Chipping in on the role of conscious processing during children's motor learning by analogy

The capacity for storing and manipulating information (a function of working memory) is not fully developed until adulthood, so children are not always able to process explicit instructions when learning a new skill. A teaching method that may solve this problem is analogy learning, which compares the to-be-learned skill with a well-known concept by way of a single metaphorical instruction. In adults, analogy learning has been shown to lead to lower load on working memory by reducing the need for conscious processing; however, the effects are unclear in children. If analogy instructions work similarly in children, the propensity to consciously control movements may affect how well children learn by analogy. It is in the interest of coaches and teachers to determine whether analogy instructions can be used to reduce conscious processing in children, and whether propensity for conscious control of movements (movement specific reinvestment) predicts benefits from analogy learning. Thirteen-year-old golf novices (n = 44) were pre-tested and post-tested after practicing a golf-chipping task using explicit rules. One week later, an analogy for learning the golf chip was introduced, and an identical set of post-tests was repeated. Propensity for conscious control/reinvestment predicted improvement in accuracy after the analogy was introduced. Children's motor learning by analogy may be affected by their propensity for conscious control of movements, which suggests that coaches should adapt instructions to individual differences between learners.

PEMBELAJARAN SIKAP MELALU ANALOGI DALAM MENGAJARKAN BIOLOGI

Advances technology and communications take positive and negative impacts that could affect the attitudes and thoughts of students, so it is necessary to teach positive attitude to become a fortress, selector and controller. The problem can be solved by the innovation of learning by analogy to teach attitude. The aims this research are: (1) Describe the adherence study using analogy,(2) Describe achievment test of student attitude competency (the persistent attitude, the attitude of helping, loyalty and discipline) as taught using analogy (3) Describe achievement test of students knowledge competency taught using the analogy, (4) Describe achievement test of students skills competency taught using the following analogy. (5) Describe the students respons after taught using analogy. To achieve these objectives have conducted result using replication class is the class XA and XB class. the number of respondents in this trial 33 students to a class XA and XB 32 SMA Darul Ulum Lamongan by using one group pretest-posttest design. Results of research indicate feasibility study of the two classes of replication done very well. The student positive response/very strong on applied learning by teacher. The results of students' learning attitudes which consists of persistent attitude, the attitude of mutual help, loyalty and discipline to get good results because of the percentage of students are observed in accordance with accepted indicators are higher than what has not observed. Learning outcomes of cognitive in both classes of replication after learning by analogy with the average value obtained posttest all the students completed having reached the predicate ≥B-. Based on these results it can be concluded that teach biology through analogy can to teach attitude. Kemajuan teknologi dan komunikasi membawa dampak positif dan negatif yang dapat mempengaruhi sikap dan pemikiran siswa, sehingga perlu membelajarkan sikap positif untuk menjadi benteng, selector dan pengontrol. Problem tersebut dapat dipecahkan dengan adanya inovasi pembelajaran melalui analogi untuk mengajarkan sikap. Tujuan penelitian ini adalah: (1) Mendeskripsikan keterlaksanaan pembelajaran biologi menggunakan analogi (2) Mendeskripsikan hasil belajar kompetensi sikap (sikap gigih, sikap tolong menolong, sikap rela berkorban dan sikap disiplin) siswa setelah diajarkan menggunakan analogi. (3) Mendeskripsikan hasil belajar kompetensi pengetahuan siswa setelah diajarkan menggunakan analogi. (4) Mendeskripsikan hasil belajar kompetensi keterampilan siswa setelah diajarkan menggunakan analogi (5) Mendeskripsikan respon siswa setelah diajarkan menggunakan analogi. Untuk mencapai tujuan tersebut telah dilakukan uji coba dengan menggunakan kelas replikasi yaitu kelas XA dan kelas XB. Jumlah responden dalam uji coba ini 33 siswa untuk kelas XA dan 32 XB SMA Darul Ulum Lamongan dengan menggunakan rancangan.penelitian One Group pretest-posttest Design. Data hasil penelitiaan ini menunjukkan keterlaksanaan pembelajaran sikap menggunakan analogi pada kedua kelas replikasi terlaksana sangat baik. Siswa memberikan respon sangat kuat pada pembelajaran yang diterapkan guru. Hasil belajar sikap siswa yang terdiri dari sikap gigih, sikap tolong menolong, sikap rela berkorban dan sikap disiplin mendapatkan hasil yang baik karena persentase siswa yang teramati sesuai dengan indikator yang telah ditetapkan yaitu lebih tinggi dibandingkan yang tidak teramati. Hasil belajar kognitif pada kedua kelas replikasi setelah dilakukan pembelajaran dengan analogi diperoleh rata-rata nilai posttest semua siswa tuntas karena telah mencapai predikat ≥B-. Berdasarkan hasil penelitian tersebut dapat disimpulkan bahwa mengajarkan biologi melalui analogi dapat mengajarkan sikap siswa.

COULD KNOWLEDGE-BASED NEURAL LEARNING BE USEFUL IN DEVELOPMENTAL ROBOTICS? THE CASE OF KBCC

The new field of developmental robotics faces the formidable challenge of implementing effective learning mechanisms in complex, dynamic environments. We make a case that knowledge-based learning algorithms might help to meet this challenge. A constructive neural learning algorithm, knowledge-based cascade-correlation (KBCC), autonomously recruits previously-learned networks in addition to the single hidden units recruited by ordinary cascade-correlation. This enables learning by analogy when adequate prior knowledge is available, learning by induction from examples when there is no relevant prior knowledge, and various combinations of analogy and induction. A review of experiments with KBCC indicates that recruitment of relevant existing knowledge typically speeds learning and sometimes enables learning of otherwise impossible problems. Some additional domains of interest to developmental robotics are identified in which knowledge-based learning seems essential. The characteristics of KBCC in relation to other knowledge-based neural learners and analogical reasoning are summarized as is the neurological basis for learning from knowledge. Current limitations of this approach and directions for future work are discussed.