Sentence examples for varying learning from inspiring English sources
The phrase "varying learning" is correct and usable in written English.
It can be used to describe different types or methods of learning that may change or adapt over time. Example: "In our educational program, we focus on varying learning styles to accommodate all students' needs."
Figure 9 shows the performance of the transmitter using PBAP learning algorithm in the upper part and fictitious play in the bottom part, for varying learning algorithms of the jammer.
Our results suggest that it can be beneficial to integrate in situ analyses of verbal interactions into research on the so-called Matthew effect, which predominantly relies on standardised pre- and post-tests of academic achievement in order to examine varying learning gains between the students as dependent on prior knowledge (cf. Sideridis 2011).
In addition, children taught in a mixed-age environment gradually become more patient and comfortable interacting with others of varying learning ability.
The time varying learning rate is devised for gradient reach with the proof of stability analysis.
Active participation should be encouraged, and individualized programs offered for different groups of researchers, accounting for varying learning styles and past experiences.
To help learners with varying learning needs and preferences requires instructional designers to follow both prescribed methodologies and creative approaches.
A time-varying learning algorithm for recurrent high order neural network in order to identify and control nonlinear systems which integrates the use of a statistical framework is proposed.
We tested whether the rats considered uncertainty during reward estimation and whether the rats utilized an uncertainty-dependent time-varying learning rate or a fixed learning rate.
These results suggest that the uncertainty-dependent time-varying learning rate was the reason for the significant difference in the action selections in the first and last stages of learning blocks (Figs 2 and 6).
In our free-choice task, the action selections in the first and last parts of the blocks were significantly different (Fig. 2); the difference of action selection is possibly explained with the uncertainty-dependent time-varying learning rates in asymmetric BQ-learning (Fig. 6B).
We slept on a skipjack sailboat at the Chesapeake Bay Field Lab, where students of varying ages learn about the seafaring life of the bay; at a duck blind in a county park; on a sandy beach.
