Spatio-temporal credit assignment in population learning

Learning by reinforcement is important in shaping animal behavior. But behavioral decision making is likely to involve the integration of many synaptic events in space and time. So in using a single reinforcement signal to modulate synaptic plasticity a twofold problem arises. Different synapses will have contributed differently to the behavioral decision and, even for one and the same synapse, releases at different times may have had different effects. Here we present a plasticity rule which solves this spatio-temporal credit assignment problem in a population of spiking neurons. The learning rule is spike time dependent and maximizes the expected reward by following its stochastic gradient. Synaptic plasticity is modulated not only by the reward but by a population feedback signal as well. While this additional signal solves the spatial component of the problem, the temporal one is solved by means of synaptic eligibility traces. In contrast to temporal difference based approaches to reinforcement learning, our rule is explicit with regard to the assumed biophysical mechanisms. Neurotransmitter concentrations determine plasticity and learning occurs fully online. Further, it works even if the task to be learned is non-Markovian, i.e. when reinforcement is not determined by the current state of the system but may also depend on past events. The performance of the model is assessed by studying three non-Markovian tasks. In the first task the reward is delayed beyond the last action with non-related stimuli and actions appearing in between. The second one involves an action sequence which is itself extended in time and reward is only delivered at the last action, as is the case in any type of board-game. The third is the inspection game that has been studied in neuroeconomics. It only has a mixed Nash equilibrium and exemplifies that the model also copes with stochastic reward delivery and the learning of mixed strategies.

Too exhausted for Operation? Anxiety, depleted self-control strength, and perceptual-motor performance

We tested the hypothesis that the interaction of self-control strength and state anxiety predicts perceptual–motor performance in a hand–eye coordination task. We predicted a stronger negative relation between anxiety and performance in a perceptual–motor task for participants whose self-control strength had been temporarily depleted compared to participants whose self-control strength was intact. In an experiment (N = 60), we manipulated self-control strength, measured state anxiety after an evaluative instruction, and assessed performance in the board game Operation as an indicator of perceptual–motor performance. The data supported our hypothesis: Only for participants whose self-control strength was temporarily depleted was there a statistically significant negative relation between anxiety and performance. Boosting self-control strength may help to prevent the potentially negative anxiety effects.

Online games for the teaching of mathematics

In this article we present a didactic experience developed by the GIE (Group of Educational Innovation) “Pensamiento Matemático” of the Polytechnics University of Madrid (UPM), in order to bring secondary students and university students closer to Mathematics. It deals with the development of a virtual board game called Mate-trivial. The mechanics of the game is to win points by going around the board which consists of four types of squares identified by colours: “Statistics and Probability”, “Calculus and Analysis”, “Algebra and Geometry” and “Arithmetic and Number Theory ”. When landing on a square, a question of its category is set out: a correct answer wins 200 points, if wrong it loses 100 points, and not answering causes no effect on the points, but all the same, two minutes out of the 20 minutes that each game lasts are lost. For the game to be over it is necessary, before those 20 minutes run out, to reach the central square and succeed in the final task: four chained questions, one of each type, which must be all answered correctly. It is possible to choose between two levels to play: Level 1, for pre-university students and Level 2 for university students. A prototype of the game is available at the website “Aula de Pensamiento Matemático” developed by the GIE: http://innovacioneducativa.upm.es/pensamientomatematico/. This activity lies within a set of didactic actions which the GIE is developing in the framework of the project “Collaborative Strategies between University and Secondary School Education for the teaching and learning of Mathematics: An Application to solve problems while playing”, a transversal project financed by the UPM.

Gameland: Escape from Pirate Isle, An Exploration in Sequels

A sequel to another novel can be written as its own stand-alone book. Several authors have accomplished this, most notably J.K. Rowling in the early Harry Potter books. Other writers have failed in their attempts. Following Gameland: Warriors and Wizards, the sequel Escape from Pirate Isle is an attempt at writing a stand-alone book. Similar to the first story, Charles and Cindy, who are brother and sister, are magically transported into a board game to rescue their father. While the story was initially intended to stand on its own, in the end it does not, but not because the first novel needs to be read in order to understand it. Instead, it needs a sequel to be a complete story.

Quantifying epistemic actions in human-computer interaction

As digital systems move away from traditional desktop setups, new interaction paradigms are emerging that better integrate with users’ realworld surroundings, and better support users’ individual needs. While promising, these modern interaction paradigms also present new challenges, such as a lack of paradigm-specific tools to systematically evaluate and fully understand their use. This dissertation tackles this issue by framing empirical studies of three novel digital systems in embodied cognition – an exciting new perspective in cognitive science where the body and its interactions with the physical world take a central role in human cognition. This is achieved by first, focusing the design of all these systems on a contemporary interaction paradigm that emphasizes physical interaction on tangible interaction, a contemporary interaction paradigm; and second, by comprehensively studying user performance in these systems through a set of novel performance metrics grounded on epistemic actions, a relatively well established and studied construct in the literature on embodied cognition. The first system presented in this dissertation is an augmented Four-in-a-row board game. Three different versions of the game were developed, based on three different interaction paradigms (tangible, touch and mouse), and a repeated measures study involving 36 participants measured the occurrence of three simple epistemic actions across these three interfaces. The results highlight the relevance of epistemic actions in such a task and suggest that the different interaction paradigms afford instantiation of these actions in different ways. Additionally, the tangible version of the system supports the most rapid execution of these actions, providing novel quantitative insights into the real benefits of tangible systems. The second system presented in this dissertation is a tangible tabletop scheduling application. Two studies with single and paired users provide several insights into the impact of epistemic actions on the user experience when these are performed outside of a system’s sensing boundaries. These insights are clustered by the form, size and location of ideal interface areas for such offline epistemic actions to occur, as well as how can physical tokens be designed to better support them. Finally, and based on the results obtained to this point, the last study presented in this dissertation directly addresses the lack of empirical tools to formally evaluate tangible interaction. It presents a video-coding framework grounded on a systematic literature review of 78 papers, and evaluates its value as metric through a 60 participant study performed across three different research laboratories. The results highlight the usefulness and power of epistemic actions as a performance metric for tangible systems. In sum, through the use of such novel metrics in each of the three studies presented, this dissertation provides a better understanding of the real impact and benefits of designing and developing systems that feature tangible interaction.

Violent Video Game Playing, Moral Reasoning, and Attitudes Towards Violence in Adolescents: Is There a Connection?

In this study of 109 adolescents from the eighth grade of seven public elementary schools in Ontario, the relationship among adolescents’ violent video game playing patterns, habits and attitudes, their levels of moral reasoning, and their attitudes towards violence in real life was investigated. In addition, gender differences were addressed. The mixed-methodology was employed combining qualitative and quantitative data. The research results confirmed that playing video games in general is a very popular activity among those adolescents. Significant negative relationship was found between adolescents’ amount of time playing violent video games during the day and their scores on The Sociomoral Reflection Measure. Significant difference was also found between adolescents who play violent video games and those who do not play violent video games on their scores on The Attitudes Towards Violence Scale. Boys and girls significantly differed in the amount of playing video games during the day, the reasons for playing video games, their favourite video game choices, and their favourite video game character choices. Boys and girls also significantly differed on their choices of personality traits of selected video game characters, the identification with video game characters, and their mood experiences while playing video games. The findings are put into the educational context and the context of normal development, and suggestions are given for parents, for educators, and for future violent video game research.

Annual reports of the Fish and Game Protector to the Governor.

"The eastern oyster on the Oregon coast, by F.L. Washburn" issued as an appendix (14 p.) to reports for 1895/96.

Farrar's illustrated guide book to Moosehead Lake and vicinity, the wilds of northern Maine, and the head-waters of the Kennebec, Penobscot, and St. John rivers : with a new and correct map of the lake region, drawn and printed expressly for this book : also contains the game and fish laws of Maine (as rev. by the last Legislature), railroad, steamboat, and stage routes, time tables, tables of fares, list of hotels, prices of board, and other valuable information for the sportsman, tourist, or pleasure-seeker /

Mode of access: Internet.

Annual report of the Board of Fish and Game Commissioners.

Report year irregular.

Annual report of the New Jersey Board of Fish and Game Commissioners.

Report year ends June 30.

Biennial report of the Board of Game and Fish Commissioners of Minnesota for the biennial period ending ...

Report year ends Dec. 1 (1906/1908-1908/1910); July 31 (1910/1912-1912/1914).

Annual report of the Board of Game and Fish Commissioners of the State of Minnesota.

Description based on: 11th (1903/1904).

A treatise on the game of chess. Containing games of odds, various openings of even games, different methods of winning and drawing the game. Also, numerous critical situations on diagrams. To which are added, the art of playing without seeing the board, and an account of the most celebrated chess players of his time. First published in 1617, by D. Pietro Carrera. Tr. from the Italian, with additional notes and remarks by W. Lewis.

Mode of access: Internet.

UM football locker room message board "propaganda" prior to 1932 game

[L-R: Fred Petoskey, Harry Newman, Ivan Williamson; not certain if this is a Michigan message board.]

Biennial Report of the State Board of Fisheries and Game

Mode of access: Internet.