Empowering Learners to Choose the Difficulty Level of Problems Based on Their Learning Needs

ABSTRACT Research has found that increasing learner control offers several benefits, including increased motivation, attitude, and learning. The goal of the present study was to determine how prior math achievement influences students' selection of the difficulty level of problems within Math Pursuits, a hypermedia learning program. Math Pursuits was designed to help children understand mathematics by discovering how it relates to the world around them. The program presented each learner with an adjustable level of challenge, along with the necessary scaffolding to support success. The researchers hypothesized that students with lower math skills would choose to start with a lower difficultly level; whereas, students with higher math skills would begin the program by choosing a question with a higher level of difficulty. Results supported these hypotheses. This research also examined the motivational framework guiding students' selection of problem difficulty

Linking Animals Aloft with the Terrestrial Landscape

Despite using the aerosphere for many facets of their life, most flying animals (i.e., birds, bats, some insects) are still bound to terrestrial habitats for resting, feeding, and reproduction. Comprehensive broad-scale observations by weather surveillance radars of animals as they leave terrestrial habitats for migration or feeding flights can be used to map their terrestrial distributions either as point locations (e.g., communal roosts) or as continuous surface layers (e.g., animal densities in habitats across a landscape). We discuss some of the technical challenges to reducing measurement biases related to how radars sample the aerosphere and the flight behavior of animals. We highlight a recently developed methodological approach that precisely and quantitatively links the horizontal spatial structure of birds aloft to their terrestrial distributions and provides novel insights into avian ecology and conservation across broad landscapes. Specifically, we present case studies that (1) elucidate how migrating birds contend with crossing ecological barriers and extreme weather events, (2) identify important stopover areas and habitat use patterns of birds along their migration routes, and (3) assess waterfowl response to wetland habitat management and restoration. These studies aid our understanding of how anthropogenic modification of the terrestrial landscape (e.g., urbanization, habitat management), natural geographic features, and weather (e.g., hurricanes) can affect the terrestrial distributions of flying animals

Linking Animals Aloft with the Terrestrial Landscape

Despite using the aerosphere for many facets of their life, most flying animals (i.e., birds, bats, some insects) are still bound to terrestrial habitats for resting, feeding, and reproduction. Comprehensive broad-scale observations by weather surveillance radars of animals as they leave terrestrial habitats for migration or feeding flights can be used to map their terrestrial distributions either as point locations (e.g., communal roosts) or as continuous surface layers (e.g., animal densities in habitats across a landscape). We discuss some of the technical challenges to reducing measurement biases related to how radars sample the aerosphere and the flight behavior of animals. We highlight a recently developed methodological approach that precisely and quantitatively links the horizontal spatial structure of birds aloft to their terrestrial distributions and provides novel insights into avian ecology and conservation across broad landscapes. Specifically, we present case studies that (1) elucidate how migrating birds contend with crossing ecological barriers and extreme weather events, (2) identify important stopover areas and habitat use patterns of birds along their migration routes, and (3) assess waterfowl response to wetland habitat management and restoration. These studies aid our understanding of how anthropogenic modification of the terrestrial landscape (e.g., urbanization, habitat management), natural geographic features, and weather (e.g., hurricanes) can affect the terrestrial distributions of flying animals

The Gene Ontology knowledgebase in 2023

The Gene Ontology (GO) knowledgebase (http://geneontology.org) is a comprehensive resource concerning the functions of genes and gene products (proteins and noncoding RNAs). GO annotations cover genes from organisms across the tree of life as well as viruses, though most gene function knowledge currently derives from experiments carried out in a relatively small number of model organisms. Here, we provide an updated overview of the GO knowledgebase, as well as the efforts of the broad, international consortium of scientists that develops, maintains, and updates the GO knowledgebase. The GO knowledgebase consists of three components: (1) the GO-a computational knowledge structure describing the functional characteristics of genes; (2) GO annotations-evidence-supported statements asserting that a specific gene product has a particular functional characteristic; and (3) GO Causal Activity Models (GO-CAMs)-mechanistic models of molecular "pathways" (GO biological processes) created by linking multiple GO annotations using defined relations. Each of these components is continually expanded, revised, and updated in response to newly published discoveries and receives extensive QA checks, reviews, and user feedback. For each of these components, we provide a description of the current contents, recent developments to keep the knowledgebase up to date with new discoveries, and guidance on how users can best make use of the data that we provide. We conclude with future directions for the project

Auditory discontinuities interact with categorization: Implications for speech perception

Behavioral experiments with infants, adults, and nonhuman animals converge with neurophysiological findings to suggest that there is a discontinuity in auditory processing of stimulus components differing in onset time by about 20 ms. This discontinuity has been implicated as a basis for boundaries between speech categories distinguished by voice onset time (VOT). Here, it is investigated how this discontinuity interacts with the learning of novel perceptual categories. Adult listeners were trained to categorize nonspeech stimuli that mimicked certain temporal properties of VOT stimuli. One group of listeners learned categories with a boundary coincident with the perceptual discontinuity. Another group learned categories defined such that the perceptual discontinuity fell within a category. Listeners in the latter group required significantly more experience to reach criterion categorization performance. Evidence of interactions between the perceptual discontinuity and the learned categories extended to generalization tests as well. It has been hypothesized that languages make use of perceptual discontinuities to promote distinctiveness among sounds within a language inventory. The present data suggest that discontinuities interact with category learning. As such, "learnability" may play a predictive role in selection of language sound inventories. (C) 2004 Acoustical Society of America

Auditory Discontinuities Interact with Categorization: Implications for Speech Perception

Behavioral experiments with infants, adults, and nonhuman animals converge with neurophysiological findings to suggest that there is a discontinuity in auditory processing of stimulus components differing in onset time by about 20 ms. This discontinuity has been implicated as a basis for boundaries between speech categories distinguished by voice onset time (VOT). Here, it is investigated how this discontinuity interacts with the learning of novel perceptual categories. Adult listeners were trained to categorize nonspeech stimuli that mimicked certain temporal properties of VOT stimuli. One group of listeners learned categories with a boundary coincident with the perceptual discontinuity. Another group learned categories defined such that the perceptual discontinuity fell within a category. Listeners in the latter group required significantly more experience to reach criterion categorization performance. Evidence of interactions between the perceptual discontinuity and the learned categories extended to generalization tests as well. It has been hypothesized that languages make use of perceptual discontinuities to promote distinctiveness among sounds within a language inventory. The present data suggest that discontinuities interact with category learning. As such, ‘‘learnability’’ may play a predictive role in selection of language sound inventories

Speech Perception

This chapter focuses on one of the first steps in comprehending spoken language: How do listeners extract the most fundamental linguistic elements— consonants and vowels, or the distinctive features which compose them—from the acoustic signal? We begin by describing three major theoretical perspectives on the perception of speech. Then we review several lines of research that are relevant to distinguishing these perspectives. The research topics surveyed include categorical perception, phonetic context effects, learning of speech and related nonspeech categories, and the relation between speech perception and production. Finally,we describe challenges facing each of the major theoretical perspectives on speech perception

Empowering Learners to Choose the Difficulty Level of Problems Based on Their Learning Needs

Research has found that increasing learner control offers several benefits, including increased motivation, attitude, and learning. The goal of the present study was to determine how prior math achievement influences students' selection of the difficulty level of problems within Math Pursuits, a hypermedia learning program. Math Pursuits was designed to help children understand mathematics by discovering how it relates to the world around them. The program presented each learner with an adjustable level of challenge, along with the necessary scaffolding to support success. The researchers hypothesized that students with lower math skills would choose to start with a lower difficultly level; whereas, students with higher math skills would begin the program by choosing a question with a higher level of difficulty. Results supported these hypotheses. This research also examined the motivational framework guiding students' selection of problem difficulty