What’s the Point?: An Exploration of Students’ Motivation to Learn in a First-Year Seminar

This qualitative case study explores how undergraduate students and their instructor made meaning of students’ motivation to learn in a one-credit, pass/fail first-year seminar. The findings point to the importance of addressing structural motivational barriers and ensuring that instructors possess the instructional, motivational, and developmental strategies necessary to foster motivation

Social learning and information sharing: an evolutionary simulation model of foraging in Norway rats

Social learning is distinguished from innate behaviour and individual learning as a behavioural strategy. We investigate simple mechanisms for social learning in an evolutionary simulation of food-preference copying in Norway rats. These animals learn preferences by interacting with conspecifics, but, unexpectedly, they fail to learn aversions after interacting with a poisoned demonstrator. They also follow each other for food sites. Simulation results show that failure to discriminate between sick and healthy demonstrators may be due to food toxicity in foraging environments. A seemingly complex instance of social information transmission is explained through the action of simple behaviours in an appropriately structured environment

Putting theory into practice - a case study in one U.K. Medical school of the nature and extent of unprofessional behaviour over a 6-year period

Producing a medical profession which is fit for the demands and expectations of society involves ensuring that practitioners learn what it means to behave in a 'professional' way. Codes of professional conduct have been developed for medical students in the UK, but the literature on how medical schools actually apply these is small. More detail is needed to evaluate approaches to assessing professionalism, or to analyse the extent to which students 'fail' this aspect

Is evidence of evidence evidence? Screening-off vs. no-defeaters

I argue elsewhere (Roche 2014) that evidence of evidence is evidence under screening-off. Tal and Comesaña (2017) argue that my appeal to screening-off is subject to two objections. They then propose an evidence of evidence thesis involving the notion of a defeater. There is much to learn from their very careful discussion. I argue, though, that their objections fail and that their evidence of evidence thesis is open to counterexample

Pre-integration lateral inhibition enhances unsupervised learning

A large and influential class of neural network architectures use post-integration lateral inhibition as a mechanism for competition. We argue that these algorithms are computationally deficient in that they fail to generate, or learn, appropriate perceptual representations under certain circumstances. An alternative neural network architecture is presented in which nodes compete for the right to receive inputs rather than for the right to generate outputs. This form of competition, implemented through pre-integration lateral inhibition, does provide appropriate coding properties and can be used to efficiently learn such representations. Furthermore, this architecture is consistent with both neuro-anatomical and neuro-physiological data. We thus argue that pre-integration lateral inhibition has computational advantages over conventional neural network architectures while remaining equally biologically plausible