Sentences with phrase «learning task participants»
While performing a word - learning task participants will receive feedback on whether or not they correctly learned the words, or receive no feedback.
http://www.KesslerFoundation.org/ Not exact matches
For example, Hoyt and colleagues [21] conducted a study wherein participants were asked to perform a learned or novel task in front of virtual humans.
Participants learn of seasonal vineyard activities and vineyard practices to produce high quality wine grapes; and of the strategic, seasonal winemaking tasks, and creative influences of the winemaking process.
Participants in Cook and Create will learn how to cook historical food in a brick hearth, practice 19th - century crafts, and get their hands dirty with some typical tasks at home and on the farm.
Study participants received a low current of electricity while performing a memory task such as learning lists of words, names of objects (for example, «chair» or «cat») or recognizing particular faces.
Participants were then distracted with another task and then had to recall what they had learned previously.
These included standard IQ tests as well as memory tasks, in which participants were asked to recite sequences of random digits or words they had learned.
During this neurofeedback task, the participants learned to modulate their own amygdala electrical activity.
Once the rule was learned participants were invited to perform the task in an MRI scanner, allowing the researchers to see which brain areas were recruited.
As expected, the participants were particularly able to learn the motoric task well in the morning.
This process can be modeled in the laboratory by preexposing participants to seemingly unimportant stimuli that later form the basis of a learning task.
The ASD participants took longer than the control group to learn the task, demonstrating altered implicit learning in ASD.
«Individuals with MS and healthy participants will undergo a brain scan while performing a learning task with two feedback conditions (monetary and non-monetary feedback) and a no - feedback condition,» Dr. Dobryakova described.
Using this new technology, he found that improving the synchronization of brain waves, or oscillations, between these two regions enhanced their communication with each other, allowing participants to perform better on laboratory tasks related to learning and self - control.
As the participants performed the tasks, an EEG cap recorded signals from the brain, and the authors applied statistical methods to extract those signals related to one learning system or the other.
A second part of the study revealed the participants who burned the most calories had more grey matter in parts of the brain associated with learning, memory and performing complex cognitive tasks.
By focussing on Critical & Creative Thinking, participants will explore various approaches to learning task and assessment design that enable each learner to develop strengths in this general capability.
Through this series, participants will learn how to produce independent thinkers who are more apt to solve problems and work through complex intellectual tasks in an efficient and productive way.
Participants will learn about On - Demand in general, but will specifically examine the MDPT writing tasks and rubrics with ESOL emphasis.
The content must be presented in an «easy flow» manner; in short, the process of learning must not become a backbreaking task to the program participants.
This Institute includes, in addition to the full - day workshop, a second day in which participants expand their knowledge of MALP ® by creating Theme Booklets following the guidelines of project - based learning and MALP ®, aligned with their standards and curriculum and focused on developing school - based language and tasks for learning.
To be «college and career ready,» today's students must have regular opportunities to take part in a wide range of conversations and reflective thinking tasks in order to build their content understanding and become active participants in their learning.
Participants will: · Review the various types of assessments and their uses regarding reading instruction · Explore this model of embedding assessment into instruction · Consider this model within the current year - long assessment plan that each educator works with · Make a plan for implementing some of these embedded assessment tasks at the beginning of the next school year · Explore possibilities for capturing student learning · Create instructional plans for groups of students.
While completing their volunteer tasks, participants will learn about responsible pet care, the medical needs of animals, dog and cat behavior, training techniques, animal advocacy and more.
The programme includes a workshop on best practices in design and marketing of community solar for local energy utilities: first, results from recent research and project managers» key learnings for a successful product launch will be presented, then in an interactive group work, workshop participants will be challenged with case - based tasks to design and promote a community solar product, being supported by experienced product managers.
Participants learned about various hardware (Windows, Mac, anti-virus software), software (Word, Excel, cloud computing), on - the - go technology (smart phones, tablets, lawyer apps), and management tools (e-mail, task management apps) to help provide increased productivity and efficiency for their firms.
Assist participants in learning job tasks, adapting to the workplace environment, and establishing normalized work
• Recognize a potentially explosive situation between two family members and intervene before the problem could get out of hand • Hold 15 training workshops to assist participants in learning life skills to assist them in leading a meaningful life • Assess practical and emotional needs of clients by listening to their concerns and problems • Assist with domestic tasks such as cooking, cleaning and washing • Provide assistance to clients in handling budgeting duties and determining how to spend their money • Advise clients of practical issues by providing dedicated counseling services • Provide deep therapy services to assist clients in handling drug or alcohol problems
Program Manager — Duties & Responsibilities Maintain a strong technical knowledge of and passion for program mission, industry trends, and developments in field of independent living skills training Coordinate all logistical and organizational aspects of community, industry, and program - specific events, including schedules, donor functions, and other activities to support program goals Interact with program participants, staff members, and donors in a professional manner to improve the user experience and promote the development of quality giving and support relationships Act as a liaison between staff members, other members management, donors, and other interested parties to drive program growth and ensure long - term sustainability Perform needs - based issue and situational assessments to improve operational efficiency, cost reductions, and ensure participant satisfaction throughout the challenging learning process Present relevant information and instruction to program participants, providing thorough and effective explanation and demonstration to individuals of differing learning capacities Hire, supervise, and manage staff in a professional manner that drives efficiency, promotes safety, and utilizes each individual's strengths to the highest capacity to fulfill program mission Present relevant information and updates to program heads and stakeholders, including performance and giving reports Support leadership team to facilitate in efficient business and organizational operations, performing important administrative tasks and analytical assignments while addressing key issues
Students should be provided with opportunities to be active participants in their own learning through lessons that are carefully planned to include independent and collaborative tasks and reinforcement of skills» development.
The comprehensive Facilitator Certification Course consists of four units and two learning assurance tasks at the end of the course, and each participant receives a full WFP 1 resource kit.
Using a representative community sample of 308 16 - year - olds from the Child Development Project (Dodge, Bates, & Pettit, 1990), we tested and corroborated the hypotheses that participants with relatively low anxiety and high APSD scores would display poorer passive avoidance learning and less interference on a spatially separated, picture - word Stroop task than controls.