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As in previous research, students with high spatial ability both produced better explanations and performed better on tests of learning (e.g. Uttal et al., 2013).
Thus, not only do students routinely report mind-wandering during lectures and while studying, but higher rates of mind-wandering are negatively related with scores on later tests of learning and comprehension.
The studies described above that reveal the neural basis of abstract concept representations in physics (Kontra et al., 2015; Mason & Just, 2016) provide neural markers for conceptual learning that can be used in addition to more traditional paper-and-pencil tests of learning.
Tests of learning success were applied after each of the four learning phases.
In this paper, we will use the perceptual learning paradigm and tests of learning generalisation to determine whether commonalities exist between auditory, visual, and audiovisual timing processes.
The KABC was chosen because it is one of the most frequently used tests of learning ability internationally.
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Generating an explanation in this way could be regarded as a test of learning.
However, on a later test of learning from that module, the original placement of the questions in the module did not matter for performance.
In a test of learning that requires the animals to memorize the location of a platform in a tank of water, the RNA injections didn't affect the performance of the mice lacking the receptors.
However, this effect supposedly affected primarily the items that were used at the test of learning since only those items were explicitly tested in a forward direction.
Finally, the data in the rightmost panel of Figure 2b are for the test of learning generalisation from onset discrimination to offset discrimination.
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