Slow Learners are Fast

Online learning algorithms have impressive convergence properties when it comes to risk minimization and convex games on very large problems. However, they are inherently sequential in their design which prevents them from taking advantage of modern multi-core architectures. In this paper we prove that online learning with delayed updates converges well, thereby facilitating parallel online learning.Comment: Extended version of conference paper - NIPS 200

Lamban Belajar (Slow Learner) dan Cepat Belajar (Fast Learner)

The purpose of this research is to find out how Slow Leaner and Fast Leaner children participate in learning at SDN Kebon Besar. To find out how the teacher guides Slow Leaner and Fast Leaner students at SDN Kebon Besar 1. By using the Qualitative method. Based on the results of research at SDN KEBON BESAR 1 researchers have presented the data in the previous chapter using the method of observation, interviews and documentation, it can be concluded, In following class learning, students who are slow learners usually only follow orders and the teacher, The way children learn in school is by approaching each individual by giving a good example so that it is easy for children to follow it, by learning a lot because learning is the main key to giving special lessons to slow learners and giving a lot of motivation so that children are enthusiastic about learning. Students who are fast learners seem unlikely to face obstacles in their lives and often teachers have the wrong view of fast learners. In the sense that it is often ignored and is considered to have been able to solve the problems it faces. In fact, fast learners often face obstacles that are difficult to solve on their own without the help of others

“SLOW LEARNERS- A UNIVERSAL PROBLEM AND PROVIDING EDUCATIONAL OPPORTUNITIES TO THEM TO BE A SUCCESSFUL LEARNER”

Education plays an important role in a country's development. Parents strongly feel that learning should be cultivated among their children. A teacher can make this become true with his teaching efficiency. But sometimes they may fail to do such due to different reasons. There are different types of learners such as fast learners, average learners, and slow learners. This learning difficulty may arise from poor memory, unawareness about the importance of education and lack of fundamental knowledge and psychological factors. If the teacher can bring out the children's inner talents through the use of different conditions, slow learners will be happier at learning. This article tries to solve this universal problem by applying an inspiring quote from the universal scientist Albert Einstein saying "I never teach my pupils. I only attempt to provide the conditions in which they can learn". Data was collected through the Case study method. Counseling was used as a tool for their enhancement. The major finding was that slow learners were more successful by providing suitable conditions and educational opportunities to them

An Analysis of the Vocabularies of Primers

The purpose of the present study is threefold: To analyze the vocabulary of each of fourteen primers to determine the extent to which their vocabularies are identical. To find what percentage of words each primer has in common with the Kentucky adopted text Ben and Alice. To suggest primers which best supplement Ben and Alice for slow learners and for fast learners

A Comparison of Absolute Overlearning on the Retention of Fast and Slow Learners

Various studies on the relation of speed of learning to retention have been reported (2) (3) (4). Many such studies are subject to the criticism that the degree of learning of fast and slow learners was not equated. Gillette (1), using the method of adjusted learning , found that fast learners retained more than slow learners as measured by both recall and relearning. Her study has set the pattern for subsequent investigation. A question may be raised, however, as to whether the degree of learning is actually equated by the method of adjusted learning. The acquisition curve for the fast learner rises at a more rapid rate than for the slow learner. Hence, when a criterion of learning is established, the training trial that achieves the criterion will carry the fast learners more above the criterion than it will the slow learners. The fast group then actually has a greater response tendency than the slow group, or the degree of learning is not equal. The present paper reports a preliminary study of an investigation designed to test the above reasoning and the further deduction that the effectiveness of overlearning on retention should vary depending on the speed of learning and should be of most value for the fast learner

The Interaction of Learning Speed and Memory Interference: When Fast is Bad

Research on individual differences in speed of learning has suggested that forgetting rates could be different for fast and slow learners. Studies have shown either no difference or slower forgetting over time for fast learners. The present study extends this area of research by investigating the possibility that fast and slow learning are differentially vulnerable to interference. Based on neural network models and the encoding variability hypothesis, two novel hypotheses were built and tested in two experiments by a paired-associates task. The hypotheses suggested that fast learning will be more prone to interference when similarity of the learning material is high. Hence, an interaction of learning speed and interference (i.e., similarity) was predicted. Experiment 1 (N = 22) compared retention of Chinese characters for fast and slow learning (both subject and item-specific speed) by manipulating similarity (high vs. low) of the characters learned. Results of Experiment 1 were inconclusive. Experiment 2 (N = 21) had the same basic design as Experiment 1, but included a number of procedural improvements. Interactions in the predicted direction were found both when comparing learning speed between subjects as well as for item-specific speed. However, only the interaction of between-subjects learning speed and similarity was significant. A joint analysis, including data from both experiments, yielded significant interactions for both subject speed and item-specific speed, indicating that the lack of a significant interaction of item-specific speed and similarity in Experiment 2 was probably due to the low sample size. The findings are discussed in relation to previous research on individual differences in learning speed and forgetting

Fluency in dialogue: Turn‐taking behavior shapes perceived fluency in native and nonnative speech

Fluency is an important part of research on second language learning, but most research on language proficiency typically has not included oral fluency as part of interaction, even though natural communication usually occurs in conversations. The present study considered aspects of turn-taking behavior as part of the construct of fluency and investigated whether these aspects differentially influence perceived fluency ratings of native and non-native speech. Results from two experiments using acoustically manipulated speech showed that, in native speech, too ‘eager’ (interrupting a question with a fast answer) and too ‘reluctant’ answers (answering slowly after a long turn gap) negatively affected fluency ratings. However, in non-native speech, only too ‘reluctant’ answers led to lower fluency ratings. Thus, we demonstrate that acoustic properties of dialogue are perceived as part of fluency. By adding to our current understanding of dialogue fluency, these lab-based findings carry implications for language teaching and assessmen