Vehicle Steering control: A model of learning

A hierarchy of strategies were postulated to describe the process of learning steering control. Vehicle motion and steering control data were recorded for twelve novices who drove an instrumented car twice a week during and after a driver training course. Car-driver describing functions were calculated, the probable control structure determined, and the driver-alone transfer function modelled. The data suggested that the largest changes in steering control with learning were in the way the driver used the lateral position cue

A novel model of learning in design

Learning in design is a phenomenon that has been observed in design practice by many researchers. The observation that designers learn is supported by protocol studies in design that experienced designers can reach satisfactory design solutions more effectively than novice/naive designers. That there was no comprehensive model or theory of learning in design to explain the phenomenon was identified by Sim. Hence a need was raised to develop a comprehensive model of learning in design that can describe the phenomenon and therefore serve as a basis to develop effective and efficient design support system(s)

A cognitive hierarchy model of learning in networks

This paper proposes a method for estimating a hierarchical model of bounded rationality in games of learning in networks. A cognitive hierarchy comprises a set of cognitive types whose behavior ranges from random to substantively rational. SpeciÖcally, each cognitive type in the model corresponds to the number of periods in which economic agents process new information. Using experimental data, we estimate type distributions in a variety of task environments and show how estimated distributions depend on the structural properties of the environments. The estimation results identify signiÖcant levels of behavioral hetero-geneity in the experimental data and overall conÖrm comparative static conjectures on type distributions across task environments. Surprisingly, the model replicates the aggregate pat-terns of the behavior in the data quite well. Finally, we found that the dominant type in the data is closely related to Bayes-rational behavior

TEACHING MODEL OF LEARNING ENGLISH WRITING AT UNIVERSITY

The objective of this study is to produce a model of teaching English writing skill in an effective way for students of English Study Program in college. This research method is using the Research and Development. The teaching model arranged can be implemented conceptually and operationally. The model is developed based on the theories of learning writing. This research was conducted in Banda Aceh and the samples for determining the location specified in stratified sampling. This study was conducted at Serambi Mekkah University and Muhammadiyah University. Based on the research findings that the conditions of learning Model at Muhammadiyah University and Serambi Mekkah University were not in accordance with the theory and practice. They need both theory and practice to review paragraphs and the composition should be coherent. The design of learning model, Implementation, and Evaluation could be developed in teaching writing skill for both Universities students

A model of learning task-specific knowledge for a new task

In this paper I will present a detailed ACT-R model of how the task-specific knowledge for a new, complex task is learned. The model is capable of acquiring its knowledge through experience, using a declarative representation that is gradually compiled into a procedural representation. The model exhibits several characteristics that concur with Fitt’s theory of skill learning, and can be used to show that individual differences in working memory capacity initially have a large impact on performance, but that this impact diminished after sufficient experience. Some preliminary experimental data support these findings

An investigation into the use of a blended model of learning

The weaknesses of ‗traditional‘ modes of instruction in accounting education have been widely discussed. Many contend that the traditional approach limits the ability to provide opportunities for students to raise their competency level and allow them to apply knowledge and skills in professional problem solving situations. However, the recent body of literature suggests that accounting educators are indeed actively experimenting with ‗non-traditional‘ and ‗innovative‘ instructional approaches, where some authors clearly favour one approach over another. But can one instructional approach alone meet the necessary conditions for different learning objectives? Taking into account the ever changing landscape of not only business environments, but also the higher education sector, the premise guiding the collaborators in this research is that it is perhaps counter productive to promote competing dichotomous views of ‗traditional‘ and ‗non-traditional‘ instructional approaches to accounting education, and that the notion of ‗blended learning‘ might provide a useful framework to enhance the learning and teaching of accounting. This paper reports on the first cycle of a longitudinal study, which explores the possibility of using blended learning in first year accounting at one campus of a large regional university. The critical elements of blended learning which emerged in the study are discussed and, consistent with the design-based research framework, the paper also identifies key design modifications for successive cycles of the research

Assembling Discovery Learning Model of Learning to Increase Activity and Results of Learning Geography in Class X Mipa 1 SMAN 3 Padang Panjang

Discovery method is a component of educational practices that include teaching methods that promote active learning, the orientation in process, directing his own, find your own and reflective, Use of discovery learning, wants to change the conditions of passive learning to active and creative, learning teacher oriented to student oriented, and change the ekspository mode students only receive information from the student's teacher Discovery mode to find information themselves. The learning result is the ability of the students after receiving a learning experience. With action research methods class through two cycles of data obtained an increase in the results of class X MIPA 1 SMAN 3 Padang Panjang, amounting to 29 students from the mean value approximately 52% of students scoring above the clasical minimal value, and 48% of students are below the clasical minimal value, bethe average value approximately 86% of students scoring above the clasical minimal value, and 14% of students are below the clasical minimal value, learning discovery in learning geography will increase the activity of students in learning, both of individually and classical. Increased activity of students in learning makes students more enthusiastic about learning and will improve student learning outcomes