Research on Explicit and Implicit Activities in Middle School Moral Education

Middle school moral education not only plays the role of guidance, motivation, and assurance in adolescent education and school work but also has great significance in promoting social civilization and progress. In order to make moral education become more permeable, vivid, and colorful, it is required to persuade people with reason and move a man with emotion, so as to achieve a subtle effect. Also, it builds an explicit and implicit system by exploring the middle school moral education practices. The explicit moral education activities and implicit moral education activities are inextricably linked as a joint force, which makes the school moral education work quite effective. In the former one, it makes further practical and exploration activities in developing the class moral education, upholding the theme and etiquette education of “the Four Cardinal Principles”, inheriting the "benevolence" value of education and practice education, and resisting the bad information about the moral education. The latter one, it focuses on the following three aspects of implicit moral education: teachers' virtue and deeds, family education, and game activities.

Competition between parallel sensorimotor learning systems

Sensorimotor adaptation benefits from learning in two parallel systems: one that has access to explicit knowledge, and another that relies on implicit, unconscious correction. However, it is unclear how these systems interact: does enhancing one system’s contributions, for example through instruction, impair the other, or do they learn independently? Here we illustrate that certain contexts can lead to competition between implicit and explicit learning. In some cases, each system is responsive to a task-related visual error. This shared error appears to create competition between these systems, such that when the explicit system increases its response, errors are siphoned away from the implicit system, thus reducing its learning. This model suggests that explicit strategy can mask changes in implicit error sensitivity related to savings and interference. Other contexts suggest that the implicit system can respond to multiple error sources. When these error sources conflict, a second type of competition occurs. Thus, the data show that during sensorimotor adaptation, behavior is shaped by competition between parallel learning systems.

A Traffic-Light System of State Arguments before the European Court of Human Rights

Despite an often-tense relationship between Contracting Parties and those who administer the echr, the atmosphere within the Court remains relatively peaceful. I suggest that this harmony is the result of a traffic-light system of state arguments: ‘green’ for acceptable orthodox arguments, ‘amber’ for more dubious submissions, and ‘red’ for contentions that exceed the parameters of appropriate conduct. Using Stanley Fish’s theory of interpretive communities, I contend that the determining factor behind the acceptability of an argument is the reaction that it receives from the other stakeholders within the Convention system. The harmony is therefore the product of an implicit system of internal regulation. While this stability is to be celebrated, given the present global backlash against human rights, and ‘Strasbourg bashing’ more specifically, it is not to be taken for granted.

Measures of explicit and implicit in motor learning: what we know and what we don’t

Multiple different processes are known to contribute to sensorimotor learning, and adaptation tasks have been a key tool in characterizing these underlying processes. Recently, much interest has focused on quantifying the explicit and implicit components of motor adaptation using a variety of methods. The methods differ in their underlying assumptions and ideas. In some cases, they yield similar findings, in others they do not. We review the literature with a focus on the agreement and inconsistencies between different measures of explicit adaptation. Some aspects of explicit adaptation seem robust across different measurements: the fast time constant of the explicit system and the slow time constant of the implicit system, for instance. Other aspects seem to reflect quite differently across measures: for example, the extent to which explicit and implicit combine linearly. To help understand these differences, we explored ideas of explicit and implicit learning in the context of the larger field of cognitive science. We found that non-linearity and a possible bias in the measurements make explicit and implicit learning difficult to measure across different fields within cognitive science. We relate this back to the study of motor adaptation, arguing that the only way forward is through a strong experimental characterization of the phenomenology of our visuomotor adaptation and a rich set of models to test on it.

Physician, know thyself: implicit and explicit decision-making for mechanical thrombectomy in stroke

Few clinical situations in medical practice are as time-sensitive and and have such profound ramifications as selection of patients with acute stroke for mechanical thrombectomy (MT). Emergent large vessel occlusion has become a treatable disease with minimal numbers needed to treat to achieve a functional, long-term neurologic outcome. However, MT carries risk and many patients who are appropriately reperfused continue to have significant neurologic deficits and disability despite a successful procedure. The decision to offer or withhold MT can be complex. Frequently decisions must be made based on incomplete information or emergently while the physician is awoken from sleep or distracted while performing other procedures. A growing number of studies have examined cognitive errors and biases as they pertain to patient diagnosis and treatment in medicine. Dual process theory identifies two decision-making processes as system 1 ('implicit') and system 2 ('explicit') and describes the patterns through which decisions are formulated. The implicit system is the default pathway as it requires little effort or focus, uses mental short cuts, and is rapid; however, this pathway is subject to considerable bias and error. This manuscript reviews the mechanisms underlying the way in which physician decisions about MT are made, specifically highlighting prominent biases that may affect judgment, and reviews other important principles, such as confidence in decisions, aggressiveness to pursue MT, and strategies to improve decisions.

Integrated SolidWorks and Simscape platform for the design and control of an inverted pendulum system

A single inverted pendulum on a cart (SIPC) is designed and modeled physically using SolidWorks. The model is then exported to the Simulink environment to form a Simscape model for simulation and test purposes. This type of modeling uses a physical grid tactic to model mechanical structures. It requires connection of the physical elements with physical signal converter to define the implicit system dynamics to be modeled. The integration between the SolidWorks and Simscape eliminates the need of deriving the mathematical model and provides a platform for the rapid controller design for the system. State feedback control scheme is proposed, designed, and tuned aiming to maintain the pendulum in the upright place while tracking the desired cart position. Several simulation cases are studied to prove the controller abilities. In order to examine the controller robustness, disturbance rejection and noise attenuation capabilities are also discovered.

Environmental consistency modulation of error sensitivity during motor adaptation is explicitly controlled

Motor adaptation, the adjustment of a motor output in face of changes in the environment, may operate at different rates. When human participants encounter repeated or consistent perturbations, their corrections for the experienced errors are larger compared with when the perturbations are new or inconsistent. Such modulations of error sensitivity were traditionally considered to be an implicit process that does not require attentional resources. In recent years, the implicit view of motor adaptation has been challenged by evidence showing a contribution of explicit strategies to learning. These findings raise a fundamental question regarding the nature of the error sensitivity modulation processes. We tested the effect of explicit control on error sensitivity in a series of experiments, in which participants controlled a screen cursor to virtual targets. We manipulated environmental consistency by presenting rotations in random (low consistency) or random walk (high consistency) sequences and illustrated that perturbation consistency affects the rate of adaptation, corroborating previous studies. When participants were instructed to ignore the cursor and move directly to the target, thus eliminating the contribution of explicit strategies, consistency-driven error sensitivity modulation was not detected. In addition, delaying the visual feedback, a manipulation that affects implicit learning, did not influence error sensitivity under consistent perturbations. These results suggest that increases of learning rate in consistent environments are attributable to an explicit rather than implicit process in sensorimotor adaptation. NEW & NOTEWORTHY The consistency of an external perturbation modulates error sensitivity and the motor response. The roles of explicit and implicit processes in this modulation are unknown. We show that when humans are asked to ignore the perturbation, they do not show increased error sensitivity in consistent environments. When the implicit system is manipulated by delaying feedback, sensitivity to a consistent perturbation does not change. Overall, our results suggest that consistency affects adaptation mainly through explicit control.

An implicit memory of errors limits human sensorimotor adaptation

After extended practice, motor adaptation reaches a limit in which learning appears to stop, despite the fact that residual errors persist. What prevents the brain from eliminating the residual errors? Here we found that the adaptation limit was causally dependent on the second order statistics of the perturbation; when variance was high, learning was impaired and large residual errors persisted. However, when learning relied solely on explicit strategy, both the adaptation limit and its dependence on perturbation variability disappeared. In contrast, when learning depended entirely, or in part on implicit learning, residual errors developed. Residual errors in implicit performance were caused by variance-dependent modifications to error sensitivity, not forgetting. These observations are consisted with a model of learning in which the implicit system becomes more sensitive to error when errors are consistent, but forgets this memory of errors over time. Thus, residual errors in motor adaptation are a signature of the implicit learning system, caused by an error sensitivity that depends on the history of past errors.

Prior Verbal Description of Novel Stimuli Improves the Learning of Information Integration Categories but not Rule-Described Categories

A prominent theory of category learning assumes that people rely on two parallel and competing systems that make use of either the abstraction of verbal rules (explicit system) or the gradual association of the category exemplars with the appropriate response (implicit system). Because the explicit system relies on verbal processing, we hypothesized that priming the verbal system by asking participants to provide a verbal description of some of the stimuli prior to classification would enhance the learning of rule-described categories but would have no effect on the learning of information integration categories. Our results failed to confirm the hypothesis, and we observed the opposite pattern: prior verbal description enhanced learning of the information integration categories but not the rule-described categories. Our data and subsequent modelling suggest that participants in both categories tended to rely on a rule-based strategy, but participants were quicker to abandon that strategy when they had prior exposure to the stimuli.