Learning, Arts, and the Brain: The Dana Consortium Report on Arts and Cognition

Reports findings from multiple neuroscientific studies on the impact of arts training on the enhancement of other cognitive capacities, such as reading acquisition, sequence learning, geometrical reasoning, and memory

The Effectiveness of Monitor-Based Augmented Reality Paradigms for Learning Space-Related Technical Tasks

Currently today there are many types of media that can help individuals learn and excel in the on going effort to acquire knowledge for a specific trait or function in a workplace, laboratory, or learning facility. Technology has advanced in the fields of transportation, information gathering, and education. The need for better recall of information is in demand in a wide variety of areas. Augmented reality (AR) is a technology that may help meet this demand. AR is a hybrid of reality and virtual reality (VR) that uses the three-dimensional location viewed through a video or optical see-through media to capture the object\u27s coordinates and add virtual images, objects, or text superimposed on the scene (Azuma, 1997). The purpose of this research is to investigate four different modes of presentation and the effect of those modes on learning and recall of information using monitor-based Augmented Reality. The four modes of presentation are Select, Observe, Interact and Print modes. Each mode possesses different attributes that may affect learning and recall. The Select mode can be described as a mode of presentation that allows movement of the work piece in front of the tracking camera. The Observe mode involves information presentation using a pre-recorded video scene presented with no interaction with the work piece. The Interact mode allows the user to view a pre-recorded video scene that allows the user to point and click on the component of the work piece with a computer mouse on the monitor. The Print mode consists of printed material of each work piece component. It was hypothesized that the Select mode would provide the user with the richest presentation of information due to information access capabilities helping to decrease work time, reduce the amount of error likelihood during usage, enhance the user\u27s motivation for learning tasks, and increase concurrent learning and performances due to recall and retention. It was predicted that the Select mode would result in trainees that would recall the greatest amount of information even after extended periods of time had elapsed. This hypothesis was not supported. No significant differences between the four groups were found

Motivation as a Tool for Designing Lifelong Learning Robots

[Abstract] Designing robots has usually implied knowing beforehand the tasks to be carried out and in what domains. However, in the case of fully autonomous robots this is not possible. Autonomous robots need to operate in an open-ended manner, that is, deciding on the most interesting goals to achieve in domains that are not known at design time. This obviously poses a challenge from the point of view of designing the robot control structure. In particular, the main question that arises is how to endow the robot with a designer defined purpose and with means to translate that purpose into operational decisions without any knowledge of what situations the robot will find itself in. In this paper, we provide a formalization of motivation from an engineering perspective that allows for the structured design of purposeful robots. This formalization is based on a definition of the concepts of robot needs and drives, which are related through experience to the appropriate goals in specific domains. To illustrate the process, a motivational system to guide the operation of a real robot is constructed using this approach. A series of experiments carried out over it are discussed providing some insights on the design of purposeful motivated operation.This work was partially funded by the EU’s H2020 research programme (grant No 640891 DREAM), Ministerio de Ciencia, Innovación y Universidades of Spain/FEDER (grant RTI2018-101114-B-I00), Xunta de Galicia and FEDER (grant ED431C 2017/12), and by the Spanish Ministry of Education, Culture and Sports through the FPU grant of Alejandro RomeroXunta de Galicia; ED431C 2017/1

Language-specific aspects of reading acquisition: the case of Russian

We have investigated Russian children’s reading acquisition during an intermediate period in their development: after literacy onset, but before they have acquired well-developed decoding skills. The results of our study suggest that Russian first graders rely primarily on phonemes and syllables as reading grain-size units. Phonemic awareness seems to have reached the metalinguistic level more rapidly than syllabic awareness after the onset of reading instruction, the reversal which is typical for the initial stages of formal reading instruction creating external demand for phonemic awareness. Another reason might be the inherent instability of syllabic boundaries in Russian. We have shown that body-coda is a more natural representation of subsyllabic structure in Russian than onset-rime. We also found that Russian children displayed variability of syllable onset and offset decisions which can be attributed to the lack of congruence between syllabic and morphemic word division in Russian. We suggest that fuzziness of syllable boundary decisions is a sign of the transitional nature of this stage in the reading development and it indicates progress towards an awareness of morphologically determined closed syllables. Our study also showed that orthographic complexity exerts an influence on reading in Russian from the very start of reading acquisition. Besides, we found that Russian first graders experience fluency difficulties in reading orthographically simple words and nonwords of two and more syllables. The transition from monosyllabic to bisyllabic lexical items constitutes a certain threshold, for which the syllabic structure seemed to be of no difference. When we compared the outcomes of the Russian children with the ones produced by speakers of other languages, we discovered that in the tasks which could be performed with the help of alphabetic recoding Russian children’s accuracy was comparable to that of children learning to read in relatively shallow orthographies. In tasks where this approach works only partially, Russian children demonstrated accuracy results similar to those in deeper orthographies. This pattern of moderate results in accuracy and excellent performance in terms of reaction times is an indication that children apply phonological recoding as their dominant strategy to various reading tasks and are only beginning to develop suitable multiple strategies in dealing with orthographically complex material. The development of these strategies is not completed during Grade 1 and the shift towards diversification of strategies apparently continues in Grade 2.Lukemaan oppimisen erityispiirteet venäjän kielessä Venäjänkielisten lasten lukemaan oppimista tutkittiin sen välivaiheessa eli ensi askelien jälkeen mutta ennen kuin tekninen lukeminen oli ehtinyt kehittyä varmaksi ja sujuvaksi. Tulokset antavat tukea näkemykselle, että venäläiset ensiluokkalaiset tukeutuvat ensisijaisesti äänteisiin ja tavuihin lukemisen perusyksikköinä. Lukemisen opetuksen alettua äännetietoisuus saavuttaa metakielellisen tason nopeammin kuin tavutietoisuus, koska muodollinen opetus luo painetta äännetietoisuuden hyväksi. Toinen syy saattaa olla venäjän kielelle ominainen tavurajojen epävakaus.Venäjänkielisten ensiluokkalaisten välillä on tuntuvia eroja siinä, miten hyvin he pystyvät havaitsemaan tavun alkamisen ja päättymisen kohdat. Taustalla vaikuttavat tavuihin ja morfeemeihin perustuvien sanarajojen ero. Lukijan edistyminen morfeemien määräämien suljettujen tavujen havaitsemiseen näkyy ohimenevänä epävarmuutena tavurajojen havaitsemisessa. Tulokset osoittivat myös, että oikeinkirjoituskäytänteiden monimutkaisuus vaikuttaa lukemaan oppimiseen alusta lähtien. Lisäksi havaittiin, että venäjänkieliset ensiluokkalaiset kohtaavat vaikeuksia yrittäessään lukea sujuvasti kahden tai useamman tavun mittaisia sanoja tai epäsanoja, vaikka näiden rakenne olisi yksinkertainenkin. Siirtyminen yksitavuisista kaksitavuisiin sanoihin näyttää täten muodostavan kynnyksen, joka on tavurakenteesta riippumaton. Kun venäjänkielisten ensiluokkalaisten tuloksia verrataan muunkielisten lasten tuloksiin, oli heidän suoriutumisensa samalla tasolla kuin äänteenmukaisesti kirjoitettavaa kieltä puhuvien lasten lukeminen sellaisissa sanoissa, joissa kirjain – äänne käännös on selkeä. Toisaalta venäjänkielisten lasten lukeminen muistutti epäsäännöllisesti kirjoitettavien kielten alkavien lukijoiden suoritusta sellaisissa sanoissa, joissa kirjain – äänne vastaavuus on epätäydellinen. Toisin sanoen, tuloksissa näkyi sanan lukemisen keskinkertainen tarkkuus yhdistyneenä nopeuteen. Myös tämä havainto tukee tulkintaa, että alkavat lukijat luottavat ensisijaisesti äänteenmukaiseen strategiaan ja ovat vasta aloittamassa joustavien strategioiden käytön, mitä tarvitaan kirjoitusasultaan monimutkaisissa sanoissa. Tämä siirtymävaihe jatkuu vielä toisella luokalla.Siirretty Doriast

Towards a robot task ontology standard

Ontologies serve robotics in many ways, particularly in de- scribing and driving autonomous functions. These functions are built around robot tasks. In this paper, we introduce the IEEE Robot Task Representation Study Group, including its work plan, initial development efforts, and proposed use cases. This effort aims to develop a standard that provides a comprehensive on- tology encompassing robot task structures and reasoning across robotic domains, addressing both the relationships between tasks and platforms and the relationships between tasks and users. Its goal is to develop a knowledge representation that addresses task structure, with decomposition into subclasses, categories, and/or relations. It includes attributes, both common across tasks and specific to particular tasks and task types

A framework for digitisation of manual manufacturing task knowledge using gaming interface technology

Intense market competition and the global skill supply crunch are hurting the manufacturing industry, which is heavily dependent on skilled labour. Companies must look for innovative ways to acquire manufacturing skills from their experts and transfer them to novices and eventually to machines to remain competitive. There is a lack of systematic processes in the manufacturing industry and research for cost-effective capture and transfer of human skills. Therefore, the aim of this research is to develop a framework for digitisation of manual manufacturing task knowledge, a major constituent of which is human skill. The proposed digitisation framework is based on the theory of human-workpiece interactions that is developed in this research. The unique aspect of the framework is the use of consumer-grade gaming interface technology to capture and record manual manufacturing tasks in digital form to enable the extraction, decoding and transfer of manufacturing knowledge constituents that are associated with the task. The framework is implemented, tested and refined using 5 case studies, including 1 toy assembly task, 2 real-life-like assembly tasks, 1 simulated assembly task and 1 real-life composite layup task. It is successfully validated based on the outcomes of the case studies and a benchmarking exercise that was conducted to evaluate its performance. This research contributes to knowledge in five main areas, namely, (1) the theory of human-workpiece interactions to decipher human behaviour in manual manufacturing tasks, (2) a cohesive and holistic framework to digitise manual manufacturing task knowledge, especially tacit knowledge such as human action and reaction skills, (3) the use of low-cost gaming interface technology to capture human actions and the effect of those actions on workpieces during a manufacturing task, (4) a new way to use hidden Markov modelling to produce digital skill models to represent human ability to perform complex tasks and (5) extraction and decoding of manufacturing knowledge constituents from the digital skill models

Understanding the complex needs of automotive training at final assembly lines

Automobile final assembly operators must be highly skilled to succeed in a low automation environment where multiple variants must be assembled in quick succession. This paper presents formal user studies conducted at OPEL and VOLVO Group to identify assembly training needs and a subset of requirements; and to explore potential features of a hypothetical game-based virtual training system. Stakeholder analysis, timeline analysis, link analysis, Hierarchical Task Analysis and thematic content analysis were used to analyse the results of interviews with various stakeholders (17 and 28 participants at OPEL and VOLVO, respectively). The results show that there is a strong case for the implementation of virtual training for assembly tasks. However, it was also revealed that stakeholders would prefer to use a virtual training to complement, rather than replace, training on pre-series vehicles

A review and assessment of novice learning tools for problem solving and program development

There is a great demand for the development of novice learning tools to supplement classroom instruction in the areas of problem solving and program development. Research in the area of pedagogy, the psychology of programming, human-computer interaction, and cognition have provided valuable input to the development of new methodologies, paradigms, programming languages, and novice learning tools to answer this demand. Based on the cognitive needs of novices, it is possible to postulate a set of characteristics that should comprise the components an effective novice-learning tool. This thesis will discover these characteristics and provide recommendations for the development of new learning tools. This will be accomplished with a review of the challenges that novices face, an in-depth discussion on modem learning tools and the challenges that they address, and the identification and discussion of the vital characteristics that constitute an effective learning tool based on these tools and personal ideas