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Observation Alone (observation + alone)
Selected AbstractsSocial learning of prey location in hatchery-reared Atlantic salmonJOURNAL OF FISH BIOLOGY, Issue 3 2003C. Brown Naïve, hatchery-reared Atlantic salmon Salmo salar parr were paired with demonstrators that had been pre-trained to accept live prey from the surface or from the benthos. After 6 days of observing demonstrators through a clear perspex partition the naïve fish's benthic foraging skills were tested. The results revealed that hatchery-reared Atlantic salmon can be taught to target benthic prey items by observation alone and social learning protocols can be utilized to dramatically increase benthic foraging success. The results are discussed with reference to refining hatchery-rearing practices with a view to improving the post-release survival of hatchery fishes. The role of learning, and in particular social learning, in the development foraging behaviour is highlighted. [source] Cranial Nonmetric Variation and Estimating Ancestry,JOURNAL OF FORENSIC SCIENCES, Issue 5 2009Joseph T. Hefner Ph.D. Abstract:, Historically, when predicting the ancestry of human skeletal remains, forensic anthropologists have not fully considered the variation within human populations, but instead have relied on a typological, experience-based approach. Unfortunately, reliance on observer experience has produced a method that is as much an art as it is a science. This research focuses on the frequency distribution and inter-trait correlations of 11 common morphoscopic traits to demonstrate that the experience-based approach to ancestry prediction is indeed an art that is unscientific, because it is unreplicable, unreliable, and invalid. Ten of 11 traits examined had frequency distributions with significant differences (p < 0.001) between groups, but the range in variation of these traits far exceeds previous assumptions. Such within group variation clearly demonstrates that extreme trait expressions are not reliable for estimating ancestry through visual observation alone, but instead that these traits should be analyzed within a statistical framework. [source] A Practical Method to Estimate the Bed Height of a Fluidized Bed of Fine ParticlesCHEMICAL ENGINEERING & TECHNOLOGY (CET), Issue 12 2008M. Zhang Abstract Knowledge of both dense bed expansion and freeboard solids inventory are required for the determination of bed height in fluidized beds of fine particles, e.g., Fluidized Catalytic Cracking (FCC) catalysts. A more accurate estimation of the solids inventory in the freeboard is achieved based on a modified model for the freeboard particle concentration profile. Using the experimentally determined dense bed expansion and the modified freeboard model, a more practical method with improved accuracy is provided to determine the bed height both in laboratory and industrial fluidized beds of FCC particles. The bed height in a fluidized bed can exhibit different trends as the superficial gas velocity increases, depending on the different characteristics of the dense bed expansion and solids entrainment in the freeboard. The factors that influence the bed height are discussed, showing the complexity of bed height and demonstrating that it is not realistic to determine the bed height by a generalized model that can accurately predict the dense bed expansion and freeboard solids inventory simultaneously. Moreover, a method to determine the bed height, based on axial pressure fluctuation profiles, is proposed in this study for laboratory fluidized beds, which provides improved accuracy compared to observation alone or determining the turning points in the axial pressure profiles, especially in high-velocity fluidized beds. [source] Information Sources for Noun LearningCOGNITIVE SCIENCE - A MULTIDISCIPLINARY JOURNAL, Issue 2 2005Edward Kako Abstract Why are some words easier to learn than others? And what enables the eventual learning of the more difficult words? These questions were addressed for nouns using a paradigm in which adults were exposed to naturalistic maternal input that was manipulated to simulate access to several different information sources, both alone and in combination: observation of the extralinguistic contexts in which the target word was used, the words that co-occurred with the target word, and the target word's syntactic context. Words that were not accurately identified from observation alone were both abstract (e.g., music) and concrete (e.g., tail). Whether a noun could be learned from observation depended on whether it labeled a basic-level object category (BLOC). However, the difference between BLOC labels and non-BLOC labels was eliminated when observation was supplemented with linguistic context. Thus, although BLOC labels can be learned from observation alone, non-BLOC labels require richer linguistic context. These findings support a model of vocabulary growth in which an important role is played by changes in the information to which learners have access. [source] | ||||||||||