Effects of reinforcement intervals in paired- associate learning.
Reinforcement intervals /RI/ effect in paired- associate learning using within-subjects, noting error dependence on RI
MEMORY↗
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Search indexed NASA NTRS and DOE OSTI research on propulsion, heat transfer, battery materials and energy systems. Follow report and document links to the original sources.
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Evaluation of Learning Associated with Multiple Exposures to Computerized Dynamic Posturography
Computerized dynamic posturography has been used to quantitatively assess the time course of functional sensorimotor recovery after exposure to spaceflight or to groundbased analogs such as head-down bed rest. An assessment of balance recovery may be confounded as subjects develop new strategies through repeated exposures to test paradigms. The purpose of this control study was to characterize the learning effects of sensory organization and motor control tests across multiple sessions. METHODS: Twenty-eight healthy subjects were tested over four sessions. To examine the effects of between-session interval, subjects were assigned to one of four groups in which the interval between the 1 st and 2nd sessions was 7 (+/- 1) days, 14 (+/-1) days, 28 (+/-2) days, or 56 (+/-3) days. The interval between remaining sessions was 28 (+/-4) days. Peak-to-peak anterior-posterior sway was measured during standard Sensory Organization Tests (SOTs) using either fixed or unstable sway-referenced support with eyes open, eyes closed, or sway-referenced vision. Sway was also measured during modified SOTs using eyes-closed conditions with either static or dynamic head tilts. Postural recovery to unexpected support surface perturbations (translations or rotations) was measured during Motor Control Tests. The test order was block randomized across subjects. RESULTS: The learning effects varied with test condition. There were no measurable differences with a stable support surface. The more challenging conditions (unstable support surface with and without head tilts) led to greater differences and took more trials to stabilize. The effect of time interval between the first two sessions was negligible across conditions. Evidence suggested that learning carried across similar conditions (such as unstable support SOTs). DISCUSSION: Familiarization session and/or trials are recommended to minimize learning effects when characterizing functional recovery after exposure to altered sensory environments. The number of practice trials required depends on task difficulty and similarity across conditions. Learning statement: This presentation will review the learning effects of computerized d
Dean, S. Lance↗
Modeling the behavioral substrates of associate learning and memory - Adaptive neural models
Three adaptive single-neuron models based on neural analogies of behavior modification episodes are proposed, which attempt to bridge the gap between psychology and neurophysiology. The proposed models capture the predictive nature of Pavlovian conditioning, which is essential to the theory of adaptive/learning systems. The models learn to anticipate the occurrence of a conditioned response before the presence of a reinforcing stimulus when training is complete. Furthermore, each model can find the most nonredundant and earliest predictor of reinforcement. The behavior of the models accounts for several aspects of basic animal learning phenomena in Pavlovian conditioning beyond previous related models. Computer simulations show how well the models fit empirical data from various animal learning paradigms.
Lee, Chuen-Chien↗
A Learning Model for L/M Specificity in Ganglion Cells
An unsupervised learning model for developing LM specific wiring at the ganglion cell level would support the research indicating LM specific wiring at the ganglion cell level (Reid and Shapley, 2002). Removing the contributions to the surround from cells of the same cone type improves the signal-to-noise ratio of the chromatic signals. The unsupervised learning model used is Hebbian associative learning, which strengthens the surround input connections according to the correlation of the output with the input. Since the surround units of the same cone type as the center are redundant with the center, their weights end up disappearing. This process can be thought of as a general mechanism for eliminating unnecessary cells in the nervous system.
Ahumada, Albert J.↗
Learnability of Red-Green Opponency
Lennie, Haake, and Williams found that in the lateral geniculate nucleus (LGN), parvocellular unit responses are consistent with the hypothesis that their input connectivity is blind to the difference between middle-wavelength-sensitive (MWS) and long-wavelength-sensitive (LWS) cones. Most of their cells have a total MWS input weight opposite in sign and similar in magnitude to their total LWS input weight. If these weights are exactly balanced, the construction of a red-green opponent system from such units is simple: such units need only be aligned so the signs of their outputs agree. Ahumada and Mulligan described an associative learning process which can accomplish this alignment. If the units are not balanced (carry some luminance information), the strong overlap between the MWS and LWS spectral responses can cause units to agree more on the basis of luminance, and the associative process fails to produce red-green opponency. The learning theory requires that the LGN units be nearly balanced (more strongly encode chromaticity than luminance) and quantitatively expresses the requirement: the principal component of the LGN outputs must be in the red-green rather than the luminance direction. We show that the cone weights of the monkey LGN cells measured by Derrington, Krauskopf, and Lennie can satisfy this learnability criterion even if the MWS spectral response is close to the LWS spectral response, simulating anomalous trichromacy. The learnability theory provides a source of visual system variation for explaining why different anomalous trichromats may make the same average anomaloscope match (same pigments), but have either narrow (good opponent learning) or wide (poor learning) ranges of acceptable matches.
Ahumada, Albert J., Jr.↗
SLS Navigation Model-Based Design Approach
The SLS Program chose to implement a Model-based Design and Model-based Requirements approach for managing component design information and system requirements. This approach differs from previous large-scale design efforts at Marshall Space Flight Center where design documentation alone conveyed information required for vehicle design and analysis and where extensive requirements sets were used to scope and constrain the design. The SLS Navigation Team has been responsible for the Program-controlled Design Math Models (DMMs) which describe and represent the performance of the Inertial Navigation System (INS) and the Rate Gyro Assemblies (RGAs) used by Guidance, Navigation, and Controls (GN&C). The SLS Navigation Team is also responsible for the navigation algorithms. The navigation algorithms are delivered for implementation on the flight hardware as a DMM. For the SLS Block 1-B design, the additional GPS Receiver hardware is managed as a DMM at the vehicle design level. This paper provides a discussion of the processes and methods used to engineer, design, and coordinate engineering trades and performance assessments using SLS practices as applied to the GN&C system, with a particular focus on the Navigation components. These include composing system requirements, requirements verification, model development, model verification and validation, and modeling and analysis approaches. The Model-based Design and Requirements approach does not reduce the effort associated with the design process versus previous processes used at Marshall Space Flight Center. Instead, the approach takes advantage of overlap between the requirements development and management process, and the design and analysis process by efficiently combining the control (i.e. the requirement) and the design mechanisms. The design mechanism is the representation of the component behavior and performance in design and analysis tools. The focus in the early design process shifts from the development and management of design requirements to the development of usable models, model requirements, and model verification and validation efforts. The models themselves are represented in C/C++ code and accompanying data files. Under the idealized process, potential ambiguity in specification is reduced because the model must be implementable versus a requirement which is not necessarily subject to this constraint. Further, the models are shown to emulate the hardware during validation. For models developed by the Navigation Team, a common interface/standalone environment was developed. The common environment allows for easy implementation in design and analysis tools. Mechanisms such as unit test cases ensure implementation as the developer intended. The model verification and validation process provides a very high level of component design insight. The origin and implementation of the SLS variant of Model-based Design is described from the perspective of the SLS Navigation Team. The format of the models and the requirements are described. The Model-based Design approach has many benefits but is not without potential complications. Key lessons learned associated with the implementation of the Model Based Design approach and process from infancy to verification and certification are discussed
Oliver, T. Emerson↗
Flight Investigation using Variable-Stability Airplanes of Minimum Stability Requirements for High-Speed, High-Altitude Vehicles
The pilot opinion of the flying qualities of vehicles covering a wide range of longitudinal dynamic characteristics has been determined by the use of a variable-stability airplane. Particular emphasis has been placed on determining the minimum level of stability and control characteristics that the pilot can cope with. There was considerable pilot learning associated with operation in the regions of poor stability characteristics. In the statically stable region the maximum acceptable value of time to damp to half amplitude of the longitudinal mode for normal operation was about 1 second. For emergency conditions the damping could be reduced to zero over most of the frequency range. The extreme lim it of controllability corresponded to a time to double amplitude of the oscillation of about 1 - 1/2 seconds. In the statically unstable region somewhat shorter times to double amplitude were acceptable to the pilots. The boundary for emergency operation corresponded roughly to time to double amplitude of about 2/3 second and the limit of controllability of about l/3 second.
McFadden, Norman M.↗
Neural activation during response competition
The flanker task, introduced by Eriksen and Eriksen [Eriksen, B. A., & Eriksen, C. W. (1974). Effects of noise letters upon the identification of a target letter in a nonsearch task. Perception & Psychophysics, 16, 143--149], provides a means to selectively manipulate the presence or absence of response competition while keeping other task demands constant. We measured brain activity using functional magnetic resonance imaging (fMRI) during performance of the flanker task. In accordance with previous behavioral studies, trials in which the flanking stimuli indicated a different response than the central stimulus were performed significantly more slowly than trials in which all the stimuli indicated the same response. This reaction time effect was accompanied by increases in activity in four regions: the right ventrolateral prefrontal cortex, the supplementary motor area, the left superior parietal lobe, and the left anterior parietal cortex. The increases were not due to changes in stimulus complexity or the need to overcome previously learned associations between stimuli and responses. Correspondences between this study and other experiments manipulating response interference suggest that the frontal foci may be related to response inhibition processes whereas the posterior foci may be related to the activation of representations of the inappropriate responses.
Brain Mapping/methods↗
Providing the Nation a Significant "High-Test Peroxide" Propulsion Test Capability
Renewed interest in high-test peroxide, as a propellant, required the development of a facility capable of testing rocket propulsion systems. The development of this capability at the NASA Stennis Space Center (SSC), MS, focused on meeting this requirement. The challenges, accomplishments, and lessons learned associated with developing the SSC E3 Test Facility's high-test peroxide capability are presented herein.
Bruce, R.↗
Atmospheric Reanalyses-Recent Progress and Prospects for the Future. A Report from a Technical Workshop, April 2010
In April 2010, developers representing each of the major reanalysis centers met at Goddard Space Flight Center to discuss technical issues - system advances and lessons learned - associated with recent and ongoing atmospheric reanalyses and plans for the future. The meeting included overviews of each center s development efforts, a discussion of the issues in observations, models and data assimilation, and, finally, identification of priorities for future directions and potential areas of collaboration. This report summarizes the deliberations and recommendations from the meeting as well as some advances since the workshop.
Rienecker, Michele M.↗
Qualification Progress and Mission-Enabling Capabilities of the 12-kW Hall-Effect, Advanced Electric Propulsion System (AEPS) Thruster
An update of the 12 kW Advanced Electric Propulsion System (AEPS) qualification and flight thruster status is provided. Three flight thrusters completed acceptance testing in 2025 and have been delivered to NASA. Environmental qualification is complete and preparations are under way for long-duration life-demonstration testing. Programmatic lessons learned associated with risk management, contract oversight, and requirement definition during the fabrication and assembly are discussed. In addition, the extensibility of the AEPS thruster to enable a variety of NASA missions is presented.
Electric Propulsion↗
Cue selection in paired-associate and concept- learning paradigms.
Instrumental reward experiment using concept learning paradigm with word-color compounds as stimuli
Grant, D. A.↗
Helios Prototype Vehicle Mishap: Technical Findings, Recommendations, and Lessons Learned
Instability associated with the Helios Prototype HPO3-2 vehicle was a nonlinear stability and control problem involving complex interactions among the flexible structure, the unsteady aerodynamics, the flight control system, the environmental conditions, and vehicle flight dynamics. Analysis tools and solution techniques were constrained by conventional and segmented linear methodologies that did not provide the proper level of complexity to understand the technology interactions on the vehicle s stability and control characteristics. More advanced, multidisciplinary (structures, aeroelastic, aerodynamics, atmospheric, materials, propulsion, controls, etc) "time-domain" analysis methods appropriate to highly flexible, "morphing" vehicles are required. Ground-test procedures and techniques appropriate to this class of vehicle are needed to validate new analysis methods and predictions
DelFrate, John H.↗
Technology Development, Implementation and Assessment: K-16 Pre-Service, In-Service and Distance Learning Initiatives
The technologies associated with distance learning are evolving rapidly, giving to educators a potential tool for enhancing the educational experiences of large numbers of students simultaneously. This enhancement, in order to be effective, must take into account the various agendas of teachers, administrators, state systems, and of course students. It must also make use of the latest research on effective pedagogy. This combination, effective pedagogy and robust information technology, is a powerful vehicle for communicating, to a large audience of school children the excitement of mathematics and science--an excitement that for the most part is now well-hidden. This project,"Technology Development, Implementation and Assessment," proposed to bring to bear on the education of learners in grades 3 - 8 in science and mathematics both advances in information technology and in effective pedagogy. Specifically, the project developed components NASA CONNECT video series--problem-based learning modules that focus on the scientific method and that incorporate problem-based learning scenarios tied to national mathematics and science standards. These videos serve two purposes; they engage students in the excitement of hands-on learning and they model for the teachers of these students the problem-based learning practices that are proving to be excellent ways to teach science and mathematics to school students. Another component of NASA CONNECT is the accompanying web-site.
Williams, William B., Jr.↗
SANS-CNN: An automated machine learning technique for spaceflight associated neuro-ocular syndrome with astronaut imaging data
Explore the source record for details and available documents.
Sharif Amit Kamran↗
Associative recall in verbal-discrimination learning as related to pronunciation and degree of practice.
Associative recall in verbal-discrimination learning as related to pronunciation and degree of practice
PRACTICE↗
Early Air Force Flight Test Center (AFFTC) experience with Peripheral Vision Horizon Displays (PVHD)
Three separate Air Force Flight Test Center (AFFTC) tests were conducted in 1980 and 1981 on two models of the peripheral vision horizon displays (PVHD) (Malcolm Horizon). A fixed base simulator test was conducted with twenty test pilot subjects using the Flight Simulator Demonstration Model which incorporated a Helium Neon laser as the light bar medium. Two separate flight tests were conducted by the Test Pilot School classes 80A and 80B in a Twin Otter commuter aircraft using the Stage A Model PVHD. The Xenon lighted A Model was tested in its original configuration by class 80A. Class 80B used a modified configuration which incorporated an AFFTC designed and manufactured hood. With the hood, the PVHD projected a thinner, distinct light bar. Only a few general remarks concerning the tests and unrestricted, overall conclusions reached by the author are presented. The conclusions of all three AFFTC evaluations of the PVHD concept were that it has not yet been adequately evaluated. There seems to be a significant learning curve associated with the PVHD and the project pilots for Test Pilot School Class 80B only got a good start on the learning curve. A lengthy learning curve for the PVHD should be anticipated in view of the training period required for the attitude display indicator (ADI). This does seem to point out that the PVHD, in its present form, is simply not as compelling as the natural horizon. It can also be concluded that any attempt at a valid evaluation of the PVHD concept can be done only under instrument meteorological conditions (IMC) or validly simulated IMC conditions. The knee in the learning curve, however, may be reached without full IMC, although it may take much longer to reach.
Schofield, B. L.↗
Manual Crew Override of Vehicle Landings Following G-Transitions
BACKGROUND Manual control during exploration spaceflight consists of both planned automated supervisory control and unplanned crew override. This crew override capability is critical to enable overall mission success during landing contingencies. However, the introduction of manual override capabilities must be implemented to enable crews to mitigate risks introduced by human error. Adaptive changes in the sensorimotor system can manifest during g-transitions as spatial disorientation. While training and landing aids enable successful landing through disorientation, these adaptive changes may increase cognitive demand that needs to be accounted for in the manual control strategy. It is important to characterize these effects as soon as possible following the G-transition to develop appropriate countermeasures. METHODS The following study seeks to inform the risk associated with altered sensorimotor and vestibular function impacting critical mission tasks. We aim to characterize the effects of short and long-duration weightlessness on manual control following G-transitions using simulated lunar landing on a six-degree-of-freedom (6DOF) motion base, a fixed base simulation, and a supervisory control tablet task. The primary goal is to understand the impact of spaceflight on crew ability to perform manual crew override and supervisory control. This aim will be assessed by comparing pre- versus postflight simulation performance in crewmembers assigned to either short duration (< 30 day) or long duration (~6- month) missions to the International Space Station (ISS). We hypothesize there will be postflight increases in the percent time that pilots are outside of the acceptable range for recommended vehicle state parameters and the reaction time for secondary cognitive tasks. Ground-based control subjects, who are demographically matched to the crew considering age (± 5 years) and gender, will undergo the same testing schedule as the crew to examine the effects of flight phase independent of microgravity exposure. The second aim is to examine how adaptive changes in vestibular and cognitive function relate to changes in manual crew override proficiency. Crew performance for a sensorimotor perceptual test battery will evaluate motion perception tracking, roll nulling, and/or vection sensitivity using the 6DOF motion base. We hypothesize that a higher severity of vestibular alterations will be associated with increased percent time outside of guidance limits. Motion sickness severity and sleepiness will also be evaluated. To determine the impact of “just-in-time” training, the third aim seeks to compare performance during on-board lunar landing tasks conducted late in-flight to early postflight. We hypothesize that proficiency on the “just-in-time” laptop trainer late in mission will be positively correlated with early postflight proficiency on the same task. The final aim will establish assessments of performance, training protocols, and the learning progression in a ground-control cohort of first-time users. RESULTS The assessment of the learning progression associated with the piloting task on the motion base system with thirty ground subjects will be reported. Learning curves will be established across four distinct sessions and within session considering trial difficulty. The difficulty of the landing task can be modulated with the landing divert distance and cross or downrange difficulty. Results may include changes in performance across multiple trials of a multi-attribute lunar tablet supervisory control task. Preliminary investigations of eighteen subjects who completed vestibular threshold and motion perception tasks offer expected performance ranges for upcoming preflight crew evaluations. The results yielded an average roll threshold of 0.46 ± 0.30 deg/s and an average roll nulling root mean square error performance of 2.52 ± 0.52 deg/s. RELEVANCE This project will deliver an operational demonstration of crew monitoring capability following spaceflight and identify potential deficits that may require remediation. Comparison of individual vestibular and cognitive changes with crew performance will help better characterize the manual control risks associated with sensorimotor alterations. Ground testing will evaluate learning progression, refine training protocols, and serve as a control cohort for comparisons to crew performance. ACKNOWLEDGEMENTS: The authors acknowledge contributions from Draper, the Dynamic Skills Trainer (DST) Lab, and the Software, Robotics, and Simulation Division toward the development of the lunar landing simulation platforms. This project is funded by the Human Health Countermeasures Element.
Hannah M. Weiss↗