Results 61 to 70 of about 119,433,262 (188)
Restricted Lie (super)algebras, central extensions of non-associative algebras and some tapas [PDF]
, 2021 The general framework of this dissertation is the theory of non-associative algebras. We tackle diverse problems regarding restricted Lie algebras and superalgebras, central extensions of different classes of algebras and crossed modules of Lie ...
Páez Guillán, María Pilar
core
CAAI Transactions on Intelligence Technology, EarlyView.ABSTRACT Cognitive diagnosis aims to infer learners' knowledge states from their exercise responses, enabling personalised education at scale. Existing methods represent exercises solely by coarse‐grained knowledge component annotations, overlooking semantic content and step‐level cognitive processes.
Youheng Bai +4 more
wiley +1 more source
Social and emotional pathways to shame reduction: An RCT with preservice teachers
British Journal of Educational Psychology, EarlyView.Abstract Background Shame is an unpleasant, activating emotion that has been shown to undermine learners' motivation and achievement and identity development in mathematics education. Recent studies have implemented positive psychology interventions (PPIs) to reduce preservice teachers' shame in mathematics, with promising quantitative outcomes ...
Lara Gildehaus, Lars Meyer‐Jenßen
wiley +1 more source
Welcome to the jangle (fallacy): The case of statistics and mathematics anxieties
British Journal of Educational Psychology, EarlyView.Abstract Background Statistics‐related anxiety is a common barrier to learning in higher education, particularly for psychology and other non‐specialist students. High prevalence rates are concerning because statistical literacy is integral to academic success, employability and informed citizenship.
Jenny Terry, Charlie Lea, Andy P. Field
wiley +1 more source
Bias and precision in true‐score estimation
British Journal of Mathematical and Statistical Psychology, EarlyView.Abstract We discuss two approaches to estimating the true score from classical test theory, each with a corresponding measure of uncertainty due to measurement error: the classical method with the standard error of measurement (SEM) and Kelley's method with the standard error of estimation (SEE).
L. Andries van der Ark +3 more
wiley +1 more source
Family Leisure and Emerging Adults' Well‐Being: The Mediating Role of Family Cohesion
Family Relations, EarlyView.ABSTRACT Objective This study examined whether family cohesion and family adaptability mediate the associations between core (i.e., everyday, inexpensive, home‐based) and balance (i.e., less common, novel) family leisure activities and emerging adults' well‐being, as indicated by positive affect, negative affect, self‐concept clarity, and meaning in ...
Amy M. Kolak +2 more
wiley +1 more source
Connectivity and Selective Rural Migration
International Economic Review, EarlyView.ABSTRACT How does infrastructure shape rural development? Using household panel data from a nationally representative sample of Chinese villages, matched to high‐resolution highway maps, we find that road expansion between 2000 and 2015 operates mainly through reallocation, with less productive farmers scaling down or exiting and more productive ...
Lin Ma +3 more
wiley +1 more source
Robust CDF‐Filtering of a Location Parameter
Journal of Time Series Analysis, EarlyView.ABSTRACT This paper introduces a novel framework for designing robust filters associated with signal plus noise models having symmetric observation density. The filters are obtained by a recursion where the innovation term is a transform of the cumulative distribution function of the residuals.
Leopoldo Catania +2 more
wiley +1 more source
Pointvalue characterizations in multi-parameter algebras [PDF]
We extend classical results from the Colombeau algebra, concerning point-value characterizations of generalized functions, to the more general case of multi-parameter (C,E,P)–algebras. Our investigations include considerations about different definitions
Jean-André Marti, Maximilian Hasler
core
Mind &Language, EarlyView.Do large language models (“LLMs”) think? Daniel Stoljar and Zhihe Vincent Zhang have recently developed an argument from rationality for the claim that LLMs do not think. We contend, however, that the argument from rationality not only falters, but leaves open an intriguing possibility: that LLMs engage only in arational, associative forms of thinking ...
Joseph Gottlieb +2 more
wiley +1 more source