Treating each training sample unequally is prevalent in many machine-learning tasks. Numerous weighting schemes have been proposed. Some schemes take the easy-first mode, whereas others take the ...hard-first one. Naturally, an interesting yet realistic question is raised. Given a new learning task, which samples should be learned first, easy or hard? To answer this question, both theoretical analysis and experimental verification are conducted. First, a general objective function is proposed and the optimal weight can be derived from it, which reveals the relationship between the difficulty distribution of the training set and the priority mode. Two novel findings are subsequently obtained: besides the easy-first and hard-first modes, there are two other typical modes, namely, medium-first and two-ends-first; the priority mode may be varied if the difficulty distribution of the training set changes greatly. Second, inspired by the findings, a flexible weighting scheme (FlexW) is proposed for selecting the optimal priority mode when there is no prior knowledge or theoretical clues. The four priority modes can be flexibly switched in the proposed solution, thus suitable for various scenarios. Third, a wide range of experiments is conducted to verify the effectiveness of our proposed FlexW and further compare the weighting schemes in different modes under various learning scenarios. On the basis of these works, reasonable and comprehensive answers are obtained for the easy-or-hard question.
•Children with learning difficulties in Ghana were associated with higher likelihood of experiencing anxiety and depression.•Approximately 5% of Ghanaian children aged 5−17 years had learning ...difficulties.•Approximately 4% and 3% of Ghanaian children aged 5−17 years experienced anxiety and depression daily, respectively.
Children with learning difficulties are vulnerable to internalizing symptoms, particularly anxiety and depression. However, only few studies have examined this relationship in low-and-middle-income countries using a nationally representative data.
This study aimed to examine the relationship between learning difficulty and internalizing symptoms of children aged 5−17 years in Ghana while controlling for covariates.
We analyzed children's data using mothers'/caregivers' reports from the 2017/2018 Ghana Multiple Indicator Cluster Survey Six (MICS 6). Data of 8,958 children aged 5−17 years were used for the analysis.
About 20% of the children had some learning difficulties whereas 5% could not learn at all. Learning difficulty was associated with symptoms of anxiety and depression of children. Specifically, children who had some learning difficulties had higher odds of feeling anxious APOR = 1.28, 95% CI:1.11, 1.49, p = 0.001 while those with some difficulties APOR=1.24, 95% CI:1.07, 1.44, p = 0.004 and a lot of difficulties or could not learn at all APOR=1.74, 95% CI:1.28, 2.37, p < 0.01 had higher odds of feeling depressed.
The findings call on stakeholders in education and health to prioritize the mental health of all school-going children, particularly those with learning difficulties in Ghana.
Math learning difficulty (MLD) is a learning disorder characterized by persistent impairments in the understanding and application of numbers independent of intelligence or schooling. The current ...study aims to review existing neuroimaging studies to characterize the neurobiological basis in MLD for their quantity and arithmetic dysfunctions. We identified a total of 24 studies with 728 participants through the literature. Using the activation likelihood estimate (ALE) method, we found that the most consistent neurobiological dysfunction in MLD was observed in the right intraparietal sulcus (IPS) with distinct patterns of the anterior and posterior aspects. Meanwhile, neurobiological dysfunctions were also observed in a distributed network including the fusiform gyrus, inferior temporal gyrus, insula, prefrontal cortex, anterior cingulate cortex, and claustrum. Our results suggest a core dysfunction in the right anterior IPS and left fusiform gyrus with atypically upregulated functions in brain regions for attention, working memory, visual processing, and motivation, serving as the neurobiological basis of MLD.
Using the activation likelihood estimate (ALE) method, we revealed the IPS and a distributed brain network for attention, working memory, visual processing, and motivation, serving as the neurobiological basis of math learning difficulties (MLD). The study provided the first comprehensive and quantitative review of the neurobiological basis of MLD.
In machine learning, the performance of a classifier depends on both the classifier model and the separability/complexity of datasets. To quantitatively measure the separability of datasets, in this ...study, we propose an
intrinsic measure
– the Distance-based Separability Index (DSI), which is independent of the classifier model. We then formally show that the DSI can indicate whether the distributions of datasets are identical for any dimensionality. DSI can measure separability of datasets because we consider the situation in which different classes of data are mixed in the same distribution to be the most difficult for classifiers to separate. And, DSI is verified to be an effective separability measure by comparing it to state-of-the-art separability/complexity measures using synthetic datasets and real datasets (CIFAR-10/100). Having demonstrated the DSI’s ability to compare distributions of samples, our other studies show that it can be used in other separability-based applications, such as measuring the performance of generative adversarial networks (GANs) and evaluating the results of clustering methods.
The aim of this study was to examine what kind of school performance and behaviour profiles could be identified among students in the final grade of basic education in the Swedish speaking parts of ...Finland (N = 1149, grade 9), how these differed in temperament and how temperament could explain profile differences in first language (L1, Swedish) grades, behaviour grades, and results from standardised reading tests. Latent profile analysis revealed three groups of students with distinct L1 performance and behaviour profiles. One profile with good grades in L1 and behaviour, and good test results - one with satisfactory grades in L1, good grades in behaviour, and poor test results - and one with low grades in L1 and behaviour, and relatively good test results. High perseverance and low impulsivity were related to good L1 and behaviour grades. The findings implicate that student's behaviour impact both the assessment of the subject and behaviour.
Dyspraxia affects up to five percent of the population, but its history and its historical geographies have gone unexplored. This article offers the first historical geography of dyspraxia, ...conceptualising its emergence in the transatlantic world through a ‘constellation of mobility’. It explores the major episodes in dyspraxia’s early history (1866–1948) – from the Victorian science of apraxia in Europe that set the context for its identification through to the research of the American neuropathologist Samuel T. Orton, who in the 1920s laid out one of the first modern understandings of the condition. Through this case study, this article seeks to further redress twin research lacunae: historical geographies of psychological differences beyond those of madness and mental illness, including those not straightforwardly captured by the mental/physical binary; and mobility geographies of impairments that precipitate immobility and/or non-standard types of movement. It argues that mobility approaches hold substantial promise for the further exploration of historical geographies of dyspraxia and of disability more broadly, especially through their ability to connect the multiple scales – from embodied differences to global networks of medicine and science – that produce particular medical diagnoses.
•Dyspraxia’s origins can be understood through a constellation of mobility.•Dyspraxia’s constellation operates at multiple scales, including embodied mobilities and transnational networks of science, medicine, and transportation.•This case study of dyspraxia illustrates the promise of mobility approaches for the further exploration of historical geographies of disability.
Introduction
There has been a rapidly increasing rate of students disclosing specific learning difficulties in higher education- in 2016 dyslexic students accounted for up to 5% of the student ...population.(Ryder D, Norwich B.)
Objectives
It is important that provisions for alternative learners are developed in order to increase accessibility to medicine. Podcasts are an inexpensive, accessible and convenient method to both deliver education and interest pieces to a new generation of learners. This poster aims to explore the idea of harnessing the technology available to us to create an accessible, enjoyable platform to improve the experience of students with learning difficulties.
Methods
A literature search reviewing the past and present provisions for students with learning difficulties was conducted using a range of databases covering educational, scientific and medical backgrounds. 315 papers were found across the databases, each analysed for relevance and 25 were selected as appropriate.
Results
identified 5 key themes; the lack of awareness and importance of education, the power of audio learning, the practicalities of podcasts, adjustments to examinations specifically and finally additional provisions which accompany audio learning to create an all-inclusive educational experience. Altogether suggesting podcasts have an improved outcome for students with learning difficulties.
Conclusions
It has been evidenced understanding is key to maximising learning potential and highlighted need to increase awareness of dyslexic needs in higher education institutions, generate audio centred provisions in conjunction to traditional materials and be aware of alternative provisions to cater for the spectrum of dyslexic needs.
The pandemic era has caused changes in the learning system. The situation demanded online learning and triggered students to have learning difficulties. The research aims to examine the impact of ...social media, social environment, and student learning potential on student learning difficulties. This study utilizes a quantitative approach. The respondents were university students experiencing online learning in West Java, Indonesia. A questionnaire validated by four experts was distributed to 539 of them. Accommodating structural equation modeling (SEM) by evaluating the measurement and structural models was used in data analysis. This study revealed that the instrument had good construct validity and reliability. A good instrument will produce a good measurement process so that the instrument can get the data needed. Hypothesis testing shows that high media activity can inhibit students from learning. However, social media activity directly influences learning difficulties. Meanwhile, the variables of learning potential and social environment positively influence student learning difficulties directly or indirectly. There are a few things to note on learning potential, social environment, and social media to delve into their influences on students' learning difficulties.
Bajo el amparo de los proyectos europeos Erasmus Plus KA201, INDIe e INDIe4All, la Universidad Politécnica de Cartagena (UPCT) ha desarrollado las plataformas INDIeOpen e INDIeAutor para fomentar una ...educación abierta y accesible a través de una herramienta que permite a los docentes generar materiales inclusivos. Con la colaboración de asociaciones representativas de estudiantes con discapacidad y necesidades especiales de apoyo educativo, se han elaborado y publicado Recursos Educativos Abiertos (REA) para la asignatura "Economía de la Empresa" de 2º de Bachillerato. Estos recursos han sido útiles para que los estudiantes preparen las pruebas EBAU para esta asignatura en 2022. La universidad apuesta por una educación más inclusiva y proporciona a los docentes los recursos necesarios para lograrlo, asumiendo el reto de una educación de calidad y cumpliendo con el Objetivo de Desarrollo Sostenible 4. El trabajo presenta los resultados del proyecto, estadísticas de uso y futuras líneas de investigación.
Background: Dyslexia—a learning disorder characterized by difficulty in word-level reading skills—can negatively impact nursing students’ practice, which can, in turn, affect patient safety. ...Individuals with dyslexia are often stigmatized. There is a need to explore dyslexia awareness among nursing students and its relationship with stigma in Saudi Arabia.
Objective: This study aimed to assess the dyslexia awareness levels among nursing students and its relation to stigma.
Methods: A quantitative cross-sectional study was conducted on 154 nursing students at King Abdulaziz University, Saudi Arabia. Data were collected by asking the students to virtually complete the Knowledge and Beliefs about Developmental Dyslexia Scale (KBDDS) and the Consciousness Questionnaire-Learning Disabilities (SCQ-LD) from February to March 2021. Data were analyzed using chi-square tests to test significance and Cramer’s V to determine the strength of the relationships among the categorical variables.
Results: The overall dyslexia awareness level was moderate. Most participants believed that people had negative assumptions about individuals with dyslexia and that they judged and treated them differently. A moderately strong positive association was revealed between knowledge of the stigma surrounding dyslexia and knowledge of dyslexia itself (p <0.001).
Conclusions: Increased dyslexia awareness is correlated with greater anticipation that dyslexic individuals will be stigmatized. Therefore, dyslexia awareness should be raised among nursing students. Students or nurses with dyslexia should also be encouraged to learn appropriate coping strategies to ensure patient safety.
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