Participants progress through the test by satisfying a set criterion of learning at each stage (six consecutive correct responses).
What remains unknown from this experiment is the number of sessions (10 trials/session) needed to reach criterion of learning for each new phase in which one stimulus was added.
Two out of 16 minipigs were not able to reach criterion of learning during the 1st step of the shaping phase (putting the snout in a response hole), and 2 15 sessions of 40 trials each were needed for the next step of the shaping phase.
The criterion for successful acquisition and the measure of learning speed were the same as for discrimination learning.
Bengio et al. [5] present some characteristics of what constitutes good data representations for performing discriminative tasks, and point to the open question regarding the definition of the criteria for learning good data representations in Deep Learning.
The use of toolkits and reference frameworks for the design and evaluation of learning activities enables the systematic application of pedagogical criteria in the elaboration of learning resources and learning designs.
Exclusion criteria were: main diagnosis of learning disability, dementia, substance use or organic brain disorder; cognitive impairment severe enough to make it impossible to give meaningful information on study measures; and treatment by forensic mental health services.
Pedagogical classification as described in such frameworks is a major criterion for the retrieval of learning objects, since it serves to partition the space of available learning resources depending either on the pedagogical standpoint that was used to create them, or on the interpreted pedagogical orientation of their constituent learning contents and activities.
This article constructs five design criteria for an improved Students Assessment of Learning Gains (SALG): measure satisfaction, use pre- and posttests, use perceived ability, account for learning stage one and account for attrition.
However, research conducted on the topic in Brazil has been inconclusive about what type of criteria better promote the quality of learning for all students (c.f. Alves and Soares 2007; Ferrão et al. 2001).
