排序方式: 共有14条查询结果,搜索用时 31 毫秒
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本研究的目的在于应用Rasch模型编制和分析数学入学准备测验,从而分析Rasch模型的有效性和优势。自编数学入学准备测试,对150名平均年龄为6.6岁的儿童进行测查,应用Rasch模型对题目和评分等级做出修正并分析结果。结果表明修正后的测试具有较好的信效度,较好地拟合了Rasch模型,评分等级设置合理,测试的整体难度相对较低。儿童的Rasch分数和性别无关,但受到年龄、家庭社会经济地位的影响。相对于经典测量理论而言,应用Rasch模型进行入学准备测试的编制和分析具有优势。 相似文献
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To explore the enterprise credit risk evaluation, the application effect of several common neural network models in Chinese small and medium-sized enterprise data sets was compared and the optimal parameters for each model were determined. In addition, the classification accuracy and the applicability of the model were compared, and finally the common problem of optimization neural network algorithm based on population was solved: need to determine the dimensions in advance. The experimental results showed that the probabilistic neural network (PNN) had the minimum error rate and second types of errors, while the PNN model had the highest AUC value and was robust. To sum up, the algorithm makes some contributions to solve the financing problem of small and medium-sized enterprises in China. 相似文献
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Wayne Riggs 《Synthese》2009,169(1):201-216
This paper defends the theory that knowledge is credit-worthy true belief against a family of objections, two instances of
which were leveled against it in a recent paper by Jennifer Lackey. Lackey argues that both innate knowledge (if there is
any) and testimonial knowledge are too easily come by for it to be plausible that the knower deserves credit for it. If this
is correct, then knowledge would appear not to be a matter of credit for true belief. I will attempt to neutralize these objections
by drawing a distinction between credit as praiseworthiness and credit as attributability. 相似文献
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J. Minibas-Poussard H.B. Bingol C. Roland-Levy 《Revue Européene de Psychologie Appliquée》2018,68(6):205-214
Introduction
The Turkish economy has gone through multiple economic crises, marked on the one hand by a volatile trend in the national financial system, and on the other, by the introduction of credit cards and payment facilities for consumer goods that are extremely easy to obtain.Objective
Inspired by previous research on saving attitudes, motivations, and behavior, this study explores the perceptions of consumption conducted using credit, either in the form of referred monthly payments or credit cards in the Turkish context.Method
To analyze the possible relations between saving attitudes, behaviors and new payment methods, a survey was conducted in Istanbul, with a convenience sample of independent professionals, managers and executives, and small business owners (n = 173). Their attitudes and behavior toward saving, buying on installment, credit card use and debt were combined with measures of self-reported control over spending.Results
Results show that self-reported control variables have some effects on the relationship between saving attitudes and actual saving behavior, concurring with Ajzen's model of planned behavior, but only if income is high.Conclusion
Positive and negative attitudes towards buying on instalment and credit card use are not correlated with saving attitudes or behavior. 相似文献8.
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Lisa N. Foster Katherine R. Krohn Daniel F. McCleary Kathleen B. Aspiranti Meagan L. Nalls Colin C. Quillivan Cora M. Taylor Robert L. Williams 《Journal of Behavioral Education》2009,18(2):173-188
Students in six sections of a large undergraduate class were asked to record their class comments on notecards in all course
units. Additionally, in some units, they received points toward their course grade based on their reported comments in class
discussion. The study was conducted over a two-semester period, with slight variation in both the recording and crediting
procedures across the two semesters. The primary goal of the study was to determine the effects of two credit and self-recording
arrangements on initially low-responding students’ subsequent participation in class discussion (first semester n = 49, second semester n = 45). A higher percentage of low-responding students reported participating in class discussion when credit was given for
participation than when no credit was awarded. Nonetheless, 39% of the initially low-responding students the first semester
and 38% of the initially low-responding students the second semester did not participate in class discussion in any phase
of the study. 相似文献
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Jennifer Lackey 《Synthese》2007,158(3):345-361
A view of knowledge—what I call the Deserving Credit View of Knowledge(DCVK)—found in much of the recent epistemological literature, particularly among so-called virtue epistemologists, centres
around the thesis that knowledge is something for which a subject deserves credit. Indeed, this is said to be the central difference between those true beliefs that qualify as knowledge and those that are true merely by luck—the former, unlike the latter,
are achievements of the subject and are thereby creditable to her. Moreover, it is often further noted that deserving credit
is what explains the additional value that knowledge has over merely lucky true belief. In this paper, I argue that the general conception of knowledge found in
the DCVK is fundamentally incorrect. In particular, I show that deserving credit cannot be what distinguishes knowledge from
merely lucky true belief since knowledge is not something for which a subject always deserves credit. 相似文献