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Journal articles on the topic 'Reversal shift learning'
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Rogers, R. D., T. C. Andrews, P. M. Grasby, D. J. Brooks, and T. W. Robbins. "Contrasting Cortical and Subcortical Activations Produced by Attentional-Set Shifting and Reversal Learning in Humans." Journal of Cognitive Neuroscience 12, no. 1 (January 2000): 142–62. http://dx.doi.org/10.1162/089892900561931.
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Much evidence suggests that lesions of the prefrontal cortex (PFC) produce marked impairments in the ability of subjects to shift cognitive set, as exemplified by performance of the Wisconsin Card Sorting Test (WCST). However, studies with humans and experimental primates have suggested that damage to different regions of PFC induce dissociable impairments in two forms of shift learning implicit in the WCST (that is, extradimensional (ED) shift learning and reversal shift learning), with similar deficits also being apparent after damage to basal ganglia structures, especially the caudate nucleus. In this study, we used the same visual discrimination learning paradigm over multidimensional stimuli, and the H215O positron emission tomography (PET) technique, to examine regional cerebral blood flow (rCBF) changes associated with these subcomponent processes of the WCST. In three conditions, subjects were scanned while acquiring visual discriminations involving either (i) the same stimulus dimension as preceding discriminations (intradimensional (ID) shifts); (ii) different stimulus dimensions from previous discriminations (ED shifts) or (iii) reversed stimulus-reward contingencies (reversal shifts). Additionally, subjects were scanned while responding to already learnt discriminations (‘performance baseline’). ED shift learning, relative to ID shift learning, produced activations in prefrontal regions, including, left anterior PFC and right dorsolateral PFC (BA 10 and 9/46). By contrast, reversal learning, relative to ID shift learning, produced activations of the left caudate nucleus. Additionally, compared to reversal and ID shift learning, ED shift learning was associated with relative deactivations in occipito-temporal pathways (for example, BA 17 and 37). These results confirm that, in the context of visual discrimination learning over multidimensional stimuli, the control of an acquired attentional bias or 'set', and the control of previously acquired stimulus-reinforcement associations, activate distinct cortical and subcortical neural stations. Moreover, we propose that the PFC may contribute to the control of attentional-set by modulating attentional processes mediated by occipito-temporal pathways.
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Anderson, Nathaniel D., Eric W. Holmes, Gary S. Dell, and Erica L. Middleton. "Reversal shift in phonotactic learning during language production: Evidence for incremental learning." Journal of Memory and Language 106 (June 2019): 135–49. http://dx.doi.org/10.1016/j.jml.2019.03.002.
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Lawrence, A. D., B. J. Sahakian, R. D. Rogers, J. R. Hodges, and T. W. Robbins. "Discrimination, reversal, and shift learning in Huntington’s disease: mechanisms of impaired response selection." Neuropsychologia 37, no. 12 (November 1999): 1359–74. http://dx.doi.org/10.1016/s0028-3932(99)00035-4.
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Potter, Guy G., Douglas R. McQuoid, Martha E. Payne, Warren D. Taylor, and David C. Steffens. "Association of attentional shift and reversal learning to functional deficits in geriatric depression." International Journal of Geriatric Psychiatry 27, no. 11 (January 24, 2012): 1172–79. http://dx.doi.org/10.1002/gps.3764.
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Schechtman, Eitan, Maria Imelda Noblejas, Aviv D. Mizrahi, Omer Dauber, and Hagai Bergman. "Pallidal spiking activity reflects learning dynamics and predicts performance." Proceedings of the National Academy of Sciences 113, no. 41 (September 26, 2016): E6281—E6289. http://dx.doi.org/10.1073/pnas.1612392113.
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The basal ganglia (BG) network has been divided into interacting actor and critic components, modulating the probabilities of different state–action combinations through learning. Most models of learning and decision making in the BG focus on the roles of the striatum and its dopaminergic inputs, commonly overlooking the complexities and interactions of BG downstream nuclei. In this study, we aimed to reveal the learning-related activity of the external segment of the globus pallidus (GPe), a downstream structure whose computational role has remained relatively unexplored. Recording from monkeys engaged in a deterministic three-choice reversal learning task, we found that changes in GPe discharge rates predicted subsequent behavioral shifts on a trial-by-trial basis. Furthermore, the activity following the shift encoded whether it resulted in reward or not. The frequent changes in stimulus–outcome contingencies (i.e., reversals) allowed us to examine the learning-related neural activity and show that GPe discharge rates closely matched across-trial learning dynamics. Additionally, firing rates exhibited a linear decrease in sequences of correct responses, possibly reflecting a gradual shift from goal-directed execution to automaticity. Thus, modulations in GPe spiking activity are highest for attention-demanding aspects of behavior (i.e., switching choices) and decrease as attentional demands decline (i.e., as performance becomes automatic). These findings are contrasted with results from striatal tonically active neurons, which show none of these task-related modulations. Our results demonstrate that GPe, commonly studied in motor contexts, takes part in cognitive functions, in which movement plays a marginal role.
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UMETANI, Tadao, Satoshi KITAO, and Yoshio NARUKAWA. "Effects of Cue Verbalization on Discrimination Reversal Shift Learning in Normal and Moderately Retarded Children." Japanese Journal of Special Education 24, no. 3 (1986): 27–32. http://dx.doi.org/10.6033/tokkyou.24.27_2.
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KITAO, Satoshi, Tadao UMETANI, and Akiyoshi KATADA. "Effects of Overtraining on Discrimination Reversal-shift Learning in Children with Moderate and Mild Mental Retardation." Japanese Journal of Special Education 34, no. 1 (1996): 1–8. http://dx.doi.org/10.6033/tokkyou.34.1_1.
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Kinoshita, Masanari, Hirohiko Ohta, and Shozo Matano. "Age Change in Learning Ability of Japanese Monkeys (Macaca Fuscata) Measured by the Transfer Index." Psychological Reports 80, no. 2 (April 1997): 467–73. http://dx.doi.org/10.2466/pr0.1997.80.2.467.
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To examine the developmental change in learning 26 Japanese monkeys at five ages, 1, 2, 3, 5, and over 7 years old, were given two sorts of discrimination-reversal problems differing in prereversal acquisition, one at 67% and the other at 80%. Transfer Index was estimated. With a shift in acquisition from 67% to 80%, the Transfer Indexes were maintained in the 1-, 2-, and 3-yr. groups but declined in the 5-yr. and the adult groups. The results suggest some critical point in learning by Japanese monkeys.
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Boomhower, Steven R., and M. Christopher Newland. "Effects of adolescent exposure to methylmercury and d-amphetamine on reversal learning and an extradimensional shift in male mice." Experimental and Clinical Psychopharmacology 25, no. 2 (April 2017): 64–73. http://dx.doi.org/10.1037/pha0000107.
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Sun, Miao-Kun, Wei-Qin Zhao, Thomas J. Nelson, and Daniel L. Alkon. "Theta Rhythm of Hippocampal CA1 Neuron Activity: Gating by GABAergic Synaptic Depolarization." Journal of Neurophysiology 85, no. 1 (January 1, 2001): 269–79. http://dx.doi.org/10.1152/jn.2001.85.1.269.
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Information processing and memory consolidation during exploratory behavior require synchronized activity known as hippocampal theta (θ) rhythm. While it is well established that the θ activity depends on cholinergic inputs from the medial septum/vertical limb of the diagonal band nucleus (MS/DBv) and θ discharges of GABAergic interneurons, and can be induced with cholinergic receptor agonists, it is not clear how the increased excitation of pyramidal cells could occur with increased discharges of GABAergic interneurons during θ waves. Here, we show that the characteristic θ activity in adult rat hippocampal CA1 pyramidal cells is associated with GABAergic postsynaptic depolarization and a shift of the reversal potential from Cl−toward HCO3−(whose ionic gradient is regulated by carbonic anhydrase). The θ activity was abolished by GABAAreceptor antagonists and carbonic anhydrase inhibitors, but largely unaffected by blocking glutamate receptors. Carbonic anhydrase inhibition also impaired spatial learning in a watermaze without affecting other sensory/locomotor behaviors. Thus HCO3−-mediated signaling, as regulated by carbonic anhydrase, through reversed polarity of GABAergic postsynaptic responses is implicated in both θ and memory consolidation in rat spatial maze learning. We suggest that this mechanism may be important for the phase forward shift of the place cell discharges for each θ cycle during the animal's traversal of the place field for that cell.
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Ineichen, Christian, Hannes Sigrist, Simona Spinelli, Klaus-Peter Lesch, Eva Sautter, Erich Seifritz, and Christopher R. Pryce. "Establishing a probabilistic reversal learning test in mice: Evidence for the processes mediating reward-stay and punishment-shift behaviour and for their modulation by serotonin." Neuropharmacology 63, no. 6 (November 2012): 1012–21. http://dx.doi.org/10.1016/j.neuropharm.2012.07.025.
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TOLINS, JACKSON, and ELIANA COLUNGA. "How words anchor categorization: conceptual flexibility with labeled and unlabeled categories‡." Language and Cognition 7, no. 2 (July 22, 2014): 219–38. http://dx.doi.org/10.1017/langcog.2014.26.
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abstractLabeled categories are learned faster, and are subsequently more robust than categories learned without labels. The label feedback hypothesis (Lupyan, 2012) accounts for these effects by introducing a word-driven top-down modulation of perceptual processes involved in categorization. By testing categorization flexibility with and without labels, we demonstrate the ways in which labels do and do not modulate category representations. In Experiment 1, transfer involved a change in selective attention, and results indicated that labels did not impact relearning. In Experiment 2, when transfer involved a change in the behavioral response to categories whose structures did not change, a reversal shift, learning the categories with labels speeded recovery. We take this finding as evidence that the augmentation of perceptual processes by words is on the one hand fairly weak without explicit reinforcement, but on the other allows for category representations to be more abstract, allowing greater flexibility in behavior.
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Gottwald, Julia, Sanne de Wit, Annemieke M. Apergis-Schoute, Sharon Morein-Zamir, Muzaffer Kaser, Francesca Cormack, Akeem Sule, et al. "Impaired cognitive plasticity and goal-directed control in adolescent obsessive–compulsive disorder." Psychological Medicine 48, no. 11 (January 22, 2018): 1900–1908. http://dx.doi.org/10.1017/s0033291717003464.
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BackgroundYouths with obsessive–compulsive disorder (OCD) experience severe distress and impaired functioning at school and at home. Critical cognitive domains for daily functioning and academic success are learning, memory, cognitive flexibility and goal-directed behavioural control. Performance in these important domains among teenagers with OCD was therefore investigated in this study.MethodsA total of 36 youths with OCD and 36 healthy comparison subjects completed two memory tasks: Pattern Recognition Memory (PRM) and Paired Associates Learning (PAL); as well as the Intra-Extra Dimensional Set Shift (IED) task to quantitatively gauge learning as well as cognitive flexibility. A subset of 30 participants of each group also completed a Differential-Outcome Effect (DOE) task followed by a Slips-of-Action Task, designed to assess the balance of goal-directed and habitual behavioural control.ResultsAdolescent OCD patients showed a significant learning and memory impairment. Compared with healthy comparison subjects, they made more errors on PRM and PAL and in the first stages of IED involving discrimination and reversal learning. Patients were also slower to learn about contingencies in the DOE task and were less sensitive to outcome devaluation, suggesting an impairment in goal-directed control.ConclusionsThis study advances the characterization of juvenile OCD. Patients demonstrated impairments in all learning and memory tasks. We also provide the first experimental evidence of impaired goal-directed control and lack of cognitive plasticity early in the development of OCD. The extent to which the impairments in these cognitive domains impact academic performance and symptom development warrants further investigation.
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BERGVALL, Å. H., H. WESSELY, A. FORSMAN, and S. HANSEN. "A deficit in attentional set-shifting of violent offenders." Psychological Medicine 31, no. 6 (July 31, 2001): 1095–105. http://dx.doi.org/10.1017/s0033291701004317.
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Background. Recent brain imaging studies suggest that proneness to violence and antisocial behaviour may be associated with dysfunction of the prefrontal cortex. The present study, therefore, examined aspects of prefrontally guided executive functions in a group of criminal violent men.Methods. Violent offenders undergoing forensic psychiatric examination by court order undertook computerized tasks for planning, visual working memory and attentional set-shifting from the Cambridge Neuropsychological Test Automated Battery. Their performance was compared to that of subjects with marginal mental retardation and normal controls.Results. Violent offenders performed well on tasks for spatial and figurative working memory, as well as on a test for planning. A marked impairment was observed in the attentional set-shifting task: offenders made significantly more errors than the other groups when required to shift attention from one perceptual dimension to another. Reversal learning was also deficient. Correlational analyses within the offender group revealed that poor performance on the perceptual shift problem was associated with fewer errors in tasks for working memory and planning.Conclusions. The present results suggest that violent offenders show dual impairments in inhibitory cognitive control. First, they are deficient in shifting attention from one category to another. Secondly, the ability to alter behaviour in response to fluctuations in the emotional significance of stimuli is compromised. These deficits might constitute cognitive reflections of the biological prefrontal alterations observed in this group of people.
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OKANIWA, Yasushi, Shu YUASA, Nobuhiro YAMAMOTO, Shiro WATANABE, Tetsuyuki KOBAYASHI, Harumi OKUYAMA, Masahiko NOMURA, and Yutaka NAGATA. "A High Linoleate and a High .ALPHA.-Linolenate Diet Induced Changes in Learning Behavior of Rats. Effects of a Shift in Diets and Reversal of Training Stimuli." Biological & Pharmaceutical Bulletin 19, no. 4 (1996): 536–40. http://dx.doi.org/10.1248/bpb.19.536.
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Dalziel, Fiona, and Erika Piazzoli. "“It comes from you”: Agency in adult asylum seekers’ language learning through Process Drama." Language Learning in Higher Education 9, no. 1 (July 26, 2019): 7–32. http://dx.doi.org/10.1515/cercles-2019-0001.
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Abstract In this paper, we present a study of adult asylum seekers learning Italian as a Second Language through Process Drama. Adopting an ecology of language approach, we first set the scene by examining some of the most salient issues regarding the language learning needs of asylum seekers and refugees, including the challenge of fostering both language proficiency and a sense of autonomy and agency. We then introduce the topic of performative, or drama-based pedagogy, focussing on how this has been adopted for second-language learning, presenting the main features of Process Drama. We go on to evaluate a number of drama-based projects aimed specifically at adult asylum seekers and refugees before presenting the specific context of this study. The Process Drama sessions, organised in the 2016/2107 year, were part of a project called “Cultura e Accoglienza”, which allowed for the enrolment of 30 asylum seekers as “guest students” at the University of Padova in Northern Italy. In particular, we look at one of the Process Drama sessions, in which the participants became members of an association of community workers welcoming migrants, and the teacher took on the role of the asylum seeker. Through the dramatic frame, we, as facilitators, drew on the learners’ expertise in settling into the Italian culture, and in welcoming new arrivals. Our aim was that of using ‘time’, ‘place’ and ‘role reversal’ as distancing devices to challenge the notion of ‘otherness’. The analysis from videos, focus groups and teacher journals suggests that the drama gave participants the chance to shift perspective, and that this impacted on their sense of agency as second language learners.
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Chang, Ching-Chun. "Neural Reversible Steganography with Long Short-Term Memory." Security and Communication Networks 2021 (April 4, 2021): 1–14. http://dx.doi.org/10.1155/2021/5580272.
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Deep learning has brought about a phenomenal paradigm shift in digital steganography. However, there is as yet no consensus on the use of deep neural networks in reversible steganography, a class of steganographic methods that permits the distortion caused by message embedding to be removed. The underdevelopment of the field of reversible steganography with deep learning can be attributed to the perception that perfect reversal of steganographic distortion seems scarcely achievable, due to the lack of transparency and interpretability of neural networks. Rather than employing neural networks in the coding module of a reversible steganographic scheme, we instead apply them to an analytics module that exploits data redundancy to maximise steganographic capacity. State-of-the-art reversible steganographic schemes for digital images are based primarily on a histogram-shifting method in which the analytics module is often modelled as a pixel intensity predictor. In this paper, we propose to refine the prior estimation from a conventional linear predictor through a neural network model. The refinement can be to some extent viewed as a low-level vision task (e.g., noise reduction and super-resolution imaging). In this way, we explore a leading-edge neuroscience-inspired low-level vision model based on long short-term memory with a brief discussion of its biological plausibility. Experimental results demonstrated a significant boost contributed by the neural network model in terms of prediction accuracy and steganographic rate-distortion performance.
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Kamel, C., and I. Grey. "Demographic and neuro-cognitive characteristics of patients with schizophrenia in Bahrain." European Psychiatry 26, S2 (March 2011): 1396. http://dx.doi.org/10.1016/s0924-9338(11)73101-7.
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Previous research has indicated differential patterns of neuro-cognitive functioning in patients with schizophrenia. In this study, we explored the relationship between neuro-cognitive functioning with both socio-demographic and symptom characteristics of 35 Arab patients attending an out-patient psychiatric clinic in the kingdom of Bahrain.All patients participated in an OPCRIT diagnostic assessment, assisted in the completion of a socio-demographic questionnaire (CSSRI) and completed a minimum of four computerized neuro-cognitive tests from the CANTAB. These were Motor Screening (MOT), Paired Associates Learning (PAL: Visual Leaning and New Memory), Stockings of Cambridge (SOC: Spatial Planning and Frontal Lobe functioning) and Intra-Extra Dimensional Set Shift (IED: Testing rule acquisition and reversal)). The average age of onset of symptoms was at age 28 (age range 19–47) and symptom onset in the majority of cases was within between 1 and 6 months. Results indicated using standard score measures on tests of cognitive function that the majority of patients experienced significant deficits in the areas of frontal lobe functioning, working memory and visual memory. Neuro-cognitive test results were not related to(1) presence/absence of insight,(b) diagnostic category, and(c) duration of illness.However, results did appear to predict employment status.Results are discussed in the context of service provision and development of psychiatric services for patients with schizophrenia in the Kingdom of Bahrain.
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Liljenstrom, H., and M. E. Hasselmo. "Cholinergic modulation of cortical oscillatory dynamics." Journal of Neurophysiology 74, no. 1 (July 1, 1995): 288–97. http://dx.doi.org/10.1152/jn.1995.74.1.288.
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1. The effect of cholinergic modulation on cortical oscillatory dynamics was studied in a computational model of the piriform (olfactory) cortex. The model included the cholinergic suppression of neuronal adaptation, the cholinergic suppression of intrinsic fiber synaptic transmission, the cholinergic enhancement of interneuron activity, and the cholinergic suppression of inhibitory synaptic transmission. 2. Electroencephalographic (EEG) recordings and field potential recordings from the piriform cortex were modeled with a simplified network in which cortical pyramidal cells were represented by excitatory input/output functions with gain parameters dependent on previous activity. The model incorporated distributed excitatory afferent input and excitatory connections between units. In addition, the model contained two sets of inhibitory units mediating inhibition with different time constants and different reversal potentials. This model can match effectively the patterns of cortical EEG and field potentials, showing oscillatory dynamics in both the gamma (30-80 Hz) and theta (3-10 Hz) frequency range. 3. Cholinergic suppression of neuronal adaptation was modeled by reducing the change in gain associated with previous activity. This caused an increased number of oscillations within the network in response to shock stimulation of the lateral olfactory tract, effectively replicating the effect of carbachol on the field potential response in physiological experiments. 4. Cholinergic suppression of intrinsic excitatory synaptic transmission decreased the prominence of gamma oscillations within the network, allowing theta oscillations to predominate. Coupled with the cholinergic suppression of neuronal adaptation, this caused the network to shift from a nonoscillatory state into an oscillatory state of predominant theta oscillations. This replicates the longer term effect of carbachol in experimental preparations on the EEG potential recorded from the cortex in vivo and from brain-slice preparations of the hippocampus in vitro. Analysis of the model suggests that these oscillations depend upon the time constant of neuronal adaptation rather than the time constant of inhibition or the activity of bursting neurons. 5. Cholinergic modulation may be involved in switching the dynamics of this cortical region between those appropriate for learning and those appropriate for recall. During recall, the spread of activity along intrinsic excitatory connections allows associative memory function, whereas neuronal adaptation prevents the spread of activity between different patterns. During learning, the recall of previously stored patterns is prevented by suppression of intrinsic excitatory connections, whereas the response to the new patterns is enhanced by suppression of neuronal adaptation.
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Wright, M. J., S. A. Vandewater, L. H. Parsons, and M. A. Taffe. "Δ9Tetrahydrocannabinol impairs reversal learning but not extra-dimensional shifts in rhesus macaques." Neuroscience 235 (April 2013): 51–58. http://dx.doi.org/10.1016/j.neuroscience.2013.01.018.
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Dalton, G. L., A. G. Phillips, and S. B. Floresco. "Preferential Involvement by Nucleus Accumbens Shell in Mediating Probabilistic Learning and Reversal Shifts." Journal of Neuroscience 34, no. 13 (March 26, 2014): 4618–26. http://dx.doi.org/10.1523/jneurosci.5058-13.2014.
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Montare, Alberto. "Knowledge Acquired from Learning: Procedural Cognition and its Declarative Cognizance." Perceptual and Motor Skills 74, no. 1 (February 1992): 243–57. http://dx.doi.org/10.2466/pms.1992.74.1.579.
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62 college students articulated the procedural cognition acquired during successful learning of both original and reversal-shifts of the discrimination-reversal learning task. Articulations formed a four-level hierarchy of “declarative cognizance” (defined as correct articulation of reinforcement contingencies) as follows: Level 1 having no declarative cognizance, Level 2 of perceptually based cognizance, Level 3 of concrete-rule-based cognizance, and Level 4 of abstract-rule-based cognizance. The plausibility of this cognitive hierarchy is enhanced by observations that increasingly higher levels of declarative cognizance are associated with increasingly faster learning. Mon-tare's 1983 and 1988 concepts of primary and secondary signalization are invoked to account for the learning processes underlying these examples of procedural cognition and the hierarchy of declarative cognizance.
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Skandali, N., BJ Sahakian, TWR Robbins, and V. Voon. "#3071 Acute escitalopram administration increases premature responding as a function of reward magnitude in healthy male volunteers." Journal of Neurology, Neurosurgery & Psychiatry 92, no. 8 (July 16, 2021): A8. http://dx.doi.org/10.1136/jnnp-2021-bnpa.20.
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ObjectivesImpulsivity is a multifaceted construct that involves a tendency to act prematurely with little foresight, reflection or control. Waiting impulsivity is one aspect of action impulsivity and is commonly studied in animals using tasks such as the 5-choice serial reaction time task (5CSRTT).1 It is neurochemically distinct from motor response inhibition defined as the ability to restrain or cancel a pre-potent motor response and measured with no-go and stop-signal tasks respectively.1 Serotonin modulates waiting impulsivity as decreased serotonergic transmission promotes premature responding in the rodent 5CSRT and the human analogue 4CSRT task.2 Potential mechanisms contributing to waiting impulsivity include proactive or tonic inhibition, motivational processes and sensitivity to feedback and delay.3 Higher waiting impulsivity in response to high reward cues was previously associated with greater subthalamic nucleus connectivity with orbitofrontal cortex and greater subgenual cingulate connectivity with anterior insula.4MethodsWe administered a clinically relevant dose of escitalopram (20mg) in healthy subjects in a double-blind, placebo-controlled, parallel-groups design study and assessed its effect on waiting impulsivity using the well-validated 4CSRT task. Compared to previous studies,2 4 we added another test block with increased potential gain to assess the interaction between premature responding and reward processing. We recruited sixty-six healthy participants who completed an extensive neuropsychological test battery assessing probabilistic reversal learning, set-shifting, response inhibition, emotional processing and waiting impulsivity. Sixty participants (N=60, 26 females, 34 males) completed the 4CSRT task with N=30 in the escitalopram and N=30 in the placebo group, due to technical errors and experienced side-effects for the remaining six participants. The results of the other cognitive tasks are reported separately.5ResultsEscitalopram increased premature responding in the high incentive condition of the 4CSRT task, p=.028, t= 2.275, this effect being driven by male participants, p=.019, t=2.532 (for females, p>.05). We further show that escitalopram increased premature responses after a premature response in the same block again in male participants only, p=.034, Mann-Whitney U= 61.500. We found no correlation between premature responding in the 4CSRT task, in any test block, and the Stop-signal reaction time, the primary measure of the stop-signal task completed by the same participants (reported in [5]).ConclusionsWe show that acute escitalopram increased premature responding in healthy male participants only in high incentive conditions potentially mediated potentially through an effect on increased incentive salience. We also show that acute escitalopram increased perseverative responding thus producing a maladaptive response strategy. We show no correlation between SSRT and premature responding in the same participants consistent with these two forms of impulsivity being neurochemically and anatomically distinct. We interpret our findings in the context of acute escitalopram decreasing serotonergic transmission in some brain areas through inhibitory actions on terminal 5-HT release mediated by auto-receptors on raphe 5-HT neurons analogous to the presumed transient reduction in 5-HT activity caused by ATD.5Our findings provide further insights in the relationship of premature responding and reward processing and our understanding of pathological impulse control behaviours.References Eagle DM, Bari A, Robbins TW. The neuropsychopharmacology of action inhibition: cross-species translation of the stop-signal and go/no-go tasks. Psychopharmacology 2008;199(3):439456. Worbe Y, Savulich G, Voon V, Fernandez-Egea E, Robbins TW. Serotonin depletion induces waiting impulsivityon the human four-choice serial reaction time task: cross-species translational significance. Neuropsychopharmacology 2014;39(6):15191526. Voon V. Models of impulsivity with a focus on waiting impulsivity: translational potential for neuropsychiatric disorders. Current Addiction Reports 2014;1(4):281288. Mechelmans DJ, Strelchuk D, Doamayor N, Banca P, Robbins TW, Baek K, et al. Reward sensitivity and waiting impulsivity: shift towards reward valuation away from action control. International Journal of Neuropsychopharmacology 2017;20(12):971978. Skandali N, Rowe JB, Voon V, Deakin JB, Cardinal RN, Cormack F, et al. Dissociable effects of acute SSRI (escitalopram) on executive, learning and emotional functions in healthy humans. Neuropsychopharmacology 2018;43(13):26452651.
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Kalantzis, Mary, and Bill Cope. "After the COVID-19 crisis: Why higher education may (and perhaps should) never be the same." ACCESS: Contemporary Issues in Education 40, no. 1 (October 1, 2020): 51–55. http://dx.doi.org/10.46786/ac20.9496.
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Universities and colleges have dragged their feet making the move to online teaching and learning. Suddenly, with this COVID-19 crisis, everyone had to move online. Few universities or colleges are prepared for such a rapid shift. Meanwhile, the conventional wisdom remains - the gold-standard for learning is traditional face-to-face, while online is second-best. But perhaps, even without COVID-19, in-person learning is ripe for radical transformation. At the University of Illinois, we’ve been researching this transformation, and developing and testing online learning solutions. Simply put, online can be completely different, and with the right tools, potentially much superior to in-person teaching. To reap the benefits of online learning, we need to abandon the current generation educational technologies—systems and processes that mostly do little more than reverse-engineer traditional classrooms.
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Tang, Hengtao, Wanli Xing, and Bo Pei. "Time Really Matters: Understanding the Temporal Dimension of Online Learning Using Educational Data Mining." Journal of Educational Computing Research 57, no. 5 (July 4, 2018): 1326–47. http://dx.doi.org/10.1177/0735633118784705.
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Learning and participation are inseparable in online environments. To improve online learning, much effort has been devoted to encouraging online participation. However, previous research has investigated participation from a variable-based perspective, looking only for relationships between participation and other variables. Time can change and even reverse this relationship, however. Online learning is a cumulative process, but participation at several critical moments is more significant for learning than is participation at other points. To fully understand how learning unfolds over time, it is necessary to shift to a new perspective on learning. Adopting an event-based view on which the units of analysis are separate but interrelated learning events, this study investigates longitudinal patterns in online participation. Using data mining techniques for education, the study validated longitudinal patterns of participation as an accurate measure for differentiating learner performance. In addition, the first segment of this online learning experience was identified as the most critical moment in which educators should provide efficient interventions to help their learners maintain active participation. Additional design, pedagogical, and methodological implications for online teaching and facilitation practices are discussed at the end.
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Sun, Xiaohong, Jinan Gu, Meimei Wang, Yanhua Meng, and Huichao Shi. "Wheel Hub Defects Image Recognition Base on Zero-Shot Learning." Applied Sciences 11, no. 4 (February 8, 2021): 1529. http://dx.doi.org/10.3390/app11041529.
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In the wheel hub industry, the quality control of the product surface determines the subsequent processing, which can be realized through the hub defect image recognition based on deep learning. Although the existing methods based on deep learning have reached the level of human beings, they rely on large-scale training sets, however, these models are completely unable to cope with the situation without samples. Therefore, in this paper, a generalized zero-shot learning framework for hub defect image recognition was built. First, a reverse mapping strategy was adopted to reduce the hubness problem, then a domain adaptation measure was employed to alleviate the projection domain shift problem, and finally, a scaling calibration strategy was used to avoid the recognition preference of seen defects. The proposed model was validated using two data sets, VOC2007 and the self-built hub defect data set, and the results showed that the method performed better than the current popular methods.
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Roach, James P., Aleksandra Pidde, Eitan Katz, Jiaxing Wu, Nicolette Ognjanovski, Sara J. Aton, and Michal R. Zochowski. "Resonance with subthreshold oscillatory drive organizes activity and optimizes learning in neural networks." Proceedings of the National Academy of Sciences 115, no. 13 (March 15, 2018): E3017—E3025. http://dx.doi.org/10.1073/pnas.1716933115.
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Network oscillations across and within brain areas are critical for learning and performance of memory tasks. While a large amount of work has focused on the generation of neural oscillations, their effect on neuronal populations’ spiking activity and information encoding is less known. Here, we use computational modeling to demonstrate that a shift in resonance responses can interact with oscillating input to ensure that networks of neurons properly encode new information represented in external inputs to the weights of recurrent synaptic connections. Using a neuronal network model, we find that due to an input current-dependent shift in their resonance response, individual neurons in a network will arrange their phases of firing to represent varying strengths of their respective inputs. As networks encode information, neurons fire more synchronously, and this effect limits the extent to which further “learning” (in the form of changes in synaptic strength) can occur. We also demonstrate that sequential patterns of neuronal firing can be accurately stored in the network; these sequences are later reproduced without external input (in the context of subthreshold oscillations) in both the forward and reverse directions (as has been observed following learning in vivo). To test whether a similar mechanism could act in vivo, we show that periodic stimulation of hippocampal neurons coordinates network activity and functional connectivity in a frequency-dependent manner. We conclude that resonance with subthreshold oscillations provides a plausible network-level mechanism to accurately encode and retrieve information without overstrengthening connections between neurons.
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Cooley, Erin, Jazmin L. Brown-Iannuzzi, and Caroline Boudreau. "Shifting Stereotypes of Welfare Recipients Can Reverse Racial Biases in Support for Wealth Redistribution." Social Psychological and Personality Science 10, no. 8 (February 27, 2019): 1065–74. http://dx.doi.org/10.1177/1948550619829062.
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When people imagine welfare recipients, research indicates that they often imagine lazy, Black Americans who are perpetually dependent on government assistance. In the present work, we investigate the last assumption—perpetual dependence. We hypothesize that providing information about recipients’ ability to obtain financial independence may reduce racial biases in support for welfare policies. In Study 1, when given no information about recipients’ ability to obtain independence, White participants reported less support for the program and a greater desire to monitor recipient spending, when the majority of recipients were Black (vs. White). However, learning that most recipients gained independence (i.e., they obtained jobs and exited the program) eliminated or reversed these racial biases—an effect associated with reduced negative work ethic stereotypes of welfare recipients (Study 2). We conclude that perceived independence of welfare recipients may shift work ethic stereotypes and increase support for welfare policies, regardless of recipient race.
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Giros, B. "Increased Dopamine Transmission Impairs Behavioral Flexibility and Synaptic Plasticity." European Psychiatry 24, S1 (January 2009): 1. http://dx.doi.org/10.1016/s0924-9338(09)70426-2.
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In addition to its key roles in motor and reward systems, brain dopamine (DA) has also been implicated in integrative functions contributing to adaptive behaviors such as attention, learning and memory, which processing involved the plastic changes of synaptic strength. Since the first formal evidence for Long Term Plasticity mechanism (LTP) in the Hippocampal Formation (HF), the phenomenon of synaptic plasticity has been described in various brain areas. It is appealing to consider that this is particularly true for brain regions that receive DA inputs, including the striatum and the frontal cortex being those most studied beside the hippocampus.We have observed, using mice lacking the dopamine transporter (DAT) which constitute a unique genetic model of persistent functional hyperdopaminergia, a strong deficit of LTD and an enhancement of LTP in the CA1 region of hippocampal slices. This finding suggests that the augmentation of endogenous dopamine by DAT knockout modulates the plastic property of bidirectional synaptic plasticity by inducing a metaplastic shift in the HF. This deficit of LTD can be reversed by the D2 antagonist haloperidol, whereas the LTP increase is not altered. In the same animals, we observed a major impairment of cued-learning in the Morris watermaze, as well as more subtle, but solid, deficits in the spatial learning. These deficits of behavioral flexibility are reversed using haloperidol. Finally, in control animals, the direct blockade of the DAT using GBR12935, can reproduce the LTD and the behavioral deficits, indicating that they are not a consequence of developmental changes.
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Hoffman, Ellen S. "Beyond The Flipped Classroom: Redesigning A Research Methods Course For e3 Instruction." Contemporary Issues in Education Research (CIER) 7, no. 1 (December 30, 2013): 51. http://dx.doi.org/10.19030/cier.v7i1.8312.
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The "flipped classroom" has gained in popularity as a new way to structure teaching in which lectures shift from in-class events to digitally-based homework, freeing up class time for practice exercises and discussion. However, critics note such a teaching strategy continues emphasis on the less effective techniques of the lecture as transmission-based knowledge dissemination. They urge rethinking from single instructional tasks to learning environments that promote not just assignment goals but also knowledge application and broader learning outcomes. What do we want students to be able to do? Instructional design is a formal body of theory that has years of testing and evidence for effectiveness that may provide a framework for re-envisioning course design. A 2013 book by M. David Merrill, First Principles of Instruction, attempts to examine the body of instructional design theory for commonalities and develop a set of general principles and processes that can guide the development of such learning environments for instructors. The emphasis is on project-centered learning with a focus on students applying knowledge in ways that "reverse" action from the end of a course to the beginning to implement effective, efficient and engaging (e3) learning. This paper examines some of the key principles and provides an example of e3 implementation from a research methods class.
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Wolfram, Pierre, Nivedita Agarwal, and Alexander Brem. "Reverse technology transfer from the East to the West." European Journal of Innovation Management 21, no. 3 (August 13, 2018): 443–55. http://dx.doi.org/10.1108/ejim-08-2017-0112.
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Purpose The approach of Western companies to internationalise their R&D by establishing R&D sites in emerging markets (EMs) has led to a discussion about the role of R&D in home markets and host markets. The purpose of this paper is to shed light on the evolution of foreign R&D sites of Western companies in EMs and their role using China as the empirical context. Design/methodology/approach The study uses the State Intellectual Property Office database, and investigates about 2,000 patent families of the top 14 Western patent applicants in China. Findings The results indicate a gradual shift from an exploitative to an exploratory role of R&D sites in China. The study also shows evident learning effects on Western R&D from local counterparts. Research limitations/implications The paper motivates further research of R&D internationalisation approaches within EMs, and explores the changing role of local subsidiaries. While the study is only focussed on China, the applicability of the results is limited in context of other countries, due to cultural, economic and legislative differences. Practical implications This study shows the increasing importance of EMs such as China and how these markets, known for imitations and cheap resources, are gradually moving towards innovations and creating new technologies locally. Originality/value Based on the patent analysis, this study shows the growing importance of the local R&D subsidiaries of Western multinationals in China.
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Hsu, Yu-Tien, Jie Li, Dick Wu, Thomas C. Südhof, and Lu Chen. "Synaptic retinoic acid receptor signaling mediates mTOR-dependent metaplasticity that controls hippocampal learning." Proceedings of the National Academy of Sciences 116, no. 14 (February 19, 2019): 7113–22. http://dx.doi.org/10.1073/pnas.1820690116.
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Homeostatic synaptic plasticity is a stabilizing mechanism engaged by neural circuits in response to prolonged perturbation of network activity. The non-Hebbian nature of homeostatic synaptic plasticity is thought to contribute to network stability by preventing “runaway” Hebbian plasticity at individual synapses. However, whether blocking homeostatic synaptic plasticity indeed induces runaway Hebbian plasticity in an intact neural circuit has not been explored. Furthermore, how compromised homeostatic synaptic plasticity impacts animal learning remains unclear. Here, we show in mice that the experience of an enriched environment (EE) engaged homeostatic synaptic plasticity in hippocampal circuits, thereby reducing excitatory synaptic transmission. This process required RARα, a nuclear retinoic acid receptor that doubles as a cytoplasmic retinoic acid-induced postsynaptic regulator of protein synthesis. Blocking RARα-dependent homeostatic synaptic plasticity during an EE experience by ablating RARα signaling induced runaway Hebbian plasticity, as evidenced by greatly enhanced long-term potentiation (LTP). As a consequence, RARα deletion in hippocampal circuits during an EE experience resulted in enhanced spatial learning but suppressed learning flexibility. In the absence of RARα, moreover, EE experience superactivated mammalian target of rapamycin (mTOR) signaling, causing a shift in protein translation that enhanced the expression levels of AMPA-type glutamate receptors. Treatment of mice with the mTOR inhibitor rapamycin during an EE experience not only restored normal AMPA-receptor expression levels but also reversed the increases in runaway Hebbian plasticity and learning after hippocampal RARα deletion. Thus, our findings reveal an RARα- and mTOR-dependent mechanism by which homeostatic plasticity controls Hebbian plasticity and learning.
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Yin, Bin, and Warren H. Meck. "Comparison of interval timing behaviour in mice following dorsal or ventral hippocampal lesions with mice having δ -opioid receptor gene deletion." Philosophical Transactions of the Royal Society B: Biological Sciences 369, no. 1637 (March 5, 2014): 20120466. http://dx.doi.org/10.1098/rstb.2012.0466.
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Mice with cytotoxic lesions of the dorsal hippocampus (DH) underestimated 15 s and 45 s target durations in a bi-peak procedure as evidenced by proportional leftward shifts of the peak functions that emerged during training as a result of decreases in both ‘start’ and ‘stop’ times. In contrast, mice with lesions of the ventral hippocampus (VH) displayed rightward shifts that were immediately present and were largely limited to increases in the ‘stop’ time for the 45 s target duration. Moreover, the effects of the DH lesions were congruent with the scalar property of interval timing in that the 15 s and 45 s functions superimposed when plotted on a relative timescale, whereas the effects of the VH lesions violated the scalar property. Mice with DH lesions also showed enhanced reversal learning in comparison to control and VH lesioned mice. These results are compared with the timing distortions observed in mice lacking δ -opioid receptors (Oprd1 −/− ) which were similar to mice with DH lesions. Taken together, these results suggest a balance between hippocampal–striatal interactions for interval timing and demonstrate possible functional dissociations along the septotemporal axis of the hippocampus in terms of motivation, timed response thresholds and encoding in temporal memory.
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Maillard, Jean, Stephen Clark, and Dani Yogatama. "Jointly learning sentence embeddings and syntax with unsupervised Tree-LSTMs." Natural Language Engineering 25, no. 4 (July 2019): 433–49. http://dx.doi.org/10.1017/s1351324919000184.
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AbstractWe present two studies on neural network architectures that learn to represent sentences by composing their words according to automatically induced binary trees, without ever being shown a correct parse tree. We use Tree-Long Short-Term Memories (LSTMs) as our composition function, applied along a tree structure found by a differentiable natural language chart parser. The models simultaneously optimise both the composition function and the parser, thus eliminating the need for externally provided parse trees, which are normally required for Tree-LSTMs. They can therefore be seen as tree-based recurrent neural networks that are unsupervised with respect to the parse trees. Due to being fully differentiable, the models are easily trained with an off-the-shelf gradient descent method and backpropagation.In the first part of this paper, we introduce a model based on the CKY chart parser, and evaluate its downstream performance on a natural language inference task and a reverse dictionary task. Further, we show how its performance can be improved with an attention mechanism which fully exploits the parse chart, by attending over all possible subspans of the sentence. We find that our approach is competitive against similar models of comparable size and outperforms Tree-LSTMs that use trees produced by a parser.Finally, we present an alternative architecture based on a shift-reduce parser. We perform an analysis of the trees induced by both our models, to investigate whether they are consistent with each other and across re-runs, and whether they resemble the trees produced by a standard parser.
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Barrett, Kate R., Ann Sebren, and Anne M. Sheehan. "Content Development Patterns Over a 2-Year Period as Indicated from Written Lesson Plans." Journal of Teaching in Physical Education 11, no. 1 (October 1991): 79–102. http://dx.doi.org/10.1123/jtpe.11.1.79.
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Teaching preservice teachers to plan, specifically the written lesson plan, is one vehicle to help transform their content knowledge into forms that are pedagogically powerful (Shulman, 1987). This article describes what changes occurred in how one teacher, BJ, transformed her knowledge of content for student learning in lesson plans written during her methods course, student teaching, and 1st-year teaching. Data sources beyond the 17 lesson plans selected for analysis were unit plans, dialogue journals, semistructured interviews, and a graduate research project. Data were analyzed using inductive analysis techniques, and emerging results were discussed continuously with BJ for participant validation of the researchers’ interpretation. Four patterns related to content development are discussed: a shift in how content was identified, shorter lesson plans, a shift from consistent use of extending tasks with minimum use of application tasks to the reverse, and the absence of preplanned refinement and simplifying tasks. Findings from both studies, BJ’s and the original inquiry, suggest that teacher educators need to reexamine the amount and type of information they ask students to include, as well as the format. The challenge will be to develop new approaches that will continually support this process but that will be better suited to the realities of teaching (Floden & Klinzing, 1990).
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Waltz, James, Dennis Hernaus, Robert Wilson, Elliot Brown, Michael Frank, and James Gold. "T62. A COMPUTATIONAL ANALYSIS OF MOTIVATIONAL DEFICITS IN SCHIZOPHRENIA SPECTRUM DISORDERS." Schizophrenia Bulletin 46, Supplement_1 (April 2020): S255. http://dx.doi.org/10.1093/schbul/sbaa029.622.
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Abstract Background We have found that measures of reinforcement learning (RL) performance correlate with negative symptoms severity in adult schizophrenia patients as well as in adolescents and young adults seeking psychiatric services. Most of these tasks assess reinforcement learning in stable environments, however. In unstable, or volatile environments, adaptive learning and decision making depend on the ability to use one’s own uncertainty to modulate attention to feedback. In stable RL environments, parameters called learning rates (signified by ⍺) capture the impact of prediction errors on changes in association strength with each subject having a single learning rate for a given kind of prediction error (positive and negative, e.g.). In volatile environments, learning rates might be more appropriately modeled as dynamic, modulated by uncertainty. Furthermore, uncertainty is known to guide what is called “the explore/exploit trade-off” – the threshold for choosing more informative options potentially at the expense of options with higher expected value. Methods We have examined the contribution of uncertainty processing to the emergence of negative symptoms in people along the schizophrenia spectrum, in several ways. First, in conjunction with fMRI, we administered 26 patients with schizophrenia (PSZ) and 23 healthy volunteers (HV) a 3-choice version of a probabilistic reversal learning task that required participants to resolve uncertainty and determine the new best option after sudden, sporadic contingency shifts. Second, we assessed the role of uncertainty in driving decision making under ambiguity, using two distinct tasks in cohorts of schizophrenia patients and healthy volunteers. Motivational symptoms were assessed in PSZ using the Scale for the Assessment of Negative Symptoms (SANS), from which we computed scores for Avolition/Role-Functioning, Anhedonia/Asociality, and an Avolition/Anhedonia/Asociality (AAA) factor. Results In the context of the 3-choice version of a probabilistic reversal learning task, we found that SZ patients with more severe anhedonia and avolition show a reduced ability to dynamically modulate learning rates in a volatile environment. A follow-up psychophysiological interaction analysis revealed decreased dmPFC-VS connectivity concurrent with learning rate modulation, most prominently in individuals with the most severe motivational deficits. Finally, in the context of decision making under ambiguity, we have found that SZ patients with more severe anhedonia and avolition, as measured by the SANS, show a reduced tendency to explore contingences in the service of reducing uncertainty. Furthermore, we found that mean negative symptom scores correlated negatively with change in information weight, a model-based measure of directed exploration. Discussion These results indicate that multiple potential mechanisms underlie motivational deficits in schizophrenia spectrum disorders, including processes related to the ability to flexibly modulate learning and decision making according to one’s level of certainty about contingencies in the environment. That is, beyond deficits in reward-seeking behavior, a reduced ability to use uncertainty to modulate learning rates and a reduced tendency to engage in information-seeking behavior may make substantial contributions to negative symptoms in people with psychotic illness and people at risk for psychotic illness. The ability to dynamically value actions in terms of both prospective reward and information is likely to contribute deficits in motivation across diagnoses.
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Di Costa, Steven, Héloïse Théro, Valérian Chambon, and Patrick Haggard. "Try and try again: Post-error boost of an implicit measure of agency." Quarterly Journal of Experimental Psychology 71, no. 7 (January 1, 2018): 1584–95. http://dx.doi.org/10.1080/17470218.2017.1350871.
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The sense of agency refers to the feeling that we control our actions and, through them, effects in the outside world. Reinforcement learning provides an important theoretical framework for understanding why people choose to make particular actions. Few previous studies have considered how reinforcement and learning might influence the subjective experience of agency over actions and outcomes. In two experiments, participants chose between two action alternatives, which differed in reward probability. Occasional reversals of action–reward mapping required participants to monitor outcomes and adjust action selection processing accordingly. We measured shifts in the perceived times of actions and subsequent outcomes (‘intentional binding’) as an implicit proxy for sense of agency. In the first experiment, negative outcomes showed stronger binding towards the preceding action, compared to positive outcomes. Furthermore, negative outcomes were followed by increased binding of actions towards their outcome on the following trial. Experiment 2 replicated this post-error boost in action binding and showed that it only occurred when people could learn from their errors to improve action choices. We modelled the post-error boost using an established quantitative model of reinforcement learning. The post-error boost in action binding correlated positively with participants’ tendency to learn more from negative outcomes than from positive outcomes. Our results suggest a novel relation between sense of agency and reinforcement learning, in which sense of agency is increased when negative outcomes trigger adaptive changes in subsequent action selection processing.
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Habib, Ahmed, Nicolina Jovanovich, Meagan Hoppe, Murat Ak, Priyadarshini Mamindla, Rivka R. Colen, and Pascal O. Zinn. "MRI-Based Radiomics and Radiogenomics in the Management of Low-Grade Gliomas: Evaluating the Evidence for a Paradigm Shift." Journal of Clinical Medicine 10, no. 7 (April 1, 2021): 1411. http://dx.doi.org/10.3390/jcm10071411.
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Low-grade gliomas (LGGs) are tumors that affect mostly adults. These neoplasms are comprised mainly of oligodendrogliomas and diffuse astrocytomas. LGGs remain vexing to current management and therapeutic modalities although they exhibit more favorable survival rates compared with high-grade gliomas (HGGs). The specific genetic subtypes that these tumors exhibit result in variable clinical courses and the need to involve multidisciplinary teams of neurologists, epileptologists, neurooncologists and neurosurgeons. Currently, the diagnosis of an LGG pivots mainly around the preliminary radiological findings and the subsequent definitive surgical diagnosis (via surgical sampling). The introduction of radiomics as a high throughput quantitative imaging technique that allows for improved diagnostic, prognostic and predictive indices has created more interest for such techniques in cancer research and especially in neurooncology (MRI-based classification of LGGs, predicting Isocitrate dehydrogenase (IDH) and Telomerase reverse transcriptase (TERT) promoter mutations and predicting LGG associated seizures). Radiogenomics refers to the linkage of imaging findings with the tumor/tissue genomics. Numerous applications of radiomics and radiogenomics have been described in the clinical context and management of LGGs. In this review, we describe the recently published studies discussing the potential application of radiomics and radiogenomics in LGGs. We also highlight the potential pitfalls of the above-mentioned high throughput computerized techniques and, most excitingly, explore the use of machine learning artificial intelligence technologies as standalone and adjunct imaging tools en route to enhance a personalized MRI-based tumor diagnosis and management plan design.
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McCarberg, Bill, and John Peppin. "Pain Pathways and Nervous System Plasticity: Learning and Memory in Pain." Pain Medicine 20, no. 12 (March 13, 2019): 2421–37. http://dx.doi.org/10.1093/pm/pnz017.
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Abstract Objective This article reviews the structural and functional changes in pain chronification and explores the association between memory and the development of chronic pain. Methods PubMed was searched using the terms “chronic pain,” “central sensitization,” “learning,” “memory,” “long-term potentiation,” “long-term depression,” and “pain memory.” Relevant findings were synthesized into a narrative of the processes affecting pain chronification. Results Pain pathways represent a complex sensory system with cognitive, emotional, and behavioral influences. Anatomically, the hippocampus, amygdala, and anterior cortex—central to the encoding and consolidation of memory—are also implicated in experiential aspects of pain. Common neurotransmitters and similar mechanisms of neural plasticity (eg, central sensitization, long-term potentiation) suggest a mechanistic overlap between chronic pain and memory. These anatomic and mechanistic correlates indicate that chronic pain and memory intimately interact on several levels. Longitudinal imaging studies suggest that spatiotemporal reorganization of brain activity accompanies the transition to chronic pain, during which the representation of pain gradually shifts from sensory to emotional and limbic structures. Conclusions The chronification of pain can be conceptualized as activity-induced plasticity of the limbic–cortical circuitry resulting in reorganization of the neocortex. The state of the limbic–cortical network determines whether nociceptive signals are transient or chronic by extinguishing pathways or amplifying signals that intensify the emotional component of nociceptive inputs. Thus, chronic pain can be seen as the persistence of the memory of pain and/or the inability to extinguish painful memories. Ideally, pharmacologic, physical, and/or psychological approaches should reverse the reorganization accompanying chronic pain.
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Ling, Simon, Adam Landon, Michael Tarrant, and Donald Rubin. "Sustainability Education and Environmental Worldviews: Shifting a Paradigm." Sustainability 12, no. 19 (October 7, 2020): 8258. http://dx.doi.org/10.3390/su12198258.
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Higher education institutions are tasked with education for sustainable development, of which the environment is a central pillar. Understanding the demographic factors that influence the establishment of environmental worldviews allows educators to better contextualize sustainability content and discussion. Identifying pedagogies capable of creating learning spaces within which worldviews can shift offers similar opportunities. Using a quasi-experimental design and model building, this study identifies important social psychological antecedents of environmental beliefs, assesses the effectiveness of outbound mobility pedagogy at changing those beliefs and identifies important predictors of the nature and magnitude of those changes. Sustainable outbound mobility courses were effective at increasing environmental worldview compared to a control group. At program commencement, political orientation and business majors were negatively associated with environmental worldview, while female gender was the reverse. For sustainability education courses, only gender was retained as a significant predictor of the nature and change of environmental worldview by the course’s end. These results suggest that the factors associated with environmental worldview upon commencement of a course do not necessarily predict the malleability of that worldview in higher education students.
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Göncz, Lajos. "BILINGUALISM AND DEVELOPMENT: A PSYCHOLOGICAL APPROACH." Годишњак Филозофског факултета у Новом Саду 40, no. 1 (December 10, 2015): 49. http://dx.doi.org/10.19090/gff.2015.1.49-78.
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Research on the relation between bilingualism and psychological development can be structured in many ways. This review will focus on two issues: first, empirical evidence that bilingualism is associated with several aspects of psychological development; and second, holistic and partial explanations for the influence of bilingualism on personality development, whether in general or in particular. Holistic explanations usually begin by distinguishing between additive and subtractive bilingual situations, and then hypothesizing as a result a broad spectrum of behavioural changes in personality. An attempt has been made to illuminate this connection by using concepts from the psychology of learning and motivation. Partial explanations can be found in concepts such as semi-lingualism vs. surface- and cognitive linguistic competence; and in several hypotheses, such as the interdependence of language proficiency in bilinguals, and Cummins’ threshold hypothesis. In conclusion, the accumulated knowledge about bilingual development will be suggested as a resource for better understanding issues of psychological development in general. Future research should concentrate especially on mechanisms that best reverse language shift, on bilingualism and aging, bilingualism and emotions, and on bilingual episodic (autobiographical) memory.
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Gosak, Lucija, Nino Fijačko, Carolina Chabrera, Esther Cabrera, and Gregor Štiglic. "Perception of the Online Learning Environment of Nursing Students in Slovenia: Validation of the DREEM Questionnaire." Healthcare 9, no. 8 (August 5, 2021): 998. http://dx.doi.org/10.3390/healthcare9080998.
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At the time of the outbreak of the coronavirus pandemic, several measures were in place to limit the spread of the virus, such as lockdown and restriction of social contacts. Many colleges thus had to shift their education from personal to online form overnight. The educational environment itself has a significant influence on students’ learning outcomes, knowledge, and satisfaction. This study aims to validate the tool for assessing the educational environment in the Slovenian nursing student population. To assess the educational environment, we used the DREEM tool distributed among nursing students using an online platform. First, we translated the survey questionnaire from English into Slovenian using the reverse translation technique. We also validated the DREEM survey questionnaire. We performed psychometric testing and content validation. I-CVI and S-CVI are at an acceptable level. A high degree of internal consistency was present, as Cronbach’s alpha was 0.951. The questionnaire was completed by 174 participants, of whom 30 were men and 143 were women. One person did not define gender. The mean age of students was 21.1 years (SD = 3.96). The mean DREEM score was 122.2. The mean grade of student perception of learning was 58.54%, student perception of teachers was 65.68%, student academic self-perception was 61.88%, student perception of the atmosphere was 60.63%, and social self-perception of students was 58.93%. Although coronavirus has affected the educational process, students still perceive the educational environment as positive. Nevertheless, there is still room for improvement in all assessed areas.
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Zaraki, Abolfazl, Mehdi Khamassi, Luke J. Wood, Gabriella Lakatos, Costas Tzafestas, Farshid Amirabdollahian, Ben Robins, and Kerstin Dautenhahn. "A Novel Reinforcement-Based Paradigm for Children to Teach the Humanoid Kaspar Robot." International Journal of Social Robotics 12, no. 3 (November 22, 2019): 709–20. http://dx.doi.org/10.1007/s12369-019-00607-x.
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AbstractThis paper presents a contribution aiming at testing novel child–robot teaching schemes that could be used in future studies to support the development of social and collaborative skills of children with autism spectrum disorders (ASD). We present a novel experiment where the classical roles are reversed: in this scenario the children are the teachers providing positive or negative reinforcement to the Kaspar robot in order for it to learn arbitrary associations between different toy names and the locations where they are positioned. The objective is to stimulate interaction and collaboration between children while teaching the robot, and also provide them tangible examples to understand that sometimes learning requires several repetitions. To facilitate this game, we developed a reinforcement learning algorithm enabling Kaspar to verbally convey its level of uncertainty during the learning process, so as to better inform the children about the reasons behind its successes and failures. Overall, 30 typically developing (TD) children aged between 7 and 8 (19 girls, 11 boys) and 9 children with ASD performed 25 sessions (16 for TD; 9 for ASD) of the experiment in groups, and managed to teach Kaspar all associations in 2 to 7 trials. During the course of study Kaspar only made rare unexpected associations (2 perseverative errors and 2 win-shifts, within a total of 314 trials), primarily due to exploratory choices, and eventually reached minimal uncertainty. Thus, the robot’s behaviour was clear and consistent for the children, who all expressed enthusiasm in the experiment.
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Schlosser, Milton. "Minding the music: Neuroscience, video recording, and the pianist." International Journal of Music Education 29, no. 4 (August 1, 2011): 347–58. http://dx.doi.org/10.1177/0255761410396966.
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Research in music education asserts that video review by performers facilitates self-directed learning and transforms performing. Yet, certain videos may be traumatic for musicians to view; those who perceive themselves as failing or experience performance-related failures are prone to feelings of distress and sadness that can negatively affect their music-making and well-being. In this study, the reactions of nine Canadian undergraduate pianists to reviewing themselves regularly on video are examined. The study was designed in two parts: first of all, to track the effects of watching self-referent videos of piano lessons and other performances; second, to highlight student responses to a Recital Review Protocol (RRP). The RRP was designed with instructors and students in mind, incorporating neuroscience strategies to reverse blood flow patterns in areas of the brain responsible for negative mood induction. The results from the first part of the study point to how regular video analysis is able to shift initial negative perceptions and transform practicing and performing. The findings from the second part indicate that more attention needs to be paid to students by instructors immediately after performances.
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Videla, Sebastián, Aurema Otero, Sara Martí, M. Ángeles Domínguez, Nuria Fabrellas, M. Pilar Delgado-Hito, Imma Cruz, et al. "Prevalence of SARS-CoV-2 Infection at the University of Barcelona during the Third COVID-19 Pandemic Wave in Spain." International Journal of Environmental Research and Public Health 18, no. 12 (June 17, 2021): 6526. http://dx.doi.org/10.3390/ijerph18126526.
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The severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) pandemic started in December 2019 and still is a major global health challenge. Lockdown measures and social distancing sparked a global shift towards online learning, which deeply impacted universities’ daily life, and the University of Barcelona (UB) was not an exception. Accordingly, we aimed to determine the impact of the SARS-CoV-2 pandemic at the UB. To that end, we performed a cross-sectional study on a sample of 2784 UB members (n = 52,529). Participants answered a brief, ad hoc, online epidemiological questionnaire and provided a nasal swab for reverse transcription polymerase chain reaction (RT-PCR) SARS-CoV-2 analysis and a venous blood sample for SARS-CoV-2 IgG antibody assay. Total prevalence of SARS-CoV-2 infection (positive RT-PCR or positive IgG) was 14.9% (95%CI 13.3 to 17.0%). Forty-four participants (1.6%, 95%CI: 1.2–2.1%) were positive for SARS-CoV-2 RT-PCR. IgG against SARS-CoV-2 was observed in 12.8% (95%CI: 11.6–14.1%) of participants. Overall, while waiting for population vaccination and/or increased herd immunity, we should concentrate on identifying and isolating new cases and their contacts.
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El-dali, Hosni Mostafa. "On L1 Interference and ‘Reverse Transfer’: Special Reference to the Concept of “Multicompetenceâ€." INTERNATIONAL JOURNAL OF RESEARCH IN EDUCATION METHODOLOGY 7, no. 1 (March 30, 2016): 1022–36. http://dx.doi.org/10.24297/ijrem.v7i1.3856.
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As well as the first language influences the second, the second language influences the first. Therefore, researchers have to focus not only on the L1→ L2, but also on the L2→ L1 effect. There has been extensive research into how L1 affects L2, commonly known as ‘negative influence’, but a lot less about the opposite direction, commonly known as ‘Reverse or Backward’ transfer.The present study attempts to examine and critically review pertinent research into the question of bidirectional influence between languages. First, it traces the conceptual framework of the notion L1→L2 effect. Second, it attempts to demonstrate how an emerging new language (L2) affects the existing L1. Although there are several ways of conceptualizing L2 influence on L1, the focus, in the present study, is on the concept of “Multi-Competence†proposed by Cook (1991; 1999; 2006; 2007; 2011) and how it shifts the evaluation angle of the interlanguage system. Third, it examines the pedagogical aspects of both directions, as manifested in L2 classroom. Special focus will be given to how the concept of “multicompetence†sees the goal of L2 learning and how language teaching should reflect such a goal. In addition, the advantages and disadvantages of using learners’ first language in L2 classroom will be highlighted and specific methodological recommendations will be made.
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Shu, Xiaoyang. "An Empirical Study on a Flipped Classroom in Open University Teaching Based on an Ecological Perspective: A Case Study on a Translation Theory and Practice Course." Asian Association of Open Universities Journal 10, no. 1 (June 1, 2015): 53–63. http://dx.doi.org/10.1108/aaouj-10-01-2015-b006.
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A flipped classroom refers toa model of learning which reverses how time is spent in and out of the class to shift the ownership of learning from the teachers to learners. But from the perspective of ecology, education can be healthily developed in a harmonious and dynamically-balanced ecological system. Therefore, this project, exemplified through translation teaching, constructed a flipped teaching model based on an ecological perspective that open university distance learners will adapt to after revisiting the flipped classroom. Through the teaching experiment in the course on Translation Theory and Practice, the author highlighted that a good ecological relationship should be established in the translation subject, the translation object, the objectives of the translation course, and translation sources and requirements from the translation market — based on which the basic teaching process of a flipped classroom was developed. Using a questionnaire and interviews, the results of a one-year experiment showed that the flipped teaching model with the integration of modern information technology (functions of interaction, virtual simulation and social networking) in translation teaching could foster greater student engagement and higher levels of motivation and translation competence; and the teachers were excited by the opportunity to enhance their teaching practice and the profession. However, some major challenges were also posed to the students and teachers, viz.: (1) how to make the students transform from knowledge-receivers to knowledge-producers; and (2) how to improve the teacher's TPACK(technology integrated into some curricula) — for example,how to explaina concept in a bite-sized video (the pace, the visual representation, and the aligned assessment practices) and how to extend these activities into the classroom.
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Skrjanc, Tadej, Rafael Mihalic, and Urban Rudez. "Principal Component Analysis (PCA)-Supported Underfrequency Load Shedding Algorithm." Energies 13, no. 22 (November 12, 2020): 5896. http://dx.doi.org/10.3390/en13225896.
Full textAbstract:
This research represents a conceptual shift in the process of introducing flexibility into power system frequency stability-related protection. The existing underfrequency load shedding (UFLS) solution, although robust and fast, has often proved to be incapable of adjusting to different operating conditions. It triggers upon detection of frequency threshold violations, and functions by interrupting the electricity supply to a certain number of consumers, both of which values are decided upon beforehand. Consequently, it often does not comply with its main purpose, i.e., bringing frequency decay to a halt. Instead, the power imbalance is often reversed, resulting in equally undesirable frequency overshoots. Researchers have sought a solution to this shortcoming either by increasing the amount of available information (by means of wide-area communication) or through complex changes to all involved protection relays. In this research, we retain the existing concept of UFLS that performs so well for fast-occurring frequency events. The flexible rebalancing of power is achieved by a small and specialized group of intelligent electronic devices (IEDs) with machine learning functionalities. These IEDs interrupt consumers only when the need to do so is detected with a high degree of certainty. Their small number assures the fine-tuning of power rebalancing and, at the same time, poses no serious threat to system stability in cases of malfunction.
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Wadeson, Nigel. "Internationalisation theory and Born Globals." Multinational Business Review 28, no. 4 (April 13, 2020): 447–61. http://dx.doi.org/10.1108/mbr-10-2019-0123.
Full textAbstract:
Purpose It has been claimed that Born Globals are incompatible with the Uppsala model, which is based on the firm having a maximum tolerable risk level. This assumption was used to explain observed incremental commitments, with further commitments being made as experiential learning reduces the level of risk faced. This study aims to show that adding a consideration of the role of expected value, including the effects of resource constraints, can reconcile the Born Global and internationalisation process literatures. Design/methodology/approach The theoretical arguments are supported by mathematical modelling of a firm pursuing expected value based on subjective beliefs. Findings While the effects of risk and expected value coincide when firms limit their downside risks by taking an incremental approach to commitments, other factors impacting on expected value can shift the balance of incentives towards earlier and more rapid internationalisation. For instance, some firms are specialised and have high costs of R&D, and so need to achieve early and rapid growth but face small home markets. While resource constraints can lead a firm to expand for some time in its home market before internationalising, the effect can be reversed in the case of the finance constraint for some firms. Originality/value The study shows how Born Global and internationalisation process literatures can be reconciled through a consideration of the effects of expected value on internationalisation decisions. It also provides a novel theoretical analysis of Born Globals.
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Hugelius, Gustaf, Julie Loisel, Sarah Chadburn, Robert B. Jackson, Miriam Jones, Glen MacDonald, Maija Marushchak, et al. "Large stocks of peatland carbon and nitrogen are vulnerable to permafrost thaw." Proceedings of the National Academy of Sciences 117, no. 34 (August 10, 2020): 20438–46. http://dx.doi.org/10.1073/pnas.1916387117.
Full textAbstract:
Northern peatlands have accumulated large stocks of organic carbon (C) and nitrogen (N), but their spatial distribution and vulnerability to climate warming remain uncertain. Here, we used machine-learning techniques with extensive peat core data (n> 7,000) to create observation-based maps of northern peatland C and N stocks, and to assess their response to warming and permafrost thaw. We estimate that northern peatlands cover 3.7 ± 0.5 million km2and store 415 ± 150 Pg C and 10 ± 7 Pg N. Nearly half of the peatland area and peat C stocks are permafrost affected. Using modeled global warming stabilization scenarios (from 1.5 to 6 °C warming), we project that the current sink of atmospheric C (0.10 ± 0.02 Pg C⋅y−1) in northern peatlands will shift to a C source as 0.8 to 1.9 million km2of permafrost-affected peatlands thaw. The projected thaw would cause peatland greenhouse gas emissions equal to ∼1% of anthropogenic radiative forcing in this century. The main forcing is from methane emissions (0.7 to 3 Pg cumulative CH4-C) with smaller carbon dioxide forcing (1 to 2 Pg CO2-C) and minor nitrous oxide losses. We project that initial CO2-C losses reverse after ∼200 y, as warming strengthens peatland C-sinks. We project substantial, but highly uncertain, additional losses of peat into fluvial systems of 10 to 30 Pg C and 0.4 to 0.9 Pg N. The combined gaseous and fluvial peatland C loss estimated here adds 30 to 50% onto previous estimates of permafrost-thaw C losses, with southern permafrost regions being the most vulnerable.