Relevant bibliographies by topics / Explicit vs

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Academic literature on the topic 'Explicit vs'

Author: Grafiati
Published: 11 March 2023

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Journal articles on the topic "Explicit vs"

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Maliszewski, Norbert, Klaudyna Jankowska, and Hubert Suszek. "Implicit vs. explicit power motive." Problemy Zarzadzania 12, no. 1 (March 31, 2014): 50–65. http://dx.doi.org/10.7172/1644-9584.45.4.

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Schmidt, Steffen, Matthias Limbach, Sascha Langner, Klaus-Peter Wiedmann, Levke Albertsen, and Philipp Reiter. "Official sports sponsorship fortress vs ambush marketing attack." International Journal of Sports Marketing and Sponsorship 19, no. 1 (February 5, 2018): 91–108. http://dx.doi.org/10.1108/ijsms-10-2016-0071.

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Purpose The purpose of this paper is to assess the effectiveness of event-related sports sponsorship and ambushing activity using social media video advertising that aim to affect spectators’ implicit and explicit brand information processing. Design/methodology/approach A dual model of brand knowledge is used that considers the implicit and explicit information processing of marketing-induced brand messages. A web study was conducted prior to the 2014 FIFA World Cup. Each participant implicitly and explicitly evaluated either one sponsor brand or one ambush brand before and after watching the video advertisement (within-subject design). A Wilcoxon signed-rank test was used to evaluate each change of the pre-post testing scores. Findings Implicit and explicit brand associations as well as brand behavior were partially affected by the short contact with the advertisements of sponsor brands and ambush brands. In this regard, the implicit association measurements were more sensitive to reveal changes in the brand knowledge structure than their explicit counterparts. Furthermore, sponsorship advertising was slightly more effective than ambush advertising. Originality/value The current exploratory study evaluated for the first time the performance of event-related video advertisements that were originally released on social media of sponsor brands and ambush brands. The findings emphasize the necessary requirement of evaluating the implicit processing in addition to the explicit processing of sponsorship information to ensure a holistic evaluation of consumers’ memory with regard to the effectiveness of a sponsorship activity.
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Evans, D. J., and M. P. Bekakos. "Group explicit complete method vs. standard explicit method on mimd parallel systems." International Journal of Computer Mathematics 46, no. 1-2 (January 1992): 113–30. http://dx.doi.org/10.1080/00207169208804143.

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Aoki, Katsuki, Shinji Mukohyama, and Ryo Namba. "Positivity vs. Lorentz-violation: an explicit example." Journal of Cosmology and Astroparticle Physics 2021, no. 10 (October 1, 2021): 079. http://dx.doi.org/10.1088/1475-7516/2021/10/079.

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Ruiz Arriola, E., S. Szpigel, and V. S. Timóteo. "Implicit vs explicit renormalization and effective interactions." Physics Letters B 728 (January 2014): 596–601. http://dx.doi.org/10.1016/j.physletb.2013.12.038.

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Alba, George. "The effect of implicit (vs explicit) rejection on the behavioral intentions of online daters." Online Information Review 45, no. 5 (February 11, 2021): 930–45. http://dx.doi.org/10.1108/oir-06-2020-0207.

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PurposeOnline dating facilitates both dater interactions and rejections. Given the vast offer of potential mates and daters' limited time, several rejections may occur. On online dating platforms, most of these rejections are simply the absence of a reply (ignoring). The purpose of this paper is to compare the impact of implicit rejection (ignoring) vs explicit rejection (declining) on the behavioral intentions of daters, considering self-esteem as a moderator.Design/methodology/approachExperiment 1 investigated the effect of the extent of rejection (implicit vs explicit vs control) on the behavioral intentions of online daters. Experiment 2 assessed observers' recommended actions to a male (vs female) online dater following rejection (implicit vs explicit vs control).FindingsImplicit rejections generate greater behavioral intentions than explicit rejections. Both daters (study 1) and observers of the dating scenario (study 2) indicated greater intent to revise their profiles (study 1) or recommend a profile revision (study 2) when implicitly (vs explicitly) rejected by interaction partners. Self-esteem moderated the effect of the extent of rejection. Higher levels of self-esteem eliminate and lower levels of self-esteem intensify the effect of the extent of rejection on behavioral intentions. Additionally, observers' recommendations based on the extent of rejection depend on the rejected dater's gender.Originality/valueIgnoring is a frequent practice among dating platform users, and this paper provides an original contribution to better understand the differences stemming from implicit or explicit rejection of online daters.Peer reviewThe peer review history for this article is available at: https://publons.com/publon/10.1108/OIR-06-2020-0207
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Kovic, Vanja, Gert Westermann, and Kim Plunkett. "Implicit vs. explicit learning in German noun plurals." Psihologija 41, no. 4 (2008): 387–411. http://dx.doi.org/10.2298/psi0804387k.

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Over the past few decades there has been a lot of debate about language learning and the opinion about the status of mental rule during the process of language learning is still divided between different researches. The present study examines learning morphology of German noun plurals based on rules, examples or on both, rules and examples. The results across these three experimental conditions suggest that the morphological patterns are learned more easily in the form of rules and thus, seem to be more easily captured by dual-route (which suggest that rules and exceptions are processed by two qualitatively different mechanisms) than single route theories (which suggest a singe mechanism for processing both rules and exceptions). However, a closer examination of error patterns across the five rules (-e, -n, -er, ?, -s) revealed results confronting dual-route theories and suggest the existence of two rulemechanisms (-n and -s) rather than one for learning regular inflection in German plural nouns. Moreover, the second rule (with plural ending -n) was the easiest one to be learned, although it is the fifth rule (with plural ending -s) which is considered as a default rule in German.
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Cameron, Brendan D., Ian M. Franks, J. Timothy Inglis, and Romeo Chua. "Reach adaptation to explicit vs. implicit target error." Experimental Brain Research 203, no. 2 (April 11, 2010): 367–80. http://dx.doi.org/10.1007/s00221-010-2239-x.

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Ben-David, Arie, and Janice Mandel. "Classification accuracy: Machine learning vs. explicit knowledge acquisition." Machine Learning 18, no. 1 (January 1995): 109–14. http://dx.doi.org/10.1007/bf00993823.

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Huißmann, Sebastian, Christos N. Likos, and Ronald Blaak. "Explicit vs Implicit Water Simulations of Charged Dendrimers." Macromolecules 45, no. 5 (February 22, 2012): 2562–69. http://dx.doi.org/10.1021/ma202520d.

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Dissertations / Theses on the topic "Explicit vs"

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Jackson, Bendu Mercy. "Challenges Finding Employment: An Investigation Of Implicit Vs. Explicit Attitudes Towards Autistic Adults." W&M ScholarWorks, 2020. https://scholarworks.wm.edu/etd/1616444302.

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Despite the pervasiveness of autism (1 in 54), implicit and explicit attitudes towards people with ASD are mainly adverse (Cage et al., 2019). Although in recent years, more research has been conducted to investigate implicit attitudes towards other mental illnesses (Teachman, Wilson, & Komorovskaya, 2006) and physical disabilities (Nosek et al. 2007), few studies have assessed implicit and explicit attitudes toward adults with autism. The main goal of the study was to investigate Non-ASD individuals’ implicit and explicit attitudes toward autistic individuals. We hypothesized that participants would have negative implicit attitudes but report positive explicit attitudes towards autistic individuals, participants would be more likely to hire Non-ASD individuals than ASD individuals, employers would prefer Non-ASD individuals for social positions, but there would not be a significant difference for the non-social position, and negative implicit attitudes would predict hiring decisions towards ASD individuals. A two-way mixed modeled ANOVA was used to analyze the data to determine if there were interactions between (ASD x Non-ASD) and (Social Job x Non-Social Job). Correlational analyses were conducted between the implicit and explicit measures and the ASD variables. The Implicit Association Test was also used in this study to examine implicit attitudes towards autistic individuals. We found participants’ had negative implicit attitudes but reported positive explicit attitudes towards autistic individuals, participants’ IAT scores were significantly different from 0, and contact with autistic individuals is a good indicator of one’s attitudes and stigma.
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Спориш, Т. Л. "Эксплицитность vs имплицитность модальных глаголов на стыке культур." Thesis, Астана: Изд-во ЕНУ им. Л.Н. Гумилева, 2016. http://essuir.sumdu.edu.ua/handle/123456789/44235.

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У статті подано особливості вживання модальних дієслів müssen / sollen у політичному дискурсі Німеччини. Демонструються варіанти контекстуальних семантичних зсувів, продиктовані характеристиками політичного дискурсу.
В статье даются особенности использования модальных глаголов müssen / sollen в политическом дискурсе Германии. Демонстрируются варианты контекстуальних семантических сдвигов, продиктованные характеристиками политического дискурса.
The article deals with the peculiarities of modal verbs “müssen / sollen” in political discourse of Germany. There are variants of contextual semantic shifts dictated by the very characteristics of the political discourse.
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Wegner, Mirko. "Implicit vs. explicit processes of motivation and affect regulation in unconsciously and consciously critical situations in sports." Doctoral thesis, Humboldt-Universität zu Berlin, Philosophische Fakultät IV, 2012. http://dx.doi.org/10.18452/16504.

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Duale Prozessmodelle unterscheiden implizite und explizite Formen der Informations-verarbeitung (Strack & Deutsch, 2004). Implizite Verarbeitung erfolgt schnell und un-bewusst und basiert auf affektiv-assoziativen Netzwerken. Explizite Verarbeitung geschieht überlegt und langsam und beinhaltet bewusste, kognitive Entscheidungsprozesse. In dualen Prozessmodellen der Motivation sagen implizite Motive langfristiges Verhalten und explizite Motive bewusste Entscheidungen vorher (McClelland, et al., 1989). Hoher positiver Affekt sowie geringer negativer Affekt aktivieren implizite kognitive Systeme während eine entgegen gesetzte Ausprägung explizite Informationsverarbeitung bahnt (J. Kuhl, 2000a). Drei Feldstudien untersuchen die diskriminante Validität impliziter vs. expliziter motivationaler Prozesse für das Verhalten in unbewussten vs. bewussten kritischen Situatio-nen im Hochleistungssport. In Studie 1 und 2 wird bei Tennis- (N = 60) und Basketballspielern (N = 56) die Fähigkeit erhoben, positiven und negativen Affekt zu regulieren (ACS-90; J. Kuhl, 1994). In Studie 3 (N = 86) werden zusätzlich implizite (OMT; J. Kuhl & Scheffer, 1999) und explizite Motive (PRF; D. N. Jackson, 1999) sowie die Fähigkeit zur bewussten Selbstregulation (VCQ; J. Kuhl & Fuhrmann, 1998) gemessen. In Studie 1 sagen explizite Formen der Verarbeitung (niedrige positive Affektregulation) die Tennisleistung in objektiv kritischen (wie Tie Breaks) aber nicht in bewusst kritischen Situationen vorher. In Studie 2 führt implizite Verarbeitung (hohe negative Af-fektregulation) zu besseren Basketballleistungen in objektiv kritischen Spielen. In Studie 3 unterstützt explizite Verarbeitung Leistungen in bewusst kritischen Situationen im Rückschlagsport. In unbewusst kritischen Situationen erzielen dagegen Sportler mit ausgeprägten impliziten Motiven bessere Ergebnisse. Die Befunde werden hinsichtlich der Sportartenspezifik, dem Grad der Bewusstheit sowie Persönlichkeitsunterschiede diskutiert.
Dual-process models distinguish implicit and explicit ways of information processing (Strack & Deutsch, 2004). Implicit processes are based on associative affective networks and operate fast and unconsciously. Explicit processing is a cognitive, usually slow, deliberate, and conscious way of decision-making. Dual-process models of motivation propose that implicit motives predict long-term behavior and explicit motives predict deliberate decisions (McClelland, Koestner, & Weinberger, 1989). Up-regulation of positive affect and down-regulation of negative affect activate implicit cognitive systems while regulation in the opposite direction triggers explicit information processing (J. Kuhl, 2000a). Within three field studies it is investigated whether implicit vs. explicit motivational processes are of discriminant validity for professional athletic behavior in unconsciously vs. consciously critical situations. In study one and two, tennis (N = 60) and basketball professionals’ (N = 56) abilities to regulate positive and negative affect (ACS-90; J. Kuhl, 1994) are assessed. In study three (N = 86) the additional measures of implicit (OMT; J. Kuhl & Scheffer, 1999) and explicit motives (PRF; D. N. Jackson, 1999) as well as conscious self-regulation (VCQ; J. Kuhl & Fuhrmann, 1998) are used. Study one proposes that explicit processing supports performance in objective critical situations (tie breaks) in tennis. However, in consciously critical situations no advantage for explicitly processing athletes could be found. In study two implicitly processing basketball players perform better in objectively critical games. In the final study racquet sportsmen who process explicitly perform better in consciously critical situations. In contrast, in unconsciously critical situations athletes with high implicit motives gain better results. Findings are discussed from the perspective of task specificity, degree of awareness, and individual differences.
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Oliveira, Viviane Carvalho de. "Os efeitos da instrução na aquisição-aprendizagem lexical: implícito vs explícito." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/8/8148/tde-22052017-114627/.

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A presente pesquisa tem como foco a análise dos efeitos produzidos pela instrução implícita e pela instrução explícita na aquisição-aprendizagem lexical por parte de aprendizes brasileiros de italiano, realizada comparando dados coletados em três momentos: antes, logo depois e um mês depois da intervenção didática. No primeiro tipo de instrução, a implícita, a atenção dos aprendizes não foi direcionada para o elemento lexical. Após a leitura dos textos input, foram realizadas atividades comunicativas, cujas características foram a interação e a negociação de sentido (SWAIN, 1985, 2005; LONG, 1996). Para a instrução explícita, após a leitura dos mesmos textos input, foram realizadas atividades com foco no léxico (LEWIS, 1993, 1997; PARIBAKHT; WESCHE, 1996; SÖKMEN, 1997). O experimento didático teve oito horas de duração, distribuídas em quatro encontros, para os quais foram selecionadas 10 palavras-alvo a partir dos textos input. Participaram desse experimento 27 aprendizes, dos quais 16 fizeram parte do grupo que realizou atividades com instrução implícita e 11 do grupo que teve atividades com instrução explícita. Antes das atividades didáticas, os aprendizes dos dois grupos realizaram um pré-teste receptivo, tendo como modelo a Vocabulary Knowledge Scale (VKS) de Paribakht e Wesche (1996), e um pré-teste produtivo de descrição de imagens. Após a intervenção didática e um mês depois da intervenção, a VKS foi aplicada novamente com mais dois pós-testes produtivos. Os resultados foram analisados à luz dos estudos de aquisição-aprendizagem de línguas estrangeiras e da Pragmática lexical e apontaram para uma vantagem da instrução explícita em relação ao conhecimento receptivo de curto prazo. Em relação aos efeitos a longo prazo, na instrução implícita foram obtidos resultados mais significativos, já que foram mantidos os mesmos níveis constatados nos pós-testes, enquanto na explícita houve uma diminuição de 21%. No que se refere ao aspecto produtivo e à variação lexical, nos dois tipos de instrução não foram constatadas diferenças significativas.
The present research focuses on the effects of implicit and explicit instruction in lexical acquisition-learning by Brazilian learners of Italian, comparing data collected in three moments: before, immediately after and one month after the didactic intervention. In the first type of instruction, the implicit, the attention of learners was not directed to the lexical element. After reading the input texts, communicative activities, whose characteristics were interaction and negotiation of meaning (SWAIN, 1985, 2005; LONG, 1996), were carried out. For the explicit instruction, after reading the same input texts, were made activities focusing on lexicon (LEWIS, 1993, 1997; PARIBAKHT; WESCHE, 1996; SÖKMEN, 1997). The didactic experiment lasted eight hours, distributed in four meetings, for which 10 target words were selected from the input texts. Twenty-seven learners participated in this experiment, of which 16 were part of the group that performed activities with implicit instruction, and 11 of the group that had activities with explicit instruction. Before the didactic activities, the learners of the two groups performed a receptive pre-test, taking as a model the Parabakht and Wesche Vocabulary Knowledge Scale (VKS) (1996), and a productive pre-test of image description. After the didactic intervention and one month after the intervention, the VKS was applied again with two more productive post-tests. The results were analyzed starting from the acquisition-learning studies of foreign languages and the lexical Pragmatics and pointed to an advantage of explicit instruction in relation to short-term receptive knowledge. Regarding the long-term effects, more significant results were obtained in the implicit instruction, since the same levels observed in the post-tests were maintained, while in the explicit one there was a decrease of 21%. Regarding the productive aspect and the lexical variation, in both types of instruction no significant differences were found.
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Wegner, Mirko [Verfasser], Hanno [Akademischer Betreuer] Strang, and Henning [Akademischer Betreuer] Plessner. "Implicit vs. explicit processes of motivation and affect regulation in unconsciously and consciously critical situations in sports / Mirko Wegner. Gutachter: Hanno Strang ; Henning Plessner." Berlin : Humboldt Universität zu Berlin, Philosophische Fakultät IV, 2012. http://d-nb.info/1022618792/34.

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Besse, Anne-Sophie. "Caractéristiques des langues et apprentissage de la lecture en langue première et en français langue seconde : perspective évolutive et comparative entre l'arabe et le portugais." Phd thesis, Université Rennes 2, 2007. http://tel.archives-ouvertes.fr/tel-00267662.

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Cette recherche interlangue a pour premier objectif d'analyser l'évolution des connaissances graphophonologiques, grapho-morphologiques et grapho-syntaxiques, implicites et explicites et la contribution de ces connaissances à la lecture en arabe vocalisé et en portugais langue première. Les résultats indiquent que les élèves de langue arabe se focalisent davantage sur la structure morpho- dérivationnelle en racine/schème que sur le marquage flexionnel, alors que les élèves de langue portugaise développent, non seulement une sensibilité phonologique à la rime et à la syllabe mais aussi de meilleures connaissances grapho-morpho-flexionnelles que grapho-morpho-dérivationnelles. Par ailleurs, si les connaissances morphologiques jouent un rôle sur la reconnaissance des mots écrits quelle que soit la langue, on remarque que ce sont celles les plus écontextualisées qui interviennent en arabe. La contribution des connaissances grapho-morpho-dérivationnelles à la compréhension de phrases en arabe souligne là encore l'importance de la morphologie dans cette langue écrite. Enfin, la compréhension en lecture apparaît plus dépendante des processus d'automatisation en portugais, du fait de l'opacité relative de son orthographe. Le deuxième objectif de ce travail est d'étudier le rôle des acquisitions de la lecture en langue première (arabe vs. portugais) sur l'apprentissage de la lecture en français langue seconde. Les comparaisons ont permis de conclure que le statut privilégié de la morphologie en arabe peut inciter les apprenants à porter attention à la structure interne des mots français pour les lire. En revanche, les similitudes entre le portugais et le français facilitent le développement de la sensibilité graphophonologique et amplifient la symétrie entre les habiletés de lecture de mots en L1 et en L2. Les profils de compréhension en français L2 et leur évolution sont également très différents entre arabophones et lusophones.
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Marchão, Joana Barros. "Nudging healthier food choices: the differentiated effect of implicit vs. explicit nudges." Master's thesis, 2019. http://hdl.handle.net/10362/69212.

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Behavioral sciences, and particularly nudges, are becoming increasingly relevant in the definition of policies designed to prompt desirable societal outcomes, namely in the health domain. This research studies the impact of two different nudge interventions in the choice of healthy food items: a social norm (with an explicit nature) and background music (sensory-based, with an implicit nature). The research also investigates the continued influence of these interventions in subsequent moments of choice. A digital experiment was conducted, and results confirm the strength of the social norm as an effective nudge. However, the proposed sensory-based nudge was not successful – future replication studies need to be conducted. Interestingly, we observe a consistency effect under the presence of either stimuli, meaning that people exposed to the stimuli perpetuate either the healthy or the unhealthy behavior in subsequent choices regardless of the nudge-type. Possible explanations and managerial implications are further explored.
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Gorman, Stacy. "Porn Sex vs. Real Sex: Exploring Pornography's Impact on Sexual Behaviors, Attitudes, and Relationships." 2014. http://scholarworks.gsu.edu/sociology_diss/76.

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For over forty years, researchers, activists, and policymakers have questioned how, if at all, pornography affects its viewers. Previous research has focused on how pornography relates to many factors including sexual risks, sexual permissiveness, violence, rape myth acceptance, and sexual behaviors. Much of this research, though, has been unable to identify the direction of the relationship between viewing sexually explicit material and various sexual attitudes and behaviors, and rarely studies a sample that is representative of the U.S. adult population. Instead, much of the research on pornography has relied on college student samples or other convenience samples. My study addresses these gaps by exploring a wide range of sexual behaviors and attitudes through surveying a sample of respondents who participate in online survey research panels. By accessing online survey panels, researchers are able to specify the demographics they would like their particular sample to reflect. For this study, a sample has been selected to reflect the U.S. population on age, race, and gender. To better assess the directionality of the relationship between exposure to sexually explicit material and respondents’ sexual behaviors and attitudes, I have included several closed-ended items that may help to better identify the temporal order of these variables. Additionally, I have used open-ended questions to provide a more in-depth account of respondents’ perceptions of pornography and how it relates to their sexual behaviors and relationships. Findings suggest that not only are there correlations between viewing pornography and the sexual acts participants engage in and find arousing, but that the material individuals are exposed to may be shaping their behaviors and attitudes. I discuss the quantitative findings in relation to respondents’ qualitative remarks within the context of sexual scripts theory.
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"Effects of learning strategies and motivation on implicit vs. explicit instructional approaches for Spanish L2 vocabulary." Tulane University, 2010.

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Under the premise that vocabulary learning in a Spanish as a second language in-class environment may be affected by the instructional approach adopted by the instructors or the materials followed, this study explores the influence of rather distant teaching styles, such as implicit and explicit approaches, on the learning outcome of Spanish lexicon. Research has shown successful results in studies undergoing both approaches (Ellis, 1994; Barcroft, 1994; Maura, 1995; Huckin and Coady, 1997; Schmitt, 2000; Paribakht and Wesche, 2000; Hiebert and Kamil, 2005). Despite the adopted instructional approach, vocabulary is finally assimilated by the learners to an extended degree. Nevertheless, explicit style shows better results in early stages of learning, whereas implicit style proves to be more effective in a more advanced stage of learning, since beginning students' lack of vocabulary limits their inferring ability (Zimmerman, 1997; Coady, 1997). The reason is that the explicit approach facilitates breadth knowledge of the material, in opposition to implicit approach, which facilitates a depth of knowledge (Paribakht & Wesche, 1996). As a result, we may have students with vocabulary breadth knowledge, who gloss a Spanish word in English, but are unable to apply or recognize the word in a context; as opposed to students with depth of knowledge, who may know the Spanish glosses of English words and their meaning variations depending on context On the other hand, Second Language Acquisition (SLA) has also proved to be influenced by factors out of the scope of instructional techniques. Each learner may approach differently to the foreign language learning process and affect his/her final results (Oxford, 1990; Skehan, 1991). Facts such as motivation, or individual strategies, will influence the mastery of vocabulary regardless of the instructional approach This study presents the vocabulary learning results of a long term implicit and explicit approach treatment applied to two different sections of an intermediate Spanish course. Lexicon learning results will be correlated with the individual factors of motivation and learning strategies to measure aspects that may be determinant in the acquisition of Spanish vocabulary in an in-class university-level setting
acase@tulane.edu
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Oliveira, Rita Macedo de. "“Mamã, mamã, cuidado! Está ali a polícia!” - Formação de atitudes face à polícia nas crianças : Atitudes implícitas Vs. atitudes explícitas." Master's thesis, 2014. http://hdl.handle.net/10400.12/3809.

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Dissertação de Mestrado apresentada ao ISPA - Instituto Universitário
As crianças são influenciadas pelos contextos onde se encontram e pelas figuras significativas da sua vida, bem como, pelos grupos a que pertencem consoante a sua vontade de pertença ou de ligação a certas pessoas. Estas figuras significativas podem ser os seus pais ou os seus professores e têm atitudes acerca dos polícias que podem ser passadas aos filhos ou aos alunos consoante os casos. Existem dois tipos de atitudes: as explícitas e as implícitas, podendo ser diferentes uma da outra. As implícitas são transmitidas por meios não-verbais e de forma inconsciente, não dependendo da situação em que se encontram, ao contrário das explícitas que são transmitidas de forma calculada tendo em conta o contexto e os objectivos da situação. Segundo a literatura, as crianças têm maior tendência para assimilar a informação transmitida de forma implícita do que de forma explícita, utilizando essa informação para desenvolver as suas próprias atitudes implícitas e explícitas, que até por volta dos 10 anos, são muito semelhantes. Como tal, espera-se que as atitudes, quer explícitas quer implícitas, das crianças em relação à polícia sejam semelhantes entre si e estejam correlacionadas com as atitudes implícitas dos pais e professores, podendo, no entanto, haver uma maior relação com os pais. Espera-se ainda, que as atitudes implícitas dos pais e professores sejam diferentes das suas atitudes explícitas, sendo as primeiras negativas e as ultimas mais positivas. Para este estudo serão utilizados 10 professores com os seus respectivos alunos e encarregados de educação, que farão um IAT (Implicit Association Test) para testar as suas atitudes implícitas, onde se conjugará fotografias de polícias e não polícias com palavras associadas a castigo e protecção, assim como a um questionário com 3 medidas, para testar as atitudes explícitas
ABSTRACT: Children are influenced by context where they leave and significant references in their lives, as well as, the groups they belong to, depending on their will of belonging or attachment to certain people. These significant figures may be their parents and teachers and have attitudes about the police that can be transmitted to children or students. There are two attitude types: the explicit and implicit ones, witch may be different from each other. The Implicit is transmitted by non-verbal means and unconsciously, not depending on the situation they are living, differently to the explicit, which is transmitted thru a calculated way taking into account the context and objectives of each situation. According to the literature, children have higher trend to absorb the information conveyed implicitly than explicitly, using this information to develop their own implicit and explicit attitudes, which, until around the age of 10 years old, are very similar. Therefore, it is expected that attitudes express or implicit related to children are similar between both and police are correlated with the implicit attitudes of parents and teachers may, however, be a higher linkage with parents. It is expected that the implicit attitudes of parents and teachers are different from their explicit attitudes, which the first are negative and the second are more positive. To implement this study will be approached 10 teachers with their students and correspondent parents, who will fulfil a IAT (Implicit Association Test) in order to test their implicit attitudes, that we will combine police officers and non-police photographs with words associated with punishment and protection, and a questionnaire will be used with 3 measures to test the explicit attitudes
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Books on the topic "Explicit vs"

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Boland, Lawrence A. Equilibrium attainment vs. equilibrium necessities. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190274320.003.0003.

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This chapter is about Kenneth Arrow’s 1959 article about price adjustment. This chapter uses that article to explain the logical requirements of any equilibrium model that purports to explain, say, equilibrium prices. Arrow explains why just assuming maximization on the part of both demanders and supplier in a market is not enough to assure equilibrium attainment. Arrow rejects the usual textbooks’ addition of an additional assumption that the markets are already at equilibrium. He instead argues that explicitly assumptions about the dynamics of equilibrium attainment must be included in any equilibrium model. The chapter thus discusses price adjustment in formal models; equilibrium attainment as an explicit process. It recognizes that Arrow equilibrium attainment also need something like imperfect competition to deal with any disequilibrium state that would necessarily exist prior to equilibrium attainment.
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Mann, Peter. The Jacobi Energy Function. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198822370.003.0010.

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This chapter focuses on the Jacobi energy function, considering how the Lagrange formalism treats the energy of the system. This discussion leads nicely to conservation laws and symmetries, which are the focus of the next chapter. The Jacobi energy function associated with a Lagrangian is defined as a function on the tangent bundle. The chapter also discuss explicit vs implicit time dependence, and shows how time translational invariance ensures the generalised coordinates are inertial, meaning that the energy function is the total energy of the system. In addition, it examines the energy function using non-inertial coordinates and explicit time dependence.
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Moran, Theodore H. The Role of the State in Harnessing Trade-and-Investment for Development Purposes. Edited by Carol Lancaster and Nicolas van de Walle. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199845156.013.40.

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This article focuses on the role of the state in utilizing foreign direct investment (FDI) to achieve development. It begins by considering the benefits and dangers from trade-and-investment flows before turning to the long-standing debate about the merits of export-led growth vs. inward import substitution as a development strategy. It then examines whether the liberalization of trade-and-investment enhances economic growth, particularly in developing countries. The article also discusses “structural transformation” and its implications for labor-market policies; the importance of forced technology transfer in creating national champion firms; the role of an explicit industrial policy in today’s developmental state; and whether developing countries need more “policy space” for trade-and-investment policy than what they are entitled to under free trade agreements, bilateral investment treaties, and the World Trade Organization. Finally, it assesses the politics underlying the use of FDI to develop internationally competitive manufacturing industries in the host country.
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Boland, Lawrence A. Equilibrium models vs. realistic understanding. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190274320.003.0009.

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In the real world, the process of reaching the assumed equilibrium involves decision makers’ knowledge and their awareness of any disequilibrium. Equilibrium attainment also requires their making the correct decisions required for a ‘stable’ equilibrium. Any model which fails to explicitly address the equilibrium process and its requirements is vulnerable to criticism of the model’s realism. This chapter explores, specifically, whether the knowledge required to reach equilibrium can ever be attained by participants, whether the process of obtaining that knowledge can be consistent with the requirements of achieving an equilibrium. It also explores the ‘ignorant consumer’ who has no way of knowing that he or she is not maximizing.
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Wittman, Donald A. Ex Ante vs. Ex Post. Edited by Francesco Parisi. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199684267.013.40.

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Sometimes the sequence of events is important for establishing rights and obligations, and sometimes it is not. For example, if a nuisance was there before the neighbouring residences arrived, the nuisance is sometimes allowed to continue in the same location under the doctrine of coming to the nuisance. When and why should the doctrine be (or not be) upheld? While many concepts in law and economics do not explicitly have a time dimension, once we start thinking about ex ante versus ex post, a large number of seemingly unrelated areas of the law involve similar issues of sequence. When new regulations are imposed, sometimes pre-existing businesses are exempt and sometimes not. In accident law, negligent behaviour by the first actor may require the second actor to take action beyond the ordinarily efficient actions as can be seen in the doctrine of last clear chance. What is the underlying rational for the application of this rule? Rights typically go to the highest bidder, but at 4-way stop signs, rights are granted according to who was there first. In other areas involving traffic, being first accedes to other criteria such as majority rule. As a final example, priority in bankruptcy gives the right to the first creditor of the same secured debt, but not to the first creditor of unsecured debt. Why? This article presents an efficiency-based framework for answering these questions.
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Torres-Soriano, Manuel R. Democracia vs. Desinformación: Propuestas para la protección de las sociedades abiertas. Fundación Centro de Estudios Andaluces, 2020. http://dx.doi.org/10.54790/actualidad.0010.

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Griffiths, Owen, and A. C. Paseau. One True Logic. Oxford University PressOxford, 2022. http://dx.doi.org/10.1093/oso/9780198829713.001.0001.

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Abstract Logical monism is the claim that there is a single correct logic, the ‘one true logic’ of our title. The view has evident appeal, as it reflects assumptions made in ordinary reasoning as well as in mathematics, the sciences, and the law. In all these spheres, we tend to believe that there are determinate facts about the validity of arguments. Despite its evident appeal, however, logical monism must meet two challenges. The first is the challenge from logical pluralism, according to which there is more than one correct logic. The second challenge is to determine which form of logical monism is the correct one. One True Logic is the first monograph to explicitly articulate a version of logical monism and defend it against the first challenge. It provides a critical overview of the monism vs pluralism debate and argues for the former. It also responds to the second challenge by defending a particular monism, based on a highly infinitary logic. It breaks new ground on a number of fronts and unifies disparate discussions in the philosophical and logical literature. In particular, it generalizes the Tarski–Sher criterion of logicality, provides a novel defence of this generalization, offers a clear new argument for the logicality of infinitary logic and replies to recent pluralist arguments.
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Book chapters on the topic "Explicit vs"

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Bach, Kent. "Impliciture vs Explicature: What’s the Difference?" In Explicit Communication, 126–37. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9780230292352_8.

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Di Stasio, Antonio, Aniello Murano, and Moshe Y. Vardi. "Solving Parity Games: Explicit vs Symbolic." In Implementation and Application of Automata, 159–72. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-94812-6_14.

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Mulmuley, Ketan, and Milind Sohoni. "Geometric Complexity Theory, P vs. NP and Explicit Obstructions." In Advances in Algebra and Geometry, 239–61. Gurgaon: Hindustan Book Agency, 2003. http://dx.doi.org/10.1007/978-93-86279-12-5_20.

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Murabito, Francesca, Simone Palazzo, Concetto Spampinato, and Daniela Giordano. "Implicit Vs. Explicit Human Feedback for Interactive Video Object Segmentation." In New Trends in Image Analysis and Processing – ICIAP 2017, 131–42. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-70742-6_12.

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Marconi, Annapaola, Marco Pistore, and Paolo Traverso. "Implicit vs. Explicit Data-Flow Requirements in Web Service Composition Goals." In Service-Oriented Computing – ICSOC 2007, 459–64. Berlin, Heidelberg: Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11948148_40.

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Tomaselli, Venera, and Giulio Giacomo Cantone. "Multipoint vs slider: a protocol for experiments." In Proceedings e report, 91–96. Florence: Firenze University Press, 2021. http://dx.doi.org/10.36253/978-88-5518-304-8.19.

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Since the broad diffusion of Computer-Assisted survey tools (i.e. web surveys), a lively debate about innovative scales of measure arose among social scientists and practitioners. Implications are relevant for applied Statistics and evaluation research since while traditional scales collect ordinal observations, data from sliders can be interpreted as continuous. Literature, however, report excessive times of completion of the task from sliders in web surveys. This experimental protocol is aimed at testing hypotheses on the accuracy in prediction and dispersion of estimates from anonymous participants who are recruited online and randomly assigned into tasks in recognition of shades of colour. The treatment variable is two scales: a traditional multipoint 0-10 multipoint vs a slider 0-100. Shades have a unique parametrisation (true value) and participants have to guess the true value through the scale. These tasks are designed to recreate situations of uncertainty among participants while minimizing the subjective component of a perceptual assessment and maximizing information about scale-driven differences and biases. We propose to test statistical differences in the treatment variable: (i) mean absolute error from the true value (ii), time of completion of the task. To correct biases due to the variance in the number of completed tasks among participants, data about participants can be collected through both pre-tasks acceptance of web cookies and post-tasks explicit questions.
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Dubickis, Mikus, and Elīna Gaile-Sarkane. "Tacit vs Explicit Knowledge Dichotomy: State-of-the-Art Review for Technology Transfer Purposes." In Financial Environment and Business Development, 423–33. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39919-5_31.

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Cremonesi, Massimiliano, Aldo Ghisi, Umberto Perego, Anna Corradi, Fabrizio Gemelli, and Stefano Mantica. "A Numerical Study on Explicit vs Implicit Time Integration of the Vermeer-Neher Constitutive Model." In Lecture Notes in Mechanical Engineering, 1245–56. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-41057-5_101.

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Schmidt, Steffen, Sascha Langner, Nadine Hennigs, Matthias Limbach, Matthias Rothensee, and Klaus-Peter Wiedmann. "Sponsoring FIFA World Cup vs. Olympic Games: Coca Cola, a Classic American Brand, and Its Explicit and Implicit Sponsoring Success at Worldwide Sports Events." In Celebrating America’s Pastimes: Baseball, Hot Dogs, Apple Pie and Marketing?, 501–2. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-26647-3_102.

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Cremonesi, Paolo, Franca Garzotto, and Maurizio Ferrari Dacrema. "User Preference Sources: Explicit vs. Implicit Feedback." In Collaborative Recommendations, 233–52. WORLD SCIENTIFIC, 2018. http://dx.doi.org/10.1142/9789813275355_0007.

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Conference papers on the topic "Explicit vs"

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Wenwu He and Hui Jiang. "Explicit update vs implicit update." In 2008 IEEE International Joint Conference on Neural Networks (IJCNN 2008 - Hong Kong). IEEE, 2008. http://dx.doi.org/10.1109/ijcnn.2008.4634288.

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Komati, Bilal, Muhammed R. Pac, Isura Ranatunga, Cédric Clévy, Dan O. Popa, and Philippe Lutz. "Explicit Force Control vs Impedance Control for Micromanipulation." In ASME 2013 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/detc2013-13067.

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This paper presents a study of different force control schemes for controlling contact during manipulation tasks at the microscale. Explicit force control and impedance control are compared in a contact transition scenario consisting of a compliant microforce sensor mounted on a microrobotic positioner, and a compliant microstructure fabricated using Silicon MEMS. A traditional double mass-spring-damper model of the overall robot is employed to develop the closed-loop force controllers. Specific differences between the two control schemes due to the microscale nature of contact are highlighted in this paper from the experimental results obtained. The limitations and tradeoffs of the two control laws at the microscale due to the presence of backlash are discussed. A simple method to deal with the pull-off force effects specific to the microscale is proposed. Future improvements of the impedance control schemes to include adaptation are discussed in order to handle objects with unknown stiffness.
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Cazorla, F. J., P. M. W. Knijnenburg, R. Sakellariou, E. Fernandez, A. Ramirez, and M. Valero. "Implicit vs. explicit resource allocation in SMT processors." In Euromicro Symposium on Digital System Design, 2004. DSD 2004. IEEE, 2004. http://dx.doi.org/10.1109/dsd.2004.1333257.

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Fazeli, Soude, Babak Loni, Alejandro Bellogin, Hendrik Drachsler, and Peter Sloep. "Implicit vs. explicit trust in social matrix factorization." In the 8th ACM Conference. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2645710.2645766.

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Clerckx, Bruno, Gil Kim, Junil Choi, and Young-Jun Hong. "Explicit vs. Implicit Feedback for SU and MU-MIMO." In GLOBECOM 2010 - 2010 IEEE Global Communications Conference. IEEE, 2010. http://dx.doi.org/10.1109/glocom.2010.5683816.

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Yu, Wenjing. "Explicit vs. Implicit Corrective Feedback: Which is More Effective?" In 2022 International Conference on Social Sciences and Humanities and Arts (SSHA 2022). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220401.123.

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Welzl, Michael, Armin Abfalterer, and Stein Gjessing. "XCP vs. CUBIC with Quick-Start: Observations on Implicit vs. Explicit Feedback for Congestion Control." In ICC 2011 - 2011 IEEE International Conference on Communications. IEEE, 2011. http://dx.doi.org/10.1109/icc.2011.5963377.

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Jin, Charles, and Muthu Baskaran. "Analysis of Explicit vs. Implicit Tasking in OpenMP Using Kripke." In 2018 IEEE/ACM 4th International Workshop on Extreme Scale Programming Models and Middleware (ESPM2). IEEE, 2018. http://dx.doi.org/10.1109/espm2.2018.00012.

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Collon, P., and G. Caumon. "3D Geomodelling in Structurally Complex Areas - Implicit vs. Explicit representations." In 79th EAGE Conference and Exhibition 2017. Netherlands: EAGE Publications BV, 2017. http://dx.doi.org/10.3997/2214-4609.201701144.

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Hertz, Matthew, and Emery D. Berger. "Quantifying the performance of garbage collection vs. explicit memory management." In the 20th annual ACM SIGPLAN conference. New York, New York, USA: ACM Press, 2005. http://dx.doi.org/10.1145/1094811.1094836.

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Reports on the topic "Explicit vs"

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Dur, Umut, Parag Pathak, and Tayfun Sönmez. Explicit vs. Statistical Preferential Treatment in Affirmative Action: Theory and Evidence from Chicago's Exam Schools. Cambridge, MA: National Bureau of Economic Research, March 2016. http://dx.doi.org/10.3386/w22109.

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Megersa, Kelbesa. Effectiveness and Value for Money of Technical Assistance Approaches: In-house vs Contracting. Institute of Development Studies, July 2022. http://dx.doi.org/10.19088/k4d.2022.135.

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In the development field, technical assistance (TA) broadly refers to support for a specific project or country programme in the form of technical advice, research and data sharing, and skills training, among other activities. As a result, TA may be more valuable as a development tool than the amount of funding received. The primary areas of focus for TA include developing a project pipeline, de-risking investments, and assisting TA beneficiaries in their efforts to improve business standards, as well as supporting policy reforms by developing country. Because TA recipients may face a variety of issues, effective TA programmes can take many forms. TA programmes must be established to address beneficiaries’ primary concerns. The goal for both TA recipients and donors should be to determine the main objective of the TA and to select from a variety of technical adviser, taking into account the limitations and enabling conditions for each approach (Nastase et al., 2020). Some useful principles (or good practices) when designing and implementing TA (through in-house or external contracting) include: • Importance of local ownership: • Partnerships and inclusivity: • Effectiveness: • Value-for-money (VFM): TA can be delivered in-house or by contracting out TA to other firms or suppliers. However, each approach has certain merits (VFM and other factors) and shortcomings. There is a very limited evidence base regarding an explicit discussion of the merits of in-house vs commissioned TA programming. Much of the available evidence simply describes TA programme elements – rather than the VFM behind business cases for in-house or contracted TA design and delivery.
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Taylor, Oliver-Denzil, Amy Cunningham,, Robert Walker, Mihan McKenna, Kathryn Martin, and Pamela Kinnebrew. The behaviour of near-surface soils through ultrasonic near-surface inundation testing. Engineer Research and Development Center (U.S.), September 2021. http://dx.doi.org/10.21079/11681/41826.

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Seismometers installed within the upper metre of the subsurface can experience significant variability in signal propagation and attenuation properties of observed arrivals due to meteorological events. For example, during rain events, both the time and frequency representations of observed seismic waveforms can be significantly altered, complicating potential automatic signal processing efforts. Historically, a lack of laboratory equipment to explicitly investigate the effects of active inundation on seismic wave properties in the near surface prevented recreation of the observed phenomena in a controlled environment. Presented herein is a new flow chamber designed specifically for near-surface seismic wave/fluid flow interaction phenomenology research, the ultrasonic near-surface inundation testing device and new vp-saturation and vs-saturation relationships due to the effects of matric suction on the soil fabric.
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Lieth, J. Heiner, Michael Raviv, and David W. Burger. Effects of root zone temperature, oxygen concentration, and moisture content on actual vs. potential growth of greenhouse crops. United States Department of Agriculture, January 2006. http://dx.doi.org/10.32747/2006.7586547.bard.

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Soilless crop production in protected cultivation requires optimization of many environmental and plant variables. Variables of the root zone (rhizosphere) have always been difficult to characterize but have been studied extensively. In soilless production the opportunity exists to optimize these variables in relation to crop production. The project objectives were to model the relationship between biomass production and the rhizosphere variables: temperature, dissolved oxygen concentration and water availability by characterizing potential growth and how this translates to actual growth. As part of this we sought to improve of our understanding of root growth and rhizosphere processes by generating data on the effect of rhizosphere water status, temperature and dissolved oxygen on root growth, modeling potential and actual growth and by developing and calibrating models for various physical and chemical properties in soilless production systems. In particular we sought to use calorimetry to identify potential growth of the plants in relation to these rhizosphere variables. While we did experimental work on various crops, our main model system for the mathematical modeling work was greenhouse cut-flower rose production in soil-less cultivation. In support of this, our objective was the development of a Rose crop model. Specific to this project we sought to create submodels for the rhizosphere processes, integrate these into the rose crop simulation model which we had begun developing prior to the start of this project. We also sought to verify and validate any such models and where feasible create tools that growers could be used for production management. We made significant progress with regard to the use of microcalorimetry. At both locations (Israel and US) we demonstrated that specific growth rate for root and flower stem biomass production were sensitive to dissolved oxygen. Our work also identified that it is possible to identify optimal potential growth scenarios and that for greenhouse-grown rose the optimal root zone temperature for potential growth is around 17 C (substantially lower than is common in commercial greenhouses) while flower production growth potential was indifferent to a range as wide as 17-26C in the root zone. We had several set-backs that highlighted to us the fact that work needs to be done to identify when microcalorimetric research relates to instantaneous plant responses to the environment and when it relates to plant acclimation. One outcome of this research has been our determination that irrigation technology in soilless production systems needs to explicitly include optimization of oxygen in the root zone. Simply structuring the root zone to be “well aerated” is not the most optimal approach, but rather a minimum level. Our future work will focus on implementing direct control over dissolved oxygen in the root zone of soilless production systems.
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