-group instruction resulted in larger learning gains than the practice of using different materials directed toward different learning styles within the same classroom and with no textbook.
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Hodgson, Zoe G. "The role of steroid hormones in avian spatial learning and memory abilities." Thesis, University of Edinburgh, 2003. http://hdl.handle.net/1842/14082.

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I used the great tit (Parus major) and zebra finch (Taeniopygia guttata) as model species to determine whether steroid hormones have effects on avian spatial learning and memory. To address this I took a four-pronged approach: First, as spatial ability is to some extent reliant on appropriate cue use, I examined cue preference in the great tit. In a one-trial associative memory task birds were trained to a compound stimulus where both colour and location cues could be used to locate a reward.  By dissociating the cues on probe trials I was able to determine which cues were controlling the birds’ food-finding behaviour. The overall distribution of choices was significantly different from random but did not differ between the sexes. Both sexes exhibited a preference for the location cue over the colour cue. Second, I exploited the existence of a well-characterised memory task that tests spatial and non-spatial memory. This was an operant conditioning delayed-non-matching-to-sample spatial memory task, presented on computer-controlled touch screen. I tested for sex differnces in performance in birds maintained under a breeding season (i.e. long-day) photoperiod. No sex differences in ability to perform either the spatial or visual memory task were found. Third, I used a non-invasive technique (oral administration) to manipulate hormone levels (testosterone (T), 5α-dihydrotesterone and oestradiol, the latter two being T metabolites) and determined their effect on learning and memory. Although T improved spatial learning and memory abilities in females in Experiment 1, no treatment effects were found in males or in Experiment 2. However, T increased response latencies (time taken to peck a touch screen image) in both sexes, suggesting a beneficial role of T on memory retention. My fourth approach was to use zebra finches selectively bred for differing peak (stress-induced) CORT levels to determine whether CORT affected avian spatial memory in a similar way to that seen in mammals.
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Books on the topic "Learning abilities"

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Ruth, Kanfer, Ackerman Phillip Lawrence 1957-, and Cudeck Robert, eds. Abilities, motivation, and methodology. Hillsdale, N.J: L. Erlbaum Associates, 1989.

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Principles of abilities and human learning. Hove, East Sussex: Psychology Press, 1998.

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Active learning: Games to enhance academic abilities. 2nd ed. Englewood Cliffs, N.J: Prentice-Hall, 1985.

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Thorndike, Robert Ladd. Cognitive abilities test: Levels A to F. 2nd ed. Windsor: NFER-Nelson, 1986.

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Nielsen, Lilli. The Visually impaired child's early abilities, behaviour, learning. Copenhagen: Sikon, 1990.

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Meeker, Mary Nacol. Structure of intellect learning abilities test (SOI-LA): Manual. Los Angeles, Calif. (12031 Wilshire Blvd., Los Angeles 90025): Western Psychological Services, 1985.

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Kyllonen, Patrick C. Cognitive modeling of learning abilities: A status report of LAMP. Brooks Air Force Base, Tex: Air Force Human Resources Laboratory, Air Force Systems Command, 1988.

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Levine, Melvin D. Keeping a head in school: A student's book about learning abilities and learning disorders. Cambridge, MA: Educators Pub. Service, 1990.

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All kinds of minds: A young student's book about learning abilities and learning disorders. Cambridge, MA: Educators Pub. Service, 1993.

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Luck, Kenneth L. 52 ways to nurture your child's natural abilities. Nashville: Oliver-Nelson, 1994.

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Book chapters on the topic "Learning abilities"

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Barton, Benjamin K., and Thomas A. Ulrich. "Abilities and Learning: Physical Abilities." In Encyclopedia of the Sciences of Learning, 15–17. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_564.

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Robinson, Peter. "Abilities to Learn: Cognitive Abilities." In Encyclopedia of the Sciences of Learning, 17–20. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_620.

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McLinden, Mike, Steve McCall, and Liz Hodges. "Early development of sensory and cognitive abilities." In Learning through Touch, 61–76. Second edition. | Abingdon, Oxon ; New York : Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9780429260735-6.

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Biedroń, Adriana. "Memory Abilities in Gifted Foreign Language Learners." In Second Language Learning and Teaching, 77–95. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-20850-8_5.

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Gotwals, Amelia Wenk, Nancy Butler Songer, and Lea Bullard. "Assessing Students’ Progressing Abilities To Construct Scientific Explanations." In Learning Progressions in Science, 183–210. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-824-7_9.

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Bygate, Martin. "Oral Second Language Abilities as Expertise." In Expertise in Second Language Learning and Teaching, 104–27. London: Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230523470_6.

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Blynel, Jesper. "Evolving Reinforcement Learning-Like Abilities for Robots." In Evolvable Systems: From Biology to Hardware, 320–31. Berlin, Heidelberg: Springer Berlin Heidelberg, 2003. http://dx.doi.org/10.1007/3-540-36553-2_29.

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Al-Qirim, Nabeel, Kamel Rouibah, Mohamad Adel Serhani, Ashraf Khalil, Ali Tarhini, Mahmoud Maqableh, and Marton Gergely. "Innate Abilities and Learning in Higher Education." In Encyclopedia of Education and Information Technologies, 1–6. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-60013-0_220-1.

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Al-Qirim, Nabeel, Kamel Rouibah, Mohamad Adel Serhani, Ashraf Khalil, Ali Tarhini, Mahmoud Maqableh, and Marton Gergely. "Innate Abilities and Learning in Higher Education." In Encyclopedia of Education and Information Technologies, 945–50. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-10576-1_220.

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Pérez-Vidal, Carmen, and Helena Roquet. "CLIL in Context: Profiling Language Abilities." In Content-based Language Learning in Multilingual Educational Environments, 237–55. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11496-5_14.

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Conference papers on the topic "Learning abilities"

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Sudeendra Thirtha Koushik, K. S. "Innovation abilities." In 2013 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE). IEEE, 2013. http://dx.doi.org/10.1109/tale.2013.6654518.

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Kivkovich, Nava, and Vasile Chis. "Learning Abilities and Geometry Achievements." In ERD 2016 - Education, Reflection, Development, Fourth Edition. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.12.53.

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Sarlós, Erzsébet. "INFLUENCE OF SENSORIMOTOR EXERCISES ON LEARNING ABILITIES." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0983.

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Caligaris, Marta, Georgina Rodríguez, Adriana Favieri, and Lorena Laugero. "DEVELOPING MATHEMATICAL ABILITIES USING LEARNING OBJECTS WHEN LEARNING NUMERICAL METHODS." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1569.

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Ferrandez, Daniel, Irantzu Recalde, Carlos Moron, and Engerst Yedra. "STUDY OF SPATIAL ABILITIES IN HIGH-SCHOOL STUDENTS." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0973.

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Rahman, Vina Anggia Nastitie Ariawan, and Inne Marthyane Pratiwi. "Digital Literacy Abilities of Students in Distance Learning." In 4th International Conference on Language, Literature, Culture, and Education (ICOLLITE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201215.092.

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Warren, Aaron R. "The Role of Evaluative Abilities in Physics Learning." In 2004 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2005. http://dx.doi.org/10.1063/1.2084722.

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Del Duchetto, Francesco, Paul Baxter, and Marc Hanheide. "Automatic Assessment and Learning of Robot Social Abilities." In HRI '20: ACM/IEEE International Conference on Human-Robot Interaction. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3371382.3377430.

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Arcishevskaya, Elena Vladimirovna. "Predictors Of Teenagers' Learning And Language Abilities Development." In International Scientific Congress «KNOWLEDGE, MAN AND CIVILIZATION». European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.05.286.

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Kurbakova, Svetlana N., Zlata N. Volkova, and Alexander V. Kurbakov. "Developing Students’ Cognitive Abilities in E-Learning Environment." In IC4E 2021: 2021 12th International Conference on E-Education, E-Business, E-Management, and E-Learning. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3450148.3450180.

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Reports on the topic "Learning abilities"

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Doane, Stephanie. New Measures of Complex Spatial Processing Abilities: Relating Spatial Abilities to Learning and Performance. Fort Belvoir, VA: Defense Technical Information Center, January 2002. http://dx.doi.org/10.21236/ada413799.

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DeJong, Gerald. Robotics with Natural Language Comprehension and Learning Abilities. Fort Belvoir, VA: Defense Technical Information Center, January 1985. http://dx.doi.org/10.21236/ada190551.

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Gaines, David A. Assessing the Cognitive Abilities of Alternate Learning Classifier System Architectures. Fort Belvoir, VA: Defense Technical Information Center, July 2003. http://dx.doi.org/10.21236/ada416405.

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Sandoval, Richard R. The Application of Computers to Learning in the Command and General Staff College: Analysis of Staff Officer Knowledge, Skills and Abilities. Fort Belvoir, VA: Defense Technical Information Center, May 1989. http://dx.doi.org/10.21236/ada210991.

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Roschelle, Jeremy, James Lester, and Judi Fusco. AI and the Future of Learning: Expert Panel Report. Digital Promise, November 2020. http://dx.doi.org/10.51388/20.500.12265/106.

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This report is based on the discussion that emerged from a convening of a panel of 22 experts in artificial intelligence (AI) and in learning. It introduces three layers that can frame the meaning of AI for educators. First, AI can be seen as “computational intelligence” and capability can be brought to bear on educational challenges as an additional resource to an educator’s abilities and strengths. Second, AI brings specific, exciting new capabilities to computing, including sensing, recognizing patterns, representing knowledge, making and acting on plans, and supporting naturalistic interactions with people. Third, AI can be used as a toolkit to enable us to imagine, study, and discuss futures for learning that don’t exist today. Experts voiced the opinion that the most impactful uses of AI in education have not yet been invented. The report enumerates important strengths and weaknesses of AI, as well as the respective opportunities and barriers to applying AI to learning. Through discussions among experts about these layers, we observed new design concepts for using AI in learning. The panel also made seven recommendations for future research priorities.
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David, Uttal, Katherine James, Steven McGee, and Phillip Boda. Laying the Foundation for a Spatial Reasoning Researcher-Practitioner Partnership with CPS, SILC, and The Learning Partnership. Northwestern University, September 2021. http://dx.doi.org/10.51420/report.2020.1.

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The goal of this project was to explore how explicit instruction in spatial reasoning in primary grades can contribute to reductions in variation in STEM outcomes for low-income, minority students in the Chicago Public Schools (CPS). Our project focused on the persistent gender, racial and ethnic, and socioeconomic inequalities in STEM educational and career achievement and attainment. Our approach to addressing this problem was guided by research evidence that much of the variation in STEM outcomes for these groups can be explained by spatial reasoning abilities. Importantly, spatial reasoning skills can be improved through practice, but are rarely explicitly taught in the classroom. The spatial reasoning needs and opportunities identified by this work are relevant to CPS in that they focus on the prevalent science, math, and computer science curricula currently used in CPS K-2 instruction. As such, our findings provide specific, actionable guidance for the development of curricular supports that infuse explicit spatial reasoning instruction.
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Zachry, Anne, J. Flick, and S. Lancaster. Tune Up Your Teaching Toolbox! University of Tennessee Health Science Center, 2016. http://dx.doi.org/10.21007/chp.ot.fp.2016.0001.

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Occupational therapy (OT) educators strive to prepare entry-level practitioners who have the expertise to meet the diverse health care needs of society. A variety of instructional methods are used in the University of Tennessee Health Science Center (UTHSC) MOT program, including traditional lecture-based instruction (LBI), problem-based learning (PBL), team-based learning (TBL), and game-based learning (GBL). Research suggests that active learning strategies develop the critical thinking and problem-solving skills that are necessary for effective clinical reasoning and decision-making abilities. PBL, TBL, GBL are being successfully implemented in the UTHSC MOT Program to enhance the learning process and improve student engagement.
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Dubeck, Margaret M., Jonathan M. B. Stern, and Rehemah Nabacwa. Learning to Read in a Local Language in Uganda: Creating Learner Profiles to Track Progress and Guide Instruction Using Early Grade Reading Assessment Results. RTI Press, June 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0068.2106.

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The Early Grade Reading Assessment (EGRA) is used to evaluate studies and monitor projects that address reading skills in low- and middle-income countries. Results are often described solely in terms of a passage-reading subtask, thereby overlooking progress in related skills. Using archival data of cohort samples from Uganda at two time points in three languages (Ganda, Lango, and Runyankore-Rukiga), we explored a methodology that uses passage-reading results to create five learner profiles: Nonreader, Beginner, Instructional, Fluent, and Next-Level Ready. We compared learner profiles with results on other subtasks to identify the skills students would need to develop to progress from one profile to another. We then used regression models to determine whether students’ learner profiles were related to their results on the various subtasks. We found membership in four categories. We also found a shift in the distribution of learner profiles from Grade 1 to Grade 4, which is useful for establishing program effectiveness. The distribution of profiles within grades expanded as students progressed through the early elementary grades. We recommend that those who are discussing EGRA results describe students by profiles and by the numbers that shift from one profile to another over time. Doing so would help describe abilities and instructional needs and would show changes in a meaningful way.
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Contreras Salamanca, Luz Briyid, and Yon Garzón Ávila. Generational Lagging of Dignitaries, Main Cause of Technological Gaps in Community Leaders. Analysis of Generation X and Boomers from the Technology Acceptance Model. Universidad Nacional Abierta y a Distancia, May 2021. http://dx.doi.org/10.22490/ecacen.4709.

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Community and neighborhood organizations are in the process of renewing the organizational culture, considering technological environments in the way of training, and advancing communally, being competitive in adaptation and learning, creating new solutions, promoting change, and altering the status quo, based on the advancement of technology over the last few years, currently applied in most organizations. The decisive factor is the ability of true leaders to appropriate the Technological Acceptance Model –TAM– principles, participating in programs and projects, adopting new technologies from the different actors involved, contributing to the welfare of each community. There is, however, a relative resistance to the use of technology as support in community management, due to the generational differences in leaders and dignitaries, according to collected reports in this study, in relation to the age range of dignitaries –Generation X and Baby Boomers predominate–. They present a challenge to digital inclusion with difficulties related to age, cognitive, sensory, difficulty in developing skills, and abilities required in Digital Technologies, necessary to face new scenarios post-pandemic and, in general, the need to use technological facilities.
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DeBarger, Angela, and Geneva Haertel. Evaluation of Journey to El Yunque: Final Report. The Learning Partnership, December 2006. http://dx.doi.org/10.51420/report.2006.1.

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This report describes the design, implementation and outcomes of the initial version of the NSF-funded Journey to El Yunque curriculum, released in 2005. As formative evaluators, the role of SRI International was to document the development of the curriculum and to collect empirical evidence on the impact of the intervention on student achievement. The evaluation answers four research questions: How well does the Journey to El Yunque curriculum and accompanying assessments align with the National Science Education Standards for content and inquiry? How do teachers rate the effectiveness of the professional development workshop in teaching them to use the Journey to El Yunque curriculum and assessment materials? How do teachers implement the Journey to El Yunque curriculum? To what extent does the Journey to El Yunque curriculum increase students’ understanding ofecology and scientific inquiry abilities? The evaluators concluded that Journey to El Yunque is a well-designed curriculum and assessment replacement unit that addresses important science content and inquiry skills. The curriculum and assessments are aligned to life science content standards and key ecological concepts, and materials cover a broad range of these standards and concepts. Journey to El Yunque students scored significantly higher on the posttest than students learning ecology from traditional means with effect size 0.20.
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