"shallow learning" is a correct and usable phrase in written English.
It refers to a surface-level understanding of a topic without delving deeply into its complexities. You can use "shallow learning" in a sentence when describing someone's knowledge or understanding of a subject. For example, "His grades in history were good, but it was clear that he only had a shallow learning of the material." This sentence implies that the person may have memorized facts and dates, but did not truly understand the significance or context of the events.
Shallow learning strategies are very common in the sciences (Elby, 1999; Pungente and Badger, 2003; Tomanek and Montplaisir, 2004) and can be attributed at least in part to assessment practices (Momsen et al., 2010, 2013) and frequency, type, and student use of feedback (Hattie and Timperley, 2007).
Encouraging more shallow learning of facts alone will not help young people to be prepared for the jobs of tomorrow.
We compare results with those obtained from standard shallow learning methods with predefined features, as well as standard DCNNs.
It is a forgiving medium with a shallow learning curve, but we did feel uncomfortable working with the straw in two ways.
We argue shallow learning profiles are in part the result of curricular paces moving much faster than the pace of learning.
Specially, most of existing methods only adopt shallow learning models to integrate various features of images for recognition limiting classification accuracy.
Most existing work relies on heuristic hand-crafted feature design and shallow feature learning architectures, which cannot find very discriminative features to accurately classify different activities.
8) Breathe deep again Seriously, most of us breathe too shallow so learning how to breathe correctly may make us feel so much more energized and also better able to deal with what life may throw our way.
The finding suggested that the substantial decline in GA and more rapid forgetting underlie aMCI's shallower learning curve not only for item learning test as previously studies reported, but also for associative learning test.
We separated the rate of learning into intertrial GA and LA in order to investigate the separate contributions of failure in acquisition and failure in consolidation to the shallower learning curve in aMCI patients.
Regarding individual students, at least three studies have found a statistically significant positive relationship between high scores on standardized tests and a relatively shallow approach to learning.
