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71.
Maurice A. King 《Journal of The Franklin Institute》1980,309(4):195-213
Important problems exist in the field of communications theory whose solution is in the form of an expectation of a function of a random variable. Often it is not computationally feasible to evaluate these moments exactly. This paper presents a geometric bounding technique that yields tight upper and lower bounds to generalized moments of a broad class of random variables. This technique produces excellent results for these communications theory problems. 相似文献
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Solitary and Collaborative Pretense Play in Early Childhood: Sources of Individual Variation in the Development of Representational Competence 总被引:1,自引:0,他引:1
Marc H. Bornstein O. Maurice Haynes Anne Watson O'Reilly Kathleen M. Painter 《Child development》1996,67(6):2910-2929
This study evaluates sources of individual variation in child pretense play as an expression of emerging mental representation. Family sociodemographic characteristics, maternal personological characteristics, and maternal affective and cognitive play behaviors, as well as children's gender, language competence, and play, were examined simultaneously. Naturalistic child solitary play and child collaborative play with mother were videorecorded in 141 20–month-olds. Child solitary play, child-initiated and mother-initiated collaborative play with mother, and maternal demonstrations and solicitations of play were then coded into nonsymbolic and symbolic acts. Zero-order relations obtained between child play and, respectively, child gender and language, family SES, and maternal verbal intelligence, personality, physical affection, and play demonstrations and solicitations. Structural equation modeling supported the following unique predictive relations: Child language and mothers' symbolic play positively influenced child collaborative play, and child gender and mothers' verbal intelligence predicted child solitary play. Child gender and mothers' verbal intelligence and physical affection influenced mothers' play and so influenced child collaborative play indirectly. The cognitive advantages of child play and maternal influences on child play are placed in an adaptive parenting framework. 相似文献
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James Appleton Frances Lawrenz Elaine Craft Wynn Cudmore Jim Hall Jack Waintraub 《Journal of Science Education and Technology》2007,16(6):491-499
Developing curricular materials for technical and vocational education is particularly challenging because of the comprehensive
requirements for technical education and the rapidity with which technical positions are evolving. Well-educated employees
are expected to have general communication, reasoning, problem-solving, and behavioral skills in addition to occupation-specific
technical knowledge. Furthermore, technical and vocational education materials must meet the needs of various contexts each
with its own unique array of factors which must be accommodated. To assist in the process of materials development, this paper
presents a comprehensive and contextualized model as a guide for curricular developers. This model was formed through the
synthesis of two theoretical and four applied models, with the outline of the applied models occurring as part of a national
evaluation of the National Science Foundation’s Advanced Technological Education Program. Examples illuminating the elements
of the template are provided. 相似文献
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