Sentence examples for reduction of learning from inspiring English sources

But the reduction of learning to mere external stimuli and overt responses raised discordant theoretical objections that the inner activities of the organism were being ignored.

Notably, blocking in C. elegans appears to be of a more limited magnitude than in rodents: while blocking in rodents often results in a complete elimination of learning to CS2, our best conditions only result in a partial reduction of learning to CS2.

Building on the phenomenographic reduction of learning [ 21, 23, 38], analytical instruments including Biggs' Study Process Questionnaire (SPQ) [ 35] and the Approaches and Study Skills Inventory for Students (ASSIST) place importance on motivation in investigating student learning approaches.

A role for motivation in determining learning success is perhaps unsurprising; the phenomenographic reduction of learning is represented by three elements: the indirect object (the motivation or aim for engaging in the process of learning); the direct object (what is being learnt); and the act (the functional mechanics of the learning process itself) [ 21- 23].

More and dedicated experiments are needed to tackle this question, in particular given that the influence of light conditions onto learning has been analysed in several insect species but range from improvement (Yarali et al. 2008) to no change (Matsumoto and Mizunami 2004; Sato et al. 2007) to reduction of learning performance (this paper), suggesting a species-specific trait.

In the 1940s U.S. psychologist Clark Hull proposed a drive-reduction theory of learning.

"We will work closely with the post-16 sector to evaluate available options and to minimise the impact of any reductions on learning.

In the context of disaster risk reduction, the concept of "learning" relates to the lessons that have been learned from past disasters and how concepts, strategies, and measures have been adapted (Jasanoff 1994; Kletz 2001; Hoffmann 2008; Egner et al. 2015).

Countries in crisis Post-crisis transition Fragile states Rapid assessment of learning spaces Disaster reduction Partnerships Countries in crisis Post-crisis transition Fragile states Rapid assessment of learning spaces Disaster reduction Partnerships.

We found that for programmes delivered remotely using technology, outcomes such as engagement with the programme, reduction of feelings of isolation, achievement of learning outcomes and knowledge gains and participant satisfaction may be further enhanced if there is a 'human element' to the programme, such as networking opportunities, online facilitation and/or interactive learning elements.

The "School without Violence" programme contributes to the behaviour change and reduction of violence -  primarily by means of learning and accepting new knowledge and skills, by applying them in all life situations, both at school and at home.