Sentence examples for with subsequent learning from inspiring English sources

Consistent with this preserved spatial selectivity, TK+ mice were slower at finding the platform when it was subsequently moved to the opposite quadrant (Fig. 2d,e), indicating that relative preservation of the original memory interfered with subsequent learning of a conflicting platform location.

Doctor Clark Rosen, director of the University of Pittsburgh Voice Center, commented that Evancho's talent is made possible by how her brain coordinates her body for singing: "Very few people are gifted enough to have that naturally, or with subsequent learning, to create a voice we'd love to hear".

Other mechanisms, such as proactive interference, whereby previously established knowledge may compete and even interfere with subsequent learning, may also be at work in late learners and in some instances result in an early learning advantage [50].

While the results demonstrated that PBL stimulates constructive, self-directed and collaborative learning processes, no relationships between the content of their interactions with subsequent learning were reported.

Although recent clinical and laboratory data suggested that exposure to inhalational anesthetics is associated with subsequent learning and memory problems, mechanisms which underline these effects are still not clear.

Across a range of disorders within both typical and atypical development, research has suggested that individual differences in early AC/WM, along with the related domain of processing speed, correlate with subsequent learning abilities in a range of different domains.

A statistically significant interaction effect was found between field type and order of learning with the simulations on the butterfly post-test performance, showing that learning first with the black-box simulation facilitated field-dependent children's subsequent learning with the glass-box simulation.

Working memory, but not IQ predicts subsequent learning in children with learning difficulties.

As a conclusion we reasoning that changes on laminar organization on frontal cortex as well as the inter hemispheric cortical integration through the corpus callosum could promote relatively fixed cognitive dysfunctions, as those observed on performances that require strategies for navigation (decision making) and working memory, with consequences also observed on the subsequent learning.

Prior good experiences (but not comfort with computers) demonstrated a modest association with knowledge outcomes, suggesting that prior course satisfaction may influence subsequent learning.

Similarly, de novo learning of an alternation task was facilitated by CA3 NMDARs; this experience accelerated subsequent learning of related tasks, independent of CA3 NMDARs, consistent with a schema-based learning.