Memory-reliant Post-error Slowing Is Associated with Successful Learning and Fronto-occipital Activity

Negative feedback after an action in a cognitive task can lead to devaluing that action on future trials as well as to more cautious responding when encountering that same choice again. These phenomena have been explored in the past by reinforcement learning theories and cognitive control accounts, respectively. Yet, how cognitive control interacts with value updating to give rise to adequate adaptations under uncertainty is less clear. In this fMRI study, we investigated cognitive control-based behavioral adjustments during a probabilistic reinforcement learning task and studied their influence on performance in a later test phase in which the learned value of items is tested. We provide support for the idea that functionally relevant and memory-reliant behavioral adjustments in the form of post-error slowing during reinforcement learning are associated with test performance. Adjusting response speed after negative feedback was correlated with BOLD activity in right inferior frontal gyrus and bilateral middle occipital cortex during the event of receiving the feedback. Bilateral middle occipital cortex activity overlapped partly with activity reflecting feedback deviance from expectations as measured by unsigned prediction error. These results suggest that cognitive control and feature processing cortical regions interact to implement feedback-congruent adaptations beneficial to learning

Exploring Students’ Perceptions on Teachers’ Feedback in the Classroom (A Study of Achham Multiple Campus, Nepal)

This study, situated within an interpretivist research framework and conducted at an Achham multiple campus in the Far western province of Nepal, delves into students’ perceptions of teacher feedback and the factors influencing its reception and utilization. Qualitative methods and purposive sampling were used. Twenty participated fourth-year students from distinct classes participated, and a combination of learning notes, semi-structured questions, and in-depth interviews were used to reveal their perspectives on feedback delivery. Thematic and interpretive analyses uncovered that student view teacher feedback as a focused mode of communication, distinguishable from regular classroom interactions, often discerned through cues like personal and task-related objectives. Seeking clarity, students frequently pursued both verbal and written feedback, often through dialogues with teachers. The research underscores the intricate nature of feedback, highlighting students’ recognition of emotional, atmospheric, and expectation-based variables that collectively influence its effectiveness. Implying a need for further exploration into teacher and student feedback expectations, the study also suggests an intriguing avenue of investigation into the role of teacher emotions in shaping feedback. Ultimately, this research enriches our understanding of students’ engagement with teacher feedback, shedding light on the intricate educational dynamics at play

The influence of the noradrenergic system on optimal control of neural plasticity

Decision making under uncertainty is challenging for any autonomous agent. The challenge increases when the environment’s stochastic properties change over time, i.e., when the environment is volatile. In order to efficiently adapt to volatile environments, agents must primarily rely on recent outcomes to quickly change their decision strategies; in other words, they need to increase their knowledge plasticity. On the contrary, in stable environments, knowledge stability must be preferred to preserve useful information against noise. Here we propose that in mammalian brain, the locus coeruleus (LC) is one of the nuclei involved in volatility estimation and in the subsequent control of neural plasticity. During a reinforcement learning task, LC activation, measured by means of pupil diameter, coded both for environmental volatility and learning rate. We hypothesize that LC could be responsible, through norepinephrinic modulation, for adaptations to optimize decision making in volatile environments. We also suggest a computational model on the interaction between the anterior cingulate cortex (ACC) and LC for volatility estimation

Musical Motivation: Towards a model synthesising the research

This article explores motivation to participate in music making activities. It examines historical and current theories of motivation and sets out a model describing the way that the characteristics of the individual including, personality, self-concept and personal goals interact with the environment to influence motivation and subsequent behaviour. The environment may include culture and sub-cultures, society, time, place, institutions, family and peers and the rewards and punishments that these offer. The article then explores research relating to motivation to actively participate in music. This supports the notion that musical motivation is determined by complex interactions between the individual and the environment within which they find themselves. The article concludes with a consideration of directions for future research

Formative interaction in online writing: making disciplinary expectations explicit

About the book: How to provide appropriate feedback to students on their writing has long been an area of central significance to teachers and educators. Feedback in Second Language Writing: Context and Issues provides scholarly articles on the topic by leading researchers, who explore topics such as the socio-cultural assumptions that participants bring to the writing class; feedback delivery and negotiation systems; and the role of student and teacher identity in negotiating feedback and expectations. This text provides empirical data and an up-to-date analysis of the complex issues involved in offering appropriate feedback during the writing process

Social and motivational influences on reading

Pages numbered 1-70Bibliography: p. 47-69Supported in part by the National Institute of Education under contract no. NIE-400-81-003

Effective primary pedagogical strategies in English and mathematics in key stage 2: a study of year 5 classroom practice drawn from the EPPSE 3-16 longitudinal study

Reference:DFE-RR129 Publication Type: Research Audience: Researchers, Statisticians, Teachers The Effective Provision of Pre-School, Primary and Secondary Education (EPPSE 3-16) project is a large scale, longitudinal, mixed-method research study that has followed the progress of 3000+ children since 1997 from the age of 3 to 16+ years. A continuing question for EPPSE was whether pre- and primary school experiences or children's early home learning environment (HLE) could reduce inequality. The study aimed to examine the differences between poor, average and excellent teachers, and how their teaching practices could be linked to the effectiveness of schools. While the original studies found that parents' socio-economic status (SES) and qualifications were significantly related to child outcomes, they also found that the quality of the early HLE was important. Also important, and particularly relevant to this study, was the extent to which educational influences (pre-school and primary school quality and effectiveness) also shaped children’s educational outcomes. During the primary phase (EPPE 3-11) of the longitudinal study the research team conducted contextualised, value-added analyses for all primary schools in England across three years (2002 – 2004) from Key Stage 1 to Key Stage 2. These analyses, based on multi-level modelling, considered children’s progress and attainment while controlling for a range of background factors (e.g. gender)

Web-based learning in the field of empirical research methods

This study focuses on the development of a complex web-based learning environment aimed at promoting the acquisition of applicable knowledge in the context of studying empirical research methods at university. This learning environment was then modified further on an empirical basis. The main focus of the present article is to describe the conceptualisation of the learning environment and research activities which were guided by an integrative research paradigm. The learning environment consisted of highly structured, complex texts in which the process of empirical research was illustrated in a detailed manner. By combining these texts with other instructional measures, the learning environment is given a flexible hypertext-structure. The effectiveness of the learning environment as a whole was investigated in three studies (two evaluation studies in the field and one experimental study in the laboratory). It was demonstrated that the additional instructional measures (e.g. a specific feedback-guidance and time-management measures) were not effective. The importance of cognitive, motivational and emotional learning prerequisites for the successful utilisation of the learning environment was highlighted. The implementation of special training and additional preparatory modules is recommended in order to optimise the fit between students' prerequisites and learning environmIm Zentrum der vorliegenden Arbeit steht zum einen die Konzeptualisierung einer Lernumgebung zur Förderung des Erwerbs anwendbaren Wissens im Kontext der universitären Ausbildung in empirischen Forschungsmethoden. Zum anderen werden ausgehend von einem integrativen Forschungsparadigma Forschungsaktivitäten beschrieben, die die empirische Basis zur Weiterentwicklung der Lernumgebung bereitstellen. Die Lernumgebung besteht aus hoch strukturierten, komplexen Texten, in welchen der Prozess empirischer Forschung auf detaillierte Weise veranschaulicht wird. Diese Texte wurden mit anderen instruktionalen Maßnahmen kombiniert, wodurch die Lernumgebung eine flexible, hypertextartige Struktur bekam. Die Effektivität der gesamten Lernumgebung wurde im Rahmen dreier empirischer Studien untersucht, von denen zwei als Evaluationsstudien im Feld durchgeführt wurden; die dritte war eine experimentelle Laborstudie. Es wurde gezeigt, dass die zusätzlichen instruktionalen Maßnahmen (z. B. eine spezifische Feedback-Anleitung und eine Zeitmanagement-Maßnahme) nicht wirksam waren. Die Bedeutung kognitiver, motivationaler und emotionaler Lernvoraussetzungen für die erfolgreiche Nutzung der Lernumgebung konnte nachgewiesen werden. Um die Passung zwischen den Eingangsvoraussetzungen der Studierenden und der Lernumgebung zu verbessern, wurde die Implementation eines speziellen Trainings und eines zusätzlichen vorbereitenden Moduls vorgeschlag

How Do Teachers Teach Memory Skills?

Research on teachers\u27 efforts to influence the ways in which children approach memory tasks and understand and regulate their own memory processes has been limited, possibly because of the restrictive views of memory held by cognitive theories that have previously guided research efforts. A more complex perspective on the memory skills that develop over the elementary school years has been elaborated by developmental psychologists and information-processing theorists, but their work has had limited influence on either teacher-training practices or research in teaching. In order to begin to apply this newer perspective to an understanding of classroom teaching processes, research needs to consider teacher practices and expectations for children\u27s learning and memory. A program of research that has been concerned with how teachers teach memory and metacognitive skills and with teachers\u27 views of memory processes is summarized in this article, and implications for teacher training are discussed