Comparing graphic and symbolic classification in interactive multiobjective optimization

In interactive multiobjective optimization systems, the classification of objective functions is a convenient way to direct the solution process in order to search for new, more satisfactory, solutions in the set of Pareto optimal solutions. Classification means that the decision maker assigns the objective functions into classes depending on what kind of changes in their values (in relation to the current values) are desirable. Here we study the role of user interfaces in implementing classification in multiobjective optimization software and how classification should be realized. In this way, we want to pay attention to the usability of multiobjective optimization software. Typically, this topic has not been of interest in the multiobjective optimization literature. However, usability aspect is important because in interactive classification‐based multiobjective optimization methods, the classification is the core of the solution process. We can say that the more convenient the classification is, the more efficient the system or the method is and the better it supports the work of the decision maker. We report experiments with two classification options, graphic and symbolic ones, which are used in connection with an interactive multiobjective optimization system WWW‐NIMBUS. The ideas and conclusions given are applicable for other interactive classification‐based method, as well. Copyright © 2005 John Wiley & Sons, Ltd.     

Making the ineffable explicit: estimating the information employed for face classifications

When we look at a face, we readily perceive that person’s gender, expression, identity, age, and attractiveness. Perceivers as well as scientists have hitherto had little success in articulating just what information we are employing to achieve these subjectively immediate and effortless classifications. We describe here a method that estimates that information. Observers classified faces in high levels of visual noise as male or female (in a gender task), happy/unhappy (in an expression task), or Tom Cruise/John Travolta (in an individuation task). They were unaware that the underlying face (which was midway between each of the classes) was identical throughout a task, with only the noise rendering it more like one category value or the other. The difference between the average of noise patterns for each classification decision provided a linear estimate of the information mediating these classifications. When the noise was combined with the underlying face, the resultant images appeared to be excellent prototypes of their respective classes. Other methods of estimating the information employed in complex classification have relied on judgments of exemplars of a class or tests of experimenter-defined hypotheses about the class information. Our method allows an estimate, however subtle, of what is in the subject’s (rather than the experimenter’s) head.     

The Relationship between Response-Time Effort and Accuracy in PISA Science Multiple Choice Items

The study examined the relationship between examinees’ test-taking effort and their accuracy rate on items from the PISA 2015 assessment. The 10% normative threshold method was applied on Science multiple-choice items in the Cyprus sample to detect rapid guessing behavior. Results showed that the extent of rapid guessing across simple and complex multiple-choice items was on average less than 6% per item. Rapid guessers were identified, and for most items their accuracy was lower than the accuracy for students engaging in solution-based behavior. A number of plausible explanations were graphically evaluated for items for which accuracy was higher for the rapid guessing subgroup. Overall, this empirical investigation presents original evidence on test-taking effort as measured by response time in PISA items and tests propositions of Wise’s (2017 Wise, S. L. (2017). Rapid‐guessing behavior: Its identification, interpretation, and implications. Educational Measurement: Issues and Practice, 36(4), 52–61. doi:10.1111/emip.12165[Crossref], [Web of Science ®] , [Google Scholar]) Test-Taking Theory.     

基于模式分类的中医医案分析技术

中医药经历数千年的发展,已积累了大量数据,特别是从古到今的医案数据,但这些数据因没有用现代信息手段整理、分析,而不能为中医药的科学研究提供支持。本文将模式分类技术应用于医案数据的分析中,从已知的病症推断出所属的证型。该方法能够进行自动学习,不需要专家的辅助即可从医案中学习到病症和证型的联系。     

Theory of mind selectively predicts preschoolers’ knowledge‐based selective word learning

Children can selectively attend to various attributes of a model, such as past accuracy or physical strength, to guide their social learning. There is a debate regarding whether a relation exists between theory‐of‐mind skills and selective learning. We hypothesized that high performance on theory‐of‐mind tasks would predict preference for learning new words from accurate informants (an epistemic attribute), but not from physically strong informants (a non‐epistemic attribute). Three‐ and 4‐year‐olds (N = 65) completed two selective learning tasks, and their theory‐of‐mind abilities were assessed. As expected, performance on a theory‐of‐mind battery predicted children's preference to learn from more accurate informants but not from physically stronger informants. Results thus suggest that preschoolers with more advanced theory of mind have a better understanding of knowledge and apply that understanding to guide their selection of informants. This work has important implications for research on children's developing social cognition and early learning.     

What enhances the development of emotion understanding in young children? A longitudinal study of interpersonal predictors

We studied potential determinants of the development of children's emotion understanding (EU) from age 4 to 6 in a Norwegian community sample (N = 974) using the Test of Emotion Comprehension. Interpersonal predictors included the accuracy of parental mentalization, parental emotional availability, and teacher‐reported child social skills. Intrapersonal child factors were child gender and verbal skills. Overall, children's EU increased significantly over time. After adjusting for child gender, age‐4 EU, and parental socio‐economic status, greater child verbal and social skills and greater parental mentalization each uniquely predicted growth in EU. Results are discussed in terms of theory and research on children's EU and parents' emotion socialization.     

Diagnostic Classification Models: Recent Developments,Practical Issues,and Prospects

More than three decades after their introduction, diagnostic classification models (DCM) do not seem to have been implemented in educational systems for the purposes they were devised. Most DCM research is either methodological for model development and refinement or retrofitting to existing nondiagnostic tests and, in the latter case, basically for model demonstration or constructs identification. DCMs have rarely been used to develop diagnostic assessment right from the start with the purpose of identifying individuals’ strengths and weaknesses (referred to as true applications in this study). In this article, we give an introduction to DCMs and their latest developments along with guidelines on how to proceed to employ DCMs to develop a diagnostic test or retrofit to a nondiagnostic assessment. Finally, we enumerate the reasons why we believe DCMs have not become fully operational in educational systems and suggest some advice to make their advent smooth and quick.     

The Effects of Attentional Focus Instructions and Task Difficulty in a Paced Fine Motor Skill

Abstract

An external focus of attention is considered superior to an internal focus for learning and performance. However, findings specific to changing the task difficulty are inconsistent. The present study used a reciprocal aiming task to determine the effects of attentional focus on motor performance using speed-accuracy paradigm. We constrained timing to examine how internal and external focus of attention influenced accuracy when task difficulty changes. The results indicated greater accuracy on the right target and greater consistency on both targets for the external focus condition, regardless of task difficulty. Our results uniquely demonstrated how instruction modified a speed-accuracy task.