The Role of Ventral Tegmental Area and Nucleus Accumbens in the Kamin Blocking Effect

The overall aim of the research described in this thesis is to identify neural substrates underlying the Kamin blocking effect. This phenomenon is crucial for understanding of the neural mechanisms of associative learning. Kamin blocking refers to the finding that conditioned responding to a cue is attenuated when it is paired with a reinforcer in the presence of another cue which has previously been conditioned using that reinforcer. The blocking effect suggests that associative learning is driven by prediction errors, and is not based purely on temporal contiguity between events. In the context of appetitive classical conditioning, recent evidence suggests that the ventral tegmental area and the nucleus accumbens play a role in computing reward prediction error. The current study shows that blocking inhibition in the ventral tegmental area or inactivating the nucleus accumbens neurons during compound cue conditioning attenuates Kamin blocking. Inactivating the nucleus accumbens during single cue conditioning also attenuates Kamin blocking. Taken together, these findings suggest that inhibition in the ventral tegmental area, inhibitory output from the nucleus accumbens, and learning in the nucleus accumbens play crucial roles in the Kamin blocking effect. Previous studies show that dopamine transients track the theoretical reward prediction error during appetitive classical conditioning, and the reduction in the dopamine response evoked by the reward when it is expected has been suggested to play a role in the Kamin blocking effect. In support of this hypothesis, the current study also found that goal tracking rats, in which expected rewards have previously been shown to evoke a robust dopamine response, did not express the Kamin blocking effect. Conversely, sign trackers, in which expected rewards evoke a diminished dopamine response, expressed the blocking effect. These findings are discussed in relation to psychological theory of learning and the possible underlying neural mechanisms.Okinawa Institute of Science and Technology Graduate Universit

AN EXAMINATION OF THE IMPACT OF COMPUTER-BASED ANIMATIONS AND VISUALIZATION SEQUENCE ON LEARNERS' UNDERSTANDING OF HADLEY CELLS IN ATMOSPHERIC CIRCULATION

Research examining animation use for student learning has been conducted in the last two decades across a multitude of instructional environments and content areas. The extensive construction and implementation of animations in learning resulted from the availability of powerful computing systems and the perceived advantages the novel medium offered to deliver dynamic representations of complex systems beyond the human perceptual scale. Animations replaced or supplemented text and static diagrams of system functioning and were predicted to significantly improve learners' conceptual understanding of target systems. However, subsequent research has not consistently discovered affordances to understanding, and in some cases, has actually shown that animation use is detrimental to system understanding especially for content area novices (Lowe 2004; Mayer et al. 2005). This study sought to determine whether animation inclusion in an authentic learning context improved student understanding for an introductory earth science concept, Hadley Cell circulation. In addition, the study sought to determine whether the timing of animation examination improved conceptual understanding. A quasi-experimental pretest posttest design administered in an undergraduate science lecture and laboratory course compared four different learning conditions: text and static diagrams with no animation use, animation use prior to the examination of text and static diagrams, animation use following the examination of text and static diagrams, and animation use during the examination of text and static diagrams. Additionally, procedural data for a sample of three students in each condition were recorded and analyzed through the lens of self regulated learning (SRL) behaviors. The aim was to determine whether qualitative differences existed between cognitive processes employed. Results indicated that animation use did not improve understanding across all conditions. However learners able to employ animations while reading and examining the static diagrams and to a lesser extent, after reading the system description, showed evidence of higher levels of system understanding on posttest assessments. Procedural data found few differences between groups with one exception---learners given access to animations during the learning episode chose to examine and coordinate the representations more frequently. These results indicated a new finding from the use of animation, a sequence effect to improve understanding of Hadley Cells in atmospheric circulation

Introductory programming: a systematic literature review

As computing becomes a mainstream discipline embedded in the school curriculum and acts as an enabler for an increasing range of academic disciplines in higher education, the literature on introductory programming is growing. Although there have been several reviews that focus on specific aspects of introductory programming, there has been no broad overview of the literature exploring recent trends across the breadth of introductory programming. This paper is the report of an ITiCSE working group that conducted a systematic review in order to gain an overview of the introductory programming literature. Partitioning the literature into papers addressing the student, teaching, the curriculum, and assessment, we explore trends, highlight advances in knowledge over the past 15 years, and indicate possible directions for future research

What Drives Students' Loyalty-Formation in Social Media Learning Within a Personal Learning Environment Approach? The Moderating Role of Need for Cognition

Our study analyzes an educational experience based on the integrated use of social media within a higher education course under a personal learning environment approach and investigates the factors that determine students' loyalty to social media learning. We examined the moderating role of need for cognition (NFC) in students' formation of attitudes, satisfaction, and loyalty toward this learning experience. The results indicate that NFC has an influence on these variables, significantly moderating how loyalty toward social media learning is formed. For high-NFC students, satisfaction with the learning experience is the most important variable to explain loyalty; whereas for low-NFC students, attitudes have a stronger effect. Different strategies are suggested, according to the learners' NFC levels, for increasing the use of social media in personal learning environments. Practical implications for improving the integration of such informal resources into formal education are discussed.Junta de Andalucía – Programa Andaluz de I + D P12 SEJ 259

Anticipatory Mobile Computing: A Survey of the State of the Art and Research Challenges

Today's mobile phones are far from mere communication devices they were ten years ago. Equipped with sophisticated sensors and advanced computing hardware, phones can be used to infer users' location, activity, social setting and more. As devices become increasingly intelligent, their capabilities evolve beyond inferring context to predicting it, and then reasoning and acting upon the predicted context. This article provides an overview of the current state of the art in mobile sensing and context prediction paving the way for full-fledged anticipatory mobile computing. We present a survey of phenomena that mobile phones can infer and predict, and offer a description of machine learning techniques used for such predictions. We then discuss proactive decision making and decision delivery via the user-device feedback loop. Finally, we discuss the challenges and opportunities of anticipatory mobile computing.Comment: 29 pages, 5 figure

Defining Technology for Learning: Cognitive and Physical Tools of Inquiry

This essay explores definitions of technology and educational technology. The authors argue the following points: 1. Educational stakeholders, and the public at large, use the term technology as though it has a universally agreed upon definition. It does not, and how technology is defined matters. 2. For technology in schools to support student learning, it must to be defined in a way that describes technology as a tool for problem-solving. 3. Integration of technology, particularly when paired with teacher-centered practices, has the potential of reinforcing and heightening the negative consequences of a conception of learning that positions students as recipients of knowledge instead constructors of knowledge. Essay concludes with a call for leaders in the field of educational technology to provide guidance by adopting a definition that encapsulates the third point above