What makes a matrix so effective? An empirical test of the relative benefits of signaling, extraction, and localization

What type of display helps students learn the most and why? This study investigated how displays differing in terms of signaling, extraction, and localization impact learning. In Experiment 1, 72 students were assigned randomly to one cell of a 4 × 2 design. Students studied a standard text, a text with key ideas extracted, an outline that localized ideas topically, and a matrix that localized ideas topically and categorically. One version of the displays signaled the displays’ organization and one version did not. The matrix display proved best for facilitating fact and relationship learning because of its ability to localize related information within topics and categories. Simply signaling or extracting text ideas was not helpful. Experiment 2 demonstrated that not all matrices are created equal because they can vary in terms of how information is localized. About 54 students were assigned randomly to one cell of a 2 × 2 design that varied localization of matrix topics and categories. Students studied matrices high or low in topical organization and high or low in categorical organization. Results confirmed that a high, natural ordering of matrix topics is necessary to highlight relationships and bolster relationship and fact learning.     

Knowing what it takes: The effect of information about returns to studying on study effort and achievement

We study the effect of providing students with information on the returns to study effort in a large introductory microeconomics course. To do so, we use historical time-use data from the course’s online homework module to estimate the association between study time and course performance. We measure the impact of providing students this information on subsequent study effort, class attendance, homework scores, and exam performance using a randomized research design. Results show that the information contained in our intervention increased time spent studying by approximately 7% throughout the entire course, though this effect is imprecisely measured. However, when examining shorter-run outcomes (prior to the next exam) we find larger and more precisely estimated treatment effects on time spent on homeworks (12%) and homework scores (14% of a standard deviation). Treatment effects on longer run outcomes in the course are negligible. We additionally estimate large, but somewhat imprecise, average treatment effects on class attendance and small positive and insignificant average treatment effects on exam performance throughout the course.     

Stability analysis of discrete-time BAM neural networks based on standard neural network models

To facilitate stability analysis of discrete-time bidirectional associative memory (BAM) neural networks, they were converted into novel neural network models, termed standard neural network models (SNNMs), which interconnect linear dynamic systems and bounded static nonlinear operators. By combining a number of different Lyapunov functionals with S-procedure, some useful criteria of global asymptotic stability and global exponential stability of the equilibrium points of SNNMs were derived. These stability conditions were formulated as linear matrix inequalities (LMIs). So global stability of the discrete-time BAM neural networks could be analyzed by using the stability results of the SNNMs. Compared to the existing stability analysis methods, the proposed approach is easy to implement, less conservative, and is applicable to other recurrent neural networks.     

Associative structure of integrated temporal relationships

According to the temporal-coding hypothesis (TCH; Savastano & Miller, Behavioural Processes 44:147–162, 1998), acquired associations include temporal information concerning the interval between the associated elements. Moreover, the TCH posits that subjects can integrate two independently acquired associations that share a common element (e.g., S2–S1 and S1–US), which results in the creation of a third association with its own temporal relationship (S2–US). Some evidence has suggested that such temporal integration occurs at the time of testing (Molet, Miguez, Cham, & Miller, Journal of Experimental Psychology: Animal Behavior Processes 38:369–380, 2012). Here we report two fear-conditioning experiments with rats conducted to identify the associative structure of the integrated temporal relationship. The goal was to distinguish between two possible associative structures that could exist following an initial test on which temporal integration occurs: (1) Conditioned responding to S2 on subsequent tests could be the result of recurring successive activation of two independently learned temporal maps that remain independently stored in memory (i.e., S2–S1 plus S1–US). (2) Temporal integration at the moment of initial testing could result in the formation of a direct S2–US (or S2–response) temporal map. Integration was found to occur at test and to produce a new association that was independent of associations with the common element (S1). However, the associative status of S1 appeared to modulate whether or not the new association with S2 was US-specific (S2–US) or directly activated a fear response (S2–response).     

EDUCATIONAL ORIENTATIONS OF THE AGED: AN ATTITUDINAL INQUIRY

This study examines various attitudinal components of the educational orientations of the aged. An index was developed to measure: (1) perceived ability to learn, (2) interest in education (as a concept), (3) perception of educational needs, (4) desired availability of. educational opportunities, and (5) use of free time. Locus of control was also examined in relation to these perspectives. Six significant relationships were found to exist between these components. Barriers to educational involvement are examined and discussed in relation to the attitudinal dimensions. Findings of the study do not support a number of the commonly held stereotypes about older adults and their learning interests. Barriers rather than attitudes may be a greater factor in determining participation in educational activities.     

Assessing power PC

In a recent theoretical paper, Cheng (1997) presented a new causal model, power PC. She argued that power PC was able to account for data in the literature that raised problems for associative models—notably, the Rescorla-Wagner model (Rescorla & Wagner, 1972). The purpose of the present paper is threefold: (1) to show that, overall, the data in the literature, which Cheng relied on to make her case, do not in fact provide support for power PC, (2) to show that, overall, the experiments reported in the literature since the publication of Cheng, designed specifically to evaluate the predictions of power PC, also do not provide support for power PC, and (3) to suggest that Cheng’s assessment of associative models was too narrowly defined.     

离散数学图的邻接矩阵的教学设计

图的矩阵表示法,有着重要的意义。一般离散数学教材中对邻接矩阵的概念及其作用的介绍是零散的,学生感觉不到其重要性,也不知如何应用。为了让学生掌握如何利用矩阵来解决图论中的一些问题的知识,对邻接矩阵的作用进行有意义的总结和归类,并对教学内容进行设计,在教学实践中取得好的效果。     

Supplementing floundering text with adjunct displays

Three experiments compared the learning potential of text versus outline and matrix displays. In Experiments 1 and 2, college students read or heard a passage about fish and then studied the text, an outline, or a matrix. In Experiment 3, students heard a passage about wildcats, and then studied text, outline, or matrix displays. In all experiments, the text, outline, and matrix formats were informationally equivalent. However, the two-dimensional matrix appeared more computationally efficient than the linear organized text or outline because it (a) positioned related information about fish or wildcats in closer proximity so that local relations within a single category (such as size) were learned, and (b) organized information spatially so that global relations across categories (such as size and diet) were learned. The learning potential of text, outline, and matrix displays was also examined in combination with variations in thematic organization, amount of study time, and time of testing. The most important and consistent findings were that (a) outline and matrix displays produced greater relational learning than the text, and (b) matrix displays produced greater relational learning than outlines.     

Storytime Using iPods: Using Technology to Reach all Learners

Many educators would agree that one way to enhance reading fluency is by being read to by fluent readers. The purpose of this study was to examine the impact of providing students with audio books via an iPod Shuffle during silent reading time at school. For six weeks, Kindergarten participants spent time either silent reading or listening to a recorded story on an iPod Shuffle during daily dedicated silent reading time. Results show that there was no impact of using the iPod Shuffle on reading fluency; however, students exhibited greater motivation to read, greater engagement in the process, and sustained interest in stories “read.” The benefits to student self-esteem and study skills warrant the use of this strategy for students who may not have opportunities to be read to by a fluent reader on a consistent basis.     

Predicting Study Abroad Intentions Based on the Theory of Planned Behavior

The emphasis on study abroad programs is growing in the academic context as U.S. based universities seek to incorporate a global perspective in education. Using a model that has underpinnings in the theory of planned behavior (TPB), we predict students’ intention to participate in short‐term study abroad program. We use TPB to identify behavioral, normative, and control beliefs pertinent to the study abroad context. Our research model hypothesizes that intention is predicted by affordability, willingness to pay, and desire. Moreover, willingness to pay is explained by future job prospects, family expectations, and administrative support. We believe that the elements of TBP are reflective of categories of factors that have been demonstrated as important in the context of short‐term study abroad decisions, but that have not been included in previous studies applying TPB to a study abroad context. We test our research model through a survey of 254 undergraduate business students at a southern U.S. university, and find support for all our hypotheses. Results from our study aid in the understanding of students’ decision‐making process to participate in a short‐term study abroad program and have implications for education and learning in the study abroad context. We also contribute to the extant research in TPB by applying it to the context of studying abroad programs and by identifying, and finding support for, a mediated relationship between beliefs and intentions.     

Static analysis of a stepped main shaft in a mine hoist by means of the modified 1D higher-order theory

The analysis of a stepped main shaft by 1D refined beam theories in cylindrical coordinate system is presented. High-order displacement fields are achieved by employing the Carrera unified formulation (CUF), which takes direct implementation of any-order theory without the requirement of considering special formulations. The classical beam theories can be derived from the formulation as particular cases. The principle of minimum potential energy is used to obtain the governing differential equations and the related boundary conditions in a cylindrical coordinate system. These explicit terms of the stiffness matrices are exhibited and a global stiffness matrix is then obtained by matrix transformation. For the special working condition in a mining hoist and stepped shaft, the resulting global stiffness matrix and the loading vector are modified and applied with the boundary conditions in the static analysis of shaft parts. The accuracy of static analysis based on the refined beam theory is confirmed by comparing ANSYS solid theory and classical beam theories. An experiment for verifying the availability of the modified 1D refined beam model on the surface strain of segment 9 of the main shaft is conducted in a field experiment at Zhaojiazhai Coal Mine, China. Experimental results demonstrate the practicability of the present theory in predicting the strain field on the surface of the stepped main shaft of a mining hoist.     

Change in Parenting Democracy during the Transition to Adolescence: The Roles of Young Adolescents' Noncompliance and Mothers' Perceived Influence

OBJECTIVE: This study assessed the direct relation between young adolescents' regulated noncompliance and mothers' democratic childrearing practices as well as the potential mediating role of mothers' perceived influence during the transition to adolescence. DESIGN: Three years of self-reported adolescent noncompliance, perceived influence, and parenting democracy were gathered from 166 mothers and their firstborn children (55% female), ages 9 - 11 years at time 1. RESULTS: Longitudinal path analysis indicated a total effect between adolescents' regulated noncompliance and higher maternal democracy. In addition, the total effect was mediated by mothers' perceived influence, such that adolescents' regulated noncompliance at time 1 was associated with greater perceptions of influence at time 2, which, in turn, was associated with greater maternal democracy at time 3. CONCLUSIONS: Mothers with young adolescents who resist in a relatively mature, regulated manner tend to have more positive perceptions of their influence on their emerging adolescents' behavior. In turn, mothers expecting to maintain their influence despite normative adolescent resistance are more likely to use democratic parenting strategies, granting their adolescents more input in decisions.     

LMI-based approach for global asymptotic stability analysis of continuous BAM neural networks

Studies on the stability of the equilibrium points of continuous bidirectional associative memory (BAM) neural network have yielded many useful results. A novel neural network model called standard neural network model (SNNM) is ad- vanced. By using state affine transformation, the BAM neural networks were converted to SNNMs. Some sufficient conditions for the global asymptotic stability of continuous BAM neural networks were derived from studies on the SNNMs’ stability. These co…     

Students’ Thinking and Alternative Conceptions of Transport Systems in Plants: A Follow-up Study

The purpose of the study was to explore students’ alternative conceptions and their associative thinking regarding internal transport in plants through administration of a refined diagnostic test. Questions of associative thinking and explanation were added to form a third tier of the previous two-tier test. The study found three terms related to alternative conceptions: capillary action, minerals, and nutrients produced by photosynthesis. The students’ associative thinking related to these three terms suggested that: (1) capillary action is linked to a hair-water relation, (2) minerals are in the nutrients group, and (3) oxygen is linked to nutrients. Finally, issues regarding the impacts of language on conceptual learning are discussed under three strands: effects of language, Chinese language, and textbook language.     

Public accountability in the age of neo‐liberal governance

In this paper we consider two discussion-based parents' forums at two secondary schools. We ask whether such forums can be considered as part of the small, local associative mechanisms which theorists claim have the potential to encourage a more vibrant and interactive public conversation concerning state provided welfare services. We conclude that they cannot - at least in any simple way. However, a study of the forums does raise several interesting issues to do with parents' relationships with schools, the differential resources that particular class fractions bring to bear in developing their relations with teachers, and the responses of the schools to parental voices. Access to higher education and good jobs emerges as the most important element in securing children's futures (and thus of ‘putting the family first’). Yet all the respondents see this as involving their children gaining advantages over others. What is missing from these accounts is an attempt to describe what might be done about any injustice that is recognised, or how the life-chances of the others' might be better protected. Equality of opportunity and equality of citizenship do not emerge as public issues in these versions of access to higher education and good jobs. Instead we have accounts of how to do the best for one's children in a situation of scarcity of both these resources, (Jordan et al. 1994:197) I think it goes right back to the family and they [the parent body] put the children first, right the way through life they put the children first, and they recognise that to get a good job in the end they've got to have qualifications and they want a good school (headteacher, Carson School).     

浅谈创新性学习

创新性学习是一种新的学习方式,是对传统学习方式的继承和改革。创新性学习是我国面对新时代挑战的必然选择,是教育改革和发展的需要,也是培养学生创新能力和实践能力的需要。因此,在培养学生创新性学习时,首先应采取多种形式激发学生兴趣;其次提供良好的课堂气氛,为创新性学习铺路;再次利用作业,增加学生创新性学习的范围;第四充实课外活动,扩大学生创新性学习的阵地;最后开展研究性学习,推动和促进创新性学习。     

含有分布时滞和脉冲的杂交BAM神经网络的全局指数稳定性

通过构造李雅普诺夫函数,利用M-矩阵理论以及Young不等式技巧,给出了一类含有分布时滞和脉冲双向联想记忆神经网络的平衡点的全局指数稳定性的充分条件,这些条件去掉了对激活函数的有界性、单调性和可微性的要求,且在某些情况下更易验证.     

A UNIFIED BIDIRECTIONAL ASSOCIATIVEMEMORY MODEL

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Does implicit theory of intelligence moderate judgment of learning-based study time allocation?

Prior research demonstrated that the theory of intelligence (TOI), which included incremental theory (intelligence is a malleable trait and develops incrementally) and entity theory (intelligence is a fixed and stable trait), affected metacognitive control processes. We focused on metacognitive control processes, such as study time allocation, and examined whether TOI moderated the relationship between judgments of learning (JOLs) and study time allocation (JOL-based study time allocation). In the experiments, participants were asked to remember word pairs and make JOLs during the initial study phase. Subsequently, they restudied these in a self-paced manner. Our results suggest that the TOI did not moderate JOL-based study time allocation. Experiment 1 showed that participants allocated more study time to lower JOLs items in a laboratory setting. Experiment 2 obtained similar results in an online setting. These results suggest that individuals devote more study time to poorly learned (lower JOLs) items, regardless of the TOI.