Importantly, the changes in spike-LFP theta synchronization only characterized the learning of novel stimuli but were absent once stimuli became familiar or in situations when learning did not occur.
A prerequisite for successfully using ML is in fact a thorough understanding of the advantages and limitations that characterize learning machines and of the application-specific context.
By proposing a state vector for the STP induced by each stimulus, we show the distance of state vectors can be used to characterize learning process and several important phenomena of memory dynamics: partial memory recall, learning efficiency, learning with correlated stimuli.
While radical prostatectomy surgeon learning curves have characterized less blood loss, shorter operative times, and fewer positive margins, there is a dearth of studies characterizing learning curves for improving sexual function.
In light of the important role of asking research questions on students' learning in authentic scientific inquiry environments, we characterized the teaching and learning of this ability in the context of a high-school inquiry-oriented biotechnology program.
Here, we characterized the teaching and learning of research-question-asking in the context of an innovative inquiry-oriented program for high-school biotechnology majors, focusing on two case studies of lessons in which students were expected to formulate their research questions.
First we conducted experiments designed to further characterize the learning parameters of the odor PB association that leads to startle facilitation weeks later.
In this study, the entire dataset was evaluated in order to characterize the learning curves of both HEC and LICK and, more specifically, to determine if pre-training HEC has an influence in the LICK learning curve.
The statistical learning theory, in essence, characterizes properties of learning machines to make them able of generalization to unseen data.
In order to further understanding this phenomenon, we formulated the following research question: "What characterizes the learning pathways of Western classical music expert improvisers?" Addressing this question, we designed an exploratory case study, conducting open-ended semi-structured videoconference interviews with a purposeful sampling of N = 8 Western classical music expert improvisers.
