Cognition in Mathematics最新文献_第4页

A Primer and Frequently Asked Questions for 'Surprised by the Gamblers and Hot Hand Fallacies? A Truth in the Law of Small Numbers' (Miller and Sanjurjo 2015) 《被赌徒和热手谬误吓到吗?》的入门和常见问题《小数定律中的真理》(Miller and Sanjurjo, 2015)

Cognition in Mathematics Pub Date : 2016-02-07 DOI: 10.2139/ssrn.2728151

J. Miller, Adam Sanjurjo

引用次数: 5

2D and 3D Visuals in Increasing Retention Capacity of the Learners 提高学习者记忆能力的2D和3D视觉效果

Cognition in Mathematics Pub Date : 2016-01-07 DOI: 10.2139/ssrn.2791488

S. Rajasekaran, S. Arulchelvan, Monsingh David Davadas

引用次数: 0

Effectiveness of Enhanced Learning Materials in Science for the Open High School Program 开放高中计划中科学强化学习材料的有效性

Cognition in Mathematics Pub Date : 2015-06-05 DOI: 10.2139/ssrn.2615161

Jimmy Rey O. Cabardo

{"title":"Effectiveness of Enhanced Learning Materials in Science for the Open High School Program","authors":"Jimmy Rey O. Cabardo","doi":"10.2139/ssrn.2615161","DOIUrl":"https://doi.org/10.2139/ssrn.2615161","url":null,"abstract":"The study determined the effectiveness of Grade 8 Enhanced Learning Materials in Science for the Open High School Program under the K to 12 Basic Education Curriculum in Hagonoy National High School during the school year 2013-2014. The researcher used the randomized pretest-posttest control group experimental design in which participants were subjected to investigation from November 2013 to January 2014. The controlled group used the DepEd Learning Materials while the Experimental Group utilized the Enhanced Learning Material developed by the researcher. Pretest results revealed that both groups were at the beginning level of proficiency in Grade 8 Science. The Experimental Group has performed much better compared to the Control Group as revealed in the scores obtained by the two groups in the posttest. There is a significant difference in the achievement of the students and learning is higher on the part of the Experimental Group in the posttest conducted. Finally, it recommended that the Enhanced Learning Materials developed be adopted as instructional materials for teaching Grade 8 Science in the Open High School Program to facilitate learning and improve the academic achievement of the students.","PeriodicalId":153695,"journal":{"name":"Cognition in Mathematics","volume":"200 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126067848","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

The Complexities of Self-Tracking - An Inquiry into User Reactions and Goal Attainment 自我跟踪的复杂性——对用户反应和目标实现的调查

Cognition in Mathematics Pub Date : 2015-05-27 DOI: 10.2139/ssrn.2611193

Mimmi Sjöklint, Ioanna D. Constantiou, M. Trier

{"title":"The Complexities of Self-Tracking - An Inquiry into User Reactions and Goal Attainment","authors":"Mimmi Sjöklint, Ioanna D. Constantiou, M. Trier","doi":"10.2139/ssrn.2611193","DOIUrl":"https://doi.org/10.2139/ssrn.2611193","url":null,"abstract":"The activity of self-tracking is an emerging trend that often involves adopting wearable technology. Vendors promise new personal insights and opportunities to optimize health and lifestyle by adopting such devices. Spurred by these promises, users are also driven by curiosity and exploration to adopt and use the device with the aim of quantifying the self for the purpose of self-knowledge through numbers. We investigate the interplay of technology, data and the experience of self during the adoption and use of wearable technology as a pre-commitment device. The empirical focus lies on two self-tracking devices, which track moving and sleeping activities on a daily basis. 42 interviews were conducted with users of self-tracking devices. The findings suggest that self-tracking activity through wearable technology does not necessarily lead to behavioural change, but predominately works as a re-focusing device. In this light, the user experiences tensions between rational and emotional behaviours when reflecting on personal data. The results contribute to a more nuanced understanding of adoption of the emerging wearable technology in daily life and how users deal with the personal data by developing coping tactics, such as disregard, procrastination, selective attribution and neglect.","PeriodicalId":153695,"journal":{"name":"Cognition in Mathematics","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115626135","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 39

The Implementation of English Medium Instruction (EMI) for Economics Students in Bilingual Class: Challenges and Solutions 经济学学生在双语课堂中实施英语媒介教学:挑战与对策

Cognition in Mathematics Pub Date : 2015-05-16 DOI: 10.2139/ssrn.2924020

I. Melati, Sandy Arief

{"title":"The Implementation of English Medium Instruction (EMI) for Economics Students in Bilingual Class: Challenges and Solutions","authors":"I. Melati, Sandy Arief","doi":"10.2139/ssrn.2924020","DOIUrl":"https://doi.org/10.2139/ssrn.2924020","url":null,"abstract":"Several studies have argued that learning a foreign language has the potential to increase the general cognitive ability of students who are from non-English departments. There is a tendency that in a bilingual program, these students obtained better achievements than those in monolingual programs. The purpose of this paper is to investigate the effectiveness of bilingual teaching of Economics students using English to teach content subjects. We would like to propose a model in which English Medium Instruction (EMI) implementation can be achieved by adopting it in the Faculty of Economics. The model examines the driving forces behind the implementation of EMI and analyses the implications and consequences of such instruction for Economics students. The result of this study revealed that the problems faced by Economics students in using English were related to speaking and writing skills. Employing social and academic language functions are found crucial for them who will become teachers of Economics after finishing their study. Finally, it is suggested that in order to implement the innovative EMI in teaching Economics, mixed-mode teaching in the classroom could be formed for subjects across the curriculum.","PeriodicalId":153695,"journal":{"name":"Cognition in Mathematics","volume":"301 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123057030","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Sklar's Theorem Revisited: An Elaboration of the Rüschendorf Transform Approach 斯克拉定理重访:对<s:1>申朵夫变换方法的阐释

Cognition in Mathematics Pub Date : 2015-01-21 DOI: 10.2139/ssrn.2553483

F. Oertel

{"title":"Sklar's Theorem Revisited: An Elaboration of the Rüschendorf Transform Approach","authors":"F. Oertel","doi":"10.2139/ssrn.2553483","DOIUrl":"https://doi.org/10.2139/ssrn.2553483","url":null,"abstract":"In many applications including financial risk measurement a certain class of multivariate distribution functions, copulas, has shown to be a powerful building block to reflect multivariate dependence between several random variables including the mapping of tail dependencies.A key result in this field is Sklar's Theorem which roughly states that any n-variate distribution function can be written as a composition of a suitable copula and an n-dimensional vector whose components are given by univariate marginal distribution functions, and that conversely the composition of an arbitrary copula and an arbitrary n-dimensional vector, consisting of n one-dimensional distribution functions (which need not be continuous), again is a n-variate distribution function whose i-th marginal is precisely the i-th component of the n-dimensional vector of the given distribution functions.Meanwhile, in addition to the original sketch of a proof by Sklar himself, there exist several approaches to prove Sklar's Theorem in its full generality, mostly under inclusion of probability theory and mathematical statistics but recently also rather technically under inclusion of nontrivial results from topology and functional analysis. An elegant probabilistic sketch of a proof was provided by L. Ruschendorf.We will revisit Ruschendorf's - very short (and seemingly incomplete) - proof and elaborate important details to lighten the understanding of the basic underlying ideas of this proof including the major role of the so called \"distributional transform\". Thereby, we will recognise that Ruschendorf's proof mainly splits into two parts: a purely real-analytic one (without any assumption on randomness) and a probabilistic one.To this end, we slightly generalise Ruschendorf's approach, allowing us to derive Theorem 2.9 and Lemma 2.13 - two results which might become very useful, in particular with respect to a simulation of random variables. To this end, we also provide a strict mathematical description of \"flat pieces\" of a right-continuous and non-decreasing real-valued function, leading to Corollary 2.6.","PeriodicalId":153695,"journal":{"name":"Cognition in Mathematics","volume":"42 12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123264648","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Studying Absences of Knowledge: Difficult Subfield or Basic Sensibility? 研究知识缺失:困难的子领域还是基本的敏感性?

Cognition in Mathematics Pub Date : 2014-11-10 DOI: 10.2139/SSRN.2526164

S. Hilgartner

引用次数: 0

Multimedia for Learning in Economy and Cybernetics 经济学和控制论中的多媒体学习

Cognition in Mathematics Pub Date : 2014-09-01 DOI: 10.2139/ssrn.2502524

Daniel Homocianu, Sabina-Cristiana Necula, Dinu Airinei, Laura-Diana Radu, M. Georgescu, L. Baciu, Alina Cristina Damian

引用次数: 5

Looking Across and Looking Beyond the Knowledge Frontier: Intellectual Distance and Resource Allocation in Science 跨越与超越知识前沿:科学中的智力距离与资源配置

Cognition in Mathematics Pub Date : 2014-08-11 DOI: 10.2139/ssrn.2478627

K. Boudreau, E. Guinan, K. Lakhani, Christoph Riedl

引用次数: 23

Are You Trying Too Hard? 你是不是太努力了?

Cognition in Mathematics Pub Date : 2014-05-06 DOI: 10.2139/ssrn.2481675

Wesley Gray

{"title":"Are You Trying Too Hard?","authors":"Wesley Gray","doi":"10.2139/ssrn.2481675","DOIUrl":"https://doi.org/10.2139/ssrn.2481675","url":null,"abstract":"Everyone makes mistakes. It’s part of what makes us human. Because humans understand their actions are sometimes flawed, it was perhaps inevitable that the field of psychology developed a rich body of academic literature to describe why it is that human beings often make poor decisions. Although insights from academia can be highly theoretical, our everyday life experiences corroborate many of these findings at a basic level: “I know I shouldn’t eat the McDonalds BigMac, but it tastes so good.” Because we recognize our frequent irrational urges, we often seek the judgment of experts, to avoid becoming our own worst enemy. We assume that experts, with years of experience in their particular fields, are better equipped and incentivized to make unbiased decisions. But is this assumption valid? A surprisingly robust, but neglected branch of academic literature, has studied the assumption that experts make unbiased decisions for over 60 years. The evidence tells a decidedly one-sided story: systematic decision-making, through the use of simple quantitative models with limited inputs, outperforms discretionary decisions made by experts. This essay summarizes research related to the “models versus experts” debate and highlights its application in the context of investment decision-making. Based on the evidence, investors should de-emphasize their reliance on discretionary experts, and should instead approach investment decisions with systematic models. To quote Paul Meehl, an eminent scholar in the field, “There is no controversy in social science that shows such a large body of qualitatively diverse studies coming out so uniformly in the same direction as this one [models outperform experts].”","PeriodicalId":153695,"journal":{"name":"Cognition in Mathematics","volume":"87 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130008534","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0