Dissertationen: „Cognition Mathematical models“

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Wong, Pauline P. „Mathematical models of cognitive recovery and impairment profile after severe traumatic brain injury“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0003/NQ43457.pdf.

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Navarro, Daniel. „Representing stimulus similarity“. Title page, contents and abstract only, 2002. http://web4.library.adelaide.edu.au/theses/09PH/09phn322.pdf.

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Bibliography: p. 209-233. Over the last 50 years, psychologists have developed a range of frameworks for similarity modelling, along with a large number of numerical techniques for extracting mental representations from empirical data. This thesis is concerned with the psychological theories used to account for similarity judgements, as well as the mathematical and statistical issues that surround the numerical problem of finding appropriate representations. It discusses, evaluates, and further develops three widely-adopted approaches to similarity modelling: spatial, featural and tree representation.

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Izquierdo, Ángel Cabrera. „A functional analysis of categorization“. Diss., Georgia Institute of Technology, 1995. http://hdl.handle.net/1853/30522.

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4

Cuppini, Cristiano <1977&gt. „Mathematical models of cognitive processes“. Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2009. http://amsdottorato.unibo.it/1690/.

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The research activity carried out during the PhD course was focused on the development of mathematical models of some cognitive processes and their validation by means of data present in literature, with a double aim: i) to achieve a better interpretation and explanation of the great amount of data obtained on these processes from different methodologies (electrophysiological recordings on animals, neuropsychological, psychophysical and neuroimaging studies in humans), ii) to exploit model predictions and results to guide future research and experiments. In particular, the research activity has been focused on two different projects: 1) the first one concerns the development of neural oscillators networks, in order to investigate the mechanisms of synchronization of the neural oscillatory activity during cognitive processes, such as object recognition, memory, language, attention; 2) the second one concerns the mathematical modelling of multisensory integration processes (e.g. visual-acoustic), which occur in several cortical and subcortical regions (in particular in a subcortical structure named Superior Colliculus (SC)), and which are fundamental for orienting motor and attentive responses to external world stimuli. This activity has been realized in collaboration with the Center for Studies and Researches in Cognitive Neuroscience of the University of Bologna (in Cesena) and the Department of Neurobiology and Anatomy of the Wake Forest University School of Medicine (NC, USA). PART 1. Objects representation in a number of cognitive functions, like perception and recognition, foresees distribute processes in different cortical areas. One of the main neurophysiological question concerns how the correlation between these disparate areas is realized, in order to succeed in grouping together the characteristics of the same object (binding problem) and in maintaining segregated the properties belonging to different objects simultaneously present (segmentation problem). Different theories have been proposed to address these questions (Barlow, 1972). One of the most influential theory is the so called “assembly coding”, postulated by Singer (2003), according to which 1) an object is well described by a few fundamental properties, processing in different and distributed cortical areas; 2) the recognition of the object would be realized by means of the simultaneously activation of the cortical areas representing its different features; 3) groups of properties belonging to different objects would be kept separated in the time domain. In Chapter 1.1 and in Chapter 1.2 we present two neural network models for object recognition, based on the “assembly coding” hypothesis. These models are networks of Wilson-Cowan oscillators which exploit: i) two high-level “Gestalt Rules” (the similarity and previous knowledge rules), to realize the functional link between elements of different cortical areas representing properties of the same object (binding problem); 2) the synchronization of the neural oscillatory activity in the γ-band (30-100Hz), to segregate in time the representations of different objects simultaneously present (segmentation problem). These models are able to recognize and reconstruct multiple simultaneous external objects, even in difficult case (some wrong or lacking features, shared features, superimposed noise). In Chapter 1.3 the previous models are extended to realize a semantic memory, in which sensory-motor representations of objects are linked with words. To this aim, the network, previously developed, devoted to the representation of objects as a collection of sensory-motor features, is reciprocally linked with a second network devoted to the representation of words (lexical network) Synapses linking the two networks are trained via a time-dependent Hebbian rule, during a training period in which individual objects are presented together with the corresponding words. Simulation results demonstrate that, during the retrieval phase, the network can deal with the simultaneous presence of objects (from sensory-motor inputs) and words (from linguistic inputs), can correctly associate objects with words and segment objects even in the presence of incomplete information. Moreover, the network can realize some semantic links among words representing objects with some shared features. These results support the idea that semantic memory can be described as an integrated process, whose content is retrieved by the co-activation of different multimodal regions. In perspective, extended versions of this model may be used to test conceptual theories, and to provide a quantitative assessment of existing data (for instance concerning patients with neural deficits). PART 2. The ability of the brain to integrate information from different sensory channels is fundamental to perception of the external world (Stein et al, 1993). It is well documented that a number of extraprimary areas have neurons capable of such a task; one of the best known of these is the superior colliculus (SC). This midbrain structure receives auditory, visual and somatosensory inputs from different subcortical and cortical areas, and is involved in the control of orientation to external events (Wallace et al, 1993). SC neurons respond to each of these sensory inputs separately, but is also capable of integrating them (Stein et al, 1993) so that the response to the combined multisensory stimuli is greater than that to the individual component stimuli (enhancement). This enhancement is proportionately greater if the modality-specific paired stimuli are weaker (the principle of inverse effectiveness). Several studies have shown that the capability of SC neurons to engage in multisensory integration requires inputs from cortex; primarily the anterior ectosylvian sulcus (AES), but also the rostral lateral suprasylvian sulcus (rLS). If these cortical inputs are deactivated the response of SC neurons to cross-modal stimulation is no different from that evoked by the most effective of its individual component stimuli (Jiang et al 2001). This phenomenon can be better understood through mathematical models. The use of mathematical models and neural networks can place the mass of data that has been accumulated about this phenomenon and its underlying circuitry into a coherent theoretical structure. In Chapter 2.1 a simple neural network model of this structure is presented; this model is able to reproduce a large number of SC behaviours like multisensory enhancement, multisensory and unisensory depression, inverse effectiveness. In Chapter 2.2 this model was improved by incorporating more neurophysiological knowledge about the neural circuitry underlying SC multisensory integration, in order to suggest possible physiological mechanisms through which it is effected. This endeavour was realized in collaboration with Professor B.E. Stein and Doctor B. Rowland during the 6 months-period spent at the Department of Neurobiology and Anatomy of the Wake Forest University School of Medicine (NC, USA), within the Marco Polo Project. The model includes four distinct unisensory areas that are devoted to a topological representation of external stimuli. Two of them represent subregions of the AES (i.e., FAES, an auditory area, and AEV, a visual area) and send descending inputs to the ipsilateral SC; the other two represent subcortical areas (one auditory and one visual) projecting ascending inputs to the same SC. Different competitive mechanisms, realized by means of population of interneurons, are used in the model to reproduce the different behaviour of SC neurons in conditions of cortical activation and deactivation. The model, with a single set of parameters, is able to mimic the behaviour of SC multisensory neurons in response to very different stimulus conditions (multisensory enhancement, inverse effectiveness, within- and cross-modal suppression of spatially disparate stimuli), with cortex functional and cortex deactivated, and with a particular type of membrane receptors (NMDA receptors) active or inhibited. All these results agree with the data reported in Jiang et al. (2001) and in Binns and Salt (1996). The model suggests that non-linearities in neural responses and synaptic (excitatory and inhibitory) connections can explain the fundamental aspects of multisensory integration, and provides a biologically plausible hypothesis about the underlying circuitry.

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Stone, Jason C. „The Formation of Self-Constructed Identity as Advanced Mathematical Thinker Among Some Female PhD Holders in Mathematics and the Relationship to the "Three-Worlds" Cognitive Model of Advanced Mathematical Thinking“. Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1436975429.

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Nefdt, Ryan Mark. „The foundations of linguistics : mathematics, models, and structures“. Thesis, University of St Andrews, 2016. http://hdl.handle.net/10023/9584.

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The philosophy of linguistics is a rich philosophical domain which encompasses various disciplines. One of the aims of this thesis is to unite theoretical linguistics, the philosophy of language, the philosophy of science (particularly mathematics and modelling) and the ontology of language. Each part of the research presented here targets separate but related goals with the unified aim of bringing greater clarity to the foundations of linguistics from a philosophical perspective. Part I is devoted to the methodology of linguistics in terms of scientific modelling. I argue against both the Conceptualist and Platonist (as well as Pluralist) interpretations of linguistic theory by means of three grades of mathematical involvement for linguistic grammars. Part II explores the specific models of syntactic and semantics by an analogy with the harder sciences. In Part III, I develop a novel account of linguistic ontology and in the process comment on the type-token distinction, the role and connection with mathematics and the nature of linguistic objects. In this research, I offer a structural realist interpretation of linguistic methodology with a nuanced structuralist picture for its ontology. This proposal is informed by historical and current work in theoretical linguistics as well as philosophical views on ontology, scientific modelling and mathematics.

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Hassler, Ryan Scott. „Mathematical comprehension facilitated by situation models: Learning opportunities for inverse relations in elementary school“. Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/410935.

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Math & Science Education
Ph.D.
The Common Core State Standards call for more rigorous, focused, and coherent curriculum and instruction, has resulted in students being faced with more cognitively high-demanding tasks which involve forming connections within and between fundamental mathematical concepts. Because mathematical comprehension generally relates back to one’s ability to form connections to prior knowledge, this study sought to examine the extent to which current learning environments expose students to connection-making opportunities that may help facilitate mathematical understanding of elementary multiplicative inverses. As part of an embedded mixed-methods design, I analyzed curriculum materials, classroom instruction, and student assessments from four elementary mathematics teachers’ classrooms. A situation model perspective of comprehension was used for analysis. The aim of this study was thus to determine how instructional tasks, representations, and deep questions are used for connection-making, which is the foundation of a situation model that can be used for inference-making. Results suggest that student comprehension depends more on connection-making opportunities afforded by classroom teachers, rather than on learning opportunities found solely within a curriculum. This included instruction that focused on deeply unpacking side-by-side comparison type examples, situated examples in personal concrete contexts, used semi-concrete representations to illustrate structural relationships, promoted efficiency through the sequence of presented representations, and posed deep questions which supported students’ sense-making and emphasized the interconnectedness of mathematics. By analyzing these key aspects, this study contributes to research on mathematical understanding and provides a foundation for helping students facilitate transfer of prior knowledge into novel mathematical situation.
Temple University--Theses

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Hollmann, Claudia. „A cognitive human behaviour model for pedestrian behaviour simulation“. Thesis, University of Greenwich, 2015. http://gala.gre.ac.uk/13831/.

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Pedestrian behaviour simulation models are being developed with the intention to simulate human behaviour in various environments in both non-emergency and emergency situations. These models are applied with the objective to understand the underlying causes and dynamics of pedestrian behaviour and how the environment or the environment’s intrinsic procedures can be adjusted in order to provide an improvement of human comfort and safety. In order to realistically model pedestrian behaviour in complex environments, the specific human behaviour patterns which govern their behaviour need to be represented. It is thereby of importance to understand the causal chains between the surrounding conditions and the pedestrians’ behaviours: the impact of the environment’s purpose and facilities as well as the pedestrians’ individual goals on the pedestrians’ planning and route choice behaviour; the influence of emergent stimuli on the pedestrians’ plans and environment usage; the influence of the pedestrians’ environment usage under normal usage conditions on the pedestrians’ behaviour in response to a potential alarm event. In this thesis, a framework is developed for modelling advanced individual pedestrian behaviours and especially purpose-driven environment usage. The framework thereby aims to assist building and facility planners in improving a building’s layout in terms of pedestrian experience and walking routes. In this thesis, a comprehensive review on how individual pedestrian behaviour and the pedestrians’ environment usage are realised in current pedestrian behaviour simulation models has been undertaken. In addition, current theories on human decision making, goal-driven behaviour and emotion modelling have been surveyed from the research fields of artificial intelligence, virtual reality simulation, human psychology and human behavioural sciences. From this survey, theories suitable for this thesis’ cause have been identified and combined for the proposed Cognitive Pedestrian Agent Framework (CPAF). The proposed framework contains a sophisticated human decision making model, a multi-faceted individual knowledge representation, a model to realise situational and contextual awareness, and a novel realisation of a human path planning heuristic. The proposed framework has been demonstrated in the simulation of a building usage-cycle use case. Further, it has been outlined how the proposed framework could be used to model experiential alarm response behaviour.

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Warrick, Pamela Dianne. „Investigation of the PASS model (planning, attention, simultaneous, successive) of cognitive processing and mathematics achievement /“. The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487676261010362.

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Tolar, Tammy Daun. „A Cognitive Model of Algebra Achievement among Undergraduate College Students“. Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/epse_diss/47.

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Algebra has been called a gatekeeper because proficiency in algebra allows access to educational and economic opportunities. Many students struggle with algebra because it is cognitively demanding. There is little empirical evidence concerning which cognitive factors influence algebra achievement. The purpose of this study was to test a cognitive model of algebra achievement among undergraduate college students. Algebra achievement was defined as the ability to manipulate algebraic expressions which is a substantial part of many algebra curriculums. The model included cognitive factors that past research has shown relate to overall math achievement. Other goals were to compare a cognitive model of algebra achievement with a model of SAT-M performance and to test for gender differences in the model of algebra achievement. Structural equation modeling was used to test the direct and indirect effects of algebra experience, working memory, 3D spatial abilities, and computational fluency on algebra achievement. Algebra experience had the strongest direct effect on algebra achievement. Combined direct and indirect effects of computational fluency were as strong as the direct effect of algebra experience. While 3D spatial abilities had a direct effect on algebra achievement, working memory did not. Working memory did have a direct effect on computational fluency and 3D spatial abilities. The total effects of 3D spatial abilities and working memory on algebra achievement were moderate. There were differences in the cognitive models of algebra achievement and SAT-M. SAT-M scores were highly related to 3D spatial abilities, but moderately related to algebra experience. There were also gender differences in the cognitive model of algebra achievement. Working memory was highly related to computational fluency for males, but was not related to computational fluency for females. This study adds to the large body of evidence that working memory plays a role in computational abilities throughout development. The evidence that working memory affects higher level math achievement indirectly through computational fluency and 3D spatial abilities provides clarity to conflicting results in the few studies that have examined the role of working memory in higher level math achievement.

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Jeyarajah, Jenny Vennukkah. „Comparing Cognitive Decision Models of Iowa Gambling Task in Indivituals Following Temporal Lobectomy“. Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/math_theses/83.

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This study examined the theoretical basis for decision making behavior of patients with right or left temporal lobectomy and a control group when they participated in the Iowa Gambling Task. Two cognitive decision models, Expectancy Valence Model and Strategy Switching Heuristic Choice Model, were compared for best fit. The best fitting model was then chosen to provide the basis for parameter estimation (sources of decision making, i.e. cognitive, motivational, and response processes) and interpretation. Both models outperformed the baseline model. However comparison of G2 means between the two cognitive decision models showed the expectancy valence model having a higher mean and thus a better model between the two. Decision parameters were analyzed for the expectancy valence model. The analysis revealed that the parameters were not significant between the three groups. The data was simulated from the baseline model to determine whether the models are different from baseline.

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Walker, Elizabeth T. „A study of questions proposed by teachers using the theoretical model for changing behavior“. Thesis, State University of New York at Buffalo, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3640894.

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The ability to change is essential in the field of education and of great concern to teacher educators. While some change initiatives have succeeded, many others have failed to be transformative or sustainable. A need exists to better understand the process of behavioral change to inform the design and evaluation of change initiatives and assess progress using a common vocabulary. This study addresses this need by synthesizing change models from clinical psychology, advertising design, and social cultural learning to create a theoretical model for behavioral change. A temporal change model composed of stages has theoretical and practical significance for those promoting behavioral change in education and other professional fields. This new framework was applied to two groups of pre- and in-service teachers engaged in a change initiative around questioning behavior. Data analyses indicated that individuals entered the model at different entry points and moved sequentially through stages, with participants generating the lowest pre-intervention percentages of the target behavior making the most amount of relative change. Qualitative data revealed resistance to change due to personal attitudes and beliefs about roles in conjunction with the behavior. The utilization of behavioral change as the focus of this study necessitated the reconceptualization of behavior as scientific knowledge capable of being defined, modeled, and taught. Additional theoretical and practical significance is the positioning of other behaviors as knowledge, capable of being structured and generalized.

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Papa, Bruno Del. „A study of social and economic evolution of human societies using methods of Statistical Mechanics and Information Theory“. Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/43/43134/tde-26092014-081449/.

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This dissertation explores some applications of statistical mechanics and information theory tools to topics of interest in anthropology, social sciences, and economics. We intended to develop mathematical and computational models with empirical and theoretical bases aiming to identify important features of two problems: the transitions between egalitarian and hierarchical societies and the emergence of money in human societies. Anthropological data suggest the existence of a correlation between the relative neocortex size and the average size of primates\' groups, most of which are hierarchical. Recent theories also suggest that social and evolutionary pressures are responsible for modications in the cognitive capacity of the individuals, what might have made possible the emergence of different types of social organization. Based on those observations, we studied a mathematical model that incorporates the hypothesis of cognitive costs, attributed for each cognitive social representation, to explain the variety of social structures in which humans may organize themselves. A Monte Carlo dynamics allows for the plotting of a phase diagram containing hierarchical, egalitarian, and intermediary regions. There are roughly three parameters responsible for that behavior: the cognitive capacity, the number of agents in the society, and the social and environmental pressure. The model also introduces a modication in the dynamics to account for a parameter representing the information exchange rate, which induces the correlations amongst the cognitive representations. Those correlations ultimately lead to the phase transition to a hierarchical society. Our results qualitatively agree with anthropological data if the variables are interpreted as their social equivalents. The other model developed during this work tries to give insights into the problem of emergence of a unique medium of exchange, also called money. Predominant economical theories, describe the emergence of money as the result of barter economies evolution. However, criticism recently shed light on the lack of historical and anthropological evidence to corroborate the barter hypothesis, thus bringing out doubts about the mechanisms leading to money emergence and questions regarding the inuence of the social configuration. Recent studies also suggest that money may be perceived by individuals as a perceptual drug and new money theories have been developed aiming to explain the monetization of societies. By developing a computational model based on the previous dynamics for hierarchy emergence, we sought to simulate those phenomena using cognitive representations of economic networks containing information about the exchangeability of any two commodities. Similar mathematical frameworks have been used before, but no discussion about the effects of the social network configuration was presented. The model developed in this dissertation is capable of employing the concept of cognitive representations and of assigning them costs as part of the dynamics. The new dynamics is capable of analyzing how the information exchange depends on the social structure. Our results show that centralized networks, such as star or scale-free structures, yield a higher probability of money emergence. The two models suggest, when observe together, that phase transitions in social organization might be essential factors for the money emergency phenomena, and thus cannot be ignored in future social and economical modeling.
Nesta dissertação, utilizamos ferramentas de mecânica estatística e de teoria de informação para aplicações em tópicos significativos ás areas de antropologia, ciências sociais e economia. Buscamos desenvolver modelos matemáticos e computacionais com bases empíricas e teóricas para identificar pontos importantes nas questões referentes à transição entre sociedades igualitárias e hierárquicas e à emergência de dinheiro em sociedades humanas. Dados antropológicos sugerem que há correlação entre o tamanho relativo do neocórtex e o tamanho médio de grupos de primatas, predominantemente hierárquicos, enquanto teorias recentes sugerem que pressões sociais e evolutivas alteraram a capacidade cognitiva dos indivíduos, possibilitando sua organização social em outras configurações. Com base nestas observações, desenvolvemos um modelo matemático capaz de incorporar hipóteses de custos cognitivos de representações sociais para explicar a variação de estruturas sociais encontradas em sociedades humanas. Uma dinâmica de Monte Carlo permite a construção de um diagrama de fase, no qual é possivel identificar regiões hierárquicas, igualitárias e intermediárias. Os parâmetros responsáveis pelas transições são a capacidade cognitiva, o número de agentes na sociedade e a pressão social e ecológica. O modelo também permitiu uma modificação da dinâmica, de modo a incluir um parâmetro representando a taxa de troca de informação entre os agentes, o que possibilita a introdução de correlações entre as representações cognitivas, sugerindo assim o aparecimento de assimetrias sociais, que, por fim, resultam em hierarquia. Os resultados obtidos concordam qualitativamente com dados antropológicos, quando as variáveis são interpretadas de acordo com seus equivalentes sociais. O outro modelo desenvolvido neste trabalho diz respeito ao aparecimento de uma mercadoria única de troca, ou dinheiro. Teorias econômicas predominantes descrevem o aparecimento do dinheiro como resultado de uma evolução de economias de escambo (barter). Críticas, entretanto, alertam para a falta de evidências históricas e antropológicas que corroborem esta hipótese, gerando dúvidas sobre os mecanismos que levaram ao advento do dinheiro e a influência da configuração social neste processo. Estudos recentes sugerem que o dinheiro pode se comportar como uma droga perceptual, o que tem levado a novas teorias que objetivam explicar a monetarização de sociedades. Através de um modelo computacional baseado na dinâmica anterior de emergência de hierarquia, buscamos simular este fenômeno através de representações cognitivas de redes econômicas, que representam o reconhecimento ou não da possibilidade de troca entre duas commodities. Formalismos semelhantes já foram utilizados anteriormente, porém sem discutir a influência da configuração social nos resultados. O modelo desenvolvido nesta dissertação foi capaz de empregar o conceito de representações cognitivas e novamente atribuir custos a elas. A nova dinâmica resultante é capaz de analisar como a troca de informações depende da configuração social dos agentes. Os resultados mostram que redes hierárquicas, como estrela e redes livres de escala, induzem uma maior probabilidade de emergência de dinheiro dos que as demais. Os dois modelos sugerem, quando considerados em conjunto, que transições de fase na organização social são importantes para o estudo de emergência de dinheiro, e portanto não podem ser ignoradas em futuras modelagens sociais e econômicas.

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Fay, Robert H. „Application of the Fusion Model for Cognitive Diagnostic Assessment with Non-diagnostic Algebra-Geometry Readiness Test Data“. Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7285.

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This study retrofitted a Diagnostic Classification Model (DCM) known as the Fusion model onto non-diagnostic test data from of the University of Chicago School Mathematics Project (UCSMP) Algebra and Geometry Readiness test post-test used with Transition Mathematics (Third Edition, Field-Trial Version). The test contained 24 multiple-choice middle school math items, and was originally given to 95 advanced 6th grade and 293 7th grade students. The use of these test answers for this study was an attempt to show that by using cognitive diagnostic analysis techniques on test items not constructed for that purpose, highly predictable multidimensional cognitive attribute profiles for each test taker could be obtained. These profiles delineated whether a given test taker was a master or non-master for each attribute measured by the test, thus allowing detailed diagnostic feedback to be disseminated to both the test takers and their teachers. The full version of the non-compensatory Fusion model, specifically, along with the Arpeggio software package, was used to estimate test taker profiles on each of the four cognitive attributes found to be intrinsic to the items on this test, because it handled both slips and guesses by test takers and accounted for residual skills not defined by the four attributes and twenty-four items in the Q-matrix. The attributes, one or more of which was needed to correctly answer an item, were defined as: Skills— those procedures that students should master with fluency; e.g., multiplying positive and negative numbers; Properties—which deal with the principles underlying the mathematics concepts being studied, such as being able to recognize and use the Repeated-Addition Property of Multiplication; Uses—which deal with applications of mathematics in real situations ranging from routine "word problems" to the development and use of mathematical models, like finding unknowns in real situations involving multiplication; and, Representations—which deal with pictures, graphs, or objects that illustrate concepts. Ultimately, a Q-matrix was developed from the rating of four content experts, with the attributes needed to answer each item clearly delineated. A validation of this Q-matrix was obtained from the Fusion model Arpeggio application to the data as test taker profiles showed which attributes were mastered by each test taker and which weren’t. Masters of the attributes needed to be acquired to successfully answer a test item had a proportion-correct difference from non-masters of .44, on average. Regression analysis produced an R-squared of .89 for the prediction of total scores on the test items by the attribute mastery probabilities obtained from the Fusion model with the final Q-matrix. Limitations of the study are discussed, along with reasons for the significance of the study.

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Pu, Shusen. „Noise Decomposition for Stochastic Hodgkin-Huxley Models“. Case Western Reserve University School of Graduate Studies / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=case1605789507246466.

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Iwuanyanwu, Paul Nnanyereugo. „Pre-service science teachers’ conceptual and procedural difficulties in solving mathematical problems in physical science“. Thesis, University of the Western Cape, 2014. http://hdl.handle.net/11394/4002.

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>Magister Scientiae - MSc
Students frequently leave first-year physical science classes with a dual set of physical laws in mind- the equations to be applied to qualitative problems and the entrenched set of concepts, many erroneous, to be applied to qualitative, descriptive, or explanatory problems. It is in this sense that the emphasis of this study is on ‘change’ rather than acquisition. Thus, a blend of theoretical framework was considered according to the aim of the study. Of immediate relevance in this regard within the “constructivist paradigm” are: Posner, Strike, Hewson and Gertzog’s (1982) conceptual change theory and the revised Bloom’s Taxonomy. Moreover, the very shift or restructuring of existing knowledge, concepts or schemata is what distinguishes conceptual change from other types of learning, and provides students with a more fruitful conceptual framework to solve problems, explain phenomena, and function in the world (Biemans & Simons, 1999; Davis, 2011). A quasi-experimental design was adopted to explore pre-service teachers’ conceptual and procedural difficulties in solving mathematical problems in physical science. Sixteen second and third year pre-service teachers in one of the historically black universities in the Western Cape, South Africa, participated in the study. Two inseparable concepts of basic mechanics, work-energy concepts were taught and used for data collection. Data were collected using questionnaires, Physical Science Achievement Test (PSAT), Multiple Reflective Questions (MRQ) and an interview. An explicit problem solving strategy (IDEAL strategy versus maths-in-science instructional model) was taught in the intervention sessions for duration of three weeks to the experimental group (E-group). IDEAL strategy placed emphasis on drill and practice heuristics that helped the pre-service teachers’ (E-group) understanding of problem-solving. Reinforcing heuristics of this IDEAL strategy include breaking a complex problem into sub-problems. Defining and representing problem (e.g. devising a plan-using Free-Body-Diagram) was part of the exploring possible strategies of the IDEAL. More details on IDEAL strategy are discussed in Chapter 3. The same work-energy concepts were taught to the control group (C-group) using lecture-demonstration method. A technique (i.e. revised taxonomy table for knowledge and cognitive process dimension) was used to categorize and analyse the level of difficulties for each item tested (e.g. D1 = minor difficulty, D2 = major difficulty, and D3 = atypical difficulty

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Rachelli, Janice. „COMPREENSÃO DOS CONCEITOS DE DERIVADA CLÁSSICA E DERIVADA FRACA: ANÁLISE SEGUNDO O MODELO COGNITIVO APOS“. Centro Universitário Franciscano, 2017. http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/601.

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The present study is on the field of Mathematics Education in higher education and is focused on the teaching and learning of Calculus concepts, specifically related to the concepts of classical derivative and weak derivative. The work, developed in the context of a qualitative research, aims to investigate how some students of the Master degree course in Teaching Mathematics of a community institution in Rio Grande do Sul comprehend the concepts of classical derivative and weak derivative. The APOS theory serves as a theoretical and methodological reference for the elaboration of the genetic decomposition in which the possible mental constructions used by the students were described in what the understanding of the concepts of classical derivative and weak derivative concern. We proposed some activities on the historical constructions of the classical concept, the derivative in the present times, and the passage from the classical derivative to the weak derivative. The teaching situations were developed in the classroom in the second semester of 2016, within the subject of Fundamentals of Differential and Integral Calculus. The basis for these activities was the ACE teaching cycle. The results obtained by analyzing the students' records in the proposed activities and the observations recorded in the field diary indicate that the students were able to coordinate actions and processes in order to obtain the derivative and verify if a function is differentiable. They could also coordinate the interpretations of the derivative, such as slope of the tangent line, instantaneous velocity and rate of variation, besides using mechanisms of generalization and reversibility in the analysis of the graphs of functions and their derivatives and encapsulating the processes necessary for a satisfactory understanding of the concept of the classical derivative. By means of the integral equation, the integration formula by parts, and the fundamental theorem of Calculus, the students were able to coordinate the function and intervals, the functions with compact support by means of internalizing actions and processes for the encapsulation of the mathematical object and weak derivative. Although there are some errors in these processes, there is evidence that the concepts of classical derivative and weak derivative have been understood by the students. These evidences developed mental mechanisms of reflective abstraction that allowed the construction of the mental structures of action, process, object and scheme present in the genetic decomposition that allowed them to understand the concepts. Moreover, the treatment with the historical context of the derivative and the collaborative work of the students were significant factors to obtain the results of the research.
O presente estudo se situa no campo da Educação Matemática no ensino superior e se insere na linha de investigação voltada ao ensino e aprendizagem de conceitos do Cálculo, especificamente ligados aos conceitos de derivada clássica e derivada fraca. O trabalho, desenvolvido no contexto de uma pesquisa qualitativa, teve como objetivo investigar como se dá a compreensão dos conceitos de derivada clássica e derivada fraca por estudantes de um curso de mestrado em Ensino de Matemática de uma instituição comunitária do Rio Grande do Sul. Tendo a teoria APOS como referencial teórico e metodológico, elaborou-se a decomposição genética, em que foram descritas as possíveis construções mentais utilizadas pelos estudantes para a compreensão dos conceitos de derivada clássica e derivada fraca. Foram organizadas situações de ensino compostas por atividades sobre as construções históricas do conceito clássico, a derivada nos tempos atuais e a passagem da derivada clássica para a derivada fraca. As situações de ensino foram desenvolvidas em sala de aula, no segundo semestre de 2016, na disciplina de Fundamentos de Cálculo Diferencial e Integral, tendo como base o ciclo de ensino ACE. Os resultados obtidos, por meio da análise dos registros dos alunos nas atividades propostas e das observações anotadas no diário de campo, indicam que os estudantes foram capazes de coordenar ações e processos para obter a derivada e verificar se uma função é diferenciável, coordenar as interpretações da derivada como inclinação da reta tangente, velocidade instantânea e taxa de variação, além de, utilizar mecanismos de generalização e reversibilidade na análise dos gráficos das funções e suas derivadas e de encapsular os processos necessários para a compreensão, de forma satisfatória, do conceito da derivada clássica. Por meio da equação integral, da fórmula de integração por partes e do teorema fundamental do Cálculo, os alunos coordenaram a função e os intervalos, funções com suporte compacto, interiorizando ações e processos para a encapsulação do objeto matemático, derivada fraca. Embora com alguns erros cometidos nesses processos, há evidências de que houve compreensão dos conceitos de derivada clássica e derivada fraca pelos estudantes. Estes evidenciaram desenvolver mecanismos mentais de abstração reflexionante que possibilitaram a construção das estruturas mentais de ação, processo, objeto e esquema presentes na decomposição genética que lhes permitiu compreender os conceitos. Além do mais, o trato com o contexto histórico da derivada e o trabalho colaborativo dos alunos foram fatores significativos para a obtenção dos resultados da pesquisa.

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Atkinson, Leslie. „An empirical investigation into teachers' assessments within the context of Key Stage 3 mathematics : the development of a cognitive-model of the judgement process“. Thesis, University of Hull, 1995. http://hydra.hull.ac.uk/resources/hull:5725.

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Salimi-Khorshidi, Gholamreza. „Statistical models for neuroimaging meta-analytic inference“. Thesis, University of Oxford, 2011. http://ora.ox.ac.uk/objects/uuid:40a10327-7f36-42e7-8120-ae04bd8be1d4.

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A statistical meta-analysis combines the results of several studies that address a set of related research hypotheses, thus increasing the power and reliability of the inference. Meta-analytic methods are over 50 years old and play an important role in science; pooling evidence from many trials to provide answers that any one trial would have insufficient samples to address. On the other hand, the number of neuroimaging studies is growing dramatically, with many of these publications containing conflicting results, or being based on only a small number of subjects. Hence there has been increasing interest in using meta-analysis methods to find consistent results for a specific functional task, or for predicting the results of a study that has not been performed directly. Current state of neuroimaging meta-analysis is limited to coordinate-based meta-analysis (CBMA), i.e., using only the coordinates of activation peaks that are reported by a group of studies, in order to "localize" the brain regions that respond to a certain type of stimulus. This class of meta-analysis suffers from a series of problems and hence cannot result in as accurate results as desired. In this research, we describe the problems that existing CBMA methods are suffering from and introduce a hierarchical mixed-effects image-based metaanalysis (IBMA) solution that incorporates the sufficient statistics (i.e., voxel-wise effect size and its associated uncertainty) from each study. In order to improve the statistical-inference stage of our proposed IBMA method, we introduce a nonparametric technique that is capable of adjusting such an inference for spatial nonstationarity. Given that in common practice, neuroimaging studies rarely provide the full image data, in an attempt to improve the existing CBMA techniques we introduce a fully automatic model-based approach that employs Gaussian-process regression (GPR) for estimating the meta-analytic statistic image from its corresponding sparse and noisy observations (i.e., the collected foci). To conclude, we introduce a new way to approach neuroimaging meta-analysis that enables the analysis to result in information such as “functional connectivity” and networks of the brain regions’ interactions, rather than just localizing the functions.

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Pedemonte, Bettina. „Etude didactique et cognitive des rapports de l'argumentation et de la démonstration dans l'apprentissage des mathématiques“. Université Joseph Fourier (Grenoble), 2002. http://tel.archives-ouvertes.fr/tel-00004579.

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Ce travail présente une analyse cognitive sur les rapports entre argumentation et démonstration. L'hypothèse de départ est que la recherche en didactique sur la démonstration a besoin, pour progresser, de comprendre la nature et la complexité de cette notion en la replaçant dans le référentiel de l'activité rationnelle de l'élève : comment il décide, fait des choix, valide. Nous commençons par proposer une caractérisation de l'argumentation et de la démonstration en mathématiques. Les théories linguistiques contemporaines nous permettent d'avancer l'hypothèse que la démonstration est une argumentation particulière et nous a conduite à proposer le modèle de Toulmin comme outil méthodologique pour leur comparaison. Cette comparaison est faite selon deux points de vue : la structure, et le système de référence. D'une part, une analyse structurelle de l'argumentation et de la démonstration permet de rendre compte de certaines continuités ou écarts nécessaires pour passer d'une argumentation à une démonstration (d'une argumentation abductive à une démonstration déductive, d'une argumentation inductive à une démonstration par récurrence, etc. ). D'autre part, il est possible, au moyen de ce modèle, de prendre en compte les énoncés mobilisés par les élèves pendant l'argumentation pour les comparer avec les théorèmes utilisés pendant la démonstration. La continuité ou l'écart du système de référence, conception ou théorie, s'appuie sur cette comparaison. Nous avons mis en place un dispositif expérimental afin de montrer comment analyser les productions des élèves avec le modèle de Toulmin, et afin d'éclairer et de comprendre les rapports cognitifs entre argumentation et démonstration. Nous avons proposé trois problèmes de géométrie demandant la construction d'une démonstration. Les résultats obtenus permettent de proposer une analyse cognitive de l'argumentation et de la démonstration à partir de l'analyse structurelle et celle du système de référence
The purpose of this research is to analyze some aspects of the relationships between argumentation and proof. Our assumption is that a didactical research on the learning of proof needs to understand the nature and the complexity of the notions of argumentation and proof in the referential of the student rational activity: how he decides, he chooses and he proves. At the beginning, we characterize argumentation and proof in mathematics. On the base of the contemporary linguistics theory, we put forward the hypothesis that proof is a particular mathematical argumentation and we propose Toulmin's model as a methodological tool to compare them. Argumentation and proof can be compared from two points of view: structure and referential system. First, besides clear cases of continuity, our structural analysis highlights the distance distances between the argumentation supporting the conjecture and its proof (from an abductive argumentation to a deductive proof, from a inductive argumentation to a deductive proof and so on). Then it is possible, by means of Toulmin's model, to compare the statements mobilized by student during the argumentation with the theorems used in the proof. This comparison constitutes the basis of the analysis concerning the continuity or the distance between conceptions and theory in the referential system. An experimental design was carried out. We proposed three geometric problems requiring the production of conjectures and the related proofs. The students' productions were analysed according to Toulmin's model in order to highlight and to understand the cognitive relation between argumentation and proof. Our results show the potentialities of our cognitive analysis in order to interpret and foresee students' difficulties related to the passage from argumentation to proof

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Amer, Muhammad. „Extending Technology Roadmap through Fuzzy Cognitive Map-based Scenarios: The Case of the Wind Energy Sector of Pakistan“. PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/999.

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In this modern era, energy is a key element required for sustainable development and prosperity of a society. Pakistan is an energy deficient country facing problems due to the shortage of over 4000 MW of electricity. The national energy sector is heavily dependent on imported fossil-fuel resources. The energy crisis is negatively affecting all economic and business activities, and it is widely recognized as a severe obstacle to growth and poverty reduction in the country. Establishment of wind farms can help to overcome the energy crisis. In this research, a national level wind energy roadmap is developed through scenario planning. Multiple future scenarios are developed using the fuzzy cognitive maps (FCM) approach. This research has extended technology roadmapping through FCM-based scenario analysis. Building scenarios with FCM is a very new approach, and for the first time FCM-based scenarios are developed for the wind energy sector of Pakistan. Based on these multiple scenarios, a technology roadmap has been developed. This research approach is applied to the wind energy sector of Pakistan as a case study. This approach has been used to establish objectives and national targets of the roadmap. Then in a systematic way, critical roadmap barriers are identified against each scenario, and appropriate action items have been proposed to overcome barriers and promote deployment of wind energy projects in Pakistan. The objectives and targets of the roadmap have been translated into action items. The technology roadmap has four layers: strategic objectives, targets, barriers, and action items. Expert panels have been utilized to develop scenarios and technology roadmaps. Validation of this research is also carried out using experts. This new approach has helped to develop a robust roadmap and enabled anticipation of a wide range of possible future outcomes. This research fills an important gap by combining scenario planning and technology roadmapping techniques in future studies, and it has enhanced flexibility of the developed roadmap. Moreover, for the first time multiple and plausible FCM-based scenarios are developed, which combine the benefits of both qualitative and quantitative analysis. Moreover, the technology roadmap for the wind energy sector of Pakistan is developed with a comprehensive study of practical obstacles and barriers towards deployment of wind energy technology. The research findings suggest that policy, financial, economic, lack of competition with conventional power plants, and technical are the most critical barriers towards deployment of wind energy projects in the country. Appropriate action items required to overcome the roadmap barriers against each scenario are also proposed in the developed roadmap. The experts also assigned responsibilities for the key roadmap action items to the major stakeholders.

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Haggit, Jordan M. „A Computational Model of the Temporal Processing Characteristics of Visual Priming in Search“. Wright State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=wright1484255853867357.

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Garrett, Michael D. „Seeing the World Differently. An Exploration of a Professional Development Model Bridging Science and Lay Cultures“. Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3524.

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This study explores the rationale, efficacy, and social validity of a professional development model designed to move elementary school science activities closer to the practices of working scientists as required by the United States’ “Next Generation Science Standards.” The model is culturally sensitive and aims to create experiences with high subjective task value. The formal theory of change uses scaffolding, Piagetian agency, and Vygotskian learning opportunities to argue that culturally familiar representational tasks in culturally natural intersubjective contexts can lead to work prototypical of scientific modeling under particular facilitation conditions: when participants (a) are allowed free use of their cognitive and culturally native tools; (b) work in open dialog amongst themselves and with a science cultural adept; (c) work in groups in contexts that represent cultural aspects of science work; (d) are pressed to follow some of the epistemic and ontological imperatives of working science; and (e) maintain their agency in resolving cognitive conflict. The study implemented the model with fidelity as a professional development workshop around exploring physics with simple, everyday materials over two afternoons with a small group of elementary-school teachers in southern Appalachia. Analysis indicates that participants engaged in representational tasks with little off-task behavior, exhibited all of the targeted modeling behaviors, felt all components were inherently interesting and useful, and rated the workshop highly as professional development in science teaching but lower as coherent with local evaluation standards. Data on outcome-expectancy beliefs were largely inconclusive but may suggest that the workshop caused teachers to doubt their current ability to teach science to their students. The workshop model provided “cultural modeling” and access to participants’ “funds of knowledge,” created a “third space,” and attended to intrinsic task interest as recommended in the National Research Councils’ How People Learn II. Overall, the study endorses using genuine dialog around teachers’ descriptions and explanations of the physical world to bridge native cultural norms and behaviors with science practices.

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Pasqualotti, Adriano. „Ambientes VRML para o ensino-aprendizagem de matemática : modelo conceitual e estudo de caso“. reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2000. http://hdl.handle.net/10183/77769.

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O uso de Ambientes Virtuais (AVs) não-imersivos em educação ainda não foi devidamente explorado e estudado, porém alguns autores já demonstram a diferença que a Realidade Virtual (RV) pode fazer no aprendizado. A linguagem Virtual Reality Modeling Language (VRML) é uma proposta para a introdução de AVs não-imersivos na internet; é uma linguagem independente de plataforma, que permite a criação de AVs por onde se pode passear, visualizar objetos por ângulos diferentes e com eles interagir. Assim, os estudantes podem beneficiar-se dessa tecnologia, pois ela lhes permite acessar objetos que descrevem assuntos e contextos do conteúdo abordado e informações verbal-escritas da disciplina, podendo manuseá-los. Este trabalho possui três partes: na primeira, investigam-se as questões que envolvem o uso de AVs no ensino-aprendizagem de matemática para o desenvolvimento dos aspectos cognitivos; as experiências e as condições necessárias para o uso dessa tecnologia na educação de matemática, como a construção do conhecimento e o desenvolvimento de aspectos cognitivos e lógico-matemáticos. Na segunda parte, propõe-se um modelo conceitual de um ambiente de aprendizagem para o ensino-aprendizagem de matemática, sendo, após, realizada a implementação do ambiente de aprendizagem proposto. A terceira parte reporta um estudo de caso, no qual um AV modelado em VRML é aplicado aos alunos de uma escola. Alguns dados dessa aplicação são levantados e analisados estatisticamente com o fim de se avaliar o desempenho do uso do protótipo no ensino-aprendizagem de matemática.
The use of non-immersive virtual environments in education has not been studied, as it should have been. However, some authors have already demonstrated the benefits coming from using such technology. VRML - Virtual Reality Modeling Language provides means for using virtual environments in the Internet. It is a platformindependent language that allows the specification of virtual environments where users can walk in, observe different objects and interact with them. Students can benefit from this technology, since it allows them to access objects describing subjects that students should study. This work is presented in three parts. In the first one, we investigate the use of virtual environments in math education for developing cognitive aspects, the experiences and necessary conditions for using this technology in improving logic and mathematical thinking. In the second part, we present both the conceptual model and the implementation of an educational tool intended to help in math education. The third part is a case study: we have developed a virtual environment using VRML, and it has been applied in math classes for 7th grade students. Data collected during this experiment has been analyzed statistically and some conclusions can be drawn based on those results, and observations.

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McKim, Alison. „The Missing Piece: Enactment in Revealing and Redirecting Student Prior KnowledgeCan Enactment Expose Affect, Illuminate Mental Models, and Improve Assessment and Learning?“ Case Western Reserve University School of Graduate Studies / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=case1428067920.

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Croteau, Ethan. „Evaluating predictions of transfer and analyzing student motivation“. Link to electronic thesis, 2004. http://www.wpi.edu/Pubs/ETD/Available/etd-0430104-105752/.

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Thesis (M.S.)--Worcester Polytechnic Institute.
Keywords: Dialog; Learning Gain; Web-Based Evaluations; Empirical Results; Student Motivation; Mathematics education; Model-Tracing Tutors; Tutoring Strategy Evaluation; Intelligent Tutoring. Includes bibliographical references (p. 33-34).

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Brunner, Martin. „Mathematische Schülerleistung“. Doctoral thesis, Humboldt-Universität zu Berlin, Mathematisch-Naturwissenschaftliche Fakultät II, 2006. http://dx.doi.org/10.18452/15480.

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Im Rahmen von drei Teilstudien wurde mathematische Schülerleistung aus einer differentialpsychologischen Perspektive untersucht. Die hierfür verwendeten Daten stammten von 29.386 deutschen Neuntklässlern, die am Programme for International Student Assessment (PISA) im Jahr 2000 teilnahmen. In Studie 1 wurden ausgehend von Strukturtheorien kognitiver Fähigkeiten verschiedene Strukturmodelle mathematischer Schülerleistung konfirmatorisch geprüft. So wurde mathematische Schülerleistung in Form eines Nested-Faktormodell als additive Funktion einer mathematikspezifischen Fähigkeit (M´) und der allgemeinen kognitiven Fähigkeit (g) spezifiziert. Dieses Modell wies einen besseren Modellfit auf als das in der psychologischen Forschung dominierende Standardmodell. Für Letzteres wurde angenommen, dass Maße mathematischer Schülerleistung nur von einer generellen mathematischen Fähigkeit (M) beeinflusst werden. In Studie 2 wurden Schulformunterschiede mit konfirmatorischen Mehrgruppen-Faktormodellen untersucht. Schulformspezifische Mittelwertunterschiede in M waren im Standardmodell wesentlich stärker ausgeprägt als bei M´ im Nested-Faktormodell. Weiterhin wurde eine schulformspezifische Differenzierungshypothese für M´ untersucht. Entgegen der Erwartung konnte diese nur sehr eingeschränkt von den Daten gestützt werden. In Studie 3 wurde die Validität mathematischer Schülerleistung im Hinblick auf soziodemografische und motivationale Schülermerkmale sowie Schulnoten analysiert. Bei Verwendung des Nested-Faktormodells resultierte ein im Vergleich zum Standardmodell wesentlich differenzierteres Befundmuster. So waren Geschlechterunterschiede (zu Gunsten der Jungen) in M´ im Nested-Faktormodell deutlich stärker ausgeprägt als bei M im Standardmodell. Implikationen und Perspektiven der drei Teilstudien werden für die psychologische Forschung, die Lehr-Lernforschung, die Konzeption von Schülerleistungsstudien sowie für die pädagogische Praxis diskutiert.
Three studies investigated mathematics achievement from an individual differences perspective, using data from 29,386 German ninth graders who participated in the 2000 cycle of the OECD’s Programme for International Student Assessment (PISA). In study 1, different structural models of mathematics achievement were derived from structural theories of cognitive abilities, and tested empirically using confirmatory methods. In a nested-factor model, mathematics achievement was specified to be an additive function of specific mathematical ability (M´) and general cognitive ability (g). This model provided a better fit than the standard model that predominates in psychological research, which assumes that measures of mathematical achievement are only influenced by general mathematical ability (M). In study 2, differences between types of schools were analyzed using confirmatory multigroup factor analytic models. Mean differences in M in the standard model were much stronger than in M´ in the nested-factor model. A school-type-specific differentiation hypothesis for M´ was also investigated. Contrary to predictions, the data provided only limited support for this hypothesis. Study 3 analyzed the validity of mathematics achievement with respect to sociodemographic and motivational student characteristics and school grades. The nested-factor model yielded a much more differentiated pattern of results than the standard model. For example, gender differences (in favor of boys) were much more pronounced in M´ in the nested-factor model than in M in the standard model. The implications and future perspectives of studies 1 to 3 are discussed with respect to psychological and educational research, design of large-scale achievement studies, and educational practice.

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Filippi, Sarah. „Stratégies optimistes en apprentissage par renforcement“. Phd thesis, Ecole nationale supérieure des telecommunications - ENST, 2010. http://tel.archives-ouvertes.fr/tel-00551401.

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Cette thèse traite de méthodes « model-based » pour résoudre des problèmes d'apprentissage par renforcement. On considère un agent confronté à une suite de décisions et un environnement dont l'état varie selon les décisions prises par l'agent. Ce dernier reçoit tout au long de l'interaction des récompenses qui dépendent à la fois de l'action prise et de l'état de l'environnement. L'agent ne connaît pas le modèle d'interaction et a pour but de maximiser la somme des récompenses reçues à long terme. Nous considérons différents modèles d'interactions : les processus de décisions markoviens, les processus de décisions markoviens partiellement observés et les modèles de bandits. Pour ces différents modèles, nous proposons des algorithmes qui consistent à construire à chaque instant un ensemble de modèles permettant d'expliquer au mieux l'interaction entre l'agent et l'environnement. Les méthodes dites « model-based » que nous élaborons se veulent performantes tant en pratique que d'un point de vue théorique. La performance théorique des algorithmes est calculée en terme de regret qui mesure la différence entre la somme des récompenses reçues par un agent qui connaîtrait à l'avance le modèle d'interaction et celle des récompenses cumulées par l'algorithme. En particulier, ces algorithmes garantissent un bon équilibre entre l'acquisition de nouvelles connaissances sur la réaction de l'environnement (exploration) et le choix d'actions qui semblent mener à de fortes récompenses (exploitation). Nous proposons deux types de méthodes différentes pour contrôler ce compromis entre exploration et exploitation. Le premier algorithme proposé dans cette thèse consiste à suivre successivement une stratégie d'exploration, durant laquelle le modèle d'interaction est estimé, puis une stratégie d'exploitation. La durée de la phase d'exploration est contrôlée de manière adaptative ce qui permet d'obtenir un regret logarithmique dans un processus de décision markovien paramétrique même si l'état de l'environnement n'est que partiellement observé. Ce type de modèle est motivé par une application d'intérêt en radio cognitive qu'est l'accès opportuniste à un réseau de communication par un utilisateur secondaire. Les deux autres algorithmes proposés suivent des stratégies optimistes : l'agent choisit les actions optimales pour le meilleur des modèles possibles parmi l'ensemble des modèles vraisemblables. Nous construisons et analysons un tel algorithme pour un modèle de bandit paramétrique dans un cas de modèles linéaires généralisés permettant ainsi de considérer des applications telles que la gestion de publicité sur internet. Nous proposons également d'utiliser la divergence de Kullback-Leibler pour la construction de l'ensemble des modèles vraisemblables dans des algorithmes optimistes pour des processus de décision markoviens à espaces d'états et d'actions finis. L'utilisation de cette métrique améliore significativement le comportement de des algorithmes optimistes en pratique. De plus, une analyse du regret de chacun des algorithmes permet de garantir des performances théoriques similaires aux meilleurs algorithmes de l'état de l'art.

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Maumet, Camille. „From group to patient-specific analysis of brain function in arterial spin labelling and BOLD functional MRI“. Phd thesis, Université Rennes 1, 2013. http://tel.archives-ouvertes.fr/tel-00863908.

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This thesis deals with the analysis of brain function in Magnetic Resonance Imaging (MRI) using two sequences: BOLD functional MRI (fMRI) and Arterial Spin Labelling (ASL). In this context, group statistical analyses are of great importance in order to understand the general mechanisms underlying a pathology, but there is also an increasing interest towards patient-specific analyses that draw conclusions at the patient level. Both group and patient-specific analyses are studied in this thesis. We first introduce a group analysis in BOLD fMRI for the study of specific language impairment, a pathology that was very little investigated in neuroimaging. We outline atypical patterns of functional activity and lateralisation in language regions. Then, we move forward to patient-specific analysis. We propose the use of robust estimators to compute cerebral blood flow maps in ASL. Then, we analyse the validity of the assumptions underlying standard statistical analyses in the context of ASL. Finally, we propose a new locally multivariate statistical method based on an a contrario approach and apply it to the detection of atypical patterns of perfusion in ASL and to activation detection in BOLD functional MRI.

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Rio, Maxime. „Modèles bayésiens pour la détection de synchronisations au sein de signaux électro-corticaux“. Phd thesis, Université de Lorraine, 2013. http://tel.archives-ouvertes.fr/tel-00859307.

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Cette thèse propose de nouvelles méthodes d'analyse d'enregistrements cérébraux intra-crâniens (potentiels de champs locaux), qui pallie les lacunes de la méthode temps-fréquence standard d'analyse des perturbations spectrales événementielles : le calcul d'une moyenne sur les enregistrements et l'emploi de l'activité dans la période pré-stimulus. La première méthode proposée repose sur la détection de sous-ensembles d'électrodes dont l'activité présente des synchronisations cooccurrentes en un même point du plan temps-fréquence, à l'aide de modèles bayésiens de mélange gaussiens. Les sous-ensembles d'électrodes pertinents sont validés par une mesure de stabilité calculée entre les résultats obtenus sur les différents enregistrements. Pour la seconde méthode proposée, le constat qu'un bruit blanc dans le domaine temporel se transforme en bruit ricien dans le domaine de l'amplitude d'une transformée temps-fréquence a permis de mettre au point une segmentation du signal de chaque enregistrement dans chaque bande de fréquence en deux niveaux possibles, haut ou bas, à l'aide de modèles bayésiens de mélange ricien à deux composantes. À partir de ces deux niveaux, une analyse statistique permet de détecter des régions temps-fréquence plus ou moins actives. Pour développer le modèle bayésien de mélange ricien, de nouveaux algorithmes d'inférence bayésienne variationnelle ont été créés pour les distributions de Rice et de mélange ricien. Les performances des nouvelles méthodes ont été évaluées sur des données artificielles et sur des données expérimentales enregistrées sur des singes. Il ressort que les nouvelles méthodes génèrent moins de faux-positifs et sont plus robustes à l'absence de données dans la période pré-stimulus.

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Haile, Yohannes. „Sustainable Value And Eco-Communal Management: Systemic Measures For The Outcome Of Renewable Energy Businesses In Developing, Emerging, And Developed Economies“. Case Western Reserve University School of Graduate Studies / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=case1459369970.

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Navarro, Daniel Joseph. „Representing stimulus similarity / Daniel J. Navarro“. 2002. http://hdl.handle.net/2440/21902.

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Bibliography: p. 209-233.
xi, 233 p. : ill. (some col.) ; 29 cm.
Title page, contents and abstract only. The complete thesis in print form is available from the University Library.
Over the last 50 years, psychologists have developed a range of frameworks for similarity modelling, along with a large number of numerical techniques for extracting mental representations from empirical data. This thesis is concerned with the psychological theories used to account for similarity judgements, as well as the mathematical and statistical issues that surround the numerical problem of finding appropriate representations. It discusses, evaluates, and further develops three widely-adopted approaches to similarity modelling: spatial, featural and tree representation.
Thesis (Ph.D.)--University of Adelaide, Dept. of Psychology, 2003?

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Hsiao, Chih-Yun, und 蕭芷芸. „Combining Nonparametric Weighted Cognitive Diagnosis Model and the Adaptive Learning Platform for Mathematics Remedial Instruction - Using Eighth Grade Mathematical Unit, "Series and Arithmetic Series," as An Example“. Thesis, 2018. http://ndltd.ncl.edu.tw/handle/r278cg.

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碩士
國立交通大學
理學院科技與數位學習學程
106
This study uses the “nonparametric weighted cognitive diagnosis model (NPWCD)” to classify the mastery patterns of students in the eighth-grade mathematical unit, "Series and Arithmetic Series." Moreover, according to the classified mastery pattern, a personalized remedial instruction of students was carried out by the teaching materials videos in the Adaptive Learning Platform developed by National Taichung University of Education, Taiwan. The research goal can be divided into two parts. The first part discussed the learning effectiveness of a computerized and personalized remedial instruction by combing nonparametric weighted cognitive diagnosis model with the teaching videos provided by the Adaptive Learning Platform. The second part discussed whether the use of the proposed computerized and personalized remedial instruction is better than that of the traditional group remedial teaching. In NPCD, the test items are designed according to the sub-skills of the knowledge node of the “Series and Arithmetic” unit in the Adaptive Learning Platform. Hence, a computerized and personalized remedial task including specific teaching videos can be assigned based on the lack of skills classified by NPWCD. The research results of this study are as follows: 1. Students' learning performances have the statistically significant difference through the proposed computerized and personalized remedial instruction by comparing the difference between the scores of pre- and post-tests. 2. Students' learning performances also have the statistically significant difference through the traditional group remedial instruction by comparing the difference between the scores of pre- and post-tests. 3. The progress of the proposed computerized and personalized remedial instruction is better than that of the traditional group remedial teaching, with statistically significant differences. 4. This study uses the NPWCD to find out the student deficiency and, then, provide personalized remediate teaching with the Adaptive Learning Platform. The proposed remedial approach can immediately solve lack of students and achieve the purpose of adaptive learning.

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„Multiple goal pursuit: effects of multiple-goal difficulty, cognitive flexibility and multiple-goal efficacy on task strategy utilization and multiple goal achievement“. 2011. http://library.cuhk.edu.hk/record=b5894866.

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Man, Chi Yan.
Thesis (M.Phil.)--Chinese University of Hong Kong, 2011.
Includes bibliographical references (leaves 38-41).
Abstracts in English and Chinese.
Chapter Chapter 1: --- Introduction --- p.1
Difficult goals in multiple-goal context --- p.1
Multiple-goal achievement as a complex task --- p.2
Moderating effect of cognitive flexibility --- p.4
Moderating effect of multiple-goal efficacy --- p.5
The model --- p.6
Chapter Chapter 2: --- Study 1 --- p.8
Method --- p.8
Participants --- p.8
Procedures --- p.8
Measures --- p.8
Analysis --- p.10
Model testing --- p.12
Hypotheses testing --- p.13
Discussion --- p.14
Chapter Chapter 3: --- Study 2 --- p.19
Method --- p.19
Participants --- p.19
Task --- p.19
Procedures --- p.22
Measures --- p.23
Analysis --- p.25
Manipulation checks and other data inspection --- p.25
Hypotheses testing --- p.32
Discussion --- p.32
Chapter Chapter 4: --- General discussion --- p.34
Limitation --- p.34
Implications --- p.35
Conclusion --- p.37
References --- p.38
Appendix A --- p.42
Appendix B --- p.43

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McGlohen, Meghan Kathleen. „The application of cognitive diagnosis and computerized adaptive testing to a large-scale assessment“. Thesis, 2004. http://hdl.handle.net/2152/2118.

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Luna, Bazaldua Diego A. „Exploring Skill Condensation Rules for Cognitive Diagnostic Models in a Bayesian Framework“. Thesis, 2015. https://doi.org/10.7916/D8NP247C.

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Diagnostic paradigms are becoming an alternative to normative approaches in educational assessment. One of the principal objectives of diagnostic assessment is to determine skill proficiency for tasks that demand the use of specific cognitive processes. Ideally, diagnostic assessments should include accurate information about the skills required to correctly answer each item in a test, as well as any additional evidence about the interaction between those cognitive constructs. Nevertheless, little research in the field has focused on the types of interactions (i.e., the condensation rules) among skills in models for cognitive diagnosis. The present study introduces a Bayesian approach to determine the underlying interaction among the skills measured by a given item when comparing among models with conjunctive, disjunctive, and compensatory condensation rules. Following the reparameterization framework proposed by DeCarlo (2011), the present study includes transformations for disjunctive and compensatory models. Next, a methodology that compares between pairs of models with different condensation rules is presented; parameters in the model and their distribution were defined considering former Bayesian approaches proposed in the literature. Simulation studies and empirical studies were performed to test the capacity of the model to correctly identify the underlying condensation rule. Overall, results from the simulation study showed that the correct condensation rule is correctly identified across conditions. The results showed that the correct condensation rule identification depends on the item parameter values used to generate the data and the use of informative prior distributions for the model parameters. Latent class sizes parameters for the skills and their respective hyperparameters also showed a good recovery in the simulation study. The recovery of the item parameters presented limitations, so some guidelines to improve their estimation are presented in the results and discussion sections. The empirical studies highlighted the usefulness of this approach in determining the interaction among skills using real items from a mathematics test and a language test. Despite the differences in their area of knowledge and Q-matrix structure, results indicated that both tests are composed in a higher proportion of conjunctive items that demand the mastery of all skills.

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Pedemonte, Bettina. „Etude didactique et cognitive des rapports entre argumentation et démonstration dans l'apprentissage des mathématiques“. Phd thesis, 2002. http://tel.archives-ouvertes.fr/tel-00004579.

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Ce travail présente une analyse cognitive sur les rapports entre argumentation et démonstration. L'hypothèse de départ est que la recherche en didactique sur la démonstration a besoin, pour progresser, de comprendre la nature et la complexité de cette notion en la replaçant dans le référentiel de l'activité rationnelle de l'élève : comment il décide, fait des choix, valide. Nous commençons par proposer une caractérisation de l'argumentation et de la démonstration en mathématiques. Les théories linguistiques contemporaines nous permettent d'avancer l'hypothèse que la démonstration est une argumentation particulière et nous a conduits à proposer le modèle de Toulmin comme outil méthodologique pour leur comparaison. Cette comparaison est faite selon deux points de vue : la structure, et le système de référence. D'une part, une analyse structurelle de l'argumentation et de la démonstration permet de rendre compte de certaines continuités ou écarts nécessaires pour passer d'une argumentation à une démonstration (d'une argumentation abductive à une démonstration déductive, d'une argumentation inductive à une démonstration par récurrence, etc.). D'autre part, il est possible, au moyen de ce modèle, de prendre en compte les énoncés mobilisés par les élèves pendant l'argumentation pour les comparer avec les théorèmes utilisés pendant la démonstration. La continuité ou l'écart du système de référence, conception ou théorie, s'appuie sur cette comparaison. Nous avons mis en place un dispositif expérimental afin de montrer comment analyser les productions des élèves avec le modèle de Toulmin, et afin d'éclairer et de comprendre les rapports cognitifs entre argumentation et démonstration. Nous avons proposé trois problèmes de géométrie demandant la construction d'une conjecture (pour la production d'une argumentation) et la construction d'une démonstration. Les résultats obtenus permettent de proposer une analyse cognitive de l'argumentation et de la démonstration à partir de l'analyse structurelle et celle du système de référence.

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Ozel, Serkan. „Development and Testing of Achievement from Multiple Modes of Mathematical Representation: Audio, Audio-Visual, and Kinesthetic“. Thesis, 2009. http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-6974.

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This dissertation is comprised of three articles that build on and support each other. The first article is an extensive literature review, and the other two are empirical studies. In this literature review, the author discussed major theories about human learning processes to guide instructional designers about effective integration of multiple modes in interactive learning environments and explored the knowledge base on representations and manipulatives in mathematics education. The first empirical study?s purpose was to investigate effects of affordances provided with virtual learning environments at different treatment durations. Students from multiple sixth-grade classes were randomly assigned to one of three treatment groups differed by allocated session time (10-, 20-, and 30-minute). The online manipulative tool (OMT), which was designed to scaffold learning in operations with rational numbers, allowed students to use the following three components in any order: (a) audio, (b) audio-visual, and (c) manipulatives. Analyses showed that students who used manipulatives most achieved highest; whereas, students who used audio-visual most achieved the second highest. Additionally, the 30-minute group used each component of OMT the least. A meaningful increase in standard algorithm use over manipulatives suggested a transition from concrete to abstract thinking. The second empirical study's purpose was to compare OMT's different representational aspects and to estimate OMT's effects on achievement and technology acceptance when compared to those of traditional classroom activities. Elementary- and middle-grade students were randomly assigned to the control group or one of three treatment groups: (a) audio-visual, (b) virtual-kinesthetic, and (c) dual-mode (virtual-kinesthetic and audio-visual combined). When the control group was compared with experimental groups, pre- and post-test results suggested that OMT was more effective than traditional classroom activities in improving students' understanding of operations with rational numbers. When the students' achievement on pre- and post-tests among experimental groups was compared, no substantial difference was found. However, students in the dual-mode group scored the highest on the technology acceptance survey. Students' technology acceptances also differed among different SES levels but not genders. The results suggested that virtual manipulatives provided additional affordances for conceptual understanding. However, students' acceptances of technology should be considered when implementing new technologies.

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Bezirhan, Ummugul. „Modelling Conditional Dependence Between Response Time and Accuracy in Cognitive Diagnostic Models“. Thesis, 2021. https://doi.org/10.7916/d8-ddxg-qz10.

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With the novel data collection tools and diverse item types, computer-based assessments allow to easily obtain more information about an examinee’s response process such as response time (RT) data. This information has been utilized to increase the measurement precision about the latent ability in the response accuracy models. Van der Linden’s (2007) hierarchical speed-accuracy model has been widely used as a joint modelling framework to harness the information from RT and the response accuracy, simultaneously. The strict assumption of conditional independence between response and RT given latent ability and speed is commonly imposed in the joint modelling framework. Recently multiple studies (e.g., Bolsinova & Maris, 2016; Bolsinova, De Boeck, & Tijmstra, 2017a; Meng, Tao, & Chang, 2015) have found violations of the conditional independence assumption and proposed models to accommodate this violation by modelling conditional dependence of responses and RTs within a framework of Item Response Theory (IRT). Despite the widespread usage of Cognitive Diagnostic Models as formative assessment tools, the conditional joint modelling of responses and RTs has not yet been explored in this framework. Therefore, this research proposes a conditional joint response and RT model in CDM with an extended reparametrized higher-order deterministic input, noisy ‘and’ gate (DINA) model for the response accuracy. The conditional dependence is modelled by incorporating item-specific effects of residual RT (Bolsinova et al., 2017a) on the slope and intercept of the accuracy model. The effects of ignoring the conditional dependence on parameter recovery is explored with a simulation study, and empirical data analysis is conducted to demonstrate the application of the proposed model. Overall, modelling the conditional dependence, when applicable, has increased the correct attribute classification rates and resulted in more accurate item response parameter estimates.

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Cheng, Huey-Ru, und 鄭蕙如. „The Study of mixed Rasch model analysis on mathematical content knowledge and cognitive abilities for junior high school students“. Thesis, 2006. http://ndltd.ncl.edu.tw/handle/08157772266504149740.

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博士
國立臺灣師範大學
教育心理與輔導學系
94
The purpose of this study is to understand the performance of junior high students’ mathematical content knowledge and cognitive abilities. The assessment framework of mathematics will be built and the performance types of students’ mathematical content knowledge and cognitive abilities will be understood based on the Basic Competence Test for Junior High School Students (BCTEST). In the research methods, we collect and analyze the definitions of mathematical content knowledge and cognitive abilities as defined by assessment institutes and use mixed Rasch model to analyze the students’ mathematical response patterns for the BCTEST. The findings were listed as follows: (a) a framework of mathematical content knowledge and cognitive abilities was built based on the BCTEST; (b)students had better performance in data analysis, statistics and probability than in geometry and spatial sense on the mathematical content knowledge; and on the mathematical cognitive abilities performed better in conceptual understanding, procedure knowledge and execution than in problem solving; (c)the results of mixed Rasch model showed that students had different performance in mathematical content knowledge and cognitive abilities who belong to different latent classes. Finally, some suggestions were provided in further instructions and researches based on the results.

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Robinson, Kelly Coleen. „A cognitive model of individual variation in mathematics achievement in college students referred for learning difficulties“. 2005. http://purl.galileo.usg.edu/uga%5Fetd/robinson%5Fkelly%5Fc%5F200512%5Fphd.

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Peng, Jie-Yan, und 彭介彥. „A Mobile Learning System with Web-based Handwriting Test Revision for Cognitive Apprenticeship Instruction Model for Mathematics Learning“. Thesis, 2017. http://ndltd.ncl.edu.tw/handle/yw9q6k.

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碩士
國立虎尾科技大學
資訊管理系碩士班
105
The purpose of the study is to develop a MObile Handwriting TEst Revision (MOHTER) system which can be applied in an instructional design based on a cognitive apprenticeship theory. The instruction model can be utilized for mathematics learning in higher education. The MOHTER system offers a mobile-device APP for students who use the APP in uploading their image version of answer sheets to the cloud server of the system. Subsequently, teachers utilize the proposed system to revise answer sheets via teachers’ handwriting through web interface or web APP. Here, a significant feature of the system is to integrate four operations, revising answer sheets with handwriting, assigning scores for answer sheets, writing teachers’ comments on students’ answer sheets, and selecting answer sheets to be modelling on class, in a single window as well as to operate these four actions through web applications. In this study, an exploratory method was conducted with 51 students. They were divided into the experimental and the control groups. The results reflect that the experimental group achieved a significant increase in the learning attitudes and learning satisfaction with the MOHTER system in comparison to the control group.

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YU-HUAN, TSAI, und 蔡玉環. „A Research on the Analysis and Design of the Mathematical Modeling Test Based on Cognitive Diagnosis Models for the Sixth Graders in Elementary Schools“. Thesis, 2014. http://ndltd.ncl.edu.tw/handle/c5u64s.

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碩士
國立臺中教育大學
教育測驗統計研究所
102
The purpose of this research is to design the sixth graders’ mathematical modeling test according to the five ability indices of mathematical learning areas in Grade 1-9 curriculum guidelines. According to the process of mathematical modeling ability, it is subdivided into the understanding ability, the deling constructive ability, problem-solving ability, and the application ability. Then, the cognitive diagnosis models are applied in order to estimate the mathematical modeling ability and cognitive attributes of sixth graders. Finally, the effects of different background factors on mathematical modeling ability are discussed. The results are: 1. The reliability and validity of mathematical modeling ability test are good. The coefficient of internal consistency is .95. After comparing with the BIC index, HO-DINA model has better model-fit index than DINA and G-DINA model. Therefore, this test is conducted to analyze students’ performances by HO-DINA model. 2. According to the result of four dimensions in sixth graders, high achievers all have the ability of four dimensions; medium achievers have worse performance in applying mathematics models to solve problems; low achievers lack of the ability of four dimensions. 3. The students’ performances on mathematical modeling ability are significant differences among various degree of liking mathematic, whether students can apply mathematical knowledge in daily life, and whether students can apply mathematical knowledge to other subjects; also the time students spend on reading extracurricular books. Students who have more positive opinions improve mathematics modeling ability greater. 4. The students’ performances of mathematical modeling ability are significant differences among family structure and educational level of fathers. It can be inferred that the more complete family structure is significant effect for the performance of students’ mathematical modeling ability. 5. The students’ performances of mathematical modeling ability are significant differences among the experiences whether students discuss mathematical problems with others or not. It can be inferred that the students with good learning attitude and interaction have significant help for the performance of students’ mathematical modeling ability. 6. As to the gender, the effects of circumstantial factors, the time students spend on practicing mathematics, and educational level of mothers are not significant difference.

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Lin, Chin Meng, und 靳孟霖. „The Influence of The Cognition of 12-Year National Basic Education and Learning Attitude on The Mathematical Learning Efficiency of Junior High School Students:Using Linear Model Analysis“. Thesis, 2015. http://ndltd.ncl.edu.tw/handle/4newn6.

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碩士
東吳大學
數學系
103
National education has always been enveloping in an intense atmosphere in Taiwan. Students start in encounter great pressure in junior high school, and most parents want their sons and daughters to apply for famous schools. In ancient China, there were four main careers, which were scholars, farmers, artisans and merchants, among them, scholars have the highest social position. Therefore, people have been taught to study hard traditionally. And under this concept, students are force to read endless books and take tons of tests. As a result, some students can have remarkable achievements, but on the other hand, some students suffer from stress and lack of confidence. So over the past few years, the government had worked hard to improve education system, including put an end to the myth about famous schools,promote the 12-year national basic education in 102 school year. This study is based on mathematics major, and the research focuses on how the understanding of 12-year national basic education of junior high school students will affect his or her learning attitude and efficiency. According to ecological system theory, theorized by Bronfenbrenner in 1992, the micro system around one student (family, school, classmates, etc.) and outer system (government policies, backgrounds, etc.) will both influent this student in many ways. For this reason, we gathered and analyzed the questionnaire of 102 school year Tsai Hsing junior high school and Wu Feng junior high school eighth grade students. First, we run a test of reliability analysis of Cronbach’s Alpha, proposed by Lee Cronbach in 1951. Then we classified it by factors analysis using general linear models (LM) and observe the degree of correlation by path analysis. After the analysis, we found that out of all the related variables of 12-year national basic education, "comprehension", "choices to apply for advanced school" and "influence of attitude" variables will impact the score. In which “influence of attitude” has the most impact, and this also proved the outer system of ecosystem will influent the student. Out of all mathematics learning related variables, the score of “abilities”, “attitude”, “values”, and “achievements” have reached a significant level. Based on personal information provided from questionnaires, we discovered that family parenting style, whether to participate in afterschool tutoring center, the educational background of parents will influent the learning efficiency of the student. And this proved the micro-system of ecosystem theory. In which, the educational background of parents proved the social re-build concept, theorized by Samuel & Herbert Gintis in 1976.

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Meder, Björn. „Seeing versus Doing: Causal Bayes Nets as Psychological Models of Causal Reasoning“. Doctoral thesis, 2006. http://hdl.handle.net/11858/00-1735-0000-0006-AC65-0.

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YANG, SHU-MIN, und 楊書旻. „Effects of an Integrated Concept-effect Model Game Assessment Approach on Students’ Learning Achievements, Cognitive Load and Self-Efficacy in Mathematic Courses“. Thesis, 2016. http://ndltd.ncl.edu.tw/handle/75733120667230772052.

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碩士
東吳大學
資訊管理學系
104
With the rapid development of digital technology and the games industry, game-based learning has become popular in e-learning field and has found abundant applications in several different disciplines. Many studies have pointed out that effective teaching strategies should be integrated into game-based learning in order to improve students’ learning motivation and learning achievements. This study conducted concept-effect relationship (CER) as a remedial teaching strategy along with RPG Maker to develop a mathematical game-based learning system in order to increase students’ interest and learning achievements in mathematics courses. The CER diagram is used to test poorly learned concepts when students passed through the game checkpoints, which then guided the students back to the checkpoint of the concept for remedial learning. It is expected that the students can fully master fractions step-by-step from the rich and interesting learning experience in the game-based learning system and from the targeted questions constructed based on the CER diagram. To verify the effectiveness of the learning model on mathematics fraction learning, this study employed a quasi-experimental design and divided the students into an experimental group and a control group. 116 students from third-grade classes of a primary school participated in this study. The students in the experimental group used a game-based assessment learning model based on the CER to learn while those in the control group used a general game-based assessment learning model, enabling us to explore the learning effectiveness of the mathematical game-based learning models. The study results revealed that the game-based assessment learning model based on the CER significantly improved the learning achievement, learning attitude, and mathematics self-efficacy of students, while reducing their mental load at the same time. According to the experimental results, this innovative learning model can provide students with a stress-free game-based learning environment for remedial learning the difficult fractions. This proposed approach improved the students’ learning interest and self-efficacy in mathematics course, thereby enhancing the learning achievements of the mathematics fraction course.

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Molokoli, David Lehlohonolo. „A model for enhancing volitional strategies' use and mathematics achievement in grade 9 in a rural community school / David Lehlohonolo Molokoli“. Thesis, 2014. http://hdl.handle.net/10394/13397.

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The contextual factors that affect effective Mathematics learner engagement patterns are due to lack of self-regulated learning and enthusiastic volitional use. An active role for Mathematics learners incorporates use of volitional strategies towards knowledge construction. Self-regulated learning is an important factor for effective learning. However the PISA (2004) survey noted the problem of deficits in cross-curricular academic competencies, which included general self-regulatory strategies. The continued poor performance of learners in mathematics in South Africa at different school levels, especially grade 9 calls for different approach to learning. This research argues that enhanced application of volitional strategies is possible and, in fact desirable if learning situations have to promote mathematics achievement in areas with a presence of traditional teaching style. The purpose of this study is to construct volition enhancing self-regulation model to improve grade 9 mathematics learner performance in rural community schools. The model suggests combining precepts from activity theory and constructivist views as basis. The cyclic learning states of pre-action, action or volition control, and pro-action phases emanating from self-regulation sequence of self-monitoring, self-evaluation and self-reflections form the key concept of the volition model. However the sustained view maintains the education system model as proposed by Howe (2004:153) that includes input, processes and output contributing towards mathematics achievement. Hence the volition model considers the characteristics of teacher, implemented curriculum, teaching and instruction among its components to advance an understanding of their influence in mathematics performance. A mixed method research design, in which quantitative and qualitative are combined to achieve the outcomes of the research problem, is chosen for this research study project to provide a purposeful research framework. The finding revealed that the overall Volition Component Inventory (VCI) in pre - / post - and retention tests displayed good reliability, acceptable communality and acceptable construct validity for the VCI questionnaire. The post-test findings using the Univariate Tests of Significance, Effect Sizes, and Powers with partial eta2 values comparing experimental and control groups indicate the intervention effect of high statistical significance suggesting that the educational intervention enhanced mathematics performance. Another findings on how the experimental and control groups compared on learner VCI fields for in pre - / post - and retention tests using Least Square means crossover design model indicate that the enhanced intervention for volition self-efficacy, emotion control, failure control and self-control pressure, energy usage, planning and initiating ability and attention control was of significant main effect. Also the findings between control and experimental group using a three way and nested ANOVA on both learner use of volition strategy use in pre - / post – and retention test indicate pre-test to post-test, a sharp increasing effect of intervention. Hence the results revealed that it is possible to support volition mode of self-regulation competencies and mathematical achievement by self-regulation intervention within regular mathematics lessons of grade 9 learners. Furthermore the findings from the quantitative and qualitative data-analysis and interpretations, and literature review, guided the researcher in proposing a construct for volition enhancement self-regulation model to improve mathematics learner performance in grade 9 rural community schools. In this context, our study adds to research as it realizes that mathematics learning can be directly influenced by combining mathematics related strategies with cross-curricular self-regulation strategies in order to improve learner performance.
PhD (Mathematics Education), North-West University, Potchefstroom Campus, 2014

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CHEN, YI-WEN, und 陳意文. „Cognitive Diagnosis of Learning Path in Mathematics 「Volume」Based on Rule-Space Model－An Example of the fourth-grade Elementary School Students in New Taipei City“. Thesis, 2018. http://ndltd.ncl.edu.tw/handle/jt7h52.

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碩士
中華大學
資訊管理學系
106
The study is based on Rule Space Model cognitive diagnostic methods, which was proposed by Tasuoka(1983). The subjects of this study were the fourth-grade students from two classes of an elementary school in New Taipei County. Through the analysis of the examinees’ cognitive response patterns, it is effective to figure out the volume learning results on those fourth-grade students, and to explore the mastery level of their potential knowledge attributes. The Students in the experimental group could correspond to 3 kinds of attribute combinations from the target unit of this study. According to the mastery level of students’ potential knowledge attributes, 9 kinds of knowledge states could be classified and four learning paths could be identified. According to the post-test analysis of the students' learning achievement in the experimental group, from the percentage of people in each knowledge state, the possible learning path for students is derived as path four. The results showed that after the experimental group of students accepted the individual diagnostic suggestions, there was a significant improvement in post-test performance. By analyzing students’ knowledge status, they not only help students understand their own learning weaknesses, but also build their self-learning ability. It can also helping teachers adjust follow-up teaching strategies and improving teaching effectiveness.

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LU, SHU-SHYUU, und 呂淑恂. „Cognitive Diagnosis of Learning Path in Mathematics "Circumference ,Perimeter" Based on Rule Space Model - A Case Study of Third Grade Elementary School in New Taipei City“. Thesis, 2018. http://ndltd.ncl.edu.tw/handle/c45hmm.

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碩士
中華大學
資訊管理學系
106
Nowadays, the appeal for education reform is “bringing each child up,” so this study applies the Rule-Space Model theory proposed by Tasuoka (1983). The test subjects of this study are two three-grade primary school classes of Xinbei City. One classwith 23 students is an experimental group and the other class with 23 students is a control group. With Hanlin’s version Elementary School Mathematics Book, fifth edition unit 5, “Circumference and Perimeter” as the content scope, a cognitive diagnosis of learning paths was conducted. Diagnosing and analyzing the learning path recognition and summarizing students’ potential knowledge structure patterns. Deriving a students' learning path. Understanding the weakness in students` mathematic learning. Giving an appropriate personal learning diagnosis advice form. Then give an appropriate remedial teaching to encourage students to learn this course efficiently. The study shows: (1)The post-test performance of the experimental group in high score groupwas significantly higher than that of the control group, with significant differences. (2)The post-test performance of the experimental group in medium score group was significantly higher than that of the control group, with significant differences. (3)In the experimental group, the average score of the low score group was higher than that of the control group, but they did not reach significant differences. (4)Through the personal learning diagnosis and recommendation form, students can strengthen their learning on unfamiliarattributes and allow students to learn the problems initiatively. This can indeed enhance the overall learning outcomes. (5)In this study, there are four kinds of student learning sophisticated attribute combinations, and 12 kinds of knowledge states are classified, and 24 learning paths are derived from 12 kinds of knowledge states. According to the post-test analysis of the students' learning achievement in the experimental group, Learning paths are more likely to be path 17 and path 20. (6)By analyzing students’ knowledge weakness status, it can give teachers scientific data analysis, help teachers effectively remediate teaching and amend teaching strategies, and give students appropriate advice so that student can learn this course efficiently.

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„Diffusion tensor MRI predictors of cognitive impairment in confluent white matter lesion“. 2012. http://library.cuhk.edu.hk/record=b5549080.

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雖然由老化引發的腦白質病變是老年人認知障礙的一個重要誘因，其機理缺並不為人所知。最新的小樣本研究表明擴散核磁造影在很大程度上是對腦白質病變最為敏感的的成像檢測手段。加深對擴散核磁造影所給出的各種指數的理解和認知對於檢測腦白質病變的病理發展以及研發試驗療法的替代標記有重要的意義。
為了獲得更具有臨床價值的擴散核磁造影指數，我們首先需要重構腦白質纖維束並沿著重構出的腦白質纖維束採集數值。然而，傳統的腦白質纖維束重構技術對於腦白質病變十分敏感。此外，不同病人所重構出的腦白質纖維束間缺乏映射關係也使我們無法有效進行大樣本統計分析。
在這個課題裡，我們提出了一個可以解決以上問題的一個全新框架。我們將專家標註過功能區的全腦白質纖維束模板配準到各個個體的腦部。此方案可自動生成個體化的全腦白質纖維束以及纖維束的功能區標註。自由形變模型被用於在全局層面對配準進行約束。所重構纖維束的曲率被用於在局部對配準進行約束。為了減輕腦白質病變對配準的影響，我們運用了一種魯棒的主成分分析手段來檢測被病灶所干擾的纖維束。為了指導這些被干擾纖維束的配準，我們提出了一種全新的沿纖維束的區域特徵作為替代。此外，我們也探究了通過在纖維束上建立坐標系來除去離群纖維已經提供更高相關性的辦法。
我們所提出的框架被運用於一個腦小血管病變的臨床研究。在64個研究對象中約半數是腦白質病變患者。試驗結果證實此算法成功地將全腦白質纖維束模板配準到了所有研究對象上。沿著特定纖維束改採集的指數與認知測試分數的相關性顯著地超越了傳統指數所給出的結果。我們同時也發現沿著不同功能區腦白質纖維改採集的指數與相應的認知測試分數統計相關。
Although age-related white matter lesion(WML)is an important substrate for cognitive impairment in the elderly, the mechanisms whereby WML induces cognitive impairment are uncertain. Recent findings based on small studies suggested that diffusion tensor imaging (DTI) measures might be the most sensitive imaging predictors in patients with WML. Understanding the imaging predictors for such disease will be useful in monitoring disease progression and in devising surrogate marker for treatment trials.
In order to obtain DTI measurements with diagnostic significance, it is first necessary to reconstruct the white-matter fiber pathways inside the brain along which certain DTI-derived values are calculated. Nevertheless, the traditional approach of white-matter tract reconstruction, or tractography, is severely hindered by the abundant existence of lesions inside the brains of WML patients. The lack of correspondence between fiber bundles across patients also makes obtaining group statistics of individual fiber bundles dicult.
In this study, we propose a novel framework that can mitigate the aforementioned issues of traditional tractography approaches. An expert-labeled whole brain tractography template is registered onto individual patients. Fiber trajectories and anatomically meaningful fiber bundles are automatically obtained by this registration. The free-form deformations are used to regularize the transformations at the whole brain level and across fiber bundles. Fiber curvatures are penalized as the intra-fiber regularization to encourage the smoothness of transformed fibers. White matter (WM) lesion is one of the major factors affecting tractography and registration of subjects with neuro Logical disorders. The Robust Principal Component Analysis(RPCA) is used to automatically detect fiber tract segments that are affected by WM lesion and a novel along-fiber regional prior is learned from healthy subjects to facilitate the registration of these fiber tract segments. We also propose to establish bundle-wise coordinate system by utilizing low-rank constraints upon the DTI measurements. The eort elevates the summary for an anatomical bundle from a scalar statistic to a vector containing changes along the representative fiber pathway. It provides means to exclude the outlier fibers while retaining partially-complete fibers.
The proposed scheme is applied to a clinical study of cerebral small vessel diseases(SVD).Experimental results show successful registration of the whole brain tractography template onto all 64 subjects, including both healthy con¬trol subjects and SVD patients. The DTI measures measured along specific registered anatomical fiber bundles exhibit significant boost in correlation with cognitive functions as compared with traditional measures. It also shows that different anatomical WM structures correlate with multiple types of cognitive functions in different ways.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
He, Xiaotian.
Thesis (M.Phil.)--Chinese University of Hong Kong, 2012.
Includes bibliographical references (leaves 46-53).
Abstracts also in Chinese.
List of Figures --- p.ix
List of Tables --- p.xii
Chapter 1 --- Introduction --- p.1
Chapter 1.1 --- Motivation --- p.1
Chapter 1.2 --- Our Work and Contributions --- p.2
Chapter 1.3 --- Related Work --- p.4
Chapter 1.4 --- Thesis Organization --- p.5
Chapter 2 --- Background --- p.6
Chapter 2.1 --- Background of Neuroanatomy --- p.6
Chapter 2.2 --- Background on Diffusion Tensor Magnetic Resonance Imaging (DTMRI) --- p.11
Chapter 3 --- Free Form Fibers --- p.18
Chapter 3.1 --- DTI Acquisition --- p.20
Chapter 3.2 --- Fiber Model --- p.20
Chapter 3.3 --- Fiber-to-DTI Registration --- p.21
Chapter 3.3.1 --- Free-Form Fibers (FFFs) --- p.21
Chapter 3.3.2 --- Tensor-Driven Fiber-to-DTI Registration --- p.23
Chapter 3.3.3 --- Reliability Assessment by Robust Principal Component Analysis --- p.24
Chapter 3.3.4 --- Contextual Feature --- p.26
Chapter 3.3.5 --- Learning the Fiber Context Prior --- p.29
Chapter 3.3.6 --- Registration Refinement Using the Fiber Context Prior --- p.29
Chapter 4 --- Results --- p.31
Chapter 5 --- Future Work --- p.39
Chapter 5.1 --- Refinement on Large Bundles --- p.39
Chapter 5.2 --- Outlier Fiber Removal in Fiber Template --- p.40
Chapter 6 --- Conclusion --- p.44
Bibliography --- p.46

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