増田有華さんを応援しながら英語学習+α

増田有華ファンが英語学習に悪戦苦闘する日記

茂木健一郎著『最強英語脳を作る』を読みながら(2/3)


instrumental learning

(Psychology) a method of training in which the reinforcement is made contingent 
on the occurrence of the response.

(from Collins English Dictionary – Complete and Unabridged, 12th Edition 2014)

instrumental conditioning

(Psychology) a learning process in which behavior is modified by the reinforcing 
or inhibiting effect of its consequence.

(from Oxford Dictionary of English Free)

Oxford Dictionary of English Free,半額セールに踊らされて,発音付きにしてしまいました。orz

open-ended learning

What is Open-ended Learning Environments?
Open-ended learning refers to processes wherein the intents and purposes 
of the individuals are uniquely established and pursued 
(Hannafin, Hall, Land, & Hill, 1994)
Open-endedness refers to either the learning goal(s), the means through 
which learning are pursued, or both learning goals and means 
(Hannafin, Land & Oliver, 1999)


motor theory of speech perception

The motor theory of speech perception is the hypothesis that people perceive 
spoken words by identifying the vocal tract gestures with which they are 
pronounced rather than by identifying the sound patterns that speech generates.
It originally claimed that speech perception is done through a specialized module 
that is innate and human-specific. 
Though the idea of a module has been qualified in more recent versions of the 
theory, the idea remains that the role of the speech motor system is not only 
to produce speech articulations but also to detect them.
The hypothesis has gained more interest outside the field of speech perception 
than inside. 
This has increased particularly since the discovery of mirror neurons that link 
the production and perception of motor movements, 
including those made by the vocal tract.
The theory was initially proposed in the Haskins Laboratories in the 1950s by Alvin Liberman and Franklin S. Cooper, 
and developed further by Donald Shankweiler, Michael Studdert-Kennedy, Ignatius Mattingly, Carol Fowler and Douglas Whalen.

(from Wikipedia)


The Roles of the Caudate Nucleus in Human Classification Learning

Carol A. Seger and Corinna M. Cincotta
Journal of Neuroscience 16 March 2005, 25 (11) 2941-2951;

Abstract

The caudate nucleus is commonly active when learning relationships between 
stimuli and responses or categories. 
Previous research has not differentiated between the contributions to learning 
in the caudate and its contributions to executive functions such as feedback 
processing. 
We used event-related functional magnetic resonance imaging while participants 
learned to categorize visual stimuli as predicting “rain” or “sun.” 
In each trial, participants viewed a stimulus, indicated their prediction 
via a button press, and then received feedback. 
Conditions were defined on the bases of stimulus-outcome contingency 
(deterministic, probabilistic, and random) and feedback (negative and positive). 
A region of interest analysis was used to examine activity in the head of the 
caudate, body/tail of the caudate, and putamen. 
Activity associated with successful learning was localized in the body and tail 
of the caudate and putamen; this activity increased as the stimulus-outcome 
contingencies were learned. 
In contrast, activity in the head of the caudate and ventral striatum was associated most strongly with processing feedback and decreased across trials. 
The left superior frontal gyrus was more active for deterministic than probabilistic stimuli; conversely, extrastriate visual areas were more active for probabilistic 
than deterministic stimuli. Overall, hippocampal activity was associated with 
receiving positive feedback but not with correct classification. 
Successful learning correlated positively with activity in the body and tail of the 
caudate nucleus and negatively with activity in the hippocampus.


脳の中の部位が出てくるとまったくわからないですわ。orz


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