Results for ' learning time'

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  1. Learning Times for Large Lexicons Through Cross‐Situational Learning.Richard A. Blythe, Kenny Smith & Andrew D. M. Smith - 2010 - Cognitive Science 34 (4):620-642.
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  2. Visual Learning: Time - Truth - Tradition.András Benedek & Agnes Veszelszki (eds.) - 2016 - Peter Lang.
     
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  3.  20
    Active learning time in mixed age classes.Simon Veenman, Piet Lem & Ben Winkelmolen - 1985 - Educational Studies 11 (3):171-180.
  4.  12
    Stimulus durations and total learning time in paired-associates learning.Calvin F. Nodine - 1965 - Journal of Experimental Psychology 69 (5):534.
  5.  45
    Invariance of total learning time under different conditions of practice.Rose T. Zacks - 1969 - Journal of Experimental Psychology 82 (3):441.
  6.  13
    Learning time.Celia M. Whitchurch - 1999 - Perspectives: Policy and Practice in Higher Education 3 (1):1-1.
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  7.  23
    The relation between learning time and length of task.L. L. Thurstone - 1930 - Psychological Review 37 (1):44-53.
  8.  43
    Total presentation time and total learning time in connected discourse learning.David J. King - 1974 - Journal of Experimental Psychology 103 (3):586.
  9.  68
    Deleuze's New Meno: On Learning, Time, and Thought.Sanja Dejanovic - 2014 - Journal of Aesthetic Education 48 (2):36-63.
    A new Meno would say: it is knowledge that is nothing more than an empirical figure, a simple result which continually falls back into experience; whereas learning is the true transcendental structure which unites difference to difference, dissimilarity to dissimilarity, without mediating between them—not in the form of a mythical past or former present, but in the pure form of an empty time in general.1In Difference and Repetition (1968), Gilles Deleuze calls for a new Meno. The Meno is (...)
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  10.  15
    Learning for sustainability in times of accelerating change.Arjen E. J. Wals & Peter Blaze Corcoran (eds.) - 2012 - Brill | Wageningen Academic.
    We live in turbulent times, our world is changing at accelerating speed. Information is everywhere, but wisdom appears in short supply when trying to address key inter-related challenges of our time such as; runaway climate change, the loss of biodiversity, the depletion of natural resources, the on-going homogenization of culture, and rising inequity. Living in such times has implications for education and learning. This book explores the possibilities of designing and facilitating learning-based change and transitions towards sustainability. (...)
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  11.  56
    A Time for Silence? Its Possibilities for Dialogue and for Reflective Learning.Ana Cristina Zimmermann & W. John Morgan - 2015 - Studies in Philosophy and Education 35 (4):399-413.
    From the beginning of history sounds have played a fundamentally important role in humanity’s development as ways of expression and of communication. However in contemporary western society, and indeed globally, we are experiencing an excess of speech and a relentless encouragement to expression. Such excess indicates a misunderstanding about what expression and dialogue should be. This condition encourages us to think about silence, solitude and contemplation and the role they might play in restoring the realm of personal understanding of the (...)
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  12.  44
    Learning Causal Structure from Undersampled Time Series.David Danks & Sergey Plis - unknown
    Even if one can experiment on relevant factors, learning the causal structure of a dynamical system can be quite difficult if the relevant measurement processes occur at a much slower sampling rate than the “true” underlying dynamics. This problem is exacerbated if the degree of mismatch is unknown. This paper gives a formal characterization of this learning problem, and then provides two sets of results. First, we prove a set of theorems characterizing how causal structures change under undersampling. (...)
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  13.  14
    Real-Time Analysis of Basketball Sports Data Based on Deep Learning.Peng Yao - 2021 - Complexity 2021:1-11.
    This paper focuses on the theme of the application of deep learning in the field of basketball sports, using research methods such as literature research, video analysis, comparative research, and mathematical statistics to explore deep learning in real-time analysis of basketball sports data. The basketball posture action recognition and analysis system proposed for basketball movement is composed of two parts serially. The first part is based on the bottom-up posture estimation method to locate the joint points and (...)
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  14.  13
    Time in Associative Learning: A Review on Temporal Maps.Midhula Chandran & Anna Thorwart - 2021 - Frontiers in Human Neuroscience 15.
    Ability to recall the timing of events is a crucial aspect of associative learning. Yet, traditional theories of associative learning have often overlooked the role of time in learning association and shaping the behavioral outcome. They address temporal learning as an independent and parallel process. Temporal Coding Hypothesis is an attempt to bringing together the associative and non-associative aspects of learning. This account proposes temporal maps, a representation that encodes several aspects of a learned (...)
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  15.  35
    Presentation time, total time, and mediation in pared-associate learning: Self-pacing.B. R. Bugelski & J. Rickwood - 1963 - Journal of Experimental Psychology 65 (6):616.
  16.  14
    Future Time Orientation and Learning Engagement Through the Lens of Self-Determination Theory for Freshman: Evidence From Cross-Lagged Analysis.Michael Yao-Ping Peng & Zizai Zhang - 2022 - Frontiers in Psychology 12.
    View of future time orientation is a cognitive construct about future time. This view has its unique work of motivation and effect on academic performance. Previous studies have only explored the influence that future time orientation brings to the learning process at a single time, and most of them focus on cross-sectional studies. To further explore the cross-lagged relationship for freshmen between future time orientation and learning engagement during different periods, AMOS 23.0 was (...)
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  17.  96
    Real-Time Sound and Motion Feedback for Violin Bow Technique Learning: A Controlled, Randomized Trial.Angel David Blanco, Simone Tassani & Rafael Ramirez - 2021 - Frontiers in Psychology 12.
    The production of good sound generation in the violin is a complex task that requires coordination and spatiotemporal control of bowing gestures. The use of motion-capture technologies to improve performance or reduce injury risks in the area of kinesiology is becoming widespread. The combination of motion accuracy and sound quality feedback has the potential of becoming an important aid in violin learning. In this study, we evaluate motion-capture and sound-quality analysis technologies developed inside the context of the TELMI, a (...)
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  18.  25
    Timing models of reward learning and core addictive processes in the brain.Don Ross - 2008 - Behavioral and Brain Sciences 31 (4):457-458.
    People become addicted in different ways, and they respond differently to different interventions. There may nevertheless be a core neural pathology responsible for all distinctively addictive suboptimal behavioral habits. In particular, timing models of reward learning suggest a hypothesis according to which all addiction involves neuroadaptation that attenuates serotonergic inhibition of a mesolimbic dopamine system that has learned that cues for consumption of the addictive target are signals of a high-reward-rate environment.
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  19. Time and temporality as mediators of science learning.Wolff‐Michael Roth, Kenneth Tobin & Stephen M. Ritchie - 2008 - Science Education 92 (1):115-140.
  20. Time course of visual attention in statistical learning of words and categories.Chi-Hsin Chen, Chen Yu, Damian Fricker, Thomas G. Smith & Lisa Gershkoff-Stowe - 2010 - In S. Ohlsson & R. Catrambone, Proceedings of the 32nd Annual Conference of the Cognitive Science Society. Cognitive Science Society.
     
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  21.  33
    Teacher Learning in Difficult Times: Examining Foreign Language Teachers’ Cognitions About Online Teaching to Tide Over COVID-19.Lori Xingzhen Gao & Lawrence Jun Zhang - 2020 - Frontiers in Psychology 11.
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  22.  43
    Presentation time, total time, and mediation in pairedassociate learning.B. R. Bugelski - 1962 - Journal of Experimental Psychology 63 (4):409.
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  23.  26
    Learning to act using real-time dynamic programming.Andrew G. Barto, Steven J. Bradtke & Satinder P. Singh - 1995 - Artificial Intelligence 72 (1-2):81-138.
  24. Learning to think collectively : a response to the wicked problems of our times.Valerie A. Brown - 2018 - In Laura Kerslake & Rupert Wegerif, Theory of teaching thinking: international perspectives. New York, NY: Routledge.
     
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  25.  32
    Total time and stimulus-response imagery in paired-associate learning.John H. Mueller & Frank L. Slaymaker - 1970 - Journal of Experimental Psychology 85 (2):288.
  26.  16
    Iterative Learning Consensus Control for Nonlinear Partial Difference Multiagent Systems with Time Delay.Cun Wang, Xisheng Dai, Kene Li & Zupeng Zhou - 2021 - Complexity 2021:1-15.
    This paper considers the consensus control problem of nonlinear spatial-temporal hyperbolic partial difference multiagent systems and parabolic partial difference multiagent systems with time delay. Based on the system’s own fixed topology and the method of generating the desired trajectory by introducing virtual leader, using the consensus tracking error between the agent and the virtual leader agent and neighbor agents in the last iteration, an iterative learning algorithm is proposed. The sufficient condition for the system consensus error to converge (...)
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  27.  36
    Designing Training to Shorten Time to Proficiency: Online, Classroom and On-the-job Learning Strategies from Research.Raman K. Attri - 2019 - Singapore: peed To Proficiency Research: S2Pro©.
    This book deals with solving a pressing organizational challenge of bringing employees up to speed faster. In the fast-paced business world, organizations need faster readiness of employees to handle the complex responsibilities of their jobs. The author conducted an extensive doctoral research study with 85 global experts across 66 project cases to explore the practices and strategies that were proven to reduce time to proficiency of employees in a range of organizations worldwide. This book provides the readers with a (...)
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  28.  27
    E-Learning Strategies to Accelerate Time-to-Proficiency in Acquiring Complex Skills: Preliminary Findings.Raman K. Attri & Wing S. Wu - 2015 - Elearning Forum Asia Conference 2015.
    Globalized workplace is increasingly moving into complex jobs requiring their employees to exhibit complex knowledge and complex skills. Though acquiring such complex skills or knowledge requires longer time, the pace of business puts pressure on organizations to accelerate the time it takes for their employees to become proficient in their jobs. This shift has challenged the conventional training and learning strategies, structure, methods, instructional design and delivery methodologies generally used by training providers and by the organizations. This (...)
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  29.  13
    Re-learning to be human in global times: challenges and opportunities from the perspectives of contemporary philosophy and religion.Brigitte Buchhammer (ed.) - 2018 - Washington, D.C.: The Council for Research in Values and Philosophy.
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  30.  7
    It's Game Time!: Games to Enhance Classroom Learning.Nicholas J. Rinaldi - 2015 - Rowman & Littlefield Publishers.
    It's Game Time!: Games to Enhance Classroom Learning enables the teacher to decide when and how to use games to effectively complement their teaching philosophy and style to meet the needs of their students by providing over 40 games that can be used in any class at any level.
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  31.  27
    Effects of study time, method of presentation, word frequency, and word abstractness on verbal discrimination learning.Linda J. Ingison & Bruce R. Ekstrand - 1970 - Journal of Experimental Psychology 85 (2):249.
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  32.  29
    Time as a determinant in integrative learning.O. H. Mowrer & A. D. Ullman - 1945 - Psychological Review 52 (2):61-90.
  33.  3
    Learning in a Time of Abundance: The Community is the Curriculum.Annie Pendrey - forthcoming - British Journal of Educational Studies.
    1. Abundance. This is a word I took time to contemplate and then as many of us would do, I began to Google the word. So, before I even opened this book by Dave Cormier I found myself seeking inform...
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  34.  27
    Implicit learning in aphasia: Evidence from serial reaction time and artificial grammar tasks.Schuchard Julia & Thompson Cynthia - 2014 - Frontiers in Psychology 5.
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  35.  41
    (1 other version)Interrogating Feature Learning Models to Discover Insights Into the Development of Human Expertise in a Real‐Time, Dynamic Decision‐Making Task.Catherine Sibert, Wayne D. Gray & John K. Lindstedt - 2016 - Topics in Cognitive Science 8 (4).
    Tetris provides a difficult, dynamic task environment within which some people are novices and others, after years of work and practice, become extreme experts. Here we study two core skills; namely, choosing the goal or objective function that will maximize performance and a feature-based analysis of the current game board to determine where to place the currently falling zoid so as to maximize the goal. In Study 1, we build cross-entropy reinforcement learning models to determine whether different goals result (...)
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  36.  50
    The time course of spoken word learning and recognition: studies with artificial lexicons.James S. Magnuson, Michael K. Tanenhaus, Richard N. Aslin & Delphine Dahan - 2003 - Journal of Experimental Psychology: General 132 (2):202.
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  37.  24
    Associative reaction time of response terms in paired-associate learning.Ronald Ley & Leonora Anderson - 1969 - Journal of Experimental Psychology 79 (2p1):378.
  38.  10
    (1 other version)Educational Leave as a Time Resource for Participation in Adult Learning and Education (ALE).Fabian Rüter, Andreas Martin & Josef Schrader - 2020 - Frontiers in Psychology 10.
    The study investigates effects of the implementation of a law authorizing educational leave in Germany on individual participation in adult learning and education (ALE). In 2015, the federal state of Baden-Württemberg introduced the so-calledBildungszeitgesetz, legitimating an exemption for eligible employees of up to 5 days per year with continued payment of salary. Explaining participation in ALE is a central subject of educational research at national and international level. Current theoretical assumptions of rational choice and empirical findings of educational and (...)
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  39.  22
    Teaching and Learning in Times of COVID-19: Uses of Digital Technologies During School Lockdowns.Juan-Ignacio Pozo, María-Puy Pérez Echeverría, Beatriz Cabellos & Daniel L. Sánchez - 2021 - Frontiers in Psychology 12.
    The closure of schools as a result of COVID-19 has been a critical global incident from which to rethink how education works in all our countries. Among the many changes generated by this crisis, all teaching became mediated by digital technologies. This paper intends to analyze the activities carried out during this time through digital technologies and the conceptions of teaching and learning that they reflect. We designed a Likert-type online questionnaire to measure the frequency of teaching activities. (...)
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  40.  45
    Associative reaction time, meaningfulness, and presentation rate in paired-associate learning.Ronald Ley - 1968 - Journal of Experimental Psychology 78 (2p1):285.
  41. A time for learning and for counting – Egyptians, Greeks and empirical processes in Plato’s Timaeus.Barbara M. Sattler - 2010 - In Richard Mohr, One Book, the Whole Universe: Plato's Timaeus Today: Plato's Timaeus Today. Las Vegas: Parmenides Publishing. pp. 249-266.
    This paper argues that processes in the sensible realm can be in accord with reason in the Timaeus, since rationality is understood here as being based on regularity, which is conferred onto processes by time. Plato uses two different temporal structures in the Timaeus, associated with the contrast there drawn between Greek and Egyptian approaches to history. The linear order of before and after marks natural processes as rational and underlies the Greek treatment of history. By contrast, a bidirectional (...)
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  42.  22
    Visual Statistical Learning With Stimuli Presented Sequentially Across Space and Time in Deaf and Hearing Adults.Beatrice Giustolisi & Karen Emmorey - 2018 - Cognitive Science 42 (8):3177-3190.
    This study investigated visual statistical learning (VSL) in 24 deaf signers and 24 hearing non‐signers. Previous research with hearing individuals suggests that SL mechanisms support literacy. Our first goal was to assess whether VSL was associated with reading ability in deaf individuals, and whether this relation was sustained by a link between VSL and sign language skill. Our second goal was to test the Auditory Scaffolding Hypothesis, which makes the prediction that deaf people should be impaired in sequential processing (...)
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  43.  17
    The role of drive (time stress) in complex learning: An emphasis on prelearning phenomena.R. Ernest Clark - 1962 - Journal of Experimental Psychology 63 (1):57.
  44.  34
    Time scales in motor learning and development.Karl M. Newell, Yeou-Teh Liu & Gottfried Mayer-Kress - 2001 - Psychological Review 108 (1):57-82.
  45.  38
    Do measures of explicit learning actually measure what is being learnt in the serial reaction time task?Georgina Jackson & Stephen Jackson - 1995 - PSYCHE: An Interdisciplinary Journal of Research On Consciousness 2.
    Studies of implicit learning have shown that individuals exposed to a rule-governed environment often learn to exploit 'rules' which describe the structural relationship between environmental events. While some authors have interpreted such demonstrations as evidence for functionally separate implicit learning systems, others have argued that the observed changes in performance result from explicit knowledge which has been inadequately assessed. In this paper we illustrate this issue by considering one commonly used implicit learning task, the Serial reaction (...) task, and outline what we see as an important problem associated with each of the commonly used methods used to assess explicit knowledge. This is that each measure requires a form of response which is dependent on the subjects having some knowledge of the serial-order of the sequence. We argue that such methods, or more specifically their analyses, seriously underestimate other sources of knowledge, which may be available to subjects during their performance of the SRT task. In support of this argument we demonstrate that subjects' serial-order knowledge can, in principle, be independent of subjects' knowledge of the statistical structure of the sequence, and we propose an alternative method for analysing performance on the Generate task which avoids this problem. (shrink)
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  46.  1
    Learning a fast 3D spectral approach to object segmentation and tracking over space and time.Elena Burceanu & Marius Leordeanu - 2025 - Artificial Intelligence 340 (C):104281.
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  47.  22
    Optimal Learning Under Time Constraints: Empirical and Simulated Trade‐offs Between Depth and Breadth of Study.Brendan A. Schuetze & Veronica X. Yan - 2022 - Cognitive Science 46 (4).
    Cognitive Science, Volume 46, Issue 4, April 2022.
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  48.  50
    The time course of location-avoidance learning in fear of spiders.Mike Rinck, Marieke Koene, Sibel Telli, Wiltine Moerman-van den Brink, Barbara Verhoeven & Eni S. Becker - 2016 - Cognition and Emotion 30 (3):430-443.
  49.  26
    Timing implications of metabotropic mechanisms for cerebellar learning.John C. Fiala & Daniel Bullock - 1996 - Behavioral and Brain Sciences 19 (3):445-447.
    A major theme of the systems physiologists is the critical timing function of the cerebellum. However, the biophysicists do not appear to directly address the biophysical basis of the adaptive timing competence implicated in the physiological and behavioral data. Thus, the bridge between the macroscopic and microscopic data bases seems to be incomplete in a critical area. We report successful results from an attempt to add the missing part of the bridge. It comes in the form of a model of (...)
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  50.  36
    Iterative Learning Control for Linear Discrete-Time Systems with Randomly Variable Input Trail Length.Yun-Shan Wei & Qing-Yuan Xu - 2018 - Complexity 2018:1-6.
    For linear discrete-time systems with randomly variable input trail length, a proportional- type iterative learning control law is proposed. To tackle the randomly variable input trail length, a modified control input at the desirable trail length is introduced in the proposed ILC law. Under the assumption that the initial state fluctuates around the desired initial state with zero mean, the designed ILC scheme can drive the ILC tracking errors to zero at the desirable trail length in expectation sense. (...)
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