The phrase "absence of learning" is correct and usable in written English.
It can be used to describe a situation or condition where there is a lack of education or knowledge acquisition.
Example: "The report highlighted the absence of learning in the educational system, leading to significant gaps in student performance."
Alternatives: "lack of education" or "deficiency in knowledge".
Such learning of new RefRNs sharply contrasts with the absence of learning for NREM items.
This may be related to the heterogeneity of participants' profiles; if, after the first module, they detect the absence of learning resources and objectives appropriate to their learning style and other characteristics, they may drop out.
Finally, the validity of criterion C4, regarding (the absence of) learning effects can be confirmed: There were no crucial( r > 0. 3 ) effectsof learning for any of the dependent variables.
In our experiment, we have not given feedback in order to study strategic sophistication in the absence of learning.
We interviewed controls for confirming the absence of learning difficulties or psychiatric problems during childhood and the study, respectively.
Alternatively, pathways upregulated in controls may be those that are needed to maintain homeostatic processes and basal neuronal functions in the absence of learning.
The third panel shows an absence of generalisation of learning within the auditory modality.
The first component represents removal in the absence of societal learning (i.e., through unexceptional health procedures or natural recovery) and is referred to as the base removal rate.
Using highly similar reward and nonreward (control) tasks in a within-subjects design can provide additional insight into the relationship between endogenous and exogenous attentional guidance in the presence or absence of reward learning.
The clear dissociation between motor performance (or visuospatial function) deficits in the CGG KI mouse in the absence of motor learning deficits and the inverse case in the Fmr1 KO mice provides a unique opportunity to evaluate separate components of the motor system in these models.
As well as highlighting three of the individual factors contributing to learning, this example shows interaction with resources (the BNF) in the social world, the experiential outcome of learning, despite the absence of teaching, and the pedagogical outcome of knowledge building.
