Academic literature on the topic 'Match Task'

Thesis (Ph.D.)--Boston University PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.<br>This dissertation was aimed to expand our knowledge about the contributions of the medial temporal lobe (MTL) and prefrontal cortex (PFC) during the delayed non-matching to sample (DNMS) task. The DNMS task has been used since the 1970's to assess memory in the non-human primate. Historically our knowledge about the role of these structures on the DNMS task has come from brain lesion studies. In this thesis I assessed the contributions of these brain regions using functional MRI (fMRI). Data were acquired in two non-human primate subjects at two different delay periods. The DNMS task contains three primary components: a sample period (encoding), followed by a delay period (maintenance) and a choice period (retrieval). In Experiment 1, the goal was to identify regions active during the encoding, delay, and retrieval periods during a DNMS task with a 10 second delay. The results demonstrated activity in the MTL, within the hippocampus, parahippocampal gyrus, and the lingual gyrus. The hippocampal, parahippocampal and lingual gyrus results were consistent across both animals in the encoding and retrieval periods, but were inconsistent during the delay. In Experiment 2, a 30 second delay was used and the focus was on the differentiation of early and late portions of the 30 second delay. The early portion of this period was operationally defined as the first 12 seconds and the late portion as the final 12 seconds. Findings from Experiment 2 indicated greater MTL activation in the temporal area TE medial part (TEM) and the entorhinal cortex (ERC) during the late portion of the delay period compared to activation in the lingual/fusiform gyrus in the early portion of the delay period. When the early and late portions of the delay were combined, PFC activation, in addition to MTL, became evident. Overall the results of this non-human primate fMRI study are consistent with human imaging studies that have demonstrated MTL activity during the sample and delay periods of a DNMS task.

Fluent performance has been described as the retention, endurance, stability, and application of the material learned. Fluent performers not only respond quickly during training, they also make many correct responses during training. The current study used a within-subject design to analyze the effects of increased response rates on Retention, Endurance, Stability, and Application tests. Number of correct responses and number of unprompted, correct responses in error correction procedures were yoked for individual participants across an Accuracy-plus-Rate training condition and an Accuracy-Only training condition. One participant scored better in tests that followed the Accuracy-Only condition. One participant showed results that slightly favor the Accuracy-plus-Rate training condition. The two participants whose response rates were successfully reduced in the Accuracy-Only condition performed better on all tests that followed the Accuracy-plus-Rate condition.

Students may avoid working on difficult tasks because it takes them longer to complete those tasks, which results in a delay to reinforcement. Research studies show that reinforcer and response dimensions can be manipulated within a concurrent operants framework to bias choice allocation toward more difficult tasks. The current study extends previous literature on concurrent choice assessments by examining the effects of reinforcement schedules and fluency interventions on the choice allocation between low and high effort math tasks. The study was conducted with 4 second graders in an elementary school. The choice assessment conducted prior to fluency training (Phase 1) examined the effects of enriching the reinforcement schedule for the high effort tasks on student choice. During fluency training (Phase 2), strategies to increase fluency rates on high effort tasks were implemented. The choice assessment following fluency training (Phase 3) examined changes in choice pattern when the same choice alternatives were available as in Phase 1. A concurrent schedules with reversal design was used to identify student response allocation to tasks under different reinforcement conditions during the choice assessments. The fluency training phase was conducted as a case study design. The three important findings of this study were: (a) prior to fluency training, the 4 students allocated more time to low effort tasks when equal reinforcement was provided for both types of math tasks; the students then shifted to high effort tasks as the reinforcement schedule was enriched for these tasks; (b) fluency training strategies were effective in increasing the rate at which high effort tasks were accurately completed; and (c) all 4 students switched more quickly to high effort tasks following fluency training. Implications for educators are discussed.

Thesis (M.S.)--Georgia Southern University, 2009.<br>"A thesis submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Master of Science." Directed by Lawrence Locker, Jr. ETD. Includes bibliographical references (p. 51-57) and appendices.

Storytelling gives us a framework for certain mathematical tasks that is both prescriptive enough to be useful and flexible enough to be usable. Many stories divide into three acts, each of which maps neatly onto these mathematical tasks.

Thesis (Ph. D.)--University of Oregon, 2003.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 81-86). Also available for download via the World Wide Web; free to University of Oregon users.