A1. Deriving the Technology of Skill Formation From Its Primitives . . . . . . . . . . . . 2 A1.1. A Model of Skill Formation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 A1.2. How the Flourishing of Noncognitive Traits With the Stage of the Life Cycle Can Raise the Elasticity of Substitution for Noncognitive Skills at Later Stages Compared to Earlier Stages . . . . . . . . . . ....

One single bout of exercise can be associated with positive effects on cognition, due to physiological changes associated with muscular activity, increased arousal, and training of cognitive skills during exercise. While the positive effects of life-long physical activity on cognitive ageing are well demonstrated, it is not well established whether one bout of exercise is sufficient to register...

We introduce skill chaining, a skill discovery method for reinforcement learning agents in continuous domains. Skill chaining produces chains of skills leading to an end-of-task reward. We demonstrate experimentally that skill chaining is able to create appropriate skills in a challenging continuous domain and that doing so results in performance gains.

Current concerns over reforming engineering education have focused attention on helping students develop skills and an adaptive expertise. Phenomenological guidelines for instruction along these lines can be understood as arising out of an emerging theory of thinking and learning built on results in the neural, cognitive, and behavioral sciences. We outline this framework and consider some of i...

the present research examines the academic listening comprehension strategies (lcs) among a total number of 59 intermediate and upper-intermediate persian learners who were taking pre-university courses in 2011 in persian language centre in imam khomeini international university, qazvin. the study examined nature of lcs, the variety of applying lcs, and finally predictability of strategies as a...

This article introduces a theoretical framework for understanding speech and pronunciation based on insights from cognitive phonology in which pronunciation is seen as a cognitive skill. In learning a cognitive skill, practice is essential, but its value depends on students having the right concept of what it is they are practising. Helping students form concepts appropriate to the new language...