Sentence examples for high learning performance from inspiring English sources

An in-depth analysis of behavioral patterns could provide guidance for educators in understanding how different co-regulation behaviors contribute to high learning performance.

Therefore the non-significant results for the effects of stress on negative personality traits, might be due to the high learning performance for negative control traits, and implicating some kind of a ceiling effect.

We propose that the advantage is energetic, under the assumption that high learning performance is energetically costly (Mery and Kawecki 2003).

Crucially, Mavilidi et al. (2015) demonstrated that an integrated physical learning task leads to higher learning performance than letting learners perform bodily exercises without a relation to the learning contents.

Students in the BL setting had a higher learning performance as compared to the EL setting.

Participants in the stress group also showed a higher learning performance for negative control traits compared to positive control traits (T 29)  = −3.37, p<.01) Figure 2 illustrates these findings.

In the control group on the other hand, there was a higher learning performance for negative implied traits compared to negative not-implied trait adjectives (T 29)  = −3.075, p<.05).

Simple main effects showed that the stress group shows a significant higher learning performance for positive implied (old) trait adjectives compared to positive not implied (new) trait adjectives (T 29)  = 5.311, p<.001).

This finding was not present in the control group: Participants in the control group did not show a significant higher learning performance for positive implied trait adjectives than positive not-implied trait adjectives (T 29)  = 1.45, p = .16).16

More spike-LFP theta synchronization is correlated with higher learning performance, while high-frequency synchronization is unrelated with changes in performance, but these changes were absent once learning had stabilized and stimuli became familiar, or in the absence of learning.

Hair cell-specific BK mutants showed a significantly higher learning performance than their littermate controls (Fig. 5 ): whereas controls showed significant discrimination between AM tones from training day 8 onward, HC-BK−/− already showed significant discrimination starting on training day 5 (Mann-Whitney U test, P ≤ 0.05).