Sentence examples for learning slope from inspiring English sources

Delayed recognition was impaired as well in the PD-A patients (p = 0.008), while no difference was found in learning slope (p = 0.6).

Positive associations were identified between bilateral hippocampal volumes and both memory measures, and BVMT-R learning slope was more strongly positively associated with hippocampal volumes than HVLT-R learning slope.

Except for the list A memory and learning slope (the positive learning slope over five verbal memory recall trials, with the steeper positive value the more favorable indicator of learning) of CVLTC, these test scores did not differ among cadmium categories.

In a group of non-demented older adults, Bondi and collaborators [ 13, 14] found memory impairment at study entry in APOE ε4 carriers, affecting measures of recall, recognition discriminability, and learning slope as measured by the California Verbal Learning Test (CVLT).

Bondi et al. [ 14] found that reduced delayed recall and learning slope discriminated well between the APOE groups, whereas our results indicated that a pattern of inconsistent retrieval and erratic reporting (intrusions of non-presented words) characterized the learning and memory function in ε4 carriers.

We next compared learning slopes for PD patients ON versus OFF medication relative to those of healthy controls.

The correlation between the SRT rebound and the learning slopes on the Hebb repetition task fell short of significance (r =  .23, p =  .09), but there was a significant correlation between the learning slopes on the SRT task and the Hebb repetition task (r =  0.40, p =  .002).002

There was a trend toward a significant difference in terms of learning slopes for PD ON compared to the collapsed control group, F1,45 = 3.90, MSE = 0.00, P = 0.055, reflecting slower learning for PD patients on dopaminergic medication.

Interindividual differences in learning slopes of cognitive tasks during the preliminary training trials may have dampened, at pre-test, the potential interrelation between cognitive efficiency and its neurobiological marker that may exist prior to any change induced by the whole-body cognitive training intervention.

Students have well-documented misconceptions when learning about slope of lines (Leinhardt, Zaslavsky, & Stein, 1990), resulting in them missing the connection between their calculations and the concept of a slope.

She learned about slope as a reward for completing certain problems and doing her corrections.