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281.
282.
Analogical learning has long been seen as a powerful way of extending the reach of one’s knowledge. We present the domain transfer via analogy (DTA) method for learning new domain theories via cross-domain analogy. Our model uses analogies between pairs of textbook example problems, or worked solutions, to create a domain mapping between a familiar and a new domain. This mapping allows us to initialize a new domain theory. After this initialization, another analogy is made between the domain theories themselves, providing additional conjectures about the new domain. We present two experiments in which our model learns rotational kinematics by an analogy with translational kinematics, and vice versa. These learning rates outperform those from a version of the system that is incrementally given the correct domain theory. 相似文献
283.
Methods for discriminant analysis were compared with respect to classification accuracy under nonnormality through Monte Carlo
simulation. The methods compared were linear discriminant analyses based both on raw scores and on ranks; linear logistic
discrimination; and mixture discriminant analysis. Linear discriminant analysis and linear logistic discrimination were suboptimal
in a number of scenarios with skewed predictors. Linear discriminant analysis based on ranks yielded the highest rates of
classification accuracy in only a limited number of situations and did not produce a practically important advantage over
competing methods. Mixture discriminant analysis, with a relatively small number of components in each group, attained relatively
high rates of classification accuracy and was most useful for conditions in which skewed predictors had relatively small values
of kurtosis. 相似文献
284.
Ken Kelley 《Behavior research methods》2009,41(2):268-278
The average rate of change (ARC) is a concept that has been misunderstood in the applied longitudinal data analysis literature,
where the slope from the straight-line change model is often thought of as though it were the ARC. The present article clarifies
the concept of ARC and shows unequivocally the mathematical definition and meaning of ARC when measurement is continuous across
time. It is shown that the slope from the straight-line change model generally is not equal to the ARC. General equations
are presented for two measures of discrepancy when the slope from the straight-line change model is used to estimate the ARC
in the case of continuous time for any model linear in its parameters, and for three useful models nonlinear in their parameters. 相似文献
285.
Timothy D. Sweeny Marcia Grabowecky Satoru Suzuki Ken A. Paller 《Consciousness and cognition》2009,18(4):929-938
Unconscious processing of stimuli with emotional content can bias affective judgments. Is this subliminal affective priming merely a transient phenomenon manifested in fleeting perceptual changes, or are long-lasting effects also induced? To address this question, we investigated memory for surprise faces 24 h after they had been shown with 30-ms fearful, happy, or neutral faces. Surprise faces subliminally primed by happy faces were initially rated as more positive, and were later remembered better, than those primed by fearful or neutral faces. Participants likely to have processed primes supraliminally did not respond differentially as a function of expression. These results converge with findings showing memory advantages with happy expressions, though here the expressions were displayed on the face of a different person, perceived subliminally, and not present at test. We conclude that behavioral biases induced by masked emotional expressions are not ephemeral, but rather can last at least 24 h. 相似文献
286.
Ken Aizawa 《Synthese》2009,167(3):493-510
One trend in recent work on topic of the multiple realization of psychological properties has been an emphasis on greater
sensitivity to actual science and greater clarity regarding the metaphysics of realization and multiple realization. One contribution
to this trend is Bechtel and Mundale’s examination of the implications of brain mapping for multiple realization. Where Bechtel
and Mundale argue that studies of brain mapping undermine claims about the multiple realization, this paper challenges that
argument. 相似文献
287.
Social Psychology of Education - Previous studies undertaken internationally have concluded that teachers commonly underestimate the prevalence of bullying among students at their schools. Evidence... 相似文献
288.
Ken Levy 《The Southern journal of philosophy》2009,47(2):131-158
The Surprise Exam Paradox continues to perplex and torment despite the many solutions that have been offered. This paper proposes to end the intrigue once and for all by refuting one of the central pillars of the Surprise Exam Paradox, the “No Friday Argument,” which concludes that an exam given on the last day of the testing period cannot be a surprise. This refutation consists of three arguments, all of which are borrowed from the literature: the “Unprojectible Announcement Argument,” the “Wright & Sudbury Argument,” and the “Epistemic Blindspot Argument.” The reason that the Surprise Exam Paradox has persisted this long is not because any of these arguments is problematic. On the contrary, each of them is correct. The reason that it has persisted so long is because each argument is only part of the solution. The correct solution requires all three of them to be combined together. Once they are, we may see exactly why the No Friday Argument fails and therefore why we have a solution to the Surprise Exam Paradox that should stick. 相似文献
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290.