Sequence Learning Under Uncertainty in Children: Self-Reflection vs. Self-Assertion

Sequence Learning Under Uncertainty in Children: Self-Reflection vs. Self-Assertion

We know that stochastic feedback impairs children's associative stimulus-response (S-R) learning (Crone et al., 2004a; Eppinger et al., 2009), but the impact of stochastic feedback on sequence learning that involves deductive reasoning has not been not tested so far. In the current study, 8- to 11-year-old children (N = 171) learned a sequence of four left and right button presses, LLRR, RRLL, ...

Fusion-Reflection Self-Supervised Learning

By analyzing learning from the perspective of knowledge acquisition , a number of common limitations are overcome. Modeling efficacy is proposed as an empirical measure of knowledge, providing a concrete, mathematical means of “acquiring knowledge” via gradient ascent. A specific network architecture is described, a hierarchical analog of node-labeled Hidden Markov Models, and its evaluation an...

Reflection in work-based learning: self-regulation or self-liberation?

Self-modeling and Self-reflection of E-learning Communities

Numerous e-learning communities die over the course of time as they do not manage to adapt themselves to the changes of the community environment. We support the communities by providing possible solutions to problems the communities deal with. Firstly, we model communities and their environments and analyse them. As a result, the comparison of communities, environments and their evolution is p...

Self-Assertion versus Self-Recognition: A Tribute to

Ten years ago, a group of researchers, led by Francisco Varela, were proposing an alternative vision of the immune system main behavior and function. I was part of this group. This new vision saw the immune system not as behaving distinctively with self and non-self or according to any dichotomy imposed a priori and from outside (the self-recognition vision), but rather as behaving in a unique ...