Sentence examples for context-specific learning from inspiring English sources

The attitudes and activities required to effectively detect and analyze failures are in short supply in most companies, and the need for context-specific learning strategies is underappreciated.

Primary motor circuitry encodes a core syllable representation that contributes to generalization, while top-down input from cortical-basal ganglia circuitry biases this representation to enable context-specific learning.

Following Hatada and colleagues [6], we could explained the long-lasting influence of the LP task on space perception, as the result of a context-specific learning, or as a sleep effect and/or due to neural plasticity.

For context-specific learning, this answer set was decomposed into subsets relevant to each process of interest.

Notwithstanding the numerous enablers and barriers to the diffusion process, the examples cited in our paper are meant to promote context-specific learning and collaboration that is reflective of the various social, economic, and political factors that influence health system development.

(3) Context specific learning: this process is responsible for tightly coupled integration module, since each domain has its own features and properties.

UNICEF is engaged in several initiatives that aim to forge new skills to meet the demands of the modern world: In a private sector partnership with the Akelius Foundation, UNICEF has co-created a context-specific language learning platform in Greece, Mauritania and Lebanon, designed to accelerate children's language skills and better integrate technology in the classroom.

MGlu5 contributes to context-specific spatial learning (Goh and Manahan-Vaughan, 2013b).

It is likely that the hippocampus mediates both context-specific components to learning about the relationship of the CS and the US and may mediate context-dependent extinction learning and renewal (Corcoran et al., 2005; Ji and Maren, 2005, 2008; Koseki et al., 2009; Fujiwara et al., 2012; Lengersdorf et al., 2014; Wiescholleck et al., 2014).

Teachers' collective sense-making of PBL and STEM-based instruction must be carefully developed, keeping in mind the context of the specific learning environments in which it will be enacted by teachers.

Finally, although our findings might be context-specific, the lessons learned from this study can inform implementation or strengthening of TB and HIV collaborative activities in similar settings with high co-infection rates which is the case with most countries in sub-Saharan Africa.