To see the other types of publications on this topic, follow the link: Learning ability.
Dissertations / Theses on the topic 'Learning ability'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Learning ability.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Dorfler, Viktor. "Model of learning ability." Thesis, University of Strathclyde, 2005. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=9341.
Full text
2
Elfwing, Stefan. "Embodied Evolution of Learning Ability." Doctoral thesis, Stockholm : Kungliga Tekniska högskolan, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-4515.
Full text
3
Geddes, Jeffrey D. "Childhood Learning: Examining Attitudes toward School and Learning Ability." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc9929/.
Full textAbstract:
A child's ability to learn in school and school performance are affected by various factors. Variables that affect learning and academic performance in 46 children, 4 - 7 years old, were examined. Children, parents, and teachers completed questionnaires rating children's attitudes and behavior toward school. Children completed a computerized matching-to-sample (MTS) task. The MTS trained the children to form 3 stimulus classes. One stimulus class included three arbitrary stimuli, the others contained a positively or negatively valenced stimulus, a school-related stimulus, and an arbitrary stimulus. Class formation performance was assessed. Rate of learning predicted attitudes toward school, school attitudes predicted academic performance; however a hypothesized mediation effect of attitudes was not demonstrated. No significant differences in rate of forming stimulus classes containing emotionally valenced and school stimuli were found. Future directions for intervention in the early education of students who have poor attitudes toward school are discussed.
4
Geddes, Jeffrey D. Murrell Amy Rebekah Epstein. "Childhood learning examining attitudes toward school and learning ability /." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-9929.
Full text
5
Tang, Weizhi, and 湯偉之. "Self-access language learning : attitudes and learning strategies." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209688.
Full textAbstract:
The attitudes and learning strategies of 100 language learners who are also users of Self-Access Centers (SACs) in a theoretical context of Self-Access Language Learning (SALL). Though questionnaire survey, the present study discovered several significant correlations between learner’s attitudes towards SALL and their language learning strategies. It also established a profile of SALL center users in their attitudes and learning strategies from an comparative view based on their previous SALL experiences. The results showed that leaners who are more ready for Self-Access tend to use affective strategies. Memory strategies are practiced more often among leaners who prefer learn grammar without teachers and have more speaking activities in class, also who are relatively more self-aware of their own learning objectives. Cognitive strategies are widely used by leaners who prefer leaning grammar by themselves, also those who are more confident to solve problems by themselves. There is a stronger intention of control over content selection for leaners who had SALL experiences, especially in utilizing non-staffing SALL resources at SACs.<br>published_or_final_version<br>Education<br>Master<br>Master of Education
6
Lee, Jong Won. "Effect of gis learning on spatial ability." Diss., Texas A&M University, 2003. http://hdl.handle.net/1969.1/3896.
Full textAbstract:
This research used a spatial skills test and cognitive-mapping test to examine the effect of GIS learning on the spatial ability and spatial problem solving of college students. A total of 80 participants, undergraduate students at Texas A&M University, completed pre- and post- spatial skills tests administered during the 2003 fall semester. Analysis of changes in the students test scores revealed that GIS learning could help students improve their spatial ability. Strong correlations existed between the participants spatial ability and their performance in the GIS course. The research also found that spatial ability improvement linked to GIS learning was not significantly related to differences in gender or to academic major (geography majors vs. science and engineering majors). A total of 64 participants, recruited from students enrolled in Introduction to GIS and Computer Cartography at Texas A&M University, completed pre- and post- cognitive-mapping tests administered during the 2003 fall semester. Students performance on the cognitive-mapping test was used to measure their spatial problem solving. The study assumed that the analysis of the individual map-drawing strategies would reveal information about the cognitive processes participants used to solve their spatial tasks. The participants were requested to draw a map that could help their best friends find their way to three nearby commercial locations. The map-drawing process was videotaped in order to allow the researcher to classify subjects map-drawing strategies. The study identified two distinctive map-drawing strategies: hierarchical and regional. Strategies were classified as hierarchical when subjects began by drawing the main road network across the entire map, and as regional when they completed mapping sub-areas before moving on to another sub-area. After completion of a GIS course, a significant number of participants (about half) changed their map-drawing strategies. However, more research is necessary to address why these changes in strategy came about.
7
Beier, Margaret E. "Ability, personality, interests, and experience determinants of domain knowledge acquisition." Diss., Georgia Institute of Technology, 2003. http://hdl.handle.net/1853/5323.
Full text
8
Beier, Margaret E. "Ability, personality, interests, and experience determinants of domain knowloege acquisition." Available online, Georgia Institute of Technology, 2004:, 2003. http://etd.gatech.edu/theses/available/etd-04052004-180015/unrestricted/beier%5Fmargaret%5Fe%5F200312%5Fphd.pdf.
Full text
9
Law, Yuen-yi, and 羅婉怡. "Evaluating learning gain in a self-access language learning centre: case studies of six low proficiencystudents." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B43241049.
Full text
10
Patterson, Jae Todd Lee Timothy Donald. "The impact of effortful practice in learning a task of varying degrees of cognitive and motor complexity /." *McMaster only, 2004.
Find full text
11
Rebel, Johanna. "Developmental patterns of procedural and declarative knowledge in catching skills." Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63821.
Full text
12
Koo, Sze-tak, and 顧士德. "Can animations assist lower-ability students in learning biology." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31960972.
Full text
13
Ward, Cheryl Lynn. "E-Learning for Advanced Learners in Multi-Ability Classrooms." NSUWorks, 2006. http://nsuworks.nova.edu/gscis_etd/912.
Full textAbstract:
The study questions: How can heterogeneous, technology-rich, classrooms support successful advanced or enriched e-learning experiences for teachers and gifted learners? Advanced learners in multi-ability classrooms are not afforded the opportunities to experience enriched or accelerated learning based on their individual needs due to the nature of traditional classroom instruction and management. Consequently, because instruction is targeted at the average learner, advanced students do not reach their full potential and do not show progress consistent with their ability. In light of No Child Left Behind, school reform initiatives, and standards-based learning, all children should have the opportunity to excel to their fullest potential. Differentiating for all students is an expectation of 21 51 century schools and heterogeneous classrooms. Technology is a largely untapped resource for reforming and restructuring instructional activities within the classroom. Strategies used with the gifted population as well as differentiation processes that help all students learn were used in an e-learning environment. Teachers were surveyed to establish current use and then provided with professional development for using e-learning technologies with their advanced learners. Advanced learners used e-learning to support individualized instruction. Teachers and students took part in three individual interviews as the e-learning modules were experienced in the classroom. They discussed the entire experience in a facilitated focus group at the end of the research process.
Teachers learned how to manage e-learning activities to provide alternative instruction with advanced learners in their classrooms. Advanced learners experienced an independent method for learning that provided opportunities for enriched and advanced learning within heterogeneous classroom settings.
14
Bird, Wesley Lee. "Effects of ability level compositions in cooperative learning settings." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-02052007-072444/.
Full text
15
Koo, Sze-tak. "Can animations assist lower-ability students in learning biology." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21190732.
Full text
16
Glaser, Margaret L. Jo. "A study of the relationship between preferred learning styles and verbal ability of learning disabled students and general education students implications for the regular education initiative /." Access abstract and link to full text, 1994. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/9423374.
Full text
17
Wood, Maureen, and n/a. "Personal perspectives of learning difficulties." University of Canberra. Professional & Community Education, 1999. http://erl.canberra.edu.au./public/adt-AUC20060405.154157.
Full textAbstract:
The purpose of the study was to develop a greater understanding of the experiences
of school life for students who consistently found learning difficult, their
perceptions of the difficulties they faced with their learning and how this had
influenced their lives, socially and academically. It was hoped that their
perspectives would highlight those structures and strategies that were of the most
value in supporting them, as well as those that had a negative impact on their
achievement and adjustment.
Eight people with learning difficulties each participated in a series of three
individual, in-depth interviews about their experiences of school. The participants,
five male and three female, ranged in age from ten to twenty five years. Four were
primary school students, in Years Four, Five and Six. Two students were in Year
Nine at high school, while a further two participants had completed their
schooling. One was currently unemployed, while the other had completed a
university degree and had been teaching for three years.
Participants were chosen from randomly selected government schools in the ACT,
nominated by the school as fitting the selection criteria. Learning difficulties were
defined in tenns of their meeting criteria that were indicative of teacher and parent
concern for academic underachievement over a period of at least two years. The
selection process was also guided by criteria to locate key informants, i.e.
individuals who may have been able to highlight specific issues related to the
relationships between learning difficulties and socioeconomic status, social
competence and employment opportunities.
Interviews with each participant .took place over three separate sessions of
approximately fifty minutes' duration. Data was analysed using Hycner's guidelines
for phenoinenological analysis. Interviews were transcribed and coded, with an
independent researcher validating identified themes. An agreement rate of 88%
was achieved. Interviews were then summarised and returned to the participants to
confirm whether the interpretation of their perspectives was accurate. Themes that
were common across the interviews were discussed in relation to current research.
The results of this research study confirmed the central role played by quality
teachers and best teaching practices in being able to enhance learning and to meet
the needs of individual students. These factors were an integral part of engaging
students in the learning process and promoting successful learning experiences.
The study also emphasised the importance of parents, particularly mothers, in the
adjustment of the participants to the everyday demands, academic and social, of
school life. The necessity of establishing and sustaining effective early intervention
programs was also highlighted, as was the value of listening to the voices of
individuals with learning difficulties when making decisions on their behalf.
18
Stoler, Erica N. "Predicting dyslexia with Screening To Enhance Equitable Placement (STEEP)." Huntington, WV : [Marshall University Libraries], 2004. http://www.marshall.edu/etd/descript.asp?ref=515.
Full text
19
Lemasters, Shelley J. "The comparative analysis of the dyslexia screening instrument and the dyslexia screen tool." Huntington, WV : [Marshall University Libraries], 2004. http://www.marshall.edu/etd/descript.asp?ref=513.
Full text
20
Malfait, Nicole. "Characteristics of dynamics learning and generalization." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=85577.
Full textAbstract:
In order to grasp an object, the human nervous system must transform the intended hand displacement into control signals distributed to motor neurons and ultimately to muscles. The aim of this thesis is to describe the nature of the internal representations that the human motor system uses to perform reaching movements.<br>The aim of the first study was to provide a clear and simple way to test whether dynamical information is coded by the nervous system in an extrinsic, Cartesian, versus intrinsic, muscle- or joint-based, system of coordinates. As a means to determine the frame for reference used by the motor system, we examined how adaptation to externally applied forces transfers across different arm configurations. We trained subjects to make reaching movements while holding a robotic arm that applied forces proportional and perpendicular to the tangential velocity of the hand. While in the first trials hand paths were substantially deviated, subjects rapidly adapted to the new dynamic condition; they learned to compensate for the forces in order to restore the kinematics observed in the absence of load. Learning of the new dynamics transferred across movements performed in different regions of the workspace when the relation between joint displacements and experienced torques remained unchanged, rather than when the mapping between hand displacements and forces was preserved. This provided support to the idea that dynamics are encoded in muscle- or joint-based coordinates.<br>The results of the first study described a process of generalization that relies on the invariance of the mapping between torques and joint displacements. While this clearly points to an intrinsic coding of dynamics, it does not explain whether or how generalization over the workspace occurs when the pattern of torques changes with the configuration of the arm. In the second study, subjects learned a force field in which the forces acted always in the same direction relative to an external frame of reference, which defines a mapping between joint displacements and torques that varies with the configuration of the arm. Our idea was to test if in the absence of invariance in the pattern of torques, generalization would occur on the basis of the invariance in the direction of the forces represented in an extrinsic system of coordinates. (Abstract shortened by UMI.)
21
CASTOLDI, VALERIA. "THE INTERACTION BETWEEN HIGH COGNITIVE ABILITIES, LEARNING AND CULTURE." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2017. http://hdl.handle.net/10281/153290.
Full textAbstract:
Uno degli obiettivi della psicologia cognitiva riguarda la comprensione dei fattori cognitivi legati all’intelligenza umana, con lo scopo di formulare modelli il più possibile esplicativi del funzionamento della mente. Nella mia tesi ho tentato di dare una definizione del concetto di intelligenza, intesa come l’insieme dei processi consci e inconsci che determinano la nostra conoscenza, in associazione con specifiche abilità cognitive come ragionamento e problem solving. Mi sono inoltre proposta di investigare l’interazione tra intelligenza, apprendimento e cultura, considerati come fattori esogeni che concorrerebbero alla manifestazione delle differenze individuali. A tal fine sono stati condotti tre studi. Il primo studio riguarda la valutazione dell’insight problem solving nell’infanzia, in interazione con le capacità pragmatico-interpretative del linguaggio, che si svilupperebbero grazie all’apprendimento nelle situazioni sociali. Il secondo studio si focalizza ancora sui problemi insight, ma in età adulta: la performance in questo tipo di problema è valutata in relazione alle differenze culturali e in interazione con specifici fattori cognitivi come la capacità inibitoria e la Mindfulness. Nel terzo studio, l’intelligenza e la capacità di ragionamento, in un gruppo di studenti di scuola secondaria superiore, vengono analizzate in relazione a specifici contesti di apprendimento. Le ricerche dimostrano la necessità di trovare una definizione maggiormente soddisfacente del concetto di intelligenza e il coinvolgimento della cultura e dell’apprendimento nella sua evoluzione.<br>One of the purpose of Cognitive Psychology is the comprehension of the cognitive factors related to human intelligence, in order to formulate explanatory models of the mind processes. In my thesis I tried to define the concept of intelligence as the sum of conscious and unconscious processes linked to our knowledge and related with specific cognitive abilities, such as reasoning and problem solving. I also investigated the interaction between intelligence, learning and culture, considered as exogenous factors which would be involved in individual differences. Three studies were, therefore, conducted. The first study concerns the insight problem solving in childhood, in interaction with the pragmatic-interpretive skills of the language that would develop through learning in social situations. The second study is still focused on the insight problems, but in adulthood: the performance in this kind of problems would be influenced by the cultural differences and by the interactions with specific cognitive factors such as the Inhibitory Ability and Mindfulness. In the third study, intelligence and reasoning skills are analyzed in a group of secondary school students in relation to some specific learning contexts. Results underlie the need to better define the concept of intelligence and the involvement of culture and learning in its evolution.
22
Mohd, Kosnin Azlina. "Predicting second year achievement at university : the contributions of prior achievement, cognitive ability, perceived ability and learning behaviour." Thesis, University of Newcastle Upon Tyne, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.405308.
Full text
23
Osantowski, Teddy Brodie Bowen Mack L. "Effects of inservice training on teachers' knowledge and applied skills related to identification of learning disabilities." Normal, Ill. Illinois State University, 1993. http://wwwlib.umi.com/cr/ilstu/fullcit?p9323740.
Full textAbstract:
Thesis (Ed. D.)--Illinois State University, 1993.<br>Title from title page screen, viewed February 16, 2006. Dissertation Committee: Mack L. Bowen (chair), Lanny E. Morreau, William C. Rau, Paula J. Smith, Kenneth H. Strand. Includes bibliographical references (leaves 92-100) and abstract. Also available in print.
24
SPENCER, REED FRANK. "RAISING INTELLIGENCE IN THE PUBLIC SCHOOLS: A THEORETICAL MODEL." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/187964.
Full textAbstract:
The problem addressed in this theoretical study was that although current knowledge and research indicate clearly that intelligence can be raised in the regular classroom, there did not exist a model to guide teachers in doing so. The purpose of this study, then, was to construct a model which would guide teachers in adapting their instruction so that "teaching was thinking," or teaching to raise intelligence be deliberately addressed by the way existing subjects are taught, rather than (or in addition to) as a separate subject. In other words, the purpose of the study was to propose a model which would help teachers deliberately and systematically improve students' generic skills of intelligence in the course teaching normal curricular subjects--a way of teaching rather than a separate subject. The first issue addressed is the historical context surrounding the debate over the construct of intelligence as alterable--that intelligence is not an immutable "amount," but the orchestration and use of malleable, teachable processes. Second, philosophic, psychological and educational foundations were laid and examined, and the model was proposed and discussed. Particular emphasis was given discussion of model theory, including the need for and structural parameters of academically honest models. Third is the review and discussion of research and writing relating to the instructional attempts to raise intelligence. This review begins with seminal theoretical works, and progressing through to those with increasingly specific applications to actual instruction in the classroom. Fourth, the model was used to generate specific, substantive examples--lessons plans--of instructional strategies within various subjects. Although the content used is from elementary school curricula, the model is equally applicable to high school, college, or any other instructional area. Fifth and finally, the problems and promises inherent in the attempt to implement such a curricular effort were examined.
25
Yang, Jeng-Feng. "Motor learning and adaptation the role of motor abundance /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 216 p, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3247585.
Full text
26
Toombs, Paul. "Reinforcement learning of visually guided spatial goal directed movement." Thesis, University of Stirling, 1997. http://hdl.handle.net/1893/2603.
Full textAbstract:
A range of visually guided, spatial goal directed tasks are investigated, using a computational neuroethology approach. Animats are embedded within a bounded, 2-D environment, and map a 1-D visual array, through a convolution network, to a topography preserving motor array that stochastically determines the direction of movement. Temporal difference reinforcement learning modifies the convolution network in response to a reinforcement signal received only at the goal location. Three forms of visual coding are compared: multiscale coding, where the visual array is convolved by Laplacian of Gaussian filters at a range of spatial scales before convolution to determine the motor array; rectified multiscale coding, where the multiscale array is split into positive and negative components; and intensity coding, where the unfiltered visual array is convolved to determine the motor array. After learning, animats are examined in terms of performance, behaviour and internal structure. When animats learn to approach a solitary circle, of randomly varying contrast, rectified multiscale coding animats learn to outperform multiscale and intensity coding animats in both independent and coarse scale noise conditions. Analysis of the learned internal structure shows that rectified multiscale filtering facilitates learning by enabling detection of the circle at scales least affected by noise. Cartwright and Collett (1983) showed that honeybees learn the angle subtended by a featureless landmark to guide movement to a food source at a fixed distance from the landmark, and furthermore, when tested with only the edges of the landmark, still search in the same location. In a simulation of this experiment, animats are reinforced for moving to where the angle subtended by a solitary circle falls within a certain range. Rectified multiscale filtering leads to better performing animats, with fewer hidden units, in both independent and coarse scale visual noise conditions, though for different reasons in each case. Only those animats with rectified multiscale filtering, that learn in the presence of coarse scale noise, show similar generalisation to the honeybees. Collett, Cartwright and Smith (1986) trained gerbils to search at locations relative to arrangemments of landmarks and tested their search patterns in modifications of the training arrangements. These experiments are simulated with landmark distance coded as either a 1-D intensity array, or a 2-D vector array, plus a simple compass sense. Vector coding animats significantly outperform those using intensity coding and do so with fewer hidden units. Furthermore, vector coding animats show a close match to gerbil behaviour in tests with modified landmark arrangements.
27
Downey, Margaret J. "Effects of observer's experience and skill level on learning and performance in motor skill modeling." Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=70288.
Full textAbstract:
Expertise effects on response acquisition (learning) and performance reproduction (performance) (Bandura, 1986) in dance observational learning were investigated. Over an acquisition period, forty university students with varied movement backgrounds observed dance demonstrations, arranged still photos to represent the dances, and performed each dance. Learning was assessed via a pictorial-resequencing task. Dance performance accuracy and quality were evaluated via detailed analyses of videotaped performances. Results indicated that dance experts learn more and perform better than novices (p $<$.05) in a modeling situation, and learning and performance scores are positively correlated at a moderate level. Entry-level dance skill is the best present indicator of success in dance observational learning. Elementary instruction can improve beginner dancers' observational learning ability. The findings support Bandura's social cognitive theory of modeling (1986), extend the knowledge base related to the effects of expertise in motor skill acquisition, and have implications for dance and other motor skill educators.
28
張敏彤 and Man-tung Eva Cheung. "How goal orientations and learning environments are related to beliefsin effort-ability relationship." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41716243.
Full text
29
Estes, Linda 1957. "SOCIAL LEARNING THEORY AND CREATIVITY: THE EFFECTS OF MODELING ON DIVERGENT THOUGHT PRODUCTION." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/291697.
Full textAbstract:
The effects over time of written divergent and convergent models on subjects' creative responses to Guilford's Alternate Uses and Consequences were examined, using forty-eight undergraduate students at the University of Arizona. Subjects were divided equally into divergent model, convergent model, and control groups, and were tested and retested one week later. A multivariate analysis of variance (MANOVA) subjects' scores for flexibility, fluency, and originality, was found to be significant. Univariate F tests, discriminant function analysis, and Tukey's tests were performed to clarify the nature of significant effects. Results were found for scores on flexibility and originality, but only for the convergent group. Convergent modeling significantly increased the number of convergent responses given by subjects, and the convergent group gave significantly more original responses than the other two groups. The effects of modeling on the convergent group persisted over time, and a significant practice effect was noted.
30
Cheung, Man-tung Eva. "How goal orientations and learning environments are related to beliefs in effort-ability relationship." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41716243.
Full text
31
Kline, Keith Alan. "The effects of visualizations and spatial ability on learning from static multimedia instructions." Diss., Georgia Institute of Technology, 2012. http://hdl.handle.net/1853/44702.
Full textAbstract:
Successful learning about physical systems is thought to depend on the development of a mental representation of the system's dynamic behavior, which constitutes a mental model, rather than only its static structure (e.g., Schnotz, 2005). Because dynamic mental models must be generated by learners from static diagrams, learning might be promoted by encouraging learners to visualize motion in static diagrams. However, mental models represent dynamic spatial information that might be difficult to construct for learners with lower spatial ability; they might benefit from instructional designs that support spatial reasoning, such as phase diagrams and depictive arrows. In Experiment 1, participants learned about air pumps, carburetors, and toilet tanks from single phase diagrams, multiphase diagrams, or multiphase diagrams followed by a prediction activity in which they predicted system behavior in novel situations. This prediction activity was expected to implicitly prompt mental visualization of motion. Learning in the latter condition (i.e., with the prediction activity) was significantly better than learning in the single phase condition. In the prediction condition, the enhancing effect of spatial ability on learning outcome was partially mediated by performance in the prediction activity. The mediation suggested that high spatial ability helped participants to accurately visualize the systems as they made predictions, which contributed to better performance on the learning assessment. Experiment 1 assessed visualizations during the prediction activity, whereas Experiment 2 assessed visualizations during the lessons. In two conditions in Experiment 2, participants were explicitly prompted to visualize motion in the system while viewing the lessons. Because learners with lower spatial ability were expected to have difficulty visualizing motion, arrows depicting motion were added in one condition. A baseline condition excluded the arrows and the prompt to visualize motion. In all three conditions, participants viewed multiphase diagrams followed by the prediction activity. Learning outcomes among the three conditions did not differ significantly: Depictive arrows and prompts to visualize motion were not significantly effective. Also, spatial ability did not interact with instructional condition. However, both spatial ability and subjective ratings of attempts to visualize motion were predictive of learning outcome. Overall, results from the two experiments indicated that participants with higher spatial ability were better able than participants with lower spatial ability to generate dynamic mental models from static instructions, particularly when they were implicitly prompted to reason about the system as they made predictions. Learners with lower spatial ability might need other forms of assistance for mental model generation, such as animated instructions.
32
Leung, Hoi-cheung, and 梁海翔. "Enhancing students' ability and interest in geometry learning through geometric constructions." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48367746.
Full textAbstract:
Students nowadays are relatively confident in directly applying geometrical theorems and theories. Nevertheless, it has been a common phenomenon that students are not confident in constructing geometric proofs. They lack the confidence and sufficient experience and knowledge in conducting deductive geometrical proofs. To some students, they treat proofs simply as another type of examination questions which they can tackle by repeated drillings.
Students make use of straightedges and compasses to construct different geometry figures in geometric constructions. Through geometric constructions, we can train our prediction and logical thinking skills when investigating the properties of geometric figures. Geometric constructions provide students with hands-on experience to geometry learning which requires students to have more in-depth thinking.
This is an empirical study on the implementation of geometric construction workshops among junior secondary students in Hong Kong. Results have shown that students enjoyed the construction tasks during the workshops. Analysis has implied that geometric constructions help improve students’ ability in constructing geometric proofs and to raise their interests in geometry learning.<br>published_or_final_version<br>Education<br>Master<br>Master of Education
33
Peterson, Susan S. "Pronunciation Learning Strategies and Learning Strategies Related to Pronunciation Ability in American University Students Studying Spanish." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1394793631.
Full text
34
McIntosh, David Eugene. "Cluster analysis of the differential ability scales : profiles for learning disabled subtypes." Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/720161.
Full textAbstract:
The purpose of this study was to determine if distinct subgroups of learning disabled children could be identified using a single, recently developed, instrument--the Differential Ability Scales (DAS). Ward's method of cluster analysis was used to group 83 school-verified learning disabled children from the standardization sample.These children were classified using the core, diagnostic, and achievement subtests of the DAS. Achievement subtest scores were transformed into T-scores with a mean of 50 and a standard deviation of 10 to provide scores on the same scale as the core and diagnostic subtests. Using similar units allowed all scores to contribute more equally during the clustering (Romesburg, 1984).The following six subgroups were identified: (a) generalized, (b) high functioning, (c) normal, (d) underachievement, (e) borderline, and (f) dyseidetic. Not all subgroups displayed the expected discrepancy between intelligence and achievement associated with the current definitions of LD. One subgroup had what might be described as a "normal" diagnostic profile on the DAS. These results were consistent with those of prior subtyping research (Lyon & Watson, 1981; Lyon et al., 1981) where "normal" subgroups were found. Another subgroup obtained General Conceptual Ability scores within the borderline range. Overall, children in this subgroup displayed consistently low scores on all the DAS subtests and achievement commensurate with general ability. In subsequent discriminant analyses, both achievement and diagnostic subtests were necessary for accuracy in classification.This study provided evidence as to the DAS's ability to differentially diagnose the learning disabled and provided distinct profiles for LD subgroups. Administration of the diagnostic subtests along with the score and achievement subtests can provide the clinician with valuable diagnostic information for LD.<br>Department of Educational Psychology
35
Metcalfe, Peter Anthony. "It's just a word : CALL, French verbs and mixed-ability pupils." Thesis, Open University, 1996. http://oro.open.ac.uk/54852/.
Full textAbstract:
This thesis follows the trail of a perennial problem in the written work of pupils studying GCSE French, and suggests a CALL solution. The motivation for the research lies in the decline of grammatical accuracy, particularly in verb use, in the French produced by mixed-ability pupils and university students alike. Theories of language acquisition are assessed and a limited amount of guidance emerges. French GCSE Examiners' Reports then provide a firm foundation for research with their suggestion that the rise in oral work has affected written standards. A review of the literature reveals a wide range of barriers to verb learning. These can be classified as linguistic, psycholinguistic and pedagogic. One of the most impenetrable barriers is the redundancy of many verb endings. Empirical evidence from written and interview data is presented to show the startling kinds of misconceptions held by many pupils about verbs,and the complex of systems learners devise to solve problems. The thesis then proposes an explicit grammar-teaching approach based on principles of pedagogical grammar. Current Computer Assisted Language Learning (CALL) approaches to verb teaching offer admirable formal practice for able pupils but do not cater for the difficulties experienced by less able learners, who may therefore be disenfranchised. Detailed proposals are given for the creation of 'mixed-ability CALL' for verb learning, followed by a description of the design and production processes of three new programs aimed at less able pupils. Further empirical work is undertaken with GCSE pupils in order to assess the effects of tutorial, game and 'cognitive' CALL approaches. The quantitative data show that written performance can improve after using these programs. However, the most striking result of CALL intervention is the transformation of weak pupils' spoken metalanguage from restricted grammatical expression to accurate verb articulation within a short space of time.
36
Wright, David, University of Western Sydney, Faculty of Social Inquiry, and School of Social Ecology. "Creativity and embodied learning." THESIS_FSI_SEL_Wright_D.xml, 1998. http://handle.uws.edu.au:8081/1959.7/534.
Full textAbstract:
This thesis looks at the way in which drama education constructs opportunities for learning. Constructivism and self-organising systems theory are used to further understand how individuals and societies construct their own learning. Important in this process is the self-conscious experience of the learner. The notion of being ‘in learning’ rather than outside of and observing the learning is central. This consciousness facilitates the creation of meaning, which plays a role in determining the manner in which further participation in learning occurs, hence further learning. This emphasises the process of learning over the product of learning. The function that language and emotion serve in this process also deserves consideration. This perspective upon process has a considerable impact upon the way in which learners make meaning and the way in which they approach learning. Questions surrounding a consciousness of participation bring the senses, the feelings, the emotions and other physical experience to the fore. They require that the learning of the body be experienced. Embodied learning is insufficiently acknowledged and theorised in drama education. Through bringing together constructivism, systems theory, drama education and contemporary performance theory this thesis argues for a greater recognition of the relationship between the body and learning.<br>Doctor of Philosophy (PhD)
37
Morles, Armando. "The improvement of leaming ability by means of reading." Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/99772.
Full textAbstract:
This study discusses the importance of instruction in the ability to learn from texts. First learning through reading is defined, followed by the identificaction of the factors that determine this learning. It provides guidelines for the improvement uf such an ability. Finally, it gives i'deas about ways of conducting the student training, including exercising modalities and the program placement in the educational context.<br>El presente estudio discute la importancia de la instrucción en la capacidad para aprender el contenido de textos escritos. Al inicio se define el aprendizaje a través de la lectura para luego continuar con la identificación de los factores que condicionan este aprendizaje. Luego se suministra lineamientos para mejorar esa capacidad. Finalmente se aportan ideas acerca de cómo conducir el entrenamiento de los estudiantes, incluyendo las modalidades y su ubicación dentro del contexto educativo.
38
Klint, Glenda. "Inspiring the desire and passion to learn a literature review /." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007klintg.pdf.
Full text
39
Felini-Smith, Linda. "A Parent Questionnaire Examining Learning Disabled and Non-Learning Disabled Children's Spatial Skills." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc500569/.
Full textAbstract:
Investigations of children's spatial ability have typically looked at performance on laboratory tasks, and none have examined differences between learning disabled and non-learning disabled children. The present study surveyed sixty-seven parents of third and sixth grade children about the types of spatial activities children engage in everyday. Parents of learning disabled and non-learning disabled children were included. Results provided information about the types of spatial activities children engage in and the relationships between participation and performance. Major findings included differences between learning disabled and non-learning disabled children in navigational ability and in the strategies employed in difficult or ambiguous spatial situations. Findings were discussed in terms of the influence learning disabled children's negative self evaluations have on their performance.
40
Henson, Janice M. "Procedures for recognition and transformation of nonefficacious personal constructs about reading and learning /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3060104.
Full text
41
Cagigas, Xavier E. "Cultural determinants of category learning." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2008. http://wwwlib.umi.com/cr/ucsd/fullcit?p3307160.
Full textAbstract:
Thesis (Ph. D.)--University of California, San Diego and San Diego State University, 2008.<br>Title from first page of PDF file (viewed July 9, 2008). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 105-118).
42
Kwok, Fung-chun Angel, and 郭鳳眞. "A case study in learning failure and success of high ability students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27685342.
Full text
43
De, Melo Victor Luis. "Inquiry-based learning in mathematics : assisting lower ability students with questioning techniques." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209675.
Full text
44
梁雪娟. "A study of spatial ability and animated learning for learning efficiency." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/14588879167483212224.
Full text
45
WU, SHENG-CHIANG, and 吳聖強. "Item Selection Management System for Improving Learning Ability." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/qt6d7x.
Full textAbstract:
碩士<br>國立中正大學<br>資訊工程研究所<br>104<br>We propose the item selection management system which can help users to select test in a planned way. Our system specifies the tree structure of teaching material to build the relation of parent node and child node such that it can describe students learning course and learning experience.
We divide the item bank by ability competence in contrast to other item database divided by chapter and section. With this system, the teacher is able to choose the questions and set their partitions for the examination by the ability competence of each question. The student also can choose the test in the system database. When the student finish the test, the system can show the result and remind the student which competence needs to be reviewed. Students also can use the tree structure including all the competence in each chapter to practice their lessons.
External environment connects with our system through Web-API in which can add or acquire the resources of item bank in different surroundings. It is beneficial to help to expand development and application of the nowadays learning system. Teachers can teach in more plentiful way with item bank, with students learning in more ample way with learning resources.
46
YEN, Po-Feng, and 顏伯峯. "Estimation and analysis of the ability oforganization learning." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/79009306064915729222.
Full textAbstract:
碩士<br>元智大學<br>資訊管理研究所<br>94<br>In the age of knowledge, knowledge has become important intangible asset of business organization. Confronting the trend of development of information and globalization, business organizations face the challenge of blooming information and rapid-changing environment. In order to retain the advantages of organization or transform organization strategy to keep up with competitors and rapidly response to competing challenges and market changes, organization must be flexible and keeping on learning to increase it’s own competing advantage and creativity. How to promote effective learning is always focused by business organizations and researchers.
Many researchers of organizational theory indicate that organizational learning process has made an underlying foundation of theory and contribution. But how to estimate the ability of learning within an organization has relatively few objective and just estimation model. This research first collect the critical processes of organizational learning from mass references, and then categorize these processes into five aspects – knowledge collect、knowledge recognize、knowledge store、knowledge spread、knowledge create. Using the category above to analyze two different industrial types, to finalize this research we conclude that estimation transform into four aspects - knowledge collect、knowledge store、knowledge spread and knowledge create. And this research use this new category to estimate different type of industry.
The result of this research indicate that different type of industrial environtment show different ability of learning, this result also provide a good estimate basis for organization which is making the process of organizational learning. On the other hand, managers can enhance the process of organizational learning according to the result of survey.
47
Kang, Fu-Shun, and 康富順. "Bicycle Automatic Shift Control Device with Learning Ability." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/20188281591218800597.
Full textAbstract:
碩士<br>國立交通大學<br>電控工程研究所<br>99<br>During cycling, cyclists may shift gears to obtain different gear-ratio and cadence in order to satisfy their requirements such as for the highest power output or the best comfort. However, it is not easy for those inexperienced riders to obtain the optimal cadence because they can not judge the moment to shift gears. They can not make use of the derailleur system in the correct way as well. As a result, they may feel uncomfortable, and even get hurt. Therefore, we need an automatic shift control device to avoid such situation.
There are bicycles with automatic shift control device available, but most of them are not suitable for all the cyclists due to the lack of learning ability. This paper presents an automatic shift control device with learning ability. The MCU records the pedaling cadence during cycling, and then develops the strategy about the correct up-shifting or down-shifting moment. The MCU also commands the actuators to shift up or shift down a gear according to the strategy. Finally, the automatic shift control device can help cyclists to pedal at the optimal cadence.
48
Yu-Wen, Wu, and 巫玉文. "Learning Vocabulary by Visualization: Its Effects on Elementary School Student’s Vocabulary Learning Ability." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/12914905094820873794.
Full textAbstract:
碩士<br>國立臺中教育大學<br>語文教育學系碩士班<br>94<br>Abstract
The purpose of this study is to discuss learning vocabulary by visualization and its effects on lower grade elementary school students. Selected students are divided into two groups: one is taught vocabulary by visualization process, and the other is taught vocabulary by ordinary process. The two groups are compared in order to distinguish whether learning by visualization yields better results, as well as whether students are interested in learning by visualization. Research subjects are one class of first grade and second grade each. Research method includes asymmetrical group pre/post test design, and each class is the fundamental unit. The subject group is taught by both ordinary teaching process and visualization process. The control group is taught by ordinary teaching process. Teaching process lasts five weeks, and a vocabulary test is given to evaluate learning effects. Data are process by T-examination to compare and contrast the two groups.
The main results of this study include:
I. The effects on Learning by Visualization:
A. Average test score of the subject group is higher than the control group. But the contrast is not significant.
B. The effects on learning by visualization are better than non-visualization groups, and are also better than control group; however, the difference is not significant.
II. Effects on learning interest:
A. Learning by visualization induces learning interest in lower grade elementary students. It also increases student’s willingness of learning related words and practice its usage.
According to the research results, this study provides several suggestions on teaching vocabulary to lower grade elementary school students as well as advices for future studies.
49
Bojilov, Raicho. "Learning about Ability and the Effects of Pay Incentives." Thesis, 2011. https://doi.org/10.7916/D8FT8SZF.
Full textAbstract:
This dissertation studies how pay incentives interact with learning about ability and labor turnover to shape the employment dynamics at a US call center. The first chapter provides an introduction to my work and summarizes my main results. The second chapter offers a descriptive analysis of the work environment, the production process, and the effects of pay incentives. The third chapter introduces learning about ability and turnover in a model of effort choice under moral hazard. This model is then used to evaluate the effects of changing pay incentives at the call center. The effect of incentives on effort is significant but small. The results indicate that turnover is a major channel through which incentives affect average performance. Simulating the estimated model shows that neglecting learning and turnover makes estimates of the effect of incentives on effort twice as big as they should be. The fourth chapter investigates how considerations about the quality mix shape pay policy and profits. Building on the estimation approach in chapter 3, the fourth chapter presents a two-step procedure that is used to estimate a fully structural version of the model introduced in the previous chapter. The results provide the basis for counterfactual policy analysis. The optimal policy, in the class of linear contracts in output, not only induces employees to exert effort but also acts as a selection mechanism that helps the firm build a workforce of high match quality over time. The results show that turnover is the major channel through which pay incentives affect profits.
50
Wang, Dihom, and 王滌鴻. "Entrepreneurial Knowledge and Ability Learning Effect of Entrepreneurship Course." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/60715856070064381708.
Full textAbstract:
碩士<br>國立政治大學<br>科技管理研究所<br>90<br>The new economy boomed because of the frequent formation new ventures. This declares the importance of the courses regarding how to star a new enterprise. In America, many universities put relating programs in the first priority of the business education. Despite the development of entrepreneurial courses in foreign countries, it is new to Taiwan. So far, there are several universities set up related programs. The situation reveals that entrepreneurial education can not be ignored. But there are still some more things need to be discussed. This research tries to find out what can be learned in such program with respect to both knowledge and capability. We picked up three basic elements to examine the influence and tried to give some suggestions to accelerate entrepreneurial education. Through this research we want to have the management field to think highly of entrepreneurial coursed.
This research focused on four universities with such programs, they are NCCU, NSYSU，NTHU, NDHU. Through analyzing the questionnaires, we find that in knowledge learning, the students learned most in industry analysis, new venture marketing, innovation management, R&D management, business strategy and entrepreneurial theories in order. In capability learning, they learning the most in analysis, organizing, making decisions, how to communicate and teamwork. This result agrees with what the professors want to teach. Other capability includes how to write a business plan.
Second, we can find the impacts to knowledge and capability through the three elements：
1. personally
The impact to every individual lies in learning motivation and the motivation to start a new enterprise. We find that the effect will be obvious with stronger motivation. The stronger the aptitude to be an entrepreneur is, the better the effect will be. Personal element will be an important factor in entrepreneurial learning.
2. The Courses
The courses design in studied universities goes around the business plan. Methods are case discussion, documentation reading, speech by entrepreneurs, business plan writing. We find little impact through courses.
3. Environment
We find that the more the students involve in the environment, the higher the learning effect. Extensive entrepreneurial learning environment is necessary and useful to the students, the environment includes related competition, clubs, business plan writing or internship.
Through the findings, we suggest the entrepreneurial education needs a clear goal and support of the school. The entrepreneurial platform should be composed the these three elements to form an effective learning environment.