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
にゃもし