Tesi sul tema "Problem solving - Computer programs"
Segui questo link per vedere altri tipi di pubblicazioni sul tema: Problem solving - Computer programs.
Cita una fonte nei formati APA, MLA, Chicago, Harvard e in molti altri stili
Vedi i top-50 saggi (tesi di laurea o di dottorato) per l'attività di ricerca sul tema "Problem solving - Computer programs".
Accanto a ogni fonte nell'elenco di riferimenti c'è un pulsante "Aggiungi alla bibliografia". Premilo e genereremo automaticamente la citazione bibliografica dell'opera scelta nello stile citazionale di cui hai bisogno: APA, MLA, Harvard, Chicago, Vancouver ecc.
Puoi anche scaricare il testo completo della pubblicazione scientifica nel formato .pdf e leggere online l'abstract (il sommario) dell'opera se è presente nei metadati.
Vedi le tesi di molte aree scientifiche e compila una bibliografia corretta.
1
Almazedi, A. K. R. "A study of learner control programs for teaching problem solving". Thesis, University of Leeds, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.354432.
Testo completo
2
DeSa, Colin Joseph. "Distributed problem solving environments for scientific computing". Thesis, This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-08042009-040307/.
Testo completo
3
PARK, SEUNG YIL. "A GENERALIZED INTELLIGENT PROBLEM SOLVING SYSTEM BASED ON A RELATIONAL MODEL FOR KNOWLEDGE REPRESENTATION (SUPPORT SYSTEMS, EXPERT, DECISION AIDS)". Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/183779.
Testo completoAbstract (sommario):
Over the past decade, two types of decision aids, i.e., decision support systems (DSS) and expert systems (ES), have been developed along parallel paths, showing some significant differences in their software architectures, capabilities, limitations, and other characteristics. The synergy of DSS and ES, however, has great potential for helping make possible a generalized approach to developing a decision aid that is powerful, intelligent, and friendly. This research establishes a framework for such decision aids in order to determine the elementary components and their interactions. Based on this framework, a generalized intelligent problem solving system (GIPSS) is deveolped as a decision aid generator. A relational model is designed to provide a unified logical view of each type of knowledge including factual data, modeling knowledge, and heuristic rules. In this knowledge model, a currently existing relational DBMS, with some extension, is utilized to manage each type of knowledge. For this purpose a relational resolution inference mechanism has been devised. A prototype GIPSS has been developed based on this framework. Two domain specific decision aids, COCOMO which estimates software development effort and cost, and CAPO which finds optimal process organization, have been implemented by using the GIPSS as a decision aid generator, demonstrating such features as its dynamic modeling capabilities and learning capabilities.
4
Perez, y. Perez Rafael. "MEXICA : a computer model of creativity in writing". Thesis, University of Sussex, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.285399.
Testo completo
5
Fox, Harold 1979. "Agent problem solving by inductive and deductive program synthesis". Thesis, Massachusetts Institute of Technology, 2008. http://hdl.handle.net/1721.1/45882.
Testo completoAbstract (sommario):
Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2008.Includes bibliographical references (p. 203-206).
How do people learn abstract concepts unsupervised? Psychologists broadly recognize two types of concepts, declarative knowledge and procedural knowledge: know-what and know-how. While much work has focused on unsupervised learning of declarative concepts as clusters of features, there is much less clarity on the representation for procedural concepts and the methods for learning them. In this thesis, I claim that programs are a good representation for procedural knowledge, and that program synthesis is a promising mechanism for procedural learning. Prior attempts at AI program synthesis have taken a purely deductive approach to building provably corrent programs. This approach requires many axioms and non-trivial interaction with a human programmer. In contrast, this thesis introduces a new approach called SSGP (Sample Solve Generalize Prove), which combines inductive and deductive synthesis to autonomously synthesize programs with no extra knowledge outside of the program specification. The approach is to generate examples, solve the examples, generalize from the solutions, and then prove the generalization correct.This thesis presents two systems, Spec2Action and HELPS. Given a logical specification, Spec2Action determines the relations to change to perform simple operations on data structures. The main part of its task is to uncover the recursive structure of the domain from the purely logical input spec. HELPS generates sequential programs with loops and branches using STRIPS actions as the primitive statements. It solves generalizations of classic AI tasks like BlocksWorld. The two systems use SAT solving and other grounded reasoning techniques to solve the examples and generalize the solutions. To prove the abstracted hypotheses, the systems use a novel theorem prover for doing recursive proofs without an explicit induction axiom.
by Harold Fox.
Ph.D.
6
Bekmann, Joachim Peter Computer Science & Engineering Faculty of Engineering UNSW. "Rapid development of problem-solvers with HeurEAKA! - a heuristic evolutionary algorithm and incremental knowledge acquisition approach". Awarded by:University of New South Wales. School of Computer Science and Engineering, 2006. http://handle.unsw.edu.au/1959.4/25748.
Testo completoAbstract (sommario):
A new approach for the development of problem-solvers for combinatorial problems is proposed in this thesis. The approach combines incremental knowledge acquisition and probabilistic search algorithms, such as evolutionary algorithms, to allow a human to rapidly develop problem-solvers in new domains in a framework called HeurEAKA. The approach addresses a known problem, that is, adapting evolutionary algorithms to the search domain by the introduction of domain knowledge. The development of specialised problem-solvers has historically been labour intensive. Implementing a problem-solver from scratch is very time consuming. Another approach is to adapt a general purpose search strategy to the problem domain. This is motivated by the observation that in order to scale an algorithm to solve complex problems, domain knowledge is needed. At present there is no systematic approach allowing one to efficiently engineer a specialpurpose search strategy for a given search problem. This means that, for example, adapting evolutionary algorithms (which are general purpose algorithms) is often very difficult and has lead some people to refer to their use as a ???black art???. In the HeurEAKA approach, domain knowledge is introduced by incrementally building a knowledge base that controls parts of the evolutionary algorithm. For example, the fitness function and the mutation operators in a genetic algorithm. An evolutionary search algorithm ismonitored by a human whomakes recommendations on search strategy based on individual solution candidates. It is assumed that the human has a reasonable intuition of the search problem. The human adds rules to a knowledge base describing how candidate solutions can be improved, or why they are desirable or undesirable in the search for a good solution. The incremental knowledge acquisition approach is inspired by the idea of (Nested) Ripple Down Rules. This approach sees a human provide exception rules to rules already existing in the knowledge base using concrete examples of inappropriate performance of the existing knowledge base. The Nested Ripple Down Rules (NRDR) approach allows humans to compose rules using concepts that are natural and intuitive to them. In HeurEAKA, NRDR are significantly adapted to form part of a probabilistic search algorithm. The probabilistic search algorithms used in the presented system are a genetic algorithm and a hierarchical bayesian optimization algorithm. The success of the HeurEAKA approach is demonstrated in experiments undertaken on industrially relevant domains. Problem-solvers were developed for detailed channel and switchbox routing in VLSI design and traffic light optimisation for urban road networks. The problem-solvers were developed in a short amount of time, in domains where a large amount of effort has gone into developing existing algorithms. Experiments show that chosen benchmark problems are solved as well or better than existing approaches. Particularly in the traffic light optimisation domain excellent results are achieved.
7
Grover, Samir. "Solving layout compaction and wire-balancing problem using linear programming on the Monsoon multiprocessor". Thesis, Connect to online version, 1995. http://0-wwwlib.umi.com.mercury.concordia.ca/cr/concordia/fullcit?pMQ90885.
Testo completo
8
Damon, Nolan Brandon. "On the feasibility of Moodle use to assist deaf and hard of hearing Grade 9 learners with mathematics problem-solving". Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96768.
Testo completoAbstract (sommario):
ENGLISH ABSTRACT: This thesis sets out to examine Moodle use to assist Deaf and Hard of Hearing Grade 9 learners with understanding mathematics problem-solving. The methodology used in this research project is that of formative evaluation. In this qualitative data analysis I worked as a participant-observer with three Deaf and H/H Grade 9 learners from a local school for the Deaf and H/H. These learners engaged in a course constructed in Moodle based on ratio and rate. The course was designed along the lines of a constructivist pedagogical model, different levels of learning as well as including multi representational features. Through the qualitative analysis of the interviews conducted with learners who participated in the research project and observation done by the teacher researcher, three categories emerged i.e. Weaknesses, Potential strengths and Learner suggestions. Although the findings indicate that different factors negatively impact Deaf and H/H learners’ ability to solve mathematics problems, it also highlights the representational features of mathematics content via Moodle, and how it can assist Deaf and H/H learners with the struggle with mathematics problem-solving.AFRIKAANSE OPSOMMING: Die doel van hierdie navorsingsprojek is om te evaluereer of Moodle gebruik deur Dowe en Hardhorende graad 9 leerders hulle kan help met moeilikhede wat hulle ondervind met wiskunde probleem oplossing. Die navorsing is ‘n formatiewe evaluering. Binne hierdie kwalitatiewe data ontleding werk ek as ‘n deelnemer-navorser met 3 Dowe en Hardhorende graad 9 leerders by ‘n plaaslike skool vir Doof en Hardhorende leerders. Hierdie leerders het deelgeneem in leeraktiwiteite wat ontwerp is in Moodle en wat gebasseer is op verhouding en koers. Die leeraktiwiteite is ontwerp inlyn met ‘n konstruktivistiese pedagogiese model, verskillende vlakke van leer en multi voorstellings formate. Drie kategorieë o.a Tekortkominge, Moontlike Sterkpunte en Leerder voorstelle, het onstaan tydens die kwalitatiewe data ontleding waar onderhoude met die deelnemers gevoer asook observasie wat gedoen is deur die deelnemer-navorser. Alhoewel die bevindinge daarop dui dat verskillende faktore negatief inwerk op Dowe en Hardhorende leerders se vermoë om wiskunde problem op te los, wys dit ook uit die vermoë van Moodle om wiskunde probleme voor te stel en hoe hierdie voorstellings Dowe en Hardhorende leerders kan help met wiskunde probleem oplossing.
9
Law, Lai-chong. "Empirical studies of program bugs and debugging strategies of novice BASIC programmers and the transferability of debugging skills to non-programming domains". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B29789102.
Testo completo
10
Huang, Angela Tzujui. "Develop heuristics to the popular Minesweeper game". CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2545.
Testo completoAbstract (sommario):
This project describes Automine, a program intended to aid in the solving of the Minesweeper computer game. Automine is based on the Linux xwindow C program with xwindow graphic library. The program uses heuristics and probability statistics to help in determining safe squares and squares concealing mines with the goal of allowing a player to achieve minimal time performance. The source code for Automine and for a game simulation is provided in the appendices.
11
Glossenger, John Kenneth. "The role of planning in two artificial intelligence architectures". Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1991. http://www.kutztown.edu/library/services/remote_access.asp.
Testo completo
12
Lo, Ting-kau. "Lego TC logo as a learning environment in problem-solving in advanced supplementary level design & technology with pupils aged 16-19". Click to view the E-thesis via HKUTO, 1992. http://sunzi.lib.hku.hk/HKUTO/record/B38626305.
Testo completo
13
Li, Zhu. "Macro-operators generation in the 15-puzzle". Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/481685.
Testo completoAbstract (sommario):
Macro-operators is a problem solving technique in the field of artificial intelligence. The application of this technique depends on the generation of macro-operators. This research investigated macro-operators generation in the 15-puzzle. A method named "Iterative-Deepening Depth-First Search" and the relevant analysis were presented. A program using this method was developed in LISP. It was concluded that the performance of iterative-deepening depth-first search is much better than that of the ordinary exhaustive search methods. It was recommended that research be continued in searching for optimal macro-operators and improving the generation method.Ball State UniversityMuncie, IN 47306
14
Von, Wald Dean Aurelius. "Use of a computer based instruction program to enhance desert study kit concepts". CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1375.
Testo completo
15
Lo, Ting-kau, e 盧騰蛟. "Lego TC logo as a learning environment in problem-solving in advanced supplementary level design & technology with pupils aged 16-19". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B38626305.
Testo completo
16
Golightly, David. "Manipulation supported problem solving". Thesis, University of Nottingham, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.298076.
Testo completo
17
Byrne, William Frederick. "Situated creativity-inspired problem-solving". Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/6956/.
Testo completoAbstract (sommario):
Creativity is a useful attribute for people to have. It allows them to solve unfamiliar problems, introduce novelty to established domains, and to understand and assimilate new information and situations - all things we would like computers to be able to do too. However, these creative attributes do not exist in isolation: they occur in a context in which people tend to solve problems routinely where possible rather than consider non-standard ideas. These more mundane attributes might also be useful for problem solving computers, for the same reasons they are useful for us. However, they are often ignored in attempts to implement systems capable of producing remarkable outputs. We explore how the study of both human and computational creativity can inform an approach to help computers to display useful, complete problem-solving behaviour similar to our own: that is, robust, exible and, where possible and appropriate, surprising. We describe a knowledge-based model that incorporates a genetic algorithm with some characteristics of our own approach to knowledge reuse. The model is driven by direct interactions with problem scenarios. Descriptions of the role or appearance of key themes and concepts in literature in functioning problem-solving systems is lacking; we suggest that they appear as artefacts of the operation of our model. We demonstrate that it is capable of solving routine problems flexibly and effectively. We also demonstrate that it can solve problems that would be effectively impossible for a genetic algorithm operating without the benefit of knowledge-driven biasing. Artefacts of the behaviour of the model could, in certain scenarios, lead to the appearance of non-routine or surprising solutions.
18
Brown, Murray J. (Murray Jeffrey). "A program for solving heat and mass transfer problems on a PC /". Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=60443.
Testo completoAbstract (sommario):
The thesis describes a computer program (FASTP), written for the DOS environment and based on finite difference algorithms, which can be used to solve both transient heat and mass transfer problems. Relatively simple geometries can be used as building blocks to model problems in cartesian, cylindrical, and spherical coordinate systems. The user can model diffusion behavior through any material provided the relevant material properties are known. A completely menu driven system allows for the specification of a number of boundary conditions including convection, constant or zero flux, and radiation. Heat generation or mass accumulation, as well as interboundary resistance or partition coefficient terms can also be assigned. The program can also be used to model phase transformations and the effects of mixing in liquid systems. The results of several problems run on FASTP have been documented in this report and are shown to compare favourably with results generated from mathematically exact solutions.
19
Viriyasuthee, Chatavut. "Problem solving by spatial conformation". Thesis, McGill University, 2012. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=107862.
Testo completoAbstract (sommario):
In computational complexity theory, a reduction is an approach to solving one problemby transforming it into another reference problem in which a solution already exists,thus providing the solution to the original problem in an efficient manner especiallywhen compared with solving the problem directly, which can be costly or even infeasible.The concept of reduction is not only limited to theory; in practice, humansuse past experience to solve problems by \emph{conforming} them, based on analogical reasoning, to known ones that are contained in references or memories.However, because the information retained in references is not always accurate and sometimes filled with redundancies or missing details, the conformation must somehow be robust enough to tolerate these uncertainties.In this thesis, we construct a framework for problem solving by reduction, and we present it in the robotics domain where contexts of problems can be represented using graphical spaces. The process has to match an input problem space to another one in a reference in order to retrieve a solution; we call this process spatial conformation. The content of this thesis can be divided into two parts.First, we develop a general approach and mathematical framework for a range of problem solving challenges to be addressed by reduction. Then we shift our attention to a class of constraint satisfaction problems formulated within the spatial conformation framework. An implementation for each part in robotics applications has been demonstrated to serve as empirical evaluation.Selon la théorie de la complexité des algorithmes, une réduction est une approche pour résoudre unproblème en le transformant en un autre problème de référence qui a déjà été résolu. Ceci permet de trouver une solution à ce problème initial d'une manière efficace, comparemment à essayer de le résoudre directement, ce qui pourrait être coûteux ou même infaisable. Le concept de réduction n'est pas seulement constrainte à la théorie, en pratique,les humains utilisent leurs expériences pour résoudre de nouveaux problèmes en se basant surleurs raisonnements analogiques et en les conformant aux problémes qui se trouvent dans leurs références ou leurs souvenirs. Cependant, parce que les informations conservées dans les références ne sont pas toujours exactes etparfois manquent des détails, la conformation doit en quelque sorte être suffisamment robuste pour tolérer ces incertitudes. Dans cette thèse, nous construisons un systéme de résolution de problèmes basé sur la méthode de réduction, et nous le présentons dans le domaine de la robotique dans lequel les contextes des problèmes peuvent être représentés dans une espace geométrique. Nous définissons la conformation spatiale par le processus de correspondence entre un probléme d'origine et un autre probléme de référence. Tout d'abord, nous développons une approche générale pour résoudre une série de problèmes devant être traités par réduction. Par la suite, nous mettons l'accent sur une catégorie de problèmes de satisfaction de constraintesformulé dans le système de conformation spatiale. Une implémentation de chaque partie dans les applications de la robotique a été démontrée pour servir d'évaluation empirique.
20
Bonell, Kyle. "Problem solving with robotics and computer vision /". Leeds : University of Leeds, School of Computer Studies, 2008. http://www.comp.leeds.ac.uk/fyproj/reports/0708/Bonell.pdf.
Testo completo
21
Chen, Hsinchun. "Collaborative Systems: Solving the vocabulary problem". IEEE, 1994. http://hdl.handle.net/10150/105966.
Testo completoAbstract (sommario):
Artificial Intelligence Lab, Department of MIS, University of ArizonaCan on-line information retrieval systems negotiate the diverse vocabularies of different users? This article suggests a robust algorithmic solution to the vocabulary problem in collaborative systems.
22
Middup, Christopher. "Supporting collaboration in problem-solving groups". Thesis, University of Bath, 2008. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.500704.
Testo completoAbstract (sommario):
Designing GSS that can be used effectively by co-located groups presents a number of specific problems that do not exist with other group configurations. In particular, any GSS in a co-located setting has an overhead of use that must be recouped by its benefits, or it reduces the overall group effectiveness. In distributed groups the same basic payback is necessary, but usually the GSS is also used as a communication medium; in co-located groups, members communicate directly so this immediate payback is not available to them and the benefit must come from the decision support strand of GSS.
23
Jones, Patricia Marie. "Human-computer cooperative problem solving in supervisory control". Diss., Georgia Institute of Technology, 1991. http://hdl.handle.net/1853/25291.
Testo completo
24
Chan, Lai-shan, e 陳麗珊. "Gender effect on computer-based problem-solving tasks". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29409202.
Testo completo
25
Greenwood, Lillian. "Child-computer interaction in a problem solving domain". Thesis, University of Ulster, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.262563.
Testo completo
26
Techakittiroj, Rapeepat. "Application for transportation problem". Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1020140.
Testo completoAbstract (sommario):
Transportation is one of the most frequent problems in the business world. The major feature of the problem is that there are many warehouses and many delivery places. The objective of solving this problem is to find the amount of goods that should be sent from each warehouse to each customer while minimizing cost.Unfortunately, understanding the process and interpreting the results are not easy tasks. The method is very complex. The result is in the form of a table. We might say that it is not a friendly user-interface.In this thesis, we will create an application which uses a window as an interface, and uses minimal storage.Borland C++ v.4.0 is chosen to handle the implementation, and Borland Object Windows (class) Library for C++ v.2.0, OWL, is used for the interface. Therefore, this application operates on Windows 3.1 or Windows 95, but not on DOS.Department of Computer Science
27
Koton, Phyllis A. "Using experience in learning and problem solving". Thesis, Massachusetts Institute of Technology, 1988. http://hdl.handle.net/1721.1/14779.
Testo completo
28
Fairman, Matthew J. "Service-oriented grids and problem solving environments". Thesis, University of Southampton, 2004. https://eprints.soton.ac.uk/72101/.
Testo completoAbstract (sommario):
The Internet’s continued rapid growth is creating an untapped environment containing a large quantity of highly competent computing resources suitable for exploitation in existing capacity-constrained and new innovative capability-driven distributed applications. The Grid is a new computing model that has emerged to harness these resources in a manner that fits the problem solving process needs of the computational engineering design community. Their unique requirements have created specific challenges for Grid technologies to bring interoperability, stability, scalability and flexibility, in addition to, transparent integration and generic access to disparate computing resources within and across institutional boundaries. The emergence of maturing open standards based service-oriented (SO) technologies has fulfilled the fundamental requirements of interoperability, leaves a flexible framework onto which sophisticated system architectures may be built, and provides a suitable base for the development of future Grid technologies. The work presented in this thesis is motivated by the desire to identify, understand, and resolve important challenges involved in the construction of Grid-enabled Problem Solving Environments (PSE) using SO technologies. The work explains why they are appropriate for Grid computing and successfully demonstrates the application and benefits of applying SO technologies in the scenarios of Computational Micromagnetics and Grid-enabled Engineering Optimisation and Design Search (Geodise) systems. Experiences achieved through the work can also be of referential value to future application of Grid computing in different areas.
29
Parham, Jennifer R. "A cognitive model for problem solving in computer science". Connect to this title online, 2009. http://etd.lib.clemson.edu/documents/1263397730/.
Testo completo
30
Badger, Matthew. "Problem-solving in undergraduate mathematics and computer aided assessment". Thesis, University of Birmingham, 2013. http://etheses.bham.ac.uk//id/eprint/4694/.
Testo completoAbstract (sommario):
Problem solving is an important skill for students of the mathematical sciences, but traditional methods of directed learning often fail to teach students how to solve problems independently. To compound the issue, assessing problem-solving skills with computers is extremely difficult. In this thesis we investigate teaching by problem solving and introducing aspects of problem solving in computer aided assessment. In the first part of this thesis we discuss problem solving and problem-based pedagogies. This leads us, in the second part, to a discussion of the Moore Method, a method of enquiry-based learning. We demonstrate that a Moore Method course in the School of Mathematics at the University of Birmingham has helped students' performance in certain other courses in the School, and record the experiences of teachers new to the Moore Method at another U.K. university. The final part of this thesis considers word questions, in particular those involving systems of equations. The work discussed here has allowed the implementation of a range of questions in the computer-aided assessment software STACK. While the programmatic aspects of this work have been completed, the study of this implementation is ongoing.
31
Ferreira, Joao Fernando Peixoto. "Principles and applications of algorithmic problem solving". Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/11707/.
Testo completoAbstract (sommario):
Algorithmic problem solving provides a radically new way of approaching and solving problems in general by using the advances that have been made in the basic principles of correct-by-construction algorithm design. The aim of this thesis is to provide educational material that shows how these advances can be used to support the teaching of mathematics and computing. We rewrite material on elementary number theory and we show how the focus on the algorithmic content of the theory allows the systematisation of existing proofs and, more importantly, the construction of new knowledge in a practical and elegant way. For example, based on Euclid’s algorithm, we derive a new and efficient algorithm to enumerate the positive rational numbers in two different ways, and we develop a new and constructive proof of the two-squares theorem. Because the teaching of any subject can only be effective if the teacher has access to abundant and sufficiently varied educational material, we also include a catalogue of teaching scenarios. Teaching scenarios are fully worked out solutions to algorithmic problems together with detailed guidelines on the principles captured by the problem, how the problem is tackled, and how it is solved. Most of the scenarios have a recreational flavour and are designed to promote self-discovery by the students. Based on the material developed, we are convinced that goal-oriented, calculational algorithmic skills can be used to enrich and reinvigorate the teaching of mathematics and computing.
32
Han, Fang M. Eng Massachusetts Institute of Technology. "Modeling problem solving in Massive Open Online Courses". Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/91817.
Testo completoAbstract (sommario):
Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2014.Cataloged from PDF version of thesis.
Includes bibliographical references (page 101).
.Massive Open Online Courses (MOOC) have presented a completely new style of learning and teaching that also brings us a massive amount of student behavioral data. Some of this data is exclusive to the MOOC environment. It opens up many possibilities for educators to study a question they have always wanted to answer: how do students solve problems? In this thesis, we present and address some of the numerous challenges one encounters during the process of mining MOOC data to answer this seemingly simple question. We describe in detail, using the data from MITx's 6.002x Spring 2012 course offering, a large scale, mixed automated and manual process that starts with the re-organization of MOOCdb source data into relevant and retrieval-efficient abstractions we call student resource trajectories and answer type transition matrices. This step must be interleaved with meticulous and painstaking automatic and manual curation of the data to remove errors and irrelevancies while aggregating redundancies, reducing noise and assuring meaningful, trustworthy variables. Regardless, only an estimation of student resource usage behavior during problem solving is available. With all student trajectories for every problem of 6.002X extracted, we demonstrate some analyses of student behaviors for the whole student population. These offer some insight into a problem's level of difficulty and student behavior around a problem type, such as homework. Next, in order to study how students reached the correct solution to a problem, we categorize problem answers and consider how student move from one incorrect answer to their next attempt. This requires extensive filtering out of irrelevancies and rankings. Detailed knowledge of resources, as would be expected of an instructor, appears to be crucial to understanding the implications of the statistics we derive on frequency of resource usage in general and per attempt. We identify solution equivalence and interpretation also as significant hurdles in obtaining insights. Finally, we try to describe students' problem solving process in terms of resource use patterns by using hidden Markov modeling with original variable definitions and 3 different variable relationships (graphical structures). We evaluate how well these models actually describe the student trajectories and try to use them to predict upcoming student submission events on 24 different selected homework problems. The model with the most complex variable relationships proves to be most accurate.
by Fang Han.
M. Eng.
33
Kathem, Aya. "Security Countermeasure Selection as a Constraint Solving Problem". Thesis, Linnéuniversitetet, Institutionen för datavetenskap och medieteknik (DM), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-103564.
Testo completoAbstract (sommario):
Network systems often contain vulnerabilities that remain unmitigated in a network for various reasons, such as lack of a patch and limited budget. Adversaries can exploit these existing vulnerabilities through different strategies. The attackers can use the existing vulnerabilities to gain capabilities that will enable them to reach their target goal. This thesis aims to find the most effective defense strategy that can defend against all discovered/known attack scenarios in attempt to secure the system's critical assets. Threat modeling is a well-known technique to find and assess vulnerabilities and threats in the system. Attack graphs are one of the common models used to illustrate and analyze attack scenarios. They provide a logical overview that illustrates how an attacker can combine multiple vulnerabilities to reach a specific part of the system. This project utilizes attack graphs, taking advantage of the causal relationship of their elements to formulate a Constraint Solving Problem, performs a number of analyses to define some constraints and objectives to select the most appropriate actions to be taken by the defender. This is achieved by addressing the security requirements and organization requirements for a given budget. The results show that the selected combination of countermeasures restricts all attack paths presented in the Logical attack graph. The countermeasures are be distributed on the most critical parts of a system and reduce the potential harm for several vulnerabilities rather than provide high protection to a few vulnerabilities. This approach aids in finding the most relevant way to protect system's assets based on the available budget.
34
Crawley, Ruth Mary. "Computer-supported collective learning for problem solving : analysis and recommendations". Thesis, University of Brighton, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.299220.
Testo completo
35
Ely, David P. "Preparing Teachers to Integrate Computer Programming Into Mathematical Problem Solving". The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1478266333504353.
Testo completo
36
Dawson, Kathryn S. "Designing a Relational Data Base for a Problem Solving Environment". VCU Scholars Compass, 1985. http://scholarscompass.vcu.edu/etd/4508.
Testo completoAbstract (sommario):
When choosing a system design in which to solve a recurring problem which depends on interrelated data a relational data base environment should be considered. The original problem can be solved through this design and by allowing users to view the data in the relational constructs the data can be easily used in numerous other applications. Theoretical support insures the design is sound avoiding inaccurate results. Independence between the logical and physical views of the data enables the data base administrator to adjust the physical data structures in order to optimize system performance without affecting existing user applications.
37
Ragonis, Noa. "Problem-solving strategies must be taught implicitly". Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6464/.
Testo completoAbstract (sommario):
Problem solving is one of the central activities performed by computer scientists as well as by computer science learners. Whereas the teaching of algorithms and programming languages is usually well structured within a curriculum, the development of learners’ problem-solving skills is largely implicit and less structured. Students at all levels often face difficulties in problem analysis and solution construction. The basic assumption of the workshop is that without some formal instruction on effective strategies, even the most inventive learner may resort to unproductive trial-and-error problemsolving processes. Hence, it is important to teach problem-solving strategies and to guide teachers on how to teach their pupils this cognitive tool. Computer science educators should be aware of the difficulties and acquire appropriate pedagogical tools to help their learners gain and experience problem-solving skills.
38
Munneke, Dwayne M. "The effectiveness and acceptability of computerized interpersonal problem-solving training". Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/864910.
Testo completoAbstract (sommario):
A computer program based upon SPS models developed by D'Zurilla and his colleagues was used (D'Zurilla & Goldfried, 1971; D'Zurilla & Nezu, 1982; D'Zurilla, 1986; D'Zurilla & Nezu, 1990). Comparisons of computerized training, computerized control, workbook training and assessment control groups were conducted on four post-intervention dependent measures: a revised version of the Social Problem-Solving Inventory (D'Zurilla & Nezu, 1990), MeansEnds Problem-Solving Procedure (Platt & Spivack, 1975), SPS SelfEfficacy rating and a Computer/Workbook evaluation. The computerized SPS training group rated their training procedure as significantly more acceptable than those in the workbook training group. Analyses of problem-solving ability and knowledge yielded no significant interactions between problem-solving content and computer contact. No main effects were found for computer contact. A main effect for problem-solving content approached significance. Subjects receiving interventions that contained problem-solving content scored higher on SPS knowledge and ability measures than those who did not.Discussion focuses on reasons for and implications of differences between computerized and non-computerized SPS training groups' performance and preferences.Department of Psychological Science
39
Dalal, Zubin Jamshed. "Solving the broken link problem in Walden's Paths". Texas A&M University, 2003. http://hdl.handle.net/1969/539.
Testo completo
40
Yoo, Sung Ae. "An analysis of incubation effects in problem solving using a computer-administered assessment tool". Thesis, [College Station, Tex. : Texas A&M University, 2008. http://hdl.handle.net/1969.1/ETD-TAMU-2741.
Testo completo
41
Figueras, Anthony L. "A hierarchical approach for solving the large-scale traveling salesman problem". FIU Digital Commons, 1994. https://digitalcommons.fiu.edu/etd/3321.
Testo completoAbstract (sommario):
An algorithm for solving the large-scale Traveling Salesman Problem is presented. Research into past work in the area of Hopfield neural network use in solving the Traveling Salesman Problem has yielded design ideas that have been incorporated into this work. The algorithm consists of an unsupervised learning algorithm and a recursive Hopfield neural network. The unsupervised learning algorithm was used to decompose the problem into clusters. The recursive Hopfield neural network was applied to the centroids of the clusters, then to the cities in each cluster, in order to find an optimal path. An improvement in both computation speed and solution accuracy is shown by the proposed algorithm over the straight use of the Hopfield neural network.
42
Foot, T. "The influence of peer interaction in micro-computer based problem-solving". Thesis, University of Southampton, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.374863.
Testo completo
43
Ko, Seonju. "Primary school children's inferential problem solving in a computer game context". Thesis, University College London (University of London), 1999. http://discovery.ucl.ac.uk/10022660/.
Testo completoAbstract (sommario):
Computer games are common activities in the nineties and have become a new cultural influence in children's lives. Games labeled 'educational software' are said to be beneficial to the development of children's thinking and learning because they provide opportunity to practise problem-solving skills. However, there is little evidence about what really happens in this respect when children play an educational computer game. Prior to this study, there have been no adequate means for assessing reasoning and problem-solving skills in the context of computer games. The study aims to develop ways to measure and analyze gains in children's cognitive skills acquired through computer game activities. To develop a method of assessing children's reasoning, the game chosen was an inferential problem-solving game called 'Find the Flamingo', one of the 'Safari Search' series (O'Brien, 1985). Different versions of the 'Find the Flamingo' game - computer, board and card games - were given with if-then sentences as rules of the game. 282 primary school children took part in this research. Four studies were carried out. Study 1 compared the effects of specific media on children's performance in the game. No difference was found between the use of computers and traditional game tools such as a board or playing cards. Study 2 explored developmental trends and individual differences in problem solving with the game. Differences in the curves of performance groups were shown to be stable across games. The production and use of inferences in the process of playing the game were also examined. Children used the inferences with different levels of accuracy according to the conceptual difficulties in the information. Study 3 explored the impact of guidedplanning and timed pausing for reflection on inferential problem solving with a simplified version of the computer game. Children benefited from guided-planning in the training period. Study 4 examined the development of operative logic of inclusions and exclusions across three inferential tasks and the Flamingo game. The 6- year-old children understood the inclusion rule of multiple possibilities, but they were not able to coordinate the knowledge of inclusion and exclusion to represent more complicated structures. The significant association between the performances of the tasks and of the game even after the control for age allowed the prediction of the Flamingo game performance. Applications of the findings could lead to the design of computer programs that concentrate on specific aspects of problem-solving skills such as planning, and the development of problem-related concepts and operations.
44
Ekstrom, John E. "The relationship of heuristic instruction to computer based problem-solving performance". Thesis, Boston University, 1987. https://hdl.handle.net/2144/38026.
Testo completoAbstract (sommario):
Thesis (Ed.D.)--Boston UniversityPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
This study investigated the relationship between an instructional pedagogy formulated around Polya's heuristic four-step method and computer based problem solving performance in an introduction to computer programming course. A four step heuristic managerial guide, employing structured walkthroughs and group activities, was developed to direct students into a period of constructive reflection, planning, and refinement supporting structured programming. The subjects consisted of fifty-four secondary school seniors, completing a first course in BASIC programming, evenly divided into an experimental group and a control group. The experimental group received instruction related to the heuristic managerial guide. The control group received instruction similar to what was normally provided them without the guide. Four problems were introduced and analyzed, within a lecture format, followed by a question-answer session. Each subject attempted to complete a problem-set consisting of a problem and three related extensions. After a week, results were evaluated and scores from zero to four were assigned based on the number of correct solutions attained. No qualitative evaluation was performed. The null hypothesis stated that the two sets of scores came from populations having identical distributions. Since a normal distribution was questionable, the statistic used was the Mann-Whitney U test, a nonparametric version of the t-test for independent samples. The ranked scores for the two groups appeared to support the research hypothesis, since the sum of ranked scores for the experimental group exceeded those of the control group 840 to 645. However, the results of the Mann-Whitney test did not support a rejection of the null hypothesis at the 5% level of significance. The value, z = 1.791, was sufficient to support the rejection of the null hypothesis at the 7% level. Therefore, the heuristic managerial guide showed a tendency to positively contribute to student performance on the problem set used in the study. The conclusion drawn was that the heuristic managerial guide yielded encouraging, but not significant, results when applied to a computer based problem set. Further research into this approach should consider the effects of the method if implemented at the inception of the students' first course.
2031-01-01
45
McCoy, Leah Paulette. "The effect of computer programming experience on mathematical problem solving ability". Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/64669.
Testo completoAbstract (sommario):
Five component problem-solving skills (general strategy, planning, logical thinking, algebraic variables, and debugging) were identified as common elements of both computer programming and mathematical problem-solving. Based on the similarities of these general skills in specific contexts, a theory was generated that the skills would transfer and that experience in computer programming would cause an improvement in mathematical problem-solving achievement.
A path model was constructed to illustrate this hypothesized causal relationship between computer programming and mathematical problem-solving achievement. In order to control for other relevant variables, the model also included mathematics experience, access to a home computer, ability, socioeconomic status, and gender. The model was tested with a sample of 800 high school students in seven southwest Virginia high schools.
Results indicated that ability had the largest causal effect on mathematical problem-solving achievement. Three variables had a moderate effect: computer programming experience, mathematics experience, and gender. The other two variables in the model (access to a home computer and socioeconomic status) were only very slightly related to mathematical problem-solving achievement.
The conclusion of the study was that there was evidence to support the theory of transfer of skills from computer programming experience to mathematical problem-solving. Once ability and gender were controlled, computer programming experience and mathematics experience both had causal effects on mathematical problem-solving achievement. This suggests that to maximize mathematical problem-solving scores, a curriculum should include both mathematics and computer programming experiences.Ed. D.
46
Wellburn, Elizabeth. "Computer-assisted problem solving : the interaction between conceptual tempo and feedback". Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26938.
Testo completoAbstract (sommario):
A study was conducted with 76 grade seven students to determine the interaction between conceptual tempo (defined as reflectivity versus impulsivity) and three levels of instruction (no strategy instruction, strategy instruction fed forward, and strategy instruction in a feedback format) on a computer generated transformation problem (a maze).
As has been found previously, reflectives have an advantage over impulsives in problem solving performance. Performance was based on several criteria, including speed and accuracy of a first attempt at the problem, speed and accuracy in a direct repeat of the problem and speed and accuracy in a related problem where generalizable skills could have been transferred.
In all cases, different instructional presentations had no effect if the total population was considered, but some strong interactions were found between instruction and conceptual tempo. This led to a conclusion that aptitude-treatment interactions should be considered in problem-solving research.
Some exploratory observations regarding other aspects of individual characteristics, such, as gender differences in computer anxiety and differences in cognitive processing of problems for the different conceptual tempos are also discussed.Arts, Faculty of
Psychology, Department of
Graduate
47
Chatterjee, Niladri. "Contributions to time-bounded problem solving using knowledge-based techniques". Thesis, University College London (University of London), 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.336332.
Testo completo
48
Jacobi, Ian Campbell. "Dynamic application of problem solving strategies : dependency-based flow control". Thesis, Massachusetts Institute of Technology, 2013. http://hdl.handle.net/1721.1/84718.
Testo completoAbstract (sommario):
Thesis (Elec. E. in Computer Science)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2013.This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student submitted PDF version of thesis.
Includes bibliographical references (pages 105-107).
While humans may solve problems by applying any one of a number of different problem solving strategies, computerized problem solving is typically brittle, limited in the number of available strategies and ways of combining them to solve a problem. In this thesis, I present a method to flexibly select and combine problem solving strategies by using a constraint-propagation network, informed by higher-order knowledge about goals and what is known, to selectively control the activity of underlying problem solvers. Knowledge within each problem solver as well as the constraint-propagation network are represented as a network of explicit propositions, each described with respect to five interrelated axes of concrete and abstract knowledge about each proposition. Knowledge within each axis is supported by a set of dependencies that allow for both the adjustment of belief based on modifying supports for solutions and the production of justifications of that belief. I show that this method may be used to solve a variety of real-world problems and provide meaningful justifications for solutions to these problems, including decision-making based on numerical evaluation of risk and the evaluation of whether or not a document may be legally sent to a recipient in accordance with a policy controlling its dissemination.
by Ian Campbell Jacobi.
Elec.E.in Computer Science
49
Almulla, Mohammed Ali. "A class of greedy algorithms for solving the travelling salesman problem /". Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59557.
Testo completoAbstract (sommario):
The travelling salesman problem is one of the NP-complete problems. It has been under consideration in computer science for at least forty years. Solving this hard problem using search methods can be accomplished by choosing: a starting point, a solution generation scheme and a termination rule. When the termination rule is such that search stops if and only if the tour is optimal, we call the method "exact". When the termination rule is such that the search stops but not necessarily with an optimal tour, we call the method "approximate".This thesis looks closely at one of the approximate methods, namely sub-optimal tour building. In particular, it focuses on the nearest neighbour algorithm (a greedy algorithm). By being greedy at every step of the procedure, this algorithm returns an approximate solution that is near optimal in terms of solution cost. Next, this greedy algorithm is used in implementing a new algorithm that is called the "Multi-Degree Greedy Algorithm". By being greedy at half of the procedure steps, this algorithm returns optimal solutions to travelling salesman problems 99% of the time. Thus, this algorithm is an approximate algorithm, designed to run on small-scale travelling salesman problems (n $<$ 20).
50
Turner, Elise Hill. "Integrating intention and convention to organize problem solving dialogues". Diss., Georgia Institute of Technology, 1989. http://hdl.handle.net/1853/9248.
Testo completo