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Predictive Movements and Human Reinforcement Learning of Sequential Action
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de Kleijn, Roy; Kachergis, George; Hommel, Bernhard – Cognitive Science, 2018
Sequential action makes up the bulk of human daily activity, and yet much remains unknown about how people learn such actions. In one motor learning paradigm, the serial reaction time (SRT) task, people are taught a consistent sequence of button presses by cueing them with the next target response. However, the SRT task only records keypress…
Descriptors: Sequential Learning, Reinforcement, Psychomotor Skills, Reaction Time
Exploring the Factors That Affect the Intention to Use Collaborative Technologies: The Differing Perspectives of Sequential/Global Learners
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Huang, Yong-Ming – Australasian Journal of Educational Technology, 2015
The use of collaborative technologies in learning has received considerable attention in recent years, but few studies to date have examined the factors that affect sequential and global learners' intention to use such technologies. Previous studies have shown that the learners of different learning styles have different needs for educational…
Descriptors: Technology Uses in Education, Intention, Performance Factors, Sequential Learning
Student Academic Performance in Undergraduate Managerial-Accounting Courses
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Al-Twaijry, Abdulrahman Ali – Journal of Education for Business, 2010
The author's purpose was to identify potential factors possibly affecting student performance in three sequential management-accounting courses: Managerial Accounting (MA), Cost Accounting (CA), and Advanced Managerial Accounting (AMA) within the Saudi Arabian context. The sample, which was used to test the developed hypotheses, included 312…
Descriptors: Academic Achievement, Accounting, Undergraduate Students, Performance Factors
Content Structure and Instructional Control Strategies as Design Variables in Concept Acquisition.
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Tennyson, Carol L.; And Others – Journal of Educational Psychology, 1980
Senior high students who were given concepts simultaneously learned more than those who received concepts successively. A second variable, instructional control strategy, contrasted an adaptive (computer-assisted) control strategy with learner control. Performance was above the criterion level for the adaptive condition, but below it for learner…
Descriptors: Computer Assisted Instruction, Concept Formation, Concept Teaching, Content Analysis
Chunking Method of Teaching and Studying (III): Test Effects.
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Furukawa, James M.; Cohen, Nancy – 1979
The effects of specific testing procedures on learning were studied, using the chunking method of teaching and studying, which involves the learning of small units of information. The size of the unit is related to the student's cognitive processing capacity (CPC)--the amount of material recalled after a brief exposure. Subjects were undergraduate…
Descriptors: Academic Achievement, Cognitive Ability, Educational Testing, Grades (Scholastic)
The Effect of Direct Selection and Circular Scanning on Visual Sequential Recall.
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Mizuko, Mark; Esser, Joan – Journal of Speech and Hearing Research, 1991
This study, involving 20 normally developing 4-year olds, found no visual sequential recall differences between direct selection and scanning in task performance. However, subjects correctly recalled fewer sequential symbols represented by Blissymbols than by Picsyms, and recalled significantly fewer three-symbol sequences than two-symbol…
Descriptors: Communication Aids (for Disabled), Communication Skills, Difficulty Level, Nonverbal Communication