Sentence examples for distal learning from inspiring English sources

These results demonstrate that distal learning with an articulatory synthesizer that incorporates knowledge of speech production mechanisms is an effective strategy for the simulation of speech production acquisition.

In this study, we explored the estimation of articulatory targets of Thai vowels as a distal learning task using a model-based analysis-by-synthesis strategy.

The basic idea, as mentioned in the 'Introduction,' is to estimate the underlying articulatory targets based on a distal learning strategy [25], in such a way that the learner (optimization system) is able to utilize the speech production system (articulatory synthesizer) to generate acoustic data that can be compared to the original speech.

The basic idea is to simulate the process of learning speech production as a distal learning task, with acoustic signals of natural utterances in the form of Mel-frequency cepstral coefficients (MFCCs) as input, VocalTractLab - a 3D articulatory synthesizer controlled by target approximation models as the learner, and stochastic gradient descent as the target training method.

This paper introduces one such architecture that exhibits rudimentary distal reward learning based on associations of bottom-up visual sensory sequences with bottom-up proprioceptive motor sequences while an agent explores an environment.

Reviewer #2: This study by Brzosko et al. addressed how dopamine (DA) retroactively regulates spike timing-dependent plasticity (STDP) in order to account for the distal reward problem, where rewards promote learning of experiences preceding rewards.

Thus, the curtain blocked access to the distal cues, and prevented the rats from learning any spatial location of the platform.

Anterior thalamic lesions produced a selective, but severe, biconditional learning deficit when the task incorporated distal spatial cues.

These results indicate that access to distal cues was both necessary and sufficient for acquiring spatial memory, and blocking access to those distal cues prevented place, but not cue-approach learning.

The distal visual cues do not afford the opportunity to use discrimination learning.

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.