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  1. Attention Need Not Always Apply: Mind Wandering Impedes Explicit but Not Implicit Sequence Learning.Samuel Murray, Nicholaus Brosowsky, Jonathan Schooler & Paul Seli - 2021 - Cognition 209:104530.
    According to the attentional resources account, mind wandering (or “task-unrelated thought”) is thought to compete with a focal task for attentional resources. Here, we tested two key predictions of this account: First, that mind wandering should not interfere with performance on a task that does not require attentional resources; second, that as task requirements become automatized, performance should improve and depth of mind wandering should increase. Here, we used a serial reaction time task with implicit- and explicit-learning groups to test (...)
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  2. Designing Training to Shorten Time to Proficiency: Online, Classroom and On-the-Job Learning Strategies From Research.Raman K. Attri - 2019 - Singapore: peed To Proficiency Research: S2Pro©.
    This book deals with solving a pressing organizational challenge of bringing employees up to speed faster. In the fast-paced business world, organizations need faster readiness of employees to handle the complex responsibilities of their jobs. The author conducted an extensive doctoral research study with 85 global experts across 66 project cases to explore the practices and strategies that were proven to reduce time to proficiency of employees in a range of organizations worldwide. This book provides the readers with a first-hand (...)
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  3. A Study on the Teacher-Student Relationship and its Impact on the Behaviour of High School Students.Gururaj Itagi - 2019 - International Journal of Case Studies in Business, IT, and Education (IJCSBE) 3 (1):28-34.
    High school students are in the stage of Adolescence and it is the time for developing independence. Typically, adolescents exercise their independence by questioning and sometimes by breaking rules. Parents and teachers must play a major role in supporting & influencing the children positively by their ethical & appropriate approaches. Teachers in school as well as parent at home, often wonder how to disciple a child and to mould their behaviour so to bring up the child with virtues. Although some (...)
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  4. Bottom-Up and Top-Down Factors of Motion Direction Learning Transfer.Yang Zhang, Yan-Fang Yuan, Xun He & Gong-Liang Zhang - 2019 - Consciousness and Cognition 74:102780.
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  5. Accelerate Your Leadership Development in Training Domain: Proven Success Strategies for New Training & Learning Managers.Raman K. Attri - 2018 - Singapore: Speed To Proficiency Research: S2Pro©.
    This book is a comprehensive source of guidance for individual contributors who have just transitioned (or about to transition) to new roles in training domain such as training managers, learning managers or instructional design manager or any such roles to accelerate their leadership in training domain. The book describes S2Pro© Model of Strategic Competencies for Training and Learning Management Function, developed out of years of practice and research, which proposes a framework for accelerating leadership and management development path of new (...)
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  6. Modelling Accelerated Proficiency in Organisations: Practices and Strategies to Shorten Time-to-Proficiency of the Workforce.Raman K. Attri - 2018 - Dissertation, Southern Cross University
    This study aimed to explore practices and strategies that have successfully reduced time-to-proficiency of the workforce in large multinational organisations and develop a model based on them. The central research question of this study was: How can organisations accelerate time-to-proficiency of employees in the workplace? The study addressed three aspects: the meaning of accelerated proficiency, as seen by business leaders; the business factors driving the need for shorter time-to-proficiency and benefits accrued from it; and practices and strategies to shorten time-to-proficiency (...)
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  7. Training Effectiveness Measurement for Large Scale Programs - Demystified: A 4-Tier Practical Model for Technical Training Managers.Raman K. Attri - 2018 - Singapore: Speed To Proficiency Research: S2Pro©.
    This book addresses the challenges typical technical training managers, and other technical managers face in justifying the return on investment of their programs, particularly for large-scale, investment-intensive programs. This book describes a very intuitive and practical model for the measurement of the effectiveness of technical training programs. The book is based on a 4-tier Return on Effectiveness (ROE) model developed through years of research, observation, and experience. The ROE model uses four simple indices: training reaction index, improvement index, effectiveness index, (...)
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  8. The Models of Skill Acquisition and Expertise Development: A Quick Reference of Summaries.Raman K. Attri - 2018 - Singapore: Speed To Proficiency Research: S2Pro©.
    The book offers condensed summaries of twenty-three major models of skill acquisition and expertise development presented by leading researchers during the last half a century of classic and new research. This book presents new researchers in learning, training, cognitive sciences or education disciplines with a big picture starting point for their literature review journey. The book presents an easy to understand taxonomy of twenty-three models which can give new researchers a good bird’s eye view of existing models and theories, based (...)
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  9. Perceptual Learning: The Flexibility of the Senses.Kevin Connolly - 2018 - OUP USA.
    Experts from wine tasters to radiologists to bird watchers have all undergone perceptual learning-long-term changes in perception that result from practice or experience. Philosophers have been discussing such cases for centuries, from the 14th-century Indian philosopher Vedanta Desika to the 18th-century Scottish philosopher Thomas Reid, and into contemporary times. -/- This book uses recent evidence from psychology and neuroscience to show that perceptual learning is genuinely perceptual, rather than post-perceptual. It also offers a taxonomy for classifying cases in the philosophical (...)
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  10. Excavating the Origins of the Learning Pyramid Myths.Kåre Letrud & Sigbjørn Hernes - 2018 - Cogent 1 (5).
    The family of cognitive models sometimes referred to as the “Learning Pyramid” enjoys a considerable level of authority within several areas of educational studies, despite that nobody knows how they originated or whether they were supported by any empirical evidence. This article investigates the early history of these models. Through comprehensive searches in digital libraries, we have found that versions of the Learning Pyramids have been part of educational debates and practices for more than 160 years. These findings demonstrate that (...)
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  11. Can Bootstrapping Explain Concept Learning?Jacob Beck - 2017 - Cognition 158:110–121.
    Susan Carey's account of Quinean bootstrapping has been heavily criticized. While it purports to explain how important new concepts are learned, many commentators complain that it is unclear just what bootstrapping is supposed to be or how it is supposed to work. Others allege that bootstrapping falls prey to the circularity challenge: it cannot explain how new concepts are learned without presupposing that learners already have those very concepts. Drawing on discussions of concept learning from the philosophical literature, this article (...)
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  12. Mathematical Thinking Undefended on The Level of The Semester for Professional Mathematics Teacher Candidates. Toheri & Widodo Winarso - 2017 - Munich University Library.
    Mathematical thinking skills are very important in mathematics, both to learn math or as learning goals. Thinking skills can be seen from the description given answers in solving mathematical problems faced. Mathematical thinking skills can be seen from the types, levels, and process. Proportionally questions given to students at universities in Indonesia (semester I, III, V, and VII). These questions are a matter of description that belong to the higher-level thinking. Students choose 5 of 8 given problem. Qualitatively, the answers (...)
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  13. Multisensory Perception as an Associative Learning Process.Kevin Connolly - 2014 - Frontiers in Psychology 5:1095.
    Suppose that you are at a live jazz show. The drummer begins a solo. You see the cymbal jolt and you hear the clang. But in addition seeing the cymbal jolt and hearing the clang, you are also aware that the jolt and the clang are part of the same event. Casey O’Callaghan (forthcoming) calls this awareness “intermodal feature binding awareness.” Psychologists have long assumed that multimodal perceptions such as this one are the result of a subpersonal feature binding mechanism (...)
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  14. Explanations, Mechanisms, and Developmental Models: Why the Nativist Account of Early Perceptual Learning is Not a Proper Mechanistic Model.Ljiljana Radenovic - 2013 - Filozofija I Društvo 24 (4):161-180.
    In the last several decades a number of studies on perceptual learning in early infancy have suggested that even infants seem to be sensitive to the way objects move and interact in the world. In order to explain the early emergence of infants? sensitivity to causal patterns in the world some psychologists have proposed that core knowledge of objects and causal relations is innate. The goal of this paper is to examine the nativist developmental model by investigating the criteria that (...)
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  15. Portable Causal Dependence: A Tale of Consilience.Christopher Hitchcock - 2012 - Philosophy of Science 79 (5):942-951.
    This article describes research pursued by members of the McDonnell Collaborative on Causal Learning. A number of members independently converged on a similar idea: one of the central functions served by claims of actual causation is to highlight patterns of dependence that are highly portable into novel contexts. I describe in detail how this idea emerged in my own work and also in that of the psychologist Tania Lombrozo. In addition, I use the occasion to reflect on the nature of (...)
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  16. Causation: Interactions Between Philosophical Theories and Psychological Research.James Woodward - 2012 - Philosophy of Science 79 (5):961-972.
  17. Statistical Learning of Complex Questions.Hartmut Fitz - 2010 - In S. Ohlsson & R. Catrambone (eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society. Cognitive Science Society. pp. 2692--2698.
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  18. Learning to Learn Causal Models.Charles Kemp, Noah D. Goodman & Joshua B. Tenenbaum - 2010 - Cognitive Science 34 (7):1185-1243.
    Learning to understand a single causal system can be an achievement, but humans must learn about multiple causal systems over the course of a lifetime. We present a hierarchical Bayesian framework that helps to explain how learning about several causal systems can accelerate learning about systems that are subsequently encountered. Given experience with a set of objects, our framework learns a causal model for each object and a causal schema that captures commonalities among these causal models. The schema organizes the (...)
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  19. The Architecture of Belief: An Essay on the Unbearable Automaticity of Believing.Eric Mandelbaum - 2010 - Dissertation, UNC-Chapel Hill
    People cannot contemplate a proposition without believing that proposition. A model of belief fixation is sketched and used to explain hitherto disparate, recalcitrant, and somewhat mysterious psychological phenomena and philosophical paradoxes. Toward this end I also contend that our intuitive understanding of the workings of introspection is mistaken. In particular, I argue that propositional attitudes are beyond the grasp of our introspective capacities. We learn about our beliefs from observing our behavior, not from introspecting our stock beliefs. -/- The model (...)
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  20. Learning From Examples Does Not Prevent Order Effects in Belief Revision.Frank E. Ritter, Josef F. Krems & Martin R. K. Baumann - 2010 - Thinking and Reasoning 16 (2):98-130.
    A common finding is that information order influences belief revision (e.g., Hogarth & Einhorn, 1992). We tested personal experience as a possible mitigator. In three experiments participants experienced the probabilistic relationship between pieces of information and object category through a series of trials where they assigned objects (planes) into one of two possible categories (hostile or commercial), given two sequentially presented pieces of probabilistic information (route and ID), and then they had to indicate their belief about the object category before (...)
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  21. Is Self-Explanation Always Better? The Effects of Adding Self-Explanation Prompts to an English Grammar Tutor.Ruth Wylie, Kenneth R. Koedinger & Teruko Mitamura - 2009 - In N. A. Taatgen & H. van Rijn (eds.), Proceedings of the 31st Annual Conference of the Cognitive Science Society. pp. 1300--1305.
  22. Applying Self-Directed Anticipative Learning to Science I: Agency, Error, and the Interactive Exploration of Possibility Space in Early Ape-Langugae Research.Robert P. Farrell & C. A. Hooker - 2007 - Perspectives on Science 15 (1):87-124.
    : The purpose of this paper and its sister paper (Farrell and Hooker, b) is to present, evaluate and elaborate a proposed new model for the process of scientific development: self-directed anticipative learning (SDAL). The vehicle for its evaluation is a new analysis of a well-known historical episode: the development of ape-language research. In this first paper we outline five prominent features of SDAL that will need to be realized in applying SDAL to science: 1) interactive exploration of possibility space; (...)
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  23. Causal Learning: Psychology, Philosophy, and Computation.Alison Gopnik & Laura Schulz (eds.) - 2007 - Oxford University Press.
    Understanding causal structure is a central task of human cognition. Causal learning underpins the development of our concepts and categories, our intuitive theories, and our capacities for planning, imagination and inference. During the last few years, there has been an interdisciplinary revolution in our understanding of learning and reasoning: Researchers in philosophy, psychology, and computation have discovered new mechanisms for learning the causal structure of the world. This new work provides a rigorous, formal basis for theory theories of concepts and (...)
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  24. Extending Statistical Learning Farther and Further: Long-Distance Dependencies, and Individual Differences in Statistical Learning and Language.Jennifer B. Misyak & Morten H. Christiansen - 2007 - In McNamara D. S. & Trafton J. G. (eds.), Proceedings of the 29th Annual Cognitive Science Society. Cognitive Science Society. pp. 1307--1312.
  25. Interventionist Theories of Causation in Psychological Perspective.Jim Woodward - 2007 - In Alison Gopnik & Laura Schulz (eds.), Causal Learning: Psychology, Philosophy, and Computation. Oxford University Press. pp. 19--36.
  26. Causal Models: How People Think About the World and its Alternatives.Steven Sloman - 2005 - OUP.
    This book offers a discussion about how people think, talk, learn, and explain things in causal terms in terms of action and manipulation. Sloman also reviews the role of causality, causal models, and intervention in the basic human cognitive functions: decision making, reasoning, judgement, categorization, inductive inference, language, and learning.
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  27. Verbal and Behavioral Learning in a Probability Compounding Task.Daniel John Zizzo - 2003 - Theory and Decision 54 (4):287-314.
    The conjunction fallacy occurs whenever probability compounds are thought of as more likely than its component probabilities alone. In the experiment we present, subjects chose between simple and compound lotteries after some practice. Depending on the condition, they were given more or less information about the nature of probability compounds. The conjunction fallacy was surprisingly robust. There was, however, a puzzling dissociation between verbal and behavioral learning: verbal responses were sensitive, but actual choices entirely insensitive, to the amount of verbal (...)
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  28. Knowledge Mediates the Timeframe of Covariation Assessment in Human Causal Induction.Marc J. Buehner & Jon May - 2002 - Thinking and Reasoning 8 (4):269 – 295.
    How do humans discover causal relations when the effect is not immediately observable? Previous experiments have uniformly demonstrated detrimental effects of outcome delays on causal induction. These findings seem to conflict with everyday causal cognition, where humans can apparently identify long-term causal relations with relative ease. Three experiments investigated whether the influence of delay on adult human causal judgements is mediated by experimentally induced assumptions about the timeframe of the causal relation in question, as suggested by Einhorn and Hogarth (1986). (...)
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  29. Delay-Reduction Theory--The Case for Temporal Context: Comment on Grace and Savastano.Edmund Fantino - 2000 - Journal of Experimental Psychology: General 129 (4):444-446.
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  30. Knowledge Acquisition and Education.M. C. Wittrock - 2000 - Journal of Mind and Behavior 21 (1-2):205-212.
    Since antiquity, theories of knowledge have had fundamental impacts on understanding the design of the conditions of learning and teaching. As represented in this special issue, these theories may be divided into structural, functional, and biofunctional. Structural models have contributed to knowledge about the organization of information stored in memory. Functional models have contributed to our understanding of how learning occurs and how it can be facilitated. Functional and biofunctional approaches have much in common but differ in their assumptions about (...)
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  31. Delay-Reduction Theory: Straddling the Functional-Mechanism Continuum.Edmund Fantino & Nureya Abarca - 1987 - Behavioral and Brain Sciences 10 (2):317-318.
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  32. Delay Reduction: A Field Guide for Optimal Foragers?Peter R. Killeen - 1985 - Behavioral and Brain Sciences 8 (2):341-342.
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  33. Knowledge Utilization in the Science of Teaching: Traditional Models and New Perspectives?Ewald Terhart & Heiner Drerup - 1981 - British Journal of Educational Studies 29 (1):9 - 18.
    (1981). Knowledge utilization in the science of teaching: Traditional models and new perspectives. British Journal of Educational Studies: Vol. 29, No. 1, pp. 9-18.
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  34. Effects of Variable-Irrelevant Dimensions on the Discrimination Reversal Learning of Nursery School Children.J. Dennis Nolan & Leah V. Pendarvis - 1970 - Journal of Experimental Psychology 86 (3):428.
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  35. Spontaneous Recovery and Statistical Learning Theory.Lloyd E. Homme - 1956 - Journal of Experimental Psychology 51 (3):205.
  36. Models of Science and Technology in Teaching Children to Read.Constance Weaver - unknown - Proceedings of the Heraclitean Society 12.
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  37. Scared Stiff - Church-Authored Pedagogic Faith; Associated Abuses, a Documentary, PART TWO (2016, Re-Edited May 2017) AFRAID TO TALK.Kai Soerfjord - manuscript
  38. Scared Stiff - Church-Authored Pedagogic Faith; Associated Abuses, a Documentary, PART THREE (2016, Re-Edited May 2017) SHOUTER MOB-OPERATOR, TAUGHT MOBBING IN ED-SCI.Kai Soerfjord - manuscript