The stability of locus equation slopes across stop consonant voicing/aspiration

NASA Astrophysics Data System (ADS)

Sussman, Harvey M.; Modarresi, Golnaz

2004-05-01

The consistency of locus equation slopes as phonetic descriptors of stop place in CV sequences across voiced and voiceless aspirated stops was explored in the speech of five male speakers of American English and two male speakers of Persian. Using traditional locus equation measurement sites for F2 onsets, voiceless labial and coronal stops had significantly lower locus equation slopes relative to their voiced counterparts, whereas velars failed to show voicing differences. When locus equations were derived using F2 onsets for voiced stops that were measured closer to the stop release burst, comparable to the protocol for measuring voiceless aspirated stops, no significant effects of voicing/aspiration on locus equation slopes were observed. This methodological factor, rather than an underlying phonetic-based explanation, provides a reasonable account for the observed flatter locus equation slopes of voiceless labial and coronal stops relative to voiced cognates reported in previous studies [Molis et al., J. Acoust. Soc. Am. 95, 2925 (1994); O. Engstrand and B. Lindblom, PHONUM 4, 101-104]. [Work supported by NIH.

Observations of discrete magnetosonic waves off the magnetic equator

DOE PAGES

Zhima, Zeren; Chen, Lunjin; Fu, Huishan; ...

2015-11-23

Fast mode magnetosonic waves are typically confined close to the magnetic equator and exhibit harmonic structures at multiples of the local, equatorial proton cyclotron frequency. Here, we report observations of magnetosonic waves well off the equator at geomagnetic latitudes from -16.5°to -17.9° and L shell ~2.7–4.6. The observed waves exhibit discrete spectral structures with multiple frequency spacings. The predominant frequency spacings are ~6 and 9 Hz, neither of which is equal to the local proton cyclotron frequency. Backward ray tracing simulations show that the feature of multiple frequency spacings is caused by propagation from two spatially narrow equatorial source regionsmore » located at L ≈ 4.2 and 3.7. The equatorial proton cyclotron frequencies at those two locations match the two observed frequency spacings. Finally, our analysis provides the first observations of the harmonic nature of magnetosonic waves well away from the equatorial region and suggests that the propagation from multiple equatorial sources contributes to these off-equatorial magnetosonic emissions with varying frequency spacings.« less

Modeling Noisy Data with Differential Equations Using Observed and Expected Matrices

ERIC Educational Resources Information Center

Deboeck, Pascal R.; Boker, Steven M.

2010-01-01

Complex intraindividual variability observed in psychology may be well described using differential equations. It is difficult, however, to apply differential equation models in psychological contexts, as time series are frequently short, poorly sampled, and have large proportions of measurement and dynamic error. Furthermore, current methods for…

A Five-Stage Prediction-Observation-Explanation Inquiry-Based Learning Model to Improve Students' Learning Performance in Science Courses

ERIC Educational Resources Information Center

Hsiao, Hsien-Sheng; Chen, Jyun-Chen; Hong, Jon-Chao; Chen, Po-Hsi; Lu, Chow-Chin; Chen, Sherry Y.

2017-01-01

A five-stage prediction-observation-explanation inquiry-based learning (FPOEIL) model was developed to improve students' scientific learning performance. In order to intensify the science learning effect, the repertory grid technology-assisted learning (RGTL) approach and the collaborative learning (CL) approach were utilized. A quasi-experimental…

Constructing scientific explanations through premise-reasoning-outcome (PRO): an exploratory study to scaffold students in structuring written explanations

NASA Astrophysics Data System (ADS)

Tang, Kok-Sing

2016-06-01

This paper reports on the design and enactment of an instructional strategy aimed to support students in constructing scientific explanations. Informed by the philosophy of science and linguistic studies of science, a new instructional framework called premise-reasoning-outcome (PRO) was conceptualized, developed, and tested over two years in four upper secondary (9th-10th grade) physics and chemistry classrooms. This strategy was conceptualized based on the understanding of the structure of a scientific explanation, which comprises three primary components: (a) premise - accepted knowledge that provides the basis of the explanation, (b) reasoning - logical sequences that follow from the premise, and (c) outcome - the phenomenon to be explained. A study was carried out to examine how the PRO strategy influenced students' written explanations using multiple data sources (e.g. students' writing, lesson observations, focus group discussions). Analysis of students' writing indicates that explanations with a PRO structure were graded better by the teachers. In addition, students reported that the PRO strategy provided a useful organizational structure for writing scientific explanations, although they had some difficulties in identifying and using the structure. With the PRO as a new instructional tool, comparison with other explanation frameworks as well as implications for educational research and practice are discussed.

Quasi-Love phases between Tonga and Hawaii: Observations, simulations, and explanations

NASA Astrophysics Data System (ADS)

Levin, Vadim; Park, Jeffrey

1998-10-01

Seismograms of some shallow Tonga earthquakes observed at Hawaii contain SV-polarized phases in the Love wave time window, most prominently on the vertical component. Given the geometry of the observations (Δ ≈ 40-45°), such phases may be explained either as body waves or as mode-converted surface waves. Detailed synthetic seismogram modeling of representative events reveals several instances where the body wave explanation is inadequate, even when plausible uncertainties in the source mechanism are taken into account. The observed, SV-polarized phase can instead be generated through Love-Rayleigh scattering, which requires laterally varying seismic anisotropy along the Tonga-Hawaii path. Trial-and-error forward modeling with simple structures based on the transversely isotropic mid-Pacific velocity model PA5 of Gaherty et al [1996] obtains velocity structure that yields synthetic seismograms matching the observations. This model, while non unique, suggests first-order constraints on the lateral variation in anisotropic properties, and associated mantle flow, along the Tonga-Hawaii path. By examining trade-offs in model parameters, we conclude that robust features of the model are: (1) a transition from radial to mixed radial and azimuthal anisotropy 3°-5° from Hawaii; (2) the NW-SE alignment of the axis of azimuthal anisotropy; (3) higher degree of P anisotropy relative to S anisotropy; and (4) the presence of azimuthal anisotropy within upper 200-250 km of the mantle. Taken together, these features imply a disruption of mantle fabric by the processes forming Hawaii-Emperor volcanic system. A model with anisotropic gradients in both the lithospheric lid and shallow asthenosphere is the simplest extension of our starting model. However, an equivalent data fit can be obtained if the azimuthal-anisotropy gradients are restricted to line beneath the high-velocity "lid" of model PA5, so that mantle hot spot flow need not penetrate the lithospheric lid.

Functional Explanation and the Function of Explanation

ERIC Educational Resources Information Center

Lombrozo, Tania; Carey, Susan

2006-01-01

Teleological explanations (TEs) account for the existence or properties of an entity in terms of a function: we have hearts because they pump blood, and telephones for communication. While many teleological explanations seem appropriate, others are clearly not warranted--for example, that rain exists for plants to grow. Five experiments explore…

Explanation and inference: mechanistic and functional explanations guide property generalization.

PubMed

Lombrozo, Tania; Gwynne, Nicholas Z

2014-01-01

The ability to generalize from the known to the unknown is central to learning and inference. Two experiments explore the relationship between how a property is explained and how that property is generalized to novel species and artifacts. The experiments contrast the consequences of explaining a property mechanistically, by appeal to parts and processes, with the consequences of explaining the property functionally, by appeal to functions and goals. The findings suggest that properties that are explained functionally are more likely to be generalized on the basis of shared functions, with a weaker relationship between mechanistic explanations and generalization on the basis of shared parts and processes. The influence of explanation type on generalization holds even though all participants are provided with the same mechanistic and functional information, and whether an explanation type is freely generated (Experiment 1), experimentally provided (Experiment 2), or experimentally induced (Experiment 2). The experiments also demonstrate that explanations and generalizations of a particular type (mechanistic or functional) can be experimentally induced by providing sample explanations of that type, with a comparable effect when the sample explanations come from the same domain or from a different domains. These results suggest that explanations serve as a guide to generalization, and contribute to a growing body of work supporting the value of distinguishing mechanistic and functional explanations.

An explanation of the persistent doctor-mortality association

PubMed Central

Young, F

2001-01-01

STUDY OBJECTIVE—The aim of the study is to explain the persistent but puzzling positive correlation of physicians per capita and mortality rates, when income is controlled, which has been reported many times since it was first observed in 1978. The explanation that is proposed and tested is that expanding urban-industrial regions attract an oversupply of doctors. Also, but independently, rural people migrate to urban-industrial areas where they suffer from the stress of adapting to urban-industrial life. Consequently, their death rates rise.
SOURCE MATERIAL—Using data from the 47 Japanese prefectures, the 3000+ counties of the USA and a set of 29 mostly European countries, the explanation was examined by adding the appropriate test variable to a basic equation linking physicians per capita to mortality, net of income.
RESULTS—The test variables dissolved or reduced the original correlation in two of the three samples, but the signs did not change from positive to negative, as would be expected on the basis of conventional biomedical theory. The available test variable (refugees) did not reduce the correlation for the 29 countries but a particular subset of countries was identified that did.
CONCLUSION—The conceptual and empirical analysis exposed the positive correlation as spurious, but the availability of medical specialists had little impact on mortality rates in competition with the social and economic variables that were used as controls.

 PMID:11154245

A quantum probability explanation for violations of ‘rational’ decision theory

PubMed Central

Pothos, Emmanuel M.; Busemeyer, Jerome R.

2009-01-01

Two experimental tasks in psychology, the two-stage gambling game and the Prisoner's Dilemma game, show that people violate the sure thing principle of decision theory. These paradoxical findings have resisted explanation by classical decision theory for over a decade. A quantum probability model, based on a Hilbert space representation and Schrödinger's equation, provides a simple and elegant explanation for this behaviour. The quantum model is compared with an equivalent Markov model and it is shown that the latter is unable to account for violations of the sure thing principle. Accordingly, it is argued that quantum probability provides a better framework for modelling human decision-making. PMID:19324743

Increased shell entropy as an explanation for observed decreased shell areal densities in OMEGA implosions

NASA Astrophysics Data System (ADS)

Hoffman, Nelson; Herrmann, Hans; Kim, Yongho

2014-10-01

A reduced ion-kinetic (RIK) model used in hydrodynamic simulations has had some success in explaining time- and space-averaged observables characterizing the fusion fuel in hot low-density ICF capsule implosions driven by 1-ns 60-beam laser pulses at OMEGA. But observables characterizing the capsule shell, e.g., the areal density of 12C in a plastic shell, have proved harder to explain. Recently we have found that assuming the shell has higher entropy than expected in a 1D laser-driven RIK simulation allows an explanation of the observed values of 12C areal density, and its dependence on initial shell thickness in a set of DT-filled plastic capsules. If, for example, a 15- μm CH shell implodes on an adiabat two to three times higher than predicted in a typical unmodified RIK simulation, the calculated burn-averaged shell areal density decreases from ~80 mg/cm2 in the unmodified simulation to the observed value of ~25 mg/cm2. We discuss possible mechanisms that could lead to increased entropy in such implosions. Research supported by U.S. Department of Energy under Contract DE-AC52-06NA25396.

The Bernoulli Equation in a Moving Reference Frame

ERIC Educational Resources Information Center

Mungan, Carl E.

2011-01-01

Unlike other standard equations in introductory classical mechanics, the Bernoulli equation is not Galilean invariant. The explanation is that, in a reference frame moving with respect to constrictions or obstacles, those surfaces do work on the fluid, constituting an extra term that needs to be included in the work-energy calculation. A…

Experimental Philosophy of Explanation Rising: The Case for a Plurality of Concepts of Explanation.

PubMed

Colombo, Matteo

2017-03-01

This paper brings together results from the philosophy and the psychology of explanation to argue that there are multiple concepts of explanation in human psychology. Specifically, it is shown that pluralism about explanation coheres with the multiplicity of models of explanation available in the philosophy of science, and it is supported by evidence from the psychology of explanatory judgment. Focusing on the case of a norm of explanatory power, the paper concludes by responding to the worry that if there is a plurality of concepts of explanation, one will not be able to normatively evaluate what counts as good explanation. Copyright © 2016 Cognitive Science Society, Inc.

Analogy, explanation, and proof

PubMed Central

Hummel, John E.; Licato, John; Bringsjord, Selmer

2014-01-01

People are habitual explanation generators. At its most mundane, our propensity to explain allows us to infer that we should not drink milk that smells sour; at the other extreme, it allows us to establish facts (e.g., theorems in mathematical logic) whose truth was not even known prior to the existence of the explanation (proof). What do the cognitive operations underlying the inference that the milk is sour have in common with the proof that, say, the square root of two is irrational? Our ability to generate explanations bears striking similarities to our ability to make analogies. Both reflect a capacity to generate inferences and generalizations that go beyond the featural similarities between a novel problem and familiar problems in terms of which the novel problem may be understood. However, a notable difference between analogy-making and explanation-generation is that the former is a process in which a single source situation is used to reason about a single target, whereas the latter often requires the reasoner to integrate multiple sources of knowledge. This seemingly small difference poses a challenge to the task of marshaling our understanding of analogical reasoning to understanding explanation. We describe a model of explanation, derived from a model of analogy, adapted to permit systematic violations of this one-to-one mapping constraint. Simulation results demonstrate that the resulting model can generate explanations for novel explananda and that, like the explanations generated by human reasoners, these explanations vary in their coherence. PMID:25414655

Bi-Factor MIRT Observed-Score Equating for Mixed-Format Tests

ERIC Educational Resources Information Center

Lee, Guemin; Lee, Won-Chan

2016-01-01

The main purposes of this study were to develop bi-factor multidimensional item response theory (BF-MIRT) observed-score equating procedures for mixed-format tests and to investigate relative appropriateness of the proposed procedures. Using data from a large-scale testing program, three types of pseudo data sets were formulated: matched samples,…

Equation typing: Guidelines for Mass-11 users and others

DOE Office of Scientific and Technical Information (OSTI.GOV)

Jackson, C.L.

1989-06-01

A number of problems have been experienced by Sandia secretaries and others in the preparation of equations. This report is a self- paced/''how-to'' manual designed to provide detailed explanations on the preparation of equations using Mass-11 and the typewriter and is suitable for either classroom training or on-the-job use.

Nonlinear quantum Langevin equations for bosonic modes in solid-state systems

NASA Astrophysics Data System (ADS)

Manninen, Juuso; Agasti, Souvik; Massel, Francesco

2017-12-01

Based on the experimental evidence that impurities contribute to the dissipation properties of solid-state open quantum systems, we provide here a description in terms of nonlinear quantum Langevin equations of the role played by two-level systems in the dynamics of a bosonic degree of freedom. Our starting point is represented by the description of the system-environment coupling in terms of coupling to two separate reservoirs, modeling the interaction with external bosonic modes and two-level systems, respectively. Furthermore, we show how this model represents a specific example of a class of open quantum systems that can be described by nonlinear quantum Langevin equations. Our analysis offers a potential explanation of the parametric effects recently observed in circuit-QED cavity optomechanics experiments.

Creating visual explanations improves learning.

PubMed

Bobek, Eliza; Tversky, Barbara

2016-01-01

Many topics in science are notoriously difficult for students to learn. Mechanisms and processes outside student experience present particular challenges. While instruction typically involves visualizations, students usually explain in words. Because visual explanations can show parts and processes of complex systems directly, creating them should have benefits beyond creating verbal explanations. We compared learning from creating visual or verbal explanations for two STEM domains, a mechanical system (bicycle pump) and a chemical system (bonding). Both kinds of explanations were analyzed for content and learning assess by a post-test. For the mechanical system, creating a visual explanation increased understanding particularly for participants of low spatial ability. For the chemical system, creating both visual and verbal explanations improved learning without new teaching. Creating a visual explanation was superior and benefitted participants of both high and low spatial ability. Visual explanations often included crucial yet invisible features. The greater effectiveness of visual explanations appears attributable to the checks they provide for completeness and coherence as well as to their roles as platforms for inference. The benefits should generalize to other domains like the social sciences, history, and archeology where important information can be visualized. Together, the findings provide support for the use of learner-generated visual explanations as a powerful learning tool.

Cold induced mortality of the Burmese Python: An explanation via stochastic analysis

NASA Astrophysics Data System (ADS)

Quansah, Emmanuel; Parshad, Rana D.; Mondal, Sumona

2017-02-01

The Burmese python (Python bivitatus) is an invasive species, wreaking havoc on indigenous species in the Florida everglades. Data suggests an exponential growth in their population from 1995 to 2009, with a sharp decline however in 2010-2012 (Dorcas et al., 2012). In Mazzotti et al. (2011) an explanation is provided, citing the unusually cold winter that year, as the primary reason for this decline. We provide a first mathematical model, in the form of a system of stochastic differential equations, that supports the explanation in Mazzotti et al. (2011), by accurately matching the field data presented in Dorcas et al. (2012). More generally, our model provides a tool to predict the population dynamics of rapidly growing alien species, in the advent of climate change.

Selective effects of explanation on learning during early childhood.

PubMed

Legare, Cristine H; Lombrozo, Tania

2014-10-01

Two studies examined the specificity of effects of explanation on learning by prompting 3- to 6-year-old children to explain a mechanical toy and comparing what they learned about the toy's causal and non-causal properties with children who only observed the toy, both with and without accompanying verbalization. In Study 1, children were experimentally assigned to either explain or observe the mechanical toy. In Study 2, children were classified according to whether the content of their response to an undirected prompt involved explanation. Dependent measures included whether children understood the toy's functional-mechanical relationships, remembered perceptual features of the toy, effectively reconstructed the toy, and (for Study 2) generalized the function of the toy when constructing a new one. Results demonstrate that across age groups, explanation promotes causal learning and generalization but does not improve (and in younger children can even impair) memory for causally irrelevant perceptual details. Copyright © 2014 The Authors. Published by Elsevier Inc. All rights reserved.

Do chimpanzees seek explanations? Preliminary comparative investigations.

PubMed

Povinelli, D J; Dunphy-Lelii, S

2001-06-01

During the past decade, considerable effort has been devoted to understanding whether chimpanzees reason about unobservable variables as explanations for observable events. With respect to physical causality, these investigations have explored chimpanzees' understanding of gravity, force, mass, shape, and so on. With respect to social causality, this research has focused on the question of whether they reason about mental states such as emotions, desires, and beliefs. In the studies reported here, we explored whether the chimpanzee's natural motivation for object exploration is modulated by a cognitive system that seeks explanations for unexpected events. We confronted both chimpanzees and young children with simple tasks which occasionally could not be made to work. We coded their reactions to determine if they appeared to be searching for an apparent cause (or explanation) of the task failure. The results of these preliminary studies point to both similarities and differences in how young children and chimpanzees react to such circumstances.

"Quod Erat Demonstrandum": Understanding and Explaining Equations in Physics Teacher Education

ERIC Educational Resources Information Center

Karam, Ricardo; Krey, Olaf

2015-01-01

In physics education, equations are commonly seen as calculation tools to solve problems or as concise descriptions of experimental regularities. In physical science, however, equations often play a much more important role associated with the formulation of theories to provide explanations for physical phenomena. In order to overcome this…

Examining elementary teachers' knowledge and instruction of scientific explanations for fostering children's explanations in science

NASA Astrophysics Data System (ADS)

Wiebke, Heidi Lynn

This study employed an embedded mixed methods multi-case study design (Creswell, 2014) with six early childhood (grades K-2) teachers to examine a) what changes occurred to their subject matter knowledge (SMK) and pedagogical content knowledge (PCK) for teaching scientific explanations while participating in a professional development program, b) how they planned for and implemented scientific explanation instruction within a teacher developed unit on properties of matter, and c) what affordances their instruction of scientific explanations had on fostering their students' abilities to generate explanations in science. Several quantitative and qualitative measures were collected and analyzed in accordance to this studies conceptual framework, which consisted of ten instructional practices teachers should consider assimilating or accommodating into their knowledge base (i.e., SMK & PCK) for teaching scientific explanations. Results of this study indicate there was little to no positive change in the teachers' substantive and syntactic SMK. However, all six teachers did make significant changes to all five components of their PCK for teaching explanations in science. While planning for scientific explanation instruction, all six teachers' contributed some ideas for how to incorporate seven of the ten instructional practices for scientific explanations within the properties of matter unit they co-developed. When enacting the unit, the six teachers' employed seven to nine of the instructional practices to varying levels of effectiveness, as measured by researcher developed rubrics. Given the six teachers' scientific explanation instruction, many students did show improvement in their ability to formulate a scientific explanation, particularly their ability to provide multiple pieces of evidence. Implications for professional developers, teacher educators, researchers, policy makers, and elementary teachers regarding how to prepare teachers for and support students

Motivated explanation

PubMed Central

Patterson, Richard; Operskalski, Joachim T.; Barbey, Aron K.

2015-01-01

Although motivation is a well-established field of study in its own right, and has been fruitfully studied in connection with attribution theory and belief formation under the heading of “motivated thinking,” its powerful and pervasive influence on specifically explanatory processes is less well explored. Where one has a strong motivation to understand some event correctly, one is thereby motivated to adhere as best one can to normative or “epistemic” criteria for correct or accurate explanation, even if one does not consciously formulate or apply such criteria. By contrast, many of our motivations to explain introduce bias into the processes involved in generating, evaluating, or giving explanations. Non-epistemic explanatory motivations, or following Kunda's usage, “directional” motivations, include self-justification, resolution of cognitive dissonance, deliberate deception, teaching, and many more. Some of these motivations lead to the relaxation or violation of epistemic norms; others enhance epistemic motivation, so that one engages in more careful and thorough generational and evaluative processes. We propose that “real life” explanatory processes are often constrained by multiple goals, epistemic and directional, where these goals may mutually reinforce one another or may conflict, and where our explanations emerge as a matter of weighing and satisfying those goals. We review emerging evidence from psychology and neuroscience to support this framework and to elucidate the central role of motivation in human thought and explanation. PMID:26528166

Explanation and Elaboration Document for the STROBE-Vet Statement: Strengthening the Reporting of Observational Studies in Epidemiology - Veterinary Extension.

PubMed

O'Connor, A M; Sargeant, J M; Dohoo, I R; Erb, H N; Cevallos, M; Egger, M; Ersbøll, A K; Martin, S W; Nielsen, L R; Pearl, D L; Pfeiffer, D U; Sanchez, J; Torrence, M E; Vigre, H; Waldner, C; Ward, M P

2016-12-01

The STROBE (Strengthening the Reporting of Observational Studies in Epidemiology) statement was first published in 2007 and again in 2014. The purpose of the original STROBE was to provide guidance for authors, reviewers and editors to improve the comprehensiveness of reporting; however, STROBE has a unique focus on observational studies. Although much of the guidance provided by the original STROBE document is directly applicable, it was deemed useful to map those statements to veterinary concepts, provide veterinary examples and highlight unique aspects of reporting in veterinary observational studies. Here, we present the examples and explanations for the checklist items included in the STROBE-Vet Statement. Thus, this is a companion document to the STROBE-Vet Statement Methods and process document, which describes the checklist and how it was developed. © 2016 The Authors. Zoonoses and Public Health published by Blackwell Verlag GmbH.

Optimal Bandwidth Selection in Observed-Score Kernel Equating

ERIC Educational Resources Information Center

Häggström, Jenny; Wiberg, Marie

2014-01-01

The selection of bandwidth in kernel equating is important because it has a direct impact on the equated test scores. The aim of this article is to examine the use of double smoothing when selecting bandwidths in kernel equating and to compare double smoothing with the commonly used penalty method. This comparison was made using both an equivalent…

The Kernel Levine Equipercentile Observed-Score Equating Function. Research Report. ETS RR-13-38

ERIC Educational Resources Information Center

von Davier, Alina A.; Chen, Haiwen

2013-01-01

In the framework of the observed-score equating methods for the nonequivalent groups with anchor test design, there are 3 fundamentally different ways of using the information provided by the anchor scores to equate the scores of a new form to those of an old form. One method uses the anchor scores as a conditioning variable, such as the Tucker…

Asymptotic Standard Errors of Observed-Score Equating with Polytomous IRT Models

ERIC Educational Resources Information Center

Andersson, Björn

2016-01-01

In observed-score equipercentile equating, the goal is to make scores on two scales or tests measuring the same construct comparable by matching the percentiles of the respective score distributions. If the tests consist of different items with multiple categories for each item, a suitable model for the responses is a polytomous item response…

Kindergarten students' explanations during science learning

NASA Astrophysics Data System (ADS)

Harris, Karleah

The study examines kindergarten students' explanations during science learning. The data on children's explanations are drawn from videotaped and transcribed discourse collected from four public kindergarten science classrooms engaged in a life science inquiry unit on the life cycle of the monarch butterfly. The inquiry unit was implemented as part of a larger intervention conducted as part of the Scientific Literacy Project or SLP (Mantzicopoulos, Patrick & Samarapungavan, 2005). The children's explanation data were coded and analyzed using quantitative content analysis procedures. The coding procedures involved initial "top down" explanation categories derived from the existing theoretical and empirical literature on scientific explanation and the nature of students' explanations, followed by an inductive or "bottom up" analysis, that evaluated and refined the categorization scheme as needed. The analyses provide important descriptive data on the nature and frequency of children's explanations generated in classroom discourse during the inquiry unit. The study also examines how teacher discourse strategies during classroom science discourse are related to children's explanations. Teacher discourse strategies were coded and analyzed following the same procedures as the children's explanations as noted above. The results suggest that, a) kindergarten students have the capability of generating a variety of explanations during inquiry-based science learning; b) teachers use a variety of classroom discourse strategies to support children's explanations during inquiry-based science learning; and c) The conceptual discourse (e.g., asking for or modeling explanations, asking for clarifications) to non-conceptual discourse (e.g., classroom management discourse) is related to the ratio of explanatory to non-explanatory discourse produced by children during inquiry-based science learning.

Recent opportunities for an increasing role for physical explanations in biology.

PubMed

Morange, Michel

2011-06-01

Relations between physics and biology have been always difficult. One reason is that physical approaches to the phenomena of life have frequently been conceived by their authors as alternatives to biological explanations. My argument is that molecular descriptions and explanations have been pushed so far that they have reached their limits: these limits constitute a favourable niche in which physical explanations can develop. I will focus on the field of molecular and cell biology and give many examples of these recent physical studies made possible by the precision of molecular observations. The nature of these niches is probably diverse. I consider that it is too early to have a global view of the interactions between biological and physical explanations, and to organize them into different categories. Such interactions are not new within the life sciences: the history of biology reveals a complex, permanently moving landscape of interactions between biological and physical explanations. Copyright © 2010 Elsevier Ltd. All rights reserved.

Kinds and problems of geomorphological explanation

NASA Astrophysics Data System (ADS)

Cox, Nicholas J.

2007-07-01

What characterises satisfactory explanations in geomorphology is a key methodological question deserving continued analysis. In turn it raises the issue of the role played by methodology within the science. At its best, methodology can provide helpful distinctions, identify key issues and yield guidance for researchers. The substantive context for debates on explanation is the apparent complexity and difficulty of geomorphology as a science, which is arguably no greater than that of other Earth or environmental sciences. The logical view of explanation dominant in the 1950s and 1960s still has value, but a broader view is needed of explanations, related to the questions geomorphologists (and others) ask and to the answers that they find interesting. Answers may be sought in terms of purpose, history, mechanisms and statistics. Arguments over what is supposed to be reductionism can be clarified by underlining that both micro- and macro-explanations may be helpful. Although many geomorphologists aspire to mechanistic explanations, they often stop short at statistical explanations, making use of convenient functional forms such as power laws. Explanations have both social and psychological dimensions, the former much stressed in history of science and recent science studies, the latter deserving greater emphasis at present. Complicated models raise the question of how far it can be said that geomorphologists understand them in totality. A bestiary of poor explanations is needed, so that geomorphologists are not seduced by weak arguments and because they often serve as steps towards better explanations. Circular arguments, ad hoc explanations, and mistaking the name of the problem for the solution are cases in point.

Analysis of spurious oscillation modes for the shallow water and Navier-Stokes equations

USGS Publications Warehouse

Walters, R.A.; Carey, G.F.

1983-01-01

The origin and nature of spurious oscillation modes that appear in mixed finite element methods are examined. In particular, the shallow water equations are considered and a modal analysis for the one-dimensional problem is developed. From the resulting dispersion relations we find that the spurious modes in elevation are associated with zero frequency and large wave number (wavelengths of the order of the nodal spacing) and consequently are zero-velocity modes. The spurious modal behavior is the result of the finite spatial discretization. By means of an artificial compressibility and limiting argument we are able to resolve the similar problem for the Navier-Stokes equations. The relationship of this simpler analysis to alternative consistency arguments is explained. This modal approach provides an explanation of the phenomenon in question and permits us to deduce the cause of the very complex behavior of spurious modes observed in numerical experiments with the shallow water equations and Navier-Stokes equations. Furthermore, this analysis is not limited to finite element formulations, but is also applicable to finite difference formulations. ?? 1983.

Explanation and Elaboration Document for the STROBE-Vet Statement: Strengthening the Reporting of Observational Studies in Epidemiology-Veterinary Extension.

PubMed

O'Connor, A M; Sargeant, J M; Dohoo, I R; Erb, H N; Cevallos, M; Egger, M; Ersbøll, A K; Martin, S W; Nielsen, L R; Pearl, D L; Pfeiffer, D U; Sanchez, J; Torrence, M E; Vigre, H; Waldner, C; Ward, M P

2016-11-01

The STROBE (Strengthening the Reporting of Observational Studies in Epidemiology) statement was first published in 2007 and again in 2014. The purpose of the original STROBE was to provide guidance for authors, reviewers, and editors to improve the comprehensiveness of reporting; however, STROBE has a unique focus on observational studies. Although much of the guidance provided by the original STROBE document is directly applicable, it was deemed useful to map those statements to veterinary concepts, provide veterinary examples, and highlight unique aspects of reporting in veterinary observational studies. Here, we present the examples and explanations for the checklist items included in the STROBE-Vet statement. Thus, this is a companion document to the STROBE-Vet statement methods and process document (JVIM_14575 "Methods and Processes of Developing the Strengthening the Reporting of Observational Studies in Epidemiology-Veterinary (STROBE-Vet) Statement" undergoing proofing), which describes the checklist and how it was developed. Copyright © 2016 The Authors. Journal of Veterinary Internal Medicine published by Wiley Periodicals, Inc. on behalf of the American College of Veterinary Internal Medicine.

Splitting methods for low Mach number Euler and Navier-Stokes equations

NASA Technical Reports Server (NTRS)

Abarbanel, Saul; Dutt, Pravir; Gottlieb, David

1987-01-01

Examined are some splitting techniques for low Mach number Euler flows. Shortcomings of some of the proposed methods are pointed out and an explanation for their inadequacy suggested. A symmetric splitting for both the Euler and Navier-Stokes equations is then presented which removes the stiffness of these equations when the Mach number is small. The splitting is shown to be stable.

A tidal explanation for the sunrise/sunset anomaly in HALOE low-latitude nitric oxide observations

NASA Astrophysics Data System (ADS)

Marsh, Daniel R.; Russell, James M., III

2000-10-01

The difference in sunrise and sunset low-latitude nitric oxide (NO) mixing ratios in the mesosphere and lower thermosphere (MLT) is shown to be consistent with a perturbation induced by the migrating diurnal tide. The vertical wind of the tide can induce factor of 2 changes over 12 hours at the equator. The vertical, latitudinal and temporal structure of NO perturbations closely matches the structure of vertical winds from a tidal model. In addition, previous observations of the seasonal and interannual variation in the tidal wind appear to correlate with NO variations.

Explanation and Prior Knowledge Interact to Guide Learning

ERIC Educational Resources Information Center

Williams, Joseph J.; Lombrozo, Tania

2013-01-01

How do explaining and prior knowledge contribute to learning? Four experiments explored the relationship between explanation and prior knowledge in category learning. The experiments independently manipulated whether participants were prompted to explain the category membership of study observations and whether category labels were informative in…

Comparison and Causal Explanation

ERIC Educational Resources Information Center

Ringer, Fritz

2006-01-01

Since the classical authors of the nineteenth century, the explanation of macro-social phenomena has been considered as the essential epistemic achievement, hence the "raison d'etre," of comparative analysis in the social sciences. In practice, however, the claims of comparative social enquiry for providing convincing explanations are…

Observed Score and True Score Equating Procedures for Multidimensional Item Response Theory

ERIC Educational Resources Information Center

Brossman, Bradley Grant

2010-01-01

The purpose of this research was to develop observed score and true score equating procedures to be used in conjunction with the Multidimensional Item Response Theory (MIRT) framework. Currently, MIRT scale linking procedures exist to place item parameter estimates and ability estimates on the same scale after separate calibrations are conducted.…

Research into Practice: The Use of Verbal Explanation in Japanese and American Classrooms.

ERIC Educational Resources Information Center

Sowder, Judith, Ed.; Sowder, Larry, Ed.

1988-01-01

Discussed is the difference in the use of verbal explanation, identified by observations of mathematics teaching in first- and fifth-grade classrooms in Japan and the United States. The author suggests we reexamine the role of direct teaching and stress both concrete experiences and verbal explanations at the same time. (MNS)

Statistical Assessment of Estimated Transformations in Observed-Score Equating

ERIC Educational Resources Information Center

Wiberg, Marie; González, Jorge

2016-01-01

Equating methods make use of an appropriate transformation function to map the scores of one test form into the scale of another so that scores are comparable and can be used interchangeably. The equating literature shows that the ways of judging the success of an equating (i.e., the score transformation) might differ depending on the adopted…

The modified alternative (G'/G)-expansion method to nonlinear evolution equation: application to the (1+1)-dimensional Drinfel'd-Sokolov-Wilson equation.

PubMed

Akbar, M Ali; Mohd Ali, Norhashidah Hj; Mohyud-Din, Syed Tauseef

2013-01-01

Over the years, (G'/G)-expansion method is employed to generate traveling wave solutions to various wave equations in mathematical physics. In the present paper, the alternative (G'/G)-expansion method has been further modified by introducing the generalized Riccati equation to construct new exact solutions. In order to illustrate the novelty and advantages of this approach, the (1+1)-dimensional Drinfel'd-Sokolov-Wilson (DSW) equation is considered and abundant new exact traveling wave solutions are obtained in a uniform way. These solutions may be imperative and significant for the explanation of some practical physical phenomena. It is shown that the modified alternative (G'/G)-expansion method an efficient and advance mathematical tool for solving nonlinear partial differential equations in mathematical physics.

Observed-Score Equating with a Heterogeneous Target Population

ERIC Educational Resources Information Center

Duong, Minh Q.; von Davier, Alina A.

2012-01-01

Test equating is a statistical procedure for adjusting for test form differences in difficulty in a standardized assessment. Equating results are supposed to hold for a specified target population (Kolen & Brennan, 2004; von Davier, Holland, & Thayer, 2004) and to be (relatively) independent of the subpopulations from the target population (see…

Young Children Prefer and Remember Satisfying Explanations

ERIC Educational Resources Information Center

Frazier, Brandy N.; Gelman, Susan A.; Wellman, Henry M.

2016-01-01

Research with preschool children has shown that explanations are important to them in that they actively seek explanations in their conversations with adults. But what sorts of explanations do they prefer, and what, if anything, do young children learn from the explanations they receive? Following a preliminary study with adults (N = 67) to…

Observational constraints on variable equation of state parameters of dark matter and dark energy after Planck

NASA Astrophysics Data System (ADS)

Kumar, Suresh; Xu, Lixin

2014-10-01

In this paper, we study a cosmological model in general relativity within the framework of spatially flat Friedmann-Robertson-Walker space-time filled with ordinary matter (baryonic), radiation, dark matter and dark energy, where the latter two components are described by Chevallier-Polarski-Linder equation of state parameters. We utilize the observational data sets from SNLS3, BAO and Planck + WMAP9 + WiggleZ measurements of matter power spectrum to constrain the model parameters. We find that the current observational data offer tight constraints on the equation of state parameter of dark matter. We consider the perturbations and study the behavior of dark matter by observing its effects on CMB and matter power spectra. We find that the current observational data favor the cold dark matter scenario with the cosmological constant type dark energy at the present epoch.

Explanation production by expert planners

NASA Technical Reports Server (NTRS)

Bridges, Susan; Jhannes, James D.

1988-01-01

Although the explanation capability of expert systems is usually listed as one of the distinguishing characteristics of these systems, the explanation facilities of most existing systems are quite primitive. Computer generated explanations are typically produced from canned text or by direct translation of the knowledge structures. Explanations produced in this manner bear little resemblance to those produced by humans for similar tasks. The focus of our research in explanation is the production of justifications for decisions by expert planning systems. An analysis of justifications written by people for planning tasks has been taken as the starting point. The purpose of this analysis is two-fold. First, analysis of the information content of the justifications will provide a basis for deciding what knowledge must be represented if human-like justifications are to be produced. Second, an analysis of the textual organization of the justifications will be used in the development of a mechanism for selecting and organizing the knowledge to be included in a computer-produced explanation. This paper describes a preliminary analysis done of justifications written by people for a planning task. It is clear that these justifications differ significantly from those that would be produced by an expert system by tracing the firing of production rules. The results from the text analysis have been used to develop an augmented phrase structured grammar (APSG) describing the organization of the justifications. The grammar was designed to provide a computationally feasible method for determining textual organization that will allow the necessary information to be communicated in a cohesive manner.

Theory-based explanation as intervention.

PubMed

Weisman, Kara; Markman, Ellen M

2017-10-01

Cogent explanations are an indispensable means of providing new information and an essential component of effective education. Beyond this, we argue that there is tremendous untapped potential in using explanations to motivate behavior change. In this article we focus on health interventions. We review four case studies that used carefully tailored explanations to address gaps and misconceptions in people's intuitive theories, providing participants with a conceptual framework for understanding how and why some recommended behavior is an effective way of achieving a health goal. These case studies targeted a variety of health-promoting behaviors: (1) children washing their hands to prevent viral epidemics; (2) parents vaccinating their children to stem the resurgence of infectious diseases; (3) adults completing the full course of an antibiotic prescription to reduce antibiotic resistance; and (4) children eating a variety of healthy foods to improve unhealthy diets. Simply telling people to engage in these behaviors has been largely ineffective-if anything, concern about these issues is mounting. But in each case, teaching participants coherent explanatory frameworks for understanding health recommendations has shown great promise, with such theory-based explanations outperforming state-of-the-art interventions from national health authorities. We contrast theory-based explanations both with simply listing facts, information, and advice and with providing a full-blown educational curriculum, and argue for providing the minimum amount of information required to understand the causal link between a target behavior and a health outcome. We argue that such theory-based explanations lend people the motivation and confidence to act on their new understanding.

Equation of state and pressure induced amorphization of beta-boron from X-ray measurements up to 100 GPa.

PubMed

Sanz, Delia Nieto; Loubeyre, Paul; Mezouar, Mohamed

2002-12-09

The equation of state of boron has been measured up to 100 GPa by single-crystal x-ray diffraction with helium as the pressure transmitting medium. Rhombohedral beta-boron is the stable structure up to 100 GPa under hydrostatic conditions. Nonhydrostatic stress stabilizes a different rhombohedral structure. At about 100 GPa a pressure-induced amorphization is observed. The amorphous phase can be quenched to ambient pressure. An explanation is proposed based on the different stability under pressure between intraicosahedra and intericosahedra bonds.

The ontic conception of scientific explanation.

PubMed

Wright, Cory

2015-12-01

Wesley Salmon's version of the ontic conception of explanation is a main historical root of contemporary work on mechanistic explanation. This paper examines and critiques the philosophical merits of Salmon's version, and argues that his conception's most fundamental construct is either fundamentally obscure, or else reduces to a non-ontic conception of explanation. Either way, the ontic conception is a misconception. Copyright © 2015 Elsevier Ltd. All rights reserved.

Automated Explanation for Educational Applications.

ERIC Educational Resources Information Center

Suthers, Daniel D.

1991-01-01

Artificial intelligence techniques available for generating explanations for teaching purposes are surveyed, and the way in which they are combined in a computer program that provides explanations is described. The program responds to questions in the physical sciences. Potential contributions of this technology to computer-based education are…

SERT: Self-Explanation Reading Training

ERIC Educational Resources Information Center

McNamara, Danielle S.

2004-01-01

This study examined the effects of providing reading strategy instruction to improve the effectiveness of self-explanation (i.e., explaining the meaning of information to oneself while reading). The effects of the reading strategy instruction, called Self-Explanation Reading Training (SERT), were examined both in terms of comprehension scores and…

Quod erat demonstrandum: Understanding and Explaining Equations in Physics Teacher Education

NASA Astrophysics Data System (ADS)

Karam, Ricardo; Krey, Olaf

2015-07-01

In physics education, equations are commonly seen as calculation tools to solve problems or as concise descriptions of experimental regularities. In physical science, however, equations often play a much more important role associated with the formulation of theories to provide explanations for physical phenomena. In order to overcome this inconsistency, one crucial step is to improve physics teacher education. In this work, we describe the structure of a course that was given to physics teacher students at the end of their master's degree in two European universities. The course had two main goals: (1) To investigate the complex interplay between physics and mathematics from a historical and philosophical perspective and (2) To expand students' repertoire of explanations regarding possible ways to derive certain school-relevant equations. A qualitative analysis on a case study basis was conducted to investigate the learning outcomes of the course. Here, we focus on the comparative analysis of two students who had considerably different views of the math-physics interplay in the beginning of the course. Our general results point to important changes on some of the students' views on the role of mathematics in physics, an increase in the participants' awareness of the difficulties faced by learners to understand physics equations and a broadening in the students' repertoire to answer "Why?" questions formulated to equations. Based on this analysis, further implications for physics teacher education are derived.

Cultural border crossing: The interaction between fundamental Christian beliefs and scientific explanations

NASA Astrophysics Data System (ADS)

Elimbi, Celestine Nakeli

The purpose of this study is to investigate the interaction between people's fundamental Christian beliefs and scientific explanations. When people with fundamental Christian beliefs encounter scientific explanations, such explanations may interact with their deeply rooted beliefs in a way that is likely to produce tensions. It is expedient to understand the classroom/professional experiences of such individuals and how they manage these tensions. I will apply Jegede's collateral learning theory as a lens to look at how individuals manage the tensions between their religious and scientific worldviews. Gaining insight into people's experiences in the classroom/work place and how they manage these tensions will potentially inform classroom instruction and ways by which we can help students with fundamental Christian beliefs maintain their pursuit of science related careers by easing the nature of the borders they cross. Sources of data will include participant reported perspectives of how they manage the tensions and observations of real-time resolution of potentially conflicting explanations from their religious and scientific worldviews.

Developmental changes in children's comprehension and explanation of spatial metaphors for time.

PubMed

Stites, Lauren J; Özçalişkan, Şeyda

2013-11-01

Time is frequently expressed with spatial motion, using one of three different metaphor types: moving-time, moving-ego, and sequence-as-position. Previous work shows that children can understand and explain moving-time metaphors by age five (Özçalışkan, 2005). In this study, we focus on all three metaphor types for time, and ask whether metaphor type has an effect on children's metaphor comprehension and explanation abilities. Analysis of the responses of three- to six-year-old children and adults showed that comprehension and explanation of all three metaphor types emerge at an early age. Moreover, children's metaphor comprehension and explanation vary by metaphor type: children perform better in understanding and explaining metaphors that structure time in relation to the observer of time (moving-ego, moving-time) than metaphors that structure time without any relation to the observer of time (sequence-as-position-on-a-path). Our findings suggest that children's bodily experiences might play a role in their developing understanding of the abstract concept of time.

Reconciling different equations for proton conduction using the Meyer-Neldel compensation rule

NASA Astrophysics Data System (ADS)

Jones, Alan G.

2014-02-01

Proton conduction in nominally anhydrous minerals is the likely explanation for moderate values of electrical resistivity observed in the lithospheric and sublithospheric mantle. However, results from the various laboratories making the controlled measurements on mantle minerals, predominantly olivine, are not in agreement with one another. Importantly, the groups use different formalisms to fit their experimental data. In this paper, we show that neither of the two formalisms employed by the various laboratories is consistent with the Meyer-Neldel Rule (MNR), or Compensation Law, by which the preexponent term of the Arrhenian equation is linearly related to the activation energy term. We also demonstrate why the formalism of Karato and colleagues can be used at low water contents (100 wt ppm and below), whereas at higher water contents (above 300 wt ppm), the formalism of Yoshino's and Poe's labs needs to be employed. A new MNR self-consistent formalism is presented that is applicable over all water contents. MNR consistency appears to operate for most processes that can be described by an Arrhenius equation, so its adoption through an MNR consistent formalism is highly recommended when fitting experimental observations.

Contrastive Constraints Guide Explanation-Based Category Learning

ERIC Educational Resources Information Center

Chin-Parker, Seth; Cantelon, Julie

2017-01-01

This paper provides evidence for a contrastive account of explanation that is motivated by pragmatic theories that recognize the contribution that context makes to the interpretation of a prompt for explanation. This study replicates the primary findings of previous work in explanation-based category learning (Williams & Lombrozo, 2010),…

Explanation and the Nature of Scientific Knowledge

ERIC Educational Resources Information Center

McCain, Kevin

2015-01-01

Explaining phenomena is a primary goal of science. Consequently, it is unsurprising that gaining a proper understanding of the nature of explanation is an important goal of science education. In order to properly understand explanation, however, it is not enough to simply consider theories of the nature of explanation. Properly understanding…

Rocket observation of soft energetic particles at the magnetic equator

NASA Technical Reports Server (NTRS)

Goldberg, R. A.

1974-01-01

Results from a rocket-borne ion mass spectrometer flown near the magnetic equator at 0108 LMT, March 10, 1970, exhibit an unusual background current above 200 km. This current is observed to increase 3.5 orders of magnitude between 200 and 260 km before maximizing to a fixed value from 260 km to the 295 km apogee of the flight. Properties of the background combined with laboratory measurements have permitted probable identification of the background source as 2-20 keV electrons or protons. Maximum electron fluxes have been estimated to be of the order 10 to the 10th power particles/sq cm-sec-ster in accord with ISIS-1 satellite measurements at higher altitudes. The background was not observed on an earlier flight at 1938 LMT, suggesting the particles to be trapped in a blet which drifted below 300 km between the two flights. The low altitude penetration of these fluxes may have been related to the great magnetic storm of March 8. Simultaneous measurements of the thermal ion distribution are compared with these results and qualitatively suggest that the soft energetic particles are responsible for an observed O2(+) and NO(+) enhancement.

Neutron star equation of state and QPO observations

NASA Astrophysics Data System (ADS)

Urbanec, Martin; Stuchlík, Zdeněk; Török, Gabriel; Bakala, Pavel; Čermák, Petr

2007-12-01

Assuming a resonant origin of the twin peak quasiperiodic oscillations observed in the X-ray neutron star binary systems, we apply a genetic algorithm method for selection of neutron star models. It was suggested that pairs of kilohertz peaks in the X-ray Fourier power density spectra of some neutron stars reflect a non-linear resonance between two modes of accretion disk oscillations. We investigate this concept for a specific neutron star source. Each neutron star model is characterized by the equation of state (EOS), rotation frequency Ω and central energy density rho_{c}. These determine the spacetime structure governing geodesic motion and position dependent radial and vertical epicyclic oscillations related to the stable circular geodesics. Particular kinds of resonances (KR) between the oscillations with epicyclic frequencies, or the frequencies derived from them, can take place at special positions assigned ambiguously to the spacetime structure. The pairs of resonant eigenfrequencies relevant to those positions are therefore fully given by KR, rho_{c}, Ω, EOS and can be compared to the observationally determined pairs of eigenfrequencies in order to eliminate the unsatisfactory sets (KR, rho_{c}, Ω, EOS). For the elimination we use the advanced genetic algorithm. Genetic algorithm comes out from the method of natural selection when subjects with the best adaptation to assigned conditions have most chances to survive. The chosen genetic algorithm with sexual reproduction contains one chromosome with restricted lifetime, uniform crossing and genes of type 3/3/5. For encryption of physical description (KR, rho_{c}, Ω, EOS) into the chromosome we use the Gray code. As a fitness function we use correspondence between the observed and calculated pairs of eigenfrequencies.

A research on wave equation on inclined channel and observation for intermittent debris flow

NASA Astrophysics Data System (ADS)

Arai, Muneyuki

2014-05-01

Phenomenon of intermittent surges is known a debris flow called viscous debris flow in China, and recently is observed in the European Alps and other mountains region. A purpose of this research is to obtain a wave equation for wave motion of intermittent surges with sediment on inclined channel, especially to evaluate influence of momentum correction factor on flow mechanism. Using non-dimensional basic equations as Laplace equation, δ2φ'/δx'2 + δ2φ'/δy'2 = 0 , boundary condition at bottom of flow, δφ'/δy' = 0, (y' = -1; at bottom of mean depth h0 ), surface condition ( conservation condition of flow surface ), ' ' ' ' - δφ-+ δη- + δφ-δη-= 0 (y' = 0;atsurfaceofmean depth h0 ), δy' δt' δt'δx' and momentum equation, ' ( ')2 '2 δφ-+ 1 (2β - 1) δφ- - c0'2 tanθx ' +c0'2 (1+ η')+ tan θ c0-φ' δt' 2 δx' u0' δ« ( δφ')2 δη' ' ' u0 ' c0 + (β - 1) δx' δx'dx = 0, here,u0 = v-, c0 = v- p0 p0 where, x : coordinate axis of flow direction, x' = x/h0, y : coordinate axis of depth direction, y' = y/h0, h : depth of flow, h0 : mean depth, t : time, t' = tvp0/h0, u0 : mean velocity, vp0 : velocity parameter in G-M transfer, φ = φ(x,y,t) : potential function, φ' = φ/(h0 vp0), g : acceleration due to gravity, θ : slope angle of the channel, c0 = ---- gh0cosθ. From these basic equation, a wave equation is obtained as follow by perturbation method, here neglecting the term of φ' with tanθ ≪ 1, δη' 1 '2 ' δη' 1 c0'2 δ2η' 1( 1 ) δ3η' δτ' + 2 (2β + 1) c0 η δξ' - 2 tanθ u-'-δξ'2-+ 2 c-'2- 1-δξ'3 = 0, 0 0 where η : deflection from h0 (h = h0 + η), η' = η/h0, ξ = ɛ1/2(x - vp0t), ξ' = ξ/h0, τ = ɛ3/2t, τ' = tvp0/h0, ɛ: parameter of perturbation method. In this equation, second term of left side is non-linear term which generates waves of various periods, third is dissipation term which disappear high frequency wave and forth is dispersion term which has a characteristic of a soliton on KdV equation. In a case using

Constructing a Scientific Explanation--A Narrative Account

ERIC Educational Resources Information Center

Yeo, Jennifer; Gilbert, John K.

2014-01-01

Studies analyzing explanations that have been constructed by science students have found that they were generally weak and lack necessary features. The goal of this study was to establish the competencies that one needs to construct a scientific explanation. Scientific explanations can be looked at in three ways, in terms of their function, form…

He-3-rich flares - A possible explanation

NASA Technical Reports Server (NTRS)

Fisk, L. A.

1978-01-01

A plasma mechanism is proposed to explain the dramatic enhancements in He-3 observed in He-3-rich flares. It is shown that a common current instability in the corona may heat ambient He-3(2+) over any other ion and thus may preferentially inject He-3 into the flare acceleration process. This mechanism operates when the abundance of He-4 and heavier elements is larger than normal in the coronal plasma. It may also preferentially heat and thus inject certain ions of iron. The mechanism thus provides a possible explanation for the observed correlation between He-3 and heavy enhancements in He-3-rich flares.

Observational constraints on cosmological models with Chaplygin gas and quadratic equation of state

DOE Office of Scientific and Technical Information (OSTI.GOV)

Sharov, G.S., E-mail: german.sharov@mail.ru

Observational manifestations of accelerated expansion of the universe, in particular, recent data for Type Ia supernovae, baryon acoustic oscillations, for the Hubble parameter H ( z ) and cosmic microwave background constraints are described with different cosmological models. We compare the ΛCDM, the models with generalized and modified Chaplygin gas and the model with quadratic equation of state. For these models we estimate optimal model parameters and their permissible errors with different approaches to calculation of sound horizon scale r {sub s} ( z {sub d} ). Among the considered models the best value of χ{sup 2} is achieved formore » the model with quadratic equation of state, but it has 2 additional parameters in comparison with the ΛCDM and therefore is not favored by the Akaike information criterion.« less

Some observations on a new numerical method for solving Navier-Stokes equations

NASA Technical Reports Server (NTRS)

Kumar, A.

1981-01-01

An explicit-implicit technique for solving Navier-Stokes equations is described which, is much less complex than other implicit methods. It is used to solve a complex, two-dimensional, steady-state, supersonic-flow problem. The computational efficiency of the method and the quality of the solution obtained from it at high Courant-Friedrich-Lewy (CFL) numbers are discussed. Modifications are discussed and certain observations are made about the method which may be helpful in using it successfully.

Effective equations and the inverse cascade theory for Kolmogorov flows

NASA Technical Reports Server (NTRS)

Weinan, E.; Shu, Chi-Wang

1992-01-01

We study the two dimensional Kolmogorov flows in the limit as the forcing frequency goes to infinity. Direct numerical simulation indicates that the low frequency energy spectrum evolves to a universal kappa (exp -4) decay law. We derive effective equations governing the behavior of the large scale flow quantities. We then present numerical evidence that with smooth initial data, the solution to the effective equation develops a kappa (exp -4) type singularity at a finite time. This gives a convenient explanation for the kappa (exp -4) decay law exhibited by the original Kolmogorov flows.

On the possibility of singularities in the acoustic field of supersonic sources when BEM is applied to a wave equation

NASA Technical Reports Server (NTRS)

De Bernardis, E.; Farassat, F.

1989-01-01

Using a time domain method based on the Ffowcs Williams-Hawkings equation, a reliable explanation is provided for the origin of singularities observed in the numerical prediction of supersonic propeller noise. In the last few years Tam and, more recently, Amiet have analyzed the phenomenon from different points of view. The method proposed here offers a clear interpretation of the singularities based on a new description of sources, relating to the behavior of lines where the propeller blade surface exhibit slope discontinuity.

Orbit determination based on meteor observations using numerical integration of equations of motion

NASA Astrophysics Data System (ADS)

Dmitriev, V.; Lupovka, V.; Gritsevich, M.

2014-07-01

We review the definitions and approaches to orbital-characteristics analysis applied to photographic or video ground-based observations of meteors. A number of camera networks dedicated to meteors registration were established all over the word, including USA, Canada, Central Europe, Australia, Spain, Finland and Poland. Many of these networks are currently operational. The meteor observations are conducted from different locations hosting the network stations. Each station is equipped with at least one camera for continuous monitoring of the firmament (except possible weather restrictions). For registered multi-station meteors, it is possible to accurately determine the direction and absolute value for the meteor velocity and thus obtain the topocentric radiant. Based on topocentric radiant one further determines the heliocentric meteor orbit. We aim to reduce total uncertainty in our orbit-determination technique, keeping it even less than the accuracy of observations. The additional corrections for the zenith attraction are widely in use and are implemented, for example, here [1]. We propose a technique for meteor-orbit determination with higher accuracy. We transform the topocentric radiant in inertial (J2000) coordinate system using the model recommended by IAU [2]. The main difference if compared to the existing orbit-determination techniques is integration of ordinary differential equations of motion instead of addition correction in visible velocity for zenith attraction. The attraction of the central body (the Sun), the perturbations by Earth, Moon and other planets of the Solar System, the Earth's flattening (important in the initial moment of integration, i.e. at the moment when a meteoroid enters the atmosphere), atmospheric drag may be optionally included in the equations. In addition, reverse integration of the same equations can be performed to analyze orbital evolution preceding to meteoroid's collision with Earth. To demonstrate the developed

Characterizing High School Students' Written Explanations in Biology Laboratories

NASA Astrophysics Data System (ADS)

Peker, Deniz; Wallace, Carolyn S.

2011-03-01

The purpose of this qualitative interpretive research study was to examine high school students' written scientific explanations during biology laboratory investigations. Specifically, we characterized the types of epistemologies and forms of reasoning involved in students' scientific explanations and students' perceptions of scientific explanations. Sixteen students from a rural high school in the Southeastern United States were the participants of this research study. The data consisted of students' laboratory reports and individual interviews. The results indicated that students' explanations were primarily based on first-hand knowledge gained in the science laboratories and mostly representing procedural recounts. Most students did not give explanations based on a theory or a principle and did not use deductive reasoning in their explanations. The students had difficulties explaining phenomena that involved intricate cause-effect relationships. Students perceived scientific explanation as the final step of a scientific inquiry and as an account of what happened in the inquiry process, and held a constructivist-empiricist view of scientific explanations. Our results imply the need for more explicit guidance to help students construct better scientific explanations and explicit teaching of the explanatory genre with particular focus on theoretical and causal explanations.

On some theoretical and practical aspects of multigrid methods. [to solve finite element systems from elliptic equations

NASA Technical Reports Server (NTRS)

Nicolaides, R. A.

1979-01-01

A description and explanation of a simple multigrid algorithm for solving finite element systems is given. Numerical results for an implementation are reported for a number of elliptic equations, including cases with singular coefficients and indefinite equations. The method shows the high efficiency, essentially independent of the grid spacing, predicted by the theory.

We still fail to account for Mendel's observations.

PubMed

Porteous, John W

2004-08-16

The present article corrects common textbook accounts of Mendel's experiments by re-establishing what he wrote and how he accounted for his observations. It notes the long-established tests for the validity of any explanations that purport to explain observations obtained by experiment. Application of these tests to Mendel's paper shows that the arguments he used to explain his observations were internally consistent but were, on one crucial issue, implausible. The same tests are applied to the currently accepted explanation for Mendel's observations. The currently favoured explanation for Mendel's observations is untenable. It misrepresents Mendel, fails to distinguish between the parameters and the variables of any system of interacting components, its arguments are inconsistent, it repeats the implausibility in Mendel's paper, fails to give a rational explanation for his observed 3:1 trait ratio and cannot explain why this ratio is not always observed in experimental practice. A rational explanation for Mendel's observations is initiated. Readers are challenged to complete the process before a further article appears.

The Effects of Different Types of Anchor Tests on Observed Score Equating. Research Report. ETS RR-09-41

ERIC Educational Resources Information Center

Liu, Jinghua; Sinharay, Sandip; Holland, Paul W.; Feigenbaum, Miriam; Curley, Edward

2009-01-01

This study explores the use of a different type of anchor, a "midi anchor", that has a smaller spread of item difficulties than the tests to be equated, and then contrasts its use with the use of a "mini anchor". The impact of different anchors on observed score equating were evaluated and compared with respect to systematic…

Explanations, explanations, explanations: how do patients with limited English construct narrative accounts in multi-lingual, multi-ethnic settings, and how can GPs interpret them?

PubMed

Moss, Becky; Roberts, Celia

2005-08-01

The gap is widening between understanding the subtle ways patients and GPs manage their talk, and superficial discussion of the 'language barrier' among linguistic minority patients. All patients have to explain themselves, not just those for whom English is their first or main language. Patients' explanations reflect how they want the doctor to perceive them as a patient and as a person: they reveal patients' identities. Yet interpretations are not easy when patients' style of talking English is influenced by their first language and cultural background. To explore in detail how patients with limited English and GPs jointly overcome misunderstandings in explanations. Using discourse analysis and conversation analysis, we examine how GPs and their patients with limited English negotiate explanations and collaborate to manage, repair or prevent understanding problems. 31% of patients said English was not their first language. Misunderstandings arise owing to a range of linguistic and cultural factors, including stress and intonation patterns, vocabulary, the way a patient sequences their narrative, and patient and GP pursuing different agendas. When talk itself is the problem, patients' explanations can lead to misunderstandings, which GPs have to repair if they cannot prevent. Careful interpretation by skillful GPs can reveal patients' knowledge, experience and perspective.

An architecture for rule based system explanation

NASA Technical Reports Server (NTRS)

Fennel, T. R.; Johannes, James D.

1990-01-01

A system architecture is presented which incorporate both graphics and text into explanations provided by rule based expert systems. This architecture facilitates explanation of the knowledge base content, the control strategies employed by the system, and the conclusions made by the system. The suggested approach combines hypermedia and inference engine capabilities. Advantages include: closer integration of user interface, explanation system, and knowledge base; the ability to embed links to deeper knowledge underlying the compiled knowledge used in the knowledge base; and allowing for more direct control of explanation depth and duration by the user. User models are suggested to control the type, amount, and order of information presented.

Scientific Explanations and Piagetian Operational Levels.

ERIC Educational Resources Information Center

Bass, Joel E.; Maddux, Cleborne D.

1982-01-01

Examined effects of operational levels of ninth-grade (N=16) and college (N=40) students on causal explanations they recalled after instruction. Results indicate concrete/formal students recalled explanations requiring chaining of two implication statements while formal subjects outperformed concrete subjects in reconstruction of complex…

Improving the explanation capabilities of advisory systems

NASA Technical Reports Server (NTRS)

Porter, Bruce; Souther, Art

1993-01-01

A major limitation of current advisory systems (e.g., intelligent tutoring systems and expert systems) is their restricted ability to give explanations. The goal of our research is to develop and evaluate a flexible explanation facility, one that can dynamically generate responses to questions not anticipated by the system's designers and that can tailor these responses to individual users. To achieve this flexibility, we are developing a large knowledge base, a viewpoint construction facility, and a modeling facility. In the long term we plan to build and evaluate advisory systems with flexible explanation facilities for scientists in numerous domains. In the short term, we are focusing on a single complex domain in biological science, and we are working toward two important milestones: (1) building and evaluating an advisory system with a flexible explanation facility for freshman-level students studying biology; and (2) developing general methods and tools for building similar explanation facilities in other domains.

Improving the explanation capabilities of advisory systems

NASA Technical Reports Server (NTRS)

Porter, Bruce; Souther, Art

1994-01-01

A major limitation of current advisory systems (e.g., intelligent tutoring systems and expert systems) is their restricted ability to give explanations. The goal of our research is to develop and evaluate a flexible explanation facility, one that can dynamically generate responses to questions not anticipated by the system's designers and that can tailor these responses to individual users. To achieve this flexibility, we are developing a large knowledge base, a viewpoint construction facility, and a modeling facility. In the long term we plan to build and evaluate advisory systems with flexible explanation facilities for scientists in numerous domains. In the short term, we are focusing on a single complex domain in biological science, and we are working toward two important milestones: (1) building and evaluating an advisory system with a flexible explanation facility for freshman-level students studying biology, and (2) developing general methods and tools for building similar explanation facilities in other domains.

Squared eigenfunctions for the Sasa-Satsuma equation

NASA Astrophysics Data System (ADS)

Yang, Jianke; Kaup, D. J.

2009-02-01

Squared eigenfunctions are quadratic combinations of Jost functions and adjoint Jost functions which satisfy the linearized equation of an integrable equation. They are needed for various studies related to integrable equations, such as the development of its soliton perturbation theory. In this article, squared eigenfunctions are derived for the Sasa-Satsuma equation whose spectral operator is a 3×3 system, while its linearized operator is a 2×2 system. It is shown that these squared eigenfunctions are sums of two terms, where each term is a product of a Jost function and an adjoint Jost function. The procedure of this derivation consists of two steps: First is to calculate the variations of the potentials via variations of the scattering data by the Riemann-Hilbert method. The second one is to calculate the variations of the scattering data via the variations of the potentials through elementary calculations. While this procedure has been used before on other integrable equations, it is shown here, for the first time, that for a general integrable equation, the functions appearing in these variation relations are precisely the squared eigenfunctions and adjoint squared eigenfunctions satisfying, respectively, the linearized equation and the adjoint linearized equation of the integrable system. This proof clarifies this procedure and provides a unified explanation for previous results of squared eigenfunctions on individual integrable equations. This procedure uses primarily the spectral operator of the Lax pair. Thus two equations in the same integrable hierarchy will share the same squared eigenfunctions (except for a time-dependent factor). In the Appendix, the squared eigenfunctions are presented for the Manakov equations whose spectral operator is closely related to that of the Sasa-Satsuma equation.

Research traditions and evolutionary explanations in medicine.

PubMed

Méthot, Pierre-Olivier

2011-02-01

In this article, I argue that distinguishing 'evolutionary' from 'Darwinian' medicine will help us assess the variety of roles that evolutionary explanations can play in a number of medical contexts. Because the boundaries of evolutionary and Darwinian medicine overlap to some extent, however, they are best described as distinct 'research traditions' rather than as competing paradigms. But while evolutionary medicine does not stand out as a new scientific field of its own, Darwinian medicine is united by a number of distinctive theoretical and methodological claims. For example, evolutionary medicine and Darwinian medicine can be distinguished with respect to the styles of evolutionary explanations they employ. While the former primarily involves 'forward looking' explanations, the latter depends mostly on 'backward looking' explanations. A forward looking explanation tries to predict the effects of ongoing evolutionary processes on human health and disease in contemporary environments (e.g., hospitals). In contrast, a backward looking explanation typically applies evolutionary principles from the vantage point of humans' distant biological past in order to assess present states of health and disease. Both approaches, however, are concerned with the prevention and control of human diseases. In conclusion, I raise some concerns about the claim that 'nothing in medicine makes sense except in the light of evolution'.

4 CFR 28.41 - Explanation, scope and methods.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 4 Accounts 1 2010-01-01 2010-01-01 false Explanation, scope and methods. 28.41 Section 28.41 Accounts GOVERNMENT ACCOUNTABILITY OFFICE GENERAL PROCEDURES GOVERNMENT ACCOUNTABILITY OFFICE PERSONNEL... ACCOUNTABILITY OFFICE Procedures Discovery § 28.41 Explanation, scope and methods. (a) Explanation. Discovery is...

Kindergarten Students' Explanations during Science Learning

ERIC Educational Resources Information Center

Harris, Karleah

2010-01-01

The study examines kindergarten students' explanations during science learning. The data on children's explanations are drawn from videotaped and transcribed discourse collected from four public kindergarten science classrooms engaged in a life science inquiry unit on the life cycle of the monarch butterfly. The inquiry unit was implemented as…

Equation of state of silicate liquids

NASA Astrophysics Data System (ADS)

Jing, Zhicheng

Equation of state of silicate liquids is crucial to our understanding of melting processes such as the generation and differentiation of silicate melts in Earth and hence to explore the geophysical and geochemical consequences of melting. A comparison of compressional properties reveals fundamental differences in compressional mechanisms between silicate liquids and solids. Due to a liquid's ability to change structures, the compression of liquids is largely controlled by the entropic contribution to the free energy in addition to the internal energy contribution that is available to solids. In order to account for the entropic contribution, a new equation of state of silicate liquids is proposed based on the theory of hard-sphere mixtures. The equation of state is calibrated for SiO2-Al 2O3-FeO-MgO-CaO liquids and other systems. The new equation of state provides a unified explanation for the experimental observations on compressional properties of liquids including the bulk moduli of silicate liquids as well as the pressure dependence of Gruneisen parameter. The effect of chemical composition on melt density can be studied by the equation of state. Results show that FeO and H2O are the most important components in melts that control the melt density at high pressure due to their very different mean atomic masses from other melt components. Adding SiO2 can make a melt more compressible at high pressure due to its continuous change of coordination from 4-fold to 6-fold. The effect of 1-120 on melt density is further investigated by high-pressure experiments at the conditions of 9 to 15 GPa (corresponding to the depths of 300-500 km in the Earth) and 1900 °C to 2200 °C. The density of three dry melts and four hydrous melts with 2-7 wt% H2O was determined. Density data are analyzed by both the Birch-Mumaghan equation of state and the hard sphere equation of state. The partial molar volume of H2O is determined to be 8.8 cm3/mol at 14 GPa and 2173 K. The hypothesis

Assessing Equating Results on Different Equating Criteria

ERIC Educational Resources Information Center

Tong, Ye; Kolen, Michael

2005-01-01

The performance of three equating methods--the presmoothed equipercentile method, the item response theory (IRT) true score method, and the IRT observed score method--were examined based on three equating criteria: the same distributions property, the first-order equity property, and the second-order equity property. The magnitude of the…

Does Medical Students' Diagnostic Performance Improve by Observing Examples of Self-Explanation Provided by Peers or Experts?

ERIC Educational Resources Information Center

Chamberland, Martine; Mamede, Sílvia; St-Onge, Christina; Setrakian, Jean; Schmidt, Henk G.

2015-01-01

Educational strategies that promote the development of clinical reasoning in students remain scarce. Generating self-explanations (SE) engages students in active learning and has shown to be an effective technique to improve clinical reasoning in clerks. Example-based learning has been shown to support the development of accurate knowledge…

Explanation in Biology: Reduction, Pluralism, and Explanatory Aims

ERIC Educational Resources Information Center

Brigandt, Ingo

2013-01-01

This essay analyzes and develops recent views about explanation in biology. Philosophers of biology have parted with the received deductive-nomological model of scientific explanation primarily by attempting to capture actual biological theorizing and practice. This includes an endorsement of different kinds of explanation (e.g., mathematical and…

Is the bias for function-based explanations culturally universal? Children from China endorse teleological explanations of natural phenomena

PubMed Central

Schachner, Adena; Zhu, Liqi; Li, Jing; Kelemen, Deborah

2017-01-01

Young children in Western cultures tend to endorse teleological (function-based) explanations broadly across many domains, even when scientifically unwarranted. For instance, in contrast to Western adults, they explicitly endorse the idea that mountains were created for climbing, just like hats were created for warmth. Is this bias a product of culture, or a product of universal aspects of human cognition? In two studies, we explored whether adults and children in Mainland China, a highly secular, non-Western culture, show a bias for teleological explanations. When explaining both object properties (Exp. 1) and origins (Exp. 2), we found evidence that they do. While Chinese adults restricted teleological explanations to scientifically warranted cases, Chinese children endorsed them more broadly, extending them across different kinds of natural phenomena. This bias decreased with rising grade level across first, second and fourth grade. Overall, these data provide evidence that children’s bias for teleological explanations is not solely a product of Western Abrahamic cultures. Instead, it extends to other cultures including the East Asian secular culture of modern-day China. This suggests that the bias for function-based explanations may be driven by universal aspects of human cognition. PMID:28110152

Structural equation modeling for observational studies

USGS Publications Warehouse

Grace, J.B.

2008-01-01

Structural equation modeling (SEM) represents a framework for developing and evaluating complex hypotheses about systems. This method of data analysis differs from conventional univariate and multivariate approaches familiar to most biologists in several ways. First, SEMs are multiequational and capable of representing a wide array of complex hypotheses about how system components interrelate. Second, models are typically developed based on theoretical knowledge and designed to represent competing hypotheses about the processes responsible for data structure. Third, SEM is conceptually based on the analysis of covariance relations. Most commonly, solutions are obtained using maximum-likelihood solution procedures, although a variety of solution procedures are used, including Bayesian estimation. Numerous extensions give SEM a very high degree of flexibility in dealing with nonnormal data, categorical responses, latent variables, hierarchical structure, multigroup comparisons, nonlinearities, and other complicating factors. Structural equation modeling allows researchers to address a variety of questions about systems, such as how different processes work in concert, how the influences of perturbations cascade through systems, and about the relative importance of different influences. I present 2 example applications of SEM, one involving interactions among lynx (Lynx pardinus), mongooses (Herpestes ichneumon), and rabbits (Oryctolagus cuniculus), and the second involving anuran species richness. Many wildlife ecologists may find SEM useful for understanding how populations function within their environments. Along with the capability of the methodology comes a need for care in the proper application of SEM.

Axis: Generating Explanations at Scale with Learnersourcing and Machine Learning

ERIC Educational Resources Information Center

Williams, Joseph Jay; Kim, Juho; Rafferty, Anna; Heffernan, Neil; Maldonado, Samuel; Gajos, Krzysztof Z.; Lasecki, Walter S.; Heffernan, Neil

2016-01-01

While explanations may help people learn by providing information about why an answer is correct, many problems on online platforms lack high-quality explanations. This paper presents AXIS (Adaptive eXplanation Improvement System), a system for obtaining explanations. AXIS asks learners to generate, revise, and evaluate explanations as they solve…

Causal and Teleological Explanations in Biology

ERIC Educational Resources Information Center

Yip, Cheng-Wai

2009-01-01

A causal explanation in biology focuses on the mechanism by which a biological process is brought about, whereas a teleological explanation considers the end result, in the context of the survival of the organism, as a reason for certain biological processes or structures. There is a tendency among students to offer a teleological explanation…

Standard Error of Linear Observed-Score Equating for the NEAT Design with Nonnormally Distributed Data

ERIC Educational Resources Information Center

Zu, Jiyun; Yuan, Ke-Hai

2012-01-01

In the nonequivalent groups with anchor test (NEAT) design, the standard error of linear observed-score equating is commonly estimated by an estimator derived assuming multivariate normality. However, real data are seldom normally distributed, causing this normal estimator to be inconsistent. A general estimator, which does not rely on the…

R-mode constraints from neutron star equation of state

NASA Astrophysics Data System (ADS)

Papazoglou, M. C.; Moustakidis, C. C.

2016-03-01

The gravitational radiation has been proposed a long time before, as an explanation for the observed relatively low spin frequencies of young neutron stars and of accreting neutron stars in low-mass X-ray binaries as well. In the present work we studied the effects of the neutron star equation of state on the r-mode instability window of rotating neutron stars. Firstly, we employed a set of analytical solution of the Tolman-Oppenheimer-Volkoff equations with special emphasis on the Tolman VII solution. In particular, we tried to clarify the effects of the bulk neutron star properties (mass, radius, density distribution, crust size and elasticity) on the r-mode instability window. We found that the critical angular velocity \\varOmegac depends mainly on the neutron star radius. The effects of the gravitational mass and the mass distribution are almost negligible. Secondly, we studied the effect of the elasticity of the crust, via to the slippage factor S and also the effect of the nuclear equation of state, via the slope parameter L, on the instability window. We found that the crust effects are more pronounced, compared to those originated from the equation of state. Moreover, we proposed simple analytical expressions which relate the macroscopic quantity \\varOmegac to the radius, the parameter L and the factor {S}. We also investigated the possibility to measure the radius of a neutron star and the factor {S} with the help of accurate measures of \\varOmegac and the neutron star temperature. Finally, we studied the effects of the mutual friction on the instability window and discussed the results in comparison with previous similar studies.

QPO observations related to neutron star equations of state

NASA Astrophysics Data System (ADS)

Stuchlik, Zdenek; Urbanec, Martin; Török, Gabriel; Bakala, Pavel; Cermak, Petr

We apply a genetic algorithm method for selection of neutron star models relating them to the resonant models of the twin peak quasiperiodic oscillations observed in the X-ray neutron star binary systems. It was suggested that pairs of kilo-hertz peaks in the X-ray Fourier power density spectra of some neutron stars reflect a non-linear resonance between two modes of accretion disk oscillations. We investigate this concept for a specific neutron star source. Each neutron star model is characterized by the equation of state (EOS), rotation frequency Ω and central energy density ρc . These determine the spacetime structure governing geodesic motion and position dependent radial and vertical epicyclic oscillations related to the stable circular geodesics. Particular kinds of resonances (KR) between the oscillations with epicyclic frequencies, or the frequencies derived from them, can take place at special positions assigned ambiguously to the spacetime structure. The pairs of resonant eigenfrequencies relevant to those positions are therefore fully given by KR,ρc , Ω, EOS and can be compared to the observationally determined pairs of eigenfrequencies in order to eliminate the unsatisfactory sets (KR,ρc , Ω, EOS). For the elimination we use the advanced genetic algorithm. Genetic algorithm comes out from the method of natural selection when subjects with the best adaptation to assigned conditions have most chances to survive. The chosen genetic algorithm with sexual reproduction contains one chromosome with restricted lifetime, uniform crossing and genes of type 3/3/5. For encryption of physical description (KR,ρ, Ω, EOS) into chromosome we used Gray code. As a fitness function we use correspondence between the observed and calculated pairs of eigenfrequencies.

Justification of automated decision-making: medical explanations as medical arguments.

PubMed Central

Shankar, R. D.; Musen, M. A.

1999-01-01

People use arguments to justify their claims. Computer systems use explanations to justify their conclusions. We are developing WOZ, an explanation framework that justifies the conclusions of a clinical decision-support system. WOZ's central component is the explanation strategy that decides what information justifies a claim. The strategy uses Toulmin's argument structure to define pieces of information and to orchestrate their presentation. WOZ uses explicit models that abstract the core aspects of the framework such as the explanation strategy. In this paper, we present the use of arguments, the modeling of explanations, and the explanation process used in WOZ. WOZ exploits the wealth of naturally occurring arguments, and thus can generate convincing medical explanations. Images Figure 5 PMID:10566388

Spontaneous Grammar Explanations.

ERIC Educational Resources Information Center

Tjoo, Hong Sing; Lewis, Marilyn

1998-01-01

Describes one New Zealand university language teacher's reflection on her own grammar explanations to university-level students of Bahasa Indonesian. Examines form-focused instruction through the teacher's spontaneous answers to students' questions about the form of the language they are studying. The teacher's experiences show that it takes time…

Observed Score Equating Using a Mini-Version Anchor and an Anchor with Less Spread of Difficulty: A Comparison Study

ERIC Educational Resources Information Center

Liu, Jinghua; Sinharay, Sandip; Holland, Paul; Feigenbaum, Miriam; Curley, Edward

2011-01-01

Two different types of anchors are investigated in this study: a mini-version anchor and an anchor that has a less spread of difficulty than the tests to be equated. The latter is referred to as a midi anchor. The impact of these two different types of anchors on observed score equating are evaluated and compared with respect to systematic error…

Plasma observations at the Earth's magnetic equator

DOE Office of Scientific and Technical Information (OSTI.GOV)

Olsen, R.C.; Shawhan, S.D.; Gallagher, D.L.

1987-03-01

The magnetic equator provides a unique location for thermal plasma and plasma wave measurements. Plasma populations are found to be confined within a few degrees latitude of the equator, particularly the ions. The equatorially trapped ion population is found to be primarily hydrogen, and the authors find little evidence for preferential heating of heavier ions. Helium is occasionally found to be heated along with the protons, and forms about 10% of the equatorially trapped populations at such times, similar to the percentage of He{sup +} in the cold, core plasma of the plasmasphere. One case of a heated O{sup +}more » component was found; at the 0.1% level it generally comprises in the outer plasmasphere core plasma. The heated H{sup +} ions can be characterized by a bi-Maxwellian with kT{sub {parallel}} = 0.5-1.0 eV, and kT = 5-50 eV, with a density of 10-100 cm{sup {minus}3}. The total plasma density, as inferred from the plasma wave instrument measurements of the upper hybrid measurements of the upper hybrid resonance (UHR), is relatively constant with latitude, occasionally showing a local minimum at the magnetic equator, even though the ion flux has increased substantially. The first measurements of the equatorially trapped plasma and coincident UHR measurements show that the trapped plasma is a feature of the plasmapause region, found at total plasma densities of 20-200 cm{sup {minus}3}. The warm, trapped plasma is found in conjunction with equatorial noise, a plasma wave feature found at frequencies near 100 Hz, with a broad spectrum generally found between the proton gyrofrequency at the low frequency edge and the geometric mean gyrofrequency at the high frequency edge. This latter frequency is generally the lower hybrid resonance (LHR) for a proton-electron plasma. Sharp spatial boundaries are occasionally found with latitude, delimiting the equatorially trapped plasma.« less

Explanation and Categorization: How "Why?" Informs "What?"

ERIC Educational Resources Information Center

Lombrozo, Tania

2009-01-01

Recent theoretical and empirical work suggests that explanation and categorization are intimately related. This paper explores the hypothesis that explanations can help structure conceptual representations, and thereby influence the relative importance of features in categorization decisions. In particular, features may be differentially important…

Kalman filters for assimilating near-surface observations into the Richards equation - Part 1: Retrieving state profiles with linear and nonlinear numerical schemes

NASA Astrophysics Data System (ADS)

Chirico, G. B.; Medina, H.; Romano, N.

2014-07-01

This paper examines the potential of different algorithms, based on the Kalman filtering approach, for assimilating near-surface observations into a one-dimensional Richards equation governing soil water flow in soil. Our specific objectives are: (i) to compare the efficiency of different Kalman filter algorithms in retrieving matric pressure head profiles when they are implemented with different numerical schemes of the Richards equation; (ii) to evaluate the performance of these algorithms when nonlinearities arise from the nonlinearity of the observation equation, i.e. when surface soil water content observations are assimilated to retrieve matric pressure head values. The study is based on a synthetic simulation of an evaporation process from a homogeneous soil column. Our first objective is achieved by implementing a Standard Kalman Filter (SKF) algorithm with both an explicit finite difference scheme (EX) and a Crank-Nicolson (CN) linear finite difference scheme of the Richards equation. The Unscented (UKF) and Ensemble Kalman Filters (EnKF) are applied to handle the nonlinearity of a backward Euler finite difference scheme. To accomplish the second objective, an analogous framework is applied, with the exception of replacing SKF with the Extended Kalman Filter (EKF) in combination with a CN numerical scheme, so as to handle the nonlinearity of the observation equation. While the EX scheme is computationally too inefficient to be implemented in an operational assimilation scheme, the retrieval algorithm implemented with a CN scheme is found to be computationally more feasible and accurate than those implemented with the backward Euler scheme, at least for the examined one-dimensional problem. The UKF appears to be as feasible as the EnKF when one has to handle nonlinear numerical schemes or additional nonlinearities arising from the observation equation, at least for systems of small dimensionality as the one examined in this study.

Equation of State of Iron-Rich (Mg,Fe)O

NASA Astrophysics Data System (ADS)

Dobrosavljevic, V.; Jackson, J. M.

2017-12-01

Recent seismic observations of the core-mantle boundary (CMB) have provided increasing evidence for the presence of a boundary layer rich in chemical diversity with lateral variations in seismic velocities and densities. Exploring causes of observed anomalies such as ultralow-velocity zones (ULVZs) in this region can lead to a deeper understanding of phenomena like hotspot volcanism and heat flow from the core. One potential explanation for the presence of these lateral heterogeneities may be iron enrichment in lower mantle minerals such as magnesiowüstite, possibly resulting from melting events or interactions with the iron-dominant outer core. Relatively little study has been directed toward iron-rich members of the (Mg,Fe)O solid solution despite the possibility for even low levels of iron enrichment to have significant impact on elastic properties. To that end, we present results from a powder x-ray diffraction study on (Mg0.06Fe0.94)O up to 90 GPa at 300 K using helium as a pressure-transmitting medium. The measurements were conducted at beamline 12.2.2 of the Advanced Light Source of Lawrence Berkeley National Laboratory. The diffraction data were used to determine the equations of state for the material's B1 cubic and rhombohedral phases and constrain the transition pressure at ambient temperature. We combine our results with pressure-temperature-volume measurements on an identical composition (Wicks et al. 2015) to produce a well-constrained thermal equation of state. Using these results, we report a thermal elasticity model for magnesiowüstite at CMB conditions for use in dynamic modeling and comparison against seismic observations.

Conservational PDF Equations of Turbulence

NASA Technical Reports Server (NTRS)

Shih, Tsan-Hsing; Liu, Nan-Suey

2010-01-01

Recently we have revisited the traditional probability density function (PDF) equations for the velocity and species in turbulent incompressible flows. They are all unclosed due to the appearance of various conditional means which are modeled empirically. However, we have observed that it is possible to establish a closed velocity PDF equation and a closed joint velocity and species PDF equation through conditions derived from the integral form of the Navier-Stokes equations. Although, in theory, the resulted PDF equations are neither general nor unique, they nevertheless lead to the exact transport equations for the first moment as well as all higher order moments. We refer these PDF equations as the conservational PDF equations. This observation is worth further exploration for its validity and CFD application

A Ball Lightning Model as a Possible Explanation of Recently Reported Cavity Lights

DOE Office of Scientific and Technical Information (OSTI.GOV)

Fryberger, David; /SLAC

The salient features of cavity lights, in particular, mobile luminous objects (MLO's), as have been experimentally observed in superconducting accelerator cavities, are summarized. A model based upon standard electromagnetic interactions between a small particle and the 1.5 GHz cavity excitation field is described. This model can explain some features of these data, in particular, the existence of particle orbits without wall contact. While this result is an important success for the model, it is detailed why the model as it stands is incomplete. It is argued that no avenues for a suitable extension of the model through established physics appearmore » evident, which motivates an investigation of a model based upon a more exotic object, ball lightning. As discussed, further motivation derives from the fact that there are significant similarities in many of the qualitative features of ball lightning and MLO's, even though they appear in quite different circumstances and differ in scale by orders of magnitude. The ball lightning model, which incorporates electromagnetic charges and currents, is based on a symmetrized set of Maxwell's equations in which the electromagnetic sources and fields are characterized by a process called dyality rotation. It is shown that a consistent mathematical description of dyality rotation as a physical process can be achieved by adding suitable (phenomenological) current terms to supplement the usual current terms in the symmetrized Maxwell's equations. These currents, which enable the conservation of electric and magnetic charge, are called vacuum currents. It is shown that the proposed ball lightning model offers a good qualitative explanation of the perplexing aspects of the MLO data. Avenues for further study are indicated.« less

Non-Riemannian geometry, Born-Infeld models and trace free gravitational equations

NASA Astrophysics Data System (ADS)

Cirilo-Lombardo, Diego Julio

2017-12-01

Non-Riemannian generalization of the standard Born-Infeld (BI) Lagrangian is introduced and analyzed from a theory of gravitation with dynamical torsion field. The field equations derived from the proposed action lead to a trace free gravitational equation (non-Riemannian analog to the trace free equation (TFE) from Finkelstein et al., 2001; Ellis et al., 2011; Ellis, 2014) and the field equations for the torsion respectively. In this theoretical context, the fundamental constants arise all from the same geometry through geometrical invariant quantities (as from the curvature R). New results involving generation of primordial magnetic fields and the link with leptogenesis and baryogenesis are presented and possible explanations given. The physically admissible matter fields can be introduced in the model via the torsion vector hμ. Such fields include some dark matter candidates such as axion, right neutrinos and Majorana and moreover, physical observables as vorticity can be included in the same way. From a new wormhole solution in a cosmological spacetime with torsion we also show that the primordial cosmic magnetic fields can originate from hμ with the axion field (that is contained in hμ) the responsible to control the dynamics and stability of the cosmic magnetic field but not the magnetogenesis itself. As we pointed out before (Cirilo-Lombardo, 2017), the analysis of Grand Unified Theories (GUT) in the context of this model indicates that the group manifold candidates are based in SO (10), SU (5) or some exceptional groups as E (6), E (7) , etc.

An explanation for the tiny value of the cosmological constant and the low vacuum energy density

NASA Astrophysics Data System (ADS)

Nassif, Cláudio

2015-09-01

The paper aims to provide an explanation for the tiny value of the cosmological constant and the low vacuum energy density to represent the dark energy. To accomplish this, we will search for a fundamental principle of symmetry in space-time by means of the elimination of the classical idea of rest, by including an invariant minimum limit of speed in the subatomic world. Such a minimum speed, unattainable by particles, represents a preferred reference frame associated with a background field that breaks down the Lorentz symmetry. The metric of the flat space-time shall include the presence of a uniform vacuum energy density, which leads to a negative pressure at cosmological length scales. Thus, the equation of state for the cosmological constant [ p(pressure) (energy density)] naturally emerges from such a space-time with an energy barrier of a minimum speed. The tiny values of the cosmological constant and the vacuum energy density will be successfully obtained, being in agreement with the observational results of Perlmutter, Schmidt and Riess.

Collaborative explanation, explanatory roles, and scientific explaining in practice.

PubMed

Love, Alan C

2015-08-01

Scientific explanation is a perennial topic in philosophy of science, but the literature has fragmented into specialized discussions in different scientific disciplines. An increasing attention to scientific practice by philosophers is (in part) responsible for this fragmentation and has put pressure on criteria of adequacy for philosophical accounts of explanation, usually demanding some form of pluralism. This commentary examines the arguments offered by Fagan and Woody with respect to explanation and understanding in scientific practice. I begin by scrutinizing Fagan's concept of collaborative explanation, highlighting its distinctive advantages and expressing concern about several of its assumptions. Then I analyze Woody's attempt to reorient discussions of scientific explanation around functional considerations, elaborating on the wider implications of this methodological recommendation. I conclude with reflections on synergies and tensions that emerge when the two papers are juxtaposed and how these draw attention to critical issues that confront ongoing philosophical analyses of scientific explanation. Copyright © 2015 Elsevier Ltd. All rights reserved.

Decreasing Lower Tropospheric Ozone over the North China Plain Observed by IASI: Looking for Explanations

NASA Astrophysics Data System (ADS)

Dufour, G.; Eremenko, M.; Lachâtre, M.; Hauglustaine, D.; Fortems-Cheiney, A.; Cuesta, J.; Zhang, Y.; Cai, Z.; Liu, Y.; Xu, X.; Lin, W.; Cooper, O. R.

2017-12-01

China, and especially the North China Plain (NCP), is a highly polluted region. Emission reductions have been applied since about 10 years, starting with SO2 emissions in 2006 and with NOx emissions in 2010. Recent satellite observations series show a decrease of NO2 tropospheric columns since 2013 and attributed to the NOx emissions reduction. The question of the impact of such reduction on ozone is then arising. In this study, we use the capabilities of the IASI satellite instrument to retrieve 2 semi-independent columns of ozone in the lower (surface-6km asl) and the upper (6-12km) troposphere - the lower tropospheric (LT) column having a sensitivity maximum at 3-4 km - and we evaluate the variability and trend of LT ozone over the NCP for 2008-2016. Deseasonalized monthly timeseries show two distinct periods: a first period (2008-2012) with no significant trend (slope of the linear fit < -0.1 %/yr) and a second period (2013-2016) with a highly significant negative trend of -1.2 %/yr, leading to an overall trend of -0.77 %/yr for 2008-2016. A first temptation is to attribute this decrease to the NOx emissions changes. However, negative trends have not been reported from background surface measurements in this Chinese region. Furthermore recent work made within the framework of the TOAR initiative reveals discrepancies in the sign of the trends of tropospheric column ozone derived from infrared and ultraviolet satellite instruments. As yet there is no conclusive explanation for the discrepancy. We then investigate the IASI retrieval stability and robustness in terms of vertical sensitivity, interferences with large aerosol loading, and comparing with surface and ozonesonde measurements and the IASI instrument aboard the Metop-B satellite. One issue arises concerning the temporal sampling of IASI that may induce significant change in the trend derived from surface stations. We also explore the possible variables, other than emissions, which could explain the

Influencing preferences for different types of causal explanation of complex events.

PubMed

Klein, Gary; Rasmussen, Louise; Lin, Mei-Hua; Hoffman, Robert R; Case, Jason

2014-12-01

We examined preferences for different forms of causal explanations for indeterminate situations. Background: Klein and Hoffman distinguished several forms of causal explanations for indeterminate, complex situations: single-cause explanations, lists of causes, and explanations that interrelate several causes. What governs our preferences for single-cause (simple) versus multiple- cause (complex) explanations? In three experiments, we examined the effect of target audience, explanatory context, participant nationality, and explanation type. All participants were college students. Participants were given two scenarios, one regarding the U.S. economic collapse in 2007 to 2008 and the other about the sudden success of the U.S. military in Iraq in 2007. The participants were asked to assess various types of causal explanations for each of the scenarios, with reference to one or more purposes or audience for the explanations. Participants preferred simple explanations for presentation to less sophisticated audiences. Malaysian students of Chinese ethnicity preferred complex explanations more than did American students. The form of presentation made a difference: Participants preferred complex to simple explanations when given a chance to compare the two, but the preference for simple explanations increased when there was no chance for compari- son, and the difference between Americans and Malaysians disappeared. Preferences for explanation forms can vary with the context and with the audience, and they depend on the nature of the alternatives that are provided. Guidance for decision-aiding technology and training systems that provide explanations need to involve consideration of the form and depth of the accounts provided as well as the intended audience.

5 CFR 1201.101 - Explanation and definitions.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 5 Administrative Personnel 3 2012-01-01 2012-01-01 false Explanation and definitions. 1201.101... definitions. (a) Explanation. An ex parte communication is an oral or written communication between a decision... submissions to be in writing, are prohibited. Accordingly, interested parties may ask about such matters as...

5 CFR 1201.101 - Explanation and definitions.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 5 Administrative Personnel 3 2011-01-01 2011-01-01 false Explanation and definitions. 1201.101... definitions. (a) Explanation. An ex parte communication is an oral or written communication between a decision... submissions to be in writing, are prohibited. Accordingly, interested parties may ask about such matters as...

5 CFR 1201.101 - Explanation and definitions.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 5 Administrative Personnel 3 2013-01-01 2013-01-01 false Explanation and definitions. 1201.101... definitions. (a) Explanation. An ex parte communication is an oral or written communication between a decision... submissions to be in writing, are prohibited. Accordingly, interested parties may ask about such matters as...

Validity Evidence for a Learning Progression of Scientific Explanation

ERIC Educational Resources Information Center

Yao, Jian-Xin; Guo, Yu-Ying

2018-01-01

Providing scientific explanations for natural phenomena is a fundamental aim of science; therefore, scientific explanation has been selected as one of the key practices in science education policy documents around the world. To further elaborate on existing educational frameworks of scientific explanation in K-12, we propose a learning progression…

Evidence for an Explanation Advantage in Naive Biological Reasoning

ERIC Educational Resources Information Center

Legare, Cristine H.; Wellman, Henry M.; Gelman, Susan A.

2009-01-01

The present studies compare young children's explanations and predictions for the biological phenomenon of contamination. In Study 1, 36 preschoolers and 24 adults heard vignettes concerning contamination, and were asked either to make a prediction or to provide an explanation. Even 3-year-olds readily supplied contamination-based explanations,…

Equating TIMSS Mathematics Subtests with Nonlinear Equating Methods Using NEAT Design: Circle-Arc Equating Approaches

ERIC Educational Resources Information Center

Ozdemir, Burhanettin

2017-01-01

The purpose of this study is to equate Trends in International Mathematics and Science Study (TIMSS) mathematics subtest scores obtained from TIMSS 2011 to scores obtained from TIMSS 2007 form with different nonlinear observed score equating methods under Non-Equivalent Anchor Test (NEAT) design where common items are used to link two or more test…

An Exact, Compressible One-Dimensional Riemann Solver for General, Convex Equations of State

DOE Office of Scientific and Technical Information (OSTI.GOV)

Kamm, James Russell

2015-03-05

This note describes an algorithm with which to compute numerical solutions to the one- dimensional, Cartesian Riemann problem for compressible flow with general, convex equations of state. While high-level descriptions of this approach are to be found in the literature, this note contains most of the necessary details required to write software for this problem. This explanation corresponds to the approach used in the source code that evaluates solutions for the 1D, Cartesian Riemann problem with a JWL equation of state in the ExactPack package [16, 29]. Numerical examples are given with the proposed computational approach for a polytropic equationmore » of state and for the JWL equation of state.« less

4 CFR 28.146 - Explanation and definitions.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 4 Accounts 1 2011-01-01 2011-01-01 false Explanation and definitions. 28.146 Section 28.146... ACCOUNTABILITY OFFICE Ex Parte Communications § 28.146 Explanation and definitions. (a) Ex parte communications... make inquiries about such matters as the status of a case, when it will be heard, and the method for...

19 CFR 191.133 - Explanation of terms.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 19 Customs Duties 2 2010-04-01 2010-04-01 false Explanation of terms. 191.133 Section 191.133 Customs Duties U.S. CUSTOMS AND BORDER PROTECTION, DEPARTMENT OF HOMELAND SECURITY; DEPARTMENT OF THE... Foreign Ownership and Account § 191.133 Explanation of terms. (a) Materials. Section 313(g) of the Act, as...

19 CFR 191.133 - Explanation of terms.

Code of Federal Regulations, 2012 CFR

2012-04-01

... 19 Customs Duties 2 2012-04-01 2012-04-01 false Explanation of terms. 191.133 Section 191.133 Customs Duties U.S. CUSTOMS AND BORDER PROTECTION, DEPARTMENT OF HOMELAND SECURITY; DEPARTMENT OF THE... Foreign Ownership and Account § 191.133 Explanation of terms. (a) Materials. Section 313(g) of the Act, as...

Developmental Origins of Biological Explanations: The case of infants' internal property bias.

PubMed

Taborda-Osorio, Hernando; Cheries, Erik W

2017-10-01

People's explanations about the biological world are heavily biased toward internal, non-obvious properties. Adults and children as young as 5 years of age find internal properties more causally central than external features for explaining general biological processes and category membership. In this paper, we describe how this 'internal property bias' may be grounded in two different developmental precursors observed in studies with infants: (1) an early understanding of biological agency that is apparent in infants' reasoning about animals, and (2) the acquisition of kind-based representations that distinguish between essential and accidental properties, spanning from animals to artifacts. We argue that these precursors may support the progressive construction of the notion of biological kinds and explanations during childhood. Shortly after their first year of life, infants seem to represent the internal properties of animates as more central and identity-determining that external properties. Over time, this skeletal notion of biological kinds is integrated into diverse explanations about kind membership and biological processes, with an increasingly better understanding of the causal role of internal properties.

Students' reasons for preferring teleological explanations

NASA Astrophysics Data System (ADS)

Trommler, Friederike; Gresch, Helge; Hammann, Marcus

2018-01-01

The teleological bias, a major learning obstacle, involves explaining biological phenomena in terms of purposes and goals. To probe the teleological bias, researchers have used acceptance judgement tasks and preference judgement tasks. In the present study, such tasks were used with German high school students (N = 353) for 10 phenomena from human biology, that were explained both teleologically and causally. A sub-sample (n = 26) was interviewed about the reasons for their preferences. The results showed that the students favoured teleological explanations over causal explanations. Although the students explained their preference judgements etiologically (i.e. teleologically and causally), they also referred to a wide range of non-etiological criteria (i.e. familiarity, complexity, relevance and five more criteria). When elaborating on their preference for causal explanations, the students often focused not on the causality of the phenomenon, but on mechanisms whose complexity they found attractive. When explaining their preference for teleological explanations, they often focused not teleologically on purposes and goals, but rather on functions, which they found familiar and relevant. Generally, students' preference judgements rarely allowed for making inferences about causal reasoning and teleological reasoning, an issue that is controversial in the literature. Given that students were largely unaware of causality and teleology, their attention must be directed towards distinguishing between etiological and non-etiological reasoning. Implications for educational practice as well as for future research are discussed.

Reasoning in explanation-based decision making.

PubMed

Pennington, N; Hastie, R

1993-01-01

A general theory of explanation-based decision making is outlined and the multiple roles of inference processes in the theory are indicated. A typology of formal and informal inference forms, originally proposed by Collins (1978a, 1978b), is introduced as an appropriate framework to represent inferences that occur in the overarching explanation-based process. Results from the analysis of verbal reports of decision processes are presented to demonstrate the centrality and systematic character of reasoning in a representative legal decision-making task.

Re-orienting discussions of scientific explanation: A functional perspective.

PubMed

Woody, Andrea I

2015-08-01

Philosophy of science offers a rich lineage of analysis concerning the nature of scientific explanation, but the vast majority of this work, aiming to provide an analysis of the relation that binds a given explanans to its corresponding explanandum, presumes the proper analytic focus rests at the level of individual explanations. There are, however, other questions we could ask about explanation in science, such as: What role(s) does explanatory practice play in science? Shifting focus away from explanations, as achievements, toward explaining, as a coordinated activity of communities, the functional perspective aims to reveal how the practice of explanatory discourse functions within scientific communities given their more comprehensive aims and practices. In this paper, I outline the functional perspective, argue that taking the functional perspective can reveal important methodological roles for explanation in science, and consequently, that beginning here provides resources for developing more adequate responses to traditional concerns. In particular, through an examination of the ideal gas law, I emphasize the normative status of explanations within scientific communities and discuss how such status underwrites a compelling rationale for explanatory power as a theoretical virtue. Copyright © 2015 Elsevier Ltd. All rights reserved.

Children's success at detecting circular explanations and their interest in future learning.

PubMed

Mills, Candice M; Danovitch, Judith H; Rowles, Sydney P; Campbell, Ian L

2017-10-01

These studies explore elementary-school-aged children's ability to evaluate circular explanations and whether they respond to receiving weak explanations by expressing interest in additional learning. In the first study, 6-, 8-, and 10-year-olds (n = 53) heard why questions about unfamiliar animals. For each question, they rated the quality of single explanations and later selected the best explanation between pairs of circular and noncircular explanations. When judging single explanations, 8- and 10-year-olds, and to some extent 6-year-olds, provided higher ratings for noncircular explanations compared to circular ones. When selecting between pairs of explanations, all age groups preferred noncircular explanations to circular ones, but older children did so more consistently than 6-year-olds. Children who recognized the weakness of the single circular explanations were more interested in receiving additional information about the question topics. In Study 2, all three age groups (n = 87) provided higher ratings for noncircular explanations compared to circular ones when listening to responses to how questions, but older children showed a greater distinction in their ratings than 6-year-olds. Moreover, the link between recognizing circular explanations as weak and interest in future learning could not be accounted for solely by individual differences in verbal intelligence. These findings illustrate the developmental trajectory of explanation evaluation and support that recognition of weak explanations is linked to interest in future learning across the elementary years. Implications for education are discussed.

Types of Explanations.

DTIC Science & Technology

1987-03-01

Emotional states ....... ............................ 7 3.1.3 Subconscious forces ....... .......................... 7 3.2 Explaining rational action...addiction to sweets), emotional states (such nervousness or being in love), and subconscious forces (such as repression or sublimation). 3.1.1 Personal...friends and is giving him a chronic cough? Explanation: He is addicted to them. 3.1.2 Emotional states Sometimes people’s states cause them to act

Evaluating Distal and Proximal Explanations for Withdrawal: A Rejoinder to Varnum and Kwon's "The Ecology of Withdrawal".

PubMed

Norasakkunkit, Vinai; Uchida, Yukiko; Takemura, Kosuke

2017-01-01

In their 2016 commentary on our theorizing about how youth withdrawal from economic and social participation in Japanese society (i.e., NEET and Hikikomori phenomena) stems from generational inequality of economic opportunities, Varnum and Kwon correctly point out that our explanation for withdrawal is yet untested. They then offered an alternative, evolutionary psychological explanation for withdrawal in which they claim that in resource-rich ecologies like Japan, the option to withdraw from participating in society is a possible life strategy, a strategy that would be much more costly in resource-poor ecologies. While we agree with this premise, we argue that this distal explanatory framework, at least in its current form, has limits in reconciling some of the more recent cross-cultural observations, as well as well-established sociological claims about the causes of withdrawal. Thus we argue that much work remains in refining and expanding the explanatory power of more distal explanations on the issue of withdrawal. Until then, the more proximal and culture-specific explanations are probably the useful and meaningful explanations for the withdrawal phenomenon.

FIT: Computer Program that Interactively Determines Polynomial Equations for Data which are a Function of Two Independent Variables

NASA Technical Reports Server (NTRS)

Arbuckle, P. D.; Sliwa, S. M.; Roy, M. L.; Tiffany, S. H.

1985-01-01

A computer program for interactively developing least-squares polynomial equations to fit user-supplied data is described. The program is characterized by the ability to compute the polynomial equations of a surface fit through data that are a function of two independent variables. The program utilizes the Langley Research Center graphics packages to display polynomial equation curves and data points, facilitating a qualitative evaluation of the effectiveness of the fit. An explanation of the fundamental principles and features of the program, as well as sample input and corresponding output, are included.

ISEE 1 charged particle observations indicative of open magnetospheric field lines near the subsolar region

NASA Technical Reports Server (NTRS)

Williams, D. J.; Frank, L. A.

1980-01-01

On November 20, 1977, at 0230-0300 UT, ISEE 1 encountered unusual charged particle distributions within the magnetosphere. The three-dimensional distribution observations for energetic (greater than 24 keV) ions and plasma show the development of field-aligned asymmetries in the energetic ion distributions simultaneously with a marked change in plasma flow. It is concluded that the most likely explanation for these observations is that ISEE 1 encountered open magnetospheric field lines at its position within the magnetosphere (1030 LT and 1200 plus or minus 300 km from the magnetopause). Field lines were open near the geomagnetic equator, and the geometry was spatially or temporally variable. Other features of the field line topology are presented.

Wave-packet formation at the zero-dispersion point in the Gardner-Ostrovsky equation.

PubMed

Whitfield, A J; Johnson, E R

2015-05-01

The long-time effect of weak rotation on an internal solitary wave is the decay into inertia-gravity waves and the eventual emergence of a coherent, steadily propagating, nonlinear wave packet. There is currently no entirely satisfactory explanation as to why these wave packets form. Here the initial value problem is considered within the context of the Gardner-Ostrovsky, or rotation-modified extended Korteweg-de Vries, equation. The linear Gardner-Ostrovsky equation has maximum group velocity at a critical wave number, often called the zero-dispersion point. It is found here that a nonlinear splitting of the wave-number spectrum at the zero-dispersion point, where energy is shifted into the modulationally unstable regime of the Gardner-Ostrovsky equation, is responsible for the wave-packet formation. Numerical comparisons of the decay of a solitary wave in the Gardner-Ostrovsky equation and a derived nonlinear Schrödinger equation at the zero-dispersion point are used to confirm the spectral splitting.

Preschool Children's Explanations of Plant Growth and Rain Formation: A Comparative Analysis

NASA Astrophysics Data System (ADS)

Christidou, Vasilia; Hatzinikita, Vassilia

2006-09-01

This paper explores the different types and characteristics of preschool children's explanations of plant growth and rain formation. The children's explanations were categorized as naturalistic, non-naturalistic, or synthetic, i.e., explanations containing both naturalistic and non-naturalistic parts. In regards to plant growth the children tended to rely on synthetic or on naturalistic explanations, which involved direct and indirect agents (such as water, a person, fertilizers, roots) enabling the plant to grow. Non-naturalistic explanations of plant growth, or the non-naturalistic parts of synthetic explanations, were mainly animistic (anthropomorphic). In the case of rain formation the children most frequently used non-naturalistic explanations, which were mainly teleological or metaphysical. The naturalistic explanations recorded on rain formation, as well as the naturalistic parts of synthetic explanations tended to have a non-agentive character, i.e., children considered rainwater as preexisting in containers such as the clouds. Overall, the explanations recorded about plant growth tended to be more complex than the ones for rain formation. It is suggested that science activities designed for preschool children should take into account the types and characteristics of their explanations in order to select which phenomena are appropriate for this age group, and aim at fostering the children's ability at formulating naturalistic explanations.

Social class, sense of control, and social explanation.

PubMed

Kraus, Michael W; Piff, Paul K; Keltner, Dacher

2009-12-01

Lower social class is associated with diminished resources and perceived subordinate rank. On the basis of this analysis, the authors predicted that social class would be closely associated with a reduced sense of personal control and that this association would explain why lower class individuals favor contextual over dispositional explanations of social events. Across 4 studies, lower social class individuals, as measured by subjective socioeconomic status (SES), endorsed contextual explanations of economic trends, broad social outcomes, and emotion. Across studies, the sense of control mediated the relation between subjective SES and contextual explanations, and this association was independent of objective SES, ethnicity, political ideology, and self-serving biases. Finally, experimentally inducing a higher sense of control attenuated the tendency for lower subjective SES individuals to make more contextual explanations (Study 4). Implications for future research on social class as well as theoretical distinctions between objective SES and subjective SES are discussed.

Evidence for an Explanation Advantage in Naïve Biological Reasoning

PubMed Central

Legare, Cristine H.; Wellman, Henry M.; Gelman, Susan A.

2013-01-01

The present studies compare young children's explanations and predictions for the biological phenomenon of contamination. In Study 1, 36 preschoolers and 24 adults heard vignettes concerning contamination, and were asked either to make a prediction or to provide an explanation. Even 3-year-olds readily supplied contamination-based explanations, and most children mentioned an unseen mechanism (germs, contact through bodily fluids). Moreover, unlike adults who performed at ceiling across both explanation and prediction tasks, children were significantly more accurate with their explanations than their predictions. In Study 2, we varied the strength of cues regarding the desirability of the contaminated substance (N = 24 preschoolers). Although desirability affected responses, for both levels of desirability participants were significantly more accurate on explanation than prediction questions. Altogether, these studies demonstrate a significant “explanation advantage” for children's reasoning in the domain of everyday biology. PMID:18710700

Characterizing Students' Attempts to Explain Observations from Practical Work: Intermediate Phases of Understanding

NASA Astrophysics Data System (ADS)

Mestad, Idar; Kolstø, Stein Dankert

2017-10-01

This study aims to characterize a group of students' preliminary oral explanations of a scientific phenomenon produced as part of their learning process. The students were encouraged to use their own wordings to test out their own interpretation of observations when conducting practical activities. They presented their explanations orally in the whole class after having discussed and written down an explanation in a small group. The data consists of transcribed video recordings of the presented explanations, observation notes, and interviews. A genre perspective was used to characterize the students' explanations together with analysis of the students use of scientific terms, gestures, and the language markers "sort of" and "like." Based on the analysis we argue to separate between event-focused explanations, where the students describe how objects move, and object-focused explanations, where the students describe object properties and interactions. The first type uses observable events and few scientific terms, while the latter contains object properties and tentative use of scientific terms. Both types are accompanied by an extensive use of language markers and gestures. A third category, term-focused explanations, is used when the students only provide superficial explanations by expressing scientific terms. Here, the students' use of language markers and gestures are low. The analyses shows how students' explanations can be understood as tentative attempts to build on their current understanding and observations while trying to reach out for a deeper and scientific way of identifying observations and building explanations and new ways of talking.

Using Online Measures to Determine How Learners Process Instructional Explanations

ERIC Educational Resources Information Center

Sanchez, Emilio; Garcia-Rodicio, Hector

2013-01-01

The goal of the present study was to examine the mechanisms underlying a strategy that we developed to make instructional explanations effective. In two experiments participants learned about plate tectonics from a multimedia material, including adjunct explanations that revised common misunderstandings. These explanations were either marked…

The many roles of "explanation" in science education: a case study

NASA Astrophysics Data System (ADS)

Rocksén, Miranda

2016-12-01

In this paper the role of explanations is discussed in relation to possible consequences originating in the polysemy of the word explanation. The present study is a response to conceptual confusions that have arisen in the intersection between theory and practice, and between science education literature and communication in authentic science classroom settings. Science classroom communication is examined in terms of one teacher's word use during eleven lessons about evolution. The study contributes empirical examples of how disciplinary norms of valid explanations are manifested in science classroom communication. A dialogical analysis shows how the teacher provides three conversational structures: asking for acts of explanation, providing opportunities to talk about what explanations are in this context and providing opportunities to talk about explanations constructed by students. These three structures facilitate the process of learning how to evaluate and justify explanations. Three potential meanings of the word "explanation" are pointed to: an everyday meaning, a pedagogical-professional meaning and a scientific meaning of the word. It is suggested that the co-existence of these three potential meanings has communicative consequences in science education.

Hierarchy, causation and explanation: ubiquity, locality and pluralism

PubMed Central

Love, Alan C.

2012-01-01

The ubiquity of top-down causal explanations within and across the sciences is prima facie evidence for the existence of top-down causation. Much debate has been focused on whether top-down causation is coherent or in conflict with reductionism. Less attention has been given to the question of whether these representations of hierarchical relations pick out a single, common hierarchy. A negative answer to this question undermines a commonplace view that the world is divided into stratified ‘levels’ of organization and suggests that attributions of causal responsibility in different hierarchical representations may not have a meaningful basis for comparison. Representations used in top-down and bottom-up explanations are primarily ‘local’ and tied to distinct domains of science, illustrated here by protein structure and folding. This locality suggests that no single metaphysical account of hierarchy for causal relations to obtain within emerges from the epistemology of scientific explanation. Instead, a pluralist perspective is recommended—many different kinds of top-down causation (explanation) can exist alongside many different kinds of bottom-up causation (explanation). Pluralism makes plausible why different senses of top-down causation can be coherent and not in conflict with reductionism, thereby illustrating a productive interface between philosophical analysis and scientific inquiry. PMID:23386966

A thermochemical explanation for the stability of NaCl3 and NaCl7

NASA Astrophysics Data System (ADS)

Fernandes de Farias, Robson

2017-03-01

Thermodynamically stable cubic and orthorhombic NaCl3 as well as NaCl7 have been synthesized (Zhang et al., 2013). In the present work, a thermochemical explanation for the stability of such unusual sodium chlorides is provided, based on lattice energy values. Using the Glasser-Jenkins generalized equation (Glasser and Jenkins, 2000) lattice energies (kJ mol-1) of -162.5, -168.9 and -113.1 are calculated for Pm3n NaCl3, Pnma NaCl3 and NaCl7, respectively. It is postulated that any NaxCly compound could be synthesized, if the ionic character of the Nasbnd Cl bond in the prepared compound remains around 80%, and the sodium charge below unit.

Comparison of the 2-, 25-, and 100-year recurrence interval floods computed from observed data with the 1995 urban flood-frequency estimating equations for Georgia

USGS Publications Warehouse

Inman, Ernest J.

1997-01-01

Flood-frequency relations were computed for 28 urban stations, for 2-, 25-, and 100-year recurrence interval floods and the computations were compared to corresponding recurrence interval floods computed from the estimating equations from a 1995 investigation. Two stations were excluded from further comparisons or analyses because neither station had a significant flood during the period of observed record. The comparisons, based on the student's t-test statistics at the 0.05 level of significance, indicate that the mean residuals of the 25- and 100-year floods were negatively biased by 26.2 percent and 31.6 percent, respectively, at the 26 stations. However, the mean residuals of the 2-year floods were 2.5 percent lower than the mean of the 2-year floods computed from the equations, and were not significantly biased. The reason for this negative bias is that the period of observed record at the 26 stations was a relatively dry period. At 25 of the 26 stations, the two highest simulated peaks used to develop the estimating equations occurred many years before the observed record began. However, no attempt was made to adjust the estimating equations because higher peaks could occur after the period of observed record and an adjustment to the equations would cause an underestimation of design floods.

Anticipating explanations in relative clause processing.

PubMed

Rohde, H; Levy, R; Kehler, A

2011-03-01

We show that comprehenders' expectations about upcoming discourse coherence relations influence the resolution of local structural ambiguity. We employ cases in which two clauses share both a syntactic relationship and a discourse relationship, and hence in which syntactic and discourse processing might be expected to interact. An off-line sentence-completion study and an on-line self-paced reading study examined readers' expectations for high/low relative-clause attachments following implicit-causality and non-implicit causality verbs (John detests/babysits the children of the musician who…). In the off-line study, the widely reported low-attachment preference for English is observed in the non-implicit causality condition, but this preference gives way to more high attachments in the implicit-causality condition in cases in which (i) the verb's causally implicated referent occupies the high-attachment position and (ii) the relative clause provides an explanation for the event described by the matrix clause (e.g., …who are arrogant and rude). In the on-line study, a similar preference for high attachment emerges in the implicit-causality context-crucially, before the occurrence of any linguistic evidence that the RC does in fact provide an explanation-whereas the low-attachment preference is consistent elsewhere. These findings constitute the first demonstration that expectations about ensuing discourse coherence relationships can elicit full reversals in syntactic attachment preferences, and that these discourse-level expectations can affect on-line disambiguation as rapidly as lexical and morphosyntactic cues. Copyright © 2010 Elsevier B.V. All rights reserved.

Teacher Explanation of Physics Concepts: A Video Study

ERIC Educational Resources Information Center

Geelan, David

2013-01-01

Video recordings of Year 11 physics lessons were analyzed to identify key features of teacher explanations. Important features of the explanations used included teachers' ability to move between qualitative and quantitative modes of discussion, attention to what students require to succeed in high stakes examinations, thoughtful use of…

Scientific Explanations in Greek Upper Secondary Physics Textbooks

ERIC Educational Resources Information Center

Velentzas, Athanasios; Halkia, Krystallia

2018-01-01

In this study, an analysis of the structure of scientific explanations included in physics textbooks of upper secondary schools in Greece was completed. In scientific explanations for specific phenomena found in the sample textbooks, the "explanandum" is a logical consequence of the "explanans," which in all cases include at…

Promoting Vicarious Learning of Physics Using Deep Questions with Explanations

ERIC Educational Resources Information Center

Craig, Scotty D.; Gholson, Barry; Brittingham, Joshua K.; Williams, Joah L.; Shubeck, Keith T.

2012-01-01

Two experiments explored the role of vicarious "self" explanations in facilitating student learning gains during computer-presented instruction. In Exp. 1, college students with low or high knowledge on Newton's laws were tested in four conditions: (a) monologue (M), (b) questions (Q), (c) explanation (E), and (d) question + explanation (Q + E).…

Simple explanations and reasoning: From philosophy of science to expert systems

NASA Technical Reports Server (NTRS)

Rochowiak, Daniel

1988-01-01

A preliminary prototype of a simple explanation system was constructed. Although the system, based on the idea of storytelling, did not incorporate all of the principles of simple explanation, it did demonstrate the potential of the approach. The system incorporated a hypertext system, an inference engine, and facilities for constructing contrast type explanations. The continued development of such a system should prove to be valuable. By extending the resources of the expert system paradigm, the knowledge engineer is not forced to learn a new set of skills, and the domain knowledge already acquired by him is not lost. Further, both the beginning user and the more advanced user can be accommodated. For the beginning user, corrective explanations and ES explanations provide facilities for more clearly understanding the way in which the system is functioning. For the more advanced user, the instance and state explanations allow him to focus on the issues at hand. The simple model of explanation attempts to exploit and show how the why and how facilities of the expert system paradigm can be extended by attending to the pragmatics of explanation and adding texture to the ordinary pattern of reasoning in a rule based system.

19 CFR 4.12 - Explanation of manifest discrepancy.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 19 Customs Duties 1 2010-04-01 2010-04-01 false Explanation of manifest discrepancy. 4.12 Section 4.12 Customs Duties U.S. CUSTOMS AND BORDER PROTECTION, DEPARTMENT OF HOMELAND SECURITY; DEPARTMENT... Explanation of manifest discrepancy. (a)(1) Vessel masters or agents shall notify the port director on Customs...

Exploring the Development of Fifth Graders' Practical Epistemologies and Explanation Skills in Inquiry-Based Learning Classrooms

NASA Astrophysics Data System (ADS)

Wu, Hsin-Kai; Wu, Chia-Lien

2011-05-01

The purposes of this study are to explore fifth graders' epistemological views regarding their own experiences of constructing scientific knowledge through inquiry activities (i.e., practical epistemologies) and to investigate possible interactions between students' practical epistemologies and their inquiry skills to construct scientific explanations (i.e., explanation skills). Quantitative and qualitative data including interview transcripts, classroom video recordings, and pre- and post-tests of explanation skills were collected from 68 fifth graders in two science classes. Analyses of data show that after engaging in 5-week inquiry activities, students developed better inquiry skills to construct scientific explanations. More students realized the existence of experimental errors, viewed experimental data as evidence to support their claims, and had richer understanding about the nature of scientific questions. However, most students' epistemological beliefs were still naïve (the beginning level); they could not differentiate between experimental results and scientific knowledge and believed that the purpose of science is doing experiments or research. The results also show that students who held a more sophisticated epistemology (the intermediate level) tended to develop better inquiry skills than those with naïve beliefs. Analyses of classroom observations suggest possible explanations for how students reflected their epistemological views in their inquiry practices.

The Rhetoric of Explanation.

ERIC Educational Resources Information Center

Connors, Robert J.

As background to an argument for purposive reintegration of discourse study, this paper examines the concept of explanatory discourse as it developed within the Western rhetorical tradition. Following a discussion of the rise of a rhetoric of explanation, the first section cites the roots of the explanatory pedagogy developing during the first…

Self-Explanation and Explanatory Feedback in Games: Individual Differences, Gameplay, and Learning

ERIC Educational Resources Information Center

Killingsworth, Stephen S.; Clark, Douglas B.; Adams, Deanne M.

2015-01-01

Previous research has demonstrated the efficacy of two explanation-based approaches for increasing learning in educational games. The first involves asking students to explain their answers (self-explanation) and the second involves providing correct explanations (explanatory feedback). This study (1) compared self-explanation and explanatory…

Modeling extracellular electrical stimulation: I. Derivation and interpretation of neurite equations.

PubMed

Meffin, Hamish; Tahayori, Bahman; Grayden, David B; Burkitt, Anthony N

2012-12-01

Neuroprosthetic devices, such as cochlear and retinal implants, work by directly stimulating neurons with extracellular electrodes. This is commonly modeled using the cable equation with an applied extracellular voltage. In this paper a framework for modeling extracellular electrical stimulation is presented. To this end, a cylindrical neurite with confined extracellular space in the subthreshold regime is modeled in three-dimensional space. Through cylindrical harmonic expansion of Laplace's equation, we derive the spatio-temporal equations governing different modes of stimulation, referred to as longitudinal and transverse modes, under types of boundary conditions. The longitudinal mode is described by the well-known cable equation, however, the transverse modes are described by a novel ordinary differential equation. For the longitudinal mode, we find that different electrotonic length constants apply under the two different boundary conditions. Equations connecting current density to voltage boundary conditions are derived that are used to calculate the trans-impedance of the neurite-plus-thin-extracellular-sheath. A detailed explanation on depolarization mechanisms and the dominant current pathway under different modes of stimulation is provided. The analytic results derived here enable the estimation of a neurite's membrane potential under extracellular stimulation, hence bypassing the heavy computational cost of using numerical methods.

Explanation, Argumentation and Dialogic Interactions in Science Classrooms

ERIC Educational Resources Information Center

Aguiar, Orlando G., Jr.

2016-01-01

As a responsive article to Miranda Rocksén's paper "The many roles of "explanation" in science education: a case study," this paper aims to emphasize the importance of the two central themes of her paper: dialogic approaches in science education and the role of explanations in science classrooms. I start discussing the concepts…

Bothered by abstractness or engaged by cohesion? Experts' explanations enhance novices' deep-learning.

PubMed

Lachner, Andreas; Nückles, Matthias

2015-03-01

Experts' explanations have been shown to better enhance novices' transfer as compared with advanced students' explanations. Based on research on expertise and text comprehension, we investigated whether the abstractness or the cohesion of experts' and intermediates' explanations accounted for novices' learning. In Study 1, we showed that the superior cohesion of experts' explanations accounted for most of novices' transfer, whereas the degree of abstractness did not impact novices' transfer performance. In Study 2, we investigated novices' processing while learning with experts' and intermediates' explanations. We found that novices studying experts' explanations actively self-regulated their processing of the explanations, as they showed mainly deep-processing activities, whereas novices learning with intermediates' explanations were mainly engaged in shallow-processing activities by paraphrasing the explanations. Thus, we concluded that subject-matter expertise is a crucial prerequisite for instructors. Despite the abstract character of experts' explanations, their subject-matter expertise enables them to generate highly cohesive explanations that serve as a valuable scaffold for students' construction of flexible knowledge by engaging them in deep-level processing. PsycINFO Database Record (c) 2015 APA, all rights reserved.

Preferences for Explanation Generality Develop Early in Biology But Not Physics.

PubMed

Johnston, Angie M; Sheskin, Mark; Johnson, Samuel G B; Keil, Frank C

2017-04-11

One of the core functions of explanation is to support prediction and generalization. However, some explanations license a broader range of predictions than others. For instance, an explanation about biology could be presented as applying to a specific case (e.g., "this bear") or more generally across "all animals." The current study investigated how 5- to 7-year-olds (N = 36), 11- to 13-year-olds (N = 34), and adults (N = 79) evaluate explanations at varying levels of generality in biology and physics. Findings revealed that even the youngest children preferred general explanations in biology. However, only older children and adults preferred explanation generality in physics. Findings are discussed in light of differences in our intuitions about biological and physical principles. © 2017 The Authors. Child Development © 2017 Society for Research in Child Development, Inc.

Supporting Reform-Oriented Secondary Science Teaching Through the Use of a Framework to Analyze Construction of Scientific Explanations

NASA Astrophysics Data System (ADS)

Richmond, Gail; Parker, Joyce M.; Kaldaras, Leonora

2016-08-01

The Next-Generation Science Standards (NGSS) call for a different approach to learning science. They promote three-dimensional (3D) learning that blends disciplinary core ideas, crosscutting concepts and scientific practices. In this study, we examined explanations constructed by secondary science teacher candidates (TCs) as a scientific practice outlined in the NGSS necessary for supporting students' learning of science in this 3D way. We examined TCs' ability to give explanations that include explicit statements of underlying reasons for natural phenomena, as opposed to simply describing patterns or laws. In their methods courses, TCs were taught to organize explanations into a what/how/why framework, where what refers to what happens in specific cases (data or observations); how refers to how things usually happen and is equivalent to patterns or laws; and why refers to causal explanations or models. We examined TCs' ability to do this spontaneously and in a resource-rich environment as a first step in gauging their preparedness for NGSS-aligned teaching. We found that (1) the ability of TCs to articulate complete and accurate causal scientific explanations for phenomena exists along a continuum; (2) TCs in our sample whose explanations fell on the upper end of this continuum were more likely to provide complete and accurate explanations even in the absence of support from explicit standards; and (3) teacher candidate's ability to construct complete and accurate explanations did not correlate with cross-course performance or academic major. The implications of these findings for the preparation of teachers for NGSS-based science instruction are discussed.

Reasoning with alternative explanations in physics: The cognitive accessibility rule

NASA Astrophysics Data System (ADS)

Heckler, Andrew F.; Bogdan, Abigail M.

2018-06-01

A critical component of scientific reasoning is the consideration of alternative explanations. Recognizing that decades of cognitive psychology research have demonstrated that relative cognitive accessibility, or "what comes to mind," strongly affects how people reason in a given context, we articulate a simple "cognitive accessibility rule", namely that alternative explanations are considered less frequently when an explanation with relatively high accessibility is offered first. In a series of four experiments, we test the cognitive accessibility rule in the context of consideration of alternative explanations for six physical scenarios commonly found in introductory physics curricula. First, we administer free recall and recognition tasks to operationally establish and distinguish between the relative accessibility and availability of common explanations for the physical scenarios. Then, we offer either high or low accessibility explanations for the physical scenarios and determine the extent to which students consider alternatives to the given explanations. We find two main results consistent across algebra- and calculus-based university level introductory physics students for multiple answer formats. First, we find evidence that, at least for some contexts, most explanatory factors are cognitively available to students but not cognitively accessible. Second, we empirically verify the cognitive accessibility rule and demonstrate that the rule is strongly predictive, accounting for up to 70% of the variance of the average student consideration of alternative explanations across scenarios. Overall, we find that cognitive accessibility can help to explain biases in the consideration of alternatives in reasoning about simple physical scenarios, and these findings lend support to the growing number of science education studies demonstrating that tasks relevant to science education curricula often involve rapid, automatic, and potentially predictable processes and

Explanation-based learning in infancy.

PubMed

Baillargeon, Renée; DeJong, Gerald F

2017-10-01

In explanation-based learning (EBL), domain knowledge is leveraged in order to learn general rules from few examples. An explanation is constructed for initial exemplars and is then generalized into a candidate rule that uses only the relevant features specified in the explanation; if the rule proves accurate for a few additional exemplars, it is adopted. EBL is thus highly efficient because it combines both analytic and empirical evidence. EBL has been proposed as one of the mechanisms that help infants acquire and revise their physical rules. To evaluate this proposal, 11- and 12-month-olds (n = 260) were taught to replace their current support rule (that an object is stable when half or more of its bottom surface is supported) with a more sophisticated rule (that an object is stable when half or more of the entire object is supported). Infants saw teaching events in which asymmetrical objects were placed on a base, followed by static test displays involving a novel asymmetrical object and a novel base. When the teaching events were designed to facilitate EBL, infants learned the new rule with as few as two (12-month-olds) or three (11-month-olds) exemplars. When the teaching events were designed to impede EBL, however, infants failed to learn the rule. Together, these results demonstrate that even infants, with their limited knowledge about the world, benefit from the knowledge-based approach of EBL.

Why the Difference Between Explanation and Argument Matters to Science Education

NASA Astrophysics Data System (ADS)

Brigandt, Ingo

2016-05-01

Contributing to the recent debate on whether or not explanations ought to be differentiated from arguments, this article argues that the distinction matters to science education. I articulate the distinction in terms of explanations and arguments having to meet different standards of adequacy. Standards of explanatory adequacy are important because they correspond to what counts as a good explanation in a science classroom, whereas a focus on evidence-based argumentation can obscure such standards of what makes an explanation explanatory. I provide further reasons for the relevance of not conflating explanations with arguments (and having standards of explanatory adequacy in view). First, what guides the adoption of the particular standards of explanatory adequacy that are relevant in a scientific case is the explanatory aim pursued in this context. Apart from explanatory aims being an important aspect of the nature of science, including explanatory aims in classroom instruction also promotes students seeing explanations as more than facts, and engages them in developing explanations as responses to interesting explanatory problems. Second, it is of relevance to science curricula that science aims at intervening in natural processes, not only for technological applications, but also as part of experimental discovery. Not any argument enables intervention in nature, as successful intervention specifically presupposes causal explanations. Students can fruitfully explore in the classroom how an explanatory account suggests different options for intervention.

Successful child psychotherapy of attention deficit/hyperactive disorder: an agitated depression explanation.

PubMed

Seitler, Burton Norman

2008-09-01

Science tries to explain phenomena in ways that are demonstrable and replicable to develop logical, coherent, parsimonious, and predictive theoretical systems. Yet hyperactive children are given stimulants to "calm" them down, despite the fact that science would predict stimulants would increase hyperactivity. Bradley (1937, 1950) observed that half of the behavior-problem children to whom he administered a stimulant for one week became subdued. He called this finding paradoxical, speculating that inhibitory centers of the central nervous system were stimulated. While Bradley's assertion of a paradoxical reverse effect in children may be an empirical observation, it is not an explanation. The Attention Deficit/Hyperactive Disorder (ADHD) is inferred to exist from hyperactive behavior, which in turn, is inferred to be neurological in origin, a circular argument. An inevitable consequence of the belief in the hypothetical neurological etiology of ADHD is that children are typically given stimulants. Using the case of a seven-year old child, described as experiencing ADHD, who was treated successfully without medication as an illustration, the author provides an alternative, more parsimonious explanation of the etiology, suggesting that ADHD is related to agitated depression.

Explanation-based generalization of partially ordered plans

NASA Technical Reports Server (NTRS)

Kambhampati, Subbarao; Kedar, Smadar

1991-01-01

Most previous work in analytic generalization of plans dealt with totally ordered plans. These methods cannot be directly applied to generalizing partially ordered plans, since they do not capture all interactions among plan operators for all total orders of such plans. We introduce a new method for generalizing partially ordered plans. This method is based on providing explanation-based generalization (EBG) with explanations which systematically capture the interactions among plan operators for all the total orders of a partially-ordered plan. The explanations are based on the Modal Truth Criterion which states the necessary and sufficient conditions for ensuring the truth of a proposition at any point in a plan, for a class of partially ordered plans. The generalizations obtained by this method guarantee successful and interaction-free execution of any total order of the generalized plan. In addition, the systematic derivation of the generalization algorithms from the Modal Truth Criterion obviates the need for carrying out a separate formal proof of correctness of the EBG algorithms.

Characterizing High School Students' Written Explanations in Biology Laboratories

ERIC Educational Resources Information Center

Peker, Deniz; Wallace, Carolyn S.

2011-01-01

The purpose of this qualitative interpretive research study was to examine high school students' written scientific explanations during biology laboratory investigations. Specifically, we characterized the types of epistemologies and forms of reasoning involved in students' scientific explanations and students' perceptions of scientific…

Observations Of General Learning Patterns In An Upper-Level Thermal Physics Course

NASA Astrophysics Data System (ADS)

Meltzer, David E.

2009-11-01

I discuss some observations from using interactive-engagement instructional methods in an upper-level thermal physics course over a two-year period. From the standpoint of the subject matter knowledge of the upper-level students, there was a striking persistence of common learning difficulties previously observed in students enrolled in the introductory course, accompanied, however, by some notable contrasts between the groups. More broadly, I comment on comparisons and contrasts regarding general pedagogical issues among different student sub-populations, for example: differences in the receptivity of lower- and upper-level students to diagrammatic representations; varying receptivity to tutorial-style instructional approach within the upper-level population; and contrasting approaches to learning among physics and engineering sub-populations in the upper-level course with regard to use of symbolic notation, mathematical equations, and readiness to employ verbal explanations.

The Role of Consistency, Order, and Structure in Evaluating and Comprehending Competing Scientific Explanations

ERIC Educational Resources Information Center

Ihme, Natalie; Wittwer, Jörg

2015-01-01

Research shows that when evaluating competing explanations people usually discount an explanation in favor of an alternative explanation and, at the same time, prefer the explanation that is provided before an alternative explanation. In this article, we examine how inconsistencies in one but not the other explanation influence the evaluation and…

Scientific explanations in Greek upper secondary physics textbooks

NASA Astrophysics Data System (ADS)

Velentzas, Athanasios; Halkia, Krystallia

2018-01-01

In this study, an analysis of the structure of scientific explanations included in physics textbooks of upper secondary schools in Greece was completed. In scientific explanations for specific phenomena found in the sample textbooks, the explanandum is a logical consequence of the explanans, which in all cases include at least one scientific law (and/or principle, model or rule) previously presented, as well as statements concerning a specific case or specific conditions. The same structure is also followed in most of the cases in which the textbook authors explain regularities (i.e. laws, rules) as consequences of one or more general law or principle of physics. Finally, a number of the physics laws and principles presented in textbooks are not deduced as consequences from other, more general laws, but they are formulated axiomatically or inductively derived and the authors argue for their validity. Since, as it was found, the scientific explanations presented in the textbooks used in the study have similar structures to the explanations in internationally known textbooks, the findings of the present work may be of interest not only to science educators in Greece, but also to the community of science educators in other countries.

Vocabulary Explanations in CLIL Classrooms: A Conversation Analysis Perspective

ERIC Educational Resources Information Center

Morton, Tom

2015-01-01

This article uses a conversation analysis methodology to examine how lexical Focus on Form is interactionally accomplished in teachers' vocabulary explanations in secondary Content and Language Integrated Learning (CLIL) classrooms. Recent conversation-analytic work has focused on the interactional organisation of vocabulary explanations in…

Explanation, argumentation and dialogic interactions in science classrooms

NASA Astrophysics Data System (ADS)

Aguiar, Orlando G.

2016-12-01

As a responsive article to Miranda Rocksén's paper "The many roles of `explanation' in science education: a case study", this paper aims to emphasize the importance of the two central themes of her paper: dialogic approaches in science education and the role of explanations in science classrooms. I start discussing the concepts of dialogue and dialogism in science classrooms contexts. Dialogism is discussed as the basic tenet from which Rocksén developed her research design and methods. In turn, dialogues in science classrooms may be considered as a particular type of discourse that allows the students' culture, mostly based on everyday knowledge, and the science school culture, related to scientific knowledge and language to be interwoven. I argue that in school, science teachers are always committed to the resolution of differences according to a scientific position for the knowledge to be constructed. Thus, the institution of schooling constrains the ways in which dialogue can be conducted in the classrooms, as the scientific perspective will be always, beforehand, the reference for the conclusions to be reached. The second theme developed here, in dialogue with Rocksén, is about explanations in science classrooms. Based on Jean Paul Bronckart (Atividade de linguagem, textos e discursos: por um interacionismo sócio-discursivo, Educ, São Paulo, 1999), the differences and relationship between explanation and argumentation as communicative acts are re-discussed as well its practical consequences to science teaching. Finally, some epistemological questions are raised about the status of scientific explanations in relation to non-scientific ones.

Explanations and Context in the Emergence of Students' Informal Inferential Reasoning

ERIC Educational Resources Information Center

Gil, Einat; Ben-Zvi, Dani

2011-01-01

Explanations are considered to be key aids to understanding the study of mathematics, science, and other complex disciplines. This paper discusses the role of students' explanations in making sense of data and learning to reason informally about statistical inference. We closely follow students' explanations in which they utilize their experiences…

From Neutron Star Observables to the Equation of State. II. Bayesian Inference of Equation of State Pressures

NASA Astrophysics Data System (ADS)

Raithel, Carolyn A.; Özel, Feryal; Psaltis, Dimitrios

2017-08-01

One of the key goals of observing neutron stars is to infer the equation of state (EoS) of the cold, ultradense matter in their interiors. Here, we present a Bayesian statistical method of inferring the pressures at five fixed densities, from a sample of mock neutron star masses and radii. We show that while five polytropic segments are needed for maximum flexibility in the absence of any prior knowledge of the EoS, regularizers are also necessary to ensure that simple underlying EoS are not over-parameterized. For ideal data with small measurement uncertainties, we show that the pressure at roughly twice the nuclear saturation density, {ρ }{sat}, can be inferred to within 0.3 dex for many realizations of potential sources of uncertainties. The pressures of more complicated EoS with significant phase transitions can also be inferred to within ˜30%. We also find that marginalizing the multi-dimensional parameter space of pressure to infer a mass-radius relation can lead to biases of nearly 1 km in radius, toward larger radii. Using the full, five-dimensional posterior likelihoods avoids this bias.

Identical Collision Terms/Solutions of Kinetic Eqn. and Explanation of Damping of Waves in Plasmas and Solids Known by Different Names

DOE Office of Scientific and Technical Information (OSTI.GOV)

Sharma, S. K.

2010-11-23

In this paper we show that identical collision terms are known by different names in gaseous plasmas and solids. Method used by plasma physicists and the one used by solid state physicists to solve Kinetic equation are also exactly same but they are also known by different names. In fact the physical explanation of damping of plasma Waves given by plasma physicists is quite similar to that given by solid state physicists to explain the absorption of acoustic waves in solids.

Levels of theory and types of theoretical explanation in theoretical physics

NASA Astrophysics Data System (ADS)

Flores, Francisco J.

In Newtonian physics, there is a clear distinction between a 'framework theory', a collection of general physical principles and definitions of physical terms, and theories that describe specific causal interactions such as gravitation, i.e., 'interaction theories'. I argue that this distinction between levels of theory can also be found in the context of Special Relativity and that recognizing it is essential for a philosophical account of how laws are explained in this theory. As a case study, I consider the history of derivations of mass-energy equivalence which shows, I argue, that there are two distinct types of theoretical explanations (i.e., explanations of laws) in physics. One type is best characterized by the 'top-down' account of scientific explanation, while the other is more accurately described by the 'bottom-up' account. What is significant, I argue, is that the type of explanation a law receives depends on whether it is part of the framework theory or part of an interaction theory. The former only receive 'top-down' explanations while the latter can also receive 'bottom- up' explanations. Thus, I argue that current debates regarding 'top-down' vs 'bottom-up' views of scientific explanation can be clarified by recognizing the distinction between two levels of physical theory.

Consensus on Exercise Reporting Template (CERT): Explanation and Elaboration Statement.

PubMed

Slade, Susan C; Dionne, Clermont E; Underwood, Martin; Buchbinder, Rachelle

2016-10-05

Exercise is effective for prevention and management of acute and chronic health conditions. However, trial descriptions of exercise interventions are often suboptimal, leaving readers unclear about the content of effective programmes. To address this, the 16-item internationally endorsed Consensus on Exercise Reporting Template (CERT) was developed. The aim is to present the final template and provide an Explanation and Elaboration Statement to operationalise the CERT. Development of the CERT was based on the EQUATOR Network methodological framework for developing reporting guidelines. We used a modified Delphi technique to gain consensus of international exercise experts and conducted 3 sequential rounds of anonymous online questionnaires and a Delphi workshop. The 16-item CERT is the minimum data set considered necessary to report exercise interventions. The contents may be included in online supplementary material, published as a protocol or located on websites and other electronic repositories. The Explanation and Elaboration Statement is intended to enhance the use, understanding and dissemination of the CERT and presents the meaning and rationale for each item, together with examples of good reporting. The CERT is designed specifically for the reporting of exercise programmes across all evaluative study designs for exercise research. The CERT can be used by authors to structure intervention reports, by reviewers and editors to assess completeness of exercise descriptions and by readers to facilitate the use of the published information. The CERT has the potential to increase clinical uptake of effective exercise programmes, enable research replication, reduce research waste and improve patient outcomes. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

Hugoniot equation of state and dynamic strength of boron carbide

DOE Office of Scientific and Technical Information (OSTI.GOV)

Grady, Dennis E.

Boron carbide ceramics have been particularly problematic in attempts to develop adequate constitutive model descriptions for purposes of analysis of dynamic response in the shock and impact environment. Dynamic strength properties of boron carbide ceramic differ uniquely from comparable ceramics. Furthermore, boron carbide is suspected, but not definitely shown, to undergoing polymorphic phase transformation under shock compression. In the present paper, shock-wave compression measurements conducted over the past 40 years are assessed for the purpose of achieving improved understanding of the dynamic equation of state and strength of boron carbide. In particular, attention is focused on the often ignored Losmore » Alamos National Laboratory (LANL) Hugoniot measurements performed on porous sintered boron carbide ceramic. The LANL data are shown to exhibit two compression anomalies on the shock Hugoniot within the range of 20–60 GPa that may relate to crystallographic structure transitions. More recent molecular dynamics simulations on the compressibility of the boron carbide crystal lattice reveal compression transitions that bear similarities to the LANL Hugoniot results. The same Hugoniot data are complemented with dynamic isentropic compression data for boron carbide extracted from Hugoniot measurements on boron carbide and copper granular mixtures. Other Hugoniot measurements, however, performed on near-full-density boron carbide ceramic differ markedly from the LANL Hugoniot data. These later data exhibit markedly less compressibility and tend not to show comparable anomalies in compressibility. Alternative Hugoniot anomalies, however, are exhibited by the near-full-density data. Experimental uncertainty, Hugoniot strength, and phase transformation physics are all possible explanations for the observed discrepancies. It is reasoned that experimental uncertainty and Hugoniot strength are not likely explanations for the observed differences. The notable

32 CFR 651.3 - Explanation of abbreviations and terms.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 32 National Defense 4 2010-07-01 2010-07-01 true Explanation of abbreviations and terms. 651.3 Section 651.3 National Defense Department of Defense (Continued) DEPARTMENT OF THE ARMY (CONTINUED) ENVIRONMENTAL QUALITY ENVIRONMENTAL ANALYSIS OF ARMY ACTIONS (AR 200-2) Introduction § 651.3 Explanation of...

Mind the gap! Automated concept map feedback supports students in writing cohesive explanations.

PubMed

Lachner, Andreas; Burkhart, Christian; Nückles, Matthias

2017-03-01

Many students are challenged with the demand of writing cohesive explanations. To support students in writing cohesive explanations, we developed a computer-based feedback tool that visualizes cohesion deficits of students' explanations in a concept map. We conducted three studies to investigate the effectiveness of such feedback as well as the underlying cognitive processes. In Study 1, we found that the concept map helped students identify potential cohesion gaps in their drafts and plan remedial revisions. In Study 2, students with concept map feedback conducted revisions that resulted in more locally and globally cohesive, and also more comprehensible, explanations than the explanations of students who revised without concept map feedback. In Study 3, we replicated the findings of Study 2 by and large. More importantly, students who had received concept map feedback on a training explanation 1 week later wrote a transfer explanation without feedback that was more cohesive than the explanation of students who had received no feedback on their training explanation. The automated concept map feedback appears to particularly support the evaluation phase of the revision process. Furthermore, the feedback enabled novice writers to acquire sustainable skills in writing cohesive explanations. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Facilitating Preschoolers' Scientific Knowledge Construction via Computer Games Regarding Light and Shadow: The Effect of the Prediction-Observation-Explanation (POE) Strategy

NASA Astrophysics Data System (ADS)

Hsu, Chung-Yuan; Tsai, Chin-Chung; Liang, Jyh-Chong

2011-10-01

Educational researchers have suggested that computer games have a profound influence on students' motivation, knowledge construction, and learning performance, but little empirical research has targeted preschoolers. Thus, the purpose of the present study was to investigate the effects of implementing a computer game that integrates the prediction-observation-explanation (POE) strategy (White and Gunstone in Probing understanding. Routledge, New York, 1992) on facilitating preschoolers' acquisition of scientific concepts regarding light and shadow. The children's alternative conceptions were explored as well. Fifty participants were randomly assigned into either an experimental group that played a computer game integrating the POE model or a control group that played a non-POE computer game. By assessing the students' conceptual understanding through interviews, this study revealed that the students in the experimental group significantly outperformed their counterparts in the concepts regarding "shadow formation in daylight" and "shadow orientation." However, children in both groups, after playing the games, still expressed some alternative conceptions such as "Shadows always appear behind a person" and "Shadows should be on the same side as the sun."

32 CFR 516.3 - Explanation of abbreviations and terms.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 32 National Defense 3 2010-07-01 2010-07-01 true Explanation of abbreviations and terms. 516.3 Section 516.3 National Defense Department of Defense (Continued) DEPARTMENT OF THE ARMY AID OF CIVIL AUTHORITIES AND PUBLIC RELATIONS LITIGATION General § 516.3 Explanation of abbreviations and terms. (a) The...

32 CFR 634.3 - Explanation of abbreviations and terms.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 32 National Defense 4 2010-07-01 2010-07-01 true Explanation of abbreviations and terms. 634.3 Section 634.3 National Defense Department of Defense (Continued) DEPARTMENT OF THE ARMY (CONTINUED) LAW ENFORCEMENT AND CRIMINAL INVESTIGATIONS MOTOR VEHICLE TRAFFIC SUPERVISION Introduction § 634.3 Explanation of abbreviations and terms. Abbreviations...

Modeling Pupils' Understanding and Explanations Concerning Changes in Matter

ERIC Educational Resources Information Center

Hatzinikita, Vassilia; Koulaidis, Vasilios; Hatzinikitas, Agapitos

2005-01-01

The explanations of thirty primary pupils for changes in matter were recorded through individual, semi-structured interviews. The analysis of data pointed to the construction of a system for classifying pupils' explanations of changes in matter. A parallel analysis of data focused on the identification and interpretation of associations between…

The Use of Graphs in Specific Situations of the Initial Conditions of Linear Differential Equations

ERIC Educational Resources Information Center

Buendía, Gabriela; Cordero, Francisco

2013-01-01

In this article, we present a discussion on the role of graphs and its significance in the relation between the number of initial conditions and the order of a linear differential equation, which is known as the initial value problem. We propose to make a functional framework for the use of graphs that intends to broaden the explanations of the…

Children's Explanations of Family Resemblances.

ERIC Educational Resources Information Center

Horobin, Karen D.

Four studies investigated children's explanations for family resemblance and species-typical characteristics, under different conditions of biological parentage and rearing environment. Participating were 226 children between 3 and 11 years. Children Children were presented with a number of different tasks, some involving people and some domestic…

Information performances and illative sequences: Sequential organization of explanations of chemical phase equilibrium

NASA Astrophysics Data System (ADS)

Brown, Nathaniel James Swanton

While there is consensus that conceptual change is surprisingly difficult, many competing theories of conceptual change co-exist in the literature. This dissertation argues that this discord is partly the result of an inadequate account of the unwritten rules of human social interaction that underlie the field's preferred methodology---semi-structured interviewing. To better understand the contributions of interaction during explanations, I analyze eight undergraduate general chemistry students as they attempt to explain to various people, for various reasons, why phenomena involving chemical phase equilibrium occur. Using the methods of interaction analysis, I characterize the unwritten, but systematic, rules that these participants follow as they explain. The result is a description of the contributions of interaction to explaining. Each step in each explanation is a jointly performed expression of a subject-predicate relation, an interactive accomplishment I call an information performance (in-form, for short). Unlike clauses, in-forms need not have a coherent grammatical structure. Unlike speaker turns, in-forms have the clear function of expressing information. Unlike both clauses and speaker turns, in-forms are a co-construction, jointly performed by both the primary speaker and the other interlocutor. The other interlocutor strongly affects the form and content of each explanation by giving or withholding feedback at the end of each in-form, moments I call feedback-relevant places. While in-forms are the bricks out of which the explanation is constructed, they are secured by a series of inferential links I call an illative sequence. Illative sequences are forward-searching, starting with a remembered fact or observation and following a chain of inferences in the hope it leads to the target phenomenon. The participants treat an explanation as a success if the illative sequence generates an in-form that describes the phenomenon. If the illative sequence does

Sexually aggressive men's perceptions of women's communications: testing three explanations.

PubMed

Malamuth, N M; Brown, L M

1994-10-01

The authors tested three explanations of findings that sexually aggressive men perceive women's communications differently than less aggressive men. The first suggests that aggressors are incompetent in decoding women's negative emotions. The second posits that they fail to make subtle distinctions between women's friendliness and seductiveness and between assertiveness and hostility. The third explanation contends that sexual aggressors use a suspicious schema and therefore discount the veridicality of women's communications. These explanations were tested using videotaped scenarios in which a woman's responses to a man's advances were systematically varied. The data were most supportive of the suspicious schema explanation. These findings are integrated with other research on the characteristics of sexual aggressors and on the perceptions of aggressive children and of maritally violent men. Implications for interventions are also discussed.

How to Program a Domain Independent Tracer for Explanations

ERIC Educational Resources Information Center

Ishizaka, Alessio; Lusti, Markus

2006-01-01

Explanations are essential in the teaching process. Tracers are one possibility to provide students with explanations in an intelligent tutoring system. Their development can be divided into four steps: (a) the definition of the trace model; (b) the extraction of the information from this model; (c) the analysis and abstraction of the extracted…

Mind and Meaning: Piaget and Vygotsky on Causal Explanation.

ERIC Educational Resources Information Center

Beilin, Harry

1996-01-01

Piaget's theory has been characterized as descriptive and not explanatory, not qualifying as causal explanation. Piaget was consistent in showing how his theory was both explanatory and causal. Vygotsky also endorsed causal-genetic explanation but, on the basis of knowledge of only Piaget's earliest works, he claimed that Piaget's theory was not…

Supernatural Explanations: Science or Not?

ERIC Educational Resources Information Center

Eastwell, Peter

2011-01-01

Contrary to the advice of supposedly authoritative sources, the a priori exclusion of supernatural explanations or claims from scientific scrutiny is not appropriate. This paper shows how supernatural hypotheses or claims should be treated by science and, in the process, differentiates scientific and non-scientific hypotheses or claims.…

Promoting Transfer: Effects of Self-Explanation and Direct Instruction

ERIC Educational Resources Information Center

Rittle-Johnson, Bethany

2006-01-01

Explaining new ideas to oneself can promote transfer, but how and when such self-explanation is effective is unclear. This study evaluated whether self-explanation leads to lasting improvements in transfer success and whether it is more effective in combination with direct instruction or invention. Third- through fifth-grade children (ages 8-11;…

What Matters in Scientific Explanations: Effects of Elaboration and Content

PubMed Central

Rottman, Benjamin M.; Keil, Frank C.

2011-01-01

Given the breadth and depth of available information, determining which components of an explanation are most important is a crucial process for simplifying learning. Three experiments tested whether people believe that components of an explanation with more elaboration are more important. In Experiment 1, participants read separate and unstructured components that comprised explanations of real-world scientific phenomena, rated the components on their importance for understanding the explanations, and drew graphs depicting which components elaborated on which other components. Participants gave higher importance scores for components that they judged to be elaborated upon by other components. Experiment 2 demonstrated that experimentally increasing the amount of elaboration of a component increased the perceived importance of the elaborated component. Furthermore, Experiment 3 demonstrated that elaboration increases the importance of the elaborated information by providing insight into understanding the elaborated information; information that was too technical to provide insight into the elaborated component did not increase the importance of the elaborated component. While learning an explanation, people piece together the structure of elaboration relationships between components and use the insight provided by elaboration to identify important components. PMID:21924709

Explanation-Construction in Fourth-Grade Classrooms in Germany and the USA: A cross-national comparative video study

NASA Astrophysics Data System (ADS)

Forbes, Cory; Lange, Kim; Möller, Kornelia; Biggers, Mandy; Laux, Mira; Zangori, Laura

2014-09-01

To help explain the differences in students' performance on internationally administered science assessments, cross-national, video-based observational studies have been advocated, but none have yet been conducted at the elementary level for science. The USA and Germany are two countries with large formal education systems whose students underperform those from peers on internationally administered standardized science assessments. However, evidence from the 2011 Trends in International Mathematics and Science Exam assessment suggests fourth-grade students (9-10 year-olds) in the USA perform higher than those in Germany, despite more instructional time devoted to elementary science in Germany. The purpose of this study is to comparatively analyze fourth-grade classroom science in both countries to learn more about how teachers and students engage in scientific inquiry, particularly explanation-construction. Videorecordings of US and German science instruction (n 1 = 42, n 2 = 42) were sampled from existing datasets and analyzed both qualitatively and quantitatively. Despite German science lessons being, on average, twice as long as those in the USA, study findings highlight many similarities between elementary science in terms of scientific practices and features of scientific inquiry. However, they also illustrate crucial differences around the scientific practice of explanation-construction. While students in German classrooms were afforded more substantial opportunities to formulate evidence-based explanations, US classrooms were more strongly characterized by opportunities for students to actively compare and evaluate evidence-based explanations. These factors may begin to help account for observed differences in student achievement and merit further study grounded in international collaboration.

Relations between nonlinear Riccati equations and other equations in fundamental physics

NASA Astrophysics Data System (ADS)

Schuch, Dieter

2014-10-01

Many phenomena in the observable macroscopic world obey nonlinear evolution equations while the microscopic world is governed by quantum mechanics, a fundamental theory that is supposedly linear. In order to combine these two worlds in a common formalism, at least one of them must sacrifice one of its dogmas. Linearizing nonlinear dynamics would destroy the fundamental property of this theory, however, it can be shown that quantum mechanics can be reformulated in terms of nonlinear Riccati equations. In a first step, it will be shown that the information about the dynamics of quantum systems with analytical solutions can not only be obtainable from the time-dependent Schrödinger equation but equally-well from a complex Riccati equation. Comparison with supersymmetric quantum mechanics shows that even additional information can be obtained from the nonlinear formulation. Furthermore, the time-independent Schrödinger equation can also be rewritten as a complex Riccati equation for any potential. Extension of the Riccati formulation to include irreversible dissipative effects is straightforward. Via (real and complex) Riccati equations, other fields of physics can also be treated within the same formalism, e.g., statistical thermodynamics, nonlinear dynamical systems like those obeying a logistic equation as well as wave equations in classical optics, Bose- Einstein condensates and cosmological models. Finally, the link to abstract "quantizations" such as the Pythagorean triples and Riccati equations connected with trigonometric and hyperbolic functions will be shown.

On the nature of explanation: A PDP approach

NASA Astrophysics Data System (ADS)

Churchland, Paul M.

1990-06-01

Neural network models of sensory processing and associative memory provide the resources for a new theory of what explanatory understanding consists in. That theory finds the theoretically important factors to reside not at the level of propositions and the relations between them, but at the level of the activation patterns across large populations of neurons. The theory portrays explanatory understanding, perceptual recognition, and abductive inference as being different instances of the same more general sort of cognitive achievement, viz. prototype activation. It thus effects a unification of the theories of explanation, perception, and ampliative inference. It also finds systematic unity in the wide diversity of types of explanation (causal, functional, mathematical, intentional, reductive, etc.), a chronic problem for theories of explanation in the logico-linguistic tradition. Finally, it is free of the many defects, both logical and psychological, that plague models in that older tradition.

Graph-Based Norm Explanation

NASA Astrophysics Data System (ADS)

Croitoru, Madalina; Oren, Nir; Miles, Simon; Luck, Michael

Norms impose obligations, permissions and prohibitions on individual agents operating as part of an organisation. Typically, the purpose of such norms is to ensure that an organisation acts in some socially (or mutually) beneficial manner, possibly at the expense of individual agent utility. In this context, agents are normaware if they are able to reason about which norms are applicable to them, and to decide whether to comply with or ignore them. While much work has focused on the creation of norm-aware agents, much less has been concerned with aiding system designers in understanding the effects of norms on a system. The ability to understand such norm effects can aid the designer in avoiding incorrect norm specification, eliminating redundant norms and reducing normative conflict. In this paper, we address the problem of norm understanding by providing explanations as to why a norm is applicable, violated, or in some other state. We make use of conceptual graph based semantics to provide a graphical representation of the norms within a system. Given knowledge of the current and historical state of the system, such a representation allows for explanation of the state of norms, showing for example why they may have been activated or violated.

Preschool Children's Explanations of Plant Growth and Rain Formation: A Comparative Analysis

ERIC Educational Resources Information Center

Christidou, Vasilia; Hatzinikita, Vassilia

2006-01-01

This paper explores the different types and characteristics of preschool children's explanations of plant growth and rain formation. The children's explanations were categorized as naturalistic, non-naturalistic, or synthetic, i.e., explanations containing both naturalistic and non-naturalistic parts. In regards to plant growth the children…

Mechanistic explanation, cognitive systems demarcation, and extended cognition.

PubMed

van Eck, Dingmar; Looren de Jong, Huib

2016-10-01

Approaches to the Internalism-Externalism controversy in the philosophy of mind often involve both (broadly) metaphysical and explanatory considerations. Whereas originally most emphasis seems to have been placed on metaphysical concerns, recently the explanation angle is getting more attention. Explanatory considerations promise to offer more neutral grounds for cognitive systems demarcation than (broadly) metaphysical ones. However, it has been argued that explanation-based approaches are incapable of determining the plausibility of internalist-based conceptions of cognition vis-à-vis externalist ones. On this perspective, improved metaphysics is the route along which to solve the Internalist-Externalist stalemate. In this paper we challenge this claim. Although we agree that explanation-orientated approaches have indeed so far failed to deliver solid means for cognitive system demarcation, we elaborate a more promising explanation-oriented framework to address this issue. We argue that the mutual manipulability account of constitutive relevance in mechanisms, extended with the criterion of 'fat-handedness', is capable of plausibly addressing the cognitive systems demarcation problem, and thus able to decide on the explanatory traction of Internalist vs. Externalist conceptions, on a case-by-case basis. Our analysis also highlights why some other recent mechanistic takes on the problem of cognitive systems demarcation have been unsuccessful. We illustrate our claims with a case on gestures and learning. Copyright © 2016 Elsevier Ltd. All rights reserved.

Cultural Border Crossing: The Interaction between Fundamental Christian Beliefs and Scientific Explanations

ERIC Educational Resources Information Center

Elimbi, Celestine Nakeli

2017-01-01

The purpose of this study is to investigate the interaction between people's fundamental Christian beliefs and scientific explanations. When people with fundamental Christian beliefs encounter scientific explanations, such explanations may interact with their deeply rooted beliefs in a way that is likely to produce tensions. It is expedient to…

Robustness of fit indices to outliers and leverage observations in structural equation modeling.

PubMed

Yuan, Ke-Hai; Zhong, Xiaoling

2013-06-01

Normal-distribution-based maximum likelihood (NML) is the most widely used method in structural equation modeling (SEM), although practical data tend to be nonnormally distributed. The effect of nonnormally distributed data or data contamination on the normal-distribution-based likelihood ratio (LR) statistic is well understood due to many analytical and empirical studies. In SEM, fit indices are used as widely as the LR statistic. In addition to NML, robust procedures have been developed for more efficient and less biased parameter estimates with practical data. This article studies the effect of outliers and leverage observations on fit indices following NML and two robust methods. Analysis and empirical results indicate that good leverage observations following NML and one of the robust methods lead most fit indices to give more support to the substantive model. While outliers tend to make a good model superficially bad according to many fit indices following NML, they have little effect on those following the two robust procedures. Implications of the results to data analysis are discussed, and recommendations are provided regarding the use of estimation methods and interpretation of fit indices. (PsycINFO Database Record (c) 2013 APA, all rights reserved).

An intelligent computer tutor to guide self-explanation while learning from examples

NASA Astrophysics Data System (ADS)

Conati, Cristina

1999-11-01

Many studies in cognitive science show that self-explanation---the process of clarifying and making more complete to oneself the solution of an example---improves learning, and that guiding self-explanation extends these benefits. This thesis presents an intelligent computer tutor that aims to improve learning from examples by supporting self-explanation. The tutor, known as the SE (self-explanation) Coach, is innovative in two ways. First, it represents the first attempt to develop a computer tutor that supports example studying instead of problem solving. Second, it explicitly guides a domain-general, meta-cognitive skill: self-explanation. The SE-Coach is part of the Andes tutoring system for college physics and is meant to be used in conjunction with the problem solving tasks that Andes supports. In order to maximize the system capability to trigger the same beneficial cognitive processes, every element of the SE-Coach embeds existing hypotheses about the features that make self-explanation effective for learning. Designing the SE-Coach involved finding solutions for three main challenges: (1) To design an interface that effectively monitors and supports self-explanation. (2) To devise a student model that allows the assessment of example understanding from reading and self-examination actions. (3) To effectively elicit further self-explanation that improves student's example understanding. In this work we present our solutions to these challenges: (1) An interface including principled, interactive tools to explore examples and build self-explanations under the SECoach's supervision. (2) A probabilistic student model based on a Bayesian network, which integrates a model of correct self-explanation and information on the student's knowledge and studying actions to generate a probabilistic assessment of the student's example understanding. (3) Tutorial interventions that rely on the student model to detect deficits in the student's example understanding and

Children's explanations of the intentions underlying others' behaviour.

PubMed

Grant, Meridith G; Mills, Candice M

2011-09-01

This study investigated developmental differences in children's explanations of the intentions underlying the behaviours of others, including behaviours that conflicted with their expectations. Children aged 6-13 and adults explained the intentions underlying their predictions of behaviour following stories with ambiguous, positive, and negative cues. Children were then presented with experimenter-provided conflicting behaviour and explained again. Results indicated that with no clear cues, children and adults had optimistic expectations. When cues were provided, participants across development provided explanations consistent with positive cues, but children under age 10 were reluctant to provide explanations consistent with negative cues, despite good recall. When explaining conflicting behaviour, people may hesitate to overlook suspicions of negative intent sometimes even in the face of good behaviour, and this reluctance may increase with age. Findings suggest we may all overcome an optimistic bias, but children under age 10 may struggle more to do so. ©2010 The British Psychological Society.

Generative Mechanistic Explanation Building in Undergraduate Molecular and Cellular Biology

ERIC Educational Resources Information Center

Southard, Katelyn M.; Espindola, Melissa R.; Zaepfel, Samantha D.; Bolger, Molly S.

2017-01-01

When conducting scientific research, experts in molecular and cellular biology (MCB) use specific reasoning strategies to construct mechanistic explanations for the underlying causal features of molecular phenomena. We explored how undergraduate students applied this scientific practice in MCB. Drawing from studies of explanation building among…

Constructing Explanations of Flight: A Study of Instructional Discourse in Primary Science

ERIC Educational Resources Information Center

Rowell, Patricia M.; Ebbers, Margaretha

2004-01-01

In this paper, we examine the instructional discourse of science lessons in two primary classrooms for explanations of bird adaptations for flight. We draw on case study data to describe ways in which student construction of explanations is scaffolded by the teachers. We recognized three categories of explanations developed in the discourse:…

Neural network explanation using inversion.

PubMed

Saad, Emad W; Wunsch, Donald C

2007-01-01

An important drawback of many artificial neural networks (ANN) is their lack of explanation capability [Andrews, R., Diederich, J., & Tickle, A. B. (1996). A survey and critique of techniques for extracting rules from trained artificial neural networks. Knowledge-Based Systems, 8, 373-389]. This paper starts with a survey of algorithms which attempt to explain the ANN output. We then present HYPINV, a new explanation algorithm which relies on network inversion; i.e. calculating the ANN input which produces a desired output. HYPINV is a pedagogical algorithm, that extracts rules, in the form of hyperplanes. It is able to generate rules with arbitrarily desired fidelity, maintaining a fidelity-complexity tradeoff. To our knowledge, HYPINV is the only pedagogical rule extraction method, which extracts hyperplane rules from continuous or binary attribute neural networks. Different network inversion techniques, involving gradient descent as well as an evolutionary algorithm, are presented. An information theoretic treatment of rule extraction is presented. HYPINV is applied to example synthetic problems, to a real aerospace problem, and compared with similar algorithms using benchmark problems.

Generative mechanistic explanation building in undergraduate molecular and cellular biology

NASA Astrophysics Data System (ADS)

Southard, Katelyn M.; Espindola, Melissa R.; Zaepfel, Samantha D.; Bolger, Molly S.

2017-09-01

When conducting scientific research, experts in molecular and cellular biology (MCB) use specific reasoning strategies to construct mechanistic explanations for the underlying causal features of molecular phenomena. We explored how undergraduate students applied this scientific practice in MCB. Drawing from studies of explanation building among scientists, we created and applied a theoretical framework to explore the strategies students use to construct explanations for 'novel' biological phenomena. Specifically, we explored how students navigated the multi-level nature of complex biological systems using generative mechanistic reasoning. Interviews were conducted with introductory and upper-division biology students at a large public university in the United States. Results of qualitative coding revealed key features of students' explanation building. Students used modular thinking to consider the functional subdivisions of the system, which they 'filled in' to varying degrees with mechanistic elements. They also hypothesised the involvement of mechanistic entities and instantiated abstract schema to adapt their explanations to unfamiliar biological contexts. Finally, we explored the flexible thinking that students used to hypothesise the impact of mutations on multi-leveled biological systems. Results revealed a number of ways that students drew mechanistic connections between molecules, functional modules (sets of molecules with an emergent function), cells, tissues, organisms and populations.

Astrophysical Applications of Quantum Corrections to the Equation of State of a Plasma

NASA Technical Reports Server (NTRS)

Heckler, Andrew F.

1994-01-01

The quantum electrodynamic correction to the equation of state of a plasma at finite temperature is applied to the areas of solar physics and cosmology. A previously neglected, purely quantum term in the correction is found to change the equation of state in the solar core by -0.37%, which is roughly estimated to decrease the calculated high energy neutrino flux by about 2.2%. We also show that a previous calculation of the effect of this correction on big bang nucleosynthesis is incomplete, and we estimate the correction to the primordial helium abundance Y to be Delta A= 1.4 x 10(exp -4). A physical explanation for the correction is found in terms of corrections to the dispersion relation of the electron, positron, and photon.

A Lie-theoretic Description of the Solution Space of the tt*-Toda Equations

NASA Astrophysics Data System (ADS)

Guest, Martin A.; Ho, Nan-Kuo

2017-12-01

We give a Lie-theoretic explanation for the convex polytope which parametrizes the globally smooth solutions of the topological-antitopological fusion equations of Toda type (tt ∗-Toda equations) which were introduced by Cecotti and Vafa. It is known from Guest and Lin (J. Reine Angew. Math. 689, 1-32 2014) Guest et al. (It. Math. Res. Notices 2015, 11745-11784 2015) and Mochizuki (2013, 2014) that these solutions can be parametrized by monodromy data of a certain flat S L n+ 1 ℝ-connection. Using Boalch's Lie-theoretic description of Stokes data, and Steinberg's description of regular conjugacy classes of a linear algebraic group, we express this monodromy data as a convex subset of a Weyl alcove of S U n+ 1.

Learning from instructional explanations: effects of prompts based on the active-constructive-interactive framework.

PubMed

Roelle, Julian; Müller, Claudia; Roelle, Detlev; Berthold, Kirsten

2015-01-01

Although instructional explanations are commonly provided when learners are introduced to new content, they often fail because they are not integrated into effective learning activities. The recently introduced active-constructive-interactive framework posits an effectiveness hierarchy in which interactive learning activities are at the top; these are then followed by constructive and active learning activities, respectively. Against this background, we combined instructional explanations with different types of prompts that were designed to elicit these learning activities and tested the central predictions of the active-constructive-interactive framework. In Experiment 1, N = 83 students were randomly assigned to one of four combinations of instructional explanations and prompts. To test the active < constructive learning hypothesis, the learners received either (1) complete explanations and engaging prompts designed to elicit active activities or (2) explanations that were reduced by inferences and inference prompts designed to engage learners in constructing the withheld information. Furthermore, in order to explore how interactive learning activities can be elicited, we gave the learners who had difficulties in constructing the prompted inferences adapted remedial explanations with either (3) unspecific engaging prompts or (4) revision prompts. In support of the active < constructive learning hypothesis, we found that the learners who received reduced explanations and inference prompts outperformed the learners who received complete explanations and engaging prompts. Moreover, revision prompts were more effective in eliciting interactive learning activities than engaging prompts. In Experiment 2, N = 40 students were randomly assigned to either (1) a reduced explanations and inference prompts or (2) a reduced explanations and inference prompts plus adapted remedial explanations and revision prompts condition. In support of the constructive < interactive

Learning from Instructional Explanations: Effects of Prompts Based on the Active-Constructive-Interactive Framework

PubMed Central

Roelle, Julian; Müller, Claudia; Roelle, Detlev; Berthold, Kirsten

2015-01-01

Although instructional explanations are commonly provided when learners are introduced to new content, they often fail because they are not integrated into effective learning activities. The recently introduced active-constructive-interactive framework posits an effectiveness hierarchy in which interactive learning activities are at the top; these are then followed by constructive and active learning activities, respectively. Against this background, we combined instructional explanations with different types of prompts that were designed to elicit these learning activities and tested the central predictions of the active-constructive-interactive framework. In Experiment 1, N = 83 students were randomly assigned to one of four combinations of instructional explanations and prompts. To test the active < constructive learning hypothesis, the learners received either (1) complete explanations and engaging prompts designed to elicit active activities or (2) explanations that were reduced by inferences and inference prompts designed to engage learners in constructing the withheld information. Furthermore, in order to explore how interactive learning activities can be elicited, we gave the learners who had difficulties in constructing the prompted inferences adapted remedial explanations with either (3) unspecific engaging prompts or (4) revision prompts. In support of the active < constructive learning hypothesis, we found that the learners who received reduced explanations and inference prompts outperformed the learners who received complete explanations and engaging prompts. Moreover, revision prompts were more effective in eliciting interactive learning activities than engaging prompts. In Experiment 2, N = 40 students were randomly assigned to either (1) a reduced explanations and inference prompts or (2) a reduced explanations and inference prompts plus adapted remedial explanations and revision prompts condition. In support of the constructive < interactive

The PRO Instructional Strategy in the Construction of Scientific Explanations

ERIC Educational Resources Information Center

Tang, Kok-Sing

2015-01-01

This article presents an instructional strategy called Premise-Reasoning-Outcome (PRO) designed to support students in the construction of scientific explanations. Informed by the philosophy of science and linguistic studies of science, the PRO strategy involves identifying three components of a scientific explanation: (i) premise--an accepted…

Gender differences in attitudes toward nuclear power: a multivariate explanation

DOE Office of Scientific and Technical Information (OSTI.GOV)

Baxter, R.K.

1987-01-01

The purpose of this study was to examine gender differences in attitudes toward nuclear power and to discover what factors account for these differences. The marginality explanation for these differences suggest that women have less-favorable attitudes toward nuclear power because they are less concerned about energy supplies and economic growth and are less convinced of the benefits of nuclear power for society than are men. The irrationality explanation holds that women are less favorable toward nuclear power because they are less knowledgeable about this technology than are men. The lay-rationality explanation argues that people form attitudes toward nuclear power whichmore » are consistent with their relevant beliefs, attitudes and values; thus, this explanation suggests that women's unfavorable attitudes toward nuclear power stem from greater concern about environmental protection, exposing society to risk, and lower faith in science and technology. Data for this study were collected via a mail questionnaire administered to a state wide sample of Washington residents (n= 696).« less

"Why Does Rain Fall?": Children Prefer to Learn from an Informant Who Uses Noncircular Explanations

ERIC Educational Resources Information Center

Corriveau, Kathleen H.; Kurkul, Katelyn E.

2014-01-01

These two studies explored 3- and 5-year-olds' evaluation of noncircular and circular explanations, and their use of such explanations to determine informant credibility. Although 5-year-olds demonstrated a selective preference for noncircular over circular explanations (Experiment 1: Long Explanations; Experiment 2: Short Explanations),…

"Ratio via Machina": Three Standards of Mechanistic Explanation in Sociology

ERIC Educational Resources Information Center

Aviles, Natalie B.; Reed, Isaac Ariail

2017-01-01

Recently, sociologists have expended much effort in attempts to define social mechanisms. We intervene in these debates by proposing that sociologists in fact have a choice to make between three standards of what constitutes a good mechanistic explanation: substantial, formal, and metaphorical mechanistic explanation. All three standards are…

Promoting Self-Explanation to Improve Mathematics Learning: A Meta-Analysis and Instructional Design Principles

ERIC Educational Resources Information Center

Rittle-Johnson, Bethany; Loehr, Abbey M.; Durkin, Kelley

2017-01-01

Promoting self-explanation (i.e., generating explanations for oneself in an attempt to make sense of new information) is a recommended study strategy and instructional practice. A meta-analysis of the literature on prompting self-explanation to improve mathematics learning confirmed that prompted self-explanation leads to a small to moderate…

Evaluating the Effects of Differences in Group Abilities on the Tucker and the Levine Observed-Score Methods for Common-Item Nonequivalent Groups Equating. ACT Research Report Series 2010-1

ERIC Educational Resources Information Center

Chen, Hanwei; Cui, Zhongmin; Zhu, Rongchun; Gao, Xiaohong

2010-01-01

The most critical feature of a common-item nonequivalent groups equating design is that the average score difference between the new and old groups can be accurately decomposed into a group ability difference and a form difficulty difference. Two widely used observed-score linear equating methods, the Tucker and the Levine observed-score methods,…

10 CFR 434.99 - Explanation of numbering system for codes.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 10 Energy 3 2011-01-01 2011-01-01 false Explanation of numbering system for codes. 434.99 Section 434.99 Energy DEPARTMENT OF ENERGY ENERGY CONSERVATION ENERGY CODE FOR NEW FEDERAL COMMERCIAL AND MULTI-FAMILY HIGH RISE RESIDENTIAL BUILDINGS § 434.99 Explanation of numbering system for codes. (a) For...

10 CFR 434.99 - Explanation of numbering system for codes.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 10 Energy 3 2010-01-01 2010-01-01 false Explanation of numbering system for codes. 434.99 Section 434.99 Energy DEPARTMENT OF ENERGY ENERGY CONSERVATION ENERGY CODE FOR NEW FEDERAL COMMERCIAL AND MULTI-FAMILY HIGH RISE RESIDENTIAL BUILDINGS § 434.99 Explanation of numbering system for codes. (a) For...

Dimensions of integration in interdisciplinary explanations of the origin of evolutionary novelty.

PubMed

Love, Alan C; Lugar, Gary L

2013-12-01

Many philosophers of biology have embraced a version of pluralism in response to the failure of theory reduction but overlook how concepts, methods, and explanatory resources are in fact coordinated, such as in interdisciplinary research where the aim is to integrate different strands into an articulated whole. This is observable for the origin of evolutionary novelty-a complex problem that requires a synthesis of intellectual resources from different fields to arrive at robust answers to multiple allied questions. It is an apt locus for exploring new dimensions of explanatory integration because it necessitates coordination among historical and experimental disciplines (e.g., geology and molecular biology). These coordination issues are widespread for the origin of novel morphologies observed in the Cambrian Explosion. Despite an explicit commitment to an integrated, interdisciplinary explanation, some potential disciplinary contributors are excluded. Notable among these exclusions is the physics of ontogeny. We argue that two different dimensions of integration-data and standards-have been insufficiently distinguished. This distinction accounts for why physics-based explanatory contributions to the origin of novelty have been resisted: they do not integrate certain types of data and differ in how they conceptualize the standard of uniformitarianism in historical, causal explanations. Our analysis of these different dimensions of integration contributes to the development of more adequate and integrated explanatory frameworks. Copyright © 2013 Elsevier Ltd. All rights reserved.

Bipolar disorder: idioms of susceptibility and disease and the role of 'genes' in illness explanations.

PubMed

Baart, Ingrid; Widdershoven, Guy

2013-11-01

This qualitative study explores (1) how members of the Dutch Association for People with Bipolar Disorder explain the affliction of bipolar disorder; (2) the relationship between genetic, environmental and personal factors in these explanations and (3) the relationship between illness explanations, self-management and identity. A total of 40 participants took part in seven different focus group discussions. The results demonstrate that there are two different explanatory idioms, each one centred around an opposing concept, that is, susceptibility and disease. Individuals who construct explanations around the concept of 'disease' attach more importance to 'genes and chemicals' than to environmental components in the onset of the disorder, whereas individuals adhering to the central concept of 'susceptibility' tend to do this much less. Compared with individuals using the 'susceptibility' idiom, those who use a 'disease' idiom tend to observe fewer possibilities for self-management and are less inclined to construct normalcy through a quest for personal growth. Stories of suffering seem more integral to the 'disease' idiom than to the 'susceptibility' idiom. The 'disease' idiom seems less integrated in a contemporary surveillance psychiatric discourse than the 'susceptibility' idiom; however, both vocabularies can offer normative constraints.

Notes on a General Framework for Observed Score Equating. Research Report. ETS RR-08-59

ERIC Educational Resources Information Center

Moses, Tim; Holland, Paul

2008-01-01

The purpose of this paper is to extend von Davier, Holland, and Thayer's (2004b) framework of kernel equating so that it can incorporate raw data and traditional equipercentile equating methods. One result of this more general framework is that previous equating methodology research can be viewed more comprehensively. Another result is that the…

Connections between Student Explanations and Arguments from Evidence about Plant Growth

PubMed Central

Doherty, Jennifer H.; Freed, Allison L.; Anderson, Charles W.

2014-01-01

We investigate how students connect explanations and arguments from evidence about plant growth and metabolism—two key practices described by the Next Generation Science Standards. This study reports analyses of interviews with 22 middle and high school students postinstruction, focusing on how their sense-making strategies led them to interpret—or misinterpret—scientific explanations and arguments from evidence. The principles of conservation of matter and energy can provide a framework for making sense of phenomena, but our results show that some students reasoned about plant growth as an action enabled by water, air, sunlight, and soil rather than a process of matter and energy transformation. These students reinterpreted the hypotheses and results of standard investigations of plant growth, such as van Helmont's experiment, to match their own understanding of how plants grow. Only the more advanced students consistently interpreted mass changes in plants or soil as evidence of movement of matter. We also observed that a higher degree of scaffolding during some of the interview questions allowed mid-level students to improve their responses. We describe our progress and challenges developing teaching materials with scaffolding to improve students’ understanding of plant growth and metabolism. PMID:25185224

Exploring Dominant Types of Explanations Built by General Chemistry Students

ERIC Educational Resources Information Center

Talanquer, Vicente

2010-01-01

The central goal of our study was to explore the nature of the explanations generated by science and engineering majors with basic training in chemistry to account for the colligative properties of solutions. The work was motivated by our broader interest in the characterisation of the dominant types of explanations that science college students…

Auditory Verbal Hallucinations in Schizophrenia From a Levels of Explanation Perspective.

PubMed

Hugdahl, Kenneth; Sommer, Iris E

2018-02-15

In the present article, we present a "Levels of Explanation" (LoE) approach to auditory verbal hallucinations (AVHs) in schizophrenia. Mental phenomena can be understood at different levels of explanation, including cultural, clinical, cognitive, brain imaging, cellular, and molecular levels. Current research on AVHs is characterized by accumulation of data at all levels, but with little or no interaction of findings between levels. A second advantage with a Levels of Explanation approach is that it fosters interdisciplinarity and collaboration across traditional borders, facilitating a real breakthrough in future research. We exemplify a Levels of Explanation approach with data from 3 levels where findings at 1 level provide predictions for another level. More specifically, we show how functional neuroimaging data at the brain level correspond with behavioral data at the cognitive level, and how data at these 2 levels correspond with recent findings of changes in neurotransmitter function at the cellular level. We further discuss implications for new therapeutic interventions, and the article is ended by suggestion how future research could incorporate genetic influences on AVHs at the molecular level of explanation by providing examples for animal work.

How perceptions of experience-based analysis influence explanations of work accidents.

PubMed

Mbaye, Safiétou; Kouabenan, Dongo Rémi

2013-12-01

This article looks into how perceptions of experience-based analysis (EBA) influence causal explanations of accidents given by managers and workers in the chemical industry (n=409) and in the nuclear industry (n=222). The approach is based on the model of naive explanations of accidents (Kouabenan, 1999, 2006, 2009), which recommends taking into account explanations of accidents spontaneously given by individuals, including laypersons, not only to better understand why accidents occur but also to design and implement the most appropriate prevention measures. The study reported here describes the impact of perceptions about EBA (perceived effectiveness, personal commitment, and the feeling of being involved in EBA practices) on managers' and workers' explanations of accidents likely to occur at the workplace. The results indicated that both managers and workers made more internal explanations than external ones when they perceived EBA positively. Moreover, the more the participants felt involved in EBA, were committed to it, and judged it effective, the more they explained accidents in terms of factors internal to the workers. Recommendations are proposed for reducing defensive reactions, increasing personal commitment to EBA, and improving EBA effectiveness. © 2013.

The coexistence of natural and supernatural explanations across cultures and development.

PubMed

Legare, Cristine H; Evans, E Margaret; Rosengren, Karl S; Harris, Paul L

2012-01-01

Although often conceptualized in contradictory terms, the common assumption that natural and supernatural explanations are incompatible is psychologically inaccurate. Instead, there is considerable evidence that the same individuals use both natural and supernatural explanations to interpret the very same events and that there are multiple ways in which both kinds of explanations coexist in individual minds. Converging developmental research from diverse cultural contexts in 3 areas of biological thought (i.e., the origin of species, illness, and death) is reviewed to support this claim. Contrary to traditional accounts of cognitive development, new evidence indicates that supernatural explanations often increase rather than decrease with age and supports the proposal that reasoning about supernatural phenomena is an integral and enduring aspect of human cognition. © 2012 The Authors. Child Development © 2012 Society for Research in Child Development, Inc.

To justify or excuse?: A meta-analytic review of the effects of explanations.

PubMed

Shaw, John C; Wild, Eric; Colquitt, Jason A

2003-06-01

The authors used R. Folger and R. Cropanzano's (1998, 2001) fairness theory to derive predictions about the effects of explanation provision and explanation adequacy on justice judgments and cooperation, retaliation, and withdrawal responses. The authors also used the theory to identify potential moderators of those effects, including the type of explanation (justification vs. excuse), outcome favorability, and study context. The authors' predictions were tested by using meta-analyses of 54 independent samples. The results showed strong effects of explanations on both the justice and response variables. Moreover, explanations were more beneficial when they took the form of excuses rather than justifications, when they were given after unfavorable outcomes, and when they were given in contexts with instrumental, relational, and moral implications.

A taxonomy of explanations in a general practitioner clinic for patients with persistent "medically unexplained" physical symptoms.

PubMed

Morton, LaKrista; Elliott, Alison; Cleland, Jennifer; Deary, Vincent; Burton, Christopher

2017-02-01

To develop a taxonomy of explanations for patients with persistent physical symptoms. We analysed doctors' explanations from two studies of a moderately-intensive consultation intervention for patients with multiple, often "medically-unexplained," physical symptoms. We used a constant comparative method to develop a taxonomy which was then applied to all verbatim explanations. We analysed 138 explanations provided by five general practitioners to 38 patients. The taxonomy comprised explanation types and explanation components. Three explanation types described the overall structure of the explanations: Rational Adaptive, Automatic Adaptive, and Complex. These differed in terms of who or what was given agency within the explanation. Three explanation components described the content of the explanation: Facts - generic statements about normal or dysfunctional processes; Causes - person-specific statements about proximal or distal causes for symptoms; Mechanisms - processes by which symptoms arise or persist in the individual. Most explanations conformed to one type and contained several components. This novel taxonomy for classifying clinical explanations permits detailed classification of explanation types and content. Explanation types appear to carry different implications of agency. The taxonomy is suitable for examining explanations and developing prototype explanatory scripts in both training and research settings. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

Strategic Explanations for a Diagnostic Consultation System. Technical Report #8.

ERIC Educational Resources Information Center

Hasling, Diane Warner; And Others

This paper examines the problem of automatic explanation of reasoning, or the ability of a program to discuss what it is doing in some understandable way, particularly as part of an expert system. An introduction presents a general framework in which to view explanation and reviews some of the research in this area. This is followed by a…

Framing Prospective Elementary Teachers' Conceptions of Dissolving as a Ladder of Explanations

NASA Astrophysics Data System (ADS)

Subramaniam, Karthigeyan; Esprivalo Harrell, Pamela

2013-11-01

The paper details an exploratory qualitative study that investigated 61 prospective teachers' conceptual understanding of dissolving salt and sugar in water respectively. The study was set within a 15-week elementary science methods course that included a 5E learning cycle lesson on dissolving, the instructional context. Oversby's (Prim Sci Rev 63:6-19, 2002, Aspects of teaching secondary science, Routledge Falmer, London, 2002) ladder of explanations for the context of dissolving, current scientific explanations for dissolving and perspectives on conceptions and misconceptions provided the unified framework for the study. Concept maps, interview transcripts, written artifacts, and drawings and narratives were used as data to investigate these prospective teachers' conceptual understanding of dissolving throughout the 15-weeks of the methods course. Analysis revealed that participants' explanations of dissolving were predominantly descriptive explanations (39 %) and interpretative explanations (38 %), with lower percentage occurrences of intentional (14 %) and cause and effect (9 %) level explanations. Most of these explanations were also constructed by a set of loosely connected and reinforcing everyday concepts abstracted from common everyday experiences making them misconceptions. Implications include: (1) the need for science teacher educators to use multiple platforms to derive their prospective elementary teachers' conceptual understandings of science content; and (2) to identify and help them identify their own scientific conceptions and misconceptions and how they influence the construction of scientific/nonscientific explanations. Science teacher educators also need to emphasize the role of meaningful frameworks associated with the concept that is being introduced during the Engage phase of the 5E learning cycle. This is important because, relevant prior knowledge is associated with the knowledge of the particle theory of matter and both are part of larger

Self-Explanation Training Improves Proof Comprehension

ERIC Educational Resources Information Center

Hodds, Mark; Alcock, Lara; Inglis, Matthew

2014-01-01

In this article we report 3 experiments demonstrating that a simple booklet containing self-explanation training, designed to focus students' attention on logical relationships within a mathematical proof, can significantly improve their proof comprehension. Experiment 1 demonstrated that students who received the training generated higher quality…

42 CFR 460.116 - Explanation of rights.

Code of Federal Regulations, 2010 CFR

2010-10-01

... (CONTINUED) PROGRAMS OF ALL-INCLUSIVE CARE FOR THE ELDERLY (PACE) PROGRAMS OF ALL-INCLUSIVE CARE FOR THE ELDERLY (PACE) Participant Rights § 460.116 Explanation of rights. (a) Written policies. A PACE...

42 CFR 460.116 - Explanation of rights.

Code of Federal Regulations, 2011 CFR

2011-10-01

... (CONTINUED) PROGRAMS OF ALL-INCLUSIVE CARE FOR THE ELDERLY (PACE) PROGRAMS OF ALL-INCLUSIVE CARE FOR THE ELDERLY (PACE) Participant Rights § 460.116 Explanation of rights. (a) Written policies. A PACE...

Learning to Observe "and" Infer

ERIC Educational Resources Information Center

Hanuscin, Deborah L.; Park Rogers, Meredith A.

2008-01-01

Researchers describe the need for students to have multiple opportunities and social interaction to learn about the differences between observation and inference and their role in developing scientific explanations (Harlen 2001; Simpson 2000). Helping children develop their skills of observation and inference in science while emphasizing the…

Explanation-aware computing of the prognosis for breast cancer supported by IK-DCBRC: Technical innovation.

PubMed

Khelassi, Abdeldjalil

2014-01-01

Active research is being conducted to determine the prognosis for breast cancer. However, the uncertainty is a major obstacle in this domain of medical research. In that context, explanation-aware computing has the potential for providing meaningful interactions between complex medical applications and users, which would ensure a significant reduction of uncertainty and risks. This paper presents an explanation-aware agent, supported by Intensive Knowledge-Distributed Case-Based Reasoning Classifier (IK-DCBRC), to reduce the uncertainty and risks associated with the diagnosis of breast cancer. A meaningful explanation is generated by inferring from a rule-based system according to the level of abstraction and the reasoning traces. The computer-aided detection is conducted by IK-DCBRC, which is a multi-agent system that applies the case-based reasoning paradigm and a fuzzy similarity function for the automatic prognosis by the class of breast tumors, i.e. malignant or benign, from a pattern of cytological images. A meaningful interaction between the physician and the computer-aided diagnosis system, IK-DCBRC, is achieved via an intelligent agent. The physician can observe the trace of reasoning, terms, justifications, and the strategy to be used to decrease the risks and doubts associated with the automatic diagnosis. The capability of the system we have developed was proven by an example in which conflicts were clarified and transparency was ensured. The explanation agent ensures the transparency of the automatic diagnosis of breast cancer supported by IK-DCBRC, which decreases uncertainty and risks and detects some conflicts.

Is the Wheeler-DeWitt equation more fundamental than the Schrödinger equation?

NASA Astrophysics Data System (ADS)

Shestakova, Tatyana P.

The Wheeler-DeWitt equation was proposed 50 years ago and until now it is the cornerstone of most approaches to quantization of gravity. One can find in the literature, the opinion that the Wheeler-DeWitt equation is even more fundamental than the basic equation of quantum theory, the Schrödinger equation. We still should remember that we are in the situation when no observational data can confirm or reject the fundamental status of the Wheeler-DeWitt equation, so we can give just indirect arguments in favor of or against it, grounded on mathematical consistency and physical relevance. I shall present the analysis of the situation and comparison of the standard Wheeler-DeWitt approach with the extended phase space approach to quantization of gravity. In my analysis, I suppose, first, that a future quantum theory of gravity must be applicable to all phenomena from the early universe to quantum effects in strong gravitational fields, in the latter case, the state of the observer (the choice of a reference frame) may appear to be significant. Second, I suppose that the equation for the wave function of the universe must not be postulated but derived by means of a mathematically consistent procedure, which exists in path integral quantization. When applying this procedure to any gravitating system, one should take into account features of gravity, namely, nontrivial spacetime topology and possible absence of asymptotic states. The Schrödinger equation has been derived early for cosmological models with a finite number of degrees of freedom, and just recently it has been found for the spherically symmetric model which is a simplest model with an infinite number of degrees of freedom. The structure of the Schrödinger equation and its general solution appears to be very similar in these cases. The obtained results give grounds to say that the Schrödinger equation retains its fundamental meaning in constructing quantum theory of gravity.

Relativistic Electron Precipitation Events Observed at Low Altitude During Electromagnetic Ion Cyclotron Wave Activities Identified Near The Equator.

NASA Astrophysics Data System (ADS)

Shin, D. K.; Lee, D. Y.; Noh, S. J.; Cho, J.; Choi, C.; Hwang, J.; Lee, J.

2017-12-01

Statistical significance of the efficiency of electron loss into the atmosphere by EMIC waves has yet not been quantified through observations. To better understand the dynamics of the radiation belt particle, its quantification through observations is indispensable. In this study, we used a large number of the EMIC wave events identified near the equator for which we determined relativistic electron precipitation (REP) events using the observations at low earth orbit satellites (POES satellite series).We focused on the difference between the wave properties, geomagnetic conditions and background states during the EMIC waves between the event group (EMIC wave with REP) and non-event group (EMIC wave without REP). First, for 11.5 % of the EMIC wave events we were able to identify the REP events within an hour of MLT separation from the EMIC wave location. The majority ( 80 %) of the precipitation-inducing EMIC waves were found in 11 - 17 MLT. Second, geomagnetic conditions (most notably AE) are more often stronger for the event group than non-event group. Third, the EMIC waves of a stronger power and/or a longer duration are on average preferred for event group. Lastly, the majority of the EMIC waves with REP lie outside the plasmapause, most often at L being higher by 2 than the plasmapause locations. In conclusion, this is the first time report on a statistical assessment about the extent to which the EMIC waves directly measured in the equator can be responsible for REP and about their distinguishing features.

Working toward a Stronger Conceptualization of Scientific Explanation for Science Education

ERIC Educational Resources Information Center

Braaten, Melissa; Windschitl, Mark

2011-01-01

Scientific explanation plays a central role in science education reform documents, including the "Benchmarks for Science Literacy," the "National Science Education Standards", and the recent research report, "Taking Science to School." While scientific explanation receives significant emphases in these documents, there is little discussion or…

Examining the Generality of Self-Explanation

ERIC Educational Resources Information Center

Wylie, Ruth

2011-01-01

Prompting students to self-explain during problem solving has proven to be an effective instructional strategy across many domains. However, despite being called "domain general", very little work has been done in areas outside of math and science. In this dissertation, I investigate whether the self-explanation effect holds when applied…

Misconceived Causal Explanations for Emergent Processes

ERIC Educational Resources Information Center

Chi, Michelene T. H.; Roscoe, Rod D.; Slotta, James D.; Roy, Marguerite; Chase, Catherine C.

2012-01-01

Studies exploring how students learn and understand science processes such as "diffusion" and "natural selection" typically find that students provide misconceived explanations of how the patterns of such processes arise (such as why giraffes' necks get longer over generations, or how ink dropped into water appears to "flow"). Instead of…

Refining Students' Explanations of an Unfamiliar Physical Phenomenon-Microscopic Friction

NASA Astrophysics Data System (ADS)

Corpuz, Edgar De Guzman; Rebello, N. Sanjay

2017-08-01

The first phase of this multiphase study involves modeling of college students' thinking of friction at the microscopic level. Diagnostic interviews were conducted with 11 students with different levels of physics backgrounds. A phenomenographic approach of data analysis was used to generate categories of responses which subsequently were used to generate a model of explanation. Most of the students interviewed consistently used mechanical interactions in explaining microscopic friction. According to these students, friction is due to the interlocking or rubbing of atoms. Our data suggest that students' explanations of microscopic friction are predominantly influenced by their macroscopic experiences. In the second phase of the research, teaching experiment was conducted with 18 college students to investigate how students' explanations of microscopic friction can be refined by a series of model-building activities. Data were analyzed using Redish's two-level transfer framework. Our results show that through sequences of hands-on and minds-on activities, including cognitive dissonance and resolution, it is possible to facilitate the refinement of students' explanations of microscopic friction. The activities seemed to be productive in helping students activate associations that refine their ideas about microscopic friction.

The Coexistence of Natural and Supernatural Explanations across Cultures and Development

ERIC Educational Resources Information Center

Legare, Cristine H.; Evans, E. Margaret; Rosengren, Karl S.; Harris, Paul L.

2012-01-01

Although often conceptualized in contradictory terms, the common assumption that natural and supernatural explanations are incompatible is psychologically inaccurate. Instead, there is considerable evidence that the same individuals use both natural and supernatural explanations to interpret the very same events and that there are multiple ways in…

A Teaching Model for Scaffolding 4th Grade Students' Scientific Explanation Writing

NASA Astrophysics Data System (ADS)

Yang, Hsiu-Ting; Wang, Kuo-Hua

2014-08-01

Improving students scientific explanations is one major goal of science education. Both writing activities and concept mapping are reported as effective strategies for enhancing student learning of science. The purpose of this study was to examine the effect of a teaching model, named the DCI model, which integrates a Descriptive explanation writing activity, Concept mapping, and an Interpretive explanation writing activity, is introduced in a 4th grade science class to see if it would improve students' scientific explanations and understanding. A quasi-experimental design, including a non-randomized comparison group and a pre- and post-test design, was adopted for this study. An experimental group of 25 students were taught using the DCI teaching model, while a comparison group received a traditional lecture teaching. A rubric and content analysis was used to assess students' scientific explanations. The independent sample t test was used to measure difference in conceptual understanding between the two groups, before and after instruction. Then, the paired t test analysis was used to understand the promotion of the DCI teaching model. The results showed that students in the experimental group performed better than students in the comparison group, both in scientific concept understanding and explanation. Suggestions for using concept mapping and writing activities (the DCI teaching model) in science classes are provided in this study.

On the non-stationary generalized Langevin equation

NASA Astrophysics Data System (ADS)

Meyer, Hugues; Voigtmann, Thomas; Schilling, Tanja

2017-12-01

In molecular dynamics simulations and single molecule experiments, observables are usually measured along dynamic trajectories and then averaged over an ensemble ("bundle") of trajectories. Under stationary conditions, the time-evolution of such averages is described by the generalized Langevin equation. By contrast, if the dynamics is not stationary, it is not a priori clear which form the equation of motion for an averaged observable has. We employ the formalism of time-dependent projection operator techniques to derive the equation of motion for a non-equilibrium trajectory-averaged observable as well as for its non-stationary auto-correlation function. The equation is similar in structure to the generalized Langevin equation but exhibits a time-dependent memory kernel as well as a fluctuating force that implicitly depends on the initial conditions of the process. We also derive a relation between this memory kernel and the autocorrelation function of the fluctuating force that has a structure similar to a fluctuation-dissipation relation. In addition, we show how the choice of the projection operator allows us to relate the Taylor expansion of the memory kernel to data that are accessible in MD simulations and experiments, thus allowing us to construct the equation of motion. As a numerical example, the procedure is applied to Brownian motion initialized in non-equilibrium conditions and is shown to be consistent with direct measurements from simulations.

STARD 2015 guidelines for reporting diagnostic accuracy studies: explanation and elaboration

PubMed Central

Cohen, Jérémie F; Korevaar, Daniël A; Altman, Douglas G; Bruns, David E; Gatsonis, Constantine A; Hooft, Lotty; Irwig, Les; Levine, Deborah; Reitsma, Johannes B; de Vet, Henrica C W; Bossuyt, Patrick M M

2016-01-01

Diagnostic accuracy studies are, like other clinical studies, at risk of bias due to shortcomings in design and conduct, and the results of a diagnostic accuracy study may not apply to other patient groups and settings. Readers of study reports need to be informed about study design and conduct, in sufficient detail to judge the trustworthiness and applicability of the study findings. The STARD statement (Standards for Reporting of Diagnostic Accuracy Studies) was developed to improve the completeness and transparency of reports of diagnostic accuracy studies. STARD contains a list of essential items that can be used as a checklist, by authors, reviewers and other readers, to ensure that a report of a diagnostic accuracy study contains the necessary information. STARD was recently updated. All updated STARD materials, including the checklist, are available at http://www.equator-network.org/reporting-guidelines/stard. Here, we present the STARD 2015 explanation and elaboration document. Through commented examples of appropriate reporting, we clarify the rationale for each of the 30 items on the STARD 2015 checklist, and describe what is expected from authors in developing sufficiently informative study reports. PMID:28137831

Why the Difference between Explanation and Argument Matters to Science Education

ERIC Educational Resources Information Center

Brigandt, Ingo

2016-01-01

Contributing to the recent debate on whether or not explanations ought to be differentiated from arguments, this article argues that the distinction matters to science education. I articulate the distinction in terms of explanations and arguments having to meet different standards of adequacy. Standards of explanatory adequacy are important…

Evolutionary explanations in medicine: how do they differ and how to benefit from them.

PubMed

Lozano, George A

2010-04-01

Evolutionary explanations, many of which have appeared on the pages of this journal, are becoming more pervasive and influential in medicine, so it is becoming more important to understand how these types of explanations differ from the proximate approach that is more common in medicine, and how the evolutionary approach can contribute to medicine. Understanding of any biological phenomenon can occur at four levels: (1) ontogeny (2) causation, (3) function and (4) evolution. These approaches are not mutually exclusive, and whereas the first two are more common in medical practice, a complete explanation requires all four levels of analysis. Two major differences among these approaches are the apparent degree of immediacy associated with them, and the extent to which they apply to individuals rather than populations. Criticisms of adaptive explanations often arise from a failure to understand the complementary nature of these four types of explanations. Other unwarranted criticisms result from a failure to appreciate that adaptive explanations often apply to populations, not individuals. A third type of criticism is driven by the mistaken belief that adaptive explanations somehow justify morally reprehensible behaviours. Finally, evolutionary explanations sometimes face the criticism of "personal incredulity". Adaptive explanations must be consistent with basic evolutionary concepts and must adhere to the physical reality of the phenomenon in question. Their value, however, comes not in devising a seemingly rational explanation, but in their predictions. Testable predictions must be explicitly stated and clearly articulated. They must differ from those of arising from other hypotheses and must not only be interesting to evolutionary biologists, but also useful to medical practitioners. Integration of the proximate and the ultimate approaches is possible and potentially beneficial to both evolutionists and physicians, but it requires some basic understanding of our

Equating Scores from Adaptive to Linear Tests

ERIC Educational Resources Information Center

van der Linden, Wim J.

2006-01-01

Two local methods for observed-score equating are applied to the problem of equating an adaptive test to a linear test. In an empirical study, the methods were evaluated against a method based on the test characteristic function (TCF) of the linear test and traditional equipercentile equating applied to the ability estimates on the adaptive test…

From Neutron Star Observables to the Equation of State. I. An Optimal Parametrization

NASA Astrophysics Data System (ADS)

Raithel, Carolyn A.; Özel, Feryal; Psaltis, Dimitrios

2016-11-01

The increasing number and precision of measurements of neutron star masses, radii, and, in the near future, moments of inertia offer the possibility of precisely determining the neutron star equation of state (EOS). One way to facilitate the mapping of observables to the EOS is through a parametrization of the latter. We present here a generic method for optimizing the parametrization of any physically allowed EOS. We use mock EOS that incorporate physically diverse and extreme behavior to test how well our parametrization reproduces the global properties of the stars, by minimizing the errors in the observables of mass, radius, and the moment of inertia. We find that using piecewise polytropes and sampling the EOS with five fiducial densities between ˜1-8 times the nuclear saturation density results in optimal errors for the smallest number of parameters. Specifically, it recreates the radii of the assumed EOS to within less than 0.5 km for the extreme mock EOS and to within less than 0.12 km for 95% of a sample of 42 proposed, physically motivated EOS. Such a parametrization is also able to reproduce the maximum mass to within 0.04 {M}⊙ and the moment of inertia of a 1.338 {M}⊙ neutron star to within less than 10% for 95% of the proposed sample of EOS.

Analysis of partially observed clustered data using generalized estimating equations and multiple imputation

PubMed Central

Aloisio, Kathryn M.; Swanson, Sonja A.; Micali, Nadia; Field, Alison; Horton, Nicholas J.

2015-01-01

Clustered data arise in many settings, particularly within the social and biomedical sciences. As an example, multiple–source reports are commonly collected in child and adolescent psychiatric epidemiologic studies where researchers use various informants (e.g. parent and adolescent) to provide a holistic view of a subject’s symptomatology. Fitzmaurice et al. (1995) have described estimation of multiple source models using a standard generalized estimating equation (GEE) framework. However, these studies often have missing data due to additional stages of consent and assent required. The usual GEE is unbiased when missingness is Missing Completely at Random (MCAR) in the sense of Little and Rubin (2002). This is a strong assumption that may not be tenable. Other options such as weighted generalized estimating equations (WEEs) are computationally challenging when missingness is non–monotone. Multiple imputation is an attractive method to fit incomplete data models while only requiring the less restrictive Missing at Random (MAR) assumption. Previously estimation of partially observed clustered data was computationally challenging however recent developments in Stata have facilitated their use in practice. We demonstrate how to utilize multiple imputation in conjunction with a GEE to investigate the prevalence of disordered eating symptoms in adolescents reported by parents and adolescents as well as factors associated with concordance and prevalence. The methods are motivated by the Avon Longitudinal Study of Parents and their Children (ALSPAC), a cohort study that enrolled more than 14,000 pregnant mothers in 1991–92 and has followed the health and development of their children at regular intervals. While point estimates were fairly similar to the GEE under MCAR, the MAR model had smaller standard errors, while requiring less stringent assumptions regarding missingness. PMID:25642154

The Many Roles of "Explanation" in Science Education: A Case Study

ERIC Educational Resources Information Center

Rocksén, Miranda

2016-01-01

In this paper the role of explanations is discussed in relation to possible consequences originating in the polysemy of the word explanation. The present study is a response to conceptual confusions that have arisen in the intersection between theory and practice, and between science education literature and communication in authentic science…

Two Instructional Aids to Optimise Processing and Learning from Instructional Explanations

ERIC Educational Resources Information Center

Roelle, Julian; Berthold, Kirsten; Renkl, Alexander

2014-01-01

Although instructional explanations are commonly used to introduce learners to new learning content, previous studies have often shown that their effects on learning outcomes are minimal. This failure might partly be due to mental passivity of the learners while processing introductory explanations and to a lack of opportunity to revise potential…

Enhancing Student Explanations of Evolution: Comparing Elaborating and Competing Theory Prompts

ERIC Educational Resources Information Center

Donnelly, Dermot F.; Namdar, Bahadir; Vitale, Jonathan M.; Lai, Kevin; Linn, Marcia C.

2016-01-01

In this study, we explore how two different prompt types within an online computer-based inquiry learning environment enhance 392 7th grade students' explanations of evolution with three teachers. In the "elaborating" prompt condition, students are prompted to write explanations that support the accepted theory of evolution. In the…

Reduced Specificity of Personal Goals and Explanations for Goal Attainment in Major Depression

PubMed Central

Dickson, Joanne M.; Moberly, Nicholas J.

2013-01-01

Objectives Overgeneralization has been investigated across many domains of cognitive functioning in major depression, including the imagination of future events. However, it is unknown whether this phenomenon extends to representations of personal goals, which are important in structuring long-term behaviour and providing meaning in life. Furthermore, it is not clear whether depressed individuals provide less specific explanations for and against goal attainment. Method Clinically depressed individuals and controls generated personally important approach and avoidance goals, and then generated explanations why they would and would not achieve these goals. Goals and causal explanations were subsequently coded as either specific or general. Results Compared to controls, depressed individuals did not generate significantly fewer goals or causal explanations for or against goal attainment. However, compared to controls, depressed individuals generated less specific goals, less specific explanations for approach (but not avoidance) goal attainment, and less specific explanations for goal nonattainment. Significance Our results suggest that motivational deficits in depression may stem partly from a reduction in the specificity of personal goal representations and related cognitions that support goal-directed behaviour. Importantly, the findings have the potential to inform the ongoing development of psychotherapeutic approaches in the treatment of depression. PMID:23691238

Observed variability in the upper layers at the Equator, 90°E in the Indian Ocean during 2001-2008, 1: zonal currents

NASA Astrophysics Data System (ADS)

Rao, R. R.; Horii, T.; Masumoto, Y.; Mizuno, K.

2017-08-01

The observed variability of zonal currents (ZC) at the Equator, 90°E shows a strong seasonal cycle in the near-surface 40-350 m water column with periodic east-west reversals most pronounced at semiannual frequency. Superposed on this, a strong intraseasonal variability of 30-90 day periodicity is also prominently seen in the near-surface layer (40-80 m) almost throughout the year with the only exception of February-March. An eastward flowing equatorial undercurrent (EUC) is present in the depth range of 80-160 m during March-April and October-November. The observed intraseasonal variability in the near-surface layer is primarily determined by the equatorial zonal westerly wind bursts (WWBs) through local frictional coupling between the zonal flow in the surface layer and surface zonal winds and shows large interannual variability. The eastward flowing EUC maintained by the ZPG set up by the east-west slope of the thermocline remotely controlled by the zonal wind (ZW) and zonally propagating wave fields also shows significant interannual variability. This observed variability on interannual time scales appears to be controlled by the corresponding variability in the alongshore winds off the Somalia coast during the preceding boreal winter, the ZW field along the equator, and the associated zonally propagating Kelvin and Rossby waves. The salinity induced vertical stratification observed in the near-surface layer through barrier layer thickness (BLT) effects also shows a significant influence on the ZC field on intraseasonal time scale. Interestingly, among all the 8 years (2001-2008), relatively weaker annual cycle is seen in both ZC in the 40-350 m water column and boreal spring sea surface temperature (SST) only during 2001 and 2008 along the equator caused through propagating wave dynamics.

Building up explanations in physics teaching

NASA Astrophysics Data System (ADS)

Pessoa de Carvalho, Anna Maria; Paulo, Sao

2004-02-01

The purpose of this research project was to study how students in the first years of elementary school (children from 7 to 10 years of age) are initiated into the construction of explanations of physical phenomena in the teaching of science. With this purpose in mind, we organized classes based on the proposition of investigative problems, where children, working in groups, could solve problems by raising and testing their own hypotheses. They would then attempt, by means of general discussion organized by the teacher, to discuss how each problem was solved and why it worked. We videotaped a series of classes in which the students solved 15 different investigative problems. We also analysed the teacher/student interactions that took place (in this paper, we present data on two of these classes). Based on our data we found that students construct their own causal explanations by following a sequence of stages that includes the appearance of novelties. We also discuss how our data relate to the teacher's role in the classroom and to the organization of science teaching at this level.

Are Instructional Explanations More Effective in the Context of an Impasse?

ERIC Educational Resources Information Center

Sanchez, Emilio; Garcia-Rodicio, Hector; Acuna, Santiago R.

2009-01-01

Effective instructional explanations help the students to construct coherent mental representations. To do so, one condition is that they must be tailored to students' needs. It is hypothesized that explanations are more helpful if they also explicitly aid the students to detect problems in their mental representations, as this provokes an impasse…

Explanation in Science Trade Books Recommended for Use with Elementary Students

ERIC Educational Resources Information Center

Smolkin, Laura B.; McTigue, Erin M.; Donovan, Carol A.; Coleman, Julianne M.

2009-01-01

Given concerns with the low levels of explanation in science education classrooms, it has been suggested that text may supply a higher percentage of explanatory discourse than do classroom teachers. However, given that textbooks have been shown to differ little from teacher discourse in percentages of explanation, the present study sought to…

Is Self-Explanation Worth the Time? A Comparison to Additional Practice

ERIC Educational Resources Information Center

McEldoon, Katherine L.; Durkin, Kelley L.; Rittle-Johnson, Bethany

2013-01-01

Background: Self-explanation, or generating explanations to oneself in an attempt to make sense of new information, can promote learning. However, self-explaining takes time, and the learning benefits of this activity need to be rigorously evaluated against alternative uses of this time. Aims: In the current study, we compared the effectiveness of…

The Effect of Self-Explanation and Prediction on the Development of Principled Understanding of Chess in Novices

ERIC Educational Resources Information Center

de Bruin, Anique B. H.; Rikers, Remy M. J. P.; Schmidt, Henk G.

2007-01-01

The present study was designed to test the effect of self-explanation and prediction on the development of principled understanding of novices learning to play chess. First-year psychology students, who had no chess experience, first learned the basic rules of chess and were afterwards divided in three conditions. They either observed (control…

Detrimental Effects of Immediate Explanation Feedback

ERIC Educational Resources Information Center

Roelle, Julian; Rahimkhani-Sagvand, Natalie; Berthold, Kirsten

2017-01-01

Adjunct questions are a common means to foster learning from instructional explanations. As the benefit of adjunct questions is mitigated if learner performance on them is low, it is also common to provide feedback as an add-on if learners fail to correctly respond to them. However, if adjunct questions are highly demanding, feedback might not…

Strengthening the Reporting of Observational Studies in Epidemiology (STROBE): Explanation and Elaboration

PubMed Central

Vandenbroucke, Jan P; von Elm, Erik; Altman, Douglas G; Gøtzsche, Peter C; Mulrow, Cynthia D; Pocock, Stuart J; Poole, Charles; Schlesselman, James J; Egger, Matthias

2007-01-01

Much medical research is observational. The reporting of observational studies is often of insufficient quality. Poor reporting hampers the assessment of the strengths and weaknesses of a study and the generalisability of its results. Taking into account empirical evidence and theoretical considerations, a group of methodologists, researchers, and editors developed the Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) recommendations to improve the quality of reporting of observational studies. The STROBE Statement consists of a checklist of 22 items, which relate to the title, abstract, introduction, methods, results and discussion sections of articles. Eighteen items are common to cohort studies, case-control studies and cross-sectional studies and four are specific to each of the three study designs. The STROBE Statement provides guidance to authors about how to improve the reporting of observational studies and facilitates critical appraisal and interpretation of studies by reviewers, journal editors and readers. This explanatory and elaboration document is intended to enhance the use, understanding, and dissemination of the STROBE Statement. The meaning and rationale for each checklist item are presented. For each item, one or several published examples and, where possible, references to relevant empirical studies and methodological literature are provided. Examples of useful flow diagrams are also included. The STROBE Statement, this document, and the associated Web site (http://www.strobe-statement.org/) should be helpful resources to improve reporting of observational research. PMID:17941715

Strengthening the Reporting of Observational Studies in Epidemiology (STROBE): explanation and elaboration.

PubMed

Vandenbroucke, Jan P; von Elm, Erik; Altman, Douglas G; Gøtzsche, Peter C; Mulrow, Cynthia D; Pocock, Stuart J; Poole, Charles; Schlesselman, James J; Egger, Matthias

2014-12-01

Much medical research is observational. The reporting of observational studies is often of insufficient quality. Poor reporting hampers the assessment of the strengths and weaknesses of a study and the generalisability of its results. Taking into account empirical evidence and theoretical considerations, a group of methodologists, researchers, and editors developed the Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) recommendations to improve the quality of reporting of observational studies. The STROBE Statement consists of a checklist of 22 items, which relate to the title, abstract, introduction, methods, results and discussion sections of articles. Eighteen items are common to cohort studies, case-control studies and cross-sectional studies and four are specific to each of the three study designs. The STROBE Statement provides guidance to authors about how to improve the reporting of observational studies and facilitates critical appraisal and interpretation of studies by reviewers, journal editors and readers. This explanatory and elaboration document is intended to enhance the use, understanding, and dissemination of the STROBE Statement. The meaning and rationale for each checklist item are presented. For each item, one or several published examples and, where possible, references to relevant empirical studies and methodological literature are provided. Examples of useful flow diagrams are also included. The STROBE Statement, this document, and the associated Web site (http://www.strobe-statement.org/) should be helpful resources to improve reporting of observational research. Copyright © 2014 The Authors. Published by Elsevier Ltd.. All rights reserved.

Evolution of solitary density waves in stellar winds of early-type stars: A simple explanation of discrete absorption component behavior

NASA Technical Reports Server (NTRS)

Waldron, Wayne L.; Klein, Larry; Altner, Bruce

1994-01-01

We model the evolution of a density shell propagating through the stellar wind of an early-type star, in order to investigate the effects of such shells on UV P Cygni line profiles. Unlike previous treatments, we solve the mass, momentum, and energy conservation equations, using an explicit time-differencing scheme, and present a parametric study of the density, velocity, and temperature response. Under the assumed conditions, relatively large spatial scale, large-amplitude density shells propagate as stable waves through the supersonic portion of the wind. Their dynamical behavior appears to mimic propagating 'solitary waves,' and they are found to accelerate at the same rate as the underlying steady state stellar wind (i.e., the shell rides the wind). These hydrodynamically stable structures quantitatively reproduce the anomalous 'discrete absorption component' (DAC) behavior observed in the winds of luminous early-type stars, as illustrated by comparisons of model predictions to an extensive International Ultraviolet Explorer (IUE) time series of spectra of zeta Puppis (O4f). From these comparisons, we find no conclusive evidence indicative of DACs accelerating at a significantly slower rate than the underlying stellar wind, contrary to earlier reports. In addition, these density shells are found to be consistent within the constraints set by the IR observations. We conclude that the concept of propagating density shells should be seriously reconsidered as a possible explanation of the DAC phenomenon in early-type stars.

Exploring How Different Features of Animations of Sodium Chloride Dissolution Affect Students' Explanations

NASA Astrophysics Data System (ADS)

Kelly, Resa M.; Jones, Loretta L.

2007-10-01

Animations of molecular structure and dynamics are often used to help students understand the abstract ideas of chemistry. This qualitative study investigated how the features of two different styles of molecular-level animation affected students' explanations of how sodium chloride dissolves in water. In small group sessions 18 college-level general chemistry students dissolved table salt in water, after which they individually viewed two animations of salt dissolution. Before and after viewing each animation the participants provided pictorial, written, and oral explanations of the process at the macroscopic and molecular levels. The students then discussed the animations as a group. An analysis of the data showed that students incorporated some of the microscopic structural and functional features from the animations into their explanations. However, oral explanations revealed that in many cases, participants who drew or wrote correct explanations did not comprehend their meanings. Students' drawings may have reflected only what they had seen, rather than a cohesive understanding. Students' explanations given after viewing the animations improved, but some prior misconceptions were retained and in some cases, new misconceptions appeared. Students reported that they found the animations useful in learning; however, they sometimes missed essential features when they watched the animation alone.

An Evaluation of Kernel Equating: Parallel Equating with Classical Methods in the SAT Subject Tests[TM] Program. Research Report. ETS RR-09-06

ERIC Educational Resources Information Center

Grant, Mary C.; Zhang, Lilly; Damiano, Michele

2009-01-01

This study investigated kernel equating methods by comparing these methods to operational equatings for two tests in the SAT Subject Tests[TM] program. GENASYS (ETS, 2007) was used for all equating methods and scaled score kernel equating results were compared to Tucker, Levine observed score, chained linear, and chained equipercentile equating…

Constructing Scientific Explanations through Premise-Reasoning-Outcome (PRO): An Exploratory Study to Scaffold Students in Structuring Written Explanations

ERIC Educational Resources Information Center

Tang, Kok-Sing

2016-01-01

This paper reports on the design and enactment of an instructional strategy aimed to support students in constructing scientific explanations. Informed by the philosophy of science and linguistic studies of science, a new instructional framework called premise--reasoning--outcome (PRO) was conceptualized, developed, and tested over two years in…

Observations of magnetic pumping in the solar wind using MMS data

NASA Astrophysics Data System (ADS)

Lichko, Emily; Egedal, Jan; Daughton, William; Kasper, Justin

2017-10-01

The turbulent cascade is believed to play an important role in the energization of the solar wind plasma. However, there are characteristics of the solar wind that are not readily explained by the cascade, such as the power-law distribution of the solar wind speed. Starting from the drift kinetic equation, we have derived a magnetic pumping model, similar to the magnetic pumping well-known in fusion research, that provides an explanation for these features. In this model, particles are heated by the largest scale turbulent fluctuations, providing a complementary heating mechanism to the turbulent cascade. We will present observations of this mechanism in the bow shock region using data from the Magnetospheric MultiScale mission. This research was conducted with support from National Defense Science and Engineering Graduate (NDSEG) Fellowship, 32 CFR 168, as well as from NSF Award 1404166 and NASA award NNX15AJ73G.

Understanding the Conceptual and Language Challenges Encountered by Grade 4 Students When Writing Scientific Explanations

NASA Astrophysics Data System (ADS)

Seah, Lay Hoon

2016-06-01

This study is an attempt to examine the use of linguistic resources by primary science students so as to understand the conceptual and language demands encountered by them when constructing written explanations. The students' written explanations and the instructional language (whole-class discussion and textbook) employed over the topic, the life cycle of plants, in four grade 4 classrooms (age 10) taught by three teachers constitute the data for this study. Students' written explanations were subjected to a combination of content and linguistic analysis. The linguistic analysis was conducted using selected analytical tools from the systemic functional linguistics framework. A diversity of linguistic resources and meanings were identified from the students' explanations, which reveal the extent to which the students were able to employ linguistic resources to construct written scientific explanations and the challenges involved. Both content and linguistic analyses also illuminate patterns of language use that are significant for realising scientific meanings. Finally, a comparison is made in the use of linguistic resources between the students' explanations and the instructional language to highlight possible links. This comparison reveals that the teachers' expectations of the students' written explanations were seldom reflected in their oral questioning or made explicit during the instruction. The findings of this study suggest that a focus on conceptual development is not sufficient in itself to foster students' ability to construct explanations. Pedagogical implications involving the support needed by primary students to construct scientific explanations are discussed.

Breakdown of the conservative potential equation

NASA Technical Reports Server (NTRS)

Salas, M. D.; Gumbert, C. R.

1986-01-01

The conservative full-potential equation is used to study transonic flow over five airfoil sections. The results of the study indicate that once shock are present in the flow, the qualitative approximation is different from that observed with the Euler equations. The difference in behavior of the potential eventually leads to multiple solutions.

Reconstruction of the Dark Energy Equation of State from the Latest Observations

NASA Astrophysics Data System (ADS)

Dai, Ji-Ping; Yang, Yang; Xia, Jun-Qing

2018-04-01

Since the discovery of the accelerating expansion of our universe in 1998, studying the features of dark energy has remained a hot topic in modern cosmology. In the literature, dark energy is usually described by w ≡ P/ρ, where P and ρ denote its pressure and energy density. Therefore, exploring the evolution of w is the key approach to understanding dark energy. In this work, we adopt three different methods, polynomial expansion, principal component analysis, and the correlated prior method, to reconstruct w with a collection of the latest observations, including the type-Ia supernova, cosmic microwave background, large-scale structure, Hubble measurements, and baryon acoustic oscillations (BAOs), and find that the concordance cosmological constant model (w = ‑1) is still safely consistent with these observational data at the 68% confidence level. However, when we add the high-redshift BAO measurement from the Lyα forest (Lyα FB) of BOSS DR11 quasars into the calculation, there is a significant impact on the reconstruction result. In the standard ΛCDM model, since the Lyα FB data slightly prefer a negative dark energy density, in order to avoid this problem, a dark energy model with a w significantly smaller than ‑1 is needed to explain this Lyα FB data. In this work, we find the consistent conclusion that there is a strong preference for the time-evolving behavior of dark energy w at high redshifts, when including the Lyα FB data. Therefore, we think that this Lyα FB data needs to be watched carefully attention when studying the evolution of the dark energy equation of state.

32 CFR 552.52 - Explanation of terms.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 32 National Defense 3 2011-07-01 2009-07-01 true Explanation of terms. 552.52 Section 552.52 National Defense Department of Defense (Continued) DEPARTMENT OF THE ARMY MILITARY RESERVATIONS AND... Defense (DOD) personnel. (f) Insurance carrier. An insurance company issuing insurance through an...

32 CFR 552.52 - Explanation of terms.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 32 National Defense 3 2012-07-01 2009-07-01 true Explanation of terms. 552.52 Section 552.52 National Defense Department of Defense (Continued) DEPARTMENT OF THE ARMY MILITARY RESERVATIONS AND... Defense (DOD) personnel. (f) Insurance carrier. An insurance company issuing insurance through an...

32 CFR 552.52 - Explanation of terms.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 32 National Defense 3 2013-07-01 2013-07-01 false Explanation of terms. 552.52 Section 552.52 National Defense Department of Defense (Continued) DEPARTMENT OF THE ARMY MILITARY RESERVATIONS AND... Defense (DOD) personnel. (f) Insurance carrier. An insurance company issuing insurance through an...

32 CFR 552.52 - Explanation of terms.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 32 National Defense 3 2010-07-01 2010-07-01 true Explanation of terms. 552.52 Section 552.52 National Defense Department of Defense (Continued) DEPARTMENT OF THE ARMY MILITARY RESERVATIONS AND... Defense (DOD) personnel. (f) Insurance carrier. An insurance company issuing insurance through an...

32 CFR 552.52 - Explanation of terms.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 32 National Defense 3 2014-07-01 2014-07-01 false Explanation of terms. 552.52 Section 552.52 National Defense Department of Defense (Continued) DEPARTMENT OF THE ARMY MILITARY RESERVATIONS AND... Defense (DOD) personnel. (f) Insurance carrier. An insurance company issuing insurance through an...

Intuitive Understanding of Solutions of Partially Differential Equations

ERIC Educational Resources Information Center

Kobayashi, Y.

2008-01-01

This article uses diagrams that help the observer see how solutions of the wave equation and heat conduction equation are obtained. The analytical approach cannot necessarily show the mechanisms of the key to the solution without transforming the differential equation into a more convenient form by separation of variables. The visual clues based…

Computer Skill Acquisition and Retention: The Effects of Computer-Aided Self-Explanation

ERIC Educational Resources Information Center

Chi, Tai-Yin

2016-01-01

This research presents an experimental study to determine to what extent computer skill learners can benefit from generating self-explanation with the aid of different computer-based visualization technologies. Self-explanation was stimulated with dynamic visualization (Screencast), static visualization (Screenshot), or verbal instructions only,…

Nonlinear acoustic wave equations with fractional loss operators.

PubMed

Prieur, Fabrice; Holm, Sverre

2011-09-01

Fractional derivatives are well suited to describe wave propagation in complex media. When introduced in classical wave equations, they allow a modeling of attenuation and dispersion that better describes sound propagation in biological tissues. Traditional constitutive equations from solid mechanics and heat conduction are modified using fractional derivatives. They are used to derive a nonlinear wave equation which describes attenuation and dispersion laws that match observations. This wave equation is a generalization of the Westervelt equation, and also leads to a fractional version of the Khokhlov-Zabolotskaya-Kuznetsov and Burgers' equations. © 2011 Acoustical Society of America

Predictive Temperature Equations for Three Sites at the Grand Canyon

NASA Astrophysics Data System (ADS)

McLaughlin, Katrina Marie Neitzel

Climate data collected at a number of automated weather stations were used to create a series of predictive equations spanning from December 2009 to May 2010 in order to better predict the temperatures along hiking trails within the Grand Canyon. The central focus of this project is how atmospheric variables interact and can be combined to predict the weather in the Grand Canyon at the Indian Gardens, Phantom Ranch, and Bright Angel sites. Through the use of statistical analysis software and data regression, predictive equations were determined. The predictive equations are simple or multivariable best fits that reflect the curvilinear nature of the data. With data analysis software curves resulting from the predictive equations were plotted along with the observed data. Each equation's reduced chi2 was determined to aid the visual examination of the predictive equations' ability to reproduce the observed data. From this information an equation or pair of equations was determined to be the best of the predictive equations. Although a best predictive equation for each month and season was determined for each site, future work may refine equations to result in a more accurate predictive equation.

Nonlinear stability of solar type 3 radio bursts. 2: Application to observations near 1 AU

NASA Technical Reports Server (NTRS)

Goldstein, M. L.; Smith, R. A.; Papadopoulos, K.

1978-01-01

A set of rate equations including strong turbulence effects and anomalous resitivity are solved using parmeters which model several solar type 3 bursts. Exciter distributions observed at 1 AU are excitation of the linear bump-in-tail instability, amplifying Langmuir waves above the threshold for the oscillating two stream instability (OTSI). The OTSI, and the attendant anomalous resistivity produce a rapid spectral transfer of Langmuir waves to short wavelengths, out of resonance with the electron exciter. Further energy loss of the beam is thus precluded. The various parameters needed to model the bursts are extrapolated inside 1 AU with similar results. Again, the OTSI is excited and decouples the electron beam from the Langmuir radiation. Reabsorption of the Langmuir waves by the beam is shown to be unimportant in all cases, even at 0.1 AU. The theory provides a natural explanation for the observed realationship between radio flux, and the electron flux.

Transforming Biology Assessment with Machine Learning: Automated Scoring of Written Evolutionary Explanations

ERIC Educational Resources Information Center

Nehm, Ross H.; Ha, Minsu; Mayfield, Elijah

2012-01-01

This study explored the use of machine learning to automatically evaluate the accuracy of students' written explanations of evolutionary change. Performance of the Summarization Integrated Development Environment (SIDE) program was compared to human expert scoring using a corpus of 2,260 evolutionary explanations written by 565 undergraduate…

The Expertise Reversal Effect Concerning Instructional Explanations

ERIC Educational Resources Information Center

Rey, Gunter Daniel; Fischer, Andreas

2013-01-01

The expertise reversal effect occurs when learner's expertise moderates design principles derived from cognitive load theory. Although this effect is supported by numerous empirical studies, indicating an overall large effect size, the effect was never tested by inducing expertise experimentally and using instructional explanations in a…

Age and the Explanation of Crime, Revisited

ERIC Educational Resources Information Center

Sweeten, Gary; Piquero, Alex R.; Steinberg, Laurence

2013-01-01

Age is one of the most robust correlates of criminal behavior. Yet, explanations for this relationship are varied and conflicting. Developmental theories point to a multitude of sociological, psychological, and biological changes that occur during adolescence and adulthood. One prominent criminological perspective outlined by Gottfredson and…

Dynamical systems theory for nonlinear evolution equations.

PubMed

Choudhuri, Amitava; Talukdar, B; Das, Umapada

2010-09-01

We observe that the fully nonlinear evolution equations of Rosenau and Hymann, often abbreviated as K(n,m) equations, can be reduced to Hamiltonian form only on a zero-energy hypersurface belonging to some potential function associated with the equations. We treat the resulting Hamiltonian equations by the dynamical systems theory and present a phase-space analysis of their stable points. The results of our study demonstrate that the equations can, in general, support both compacton and soliton solutions. For the K(2,2) and K(3,3) cases one type of solutions can be obtained from the other by continuously varying a parameter of the equations. This is not true for the K(3,2) equation for which the parameter can take only negative values. The K(2,3) equation does not have any stable point and, in the language of mechanics, represents a particle moving with constant acceleration.

Students' self-explanations while solving unfamiliar cases: the role of biomedical knowledge.

PubMed

Chamberland, Martine; Mamede, Sílvia; St-Onge, Christina; Rivard, Marc-Antoine; Setrakian, Jean; Lévesque, Annie; Lanthier, Luc; Schmidt, Henk G; Rikers, Remy M J P

2013-11-01

General guidelines for teaching clinical reasoning have received much attention, despite a paucity of instructional approaches with demonstrated effectiveness. As suggested in a recent experimental study, self-explanation while solving clinical cases may be an effective strategy to foster reasoning in clinical clerks dealing with less familiar cases. However, the mechanisms that mediate this benefit have not been specifically investigated. The aim of this study was to explore the types of knowledge used by students when solving familiar and less familiar clinical cases with self-explanation. In a previous study, 36 third-year medical students diagnosed familiar and less familiar clinical cases either by engaging in self-explanation or not. Based on an analysis of previously collected data, the present study compared the content of self-explanation protocols generated by seven randomly selected students while solving four familiar and four less familiar cases. In total, 56 verbal protocols (28 familiar and 28 less familiar) were segmented and coded using the following categories: paraphrases, biomedical inferences, clinical inferences, monitoring statements and errors. Students provided more self-explanation segments from less familiar cases (M = 275.29) than from familiar cases (M = 248.71, p = 0.046). They provided significantly more paraphrases (p = 0.001) and made more errors (p = 0.008). A significant interaction was found between familiarity and the type of inferences (biomedical versus clinical, p = 0.016). When self-explaining less familiar cases, students provided significantly more biomedical inferences than familiar cases. Lack of familiarity with a case seems to stimulate medical students to engage in more extensive thinking during self-explanation. Less familiar cases seem to activate students' biomedical knowledge, which in turn helps them to create new links between biomedical and clinical knowledge, and eventually construct a more coherent mental

The coexistence of natural and supernatural explanations within and across domains and development.

PubMed

Busch, Justin T A; Watson-Jones, Rachel E; Legare, Cristine H

2017-03-01

People across highly diverse cultural contexts use both natural and supernatural explanations to explain questions of fundamental concern such as death, illness, and human origins. The present study examines the development of explanatory coexistence within and across domains of existential concern in individuals in Tanna, Vanuatu. We examined three age groups: 7- to 12-year-old children, 13- to 18-year-old adolescents, and 19- to 70-year-old adults (N = 72). Within the domain of death, biological and spontaneous explanations were most common across all ages. For illness, children showed the highest rates of explanatory coexistence, while adolescents and adults favoured biological explanations. Within the human origins domain, theistic explanations were most common across the age groups. Overall, these data show that coexistence reasoning in these domains is pervasive across cultures, yet at the same time it is deeply contextually specific, reflecting the nuanced differences in local ecologies and cultural beliefs. Statement of contribution What is already known on this subject? Individuals across highly diverse cultural contexts use both natural and supernatural explanations to understand the events that occur in their lives. Context and cultural input play a large role in determining when and how individuals incorporate natural and supernatural explanations. The development of explanatory coexistence has primarily studied explanations for isolated domains. What does this study add? We examined explanatory coexistence in a culture with recent conversion to Christianity and formal education. The current research examines how individuals reason within and across the domains of human origins, illness, and death. Developmental differences associated with explanatory coexistence are examined. © 2016 The British Psychological Society.

An Explanation of the Missing Flux from Boyajian's Mysterious Star

NASA Astrophysics Data System (ADS)

Foukal, Peter

2017-06-01

A previously unremarkable star in the constellation Cygnus has, in the past year, become known as the most mysterious object in our Galaxy. Boyajian’s star exhibits puzzling episodes of sporadic, deep dimming discovered in photometry with the Kepler Mission. Proposed explanations have focused on its obscuration by colliding exoplanets, exocomets, and even intervention of alien intelligence. These hypotheses have considered only phenomena external to the star because the radiative flux missing in the dimmings was believed to exceed the star’s storage capacity. We point out that modeling of variations in solar luminosity indicates that convective stars can store the required fluxes. It also suggests explanations for (a) a reported time-profile asymmetry of the short, deep dimmings and (b) a slower, decadal scale dimming reported from archival and Kepler photometry. Our findings suggest a broader range of explanations of Boyajian’s star that may produce new insights into stellar magneto-convection.

An Explanation of the Missing Flux from Boyajian's Mysterious Star

DOE Office of Scientific and Technical Information (OSTI.GOV)

Foukal, Peter

A previously unremarkable star in the constellation Cygnus has, in the past year, become known as the most mysterious object in our Galaxy. Boyajian’s star exhibits puzzling episodes of sporadic, deep dimming discovered in photometry with the Kepler Mission. Proposed explanations have focused on its obscuration by colliding exoplanets, exocomets, and even intervention of alien intelligence. These hypotheses have considered only phenomena external to the star because the radiative flux missing in the dimmings was believed to exceed the star’s storage capacity. We point out that modeling of variations in solar luminosity indicates that convective stars can store the requiredmore » fluxes. It also suggests explanations for (a) a reported time-profile asymmetry of the short, deep dimmings and (b) a slower, decadal scale dimming reported from archival and Kepler photometry. Our findings suggest a broader range of explanations of Boyajian’s star that may produce new insights into stellar magneto-convection.« less

Creating a Taken-as-Shared Understanding for Scientific Explanation: Classroom Norm Perspective

ERIC Educational Resources Information Center

Saglam, Yilmaz; Karaaslan, Emre Harun; Ayas, Alipasa

2014-01-01

The study aimed to investigate whether classroom norm perspective influence the students' capability of elucidating a natural phenomena and beliefs about scientific explanation. In particular, our objective was to explore the process by which the norm for scientific explanation was established and discover how the students' explanation…

Students' explanations in complex learning of disciplinary programming

NASA Astrophysics Data System (ADS)

Vieira, Camilo

Computational Science and Engineering (CSE) has been denominated as the third pillar of science and as a set of important skills to solve the problems of a global society. Along with the theoretical and the experimental approaches, computation offers a third alternative to solve complex problems that require processing large amounts of data, or representing complex phenomena that are not easy to experiment with. Despite the relevance of CSE, current professionals and scientists are not well prepared to take advantage of this set of tools and methods. Computation is usually taught in an isolated way from engineering disciplines, and therefore, engineers do not know how to exploit CSE affordances. This dissertation intends to introduce computational tools and methods contextualized within the Materials Science and Engineering curriculum. Considering that learning how to program is a complex task, the dissertation explores effective pedagogical practices that can support student disciplinary and computational learning. Two case studies will be evaluated to identify the characteristics of effective worked examples in the context of CSE. Specifically, this dissertation explores students explanations of these worked examples in two engineering courses with different levels of transparency: a programming course in materials science and engineering glass box and a thermodynamics course involving computational representations black box. Results from this study suggest that students benefit in different ways from writing in-code comments. These benefits include but are not limited to: connecting xv individual lines of code to the overall problem, getting familiar with the syntax, learning effective algorithm design strategies, and connecting computation with their discipline. Students in the glass box context generate higher quality explanations than students in the black box context. These explanations are related to students prior experiences. Specifically, students with

Why do people with delusions fail to choose more realistic explanations for their experiences? An empirical investigation.

PubMed

Freeman, Daniel; Garety, Philippa A; Fowler, David; Kuipers, Elizabeth; Bebbington, Paul E; Dunn, Graham

2004-08-01

Delusions can be viewed as explanations of experiences,. By definition, the experiences are insufficient to merit the delusional explanations. So why have delusions been accepted rather than more realistic explanations? The authors report a study of alternative explanations in 100 individuals with delusions. Patients were assessed on the following criteria: symptom measures, the evidence for the delusions, the availability of alternative explanations, reasoning, and self-esteem. Three quarters of the patients did not report any alternative explanation for the experiences on which the delusions were based. These patients reported significantly more internal anomalous experiences and had a more hasty reasoning style than patients who did have alternative explanations available. Having doubt in a delusion, without an alternative explanation, was associated with lower self-esteem. Clinicians will need to develop plausible and compelling alternative accounts of experience in interventions rather than merely challenge patients' delusional beliefs.

The Effect of Different Textual Narrations on Students' Explanations at the Submicroscopic Level in Chemistry

ERIC Educational Resources Information Center

Al-Balushi, Sulaiman M.

2013-01-01

The effect of different textual versions (macroscopic (control), submicroscopic, and guided imagery) of the explanation of a chemical phenomenon on students' submicroscopic explanation of a related phenomenon was examined. The sample included 152 pre-service science teachers. The three textual versions of the explanation were distributed randomly…

Misconceived causal explanations for emergent processes.

PubMed

Chi, Michelene T H; Roscoe, Rod D; Slotta, James D; Roy, Marguerite; Chase, Catherine C

2012-01-01

Studies exploring how students learn and understand science processes such as diffusion and natural selection typically find that students provide misconceived explanations of how the patterns of such processes arise (such as why giraffes' necks get longer over generations, or how ink dropped into water appears to "flow"). Instead of explaining the patterns of these processes as emerging from the collective interactions of all the agents (e.g., both the water and the ink molecules), students often explain the pattern as being caused by controlling agents with intentional goals, as well as express a variety of many other misconceived notions. In this article, we provide a hypothesis for what constitutes a misconceived explanation; why misconceived explanations are so prevalent, robust, and resistant to instruction; and offer one approach of how they may be overcome. In particular, we hypothesize that students misunderstand many science processes because they rely on a generalized version of narrative schemas and scripts (referred to here as a Direct-causal Schema) to interpret them. For science processes that are sequential and stage-like, such as cycles of moon, circulation of blood, stages of mitosis, and photosynthesis, a Direct-causal Schema is adequate for correct understanding. However, for science processes that are non-sequential (or emergent), such as diffusion, natural selection, osmosis, and heat flow, using a Direct Schema to understand these processes will lead to robust misconceptions. Instead, a different type of general schema may be required to interpret non-sequential processes, which we refer to as an Emergent-causal Schema. We propose that students lack this Emergent Schema and teaching it to them may help them learn and understand emergent kinds of science processes such as diffusion. Our study found that directly teaching students this Emergent Schema led to increased learning of the process of diffusion. This article presents a fine

Sex Differences in Reading: A Biological Explanation.

ERIC Educational Resources Information Center

Aliotti, Nicholas C.

Although sex differences in reading and related language functions have frequently been reported for both average and retarded readers, the explanations thus far proposed (maturation rate, sex-role development, textbook content, "female bias," and psycho-social factors) do not satisfactorily account for these differences. One hypothesis that might…

48 CFR 19.101 - Explanation of terms.

Code of Federal Regulations, 2011 CFR

2011-10-01

... in and carry out a single specific business venture for joint profit, for which purpose they combine... PROGRAMS SMALL BUSINESS PROGRAMS Size Standards 19.101 Explanation of terms. As used in this subpart— Affiliates. Business concerns are affiliates of each other if, directly or indirectly, either one controls or...

48 CFR 19.101 - Explanation of terms.

Code of Federal Regulations, 2014 CFR

2014-10-01

... in and carry out a single specific business venture for joint profit, for which purpose they combine... PROGRAMS SMALL BUSINESS PROGRAMS Size Standards 19.101 Explanation of terms. As used in this subpart— Affiliates. Business concerns are affiliates of each other if, directly or indirectly, either one controls or...

48 CFR 19.101 - Explanation of terms.

Code of Federal Regulations, 2012 CFR

2012-10-01

... in and carry out a single specific business venture for joint profit, for which purpose they combine... PROGRAMS SMALL BUSINESS PROGRAMS Size Standards 19.101 Explanation of terms. As used in this subpart— Affiliates. Business concerns are affiliates of each other if, directly or indirectly, either one controls or...

48 CFR 19.101 - Explanation of terms.

Code of Federal Regulations, 2013 CFR

2013-10-01

... in and carry out a single specific business venture for joint profit, for which purpose they combine... PROGRAMS SMALL BUSINESS PROGRAMS Size Standards 19.101 Explanation of terms. As used in this subpart— Affiliates. Business concerns are affiliates of each other if, directly or indirectly, either one controls or...

Thematic Progression Analysis in Teaching Explanation Writing

ERIC Educational Resources Information Center

Yang, Xueqian

2008-01-01

Thematic Progression theory explains textual meanings of how experiential and interpersonal meanings are organized in a linear and coherent way. Employing the rationale of T-P theory, this article analyses a lesson plan of teaching Explanation, and shows that T-P analysis can be employed in teaching writing.

The halo Boltzmann equation

DOE Office of Scientific and Technical Information (OSTI.GOV)

Biagetti, Matteo; Desjacques, Vincent; Kehagias, Alex

2016-04-01

Dark matter halos are the building blocks of the universe as they host galaxies and clusters. The knowledge of the clustering properties of halos is therefore essential for the understanding of the galaxy statistical properties. We derive an effective halo Boltzmann equation which can be used to describe the halo clustering statistics. In particular, we show how the halo Boltzmann equation encodes a statistically biased gravitational force which generates a bias in the peculiar velocities of virialized halos with respect to the underlying dark matter, as recently observed in N-body simulations.

AN EMPIRICAL EXPLANATION OF THE ANOMALOUS INCREASES IN THE ASTRONOMICAL UNIT AND THE LUNAR ECCENTRICITY

DOE Office of Scientific and Technical Information (OSTI.GOV)

Iorio, L., E-mail: lorenzo.iorio@libero.it

2011-09-15

The subject of this paper is the empirically determined anomalous secular increases of the astronomical unit, of the order of some cm yr{sup -1}, and of the eccentricity of the lunar orbit, of the order of 10{sup -12} yr{sup -1}. The aim is to find an empirical explanation of both anomalies as far as their orders of magnitude are concerned. The methods employed are working out perturbatively with the Gauss equations the secular effects on the semi-major axis a and the eccentricity e of a test particle orbiting a central body acted upon by a small anomalous radial acceleration Amore » proportional to the radial velocity v{sub r} of the particle-body relative motion. The results show that non-vanishing secular variations and (e) occur. If the magnitude of the coefficient of proportionality of the extra-acceleration is of the same order of magnitude as the Hubble parameter H{sub 0} = 7.47 x 10{sup -11} yr{sup -1} at the present epoch, they are able to explain both astrometric anomalies without contradicting other existing observational determinations for the Moon and the other planets of the solar system. Finally, it is concluded that the extra-acceleration might be of cosmological origin, provided that the relative radial particle-body motion is accounted for in addition to that due to the cosmological expansion only. Further data analyses should confirm or disprove the existence of both astrometric anomalies as genuine physical phenomena.« less

Quantitative accuracy of the simplified strong ion equation to predict serum pH in dogs.

PubMed

Cave, N J; Koo, S T

2015-01-01

Electrochemical approach to the assessment of acid-base states should provide a better mechanistic explanation of the metabolic component than methods that consider only pH and carbon dioxide. Simplified strong ion equation (SSIE), using published dog-specific values, would predict the measured serum pH of diseased dogs. Ten dogs, hospitalized for various reasons. Prospective study of a convenience sample of a consecutive series of dogs admitted to the Massey University Veterinary Teaching Hospital (MUVTH), from which serum biochemistry and blood gas analyses were performed at the same time. Serum pH was calculated (Hcal+) using the SSIE, and published values for the concentration and dissociation constant for the nonvolatile weak acids (Atot and Ka ), and subsequently Hcal+ was compared with the dog's actual pH (Hmeasured+). To determine the source of discordance between Hcal+ and Hmeasured+, the calculations were repeated using a series of substituted values for Atot and Ka . The Hcal+ did not approximate the Hmeasured+ for any dog (P = 0.499, r(2) = 0.068), and was consistently more basic. Substituted values Atot and Ka did not significantly improve the accuracy (r(2) = 0.169 to <0.001). Substituting the effective SID (Atot-[HCO3-]) produced a strong association between Hcal+ and Hmeasured+ (r(2) = 0.977). Using the simplified strong ion equation and the published values for Atot and Ka does not appear to provide a quantitative explanation for the acid-base status of dogs. Efficacy of substituting the effective SID in the simplified strong ion equation suggests the error lies in calculating the SID. Copyright © 2015 The Authors. Journal of Veterinary Internal Medicine published by Wiley Periodicals, Inc. on behalf of the American College of Veterinary Internal Medicine.

African American Preschoolers' Emotion Explanations Can Provide Evidence of Their Pragmatic Skills

ERIC Educational Resources Information Center

Curenton, Stephanie M.

2015-01-01

This study provides qualitative and quantitative evidence of how an emotion explanation task can reflect African American preschoolers' pragmatic skills. We used an emotion explanation task to assess pragmatic skills among 19 children (aged 3-5 years) related to (1) engaging in conversational turn-taking, (2) answering "Wh-" questions,…

30 CFR 219.104 - Explanation of payments to States and Indian tribes.

Code of Federal Regulations, 2010 CFR

2010-07-01

... tribes. 219.104 Section 219.104 Mineral Resources MINERALS MANAGEMENT SERVICE, DEPARTMENT OF THE INTERIOR..., Onshore § 219.104 Explanation of payments to States and Indian tribes. (a) Payments to States and BIA on behalf of Indian tribes or Indian allottees discussed in this part shall be described in Explanation of...

30 CFR 1219.104 - Explanation of payments to States and Indian tribes.

Code of Federal Regulations, 2013 CFR

2013-07-01

... tribes. 1219.104 Section 1219.104 Mineral Resources OFFICE OF NATURAL RESOURCES REVENUE, DEPARTMENT OF... BONUSES § 1219.104 Explanation of payments to States and Indian tribes. (a) Payments to States and BIA on behalf of Indian tribes or Indian allottees discussed in this part shall be described in Explanation of...

The effects of system-justifying motives on endorsement of essentialist explanations for gender differences.

PubMed

Brescoll, Victoria L; Uhlmann, Eric Luis; Newman, George E

2013-12-01

People have a fundamental motive to view their social system as just, fair, and good and will engage in a number of strategies to rationalize the status quo (Jost & Banaji, 1994). We propose that one way in which individuals may "justify the system" is through endorsement of essentialist explanations, which attribute group differences to deep, essential causes. We suggest that system-justifying motives lead to greater endorsement of essentialist explanations because those explanations portray group differences as immutable. Study 1 employed an established system threat manipulation. We found that activating system-justifying motives increases both male and female participants' endorsement of essentialist explanations for gender differences and that this effect is mediated by beliefs in immutability. In Study 2, we used a goal contagion manipulation and found that both male and female participants primed with a system-justifying goal are significantly more likely to agree with essentialist explanations for gender differences. Study 3 demonstrated that providing an opportunity to explicitly reject a system threat (an alternative means of satisfying the goal to defend the system) attenuates system threat effects on endorsement of essentialist explanations, further suggesting that this process is motivated. Finally, Studies 4a and 4b dissociated the type of cause (biological vs. social) from whether group differences are portrayed as mutable versus immutable and found that system threat increases endorsement of immutable explanations, independent of the type of cause. PsycINFO Database Record (c) 2013 APA, all rights reserved

Proverb explanation through the lifespan: a developmental study of adolescents and adults.

PubMed

Nippold, M A; Uhden, L D; Schwarz, I E

1997-04-01

A proverb explanation task consisting of 24 low-familiarity expressions was administered to 353 individuals ranging in age from 13 through 79 years. Half the proverbs were composed of concrete nouns ("A caged bird longs for the clouds") and half were composed of abstract nouns ("Humility often gains more than pride"). The task was designed to examine how patterns of language growth in adults compare to those observed in adolescents. It also served as a tool for examining the "metasemantic hypothesis," the view that complex semantic units, such as proverbs, are learned through active analysis of the words they contain. Performance on the task improved markedly during adolescence and into early adulthood. It reached a plateau during the 20s, remained stable during the 30s, 40s, and 50s, and began a slight decline during the 60s that reached statistical significance during the 70s. Concrete proverbs were easier to explain than abstract proverbs for adolescents and for adults in their 20s, but the two proverb types did not differ for adults in their 30s and older. Thus, the metasemantic hypothesis was supported for adolescents and young adults. For the adults, performance on the proverb explanation task was related to the number of years of formal education they had completed.

5 CFR 1201.101 - Explanation and definitions.

Code of Federal Regulations, 2010 CFR

2010-01-01

... outcome of a proceeding before the Board. (2) Decision-making official means any judge, officer or other... definitions. (a) Explanation. An ex parte communication is an oral or written communication between a decision-making official of the Board and an interested party to a proceeding, when that communication is made...

Foreword: Surface Tensions: Between Explanation and Understanding.

ERIC Educational Resources Information Center

Blauvelt, Andrew

1995-01-01

Introduces this issue of the journal, which is devoted to new perspectives on critical histories of graphic design. Notes that the essays in this issue offer examples of the variety of interpretative approaches available that serve to question both the previously unchallenged acceptance of historical explanations and the transcendent understanding…

Impact of Self-Explanation and Analogical Comparison Support on Learning Processes, Motivation, Metacognition, and Transfer

NASA Astrophysics Data System (ADS)

Richey, J. Elizabeth

Research examining analogical comparison and self-explanation has produced a robust set of findings about learning and transfer supported by each instructional technique. However, it is unclear how the types of knowledge generated through each technique differ, which has important implications for cognitive theory as well as instructional practice. I conducted a pair of experiments to directly compare the effects of instructional prompts supporting self-explanation, analogical comparison, and the study of instructional explanations across a number of fine-grained learning process, motivation, metacognition, and transfer measures. Experiment 1 explored these questions using sequence extrapolation problems, and results showed no differences between self-explanation and analogical comparison support conditions on any measure. Experiment 2 explored the same questions in a science domain. I evaluated condition effects on transfer outcomes; self-reported self-explanation, analogical comparison, and metacognitive processes; and achievement goals. I also examined relations between transfer and self-reported processes and goals. Receiving materials with analogical comparison support and reporting greater levels of analogical comparison were both associated with worse transfer performance, while reporting greater levels of self-explanation was associated with better performance. Learners' self-reports of self-explanation and analogical comparison were not related to condition assignment, suggesting that the questionnaires did not measure the same processes promoted by the intervention, or that individual differences in processing are robust even when learners are instructed to engage in self-explanation or analogical comparison.

Exploring the Effect of Embedded Scaffolding Within Curricular Tasks on Third-Grade Students' Model-Based Explanations about Hydrologic Cycling

NASA Astrophysics Data System (ADS)

Zangori, Laura; Forbes, Cory T.; Schwarz, Christina V.

2015-10-01

Opportunities to generate model-based explanations are crucial for elementary students, yet are rarely foregrounded in elementary science learning environments despite evidence that early learners can reason from models when provided with scaffolding. We used a quasi-experimental research design to investigate the comparative impact of a scaffold test condition consisting of embedded physical scaffolds within a curricular modeling task on third-grade (age 8-9) students' formulation of model-based explanations for the water cycle. This condition was contrasted to the control condition where third-grade students used a curricular modeling task with no embedded physical scaffolds. Students from each condition ( n scaffold = 60; n unscaffold = 56) generated models of the water cycle before and after completion of a 10-week water unit. Results from quantitative analyses suggest that students in the scaffolded condition represented and linked more subsurface water process sequences with surface water process sequences than did students in the unscaffolded condition. However, results of qualitative analyses indicate that students in the scaffolded condition were less likely to build upon these process sequences to generate model-based explanations and experienced difficulties understanding their models as abstracted representations rather than recreations of real-world phenomena. We conclude that embedded curricular scaffolds may support students to consider non-observable components of the water cycle but, alone, may be insufficient for generation of model-based explanations about subsurface water movement.

Method and metaphysics in Clements's and Gleason's ecological explanations.

PubMed

Eliot, Christopher

2007-03-01

To generate explanatory theory, ecologists must wrestle with how to represent the extremely many, diverse causes behind phenomena in their domain. Early twentieth-century plant ecologists Frederic E. Clements and Henry A. Gleason provide a textbook example of different approaches to explaining vegetation, with Clements allegedly committed, despite abundant exceptions, to a law of vegetation, and Gleason denying the law in favor of less organized phenomena. However, examining Clements's approach to explanation reveals him not to be expressing a law, and instead to be developing an explanatory structure without laws, capable of progressively integrating causal complexity. Moreover, Clements and Gleason largely agree on the causes of vegetation; but, since causal understanding here underdetermines representation, they differ on how to integrate recognized causes into general theory--that is, in their methodologies. Observers of the case may have mistakenly assumed that scientific representation across the disciplines typically aims at laws like Newton's, and that representations always reveal scientists' metaphysical commitments. Ironically, in the present case, this assumption seems to have been made even by observers who regard Clements as nai ve for his alleged commitment to an ecological law.

Why Do People with Delusions Fail to Choose More Realistic Explanations for Their Experiences? An Empirical Investigation

ERIC Educational Resources Information Center

Freeman, Daniel; Garety, Philippa A.; Fowler, David; Kuipers, Elizabeth; Bebbington, Paul E.; Dunn, Graham

2004-01-01

Delusions can be viewed as explanations of experiences. By definition, the experiences are insufficient to merit the delusional explanations. So why have delusions been accepted rather than more realistic explanations? The authors report a study of alternative explanations in 100 individuals with delusions. Patients were assessed on the following…

Advanced Targeting Cost Function Design for Evolutionary Optimization of Control of Logistic Equation

NASA Astrophysics Data System (ADS)

Senkerik, Roman; Zelinka, Ivan; Davendra, Donald; Oplatkova, Zuzana

2010-06-01

This research deals with the optimization of the control of chaos by means of evolutionary algorithms. This work is aimed on an explanation of how to use evolutionary algorithms (EAs) and how to properly define the advanced targeting cost function (CF) securing very fast and precise stabilization of desired state for any initial conditions. As a model of deterministic chaotic system, the one dimensional Logistic equation was used. The evolutionary algorithm Self-Organizing Migrating Algorithm (SOMA) was used in four versions. For each version, repeated simulations were conducted to outline the effectiveness and robustness of used method and targeting CF.

Analytic solutions for Long's equation and its generalization

NASA Astrophysics Data System (ADS)

Humi, Mayer

2017-12-01

Two-dimensional, steady-state, stratified, isothermal atmospheric flow over topography is governed by Long's equation. Numerical solutions of this equation were derived and used by several authors. In particular, these solutions were applied extensively to analyze the experimental observations of gravity waves. In the first part of this paper we derive an extension of this equation to non-isothermal flows. Then we devise a transformation that simplifies this equation. We show that this simplified equation admits solitonic-type solutions in addition to regular gravity waves. These new analytical solutions provide new insights into the propagation and amplitude of gravity waves over topography.

Scaffolding Middle School Students' Construction of Scientific Explanations: Comparing a cognitive versus a metacognitive evaluation approach

NASA Astrophysics Data System (ADS)

Wang, Chia-Yu

2015-01-01

This study investigated the effects of scaffolds as cognitive prompts and as metacognitive evaluation on seventh-grade students' growth of content knowledge and construction of scientific explanations in five inquiry-based biology activities. Students' scores on multiple-choice pretest and posttest and worksheets for five inquiry-based activities were analyzed. The results show that the students' content knowledge in all conditions significantly increased from the pretest to posttest. Incorporating cognitive prompts with the explanation scaffolds better facilitated knowledge integration and resulted in greater learning gains of content knowledge and better quality evidence and reasoning. The metacognitive evaluation instruction improved all explanation components, especially claims and reasoning. This metacognitive approach also significantly reduced students' over- or underestimation during peer-evaluation by refining their internal standards for the quality of scientific explanations. The ability to accurately evaluate the quality of explanations was strongly associated with better performance on explanation construction. The cognitive prompts and metacognitive evaluation instruction address different aspects of the challenges faced by the students, and show different effects on the enhancement of content knowledge and the quality of scientific explanations. Future directions and suggestions are provided for improving the design of the scaffolds to facilitate the construction of scientific explanations.

The 'side effects' of medicalization: a meta-analytic review of how biogenetic explanations affect stigma.

PubMed

Kvaale, Erlend P; Haslam, Nick; Gottdiener, William H

2013-08-01

Reducing stigma is crucial for facilitating recovery from psychological problems. Viewing these problems biomedically may reduce the tendency to blame affected persons, but critics have cautioned that it could also increase other facets of stigma. We report on the first meta-analytic review of the effects of biogenetic explanations on stigma. A comprehensive search yielded 28 eligible experimental studies. Four separate meta-analyses (Ns=1207-3469) assessed the effects of biogenetic explanations on blame, perceived dangerousness, social distance, and prognostic pessimism. We found that biogenetic explanations reduce blame (Hedges g=-0.324) but induce pessimism (Hedges g=0.263). We also found that biogenetic explanations increase endorsement of the stereotype that people with psychological problems are dangerous (Hedges g=0.198), although this result could reflect publication bias. Finally, we found that biogenetic explanations do not typically affect social distance. Promoting biogenetic explanations to alleviate blame may induce pessimism and set the stage for self-fulfilling prophecies that could hamper recovery from psychological problems. Copyright © 2013 Elsevier Ltd. All rights reserved.

A General Linear Method for Equating with Small Samples

ERIC Educational Resources Information Center

Albano, Anthony D.

2015-01-01

Research on equating with small samples has shown that methods with stronger assumptions and fewer statistical estimates can lead to decreased error in the estimated equating function. This article introduces a new approach to linear observed-score equating, one which provides flexible control over how form difficulty is assumed versus estimated…

Preliminary Evolutionary Explanations: A Basic Framework for Conceptual Change and Explanatory Coherence in Evolution

NASA Astrophysics Data System (ADS)

Kampourakis, Kostas; Zogza, Vasso

2009-10-01

This study aimed to explore secondary students’ explanations of evolutionary processes, and to determine how consistent these were, after a specific evolution instruction. In a previous study it was found that before instruction students provided different explanations for similar processes to tasks with different content. Hence, it seemed that the structure and the content of the task may have had an effect on students’ explanations. The tasks given to students demanded evolutionary explanations, in particular explanations for the origin of homologies and adaptations. Based on the conclusions from the previous study, we developed a teaching sequence in order to overcome students’ preconceptions, as well as to achieve conceptual change and explanatory coherence. Students were taught about fundamental biological concepts and the several levels of biological organization, as well as about the mechanisms of heredity and of the origin of genetic variation. Then, all these concepts were used to teach about evolution, by relating micro-concepts (e.g. genotypes) to macro-concepts (e.g. phenotypes). Moreover, during instruction students were brought to a conceptual conflict situation, where their intuitive explanations were challenged as emphasis was put on two concepts entirely opposed to their preconceptions: chance and unpredictability. From the explanations that students provided in the post-test it is concluded that conceptual change and explanatory coherence in evolution can be achieved to a certain degree by lower secondary school students through the suggested teaching sequence and the explanatory framework, which may form a basis for teaching further about evolution.

What Do Students' Explanations Look Like When They Use Second-Hand Data?

ERIC Educational Resources Information Center

Delen, Ibrahim; Krajcik, Joseph

2015-01-01

Explanation studies underlined the importance of using evidence in support of claims. However, few studies have focused on students' use of others' data (second-hand data) in this process. In this study, students collected data from a local water source and then took all the data back to the classroom to create scientific explanations by using…

Semiclassical regularization of Vlasov equations and wavepackets for nonlinear Schrödinger equations

NASA Astrophysics Data System (ADS)

Athanassoulis, Agissilaos

2018-03-01

We consider the semiclassical limit of nonlinear Schrödinger equations with initial data that are well localized in both position and momentum (non-parametric wavepackets). We recover the Wigner measure (WM) of the problem, a macroscopic phase-space density which controls the propagation of the physical observables such as mass, energy and momentum. WMs have been used to create effective models for wave propagation in: random media, quantum molecular dynamics, mean field limits, and the propagation of electrons in graphene. In nonlinear settings, the Vlasov-type equations obtained for the WM are often ill-posed on the physically interesting spaces of initial data. In this paper we are able to select the measure-valued solution of the 1  +  1 dimensional Vlasov-Poisson equation which correctly captures the semiclassical limit, thus finally resolving the non-uniqueness in the seminal result of Zhang et al (2012 Comm. Pure Appl. Math. 55 582-632). The same approach is also applied to the Vlasov-Dirac-Benney equation with small wavepacket initial data, extending several known results.

Expanding wave solutions of the Einstein equations that induce an anomalous acceleration into the Standard Model of Cosmology.

PubMed

Temple, Blake; Smoller, Joel

2009-08-25

We derive a system of three coupled equations that implicitly defines a continuous one-parameter family of expanding wave solutions of the Einstein equations, such that the Friedmann universe associated with the pure radiation phase of the Standard Model of Cosmology is embedded as a single point in this family. By approximating solutions near the center to leading order in the Hubble length, the family reduces to an explicit one-parameter family of expanding spacetimes, given in closed form, that represents a perturbation of the Standard Model. By introducing a comoving coordinate system, we calculate the correction to the Hubble constant as well as the exact leading order quadratic correction to the redshift vs. luminosity relation for an observer at the center. The correction to redshift vs. luminosity entails an adjustable free parameter that introduces an anomalous acceleration. We conclude (by continuity) that corrections to the redshift vs. luminosity relation observed after the radiation phase of the Big Bang can be accounted for, at the leading order quadratic level, by adjustment of this free parameter. The next order correction is then a prediction. Since nonlinearities alone could actuate dissipation and decay in the conservation laws associated with the highly nonlinear radiation phase and since noninteracting expanding waves represent possible time-asymptotic wave patterns that could result, we propose to further investigate the possibility that these corrections to the Standard Model might be the source of the anomalous acceleration of the galaxies, an explanation not requiring the cosmological constant or dark energy.

Kinetic energy equations for the average-passage equation system

NASA Technical Reports Server (NTRS)

Johnson, Richard W.; Adamczyk, John J.

1989-01-01

Important kinetic energy equations derived from the average-passage equation sets are documented, with a view to their interrelationships. These kinetic equations may be used for closing the average-passage equations. The turbulent kinetic energy transport equation used is formed by subtracting the mean kinetic energy equation from the averaged total instantaneous kinetic energy equation. The aperiodic kinetic energy equation, averaged steady kinetic energy equation, averaged unsteady kinetic energy equation, and periodic kinetic energy equation, are also treated.

Covariant Conformal Decomposition of Einstein Equations

NASA Astrophysics Data System (ADS)

Gourgoulhon, E.; Novak, J.

It has been shown1,2 that the usual 3+1 form of Einstein's equations may be ill-posed. This result has been previously observed in numerical simulations3,4. We present a 3+1 type formalism inspired by these works to decompose Einstein's equations. This decomposition is motivated by the aim of stable numerical implementation and resolution of the equations. We introduce the conformal 3-``metric'' (scaled by the determinant of the usual 3-metric) which is a tensor density of weight -2/3. The Einstein equations are then derived in terms of this ``metric'', of the conformal extrinsic curvature and in terms of the associated derivative. We also introduce a flat 3-metric (the asymptotic metric for isolated systems) and the associated derivative. Finally, the generalized Dirac gauge (introduced by Smarr and York5) is used in this formalism and some examples of formulation of Einstein's equations are shown.

The Analysis and Construction of Perfectly Matched Layers for the Linearized Euler Equations

NASA Technical Reports Server (NTRS)

Hesthaven, J. S.

1997-01-01

We present a detailed analysis of a recently proposed perfectly matched layer (PML) method for the absorption of acoustic waves. The split set of equations is shown to be only weakly well-posed, and ill-posed under small low order perturbations. This analysis provides the explanation for the stability problems associated with the split field formulation and illustrates why applying a filter has a stabilizing effect. Utilizing recent results obtained within the context of electromagnetics, we develop strongly well-posed absorbing layers for the linearized Euler equations. The schemes are shown to be perfectly absorbing independent of frequency and angle of incidence of the wave in the case of a non-convecting mean flow. In the general case of a convecting mean flow, a number of techniques is combined to obtain a absorbing layers exhibiting PML-like behavior. The efficacy of the proposed absorbing layers is illustrated though computation of benchmark problems in aero-acoustics.

Observational tests of cosmic acceleration

NASA Astrophysics Data System (ADS)

Hojjati, Alireza

The accelerating expansion of the universe is considered to be a well-established fact. However, a physical explanation of its origin is still missing. While the cosmological constant, Λ, is the favorite candidate, a multitude of other theories have been proposed. Rather than testing every theory against data, one can adapt phenomenological approaches aimed at testing Λ. Adopting a model-independent approach to studying dark energy, we have investigated the utility of wavelets for constraining the redshift evolution of the dark energy equation of state, w(z), from a combination of the type Ia supernovae (SNe Ia), cosmic microwave background (CMB) and baryon acoustic oscillation (BAO) data. We have shown that sharp deviations from wΛ = -1 can be detected efficiently. Applying this method to the "Constitution" SNe Ia data, combined with the CMB data from Wilkinson microwave anisotropy probe (WMAP) and BAO data from Sloan digital sky survey, provided only weak hints of dark energy dynamics. Future weak lensing surveys will have the ability to measure the growth of large scale structure with accuracy sufficient for discriminating between different theories of dark energy and modified gravity (MG). The growth of structure can be tested, in a modelindependent way, by parametrizing the evolution equations of cosmological perturbations. At the linear level, this can be achieved by introducing two scale- and time-dependent functions (MG functions). We have consistently implemented the parametrized equations in the commonly used public codes, CAMB and CosmoMC, while preserving the covariant conservation of the energy-momentum. As a demonstration, we have obtained joint constraints on the neutrino mass and parameters of a scalar-tensor gravity model from the CMB, SNe Ia and the correlation of CMB with large scale structure. We have performed a Principal Component Analysis (PCA) to find the eigenmodes and eigenvalues of the forecasted covariance matrix of the MG functions

Metallic Iron and Iron Oxide as an Explanation for the Dark Material Observed on Saturn's Icy Satellites and Rings with Cassini VIMS

NASA Astrophysics Data System (ADS)

Clark, Roger Nelson; Cruikshank, D. P.; Jaumann, R.; Brown, R. H.; Dalle Ore, C.; Stephan, K.; Hoefen, T. M.; Curchin, J. M.; Buratti, B. J.; Filacchione, G.; Baines, K. H.; Nicholson, P. D.

2010-10-01

The Visual and Infrared Mapping Spectrometer (VIMS) on Cassini has obtained spatially resolved spectra on satellites of Saturn. The Cassini Rev 49 Iapetus fly-by on September 10, 2007, provided data on both the dark material and the transition zone between the dark material and the visually bright ice. The dark material has low albedo with a linear increase in reflectance with wavelength, 3-micron water, and CO2 absorptions. The transition between bright and dark regions shows mixing with unusual optical properties including increased blue scattering and increasing strength of a UV absorber in areas with stronger ice absorptions. Similar spectral effects are observed on other Saturnian satellites and in the rings. We have been unable to match these spectral properties and trends using tholins and carbon compounds. However, the dark material is spectrally matched by fine-grained metallic iron plus nano-phase hematite and adsorbed water which contribute UV and 3-micron absorption, respectively. The blue scattering peak and UV absorption can be explained by Rayleigh scattering from sub-micron particles with a UV absorption, or a combination of Rayleigh scattering and Rayleigh absorption as has been attributed to spectral properties of the Moon. A new radiative transfer model that includes Rayleigh scattering and Rayleigh absorption has been constructed. Models of ice, sub-micron metallic iron, hydrated iron oxide, and trace CO2 explain the observed spectra. Rayleigh absorption requires high absorption coefficient nano-sized particles, which is also consistent with metallic iron. The UV absorber appears to have increased strength on satellite surfaces close to Saturn, with a corresponding decrease in metallic iron signature. A possible explanation is that the iron is oxidized closer to Saturn by oxygen in the extended atmosphere of Saturn's rings, or the dark material is simply covered by clean fine-grained ice particles, for example, from the E-ring.

The Missing Data Assumptions of the NEAT Design and Their Implications for Test Equating

ERIC Educational Resources Information Center

Sinharay, Sandip; Holland, Paul W.

2010-01-01

The Non-Equivalent groups with Anchor Test (NEAT) design involves "missing data" that are "missing by design." Three nonlinear observed score equating methods used with a NEAT design are the "frequency estimation equipercentile equating" (FEEE), the "chain equipercentile equating" (CEE), and the "item-response-theory observed-score-equating" (IRT…

On the transition from the Ginzburg-Landau equation to the extended Fisher-Kolmogorov equation

NASA Astrophysics Data System (ADS)

Rottschäfer, Vivi; Doelman, Arjen

1998-07-01

The Ginzburg-Landau (GL) equation ‘generically’ describes the behaviour of small perturbations of a marginally unstable basic state in systems on unbounded domains. In this paper we consider the transition from this generic situation to a degenerate (co-dimension 2) case in which the GL approach is no longer valid. Instead of studying a general underlying model problem, we consider a two-dimensional system of coupled reaction-diffusion equations in one spatial dimension. We show that near the degeneration the behaviour of small perturbations is governed by the extended Fisher-Kolmogorov (eFK) equation (at leading order). The relation between the GL-equation and the eFK-equation is quite subtle, but can be analysed in detail. The main goal of this paper is to study this relation, which we do asymptotically. The asymptotic analysis is compared to numerical simulations of the full reaction-diffusion system. As one approaches the co-dimension 2 point, we observe that the stable stationary periodic patterns predicted by the GL-equation evolve towards various different families of stable, stationary (but not necessarily periodic) so-called ‘multi-bump’ solutions. In the literature, these multi-bump patterns are shown to exist as solutions of the eFK-equation, but there is no proof of the asymptotic stability of these solutions. Our results suggest that these multi-bump patterns can also be asymptotically stable in large classes of model problems.

Beyond Epistemological Deficits: Dynamic Explanations of Engineering Students' Difficulties with Mathematical Sense-Making

ERIC Educational Resources Information Center

Gupta, Ayush; Elby, Andrew

2011-01-01

Researchers have argued against deficit-based explanations of students' difficulties with mathematical sense-making, pointing instead to factors such as epistemology. Students' beliefs about knowledge and learning can hinder the activation and integration of productive knowledge they have. Such explanations, however, risk falling into a…

75 FR 75453 - Proposed Information Collection; Comment Request; Technical Data Letter of Explanation

Federal Register 2010, 2011, 2012, 2013, 2014

2010-12-03

... Request; Technical Data Letter of Explanation AGENCY: Bureau of Industry and Security. ACTION: Notice....gov . SUPPLEMENTARY INFORMATION: I. Abstract These technical data letters of explanation will assure the Bureau of Industry and Security that U.S.-origin technical data will be exported only for...

IRT Equating of the MCAT. MCAT Monograph.

ERIC Educational Resources Information Center

Hendrickson, Amy B.; Kolen, Michael J.

This study compared various equating models and procedures for a sample of data from the Medical College Admission Test(MCAT), considering how item response theory (IRT) equating results compare with classical equipercentile results and how the results based on use of various IRT models, observed score versus true score, direct versus linked…

Theoretical explanations for maintenance of behaviour change: a systematic review of behaviour theories.

PubMed

Kwasnicka, Dominika; Dombrowski, Stephan U; White, Martin; Sniehotta, Falko

2016-09-01

Behaviour change interventions are effective in supporting individuals in achieving temporary behaviour change. Behaviour change maintenance, however, is rarely attained. The aim of this review was to identify and synthesise current theoretical explanations for behaviour change maintenance to inform future research and practice. Potentially relevant theories were identified through systematic searches of electronic databases (Ovid MEDLINE, Embase, PsycINFO). In addition, an existing database of 80 theories was searched, and 25 theory experts were consulted. Theories were included if they formulated hypotheses about behaviour change maintenance. Included theories were synthesised thematically to ascertain overarching explanations for behaviour change maintenance. Initial theoretical themes were cross-validated. One hundred and seventeen behaviour theories were identified, of which 100 met the inclusion criteria. Five overarching, interconnected themes representing theoretical explanations for behaviour change maintenance emerged. Theoretical explanations of behaviour change maintenance focus on the differential nature and role of motives, self-regulation, resources (psychological and physical), habits, and environmental and social influences from initiation to maintenance. There are distinct patterns of theoretical explanations for behaviour change and for behaviour change maintenance. The findings from this review can guide the development and evaluation of interventions promoting maintenance of health behaviours and help in the development of an integrated theory of behaviour change maintenance.

Scientific Argument and Explanation: A Necessary Distinction?

ERIC Educational Resources Information Center

Osborne, Jonathan F.; Patterson, Alexis

2011-01-01

In this paper, we argue that there is an emergent confusion in the literature in the use of the terms "argument" and "explanation." Drawing on a range of publications, we point to instances where these terms are either used inappropriately or conflated. We argue that the distinction between these two constructs is, however, important as a lack of…

32 CFR 516.3 - Explanation of abbreviations and terms.

Code of Federal Regulations, 2013 CFR

2013-07-01

... Glossary contains explanations of abbreviations and terms. (b) The masculine gender has been used throughout this regulation for simplicity and consistency. Any reference to the masculine gender is intended...

32 CFR 516.3 - Explanation of abbreviations and terms.

Code of Federal Regulations, 2012 CFR

2012-07-01

... Glossary contains explanations of abbreviations and terms. (b) The masculine gender has been used throughout this regulation for simplicity and consistency. Any reference to the masculine gender is intended...

32 CFR 516.3 - Explanation of abbreviations and terms.

Code of Federal Regulations, 2011 CFR

2011-07-01

... Glossary contains explanations of abbreviations and terms. (b) The masculine gender has been used throughout this regulation for simplicity and consistency. Any reference to the masculine gender is intended...

32 CFR 516.3 - Explanation of abbreviations and terms.

Code of Federal Regulations, 2014 CFR

2014-07-01

... Glossary contains explanations of abbreviations and terms. (b) The masculine gender has been used throughout this regulation for simplicity and consistency. Any reference to the masculine gender is intended...

Validating Measurement of Knowledge Integration in Science Using Multiple-Choice and Explanation Items

ERIC Educational Resources Information Center

Lee, Hee-Sun; Liu, Ou Lydia; Linn, Marcia C.

2011-01-01

This study explores measurement of a construct called knowledge integration in science using multiple-choice and explanation items. We use construct and instructional validity evidence to examine the role multiple-choice and explanation items plays in measuring students' knowledge integration ability. For construct validity, we analyze item…

The Roles of Explanation and Feedback in False Belief Understanding: A Microgenetic Analysis

ERIC Educational Resources Information Center

Guajardo, Nicole R.; Petersen, Rachel; Marshall, Timothy R.

2013-01-01

The authors examined effects of feedback and explanation on false belief performance. Thirty-three children (42-54 months; 15 girls, 18 boys) were randomly assigned to four treatment conditions: explanation, feedback, feedback researcher explains, and feedback child explains. Children completed false belief tasks during pretraining, 8 training…

Learning the Language of Evolution: Lexical Ambiguity and Word Meaning in Student Explanations

ERIC Educational Resources Information Center

Rector, Meghan A.; Nehm, Ross H.; Pearl, Dennis

2013-01-01

Our study investigates the challenges introduced by students' use of lexically ambiguous language in evolutionary explanations. Specifically, we examined students' meaning of five key terms incorporated into their written evolutionary explanations: "pressure", "select", "adapt", "need", and "must". We utilized a new technological tool known as the…

Developmental Continuity in Teleo-Functional Explanation: Reasoning about Nature among Romanian Romani Adults

ERIC Educational Resources Information Center

Casler, Krista; Kelemen, Deborah

2008-01-01

Teleo-functional explanations account for objects in terms of purpose, helping us understand objects such as pencils (for writing) and body parts such as ears (for hearing). Western-educated adults restrict teleo-functional attributions to artifact, biological, and behavioral phenomena, considering such explanations less appropriate for nonliving…

Investigating the Development of Chinese Oral Explanation and Justification in Singapore Primary Students

ERIC Educational Resources Information Center

Yan, Jing

2016-01-01

Explanation and justification require cognitive ability which selects and organises relevant information in a logical way, and linguistic ability which enables speakers to encode the information with linguistic knowledge. This study aims to investigate the development of Chinese oral explanation and justification in Singapore primary students. The…

Cultural Differences in Adolescents' Explanations of Juvenile Delinquency.

ERIC Educational Resources Information Center

Tyson, G. A.; Hubert, Carol J.

2002-01-01

Examined lay explanations for juvenile delinquency given by Australian adolescents from either collectivist (Asian) or individualist (Australian) cultural backgrounds. Student surveys indicated that, after controlling for socioeconomic and demographic variables, there were small differences between the groups, with individualistic teens tending to…

Negotiating explanations: doctor-patient communication with patients with medically unexplained symptoms-a qualitative analysis.

PubMed

den Boeft, Madelon; Huisman, Daniëlle; Morton, LaKrista; Lucassen, Peter; van der Wouden, Johannes C; Westerman, Marjan J; van der Horst, Henriëtte E; Burton, Christopher D

2017-02-01

Patients with medically unexplained physical symptoms (MUPS) seek explanations for their symptoms, but often find general practitioners (GPs) unable to deliver these. Different methods of explaining MUPS have been proposed. Little is known about how communication evolves around these explanations. To examine the dialogue between GPs and patients related to explanations in a community-based clinic for MUPS. We categorized dialogue types and dialogue outcomes. Patients were ≥18 years with inclusion criteria for moderate MUPS: ≥2 referrals to specialists, ≥1 functional syndrome/symptoms, ≥10 on the Patient Health Questionnaire-15 and GP's judgement that symptoms were unexplained. We analysed transcripts of 112 audio-recorded consultations (39 patients and 5 GPs) from two studies on the Symptoms Clinic Intervention, a consultation intervention for MUPS in primary care. We used constant comparative analysis to code and classify dialogue types and outcomes. We extracted 115 explanation sequences. We identified four dialogue types, differing in the extent to which the GP or patient controlled the dialogue. We categorized eight outcomes of the sequences, ranging from acceptance to rejection by the patient. The most common outcome was holding (conversation suspended in an unresolved state), followed by acceptance. Few explanations were rejected by the patient. Co-created explanations by patient and GP were most likely to be accepted. We developed a classification of dialogue types and outcomes in relation to explanations offered by GPs for MUPS patients. While it requires further validation, it provides a framework, which can be used for teaching, evaluation of practice and research. © The Author 2016. Published by Oxford University Press. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Tidal interaction: A possible explanation for geysers and other fluid phenomena in the Neptune-Triton system

NASA Technical Reports Server (NTRS)

Kelly, W. D.; Wood, C. L.

1993-01-01

Discovery of geyser-like plumes on the surface of Triton was a highlight of Voyager 2's passage through the Neptune planetary system. Remarkable as these observations were, they were not entirely without precedent. Considering the confirmed predictions for the 1979 Voyager Jovian passage, it was logical to consider other solar system bodies beside Io where tidal effects could be a significant factor in surface processes. It was our intuition that the Neptune-Triton gravitational bond acting at high inclination to the Neptune equator and the fact that Neptune was a fluid body was significant oblateness would produce tidal and mechanical forces that could be transformed into thermal energy vented on Triton's surface. Prior to the Voyager flyby, others have noted that capture and evolution of Triton's orbit from extreme eccentricity to near circular state today would have resulted in significant tidal heating, but these analysts disregard current day forces. Our calculations indicate that the time varying forces between Neptune-Triton fall midway between those exerted in the Earth-Moon and Jupiter-Io systems, and considering the low level of other energy inputs, this source of internal energy should not be ignored when seeking an explanation for surface activity. In each planet-satellite case, residual or steady-state eccentricity causes time-varying stresses on internal satellite strata. In the case of Jupiter the residual eccentricity is due largely to Galilean satellite interactions, particularly Io-Europa, but in the case of Neptune-Triton, it is the effect of Triton's inclined orbit about an oblate primary.

The physics behind Van der Burgh's empirical equation, providing a new predictive equation for salinity intrusion in estuaries

NASA Astrophysics Data System (ADS)

Zhang, Zhilin; Savenije, Hubert H. G.

2017-07-01

The practical value of the surprisingly simple Van der Burgh equation in predicting saline water intrusion in alluvial estuaries is well documented, but the physical foundation of the equation is still weak. In this paper we provide a connection between the empirical equation and the theoretical literature, leading to a theoretical range of Van der Burgh's coefficient of 1/2 < K < 2/3 for density-driven mixing which falls within the feasible range of 0 < K < 1. In addition, we developed a one-dimensional predictive equation for the dispersion of salinity as a function of local hydraulic parameters that can vary along the estuary axis, including mixing due to tide-driven residual circulation. This type of mixing is relevant in the wider part of alluvial estuaries where preferential ebb and flood channels appear. Subsequently, this dispersion equation is combined with the salt balance equation to obtain a new predictive analytical equation for the longitudinal salinity distribution. Finally, the new equation was tested and applied to a large database of observations in alluvial estuaries, whereby the calibrated K values appeared to correspond well to the theoretical range.

DIRECT SOLUTIONS OF THE MAXWELL EQUATIONS EXPLAIN OPPOSITION PHENOMENA OBSERVED FOR HIGH-ALBEDO SOLAR SYSTEM OBJECTS

DOE Office of Scientific and Technical Information (OSTI.GOV)

Mishchenko, Michael I.; Liu Li; Dlugach, Janna M.

2009-11-10

Several spectacular backscattering effects observed for particulate planetary surfaces have been interpreted in terms of the effect of weak localization (WL) of electromagnetic waves. However, the interference concept of WL explicitly relies on the notion of phase of an electromagnetic wave and is strictly applicable only when particles forming the surface are widely separated. Therefore, one needs a definitive quantitative proof of the WL nature of specific optical effects observed for densely packed particulate media. We use numerically exact computer solutions of the Maxwell equations to simulate electromagnetic scattering by realistic models consisting of large numbers of randomly positioned, denselymore » packed particles. By increasing the particle packing density from zero to approx40%, we track the onset and evolution of the full suite of backscattering optical effects predicted by the low-density theory of WL, including the brightness and polarization opposition effects (BOE and POE). We find that all manifestations of WL, except the circular polarization ratio and POE, are remarkably immune to packing-density effects. Even POE can survive packing densities typical of planetary regolith surfaces. Our numerical data coupled with the results of unique observations at near-backscattering geometries demonstrate that the BOE and POE detected simultaneously for high-albedo solar system objects are caused by the effect of WL.« less

Five-equation and robust three-equation methods for solution verification of large eddy simulation

NASA Astrophysics Data System (ADS)

Dutta, Rabijit; Xing, Tao

2018-02-01

This study evaluates the recently developed general framework for solution verification methods for large eddy simulation (LES) using implicitly filtered LES of periodic channel flows at friction Reynolds number of 395 on eight systematically refined grids. The seven-equation method shows that the coupling error based on Hypothesis I is much smaller as compared with the numerical and modeling errors and therefore can be neglected. The authors recommend five-equation method based on Hypothesis II, which shows a monotonic convergence behavior of the predicted numerical benchmark ( S C ), and provides realistic error estimates without the need of fixing the orders of accuracy for either numerical or modeling errors. Based on the results from seven-equation and five-equation methods, less expensive three and four-equation methods for practical LES applications were derived. It was found that the new three-equation method is robust as it can be applied to any convergence types and reasonably predict the error trends. It was also observed that the numerical and modeling errors usually have opposite signs, which suggests error cancellation play an essential role in LES. When Reynolds averaged Navier-Stokes (RANS) based error estimation method is applied, it shows significant error in the prediction of S C on coarse meshes. However, it predicts reasonable S C when the grids resolve at least 80% of the total turbulent kinetic energy.

Mechanical explanation of nature and its limits in Kant's Critique of judgment.

PubMed

Breitenbach, Angela

2006-12-01

In this paper I discuss two questions. What does Kant understand by mechanical explanation in the Critique of judgment? And why does he think that mechanical explanation is the only type of the explanation of nature available to us? According to the interpretation proposed, mechanical explanations in the Critique of judgment refer to a particular species of empirical causal laws. Mechanical laws aim to explain nature by reference to the causal interaction between the forces of the parts of matter and the way in which they form into complex material wholes. Just like any other empirical causal law, however, mechanical laws can never be known with full certainty. The conception according to which we can explain all of nature by means of mechanical laws, it turns out, is based on what Kant calls 'regulative' or 'reflective' considerations about nature. Nothing in Kant's Critique of judgment suggests that these considerations can ever be justified by reference to how the natural world really is. I suggest that what, upon first consideration, appears to be a thoroughly mechanistic conception of nature in Kant is much more limited than one might have expected.

Multiscale functions, scale dynamics, and applications to partial differential equations

NASA Astrophysics Data System (ADS)

Cresson, Jacky; Pierret, Frédéric

2016-05-01

Modeling phenomena from experimental data always begins with a choice of hypothesis on the observed dynamics such as determinism, randomness, and differentiability. Depending on these choices, different behaviors can be observed. The natural question associated to the modeling problem is the following: "With a finite set of data concerning a phenomenon, can we recover its underlying nature? From this problem, we introduce in this paper the definition of multi-scale functions, scale calculus, and scale dynamics based on the time scale calculus [see Bohner, M. and Peterson, A., Dynamic Equations on Time Scales: An Introduction with Applications (Springer Science & Business Media, 2001)] which is used to introduce the notion of scale equations. These definitions will be illustrated on the multi-scale Okamoto's functions. Scale equations are analysed using scale regimes and the notion of asymptotic model for a scale equation under a particular scale regime. The introduced formalism explains why a single scale equation can produce distinct continuous models even if the equation is scale invariant. Typical examples of such equations are given by the scale Euler-Lagrange equation. We illustrate our results using the scale Newton's equation which gives rise to a non-linear diffusion equation or a non-linear Schrödinger equation as asymptotic continuous models depending on the particular fractional scale regime which is considered.

Prospective Teachers' Learning to Provide Instructional Explanations: How Does It Look and What Might It Take?

ERIC Educational Resources Information Center

Charalambous, Charalambos Y.; Hill, Heather C.; Ball, Deborah L.

2011-01-01

Several studies have documented prospective teachers' (PSTs) difficulties in offering instructional explanations. However, less is known about PSTs' learning to provide explanations. To address this gap, we trace changes in the explanations offered by a purposeful sample of PSTs before and after a mathematics content/methods course sequence.…

Using a Diagnosis-Based Approach to Individualize Instructional Explanations in Computer-Mediated Communication

ERIC Educational Resources Information Center

Wittwer, Jorg; Nuckles, Matthias; Renkl, Alexander

2010-01-01

To maximize the effectiveness of instructional explanations, they should be tailored to an individual learner. However, instructors are often not able to collect diagnostically relevant information about a learner to individualize their explanations. This is particularly true in computer-mediated settings where it is more difficult to thoroughly…

Sex Differences in Social Behavior: Are the Social Role and Evolutionary Explanations Compatible?

ERIC Educational Resources Information Center

Archer, John

1996-01-01

Examines competing claims of two explanations of sex differences in social behavior, social role theory, and evolutionary psychology. Findings associated with social role theory are weighed against evolutionary explanations. It is suggested that evolutionary theory better accounts for the overall pattern of sex differences and for their origins.…

In Pursuit of Knowledge: Comparing Self-Explanations, Concepts, and Procedures as Pedagogical Tools

ERIC Educational Resources Information Center

Matthews, Percival; Rittle-Johnson, Bethany

2009-01-01

Explaining new ideas to oneself can promote learning and transfer, but questions remain about how to maximize the pedagogical value of self-explanations. This study investigated how type of instruction affected self-explanation quality and subsequent learning outcomes for second- through fifth-grade children learning to solve mathematical…

True amplitude wave equation migration arising from true amplitude one-way wave equations

NASA Astrophysics Data System (ADS)

Zhang, Yu; Zhang, Guanquan; Bleistein, Norman

2003-10-01

to these newly defined wavefields in heterogeneous media leads to the Kirchhoff inversion formula for common-shot data when the one-way wavefields are replaced by their ray theoretic approximations. This extension enhances the original WEM method. The objective of that technique was a reflector map, only. The underlying theory did not address amplitude issues. Computer output obtained using numerically generated data confirms the accuracy of this inversion method. However, there are practical limitations. The observed data must be a solution of the wave equation. Therefore, the data over the entire survey area must be collected from a single common-shot experiment. Multi-experiment data, such as common-offset data, cannot be used with this method as currently formulated. Research on extending the method is ongoing at this time.

A Self-Categorization Explanation for Opinion Consensus Perceptions

ERIC Educational Resources Information Center

Zhang, Jinguang; Reid, Scott A.

2013-01-01

The public expression of opinions (and related communicative activities) hinges upon the perception of opinion consensus. Current explanations for opinion consensus perceptions typically focus on egocentric and other biases, rather than functional cognitions. Using self-categorization theory we showed that opinion consensus perceptions flow from…

Mysterious eclipses in the light curve of KIC8462852: a possible explanation

NASA Astrophysics Data System (ADS)

Neslušan, L.; Budaj, J.

2017-04-01

Context. Apart from thousands of "regular" exoplanet candidates, Kepler satellite has discovered a small number of stars exhibiting peculiar eclipse-like events. They are most probably caused by disintegrating bodies transiting in front of the star. However, the nature of the bodies and obscuration events, such as those observed in KIC 8462852, remain mysterious. A swarm of comets or artificial alien mega-structures have been proposed as an explanation for the latter object. Aims: We explore the possibility that such eclipses are caused by the dust clouds associated with massive parent bodies orbiting the host star. Methods: We assumed a massive object and a simple model of the dust cloud surrounding the object. Then, we used the numerical integration to simulate the evolution of the cloud, its parent body, and resulting light-curves as they orbit and transit the star. Results: We found that it is possible to reproduce the basic features in the light-curve of KIC 8462852 with only four objects enshrouded in dust clouds. The fact that they are all on similar orbits and that such models require only a handful of free parameters provides additional support for this hypothesis. Conclusions: This model provides an alternative to the comet scenario. With such physical models at hand, at present, there is no need to invoke alien mega-structures for an explanation of these light-curves.

Sex-Role Change, Anomie and Female Suicide: A Test of Alternative Durkheimian Explanations.

ERIC Educational Resources Information Center

Austin, Roy L; And Others

1992-01-01

Used trend analysis of suicide rate and female/male suicide ratios from 1950 to 1984 and regression of ratio on educational attainment, labor force participation, fertility, and divorce rates to examine explanations for rate changes. General anomie explanation of female suicide trends was supported for middle-aged females; conjugal anomie…

Theoretical explanations for maintenance of behaviour change: a systematic review of behaviour theories

PubMed Central

Kwasnicka, Dominika; Dombrowski, Stephan U; White, Martin; Sniehotta, Falko

2016-01-01

ABSTRACT Background: Behaviour change interventions are effective in supporting individuals in achieving temporary behaviour change. Behaviour change maintenance, however, is rarely attained. The aim of this review was to identify and synthesise current theoretical explanations for behaviour change maintenance to inform future research and practice. Methods: Potentially relevant theories were identified through systematic searches of electronic databases (Ovid MEDLINE, Embase, PsycINFO). In addition, an existing database of 80 theories was searched, and 25 theory experts were consulted. Theories were included if they formulated hypotheses about behaviour change maintenance. Included theories were synthesised thematically to ascertain overarching explanations for behaviour change maintenance. Initial theoretical themes were cross-validated. Findings: One hundred and seventeen behaviour theories were identified, of which 100 met the inclusion criteria. Five overarching, interconnected themes representing theoretical explanations for behaviour change maintenance emerged. Theoretical explanations of behaviour change maintenance focus on the differential nature and role of motives, self-regulation, resources (psychological and physical), habits, and environmental and social influences from initiation to maintenance. Discussion: There are distinct patterns of theoretical explanations for behaviour change and for behaviour change maintenance. The findings from this review can guide the development and evaluation of interventions promoting maintenance of health behaviours and help in the development of an integrated theory of behaviour change maintenance. PMID:26854092

An ancient explanation of presbyopia based on binocular vision.

PubMed

Barbero, Sergio

2014-06-01

Presbyopia, understood as the age-related loss of ability to clearly see near objects, was known to ancient Greeks. However, few references to it can be found in ancient manuscripts. A relevant discussion on presbyopia appears in a book called Symposiacs written by Lucius Mestrius Plutarchus around 100 A.C. In this work, Plutarch provided four explanations of presbyopia, associated with different theories of vision. One of the explanations is particularly interesting as it is based on a binocular theory of vision. In this theory, vision is produced when visual rays, emanating from the eyes, form visual cones that impinge on the objects to be seen. Visual rays coming from old people's eyes, it was supposed, are weaker than those from younger people's eyes; so the theory, to be logically coherent, implies that this effect is compensated by the increase in light intensity due to the overlapping, at a certain distance, of the visual cones coming from both eyes. Thus, it benefits the reader to move the reading text further away from the eyes in order to increase the fusion area of both visual cones. The historical hypothesis taking into consideration that the astronomer Hipparchus of Nicaea was the source of Plutarch's explanation of the theory is discussed. © 2013 Acta Ophthalmologica Scandinavica Foundation. Published by John Wiley & Sons Ltd.

Boundary transfer matrices and boundary quantum KZ equations

NASA Astrophysics Data System (ADS)

Vlaar, Bart

2015-07-01

A simple relation between inhomogeneous transfer matrices and boundary quantum Knizhnik-Zamolodchikov (KZ) equations is exhibited for quantum integrable systems with reflecting boundary conditions, analogous to an observation by Gaudin for periodic systems. Thus, the boundary quantum KZ equations receive a new motivation. We also derive the commutativity of Sklyanin's boundary transfer matrices by merely imposing appropriate reflection equations, in particular without using the conditions of crossing symmetry and unitarity of the R-matrix.

Making Students' Mathematical Explanations Accessible to Teachers through the Use of Digital Recorders and iPads

ERIC Educational Resources Information Center

Soto, Melissa Marie; Ambrose, Rebecca

2016-01-01

Analyzing students' mathematical explanations can be a powerful tool to enhance teachers' practice, but collecting these explanations can be cumbersome. Here, we describe our quest to find effective tools to make explanations accessible to elementary (K-6th) teachers. First, we describe how digital audio recordings enabled teachers to focus on the…

Wyman's equation and oxygen flux through the red cell.

PubMed

McCabe, Michael; Maguire, David J

2007-01-01

Wyman's equation of 1966 describes the facilitation of flux of a reversibly bound substrate such as oxygen, consequent on the translational diffusion of the binding protein (the carrier). While Wyman's equation, or some modification of it such as that by Murray 2, may provide a realistic description of the flux of oxygen through a dilute solution of haemoglobin (see also Wittenburg), it is unlikely to be the complete explanation, nor even the basis, for oxygen transport through the intact red cell. The mature erythrocyte contains approximately 350 g/l haemoglobin, and while this suggests that only 35% of the available water volume is actually occupied by the protein, the remaining 65% is unavailable for protein translational diffusion due to the mutual exclusion of the haemoglobin molecules. For this reason we have examined other possible mechanisms whereby haemoglobin may facilitate the translational diffusion of oxygen within the erythrocyte. Possible alternatives include rotational diffusion by the haemoglobins, intracellular shuffling of haemoglobins due to shape changes by the erythrocyte, and haemoglobin rotations and oxygen exchange consequent on the charge change which accompanies substration and desubstration of the haemoglobin molecule. Finally the dipole interactions are shown to generate significant intermolecular attractions between adjacent haemoglobins.

The search of "canonical" explanations for the cerebral cortex.

PubMed

Plebe, Alessio

2018-06-15

This paper addresses a fundamental line of research in neuroscience: the identification of a putative neural processing core of the cerebral cortex, often claimed to be "canonical". This "canonical" core would be shared by the entire cortex, and would explain why it is so powerful and diversified in tasks and functions, yet so uniform in architecture. The purpose of this paper is to analyze the search for canonical explanations over the past 40 years, discussing the theoretical frameworks informing this research. It will highlight a bias that, in my opinion, has limited the success of this research project, that of overlooking the dimension of cortical development. The earliest explanation of the cerebral cortex as canonical was attempted by David Marr, deriving putative cortical circuits from general mathematical laws, loosely following a deductive-nomological account. Although Marr's theory turned out to be incorrect, one of its merits was to have put the issue of cortical circuit development at the top of his agenda. This aspect has been largely neglected in much of the research on canonical models that has followed. Models proposed in the 1980s were conceived as mechanistic. They identified a small number of components that interacted as a basic circuit, with each component defined as a function. More recent models have been presented as idealized canonical computations, distinct from mechanistic explanations, due to the lack of identifiable cortical components. Currently, the entire enterprise of coming up with a single canonical explanation has been criticized as being misguided, and the premise of the uniformity of the cortex has been strongly challenged. This debate is analyzed here. The legacy of the canonical circuit concept is reflected in both positive and negative ways in recent large-scale brain projects, such as the Human Brain Project. One positive aspect is that these projects might achieve the aim of producing detailed simulations of cortical

p-Euler equations and p-Navier-Stokes equations

NASA Astrophysics Data System (ADS)

Li, Lei; Liu, Jian-Guo

2018-04-01

We propose in this work new systems of equations which we call p-Euler equations and p-Navier-Stokes equations. p-Euler equations are derived as the Euler-Lagrange equations for the action represented by the Benamou-Brenier characterization of Wasserstein-p distances, with incompressibility constraint. p-Euler equations have similar structures with the usual Euler equations but the 'momentum' is the signed (p - 1)-th power of the velocity. In the 2D case, the p-Euler equations have streamfunction-vorticity formulation, where the vorticity is given by the p-Laplacian of the streamfunction. By adding diffusion presented by γ-Laplacian of the velocity, we obtain what we call p-Navier-Stokes equations. If γ = p, the a priori energy estimates for the velocity and momentum have dual symmetries. Using these energy estimates and a time-shift estimate, we show the global existence of weak solutions for the p-Navier-Stokes equations in Rd for γ = p and p ≥ d ≥ 2 through a compactness criterion.

Adjustment technique without explicit formation of normal equations /conjugate gradient method/

NASA Technical Reports Server (NTRS)

Saxena, N. K.

1974-01-01

For a simultaneous adjustment of a large geodetic triangulation system, a semiiterative technique is modified and used successfully. In this semiiterative technique, known as the conjugate gradient (CG) method, original observation equations are used, and thus the explicit formation of normal equations is avoided, 'huge' computer storage space being saved in the case of triangulation systems. This method is suitable even for very poorly conditioned systems where solution is obtained only after more iterations. A detailed study of the CG method for its application to large geodetic triangulation systems was done that also considered constraint equations with observation equations. It was programmed and tested on systems as small as two unknowns and three equations up to those as large as 804 unknowns and 1397 equations. When real data (573 unknowns, 965 equations) from a 1858-km-long triangulation system were used, a solution vector accurate to four decimal places was obtained in 2.96 min after 1171 iterations (i.e., 2.0 times the number of unknowns).

The disagreement between the ideal observer and human observers in hardware and software imaging system optimization: theoretical explanations and evidence

NASA Astrophysics Data System (ADS)

He, Xin

2017-03-01

The ideal observer is widely used in imaging system optimization. One practical question remains open: do the ideal and human observers have the same preference in system optimization and evaluation? Based on the ideal observer's mathematical properties proposed by Barrett et. al. and the empirical properties of human observers investigated by Myers et. al., I attempt to pursue the general rules regarding the applicability of the ideal observer in system optimization. Particularly, in software optimization, the ideal observer pursues data conservation while humans pursue data presentation or perception. In hardware optimization, the ideal observer pursues a system with the maximum total information, while humans pursue a system with the maximum selected (e.g., certain frequency bands) information. These different objectives may result in different system optimizations between human and the ideal observers. Thus, an ideal observer optimized system is not necessarily optimal for humans. I cite empirical evidence in search and detection tasks, in hardware and software evaluation, in X-ray CT, pinhole imaging, as well as emission computed tomography to corroborate the claims. (Disclaimer: the views expressed in this work do not necessarily represent those of the FDA)

Defining and Developing "Critical Thinking" Through Devising and Testing Multiple Explanations of the Same Phenomenon

NASA Astrophysics Data System (ADS)

Etkina, Eugenia; Planinšič, Gorazd

2015-10-01

Most physics teachers would agree that one of the main reasons for her/his students to take physics is to learn to think critically. However, for years we have been assessing our students mostly on the knowledge of physics content (conceptually and quantitatively). Only recently have science educators started moving systematically towards achieving and assessing this critical thinking goal. In this paper we seek to show how guiding students to devise and test multiple explanations of observed phenomena can be used to improve their critical thinking.

Racial ideology and explanations for health inequalities among middle-class whites.

PubMed

Muntaner, C; Nagoshi, C; Diala, C

2001-01-01

Middle-class whites' explanations for racial inequalities in health can have a profound impact on the type of questions addressed in epidemiology and public health research. These explanations also constitute a subset of white racial ideology (i.e., racism) that in itself powerfully affects the health of non-whites. This study begins to examine the nature of attributions for racial inequalities in health among university students who by definition are likely to be involved in the research, policy, and service professions (the upper middle class). Investigation of the degree to which middle-class whites attribute racial inequalities in cardiovascular health (between themselves and African Americans, American Indians, or Asian Americans) to biological, social, or lifestyle factors reveals that whites tend to attribute their own health to lifestyle choice and to biology rather than to social factors. These results suggest that contemporary middle-class whites' "self-serving" explanations for racial inequalities in health are comprised of two beliefs: implicit biologism (race is an attribute of organisms rather than a social relation) and liberal belief in self-determination, choice, and individual responsibility--some of the core lay beliefs of the worldview that sustains neoliberal capitalism. Contemporary white middle-class explanations for racial inequalities in health appear to include assumptions that justify class inequality. Liberal approaches to racism in public health are bound to miss a key component of racial ideology that is currently used to justify racial and class inequalities.

Choice and explanation in medical management: a multiattribute model of artificial intelligence approaches.

PubMed

Rennels, G D; Shortliffe, E H; Miller, P L

1987-01-01

This paper explores a model of choice and explanation in medical management and makes clear its advantages and limitations. The model is based on multiattribute decision making (MADM) and consists of four distinct strategies for choice and explanation, plus combinations of these four. Each strategy is a restricted form of the general MADM approach, and each makes restrictive assumptions about the nature of the domain. The advantage of tailoring a restricted form of a general technique to a particular domain is that such efforts may better capture the character of the domain and allow choice and explanation to be more naturally modelled. The uses of the strategies for both choice and explanation are illustrated with analyses of several existing medical management artificial intelligence (AI) systems, and also with examples from the management of primary breast cancer. Using the model it is possible to identify common underlying features of these AI systems, since each employs portions of this model in different ways. Thus the model enables better understanding and characterization of the seemingly ad hoc decision making of previous systems.

20 CFR 404.1056 - Explanation of agricultural labor.

Code of Federal Regulations, 2012 CFR

2012-04-01

... 20 Employees' Benefits 2 2012-04-01 2012-04-01 false Explanation of agricultural labor. 404.1056 Section 404.1056 Employees' Benefits SOCIAL SECURITY ADMINISTRATION FEDERAL OLD-AGE, SURVIVORS AND... for supplying and storing water for farm purposes and are not owned or operated for profit; or (iii...

20 CFR 404.1056 - Explanation of agricultural labor.

Code of Federal Regulations, 2014 CFR

2014-04-01

... 20 Employees' Benefits 2 2014-04-01 2014-04-01 false Explanation of agricultural labor. 404.1056 Section 404.1056 Employees' Benefits SOCIAL SECURITY ADMINISTRATION FEDERAL OLD-AGE, SURVIVORS AND... for supplying and storing water for farm purposes and are not owned or operated for profit; or (iii...

20 CFR 404.1056 - Explanation of agricultural labor.

Code of Federal Regulations, 2013 CFR

2013-04-01

... 20 Employees' Benefits 2 2013-04-01 2013-04-01 false Explanation of agricultural labor. 404.1056 Section 404.1056 Employees' Benefits SOCIAL SECURITY ADMINISTRATION FEDERAL OLD-AGE, SURVIVORS AND... for supplying and storing water for farm purposes and are not owned or operated for profit; or (iii...

20 CFR 404.1056 - Explanation of agricultural labor.

Code of Federal Regulations, 2011 CFR

2011-04-01

... 20 Employees' Benefits 2 2011-04-01 2011-04-01 false Explanation of agricultural labor. 404.1056 Section 404.1056 Employees' Benefits SOCIAL SECURITY ADMINISTRATION FEDERAL OLD-AGE, SURVIVORS AND... for supplying and storing water for farm purposes and are not owned or operated for profit; or (iii...

The Jeffcott equations in nonlinear rotordynamics

NASA Technical Reports Server (NTRS)

Zalik, R. A.

1987-01-01

The Jeffcott equations are a system of coupled differential equations representing the behavior of a rotating shaft. This is a simple model which allows investigation of the basic dynamic behavior of rotating machinery. Nolinearities can be introduced by taking into consideration deadband, side force, and rubbing, among others. The properties of the solutions of the Jeffcott equations with deadband are studied. In particular, it is shown how bounds for the solution of these equations can be obtained from bounds for the solutions of the linearized equations. By studying the behavior of the Fourier transforms of the solutions, we are also able to predict the onset of destructive vibrations. These conclusions are verified by means of numerical solutions of the equations, and of power spectrum density (PSD) plots. This study offers insight into a possible detection method to determine pump stability margins during flight and hot fire tests, and was motivated by the need to explain a phenomenon observed in the development phase of the cryogenic pumps of the Space Shuttle, during hot fire ground testing; namely, the appearance of vibrations at frequencies that could not be accounted for by means of linear models.

Koopman decomposition of Burgers' equation: What can we learn?

NASA Astrophysics Data System (ADS)

Page, Jacob; Kerswell, Rich

2017-11-01

Burgers' equation is a well known 1D model of the Navier-Stokes equations and admits a selection of equilibria and travelling wave solutions. A series of Burgers' trajectories are examined with Dynamic Mode Decomposition (DMD) to probe the capability of the method to extract coherent structures from ``run-down'' simulations. The performance of the method depends critically on the choice of observable. We use the Cole-Hopf transformation to derive an observable which has linear, autonomous dynamics and for which the DMD modes overlap exactly with Koopman modes. This observable can accurately predict the flow evolution beyond the time window of the data used in the DMD, and in that sense outperforms other observables motivated by the nonlinearity in the governing equation. The linearizing observable also allows us to make informed decisions about often ambiguous choices in nonlinear problems, such as rank truncation and snapshot spacing. A number of rules of thumb for connecting DMD with the Koopman operator for nonlinear PDEs are distilled from the results. Related problems in low Reynolds number fluid turbulence are also discussed.

Hammett equation and generalized Pauling's electronegativity equation.

PubMed

Liu, Lei; Fu, Yao; Liu, Rui; Li, Rui-Qiong; Guo, Qing-Xiang

2004-01-01

Substituent interaction energy (SIE) was defined as the energy change of the isodesmic reaction X-spacer-Y + H-spacer-H --> X-spacer-H + H-spacer-Y. It was found that this SIE followed a simple equation, SIE(X,Y) = -ksigma(X)sigma(Y), where k was a constant dependent on the system and sigma was a certain scale of electronic substituent constant. It was demonstrated that the equation was applicable to disubstituted bicyclo[2.2.2]octanes, benzenes, ethylenes, butadienes, and hexatrienes. It was also demonstrated that Hammett's equation was a derivative form of the above equation. Furthermore, it was found that when spacer = nil the above equation was mathematically the same as Pauling's electronegativity equation. Thus it was shown that Hammett's equation was a derivative form of the generalized Pauling's electronegativity equation and that a generalized Pauling's electronegativity equation could be utilized for diverse X-spacer-Y systems. In addition, the total electronic substituent effects were successfully separated into field/inductive and resonance effects in the equation SIE(X,Y) = -k(1)F(X)F(Y) - k(2)R(X)R(Y) - k(3)(F(X)R(Y) + R(X)F(Y)). The existence of the cross term (i.e., F(X)R(Y) and R(X)F(Y)) suggested that the field/inductive effect was not orthogonal to the resonance effect because the field/inductive effect from one substituent interacted with the resonance effect from the other. Further studies on multi-substituted systems suggested that the electronic substituent effects should be pairwise and additive. Hence, the SIE in a multi-substituted system could be described using the equation SIE(X1, X2, ..., Xn) = Sigma(n-1)(i=1)Sigma(n)(j=i+1)k(ij)sigma(X)isigma(X)j.

Causal explanations of distress and general practitioners' assessments of common mental disorder among punjabi and English attendees.

PubMed

Bhui, Kamaldeep; Bhugra, Dinesh; Goldberg, David

2002-01-01

The literature on the primary care assessment of mental distress among Indian subcontinent origin patients suggests frequent presentations to general practitioner, but rarely for recognisable psychiatric disorders. This study investigates whether cultural variations in patients' causal explanatory models account for cultural variations in the assessment of non-psychotic mental disorders in primary care. In a two-phase survey, 272 Punjabi and 269 English subjects were screened. The second phase was completed by 209 and 180 subjects, respectively. Causal explanatory models were elicited as explanations of two vignette scenarios. One of these emphasised a somatic presentation and the other anxiety symptoms. Psychiatric disorder was assessed by GPs on a Likert scale and by a psychiatrist on the Clinical Interview Schedule. Punjabis more commonly expressed medical/somatic and religious beliefs. General practitioners were more likely to assess any subject giving psychological explanations to vignette A and English subjects giving religious explanations to vignette B as having a significant psychiatric disorder. Where medical/somatic explanations of distress were most prevalent in response to the somatic vignette, psychological, religious and work explanations were less prevalent among Punjabis but not among English subjects. Causal explanations did not fully explain cultural differences in assessments. General practitioners' assessments and causal explanations are related and influenced by culture, but causal explanations do not fully explain cultural differences in assessments.

Kinetic Alfven wave explanation of the Hall signals in magnetic reconnection

NASA Astrophysics Data System (ADS)

Dai, L.; Wang, C.; Zhang, Y.; Duan, S.; Lavraud, B.; Burch, J. L.; Pollock, C.; Torbert, R. B.

2017-12-01

Magnetic reconnection is initiated in a small diffusion region but can drive global-scale dynamics in Earth's magnetosphere, solar flares, and astrophysical systems. Understanding the processes at work in the diffusion region remains a main challenge in space plasma physics. Recent in-situ observations from MMS and THEMIS reveal that the electric field normal to the reconnection current layer, often called the Hall electric field (En), is mainly balanced by the ion pressure gradient. Here we present theoretical explanations indicating that this observation fact is a manifestation of Kinetic Alfven Waves (KAW) physics. The ion pressure gradient represents the finite gyroradius effect of KAW, leading to ion intrusion across the magnetic field lines. Electrons stream along the magnetic field lines to track ions, resulting in field-aligned currents and the associated pattern of the out-of-plane Hall magnetic field (Bm). The ratio En/Bm is on the order of the Alfven speed, as predicted by the KAW theory. The KAW physics further provides new perspectives on how ion intrusion may trigger electric fields suitable for reconnection to occur.

Scientific Explanations: Characterizing and Evaluating the Effects of Teachers' Instructional Practices on Student Learning

ERIC Educational Resources Information Center

McNeill, Katherine L.; Krajcik, Joseph

2008-01-01

Teacher practices are essential for supporting students in scientific inquiry practices, such as the construction of scientific explanations. In this study, we examine what instructional practices teachers engage in when they introduce scientific explanation and whether these practices influence students' ability to construct scientific…

The Effects of Two Reality Explanations on Children's Reactions to a Frightening Movie Scene.

ERIC Educational Resources Information Center

Wilson, Barbara J.; Weiss, Audrey J.

1991-01-01

Assesses the effectiveness of two reality explanations on children's reactions to frightening programs. Shows that neither influenced younger children's emotional or cognitive reactions, whereas the special tricks explanation reduced older children's emotional responses with no impact on their interpretation. Shows that the real life explanation…

Connections between student explanations and arguments from evidence about plant growth.

PubMed

Dauer, Jenny M; Doherty, Jennifer H; Freed, Allison L; Anderson, Charles W

2014-01-01

We investigate how students connect explanations and arguments from evidence about plant growth and metabolism-two key practices described by the Next Generation Science Standards. This study reports analyses of interviews with 22 middle and high school students postinstruction, focusing on how their sense-making strategies led them to interpret-or misinterpret-scientific explanations and arguments from evidence. The principles of conservation of matter and energy can provide a framework for making sense of phenomena, but our results show that some students reasoned about plant growth as an action enabled by water, air, sunlight, and soil rather than a process of matter and energy transformation. These students reinterpreted the hypotheses and results of standard investigations of plant growth, such as van Helmont's experiment, to match their own understanding of how plants grow. Only the more advanced students consistently interpreted mass changes in plants or soil as evidence of movement of matter. We also observed that a higher degree of scaffolding during some of the interview questions allowed mid-level students to improve their responses. We describe our progress and challenges developing teaching materials with scaffolding to improve students' understanding of plant growth and metabolism. © 2014 J. M. Dauer et al. CBE—Life Sciences Education © 2014 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Non-autonomous equations with unpredictable solutions

NASA Astrophysics Data System (ADS)

Akhmet, Marat; Fen, Mehmet Onur

2018-06-01

To make research of chaos more amenable to investigating differential and discrete equations, we introduce the concepts of an unpredictable function and sequence. The topology of uniform convergence on compact sets is applied to define unpredictable functions [1,2]. The unpredictable sequence is defined as a specific unpredictable function on the set of integers. The definitions are convenient to be verified as solutions of differential and discrete equations. The topology is metrizable and easy for applications with integral operators. To demonstrate the effectiveness of the approach, the existence and uniqueness of the unpredictable solution for a delay differential equation are proved as well as for quasilinear discrete systems. As a corollary of the theorem, a similar assertion for a quasilinear ordinary differential equation is formulated. The results are demonstrated numerically, and an application to Hopfield neural networks is provided. In particular, Poincaré chaos near periodic orbits is observed. The completed research contributes to the theory of chaos as well as to the theory of differential and discrete equations, considering unpredictable solutions.

Older persons' definitions and explanations of elder abuse in the Netherlands.

PubMed

Mysyuk, Yuliya; Westendorp, Rudi G J; Lindenberg, Jolanda

2016-01-01

In this article we explore older persons' definitions of and explanations for elder abuse in the Netherlands by means of interviews with older persons. A qualitative study was conducted based on semistructured interviews with 35 older persons who had no experience with abuse. Our findings show that older persons participating in our study define elder abuse foremost as physical violence that is performed intentionally. The study participants explain elder abuse as a result of the dependency and vulnerability of older persons, of changing norms and values, and of changes in the position of older persons in society, which result in disrespect toward older persons and a lack of social control and responsibility. The older persons' explanations for the occurrence of abuse mainly focus on societal changes; older persons seem to regard elder abuse primarily as a societal problem. This understanding of, and explanation for, elder abuse may influence their detection and reporting behavior, as they may tend to acknowledge only severe cases of intentional physical violence that leave clear and therefore physically detectable evidence.

The Drake Equation in an astrobiological context

NASA Astrophysics Data System (ADS)

Konesky, Gregory A.

2010-09-01

The Drake Equation was originally composed as an attempt to quantify the potential number of extraterrestrial civilizations in our Galaxy which we might be able to detect using a radio telescope. Since this equation was first formulated, nearly 50 years ago, we have discovered that life on Earth arose very early in its history, and has filled virtually every habitable, potentially extreme, niche available. This suggests that simple forms of life might be plentiful where possible, and can be observed remotely by atmospheric biosignatures in the host planet. We consider modifications to the Drake Equation to reflect this new understanding.

Fostering Active Processing of Instructional Explanations of Learners with High and Low Prior Knowledge

ERIC Educational Resources Information Center

Acuna, Santiago R.; Garcia Rodicio, Hector; Sanchez, Emilio

2011-01-01

Despite the potential advantages of instructional explanations, evidence indicates that they are usually ineffective. Subsequent work has shown that in order to make instructional explanations effective indeed, one successful strategy is to combine them with indications of the limitations in learners' understanding that they are intended to…

The Correlates of Tracking Policy: Opportunity Hoarding, Status Competition, or a Technical-Functional Explanation?

ERIC Educational Resources Information Center

Kelly, Sean; Price, Heather

2011-01-01

In this analysis, the authors explore the relationship between the social context of high schools and school-to-school variation in tracking policies. The authors consider three explanations for the implementation of highly elaborated tracking systems: opportunity hoarding, status competition, and a technical-functional explanation. Building on…

Procedural Explanations in Mathematics Writing: A Framework for Understanding College Students' Effective Communication Practices

ERIC Educational Resources Information Center

Kline, Susan L.; Ishii, Drew K.

2008-01-01

This study analyzes the procedural explanations written by remedial college mathematics students. Relevant literatures suggest that six communication activities might be key in effective procedural explanations in mathematics writing: (a) orienting the learner, (b) providing kernels or definitions of concepts and procedures, (c) using exemplars or…

Structural Equation Model Trees

ERIC Educational Resources Information Center

Brandmaier, Andreas M.; von Oertzen, Timo; McArdle, John J.; Lindenberger, Ulman

2013-01-01

In the behavioral and social sciences, structural equation models (SEMs) have become widely accepted as a modeling tool for the relation between latent and observed variables. SEMs can be seen as a unification of several multivariate analysis techniques. SEM Trees combine the strengths of SEMs and the decision tree paradigm by building tree…

Superfluous neuroscience information makes explanations of psychological phenomena more appealing.

PubMed

Fernandez-Duque, Diego; Evans, Jessica; Christian, Colton; Hodges, Sara D

2015-05-01

Does the presence of irrelevant neuroscience information make explanations of psychological phenomena more appealing? Do fMRI pictures further increase that allure? To help answer these questions, 385 college students in four experiments read brief descriptions of psychological phenomena, each one accompanied by an explanation of varying quality (good vs. circular) and followed by superfluous information of various types. Ancillary measures assessed participants' analytical thinking, beliefs on dualism and free will, and admiration for different sciences. In Experiment 1, superfluous neuroscience information increased the judged quality of the argument for both good and bad explanations, whereas accompanying fMRI pictures had no impact above and beyond the neuroscience text, suggesting a bias that is conceptual rather than pictorial. Superfluous neuroscience information was more alluring than social science information (Experiment 2) and more alluring than information from prestigious "hard sciences" (Experiments 3 and 4). Analytical thinking did not protect against the neuroscience bias, nor did a belief in dualism or free will. We conclude that the "allure of neuroscience" bias is conceptual, specific to neuroscience, and not easily accounted for by the prestige of the discipline. It may stem from the lay belief that the brain is the best explanans for mental phenomena.

A Bayesian explanation of the "Uncanny Valley" effect and related psychological phenomena

NASA Astrophysics Data System (ADS)

Moore, Roger K.

2012-11-01

There are a number of psychological phenomena in which dramatic emotional responses are evoked by seemingly innocuous perceptual stimuli. A well known example is the `uncanny valley' effect whereby a near human-looking artifact can trigger feelings of eeriness and repulsion. Although such phenomena are reasonably well documented, there is no quantitative explanation for the findings and no mathematical model that is capable of predicting such behavior. Here I show (using a Bayesian model of categorical perception) that differential perceptual distortion arising from stimuli containing conflicting cues can give rise to a perceptual tension at category boundaries that could account for these phenomena. The model is not only the first quantitative explanation of the uncanny valley effect, but it may also provide a mathematical explanation for a range of social situations in which conflicting cues give rise to negative, fearful or even violent reactions.

AHRQ series on complex intervention systematic reviews-paper 7: PRISMA-CI elaboration and explanation.

PubMed

Guise, Jeanne-Marie; Butler, Mary; Chang, Christine; Viswanathan, Meera; Pigott, Terri; Tugwell, Peter

2017-10-01

Complex interventions are widely used in health care, public health, education, criminology, social work, business, and welfare. They have increasingly become the subject of systematic reviews and are challenging to effectively report. The Complex Interventions Methods Workgroup developed an extension to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses for Complex Interventions (PRISMA-CI). Following the EQUATOR Network guidance for Preferred Reporting Items for Systematic Reviews and Meta-Analysis extensions, this Explanation and Elaboration (EE) document accompanies the PRISMA-CI checklist to promote consistency in reporting of systematic reviews of complex interventions. The EE document explains the meaning and rationale for each unique PRISMA-CI checklist item and provides examples to assist systematic review authors in operationalizing PRISMA-CI guidance. The Complex Interventions Workgroup developed PRISMA-CI as an important start toward increased consistency in reporting of systematic reviews of complex interventions. Because the field is rapidly expanding, the Complex Interventions Methods Workgroup plans to re-evaluate periodically for the need to add increasing specificity and examples as the field matures. Copyright © 2017 The Authors. Published by Elsevier Inc. All rights reserved.

Preliminary Evolutionary Explanations: A Basic Framework for Conceptual Change and Explanatory Coherence in Evolution

ERIC Educational Resources Information Center

Kampourakis, Kostas; Zogza, Vasso

2009-01-01

This study aimed to explore secondary students' explanations of evolutionary processes, and to determine how consistent these were, after a specific evolution instruction. In a previous study it was found that before instruction students provided different explanations for similar processes to tasks with different content. Hence, it seemed that…

The mechanical and chemical equations of motion of muscle contraction

NASA Astrophysics Data System (ADS)

Shiner, J. S.; Sieniutycz, Stanislaw

1997-11-01

Up to now no formulation of muscle contraction has provided both the chemical kinetic equations for the reactions responsible for the contraction and the mechanical equation of motion for the muscle. This has most likely been due to the lack of general formalisms for nonlinear systems with chemical-nonchemical coupling valid under the far from equilibrium conditions under which muscle operates physiologically. We have recently developed such formalisms and apply them here to the formulation of muscle contraction to obtain both the chemical and the mechanical equations. The standard formulation up to now has yielded only the dynamic equations for the chemical variables and has considered these to be functions of both time and an appropriate mechanical variable. The macroscopically observable quantities were then obtained by averaging over the mechanical variable. When attempting to derive the dynamics equations for both the chemistry and mechanics this choice of variables leads to conflicting results for the mechanical equation of motion when two different general formalisms are applied. The conflict can be resolved by choosing the variables such that both the chemical variables and the mechanical variables are considered to be functions of time alone. This adds one equation to the set of differential equations to be solved but is actually a simplification of the problem, since these equations are ordinary differential equations, not the partial differential equations of the now standard formulation, and since in this choice of variables the variables themselves are the macroscopic observables the procedure of averaging over the mechanical variable is eliminated. Furthermore, the parameters occurring in the equations at this level of description should be accessible to direct experimental determination.

Anticipating Explanations in Relative Clause Processing

PubMed Central

Rohde, H.; Levy, R.; Kehler, A.

2011-01-01

We show that comprehenders’ expectations about upcoming discourse coherence relations influence the resolution of local structural ambiguity. We employ cases in which two clauses share both a syntactic relationship and a discourse relationship, and hence in which syntactic and discourse processing might be expected to interact. An off-line sentence-completion study and an on-line self-paced reading study examined readers’ expectations for high/low relative clause attachments following implicit-causality and non-implicit-causality verbs (John detests/babysits the children of the musician who…). In the off-line study, the widely reported low-attachment preference for English is observed in the non-implicit causality condition, but this preference gives way to more high attachments in the implicit causality condition in cases in which (i) the verb’s causally implicated referent occupies the high-attachment position and (ii) the relative clause provides an explanation for the event described by the matrix clause (e.g., …who are arrogant and rude). In the on-line study, a similar preference for high attachment emerges in the implicit causality context—crucially, before the occurrence of any linguistic evidence that the RC does in fact provide an explanation—whereas the low-attachment preference is consistent elsewhere. These findings constitute the first demonstration that expectations about ensuing discourse coherence relationships can elicit full reversals in syntactic attachment preferences, and that these discourse-level expectations can affect on-line disambiguation as rapidly as lexical and morphosyntactic cues. PMID:21216396

Evaluation of abutment scour prediction equations with field data

USGS Publications Warehouse

Benedict, S.T.; Deshpande, N.; Aziz, N.M.

2007-01-01

The U.S. Geological Survey, in cooperation with FHWA, compared predicted abutment scour depths, computed with selected predictive equations, with field observations collected at 144 bridges in South Carolina and at eight bridges from the National Bridge Scour Database. Predictive equations published in the 4th edition of Evaluating Scour at Bridges (Hydraulic Engineering Circular 18) were used in this comparison, including the original Froehlich, the modified Froehlich, the Sturm, the Maryland, and the HIRE equations. The comparisons showed that most equations tended to provide conservative estimates of scour that at times were excessive (as large as 158 ft). Equations also produced underpredictions of scour, but with less frequency. Although the equations provide an important resource for evaluating abutment scour at bridges, the results of this investigation show the importance of using engineering judgment in conjunction with these equations.

The effect of explanations on mathematical reasoning tasks

NASA Astrophysics Data System (ADS)

Norqvist, Mathias

2018-01-01

Studies in mathematics education often point to the necessity for students to engage in more cognitively demanding activities than just solving tasks by applying given solution methods. Previous studies have shown that students that engage in creative mathematically founded reasoning to construct a solution method, perform significantly better in follow up tests than students that are given a solution method and engage in algorithmic reasoning. However, teachers and textbooks, at least occasionally, provide explanations together with an algorithmic method, and this could possibly be more efficient than creative reasoning. In this study, three matched groups practiced with either creative, algorithmic, or explained algorithmic tasks. The main finding was that students that practiced with creative tasks did, outperform the students that practiced with explained algorithmic tasks in a post-test, despite a much lower practice score. The two groups that got a solution method presented, performed similarly in both practice and post-test, even though one group got an explanation to the given solution method. Additionally, there were some differences between the groups in which variables predicted the post-test score.

Biological explanations of generalized anxiety disorder: effects on beliefs about prognosis and responsibility.

PubMed

Lebowitz, Matthew S; Pyun, John J; Ahn, Woo-kyoung

2014-04-01

Biological explanations of psychopathology can reduce the extent to which people with mental disorders are blamed for their symptoms but can also yield prognostic pessimism--the belief that psychiatric conditions are relatively immutable. However, few studies have examined whether these effects occur among persons who actually have psychiatric symptoms. This study sought to address this question. Adults living in the United States (N=351) were recruited online in January and February 2012 and assessed for symptoms of generalized anxiety disorder. The participants were randomly assigned to two groups: a biological condition, in which participants (N=176) were provided a description of generalized anxiety disorder and a biological explanation of the etiology of the disorder, and a control condition, in which participants (N=175) were provided the same description without any explanation of etiology. Dependent measures of treatability, duration of symptoms, and responsibility for symptoms were used to gauge beliefs regarding the prognosis and personal responsibility of a typical person with generalized anxiety disorder. Among participants with and without symptoms of generalized anxiety disorder, the biological condition was associated with decreased ascriptions of personal responsibility for anxiety (p=.02) and expectations of increased duration of symptoms of generalized anxiety disorder (p=.01). This finding has important social and clinical implications, especially because biological conceptualizations of psychopathology are increasingly prevalent. By causing prognostic pessimism about generalized anxiety disorder, including among those with symptoms of the disorder, biological explanations could negatively affect treatment seeking and outcomes. Efforts to dispel the link between biological explanations and prognostic pessimism are needed.

Governing equations for electro-conjugate fluid flow

NASA Astrophysics Data System (ADS)

Hosoda, K.; Takemura, K.; Fukagata, K.; Yokota, S.; Edamura, K.

2013-12-01

An electro-conjugation fluid (ECF) is a kind of dielectric liquid, which generates a powerful flow when high DC voltage is applied with tiny electrodes. This study deals with the derivation of the governing equations for electro-conjugate fluid flow based on the Korteweg-Helmholtz (KH) equation which represents the force in dielectric liquid subjected to high DC voltage. The governing equations consist of the Gauss's law, charge conservation with charge recombination, the KH equation, the continuity equation and the incompressible Navier-Stokes equations. The KH equation consists of coulomb force, dielectric constant gradient force and electrostriction force. The governing equation gives the distribution of electric field, charge density and flow velocity. In this study, direct numerical simulation (DNS) is used in order to get these distribution at arbitrary time. Successive over-relaxation (SOR) method is used in analyzing Gauss's law and constrained interpolation pseudo-particle (CIP) method is used in analyzing charge conservation with charge recombination. The third order Runge-Kutta method and conservative second-order-accurate finite difference method is used in analyzing the Navier-Stokes equations with the KH equation. This study also deals with the measurement of ECF ow generated with a symmetrical pole electrodes pair which are made of 0.3 mm diameter piano wire. Working fluid is FF-1EHA2 which is an ECF family. The flow is observed from the both electrodes, i.e., the flow collides in between the electrodes. The governing equation successfully calculates mean flow velocity in between the collector pole electrode and the colliding region by the numerical simulation.

Normative study of theme identifiability: Instructions with and without explanation of the false memory effect.

PubMed

Beato, Maria Soledad; Cadavid, Sara

2016-12-01

False-memory illusions have been widely studied using the Deese/Roediger-McDermott paradigm (DRM). In this paradigm, words semantically related to a single nonpresented critical word are studied. In a later memory test, critical words are often falsely recalled and recognized. The present normative study was conducted to measure the theme identifiability of 60 associative word lists in Spanish that include six words (e.g., stove, coat, blanket, scarf, chill, and bonnet) that are simultaneously associated with three critical words (e.g., HEAT, COLD, and WINTER; Beato & Díez, Psicothema, 26, 457-463, 2011). Different levels of backward associative strength were used in the construction of the DRM lists. In addition, we used two types of instructions to obtain theme identifiability. In the without-explanation condition, traditional instructions were used, requesting participants to write the theme list. In the with-explanation condition, the false-memory effect and how the lists were built were explained, and an example of a DRM list and critical words was shown. Participants then had to discover the critical words. The results showed that all lists produced theme identifiability. Moreover, some lists had a higher theme identifiability rate (e.g., 61 % for the critical words LOVE, BOYFRIEND, COUPLE) than others (e.g., 24 % for CITY, PLACE, VILLAGE). After comparing the theme identifiabilities in the different conditions, the results indicated higher theme identifiability when the false-memory effect was explained than without such an explanation. Overall, these new normative data provide a useful tool for those experiments that, for example, aim to analyze the wide differences observed in false memory with DRM lists and the role of theme identifiability.

Improving Students' Understanding and Explanation Skills through the Use of a Knowledge Building Forum

ERIC Educational Resources Information Center

Hamel, Christine; Turcotte, Sandrine; Laferriere, Therese; Bisson, Nicolas

2015-01-01

Education research has shown the importance of helping students develop comprehension skills. Explanation-seeking rather than fact-seeking pedagogies have been shown to warrant deeper student understanding. This study investigates the use of Knowledge Forum (KF) in K-6 classrooms (n = 251) to develop students' explanation skills. To this end, we…

ExplaNet: A Collaborative Learning Tool and Hybrid Recommender System for Student-Authored Explanations

ERIC Educational Resources Information Center

Masters, Jessica; Madhyastha, Tara; Shakouri, Ali

2008-01-01

ExplaNet is a web-based, anonymous, asynchronous explanation-sharing network. Instructors post questions to the network and students submit explanatory answers. Students then view and rank the explanations submitted by their peers before optionally resubmitting a final and revised answer. Three classroom evaluations of ExplaNet showed that by…

Evaluating Equating Accuracy and Assumptions for Groups that Differ in Performance

ERIC Educational Resources Information Center

Powers, Sonya; Kolen, Michael J.

2014-01-01

Accurate equating results are essential when comparing examinee scores across exam forms. Previous research indicates that equating results may not be accurate when group differences are large. This study compared the equating results of frequency estimation, chained equipercentile, item response theory (IRT) true-score, and IRT observed-score…

Relaxation Method for Navier-Stokes Equation

NASA Astrophysics Data System (ADS)

de Oliveira, P. M. C.

2012-04-01

The motivation for this work was a simple experiment [P. M. C. de Oliveira, S. Moss de Oliveira, F. A. Pereira and J. C. Sartorelli, preprint (2010), arXiv:1005.4086], where a little polystyrene ball is released falling in air. The interesting observation is a speed breaking. After an initial nearly linear time-dependence, the ball speed reaches a maximum value. After this, the speed finally decreases until its final, limit value. The provided explanation is related to the so-called von Kármán street of vortices successively formed behind the falling ball. After completely formed, the whole street extends for some hundred diameters. However, before a certain transient time needed to reach this steady-state, the street is shorter and the drag force is relatively reduced. Thus, at the beginning of the fall, a small and light ball may reach a speed superior to the sustainable steady-state value. Besides the real experiment, the numerical simulation of a related theoretical problem is also performed. A cylinder (instead of a 3D ball, thus reducing the effective dimension to 2) is positioned at rest inside a wind tunnel initially switched off. Suddenly, at t = 0 it is switched on with a constant and uniform wind velocity ěc{V} far from the cylinder and perpendicular to it. This is the first boundary condition. The second is the cylinder surface, where the wind velocity is null. In between these two boundaries, the velocity field is determined by solving the Navier-Stokes equation, as a function of time. For that, the initial condition is taken as the known Stokes laminar limit V → 0, since initially the tunnel is switched off. The numerical method adopted in this task is the object of the current text.

How people explain their own and others’ behavior: a theory of lay causal explanations

PubMed Central

Böhm, Gisela; Pfister, Hans-Rüdiger

2015-01-01

A theoretical model is proposed that specifies lay causal theories of behavior; and supporting experimental evidence is presented. The model’s basic assumption is that different types of behavior trigger different hypotheses concerning the types of causes that may have brought about the behavior. Seven categories are distinguished that are assumed to serve as both behavior types and explanation types: goals, dispositions, temporary states such as emotions, intentional actions, outcomes, events, and stimulus attributes. The model specifies inference rules that lay people use when explaining behavior (actions are caused by goals; goals are caused by higher order goals or temporary states; temporary states are caused by dispositions, stimulus attributes, or events; outcomes are caused by actions, temporary states, dispositions, stimulus attributes, or events; events are caused by dispositions or preceding events). Two experiments are reported. Experiment 1 showed that free-response explanations followed the assumed inference rules. Experiment 2 demonstrated that explanations which match the inference rules are generated faster and more frequently than non-matching explanations. Together, the findings support models that incorporate knowledge-based aspects into the process of causal explanation. The results are discussed with respect to their implications for different stages of this process, such as the activation of causal hypotheses and their subsequent selection, as well as with respect to social influences on this process. PMID:25741306

Hawking radiation power equations for black holes

NASA Astrophysics Data System (ADS)

Mistry, Ravi; Upadhyay, Sudhaker; Ali, Ahmed Farag; Faizal, Mir

2017-10-01

We derive the Hawking radiation power equations for black holes in asymptotically flat, asymptotically Anti-de Sitter (AdS) and asymptotically de Sitter (dS) black holes. This is done by using the greybody factor for these black holes. We observe that the radiation power equation for asymptotically flat black holes, corresponding to greybody factor at low frequency, depends on both the Hawking temperature and the horizon radius. However, for the greybody factors at asymptotic frequency, it only depends on the Hawking temperature. We also obtain the power equation for asymptotically AdS black holes both below and above the critical frequency. The radiation power equation for at asymptotic frequency is same for both Schwarzschild AdS and Reissner-Nordström AdS solutions and only depends on the Hawking temperature. We also discuss the power equation for asymptotically dS black holes at low frequency, for both even or odd dimensions.

Acceptance of evolutionary explanations as they are applied to plants, animals, and humans

NASA Astrophysics Data System (ADS)

Thanukos, Anastasia

In four investigations using Likert-scale questionnaires and think-aloud protocols with 173 university students in total, the willingness to accept evolutionary explanations regarding plant, animal, and human characteristics was examined. Participants were presented with evolutionary explanations for features and behaviors and were asked to rate how much they agreed with evolution as an explanation for each scenario. Some were also asked to explain their reasoning in think-aloud protocols or to discuss item ratings with one another. Overall, participants thought evolutionary explanations appropriate, with median ratings in the upper quarter of the rating scale. They were slightly more willing to ascribe evolutionary explanations to plant than to human phenomena; however, this general effect was mediated by more specific aspects of the evolutionary scenarios in question. Participants who were generally negative regarding evolution were particularly negative towards human evolution. Those who were positive or neutral towards evolution in general were more willing to accept human evolution, but were more likely to use evolution to explain similarities between humans and other species than to explain particular human adaptations. For example, they were more likely to agree that evolution is responsible for the DNA similarities between humans and chimpanzees than that evolution is responsible for human behavioral characteristics, such as the fight or flight response. Think-aloud protocols suggest that, while people are more familiar with human evolutionary relationships than plant evolutionary relationships, they may be less likely to see human characteristics as adaptively valuable. One plausible explanation for these patterns is that an evolutionary explanation is judged jointly by its availability in an individual's memory and its plausibility (i.e., its congruence with the individual's worldview). Popular media coverage, with its focus on controversy and litigation

An explanation of auroral intensification during the substorm expansion phase

NASA Astrophysics Data System (ADS)

Yao, Zhonghua; Rae, I. J.; Lui, A. T. Y.; Murphy, K. R.; Owen, C. J.; Pu, Z. Y.; Forsyth, C.; Grodent, D.; Zong, Q.-G.; Du, A. M.; Kalmoni, N. M. E.

2017-08-01

A multiple auroral onset substorm on 28 March 2010 provides an opportunity to understand the physical mechanism in generating auroral intensifications during a substorm expansion phase. Conjugate observations of magnetic fields and plasma from the Time History of Events and Macroscale Interactions during Substorms (THEMIS) spacecraft, of field-aligned currents (FACs) from the Active Magnetosphere and Planetary Electrodynamics Response Experiment (AMPERE) satellites, and from ground-based magnetometers and aurora are all available. The comprehensive measurements allow us to further our understanding of the complicated causalities among dipolarization, FAC generation, particle acceleration, and auroral intensification. During the substorm expansion phase, the plasma sheet expanded and was perturbed leading to the generation of a slow mode wave, which modulated electron flux in the outer plasma sheet. During this current sheet expansion, field-aligned currents formed, and geomagnetic perturbations were simultaneously detected by ground-based instruments. However, a magnetic dipolarization did not occur until about 3 min later in the outer plasma sheet observed by THEMIS-A spacecraft (THA). We believe that this dipolarization led to an efficient Fermi acceleration to electrons and consequently the cause of a significant auroral intensification during the expansion phase as observed by the All-Sky Imagers (ASIs). This Fermi acceleration mechanism operating efficiently in the outer plasma sheet during the expansion phase could be a common explanation of the poleward auroral development after substorm onset. These results also show a good agreement between the upward FAC derived from AMPERE measurements and the auroral brightening observed by the ASIs.

Social selection is a powerful explanation for prosociality.

PubMed

Nesse, Randolph M

2016-01-01

Cultural group selection helps explain human cooperation, but social selection offers a complementary, more powerful explanation. Just as sexual selection shapes extreme traits that increase matings, social selection shapes extreme traits that make individuals preferred social partners. Self-interested partner choices create strong and possibly runaway selection for prosocial traits, without requiring group selection, kin selection, or reciprocity.

Examining the effect of self-explanation on cognitive integration of basic and clinical sciences in novices.

PubMed

Lisk, Kristina; Agur, Anne M R; Woods, Nicole N

2017-12-01

Several studies have shown that cognitive integration of basic and clinical sciences supports diagnostic reasoning in novices; however, there has been limited exploration of the ways in which educators can translate this model of mental activity into sound instructional strategies. The use of self-explanation during learning has the potential to promote and support the development of integrated knowledge by encouraging novices to elaborate on the causal relationship between clinical features and basic science mechanisms. To explore the effect of this strategy, we compared diagnostic efficacy of teaching students (n = 71) the clinical features of four musculoskeletal pathologies using either (1) integrated causal basic science descriptions (BaSci group); (2) integrated causal basic science descriptions combined with self-explanation prompts (SE group); (3) basic science mechanisms segregated from the clinical features (SG group). All participants completed a diagnostic accuracy test immediately after learning and 1-week later. The results showed that the BaSci group performed significantly better compared to the SE (p = 0.019) and SG groups (p = 0.004); however, no difference was observed between the SE and SG groups (p = 0.91). We hypothesize that the structure of the self-explanation task may not have supported the development of a holistic conceptual understanding of each disease. These findings suggest that integration strategies need to be carefully structured and applied in ways that support the holistic story created by integrated basic science instruction in order to foster conceptual coherence and to capitalize on the benefits of cognition integration.

United by Faith? Race/Ethnicity, Congregational Diversity, and Explanations of Racial Inequality

PubMed Central

Cobb, Ryon J.; Perry, Samuel L.; Dougherty, Kevin D.

2016-01-01

This study examines the extent to which the racial composition of a congregation moderates explanations for Black/White inequality among White, Black, and Hispanic congregants. Using nationally representative data from General Social Surveys and National Congregations Studies, we find that religiously affiliated Blacks and Hispanics tend to hold different racial attitudes than religiously affiliated Whites, but these differences largely disappear inside multiracial congregations. Importantly, we find that attending a multiracial congregation is unassociated with Whites’ explanations for racial inequality, and Blacks who attend multiracial congregations are actually less likely to affirm structural explanations for Black/White inequality than Blacks in nonmultiracial congregations or Whites in multiracial congregations. We find little evidence that multiracial congregations promote progressive racial views among attendees of any race or ethnicity. Rather, our findings suggest that multiracial congregations (1) leave dominant White racial frames unchallenged, potentially influencing minority attendees to embrace such frames and/or (2) attract racial minorities who are more likely to embrace those frames in the first place. PMID:27429542

Graphical explanation in an expert system for Space Station Freedom rack integration

NASA Technical Reports Server (NTRS)

Craig, F. G.; Cutts, D. E.; Fennel, T. R.; Purves, B.

1990-01-01

The rationale and methodology used to incorporate graphics into explanations provided by an expert system for Space Station Freedom rack integration is examined. The rack integration task is typical of a class of constraint satisfaction problems for large programs where expertise from several areas is required. Graphically oriented approaches are used to explain the conclusions made by the system, the knowledge base content, and even at more abstract levels the control strategies employed by the system. The implemented architecture combines hypermedia and inference engine capabilities. The advantages of this architecture include: closer integration of user interface, explanation system, and knowledge base; the ability to embed links to deeper knowledge underlying the compiled knowledge used in the knowledge base; and allowing for more direct control of explanation depth and duration by the user. The graphical techniques employed range from simple statis presentation of schematics to dynamic creation of a series of pictures presented motion picture style. User models control the type, amount, and order of information presented.

Synergy and Students' Explanations: Exploring the Role of Generic and Content-Specific Scaffolds

ERIC Educational Resources Information Center

Delen, Ibrahim; Krajcik, Joseph

2018-01-01

In this study, we explored how a teacher used a new mobile application that enables students to collect data inside and outside the classroom, and then use the data to create scientific explanations by using claim-evidence-reasoning framework. Previous technologies designed to support scientific explanations focused on how these programs improve…

Computing generalized Langevin equations and generalized Fokker-Planck equations.

PubMed

Darve, Eric; Solomon, Jose; Kia, Amirali

2009-07-07

The Mori-Zwanzig formalism is an effective tool to derive differential equations describing the evolution of a small number of resolved variables. In this paper we present its application to the derivation of generalized Langevin equations and generalized non-Markovian Fokker-Planck equations. We show how long time scales rates and metastable basins can be extracted from these equations. Numerical algorithms are proposed to discretize these equations. An important aspect is the numerical solution of the orthogonal dynamics equation which is a partial differential equation in a high dimensional space. We propose efficient numerical methods to solve this orthogonal dynamics equation. In addition, we present a projection formalism of the Mori-Zwanzig type that is applicable to discrete maps. Numerical applications are presented from the field of Hamiltonian systems.

Characterizing Students' Attempts to Explain Observations from Practical Work: Intermediate Phases of Understanding

ERIC Educational Resources Information Center

Mestad, Idar; Kolstø, Stein Dankert

2017-01-01

This study aims to characterize a group of students' preliminary oral explanations of a scientific phenomenon produced as part of their learning process. The students were encouraged to use their own wordings to test out their own interpretation of observations when conducting practical activities. They presented their explanations orally in the…

A unifying fractional wave equation for compressional and shear waves.

PubMed

Holm, Sverre; Sinkus, Ralph

2010-01-01

This study has been motivated by the observed difference in the range of the power-law attenuation exponent for compressional and shear waves. Usually compressional attenuation increases with frequency to a power between 1 and 2, while shear wave attenuation often is described with powers less than 1. Another motivation is the apparent lack of partial differential equations with desirable properties such as causality that describe such wave propagation. Starting with a constitutive equation which is a generalized Hooke's law with a loss term containing a fractional derivative, one can derive a causal fractional wave equation previously given by Caputo [Geophys J. R. Astron. Soc. 13, 529-539 (1967)] and Wismer [J. Acoust. Soc. Am. 120, 3493-3502 (2006)]. In the low omegatau (low-frequency) case, this equation has an attenuation with a power-law in the range from 1 to 2. This is consistent with, e.g., attenuation in tissue. In the often neglected high omegatau (high-frequency) case, it describes attenuation with a power-law between 0 and 1, consistent with what is observed in, e.g., dynamic elastography. Thus a unifying wave equation derived properly from constitutive equations can describe both cases.

Adjustment of regional regression equations for urban storm-runoff quality using at-site data

USGS Publications Warehouse

Barks, C.S.

1996-01-01

Regional regression equations have been developed to estimate urban storm-runoff loads and mean concentrations using a national data base. Four statistical methods using at-site data to adjust the regional equation predictions were developed to provide better local estimates. The four adjustment procedures are a single-factor adjustment, a regression of the observed data against the predicted values, a regression of the observed values against the predicted values and additional local independent variables, and a weighted combination of a local regression with the regional prediction. Data collected at five representative storm-runoff sites during 22 storms in Little Rock, Arkansas, were used to verify, and, when appropriate, adjust the regional regression equation predictions. Comparison of observed values of stormrunoff loads and mean concentrations to the predicted values from the regional regression equations for nine constituents (chemical oxygen demand, suspended solids, total nitrogen as N, total ammonia plus organic nitrogen as N, total phosphorus as P, dissolved phosphorus as P, total recoverable copper, total recoverable lead, and total recoverable zinc) showed large prediction errors ranging from 63 percent to more than several thousand percent. Prediction errors for 6 of the 18 regional regression equations were less than 100 percent and could be considered reasonable for water-quality prediction equations. The regression adjustment procedure was used to adjust five of the regional equation predictions to improve the predictive accuracy. For seven of the regional equations the observed and the predicted values are not significantly correlated. Thus neither the unadjusted regional equations nor any of the adjustments were appropriate. The mean of the observed values was used as a simple estimator when the regional equation predictions and adjusted predictions were not appropriate.

"Omne Vivum Ex Vivo"? A Study of Middle School Students' Explanations of the Seemingly Sudden Appearance of Some Life Forms

ERIC Educational Resources Information Center

Vijapurkar, Jyotsna; Konde, Pooja

2014-01-01

This study examined explanations given by a sample of middle school students in India (175 students, grade 8, average age of 12.3 years), of the seemingly sudden appearance of some life forms observed in their day-to-day experience. It uncovered a variety of interesting ideas including, but not limited to, pre-Pasteur notions of some forms of life…

Sixth Graders' Co-Construction of Explanations of a Disturbance in an Ecosystem: Exploring Relationships between Grouping, Reflective Scaffolding, and Evidence-Based Explanations

ERIC Educational Resources Information Center

Kyza, Eleni A.; Constantinou, Costas P.; Spanoudis, George

2011-01-01

We report on a study investigating the relationship between cognitive ability grouping, reflective inquiry scaffolding, and students' collaborative explanations of an ecosystem disturbance which took place when a number of flamingo birds died in a salt lake because of nearby intensive human activities. Twenty-six pairs of students from two intact…

Explanation of observable secular variations of gravity and alternative methods of determination of drift of the center of mass of the Earth

NASA Astrophysics Data System (ADS)

Barkin, Yury

2010-05-01

?-r⊙. Leaning on results of works [2], [3], we shall accept the following values of parameters of drift of the center of mass: ṙC=5.54 mm/yr, φP=70°0 N, λP=104°3 E. On the other hand a displacement of the center of mass of the Earth leads to effect of slow change of heights of gravimetric station: ḣ = -?dotC cos? = -5.54 × cos? mm/yr. Errors in determination of the specified characteristics in the given work we shall neglect. Besides the gravitational attraction of a displaced core leads also to effect of increase of horizontal component of gravitational force of an attraction of the Earth on its surface directed to the North along the corresponding meridian with pole P. For any point of a surface of the Earth this component of force is determined by the formula ?φ = ṙCg sin?-r⊙ and has positive values. And the maximal values ?φ are reached on equator, which plane is orthogonal to axes of drift of the core OP. Thus, final working formulas for studying of secular variations of components of force of a gravitational attraction of the Earth and for a variation of the heights caused by a drift of the center of mass of the Earth become: ?r = 1.74cos?-r⊙ ?Gal/yr, ?φ = 0.87sin?-r⊙ ?Gal/yr, ḣ = -5.54cos?-r⊙ mm/yr. Calculated values of mentioned gravimetric characteristics (2) for the wide list of gravimetry stations are resulted in work [5] and used in the given work. 3 Explanation of observable secular variations of a gravity and heights on gravimetric stations. We have been analysed observed variations of a gravity and heights available and accessible to us, namely their secular changes, for 8 known gravimetry stations. The periods of observations at mentioned stations make the order of 5-10 years, i.e. are not greater, but nevertheless the obtained results unequivocally testify in favour of that the basic contribution to secular variations of a gravity gives the drifting core of the Earth (by means of direct gravitational influence and due to a

Case Study: Feeling Detoxified: Expectations, Effects, and Explanations

ERIC Educational Resources Information Center

McCallum, Giselle; Prud'homme-Genereux, Annie

2016-01-01

The idea for this case study came about after a student described her experience at a spa with an ionic foot bath. The student was skeptical about the explanation provided to her about the underlying mechanism of the foot bath and wished to know more about it. The story of this case mirrors the student's experience and investigates the possible…

What was historical about natural history? Contingency and explanation in the science of living things.

PubMed

Harrison, Peter

2016-08-01

There is a long-standing distinction in Western thought between scientific and historical modes of explanation. According to Aristotle's influential account of scientific knowledge there cannot be an explanatory science of what is contingent and accidental, such things being the purview of a descriptive history. This distinction between scientia and historia continued to inform assumptions about scientific explanation into the nineteenth century and is particularly significant when considering the emergence of biology and its displacement of the more traditional discipline of natural history. One of the consequences of this nineteenth-century transition was that while modern evolutionary theory retained significant, if often implicit, historical components, these were often overlooked as evolutionary biology sought to accommodate itself to a model of scientific explanation that involved appeals to laws of nature. These scientific aspirations of evolutionary biology sometimes sit uncomfortably with its historical dimension. This tension lies beneath recent philosophical critiques of evolutionary theory and its modes of explanation. Such critiques, however, overlook the fact that there are legitimate modes of historical explanation that do not require recourse to laws of nature. But responding to these criticisms calls for a more explicit recognition of the affinities between evolutionary biology and history. Crown Copyright © 2015. Published by Elsevier Ltd. All rights reserved.

Interpreting Black-Box Classifiers Using Instance-Level Visual Explanations

DOE Office of Scientific and Technical Information (OSTI.GOV)

Tamagnini, Paolo; Krause, Josua W.; Dasgupta, Aritra

2017-05-14

To realize the full potential of machine learning in diverse real- world domains, it is necessary for model predictions to be readily interpretable and actionable for the human in the loop. Analysts, who are the users but not the developers of machine learning models, often do not trust a model because of the lack of transparency in associating predictions with the underlying data space. To address this problem, we propose Rivelo, a visual analytic interface that enables analysts to understand the causes behind predictions of binary classifiers by interactively exploring a set of instance-level explanations. These explanations are model-agnostic, treatingmore » a model as a black box, and they help analysts in interactively probing the high-dimensional binary data space for detecting features relevant to predictions. We demonstrate the utility of the interface with a case study analyzing a random forest model on the sentiment of Yelp reviews about doctors.« less

Simple equations guide high-frequency surface-wave investigation techniques

USGS Publications Warehouse

Xia, J.; Xu, Y.; Chen, C.; Kaufmann, R.D.; Luo, Y.

2006-01-01

We discuss five useful equations related to high-frequency surface-wave techniques and their implications in practice. These equations are theoretical results from published literature regarding source selection, data-acquisition parameters, resolution of a dispersion curve image in the frequency-velocity domain, and the cut-off frequency of high modes. The first equation suggests Rayleigh waves appear in the shortest offset when a source is located on the ground surface, which supports our observations that surface impact sources are the best source for surface-wave techniques. The second and third equations, based on the layered earth model, reveal a relationship between the optimal nearest offset in Rayleigh-wave data acquisition and seismic setting - the observed maximum and minimum phase velocities, and the maximum wavelength. Comparison among data acquired with different offsets at one test site confirms the better data were acquired with the suggested optimal nearest offset. The fourth equation illustrates that resolution of a dispersion curve image at a given frequency is directly proportional to the product of a length of a geophone array and the frequency. We used real-world data to verify the fourth equation. The last equation shows that the cut-off frequency of high modes of Love waves for a two-layer model is determined by shear-wave velocities and the thickness of the top layer. We applied this equation to Rayleigh waves and multi-layer models with the average velocity and obtained encouraging results. This equation not only endows with a criterion to distinguish high modes from numerical artifacts but also provides a straightforward means to resolve the depth to the half space of a layered earth model. ?? 2005 Elsevier Ltd. All rights reserved.

Explanation can cause Forgetting: Memory Dynamics in the Generation of New Arguments.

PubMed

Soares, Julia S; Storm, Benjamin C

2017-10-01

Retrieval-induced forgetting is observed when the retrieval of target information causes the forgetting of nontarget information. The present study investigated whether similar dynamics occur in the context of generating arguments in the process of explanation. Participants studied arguments associated with several issues before attempting to think of new arguments pertaining to a subset of those issues. When given a later memory test, participants were less likely to recall the studied arguments if they had attempted to think of new arguments than if they had not. This argument-induced forgetting effect was observed regardless of whether participants attempted to generate arguments that either agreed or disagreed with the position of the arguments they studied. The effect was significantly reduced, however, and even numerically reversed, when participants generated arguments that were highly related to the studied arguments. This finding fits well with previous research on retrieval-induced forgetting, which has shown that the retrieval or generation of new information fails to cause the forgetting of old information when the two types of information are well integrated or semantically associated.

Review: Observations of recent comets, ion tails

NASA Technical Reports Server (NTRS)

Brandt, J. C.

1976-01-01

Photographic plates of the moving structures in the cometary tail are examined. Several divergent explanations for the case of comet Kohoutek are presented. It is suggested that these hypotheses be tested by observing the motion of the material spectroscopically by means of the Doppler effect.

32 CFR 507.3 - Explanation of abbreviations and terms.

Code of Federal Regulations, 2010 CFR

2010-07-01

... OF HERALDIC DESIGNS AND HERALDIC QUALITY CONTROL PROGRAM Introduction § 507.3 Explanation of... times actual size, showing placement of stitches, color and size of yarn and number of stitches. (2... items worn on the uniform to indicate unit, skill, branch, award or identification and a design has been...

Basic lubrication equations

NASA Technical Reports Server (NTRS)

Hamrock, B. J.; Dowson, D.

1981-01-01

Lubricants, usually Newtonian fluids, are assumed to experience laminar flow. The basic equations used to describe the flow are the Navier-Stokes equation of motion. The study of hydrodynamic lubrication is, from a mathematical standpoint, the application of a reduced form of these Navier-Stokes equations in association with the continuity equation. The Reynolds equation can also be derived from first principles, provided of course that the same basic assumptions are adopted in each case. Both methods are used in deriving the Reynolds equation, and the assumptions inherent in reducing the Navier-Stokes equations are specified. Because the Reynolds equation contains viscosity and density terms and these properties depend on temperature and pressure, it is often necessary to couple the Reynolds with energy equation. The lubricant properties and the energy equation are presented. Film thickness, a parameter of the Reynolds equation, is a function of the elastic behavior of the bearing surface. The governing elasticity equation is therefore presented.

Supporting students' construction of scientific explanation through curricular scaffolds and teacher instructional practices

NASA Astrophysics Data System (ADS)

McNeill, Katherine Lynch

An essential goal of classroom science is to help all students become scientifically literate to encourage greater public understanding in a science infused world. This type of literacy requires that students participate in scientific inquiry practices such as construction of arguments or scientific explanations in which they justify their claims with appropriate evidence and reasoning. Although scientific explanations are an important learning goal, this complex inquiry practice is frequently omitted from k-12 science classrooms and students have difficulty creating them. I investigated how two different curricular scaffolds (context-specific vs. generic), teacher instructional practices, and the interaction between these two types of support influence student learning of scientific explanations. This study focuses on an eight-week middle school chemistry curriculum, How can I make new stuff from old stuff?, which was enacted by six teachers with 578 students during the 2004-2005 school year. Overall, students' written scientific explanations improved during the unit in which they were provided with multiple forms of teacher and curricular support. A growth curve model of student learning showed that there was a significant difference in the effect of the two curricular scaffolds towards the end of the unit and on the posttest. The context-specific scaffolds resulted in greater student learning of how to write scientific explanations, but only for three of the six teachers. The case studies created from the videotapes of classroom enactments revealed that teachers varied in which instructional practices they engaged in and the quality of those practices. Analyses suggested that the curricular scaffolds and teacher instructional practices were synergistic in that the supports interacted and the effect of the written curricular scaffolds depended on the teacher's enactment of the curriculum. The context-specific curricular scaffolds were more successful in

For Whom Is Argument and Explanation a Necessary Distinction? A Response to Osborne and Patterson

ERIC Educational Resources Information Center

Berland, Leema K.; McNeill, Katherine L.

2012-01-01

Scientific argumentation and explanation are essential practices of science that have been highlighted as equally important for K-12 science education. However, as Osborne and Patterson (2011) have recently argued, both the term "argument" and "explanation" have multiple, overlapping, meanings, and uses in science education. In this article, the…

The Role of Prior Knowledge and Problem Contexts in Students' Explanations of Complex System

ERIC Educational Resources Information Center

Barth-Cohen, Lauren April

2012-01-01

The purpose of this dissertation is to study students' competencies in generating scientific explanations within the domain of complex systems, an interdisciplinary area in which students tend to have difficulties. While considering students' developing explanations of how complex systems work, I investigate the role of prior knowledge…

Developing Explanations and Developing Understanding: Students Explain the Phases of the Moon Using Visual Representations

ERIC Educational Resources Information Center

Parnafes, Orit

2012-01-01

This article presents a theoretical model of the process by which students construct and elaborate explanations of scientific phenomena using visual representations. The model describes progress in the underlying conceptual processes in students' explanations as a reorganization of fine-grained knowledge elements based on the Knowledge in Pieces…

Theory, explanation, and a third generation of theoretical development in social gerontology.

PubMed

Bengtson, V L; Burgess, E O; Parrott, T M

1997-03-01

Efforts at cumulative knowledge building in social gerontology have been lax, judging from research articles published in journals between 1990 and 1994. Too little attention has been paid to the cumulative development of theory; readers are left with many empirical generalizations but underdeveloped explanations by which to interpret findings and build upon them in subsequent research. To assist future theory development in social gerontology, we review seven theoretical perspectives referenced most frequently in recent journals: (1) social constructionist, (2) social exchange, (3) life course, (4) feminist, (5) age stratification (age and society), (6) political economy of aging, and (7) critical theory. We suggest that, taken together, these represent a "third generation" of explanation in social gerontology, noting their debt to older and more established traditions in social science theory. We argue that authors and journal reviewers should place more emphasis on theory development - which means, most simply, the construction of explicit explanations in accounting for empirical findings - if knowledge development about social aspects of aging is to be cumulative, systematic, and incremental.

A social explanation for the rise and fall of global health issues

PubMed Central

2009-01-01

Abstract This paper proposes an explanation concerning why some global health issues such as HIV/AIDS attract significant attention from international and national leaders, while other issues that also represent a high mortality and morbidity burden, such as pneumonia and malnutrition, remain neglected. The rise, persistence and decline of a global health issue may best be explained by the way in which its policy community – the network of individuals and organizations concerned with the problem – comes to understand and portray the issue and establishes institutions that can sustain this portrayal. This explanation emphasizes the power of ideas and challenges interpretations of issue ascendance and decline that place primary emphasis on material, objective factors such as mortality and morbidity levels and the existence of cost-effective interventions. This explanation has implications for our understanding of strategic public health communication. If ideas in the form of issue portrayals are central, strategic communication is far from a secondary public health activity: it is at the heart of what global health policy communities do. PMID:19705011

A Bayesian explanation of the ‘Uncanny Valley’ effect and related psychological phenomena

PubMed Central

Moore, Roger K.

2012-01-01

There are a number of psychological phenomena in which dramatic emotional responses are evoked by seemingly innocuous perceptual stimuli. A well known example is the ‘uncanny valley’ effect whereby a near human-looking artifact can trigger feelings of eeriness and repulsion. Although such phenomena are reasonably well documented, there is no quantitative explanation for the findings and no mathematical model that is capable of predicting such behavior. Here I show (using a Bayesian model of categorical perception) that differential perceptual distortion arising from stimuli containing conflicting cues can give rise to a perceptual tension at category boundaries that could account for these phenomena. The model is not only the first quantitative explanation of the uncanny valley effect, but it may also provide a mathematical explanation for a range of social situations in which conflicting cues give rise to negative, fearful or even violent reactions. PMID:23162690

Box-and-arrow explanations need not be more abstract than neuroscientific mechanism descriptions.

PubMed

Datteri, Edoardo; Laudisa, Federico

2014-01-01

The nature of the relationship between box-and-arrow (BA) explanations and neuroscientific mechanism descriptions (NMDs) is a key foundational issue for cognitive science. In this article we attempt to identify the nature of the constraints imposed by BA explanations on the formulation of NMDs. On the basis of a case study about motor control, we argue that BA explanations and NMDs both identify regularities that hold in the system, and that these regularities place constraints on the formulation of NMDs from BA analyses, and vice versa. The regularities identified in the two kinds of explanation play a crucial role in reasoning about the relationship between them, and in justifying the use of neuroscientific experimental techniques for the empirical testing of BA analyses of behavior. In addition, we make claims concerning the similarities and differences between BA analyses and NMDs. First, we argue that both types of explanation describe mechanisms. Second, we propose that they differ in terms of the theoretical vocabulary used to denote the entities and properties involved in the mechanism and engaging in regular, mutual interactions. On the contrary, the notion of abstractness, defined as omission of detail, does not help to distinguish BA analyses from NMDs: there is a sense in which BA analyses are more detailed than NMDs. In relation to this, we also focus on the nature of the extra detail included in NMDs and missing from BA analyses, arguing that such detail does not always concern how the system works. Finally, we propose reasons for doubting that BA analyses, unlike NMDs, may be considered "mechanism sketches." We have developed these views by critically analyzing recent claims in the philosophical literature regarding the foundations of cognitive science.

Explanation and the Theory of Expert Problem Solving

DTIC Science & Technology

1990-02-01

specified output, Our work has aimed to identify the individual generic tasks, to analyze them properly, and to clarify their relationships to more...coverage of hypotheses must be tractable. that there cannot be many incompatibility relationships or cancellation effects between individual hypotheses. and...no necessary relationship between this justificatory argument and the actual reasoning that produced the solution. In Wick’s system the explanation

Modified Maturity Offset Prediction Equations: Validation in Independent Longitudinal Samples of Boys and Girls.

PubMed

Kozieł, Sławomir M; Malina, Robert M

2018-01-01

Predicted maturity offset and age at peak height velocity are increasingly used with youth athletes, although validation studies of the equations indicated major limitations. The equations have since been modified and simplified. The objective of this study was to validate the new maturity offset prediction equations in independent longitudinal samples of boys and girls. Two new equations for boys with chronological age and sitting height and chronological age and stature as predictors, and one equation for girls with chronological age and stature as predictors were evaluated in serial data from the Wrocław Growth Study, 193 boys (aged 8-18 years) and 198 girls (aged 8-16 years). Observed age at peak height velocity for each youth was estimated with the Preece-Baines Model 1. The original prediction equations were included for comparison. Predicted age at peak height velocity was the difference between chronological age at prediction and maturity offset. Predicted ages at peak height velocity with the new equations approximated observed ages at peak height velocity in average maturing boys near the time of peak height velocity; a corresponding window for average maturing girls was not apparent. Compared with observed age at peak height velocity, predicted ages at peak height velocity with the new and original equations were consistently later in early maturing youth and earlier in late maturing youth of both sexes. Predicted ages at peak height velocity with the new equations had reduced variation compared with the original equations and especially observed ages at peak height velocity. Intra-individual variation in predicted ages at peak height velocity with all equations was considerable. The new equations are useful for average maturing boys close to the time of peak height velocity; there does not appear to be a clear window for average maturing girls. The new and original equations have major limitations with early and late maturing boys and girls.

Survival and Success at Secondary School Stage: Looking beyond the Explanation of Socio-Cultural Deprivation

ERIC Educational Resources Information Center

Sarangi, Dibakar; Panda, Smita Rani

2013-01-01

A wide spectrum of research literature pointed out socio-cultural deprivation as the dominant explanation for student survival and success in schools. This paper, contending socio-cultural deprivation as inadequate explanation for dropout and detention at secondary level, probed into the role of pupils' foundation knowledge in their survival and…

Understanding the Conceptual and Language Challenges Encountered by Grade 4 Students When Writing Scientific Explanations

ERIC Educational Resources Information Center

Seah, Lay Hoon

2016-01-01

This study is an attempt to examine the use of linguistic resources by primary science students so as to understand the conceptual and language demands encountered by them when constructing written explanations. The students' written explanations and the instructional language (whole-class discussion and textbook) employed over the topic, the life…

The Pursuit of a "Better" Explanation as an Organizing Framework for Science Teaching and Learning

ERIC Educational Resources Information Center

Papadouris, Nicos; Vokos, Stamatis; Constantinou, Constantinos P.

2018-01-01

This article seeks to make the case for the pursuit of a "better" explanation being a productive organizing framework for science teaching and learning. Underlying this position is the idea that this framework allows promoting, in a unified manner, facility with the scientific practice of constructing explanations, appreciation of its…

The Effect of Employing Self-Explanation Strategy with Worked Examples on Acquiring Computer Programing Skills

ERIC Educational Resources Information Center

Alhassan, Riyadh

2017-01-01

The purpose of this study was to examine the effect of employing self-explanation learning strategy supported with Worked Examples on acquiring computer programing skills among freshmen high school students. The study adopted a quasi-experimental method, where an experimental group (n = 33) used the self-explanation strategy supported with worked…

Unsteady density-current equations for highly curved terrain

NASA Technical Reports Server (NTRS)

Sivakumaran, N. S.; Dressler, R. F.

1989-01-01

New nonlinear partial differential equations containing terrain curvature and its rate of change are derived that describe the flow of an atmospheric density current. Unlike the classical hydraulic-type equations for density currents, the new equations are valid for two-dimensional, gradually varied flow over highly curved terrain, hence suitable for computing unsteady (or steady) flows over arbitrary mountain/valley profiles. The model assumes the atmosphere above the density current exerts a known arbitrary variable pressure upon the unknown interface. Later this is specialized to the varying hydrostatic pressure of the atmosphere above. The new equations yield the variable velocity distribution, the interface position, and the pressure distribution that contains a centrifugal component, often significantly larger than its hydrostatic component. These partial differential equations are hyperbolic, and the characteristic equations and characteristic directions are derived. Using these to form a characteristic mesh, a hypothetical unsteady curved-flow problem is calculated, not based upon observed data, merely as an example to illustrate the simplicity of their application to unsteady flows over mountains.

Explanation of the quantum phenomenon of off-resonant cavity-mode emission

NASA Astrophysics Data System (ADS)

Echeverri-Arteaga, Santiago; Vinck-Posada, Herbert; Gómez, Edgar A.

2018-04-01

We theoretically investigate the unexpected occurrence of an extra emission peak that has been experimentally observed in off-resonant studies of cavity QED systems. Our results within the Markovian master equation approach successfully explain why the central peak arises, and how it reveals that the system is suffering a dynamical phase transition induced by the phonon-mediated coupling. Our findings are in qualitative agreement with previous reported experimental results, and the fundamental physics behind this quantum phenomenon is understood.

Words or Pictures: A Comparison of Written and Pictorial Explanations of Physical and Chemical Equilibria

ERIC Educational Resources Information Center

Akaygun, Sevil; Jones, Loretta L.

2014-01-01

The features of a concept or principle an individual chooses to highlight in an explanation or description may be related to the medium of communication used. Different aspects of understanding can be revealed through words and through drawings. This two-part exploratory study examined the differences between explanations of physical and chemical…

Boundary value problems for multi-term fractional differential equations

NASA Astrophysics Data System (ADS)

Daftardar-Gejji, Varsha; Bhalekar, Sachin

2008-09-01

Multi-term fractional diffusion-wave equation along with the homogeneous/non-homogeneous boundary conditions has been solved using the method of separation of variables. It is observed that, unlike in the one term case, solution of multi-term fractional diffusion-wave equation is not necessarily non-negative, and hence does not represent anomalous diffusion of any kind.

A Self-Categorization Explanation for the Third-Person Effect

ERIC Educational Resources Information Center

Reid, Scott A.; Hogg, Michael A.

2005-01-01

Three studies tested a self-categorization theory explanation for the third-person effect. In Study 1 (N = 49) undergraduate students judged the influence of the "National Enquirer," "Wall Street Journal," and TV show "Friends" on themselves, relative to low- and high-status outgroup members, and other undergraduate students. The profile of first-…

Rabies: a possible explanation for the vampire legend.

PubMed

Gómez-Alonso, J

1998-09-01

In the 18th century, belief in vampires--allegedly dead persons who left their graves and killed people and animals--raised great concern in the Balkans and an extensive debate in Europe. This historic phenomenon still awaits a comprehensive explanation. This article proposes that rabies may have played a key role in the development of the vampire legend, given the coincident time of the phenomena and the striking similarities between them.

Children's Ability to Learn Evolutionary Explanations for Biological Adaptation

ERIC Educational Resources Information Center

Shtulman, Andrew; Neal, Cara; Lindquist, Gabrielle

2016-01-01

Research Findings: Evolution by natural selection is often relegated to the high school curriculum on the assumption that younger students cannot grasp its complexity. We sought to test that assumption by teaching children ages 4-12 (n = 96) a selection-based explanation for biological adaptation and comparing their success to that of adults…

Equation-free multiscale computation: algorithms and applications.

PubMed

Kevrekidis, Ioannis G; Samaey, Giovanni

2009-01-01

In traditional physicochemical modeling, one derives evolution equations at the (macroscopic, coarse) scale of interest; these are used to perform a variety of tasks (simulation, bifurcation analysis, optimization) using an arsenal of analytical and numerical techniques. For many complex systems, however, although one observes evolution at a macroscopic scale of interest, accurate models are only given at a more detailed (fine-scale, microscopic) level of description (e.g., lattice Boltzmann, kinetic Monte Carlo, molecular dynamics). Here, we review a framework for computer-aided multiscale analysis, which enables macroscopic computational tasks (over extended spatiotemporal scales) using only appropriately initialized microscopic simulation on short time and length scales. The methodology bypasses the derivation of macroscopic evolution equations when these equations conceptually exist but are not available in closed form-hence the term equation-free. We selectively discuss basic algorithms and underlying principles and illustrate the approach through representative applications. We also discuss potential difficulties and outline areas for future research.

More than just "plug-and-chug": Exploring how physics students make sense with equations

NASA Astrophysics Data System (ADS)

Kuo, Eric

Although a large part the Physics Education Research (PER) literature investigates students' conceptual understanding in physics, these investigations focus on qualitative, conceptual reasoning. Even in modeling expert problem solving, attention to conceptual understanding means a focus on initial qualitative analysis of the problem; the equations are typically conceived of as tools for "plug-and-chug" calculations. In this dissertation, I explore the ways that undergraduate physics students make conceptual sense of physics equations and the factors that support this type of reasoning through three separate studies. In the first study, I investigate how students' can understand physics equations intuitively through use of a particular class of cognitive elements, symbolic forms (Sherin, 2001). Additionally, I show how students leverage this intuitive, conceptual meaning of equations in problem solving. By doing so, these students avoid algorithmic manipulations, instead using a heuristic approach that leverages the equation in a conceptual argument. The second study asks the question why some students use symbolic forms and others don't. Although it is possible that students simply lack the knowledge required, I argue that this is not the only explanation. Rather, symbolic forms use is connected to particular epistemological stances, in-the-moment views on what kinds of knowledge and reasoning are appropriate in physics. Specifically, stances that value coherence between formal, mathematical knowledge and intuitive, conceptual knowledge are likely to support symbolic forms use. Through the case study of one student, I argue that both reasoning with equations and epistemological stances are dynamic, and that shifts in epistemological stance can produce shifts in whether symbolic forms are used to reason with equations. The third study expands the focus to what influences how students reason with equations across disciplinary problem contexts. In seeking to

Elementary Students' Mathematical Explanations and Attention to Audience with Screencasts

ERIC Educational Resources Information Center

Soto, Melissa

2015-01-01

Reasoning and constructing mathematical explanations for an audience have become increasingly important activities in elementary classrooms with the implementation of reform-oriented curriculum and standards. Mobile learning tools and applications, such as screencasts, allow students to generate multimedia presentations of their solution…

The discourse of causal explanations in school science

NASA Astrophysics Data System (ADS)

Slater, Tammy Jayne Anne

Researchers and educators working from a systemic functional linguistic perspective have provided a body of work on science discourse which offers an excellent starting point for examining the linguistic aspects of the development of causal discourse in school science, discourse which Derewianka (1995) claimed is critical to success in secondary school. No work has yet described the development of causal language by identifying the linguistic features present in oral discourse or by comparing the causal discourse of native and non-native (ESL) speakers of English. The current research responds to this gap by examining the oral discourse collected from ESL and non-ESL students at the primary and high school grades. Specifically, it asks the following questions: (1) How do the teachers and students in these four contexts develop causal explanations and their relevant taxonomies through classroom interactions? (2) What are the causal discourse features being used by the students in these four contexts to construct oral causal explanations? The findings of the social practice analysis showed that the teachers in the four contexts differed in their approaches to teaching, with the primary school mainstream teacher focusing largely on the hands-on practice , the primary school ESL teacher moving from practice to theory, the high school mainstream teacher moving from theory to practice, and the high school ESL teacher relying primarily on theory. The findings from the quantitative, small corpus approach suggest that the developmental path of cause which has been identified in the writing of experts shows up not only in written texts but also in the oral texts which learners construct. Moreover, this move appears when the discourse of high school ESL and non-ESL students is compared, suggesting a developmental progression in the acquisition of these features by these students. The findings also reveal that the knowledge constructed, as shown by the concept maps created

An explanation for parallel electric field pulses observed over thunderstorms

NASA Astrophysics Data System (ADS)

Kelley, M. C.; Barnum, B. H.

2009-10-01

Every electric field instrument flown on sounding rockets over a thunderstorm has detected pulses of electric fields parallel to the Earth's magnetic field associated with every strike. This paper describes the ionospheric signatures found during a flight from Wallops Island, Virginia, on 2 September 1995. The electric field results in a drifting Maxwellian corresponding to energies up to 1 eV. The distribution function relaxes because of elastic and inelastic collisions, resulting in electron heating up to 4000-5000 K and potentially observable red line emissions and enhanced ISR electron temperatures. The field strength scales with the current in cloud-to-ground strikes and falls off as r -1 with distance. Pulses of both polarities are found, although most electric fields are downward, parallel to the magnetic field. The pulse may be the reaction of ambient plasma to a current pulse carried at the whistler packet's highest group velocity. The charge source required to produce the electric field is very likely electrons of a few keV traveling at the packet velocity. We conjecture that the current source is the divergence of the current flowing at mesospheric heights, the phenomenon called an elve. The whistler packet's effective radiated power is as high as 25 mW at ionospheric heights, comparable to some ionospheric heater transmissions. Comparing the Poynting flux at the base of the ionosphere with flux an equal distance away along the ground, some 30 db are lost in the mesosphere. Another 10 db are lost in the transition from free space to the whistler mode.

Assessment and comparison of culturally based explanations for mental disorder among Singaporean Chinese youth.

PubMed

Mathews, Mathew

2011-01-01

Culture is important to how populations understand the cause of mental disorder, a variable that has implications for treatment-seeking behaviour. Asian populations underutilize professional mental health treatment partly because of their endorsement of supernatural causation models to explain mental disorders, beliefs that stem from their religious backgrounds. This study sought to understand the dimensions of explanatory models used by three groups of Singaporean Chinese youth (n = 842)--Christian, Chinese religionist, no religion--and examined their responses to an instrument that combined explanations from psychological and organic perspectives on mental disorder with approaches from Asian and Western religious traditions. Factor analysis revealed five factors. Two were psychological corresponding to the humanistic and cognitive-behavioural perspectives respectively. Another two, which were supernatural in nature, dealt with karmaic beliefs popular among Asian religionists and more classical religious explanations common in monotheistic religions. The remaining factor was deemed a physiological model although it incorporated an item that made it consistent with an Asian organic model. While groups differed in their endorsement of supernatural explanations, psychological perspectives had the strongest endorsement among this population. Regression analysis showed that individuals who endorsed supernatural explanations more strongly tended to have no exposure to psychology courses and heightened religiosity.

Further Evaluation of an Emperical Equation for Annual Total Evaporation

NASA Technical Reports Server (NTRS)

Choudhury, Bhaskar J.

1999-01-01

An empirical equation for annual total evaporation based on annual precipitation and net radiation was found to provide evaporation within 10% of the observed values at seven locations within temperate and tropical regions, but it overestimated evaporation by 90% at one location within the tundra region. A synthesis of observations at two other locations within the tundra region gives overestimates of about 65%. A general analysis of observed precipitation, net radiation, and runoff within the tundra region shows that the empirical equation is generally biased to overestimate annual evaporation within the tundra region. A theoretical analysis is being done to understand the reason behind this bias.

Enhancing Learning from Different Visualizations by Self-Explanation Prompts

ERIC Educational Resources Information Center

Lin, Lijia; Atkinson, Robert K.

2013-01-01

The purpose of the two experiments was to investigate the potential effects of different types of visualizations and self-explanation prompts on learning human cardiovascular system in a multimedia environment. In Experiments 1 and 2, 70 and 44 college students were randomly assigned to one of the four conditions in a 2 × 2 factorial design with…

Montblanc1: GPU accelerated radio interferometer measurement equations in support of Bayesian inference for radio observations

NASA Astrophysics Data System (ADS)

Perkins, S. J.; Marais, P. C.; Zwart, J. T. L.; Natarajan, I.; Tasse, C.; Smirnov, O.

2015-09-01

We present Montblanc, a GPU implementation of the Radio interferometer measurement equation (RIME) in support of the Bayesian inference for radio observations (BIRO) technique. BIRO uses Bayesian inference to select sky models that best match the visibilities observed by a radio interferometer. To accomplish this, BIRO evaluates the RIME multiple times, varying sky model parameters to produce multiple model visibilities. χ2 values computed from the model and observed visibilities are used as likelihood values to drive the Bayesian sampling process and select the best sky model. As most of the elements of the RIME and χ2 calculation are independent of one another, they are highly amenable to parallel computation. Additionally, Montblanc caters for iterative RIME evaluation to produce multiple χ2 values. Modified model parameters are transferred to the GPU between each iteration. We implemented Montblanc as a Python package based upon NVIDIA's CUDA architecture. As such, it is easy to extend and implement different pipelines. At present, Montblanc supports point and Gaussian morphologies, but is designed for easy addition of new source profiles. Montblanc's RIME implementation is performant: On an NVIDIA K40, it is approximately 250 times faster than MEQTREES on a dual hexacore Intel E5-2620v2 CPU. Compared to the OSKAR simulator's GPU-implemented RIME components it is 7.7 and 12 times faster on the same K40 for single and double-precision floating point respectively. However, OSKAR's RIME implementation is more general than Montblanc's BIRO-tailored RIME. Theoretical analysis of Montblanc's dominant CUDA kernel suggests that it is memory bound. In practice, profiling shows that is balanced between compute and memory, as much of the data required by the problem is retained in L1 and L2 caches.

Why Sketching May Aid Learning From Science Texts: Contrasting Sketching With Written Explanations.

PubMed

Scheiter, Katharina; Schleinschok, Katrin; Ainsworth, Shaaron

2017-10-01

The goal of this study was to explore two accounts for why sketching during learning from text is helpful: (1) sketching acts like other constructive strategies such as self-explanation because it helps learners to identify relevant information and generate inferences; or (2) that in addition to these general effects, sketching has more specific benefits due to the pictorial representation that is constructed. Seventy-three seventh-graders (32 girls, M = 12.82 years) were first taught how to either create sketches or self-explain while studying science texts. During a subsequent learning phase, all students were asked to read an expository text about the greenhouse effect. Finally, they were asked to write down everything they remembered and then answer transfer questions. Strategy quality during learning was assessed as the number of key concepts that had either been sketched or mentioned in the self-explanations. The results showed that at an overall performance level there were only marginal group differences. However, a more in-depth analysis revealed that whereas no group differences emerged for students implementing either strategy poorly, the sketching group clearly outperformed the self-explanation group for students who applied the strategies with higher quality. Furthermore, higher sketching quality was strongly related to better learning outcomes. Thus, the study's results are more in line with the second account: Sketching can have a beneficial effect on learning above and beyond generating written explanations; at least, if well deployed. Copyright © 2017 Cognitive Science Society, Inc.

Tutorial dialogues and gist explanations of genetic breast cancer risk.

PubMed

Widmer, Colin L; Wolfe, Christopher R; Reyna, Valerie F; Cedillos-Whynott, Elizabeth M; Brust-Renck, Priscila G; Weil, Audrey M

2015-09-01

The intelligent tutoring system (ITS) BRCA Gist is a Web-based tutor developed using the Shareable Knowledge Objects (SKO) platform that uses latent semantic analysis to engage women in natural-language dialogues to teach about breast cancer risk. BRCA Gist appears to be the first ITS designed to assist patients' health decision making. Two studies provide fine-grained analyses of the verbal interactions between BRCA Gist and women responding to five questions pertaining to breast cancer and genetic risk. We examined how "gist explanations" generated by participants during natural-language dialogues related to outcomes. Using reliable rubrics, scripts of the participants' verbal interactions with BRCA Gist were rated for content and for the appropriateness of the tutor's responses. Human researchers' scores for the content covered by the participants were strongly correlated with the coverage scores generated by BRCA Gist, indicating that BRCA Gist accurately assesses the extent to which people respond appropriately. In Study 1, participants' performance during the dialogues was consistently associated with learning outcomes about breast cancer risk. Study 2 was a field study with a more diverse population. Participants with an undergraduate degree or less education who were randomly assigned to BRCA Gist scored higher on tests of knowledge than those assigned to the National Cancer Institute website or than a control group. We replicated findings that the more expected content that participants included in their gist explanations, the better they performed on outcome measures. As fuzzy-trace theory suggests, encouraging people to develop and elaborate upon gist explanations appears to improve learning, comprehension, and decision making.

Nonlinear modes of the tensor Dirac equation and CPT violation

NASA Technical Reports Server (NTRS)

Reifler, Frank J.; Morris, Randall D.

1993-01-01

Recently, it has been shown that Dirac's bispinor equation can be expressed, in an equivalent tensor form, as a constrained Yang-Mills equation in the limit of an infinitely large coupling constant. It was also shown that the free tensor Dirac equation is a completely integrable Hamiltonian system with Lie algebra type Poisson brackets, from which Fermi quantization can be derived directly without using bispinors. The Yang-Mills equation for a finite coupling constant is investigated. It is shown that the nonlinear Yang-Mills equation has exact plane wave solutions in one-to-one correspondence with the plane wave solutions of Dirac's bispinor equation. The theory of nonlinear dispersive waves is applied to establish the existence of wave packets. The CPT violation of these nonlinear wave packets, which could lead to new observable effects consistent with current experimental bounds, is investigated.

NI-DiscoverHistory: Meta-narrative for Explanation Bounding

DTIC Science & Technology

2014-01-01

this research during the summer of 2014. 4 References [1] D. Herman, Storytelling and the Sciences of Mind. MIT Press, 2013. [2] M. Mateas and P...ASM Project NI-DiscoverHistory: Meta-narrative for Explanation Bounding Tory S. Anderson1, Swaroop Vattam2, and David Aha3 1Grad Student Researcher ...Georgia Institute of Technology; torys.anderson@gatech.edu 2NRC postdoctoral Researcher ; Navy Center for Applied Research in AI; Naval Research

The Importance of Qualitative Research for Causal Explanation in Education

ERIC Educational Resources Information Center

Maxwell, Joseph A.

2012-01-01

The concept of causation has long been controversial in qualitative research, and many qualitative researchers have rejected causal explanation as incompatible with an interpretivist or constructivist approach. This rejection conflates causation with the positivist "theory" of causation, and ignores an alternative understanding of causation,…

Comparison of Kernel Equating and Item Response Theory Equating Methods

ERIC Educational Resources Information Center

Meng, Yu

2012-01-01

The kernel method of test equating is a unified approach to test equating with some advantages over traditional equating methods. Therefore, it is important to evaluate in a comprehensive way the usefulness and appropriateness of the Kernel equating (KE) method, as well as its advantages and disadvantages compared with several popular item…

The impact of hospital accreditation on clinical documentation compliance: a life cycle explanation using interrupted time series analysis

PubMed Central

Devkaran, Subashnie; O'Farrell, Patrick N

2014-01-01

Objective To evaluate whether accredited hospitals maintain quality and patient safety standards over the accreditation cycle by testing a life cycle explanation of accreditation on quality measures. Four distinct phases of the accreditation life cycle were defined based on the Joint Commission International process. Predictions concerning the time series trend of compliance during each phase were specified and tested. Design Interrupted time series (ITS) regression analysis of 23 quality and accreditation compliance measures. Setting A 150-bed multispecialty hospital in Abu Dhabi, UAE. Participants Each month (over 48 months) a simple random sample of 24% of patient records was audited, resulting in 276 000 observations collected from 12 000 patient records, drawn from a population of 50 000. Intervention(s) The impact of hospital accreditation on the 23 quality measures was observed for 48 months, 1 year preaccreditation (2009) and 3-year postaccreditation (2010–2012). Main outcome measure(s) The Life Cycle Model was evaluated by aggregating the data for 23 quality measures to produce a composite score (YC) and fitting an ITS regression equation to the unweighted monthly mean of the series. Results The four phases of the life cycle are as follows: the initiation phase, the presurvey phase, the postaccreditation slump phase and the stagnation phase. The Life Cycle Model explains 87% of the variation in quality compliance measures (R2=0.87). The ITS model not only contains three significant variables (β1, β2 and β3) (p≤0.001), but also the size of the coefficients indicates that the effects of these variables are substantial (β1=2.19, β2=−3.95 (95% CI −6.39 to −1.51) and β3=−2.16 (95% CI −2.52 to −1.80). Conclusions Although there was a reduction in compliance immediately after the accreditation survey, the lack of subsequent fading in quality performance should be a reassurance to researchers, managers, clinicians and accreditors

The impact of hospital accreditation on clinical documentation compliance: a life cycle explanation using interrupted time series analysis.

PubMed

Devkaran, Subashnie; O'Farrell, Patrick N

2014-08-05

To evaluate whether accredited hospitals maintain quality and patient safety standards over the accreditation cycle by testing a life cycle explanation of accreditation on quality measures. Four distinct phases of the accreditation life cycle were defined based on the Joint Commission International process. Predictions concerning the time series trend of compliance during each phase were specified and tested. Interrupted time series (ITS) regression analysis of 23 quality and accreditation compliance measures. A 150-bed multispecialty hospital in Abu Dhabi, UAE. Each month (over 48 months) a simple random sample of 24% of patient records was audited, resulting in 276,000 observations collected from 12,000 patient records, drawn from a population of 50,000. The impact of hospital accreditation on the 23 quality measures was observed for 48 months, 1 year preaccreditation (2009) and 3-year postaccreditation (2010-2012). The Life Cycle Model was evaluated by aggregating the data for 23 quality measures to produce a composite score (YC) and fitting an ITS regression equation to the unweighted monthly mean of the series. The four phases of the life cycle are as follows: the initiation phase, the presurvey phase, the postaccreditation slump phase and the stagnation phase. The Life Cycle Model explains 87% of the variation in quality compliance measures (R(2)=0.87). The ITS model not only contains three significant variables (β1, β2 and β3) (p≤0.001), but also the size of the coefficients indicates that the effects of these variables are substantial (β1=2.19, β2=-3.95 (95% CI -6.39 to -1.51) and β3=-2.16 (95% CI -2.52 to -1.80). Although there was a reduction in compliance immediately after the accreditation survey, the lack of subsequent fading in quality performance should be a reassurance to researchers, managers, clinicians and accreditors. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence

Heavy use of equations impedes communication among biologists.

PubMed

Fawcett, Tim W; Higginson, Andrew D

2012-07-17

Most research in biology is empirical, yet empirical studies rely fundamentally on theoretical work for generating testable predictions and interpreting observations. Despite this interdependence, many empirical studies build largely on other empirical studies with little direct reference to relevant theory, suggesting a failure of communication that may hinder scientific progress. To investigate the extent of this problem, we analyzed how the use of mathematical equations affects the scientific impact of studies in ecology and evolution. The density of equations in an article has a significant negative impact on citation rates, with papers receiving 28% fewer citations overall for each additional equation per page in the main text. Long, equation-dense papers tend to be more frequently cited by other theoretical papers, but this increase is outweighed by a sharp drop in citations from nontheoretical papers (35% fewer citations for each additional equation per page in the main text). In contrast, equations presented in an accompanying appendix do not lessen a paper's impact. Our analysis suggests possible strategies for enhancing the presentation of mathematical models to facilitate progress in disciplines that rely on the tight integration of theoretical and empirical work.

The Effect of Self-Explanation of Pathophysiological Mechanisms of Diseases on Medical Students' Diagnostic Performance

ERIC Educational Resources Information Center

Peixoto, José Maria; Mamede, Sílvia; de Faria, Rosa Malena Delbone; Moura, Alexandre Sampaio; Santos, Silvana Maria Elói; Schmidt, Henk G.

2017-01-01

Self-explanation while diagnosing clinical cases fosters medical students' diagnostic performance. In previous studies on self-explanation, students were free to self-explain any aspect of the case, and mostly clinical knowledge was used. Elaboration on knowledge of pathophysiological mechanisms of diseases has been largely unexplored in studies…

Teachers' and Prospective Teachers' Explanations of Liquid-State Phenomena: A Comparative Study Involving Three European Countries

ERIC Educational Resources Information Center

Leite, Laurinda; Mendoza, Jose; Borsese, Aldo

2007-01-01

As contact with liquids occurs from an early stage in individuals' lives, children construct explanations for liquids and liquid-state phenomena. These may differ from the accepted scientific explanations, interfere with formal teaching, and even persist until entry into higher education. The objective of this investigation is to compare…

Stochastic Evolution of Augmented Born-Infeld Equations

NASA Astrophysics Data System (ADS)

Holm, Darryl D.

2018-06-01

This paper compares the results of applying a recently developed method of stochastic uncertainty quantification designed for fluid dynamics to the Born-Infeld model of nonlinear electromagnetism. The similarities in the results are striking. Namely, the introduction of Stratonovich cylindrical noise into each of their Hamiltonian formulations introduces stochastic Lie transport into their dynamics in the same form for both theories. Moreover, the resulting stochastic partial differential equations retain their unperturbed form, except for an additional term representing induced Lie transport by the set of divergence-free vector fields associated with the spatial correlations of the cylindrical noise. The explanation for this remarkable similarity lies in the method of construction of the Hamiltonian for the Stratonovich stochastic contribution to the motion in both cases, which is done via pairing spatial correlation eigenvectors for cylindrical noise with the momentum map for the deterministic motion. This momentum map is responsible for the well-known analogy between hydrodynamics and electromagnetism. The momentum map for the Maxwell and Born-Infeld theories of electromagnetism treated here is the 1-form density known as the Poynting vector. Two appendices treat the Hamiltonian structures underlying these results.

Neuroscience and the soul: competing explanations for the human experience.

PubMed

Preston, Jesse Lee; Ritter, Ryan S; Hepler, Justin

2013-04-01

The development of fMRI techniques has generated a boom of neuroscience research across the psychological sciences, and revealed neural correlates for many psychological phenomena seen as central to the human experience (e.g., morality, agency). Meanwhile, the rise of neuroscience has reignited old debates over mind-body dualism and the soul. While some scientists use neuroscience to bolster a material account of consciousness, others point to unexplained neural phenomena to defend dualism and a spiritual perspective on the mind. In two experiments we examine how exposure to neuroscience research impacts belief in the soul. We find that belief in soul decreases when neuroscience provides strong mechanistic explanations for mind. But when explanatory gaps in neuroscience research are emphasized, belief in soul is enhanced, suggesting that physical and metaphysical explanations may be used reflexively as alternative theories for mind. Implications for the future of belief in soul and neuroscience research are discussed. Copyright © 2012 Elsevier B.V. All rights reserved.

19 CFR 123.9 - Explanation of a discrepancy in a manifest.

Code of Federal Regulations, 2011 CFR

2011-04-01

...; DEPARTMENT OF THE TREASURY CBP RELATIONS WITH CANADA AND MEXICO General Provisions § 123.9 Explanation of a... be marked or stamped “Overage Report” or “Shortage Declaration”, as appropriate. The form used shall...

Prior Knowledge Influence on Self-Explanation Effectiveness when Solving Problems: An Exploratory Study in Science Learning

ERIC Educational Resources Information Center

Ionas, Ioan Gelu; Cernusca, Dan; Collier, Harvest L.

2012-01-01

This exploratory study presents the outcomes of using self-explanation to improve learners' performance in solving basic chemistry problems. The results of the randomized experiment show the existence of a moderation effect between prior knowledge and the level of support self-explanation provides to learners, suggestive of a synergistic effect…

Observational constraint on Pluto's atmospheric CO with ASTE

NASA Astrophysics Data System (ADS)

Iino, Takahiro; Hirahara, Yasuhiro; Hidemori, Takehiro; Tsukagoshi, Takashi; Nakajima, Taku; Nakamoto, Satoru; Kato, Chihaya

2016-02-01

To confirm the previous observational results of Pluto's atmospheric CO in the J = 2-1 rotational transition, we conducted a new observation of CO (J = 3-2) in Pluto's atmosphere in 2014 August with the Atacama Submillimeter Telescope Experiment 10 m single-dish telescope. In contrast to the previous observational result obtained with the James Clerk Maxwell Telescope in 2009 and 2010 by using the J = 2-1 transition, no emission structure was observed near the rest frequency in our attempt. Possible explanations for the nondetection result of the J = 3-2 transition are discussed.

Non-linear instability analysis of the two-dimensional Navier-Stokes equation: The Taylor-Green vortex problem

NASA Astrophysics Data System (ADS)

Sengupta, Tapan K.; Sharma, Nidhi; Sengupta, Aditi

2018-05-01

An enstrophy-based non-linear instability analysis of the Navier-Stokes equation for two-dimensional (2D) flows is presented here, using the Taylor-Green vortex (TGV) problem as an example. This problem admits a time-dependent analytical solution as the base flow, whose instability is traced here. The numerical study of the evolution of the Taylor-Green vortices shows that the flow becomes turbulent, but an explanation for this transition has not been advanced so far. The deviation of the numerical solution from the analytical solution is studied here using a high accuracy compact scheme on a non-uniform grid (NUC6), with the fourth-order Runge-Kutta method. The stream function-vorticity (ψ, ω) formulation of the governing equations is solved here in a periodic square domain with four vortices at t = 0. Simulations performed at different Reynolds numbers reveal that numerical errors in computations induce a breakdown of symmetry and simultaneous fragmentation of vortices. It is shown that the actual physical instability is triggered by the growth of disturbances and is explained by the evolution of disturbance mechanical energy and enstrophy. The disturbance evolution equations have been traced by looking at (a) disturbance mechanical energy of the Navier-Stokes equation, as described in the work of Sengupta et al., "Vortex-induced instability of an incompressible wall-bounded shear layer," J. Fluid Mech. 493, 277-286 (2003), and (b) the creation of rotationality via the enstrophy transport equation in the work of Sengupta et al., "Diffusion in inhomogeneous flows: Unique equilibrium state in an internal flow," Comput. Fluids 88, 440-451 (2013).

Investigating the origins of political views: biases in explanation predict conservative attitudes in children and adults.

PubMed

Hussak, Larisa J; Cimpian, Andrei

2018-05-01

We tested the hypothesis that political attitudes are influenced by an information-processing factor - namely, a bias in the content of everyday explanations. Because many societal phenomena are enormously complex, people's understanding of them often relies on heuristic shortcuts. For instance, when generating explanations for such phenomena (e.g., why does this group have low status?), people often rely on facts that they can retrieve easily from memory - facts that are skewed toward inherent or intrinsic features (e.g., this group is unintelligent). We hypothesized that this bias in the content of heuristic explanations leads to a tendency to (1) view socioeconomic stratification as acceptable and (2) prefer current societal arrangements to alternative ones, two hallmarks of conservative ideology. Moreover, since the inherence bias in explanation is present across development, we expected it to shape children's proto-political judgments as well. Three studies with adults and 4- to 8-year-old children (N = 784) provided support for these predictions: Not only did individual differences in reliance on inherent explanations uniquely predict endorsement of conservative views (particularly the stratification-supporting component; Study 1), but manipulations of this explanatory bias also had downstream consequences for political attitudes in both children and adults (Studies 2 and 3). This work contributes to our understanding of the origins of political attitudes. © 2017 John Wiley & Sons Ltd.

Some practical observations on the predictor jump method for solving the Laplace equation

NASA Astrophysics Data System (ADS)

Duque-Carrillo, J. F.; Vega-Fernández, J. M.; Peña-Bernal, J. J.; Rossell-Bueno, M. A.

1986-01-01

The best conditions for the application of the predictor jump (PJ) method in the solution of the Laplace equation are discussed and some practical considerations for applying this new iterative technique are presented. The PJ method was remarked on in a previous article entitled ``A new way for solving Laplace's problem (the predictor jump method)'' [J. M. Vega-Fernández, J. F. Duque-Carrillo, and J. J. Peña-Bernal, J. Math. Phys. 26, 416 (1985)].

19 CFR 123.9 - Explanation of a discrepancy in a manifest.

Code of Federal Regulations, 2010 CFR

2010-04-01

...; DEPARTMENT OF THE TREASURY CUSTOMS RELATIONS WITH CANADA AND MEXICO General Provisions § 123.9 Explanation of... which a manifest form is used, the form shall be marked or stamped “Overage Report” or “Shortage...

Different Approaches to Assessing the Quality of Explanations Following a Multiple-Document Inquiry Activity in Science

ERIC Educational Resources Information Center

Wiley, Jennifer; Hastings, Peter; Blaum, Dylan; Jaeger, Allison J.; Hughes, Simon; Wallace, Patricia; Griffin, Thomas D.; Britt, M. Anne

2017-01-01

This article describes several approaches to assessing student understanding using written explanations that students generate as part of a multiple-document inquiry activity on a scientific topic (global warming). The current work attempts to capture the causal structure of student explanations as a way to detect the quality of the students'…

The Role of Explanations and Prescriptions in the Science of Design: The Case of Educational Research

ERIC Educational Resources Information Center

Penalva, Jose

2011-01-01

This article develops the idea that the sciences of the design perspective offer a more adequate solution for bridging the gap between explanations and prescriptions in educational research. This idea is developed over the following steps: first, the scope of the analysis and the problem of the relationship between explanations and prescription…

The Different Effects of Family on Objective Career Success across Gender: A Test of Alternative Explanations

ERIC Educational Resources Information Center

Kirchmeyer, Catherine

2006-01-01

Gender gaps in achieved rank and salary, common indicators of objective success, often are attributed to the different family roles and responsibilities of men and women. This study tested three explanations for the different effects of family on careers: that is, choice, performance, and signaling explanations. In a sample of American doctoral…

Designing Automated Guidance to Promote Productive Revision of Science Explanations

ERIC Educational Resources Information Center