Sentence examples for contrasting learning from inspiring English sources
Numerous studies have been done to test these hypotheses by contrasting learning at multiple levels of student engagement with program and algorithm visualizations.
Further research contrasting learning effect sizes by using as a moderator, for example, the frequency of seeking help available on the computer screen versus frequency of seeking help from the teacher along with quality of answers sought, would likely shed more light on the cause of the differences.
Results show that when the outsourced activity involves low levels of design responsibility by the supplier, it is more beneficial for the two partners to have contrasting learning styles.
In the current study, we contrasted learning outcome from integrating program visualization at two different engagement levels in instructor-mediated classroom setting.
Although appropriate for their study design, (because they were testing a visualization vs. instruction), in general it is not useful to contrast learning gains from a lecture with results from an activity.
Through a series of planned comparisons (Table 1) the present study contrasted learning based on spatial or nonspatial cues, proximal or distal cues, and elemental versus configural (non-elemental) cues.
In contrast, learning relatively simple skills like riding a bike in younger children can often be mastered in a few hours, with highly visible accomplishments and great joy.
In contrast, learning by participants trained with 90% feedback was unrelated to NVIQ.
By contrast, learning on perceptual-manual/oculomotor SRT tasks can involve one or more of these sources of information, depending on the experimental protocol.
In contrast, learning to categorize Ziggerins at the basic level resulted in a more distributed pattern of changes, with increased activity for Ziggerins at the medial parts of the VOT relative to lateral parts.
In contrast, learning difficulties did not have an association with SUD independently of behavioral and affective factors.
