A Learning Effect by Presenting Machine Prediction as a Reference Answer in Self-correction

2018 ◽  
Author(s):  
Masaki Matsubara ◽  
Masaki Kobayashi ◽  
Atsuyuki Morishima
Keyword(s):  
Learning Effect

Retention in Verbal Learning: Effect of Informational Components During Post-IF Interval

1968 ◽  
Author(s):  
Persis T. Sturges ◽  
Patricia L. Donaldson ◽  
Emmett G. Anderson
Keyword(s):  
Learning Effect ◽  
Verbal Learning

Reward Prediction Errors Drive Declarative Learning Irrespective of Agency

2020 ◽  
Author(s):  
Kate Ergo ◽  
Luna De Vilder ◽  
Esther De Loof ◽  
Tom Verguts
Keyword(s):  
Learning Theory ◽  
Learning Effect ◽  
Steady Increase ◽  
Prediction Errors ◽  
Experimental Paradigm ◽  
Reward Prediction ◽  
Declarative Learning

Recent years have witnessed a steady increase in the number of studies investigating the role of reward prediction errors (RPEs) in declarative learning. Specifically, in several experimental paradigms RPEs drive declarative learning; with larger and more positive RPEs enhancing declarative learning. However, it is unknown whether this RPE must derive from the participant’s own response, or whether instead any RPE is sufficient to obtain the learning effect. To test this, we generated RPEs in the same experimental paradigm where we combined an agency and a non-agency condition. We observed no interaction between RPE and agency, suggesting that any RPE (irrespective of its source) can drive declarative learning. This result holds implications for declarative learning theory.

TV Debates in Media Contexts: How and When Do TV Debates Have an Effect on Learning Processes?

2017 ◽  
Author(s):  
Aiko Wagner ◽  
Elena Werner
Keyword(s):  
Survey Data ◽  
Learning Effect ◽  
Political Knowledge ◽  
Learning Processes ◽  
Media Content ◽  
Panel Survey ◽  
Opposition Party ◽  
Content Analyses ◽  
The Media ◽  
Panel Survey Data

This chapter examines the effect of TV debates on political knowledge conditioned by the media context. We argue that TV debates take place in a wider media context and the extent of citizens’ learning processes about issue positions depends also on the informational context in general. We test four hypotheses: while the first three hypotheses concern the conditional impact of media issue coverage and debate content, the last hypothesis addresses the differences between incumbent and challenger. Using media content analyses and panel survey data, our results confirm the hypotheses that (1) when an issue is addressed in a TV debate, viewers tend to develop a perception of the parties’ positions on this issue, but (2) only if this issue has not been addressed extensively in the media beforehand. This learning effect about parties’ positions is bigger for the opposition party.

scholarly journals Selling to strategic customers with cost uncertainty

2020 ◽  
Vol 14 (1) ◽  
Author(s):  
Guodaohou Song ◽  
Xiaofang Wang
Keyword(s):  
Production Cost ◽  
Learning Effect ◽  
Optimal Pricing ◽  
Pricing Strategies ◽  
Strategic Customers ◽  
Cost Uncertainty ◽  
Intertemporal Pricing ◽  
Negative Comments ◽  
Second Period

AbstractProduction cost can be influenced by previous sales in an uncertain way. In reality, production cost may decrease in the number of initial buyers due to the learning effect, or increase in the number of initial buyers due to the quality-improving pressure from negative comments of unhappy users. Taking this uncertainty into account, this paper studies the optimal intertemporal pricing strategies of a firm when selling to strategic customers in two periods where production cost in the second period randomly changes with the number of buyers in the first period. Our results suggest how firms should adjust their optimal pricing strategies under different market circumstances.

A Quasi-Experimental Analysis of the Adult Learning Effect on Problem-Solving Skills

2019 ◽  
Vol 70 (1) ◽  
pp. 6-25
Author(s):  
Suehye Kim
Keyword(s):  
Problem Solving ◽  
Adult Learning ◽  
Learning Effect ◽  
Skill Assessment ◽  
Problem Solving Skills ◽  
Policy Interventions ◽  
Skill Gaps ◽  
National Differences ◽  
Quasi Experimental ◽  
International Assessment

This study builds an empirical research model that explores societal and individual antecedents of adult learning and examines the adult learning effect on problem-solving skills in the Organization for Economic Cooperation and Development (OECD) countries. Considering national differences, it uses multilevel data sources available from the Programme for the International Assessment of Adult Competencies (PIAAC) 2008-2013 and the OECD data lab. The results from this study suggest that young adults (25- to 34-year-olds) with more favorable backgrounds benefit from their social origin and occupational environment in terms of nonformal learning participation. It was also found that the participants outperform nonparticipants in the PIAAC problem-solving skill assessment. The key findings of this study advocate for the importance of policy interventions to combat the cumulative effects of multiple disadvantages in the educational trajectory from initial education to adult learning as well as to reduce the problem-solving skill gaps of young disadvantaged adults.

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