The relationship between training methods and reward variables in brightness discrimination learning.

1956 ◽  
Vol 49 (5) ◽  
pp. 485-491 ◽  
Author(s):  
Robert K. McKelvey
Keyword(s):  
Discrimination Learning ◽  
Brightness Discrimination ◽  
Training Methods ◽  
The Relationship

Brightness Discrimination Learning under Conditions of Simultaneous and Successive Presentation of Stimuli with Punishment

1963 ◽  
Vol 13 (1) ◽  
pp. 127-132 ◽  
Author(s):  
Sheldon J. Lachman ◽  
Donald H. Taylor
Keyword(s):  
Discrimination Learning ◽  
Electric Shock ◽  
Brightness Discrimination ◽  
Learning Criterion ◽  
Gestalt Theory ◽  
Successive Presentation ◽  
Parallel Group

Under relational conditions with electric shock punishment for incorrect responses, all 9 rats learned to choose the dimmer of two stimuli; no Ss in a parallel group of rats ( N = 6) given equivalent training under absolute conditions reached the learning criterion. Results are interpreted as supporting the Gestalt theory of discrimination learning rather than the theory of Spence.

Relationship study between the student learning approach in the occupational safety and health field and acquired competencies

2019 ◽  
Vol 1 (95) ◽  
pp. 32-41
Author(s):  
O. Nanka ◽  
M. Lysychenko ◽  
M. Kiriyenko ◽  
V. Pavlykivskyi ◽  
T. Duyunova ◽  
...  
Keyword(s):  
Student Learning ◽  
Occupational Safety ◽  
Educational Process ◽  
Occupational Safety And Health ◽  
Industrial Safety ◽  
Learning Approach ◽  
Training Methods ◽  
Safety And Health ◽  
Relationship Study ◽  
The Relationship

Purpose: To search for training methods for specialists in industrial safety, environmental and occupational safety and health in conditions of insufficient (or absent) laboratory support and to study the relationship between the student learning approach and acquired competencies. Design/methodology/approach: To study modern advances in industrial safety, environmental and occupational safety and health and training methods for specialists a systematic literature review approach has been used. For publications from 2017, queries were asked through keywords and safety related topics. To relationship study between the student learning approach and acquired competencies a student survey on random sampling has been used. A total of 112 students of the 3rd and 4th year of study at the university were interviewed. Findings: The results of the survey showed that the students’ number who simultaneously successfully answered theoretical questions and completed practical tasks is 33.8% from the group with theoretical training and 75% from the group that was trained in the workplace. The relationship between the groups with a visit to the existing enterprise and acquired competencies was justified by the association coefficient and contingency coefficient that are 0.7 and 0.4 respectively. Research limitations/implications: A student’s survey was conducted at only one university. Questions were asked only according to the curriculum of the course “Labour Protection”. No survey for other training courses conducted. Practical implications: The research results are reasonable and can be applied at universities to improve the educational process of training specialists. Originality/value: It was proposed that students be trained using existing enterprises as a laboratory base and by the methods of statistics mathematical processing was substantiated the proposal feasibility.

Pattern Area and Discrimination Learning with Pattern Spacing, Pattern Height, Pattern-Border Contiguity, and Pattern Manipulation Controlled

1969 ◽  
Vol 29 (2) ◽  
pp. 407-413 ◽  
Author(s):  
Merrill F. Elias
Keyword(s):  
Discrimination Learning ◽  
Pattern Discrimination ◽  
Spacing Pattern ◽  
Temporal Succession ◽  
Improved Learning ◽  
The Relationship ◽  
Dark Room

The relationship between pattern area and pattern discrimination learning was explored. The possibly confounding effects of pattern spacing, height, contiguity, and manipulation were removed or controlled by: (a) presenting illuminated .25-, 1-, and 4-sq. in. patterns in a totally dark room, (b) alternating correct and incorrect patterns in a randomly determined temporal succession, (c) equating pattern height for all pattern-area conditions, (d) prohibiting pattern manipulation. Increasing pattern height from 1 to 4 sq. in. still resulted in improved learning. Results were interpreted in terms of utilization of brightness and/or size differences as cues to pattern discrimination.

scholarly journals Impact of Active Learning Training Design on Self Efficacy Levels of Participants

2019 ◽  
Vol 8 (4) ◽  
pp. 5914-5921
Keyword(s):  
Active Learning ◽  
Learning Environment ◽  
Self Efficacy ◽  
Training Evaluation ◽  
Training Transfer ◽  
Training Methods ◽  
Learning Design ◽  
Training Design ◽  
The Relationship ◽  
Training Modules

Training evaluation and the need for effective and efficient training methods have always been the focus of researchers and practitioners alike. This search was further fuelled by the creation and identification of theories in the area of learning. Organizational researchers have been constantly borrowing from the fields of Academics in the hopes of identifying what would work best for their people. While adoption of theories has been accepted and encouraged, the understanding of the effects of the new ‘Learner centric’ approaches is still incomplete. The current study attempts to evaluate one proposed outcome of Self-efficacy. Literature in the area of Self-efficacy has linked the concept to training transfer. In the current study, the researchers attempt to understand the relationship between Active Learning design and Self-efficacy. The findings of the study suggest that this relationship is significant and must be considered while planning and designing training modules. The researchers also propose an equation to predict the levels of self-efficacy in the participants, given the level of participation, quality and timeliness of feedback and the learning environment.

The Relationship between Types of Feedback, Gain of a Display and Feedback Precision in Acquisition of a Simple Motor Task

1982 ◽  
Vol 34 (1) ◽  
pp. 171-182 ◽  
Author(s):  
J. Patrick ◽  
F. Mutlusoy
Keyword(s):  
Visual Feedback ◽  
Motor Task ◽  
Visual Display ◽  
Feedback Gain ◽  
Training Methods ◽  
Training Method ◽  
Actual Movement ◽  
Simple Motor Task ◽  
Feedback Method ◽  
The Relationship

Three experiments are reported which investigate the role of concurrent and terminal feedback in the acquisition of a discrete positioning task. Experiments I and II compare the efficiency of concurrent visual feedback (CVF) and terminal visual feedback (TVF) as training methods when the gain of the visual display is varied from 1:1 to 4:1. There is a consistent interaction between feedback method and gain of the display over the recall trials. Concurrent visual feedback is inferior to terminal visual feedback at a gain of 4:1 in Experiment I and when the displayed and actual movement directions differ (Experiment II). Experiment III explores the relationship between concurrent and terminal feedback when feedback is of a digital form and its precision is varied. Concurrent feedback is worse as a training method although there is no interaction between feedback method and precision of feedback. These findings are discussed in the light of a variety of factors which could contribute to the inferiority of concurrent feedback as a training method.

scholarly journals Carrots versus sticks: The relationship between training methods and dog-owner attachment

2019 ◽  
Vol 219 ◽  
pp. 104831 ◽  
Author(s):  
Ana Catarina Vieira de Castro ◽  
Jennifer Barrett ◽  
Liliana de Sousa ◽  
I. Anna S. Olsson
Keyword(s):  
Training Methods ◽  
The Relationship
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