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21.
Jonathan G. Tullis Robert L. Goldstone Andrew J. Hanson 《Journal of motor behavior》2013,45(5):442-452
Various kinds of assistance, including prompts, worked examples, direct instruction, and modeling, are widely provided to learners across educational and training programs. Yet, the effectiveness of assistance during training on long-term learning is widely debated. The authors examined how the extent and schedule of assistance during training on a novel mouse movement task impacted unassisted test performance. Learners received different schedules of assistance during training, including constant assistance, no assistance, probabilistic assistance, alternating assistance, and faded assistance. Constant assistance led to better performance during training than no assistance. However, constant assistance during training resulted in the worst unassisted test performance. Faded assistance during training resulted in the best test performance. This suggests that fading may allow learners to create an internal model of the assistance without depending on the assistance in a manner that impedes successful transfer to unassisted circumstances. 相似文献
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When designing new Advanced Driver Assistance Systems (ADAS), the existing guidelines like the RESPONSE 3 Code of Practice imply intense testing of the system prior series production. Within the EU-FP7-Project ISi-PADAS a new methodology of risk based design has been established which includes an integrated simulation platform. This integration enables intense testing of new prototypes in an accelerated way and therefore enhances the design process while directly combining the simulation results with a risk matrix.This paper describes the new methodology while focussing on the software framework and the procedure of risk assessment in detail. It shows the general approach as well as the appropriate steps taken for an ADAS prototype developed in the context of ISi-PADAS. 相似文献
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Frans Willem Winkel 《Journal of community & applied social psychology》1991,1(4):275-289
The effects and side-effects of a victim assistance project aimed at victims of burglary are experimentally evaluated. Key features of the programme included the provision of burglary prevention information by police officers during a personal interaction with the victim through a positive and limitative communication strategy. Results suggest that important programme goals (for example, stronger satisfaction with police performance, a more internal risk orientation concerning victimization, stronger preventive intentions) were met. One of the positive effects for which experimental support was found was an improvement in police-victim relations. As regards side-effects the programme led neither to response generalization, nor to increased fear of crime outside the home. However, the side-effects of increased fear in the home did occur in female victims and victims with an external risk-orientation. The implications for future victim assistance projects in this domain are finally discussed. 相似文献
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论述了国家卫生财政政策补助对象的选择问题,公共卫生服务物品提供机构与医疗服务物品提供机构之间的选择、医疗机构与患者之间的选择、公共卫生服务物品提供机构与居民之间的选择以及医疗机构与医生之间的选择,提出了卫生财政政策补助对象的选择顺序,公共卫生服务物品生产和分配机构,医疗保障机构,患者,医生,医疗机构。 相似文献
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Approximation involves representing things in ways that might be close to the truth but are nevertheless false. Given the widespread reliance on approximations in science and everyday life, here we ask whether it is conceptually possible for false approximations to qualify as knowledge. According to the factivity account, it is impossible to know false approximations, because knowledge requires truth. According to the representational adequacy account, it is possible to know false approximations, if they are close enough to the truth for present purposes. In this paper, we adopt an experimental methodology to begin testing these two theories. When an agent provides a false and practically inadequate answer, both theories predict that people will deny knowledge. But the theories disagree about an agent who provides a false but practically adequate answer: the factivity hypothesis again predicts knowledge denial, whereas the representational adequacy hypothesis predicts knowledge attribution. Across two experiments, our principal finding was that people tended to attribute knowledge for false but practically adequate answers, which supports the representational adequacy account. We propose an interpretation of existing findings that preserves a conceptual link between knowledge and truth. According to this proposal, truth is not necessary for knowledge, but it is a feature of prototypical knowledge. 相似文献
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For transitions of control in automated vehicles, driver monitoring systems (DMS) may need to discern task difficulty and driver preparedness. Such DMS require models that relate driving scene components, driver effort, and eye measurements. Across two sessions, 15 participants enacted receiving control within 60 randomly ordered dashcam videos (3-second duration) with variations in visible scene components: road curve angle, road surface area, road users, symbols, infrastructure, and vegetation/trees while their eyes were measured for pupil diameter, fixation duration, and saccade amplitude. The subjective measure of effort and the objective measure of saccade amplitude evidenced the highest correlations (r = 0.34 and r = 0.42, respectively) with the scene component of road curve angle. In person-specific regression analyses combining all visual scene components as predictors, average predictive correlations ranged between 0.49 and 0.58 for subjective effort and between 0.36 and 0.49 for saccade amplitude, depending on cross-validation techniques of generalization and repetition. In conclusion, the present regression equations establish quantifiable relations between visible driving scene components with both subjective effort and objective eye movement measures. In future DMS, such knowledge can help inform road-facing and driver-facing cameras to jointly establish the readiness of would-be drivers ahead of receiving control. 相似文献
30.
Anne F. Farrell Melissa A. Collier‐Meek Melanie J. Furman 《American journal of community psychology》2019,63(3-4):378-390
Federally funded out‐of‐school time (OST) programs provide academic support, enrichment, and safety for students and families in low‐resource communities. However, programs struggle to meet these aims, in part because of the lack of program structure and limited training and support for staff. This observational case study documents the training and technical assistance (TA) delivered to OST frontline staff and program leadership to implement Positive Behavior in Out‐of‐School Time (Positive BOOST), an adaptation of positive behavior interventions and supports conducted in multiple settings. Findings across three programs indicate that varied levels of TA (i.e., business as usual, performance feedback, coaching) are associated with different levels of staff‐ and program‐level implementation. Taken together with previous research, these findings suggest that targeted investment in developing the skills of OST staff and improving program‐wide outcomes is critical for supporting youth in low‐resource communities. 相似文献