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Gotowa bibliografia na temat „SAT reasoning test”

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Data publikacji: 25 maja 2024

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Artykuły w czasopismach na temat "SAT reasoning test"

Liu, Jinghua, Miriam Feigenbaum i Neil J. Dorans. "INVARIANCE OF LINKINGS OF THE REVISED 2005 SAT REASONING TEST™ TO THE SAT® I: REASONING TEST ACROSS GENDER GROUPS". ETS Research Report Series 2005, nr 2 (grudzień 2005): i—14. http://dx.doi.org/10.1002/j.2333-8504.2005.tb01994.x.

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Powers, Donald E., i Donald A. Rock. "Effects of Coaching on SAT I: Reasoning Test Scores". Journal of Educational Measurement 36, nr 2 (czerwiec 1999): 93–118. http://dx.doi.org/10.1111/j.1745-3984.1999.tb00549.x.

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Haberman, Shelby J., Hongwen Guo, Jinghua Liu i Neil J. Dorans. "CONSISTENCY OF SAT® I: REASONING TEST SCORE CONVERSIONS". ETS Research Report Series 2008, nr 2 (grudzień 2008): i—20. http://dx.doi.org/10.1002/j.2333-8504.2008.tb02153.x.

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Kochte, Michael A., Melanie Elm i Hans-Joachim Wunderlich. "Accurate X-Propagation for Test Applications by SAT-Based Reasoning". IEEE Transactions on Computer-Aided Design of Integrated Circuits and Systems 31, nr 12 (grudzień 2012): 1908–19. http://dx.doi.org/10.1109/tcad.2012.2210422.

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Powers, Donald E. "PREPARING FOR THE SAT®I: REASONING TEST-AN UPDATE". ETS Research Report Series 1998, nr 2 (grudzień 1998): i—23. http://dx.doi.org/10.1002/j.2333-8504.1998.tb01783.x.

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Brown, Nina W. "Cognitive, Interest, and Personality Variables Predicting First-Semester GPA". Psychological Reports 74, nr 2 (kwiecień 1994): 605–6. http://dx.doi.org/10.2466/pr0.1994.74.2.605.

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124 freshmen entering engineering were administered the College Major Interest Indicator, Adjective Checklist (personality), Ship Destination Test (symbolic reasoning), and the Logical Reasoning test (verbal reasoning) to identify what combination of variables would best predict the first semester's GPA. Scores on these tests along with SAT-Verbal and Mathematics scores were used in a series of multiple regression analyses. Personality test scores alone were the best predictors of GPA ( r = .78).

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AMENDOLA, GIOVANNI, CARMINE DODARO i MARCO MARATEA. "Abstract Solvers for Computing Cautious Consequences of ASP programs". Theory and Practice of Logic Programming 19, nr 5-6 (wrzesień 2019): 740–56. http://dx.doi.org/10.1017/s1471068419000164.

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AbstractAbstract solvers are a method to formally analyze algorithms that have been profitably used for describing, comparing and composing solving techniques in various fields such as Propositional Satisfiability (SAT), Quantified SAT, Satisfiability Modulo Theories, Answer Set Programming (ASP), and Constraint ASP.In this paper, we design, implement and test novel abstract solutions for cautious reasoning tasks in ASP. We show how to improve the current abstract solvers for cautious reasoning in ASP with new techniques borrowed from backbone computation in SAT, in order to design new solving algorithms. By doing so, we also formally show that the algorithms for solving cautious reasoning tasks in ASP are strongly related to those for computing backbones of Boolean formulas. We implement some of the new solutions in the ASP solver wasp and show that their performance are comparable to state-of-the-art solutions on the benchmark problems from the past ASP Competitions.

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Graff, A. Steven. "The New SAT: The Future of Transition Assessment". Education Libraries 17, nr 3 (5.09.2017): 7. http://dx.doi.org/10.26443/el.v17i3.51.

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The SAT (Scholastic Aptitude Test) has become a part of our culture, a constant measure, a rite of passage. It has served its purpose well - to assist in the prediction of academic performance during the freshman year of college. During the 1993-94 school year, however, the College Board will change the SAT by introducing the SAT I: Reasoning Tests, the SAT II: Subject Tests, and the Preliminary SAT/National Merit Scholarship Qualifying Test. This array of assessment instruments, builds on the heritage of its predecessors, but also makes some new departures. This presentation looks at the context and process which informed decisions to change the tests, describes those changes and what they will mean, and then looks ahead to the future.

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Benbow, Camilla Persson. "Sex differences in mathematical reasoning ability in intellectually talented preadolescents: Their nature, effects, and possible causes". Behavioral and Brain Sciences 11, nr 2 (czerwiec 1988): 169–83. http://dx.doi.org/10.1017/s0140525x00049244.

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AbstractSeveral hundred thousand intellectually talented 12-to 13-year-olds have been tested nationwide over the past 16 years with the mathematics and verbal sections of the Scholastic Aptitude Test (SAT). Although no sex differences in verbal ability have been found, there have been consistent sex differences favoring males in mathematical reasoning ability, as measured by the mathematics section of the SAT (SAT-M). These differences are most pronounced at the highest levels of mathematical reasoning, they are stable over time, and they are observed in other countries as well. The sex difference in mathematical reasoning ability can predict subsequent sex differences in achievement in mathematics and science and is therefore of practical importance. To date a primarily environmental explanation for the difference in ability has not received support from the numerous studies conducted over many years by the staff of Study of Mathematically Precocious Youth (SMPY) and others. We have studied some of the classical environmental hypotheses: attitudes toward mathematics, perceived usefulness of mathematics, confidence, expectations/ encouragement from parents and others, sex-typing, and differential course-taking. In addition, several physiological correlates of extremely high mathematical reasoning ability have been identified (left-handedness, allergies, myopia, and perhaps bilateral representation of cognitive functions and prenatal hormonal exposure). It is therefore proposed that the sex difference in SAT-M scores among intellectually talented students, which may be related to greater male variability, results from both environmental and biological factors.

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Johannesen, Jason K., Jessica B. Lurie, Joanna M. Fiszdon i Morris D. Bell. "The Social Attribution Task-Multiple Choice (SAT-MC): A Psychometric and Equivalence Study of an Alternate Form". ISRN Psychiatry 2013 (20.06.2013): 1–9. http://dx.doi.org/10.1155/2013/830825.

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The Social Attribution Task-Multiple Choice (SAT-MC) uses a 64-second video of geometric shapes set in motion to portray themes of social relatedness and intentions. Considered a test of “Theory of Mind,” the SAT-MC assesses implicit social attribution formation while reducing verbal and basic cognitive demands required of other common measures. We present a comparability analysis of the SAT-MC and the new SAT-MC-II, an alternate form created for repeat testing, in a university sample (n=92). Score distributions and patterns of association with external validation measures were nearly identical between the two forms, with convergent and discriminant validity supported by association with affect recognition ability and lack of association with basic visual reasoning. Internal consistency of the SAT-MC-II was superior (alpha = .81) to the SAT-MC (alpha = .56). Results support the use of SAT-MC and new SAT-MC-II as equivalent test forms. Demonstrating relatively higher association to social cognitive than basic cognitive abilities, the SAT-MC may provide enhanced sensitivity as an outcome measure of social cognitive intervention trials.

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Rozprawy doktorskie na temat "SAT reasoning test"

Cherif, Mohamed Sami. "Reasoning and inference for (maximum) satisfiability : new insights". Electronic Thesis or Diss., Aix-Marseille, 2022. http://www.theses.fr/2022AIXM0589.

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Au cœur de l'informatique et de l'intelligence artificielle, la logique est souvent utilisée comme un langage pour modéliser et résoudre des problèmes complexes issus du milieu académique ou d'applications industrielles. Un formalisme bien connu dans ce contexte est le problème de satisfiabilité (SAT) qui vérifie simplement si une formule propositionnelle donnée sous la forme d'un ensemble de contraintes, appelées clauses, peut être satisfaite. Une extension naturelle de SAT en problème d'optimisation est la satisfiabilité maximum (Max-SAT), qui consiste à déterminer le nombre maximal de contraintes clausales pouvant être satisfaites dans la formule. Dans nos travaux, on s'intéresse à l'étude du pouvoir et des limites de l'inférence et du raisonnement dans le contexte de ces deux paradigmes. Nos premières contributions tournent autour de l'étude de l'inférence dans le cadre des algorithmes de résolution pour SAT et Max-SAT. Tout d'abord, nous étudions l'inférence statistique dans le cadre des solveurs modernes pour SAT qui sont basés sur l'apprentissage de clauses. On introduit un formalisme bandit manchot pour la sélection adaptative d'heuristiques de branchement et on montre qu'un tel mécanisme permet d'améliorer l'efficacité des solveurs modernes. De plus, nous investiguons minutieusement la puissance de l'inférence dans le cadre des algorithmes de type séparation et évaluation pour Max-SAT grâce à la propriété de l'UP-résilience. Nos contributions s'étendent également à la théorie des preuves pour SAT et Max-SAT, l'un de nos objectifs majeurs étant de combler le fossé théorique entre l'inférence SAT et Max-SAT
At the heart of computer science and artificial intelligence, logic is often used as a powerful language to model and solve complex problems that arise in academia and in real-world applications. A well-known formalism in this context is the Satisfiability (SAT) problem which simply checks whether a given propositional formula in the form of a set of constraints, called clauses, can be satisfied. A natural optimization extension of this problem is maximum satisfiability (Max-SAT) which consists in determining the maximum number of clausal constraints that can be satisfied within the formula. In our work, we are interested in studying the power and limits of inference and resoning in the context of (Maximum) Satisfiability. Our first contributions revolve around investigating inference in SAT and Max-SAT solving. First, we study statistical inference within a Multi-Armed Bandit (MAB) framework for online selection of branching heuristics in SAT and we show that it can further enhance the efficiency of modern clause-learning solvers. Moreover, we provide further insights on the power of inference in Branch and Bound algorithms for Max-SAT solving through the property of UP-resilience. Our contributions also extend to SAT and Max-SAT proof theory. We particularly attempt to theoretically bridge the gap between SAT and Max-SAT inference

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Py, Matthieu. "Inférence et certificats pour le problème de satisfiabilité maximum". Electronic Thesis or Diss., Aix-Marseille, 2021. http://www.theses.fr/2021AIXM0631.

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Dans cette thèse, on s'intéresse au problème de satisfiabilité maximum (Max-SAT), qui consiste, étant donnée une formule propositionnelle sous forme normale conjonctive, à trouver une interprétation des variables de la formule permettant de satisfaire le plus de clauses possible. Le système de preuve le plus utilisé dans Max-SAT est basé sur la règle d'inférence par max-résolution qui est l'adaptation pour Max-SAT de la règle de résolution utilisée pour le problème SAT. La règle de résolution déduit une nouvelle clause à partir de deux clauses, ce qui permet de certifier qu'une formule est insatisfiable en déduisant de nouvelles clauses jusqu'à en déduire une contradiction, représentée par la clause vide (on parle de réfutation par résolution). L'adaptation des réfutations par résolution en réfutations valides pour Max-SAT (appelées max-réfutations) sans en augmenter considérablement la taille est un problème ouvert depuis l'introduction de la max-résolution. On propose ici deux méthodes pour adapter n'importe quelle réfutation par résolution en max-réfutation. Une autre contribution est la construction de certificats qui permettent de démontrer l'optimalité d'une solution pour le problème Max-SAT, générés en utilisant les max-réfutations calculées à partir des réfutations par résolution. Enfin, on s'intéresse à comment inférer, à partir d'une formule initiale, une information donnée (clause ou formule) par des règles d'inférence qui préservent l'équivalence Max-SAT. On propose alors un nouveau système de preuve ainsi qu'un algorithme permettant de construire n'importe quelle inférence de clauses ou de formules, ou de certifier qu'une telle inférence ne peut exister
In this thesis, we are interested in the maximum satisfiability problem (Max-SAT), which consists,given a Boolean formula in conjunctive normal form, in finding an assignment of the variables of the formula which allows to satisfy as many clauses as possible. The most widely used Max-SAT proof system is based on the Max-SAT resolution inference rule which is the adaptation for Max-SAT of the resolution rule used for the SAT problem. The resolution rule deduces a new clause from two opposing clauses, enabling to certify that a formula is unsatisfiable by gradually deducing new clauses until deducing a contradiction, represented in the form of an empty clause. The adaptation of such proofs, referred to as resolution refutations, for Max-SAT without considerably increasing its size is an open problem since the introduction of Max-SAT resolution.We propose in this thesis two methods to adapt any resolution resfutation into a valid refutation for Max-SAT, referred to as max-refutation. Another contribution is the construction of certificates to demonstrate the optimality of a solution for the Max-SAT problem. To generate such certificates, we use the max-refutations that we are now able to generate from the resolution refutations. Finally, we are interested in the problem which consists, given an initial formula and a given information (clause or formula), of inferring this information by Max-SAT-equivalence-preserving inference rules. As the max-resolution is incomplete for the inference in Max-SAT, we propose a new proof system as well as an algorithm allowing to infer, if possible, a given clause or formula

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Fennoy, Donald E. II. "The Relationship Among African American Students' SAT Reasoning Test Scores and Participation in Advanced Placement Courses in One Large Urban School District in A Southern State in 2010-2011". Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5204.

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The purpose of this study was to provide insight into the relationship of Advanced Placement (AP) participation on closing the achievement gap between African American students and other ethnic/racial groups (White, Hispanic, and Asian) in a large urban school district in a southern state. Two major issues were considered: (a) the impact of high school student Advanced Placement participation on SAT Reasoning Test scores and (b) the correlation between increased high school student Advanced Placement participation and closing the academic achievement gap between African American and other ethnic/racial groups. A significant difference was found to exist in the mean SAT Reasoning Test scores among different ethnic/racial groups during the 2010-2011 school year. African American student mean scores were significantly lower on the SAT Reasoning Test when compared to all ethnic/racial groups identified in this study, regardless of the independent variable (no AP participation, one AP course, two or more AP courses). However, the results did indicate that African American participation in AP courses was significantly lower than all other ethnic/racial groups in this school district. Additionally, information was provided for school leaders regarding the development of a systematic approach to creating equity and access for African American students to fully engage in a college going culture through participation in Advanced Placement courses.
ID: 031001452; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Adviser: Rosemarye Taylor.; Title from PDF title page (viewed July 3, 2013).; Thesis (Ed.D.)--University of Central Florida, 2012.; Includes bibliographical references (p. 90-98).
Ed.D.
Doctorate
Educational and Human Sciences
Education and Human Performance
Educational Leadership

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Lindstrom, Jennifer Hartwig. "The role of extended time on the sat® reasoning test for students with disabilities". 2006. http://purl.galileo.usg.edu/uga%5Fetd/lindstrom%5Fjennifer%5Fh%5F200608%5Fphd.

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Książki na temat "SAT reasoning test"

Bobrow, Jerry. Cliffs SAT I reasoning test: Preparation guide. Lincoln, Neb: Cliffs Notes, 1994.

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Powers, Donald E. Effects of coaching on SAT I: Reasoning scores. New York: College Entrance Examination Board, 1998.

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Mometrix Exam Secrets Test Prep Team. SAT exam secrets study guide: Your key to exam success : SAT test review for the Sat Reasoning Test. Beaumont, Texas?]: Mometrix Media LLC, SAT Exam Secrets Test Prep Team, 2014.

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Powers, Donald E. Preparing for the SAT I, reasoning test, an update. New York: College Entrance Examination Board, 1998.

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1960-, Bell Robert A., red. The best coaching and study course for the SAT I: Scholastic Assessment Test I : reasoning test. Poscataway, NJ: Research & Education Association, 1997.

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1960-, Bell Robert A., i Research and Education Association, red. The best coaching and study course for the SAT I: Scholastic Assessment Test I : reasoning test. Piscataway, N.J: Research & Education Association, 1998.

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1960-, Bell Robert A., i Research and Education Association, red. The best coaching and study course for the new SAT: Scholastic Assessment Test I : reasoning test. Piscataway, N.J: Research & Education Association, 1994.

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101 ways to score higher on your SAT reasoning test: What you need to know explained simply. Ocala, Fla: Atlantic Pub. Group, 2010.

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Powers, Donald E. Performance by gender on an unconventional verbal reasoning task: Answering reading comprehension questions without the passages. New York: College Entrance Examination Board, 1995.

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Maguire, Marti Anne. 101 ways to score higher on your SAT reasoning test: What you need to know explained simply. Ocala, Fla: Atlantic Pub. Group, 2010.

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Części książek na temat "SAT reasoning test"

Banbara, Mutsunori, Haruki Matsunaka, Naoyuki Tamura i Katsumi Inoue. "Generating Combinatorial Test Cases by Efficient SAT Encodings Suitable for CDCL SAT Solvers". W Logic for Programming, Artificial Intelligence, and Reasoning, 112–26. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-16242-8_9.

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"SAT Reasoning Test". W Encyclopedia of Child Behavior and Development, 1285. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_5963.

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Nathan, Amy. "Play On". W The Young Musician’s Survival Guide, 145–57. Oxford University PressNew York, NY, 2008. http://dx.doi.org/10.1093/oso/9780195367386.003.0010.

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Abstract Have fun with your instrument and stick with it!” urges Claire. This enthusiastic oboist points out, “Even if you don’t become a professional musician, music is something you can always keep with you throughout your life.” Some of our troupe of teen advisors reported dreaming about becoming pros. Others aimed for different careers, such as becoming doctors, psychologists, teachers, sports lawyers, public relations specialists, and even ambassadors. Whatever their careers, their experience with music will probably help them. Chances are they’ll find ways to keep making music no matter what their day jobs. Read on for ways to keep the beat going. “Playing an instrument helps academically with other subjects,” claims Muh-Huey. This is something many of our teen advisors have noticed. She feels the time she put into mastering piano and violin has been time well spent. Don’t just take her word for it. Check out recent scores on the SAT (Scholastic Aptitude Test), the test students take when applying to college. In 2001, students who had experience performing music tended to score higher than average on both the verbal and math sections of the SAT. So did those who took courses in other arts areas, such as drama, art, or dance. Maybe music helps students do better, or perhaps teens who study music tend to be disciplined and serious about learning, which rubs off in other subjects as well. Education researchers have also noticed connections between music and learning. For example, a study in California found that preschoolers who took music lessons improved in their spatial reasoning skills, which play a part in learning math. In another study, older students improved in spatial reasoning after listening to Mozart.

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Gratzer, Walter. "The success of the operation and the death of the patient". W Eurekas and euphorias, 64. Oxford University PressNew York, NY, 2002. http://dx.doi.org/10.1093/oso/9780192804037.003.0040.

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Abstract It was Francis Bacon (1561-1626) who was commonly credited with the first attempt to formulate a ‘scientific method’. To understand nature it was first necessary to purge the mind of preconceptions. Truth was to be sought by inductive reasoning, by maintaining rigorous scepticism, and devising experiments to test all inferences. It was Bacon’s dedication to the experimental approach that did for him in the end. Francis Bacon was a wily politician, who was ennobled for his services to the Crown, but he attracted enemies, in part at least for his too-zealous investigations into the workings of nature—for ‘being too prying into the then receiv’d philosophy’, as Robert Hooke [63] later wrote. And so he fell from grace; accused of corruption, he was stripped of his public offices and banished from London. After the death of King James, Charles I relaxed the restrictions and permitted Bacon to visit London. On such an occasion one snowy day in March of 1626, Bacon was travelling in a coach with the King’s physician; the conversation turned to the effect of cold on the preservation of food. Could meat be preserved in ice as effectively as in salt? Bacon and his companion resolved to try an experiment: at Highgate, then a village north of London, they stopped the coach and purchased a chicken from a woman, who killed and gutted it. The two men stuffed the carcass with snow and packed it in more snow.

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Gratzer, Walter. "From mania to miracle". W Eurekas and euphorias, 270–71. Oxford University PressNew York, NY, 2002. http://dx.doi.org/10.1093/oso/9780192804037.003.0168.

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Abstract Of all the drugs discovered in the past 50 years or so, lithium has probably done the most good. Lithium chloride, closely similar to sodium chloride, common salt, is taken in large quantities by those with clinical depression and related conditions. It is cheap, essentially devoid of long-term side-effects, and has made life tolerable for many desperate people. There is no logical route by which its efficacy could have been divined and it came into being by a bizarre train of faulty reasoning. Dr John Cade was a psychiatrist in a small medical centre in Australia. He conceived the idea that manic disease is caused by an endogenous toxin. Were this so, one might then reasonably expect that, like many known toxins, it would be continually eliminated from the body and would show up in the urine. It was not an unreasonable conjecture, especially since there had been reports (albeit later disproved) of a characteristk component in the urine of schizophrenics. Cade decided to test for an excreted toxin by injecting the urine of his patients into guinea-pigs. The animals became sick, but equally so when normal control urine was injected. Cade did not repine, but took the curious step of trying pure urea, the primary excreted metabolic end-product that makes up the bulk of dissolved matter in urine. The guinea-pigs fared even worse, in fact died when quite low concentrations of urea were injected, presumably of kidney failure. In any case it turned out, not surprisingly, that the concentration of urea was no higher in the urine of patients than in that of normal subjects.

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Streszczenia konferencji na temat "SAT reasoning test"

Elm, Melanie, Michael A. Kochte i Hans-Joachim Wunderlich. "On Determining the Real Output Xs by SAT-Based Reasoning". W 2010 19th Asian Test Symposium (ATS). IEEE, 2010. http://dx.doi.org/10.1109/ats.2010.16.

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Amendola, Giovanni, Carmine Dodaro i Marco Maratea. "A Formal Approach for Cautious Reasoning in Answer Set Programming (Extended Abstract)". W Twenty-Ninth International Joint Conference on Artificial Intelligence and Seventeenth Pacific Rim International Conference on Artificial Intelligence {IJCAI-PRICAI-20}. California: International Joint Conferences on Artificial Intelligence Organization, 2020. http://dx.doi.org/10.24963/ijcai.2020/652.

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The issue of describing in a formal way solving algorithms in various fields such as Propositional Satisfiability (SAT), Quantified SAT, Satisfiability Modulo Theories, Answer Set Programming (ASP), and Constraint ASP, has been relatively recently solved employing abstract solvers. In this paper we deal with cautious reasoning tasks in ASP, and design, implement and test novel abstract solutions, borrowed from backbone computation in SAT. By employing abstract solvers, we also formally show that the algorithms for solving cautious reasoning tasks in ASP are strongly related to those for computing backbones of Boolean formulas. Some of the new solutions have been implemented in the ASP solver WASP, and tested.

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Saha, Pranab, i John Chahine. "The Thought and Reasoning Behind Developing SAE J1637 - Vibration Damping Test Method". W Noise & Vibration Conference & Exposition. 400 Commonwealth Drive, Warrendale, PA, United States: SAE International, 1993. http://dx.doi.org/10.4271/931320.

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Borgo, Stefano, Loris Bozzato, Alessio Palmero Aprosio, Marco Rospocher i Luciano Serafini. "Towards integration of ontology and text-extracted data for event coreference reasoning". W SAC 2017: Symposium on Applied Computing. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3019612.3019916.

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