The phrase "aspects of human learning" is correct and usable in written English.
It can be used when discussing different elements or features related to how humans acquire knowledge and skills.
Example: "Researchers are exploring various aspects of human learning to improve educational methods."
Alternatives: "elements of human learning" or "features of human learning".
The idea of meta-cognitive learning has enriched the landscape of evolving systems, because it emulates three fundamental aspects of human learning: what-to-learn; how-to-learn; and when-to-learn.
These topics include amongst others recommendation technologies for group decision tasks, different aspects of human learning and decision making behavior as well as different methods of knowledge acquisition.
Since the comparison of any competing models (including Bayesian vs. non-Bayesian models) is valid whenever these models are compared in terms of their respective model evidence with regard to the same experimental data, our framework should support formal answers to questions about whether aspects of human learning and decision-making are of a non-Bayesian nature (cf. [66]).
Thousands of studies support this approach, according to literacy expert Louisa Moats: "This is the most studied aspect of human learning," she says in the documentary.
The design of the application is considered explicitly from a user-centered perspective, meaning that we took into account aspects of human perception and action learning.
The Dance-the-Music was designed explicitly from a user-centered perspective, meaning that we took into account aspects of human perception and action learning.
Technological realizations and innovations incorporated in the Dance-the-Music were developed explicitly from a user-centered perspective, meaning that we took into account aspects of human perception and action learning.
The Johns Hopkins School of Education explores the frontiers of knowledge to understand how individual, communal, behavioral, and neurological aspects of human development interact to impact learning.
The two experiments reported here address two aspects of human memory consolidation in motor skill learning - the evolution of delayed ("off-line" learning) performance gains (Experiment 1) and the susceptibility to interference (Experiment 2) - in children and adolescents, before and after the onset of adolescence.
The learning algorithm takes into account some basic aspects of human perception.
Over time, science has learned more about our respiratory system and other aspects of human health and gradually environmental standards have been adjusted to reflect that new knowledge.
