Traditional approaches to human information processing tend to deal with perception and action planning in isolation, so that an adequate account of the perception-action interface is still missing. On the perceptual side, the dominant cognitive view largely underestimates, and thus fails to account for, the impact of action-related processes on both the processing of perceptual information and...

A ll Massachusetts Institute of Technology (MIT) undergraduates are required to take introductory chemistry, which means that their willing or unwilling ears are ours for a full semester. MIT therefore has the unique opportunity to instill an appreciation of chemical principles in every incoming student, including those who left high school with an ambivalent or negative view of chemistry. Two ...

It has become axiomatic that assessment impacts powerfully on student learning. However, surprisingly little research has been published emanating from authentic higher education settings about the nature and mechanism of the pre-assessment learning effects of summative assessment. Less still emanates from health sciences education settings. This study explored the pre-assessment learning effec...

We introduce the concept of "discrete-time persistence," which deals with zero-crossings of a continuous stochastic process, X(T), measured at discrete times, T=n Delta T. For a Gaussian Markov process with relaxation rate mu, we show that the persistence (no crossing) probability decays as [rho(a)](n) for large n, where a = exp(-mu Delta T), and we compute rho(a) to high precision. We also def...

OBJECTIVE The goal of this paper is to examine how to apply the science of learning to medical education. SCIENCE OF LEARNING The science of learning is the scientific study of how people learn. Multimedia learning - learning from words and pictures - is particularly relevant to medical education. The cognitive theory of multimedia learning is an information-processing explanation of how people...

There is no single overarching theoretical framework that accounts for how we learn in all situations. There are many theories of how we learn from our experiences and there are many theories of what experiences are. We know that we do learn and that we have knowledge but there is no consensus on the relationship between the mechanism by which our brains learn and the optimal way in which we sh...

Individual differences in cognitive processing speed and response execution were examined in relation to extraversion. Event-related potentials (ERPs) were recorded concurrently with reaction time and movement time (MT) measures as participants (N = 67) performed simple reaction time and stimulus-response compatibility tasks. Slower processing speed for extraverts, as indicated by longer latenc...

Functional magnetic resonance imaging (fMRI) has quickly become the preferred technique for imaging normal brain activity, especially in the typically developing child. This technique takes advantage of specific magnetic properties and physiological processes to generate images of brain activity. These images can be interpreted as a function of group or individual based differences to explore d...

We study the synchronization of Kuramoto oscillators with all-to-all coupling in the presence of slow, noisy frequency adaptation. In this paper, we develop a model for oscillators, which adapt both their phases and frequencies. It is found that this model naturally reproduces some observed phenomena that are not qualitatively produced by the standard Kuramoto model, such as long waiting times ...