Synesthetic experiences enhance unconscious learning

Synesthesia is characterized by consistent extra perceptual experiences in response to normal sensory input. Recent studies provide evidence for a specific profile of enhanced memory performance in synesthesia, but focus exclusively on explicit memory paradigms for which the learned content is consciously accessible. In this study, for the first time, we demonstrate with an implicit memory paradigm that synesthetic experiences also enhance memory performance relating to unconscious knowledge.

Contribución al diseño y modelado de plataformas de gestión e impartición de titulaciones conjuntas en ambientes de e-learning

Las Tecnologías de la Información y de las Comunicaciones, ofrecen una buena oportunidad para el desarrollo de comunidades virtuales de aprendizaje, especialmente en el caso de las titulaciones conjuntas entre organizaciones. Estas comunidades permiten a las organizaciones aprovechar mejor las oportunidades de aprendizaje que brindan las tecnologías de Internet, aportando mejores contenidos y experiencias de aprendizaje (Recursos de aprendizaje) tanto para los profesores como para los alumnos. Sin embargo, actualmente no existe una tecnología clara con la que poder federar plataformas de gestión e impartición de titulaciones virtuales (LMS), con la que dar un adecuado soporte a las titulaciones conjuntas. En este trabajo, se presenta una metodología y una arquitectura de federación de plataformas LMS para poder gestionar titulaciones conjuntas en ambiente de e-learning. Actualmente, existe escaso conocimiento acerca de los problemas que están imposibilitando la utilización de estos escenarios. Por ello, este trabajo se presenta como una solución para los miembros de la comunidad (directores, docentes, investigadores y estudiantes), ofreciendo un marco conceptual, que ayuda a entender estos escenarios e identifica los requisitos de diseño que son útiles para generar servicios de aprendizaje accesibles a los miembros de la comunidad (Grid de recursos de aprendizaje) y para integrar los LMS en una nube de titulaciones conjuntas en ambientes de e-learning. Así mismo, en el presente documento se presentan varias experiencias, en las que se han implementado comunidades virtuales de aprendizaje en la ciudad de Cartagena de Indias (Colombia), que han servido para inspirar y validar la solución propuesta en este trabajo. ABSTRACT Information and communication technologies offer a great opportunity for the development of virtual learning communities, like as joint degrees between Organizations. Virtual Learning Communities allow organizations to be more cooperative during training activities via the Internet, with the provision of their learning expertise (learning resource). Internet enables multiple organizations to share their learning expertise with others. In these cooperative knowledge spaces, each organization contributes with their partners providing learning resources that they offer to students and teachers. However, currently there is no clear technology with which to federate Learning Management Systems (LMS) to give adequate support to joint degrees. In this work, we present a description of the problems that would face the generation of the Joint degrees in e-learning environments. Currently little is known about the problems that prevent the formation of virtual learning communities generated from the experience contributed by multiple organizations, so, this work is important for community members (Directors, Teachers, Researchers and practitioners) because it offers a conceptual framework that helps understand these scenarios and can provide useful design requirements when generating learning services for the community (Grid of Learning Resources) and to integrate the LMS in a cloud of joint degrees in e-learning environments. We also propose various experiences in which virtual learning communities have been integrated in Cartagena de Indias (Colombia) which have served to inspire and validate the solution proposed in this paper.

Diffusion Gradient Temporal Difference for Cooperative Reinforcement Learning with Linear Function Approximation

We introduce a diffusion-based algorithm in which multiple agents cooperate to predict a common and global statevalue function by sharing local estimates and local gradient information among neighbors. Our algorithm is a fully distributed implementation of the gradient temporal difference with linear function approximation, to make it applicable to multiagent settings. Simulations illustrate the benefit of cooperation in learning, as made possible by the proposed algorithm.

What We Are Learning About the Diverse Backgrounds of Academic Library Users: An Overview of Research Designs and Methods in Information Behaviour Studies

Academic libraries increasingly serve a more diverse population of users not only in regard to race and ethnicity, but also to age, gender, language, sexual orientation, and national and cultural backgrounds. This papers reports the findings of the study that explored information behaviour research as a potential source of information about diversity of academic library users and examined the relationship between the use of different research designs and data collection methods and the information gathered about users’ diverse backgrounds. The study found that information behaviour research offers limited insight into the diversity of academic library users. The choice of a research design was not critical but the use of multiple data collection played a role in gathering information about culturally diverse users.

Arginine vasotocin regulation of interspecific cooperative behaviour in a cleaner fish

In an interspecific cooperative context, individuals must be prepared to tolerate close interactive proximity to other species but also need to be able to respond to relevant social stimuli in the most appropriate manner. The neuropeptides vasopressin and oxytocin and their non-mammalian homologues have been implicated in the evolution of sociality and in the regulation of social behaviour across vertebrates. However, little is known about the underlying physiological mechanisms of interspecific cooperative interactions. In interspecific cleaning mutualisms, interactions functionally resemble most intraspecific social interactions. Here we provide the first empirical evidence that arginine vasotocin (AVT), a non-mammalian homologue of arginine vasopressin (AVP), plays a critical role as moderator of interspecific behaviour in the best studied and ubiquitous marine cleaning mutualism involving the Indo-Pacific bluestreak cleaner wrasse Labroides dimidiatus. Exogenous administration of AVT caused a substantial decrease of most interspecific cleaning activities, without similarly affecting the expression of conspecific directed behaviour, which suggests a differential effect of AVT on cleaning behaviour and not a general effect on social behaviour. Furthermore, the AVP-V1a receptor antagonist (manning compound) induced a higher likelihood for cleaners to engage in cleaning interactions and also to increase their levels of dishonesty towards clients. The present findings extend the knowledge of neuropeptide effects on social interactions beyond the study of their influence on conspecific social behaviour. Our evidence demonstrates that AVT pathways might play a pivotal role in the regulation of interspecific cooperative behaviour and conspecific social behaviour among stabilized pairs of cleaner fish. Moreover, our results suggest that the role of AVT as a neurochemical regulator of social behaviour may have been co-opted in the evolution of cooperative behaviour in an interspecific context, a hypothesis that is amenable to further testing on the potential direct central mechanism involved.

The functions of experimental participatory experiences in the learning-teaching process /

Mode of access: Internet.

Experiences and practices of placement offices of institutions of higher learning in Illinois with regard to job placement of members of minority groups.

Mode of access: Internet.

Music in everyday living and learning; ways of integrating music with other experiences, a report.

Mode of access: Internet.

Scaffolding and bilingual shared reading experiences: Promoting primary school students' learning and development

This paper explores the connections between scaffolding, second language learning and bilingual shared reading experiences. A socio- cultural theory of cognition underpins the investigation, which involved implementing a language and culture awareness program (LCAP) in a year 4 classroom and in the school community. Selected passages from observations are used to analyse the learning of three students, particularly in relation to languages other than English (LOTE). As these three case study students interacted in the classroom, at home and in the community, they co-constructed, appropriated and applied knowledge form one language to another. Through scaffolding, social spaces were constructed, where students learning and development were extended through a variety of activities that involved active participation, such as experimenting with language, asking questions and making suggestions. Extending these opportunities for student learning and development is considered in relation to creating teaching and learning environments that celebrate socio-cultural and linguistic diversity.