Cognition in Mathematics最新文献

{"title":"Two-Step Approach to Self-Selected Interval Data in Elicitation Surveys","authors":"Y. Belyaev, B. Kriström","doi":"10.2139/ssrn.2071077","DOIUrl":"https://doi.org/10.2139/ssrn.2071077","url":null,"abstract":"We propose a novel two-step approach to elicitation in surveys and provide supporting statistical theory for the models suggested. The essential idea is to combine self-selected intervals in a first step and then employ brackets generated from the intervals in a second step. In this way we combine the advantages of selfselected intervals, mainly related to the fact that individuals often fi nd it difficult to report a precise point-estimate of a quantity of interest, with the documented usefulness of brackets. Because the brackets are generated from the first sample we sidestep the thorny problem of the optimal design of brackets and additional assumptions on dependency between the self-selected intervals and their points of interest. Our set-up necessitates development of new statistical models. First, we propose a stopping rule for sampling in the first step. Second, Theorem 1 proves that the proposed non-parametric ML-estimator of the underlying distribution function is consistent. Third, a special recursion for quick estimation of the ML-estimators is suggested. Theorem 2 shows that the accuracy of the estimator can be consistently estimated by resampling. Fourth, we have developed an R-package for efficient application of the method. We illustrate the approach using the problem of eliciting willingness-to-pay for a public good.","PeriodicalId":153695,"journal":{"name":"Cognition in Mathematics","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122517474","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}

{"title":"Teacher Characteristics and Student Achievements in TIMSS - Findings Gained from Applying the 'First-Difference' Method to TIMSS-2007 Data","authors":"T. Khavenson, Yulia Tyumeneva","doi":"10.2139/ssrn.2065251","DOIUrl":"https://doi.org/10.2139/ssrn.2065251","url":null,"abstract":"The advantage of Trends in International Mathematics and Science Study is that not only does it perform a direct cognitive assessment of students concerning these students' teachers, but also their education, work experience and the instructional strategies used in their classes. In order to estimate teachers’ characteristics effects on a student’s achievements and overcome the limits of the TIMSS' correlational design, we have employed the first-difference method. Teachers’ characteristics effects have also been measured with the usual regression method. The effects discovered varied from one subject field to another, and there has been a difference between the results gained by using the firstdifference method and OLS regression analysis model. The first-difference method has revealed a negative effect of reproductive tasks and group work in math class, whereas comprehension tasks and tasks for developing meta-cognitive skills have shown a positive effect. On the contrary, reproductive tasks for science classes have had a positive effect while comprehension tasks and tasks for developing meta-cognitive skills have had either none or negative effects. Apart from this, a teacher's experience has had a significant effect on natural science subjects as opposed to mathematics. The possible interpretations of these results are discussed in this paper.","PeriodicalId":153695,"journal":{"name":"Cognition in Mathematics","volume":"92 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123254452","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}

{"title":"Sustained Learning in 4th and 5th Graders but not 7th Graders: Two Experiments with a Talking Pedagogical Agent","authors":"B. Mann, Henry Schulz, Jianping Cui, Shannon Adams","doi":"10.4018/978-1-4666-0137-6.CH011","DOIUrl":"https://doi.org/10.4018/978-1-4666-0137-6.CH011","url":null,"abstract":"In this chapter, agent movement and temporal speech cueing were designated for empirical study. In Experiment 1 an agent presented students in grades 4 and 5 (n = 133) with instruction, practice, and feedback on the proper usage of the apostrophe to show singular and plural ownership. Analyses of the data in Experiment 1 showed that modality effects favoured speech cueing over text cueing but agent animation had no effect. In Experiment 2, a different agent presented students in grade 7 (n = 91) with examples and practice questions on multiplying and dividing fractions. Experiment 2 data showed no effects for modality or agent animation. The data reflects previous findings of inconsistent effects in modality research.","PeriodicalId":153695,"journal":{"name":"Cognition in Mathematics","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125713863","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}

{"title":"Masters of Big Data: Concentration of Power Over Digital Information","authors":"Alessandro Mantelero","doi":"10.2139/ssrn.2048236","DOIUrl":"https://doi.org/10.2139/ssrn.2048236","url":null,"abstract":"In our society, information has assumed a fundamental role in every decisional and social process. Governments and big private companies collect huge amounts of data that represent a strategic and economically relevant asset. The predictive relevance of big data management and the global dimension of this phenomenon has led us to reflect on the nature and the dynamics of a centralized power held by only a few subjects. The increasing power that derives from big data necessitates the adoption of adequate remedies to control and limit the information asymmetries and their consequences in terms of economic advantages and social control. From this perspective it is important to adopt adequate measures to control those who have this power, in order to limit possible abuse and illegitimate advantages, and, at the same time, to increase access to information, in order to spread informational power.","PeriodicalId":153695,"journal":{"name":"Cognition in Mathematics","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121197750","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}

{"title":"Commutative Prospect Theory and Confident Behaviour Under Risk and Uncertainty in Psychological Space","authors":"G. Charles-Cadogan","doi":"10.2139/ssrn.1995724","DOIUrl":"https://doi.org/10.2139/ssrn.1995724","url":null,"abstract":"This paper contributes to the literature on decision making under risk and uncertainty by attaching a weighted probability space to outcome space. Thereby inducing a commutative map of behavior on prospect theory's function space. We endow that space with a psychological metric space, and a time dependent probability density function with kurtosis controlled by a subject's strength of preference. Several new results are derived on that behavioral topological apparatus. First, we prove that gambles are random fields over outcome space. In which case, an uncertain prospect or act is akin to an unobserved configuration of a random field. Second, we introduce a priority heuristic result by proving that a subject's confidence evolves like a stopped behavioral stochastic process depicted by behavior mimicking epsilon-homotopy of a fair gamble, i.e. a martingale. There, we use Dudley-Talagrand metric to characterize large deviation probabilities for the stopped process. Third, we introduce an impossibility theorem for equivalent martingale measures on psychological space -- which explains why subjects gamble with over or under confidence almost surely. We use that to construct a confidence index, and a \"term structure of confidence'' from simulated probability distributions. Fourth, we show that even when subjects have Von Neuman Morgenstern preferences, and know ex-ante that the gamble is fair, they still exhibit confident behavior due to the common consequence of probability leakage arising from measurement error -- a de facto priority heuristic. Fifth, our model mitigates critique of constructive choice models which allege that expected-utility models, and prospect theory, are unable to explain anomalous results that deviate from actuarially fair gambles.","PeriodicalId":153695,"journal":{"name":"Cognition in Mathematics","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123995255","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}

{"title":"A Student Spring in Learning and Education: A Personal Perspective","authors":"W. Dutton","doi":"10.2139/ssrn.2001380","DOIUrl":"https://doi.org/10.2139/ssrn.2001380","url":null,"abstract":"How can access to the Internet as an educational technology be broadened? How can educators capture the value of these patterns of information search and networking to enhance the use and impact of the Internet on learning? Can the ways in which new technologies are appropriated and reinvented by individual users be better understood, creating an opportunity to bring these dynamics into other realms of learning and education? Can we improve on how individuals choose to use the Internet in ways that will enhance their educational potential? If all Internet use is potentially educational, can individual users, teachers, and others, such as parents, enhance its value to learning in everyday life and work, as well as in formal education? These are some of the questions vexing innovative thought leaders in education, and that need to be addressed by research over the coming years.","PeriodicalId":153695,"journal":{"name":"Cognition in Mathematics","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131010764","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}

{"title":"The Sophisticated Inductive Approach and Science Education","authors":"Khosrow Bagheri Noaparast, Z. Niknam, Mohammad Zoheir Bagheri Noaparast","doi":"10.1016/J.SBSPRO.2011.10.264","DOIUrl":"https://doi.org/10.1016/J.SBSPRO.2011.10.264","url":null,"abstract":"","PeriodicalId":153695,"journal":{"name":"Cognition in Mathematics","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132669653","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}

{"title":"12 Years of Action Learning at EM Normandie: Monitored Field Projects as Regular Pedagogical Activities","authors":"Sophie Anger, Virginie Hachard","doi":"10.2139/ssrn.1845545","DOIUrl":"https://doi.org/10.2139/ssrn.1845545","url":null,"abstract":"The Master Grande Ecole curriculum at EM Normandie School is organized around junior consulting projects and real problem solving activities aiming at bridging the gap between classroom knowledge and professional competencies. Since the 90’s students are involved in regular consulting activities for local and national companies following the 'HEC entrepreneur' pedagogy adapted guidelines. The purpose of this paper is to characterize the EM Normandie junior consulting projects learning activities within the more general theoretical framework of Action Learning. We underline the elements that make action leaning at EM Normandie singular, but also its limits and potential for improvement.","PeriodicalId":153695,"journal":{"name":"Cognition in Mathematics","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128785571","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}

{"title":"Emotions and Technologies in Learning: A Reflection","authors":"Enrico Bocciolesi","doi":"10.2139/SSRN.2056952","DOIUrl":"https://doi.org/10.2139/SSRN.2056952","url":null,"abstract":"When everything works in the subject, when psychic life and physical life are in perfect harmony, the condition that it reaches and absolute quiet, quiet. This condition is certainly the happiness we all want in the world of life. 'It reaches, say psychologists, when you realize life conditions typical of creative individuals'.","PeriodicalId":153695,"journal":{"name":"Cognition in Mathematics","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115039183","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}

{"title":"Making Metadata: The Case of MusicBrainz","authors":"Jess Hemerly","doi":"10.2139/SSRN.1982823","DOIUrl":"https://doi.org/10.2139/SSRN.1982823","url":null,"abstract":"MusicBrainz is a 'community music metadatabase' and an 'open music encyclopedia' to which users contribute information about artists, releases, tracks, and other aspects of music toward the goal of creating a 'comprehensive music site'. As a peer-produced music metadatabase, MusicBrainz is a constructed cultural commons where users develop and distribute musical knowledge through the community website, an institution that supports and manages the pooling of metadata into a database. Studying how MusicBrainz works and why people contribute builds on a growing body of research that seeks to understand how contributors cooperate to create and sustain constructed cultural commons. Understanding how these projects develop, thrive, and sometimes fail sheds light on potential solutions to collective action problems and other social dilemmas relating to cooperation, specifically in regard to information pools and collective knowledge systems. This case study provides a point of comparison between other constructed cultural commons as well as links between cultural taste, social habits, and peer-production. It also emphasizes the socio-cultural importance of music metadata. This study employed both quantitative and qualitative research methods, beginning with a survey administered to the MusicBrainz community and data scraped from user profiles, followed by observation and qualitative interviews with registered users, called editors. Qualitative and quantitative data were analyzed and interpreted at the same time. The study sought to answer the following research questions about MusicBrainz: Contribution: Why do people contribute? Who are the MusicBrainz contributors? What characterizes editors’ participation? How is contribution linked to cultural preference? How can one compare contributors’ motivations in MusicBrainz to other constructed cultural commons? Music Information: How does MusicBrainz negotiate guidelines and standards? What is the relationship of MusicBrainz to other music resources? What is the role of metadata in music technology? Findings are split into four categories: Demographics, including information about age, gender, region, and overall editing statistics; How MusicBrainz Works, an overview of the technical components and governance structure; Patterns & Processes, which describes the links between musical taste and contribution, how MusicBrainz serves as a tool for discovery, and the ways editors’ decisions mimic those made by information professionals; and Attitude & Motivation, which examines intrinsic and extrinsic motivations that drive users to contribute, from their belief in the philosophy of open source to a compulsion for accuracy and consistency.","PeriodicalId":153695,"journal":{"name":"Cognition in Mathematics","volume":"360 15","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131692272","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}