Complexity Reduction in Lattice-Based Information Retrieval

Though lattice-based information representation has the advantage of providing efficient visual interface over textual display, the complexity of a lattice may grow rapidly with the size of the database. In this paper we formally draw the analogy between Vector Space Model and Concept Lattice, from which we introduce the notion of Term-Document Lattice as a model for information retrieval. We then propose to use the idea of quotient lattice to reduce the complexity of a Term-Document Lattice. The equivalence relation required to construct the quotient lattice is obtained by performing a Singular Value Decomposition on the original term-document matrix.     

Improving Support Service Decision-Making: Consumer feedback regarding updates to VISTA

This study provides data from 73 educational team members who used an updated version of the Vermont Interdependent Services Team Approach (VISTA) to assist them in planning educationally necessary support services for 11 students with multiple disabilities in general education classes. These data provide evaluative consumer feedback about changes in VISTA based on limitations identified through previous research. The results indicated that the changes were perceived positively by consumers, particularly related to overall quality, practicality, and more substantive involvement of parents and general education teachers in support service decision-making. Study respondents also identified areas in need of continued improvement in VISTA. Implications for future research, development, and practice are discussed.     

Mixed-methods pre-match cooling improves simulated soccer performance in the heat

This investigation examined the effects of three pre-match and half-time cooling manoeuvres on physical performance and associated physiological and perceptual responses in eight University soccer players during a non-motorised treadmill based individualised soccer-specific simulation [intermittent soccer performance test (iSPT)] at 30°C. Four randomised experimental trials were completed; following 30-min (pre-match) and 15-min (half-time) cooling manoeuvres via (1) ice slurry ingestion (SLURRY); (2) ice-packs placed on the quadriceps and hamstrings (PACKS); (3) mixed-methods (MM; PACKS and SLURRY concurrently); or no-cooling (CON). In iSPT first half, a moderate increase in total (Mean?±?Standard Deviation: 108?±?57 m, qualitative inference: most likely, Cohen’s d: 0.87, 90%CL: ±0.31), high-speed (56?±?46 m, very likely, 0.68?±?0.38) and variable run (15?±?5 m, very likely, 0.81?±?0.47) distance covered was reported in MM compared with CON. Additionally, pre-match reductions in thermal sensation (–1.0?±?0.5, most likely, –0.91?±?0.36), rectal (–0.6?±?0.1°C, very likely, –0.86?±?0.35) and skin temperature (–1.1?±?0.3°C, very likely, –0.88?±?0.42) continued throughout iSPT first half. Physical performance during iSPT first half was unaltered in SLURRY and PACKS compared to CON. Rectal temperature was moderately increased in SLURRY at 45-min (0.2?±?0.1°C, very likely, 0.67?±?0.36). Condition did not influence any measure in iSPT second half compared to CON. Only MM pre-match cooling augmented physical performance during iSPT first half, likely due to peripheral and central thermoregulatory factors favourably influencing first half iSPT performance. Further practical half-time cooling manoeuvres which enhance second half performance are still required.     

"Show and tell" in the gymnasium revisited: developmental differences in modeling and verbal rehearsal effects on motor skill learning and performance.

Little research has investigated the observational learning process from a developmental perspective. The purpose of this study was to extend previous research by considering two factors: performance versus learning and sequencing versus form scores. Children (N = 60) comprising two age groups (5-0 to 6-11 and 8-0 to 9-11 years) were randomly assigned to verbal rehearsal only, model only, or model plus verbal rehearsal conditions. The task was a 6-part motor skill sequence in which proper sequencing and quality of form were assessed. A 2 x 3 x 4 (age group by model type by trial blocks) repeated measures MANOVA revealed a significant three-way interaction. Older children performed equally well under any of the model type conditions during both performance and learning. For younger children, a model plus rehearsal was superior to rehearsal only on sequence and form at performance and learning and superior to model only on sequence scores during the first two performance trial blocks. Model only and model plus rehearsal conditions were equally effective on form scores. These results suggest that age differences exist in the modeling of motor skills under conditions varying in model type, sequence and form scores, and performance and learning phases.