Relevant bibliographies by topics / Learning ability

Contents

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

Academic literature on the topic 'Learning ability'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 June 2025

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Journal articles on the topic "Learning ability"

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DAVIS, ANDREW. "Ability and Learning." Journal of Philosophy of Education 22, no. 1 (1988): 45–57. http://dx.doi.org/10.1111/j.1467-9752.1988.tb00176.x.

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Yang, Jia, Fang-Fang Yan, Lijun Chen, et al. "General learning ability in perceptual learning." Proceedings of the National Academy of Sciences 117, no. 32 (2020): 19092–100. http://dx.doi.org/10.1073/pnas.2002903117.

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Developing expertise in any field usually requires acquisition of a wide range of skills. Most current studies on perceptual learning have focused on a single task and concluded that learning is quite specific to the trained task, and the ubiquitous individual differences reflect random fluctuations across subjects. Whether there exists a general learning ability that determines individual learning performance across multiple tasks remains largely unknown. In a large-scale perceptual learning study with a wide range of training tasks, we found that initial performance, task, and individual differences all contributed significantly to the learning rates across the tasks. Most importantly, we were able to extract both a task-specific but subject-invariant component of learning, that accounted for 38.6% of the variance, and a subject-specific but task-invariant perceptual learning ability, that accounted for 36.8% of the variance. The existence of a general perceptual learning ability across multiple tasks suggests that individual differences in perceptual learning are not “noise”; rather, they reflect the variability of learning ability across individuals. These results could have important implications for selecting potential trainees in occupations that require perceptual expertise and designing better training protocols to improve the efficiency of clinical rehabilitation.
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Susanti, Melly, Meiffa Herfianti, Eska Prima Monique Damarsiwi, Feby elra perdim, and Joniswan. "Project-Based Learning Model to Improve Students ‘Ability." International Journal of Psychosocial Rehabilitation 24, no. 02 (2020): 1378–87. http://dx.doi.org/10.37200/ijpr/v24i2/pr200437.

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Madeira, Carlos. "Learning your own ability." Journal of Economic Dynamics and Control 121 (December 2020): 104026. http://dx.doi.org/10.1016/j.jedc.2020.104026.

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Sinaga, Nurul Afni, Fitri Ayu Ningtiyas, Rifaatul Mahmuzah, Yulia Zahara, and Islami Fatwa. "The Effect of Deductive-Inductive Learning Approach on Creative Thinking Ability and Learning Motivation." PARADIKMA: JURNAL PENDIDIKAN MATEMATIKA 16, no. 2 (2023): 7–14. http://dx.doi.org/10.24114/paradikma.v16i2.46952.

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Mathematics learning can impact the development of one's mindset in the learning environment. This process is obtained through teacher innovation which provides learning with various methods and approaches that align with what will be taught. Inductive-deductive is an approach that can help students' creative thinking processes and increase learning motivation. For this reason, this study wanted to see how effective and influential this approach is on the ability to think creatively and motivation to learn. The method used is a significant test using one sample t-test and one paired sample t-test. The results obtained are tcount values of 2.09 and 10.66 for the inductive-deductive class and -0.848 and -0.94 for the conventional class where the ttable value is 1.684. Whereas to see the effect of the approach obtained values of 6.149 and 6.344 with a ttable of 1.960. The value that is greater than the ttable states that the class is effective and has influence, so it can be concluded that the inductive-deductive approach is effective for critical thinking skills and learning motivation, while conventional classes are not used effectively. The inductive-deductive approach also influences students' creative thinking abilities and learning motivation.
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Tsunashima, Mayuko, Yuji Takano, and Shunji Awazu. "Spatial learning ability of silkworms." Proceedings of the Annual Convention of the Japanese Psychological Association 78 (September 10, 2014): 3AM—1–087–3AM—1–087. http://dx.doi.org/10.4992/pacjpa.78.0_3am-1-087.

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Riddington, Geoff L. "Learning and Ability to Pay." Journal of Travel & Tourism Marketing 13, no. 1-2 (2002): 109–24. http://dx.doi.org/10.1300/j073v13n01_08.

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Corbett, Steven J. "Learning Disability and Response-Ability." Pedagogy 15, no. 3 (2015): 459–75. http://dx.doi.org/10.1215/15314200-2917041.

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Hallinan, Maureen T. "Ability Grouping and Student Learning." Brookings Papers on Education Policy 2003, no. 1 (2003): 95–124. http://dx.doi.org/10.1353/pep.2003.0005.

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Rettke, Horst, and Philippe Lyrer. "Learning ability of stroke patients." Pflege 15, no. 2 (2002): 53–60. http://dx.doi.org/10.1024/1012-5302.15.2.53.

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Einleitung: Akute Schlaganfallpatienten befinden sich in einer ihnen neuen, völlig veränderten Gesundheitssituation. Deren Komplexität wird durch mehrere Faktoren erhöht. Um die Gesundheitssituation so selbständig wie möglich meistern zu können, müssen die Betroffenen über entsprechendes Wissen verfügen. Dazu müssen sie lernfähig sein. Das Ziel dieser Studie war, die Frage nach dem Ausmaß der Lernfähigkeit zu beantworten, in welchem akute Schlaganfallpatienten fähig sind, gesundheits- und rehabilitationsbezogene Informationen aufzunehmen und wieder abzurufen. Die Hypothesen besagten, dass akute Schlaganfallpatienten dazu fähig sind, dass sich aber deren Leistungen je nach Läsionsort und gegenüber Patienten ohne Schlaganfall unterscheiden. Methode: Eine Gelegenheitsstichprobe ergab 12 Teilnehmer mit hemisphärischem Infarkt, acht Teilnehmer mit lakunärem Infarkt und neun Teilnehmer in der Vergleichsgruppe. Mittels strukturierter Befragung wurde der Wissensstand aller Teilnehmer erhoben. Dem schloss sich eine strukturierte Wissensvermittlung an, nach der wiederum der Wissensstand erhoben wurde. Nach fünf Tagen wurde die strukturierte Befragung nochmals vorgelegt. Resultate: Die Ergebnisse zeigen, dass akute Schlaganfallpatienten in der Lage sind, die gebotenen Informationen aufzunehmen und wieder abzurufen. Unterschiedliche Leistungen in Bezug auf den Läsionsort und Patienten ohne Schlaganfall konnten nicht nachgewiesen werden. Schlussfolgerungen: Die hier demonstrierte Fähigkeit dieser Patienten stellt eine Ressource für deren Rehabilitation in der Akutphase dar. Form und Inhalt der strukturierten Wissensvermittlung beugen einer zufälligen und inkonsistenten Wissensweitergabe vor. Dabei dürfen die situationsspezifischen Informationsbedürfnisse der Betroffenen nicht unbeachtet bleiben. Ebenso müssen die Informationsbedürfnisse von Angehörigen berücksichtigt werden. Weitere Forschung ist notwendig, um das Lernverhalten akuter Schlaganfallpatienten zu erhellen und den Nutzen strukturierter Wissensvermittlung für diese Patientengruppe nachzuweisen.
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Dissertations / Theses on the topic "Learning ability"

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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.

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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.

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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/.

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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.
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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.

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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.

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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
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Lee, Jong Won. "Effect of gis learning on spatial ability." Diss., Texas A&M University, 2003. http://hdl.handle.net/1969.1/3896.

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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.
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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.

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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.

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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.

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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.

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Books on the topic "Learning ability"

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College, Alverno. Ability-based learning program: The history major. Alverno College, 1994.

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College, Alverno. Ability-based learning program: The psychology major. Alverno College, 1995.

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Kyllonen, Patrick C. Taxonomy of learning skills. Air Force Human Resources Laboratory, Air Force Systems Command, 1988.

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Nisbet, John. Learning strategies. Routledge & Kegan Paul, 1986.

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Turner, L. Jill. Development of ability attributions in middle childhood. University of Prince Edward Island, 1993.

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International Rodin Remediation Conference (25th 2006 Georgetown University). Learning, skill acquisition, reading, and dyslexia. Edited by Eden Guinevere and Flowers D. Lynn. Wiley-Blackwell, 2008.

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Skehan, Peter. A comparison of first & foreign lanaguage learning ability. Department of English for Speakers of Other Languages, Institute of Education, University of London, 1988.

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Goss, Susan Kathryn. Imagery ability and learning of four movement patterns. Microform Publications, College of Human Development and Performance, University ofOregon, 1985.

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Nomura, Yukimasa. Jukutatsu shinrigaku no kōsō: Nama no taiken kara kōi no riron e. Kansai Daigaku Shuppanbu, 2009.

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Luzuriaga, Isabel. La inteligencia contra sí misma: El niño que no aprende. Editorial Psique, 1998.

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Book chapters on the topic "Learning ability"

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Boyd, Pete, Barry Hymer, and Karen Lockney. "Belief Versus Ability." In Learning Teaching. Routledge, 2025. https://doi.org/10.4324/9781041056010-2.

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Baron Levi, Jeffrey. "Compromised Learning Ability." In The Hairy Bikie and Other Metacognitive Strategies. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46618-3_3.

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Hammer, Barbara. "Approximation ability." In Learning with recurrent neural networks. Springer London, 2000. http://dx.doi.org/10.1007/bfb0110019.

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Siegle, Del, Christina M. Amspaugh, and Melissa S. Mitchell. "Learning From and Learning with Technology." In Content–Based Curriculum for high-ability learners, 3rd ed. Routledge, 2021. http://dx.doi.org/10.4324/9781003233824-25.

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Brand-Gruwel, Saskia, Liesbeth Kester, Wendy Kicken, and Paul A. Kirschner. "Learning Ability Development in Flexible Learning Environments." In Handbook of Research on Educational Communications and Technology. Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-3185-5_29.

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Hallinan, Maureen T. "Ability Grouping and Student Learning." In The Social Organization of Schools. Springer US, 1987. http://dx.doi.org/10.1007/978-1-4899-0468-3_3.

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Hegarty, Seamus. "Learning Ability and Psychometric Practice." In Cultural Diversity and Learning Efficiency. Palgrave Macmillan UK, 1988. http://dx.doi.org/10.1007/978-1-349-19131-4_2.

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Anderson, Jess. "Ability-Grouped Reading." In Identity, Social Class and Learning in the ‘Bottom’ Reading Group. Routledge, 2025. https://doi.org/10.4324/9781003488514-1.

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Bishop, James, and Julia Hujar. "The psychology of learning." In The Development of the High Ability Child. Routledge, 2021. http://dx.doi.org/10.4324/9781003025443-3.

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Mugford, Gerrard. "Cross-Cultural Relational Ability." In Developing Cross-Cultural Relational Ability in Foreign Language Learning. Routledge, 2021. http://dx.doi.org/10.4324/9781003132202-2.

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Conference papers on the topic "Learning ability"

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Chen, Hang, Zhe Zhang, Ziwei Chen, and Haowen Ge. "Multi-head Discretization improves Learning Ability in Vector Quantization." In 2024 4th International Conference on Electronic Information Engineering and Computer Communication (EIECC). IEEE, 2024. https://doi.org/10.1109/eiecc64539.2024.10929116.

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Ambarita, Monica Roito, Wardani Rahayu, and Asep Supena. "Number Sense Ability." In ICLIQE 2020: The 4th International Conference on Learning Innovation and Quality Education. ACM, 2020. http://dx.doi.org/10.1145/3452144.3452225.

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Azizah, Muftihatul, Sunardi, and Erfan Yudianto. "Students' mathematical literacy ability in solving story problems." In MATHEMATICS EDUCATION AND LEARNING. AIP Publishing, 2022. http://dx.doi.org/10.1063/5.0105227.

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Gu, Jun-hua, Qing Tan, Na-na Li, Jian-nan Zhang, and Ning Mao. "A New ACO with Immune Ability." In 2006 International Conference on Machine Learning and Cybernetics. IEEE, 2006. http://dx.doi.org/10.1109/icmlc.2006.259012.

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Xu, Honghua, Yinghua Tian, Shuangzi Sun, and Xiaohan Zhang. "Fostering M-Learning Knowledge Management Ability." In 2011 International Conference on Information Management, Innovation Management and Industrial Engineering (ICIII). IEEE, 2011. http://dx.doi.org/10.1109/iciii.2011.188.

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Zhang, Zhongming, and Tingxiu Liu. "Measurement of the undergraduate's learning ability." In 2012 2nd International Conference on Consumer Electronics, Communications and Networks (CECNet). IEEE, 2012. http://dx.doi.org/10.1109/cecnet.2012.6202272.

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Yih, Jeng-Ming. "Construct ability indicators of learning Algebra." In 2016 International Conference on Applied System Innovation (ICASI). IEEE, 2016. http://dx.doi.org/10.1109/icasi.2016.7539919.

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Elena, Bogomolova, Gorelova Irina, P. Menshikov, Zalavina Tatiana, and Arpentieva Mariam. "The ability to learn and ability to teach: Learning and teaching styles." In International Conference on the Theory and Practice of Personality Formation in Modern Society (ICTPPFMS 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/ictppfms-18.2018.26.

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Pasaribu, Oktavia Lestari. "Ability to Writing Text Fable Learning Using Discovery Learning." In Proceedings of the 4th Progressive and Fun Education International Conference (PFEIC 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/pfeic-19.2019.18.

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Chou, Li-Po, and Wen-June Wang. "A Humanoid Robot with Motion Imitation Ability." In 2007 International Conference on Machine Learning and Cybernetics. IEEE, 2007. http://dx.doi.org/10.1109/icmlc.2007.4370480.

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Reports on the topic "Learning ability"

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Pan, Yihui, Tracy Yue Wang, and Michael Weisbach. Learning about CEO Ability and Stock Return Volatility. National Bureau of Economic Research, 2013. http://dx.doi.org/10.3386/w18882.

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Stinebrickner, Todd, and Ralph Stinebrickner. Learning about Academic Ability and the College Drop-out Decision. National Bureau of Economic Research, 2009. http://dx.doi.org/10.3386/w14810.

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Munasinghe, Lalith, and Nachum Sicherman. Wage Dynamics and Unobserved Heterogeneity: Time Preference of Learning Ability? National Bureau of Economic Research, 2005. http://dx.doi.org/10.3386/w11031.

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Oyer, Paul. Ability and Employer Learning: Evidence from the Economist Labor Market. National Bureau of Economic Research, 2007. http://dx.doi.org/10.3386/w12989.

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Busso, Matías, and Verónica Frisancho. Ability Grouping and Student Performance: Experimental Evidence from Middle Schools in Mexico. Inter-American Development Bank, 2023. http://dx.doi.org/10.18235/0004716.

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This article relies on a large-scale field experiment in Mexico to measure the effects of two ability-grouping models (tracking and heterogeneous/bimodal groups) on student learning outcomes during middle school. Both strategies yielded an average learning gain of 0.08 of a standard deviation. We find larger and more persistent effects among initially high-achieving students and no significant effects among low achievers. Students in top tracking enjoyed multiple advantages, particularly a concentration of high-performing peers and a very homogeneous classroom, that facilitated the teacher's work and increased students' effort levels. Bimodal classes fostered greater effort levels among top students, while teachers induced less competition and allocated more time to practice and feedback activities, to the detriment of lecture time. Our results support the allocation of students to homogeneous classes to maximize performance gains among top students without hurting low achievers. Fostering inclusive learning among weaker students would require complementary investments under both models.
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Kimbrough, Erik, Andrew McGee, and Hitoshi Shigeoka. How Do Peers Impact Learning? An Experimental Investigation of Peer-to-Peer Teaching and Ability Tracking. National Bureau of Economic Research, 2017. http://dx.doi.org/10.3386/w23439.

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JOSI, Editor. Artificial Intelligence and Machine Learning: Transforming Industrial Optimization. Industrial Engineering Department, Faculty of Engineering, Universitas Andalas, 2025. https://doi.org/10.25077/03032025.

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The integration of artificial intelligence (AI) and machine learning (ML) into industrial systems is rapidly reshaping the way industries operate, optimize, and innovate. As industries grow more complex and data-driven, the ability to harness AI and ML technologies offers unprecedented efficiency, precision, and adaptability. In the pursuit of optimization, these technologies are no longer just experimental tools but have become essential drivers of transformation.
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Tillett, Will, and Oliver Jones. ‘Improving Rural Sanitation in Challenging Contexts’ Sanitation Learning Hub Learning Brief 8. The Sanitation Learning Hub, Institute of Development Studies, 2021. http://dx.doi.org/10.19088/slh.2021.006.

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Of the two billion people worldwide lacking access to at least basic sanitation, seven out of ten live in rural areas. Progress has been made on increasing rural sanitation and access levels are rising, but barriers remain in reaching the ‘last mile’ or some 10 to 20 per cent of the population who live in the most challenging contexts. The factors affecting the ability of households to construct and use toilets, as well as the challenges sanitation programmes face in reaching specific groups, are highly diverse. Applying one-size fits all approaches has been proven not to work; therefore, we need more nuanced, adapted, and targeted approaches to capture the universality element of the Sustainable Development Goals (SDGs) and ensure that no one is left behind. However, we recognise that challenges can be persistent and there are limited documented examples of how to overcome these challenges at scale. The Sanitation Learning Hub, UNICEF, and WaterAid commissioned this study to map rural sanitation approaches in challenging contexts and the guidance currently being used, drawing out emerging experiences and lessons. It involved key informant interviews (KIIs) with 44 interviewees, and consulting over 180 documented resources. This Learning Brief provides an overview of the study findings.
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Grimm, Kevin. Machine Learning for Social and Health Sciences in R. Instats Inc., 2023. http://dx.doi.org/10.61700/61p1kmxy6183q469.

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This workshop, 'Introduction to Machine Learning with R', led by Kevin Grimm from Arizona State University, is designed to equip PhD students, professors, and professional researchers with the skills to apply machine learning techniques in their respective fields. Participants will gain a comprehensive understanding of machine learning concepts, techniques, and their application using R, enhancing their ability to analyze complex data, make accurate predictions, and connect with other professionals in their field.
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Page, Kelly, Alexandra Merritt Johnson, Kristen Franklin, et al. Learning Transition Design Principles for Learning and Employment Records: Co-designing for Equity. Digital Promise, 2023. http://dx.doi.org/10.51388/20.500.12265/185.

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Emerging technologies such as learning, and employment records (LER) have been identified as a promising solution for historically and systematically excluded (HSE) learners and workers to share and access their learning- and skills-data from their individual learning journeys and transitions. However, learning journeys are rarely linear; the way in which learners and workers may demonstrate and get recognized for their skills and competencies may evolve over time. Further, systemic barriers and inequities embedded in the learning journeys of HSE communities, disproportionately impact their ability to enter and persist in the education and workforce ecosystem. It is critical for LERs to be designed as accessible and equitably for HSE communities to mitigate systemic and structural inequities in the education and workforce ecosystem. With the generous support of the Bill &amp; Melinda Gates Foundation, Digital Promise collaborated with HSE adult learners and workers, to establish a set of design principles to inform the development of LER technologies for use over an individual’s learning and career journeys, including their learning transitions. Through one-on-one interviews and group workshops with HSE adult learners and workers, fundamental design principles have been identified to influence LER data infrastructure from education to the workforce.
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