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Relevant bibliographies by topics / Learning, Psychology of

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Academic literature on the topic 'Learning, Psychology of'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 July 2024

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Journal articles on the topic "Learning, Psychology of"

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Chin, G. J. "PSYCHOLOGY: Statistical Learning." Science 291, no. 5503 (January 19, 2001): 401a—401. http://dx.doi.org/10.1126/science.291.5503.401a.

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Dogra, Ambalika, and Sunil Dutt. "Effect of Online Learning in Psychology course on Undergraduate students’ Engagement in Learning." Issues and Ideas in Education 4, no. 1 (March 7, 2016): 21–28. http://dx.doi.org/10.15415/iie.2016.41002.

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A, Rangaswamy, Balasubramanian P, and Sweety Nirmala R. "The Psychology of Learning." i-manager’s Journal on Educational Psychology 1, no. 1 (July 15, 2007): 19–22. http://dx.doi.org/10.26634/jpsy.1.1.454.

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Petitpas, Albert J. "Learning Sport Psychology Skills." Athletic Therapy Today 4, no. 1 (January 1999): 61–62. http://dx.doi.org/10.1123/att.4.1.61.

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Lakoff, R. "PSYCHOLOGY: Learning from Words." Science 318, no. 5855 (November 30, 2007): 1384–85. http://dx.doi.org/10.1126/science.1150869.

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KOBAYASHI, Keiichi. "Learning About Psychology From Service Experiences: Service-Learning in Undergraduate Psychology Education." Annual Report of Educational Psychology in Japan 46 (2007): 149–55. http://dx.doi.org/10.5926/arepj1962.46.0_149.

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Szokolszky, Agnes, Catherine Read, Zsolt Palatinus, and Kinga Palatinus. "Ecological approaches to perceptual learning: learning to perceive and perceiving as learning." Adaptive Behavior 27, no. 6 (June 13, 2019): 363–88. http://dx.doi.org/10.1177/1059712319854687.

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In this theoretical review article, our primary goal is to contribute to the post-cognitivist understanding of learning to perceive and perceiving as learning, by discussing a framework for perception and perceptual learning initiated by James J Gibson, and extended by Eleanor J Gibson and others. This Ecological Psychology has a coherent set of assumptions based on the concept of mutualism between the perceiving organism and its surroundings, and the idea of affordances as action possibilities of the surround that are perceptible by the organism. At the same time, Ecological Psychology, broadly construed, consists of different perspectives that take different routes to address questions related to the core concepts of perceptual learning. In this article, we focus on three theoretical stances within Ecological Psychology on the issue of perceptual learning: that of Eleanor J Gibson, the current theory of direct learning by Jacobs and Michaels, and the “organicist” approach based on ideas of organicist biology and developments in evolutionary biology. We consider perceptual learning as embedded in development and evolution, and we explore perceptual learning in more depth in the context of tool use and language development. We also discuss the relation between Ecological Psychology and Enactivism on the nature of perception. In conclusion, we summarize the benefits of Ecological Psychology, as a robust but still developing post-cognitivist framework, for the study of perceptual learning and cognitive science in general.

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BOTTERILL, GEORGE. "Learning from Error: Karl Popper's Psychology of Learning." Philosophical Books 27, no. 2 (February 12, 2009): 98–100. http://dx.doi.org/10.1111/j.1468-0149.1986.tb01158.x.

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LAOR, NATHANIEL. "Learning From Error: Karl Popper's Psychology of Learning." American Journal of Psychiatry 142, no. 10 (October 1985): 1214. http://dx.doi.org/10.1176/ajp.142.10.1214.

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Winarso, Widodo, and Onwardono Rit Riyanto. "Treatment of Learning Anxiety: A Bibliometric Review in Islamic Psychology." QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama 15, no. 2 (October 20, 2023): 871–86. http://dx.doi.org/10.37680/qalamuna.v15i2.3098.

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This study provides a bibliometric review of research on the treatment of learning anxiety in Islamic psychology, which involved a systematic search in multiple databases, resulting in 91 relevant studies for analysis. The bibliometric data generated from the investigation, identification, and extraction processes were analyzed using statistical analysis. The study found that cognitive behavioral therapy, acceptance and commitment therapy, and stress reduction therapy were the most commonly used methods to treat learning anxiety. Furthermore, most studies were conducted in the United Kingdom and the United States, which suggests a need for further research in other regions. Studies found that the most frequently discussed topics on treating learning anxiety in Islamic psychology were psychological interventions, educational practices, and the impact of Islamic beliefs and practices on learning anxiety. Additionally, the study identified variations in the quality of studies, with some demonstrating high quality while others indicating a risk of bias. This paper emphasizes the importance of conducting further research on the treatment of learning anxiety in Islamic psychology, particularly in other regions. These findings could be valuable for academics, researchers, and psychology practitioners interested in treating learning anxiety and educators seeking to better understand and address this issue in their students. Further studies can focus on developing therapy models tailored to Islamic Psychology's principles to provide more optimal outcomes in addressing learning anxiety.

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Dissertations / Theses on the topic "Learning, Psychology of"

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Gudkova, N. "The psychology of learning a foreign language." Thesis, Київський національний університет технологій та дизайну, 2019. https://er.knutd.edu.ua/handle/123456789/13057.

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Smith, Tamarah. "Factors Related to Undergraduate Psychology Majors Learning Statistics." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/216603.

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Educational Psychology
Ph.D.
Factors Related to Undergraduate Psychology Majors Learning Statistics Tamarah Faye Smith Doctor of Philosophy: Educational Psychology Major Advisor: Dr. Frank Farley The American Psychological Association (APA) has outlined goals for psychology undergraduates. These goals are aimed at several objectives including the need to build skills for interpreting and conducting psychological research (APA, 2007). These skills allow psychologists to conduct research that is covered in the media (Farley et al. 2009) and influences policy and law (Fischer, Stein & Heikkinen, 2009; Steinberg, Cauffman, Woolard, Graham & Banich, 2009a; Steinberg, Cauffman, Woolard, Graham & Banich, 2009b). One of the fundamental courses required for building these skills is statistics, a course that begins at the undergraduate level. Research has suggested that performance after completing statistics courses is weak for many students (Garfield, 2003; Hirsch & O'Donnell, 2001; Konold et al. 1993; Mulhern & Wylie, 2005; Schau & Mattern, 1997). The current study examined factors that may be related to performance on a statistical test. A sample of 231 students enrolled in or having already completed a statistics course for psychology majors completed a statistical skill questionnaire, built by the author, to measure performance with four APA outlined goals. To measure student attitudes the Survey of Attitudes Toward Statistics (SATS-36; Schau, 2003) was completed with adapted questions to measure perceived attitudes of peers and faculty toward statistics. Finally, questions pertaining to classroom techniques and content areas covered were assessed. Building off of social cognitive theory (SCT; Bandura, 1986) and expectancy-value theory (Eccles & Wigfield, 2002), it was expected that lower attitudes, such as low value and low interest, among the students and those perceived to be held by faculty and peers would be related to lower performance on the statistical test. A series of linear regressions were conducted and revealed no significant relationship between perceived faculty attitudes and performance. Students' own liking and positive affect ratings were positive predictors of performance indicating a gain of 3-4% on the statistical test. However, an interesting negative relationship emerged with respect to students' value of statistics and peer interest scores where performance on the statistical test decreased as value and peer interest increased. This may be demonstrating issues pertaining to the SATS-36 validity when measuring students' value as well as issues with the items created to measure perceived peer interest. The results of a factor analysis on perceived attitude measures for peers and faculty suggest that the need for more items is necessary, particularly for faculty attitudes. Finally, this study provides a first look at the performance of a sample of psychology students with APA goals for quantitative reasoning. Results showed that students performed best at reading basic descriptive statistics (M=74.5%), and worst when choosing statistical tests for a given research hypothesis (M=30%). Performance on questions pertaining to confidence intervals (M=38%) and discriminating between statistical and practical significance (M=39%) was also low. Future research can address limitations of this study by expanding the sample to include a broader range of psychology undergraduates and including additional items for measuring perceived attitudes. Other methodological approaches, such as experimental design and directly measuring faculty attitudes, should also be considered. Finally, further research and replication are necessary to determine if scores on the statistical test will continue to be low with other samples and varying question formats. These results can then be used to generate conversation about why and how students are, or are not, learning the appropriate quantitative skills.
Temple University--Theses

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O'Donohue, Michael G. "The teaching and learning of statistics in psychology." Thesis, Queen's University Belfast, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.286861.

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Stachenfeld, Kimberly. "Learning Neural Representations that Support Efficient Reinforcement Learning." Thesis, Princeton University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10824319.

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RL has been transformative for neuroscience by providing a normative anchor for interpreting neural and behavioral data. End-to-end RL methods have scored impressive victories with minimal compromises in autonomy, hand-engineering, and generality. The cost of this minimalism in practice is that model-free RL methods are slow to learn and generalize poorly. Humans and animals exhibit substantially improved flexibility and generalize learned information rapidly to new environment by learning invariants of the environment and features of the environment that support fast learning rapid transfer in new environments. An important question for both neuroscience and machine learning is what kind of ``representational objectives'' encourage humans and other animals to encode structure about the world. This can be formalized as ``representation feature learning,'' in which the animal or agent learns to form representations with information potentially relevant to the downstream RL process. We will overview different representational objectives that have received attention in neuroscience and in machine learning. The focus of this overview will be to first highlight conditions under which these seemingly unrelated objectives are actually mathematically equivalent. We will use this to motivate a breakdown of properties of different learned representations that are meaningfully different and can be used to inform contrasting hypotheses for neuroscience. We then use this perspective to motivate our model of the hippocampus. A cognitive map has long been the dominant metaphor for hippocampal function, embracing the idea that place cells encode a geometric representation of space. However, evidence for predictive coding, reward sensitivity, and policy dependence in place cells suggests that the representation is not purely spatial. We approach the problem of understanding hippocampal representations from a reinforcement learning perspective, focusing on what kind of spatial representation is most useful for maximizing future reward. We show that the answer takes the form of a predictive representation. This representation captures many aspects of place cell responses that fall outside the traditional view of a cognitive map. We go on to argue that entorhinal grid cells encode a low-dimensional basis set for the predictive representation, useful for suppressing noise in predictions and extracting multiscale structure for hierarchical planning.

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Dickerhoof, Alison M. "Associative Learning versus Rule-Learning: A Computer Model of Pattern Phrasing Effects." Kent State University Honors College / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1335706258.

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Stratton, Nick. "Analytical psychology and learning theory towards the development of a unified model of learning." Thesis, University of Essex, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.517284.

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Balleine, Bernard Walter. "Incentive learning." Thesis, University of Cambridge, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.240892.

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Griffin, Gerard Francis. "Aspects of the psychology of second language vocabulary list learning." Thesis, University of Warwick, 1992. http://wrap.warwick.ac.uk/36070/.

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The learning of second language vocabulary in lists of word-pairs is a widespread practice despite the disapproval of many in the second language learning domain. There is an acknowledged mismatch between psychological theories on the one hand and techniques of vocabulary learning on the other. Psychology does not address the relevant issues directly and second language learning practice is often atheoretical and unprincipled. This thesis reviews aspects of psychology which appear to be relevant to second language vocabulary learning and their applicability. A series of experiments is conducted with comprehensive school students learning French, aged 11-13. The first part of the study deals with the presentation of vocabulary items to be learned. Presenting items in the order First Language - Second Language is the more versatile form of presentation if both generation and comprehension are required on the part of the learner. The transferability of list learning to testing in a sentential context depends on the ability of the learner and the task involved. Higher-ability list learners are inhibited in a generation task but not in a comprehension task; the opposite is true for lower-ability learners. Learning in a context improves the performance of higher-ability learners in generation but makes little difference to lower-ability learners. An explanation is suggested in terms of transfer-appropriate processing. The position of items in the list is not a reliable indicator of learnability. Primacy, recency, and serial effects may be obtained but none of them is consistent. The same conclusion applies to different ways of presenting wordpairs. The second part of the study examines aspects of word learnability. Objective word frequency is not a reliable indicator of learnability in this context. Word category and the presence of an English word embedded in a French word are promising indicators of leamability.

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Liew, Kong Meng. "Applications of Machine Learning in Exploratory Approaches to Cultural Psychology." Doctoral thesis, Kyoto University, 2021. http://hdl.handle.net/2433/263732.

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京都大学
新制・課程博士
博士(人間・環境学)
甲第23271号
人博第986号
京都大学大学院人間・環境学研究科共生人間学専攻
(主査)教授内田由紀子, 教授齋木潤, 教授月浦崇
学位規則第4条第1項該当
Doctor of Human and Environmental Studies
Kyoto University
DGAM

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Hawkins, P. "Living the learning : An exploration of learning processes in primary learning communities and the development of a learning perspective to inform team development." Thesis, University of Bath, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.376325.

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Books on the topic "Learning, Psychology of"

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Hammonds, Barbara L., ed. Psychology and learning. Washington: American Psychological Association, 1985. http://dx.doi.org/10.1037/10053-000.

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Shanks, David. Psychology of Learning. 1 Oliver's Yard, 55 City Road, London EC1Y 1SP United Kingdom: SAGE Publications Ltd, 2009. http://dx.doi.org/10.4135/9781446263075.

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Limone, Pierpaolo, Raffaele Di Fuccio, and Giusi Antonia Toto, eds. Psychology, Learning, Technology. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-15845-2.

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A, Kimble Gregory, and Hammonds Barbara L. 1943-, eds. Psychology and learning. Washington, D.C: American Psychological Association, 1985.

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Tennant, Mark. Psychology and adult learning. London: Routledge, 1988.

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Tennant, Mark. Psychology and adult learning. 2nd ed. London: Routledge, 1997.

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Tennant, Mark. Psychology and adult learning. London: Routledge, 1988.

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Mercer, Sarah, Stephen Ryan, and Marion Williams, eds. Psychology for Language Learning. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137032829.

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McInerney, D. M. Educational psychology: Constructing learning. 5th ed. Frenchs Forest, N.S.W: Pearson Australia, 2010.

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Valentina, McInerney, ed. Educational psychology: Constructing learning. 5th ed. Frenchs Forest, N.S.W: Pearson Australia, 2010.

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Book chapters on the topic "Learning, Psychology of"

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Schacter, Daniel, Daniel Gilbert, Daniel Wegner, and Bruce Hood. "Learning." In Psychology, 226–65. London: Macmillan Education UK, 2016. http://dx.doi.org/10.1007/978-1-137-40673-6_6.

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Poling, Alan, Henry Schlinger, Stephen Starin, and Elbert Blakely. "Learning." In Psychology, 127–56. Boston, MA: Springer US, 1990. http://dx.doi.org/10.1007/978-1-4615-7694-5_6.

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Grocott, Lisa. "Cognitive Psychology." In Design for Transformative Learning, 145–61. London: Routledge, 2022. http://dx.doi.org/10.4324/9780429429743-13.

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Grocott, Lisa. "Social Psychology." In Design for Transformative Learning, 129–44. London: Routledge, 2022. http://dx.doi.org/10.4324/9780429429743-12.

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Davies, Roger, and Peter Houghton. "Animal learning." In Mastering Psychology, 196–212. London: Macmillan Education UK, 1995. http://dx.doi.org/10.1007/978-1-349-13553-0_12.

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Ludlow, Amanda, and Roberto Gutierrez. "Social Learning." In Developmental Psychology, 126–38. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-32501-3_9.

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Fontana, David. "Learning." In Psychology for Teachers, 141–83. London: Macmillan Education UK, 1995. http://dx.doi.org/10.1007/978-1-349-24139-2_7.

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Fontana, David. "Learning." In Psychology for Teachers, 125–64. London: Macmillan Education UK, 1988. http://dx.doi.org/10.1007/978-1-349-19213-7_7.

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Duplass, James A. "Psychology of Learning." In The Essence of Teaching Social Studies, 38–43. New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003095682-6.

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Xinchun, Wu. "Psychology of Learning." In The ECPH Encyclopedia of Psychology, 1–2. Singapore: Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-99-6000-2_1132-1.

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Conference papers on the topic "Learning, Psychology of"

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Sampath, Sanish, Duncan Coulter, and Elizabeth Ehlers. "Symbiosis and Psychology Influenced Learning." In Annual International Conference on Computer Games Multimedia and Allied Technologies (CGAT 2017). Global Science & Technology Forum (GSTF), 2017. http://dx.doi.org/10.5176/2251-1679_cgat17.9.

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Stefanescumihaila, Ramona olivia. "ADVERTISING PSYCHOLOGY VERSUS LIFELONG LEARNING." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-130.

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Every time we open a newspaper or we turn on the TV, we see sellers of almost identical products spending huge amounts of money in order to convince consumers to buy their brands. Advertisers are not in a position to enforce consumption on a target group, but they have the power to dominate by transmitting their messages through television programmes, magazines and other media. Having proven its force in the movement of economic goods and services, nowadays, advertising has been directed in increasing quantity towards matters of social concern. Furthermore, modern advertising is a complex segment of urban industrial civilization, reflecting contemporary life in its real aspects. Advertising has changed in its culture, due largely to the switch from informational to a more expressive conceptual way of communication with consumers. This change has offered the audience less cognition about products and more sensory orientated heuristics about positions, branding and ethical standards of companies. The purpose of the research is to develop a framework for an analysis of new media advertising that focuses on its social implications and its switch from a pure contextual aspect to hybrid, a bridge between types of informational and emotional advertising which refined the way consumers make decisions about products and services. This assessment will perform analyses of a real balance between ways to persuade consumers and, their belief and feelings. Is advertising a business or a risk? What does the advertising professional rely on when "giving life" to a product? to what extent will the psycho-sociology of a commercial influence competitiveness? When a product is far from convincing, will advertising resort to manipulation, creating "new needs"? How difficult is to preserve one's personality on a market where selling and buying is done through the eyes of the "watcher" - an accomplished creator continuously fighting a psychological struggle for a place in the consumer's mind?

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Dc, Shubhangi, BasavarajGadgay, Nuzhat Fatima, and M. A. Waheed. "Machine Learning Based Revealing Psychology Destabilization." In 2022 International Conference on Emerging Trends in Engineering and Medical Sciences (ICETEMS). IEEE, 2022. http://dx.doi.org/10.1109/icetems56252.2022.10093279.

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Liu, Hui. "Learning Optimization Algorithm Combined with Psychology." In 2023 IEEE 4th Annual Flagship India Council International Subsections Conference (INDISCON). IEEE, 2023. http://dx.doi.org/10.1109/indiscon58499.2023.10270588.

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Boubert, Laura, and Donna Taylor. "AN INTEGRATED PSYCHOLOGY VIRTUAL RESEARCH ETHICS COMMITTEE." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.1731.

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Moore, David S., Lisa M. Oakes, Victoria L. Romero, and Koleen C. McCrink. "Leveraging Developmental Psychology to Evaluate Artificial Intelligence." In 2022 IEEE International Conference on Development and Learning (ICDL). IEEE, 2022. http://dx.doi.org/10.1109/icdl53763.2022.9962183.

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Erova, Dilyara Raisovna, and Ilnur Abdullovich Abdullin. "“Psychology of success” for future engineers." In 2013 International Conference on Interactive Collaborative Learning (ICL). IEEE, 2013. http://dx.doi.org/10.1109/icl.2013.6644554.

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Santos, Vanda, Daniela Pedrosa, and Anabela Pereira. "HEALTH PSYCHOLOGY STUDENT’S PERCEPTION OF USING COLLABORATIVE WORK." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1562.

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Zainuddin, Zahir, and Indah Purwitasari Ihsan. "Modelling of child psychology tests based game learning." In 2013 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE). IEEE, 2013. http://dx.doi.org/10.1109/tale.2013.6654530.

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Limniou, Maria, and Rosie Mansfield. "Traditional learning approach versus gamification: an example from psychology." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7912.

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Teaching research methods and statistics in Psychology is a known pedagogic challenge due to students’ varied mathematical aptitude, prior knowledge and attitudes towards modules. The aim of this investigation was to study student perspectives of an interactive learning approach for the first year practical class of a “Research Methods and Statistics” psychology module based on problems and games. The approach was developed by integrating problem-based learning and games supported by Kahoot and PollEverWhere (Web 2.0 applications). Two groups of first year psychology students (20 persons per group) attended practical classes based on an interactive and a traditional approach but following a different attending order (1. interactive and 2. traditional approach or vice versa) and completed two online surveys. Overall, the interactive approach was perceived to significantly improve student learning experience by promoting active and collaborative learning though the use of real research study applications and formative feedback.

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Reports on the topic "Learning, Psychology of"

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Näslund-Hadley, Emma. Acceleration of Education and Learning. Inter-American Development Bank, August 2023. http://dx.doi.org/10.18235/0005072.

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In Latin America and the Caribbean (LAC), significant proportions of students struggle to attain basic competencies in reading and mathematics. To address this issue, traditional practices like grade repetition are prevalent, leading to delayed access to grade-level education and overcrowded classrooms. However, emerging research challenges the effectiveness of this approach. Instead, an innovative solution gaining traction is Accelerated Learning, rooted in neuroscience and psychology. It emphasizes learner-centered pedagogy, socioemotional development, and collaboration with families. EdTech platforms also present promising opportunities for learning acceleration. These approaches mark a paradigm shift towards holistic, student-centered learning solutions that aim to enhance educational outcomes and bridge learning gaps.

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Dinarte, Lelys, Pablo Egaña del Sol, and Claudia Martínez. When Emotion Regulation Matters: The Efficacy of Socio-Emotional Learning to Address School-Based Violence in Central America. Inter-American Development Bank, March 2024. http://dx.doi.org/10.18235/0012854.

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After-school programs (ASP) that keep youth protected while engaging them in socio-emotional learning might address school-based violent behaviors. This paper experimentally studies the socio-emotional-learning component of an ASP targeted to teenagers in public schools in the most violent neighborhoods of El Salvador, Honduras, and Guatemala. Participant schools were randomly assigned to different ASP variations, some of them including psychology-based interventions. Results indicate that including psychology-based activities as part of the ASP increases by 23 percentage points the probability that students are well-behaved at school. The effect is driven by the most at-risk students. Using data gathered from task-based games and AI-powered emotion-detection algorithms, this paper shows that improvement in emotion regulation is likely driving the effect. When comparing a psychology-based curriculum aiming to strengthen participants' character and another based on mindfulness principles, results show that the latter improves violent behaviors while reducing school dropout.

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Kriegel, Francesco. Learning General Concept Inclusions in Probabilistic Description Logics. Technische Universität Dresden, 2015. http://dx.doi.org/10.25368/2022.220.

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Probabilistic interpretations consist of a set of interpretations with a shared domain and a measure assigning a probability to each interpretation. Such structures can be obtained as results of repeated experiments, e.g., in biology, psychology, medicine, etc. A translation between probabilistic and crisp description logics is introduced and then utilised to reduce the construction of a base of general concept inclusions of a probabilistic interpretation to the crisp case for which a method for the axiomatisation of a base of GCIs is well-known.

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Kriegel, Francesco. Learning description logic axioms from discrete probability distributions over description graphs (Extended Version). Technische Universität Dresden, 2018. http://dx.doi.org/10.25368/2022.247.

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Description logics in their standard setting only allow for representing and reasoning with crisp knowledge without any degree of uncertainty. Of course, this is a serious shortcoming for use cases where it is impossible to perfectly determine the truth of a statement. For resolving this expressivity restriction, probabilistic variants of description logics have been introduced. Their model-theoretic semantics is built upon so-called probabilistic interpretations, that is, families of directed graphs the vertices and edges of which are labeled and for which there exists a probability measure on this graph family. Results of scientific experiments, e.g., in medicine, psychology, or biology, that are repeated several times can induce probabilistic interpretations in a natural way. In this document, we shall develop a suitable axiomatization technique for deducing terminological knowledge from the assertional data given in such probabilistic interpretations. More specifically, we consider a probabilistic variant of the description logic EL⊥, and provide a method for constructing a set of rules, so-called concept inclusions, from probabilistic interpretations in a sound and complete manner.

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Koomar, Saalim. What is 'Nudging' and How Does it Change Behaviour in Education? EdTech Hub, January 2024. http://dx.doi.org/10.53832/edtechhub.1011.

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This Learning Brief is part of the EdTech Hub Learning Brief Series, providing practical resources for people working to improve the use of technology in education. In this brief, we look at the behaviour change strategy of leveraging concise messages at strategic decision points (i.e., ‘nudging’) to influence the behaviour of a recipient towards a desired outcome. We focus on EdTech Hub’s work concerning nudge messaging. It builds on work from messaging interventions in Ghana and Kenya, linking these to the broader literature on the topic. It emphasises that although there is a strong and growing evidence base for nudge technologies, effective implementation remains dependent upon context-specific adaptation. It is not inevitable that nudge messaging interventions will lead to positive outcomes — indeed, outcomes are often mixed. It is therefore vital to understand the specific impacts of interventions on particular groups of recipients. We present findings and recommendations that should inform how nudging technologies in education are approached and what decision-makers need to consider in order to ensure uptake and minimise risks. Lastly, we explore areas that require further research, namely, the changing nature of nudging due to artificial intelligence, the safeguarding risks of nudging, persisting questions about cost-effectiveness, and how nudging can more specifically target learning. Keywords: Behavioural psychology; EdTech; education; messaging; nudging; participation An output of the EdTech Hub, https://edtechhub.org/

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Rollo, Greta, and Kellie Picker. Unpacking the science of reading research. Australian Council for Educational Research, June 2024. http://dx.doi.org/10.37517/978-1-74286-742-7.

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The science of reading (SoR) is a term used for a body of evidence encompassing multi-disciplinary research from education, cognitive psychology, linguistics, and neuroscience. This evidence points to six key constructs that contribute to proficient reading: oral language, phonological awareness including phonemic awareness, phonics, fluency, vocabulary and reading comprehension. Research around these constructs provides researchers and teachers with an evidence base of the knowledge, skills and strategies involved in competent reading and describes how reading develops in both typical and atypical readers. This paper synthesises evidence reviews conducted by ACER researchers that unpack the science of reading. The aim of this synthesis is to demonstrate the impact that research in reading development is having on current ACER research and products. Most importantly, it supports understanding of the importance of embracing the complexity and nuance of reading research and the need for improved efforts to clearly communicate evolving research evidence. ACER draws on the evolving evidence of the science of reading to inform its approach to developing assessments and resources for teachers, and also refers to this evidence to describe where children are in their reading journey. This means a students' progress through each construct as described in this paper can be tracked and used to inform teaching and learning.

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Osadchyi, Viacheslav V., Hanna B. Varina, Kateryna P. Osadcha, Olha V. Kovalova, Valentyna V. Voloshyna, Oleksii V. Sysoiev, and Mariya P. Shyshkina. The use of augmented reality technologies in the development of emotional intelligence of future specialists of socionomic professions under the conditions of adaptive learning. CEUR Workshop Proceedings, July 2020. http://dx.doi.org/10.31812/123456789/4633.

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In modern conditions, innovative augmented reality technologies are actively developing, which are widespread in many areas of human activity. Introduction of advanced developments in the process of professional training of future specialists of socionomic professions in the conditions of adaptive training, contributes to the implementation of the principles of a personalized approach and increase the overall level of competitiveness. The relevant scientific article is devoted to the theoretical and empirical analysis result of conducting a psychodiagnostic study on an innovative computer complex HC-psychotest. of the features of the implementation of augmented reality technologies in the construct of traditional psychological and pedagogical support aimed at the development of emotional intelligence of the future specialist. The interdisciplinary approach was used while carrying out the research work at the expense of the general fund of the state budget: “Adaptive system for individualization and personalization of professional training of future specialists in the conditions of blended learning”. A comprehensive study of the implementation of traditional psychological-pedagogical and innovative augmented reality technologies was conducted in the framework of scientific cooperation of STEAM-Laboratory, Laboratory of Psychophysiological Research and Laboratory of Psychology of Health in Bogdan Khmelnitsky Melitopol State Pedagogical University. The theoretical analysis considers the structural model of emotional intelligence of the future specialist of socionomic professions, which is represented by two structural components: intrapersonal construct of emotional intelligence and interpersonal construct of emotional intelligence. Each component mediates the inherent emotional intelligence of interpretive, regulatory, adaptive, stress-protective and activating functions. The algorithm of the empirical block of research is presented by two stages: ascertaining and forming research. According to the results of the statement, low indicators were found on most scales, reflecting the general level of emotional intelligence development of future specialists, actualizing the need to find and implement effective measures for the development of emotional intelligence components in modern higher education and taking into account information development and digitalization. As part of the formative stage of the research implementation, a comprehensive program “Development of emotional intelligence of future professionals” was tested, which integrated traditional psychological and pedagogical technologies and innovative augmented reality technologies. This program is designed for 24 hours, 6 thematic classes of 4 hours. According to the results of a comprehensive ascertaining and shaping research, the effectiveness of the influence of augmented reality technologies on the general index of emotional intelligence is proved. The step-by-step model of integration of augmented reality components influencing the ability to analyze, understand and regulate emotional states into a complex program of emotional intelligence development is demonstrated. According to the results of the formative study, there is a dominance of high indicators of the following components: intrapersonal (50%), interpersonal (53.3%). Thus, we can say that intrapersonal and interpersonal emotional intelligence together involve the actualization of various cognitive processes and skills, and are related to each other. Empirical data were obtained as a

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Burnett, Cathy. Scoping the field of literacy research: how might a range of research be valuable to primary teachers? Sheffield Hallam University, 2022. http://dx.doi.org/10.7190/shu-working-papers/2201.

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Literacy research has an important role to play in helping to shape educational policy and practice. The field of literacy research however is difficult to navigate as literacy has been understood and researched in many different ways. It encompasses work from psychology, sociology, philosophy and neuroscience, literary theory, media and literacy studies, and methodologies include a range of qualitative, quantitative and mixed methods approaches. In mapping this complex field, I draw on a systematic ‘scoping survey’ of a sample of peerreviewed articles featuring literacy research relevant to literacy education for children aged 5-11. Studies were deemed relevant if they: addressed literacy pedagogies and interventions; and/or provided pertinent insights (e.g. into children’s experiences of literacy); and/or offered implications for the range and scope of literacy education. The results of this survey are important in two ways. Firstly they help to articulate the range of literacy research and the varied ways that such research might speak to literacy education. Secondly they challenge easy distinctions between paradigms in literacy research. Recognising this complexity and heterogeneity matters given the history of relationships between literacy policy and practice in countries such as England, where polarised debate has often erased the subtle differences of perspective and confluence of interest that this survey illuminates. Based on the results of this survey I argue that an inclusive approach to literacy research is needed in educational contexts. Otherwise alternative and/or complementary ways of supporting children’s literacy learning may be missed, as will important possibilities for literacy education and children’s current and future lives.

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Can population registry data predict which children with ADHD are at risk of later substance use disorders? ACAMH, July 2020. http://dx.doi.org/10.13056/acamh.12430.

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The first study to examine the potential of machine learning in early prediction of later substance use disorders (SUDs) in youth with ADHD has been published in the Journal of Child Psychiatry and Psychology.

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