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Artykuły w czasopismach na temat "Feedback (Psychology) . Cognitive science. Learning"
Agarwal, Pooja K., i Henry L. Roediger. "Lessons for learning: How cognitive psychology informs classroom practice". Phi Delta Kappan 100, nr 4 (26.11.2018): 8–12. http://dx.doi.org/10.1177/0031721718815666.
Pełny tekst źródłaWang, Chun. "On Interim Cognitive Diagnostic Computerized Adaptive Testing in Learning Context". Applied Psychological Measurement 45, nr 4 (23.02.2021): 235–52. http://dx.doi.org/10.1177/0146621621990755.
Pełny tekst źródłaCamachon, Cyril, David M. Jacobs, Mickaël Huet, Martinus Buekers i Gilles Montagne. "The Role of Concurrent Feedback in Learning to Walk Through Sliding Doors". Ecological Psychology 19, nr 4 (21.09.2007): 367–82. http://dx.doi.org/10.1080/10407410701557869.
Pełny tekst źródłaLadino Nocua, Andrea Catalina, Joan Paola Cruz Gonzalez, Ivonne Angelica Castiblanco Jimenez, Juan Sebastian Gomez Acevedo, Federica Marcolin i Enrico Vezzetti. "Assessment of Cognitive Student Engagement Using Heart Rate Data in Distance Learning during COVID-19". Education Sciences 11, nr 9 (14.09.2021): 540. http://dx.doi.org/10.3390/educsci11090540.
Pełny tekst źródłaMcAllister, Wallace R., i Dorothy E. McAllister. "Fear determines the effectiveness of a feedback stimulus in aversively motivated insturmental learning". Learning and Motivation 23, nr 1 (luty 1992): 99–115. http://dx.doi.org/10.1016/0023-9690(92)90025-h.
Pełny tekst źródłaStein, Janice Gross. "Political learning by doing: Gorbachev as uncommitted thinker and motivated learner". International Organization 48, nr 2 (1994): 155–83. http://dx.doi.org/10.1017/s0020818300028150.
Pełny tekst źródłaBihl, Trevor, Todd Jenkins, Chadwick Cox, Ashley DeMange, Kerry Hill i Edmund Zelnio. "From Lab to Internship and Back Again: Learning Autonomous Systems through Creating a Research and Development Ecosystem". Proceedings of the AAAI Conference on Artificial Intelligence 33 (17.07.2019): 9635–43. http://dx.doi.org/10.1609/aaai.v33i01.33019635.
Pełny tekst źródłaHauck, David Johannes, i Insa Melle. "Molecular Orbital Theory—Teaching a Difficult Chemistry Topic Using a CSCL Approach in a First-Year University Course". Education Sciences 11, nr 9 (31.08.2021): 485. http://dx.doi.org/10.3390/educsci11090485.
Pełny tekst źródłaSanders, William, i Douglas McHugh. "Pre-Clerkship Medical Students’ Experiences and Perspectives of System 1 and System 2 Thinking: A Qualitative Study". Education Sciences 11, nr 2 (20.01.2021): 34. http://dx.doi.org/10.3390/educsci11020034.
Pełny tekst źródłaMorgan, Sarah L., Patricia M. Palagi, Pedro L. Fernandes, Eija Koperlainen, Jure Dimec, Diana Marek, Lee Larcombe, Gabriella Rustici, Teresa K. Attwood i Allegra Via. "The ELIXIR-EXCELERATE Train-the-Trainer pilot programme: empower researchers to deliver high-quality training". F1000Research 6 (24.08.2017): 1557. http://dx.doi.org/10.12688/f1000research.12332.1.
Pełny tekst źródłaRozprawy doktorskie na temat "Feedback (Psychology) . Cognitive science. Learning"
Gardner, Dianne University of New South Wales/Sydney University AGSM UNSW. "The role of feedback about errors in learning a complex novel task". Awarded by:University of New South Wales/Sydney University. AGSM, 2003. http://handle.unsw.edu.au/1959.4/32230.
Pełny tekst źródłaVan, Buskirk Wendi Lynn. "Investigating the optimal presentation of feedback in simulation-based training an application of the cognitive theory of multimedia learning". Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5071.
Pełny tekst źródłaID: 029808925; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ph.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 114-123).
Ph.D.
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Yoder, Ryan J. "Learning cognitive feedback specificity during training and the effect of learning for cognitive tasks". Ohio : Ohio University, 2009. http://www.ohiolink.edu/etd/view.cgi?ohiou1256155902.
Pełny tekst źródłaYoder, Ryan J. "Learning Cognitive Feedback Specificity during Training and the Effect on Learning for Cognitive Tasks". Ohio University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1256155902.
Pełny tekst źródłaLin, Hui-Ju. "Bilingualism, feedback, cognitive capacity, and learning strategies in L3 development". Connect to Electronic Thesis (ProQuest) Connect to Electronic Thesis (CONTENTdm), 2009. http://worldcat.org/oclc/453905362/viewonline.
Pełny tekst źródłaHu, Hongzhan. "Exploring the concept of feedback with perspectives from psychology and cognitive science". Thesis, Linköpings universitet, Interaktiva och kognitiva system, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-107090.
Pełny tekst źródłaElwin, Ebba. "Learning with selective feedback effects on performance and coding of unknown outcomes /". Doctoral thesis, Uppsala : Acta Universitatis Upsaliensis, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-106880.
Pełny tekst źródłaRitter, Samuel. "Meta-reinforcement Learning with Episodic Recall| An Integrative Theory of Reward-Driven Learning". Thesis, Princeton University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13420812.
Pełny tekst źródłaResearch on reward-driven learning has produced and substantiated theories of model-free and model-based reinforcement learning (RL), which respectively explain how humans and animals learn reflexive habits and build prospective plans. A highly developed line of work has unearthed the role of striatal dopamine in model-free learning, while the prefrontal cortex (PFC) appears to critically subserve model-based learning. The recent theory of meta-reinforcement learning (meta-RL) explained a wide array of findings by positing that the model-free dopaminergic reward prediction error trains the recurrent prefrontal network to execute arbitrary RL algorithms—including model-based RL—in its activations.
In parallel, a nascent understanding of a third reinforcement learning system is emerging: a non-parametric system that stores memory traces of individual experiences rather than aggregate statistics. Research on such episodic learning has revealed its unmistakeable traces in human behavior, developed theory to articulate algorithms underlying that behavior, and pursued the contention that the hippocampus is centrally involved. These developments lead to a set of open questions about (1) how the neural mechanisms of episodic learning relate to those underlying incremental model-free and model-based learning and (2) how the brain arbitrates among the contributions of this abundance of valuation strategies.
This thesis extends meta-RL to provide an account for episodic learning, incremental learning, and the coordination between them. In this theory of episodic meta-RL (EMRL), episodic memory reinstates activations in the prefrontal network based on contextual similarity, after passing them through a learned gating mechanism (Chapters 1 and 2). In simulation, EMRL can solve episodic contextual water maze navigation problems and episodic contextual bandit problems, including those with Omniglot class contexts and others with compositional structure (Chapter 3). Further, EMRL reproduces episodic model-based RL and its coordination with incremental model-based RL on the episodic two-step task (Vikbladh et al., 2017; Chapter 4). Chapter 5 discusses more biologically detailed extensions to EMRL, and Chapter 6 analyzes EMRL with respect to a set of recent empirical findings. Chapter 7 discusses EMRL in the context of various topics in neuroscience.
Ridley, Elizabeth. "Error-Related Negativity and Feedback-Related Negativity on a Reinforcement Learning Task". Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3714.
Pełny tekst źródłaLangley, Paul Andrew. "An experimental study of the impact of online cognitive feedback on performance and learning in an oil producers microworld". Thesis, London Business School (University of London), 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.321806.
Pełny tekst źródłaKsiążki na temat "Feedback (Psychology) . Cognitive science. Learning"
A, Farmer James, i Wolff Phillip M, red. Instructional design: Implications from cognitive science. Englewood Cliffs, NJ: Prentice Hall, 1991.
Znajdź pełny tekst źródłaSpeelman, Craig P. Beyond the learning curve. New York: Oxford University Press, 2005.
Znajdź pełny tekst źródłaMedin, Douglas L. The psychology of learning and motivation: Advances in research and theory. London: Academic Press, 1996.
Znajdź pełny tekst źródłaTeaching minds: How cognitive science can save our schools. New York: Teachers College Press, 2011.
Znajdź pełny tekst źródłaF, Reif. Applying cognitive science to education: Thinking and learning in scientific or other domains. Cambridge, Mass: MIT Press, 2007.
Znajdź pełny tekst źródłaSpeelman, Craig P. Beyond the learning curve: The construction of mind. Oxford: Oxford University Press, 2005.
Znajdź pełny tekst źródłaBower, Gordon H. The Psychology of Learning and Motivation, 21: Advances in Research and Theory. Burlington: Elsevier, 1988.
Znajdź pełny tekst źródłaRoss, Brian H. The psychology of learning and motivation: Advances in research and theory. Amsterdam: Academic Press, 2003.
Znajdź pełny tekst źródłaMedin, Douglas L., Keith James Holyoak i David R. Shanks. Causal learning. San Diego: Academic Press, 1996.
Znajdź pełny tekst źródłaConcise learning and memory: The editor's selection. Amsterdam: Elsevier/Academic, 2009.
Znajdź pełny tekst źródłaCzęści książek na temat "Feedback (Psychology) . Cognitive science. Learning"
Olsson, Henrik, i Peter Juslin. "When Learning is Detrimental: SESAM and Outcome Feedback". W Proceedings of the Twenty First Annual Conference of the Cognitive Science Society, 496–501. New York: Psychology Press, 2020. http://dx.doi.org/10.4324/9781410603494-92.
Pełny tekst źródłaRead, Stephen J., i Jorge A. Montoya. "A Feedback Neural Network Model of Causal Learning and Causal Reasoning". W Proceedings of the Twenty First Annual Conference of the Cognitive Science Society, 578–83. New York: Psychology Press, 2020. http://dx.doi.org/10.4324/9781410603494-106.
Pełny tekst źródłaEyler, Janet, Susan Root i Dwight E. Giles. "Service-learning and the development of expert citizens: Service-learning and cognitive science." W With service in mind: Concepts and models for service-learning in psychology., 85–100. Washington: American Psychological Association, 1998. http://dx.doi.org/10.1037/10505-005.
Pełny tekst źródłaSedrakyan, Gayane, i Monique Snoeck. "Cognitive Feedback and Behavioral Feedforward Automation Perspectives for Modeling and Validation in a Learning Context". W Communications in Computer and Information Science, 70–92. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-66302-9_4.
Pełny tekst źródłaCowley, Stephen J. "Entrenchment: A view from radical embodied cognitive science." W Entrenchment and the psychology of language learning: How we reorganize and adapt linguistic knowledge., 409–31. Washington: American Psychological Association, 2017. http://dx.doi.org/10.1037/15969-019.
Pełny tekst źródłaGhosh, Ahona, i Sriparna Saha. "Sensing the Mood-Application of Machine Learning in Human Psychology Analysis and Cognitive Science". W Smart Computational Intelligence in Biomedical and Health Informatics, 101–14. Boca Raton: CRC Press, 2021. http://dx.doi.org/10.1201/9781003109327-8.
Pełny tekst źródłaVan Goidsenhoven, Leni, i Anneleen Masschelein. "“Writing by Prescription”: Creative Writing as Therapy and Personal Development". W New Directions in Book History, 265–87. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53614-5_11.
Pełny tekst źródłaEngelthaler, Tomas, i Thomas T. Hills. "Modeling Early Word Learning through Network Graphs". W Network Science in Cognitive Psychology, 166–83. Routledge, 2019. http://dx.doi.org/10.4324/9780367853259-9.
Pełny tekst źródłaBoakes, Robert A. "Learning theory and the cognitive revolution, 1961–1971: a personal perspective". W Inside Psychology: A science over 50 years, 37–48. Oxford University Press, 2008. http://dx.doi.org/10.1093/acprof:oso/9780199228768.003.0004.
Pełny tekst źródła"“Mining for Meaning:” Cognitive Effects of Inserted Questions in Learning From Scientific Text". W The Psychology of Science Text Comprehension, 429–48. Routledge, 2014. http://dx.doi.org/10.4324/9781410612434-27.
Pełny tekst źródłaStreszczenia konferencji na temat "Feedback (Psychology) . Cognitive science. Learning"
Thilanka, S. A. R., H. M. T. N. Dayarathna, M. Pranavan i P. R. Wijewantha. "Cognitive psychology oriented education with virtual learning and continuous evaluation". W 2014 9th International Conference on Computer Science & Education (ICCSE). IEEE, 2014. http://dx.doi.org/10.1109/iccse.2014.6926599.
Pełny tekst źródłaWang, Xiao-ling, Jun Liu i Su-yan Zhang. "The Study of qImplicit Learningq in Sports Skills Learning Based on Cognitive Psychology". W 2018 International Conference on Education Reform and Management Science (ERMS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/erms-18.2018.81.
Pełny tekst źródłaHigh, Radka, i Karolina Duschinska. "How to Motivate Students in Large-enrollment Courses for Active-learning". W Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11280.
Pełny tekst źródłaM. Bahgat, Mohamed, Ashraf Elsafty i Ashraf Shaarawy. "Validating the Impact of FIRST as a New Learner Experience Framework for Teachers Professional Development". W International Conference on Education. The International Institute of Knowledge Management, 2020. http://dx.doi.org/10.17501/24246700.2020.6204.
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