Sentence examples for learned consistent from inspiring English sources

I don't think we've gone backwards, but I don't think we've learned consistent lessons, either.

Genetic dopamine-deficient mice when tested in a maze task appears initially impaired but when subsequently treated with l-DOPA (Robinson et al., 2005), or caffeine (Hnasko et al., 2005) can be shown to have learned, consistent with an effect of dopamine on the expression of learning rather than on learning itself.

We show that learning about sensory cues allows insects to transfer flexibly their responses to novel stimuli attaining thereby different levels of complexity, from basic generalization to categorization and concept learning consistent with rule extraction.

The redesign of nursing curricula is urgent and needs to reflect the integration of clinical and classroom learning consistent with the language found in the Baccalaureate Essentials, standards of the institutions' accrediting bodies, and the state boards of nursing.

Therefore, through supporting teacher autonomy and exploration with careful and thoughtful scaffolding, we aimed to design a system that provided for teacher agency yet still allowed the facilitators to steer participants toward understanding important issues of teaching and learning consistent with the goals of the TSCD-PD.

Because of the rotation of the landmark between training trials, ants were slow to learn consistent routes.

Hence, it is important to consider a sufficient amount of subjects in order to learn consistent patterns in eye-fixation data and to construct a stable ground truth.

Prenatal treatment of rats with BaP impaired memory and ability to learn, consistent with alterations in the expression profile of key genes involved in long-term potentiation (Hood et al. 2000; Wormley et al. 2004b).

Providing a rationale for each skill in relation to specific occupations of interest, inclusion of typical daily activities and commonplace equipment for practice, and demonstration of incorrect performance with the resultant hazards offer a practical and life-experience approach to learning consistent with Andragogical principles.

(Krakauer et al., 1999; Shadmehr & Moussavi, 2000; Vetter et al., 1999; Krakauer et al., 2006; Hwang et al., 2006) Here, we show that the type of generalization depends on the type of error that drives learning, consistent with the hypothesis of two different learning systems that are distinguished by the error to which they respond and the way in which they generalize across the environment.

In addition, the dependencies learned are consistent with prior knowledge of cell organization.