scholarly journals Communicating to Learn: Infants’ Pointing Gestures Result in Optimal Learning

2016 ◽  
Vol 89 (3) ◽  
pp. 941-960 ◽  
Author(s):  
Kelsey Lucca ◽  
Makeba Parramore Wilbourn
Keyword(s):  
Optimal Learning ◽  
Pointing Gestures

SIMULASI NEURAL NETWORK UNTUK PREDIKSI LOKASI USER PADA MOBILE NETWORK

2016 ◽  
Vol 9 (1) ◽  
Author(s):  
Alexander Driyarkoro ◽  
Nurain Silalahi ◽  
Joko Haryatno
Keyword(s):  
Neural Network ◽  
Mobile Station ◽  
Mobile Network ◽  
Learning Rate ◽  
Noise Factor ◽  
Optimal Learning ◽  
Air Interface ◽  
Location Area ◽  
Optimal Learning Rate

Prediksi lokasi user pada mobile network merupakan hal sangat penting, karena routing panggilan pada mobile station (MS) bergantung pada posisi MS saat itu. Mobilitas MS yang cukup tinggi, terutama di daerah perkotaan, menyebabkan pencarian (tracking) MS akan berpengaruh pada kinerja sistem mobile network, khususnya dalam hal efisiensi kanal kontrol pada air interface. Salah satu bentuk pencarian adalah dengan mengetahui perilaku gerakan yang menentukan posisi MS. Dari MSC/VLR dapat diketahui posisi MS pada waktu tertentu. Karena location area suatu MS selalu unik dari waktu ke waktu, dan hal itu merupakan perilaku (behaviour) MS, maka dapat dibuat profil pergerakannya. Dengan menggunakan Neural Network (NN) akan diperoleh location area MS pada masa yang akan datang. Model NN yang digunakan pada penelitian ini adalah Propagasi Balik. Beberapa parameter NN yang diteliti dalam mempengaruhi kinerja prediksi lokasi user meliputi noise factor, momentum dan learning rate. Pada penelitian ini diperoleh nilai optimal learning rate = 0,5 dan noise factor = 1.

scholarly journals Active Learning by Visual Programming: Pedagogical Perspectives of Instructivist and Constructivist Code Teachers and Their Implications on Actual Teaching Strategies and Students’ Programming Artifacts

2021 ◽  
pp. 073563312110177
Author(s):  
Avital Kesler ◽  
Tamar Shamir-Inbal ◽  
Ina Blau
Keyword(s):  
Teaching Strategies ◽  
Formal Education ◽  
Computational Thinking ◽  
Visual Programming ◽  
Pedagogical Practices ◽  
Mixed Method Research ◽  
Structured Interviews ◽  
Optimal Learning ◽  
Formal Curriculum ◽  
Folk Pedagogy

The integration of visual programming in early formal education has been found to promote computational thinking of students. Teachers' intuitive perspectives about optimal learning processes – "folk psychology" – impact their perspectives about teaching "folk pedagogy" and play a significant role in integrating educational technologies, such as visual programming, within the formal curriculum. This study was conducted based on the mixed method research paradigm. First, a folk pedagogy questionnaire was distributed to 89 teachers who integrate differing technologies in their classroom in order to identify the teachers' pedagogical perspectives: constructivist versus instructivist. Then, semi-structured interviews were conducted with 24 teachers who teach Scratch in order to gain a deeper understanding of their instructivist/constructivist perspectives and actual pedagogical practices and strategies. Finally, we analyzed 96 students' programming artifacts to explore differences, if any, in students' outcomes related to the pedagogical perspectives of their teachers. Findings revealed that pedagogical perspectives are reflected in teaching strategies and assessment practices employed in a visual programming environment. It is promising that teaching visual programming promoted constructivist pedagogy even among instructivist teachers and was consequently reflected in student perspectives and expressed in their programming artifacts. We discuss theoretical and educational implications of these findings.

The communicative import of gestures

Gesture ◽  
2009 ◽  
Vol 9 (1) ◽  
pp. 97-126 ◽  
Author(s):  
Lisette Mol ◽  
Emiel Krahmer ◽  
Fons Maes ◽  
Marc Swerts
Keyword(s):  
Social Interaction ◽  
Native Speakers ◽  
Semantic Content ◽  
Animated Cartoon ◽  
Pointing Gestures ◽  
Gesture Production

Does gesturing primarily serve speaker internal purposes, or does it mostly facilitate communication, for example by conveying semantic content, or easing social interaction? To address this question, we asked native speakers of Dutch to retell an animated cartoon to a presumed audiovisual summarizer, a presumed addressee in another room (through web cam), or an addressee in the same room, who could either see them and be seen by them or not.
We found that participants produced the least number of gestures when talking to the presumed summarizer. In addition, they produced a smaller proportion of large gestures and almost no pointing gestures. Two perception experiments revealed that observers are sensitive to this difference in gesturing. We conclude that gesture production is not a fully automated speech facilitation process, and that it can convey information about the communicative setting a speaker is in.

scholarly journals Optimal Learning Rules for Discrete Synapses

2008 ◽  
Vol 4 (11) ◽  
pp. e1000230 ◽  
Author(s):  
Adam B. Barrett ◽  
M. C. W. van Rossum
Keyword(s):  
Optimal Learning ◽  
Learning Rules

Longitudinal Analysis of State Patterns and Related Variables among Infants and Children with Significant Disabilities

2002 ◽  
Vol 27 (2) ◽  
pp. 112-124 ◽  
Author(s):  
Doug Guess ◽  
Sally Roberts ◽  
Jane Rues
Keyword(s):  
First Year ◽  
Early Interventions ◽  
Learning And Development ◽  
Significant Disabilities ◽  
Optimal Learning ◽  
Developmental Skills ◽  
Time Period ◽  
Additional Group ◽  
First Year Of Life ◽  
Older Populations

Behavior states and related developmental and medical variables were observed during all or part of the first 4 years of life for 34 infants identified with severe cognitive and multiple disabilities. Eight infants died before 1 year of age. Extensive data were then collected for an additional group of 8 infants who were observed through the age of 4 years. Findings demonstrated emerging state profiles during this time period that were consistent with those found among older populations observed in previous investigations. Different behavior state profiles at age 4 years were indicated by several developmental skills in the first year of life. These results suggest the need for specific, early interventions with infants whose state patterns are inconsistent with optimal learning and development.

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