Sensory systems appear to learn to transform incoming sensory information into perceptual representations, or "objects," that can inform and guide behavior with minimal explicit supervision. Here, we propose that the auditory system can achieve this goal by using time as a supervisor, i.e., by learning features of a stimulus that are temporally regular. We will show that this procedure generates a feature space sufficient to support fundamental computations of auditory perception. In detail, we consider the problem of discriminating between instances of a prototypical class of natural auditory objects, i.e., rhesus macaque vocalizations. We test discrimination in two ethologically relevant tasks: discrimination in a cluttered acoustic background and generalization to discriminate between novel exemplars. We show that an algorithm that learns these temporally regular features affords better or equivalent discrimination and generalization than conventional feature-selection algorithms, i.e., principal component analysis and independent component analysis. Our findings suggest that the slow temporal features of auditory stimuli may be sufficient for parsing auditory scenes and that the auditory brain could utilize these slowly changing temporal features.
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http://dx.doi.org/10.3389/fncom.2023.1150300 | DOI Listing |
Med Educ
December 2024
Department of Family Medicine, Faculty of Medicine and Dentistry, College of Health Sciences, University of Alberta, Edmonton, Alberta, Canada.
Introduction: Meaningful supervisor-resident relationships enhance feedback and learning, yet not all relationships reach this potential. While there is increasing interest in continuity of supervision (CoS) to build relationships that support feedback and promote learning, there remains a limited understanding of how relationships develop and influence assessment over time. The aim of this study was to explore how supervisors and learners in postgraduate medical education perceive CoS relationships and their impact on feedback and assessment.
View Article and Find Full Text PDFWork-integrated learning (WIL) is integral to most health disciplines' profession-qualifying degree programs. To analyse the categories, locales and foci of final-year (capstone), health information management professional practice (WIL) placements, 2012-2021, at La Trobe University, Australia. A documentary analysis of 614 placement agency proposals, 2012-2021, interrogated multiple characteristics: agency type, placement (sub-) category (WIL model), project type, agency-required student capabilities, intended learning outcomes.
View Article and Find Full Text PDFAdv Health Sci Educ Theory Pract
December 2024
Department of Family Medicine, Care and Public Health Research Institute (CAPHRI), Maastricht University, Maastricht, The Netherlands.
Doctor-patient communication is a core competency in medical education, which requires learners to adapt their communication flexibly to each clinical encounter. Although conceptual learning models exist, information about how skilled communication develops over time is scant. This study aims to unpack this process of communication learning and to identify its facilitators.
View Article and Find Full Text PDFTransfus Apher Sci
December 2024
Blood Donation Service Section I, Huzhou Central Blood Station, Huzhou 313000, China.
Background: Apheresis platelets is a common platelets collection method with high purity and relatively few adverse reactions. This study aimed to explore the effects of multiple apheresis platelet donations on the condition of iron nutrition and platelet parameters of donors in China.
Methods: Eligible studies were selected from PubMed, EMBASE, Wanfang, CQVIP, and the Chinese National Knowledge Infrastructure (CNKI) databases.
Educ Prim Care
December 2024
Yorkshire and Humber School of Primary Care, NHS England, Leeds, UK.
June 2023 saw an exceptionally high proportion of Outcome 5s (incomplete evidence) issued at the annual review of competency progression (ARCP) for GP Trainees in Yorkshire and the Humber (Y&H) Deanery. These outcomes created considerable time, administrative and financial costs for the deanery. Additionally, it was believed that receiving non-standard outcomes at ARCP would be detrimental to trainee wellbeing.
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