Learning of Concepts: A Review of Relevant Advances Since 2010 and Its Inspirations for Teaching

This article reviews the psychological and neuroscience achievements in concept learning since 2010 from the perspectives of individual learning and social learning,and discusses several issues related to concept learning,including the assistance of machine learning about concept learning.In terms of individual learning,current evidence shows that the brain tends to process concrete concepts through typical features(shared features);and for abstract concepts,semantic processing is the most important cognitive way.In terms of social learning,interpersonal neural synchrony(INS)is considered the main indicator of efficient knowledge transfer(such as teaching activities between teachers and students),but this phenomenon only broadens the channels for concept sources and does not change the basic mode of individual concept learning.Ultimately,this article argues that the way the human brain processes concepts depends on the concept’s own characteristics,so there are no“better”strategies in teaching,only more“suitable”strategies.

A Study on the Learning Progressions of Understanding the Core Concepts of Kinetic Energy in High School

Learning progressions divide the logical system of a subject into ordered and continuously developing levels that are suitable for the cognitive development level of students,which plays an important role in understanding students’learning process.This paper focuses on the theme of“kinetic energy”in high school physics as the research object.Firstly,the concept map was used to represent the relationship between knowledge,and then five core concepts were selected based on the opinions of high school teachers.Secondly,the test tools were compiled and tested based on the relevant test questions.Finally,the paper analyzed the results based on the Rasch model,clarified students’cognitive development level of“kinetic energy”and constructed the learning progressions of“kinetic energy”based on the logical order of subject knowledge.The research provides theoretical and methodological support for the study of other subjects and learning progressions,and provides a valuable reference for high school teachers to effectively carry out the instruction of“kinetic energy.”

Effects of Media and Distributed Information on Collaborative Concept-Learning

The present study explores the effects of media and distributed information on the performance of remotely located pairs of people′s completing a concept-learning task. Sixty pairs performed a concept-learning task using either audio-only or audio-plus-video for communication. The distribution of information includes three levels: with totally same information, with partly same information, and with totally different information. The subjects′ primary psychological functions were also considered in this study. The results showed a significant main effect of the amount of information shared by the subjects on the number of the negative instances selected by the subjects, and a significant main effect of media on the time taken by the subjects to complete the task.

Transformative learning in nursing education: A concept analysis

Objective:There is vast literature on transformative learning,which is an important aspect of nursing education,but its meaning remains unclear.It is therefore important to clarify the meaning of transformative learning,identify its attributes,antecedents and consequences to increase its use in nursing education,practice and research.Methods:Walker and Avant's method was used,and the process provided a structured way to analyse the concept of'transfonnative leaming'.Nursing education dictionaries,encyclopaedias,conference papers,research articles,dissertations,theses,journal articles,thesauri and relevant books through the database library and intemet searches were reviewed.One hundred and two literature sources were reviewed,and data saturation was reached.Results:The results of the concept analysis of transformative learning within the context of nursing education identified three categories,namely,1)Antecedents as cognitive and affective perspective,democratic education principles and inspiration;2)Process through three phases,namely i)awareness through self-reflection,ii)the meaningful interactive,integrative and democratic construction process,and iii)metacognitive reasoning abilities;and 3)Outcomes.A theoretical definition of transformative learning was formulated.Theoretical validity was ensured.Conclusion:The results of the concept analysis of transformative learning were used to describe a model to facilitate transformative learning within the context of nursing education.

An Environmental Learning Support System Incorporating the Life Cycle Concept

The need for environmental education, which incorporates the life cycle concept into the learning program, will become increasingly greater all over the world. In the present study, an e-learning system, which is made up of 3 parts including text-based learning materials, quizzes to review the content of the learning materials and CO2 emission simulation, was designed and developed with the purpose of supporting environmental learning. Targeting a wide range of people, the operation period of this system was 1 month. Based on the results of questionnaire survey for users, it was evident that the quiz function and the simulation function of CO2 emission contributed to the efficiency in environmental learning, and the format of the e-learning system was effective and helpful for environmental learning. Additionally, with the users’ awareness related to environmental conservation before and after using the system, significant changes in awareness were seen in areas such as behavioral intention, sense of urgency and sense of connection. Furthermore, as it was revealed that 62% of the total access numbers were from mobile devices, it was effective to prepare an interface optimized for mobile devices enabling users to use the system from their smartphones and tablet PCs.

An Analysis of Conceptions of Learning English Among College Students in China

In the field of second language acquisition, an increasing amount of research has been conducted on learner＇s beliefs. Few empirical studies, however, have been focused on students＇ conceptions of learning English （COLE）. This study aims to assess conceptions of learning particularly in the domain of English. Data were collected through the COLE questionnaire among 284 college students in China. Seven factors of COLE are identified, such as ＂memorizing＂, ＂testing＂, ＂drill and practice＂, ＂increasing knowledge＂, ＂understanding＂, ＂application＂, and ＂seeing in a new way＂. These findings also provide some pedagogical implications for English language instructors and researchers.

The Development and Influence of RCPS Instructions to Promote Students＇ Scientific Learning Motivation and Scientific Concept Learning

This research aims at developing RCPS （revised creative problem solving） teaching model, besides the authors designed the instructions of chemical reaction to promote eight grade students＇ scientific learning motivation and scientific concept learning. We adopted quasi-experiment study, the experimental group and controlled group all 28 students were chose, go on the parameter is analyzed together compared with textbook instructions, scale of scientific learning motivation and test of scientific conception learning were used for the two groups in prior test and post test, then they used statistical ANCOVA （analysis of covariance） to analyze the differences between the two teaching models. The result of this study finds that RCPS teaching model improved student＇s scientific learning motivation and learning scientific concept was superior to textbook instructions in controlled group, p = 0.001 （〈 0.01）, and all with high experimental treatment effects （〉 0.14）. The study also proposes that when RCPS teaching model was applied to scientific concept teaching, RCPS teaching model should be joined the conception introducing stage, and pay attention to students＇ scientific learning motivation.

DEBRA: On the Unsupervised Learning of Concept Hierarchies from (Literary) Text

With this work, we introduce a novel method for the unsupervised learning of conceptual hierarchies, or concept maps as they are sometimes called, which is aimed specifically for use with literary texts, as such distinguishing itself from the majority of research literature on the topic which is primarily focused on building ontologies from a vast array of different types of data sources, both structured and unstructured, to support various forms of AI, in particular, the Semantic Web as envisioned by Tim Berners-Lee. We first elaborate on mutually informing disciplines of philosophy and computer science, or more specifically the relationship between metaphysics, epistemology, ontology, computing and AI, followed by a technically in-depth discussion of DEBRA, our dependency tree based concept hierarchy constructor, which as its name alludes to, constructs a conceptual map in the form of a directed graph which illustrates the concepts, their respective relations, and the implied ontological structure of the concepts as encoded in the text, decoded with standard Python NLP libraries such as spaCy and NLTK. With this work we hope to both augment the Knowledge Representation literature with opportunities for intellectual advancement in AI with more intuitive, less analytical, and well-known forms of knowledge representation from the cognitive science community, as well as open up new areas of research between Computer Science and the Humanities with respect to the application of the latest in NLP tools and techniques upon literature of cultural significance, shedding light on existing methods of computation with respect to documents in semantic space that effectively allows for, at the very least, the comparison and evolution of texts through time, using vector space math.

Consumer Purchase Behavior based on product concept learning

Form consumer learning perspective, a theoretical analysis of the structure of brand knowledge is gave. Product concepts will be transformed into knowledge nodes, association links and affective response which are stored in consumer memory. Consumer brand knowledge is composed of brand awareness, brand image and brand attitude. Data are collected from questionnaire. The structure of brand knowledge is confirmed by exploratory factor analysis. Form a binary logistic regression analysis of brand knowledge and consumer purchase behavior, it found that brand attitude is the main factor to predict and explain the purchase behavior based on product concepts.

Concept Learning in Neuromorphic Vision Systems: What Can We Learn from Insects?

Vision systems that enable collision avoidance, localization and navigation in complex and uncertain environments are common in biology, but are extremely challenging to mimic in artificial electronic systems, in particular when size and power limitations apply. The development of neuromorphic electronic systems implementing models of biological sensory-motor systems in silicon is one promising approach to addressing these challenges. Concept learning is a central part of animal cognition that enables appropriate motor response in novel situations by generalization of former experience, possibly from a few examples. These aspects make concept learning a challenging and important problem. Learning methods in computer vision are typically inspired by mammals, but recent studies of insects motivate an interesting complementary research direction. There are several remarkable results showing that honeybees can learn to master abstract concepts, providing a road map for future work to allow direct comparisons between bio-inspired computing architectures and information processing in miniaturized “real” brains. Considering that the brain of a bee has less than 0.01% as many neurons as a human brain, the task to infer a minimal architecture and mechanism of concept learning from studies of bees appears well motivated. The relatively low complexity of insect sensory-motor systems makes them an interesting model for the further development of bio-inspired computing architectures, in particular for resource-constrained applications such as miniature robots, wireless sensors and handheld or wearable devices. Work in that direction is a natural step towards understanding and making use of prototype circuits for concept learning, which eventually may also help us to understand the more complex learning circuits of the human brain. By adapting concept learning mechanisms to a polymorphic computing framework we could possibly create large-scale decentralized computer vision systems, for example in the form of wireless sensor networks.

Concept and Feasibility of Offering Human Rights Courses in China's Institutions of Higher Learning

Doubtlessly, the term ＂human rights＂ has become a world language in the 21st century. China has written ＂The state respects and protects human rights＂ into its constitution, thus opening up a new period of constitutional construction and human rights cause. This great term ＂human rights＂ does not only contain specific rights that can be put into practice but also carry dignity, equality, freedom and other value systems and moral requirements.

学习科学视域下的e-Learning深度学习研究

深度学习是学习科学的主旨,也是现阶段所要破解的e-Learning难题,因此,对学习科学视域下的e-Learning深度学习进行研究,追溯起源,把握热点对推进e-Learning学习意义深远。在梳理e-Learning的现状及主要问题的基础之上,剖析了学习科学领域深度学习的重要性,以深度学习的内涵与特征、有意义学习是深度学习的主旨、高水平思维是深度学习的核心等理念为依据构建了e-Learning环境下深度学习分析模型,继而又以此为据,对e-Learning深度学习的研究现状进行述评。研究发现,为了进一步推动学习科学的发展,深度学习的研究必须在学习过程的评估与分析、情感体验等方面进一步加强,在研究方法与研究视角方面进行多角度创新,研究应该更精细深入,多进行相关的量化研究,以充分利用学习评估技术对深度学习的现状进行把脉。

一种采用渐进学习模式的SBS-CLearning分类算法

针对Learn++. NSE算法中多个基分类器之间相互独立、未利用前阶段学习结果辅助后续阶段学习而准确率较低的问题,借鉴人类的学习过程,优化Learn++. NSE算法内部的学习机制,转变基分类器的独立学习为渐进学习,提出了一种采用渐进学习模式的SBS-CLearning分类算法.分析了Learn++. NSE算法的不足.给出了SBS-CLearning算法的步骤,该算法在前阶段基分类器的基础之上先增量学习,再完成最终的加权集成.在测试数据集上对比分析了Learn++. NSE与SBSCLearning的分类准确率.试验结果表明:SBS-CLearning算法吸收了增量学习与集成学习的优势,相比Learn++. NSE提高了分类准确率.针对SEA人工数据集,SBS-CLearning,Learn++. NSE的平均分类准确率分别为0. 982,0. 976.针对旋转棋盘真实数据集,在Constant,Sinusoidal,Pulse环境下,SBS-CLearning的平均分类准确率分别为0. 624,0. 655,0. 662,而Learn++. NSE分别为0. 593,0. 633,0. 629.

论e-learning的概念与教学设计

探讨e-learning的意义 ,讨论了e-learning的基本概念 .对e-learning教学设计包括项目计划制定、项目内容确定、版面设计及效果测评等进行了系统的探索 .

E-Learning教学系统设计与实现

E-Learning在线学习方式是随着互联网的发展而兴起的一种全新学习方式。本文对E-Learning的概念及特点进行了阐述,并通过对拟建E-leaning教学系统的特点、总体功能设计、各功能模块及数据库设计等的论述,将E-Learning教学理念较好地应用于实践当中。

E-learning中基于Web的概念图协同创作系统研究

概念图是学生协作知识建构的一种有效支持工具,然而在Web环境下概念图的协同创作系统的研究却并不多见。鉴于此,文章通过对协作学习中概念图的理论研究,分析了概念图协作创建过程中学习者的认知过程,设计了基于概念图的协作知识建构的理论模型,设计了概念图协作创作系统的功能模型和动态模型,介绍了基于Flex和FMS技术的系统实现方案,讨论了系统功能和实现过程。文章的研究成果能丰富协作知识建构的理论研究,推进概念图在网络协作学习实践中的应用。

Study on English Vocabulary Learning Strategies of Non-English Majors

This research investigated English learning strategy use by Non-English majors in Guangxi.Students’self-reports and questionnaires are conducted to collect data.The analysis finds that students have difficulty with long-term memory and internalization of words.The most frequently used strategies are some determination,memory and cognitive strategies.Social and metacognitive strategies are used less.The findings indicate that there are no great differences in the use of most strategies between groups of different proficient levels.Suggestions are provided to teachers based on the findings.

An Exploration of the Concept of Learner Autonomy

The concept of learner autonomy is well known as very complex as many scholars put emphasis on differences between his ideas and others'. That no consensus has reached so far puzzles us. However, a good understanding of autonomy is the basis of putting development of autonomy into practice. Through examining common features of different concepts and explaining the relationship between autonomy and its related concepts, the highly condensed qualities of "relativity" and "duality" are put forward and some implications about specific ways of fostering autonomy in Chinese educational context are also discussed.

知识可视化在E-Learning中的应用研究

知识可视化是推动知识获取、吸收、传播和应用的催化剂。在"信息爆炸"的今天,E-Learning中知识的易得性和爆炸性使知识可视化应用于E-Learning环境中成为可能。通过阐述E-Learning面临的问题以及知识可视化的方法,提出将知识可视化的理念应用于E-Learning中,促使E-Learning发展成为更加人性化的、适合各种学习类型的可视化学习平台。

A Hybrid Genetic Algorithm for Supervised Inductive Learning

A novel algorithm is presented for supervised inductive learning by integrating a genetic algorithm with hot'tom-up induction process.The hybrid learning algorithm has been implemented in C on a personal computer(386DX/40).The performance of the algorithm has been evaluated by applying it to 11-multiplexer problem and the results show that the algorithm's accuracy is higher than the others[5,12, 13].