Sentence examples for magnitude of learning from inspiring English sources

We could never have achieved this magnitude of learning gains with traditional lecture methods.

A strong indication of how these neural plastic changes might arise is provided by our observation that the magnitude of learning increases with the separation between the central and reference elements.

The reason why the magnitude of learning increases with stimulus separation is there is much more scope to move to finer spatial scale of analysis at larger separations, whereas at small separations the receptive fields are already operating at the optimal spatial scale of analysis [38].

The magnitude of learning in the practiced hand is roughly within the range of changes produced by other learning paradigms using a force-control tracking task (36 %) (Floyer-Lea and Matthews 2005).

Furthermore, there was a consistent decrease in task-related intracortical inhibition as a function of the magnitude of learning (T = 2.8, p = 0.014), especially evident after the early acquisition phase.

However, because we examined multiple days of practice, and employed a delayed retention test, we were able to discover that the magnitude of learning related change was directly related to the preservation of proprioception as indexed via our limb matching task.

We combined multiple perceptual learning approaches that have individually contributed to increasing the speed, magnitude and generality of learning into a perceptual-learning based video-game.

The microcircuit in Figure 1, and its success in modeling our observations on simple-spike firing rate, supports the hypothesis that a learned decrease in simple-spike firing rate may cause a decrease in the probability of CS responses to the instruction, and thereby reduce the magnitude or speed of learning.

A closer look reveals that the standard measure of economic disadvantage — whether a child is eligible for a free or reduced-price lunch in school — masks the magnitude of the learning gap between the richest and poorest children.

To document the magnitude of any learning effect for short-wavelength automated perimetry (SWAP) in patients with either ocular hypertension (OHT) or open-angle glaucoma (OAG) who are experienced in standard automated perimetry (SAP).

The subject matter being tutored limits the magnitude of the learning gains from ITS.