scholarly journals Learning Habits: Does Overtraining Lead to Resistance to New Learning?

2020 ◽  
Vol 6 (1) ◽  
Author(s):  
James R. Schmidt ◽  
Jan De Houwer ◽  
Agnes Moors
Keyword(s):  
Learning Effect ◽  
Learning Effects ◽  
Contingency Learning ◽  
New Words ◽  
Time Points ◽  
Reverse Pattern ◽  
New Learning ◽  
Colour Word ◽  
Overall Performance ◽  
Habitual Responding

We explore the development of habitual responding within the colour-word contingency learning paradigm, in which participants respond to the colour of neutral words. Each word is most often presented in one colour. Learning is indicated by faster responses to the colour when the word is presented in the expected rather than in the unexpected colour. In Experiment 1, participants took part in two sessions, separated by one day. Critically, one set of words was trained across both days, and other new sets of words were introduced at various time points. Overall performance was faster on trials with overtrained words. Additionally, contingency effects were larger for overtrained words than for words introduced on Day 2. Removing the contingency had a similar impact on the learning effect for overtrained and new words. However, during a counterconditioning phase, where the words were made predictive of new colours, the previous contingency continued to influence performance for overtrained words but not for more recently introduced words. Relatedly, the new contingency was not acquired for the overtrained words. The reverse pattern was observed for recently-introduced words, with the newly-introduced contingency rapidly acquired and the influence of the old contingency quickly extinguished. In Experiments 2 and 3, however, both new and old learning effects were observed for both overtrained and recently-acquired contingencies. The net results suggest that while contingency learning effects are highly pliable during initial and subsequent learning, early-acquired contingency knowledge is maintained after removal of the contingency. Implications for models of learning are discussed.

Contingency learning as binding? Testing an exemplar view of the colour-word contingency learning effect

2020 ◽  
Vol 73 (5) ◽  
pp. 739-761 ◽  
Author(s):  
James R Schmidt ◽  
Carina G Giesen ◽  
Klaus Rothermund
Keyword(s):  
The Other ◽  
Learning Effects ◽  
Contingency Learning ◽  
High Learning ◽  
Memory Mechanism ◽  
Stimulus Response ◽  
Other Hand ◽  
Colour Word ◽  
Current Report ◽  
Contingency Effect

The learning of contingent regularities between events is fundamental for interacting with our world. We are also heavily influenced by recent experiences, as frequently studied in the stimulus-response binding literature. According to one view (“unitary view”), the learning of regularities across many events and the influence of recent events on current performance can coherently be explained with one high-learning rate memory mechanism. That is, contingency learning effects and binding effects are essentially the same thing, only studied at different timescales. On the other hand, there may be more to a contingency effect than just the summation of the influence of past events (e.g., an additional impact of learned regularities). To test these possibilities, the current report reanalyses a number of datasets from the colour-word contingency learning paradigm. It is shown that the weighted sum of binding effects accumulated across many previous trials (with especially strong influence of very recent events) does explain a large chunk of the contingency effect, but not all of it. In particular, the asymptote towards which the contingency effect decreases by accounting for an increasing number of previous-trial binding effects is robustly above zero. On the other hand, we also observe evidence for higher-order interactions between binding effects at differing lags, suggesting that a mere linear accumulation of binding episodes might underestimate their influence on contingency learning. Accordingly, focusing only on episodic stimulus-response binding effects that are due to the last occurrence of a stimulus rendered contingency learning effects non-significant. Implications for memory models are discussed.

The Artisential® Articulated Laparoscopic Forceps: A Dry Lab Study to Examine Dexterity and Learning Effects in Operators with Different Levels of Laparoscopic Experience

2021 ◽  
Author(s):  
Ibrahim Darwich ◽  
Mohammad Abuassi ◽  
Christel Weiss ◽  
Dietmar Stephan ◽  
Frank Willeke
Keyword(s):  
Learning Effect ◽  
Training Session ◽  
Transfer Task ◽  
Learning Effects ◽  
Laparoscopic Instrument ◽  
Significant Difference ◽  
The Times ◽  
Time Required ◽  
Laparoscopic Experience ◽  
Different Levels

Purpose: The advent of robotic surgery has highlighted the advantages of articulation. This dry-lab study examined the dexterity and learning effect of a new articulated laparoscopic instrument: the ArtiSential® forceps (LIVSMED, Seongnam, Republic of Korea). Methods: A peg board task was designed. Three groups of volunteers with varying levels of laparoscopic expertise were organized to perform the task: expert, intermediate and novice. The participants performed the task using articulated and straight instruments, once before a 30-min training session and once afterwards. The times required to perform the task were recorded. The performances were analyzed and compared between the groups as well as between the straight and articulated instruments. Results: The experts were significantly faster than the novices with both instruments before the 30-min training session (p = 0.0317 for each instrument). No significant time difference was found among the three groups after the 30-min training session. The decrease in the time required to perform the peg-transfer task with the articulated instrument was significantly greater in the novice and intermediate groups (p = 0.0159 for each group). No significant difference in time reduction was observed between the groups with the straight instrument. Regardless of the user, the articulated device was associated with faster task performance than the straight device after 8 hours of training (p = 0.0039). Conclusion: The ArtiSential® articulated device can improve dexterity. A significantly greater learning effect was observed in the novice and intermediate groups in comparison with experts. A plateau in the learning curve was observed after a few hours of training.

scholarly journals Disentangling semantic and response learning effects in color-word contingency learning

PLoS ONE ◽  
2019 ◽  
Vol 14 (5) ◽  
pp. e0212714 ◽  
Author(s):  
Sebastian Geukes ◽  
Dirk Vorberg ◽  
Pienie Zwitserlood
Keyword(s):  
Color Word ◽  
Response Learning ◽  
Learning Effects ◽  
Contingency Learning

scholarly journals The Effect of the Degree of Anxiety of Learners during the Use of VR on the Flow and Learning Effect

2020 ◽  
Vol 10 (14) ◽  
pp. 4932 ◽  
Author(s):  
Chongsan Kwon
Keyword(s):  
Virtual Environment ◽  
Fire Safety ◽  
Learning Effect ◽  
Short Form ◽  
Training System ◽  
Virtual Space ◽  
Learning Effects ◽  
Safety Education ◽  
Cutaneous Sensation ◽  
Positive Effect

Virtual reality (VR) learning content that provides negative experiences makes learners anxious. Thus, experimental research was conducted to determine how anxiety felt by learners using VR impacts learning. To measure the learning effects, flow, a leading element of learning effects, was measured. Flow has a positive effect on learning as a scale of how immersed an individual is in the work he or she is currently performing. The evaluation method used the empirical recognition scale by Kwon (2020) and the six-item short-form State-Trait Anxiety Inventory (STAI) from Marteau and Becker (1992), which were used in the preceding study. The difference in flow between high- and low-anxiety groups was explored by measuring the degree the study participants felt using an Fire Safety Education Game based on VR that allows learners to feel the heat and wind of the fire site with their skin. As a result of the experiment, no difference in flow was found between the high- and low-anxiety groups that played the same VR game with cutaneous sensation. However, the high-anxiety group who played the VR game with cutaneous sensation showed a higher flow than the group that played the basic fire safety education VR game. Based on these results, the following conclusions were drawn: the closer to reality the VR learning and training system for negative situations is reproduced, the more realistically the learner feels the anxiety. In other words, the closer to reality the virtual environment is reproduced, the more realistically the learner feels the feelings in the virtual space. In turn, through this realistic experience, the learner becomes immersed in the flow more deeply. In addition, considering that flow is a prerequisite for the learning effect, the anxiety that learners feel in the virtual environment will also have a positive effect on the learning effect. As a result, it can be assumed that the more realistically VR is reproduced, the more effective experiential learning using VR can be.

scholarly journals Scheduling Jobs Families with Learning Effect on the Setup

2015 ◽  
Vol 2015 ◽  
pp. 1-12 ◽  
Author(s):  
Sergio Fichera ◽  
Antonio Costa ◽  
Fulvio Cappadonna
Keyword(s):  
Completion Time ◽  
Learning Effect ◽  
Flow Shop ◽  
Group Scheduling ◽  
Scheduling Problem ◽  
Learning Effects ◽  
Anova Analysis ◽  
Hybrid Metaheuristic ◽  
Set Up ◽  
Over Time

The present paper aims to address the flow-shop sequence-dependent group scheduling problem with learning effect (FSDGSLE). The objective function to be minimized is the total completion time, that is, the makespan. The workers are required to carry out manually the set-up operations on each group to be loaded on the generic machine. The operators skills improve over time due to the learning effects; therefore the set-up time of a group under learning effect decreases depending on the order the group is worked in. In order to effectively cope with the issue at hand, a mathematical model and a hybrid metaheuristic procedure integrating features from genetic algorithms (GA) have been developed. A well-known problem benchmark risen from literature, made by two-, three- and six-machine instances, has been taken as reference for assessing performances of such approach against the two most recent algorithms presented by literature on the FSDGS issue. The obtained results, also supported by a properly developed ANOVA analysis, demonstrate the superiority of the proposed hybrid metaheuristic in tackling the FSDGSLE problem under investigation.

Analyzing multiple learning effects in health care using multilevel modeling: Application to radiotherapy at an early stage of innovation

2009 ◽  
Vol 25 (02) ◽  
pp. 232-239 ◽  
Author(s):  
Magali Morelle ◽  
Raphaël Remonnay ◽  
Philippe Giraud ◽  
Marie-Odile Carrère
Keyword(s):  
Observational Data ◽  
Learning Effect ◽  
Early Stage ◽  
Rate Of Change ◽  
Individual Growth ◽  
Professional Experience ◽  
Learning Effects ◽  
Conventional Radiotherapy ◽  
Health Technologies ◽  
Session Duration

Objectives:Learning effects may have considerable influence on the performance of new health technologies, thereby on cost-effectiveness and ultimately on resource allocation. In the area of radiotherapy, equipment is becoming increasingly costly and the analysis of learning effects is complex given that sequential treatments are necessary, with multiple sessions for each patient. Our study aimed at analyzing learning effects in radiotherapy at an early stage of innovation.Methods:We used multilevel analysis to separate out the different learning effects of the new technique. Statistical analysis of observational data collected in a French National prospective survey was performed using an individual growth model. Intrapatient learning was modeled at level 1, and two types of interpatient learning were considered at level 2, regarding possible influences of professional experience on (i) the duration of each patient's first session in a given setting and (ii) the rate of change of session duration over time for a given patient. Conventional radiotherapy was also considered for comparison.Results:Our results demonstrate a substantial type-1 interpatient learning effect and an even higher intrapatient learning effect. No type-2 interpatient learning was at work: professional experience did not impact intrapatient learning. Moreover, some intrapatient learning was also reported with conventional radiotherapy and was not significantly modified by innovation. Session duration was in any case strongly influenced by disease.Conclusions:Because professionals highly underestimated the learning phenomenon, assessment of learning cannot be based on professional statements and it requires careful analysis of observational data.

scholarly journals فعالية تقنية طريقة الكلمة المفتاحية لاكتساب المفردات العربية في المدارس الثانوية الماليزية (The Effectiveness of the Technique of Keyword Method to Acquire Arabic Vocabulary in Malaysian Secondary School)

1970 ◽  
Vol 2 (2LING) ◽  
Author(s):  
محمد الباقر حاج يعقوب (Muhammadul Bakir Haji Yaakub
Keyword(s):  
Secondary School ◽  
Control Group ◽  
Control Groups ◽  
New Words ◽  
Effective Strategies ◽  
Learning Techniques ◽  
Keyword Method ◽  
Overall Performance ◽  
Teaching Learning ◽  
Experimental Group

ملخص البحث:في عصر تتزايد فيه التحديات والعقبات، يتطلب ذلك منا رفع مستوى الوعي وتحديد فعالية التقنية، وإتقان الأداء في كل مجال نتعامل به، ومنها ما يتعلق بعملية تعليم اللغة العربية بوصفها لغة ثانية لأبناء المسلمين، وفي بيئة غير بعيدة عن العربية وبدافع ديني خالص. في ضوء ذلك، تستهدف هذه الدراسة إبراز ظاهرة احتياجية هؤلاء الأبناء إلى الوسيلة الخاصة في تحقيق طموحاتهم تجاه اللغة، وبالنظر إلى تجربة استخدام طريقة الكلمة المفتاحية في اكتساب المفردات العربية في المدرسة الثانوية الوطنية بماليزيا، تمّ جمع بياناتها من ست تجارب، وتتألف عينة الدراسة من 240 طالبًا وطالبةً، موزعين بين المجموعة التجريبية والمجموعة الضابطة لتعلم 110 كلمات. وطُلب من المجموعة التجريبية استخدام طريقة الكلمة المفتاحية في تذكر المفردات، بينما طُلب من المجموعة الضابطة تذكر المفردات بالطريقة التي يفضلونها، ثم أجري عليهم الاختبار المؤجل والفوري فردياًّ. وأظهرت النتائج تفوق المجموعة التجريبية على المجموعة الضابطة في كل التجاري التي أجريت، وأشارت النتائج المحللة من الاستبانة إلى أن طريقة الكلمة المفتاحية مُعِينة للذاكرة، وبإمكانها تسهيل تذكر مفردات اللغة العربية، واستثارة دوافع الطلبة إلى تعلمها. وخلص  البحث إلى أن طريقة الكلمة المفتاحية تُعَدُّ من ضمن استراتيجيات تعلم مفردات اللغة الثانية التي يمكن استخدامها في اكتساب مفردات اللغة العربية، وذلك لإيجابيتها وفعّاليّتها في تسهيل تعلم معاني المفردات وسرعة استدعائها عند الحاجة. الكلمات المفتاحية: التعليم- التعلم- التقنيات- الكلمات المفتاحية- التحليل.Abstract:The era of increasing challenges that we live in requires us to be aware of the importance of improving the effectiveness of the methods and techniques as well as the overall performance in the fields that we are involved in, which are among others, the teaching of Arabic as a second language in the non-native setting with the religious purpose as the only factor. This paper presents the needs of those students to a method that would help them learn the language through the use of keywords method in enriching their vocabulary stock. Six experiments were conducted with more than 240 students divided into the experimental and the control groups. 110 words were given; the experimental group were given the keyword method while the control group were given the choice to learn them through their preferred method. A summative and instant exams were conducted individually. The result is that the experimental group proved to be more competent than the control one. The questionnaire also revealed that the keyword method did help the students significantly to learn and motive the acquisition of vocabularies. Therefore, the keyword method is proven to be one of the effective strategies in learning new words as it affects positively the process of learning new words and be quickly used as needed.Keywords: Teaching– Learning– Techniques– Words– Analysis.Abstrak:Pada zaman yang semakin banyak cabarannya, kita perlu meningkatkan pengetahuan, memastikan keberkesanan sesuatu teknik serta memperbaiki pencapaian dalam bidang-bidang berkaitan. Antara bidang-bidang tersebut ialah pengajaran Bahasa Arab sebagai bahasa kedua kepada orang-orang Islam dalam suasana yang tidak jauh daripada bahasa tersebut dengan bertunjangkan faktor agama semata-mata. Berdasarkan perkara tersebut, maka kajian ini berhasrta untuk melihat fenomena yang memperlihatkan keperluan pelajar kepada satu kaedah tertentu  demi untuk memenuhi aspirasi mereka terhadap bahasa tersebut. Berdasarkan kepada kajian terhadap penggunaan teknik kata kunci yang dijalankan secara enam peringkat terhadap 240 pelajar sekolah menengah kebangsaan Malaysia yang dibahagikan kepada dua kumpulan: eksperimen dan kawalan. Kumpulan eksperimen diminta menggunakan teknik kata kunci untuk mengingati perkataan-perkataan, manakala kumpulan kawalan diminta mengingati perkataan-perkataan dengan menggunakan teknik mereka sendiri. Lalu setiap seorang pelajar diuji melalui dua jenis ujian: tertangguh dan segera.  Hasil ujian menunjukkan bahawa kumpulan eksperimen mengatasi kumpulan kawalan dalam setiap peringkat. Dengan itu, teknik kata kunci terbukti membantu serta memudahkan pelajar mengingati perkataan-perkataan bahasa Arab, seterusnya meningkatkan motivasi untuk mempelajari bahasa Arab. Kesimpulannya, teknik ini terbukti sebagai salah satu strategi menguasai perbendaharaan kata bahasa Arab kerana keberkesanannya serta kemampuan pelajar mengingat kembali perkataan secara cepat.Kata kunci: Pengajaran– Pembelajaran– Teknik– Kata Kunci- Analisa.

Stimulus Adaptation as an Alternative to Latent Learning

1971 ◽  
Vol 29 (3_suppl) ◽  
pp. 1067-1072 ◽  
Author(s):  
Maury M. Haraway ◽  
William N. Bailey ◽  
Ernest G. Maples
Keyword(s):  
Learning Effect ◽  
Latent Learning ◽  
Learning Effects ◽  
Rapid Learning ◽  
Learning Group ◽  
Simple Stimulus

The experiment investigated the hypothesis that latent learning effects may be based on simple stimulus adaptation. Three groups of rats were reinforced for left-turning responses on an elevated T-maze. Prior to the onset of reinforcement, a latent-learning group was given a number of nonreinforced trials on the T-maze, and an adaptation group was given the same number of nonreinforced trials on the maze segments assembled as a runway. A regular learning group was given reinforcement from the outset. Both of the former groups showed a typical latent learning effect, reaching criterion in fewer reinforced trials than the regular learning group ( Ps < .05). It was suggested that stimulus adaptation increases responsiveness to the reinforcer and thus promotes rapid learning. Such adaptation may be considered the basis of latent learning effects in most cases.

scholarly journals Observational Learning: Evidence from a Randomized Natural Field Experiment

2009 ◽  
Vol 99 (3) ◽  
pp. 864-882 ◽  
Author(s):  
Hongbin Cai ◽  
Yuyu Chen ◽  
Hanming Fang
Keyword(s):  
Field Experiment ◽  
Observational Learning ◽  
Learning Effect ◽  
Learning Effects ◽  
Natural Field ◽  
Natural Field Experiment ◽  
Ranking Information

We report results from a randomized natural field experiment conducted in a restaurant dining setting to distinguish the observational learning effect from the saliency effect. We find that, when customers are given ranking information of the five most popular dishes, the demand for those dishes increases by 13 to 20 percent. We do not find a significant saliency effect. We also find modest evidence that the observational learning effects are stronger among infrequent customers, and that dining satisfaction is increased when customers are presented with the information of the top five dishes, but not when presented with only names of some sample dishes. (JEL C93, D83)

SELECTION OF SUPPLIERS CONSIDERING THE LEARNING EFFECT AND TECHNOLOGY IMPROVEMENT

2003 ◽  
Vol 02 (01) ◽  
pp. 71-92 ◽  
Author(s):  
WANZHEN HUANG ◽  
SHANLING LI ◽  
DEVANATH TIRUPATI
Keyword(s):  
Learning Effect ◽  
Cost Models ◽  
Learning Effects ◽  
Market Prices ◽  
Trade Offs ◽  
Technology Improvement ◽  
Short And Long Term ◽  
Supplier Contracts ◽  
Selection Of

In this paper, we develop a model-based approach to examine the trade-offs between short- and long-term supplier contracts. Specifically, we consider learning and technology breakthroughs leading to cost improvements and develop cost models to characterize these effects. A deterministic environment is first considered in which demand can be constant or dynamic and learning effects and technology breakthroughs are dynamic. Then uncertainty in market prices is considered. Interesting managerial insights and strategies in selecting suppliers are discussed based on the analytical results of the models.

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