Sentence examples for distributions of learning from inspiring English sources

In his Preface to the Novum Organum Bacon promises the introduction of a new method, which will restore the senses to their former rank (Bacon IV [1901], 17f)., begin the whole labor of the mind again, and open two sources and two distributions of learning, consisting of a method of cultivating the sciences and another of discovering them.

Specifically, we generated virtual subjects by sampling the distribution of learning rates and inverse temperatures resulting from behavioural model fits (learning rate range: [0.33,0.88], inverse temperature range: [0.43, 12.31]).

Table 5 shows the distribution of learning style orientations between all groupings.

These results suggest that in any given cohort of participants, the distribution of learning style orientations (LSOs) is diverse.

The teachers were not informed of the distribution of learning styles within their classes to avoid any potential changes in pedagogy or behaviour towards certain students.

To ascertain the distribution of learning styles, a modified and translated version of the 'Learning Styles Indicator' (LSI) (Wintergerst and DeCapua, 1999, 2001; Wintergerst et al. 2003; DeCapua and Wintergerst, 2005) was used on all groups.

The wild type provided a background population for the single-cohort colonies, but all sampled bees came from the standard research stock, which has a well-documented and broad distribution of learning behaviour [52], [53].

Despite these efforts, security restrictions and funding shortfalls are affecting education and the distribution of learning materials in conflict situations.

The distribution of learning activities was consistent in a single day and across the days of the week.

To date, at least 500,800 pre-school and school-aged children (3 to 17 years) have benefited from the distribution of learning materials and supplies to schools.

The Kolb Learning Style Inventory (KLSI) of 2005 [ 27] showed an even distribution of learning styles as a potential confounder in skill acquisition although it's immediate effect is unclear [ 28].