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Статті в журналах з теми "Feedback (Psychology) . Cognitive science. Learning"
Agarwal, Pooja K., and Henry L. Roediger. "Lessons for learning: How cognitive psychology informs classroom practice." Phi Delta Kappan 100, no. 4 (November 26, 2018): 8–12. http://dx.doi.org/10.1177/0031721718815666.
Повний текст джерелаWang, Chun. "On Interim Cognitive Diagnostic Computerized Adaptive Testing in Learning Context." Applied Psychological Measurement 45, no. 4 (February 23, 2021): 235–52. http://dx.doi.org/10.1177/0146621621990755.
Повний текст джерелаCamachon, Cyril, David M. Jacobs, Mickaël Huet, Martinus Buekers, and Gilles Montagne. "The Role of Concurrent Feedback in Learning to Walk Through Sliding Doors." Ecological Psychology 19, no. 4 (September 21, 2007): 367–82. http://dx.doi.org/10.1080/10407410701557869.
Повний текст джерелаLadino Nocua, Andrea Catalina, Joan Paola Cruz Gonzalez, Ivonne Angelica Castiblanco Jimenez, Juan Sebastian Gomez Acevedo, Federica Marcolin, and Enrico Vezzetti. "Assessment of Cognitive Student Engagement Using Heart Rate Data in Distance Learning during COVID-19." Education Sciences 11, no. 9 (September 14, 2021): 540. http://dx.doi.org/10.3390/educsci11090540.
Повний текст джерелаMcAllister, Wallace R., and Dorothy E. McAllister. "Fear determines the effectiveness of a feedback stimulus in aversively motivated insturmental learning." Learning and Motivation 23, no. 1 (February 1992): 99–115. http://dx.doi.org/10.1016/0023-9690(92)90025-h.
Повний текст джерелаStein, Janice Gross. "Political learning by doing: Gorbachev as uncommitted thinker and motivated learner." International Organization 48, no. 2 (1994): 155–83. http://dx.doi.org/10.1017/s0020818300028150.
Повний текст джерелаBihl, Trevor, Todd Jenkins, Chadwick Cox, Ashley DeMange, Kerry Hill, and 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 (July 17, 2019): 9635–43. http://dx.doi.org/10.1609/aaai.v33i01.33019635.
Повний текст джерелаHauck, David Johannes, and Insa Melle. "Molecular Orbital Theory—Teaching a Difficult Chemistry Topic Using a CSCL Approach in a First-Year University Course." Education Sciences 11, no. 9 (August 31, 2021): 485. http://dx.doi.org/10.3390/educsci11090485.
Повний текст джерелаSanders, William, and Douglas McHugh. "Pre-Clerkship Medical Students’ Experiences and Perspectives of System 1 and System 2 Thinking: A Qualitative Study." Education Sciences 11, no. 2 (January 20, 2021): 34. http://dx.doi.org/10.3390/educsci11020034.
Повний текст джерелаMorgan, Sarah L., Patricia M. Palagi, Pedro L. Fernandes, Eija Koperlainen, Jure Dimec, Diana Marek, Lee Larcombe, Gabriella Rustici, Teresa K. Attwood, and Allegra Via. "The ELIXIR-EXCELERATE Train-the-Trainer pilot programme: empower researchers to deliver high-quality training." F1000Research 6 (August 24, 2017): 1557. http://dx.doi.org/10.12688/f1000research.12332.1.
Повний текст джерелаДисертації з теми "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.
Повний текст джерелаVan, 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.
Повний текст джерелаID: 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.
Повний текст джерелаYoder, 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.
Повний текст джерелаLin, 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.
Повний текст джерелаHu, 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.
Повний текст джерелаElwin, 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.
Повний текст джерелаRitter, 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.
Повний текст джерелаResearch 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.
Повний текст джерелаLangley, 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.
Повний текст джерелаКниги з теми "Feedback (Psychology) . Cognitive science. Learning"
A, Farmer James, and Wolff Phillip M, eds. Instructional design: Implications from cognitive science. Englewood Cliffs, NJ: Prentice Hall, 1991.
Знайти повний текст джерелаSpeelman, Craig P. Beyond the learning curve. New York: Oxford University Press, 2005.
Знайти повний текст джерелаMedin, Douglas L. The psychology of learning and motivation: Advances in research and theory. London: Academic Press, 1996.
Знайти повний текст джерелаTeaching minds: How cognitive science can save our schools. New York: Teachers College Press, 2011.
Знайти повний текст джерелаF, Reif. Applying cognitive science to education: Thinking and learning in scientific or other domains. Cambridge, Mass: MIT Press, 2007.
Знайти повний текст джерелаSpeelman, Craig P. Beyond the learning curve: The construction of mind. Oxford: Oxford University Press, 2005.
Знайти повний текст джерелаBower, Gordon H. The Psychology of Learning and Motivation, 21: Advances in Research and Theory. Burlington: Elsevier, 1988.
Знайти повний текст джерелаRoss, Brian H. The psychology of learning and motivation: Advances in research and theory. Amsterdam: Academic Press, 2003.
Знайти повний текст джерелаMedin, Douglas L., Keith James Holyoak, and David R. Shanks. Causal learning. San Diego: Academic Press, 1996.
Знайти повний текст джерелаConcise learning and memory: The editor's selection. Amsterdam: Elsevier/Academic, 2009.
Знайти повний текст джерелаЧастини книг з теми "Feedback (Psychology) . Cognitive science. Learning"
Olsson, Henrik, and Peter Juslin. "When Learning is Detrimental: SESAM and Outcome Feedback." In 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.
Повний текст джерелаRead, Stephen J., and Jorge A. Montoya. "A Feedback Neural Network Model of Causal Learning and Causal Reasoning." In 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.
Повний текст джерелаEyler, Janet, Susan Root, and Dwight E. Giles. "Service-learning and the development of expert citizens: Service-learning and cognitive science." In 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.
Повний текст джерелаSedrakyan, Gayane, and Monique Snoeck. "Cognitive Feedback and Behavioral Feedforward Automation Perspectives for Modeling and Validation in a Learning Context." In 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.
Повний текст джерелаCowley, Stephen J. "Entrenchment: A view from radical embodied cognitive science." In 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.
Повний текст джерелаGhosh, Ahona, and Sriparna Saha. "Sensing the Mood-Application of Machine Learning in Human Psychology Analysis and Cognitive Science." In Smart Computational Intelligence in Biomedical and Health Informatics, 101–14. Boca Raton: CRC Press, 2021. http://dx.doi.org/10.1201/9781003109327-8.
Повний текст джерелаVan Goidsenhoven, Leni, and Anneleen Masschelein. "“Writing by Prescription”: Creative Writing as Therapy and Personal Development." In New Directions in Book History, 265–87. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53614-5_11.
Повний текст джерелаEngelthaler, Tomas, and Thomas T. Hills. "Modeling Early Word Learning through Network Graphs." In Network Science in Cognitive Psychology, 166–83. Routledge, 2019. http://dx.doi.org/10.4324/9780367853259-9.
Повний текст джерелаBoakes, Robert A. "Learning theory and the cognitive revolution, 1961–1971: a personal perspective." In Inside Psychology: A science over 50 years, 37–48. Oxford University Press, 2008. http://dx.doi.org/10.1093/acprof:oso/9780199228768.003.0004.
Повний текст джерела"“Mining for Meaning:” Cognitive Effects of Inserted Questions in Learning From Scientific Text." In The Psychology of Science Text Comprehension, 429–48. Routledge, 2014. http://dx.doi.org/10.4324/9781410612434-27.
Повний текст джерелаТези доповідей конференцій з теми "Feedback (Psychology) . Cognitive science. Learning"
Thilanka, S. A. R., H. M. T. N. Dayarathna, M. Pranavan, and P. R. Wijewantha. "Cognitive psychology oriented education with virtual learning and continuous evaluation." In 2014 9th International Conference on Computer Science & Education (ICCSE). IEEE, 2014. http://dx.doi.org/10.1109/iccse.2014.6926599.
Повний текст джерелаWang, Xiao-ling, Jun Liu, and Su-yan Zhang. "The Study of qImplicit Learningq in Sports Skills Learning Based on Cognitive Psychology." In 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.
Повний текст джерелаHigh, Radka, and Karolina Duschinska. "How to Motivate Students in Large-enrollment Courses for Active-learning." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11280.
Повний текст джерелаM. Bahgat, Mohamed, Ashraf Elsafty, and Ashraf Shaarawy. "Validating the Impact of FIRST as a New Learner Experience Framework for Teachers Professional Development." In International Conference on Education. The International Institute of Knowledge Management, 2020. http://dx.doi.org/10.17501/24246700.2020.6204.
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