The phrase "a function of learning" is correct and usable in written English.
It can be used to describe how something operates or is influenced by the process of learning.
Example: "The ability to adapt to new situations is often seen as a function of learning throughout one's life."
Alternatives: "an aspect of learning" or "a result of learning".
Administrative burden is conceptualized as a function of learning, psychological, and compliance costs that citizens experience in their interactions with government.
The main purpose of the current study is to investigate whether SOD relates to the acquisition of environmental spatial knowledge differently as a function of learning intentionality.
Clearly, regions that show increasing connectivity as a function of learning in tandem with decreases in BOLD amplitude also correlated to learning are intimately involved in the learning process.
Our analyses of slow EEG potentials demonstrated that response speeding after sleep was accompanied by a negativization of SPs, whereas RT decrease as a function of learning with practice was accompanied by a positivization of SPs.
The second analysis displayed that l-BA44, r-BA44, r-ITG, l-IPL, left-hippocampus, right-head-of-caudate, r-MFG and premotor cortex combine to form a network which increases its connectivity as a function of learning a sound-gesture association.
Right: Mean spacing between fields extracted from the autocorrelograms, for various conditions as a function of learning time.
Our data suggest that students' situational cognitive engagement is not influenced by changes in task demand and associated feelings of autonomy, but situational cognitive engagement is more a function of the learning event itself: if students progress with their learning in PBL, their situational cognitive engagement increases.
This study empirically analyzes how the online search processes of ninety-two students vary depending on the task type (Taylor, 1991), or alternatively as a function of four learning style preferences (Honey & Mumford, 1986).
Assuming that economy of expression is constrained by what can be learned as well as a pressure for languages to be clear [e.g., 47], this account still predicts that morphological complexity will vary as a function of the learning population.
Furthermore, the results revealed that students' cognitive engagement significantly increased as a function of the learning event.
For instance, consider an environment where the optimal investment in education for each individual were a function of his learning ability (or innate talent) and that the learning ability of individuals were independent of their predecessors' ability.
