Assessing segmentation processes by click detection: online measure of statistical learning, or simple interference?

Statistical learning can be used to extract the words from continuous speech. G��mez, Bion, and Mehler (Language and Cognitive Processes, 26, 212���223, 2011) proposed an online measure of statistical learning: They superimposed auditory clicks on a continuous artificial speech stream made up of a random succession of trisyllabic nonwords. Participants were instructed to detect these clicks, which could be located either within or between words. The results showed that, over the length of exposure, reaction times (RTs) increased more for within-word than for between-word clicks. This result has been accounted for by means of statistical learning of the between-word boundaries. However, even though statistical learning occurs without an intention to learn, it nevertheless requires attentional resources. Therefore, this process could be affected by a concurrent task such as click detection. In the present study, we evaluated the extent to which the click detection task indeed reflects successful statistical learning. Our results suggest that the emergence of RT differences between within- and between-word click detection is neither systematic nor related to the successful segmentation of the artificial language. Therefore, instead of being an online measure of learning, the click detection task seems to interfere with the extraction of statistical regularities.

Implications for the scheduling of theory versus application in learning

This paper presents the findings of an experiment which looked at the effects of performing applied tasks (action learning) prior to the completion of the theoretical learning of these tasks (explanation-based learning), and vice-versa. The applied tasks took the form of laboratories for the Object-Oriented Analysis and Design (OOAD) course, theoretical learning was via lectures.

Mathematical prerequisites for learning statistics in Psychology: Assessing core skills of numeracy and mathematical reasoning among undergraduates.

This study sought to extend earlier work by Mulhern and Wylie (2004) to investigate a UK-wide sample of psychology undergraduates. A total of 890 participants from eight universities across the UK were tested on six broadly defined components of mathematical thinking relevant to the teaching of statistics in psychology - calculation, algebraic reasoning, graphical interpretation, proportionality and ratio, probability and sampling, and estimation. Results were consistent with Mulhern and Wylie's (2004) previously reported findings. Overall, participants across institutions exhibited marked deficiencies in many aspects of mathematical thinking. Results also revealed significant gender differences on calculation, proportionality and ratio, and estimation. Level of qualification in mathematics was found to predict overall performance. Analysis of the nature and content of errors revealed consistent patterns of misconceptions in core mathematical knowledge , likely to hamper the learning of statistics.

The detection of repetitions in noise before and after perceptual learning.

In noise repetition-detection tasks, listeners have to distinguish trials of continuously running noise from trials in which noise tokens are repeated in a cyclic manner. Recently, it has been shown that using the exact same noise token across several trials (���reference noise���) facilitates the detection of repetitions for this token [Agus et al. (2010). Neuron 66, 610���618]. This was attributed to perceptual learning. Here, the nature of the learning was investigated. In experiment 1, reference noise tokens were embedded in trials with or without cyclic presentation. Na��ve listeners reported repetitions in both cases, thus responding to the reference noise even in the absence of an actual repetition. Experiment 2, with the same listeners, showed a similar pattern of results even after the design of the experiment was made explicit, ruling out a misunderstanding of the task. Finally, in experiment 3, listeners reported repetitions in trials containing the reference noise, even before ever hearing it presented cyclically. The results show that listeners were able to learn and recognize noise tokens in the absence of an immediate repetition. Moreover, the learning mandatorily interfered with listeners' ability to detect repetitions. It is concluded that salient perceptual changes accompany the learning of noise.

Effect of heating vermiculites on extractability of phosphorus and some essential plant micronutrients

<p>The study assessed the effect of heating vermiculites on extractability of phosphorus, iron, zinc and manganese with respect to their potential agricultural use. Of these elements, phosphorus was from apatite and monazite that occur as accessory minerals in vermiculites. Vermiculites were heated at 15-800 degrees C and digested by acetic acid for extracting phosphorus and diethylene triamine pentaacetic acid (DTPA) for extracting zinc, iron and manganese. Phosphorus in the extract was analysed by a flow injection method while zinc, iron and manganese were measured by atomic absorption spectrometry. The results showed that heating vermiculites to 400 C enhanced extractability of phosphorus from apatite and monazite to a level of 335 mg kg(-1). Further heating to 800 degrees C reduced extractable phosphorus to less than 75 mg kg(-1). Maximum extractable zinc, iron and manganese found were 2.7, 19.1 and 22.9 mg kg(-1), respectively, values that are beneficial and tolerable by most plants. Thus, it was concluded that heating vermiculites to</p>

The effect of heating temperature on the properties of vermiculites from Tanzania with respect to potential agronomic applications

<p>This study was carried out to assess the properties of vermiculites from Tanzania with respect to the temperature used to expand them. Vermiculites from five locations in the Mozambique Belt of Tanzania were sampled and heated at 15, 200, 400, 600 and 800����C in a muffle furnace. Palabora Europe Ltd provided one sample for comparison from their South Africa deposit which provides vermiculite used worldwide as a soil amendment. Water release characteristic, cation exchange capacity, pH, mass loss, and bulk density were among the properties assessed. All six vermiculites responded differently on heating, and had a significant variation in their agronomic properties. Water release characteristic varied with the degree of exfoliation and phase composition. Although vermiculites from Tanzania expanded on heating, their capacity to retain plant available water was relatively low as compared to vermiculite from Palabora. Disintegration on heating and the presence of a high amount of iron could be among the factors affecting their water release characteristic. Loss of hydroxyl water was higher in vermiculites than in hydrobiotites. Dehydroxylation enhanced the availability of exchangeable K⁺ and reduced significantly the cation exchange capacity of vermiculites. The optimum exchangeable K⁺ was obtained on heating at a temperature of 600����C. The pH was unaffected by heating to a temperature of less than 600����C. At higher temperature, the pH increased in some samples and was accompanied by substantial amounts of exchangeable Mg²⁺. Thus, it was concluded that initial characterization of vermiculites is essential prior to potential agricultural applications in order to optimize their agronomic potential. �� 2008 Elsevier B.V. All rights reserved.</p>

Protection to farmers : speech of Hon. D. Wyatt Aiken, of South Carolina, in the House of Representatives, Tuesday, March 6, 1882, upon the Agricultural Appropriation Bill

This speech is about the Agricultural Appropriation Bill, which is a bill making appropriations for the Agricultural Department of the Government for the fiscal year ending in June 30,1883. Mr. Aiken is approved by the chairman to speak and he goes on to explain that he agrees with the majority of the bill with the exception of two or three clauses. He gives the reasoning behind his objections in the rest of the speech.

The Impact of Critical Thinking Disposition on Learning Using Business Simulations

This research seeks to determine the relationship between students��� critical thinking disposition and their learning while engaging in a business simulation at a UK higher education institution (HEI). The research informs educators making decisions about the use of simulations as to the value of considering critical thinking dispositions. Previous research has found that simulations are an effective way for students to engage actively in learning, bridging the gap between theory and practice. It has also been found that such simulations can develop students��� critical thinking skills. However, hitherto no research has been undertaken into the role that existing critical thinking disposition has on the learning of students, as measured by the degree to which students perceived that they met the module���s intended learning outcomes. This research offers insights into the role and importance of critical thinking disposition and its component dimensions and how this impacts student learning. The results indicate that the level of critical thinking disposition is positively related to the students��� learning. The implications of the research suggest educators should target business simulations at specific cohorts of students. The relative importance of the critical thinking disposition constructs and the practical educational implications of these findings are discussed.

Infrared spectroscopy of Mg-doped SrRuO3 thin films /

The reflectance of thin films of magnesium doped SrRu03(Mg-SR0) produced by pulsed laser deposition on SrTiOa (100) substrates has been measured at room temperature between 100 and 7500 cm~^. The films were chosen to have wide range of thickness, stoichiometry and electrical properties. As the films were very thin (less than 300 nm), and some were insulating the reflectance data shows structures due to both the film and the substrate. Hence, the data was analyzed using Kramers-Kronig constrained variational fitting (VDF) method to extract the real optical conductivity of the Mg-SRO films. Although the VDF technique is flexible enough to fit all features of the reflectance spectra, it seems that VDF could not eliminate the substrate's contribution from fllm conductivity results. Also the comparison of the two different programs implementing VDF fltting shows that this technique has a uniqueness problem. The optical properties are discussed in light of the measured structural and transport properties of the fllms which vary with preparation conditions and can be correlated with differences in stoichiometry. This investigation was aimed at checking the VDF technique and also getting answer to the question whether Mg^"*" substitutes in to Ru or Sr site. Analysis of our data suggests that Mg^+ goes to Ru site.

Displaced women professionals: an exploration of perceived learning processes during workplace transition /

This study focused on obtaining a deeper understanding of the perceived learning of female professionals during workplace transition. The women's lived experiences were explored through a feminist interpretive lens (Bloom, 1998). The study also drew upon concepts from adult learning such as barriers and facilitating factors to learning, resistance, transformative learning, and multiple ways of knowing. Five women participated in a 1 -hour interview and a focus group activity. The findings are presented under the 2 broad themes of perceived learning and factors affecting learning. The most common theme of perceived learning was participants' experience of increased self-knowledge. Additionally, while learning was thought of as a struggle, it provided either an opportunity for a reexamination of goals or a reexamination of self. Reflection by participants seemed to follow two orientations and other types of perceived learning included experiential, formal, and informal learning. In the broad theme of factors affecting learning, contradictions and conflict emerged through the examination of participants' multiple subjectivities, and within their naming of many factors as both facilitating factors and barriers to learning. The factors affecting learning themes included personal relationships, professional communities, selfesteem, attitude and emotion, the gendered experience of transition, time, and finances. The final theme explored participants' view of work and their orientations to the future. A proposed model of learning during workplace transition is presented (Figure 1 ) and the findings discussed within this proposed model's framework. Additional developmental theories of women (Josselson, 1987; Levinson & Levinson, 1996), communities of practice theories (Wenger, 1998), and career resilience theories (Pulley, 1995) are discussed within the context of the proposed model. Implications to practice for career counsellors, people going through workplace transition, human resource managers and career coaches were explored. Additionally implications to theory and future areas of research are also discussed.

Teachers' professional learning within communities of mathematics-for-teaching practice

Ontario bansho is an emergent mathematics instructional strategy used by teachers working within communities of practice that has been deemed to have a transformational effect on teachers' professional learning of mathematics. This study sought to answer the following question: How does teachers' implementation of Ontario bansho within their communities of practice inform their professional learning process concerning mathematics-for-teaching? Two other key questions also guided the study: What processes support teachers' professional learning of content-for-teaching? What conditions support teachers' professional learning of content-for-teaching? The study followed an interpretive phenomenological approach to collect data using a purposive sampling of teachers as participants. The researcher conducted interviews and followed an interpretive approach to data analysis to investigate how teachers construct meaning and create interpretations through their social interactions. The study developed a model of professional learning made up of 3 processes, informing with resources, engaging with students, and visualizing and schematizing in which the participants engaged and 2 conditions, ownership and community that supported the 3 processes. The 3 processes occur in ways that are complex, recursive, nonpredictable, and contextual. This model provides a framework for facilitators and leaders to plan for effective, content-relevant professional learning by placing teachers, students, and their learning at the heart of professional learning.

Identification of the Learning Styles in the Students of Exercise Physiology in the Rehabilitation and Human Development Faculty

The object of this study is to identify the learning styles (LS) used by the students of the subject of physiology of the exercise of the program of Physiotherapy, with the purpose of establishing a direct relationship later on between the learning styles and the possible pedagogic strategies that but they favor the compression of the physiology of the exercise 48 subject of second and third year of career they were interviewed through the instrument standardized compound number (CHAEA). This study carried out an analysis descriptive and of typical deviation of the data. They were differences statistically significant in the styles of active and reflexive learning, in front of the Theoretical and pragmatic styles what puts in evidence the necessity to generate pedagogic strategies inside the subject that this chord with the tendency of the active and reflexive learning of the students.

Field trials to assess the uptake of arsenic by vegetables from contaminated soils and soil remediation with iron oxides

The uptake of arsenic (As) by plants from contaminated soils presents a health hazard that may affect the use of agricultural and former industrial land. Methods for limiting the hazard are desirable. A proposed remediation treatment comprises the precipitation of iron (Fe) oxides in the contaminated soil by adding ferrous sulfate and lime. The effects on As bioavailability were assessed using a range of vegetable crops grown in the field. Four UK locations were used, where soil was contaminated by As from different sources. At the most contaminated site, a clay loam containing a mean of 748 mg As kg(-1) soil, beetroot, calabrese, cauliflower, lettuce, potato, radish and spinach were grown. For all crops except spinach, ferrous sulfate treatment caused a significant reduction in the bioavailability of As in some part of the crop. Application of ferrous sulfate in solution, providing 0.2% Fe oxides in the soil (0-10 cm), reduced As uptake by a mean of 22%. Solid ferrous sulfate was applied to give concentrations of 0.5% and 1% Fe oxides: the 0.5% concentration reduced As uptake by a mean of 32% and the 1% concentration gave no significant additional benefit. On a sandy loam containing 65 mg As kg(-1) soil, there was tentative evidence that ferrous sulfate treatment up to 2% Fe oxides caused a significant reduction in lettuce As, but calabrese did not respond. At the other two sites, the effects of ferrous sulfate treatment were not significant, but the uptake of soil As was low in treated and untreated soils. Differences between sites in the bioavailable fraction of soil As may be related to the soil texture or the source of As. The highest bioavailability was found on the soil which had been contaminated by aerial deposition and had a high sand content. (C) 2003 Elsevier Science B.V. All rights reserved.